Unit 2 Friendship-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第一册

Unit 2 Friendship-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and phrases about friendship diversity, understand the connotation of different types of friendship in the text, and improve their ability to express personal views on friendship in English. Cultural Awareness: Guide students to understand the similarities and differences of friendship concepts in different cultures, cultivate respect for cultural diversity, and establish a rational view of cross-cultural friendship. Thinking Quality: Encourage students to analyze and evaluate the value of different friendships, develop critical thinking and logical reasoning skills through discussion and exploration. Learning Ability: Help students master effective reading and cooperative learning methods, cultivate the awareness of independent exploration and active communication, and lay a foundation for lifelong learning. 教学重难点 Key Points: Master the key vocabulary (such as acquaintance, intimate, loyalty, bond) and difficult sentences in the text; understand the main content of the text, including the classification of friendship and the characteristics of each type; be able to express personal understanding of friendship using the learned language. Difficult Points: Understand the implied meaning and cultural connotation in the text, especially the differences of friendship in different cultural backgrounds; accurately use the learned language to discuss and evaluate friendship and write relevant views. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a short English video about friendship. The video shows different scenes of friendship: students helping each other at school, friends supporting each other in difficulties, and people maintaining friendship across distances. After playing the video, the teacher asks students two questions in English: “What do you see in the video?” “What does friendship mean to you?” Then, invite 3-4 students to share their answers freely. During the sharing process, the teacher gives positive feedback in time, such as “Your idea is very touching” “I agree with your view on friendship”. After the sharing, the teacher naturally leads to the topic of this lesson: “Friendship is an important part of our life, and it has different forms and meanings in different situations. Today, we will learn Section 4 Expanding Our Horizons to explore more about friendship.” Design Intent: The video can quickly attract students' attention and create a relaxed English learning atmosphere, which helps to reduce students' anxiety in speaking English. By asking open questions, students are guided to activate their existing knowledge and experience about friendship, arouse their interest in the lesson topic, and lay an emotional and cognitive foundation for the subsequent text learning. At the same time, the free sharing link can exercise students' oral expression ability and cultivate their confidence in speaking English. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the key vocabulary of this lesson on the blackboard or multimedia courseware, including acquaintance, intimate, loyalty, bond, mutual, cherish, conflict, resolve, etc. For each word, the teacher explains its pronunciation, part of speech and core meaning, and gives simple and easy-to-understand example sentences related to friendship, such as “An intimate friend is someone who you can share your deepest feelings with.” “Loyalty is an important quality of a good friend.” Then, the teacher organizes a quick vocabulary game: divide the students into 4 groups, show the Chinese meaning of the words, and let the groups compete to answer the English words. The group with the most correct answers will get a small reward. After the vocabulary preview, the teacher briefly introduces the background of the text: “The text we are going to learn today mainly talks about three types of friendship, which are based on different foundations and have different characteristics. It also involves the differences of friendship in different cultures. This will help us have a more comprehensive understanding of friendship.” Then, the teacher asks students to predict the content of the text according to the title “Expanding Our Horizons” and the vocabulary they just learned: “What do you think the text will talk about? Can you guess the three types of friendship mentioned in the text?” Let students discuss in pairs for 2 minutes, and then invite several pairs to share their predictions. Design Intent: Vocabulary is the foundation of text learning. Previewing key vocabulary in advance can help students reduce the difficulty of reading and improve reading efficiency. The vocabulary game can increase the fun of learning, mobilize students' enthusiasm, and help students memorize words in a relaxed atmosphere. Background introduction helps students understand the context of the text, and prediction activities can stimulate students' curiosity and initiative, cultivate their ability of logical speculation, and make them more targeted in the subsequent reading process. Step 3: While-reading (Text Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the text from the surface to the deep. First, fast reading: The teacher asks students to read the text quickly and complete two tasks: 1. Find out the main idea of the text. 2. Identify the three types of friendship mentioned in the text and write down their names. After students finish reading, the teacher checks the answers with the whole class. The main idea of the text is to introduce three types of friendship and their characteristics, and discuss the importance of cherishing friendship and resolving conflicts in friendship. The three types of friendship are: friendship based on utility, friendship based on pleasure, and friendship based on virtue. Design Intent: Fast reading