Unit 6 The Admirable-Reading Club 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Reading Club 教学目标和重难点 教学目标 Language Ability: Students can master key words and sentence patterns related to admirable people, understand the main content and logical structure of the Reading Club texts, and express their views on admirable qualities in simple English. Cultural Awareness: They can understand the admirable qualities of people from different countries and backgrounds, respect cultural diversity, and establish a sense of cultural confidence by comparing Chinese and foreign admirable figures. Thinking Quality: Students can analyze the causes and impacts of the deeds of admirable people, develop critical thinking and logical reasoning abilities, and form their own judgments on admirable qualities. Learning Ability: They can master effective reading strategies such as skimming and scanning, actively participate in group discussions, and cultivate the awareness of independent learning and cooperative learning. 教学重难点 Key Points: Mastering key vocabulary (e.g., admirable, devotion, perseverance, sacrifice) and sentence structures (e.g., attributive clauses, passive voice) in the Reading Club texts; understanding the main plots and character qualities of the texts; grasping basic reading strategies to extract key information. Difficult Points: Analyzing the deep meaning of the deeds of admirable people and the reasons for their being admirable; using the learned vocabulary and sentence patterns to express personal views on admirable qualities accurately and fluently; cultivating cross-cultural thinking in the comparison of different admirable figures. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a question-and-answer activity: “Who is the most admirable person in your life? Why do you admire him or her? Please share your opinions with your deskmate in 2 minutes.” After the pair discussion, invite 3-4 students to share their ideas in front of the class. The teacher listens carefully and gives positive comments, guiding students to focus on the core qualities of admirable people, such as perseverance, devotion, courage and selflessness. Then, the teacher shows pictures of the figures mentioned in the Reading Club (e.g., Chinese astronaut Yang Liwei, American astronauts of the Challenger, Jewish girl Anne Frank) on the screen, and briefly introduces their identities and main deeds in simple English, leading students to guess the theme of the Reading Club: “Today, we will read about some admirable people in the Reading Club, and explore their stories and admirable qualities together.” Design Intention: The question-and-answer and pair discussion activities are designed to activate students’ prior knowledge and life experience, arouse their interest in the topic of “admirable people”, and create a relaxed and active classroom atmosphere. Showing pictures and brief introductions of the figures in the Reading Club can help students have a preliminary understanding of the teaching content, lay a foundation for the subsequent reading activities, and naturally lead to the theme of the lesson. At the same time, it can cultivate students’ ability to express personal views in English and lay the foundation for the development of language ability. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the Reading Club texts on the blackboard or PPT, including admirable, devotion, perseverance, sacrifice, launch, survive, hide, optimistic, overcome, make a difference, devote oneself to, in spite of, etc. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives example sentences related to the theme of “admirable people” to help students understand and remember. For example, for “perseverance”, the teacher says: “Perseverance means keeping trying even when things are difficult. Tu Youyou showed great perseverance in her research on artemisinin.” For “devote oneself to”, the example sentence is: “Many scientists devote themselves to the development of science and technology.” Then, the teacher introduces the background knowledge of the Reading Club texts briefly. For Reading Club 1, the teacher introduces the background of the Challenger space shuttle explosion and the successful landing of China’s Shenzhou V spacecraft, helping students understand the historical context of the stories of the astronauts. For Reading Club 2, the teacher introduces the historical background of World War II and the persecution of Jews by the Nazis, so that students can better understand Anne Frank’s difficult living environment and her optimistic spirit. During the introduction, the teacher uses simple English and combines pictures or short video clips to make the background knowledge more vivid and easy to understand. Finally, the teacher asks students to predict the content of the texts according to the title, pictures and background knowledge: “What do you think the texts will talk about? What kind of deeds will the characters do? Write down your predictions in your notebook.” Design Intention: Previewing key vocabulary and phrases can help students remove language obstacles in reading, improve reading efficiency, and lay a foundation for understanding the texts. Introducing background knowledge can help students understand the cultural and historical context of the texts, deepen their understanding of the characters’ deeds and qualities, and cultivate their cultural awareness. Asking students to predict the content of the texts can stimulate their reading interest and initiative, and train their logical reasoning ability, which is conducive to the development of thinking quality. Step 3: While-reading (Text Analysis and Reading Strategies Training) This