Unit 2 -Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 2 Cherishing Friendship-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Students will master key vocabulary and sentence patterns related to friendship, improve listening and speaking skills through interactive activities, and be able to express views on friendship in fluent English. Cultural Awareness: They will understand the connotation of friendship in different cultures, respect cultural differences in interpersonal communication, and enhance cultural confidence. Thinking Quality: Students will develop logical thinking and critical thinking by analyzing listening materials and reading texts, and learn to think dialectically about the value of friendship. Learning Ability: They will master effective listening and reading strategies, cultivate autonomous learning and cooperative inquiry abilities, and form good learning habits. 教学重难点 Key Points: Mastering key vocabulary (e.g., cherish, loyal, sincere, accompany) and sentence patterns about friendship; understanding the main idea and details of Reading A and listening materials; being able to carry out simple oral communication about friendship. Difficult Points: Using the learned vocabulary and sentence patterns flexibly in listening and speaking; deeply understanding the emotional connotation of friendship in the text; expressing personal views on friendship logically and coherently in English. 教学过程 Lead-in (Warm-up) The teacher starts the class by showing some pictures and short video clips about friendship—such as students helping each other at school, friends cheering each other up when in trouble, and the scene of friends gathering together. After playing the video, the teacher asks some guiding questions in English: “What do you see in the pictures and video? Do you have good friends around you? What do you usually do with your good friends? Why is friendship important in our life?” Then, the teacher invites 3-4 students to share their answers in English, encouraging them to express their true feelings freely without worrying about making mistakes. After the sharing, the teacher makes a brief comment, affirming the students’ courage to express themselves and summarizing the common points of their answers, leading to the theme of this lesson: Cherishing Friendship. Design Intention: The warm-up link uses visual and auditory materials to create a relaxed and pleasant English learning atmosphere, which can quickly attract students’ attention and arouse their interest in the theme of friendship. The guiding questions are closely related to students’ daily life, making it easier for students to connect their own experiences with the teaching content, reduce their psychological pressure in speaking English, and lay a good foundation for the smooth development of subsequent listening, reading, and speaking activities. At the same time, it implicitly guides students to think about the importance of friendship, paving the way for the cultivation of emotional attitude and values. Listening Practice Pre-listening Before listening, the teacher presents the key vocabulary and phrases related to the listening material on the blackboard or PPT, including “interview, friendship, trust, support, overcome difficulties, cherish”. The teacher explains the meanings and usages of these words and phrases briefly with simple English sentences and body language, and asks students to read them aloud together twice to ensure that students can recognize and understand these words when listening. Then, the teacher introduces the background of the listening material: it is an interview between a reporter and a student about friendship, mainly talking about the student’s understanding of friendship and his experience with his good friend. The teacher asks students to predict the content of the interview according to the background introduction, such as “What questions do you think the reporter will ask? What will the student say about his friend?” Design Intention: Pre-listening preparation is an important link to improve listening efficiency. By teaching key vocabulary in advance, it can help students eliminate language barriers in listening, avoid missing key information due to unfamiliar words. Predicting the listening content can stimulate students’ thinking, make them more focused in the listening process, and cultivate their ability to predict and infer information, which is in line with the requirements of improving students’ listening strategies in core literacy. While-listening The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the interview: what the student thinks of friendship and what unforgettable experience he has with his good friend. After the first listening, the teacher invites 2 students to share their understanding of the main idea, and corrects and supplements it to ensure that all students grasp the core content. For the second time, students are asked to listen carefully again and fill in the blanks in the listening task sheet prepared in advance. The blanks mainly involve key information such as the student’s view on friendship, the thing his good friend helped him with, and his feeling about the friendship. During the listening process, the teacher can pause appropriately at the key points to give students time to write down the answers. After the second listening, the teacher checks the answers with the whole class, asks students to read their answers aloud, and explains the difficult points in the listening material, such as long sentences or difficult expressions, to help students fully understand the content. Design Intention: Listening twice with different tasks can help students gradually deepen their understanding of the listening material. The first listening focuses on the main idea, cultivating students’ ability to grasp the overall information; the second listening focuses on details, training students’ ability to capture key information. The way of filling in the blanks can make the listening task more specific and targeted, helping students concentrate on listening. Pausing appropriately and checking answers in time can help the teacher grasp students’ listening situation in time, find out their weak points, and provide targeted guidance, which is conducive to improving students’ listening ability. Post-listening After the listening practice, the teacher organizes a group discussion. Students are divided into groups of 4-5, and discuss the following questions in English: “Do you agree with the student’s view on friendship in the listening material? Why or why not? Have you ever had a similar experience with the student? What did your friend do for you? How did you feel at that time?” Each group selects a representative to record the group’s opinions, and after 5 minutes of discussion, each group’s representative shares the group’s discussion results with the whole class. The teacher listens carefully to the students’ sharing, gives positive comments, and guides students to realize that friendship needs trust, support and mutual help. Then, the teacher asks students to retell the main content of the listening