Unit 2 Friendship-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 2 Friendship-Section 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentence patterns related to friendship, and use them flexibly in listening, speaking, reading and writing to express views on friendship. Cultural Awareness: Guide students to understand the similarities and differences of friendship concepts in different cultural backgrounds, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Cultivate students’ logical thinking through analyzing and sorting out the context of the text, and stimulate their critical thinking when discussing friendship issues. Learning Ability: Help students master effective learning strategies such as cooperative learning and context-based understanding, and improve their ability of independent learning and problem-solving. 教学重难点 Key Points: Master the key vocabulary (such as loyal, trust, cherish, bond) and sentence patterns about friendship; understand the context and main ideas of the text in Section 3; be able to use the learned language knowledge to express views on friendship in simple oral and written forms. Difficult Points: Flexibly use the learned vocabulary and sentence patterns in real contexts to carry out smooth communication; understand the emotional connotation behind the text and deeply think about the value of friendship; distinguish the differences of friendship concepts in different cultures. 教学过程 Step 1: Warming-up and Lead-in The teacher starts the class with a short English video about friendship. The video shows different scenes of friendship, such as friends helping each other when in trouble, sharing joys together, and resolving conflicts. After playing the video, the teacher asks students two questions: “What do you see in the video? What does friendship mean to you?” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher gives positive comments and guides students to use simple and appropriate words to express their views, such as “helpful”, “warm”, “trustworthy”. At the same time, the teacher writes the key words mentioned by students on the blackboard, such as friendship, trust, support, understanding. Design Intent: The video can quickly attract students’ attention and arouse their emotional resonance, making them quickly enter the theme of friendship. Asking questions and organizing sharing activities can activate students’ prior knowledge and life experience about friendship, lay a foundation for the subsequent learning of the text. Writing key words on the blackboard can help students sort out the core vocabulary related to the theme and pave the way for the learning of new words and sentences in the text. Step 2: Pre-reading: Vocabulary and Background Preview First, the teacher presents the key vocabulary of this section on the PPT, including loyal, trust, cherish, bond, forgive, conflict, misunderstanding, comfort. For each word, the teacher provides the phonetic symbol, Chinese meaning and a simple example sentence related to friendship, such as “A loyal friend will always stand by your side.” “Trust is the foundation of friendship.” Then, the teacher asks students to read the words and example sentences aloud twice, and invites individual students to read them to check their pronunciation. After that, the teacher organizes a small group activity: each group is given 2-3 words, and they need to make 1-2 simple sentences related to their own friendship experience within 3 minutes, then share them with the whole class. Next, the teacher briefly introduces the background of the text: the text in Section 3 is a dialogue between two students, Li Hua and Tom, who are talking about their friendship experiences, including how they made friends, how they resolved conflicts in friendship, and their views on true friendship. The teacher tells students that this dialogue is very close to their daily life, and they can learn a lot of practical expressions about friendship through it. Design Intent: Previewing vocabulary in advance can help students eliminate language barriers in reading the text, so that they can focus more on understanding the context and main ideas of the text. Making sentences combined with their own experience can not only help students remember words better, but also enhance their sense of participation and interest in learning. Briefly introducing the text background can help students have a preliminary understanding of the text content, and lay a foundation for the subsequent intensive reading and analysis. Step 3: While-reading: Comprehend the Text in Context 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. Who are the speakers in the dialogue? 