Unit 2 Friendship-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第一册

Unit 2 Friendship-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Enable students to master key vocabulary and sentence patterns related to friendship, improve their ability to obtain, sort out and summarize information from the reading text, and enhance their reading comprehension and oral expression skills in the theme of friendship. Cultural Awareness: Guide students to understand the connotation of friendship in different contexts, respect the diversity of friendship expressions, and cultivate their cross-cultural communication awareness and ability to cherish friendship. Thinking Quality: Help students develop logical thinking through analyzing the structure of the text and the characteristics of characters, and cultivate critical thinking by discussing the meaning of true friendship. Learning Ability: Guide students to master effective reading strategies such as skimming and scanning, cultivate their ability of independent learning and cooperative inquiry, and lay a foundation for lifelong learning. 教学重难点 Key Points: Master the key vocabulary (e.g., friendship, confident, communicate, share, trust) and sentence patterns (e.g., It feels good to have friends to share joys and sorrows; Friendship comes in all shapes and sizes) in the reading text; Understand the main idea and key details of the text, and grasp the structure of the text. Difficult Points: Understand the implied meaning of the text and the emotional connotation expressed by the author; Use the learned vocabulary and sentence patterns to express personal views on friendship naturally; Cultivate the ability to analyze and evaluate the theme of friendship. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a series of pictures about friendship on the screen, including students playing together, helping each other, and chatting happily. Then the teacher asks students some open-ended questions in English: “What do you think of friendship? Do you have a good friend? What do you usually do with your good friend? How do you maintain your friendship?” After asking the questions, the teacher invites 3-4 students to share their answers with the whole class, and gives positive comments and guidance, such as “Your answer is very sincere. It’s true that good friends always help each other.” Then the teacher plays a short English song about friendship, such as “You’ve Got a Friend in Me”, and asks students to listen carefully and sing along if they can. After the song, the teacher says: “Friendship is one of the most precious emotions in our life. Today, we will learn Section 1 Reading for Meaning of Unit 2 Friendship, and explore the beauty and meaning of friendship through the text.” Design Intent: The lead-in link combines pictures, questions and English songs to create a relaxed and pleasant English learning atmosphere, which can quickly attract students’ attention and arouse their interest in the theme of friendship. By asking students to share their own friendship experiences, it can activate students’ prior knowledge and life experience, narrow the distance between students and the text, and lay a good emotional and cognitive foundation for the subsequent reading teaching. At the same time, singing English songs can not only enhance students’ sense of language, but also imperceptibly edify their emotions and deepen their understanding of friendship. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the key vocabulary of the text on the screen, including friendship, confident, communicate, share, trust, honest, support, misunderstanding, forgive, precious. For each word, the teacher pronounces it clearly and asks students to follow along, then explains the meaning of the words with simple English and combines them with simple sentences related to friendship, such as “Trust is very important in friendship. We should trust our friends.” Then the teacher organizes students to do a quick vocabulary matching exercise: match the words with their corresponding definitions, and asks students to complete it in pairs. After that, the teacher checks the answers together with the whole class, and explains the difficult words again to ensure that students have a basic understanding of the key vocabulary. Next, the teacher shows the title of the reading text “I’ve Got New Friends!” and the pictures in the text, and asks students to predict the content of the text: “Look at the title and the pictures, what do you think the text will talk about? Who is the writer of the text? What happened between the writer and his new friends?” Students are encouraged to express their predictions freely, and the teacher records the key points of their predictions on the blackboard without correcting them immediately. Finally, the teacher says: “Now let’s read the text and check whether your predictions are correct.” Design Intent: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce the difficulty of reading, avoid being blocked by new words and affect the understanding of the text. The way of combining pronunciation, explanation and matching exercises makes vocabulary learning more vivid and interesting, which is conducive to students’ memory and mastery. Asking students to predict the content of the text based on the title and pictures can cultivate students’ predictive ability and reading initiative, make students have a clear purpose in reading, and improve reading efficiency. At the same time, group cooperation in vocabulary exercises can cultivate students’ cooperative learning ability. Step 3: While-reading (Intensive Reading and Information Processing) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text step by step from the overall to the local, from the surface to the depth. First, Skimming: The teacher asks students to read the text quickly, without paying too much attention to new words and details, and requires them to finish two tasks after reading: 1. Find out the main idea of the text; 2. Confirm whether their previous predictions are correct. After students finish reading, the teacher invites several students to share their answers. The teacher summarizes and sorts out: “The text is a letter written by Li Ming to his old friend Jenny. Li Ming talks about his new life in high school and introduces his new friends, including Da Zhi and Wang Hong. He also shares his feelings about making new friends and the importance of friendship.” Then the teacher checks the predictions with students and affirms the correct parts, which enhances students’ sense of achievement. Design Intent: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, form an overall understanding of the text, and lay a foundation for further intensive reading. At the same time, checking the predictions can enhance students’ reading confidence and stimulate their enthusiasm for further reading. Second, Scanning: The teacher asks students to read the text again, this time focusing on finding specific information, and completes the following information form in groups of four: 1. Who are Li Ming’s new friends? 2. What are the characteristics of each new friend? 3. What did Li Ming do with his new friends? 4. How does Li Ming feel about his new friends and friendship? The teacher walks around the classroom, observes students’ reading and cooperation, and provides timely help for students who have difficulties. After students finish, each group sends a representative to present their answers, and the teacher corrects and supplements them, ensuring that students grasp the key details of the text. Design Intent: Scanning is a reading strategy to find specific information quickly. By completing the information form, students can systematically sort out the key details of the text, improve their ability to obtain specific information, and deepen their understanding of the text content. Group cooperation can not only improve the efficiency of completing tasks, but also cultivate students’ communication and cooperation ability, and let students learn from each other in the process of cooperation. Third, Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focuses on analyzing the key sentences, difficult sentences and emotional connotation of each paragraph, and helps students understand the deep meaning of the text. For Paragraph 1: The teacher asks students to read the paragraph aloud, then points out the key sentence: “It always feels good to have friends to share the good times as well as the bad times.” The teacher explains the sentence structure “It feels good to do sth.” and the phrase “as well as”, and asks students to make sentences with this structure and phrase, such as “It feels good to help others as well as get help from others.” Then the teacher asks: “What does this sentence tell us? What is Li Ming’s attitude towards friendship?” Guide students to realize that Li Ming values friendship very much and thinks that friends are important partners who can share joys and sorrows. For Paragraph 2 and 3: The teacher asks students to read the paragraphs silently, then invites students to introduce Da Zhi and Wang Hong according to the text, and analyzes the adjectives used to describe them (e.g., helpful, outgoing, hard-working, kind). The teacher asks: “Why does Li Ming like to make friends with Da Zhi and Wang Hong? What can we learn from these two friends?” Guide students to understand that good friends should be helpful, kind and have positive qualities, and that making friends with such people can make us better. For Paragraph 4: The teacher focuses on the sentence: “Although it was painful to lose such a close friend, it built me up into the individual person I am.” The teacher explains the conjunction “although” and the phrase “build up”, and asks students to discuss: “What does Li Ming mean by this sentence? Have you ever had a similar experience? How did you deal with it?” Through discussion, students can deeply understand the meaning of friendship: even the loss of friendship can make us grow, and we should cherish the friends around us. For the last paragraph: The teacher asks students to read it aloud, and asks: “What is Li Ming’s wish for his friendship with Jenny? What does this show us?” Guide students to realize that Li Ming values his old friendship while making new friends, and that true friendship can last forever regardless of distance. During the intensive reading process, the teacher also guides students to pay attention to the emotional changes of the author, and asks students to read the text with appropriate emotions, so as to feel the author’s sincere feelings for friendship. Design Intent: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and difficult sentences, students can master the language points in the text and improve their language application ability. By asking questions and organizing discussions, students can be guided to think deeply, understand the emotional connotation and theme of the text, and cultivate their logical thinking and emotional experience ability. Reading aloud with emotion can enhance students’ sense of language and emotional resonance with the text. Step 4: Post-reading (Consolidation and Extension) This step is divided into three parts: language consolidation, theme discussion and practical application, to help students consolidate the learned knowledge, deepen their understanding of the theme, and improve their language application ability. First, Language Consolidation: The teacher arranges two exercises to help students consolidate the key vocabulary and sentence