material in their own words, and invites 2-3 students to retell it in front of the class, encouraging them to use the key vocabulary and phrases learned in the pre-listening link. Design Intention: The post-listening discussion and retelling activities can not only help students consolidate the listening content, but also connect listening with speaking, providing students with opportunities to practice oral English. Group discussion can cultivate students’ cooperative learning ability, make students learn from each other and communicate with each other, and improve their ability to express views in English. Retelling the listening material can help students sort out the logical structure of the listening content, exercise their ability to organize language and express themselves, and lay a foundation for the subsequent reading and speaking activities. Reading A Practice Pre-reading The teacher presents the title of Reading A “With One Small Gesture” on the PPT, and asks students to guess the content of the text according to the title: “What do you think the text will talk about? What is the ‘small gesture’ mentioned in the title? Who made the gesture and to whom?” Then, the teacher briefly introduces the background of the text: it is a short story about friendship, telling the story of a girl who helps a new classmate through a small gesture, and thus establishes a deep friendship. The teacher then presents the key vocabulary and phrases in Reading A, such as “gesture, lonely, hesitate, reach out, comfort, precious, unforgettable”, and explains their meanings and usages with examples. For example, “reach out” can be explained as “to offer help or support to someone”, and the teacher can make a gesture of reaching out to help others to let students understand better. Students read the new words and phrases aloud together to familiarize themselves with their pronunciation and meaning. Design Intention: Guessing the text content according to the title can stimulate students’ curiosity and interest in reading, and cultivate their ability to predict the text content. Introducing the text background helps students understand the context of the story, making it easier for them to grasp the emotional connotation of the text. Teaching key vocabulary in advance can help students eliminate language barriers in reading, improve reading speed and comprehension, and lay a good foundation for intensive reading. While-reading First, students are asked to read the text quickly (skimming) and answer two questions: “Who are the main characters in the text? What is the main event of the text?” After skimming, the teacher invites students to answer the questions, and summarizes the main content of the text: A new classmate named Lisa felt lonely on her first day at school, and a girl named Amy reached out to help her with a small gesture, which made Lisa feel warm and they became good friends. Then, students are asked to read the text carefully (scanning) and complete the following tasks: (1) Underline the sentences that describe Lisa’s feeling when she first came to the new school. (2) Find out what Amy did to help Lisa. (3) What changes did Lisa have after getting along with Amy? (4) What does the author want to tell us through this story? During the intensive reading process, the teacher walks around the classroom, observes students’ reading situation, and provides help to students who have difficulties in reading. After students finish the tasks, the teacher checks the answers with the whole class, analyzes the key sentences in the text, and explains the difficult points, such as the usage of attributive clauses and adverbial clauses in the text, and the emotional meaning expressed by some sentences. For example, the sentence “Lisa stood alone in the corner, feeling lonely and scared” describes Lisa’s loneliness and fear, and the teacher can guide students to feel the emotion through reading aloud. At the same time, the teacher guides students to pay attention to the details in the text, such as Amy’s smile, her invitation to Lisa to sit with her, and these small gestures that reflect the beauty of friendship. Design Intention: Skimming helps students grasp the main idea of the text quickly, cultivating their ability to obtain overall information; scanning helps students find key details in the text, improving their ability to capture specific information. The designed tasks are targeted, which can guide students to read the text carefully and deeply, and understand the emotional connotation of the text. Analyzing key sentences and difficult points can help students master the language knowledge in the text, improve their language competence, and at the same time, guide students to feel the beauty of friendship through the details, laying a foundation for the cultivation of cultural awareness and emotional attitude. Post-reading First, the teacher organizes a class discussion: “What do you think of Amy’s behavior? If you were Lisa, how would you feel when Amy helped you? What small gestures can we do in our daily life to cherish our friendship?” Students are encouraged to express their views freely, and the teacher guides students to realize that friendship is often reflected in small details, and a small gesture of kindness can bring warmth to others and maintain friendship. Then, students are asked to work in pairs to role-play the dialogue between Amy and Lisa on the first day they met. They can refer to the content of the text and add their own words and expressions to make the dialogue more vivid. After the role-play, the teacher invites 2-3 pairs of students to perform in front of the class, and gives comments and suggestions, affirming their advantages and putting forward suggestions for improvement, such as improving pronunciation and intonation, or adding more emotional expressions. Next, the teacher asks students to summarize the main idea of the text in 3-5 sentences, and write it down on the exercise book. Then, the teacher invites 2-3 students to read their summaries aloud, and corrects and improves them, helping students improve their ability to summarize and organize language. Finally, the teacher guides students to think about the theme of the text again: “What is the true meaning of friendship? How can we cherish our friendship in daily life?” Students are asked to share their thoughts, and the teacher makes a summary, emphasizing that friendship is precious, and we should cherish it with sincerity, trust, and mutual help. Design Intention: The post-reading discussion can help students deeply understand the theme of the text, connect the text content with their own life, and cultivate their ability to think and express views in English. Role-play can make students better understand the characters’ emotions in the text, improve their oral expression ability and performance ability, and make the learning process more interesting. Summarizing the text can help students sort out the logical structure of the text, improve their ability to summarize and organize language. The final thinking and sharing link can guide students to establish a correct view of