step is divided into two parts: skimming and scanning, and careful reading, focusing on training students’ reading strategies and improving their ability to understand the texts. Part 1: Skimming and Scanning The teacher asks students to read the two texts of the Reading Club quickly (skimming) and answer the following questions: 1. What is the main topic of each text? 2. Who are the main characters in each text? After students finish reading, the teacher invites them to answer the questions, and summarizes the main content of each text: Reading Club 1 tells the stories of Chinese astronaut Yang Liwei and American Challenger astronauts, showing their courage and dedication to space exploration; Reading Club 2 tells the story of Anne Frank, who insisted on keeping a diary and maintained an optimistic attitude in the difficult environment of hiding from the Nazis. Then, the teacher asks students to read the texts again with scanning strategy, and find out the key information related to the characters’ deeds and qualities, such as the time, place, events and the adjectives describing the characters’ qualities. The teacher arranges a group competition: each group is responsible for one text, finds the key information within the specified time, and writes it on the blackboard. The teacher evaluates the performance of each group, corrects mistakes, and sorts out the key information uniformly. Design Intention: Skimming training helps students grasp the main idea of the texts quickly, improve their reading speed and overall understanding ability. Scanning training helps students master the method of extracting key information, which is a necessary reading strategy for senior high school students. The group competition activity can arouse students’ enthusiasm and initiative, cultivate their cooperative learning ability, and make the reading process more interesting. At the same time, extracting key information lays a foundation for the subsequent careful reading and text analysis. Part 2: Careful Reading The teacher guides students to read the texts carefully paragraph by paragraph, analyze the details, logical structure and the expression of the characters’ qualities, and solve the difficult problems in reading. For Reading Club 1: The teacher guides students to read each paragraph and ask questions: 1. What did Yang Liwei do in the Shenzhou V spacecraft? How did people respond to his success? 2. What happened to the Challenger space shuttle? What did the president say about the astronauts? 3. What common qualities do Yang Liwei and the Challenger astronauts have? The teacher encourages students to express their views, and guides them to summarize the common qualities of the astronauts: courage, dedication, pursuit of dreams, and fearlessness of sacrifice. At the same time, the teacher analyzes the key sentences in the text, such as “Yang Liwei successfully completed his mission and returned to Earth as a hero”, “Although the Challenger astronauts sacrificed, their spirit will always be remembered”, explaining the sentence structure and the implied meaning, helping students understand the deep expression of the text. For Reading Club 2: The teacher guides students to read the text carefully, and focuses on analyzing Anne Frank’s living environment and her attitude towards life. The teacher asks questions: 1. Why did Anne Frank and her family hide in the attic? 2. What did Anne do during the hiding period? 3. What kind of attitude did Anne have towards the difficult life? How can we see it from the text? The teacher invites students to find relevant sentences in the text to support their views, such as “Anne kept a diary every day, recording her thoughts and feelings”, “She maintained an optimistic attitude and believed that there would be a better future”, and guides students to understand Anne’s optimistic spirit, perseverance and love for life. At the same time, the teacher analyzes the key vocabulary and sentence patterns in the text, such as “hide from”, “insist on”, “in spite of the difficulties”, and helps students master their usage in specific contexts. During the careful reading process, the teacher pays attention to guiding students to think independently and discuss in groups when encountering difficult problems. For example, when discussing “Why are the Challenger astronauts admirable even though they failed?”, the teacher encourages students to express different views, guides them to realize that success is not the only standard to measure whether a person is admirable, and the spirit of courage, dedication and pursuit of dreams is more worthy of admiration. This helps students develop critical thinking ability. Design Intention: Careful reading is the key link to understand the text in depth. By analyzing the details and key sentences of the text, students can deeply understand the characters’ deeds and qualities, and master the key vocabulary and sentence patterns, which is conducive to the development of language ability. Guiding students to think independently and discuss in groups can cultivate their thinking quality and cooperative learning ability. Discussing the connotation of “admirable” helps students establish a correct view of values and deepen their understanding of the theme of the unit. Step 4: Post-reading (Consolidation and Application) This step includes three activities: vocabulary and sentence pattern consolidation, group discussion and oral expression, and writing practice, aiming to help students consolidate the learned knowledge, apply it flexibly, and improve their comprehensive language ability. Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs some exercises to consolidate the key vocabulary and sentence patterns learned in the lesson. For example: 1. Fill in the blanks with the correct form of the given words (admirable, devotion, perseverance, sacrifice); 2. Rewrite the sentences using the given phrases (devote oneself to, in spite of). The teacher asks students to finish the exercises independently first, then checks the answers with the whole class, explains the wrong questions in detail, and helps students master the usage of vocabulary and sentence patterns flexibly. In addition, the teacher invites students to make their own sentences with the key vocabulary and sentence patterns, and share them with the class, so as to improve their ability to use language comprehensively. Design Intention: Vocabulary and sentence pattern consolidation exercises can help students consolidate the knowledge learned in the lesson, avoid forgetting, and lay a solid foundation for language application. Making sentences by themselves can stimulate students’ creativity, improve their ability to use language flexibly, and promote the development of language ability. Activity 2: Group Discussion and Oral Expression The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Compare the admirable people in the Reading Club with the people you admire in your life. What are their similarities and differences? What can we learn from them?” The groups discuss the topic freely, and each group designates a recorder to record the key points of the discussion and a speaker to report the group’s views to the whole class. The teacher walks around the classroom, guides the groups that have difficulties in discussion, and reminds students to use the learned vocabulary and sentence patterns to express their views. After the group reports, the teacher makes a summary and evaluation, affirms the advantages of each group, points out the problems in expression, and puts forward suggestions for improvement. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. Comparing the admirable people in the text with the people in real life can help students connect the text with real life, deepen their understanding of admirable qualities, and cultivate their thinking quality. Oral expression practice can improve students’ ability to express their views in English fluently and accurately, and promote the development of language ability. Activity 3: Writing Practice The teacher asks students to write a short passage (about 80-100 words) with the title “The Admirable Person in My Heart”. The requirements are: 1. Introduce the identity of the person; 2. Briefly describe his/her deeds; 3. Explain why he/she is admirable; 4. Use at least 3 key words and 1 key sentence pattern learned in the lesson. Before writing, the teacher gives a sample passage to guide students to grasp the structure and writing methods. Students finish the writing independently, and then exchange their passages with their deskmates for mutual revision, putting forward suggestions for improvement. The teacher collects some typical passages, comments on them in class, affirms the advantages, points out the problems in content, grammar and expression, and guides students to revise and improve their passages. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. Combining the theme of the lesson and the learned knowledge to carry out writing practice can help students apply the learned vocabulary and sentence patterns flexibly, improve their writing ability. Mutual revision can cultivate students’ ability to find and correct mistakes, and improve their learning ability. Commenting on typical passages can help students find their own problems and learn from others’ advantages, so as to improve their writing level. Step 5: Summary and Reflection First, the teacher summarizes the content of the lesson with the students: “In today’s class, we read two texts in the Reading Club, understood the stories of Yang Liwei, the Challenger astronauts and Anne Frank, mastered the key vocabulary and sentence patterns related to admirable people, and discussed the connotation of admirable qualities. We also learned to use the learned knowledge to express our views and write short passages.” Then, the teacher guides students to reflect on their learning process: “What have you learned in today’s class? What difficulties have you encountered? How can you solve these difficulties? What can you learn from the admirable people in the texts?” Students think independently first, then share their reflections with the class. The teacher listens carefully, gives positive guidance, and encourages students to learn from the admirable people, cultivate their own good qualities, and strive to become better people. Finally, the teacher assigns after-class homework: 1. Recite the key vocabulary and sentence patterns of the lesson; 2. Revise the short passage written in class and hand it in the next day; 3. Read more stories about admirable people and write a short reading report (optional). Design Intention: Summarizing the lesson can help students sort out the knowledge learned, form a systematic knowledge structure, and deepen their understanding of the teaching content. Guiding students to reflect on their learning process can help them find their own problems and deficiencies, cultivate their learning ability and self-reflection ability. Assigning after-class homework can consolidate the knowledge learned in class, extend the learning content, and lay a foundation for the subsequent learning. At the same time, reading more stories about admirable people can enrich students’ knowledge and deepen their understanding of the theme of “the admirable”. 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 $