Unit 2 Cherishing Friendship-Reading B-Writing 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 B-Writing 教学目标和重难点 教学目标 Language competence: Master friendship-related vocabulary and sentence patterns, and improve abilities in reading comprehension, critical analysis and English expression. Cultural awareness: Understand the connotation of friendship in different cultures and foster respect for cultural diversity. Thinking quality: Develop critical thinking to analyze, evaluate and question the views in the text. Learning ability: Master critical reading strategies and form the habit of independent thinking and cooperative learning. 教学重难点 Key points: Grasp the main idea and logical structure of Reading B, master core vocabulary and expressions about friendship, and understand the author’s views on friendship. Difficult points: Conduct in-depth critical analysis of the text, question and evaluate the author’s viewpoints, and express personal opinions logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Guide Critical Awareness The teacher starts the class with an open-ended question: “What do you think a true friendship is? Is it always about agreement and support, or can it include disagreement and even conflict?” Then, the teacher shows two short quotes about friendship on the screen: one says “A true friend always agrees with you and supports all your decisions”, and the other says “A real friend dares to point out your mistakes and help you become better”. The teacher asks students to discuss in pairs: Which quote do you agree with more? Why? After 5 minutes of discussion, invite 2-3 groups to share their opinions. During the sharing process, the teacher does not give direct evaluations, but guides students to think further: “What if your friend disagrees with you? Will that damage your friendship? What makes a friendship lasting?” Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher arranges students to preview the core vocabulary of Reading B, including cherish, bond, conflict, forgive, compromise, loyalty, misunderstanding, etc. The teacher does not explain the words directly, but provides context sentences related to the text, such as “The bond between true friends can stand the test of time” and “Misunderstanding often leads to conflict between friends”. Students are asked to guess the meaning of the words according to the context and discuss with their deskmates to confirm. Then, the teacher shows the title of Reading B and the first paragraph, and asks students to predict: What will the text talk about? Will it discuss the importance of friendship, or the problems in friendship? What kind of viewpoints about friendship may the author put forward? Students write down their predictions on the notebook, and then share them with the whole class. The teacher records the key predictions on the blackboard, and reminds students to verify their predictions in the process of reading. Design Intention: Previewing vocabulary through context helps students master vocabulary in a specific language environment, which is more in line with the requirements of English core literacy for language ability training. Predicting the text content based on the title and the first paragraph can stimulate students’ reading motivation, cultivate their ability to infer and predict, and help them form a good reading habit of active thinking before reading. At the same time, this link can also enable students to have a preliminary understanding of the text direction, laying a foundation for in-depth reading and critical thinking. While-reading: In-depth Reading and Guided Critical Thinking Fast Reading: Grasp the Main Idea and Logical Structure Students are asked to read the text quickly, and complete two tasks: First, find out the main idea of the text. Second, divide the text into several parts and summarize the main content of each part. After reading, students discuss in groups of 4 to sort out their ideas. Then, the teacher invites a representative of each group to report the discussion results. The teacher guides students to sort out the logical structure of the text together: The first part (Paragraph 1-2) puts forward the topic—friendship is not always smooth, and conflicts and misunderstandings are inevitable in friendship; the second part (Paragraph 3-5) analyzes the causes of conflicts and misunderstandings in friendship, including different personalities, different views and lack of communication; the third part (Paragraph 6-8) puts forward solutions to solve conflicts and maintain friendship, such as communication, forgiveness and compromise; the fourth part (Paragraph 9) summarizes the core viewpoint—true friendship needs to be cherished and maintained through mutual understanding and tolerance. Design Intention: Fast reading is an important reading strategy, which helps students quickly grasp the overall framework of the text and improve reading efficiency. By dividing the text structure and summarizing the main content of each part, students can clarify the logical context of the text, lay a foundation for in-depth analysis of the text content and the author’s viewpoints. Group discussion can promote the exchange and cooperation between students, and help students complement each other’s ideas, improving their learning ability. Careful Reading: Analyze Details and Explore the Author’s Viewpoints Students are asked to read the text carefully, and focus on the following questions: What are the causes of conflicts in friendship mentioned by the author? Do you agree with these causes? What solutions does the author put forward to solve friendship conflicts? Are these solutions practical in your life? What is the author’s core viewpoint on friendship? Where is it reflected in the text? Are there any viewpoints in the text