Unit6 The Admirable Topic Talk 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Topic Talk 教学目标和重难点 1. 教学目标 Language competence: Master words and sentences about admirable people and express opinions fluently. Cultural awareness: Understand admirable qualities across cultures and enhance cultural confidence. Thinking quality: Develop critical thinking to judge admirable behaviors. Learning ability: Cultivate autonomous and cooperative learning skills in topic exploration. 2. 教学重难点 Key points: Master core vocabulary (admire, admirable, courage, devotion) and sentence patterns to describe admirable people. Difficult points: Using topic-related language flexibly to express reasons for admiration and connect personal experiences with the topic. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a multimedia presentation, showing pictures of admirable people from different fields: Tu Youyou (a medical pioneer), Martin Luther King Jr. (a civil rights activist), a firefighter, and an ordinary volunteer. Then the teacher asks two open-ended questions to arouse students’ interest: “Who is the person you admire most in your life? Why do you admire him or her?” After asking the questions, the teacher invites 3-4 students to share their answers freely. When students share, the teacher listens carefully, takes simple notes, and gives positive feedback, such as “That’s a wonderful choice! His/Her spirit is really admirable.” or “I totally agree with you. His/Her actions are worth learning from.” Then the teacher summarizes: “Today, we will focus on the topic ‘The Admirable’. We will learn how to describe admirable people, talk about their qualities and deeds, and understand the true meaning of being admirable.” Design Intention: The lead-in links students’ real-life experiences with the unit topic, which can quickly arouse their learning enthusiasm and participation. Showing pictures of different types of admirable people helps students expand their understanding of “admirable people” — it is not only famous people but also ordinary people around them who have noble qualities. Positive feedback from the teacher can encourage students to express themselves boldly, laying a good foundation for the subsequent teaching activities. Step 2: Presentation (Vocabulary and Sentence Patterns) First, the teacher presents the core vocabulary of the topic through the pictures shown in the lead-in. For each vocabulary word, the teacher combines the pictures to explain the meaning, pronounces it clearly, and gives example sentences related to the topic, helping students understand and remember in context. Core Vocabulary: admire (v.), admirable (adj.), courage (n.), devotion (n.), brave (adj.), hard-working (adj.), creative (adj.), selfless (adj.), fight against (phrasal verb), put out fires (phrasal verb), save people’s lives (phrasal verb). For example, when introducing “brave” and “put out fires”, the teacher points to the picture of the firefighter and says: “This firefighter is very brave. He often puts out fires and saves people’s lives. We all admire him for his courage.” When introducing “devotion”, the teacher takes Tu Youyou as an example: “Tu Youyou devoted all her life to medical research. Her devotion to her work is admirable.” Key Sentence Patterns: The teacher sorts out and presents the sentence patterns commonly used to describe admirable people and express admiration, combined with students’ sharing in the lead-in. The key sentence patterns include: ① I admire... because he/she is... and he/she... ② The person I admire most is..., who... ③ What makes him/her admirable is that... ④ He/She is worthy of admiration because of his/her... ⑤ Not only does he/she..., but he/she also... After presenting the vocabulary and sentence patterns, the teacher organizes a quick practice: the teacher shows a picture of an admirable person, and students take turns to describe the person using the newly learned vocabulary and sentence patterns. For example, when showing a picture of Martin Luther King Jr., the teacher guides students to say: “I admire Martin Luther King Jr. because he is brave and selfless. He fought against racial discrimination and tried to bring equality to all people. What makes him admirable is that he never gave up his dream.” Design Intention: Vocabulary and sentence patterns are the basis for students to carry out topic communication. Presenting vocabulary in context (combining pictures and real examples) helps students understand the meaning and usage of words more deeply, avoiding mechanical memorization. The quick practice link allows students to apply the newly learned knowledge immediately, consolidate their memory, and lay a solid language foundation for the subsequent listening and speaking activities. Step 3: Listening Practice (Listening Comprehension) The listening practice is divided into two parts: extensive listening and intensive listening, aiming to improve students’ listening ability and further consolidate the topic-related vocabulary and sentence patterns. Extensive Listening: The teacher plays the listening material (Dialogue 1: Jenny talking about her admired uncle, a firefighter) twice. The first time, students listen to get the main idea: what the dialogue is about and who Jenny admires. The second time, students listen again to confirm the main idea and answer the simple questions raised by the teacher: “Who is Jenny’s admired person? What is his job? Why does Jenny admire him?” After students answer, the teacher checks the answers and explains the key points in the listening material, such as the phrases “put out fires” and “save people’s lives”, and the sentence pattern “I admire him because he...” Intensive Listening: The teacher plays another listening material (Dialogue 2: discussing the common qualities of admirable people) three times. The first time, students listen to get the general idea: what common qualities admirable people have. The second time, students listen and fill in the blanks with the missing words (mainly the core vocabulary learned in the previous step, such as brave, hard-working, creative, fight against, weakness). The third time, students listen again to check their answers and correct mistakes. Then the teacher leads students to read the listening material together, paying attention to pronunciation, intonation, and the usage of key words and sentences. After the listening practice, the teacher organizes a group discussion: “What other qualities do you think admirable people have? Can you give examples to illustrate?” Each group discusses for a few minutes, and then each group sends a representative to share their opinions. The teacher listens carefully, supplements and summarizes, and guides students to expand their thinking, such as adding qualities like “perseverant”, “responsible” and “kind”. Design Intention: Listening is an important part of language input. Dividing listening into extensive and intensive listening conforms to the law of listening teaching: first grasping the main idea, then understanding the details. The listening materials are closely related to the topic and the learned vocabulary and sentence patterns, which can not only improve students’ listening ability but also consolidate the knowledge they have learned. The group discussion after listening can stimulate students’ thinking, let them actively participate in the topic exploration, and lay a foundation for the subsequent