Unit 1 Family-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第二册

Unit 1 Family-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use family-related words and sentences, cultural awareness to understand family values in different cultures, thinking quality to analyze family relationships critically, and learning ability to study independently and cooperatively. 教学重难点 Key points: Master core words and sentences about family culture and horizons expansion; understand the main idea of the text. Difficult points: Grasp cultural differences in family concepts and use complex sentences to express family feelings. 教学过程 Lead-in The teacher starts the class with a warm-up activity. First, show students some pictures of different types of families around the world, including nuclear families, extended families in China, and families in Western countries such as the United States and Britain. Then, ask students to look at the pictures carefully and answer the following questions in English: “What do you see in these pictures? How are these families different from your own family? Do you know any differences in family concepts between different cultures?” After students share their answers freely, the teacher makes a brief comment, affirms their positive participation and reasonable views, and then naturally leads to the topic of this lesson: “Today, we will learn Section 4 Expanding Our Horizons in Unit 1 Family. Through this lesson, we will not only learn more about family culture around the world but also expand our horizons and deepen our understanding of family.” Design Intention: The lead-in activity uses visual materials (family pictures) to arouse students’ interest in the lesson. The questions raised are closely related to students’ real life, which can stimulate their thinking and enthusiasm for participation. At the same time, it paves the way for the subsequent learning of cultural differences in family concepts, helping students quickly enter the learning state of the lesson. Pre-reading Vocabulary Preview The teacher presents the core vocabulary of this lesson on the screen, including “horizon, nuclear family, extended family, tradition, respect, bond, generation, cultural difference” and so on. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to family, such as “Nuclear family usually consists of parents and their children.” “Extended family includes grandparents, parents, children and other relatives.” Then, organize students to do a quick vocabulary matching exercise: match the words with their corresponding Chinese meanings. After the exercise, invite several students to report their answers, and the teacher corrects mistakes in time, emphasizing the key points and difficult points in vocabulary pronunciation and usage. In addition, the teacher guides students to think about the collocation of these words, such as “expand one’s horizons”, “strengthen family bonds”, “respect traditions” and so on, helping students master the usage of vocabulary in context. Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, improve reading efficiency. The combination of explanation, example sentences and matching exercises makes students master vocabulary more solidly, and lays a good foundation for the subsequent reading and other links. Background Introduction The teacher briefly introduces the cultural background related to the text: In different countries and regions, due to differences in history, customs and other aspects, there are great differences in family concepts and family forms. For example, in China, extended families are very common, emphasizing family harmony and filial piety; while in Western countries, nuclear families are the main form, emphasizing individual independence and equality between family members. The teacher also mentions that with the development of society, family forms and concepts are constantly changing, which is closely related to the theme of “expanding our horizons” in this lesson. Design Intention: The introduction of cultural background helps students understand the cultural connotation behind the text, cultivate their cross-cultural awareness, and make it easier for them to understand the content of the text and the differences in family culture mentioned in it. At the same time, it also helps students establish a correct view of cultural diversity, respecting the differences between different cultures. While-reading Fast Reading Ask students to read the text quickly, and complete two tasks: first, find out the main idea of the text; second, list the different family forms and family concepts mentioned in the text. After reading, organize students to discuss in groups of 4 for 3 minutes, and then invite representatives of each group to share their discussion results. The teacher summarizes the main idea of the text: This text mainly introduces the different family forms and family concepts in different cultures around the world, discusses the importance of family, and calls on students to understand and respect cultural differences and expand their horizons through understanding different family cultures. At the same time, the teacher sorts out the family forms and concepts mentioned in the text, such as nuclear family, extended family, single-parent family, and the differences in family values between Eastern and Western cultures. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly, help them grasp the overall framework of the text, and lay a foundation for in-depth reading. Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and make them better understand the main content of the text. Intensive Reading Guide students to read the text carefully paragraph by paragraph, and analyze the key sentences and difficult points in each paragraph, so as to help students deeply understand the content of the text. For the first paragraph, focus on the sentence “Family is the basic unit of society, and it plays an important role in people’s life.” The teacher asks students: “What does this sentence mean? Why is family the basic unit of society?” Guide students to combine their own life experience to think and answer, so as to let students understand the importance of family. At the same time, explain the phrase “play an important role in”, and ask students to make sentences with this phrase to consolidate their mastery. For the second and third paragraphs, which introduce the family forms and concepts in Eastern and Western cultures respectively, the teacher designs contrastive reading activities. Ask students to fill in a form, listing the differences