that you disagree with? Why? The teacher asks students to read the text paragraph by paragraph, mark the key information and doubtful points, and then discuss with their group members. During the discussion, the teacher walks around the classroom, guides students to analyze the text details, and encourages students to put forward their own questions. For example, when students discuss the author’s view that “forgiveness is the key to solving friendship conflicts”, the teacher can guide them to think: “Is forgiveness always the best way? What if your friend makes a mistake that hurts you deeply? Should you forgive him/her unconditionally?” After the group discussion, the teacher organizes the whole class to exchange. For each question, the teacher invites several students to express their views, and guides students to quote the text content to support their own views. For example, when talking about the causes of friendship conflicts, students can quote “Different personalities often lead to different ways of thinking and doing things, which easily cause misunderstandings” in the text to support their views. At the same time, the teacher guides students to pay attention to the author’s language expression, such as the use of transitional words (however, therefore, besides) and persuasive language, and analyzes how these expressions help the author express his viewpoints. Design Intention: Careful reading is the key link to cultivate students’ critical thinking. By designing targeted questions, it guides students to read in depth, analyze the text details and the author’s viewpoints, and helps students form the habit of thinking while reading. Encouraging students to put forward their own doubts and disagreements can stimulate their critical awareness, and guiding them to quote text content to support their views can cultivate their ability of logical reasoning and evidence-based expression. This link not only trains students’ language ability, but also develops their thinking quality and learning ability. Critical Reading: Evaluate Viewpoints and Put Forward Personal Opinions On the basis of careful reading, the teacher guides students to carry out critical evaluation of the text. The teacher puts forward the following guiding questions: Do you think the author’s analysis of the causes of friendship conflicts is comprehensive? Are there any other causes not mentioned by the author? Do you think the solutions put forward by the author are suitable for all kinds of friendship conflicts? Can you give an example to illustrate? What is the limitation of the author’s viewpoint? For example, does the author ignore the importance of personal boundaries in friendship? Combine your own life experience, what other suggestions do you have to maintain true friendship? Students are asked to think independently first, then discuss in groups, and sort out their own viewpoints and supporting reasons. During the discussion, the teacher encourages students to express different views, and guides students to respect each other’s opinions, even if they disagree. For example, some students may think that the author’s emphasis on compromise is too one-sided, because sometimes compromise will make oneself wronged, and true friendship should be based on mutual respect rather than blind compromise. The teacher should affirm such views and guide students to discuss further: “Under what circumstances should we compromise in friendship? Under what circumstances should we adhere to our own principles?” After the discussion, the teacher invites students to share their critical views on the text. The teacher does not judge the right or wrong of the students’ views, but focuses on guiding students to express their views clearly and logically, and to support their views with reasonable reasons and real examples. At the same time, the teacher summarizes the students’ views, and guides students to understand that critical thinking is not to deny the author’s viewpoints, but to analyze and evaluate them objectively, and to put forward their own rational views on the basis of understanding the text. Design Intention: Critical reading is the core of this lesson. This link aims to cultivate students’ critical thinking ability, guide them to get rid of the passive acceptance of the text content, and form the habit of objective analysis and rational evaluation. By combining personal life experience, students can connect the text content with real life, which not only deepens their understanding of the theme of friendship, but also improves their ability to apply knowledge to practice. Group discussion and whole-class exchange can promote the collision of ideas, help students broaden their thinking, and cultivate their ability of cooperation and communication. Post-reading: Consolidate and Extend, Apply Critical Thinking Vocabulary and Sentence Pattern Consolidation The teacher arranges students to complete the following exercises: Fill in the blanks with the core vocabulary learned in the text (cherish, bond, conflict, forgive, compromise, etc.), and the context of the exercises is closely related to friendship. Rewrite the key sentences in the text with their own words, such as rewriting “True friendship requires mutual understanding, tolerance and compromise” into “To maintain a true friendship, we need to understand each other, be tolerant and make compromises when necessary”. Students complete the exercises independently, then check and correct them with their deskmates. The teacher focuses on explaining the difficult points and common mistakes, and guides students to master the flexible use of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence pattern consolidation is an important part of language ability training. Through targeted exercises, students can