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

Unit 2 Friendship-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language competence: Enable students to master friendship-related vocabulary and sentence patterns, and use them flexibly in listening, speaking, reading and writing. Cultural awareness: Help students understand the connotation of friendship in different cultures and cultivate respect for cultural diversity. Thinking quality: Guide students to analyze and judge friendship issues logically and develop critical and innovative thinking. Learning ability: Cultivate students’ ability to use learning strategies independently and cooperate with others in practice activities. 教学重难点 Key points: Master core vocabulary such as trust, support, forgive and relevant phrases; grasp the usage of complex sentences about expressing feelings and opinions on friendship. Difficult points: Use the learned language knowledge to express personal views on friendship fluently and appropriately; understand the cultural differences of friendship and apply them in communication. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a short video about friendship. The video includes scenes of friends helping each other when in trouble, sharing joys together and resolving conflicts. After playing the video, the teacher asks two questions: “What do you see in the video?” and “What does friendship mean to you?” Then, invite 3-5 students to share their answers in English. After the students’ sharing, the teacher makes a brief comment, summarizes the common understanding of friendship, and naturally leads to the theme of this lesson—Learning Through Practice about Friendship. The teacher emphasizes that in this lesson, we will learn to use language related to friendship through a series of practical activities and improve our ability to express and communicate about friendship. Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their emotional resonance with the theme of friendship. Asking questions can stimulate students’ thinking, activate their existing knowledge and experience about friendship, and lay a foundation for the smooth development of subsequent practical activities. At the same time, the teacher’s brief comment can sort out students’ ideas and clarify the learning objectives of this lesson, helping students establish a clear learning direction. Step 2: Language Input (Vocabulary and Sentence Pattern Review and Consolidation) First, the teacher reviews the core vocabulary and sentence patterns related to friendship learned in Section 1. The teacher presents the vocabulary on the blackboard or PPT, including nouns such as friendship, trust, support, understanding, conflict, forgiveness; verbs such as trust, support, forgive, communicate, resolve; adjectives such as sincere, reliable, warm-hearted, understanding. For each word, the teacher gives a simple example sentence to help students review its usage, such as “Trust is the foundation of friendship.” and “We should support our friends when they are in trouble.” Then, the teacher introduces several new sentence patterns that will be used in this lesson’s practical activities, focusing on the sentence patterns for expressing opinions and feelings: “In my opinion, friendship is about...”, “I think a good friend should...”, “When my friend is sad, I will...”, “I once had a conflict with my friend, and we resolved it by...”. The teacher explains the structure and usage of each sentence pattern in simple English, and invites students to make sentences with the new sentence patterns combined with their own experiences. For example, the teacher asks: “Who can use ‘In my opinion, friendship is about...’ to talk about your understanding of friendship?” After students make sentences, the teacher corrects their mistakes in pronunciation and grammar and gives positive affirmation. Next, the teacher organizes a “Vocabulary and Sentence Pattern Matching Game”. The teacher prepares some cards, half of which are vocabulary or phrase cards, and the other half are example sentence cards. Students are divided into groups of 4, and each group sends a representative to draw cards and match the vocabulary with the corresponding example sentences. The group that completes the matching correctly and quickly wins a small reward. After the game, the teacher summarizes the key points of vocabulary and sentence patterns again, emphasizing the words and sentences that students are prone to make mistakes. Design Intention: Reviewing the learned vocabulary and sentence patterns can help students consolidate the existing knowledge and lay a solid language foundation for the subsequent practical activities. Introducing new sentence patterns targeted can meet the needs of practical communication in this lesson and expand students’ language expression ability. The matching game makes the review process more interesting, stimulates students’ learning enthusiasm, and enables students to master vocabulary and sentence patterns in a relaxed and pleasant atmosphere. At the same time, group activities can cultivate students’ sense of cooperation. Step 3: Practice Activity 1: Pair Work—Talk About Your Good Friend The teacher divides students into pairs. Each pair needs to have a dialogue about their good friends according to the given tips. The tips are presented on the PPT, including: 1. What does your good friend look like? 2. What personality traits does he/she have? 3. What do you usually do together? 