Unit 1 Being a Teenager-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第一册

Unit 1 Being a Teenager-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabulary and sentence patterns related to teenage life, and improve their abilities to express personal feelings, experiences and expectations in English. Thinking Quality: Cultivate students’ critical and creative thinking through discussions and practical activities about teenage growth. Cultural Awareness: Help students understand the growth experiences of teenagers in different cultural backgrounds and enhance their awareness of cross-cultural respect. Learning Ability: Guide students to master effective learning strategies and develop the awareness of independent and cooperative learning through practice activities. 教学重难点 Key Points: Master core vocabulary such as adolescence, growth, challenge, expectation and related phrases; be able to use simple sentences and compound sentences to describe teenage life and personal feelings. Difficult Points: Flexibly use the learned language knowledge in real communication scenarios; accurately express complex feelings and logical views on teenage growth in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video about teenage life, which includes scenes of students’ first day in high school, communication with classmates, and expressions of their expectations for high school. After playing the video, the teacher asks students to answer two simple questions in English: “What scenes did you see in the video?” and “How did the teenagers in the video feel?” Then, the teacher invites 3-4 students to share their answers with the whole class, and gives positive comments and guidance, such as “Your observation is very careful” and “You can express your ideas clearly in English”. After that, the teacher naturally leads to the topic of this lesson: “Today we will learn Section 2 Learning Through Practice, and we will learn how to use English to describe our teenage life and practice our language skills through various activities.” Design Intention: The short video closely related to teenage life can quickly attract students’ attention and arouse their learning interest. By asking simple questions, it can activate students’ prior knowledge about teenage life and their existing English expression ability, lay a foundation for the subsequent teaching content, and help students quickly enter the English learning state. At the same time, positive comments can enhance students’ confidence in speaking English and stimulate their enthusiasm for participation. Presentation: Master Core Vocabulary and Sentence Patterns First, the teacher presents the core vocabulary of this lesson on the blackboard or multimedia courseware, including nouns (adolescence, growth, challenge, expectation, experience), verbs (express, share, face, overcome, practice), adjectives (cheerful, worried, confident, curious) and phrases (deal with, look forward to, take part in, learn from). For each word and phrase, the teacher explains its meaning in simple English, gives typical example sentences combined with teenage life, and guides students to read after the teacher to correct their pronunciation and intonation. For example, when explaining “expectation”, the teacher says: “Expectation means something you hope will happen. For example, ‘I have a lot of expectations for my high school life. I hope to make more good friends.’” Then, the teacher asks students to make simple sentences with the new words and phrases in pairs, and walks around the classroom to provide timely guidance for students who have difficulties. Next, the teacher presents the key sentence patterns of this lesson, focusing on three types: descriptive sentences about personal feelings (“I feel... because...”), sentences about expectations (“I look forward to... and I hope that...”), and sentences about dealing with challenges (“When I meet..., I will...”). The teacher explains the structure and usage of each sentence pattern with specific examples, and demonstrates how to use these sentence patterns to express personal views. For example, the teacher says: “If you want to talk about your feelings when you enter high school, you can say ‘I feel excited because I can learn new knowledge and meet new classmates.’ If you want to talk about your expectations, you can say ‘I look forward to joining the school English corner and I hope that I can improve my spoken English.’” After the explanation, the teacher invites students to practice the sentence patterns one by one, and corrects their mistakes in grammar and expression in time. Design Intention: Vocabulary and sentence patterns are the basis of English expression. By presenting and explaining core vocabulary and key sentence patterns in combination with teenage life scenarios, students can better understand and remember them. Pair practice and individual practice can help students consolidate the learned knowledge in time, improve their ability to use vocabulary and sentence patterns flexibly, and lay a solid foundation for the subsequent practical activities. The teacher’s timely guidance and correction can help students avoid wrong usage and improve the accuracy of English expression. Practice: Apply Knowledge Through Diversified Activities This part is divided into three progressive practice activities, which are designed to help students apply the learned vocabulary and sentence patterns in practice and improve their comprehensive language ability. Activity 1: Pair Work – Talk About Your High School Expectations. The teacher asks students to work in pairs. Each pair needs to talk about their own expectations for high school life, using the vocabulary and sentence patterns learned in this lesson. The teacher gives a reference outline: What do you look forward to most in high school? Why do you have this expectation? How will you achieve your expectation? Before the activity starts, the teacher invites one pair to demonstrate first, so that students can have a clearer understanding of the activity requirements. During the activity, the teacher walks around the classroom, listens to students’ conversations, and provides guidance for students who have difficulties in expression, such as reminding them of the correct use of sentence patterns or providing appropriate vocabulary. After the activity, the teacher invites 2-3 pairs to share their conversations with the whole class, and makes comments on their performance, affirming their advantages and putting forward suggestions for improvement. Design Intention: Pair work is a common cooperative learning method, which can provide more opportunities for students to speak English. By talking about their own high school expectations, students can not only apply the learned vocabulary and sentence patterns, but also express their true feelings, which enhances the pertinence and practicality of the practice. The demonstration and guidance of the teacher can help students better carry out the activity, and the post-activity comments can help students find their own problems and improve their expression ability. Activity 2: Group