consolidate the knowledge they have learned, improve their ability to use language flexibly, and lay a solid foundation for subsequent language expression. Checking and correcting with deskmates can promote mutual learning between students and improve their learning ability. Group Debate: Deepen Critical Thinking The teacher divides students into two groups, and sets the debate topic: “Is it necessary to forgive a friend who has hurt you deeply?” Group A holds the view that “It is necessary to forgive”, and Group B holds the view that “It is not necessary to forgive”. Each group is given time to prepare, and they need to find supporting reasons and examples (including examples in the text and real-life examples) to support their own views. During the preparation process, the teacher guides students to organize their language logically, and reminds them to pay attention to the use of the vocabulary and sentence patterns learned in the text. Then, the debate begins. Each group sends 3-4 representatives to speak, and the other group can ask questions and refute. After the debate, the teacher makes a summary, affirming the advantages of both groups, pointing out the problems in the debate (such as unclear logic, lack of evidence, etc.), and guiding students to understand that there is no absolute right or wrong in this topic, and the key is to analyze it according to specific situations. The teacher also guides students to realize that forgiveness is a kind of tolerance, but it does not mean blind compromise, and true friendship should be based on mutual respect and mutual care. Design Intention: The debate activity is a concrete application of critical thinking. It can not only stimulate students’ enthusiasm for participation, but also cultivate their ability of logical reasoning, oral expression and critical analysis. Through the debate, students can further deepen their understanding of the theme of friendship, and learn to analyze and solve problems from different angles. At the same time, it can also consolidate the vocabulary and sentence patterns learned in the text, improving students’ comprehensive language use ability. Writing Practice: Express Personal Views The teacher asks students to write a short passage with the title “My View on True Friendship”, requiring them to combine the viewpoints in the text and their own life experience, express their own views on true friendship, and use the critical thinking ability trained in this lesson to analyze and evaluate the connotation of true friendship. The writing requirements are: Clear viewpoint, logical structure; Use at least 5 core vocabulary learned in the text; Combine specific examples to support their own views; 150-200 words. Students complete the writing independently, and then exchange their works with their group members, putting forward revision suggestions for each other. The teacher selects several representative works (including excellent works and works with common problems) to comment on, focusing on evaluating the students’ viewpoint expression, logical structure and the use of vocabulary and sentence patterns, and guiding students to revise their own works. Design Intention: Writing practice is an important way to consolidate and apply the knowledge learned. Through writing, students can systematically sort out their own views on friendship, and apply the critical thinking ability and language knowledge trained in this lesson to practice, improving their writing ability and logical thinking ability. Peer review can help students find their own problems and learn from each other’s advantages, improving their learning ability and cooperative learning ability. Teacher’s comment can point out the direction for students’ improvement, helping them continuously improve their comprehensive language use ability. Summary and Reflection: Sort Out Knowledge and Cultivate Good Habits First, the teacher invites students to summarize the content of this lesson independently: What have you learned in this lesson? What new understanding do you have about friendship? What skills of critical thinking have you mastered? Then, the teacher makes a comprehensive summary: This lesson takes Reading B as the carrier, focuses on cultivating students’ critical thinking ability, guides students to understand the connotation of friendship, analyze and evaluate the author’s viewpoints, and express their own views. At the same time, we have consolidated the core vocabulary and sentence patterns related to friendship, and improved our comprehensive language use ability. The teacher emphasizes that critical thinking is an important ability in daily life and learning, and hopes that students can apply the critical thinking skills learned in this lesson to their future study and life, and treat everything with an objective and rational attitude. Then, the teacher guides students to reflect: What problems did you encounter in the process of critical reading and discussion? How to solve these problems? What aspects do you need to improve in the future? Students write down their reflections on the notebook, and share them with their deskmates if they are willing. Design Intention: Summary and reflection can help students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory, and form a systematic knowledge framework. Guiding students to reflect on their own learning process can help them find their own problems and deficiencies, and clarify the direction of future improvement, which is conducive to cultivating their self-learning ability and good learning habits. At the same time, it can also strengthen the emotional experience of students, guide them to cherish friendship and treat everything with a critical and rational attitude. 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 $