2. What is the main topic of their conversation? After students finish reading, the teacher invites students to answer the questions. The correct answers are: Li Hua and Tom; they are talking about their friendship experiences and views on true friendship. The teacher then summarizes the main idea of the text, emphasizing that the dialogue focuses on how to maintain friendship and what true friendship is. Design Intent: Skimming training can help students quickly grasp the main idea of the text, improve their reading speed and ability to extract key information. The simple questions can reduce the difficulty of skimming and enhance students’ confidence in reading. Second, scanning: The teacher presents a form on the PPT, which includes four columns: Speaker, Friendship Experience, Conflict in Friendship, Way to Resolve Conflict. The teacher asks students to read the text again carefully, find the relevant information and fill in the form. After students finish filling in, the teacher organizes students to check the answers in groups, and then invites a representative of one group to present the group’s answers on the blackboard. The teacher corrects the wrong answers and supplements the missing information, guiding students to find the key sentences in the text that support the answers, such as “I once had a misunderstanding with my best friend because of a small thing.” “We talked face to face and forgave each other in the end.” Design Intent: Scanning training can help students accurately extract specific information from the text, improve their ability to find details. Filling in the form can make the text information more organized and help students sort out the context of the dialogue. Group check can promote students’ cooperative learning and improve their communication ability. Third, intensive reading: The teacher guides students to read the dialogue sentence by sentence, focusing on analyzing the key sentences and difficult sentences, and helping students understand the meaning and usage of the sentences in the context. For example, the teacher takes out the sentence “True friendship is not about never having conflicts, but about resolving them together when they happen.” The teacher asks students to translate the sentence first, then analyzes the structure of the sentence (“not about..., but about...”) and explains its meaning, and invites students to make sentences with this structure, such as “True happiness is not about having a lot of money, but about having a healthy body and happy family.” Another example is the sentence “When you feel down, a true friend will comfort you and encourage you to keep going.” The teacher guides students to understand the meaning of “feel down” and “keep going”, and asks students to think about what their friends will do when they feel down. In addition, the teacher guides students to pay attention to the emotional changes of the speakers in the dialogue. For example, when Li Hua talks about the conflict with his friend, his tone is a little sad, but when he talks about resolving the conflict, his tone becomes happy. The teacher asks students to read the relevant parts with the appropriate tone, and invites several students to read aloud to experience the emotional connotation of the dialogue. Design Intent: Intensive reading can help students deeply understand the meaning of the text, master the usage of key sentences and difficult sentences, and improve their language comprehension ability. Analyzing the sentence structure and guiding students to make sentences can help students flexibly use the learned language knowledge. Guiding students to experience the emotional connotation of the dialogue can help them better understand the theme of friendship and enhance their emotional experience. Step 4: While-using: Language Practice in Context This step is designed to help students apply the learned vocabulary and sentence patterns in real contexts, improve their language use ability. It includes two activities: role-play and group discussion. Activity 1: Role-play. The teacher divides students into groups of two, and asks them to play the roles of Li Hua and Tom in the dialogue. They need to read the dialogue aloud first, and then try to add their own words and expressions on the basis of the original dialogue to make the dialogue more vivid and natural. For example, when talking about resolving conflicts, they can add specific details of the conflict, or their own feelings when resolving the conflict. After students practice in groups for 5 minutes, the teacher invites 2-3 groups to perform in front of the whole class. The teacher gives comments on their performance, focusing on their pronunciation, intonation and the use of vocabulary and sentence patterns, and gives suggestions for improvement. Design Intent: Role-play can make students integrate into the context of the dialogue, enhance their sense of participation and interest in learning. Adding their own words and expressions can help students flexibly use the learned language knowledge, improve their oral expression ability. Performing in front of the whole class can enhance students’ confidence and courage in speaking English. Activity 2: Group discussion. The teacher puts forward two discussion topics to the students: 1. What are the important qualities of a true friend? 2. What should we do when we have conflicts with our friends? The teacher divides students into groups of 4-5, and asks them to discuss the two topics in English. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives guidance when necessary. For example, if students have difficulty expressing their views, the teacher can prompt them with the key vocabulary and sentence patterns learned in this section, such as “A true friend should be loyal and trustworthy.” “We should communicate with our friends frankly when we have conflicts.” After the discussion, each group selects a representative to share the group’s views with the whole class. The teacher summarizes the students’ views, affirms the correct views, and supplements relevant content to help students have a more comprehensive understanding of friendship. Design Intent: Group discussion can cultivate students’ cooperative learning ability and oral communication ability. The discussion topics are closely related to the text and students’ daily life, which can stimulate students’ thinking and help them apply the learned language knowledge to express their own views. The teacher’s guidance can help students solve the difficulties in expression and improve the efficiency of the discussion. Step 5: Post-using: Consolidation and Extension This step includes two parts: written practice and cultural extension, to help students consolidate the learned knowledge and expand their cultural vision. First, written practice. The teacher asks students to write a short passage about their own friendship experience. The requirements are: 1. Use at least 5 key words learned in this section; 2. Use at least 2 key sentence patterns learned in this section; 3. The length is about 80-100 words. The teacher gives a sample passage on the PPT to guide students, such as “I have a good friend named Lucy. She is loyal and trustworthy. We have been friends since junior high school. Once, I had a conflict with her because I forgot her birthday. I felt very sorry and apologized to her frankly. She forgave me quickly. True friendship is not about never having conflicts, but about resolving them together. I cherish our friendship very much.” After students finish writing, the teacher collects some students’ works, reads them aloud in class, and gives comments, pointing out the advantages and shortcomings of the works, and guiding students to revise their own works. Design Intent: Written practice can help students consolidate the learned vocabulary and sentence patterns, improve their written expression ability. The sample passage can give students a clear direction for writing, reduce the difficulty of writing. Commenting on students’ works can help them find their own shortcomings and improve their writing level. Second, cultural extension. The teacher introduces the differences of friendship concepts in different cultures to the students. For example, in Western countries, people pay more attention to the independence and equality of friendship, and friends usually respect each other’s personal space; in China, people pay more attention to the intimacy and mutual help of friendship, and friends often help each other in all aspects. The teacher shows some pictures and short videos about friendship in different cultures, and asks students to discuss: “What are the differences between Chinese friendship and Western friendship? Do you think these differences are reasonable?” After the discussion, the teacher summarizes that different cultures have different views on friendship, and we should respect these differences and learn from each other’s advantages in cross-cultural communication. Design Intent: Cultural extension can help students understand the cultural diversity of friendship, enhance their cultural awareness and cross-cultural communication ability. Discussing the differences of friendship in different cultures can stimulate students’ critical thinking and help them form a correct view of cultural diversity. Step 6: Summary and Homework First, summary. The teacher invites students to summarize what they have learned in this class, including key vocabulary, key sentence patterns, the main idea of the text and their understanding of friendship. Then, the teacher makes a supplement and summary, emphasizing that this class mainly focuses on the theme of friendship, through reading, role-play, group discussion and other activities, we have mastered the relevant language knowledge and improved our language use ability, and at the same time, we have a deeper understanding of the value of friendship and the cultural differences of friendship. Design Intent: Letting students summarize what they have learned can help them sort out the knowledge system of this class and improve their ability of induction and summary. The teacher’s supplement and summary can help students consolidate the key knowledge and clarify the learning focus of this class. Second, homework. The teacher assigns two kinds of homework: 1. Revise the short passage written in class and copy the key vocabulary and sentence patterns learned in this class twice. 2. Interview one of your friends in English, ask him/her about his/her views on friendship, and write down the interview content (about 100 words). 3. Preview the content of Section 4 and find out the key words related to friendship. Design Intent: The first homework is to help students consolidate the learned knowledge and strengthen their memory of key vocabulary and sentence patterns. The second homework can help students apply the learned language knowledge to real communication, improve their oral and written expression ability. Previewing the next section can help students lay a foundation for the next class and improve their learning efficiency. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, designs various interactive activities, and guides students to learn actively and independently. At the same time, the teacher pays attention to the cultivation of students’ four-dimensional core literacy, integrates language learning, emotional experience and cultural education into the teaching process, so as to achieve the teaching goal of “using English in context”. 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 $