Work – Design an “About Me Card”. The teacher divides students into groups of 4-5, and asks each group to design an “About Me Card” for one member in the group. The card should include the following contents: personal basic information (name, hobbies), feelings about being a teenager, and expectations for high school life. All contents must be written in English, and the vocabulary and sentence patterns learned in this lesson should be used as much as possible. The teacher provides a sample card on the courseware, which clearly shows the format and content requirements. During the group discussion, the teacher guides students to cooperate with each other, discuss the content of the card together, and help each other solve the problems encountered in expression. After the group completes the card, each group sends a representative to introduce the “About Me Card” to the whole class, and other students can ask questions about the card, such as “What is your favorite hobby and why?” Design Intention: Group work can cultivate students’ cooperative learning ability and communication ability. Designing an “About Me Card” combines speaking and writing skills, which can help students comprehensively apply the learned knowledge. The sample card can help students clarify the activity requirements and avoid confusion. Asking questions after the introduction can further stimulate students’ thinking and improve their ability to listen and respond in English. Activity 3: Role-Play – Deal with Teenage Challenges. The teacher sets three common teenage challenge scenarios on the courseware: You feel worried because you can’t keep up with your studies in high school. You have a conflict with your good friend and don’t know how to deal with it. You are shy and don’t dare to make new friends in high school. Each group chooses one scenario, and designs a short dialogue (3-5 sentences per person) to show how to deal with the challenge, using the sentence pattern “When I meet..., I will...”. The teacher gives students enough time to discuss and design the dialogue, and provides guidance for students who have no idea. After the groups complete the dialogue design, each group performs the role-play in front of the whole class. After each performance, the teacher and other students make comments, focusing on whether the dialogue is in line with the scenario, whether the vocabulary and sentence patterns are used correctly, and whether the expression is fluent. Design Intention: Role-play is a very effective practical activity in English teaching, which can create a real communication scenario for students, make students put themselves in the situation and flexibly use the learned language knowledge to solve practical problems. The set scenarios are closely related to teenagers’ real life, which can arouse students’ resonance and improve their enthusiasm for participation. The post-performance comments can help students summarize their experience and further improve their ability to use English in real scenarios. Consolidation: Summarize and Strengthen Knowledge First, the teacher leads students to summarize the key content of this lesson. The teacher asks students to recall the core vocabulary, phrases and key sentence patterns learned in this lesson, and invites students to list them on the blackboard one by one. The teacher supplements and sorts out the content listed by students to ensure that students have a clear understanding of the key points of this lesson. Then, the teacher arranges a short written exercise: ask students to write a 50-word short passage about their own teenage life, including their feelings and expectations, using the vocabulary and sentence patterns learned in this lesson. Students complete the exercise independently, and the teacher collects some students’ works after they finish, comments on them in class, affirms the advantages of the works, and corrects the mistakes in grammar, vocabulary and expression. For students with better works, the teacher can praise them in public to set an example for other students. Design Intention: Summarizing the key content can help students sort out the knowledge system of this lesson and deepen their memory of the learned knowledge. The written exercise can further consolidate students’ ability to use vocabulary and sentence patterns, and combine speaking and writing skills to improve students’ comprehensive language ability. The teacher’s comments on the works can help students find their own shortcomings and improve their writing level. Expansion: Expand Vision and Cultivate Comprehensive Literacy The teacher introduces the growth experiences of teenagers in different cultural backgrounds (such as teenagers in the United States, Japan and other countries) through pictures and short texts. The teacher briefly introduces their daily life, study and hobbies, and guides students to discuss: “What are the differences between the growth experiences of teenagers in different countries and ours? What can we learn from them?” Students discuss in groups, and then share their views with the whole class. The teacher guides students to respect the cultural differences of teenagers in different countries, and cultivate their cross-cultural awareness. Then, the teacher recommends some English materials related to teenage life to students, such as English short stories, songs and videos, and encourages students to read and watch them after class to expand their English vocabulary and improve their English listening and reading ability. Design Intention: Expanding the cultural content can help students understand the diversity of teenage growth in different cultural backgrounds, enhance their cross-cultural awareness and global vision, which is in line with the requirements of cultural awareness in core literacy. Recommending after-class English materials can guide students to extend their English learning beyond the classroom, develop the habit of independent learning, and improve their learning ability. Homework: Consolidate and Extend Learning The teacher arranges two types of homework: Basic homework: Recite the core vocabulary and key sentence patterns of this lesson, and write 10 sentences with the learned vocabulary and sentence patterns, which are closely related to teenage life. Extended homework: Write a 100-word English diary about your one-day high school life, describing your feelings and experiences of the day, and using the knowledge learned in this lesson as much as possible. At the same time, the teacher asks students to prepare for the next class by previewing the relevant content. Design Intention: Basic homework is designed to help students consolidate the core knowledge of this lesson and ensure that they can master the vocabulary and sentence patterns proficiently. Extended homework combines writing skills and real life, which can help students further apply the learned knowledge and improve their writing ability. Previewing the next class can help students better adapt to the subsequent teaching progress and improve the efficiency of classroom 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 $