Unit 1 Being a Teenager-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第一册

Unit 1 Being a Teenager-Section 3 Using English in Context 教学目标和重难点 教学目标 Language ability: Master core words and sentences about teenagers’ life and use them in context. Cultural awareness: Understand teenagers’ life in different cultures and respect diversity. Thinking quality: Develop critical thinking by discussing teenagers’ challenges. Learning ability: Cultivate autonomous and cooperative learning skills. 教学重难点 Key points: Master core vocabulary (e.g., teenager, challenge, overcome) and sentence structures, and use them to express opinions on teenagers’ life. Difficult points: Distinguish confusing words and express personal views fluently in English discussions. 教学过程 Lead-in The teacher starts the class with a warm-up activity: show some pictures and short videos about teenagers’ daily life, including their study, hobbies, friendships and small troubles in senior high school. Then the teacher asks students two questions: “What do you usually do in your spare time as a teenager?” and “What challenges have you met since you entered senior high school?” Students are invited to answer the questions freely in English. After 3-4 students share their ideas, the teacher summarizes: “As teenagers, we have happy moments and also face some challenges. Today, we will learn how to use English properly in different contexts related to teenagers’ life, so that we can express ourselves more clearly and fluently.” Design Intention: The lead-in links the teaching content with students’ real life. The familiar pictures and videos can quickly arouse students’ interest and enthusiasm for learning, reduce their nervousness in English expression. The two guiding questions help students recall their own experiences, lay a foundation for the follow-up learning of the text and context application, and also initially exercise their oral expression ability, which is in line with the requirements of cultivating students’ language ability and learning ability. Presentation of Key Vocabulary and Sentence Structures First, the teacher presents the core vocabulary of this section on the blackboard or multimedia courseware, including nouns (teenager, challenge, pressure, friendship), verbs (overcome, face, communicate, share), adjectives (nervous, confident, helpful, patient) and phrases (deal with, face up to, be worried about, share...with...). For each word and phrase, the teacher gives a simple and easy-to-understand definition in English and a sample sentence closely related to teenagers’ life. For example, for “overcome”, the definition is “to succeed in dealing with a problem or difficulty” and the sample sentence is “As a teenager, we should learn to overcome the difficulties in our study.” For confusing words such as “difficulty” and “challenge”, the teacher makes a simple distinction: “Difficulty refers to something that is hard to do, while challenge refers to a difficult task that tests your ability and courage.” Then, the teacher introduces the key sentence structures: I think it is important for teenagers to... When we face challenges, we should... It is normal for us to feel nervous because... We can deal with the problem by... The teacher explains the usage of each sentence structure, and invites students to make sentences with the new words and sentence structures. For example, the teacher asks: “Can you make a sentence with ‘face up to’ and the sentence structure ‘When we face challenges, we should...’?” Students try to answer, and the teacher corrects their mistakes in pronunciation and grammar, and affirms their correct expressions. Design Intention: Vocabulary and sentence structures are the basis of using English in context. By presenting the core vocabulary and sentence structures with clear definitions and real-life sample sentences, students can better understand and remember them. Distinguishing confusing words helps students avoid mistakes in use. Letting students make sentences independently can consolidate their learning in time, exercise their language organization ability, and lay a solid foundation for the follow-up context application, which reflects the training of students’ language ability. Text Reading and Comprehension The teacher distributes the reading materials of Section 3 (focusing on teenagers’ challenges and solutions, and their communication with parents and friends). First, ask students to read the text quickly (skimming) and answer two questions: What is the main topic of the text? How many challenges do the teenagers in the text face? After students finish reading, invite them to share their answers. The teacher summarizes the main idea of the text: The text mainly talks about the common challenges that teenagers may face in senior high school, such as study pressure, communication problems with parents and friends, and introduces some practical ways to deal with these challenges. Then, ask students to read the text carefully (scanning) and complete the following tasks: Underline the key words and sentences related to teenagers’ challenges and solutions in the text. Fill in the form about the challenges and corresponding solutions mentioned in the text. The form includes two columns: “Challenges” and “Solutions”. After students finish the tasks, the teacher checks the answers with the whole class, explains the difficult sentences in the text, such as “It is not easy for teenagers to balance study and hobbies, but with proper time management, we can make it.”, and guides students to understand the meaning and usage of the sentences in context. Next, organize students to have a group discussion: “Do you have the same or similar challenges as the teenagers in the text? What solutions do you have?” Each group has 4-5 students, and they discuss freely for a period of time. During the discussion, the teacher walks around the classroom, listens to students’ discussions, provides guidance for students who have difficulties in expression, and encourages shy students to participate in the discussion. Design Intention: Skimming and scanning are important reading skills. Through quick reading and careful reading, students can improve their reading speed and comprehension ability, and grasp the key information of the text. The form-filling task helps students sort out the information in the text systematically and cultivate their ability to extract and organize information. Group discussion not only enables students to apply the new words and sentence structures they have learned to express their own views, but also cultivates their cooperative learning ability and critical thinking. At the same time, it helps students realize that they are not alone in facing challenges, and enhances their confidence in solving problems, which is in line with the requirements of cultivating students’ thinking quality and learning ability. Context Application: Role-Play The teacher designs three real-life scenarios related to teenagers’ life, and asks students to carry out role-play activities in groups. Each scenario corresponds to different context requirements, and students