patterns learned in the text. Exercise 1: Fill in the blanks with the key vocabulary learned (friendship, trust, share, support, forgive). The teacher presents the sentences on the screen, such as “______ is the foundation of a good friendship.” “We should ______ our happiness and sorrows with our friends.” Students complete the exercises independently, then the teacher checks the answers together and explains the usage of the words again. Exercise 2: Rewrite the sentences with the given sentence patterns (It feels good to do sth.; although...). For example, rewrite “Having friends is good.” into “It feels good to have friends.”; rewrite “I was tired, but I kept working.” into “Although I was tired, I kept working.” Students complete the exercises in pairs, then the teacher invites several students to show their answers and gives comments. Design Intent: Language consolidation exercises can help students consolidate the key vocabulary and sentence patterns learned in the text, and improve their ability to use language flexibly. The combination of independent completion and group cooperation can meet the needs of different students, and make students consolidate their knowledge in practice. Second, Theme Discussion: The teacher organizes students to carry out a group discussion with the topic “What is true friendship? What qualities should a good friend have? How can we maintain our friendship?” Each group is divided into 4-5 students, and the discussion lasts for a period of time. The teacher walks around the classroom, participates in the discussion of each group, guides students to express their views freely, and helps students sort out their ideas. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher summarizes the students’ views, emphasizes that true friendship is based on trust, honesty, understanding and support, and that we should cherish our friends, communicate with them more, and forgive their mistakes to maintain friendship. Design Intent: Theme discussion can guide students to think deeply about the connotation of friendship, combine their own life experience to express their views, and cultivate their critical thinking and oral expression ability. Group discussion can let students exchange ideas, learn from each other, and enrich their understanding of friendship. The teacher’s summary can help students form a correct view of friendship and achieve the goal of moral education. Third, Practical Application: The teacher asks students to write a short passage (about 80-100 words) with the title “My Good Friend”, requiring students to use the key vocabulary and sentence patterns learned in the text, introduce their good friend’s characteristics and the stories between them, and express their feelings about friendship. Students write independently, and the teacher provides timely help for students who have difficulties in writing. After students finish writing, the teacher invites several students to read their passages aloud, and gives positive comments and suggestions, such as “Your passage is very touching, and you use the sentence pattern ‘It feels good to...’ very well. You can add more details about your story with your friend.” Design Intent: Practical application is an important link to transform the learned knowledge into language ability. By writing a short passage, students can comprehensively use the key vocabulary and sentence patterns learned in the text, improve their writing ability, and at the same time, combine their own life experience to express their feelings about friendship, which deepens their understanding of the theme. Reading the passages aloud and giving comments can enhance students’ writing confidence and help them find their own shortcomings and improve their writing level. Step 5: Summary and Homework First, Summary: The teacher invites students to summarize what they have learned in this class, including the key vocabulary, sentence patterns, the main content of the text and the understanding of friendship. Then the teacher makes a final summary: “In this class, we have learned the reading text ‘I’ve Got New Friends!’, mastered the key vocabulary and sentence patterns related to friendship, understood the main content of the text and the emotional connotation expressed by the author. We also discussed the meaning of true friendship and how to maintain friendship. Friendship is precious, and I hope you can cherish your friends and maintain your friendship with sincerity and kindness.” Design Intent: 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 of induction and summary. The teacher’s final summary can further strengthen the key points of the class, edify students’ emotions, and achieve the teaching goal of integrating knowledge and morality. Second, Homework: 1. Recite the key vocabulary and key sentences of the text, and write them down twice to consolidate the learned knowledge. 2. Revise the short passage written in class according to the teacher’s comments, and hand it in the next class. 3. Talk with your good friend in English about your views on friendship, and try to use the key vocabulary and sentence patterns learned in this class. 4. Preview the next section of the unit. Design Intent: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and improve their language application ability. Reciting and writing vocabulary and sentences can strengthen students’ memory; revising the short passage can help students improve their writing level; talking with friends in English can improve their oral expression ability; previewing the next section can lay a foundation for the next class. The design of homework is hierarchical, which can meet the needs of different students and promote their all-round development. 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 $