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 It develops students’ language ability through reading and writing about friendship; cultivates cultural awareness by understanding friendship values across contexts; fosters thinking quality via logical analysis and critical revision; and promotes learning ability through independent and cooperative practice. 教学重难点 Key points: Master descriptive vocabulary and sentence patterns about friendship; grasp the structure of a coherent argumentative or descriptive passage. Difficult points: Express emotional connotations accurately and integrate reading insights into writing effectively. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of different friendship scenarios, such as students chatting with friends, helping each other in daily life, and keeping in touch with old friends. Then the teacher asks open-ended questions in English: “Look at these pictures. What do you think of friendship? Who is your most important friend? What precious memory do you share with him or her?” The teacher invites 3-4 students to share their answers freely, and gives positive and specific feedback, such as “Your sharing is very touching, and you described the details of your memory clearly.” “You used good words to express your feelings towards your friend.” After the sharing, the teacher summarizes: “Today, we will first read a passage about friendship in Reading B to gain more insights, and then learn to write a passage to express our own understanding and feelings about cherishing friendship. This is the core task of our class.” Design Intention: The lead-in closely links the teaching content with students’ real life, which can quickly activate students’ prior knowledge and life experience related to friendship. By asking open-ended questions, it guides students to think in English and express their true feelings, effectively arousing their interest in the theme of friendship and the follow-up reading and writing tasks. Meanwhile, the positive feedback from the teacher can enhance students’ confidence in speaking English and participating in class activities, laying a solid emotional and cognitive foundation for the follow-up teaching. Reading B: Comprehend and Analyze the Text Fast Reading: Get the Main Idea The teacher distributes the Reading B text to students and asks them to read it quickly. Then, the teacher puts forward two questions: “What is the main topic of the passage?” and “What is the author’s attitude towards friendship?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The passage mainly discusses the importance of cherishing friendship, introduces the characteristics of true friendship, and shares some ways to maintain long-lasting friendship. The author holds a positive and precious attitude towards friendship, emphasizing that friendship is one of the most valuable treasures in life. Design Intention: Fast reading is designed to help students quickly grasp the core content of the text, cultivate their ability of skimming and extracting key information. The two simple and direct questions can guide students to focus on the main topic and the author’s attitude, avoiding aimless reading. This link also helps students lay a foundation for in-depth understanding of the text and the subsequent writing task, as the writing will be based on the insights from Reading B. Intensive Reading: Analyze Details and Language Features First, the teacher guides students to read the text intensively paragraph by paragraph, and analyzes key details, logical structure and language features together with students. For the first paragraph, the teacher asks: “What does the author compare friendship to? Why does the author use this comparison?” Students discuss in pairs and then share their opinions. The teacher summarizes: The author compares friendship to a bright light in the dark and a warm harbor in the storm, because friendship can bring us hope, comfort and support when we are in trouble, which highlights the importance of friendship. For the middle paragraphs, the teacher guides students to find out the characteristics of true friendship mentioned in the text, such as mutual trust, understanding, respect and support. The teacher asks students to underline the key sentences that describe these characteristics and explain the meaning of these sentences in their own words. For example, the sentence “True friends do not judge each other, but accept each other’s strengths and weaknesses” can be explained as “True friends will not criticize or look down on each other; instead, they will understand and accept all aspects of each other, including both advantages and disadvantages.” For the last paragraph, the teacher asks: “What ways does the author suggest to maintain friendship?” Students find out the key points: keeping in touch regularly, being honest with each other, helping each other in need, and respecting each other’s boundaries. The teacher further asks: “Do you agree with these ways? What other ways can you think of to maintain friendship?” to encourage students to combine their own experience to expand their thinking. In terms of language features, the teacher guides students to pay attention to the descriptive words and complex sentences in the text. For example, adjectives like “precious”, “sincere”, “warm” are used to describe friendship, which can make the expression more vivid and emotional; complex sentences such as “Although friendship may face challenges and conflicts, as long as we cherish it and make efforts to maintain it, it will last forever” are used to express logical relationships, which can make the text more coherent and persuasive. The teacher asks students to collect these useful words and sentences and write them down in their notebooks for later use in writing. Design Intention: Intensive reading is designed to help students deeply understand the details of the text, clarify the logical structure of the text, and master the useful language expressions in the text. By analyzing the comparison, characteristics of true friendship and ways to maintain friendship, students can gain a more comprehensive and in-depth understanding of the theme of cherishing friendship, which provides rich content and ideas for the subsequent writing. Meanwhile, guiding students to collect useful words and sentences can help them accumulate language materials, solve the problem of insufficient vocabulary and sentence patterns in writing. The pair discussion and open questions can also cultivate students’ cooperative learning ability and critical thinking ability. Post-reading Discussion: Deepen Understanding of the Theme The teacher divides students into groups of 4-5 and assigns a discussion topic: “Combined with the text and your own experience, what