speaking activities. Step 4: Speaking Practice (Oral Communication) The speaking practice is carried out in the form of progressive tasks, from individual practice to pair work, and then to group work, aiming to let students flexibly use the learned vocabulary and sentence patterns to express their opinions and improve their oral communication ability. Individual Practice: Students think about the person they admire most (it can be a famous person, a relative, a teacher, or an ordinary person around them), and prepare a short speech (about 30 seconds) to describe the person, including his/her identity, deeds, and the reasons for admiration, using the key vocabulary and sentence patterns learned. The teacher walks around the classroom, guides students who have difficulties in expression, and helps them organize their language. For example, if a student is not sure how to express “devotion”, the teacher can remind them: “You can say ‘He/She devotes himself/herself to...’” Pair Work: Students work in pairs to share their prepared short speeches. After sharing, each pair asks and answers questions about each other’s admired people, such as “What does your admired person do? What makes him/her admirable? Do you want to learn from his/her qualities?” The teacher requires students to use the key sentence patterns when asking and answering, and encourages them to use as many new vocabulary words as possible. During the pair work, the teacher walks around to observe, corrects students’ wrong expressions in time, and gives guidance and help to students with poor oral expression. Group Work: Each group of 4-5 students carries out a group discussion with the topic “Who is the most admirable person in our group? Why?” First, each student in the group shares their admired person again, then the group members discuss together, vote for the most admirable person in the group, and prepare a group report (about 1 minute). The group report should include the person’s identity, deeds, qualities, and the reasons why the group thinks he/she is the most admirable. The teacher reminds students to cooperate with each other, divide the work reasonably (such as one student introducing the person, one student talking about his/her deeds, one student explaining the qualities, and one student summarizing), and use the learned vocabulary and sentence patterns flexibly. After the group discussion, each group sends a representative to give a group report in front of the whole class. The teacher listens carefully, gives positive feedback and evaluation to each group, such as “Your group’s report is very clear and fluent. You used a lot of the vocabulary and sentence patterns we learned today.” or “Your choice is very meaningful. The reasons you gave are very convincing.” At the same time, the teacher points out the common problems in students’ expressions (such as incorrect use of tenses, wrong collocation of words) and explains and corrects them. Design Intention: Speaking practice is an important link to realize language output. The progressive task design (individual - pair - group) conforms to the law of students’ language learning, from simple to complex, from individual expression to cooperative communication, which can reduce students’ speaking pressure and improve their participation. The teacher’s guidance and feedback can help students correct their mistakes in time, improve their oral expression ability, and at the same time cultivate their cooperative learning ability and communication ability. Step 5: Consolidation and Extension Consolidation Activity: The teacher organizes a “Vocabulary and Sentence Pattern Competition”. The class is divided into two teams. The teacher raises questions related to the core vocabulary and sentence patterns, such as “What is the adjective form of ‘admire’?”, “Make a sentence with ‘devotion’.”, “Use the sentence pattern ‘Not only..., but also...’ to describe an admirable person.” Teams take turns to answer, and the team with the most correct answers wins. The teacher gives small rewards (such as stickers) to the winning team to stimulate students’ enthusiasm. Extension Activity: The teacher introduces the background of the unit theme — “The Admirable” covers people from different fields, including scientists, activists, ordinary workers, etc. Then the teacher assigns a small task: “After class, find a story about an admirable person (can be in Chinese or English), read it carefully, and write a short English introduction (about 50 words) about the person, including his/her deeds and qualities. We will share these stories in the next class.” In addition, the teacher guides students to think deeply: “What can we learn from admirable people? How can we become admirable people in our daily life?” Students express their opinions freely, and the teacher summarizes: “Admirable people are not necessarily famous. They may be around us. Their courage, devotion, hard work and other qualities are worth learning. We can start from small things in daily life, such as helping others, working hard, and never giving up, to become better people.” Design Intention: The consolidation activity (competition) makes the review of vocabulary and sentence patterns more interesting, which can help students consolidate the knowledge they have learned in a relaxed atmosphere. The extension activity links classroom learning with after-class life, encourages students to explore more resources related to the topic, expands their knowledge, and at the same time guides students to reflect on themselves, realizing the integration of language learning and moral education. The in-depth thinking link helps students understand the connotation of “admirable” more deeply, and guides them to establish correct values. Step 6: Summary and Homework Summary: The teacher summarizes the content of the class with the help of a mind map on the blackboard: first, we talked about the people we admire in our life; then we learned the core vocabulary and key sentence patterns related to “The Admirable”; next, we did listening practice to understand the dialogue about admirable people; then we carried out speaking practice to express our opinions about admirable people; finally, we discussed how to learn from admirable people. The teacher emphasizes: “In this class, we not only mastered the language knowledge related to the topic but also understood the meaning of being admirable. I hope you can keep these in mind and apply them to your daily life and English communication.” Homework: ① Review the core vocabulary and key sentence patterns learned in this class, and make 5 sentences with the key sentence patterns. ② Complete the extension task assigned in the previous step: find a story about an admirable person and write a short English introduction (about 50 words). ③ Prepare for the next class: share the story of the admirable person you found. Design Intention: The summary helps students sort out the knowledge system of the class, clarify the key points of learning, and deepen their understanding and memory of the knowledge. The homework is designed hierarchically: the first homework is to consolidate the basic language knowledge, the second and third homework are to extend the classroom learning, which can not only help students consolidate the knowledge but also improve their autonomous learning ability and prepare for the next class. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $