Unit2 Cherishing Friendship-Reading B-Further Exploration 讲义-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-Further Exploration 教学目标和重难点 教学目标 Language ability: Master friendship-related words and discourse analysis. Thinking quality: Cultivate critical thinking about friendship’s value. Cultural awareness: Understand cross-cultural friendship connotations. Learning ability: Develop autonomous and cooperative learning skills in exploring friendship. 教学重难点 Key points: Grasp the text’s main idea, core details and friendship-related expressions. Difficult points: Analyze complex sentences, understand the deep meaning of friendship and apply what is learned to express views. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a short video clip about true friendship, which includes scenes of friends supporting each other in difficulties, sharing joys together and resolving conflicts. After playing the video, the teacher asks two open-ended questions: “What do you see in the video? What does friendship mean to you?” Then, invite 3-4 students to share their opinions freely. After each student’s sharing, the teacher gives positive comments and guides students to focus on the core of friendship—mutual understanding, support and cherishing. Then, the teacher naturally leads to the topic: “Today, we will explore further about friendship through Reading B-Further Exploration, and learn more about how to cherish friendship and the true meaning of friendship.” Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and arouse their emotional resonance with the theme of friendship. Asking open-ended questions provides students with opportunities to express their true feelings and experiences, activates their prior knowledge and life experience about friendship, and lays a good emotional and cognitive foundation for the subsequent reading teaching. Meanwhile, the natural transition helps students smoothly enter the text learning, reducing the sense of distance between students and the teaching content. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in Reading B on the blackboard or multimedia courseware, including cherish, bond, conflict, resolve, mutual, sincere, rely on, in times of trouble, work through difficulties, etc. For each word and phrase, the teacher explains its meaning in simple English, gives typical example sentences combined with the theme of friendship, and guides students to read aloud twice to help them master the pronunciation and basic usage. For example, when explaining “cherish”, the teacher says: “Cherish means to value something or someone very much and take good care of them. We should cherish our friends because true friendship is hard to find.” Then, the teacher introduces the background of the text briefly: “This text mainly talks about the importance of cherishing friendship, the common conflicts in friendship and how to resolve these conflicts to maintain a long-lasting friendship. It combines real-life examples to let us have a deeper understanding of friendship.” After that, the teacher arranges a group activity: students work in groups of 4 to discuss the question “What are the common conflicts between friends? How do you usually resolve them?” Each group selects a recorder to write down the key points of the discussion, and then invites 2 groups to present their results to the whole class. The teacher summarizes and comments on the students’ answers, and leads to the text: “Let’s see how the author in the text talks about friendship conflicts and solutions.” Design Intention: Previewing key vocabulary and phrases helps students remove language obstacles in reading, improves their reading fluency and efficiency, and lays a solid language foundation for understanding the text. The background introduction enables students to have a preliminary understanding of the text content and reading focus. The group discussion activity not only activates students’ thinking, but also cultivates their cooperative learning ability and oral expression ability. At the same time, it connects students’ life experience with the text content, making the text learning more close to students’ real life. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from shallow to deep. First, Skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the author’s attitude towards friendship? After students finish reading, invite several students to answer the questions. The teacher corrects and summarizes: “The main idea of the text is to discuss the importance of cherishing friendship, the conflicts in friendship and the ways to resolve them. The author holds a positive attitude towards true friendship and advocates that we should cherish our friends and maintain friendship with sincerity and tolerance.” Design Intention: Skimming training helps students master the reading strategy of grasping the main idea quickly, improves their reading speed and the ability to extract core information from the text. It also enables students to have an overall understanding of the text structure and content, laying a foundation for further intensive reading. Second, Scanning: The teacher asks students to read the text again, scan for specific information and fill in the following form. The form includes three columns: “The importance of friendship”, “Common conflicts in friendship” and “Ways to resolve friendship conflicts”. Students can work in pairs to complete the form, and then the teacher checks the answers with the whole class, explains the key details and supplements the missing information. Design Intention: Scanning training focuses on cultivating students’ ability to find specific information quickly. Completing the form in pairs not only improves students’ learning efficiency, but also enhances their cooperative learning awareness. At the same time, it helps students sort out the key details of the text, deepen their understanding of the text content, and lay a foundation for analyzing the text deeply. Third, Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focuses on analyzing the key sentences, difficult sentences and the author’s emotional changes, and helps students understand the deep meaning of the text. For the first paragraph, the teacher focuses on the sentence “Friendship is a precious bond that connects people’s hearts, bringing warmth, support and strength to our lives.” The teacher analyzes the sentence structure: “Friendship is a precious bond (main clause) that connects people’s hearts (attributive clause modifying bond), bringing warmth, support and strength to our lives (present participle phrase as adverbial of result).” Then, the teacher asks students: “Why does the author say friendship is a precious bond? What can friendship bring to us?” Guide students to combine their own experience to answer, and realize the importance of friendship. For the paragraphs about friendship conflicts, the teacher focuses on the sentence “Conflicts are inevitable in any friendship, but they are not the end of friendship; instead, they can be opportunities to deepen friendship if handled properly.” The teacher explains the meaning of the sentence, and asks students: “Do you agree with the author’s view? Why? Have you ever had conflicts with your friends? How did you handle them?” Invite students to share their experiences, and guide them to realize that conflicts in friendship are normal, and proper handling can make friendship stronger. For the last paragraph, the teacher focuses on the sentence “To cherish friendship, we need to be sincere, tolerant and understanding; we need to communicate actively and support each other in times of need.” The teacher asks students to think: “What qualities do we need to have to cherish friendship? What specific actions can we take in daily life?” Guide students to summarize the key points of cherishing friendship, and connect the text content with their own life practice. During the intensive reading process, the teacher also guides students to pay attention to the transitional words and phrases in the text, such as however, besides, therefore, in addition, etc., and analyzes how these words connect the paragraphs and promote the development of the text, helping students understand the logical structure of the text. Design Intention: Intensive reading is the key link of text learning. By analyzing key sentences and difficult sentences, students can deeply understand the text content and the author’s intention, and improve their ability to analyze and understand complex sentences. Asking questions and guiding students to share their experiences can arouse students’ emotional resonance, make students better understand the deep meaning of friendship, and cultivate their critical thinking ability. Analyzing transitional words and phrases helps students master the logical structure of the text, improve their discourse analysis ability, and lay a foundation for their own writing. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate what they have learned and apply it to practice, improving their language application ability. Activity 1: Vocabulary and Sentence Practice. The teacher presents several sentences, and asks students to fill in the blanks with the key vocabulary and phrases learned in the text. For example: 1. We should ________ our friends and never hurt their feelings. (cherish) 2. When we are in trouble, we can ________ our friends for help. (rely on) 3. They had a ________ yesterday, but they resolved it quickly. (conflict) After students finish filling in the blanks, the teacher checks the answers, explains the usage of the words and phrases again, and asks students to make their own sentences with 2-3 key words and phrases, and share them with their deskmates. The teacher randomly invites several students to share their sentences with the whole class and gives comments. Design Intention: This activity helps students consolidate the key vocabulary and phrases learned in the text, master their usage, and improve their ability to use language flexibly. Making sentences by themselves and sharing them can stimulate students’ learning enthusiasm, and help the teacher understand students’ mastery of vocabulary and phrases, so as to carry out targeted guidance. Design Intention: Group discussion not only cultivates students’ cooperative learning ability and oral expression ability, but also enables students to apply the knowledge learned in the text to practice, deepen their understanding of the theme of “cherishing friendship”, and guide students to translate the understanding of friendship into specific actions in daily life, realizing the integration of knowledge and practice. Activity 3: Short Writing. The teacher asks students to write a short passage of 80-100 words with the title “My View on Cherishing Friendship”. The requirements are: 1. Use at least 3 key vocabulary and phrases learned in the text; 2. Combine your own experience or views; 3. Have a clear theme and logical structure. Students write independently, and the teacher walks around to guide them, helping students solve the problems encountered in writing, such as sentence structure, word usage, etc. After students finish writing, the teacher collects several students’ works, comments on them in class, affirms the advantages, points out the deficiencies, and puts forward improvement suggestions. Then, students exchange their works with their deskmates, and give comments and suggestions to each other. Design Intention: Short writing is an important way to test students’ language application ability. It can help students consolidate the knowledge learned in the text, improve their writing ability, and express their views on friendship in English. Mutual evaluation between deskmates can not only help students find their own deficiencies, but also cultivate their ability to evaluate and appreciate works, and enhance their learning initiative. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize what they have learned in this class, including the main idea of the text, key vocabulary and phrases, the ways to cherish friendship, etc. Then, the teacher makes a comprehensive summary: “In this class, we have learned Reading B-Further Exploration, understood the importance of cherishing friendship, mastered the key vocabulary and phrases related to friendship, and discussed the ways to maintain friendship. We also know that true friendship requires sincerity, tolerance, communication and support. I hope you can apply what you have learned in this class to your daily life, cherish your friends, and maintain long-lasting and sincere friendship.” Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this class, deepen their memory and understanding of the knowledge, and cultivate their ability to summarize and induce. The teacher’s comprehensive summary can help students form a complete knowledge framework and strengthen the emotional goal of the class—cherishing friendship. Second, Extension: The teacher introduces some English proverbs about friendship to students, such as “A friend in need is a friend indeed.” “Friendship is like a plant that needs to be watered regularly.” Then, the teacher asks students to read and remember these proverbs, and invites students to share other English proverbs about friendship they know. In addition, the teacher recommends an English short story about friendship to students, and asks them to read it after class and write a short reading experience. Design Intention: Introducing English proverbs about friendship enriches students’ knowledge reserve, increases their interest in English learning, and further deepens their understanding of the theme of friendship. Recommending English short stories and arranging after-class reading tasks can extend the teaching content, cultivate students’ autonomous reading ability, and lay a foundation for their long-term English learning. 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 $