friendship, cultivate their emotional attitude and values, and realize the integration of language learning and moral education. Viewing Practice The teacher plays a short film clip about friendship—“Peas and Carrots” (related to the unit theme), which tells the story of two good friends who support each other and grow up together, and face difficulties and challenges in life hand in hand. Before playing the clip, the teacher asks students to pay attention to the following points when watching: (1) What is the relationship between the two main characters in the clip? (2) What difficulties did they encounter? (3) How did they help each other? (4) What do you think of their friendship? After playing the clip twice, the teacher organizes students to discuss the questions in groups of 4. Each group discusses for 5 minutes, and then each group selects a representative to share the group’s views. The teacher listens carefully to the students’ sharing, and guides students to think about the differences and similarities between the friendship in the film clip and the friendship in Reading A and listening materials. For example, both reflect that friendship needs mutual support and help, and both are precious. Then, the teacher asks students to express their feelings after watching the clip, such as “What touched you most in the clip? What have you learned from their friendship?” Design Intention: The viewing link enriches the teaching form, makes the teaching content more vivid and intuitive, and can better arouse students’ emotional resonance. Letting students pay attention to specific points when watching can help them focus on the key content of the clip and improve their ability to obtain information from audio-visual materials. Group discussion after viewing can help students exchange ideas, deepen their understanding of the theme of friendship, and at the same time, cultivate their cooperative learning ability and oral expression ability. Comparing the friendship in different materials can help students form a more comprehensive understanding of friendship, which is conducive to the cultivation of their thinking quality. Speaking Practice Topic Discussion The teacher puts forward the core speaking topic: “How to Cherish Our Friendship”. First, the teacher gives some prompts to help students think, such as “Be sincere to your friends”, “Listen to your friends’ troubles”, “Help your friends when they are in need”, “Respect your friends’ opinions”, “Keep your promises to your friends”. Then, students are divided into groups of 5-6, and discuss the topic in English. Each group needs to list at least 3 ways to cherish friendship, and explain the reasons. During the discussion, the teacher walks around the classroom, guides students to use the key vocabulary and sentence patterns learned in this lesson, such as “We should...”, “It is important to...”, “Friendship needs...”, and helps students solve the difficulties in expression. After 8 minutes of discussion, each group’s representative shares the group’s views with the whole class, and other groups can ask questions or supplement. Design Intention: The topic discussion is closely related to the unit theme and students’ daily life, which can provide students with sufficient space to express their views. The prompts given by the teacher can help students open their thinking, avoid being unable to express due to lack of ideas. Group discussion can cultivate students’ cooperative learning ability and communication ability, and guide students to use the learned language knowledge flexibly, improving their oral expression ability. Asking questions and supplementing can make the discussion more in-depth, and cultivate students’ ability to listen and respond. Speech Practice On the basis of group discussion, the teacher asks students to prepare a short speech about “My View on Friendship” or “How I Cherish My Friendship”, with a length of 1-2 minutes. Students can refer to the content of listening, reading and viewing materials, and combine their own experiences to prepare the speech. During the preparation process, students can discuss with their deskmates and ask the teacher for help if they have difficulties. After 10 minutes of preparation, the teacher invites 4-5 students to give speeches in front of the class. The teacher listens carefully to the speeches, and gives comments from the aspects of content, language, pronunciation and intonation, affirming their advantages, such as fluent expression, correct use of vocabulary and sentence patterns, and puts forward suggestions for improvement, such as adding more specific examples to make the speech more vivid. Design Intention: Speech practice is a comprehensive test of students’ oral expression ability, which can help students integrate the language knowledge and emotional experience learned in this lesson, and improve their ability to organize language and express views coherently. Preparing the speech can cultivate students’ autonomous learning ability and thinking ability, and combining their own experiences can make the speech more real and emotional. The teacher’s comments and suggestions can help students find their own shortcomings and improve their oral expression ability continuously. Summary and Extension First, the teacher summarizes the content of this lesson with the whole class: in this lesson, we have done listening practice about friendship interview, read a short story about friendship, watched a film clip about friendship, and carried out a series of speaking activities. We have mastered the key vocabulary and sentence patterns related to friendship, understood the true meaning of friendship, and learned how to express our views on friendship in English. Then, the teacher emphasizes the importance of cherishing friendship again, and guides students to apply what they have learned in this lesson to their daily life, treat their friends sincerely, and cherish every friendship around them. For the extension part, the teacher assigns two after-class tasks: 1. Write a short passage (80-100 words) about your own friendship, introducing your good friend and the story between you two, and expressing your views on friendship. 2. Listen to an English song about friendship (such as “Friends Are Family”), understand the lyrics, and sing along with it. Next class, we will invite some students to share their passages and sing the song together. Design Intention: The summary link helps students sort out the content of this lesson, consolidate the knowledge they have learned, and deepen their understanding of the theme of friendship. The extension tasks connect classroom learning with after-class learning, extend the teaching content, and provide students with more opportunities to practice English listening, speaking and writing. Writing a short passage can improve students’ writing ability, and listening to and singing English songs can make English learning more interesting, cultivate students’ interest in English learning, and achieve the goal of improving students’ comprehensive language ability. 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 $