Unit 1 Family-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第二册

Unit 1 Family-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Competence: Enable students to master vocabulary and sentence patterns related to family members, gatherings and admired family figures, and improve their ability to express family-related content in spoken and written English. Cultural Awareness: Guide students to understand family values and customs in different cultures, respect cultural diversity, and enhance their recognition of Chinese family culture. Thinking Quality: Cultivate students’ logical thinking through activities like sharing and describing, and help them form critical thinking about family relationships. Learning Ability: Encourage students to actively participate in cooperative learning and practical activities, and master effective ways of learning English in practice. 教学重难点 Key Points: Master the usage of family-related vocabulary and sentence patterns; be able to fluently share family gathering stories and describe admired family members in English. Difficult Points: Flexibly use the learned language knowledge in real communication scenarios; accurately express true feelings and attitudes when talking about family; understand and respect cultural differences in family concepts. 教学过程 Lead-in The teacher starts the class by showing a set of warm family photos on the screen, including family gatherings, daily interactions between family members, and scenes of children with their admired family members. Then the teacher asks open-ended questions in English: “Look at these photos. What do you think of them? Do you have similar moments with your family? Who is the person you admire most in your family and why?” After asking the questions, the teacher gives students 2 minutes to think about their answers individually, and then invites 2-3 students to share their ideas with the whole class. During the sharing process, the teacher listens carefully, gives positive feedback in time, such as “That’s a touching story.” “Your description is very vivid.”, and appropriately guides students to use simple English to express their thoughts, avoiding excessive use of Chinese. Design Intention: The warm family photos can quickly arouse students’ emotional resonance and arouse their interest in the topic of “family”, which lays a good emotional foundation for the smooth development of the subsequent teaching activities. The open-ended questions can activate students’ prior knowledge and life experience, let them naturally enter the English communication context, and initially exercise their oral expression ability. At the same time, the positive feedback from the teacher can enhance students’ confidence in speaking English and stimulate their enthusiasm for participation. Pre-practice: Vocabulary and Sentence Pattern Consolidation Vocabulary Review and Expansion: The teacher first reviews the core vocabulary related to family learned in Section 1, such as “family member, parent, grandparent, sibling, cousin, gathering, admire, caring, responsible” through flashcards. For each word, the teacher pronounces it clearly, asks students to follow along, and then gives a simple example sentence to help students consolidate their memory, such as “My grandmother is a very caring person. She always takes good care of me.” Then, the teacher expands some extended vocabulary according to the content of Section 2, such as “cherish, accompany, support, encourage, unforgettable, precious”, and explains their meanings and usage with simple English and specific examples, so that students can understand and master them in context. Sentence Pattern Guidance: Combining the teaching objectives of Section 2, the teacher focuses on guiding students to master two types of key sentence patterns: one is the sentence pattern for sharing family gathering stories, such as “Last weekend, my family and I had a gathering. We...”, “During the Spring Festival, all my family members got together. We enjoyed...”, “I still remember the day when my family gathered together. It was...”; the other is the sentence pattern for describing admired family members, such as “The person I admire most in my family is my father. He is...”, “I admire my mother because she is... and always...”, “What I admire most about my sister is that she...”. The teacher writes these sentence patterns on the blackboard, explains their structure and usage in simple English, and then gives model dialogues with students. For example, the teacher says: “The person I admire most in my family is my mother. She is hard-working and always supports me in my study.” Then asks a student: “Who do you admire most in your family? Can you use the sentence pattern to tell us?” Group Practice: Divide students into groups of 4. Each group chooses one of the two themes (family gathering or admired family member) and uses the reviewed vocabulary and key sentence patterns to make a short dialogue. During the group practice, the teacher walks around the classroom, observes the situation of each group, and provides timely help for students who have difficulties, such as reminding them of the usage of vocabulary and sentence patterns, and guiding them to express their ideas more fluently. After the practice, each group sends a representative to perform the dialogue in front of the whole class, and the teacher makes comments and corrections, focusing on affirming the advantages of the students and putting forward targeted suggestions for