4. How does he/she help you when you are in trouble? 5. What do you think is the most important thing in your friendship? Before the dialogue, the teacher gives students 5 minutes to prepare. Students can take notes, list the key words and sentences they want to use, and consult the teacher if they have any questions about vocabulary or sentence patterns. During the preparation process, the teacher walks around the classroom, observes students’ preparation situation, and provides timely help and guidance for students who have difficulties. After the preparation, each pair takes turns to present their dialogue in front of the class. The teacher listens carefully, records the advantages and problems in students’ dialogue, such as pronunciation, intonation, vocabulary usage, sentence pattern application, etc. After each pair’s presentation, the teacher makes a brief comment, affirms their advantages, such as fluent expression, correct use of sentence patterns, etc., and points out the problems that need to be improved, such as wrong word collocation, incorrect tense, etc., and gives correct examples. After all pairs finish their presentations, the teacher summarizes the overall situation of the activity, emphasizes the key points of dialogue expression, and reminds students to pay attention to the appropriateness and fluency of language when communicating. At the same time, the teacher encourages students to use more of the learned vocabulary and sentence patterns in daily communication. Design Intention: Pair work is a common form of English classroom practice, which can provide students with more opportunities to speak and practice. The given tips can guide students to carry out the dialogue in an orderly manner, avoid the situation of being unable to speak, and help students gradually improve their oral expression ability. The teacher’s on-site guidance and post-presentation comments can help students find their own problems in time, correct mistakes, and continuously improve their language application ability. At the same time, talking about their own good friends can make students feel more close to the theme, enhance their emotional experience, and deepen their understanding of friendship. Step 4: Practice Activity 2: Group Discussion—How to Resolve Friendship Conflicts First, the teacher presents a real-life scenario to the students: “Two good friends, Li Ming and Wang Tao, had a conflict. Li Ming borrowed Wang Tao’s favorite book and accidentally damaged it. Wang Tao was very angry and refused to talk to Li Ming. Li Ming felt very sorry but didn’t know how to apologize and resolve the conflict. What should they do?” Then, the teacher divides students into groups of 6, and each group is assigned a task: discuss the scenario, put forward at least 3 solutions to resolve the conflict, and explain the reasons for each solution. During the discussion, each group elects a recorder to record the group’s opinions and a spokesperson to present the group’s discussion results. The teacher puts forward requirements for the discussion: all members of the group must participate in the discussion, express their own opinions in English, and use the sentence patterns learned in this lesson as much as possible, such as “I think they should...”, “We suggest that...”, “The reason is that...”. During the group discussion, the teacher walks around each group, listens to their discussion, guides students to use the correct language to express their opinions, and helps students sort out their ideas when they encounter difficulties. For example, if a group is unable to put forward effective solutions, the teacher can prompt them: “What would you do if you were Li Ming? Would you apologize directly or do something to make up for it?” If students have errors in language expression, the teacher corrects them in time to ensure that the discussion is carried out in English smoothly. After the discussion, each group’s spokesperson presents the group’s discussion results in front of the class. After each group’s presentation, other groups can ask questions or put forward different opinions, and the spokesperson of the group answers the questions. For example, if Group A suggests that Li Ming should buy a new book for Wang Tao and apologize sincerely, Group B can ask: “What if Li Ming doesn’t have enough money to buy a new book?” Then Group A’s spokesperson answers the question. After all groups finish their presentations, the teacher makes a summary. The teacher affirms the positive performance of each group, such as active participation, reasonable solutions, fluent expression, etc., and summarizes the effective ways to resolve friendship conflicts, such as sincere apology, active communication, mutual understanding and tolerance, etc. At the same time, the teacher emphasizes that in real life, when we encounter friendship conflicts, we should take a positive attitude to resolve them, cherish our friendship, and cultivate the quality of understanding and tolerance. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. The real-life scenario is close to students’ daily life, which can arouse students’ interest in discussion and make them better understand how to apply the learned language knowledge to solve practical problems. The process of asking and answering between groups can further expand students’ thinking, improve their ability to respond and express, and help students deeply understand the connotation of friendship—mutual understanding, tolerance and support. Step 5: Practice Activity 3: Writing—A Letter to My Friend The teacher informs students of the writing task: Write a letter to your good friend. The content of the letter should include: 1. Express your gratitude to your friend for his/her help and company; 2. Share a memorable thing between you and your friend; 3. Express your expectations for your friendship in the future. The teacher requires students to use the vocabulary and sentence patterns learned in this lesson, pay attention to the format of the letter (salutation, body, closing, signature), and ensure that the content is true, emotional and fluent. Before writing, the teacher gives a sample letter on the PPT. The sample letter includes the correct format and common expressions, such as “Dear XX, I am writing this letter to express my gratitude to you...”, “I still remember the time when...”, “I hope our friendship will last forever...”. The teacher analyzes the structure and language features of the sample letter, guides students to learn from the sample, and reminds students to avoid common mistakes in letter writing, such as incorrect salutation, missing closing, etc. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as how to express a certain meaning, how to use a certain sentence pattern, etc. For students who finish writing early, the teacher asks them to check their own letters, pay attention to grammar, spelling, punctuation and other mistakes, and revise and improve their letters. After students finish writing, the teacher collects some students’ letters (including both good and problematic ones) and displays them on the PPT. The teacher and students comment on the letters together. For the good letters, the teacher affirms their advantages, such as correct format, fluent expression, sincere emotion, and appropriate use of vocabulary and sentence patterns, and asks students to learn from them. For the letters with problems, the teacher points out the problems, such as wrong grammar, incorrect word collocation, unclear logic, etc., and guides students to revise them together. After the comment, students revise their own letters according to the teacher’s guidance and the opinions of their classmates. Then, students can exchange their letters with their deskmates and read each other’s letters, giving suggestions for revision. Design Intention: Writing is an important part of English learning, which can test students’ comprehensive language application ability. Writing a letter to a good friend can make students combine their own emotional experience with language learning, improve their writing interest and enthusiasm, and make the writing content more real and emotional. The sample letter can provide a reference for students, help them master the format and writing skills of the letter, and reduce the difficulty of writing. The process of mutual comment and revision can help students find their own problems, learn from each other’s advantages, and continuously improve their writing ability. Step 6: Summary and Extension First, the teacher leads students to summarize the content of this lesson. The teacher asks students: “What did we learn in this lesson?” “What practical activities did we do?” “What new vocabulary and sentence patterns did we master?” Students answer the questions one by one, and the teacher supplements and sorts out, emphasizing that this lesson mainly focuses on the theme of friendship, through pair work, group discussion, writing and other practical activities, we have improved our ability to use language related to friendship, and deepened our understanding of friendship. Then, the teacher carries out the extension activity: “Friendship in Different Cultures”. The teacher briefly introduces the differences in the understanding and expression of friendship between Chinese and Western cultures. For example, in Western culture, friends pay more attention to mutual respect and independence, while in Chinese culture, friends pay more attention to mutual help and mutual care. The teacher invites students to share their own understanding of the differences in friendship between different cultures, and guides students to respect cultural diversity and learn to communicate with friends from different cultural backgrounds. Finally, the teacher assigns the after-class task: 1. Revise the letter written in class and send it to your good friend (if possible); 2. Find a short article about friendship in English, read it and write a 50-word summary; 3. Have a dialogue with your partner in English about the differences in friendship between Chinese and Western cultures, and record the dialogue. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this lesson, strengthen memory, and form a systematic knowledge structure. The extension activity about cultural differences can expand students’ cultural vision, cultivate their cultural awareness, and help them establish the concept of respecting cultural diversity. The after-class tasks can consolidate the knowledge and skills learned in class, extend the learning context from the classroom to daily life, and promote students’ continuous improvement of English language ability and comprehensive quality. 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 $