does friendship mean to you? What should we do to cherish friendship in daily life?” Each group elects a recorder to record the key points of the discussion and a speaker to share the group’s opinions. After 10 minutes of discussion, each group’s speaker shares their views in front of the whole class. The teacher makes appropriate comments and supplements, emphasizing that friendship is precious and needs to be cherished with sincerity and efforts. Design Intention: Group discussion can provide students with more opportunities to express their opinions in English, improve their oral expression ability and cooperative learning ability. The discussion topic is closely related to the text and students’ real life, which can help students deepen their understanding of the theme of cherishing friendship, integrate the insights from the text with their own experience, and lay a solid foundation for the subsequent writing. The teacher’s comments and supplements can help students sort out their ideas and further clarify the core of cherishing friendship. Writing Preparation: Master Writing Skills and Lay a Foundation Clarify the Writing Task The teacher tells students the writing task: “Based on Reading B and your own experience, write a passage about cherishing friendship. The passage should include your understanding of friendship, the importance of friendship, and the ways to cherish friendship. You should use the useful words and sentences we collected from Reading B, and pay attention to the coherence and logic of the passage.” The teacher also shows a sample passage to students, and analyzes the structure and language features of the sample passage with students. The sample passage analysis: The sample passage is divided into three parts. The first paragraph introduces the author’s understanding of friendship, using the comparison method learned from Reading B; the second paragraph discusses the importance of friendship, combining personal experience and the views in the text; the third paragraph puts forward specific ways to cherish friendship, referring to the suggestions in the text and adding personal opinions. The sample passage uses a lot of descriptive words and complex sentences, which makes the expression vivid and logical. Design Intention: Clarifying the writing task can help students know clearly what to write and how to write, avoiding blindness in writing. The sample passage can provide a model for students, let them understand the structure and language requirements of the writing task, and help them better apply the knowledge and skills learned from Reading B to writing. Sort Out Writing Ideas and Build a Framework The teacher guides students to sort out their writing ideas and build a writing framework. The teacher asks students to think about three questions: “What is your understanding of friendship?” “Why is friendship important?” “What can we do to cherish friendship?” Students can write down their answers to these three questions in the form of notes, and then organize these notes into a coherent writing framework. The teacher provides a reference framework for students: Introduction: Express your understanding of friendship (you can use metaphors or comparisons, referring to Reading B). Body Paragraph 1: Discuss the importance of friendship (combined with personal experience or examples in the text). Body Paragraph 2: Put forward specific ways to cherish friendship (refer to the suggestions in the text and add personal opinions). Conclusion: Summarize the importance of cherishing friendship and express your expectations for friendship. Students can adjust the framework according to their own ideas, and the teacher walks around the classroom to provide guidance for students who have difficulties in sorting out ideas. Design Intention: Sorting out writing ideas and building a framework can help students clarify the logical structure of the passage, avoid disorganized writing. The reference framework provides a guide for students, especially those who are not good at organizing ideas, helping them quickly establish the structure of the passage. The teacher’s on-site guidance can solve the individual problems of students, ensure that every student can complete the writing preparation smoothly. 3 Review and Expand Useful Language Expressions The teacher leads students to review the useful words and sentences collected from Reading B, and expands some related expressions to enrich students’ language materials. Useful words: precious, sincere, warm, trustworthy, supportive, understanding, respectful, lasting, meaningful, invaluable. Useful sentences: Friendship is like a bright light in the dark, guiding us forward when we are lost. True friendship is based on mutual trust and understanding, and it can stand the test of time. To cherish friendship, we should keep in touch with our friends regularly and care about their lives. When our friends are in trouble, we should try our best to help them, because a friend in need is a friend indeed. Cherishing friendship is not only a kind of attitude, but also a kind of responsibility. The teacher asks students to read these words and sentences aloud, and practice using them in simple sentences. For example, students can make a sentence with the word “precious”: “Friendship is one of the most precious things in our life.” Design Intention: Reviewing and expanding useful language expressions can help students consolidate the language knowledge learned from Reading B, enrich their vocabulary and sentence patterns, and solve the problem of insufficient language materials in writing. Reading aloud and sentence making practice can help students be more proficient in using these expressions, improve their language application ability, and lay a solid language foundation for writing. Writing Practice: Complete the Passage Independently Students start to write the passage independently according to the sorted-out ideas and the built framework, using the useful words and sentences they have learned. The teacher walks around the classroom, observes students’ writing situation, and provides timely guidance for students who have difficulties. For example, some students may not know how to start the passage, and the teacher can remind them to use the metaphor method learned from Reading B; some students may have problems in logical coherence, and the teacher can guide them to use transition words such as “firstly”, “besides”, “finally” to connect paragraphs and sentences; some students may have incorrect grammar or word usage, and the teacher can point out and help them correct it. During the writing process, the teacher reminds students to pay attention to the following points: The structure is clear, and each part has a clear central idea; The