between Eastern and Western family forms, family values and family relationships. After students finish filling in, the teacher checks and comments, emphasizing the key points such as “Eastern families pay more attention to filial piety and family unity, while Western families pay more attention to individual independence and equality”. For the fourth paragraph, focus on the difficult sentence “With the development of globalization, more and more people begin to understand and accept different family cultures, which helps to promote cultural exchange and mutual understanding between countries.” The teacher explains the attributive clause in the sentence, guides students to analyze the structure of the sentence, and understands the meaning of the sentence. At the same time, ask students to discuss: “How does globalization affect family culture? What benefits can we get from understanding different family cultures?” In the process of intensive reading, the teacher also guides students to pay attention to the connection words in the text, such as “however, besides, therefore” and so on, helping students understand the logical relationship between paragraphs and improve their ability to analyze the structure of the text. Design Intention: Intensive reading is the key link of text learning. By analyzing key sentences and difficult points, students can deeply understand the content and connotation of the text, master the usage of key words and sentence patterns, and improve their language analysis ability. Contrastive reading activities can help students clearly understand the differences in family culture between Eastern and Western countries, deepen their understanding of the theme of the text, and cultivate their cross-cultural awareness. The analysis of connection words helps students grasp the logical structure of the text and improve their reading ability. Post-reading Text Retelling Organize students to retell the text in their own words. First, the teacher gives a brief outline of the text, including the main idea, the different family forms and concepts mentioned, and the significance of understanding different family cultures. Then, ask students to retell the text individually or in pairs. After retelling, invite several students to retell in front of the class, and the teacher makes comments, affirming their advantages, pointing out their deficiencies, and guiding them to use the key words and sentence patterns learned in the lesson correctly. Design Intention: Text retelling can help students consolidate the content of the text, improve their oral expression ability, and test their mastery of the text. At the same time, it can also help students use the key words and sentence patterns learned flexibly, realizing the combination of input and output of language. Group Discussion Divide students into groups of 5, and assign discussion topics: “What are the characteristics of your own family? Compared with the family cultures mentioned in the text, what are the similarities and differences? How can we learn from different family cultures to make our family better?” During the discussion, the teacher walks around the classroom, guides students to discuss actively, helps students solve the problems encountered in the discussion, and reminds students to use the key words and sentence patterns learned in the lesson. After the discussion, each group sends a representative to share their discussion results, and other groups can supplement and comment. The teacher makes a final summary, affirming the positive performance of each group, and guiding students to establish a correct family concept, learn from the advantages of different family cultures, and cherish their own family. Design Intention: Group discussion combines the text content with students’ real life, which can stimulate students’ enthusiasm for participation, improve their cooperative learning ability and oral expression ability. Through discussion, students can deepen their understanding of family culture, learn to think from different angles, and cultivate their critical thinking ability. At the same time, it can also let students feel the warmth and importance of family, and achieve the emotional education goal of the lesson. Language Practice Design two language practice activities to help students consolidate the key knowledge learned in the lesson. Activity 1: Sentence making. Ask students to make sentences with the key words and phrases learned in the lesson, such as “expand one’s horizons, strengthen family bonds, cultural difference, play an important role in” and so on. Each student makes at least 3 sentences, and then exchanges with their deskmates to check each other’s sentences. The teacher randomly checks some students’ sentences and corrects mistakes in time. Activity 2: Short writing. Ask students to write a short passage of about 80 words, introducing their own family and their views on family culture. The requirements are: use the key words and sentence patterns learned in the lesson, and express their true feelings. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, pointing out their advantages and areas for improvement. Design Intention: Language practice is an important link to realize the application of language knowledge. Sentence making can help students consolidate the usage of key words and phrases, and short writing can help students integrate the knowledge learned, improve their writing ability, and realize the transformation from language input to output. At the same time, short writing can also let the teacher understand students’ mastery of the knowledge and their views on family culture, which is convenient for subsequent teaching adjustment. Lesson Summary The teacher leads students to summarize the content of this lesson: first, review the core vocabulary and key sentence patterns learned in the lesson, emphasizing their usage; second, sort out the main content of the text, including the different family forms and family concepts in different cultures, and the significance of understanding different family cultures; finally, summarize the four-dimensional core literacy goals achieved in this lesson, guiding students to review their own learning process and find out their advantages and deficiencies. Design Intention: Lesson summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and consolidate the learning results. At the same time, it can also help students cultivate the habit of self-reflection and improve their learning ability. 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 $