aims to train students' ability to grasp the main idea and key information quickly, which is an important reading skill. By setting clear tasks, students can read with purpose, avoid aimless reading, and improve reading speed and efficiency. Second, careful reading: The teacher asks students to read the text carefully again, and fill in the following table according to the content of the text. The table includes four columns: Type of Friendship, Foundation, Characteristics, and Examples. The teacher first gives an example in the table to guide students to understand the requirements. Then, students read the text carefully, find relevant information, and complete the table independently. After that, students exchange their answers in groups of 4, discuss and correct the wrong answers, and the teacher walks around the classroom to guide and help students who have difficulties. Finally, the teacher invites a representative of one group to present the group's answers on the blackboard, and comments and supplements them, ensuring that every student understands the characteristics of each type of friendship. Design Intent: Careful reading is to help students deeply understand the details of the text. The form of the table can make the content of the text more systematic and clear, which is convenient for students to sort out and memorize. Independent completion and group discussion combine independent learning and cooperative learning, which not only cultivates students' ability of independent exploration, but also improves their communication and cooperation ability. The teacher's guidance and comments can timely solve the problems encountered by students in reading, and ensure the effect of text comprehension. Third, deep reading: The teacher puts forward several in-depth questions to guide students to think and discuss, so as to understand the implied meaning and cultural connotation of the text. The questions are as follows: 1. What is the author's attitude towards the three types of friendship? How do you know? 2. Why does the author say that friendship based on virtue is the most valuable? 3. What are the differences between friendship in Eastern and Western cultures mentioned in the text? 4. What can we learn from the text about how to maintain friendship? The teacher asks students to discuss these questions in groups of 4 for 5 minutes. During the discussion, the teacher encourages students to express their own views boldly, quote the content of the text to support their views, and guide students to think from different angles. After the discussion, the teacher invites representatives of different groups to share their views. For each question, the teacher summarizes and comments, guides students to deeply understand the author's intention and the cultural connotation of the text, and helps students establish a correct view of friendship. For example, when discussing the differences between Eastern and Western friendship, the teacher can appropriately expand: “In Western culture, friendship is often more independent, while in Eastern culture, friendship pays more attention to mutual care and support. Both are valuable, and we should respect these differences.” Design Intent: Deep reading aims to cultivate students' critical thinking and logical reasoning ability, and help students understand the deep connotation of the text. The in-depth questions are closely related to the text and can guide students to think beyond the surface of the text. Group discussion provides a platform for students to exchange ideas, which helps to stimulate students' thinking and improve their ability of analyzing and solving problems. The teacher's summary and expansion can help students expand their horizons, enhance their cultural awareness, and achieve the goal of core literacy training. Step 4: Post-reading (Consolidation and Application) This step includes three activities: language practice, discussion and writing, to help students consolidate the knowledge they have learned and improve their language application ability. Activity 1: Language Practice. The teacher presents several difficult sentences in the text on the courseware, and guides students to analyze and understand them. For example, “True friendship is not about never having conflicts, but about resolving them in a respectful and kind way.” The teacher asks students to identify the sentence structure (not...but...), explain the meaning of the sentence, and then let students make sentences with the structure. Another example: “Friendship based on virtue is built on mutual respect, trust and shared values, which can last a lifetime.” The teacher guides students to analyze the attributive clause in the sentence, and explains the usage of “which” in the attributive clause. Then, students practice translating several sentences related to friendship into English, using the key words and sentence structures learned in this lesson. After students finish translating, the teacher checks the answers, corrects the mistakes, and emphasizes the key points of translation. Design Intent: Difficult sentences are the key and difficult points in text learning. Analyzing difficult sentences can help students master the key grammar and sentence structures, and improve their ability of understanding and using complex sentences. Sentence making and translation practice can consolidate the key vocabulary and sentence structures learned, and improve students' language application ability, which is an important link to connect input and output. Activity 2: Group Discussion. The teacher sets a discussion topic: “What kind of friendship do you think is the most valuable? Do you have such a friendship in your life? Please share your story and explain your reasons.” The teacher divides students into groups of 5, and asks each group to designate a recorder and a speaker. The recorder records the key points of the group's discussion, and the speaker is responsible for sharing the group's views and stories with the whole class. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, guides students to use the key words and sentence structures learned in this lesson to express their views, and encourages students to share their real stories. After the discussion, each group's speaker shares their views and stories, and the teacher gives positive comments and feedback, such as “Your story is very moving, and you use the words we learned very well” “Your view is very unique, and I appreciate it very much”. Design Intent: The discussion topic is closely related to students' real life, which can arouse students' emotional resonance and make them more willing to participate in the discussion. Through sharing stories and views, students can not only practice their oral expression ability, but also deepen their understanding of friendship. At the same time, group discussion can cultivate students' cooperative spirit and communication ability, and let students learn from each other's views, which is conducive to the development of their thinking quality. Activity 3: Writing Practice. The teacher asks students to write a short passage with the title “My View on Friendship”, requiring them to use the key words and sentence structures learned in this lesson, and combine their own experience and views to write at least 80 words. Before writing, the teacher gives a simple outline to guide students: 1. What is friendship in your opinion? 2. What type of friendship do you value most? 3. How do you maintain your friendship? Then, students write independently. After writing, students exchange their passages in pairs, and help each other revise and improve their passages, such as checking the use of vocabulary and grammar, and the logic of the passage. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common problems to comment on. For excellent passages, the teacher affirms their advantages and encourages other students to learn from them; for passages with problems, the teacher points out the problems and guides students to correct them. Design Intent: Writing practice is an important way to test students' language application ability. The outline can help students sort out their ideas and ensure that the content of the passage is logical and complete. Pair revision can cultivate students' ability of mutual evaluation and help them find their own mistakes and improve their writing level. The teacher's comment can timely feedback students' writing situation, help students sum up experience and lessons, and improve their writing ability. At the same time, writing about their own views on friendship can also deepen students' understanding of friendship and achieve the goal of emotional education. Step 5: Summary and Homework First, summary: The teacher invites students to summarize the key content of this lesson independently. The teacher can guide students from three aspects: vocabulary, text content and sentiment. For example, “What key words have we learned today?” “What are the three types of friendship mentioned in the text?” “What have we learned about how to maintain friendship?” After students finish summarizing, the teacher makes a final summary: “Today, we have learned about three types of friendship and their characteristics, understood the differences of friendship in different cultures, and mastered some key words and sentence structures about friendship. Friendship is precious, and we should cherish our friends and learn to maintain friendship with sincerity and respect.” Then, homework: 1. Recite the key vocabulary and difficult sentences of this lesson. 2. Revise the short passage written in class and hand it in the next class. 3. Interview one of your friends in English, ask him/her about his/her view on friendship, and write down the interview notes (at least 5 sentences). 4. Read an English article about friendship after class and write a short reading report (at least 60 words). Design Intent: Summary link can help students sort out the knowledge they have learned in this lesson, strengthen memory, and form a systematic knowledge framework. The design of homework is hierarchical: reciting vocabulary and sentences is to consolidate the basic knowledge; revising the passage is to improve the writing ability; interviewing friends and reading articles are to expand students' learning channels, improve their comprehensive language application ability, and connect classroom learning with real life, which is conducive to the cultivation of students' learning ability. Step 6: Blackboard Design The blackboard is divided into three parts: the left part writes the key vocabulary and their example sentences; the middle part writes the three types of friendship and their characteristics; the right part writes the key sentence structures and the main idea of the text. The blackboard design is concise and clear, which is convenient for students to review and memorize after class. Design Intent: A reasonable blackboard design can help students sort out the key content of the lesson, focus on the key and difficult points, and facilitate students' review and memorize. At the same time, it can also help the teacher organize the teaching process and ensure the smooth progress of the class. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, combines independent learning, cooperative learning and inquiry learning, pays attention to the cultivation of students' four-dimensional core literacy, and integrates language teaching, cultural education and emotional education. Each link is closely connected, with clear goals and distinct layers, which can effectively improve students' English comprehensive ability and help students establish a correct view of friendship. 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 $