need to use the key vocabulary and sentence structures they have learned to complete the dialogue. Scenario 1: You are talking with your best friend. Your friend is worried about the upcoming exam and feels very nervous. You need to comfort him/her and give him/her some advice on how to deal with exam pressure. Scenario 2: You have a disagreement with your parents because they don’t allow you to pursue your hobby (such as playing the guitar, painting). You need to communicate with your parents, express your feelings and ideas, and try to get their understanding. Scenario 3: You meet a new classmate who is shy and doesn’t know how to make friends in the new class. You take the initiative to talk to him/her, introduce yourself, and invite him/her to join your group activities. Each group chooses one scenario, discusses and designs the dialogue, and then sends 2-3 representatives to perform the role-play in front of the whole class. After each group’s performance, the teacher makes comments: affirms the advantages of the dialogue (such as correct use of vocabulary and sentence structures, natural expression), points out the deficiencies (such as inappropriate wording, unsmooth dialogue), and puts forward suggestions for improvement. Other students can also give their own comments and suggestions. Design Intention: Role-play is an effective way to apply English in context. The designed scenarios are close to students’ real life, which can stimulate students’ enthusiasm for participation and make them put what they have learned into practice. In the process of preparing and performing the role-play, students can not only consolidate the key vocabulary and sentence structures, but also improve their oral expression ability and communication ability. The teacher’s and students’ comments help students find their own problems and improve their language application ability. At the same time, role-play also cultivates students’ cooperative learning ability and innovative thinking, which comprehensively reflects the training of students’ four-dimensional core literacy. Writing Practice The teacher asks students to write a short passage (80-100 words) with the title “My Experience of Facing a Challenge as a Teenager”. The requirements are: Use at least 5 core words and 2 key sentence structures learned in this section. Clearly state the challenge you faced, how you dealt with it, and your feelings after solving it. The passage should be coherent and fluent, with correct grammar and spelling. Before writing, the teacher gives a sample passage to guide students: “As a teenager, I once faced the challenge of speaking English in public. I was very nervous and was afraid of making mistakes. My English teacher encouraged me to face up to the challenge. I practiced speaking every day after class and asked my classmates for help. Finally, I succeeded in giving a speech in front of the class. I felt very proud and confident. I realized that as long as we dare to try, we can overcome any challenge.” Students start writing independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing (such as how to organize sentences, how to choose appropriate words), and corrects the mistakes in students’ manuscripts in time. After students finish writing, collect some representative manuscripts (including excellent ones and those with common mistakes), display them on the multimedia courseware, and comment on them with the whole class. For excellent manuscripts, affirm their advantages and let students learn from them; for manuscripts with mistakes, point out the mistakes and explain how to correct them, so that all students can learn and improve. Design Intention: Writing is an important part of language output. Through writing practice, students can consolidate the knowledge they have learned, improve their writing ability and language organization ability. The clear writing requirements and sample passage help students clarify the writing direction and reduce the difficulty of writing. The teacher’s guidance and comment in the writing process can help students find their own problems in time, improve their writing level. At the same time, writing about their own experiences can help students deepen their understanding of the theme of “Being a Teenager”, cultivate their ability to express their true feelings, and reflect the training of students’ language ability and thinking quality. Summary and Extension First, the teacher leads students to summarize the content of this class: review the core vocabulary, key sentence structures and the main idea of the reading text, and review the role-play and writing practice. The teacher emphasizes: “In this class, we have learned how to use English in contexts related to teenagers’ life. We should master the key vocabulary and sentence structures, and dare to use English to express our own views and communicate with others. When facing challenges, we should be brave and positive, and learn to find solutions.” Then, the teacher puts forward the extension task: After class, talk with your partner in English about your dreams as a teenager, using the words and sentence structures learned in this class. Read the extended reading material “If the Dream Is Big Enough” in Unit 1, and write a short comment (50-60 words) about it. Make a vocabulary card for the core words learned in this section, with English words, definitions, sample sentences and Chinese translations on the card. Design Intention: Summary helps students sort out the knowledge of the whole class, consolidate the learning results, and form a systematic knowledge framework. The extension tasks are designed to extend the teaching content from the classroom to after class, enable students to continue to practice and apply English in daily life, improve their language application ability and autonomous learning ability. Reading extended materials can help students understand more about teenagers’ dreams and growth, expand their horizons, and cultivate their cultural awareness and reading ability. Making vocabulary cards helps students remember words better and cultivate their good learning habits. Homework Arrangement 1. Finish the extension tasks assigned in the summary part carefully. 2. Recite the core vocabulary and key sentence structures of this section, and write each word and sentence twice. 3. Revise the short passage written in class according to the teacher’s comments, and hand it in the next class. 4. Preview the next section’s content, and find out the new words and difficult points by yourself. Design Intention: Homework is an important link to consolidate classroom learning. Reciting and writing words and sentences can help students consolidate the basic knowledge. Revising the short passage can help students improve their writing ability. Previewing the next section’s content can cultivate students’ autonomous learning ability, let them have a preliminary understanding of the next class’s content, and lay a foundation for the next teaching, which is in line with the requirement of cultivating students’ learning 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 $