language is accurate and vivid, and useful words and sentences are used reasonably; The logic is coherent, and transition words are used appropriately; The content is true and emotional, combining personal experience and insights from the text; There are no grammar mistakes, spelling mistakes or punctuation mistakes. Design Intention: Independent writing practice is the key link to improve students’ writing ability. It can help students apply the reading insights, writing skills and language materials learned in the class to practice, and realize the integration of reading and writing. The teacher’s on-site guidance can solve the individual problems of students in time, help them correct mistakes in the writing process, and improve the quality of their writing. The reminders from the teacher can help students pay attention to the key points of writing, avoid common mistakes, and cultivate their rigorous writing attitude. Evaluation and Revision: Improve Writing Quality Peer Evaluation After students finish writing, the teacher asks students to exchange their compositions with their deskmates for peer evaluation. The teacher provides an evaluation checklist to guide students to evaluate their deskmates’ compositions: Is the structure clear? (introduction, body paragraphs, conclusion) Is the content related to the theme of cherishing friendship? Are useful words and sentences from Reading B used reasonably? Is the logic coherent? Are transition words used appropriately? Are there any grammar mistakes, spelling mistakes or punctuation mistakes? Is the expression vivid and emotional? Students evaluate their deskmates’ compositions according to the checklist, put forward positive suggestions for revision, and write down the advantages and deficiencies of the compositions. For example, if a student’s composition has a clear structure but lacks vivid expressions, the deskmate can suggest adding some descriptive words or examples to make the composition more vivid. Design Intention: Peer evaluation can help students learn from each other, find out their own deficiencies by evaluating others’ compositions, and improve their ability of critical thinking and evaluation. The evaluation checklist can guide students to evaluate in a targeted way, avoiding blind evaluation. At the same time, peer evaluation can also enhance students’ sense of participation and cooperation, make them more active in the revision process, and lay a foundation for self-revision. Self-revision After peer evaluation, students get back their own compositions, read the suggestions from their deskmates carefully, and revise their compositions independently. The teacher reminds students to focus on the following aspects during revision: Revise the structure to make it more clear and logical; Supplement relevant content to make the theme more prominent; Modify the language to make it more accurate, vivid and fluent; Correct grammar mistakes, spelling mistakes and punctuation mistakes; Integrate the suggestions from peers and their own ideas to improve the overall quality of the composition. The teacher walks around the classroom to provide guidance for students who have difficulties in revision, and helps them solve problems encountered in the revision process. For example, some students may not know how to modify the illogical parts of the composition, and the teacher can guide them to adjust the order of paragraphs or add transition words; some students may not know how to make the expression more vivid, and the teacher can remind them to use the descriptive words and sentences they have learned. Design Intention: Self-revision is an important link to improve students’ writing ability and autonomous learning ability. It can help students deeply understand their own deficiencies in writing, and improve their ability of self-reflection and self-improvement. The teacher’s guidance can help students solve the difficulties in revision, ensure that the revision is targeted and effective, and further improve the quality of their compositions. Teacher Evaluation and Display The teacher collects some students’ compositions (including excellent compositions and compositions with common problems), evaluates them in front of the whole class. For excellent compositions, the teacher affirms their advantages, such as clear structure, vivid language, rich content and correct use of useful words and sentences, and asks the students to read their compositions aloud so that other students can learn from them. For compositions with common problems, the teacher points out the deficiencies, such as unclear logic, insufficient content, incorrect use of words and sentences, and guides students to discuss how to revise them together. After the evaluation, the teacher displays the excellent compositions on the blackboard or the class learning platform, so that all students can learn from them. The teacher also summarizes the common problems in students’ compositions and puts forward corresponding improvement suggestions, emphasizing that students should pay attention to the integration of reading and writing, use useful language expressions flexibly, and ensure the coherence and logic of the passage. Design Intention: Teacher evaluation can help students have a clearer understanding of their own writing level, and learn from excellent compositions. Displaying excellent compositions can stimulate students’ learning motivation, let them have a clear learning goal, and promote mutual learning among students. Summarizing common problems and putting forward improvement suggestions can help students avoid making the same mistakes in future writing, and improve their writing ability in a targeted way. Summary The teacher summarizes the whole class: “In today’s class, we read the passage in Reading B, which let us have a deeper understanding of friendship, including the characteristics of true friendship and the ways to maintain friendship. We also learned useful words and sentences from the text, and completed a writing task about cherishing friendship through writing preparation, independent writing, peer evaluation and self-revision. I hope you can not only master the reading and writing skills, but also realize the preciousness of friendship and learn to cherish the friendship around you in daily life.” Design Intention: The summary can help students sort out the knowledge and skills learned in the class, consolidate the learning results, and deepen their understanding of the theme of cherishing friendship. It also connects the teaching content with students’ real life, realizing the integration of language learning and moral education, which is in line with the requirements of core literacy cultivation. 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 $