improvement. Design Intention: Vocabulary and sentence patterns are the basis of language communication. Through review and expansion, students can consolidate the knowledge they have learned and master new language points, which provides a solid foundation for the subsequent practice activities. The sentence pattern guidance is closely combined with the theme of Section 2, which is targeted and can help students better apply the language knowledge to practical communication. Group practice can create a relaxed and interactive learning atmosphere, encourage students to actively participate in language practice, and improve their oral expression ability and cooperative learning ability. The teacher’s guidance and comments can help students find their own problems and improve their language application level in time. While-practice: Task-based Practice Activities This part focuses on the two core tasks in Section 2: Task One (Sharing Your Story of Family Gathering) and Task Two (Describing the Person in Your Family You Admire Most). The teacher guides students to complete the two tasks step by step, and integrates the cultivation of core literacy into the task completion process. Task One: Sharing Your Story of Family Gathering First, the teacher explains the requirements of the task clearly: Each student should prepare a short story about their own family gathering, including the time, place, participants, activities and their feelings. The story should be expressed in English, using the vocabulary and sentence patterns learned earlier, and the length should be about 50-80 words. Then, the teacher gives a model story to help students understand the requirements better: “Last weekend, my family had a big gathering at my grandparents’ home. My parents, my siblings and I all went there. We helped my grandparents cook dinner together, talked about our daily life and watched TV after dinner. It was a happy day, and I cherished the time with my family very much.” After that, students are given 5 minutes to prepare their own stories individually. During the preparation process, the teacher encourages students to recall their real family experiences, express their true feelings, and reminds them to use the correct vocabulary and sentence patterns. For students who have difficulty in thinking of content, the teacher can give appropriate hints, such as “When did your family have a gathering? What did you do together? How did you feel?” Next, the teacher organizes a “Story Sharing Session”. Students can voluntarily stand up to share their stories with the whole class. For each student who shares, the teacher listens carefully, gives positive evaluations, and guides other students to listen carefully and ask simple questions, such as “When did you have the gathering?” “What did you do most happily?” This not only exercises the speaker’s oral expression ability, but also cultivates the listeners’ listening ability and interactive communication ability. After the individual sharing, the teacher divides students into groups of 5 again. Each group member shares their own family gathering story in turn, and then the group discusses and selects the most touching or interesting story. The group members work together to polish the story, make it more vivid and fluent, and then send a representative to share the polished story with the whole class. The teacher makes comments on each group’s story, focusing on the use of language, the expression of feelings and the cooperation of the group, and gives appropriate suggestions for improvement. Design Intention: Task One is closely combined with students’ real life, which can stimulate students’ enthusiasm for participation and make them feel that English learning is closely related to their daily life. The preparation process of the story can exercise students’ ability to organize language and express feelings, and the sharing session can improve their oral expression ability and listening ability. Group discussion and polishing can cultivate students’ cooperative learning ability and critical thinking ability, and let them learn from each other and make progress together. At the same time, through sharing family gathering stories, students can feel the warmth of family and enhance their sense of family responsibility, which is conducive to the cultivation of cultural awareness and emotional education. Task Two: Describing the Person in Your Family You Admire Most On the basis of completing Task One, the teacher leads students to carry out Task Two. First, the teacher guides students to think about the question: “Who is the person you admire most in your family? What qualities does he or she have? What things has he or she done that make you admire him or her?” Then, the teacher further expands the description angles, such as appearance, personality, behavior, hobbies and the influence of the person on themselves, and provides some useful words and phrases, such as “kind-hearted, hard-working, brave, responsible, patient, helpful, set a good example, encourage me to keep going, help me solve difficulties”. Then, the teacher asks students to write a short passage about the person they admire most in their family. The passage should include the person’s identity, the reasons for admiration, specific examples and their own feelings, using the key sentence patterns and vocabulary learned. The teacher gives a model passage: “The person I admire most in my family is my father. He is a hard-working and responsible man. Every day, he goes to work early and comes back late to support our family. When I encounter difficulties in my study, he always patiently helps me solve them and encourages me to never give up. He sets a good example for me, and I hope to become a person like him in the future.” Students are given 8 minutes to write the passage individually. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize their ideas, choosing appropriate words and sentences, and correcting grammatical mistakes. After the writing, students exchange their passages with their deskmates, and carry out peer evaluation according to the evaluation standards given by the teacher: whether the content is complete, whether the vocabulary and sentence patterns are used correctly, whether the feelings are true, and whether the language is fluent. Students can put forward suggestions for revision to their deskmates. After the peer evaluation, the teacher collects some representative passages (including excellent passages and passages with common problems), reads them out in class, and makes comments. For excellent passages, the teacher affirms their advantages and asks students to learn from them; for passages with problems, the teacher points out the problems and guides students to revise them together, so that all students can learn from the evaluation and revision process. Design Intention: Task Two focuses on cultivating students’ written expression ability and logical thinking ability. By guiding students to describe the person they admire, it can not only exercise their ability to use language, but also let them feel the virtues of family members, inherit and carry forward good family traditions, which is conducive to the cultivation of cultural awareness and moral quality. Peer evaluation can let students learn from each other, find their own problems, and improve their ability to evaluate and revise their works. The teacher’s comments and guidance can help students grasp the key points of writing and improve their written expression level in a targeted way. Post-practice: Consolidation and Expansion Comprehensive Practice: The teacher designs a comprehensive task: “Family Theme Speech”. Each student prepares a short speech with the theme of “My Family” or “The Person I Admire Most in My Family”, integrating the content of Task One and Task Two. The speech should be fluent in language, clear in logic and true in feelings, and the length should be about 80-100 words. Students are given 5 minutes to prepare, and then 3-4 students are invited to give speeches in front of the whole class. The teacher makes comments on the speeches, focusing on the use of language, the organization of content, the expression of feelings and the performance of the speaker, and gives positive encouragement and targeted suggestions. Cultural Expansion: The teacher introduces the differences in family concepts and family activities between Chinese and Western cultures in simple English, such as the differences in family structure, the ways of celebrating family gatherings, and the expression of affection between family members. For example, “In China, families usually have a big gathering during the Spring Festival, and people pay more attention to family reunion; in Western countries, families often have gatherings on Christmas or Thanksgiving, and they express their affection more directly.” Then, the teacher asks students to discuss in groups: “What are the advantages of Chinese family culture? What can we learn from Western family culture?” After the discussion, each group sends a representative to share their views. The teacher guides students to respect cultural diversity, inherit and carry forward the excellent traditional Chinese family culture, and establish a correct cross-cultural communication concept. Design Intention: The comprehensive speech task can integrate the oral and written expression ability trained in the previous practice, and comprehensively improve students’ language application ability. The cultural expansion activity can broaden students’ horizons, help them understand cultural differences, cultivate their cross-cultural communication awareness and ability, and realize the goal of cultural awareness cultivation. The consolidation exercise can help students further consolidate the vocabulary and sentence patterns learned, and lay a solid foundation for their future English learning. V. Summary Summary: The teacher leads students to summarize the key content of this class, including the core vocabulary, key sentence patterns and the two practice tasks. The teacher emphasizes that in this class, we not only mastered the language knowledge related to family, but also exercised our oral and written expression ability, and understood the differences between Chinese and Western family cultures. At the same time, the teacher encourages students to cherish the time with their family, respect their family members, and inherit the excellent family traditions. Student Reflection: The teacher asks students to think about the following questions: “What have you learned in this class? What do you do well in? What are your shortcomings? How can you improve them in the future?” Students can think individually first, and then share their reflections with their deskmates. The teacher listens to the students’ reflections, and gives positive guidance and suggestions, helping students clarify their learning goals and improve their learning methods 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 $