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

Unit 2 School Life-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Enable students to master key vocabulary and sentence patterns related to school life, and improve their ability to understand and express information about school activities, study methods and practical learning in English. Cultural Awareness: Guide students to compare school life and practical learning styles at home and abroad, cultivate cross-cultural communication awareness and respect for diverse educational cultures. Thinking Quality: Help students develop logical thinking through analyzing practical learning cases, and improve their ability to think independently and solve problems in English. Learning Ability: Cultivate students’ awareness of autonomous learning and cooperative inquiry, guide them to master effective learning strategies and form the habit of learning through practice. 教学重难点 Key Points: Master key vocabulary such as practice, cooperate, explore, master, skill and key sentence patterns like “It is important to learn through practice” and “We can improve our skills by doing...”; understand the core meaning of learning through practice and express personal views on practical learning in simple English. Difficult Points: Flexibly use the key sentence patterns in practical communication; correctly analyze the role of practical learning in school life and express personal opinions logically and completely in English. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question-and-answer activity: “Dear students, in our daily school life, we not only learn knowledge from textbooks, but also gain skills through various practical activities. For example, we learn to cooperate with others in group projects, and we improve our writing skills by keeping diaries. Now, please think about it: What practical activities have you participated in at school? And what have you learned from these activities?” Then, invite 3-4 students to share their experiences in English. After each student shares, the teacher gives simple comments and guidance, such as “Your experience is very interesting. You learned to communicate with others through group work.” Design Intention: The lead-in links the teaching content with students’ real school life, which can quickly arouse students’ interest in learning and activate their existing knowledge and experience related to school practical activities. By asking questions and inviting students to share, it not only creates a relaxed English communication atmosphere, but also lays a foundation for the subsequent learning of the text and practical activities. At the same time, it can initially exercise students’ oral expression ability and guide them to realize the importance of learning through practice in daily study. Step 2: Pre-practice (Vocabulary and Sentence Pattern Preview) Vocabulary Learning: The teacher presents the key vocabulary of this section on the blackboard or multimedia courseware, including practice (n./v.), cooperate (v.), explore (v.), master (v.), skill (n.), experience (n./v.), practical (adj.), inquiry (n.). For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives example sentences closely related to school life. For example, “Practice makes perfect. We need to do more practice to master English skills.” “When we do group work, we should cooperate with our partners.” Then, organize students to read the words aloud in groups, and ask individual students to read them to check their pronunciation and mastery. After that, design a quick matching game: match the words with their corresponding Chinese meanings, and the group that finishes correctly and quickly wins a small reward. Sentence Pattern Learning: Focus on explaining the key sentence patterns of this section: “It is + adj. + to do sth. (e.g., It is important to learn through practice.)” and “We can + verb原形 + by doing sth. (e.g., We can improve our spoken English by speaking more.)”. The teacher explains the structure and usage of the sentence patterns, and gives more examples combined with school practical activities. For example, “It is necessary to do practical exercises in English learning.” “We can master writing skills by practicing writing every day.” Then, ask students to make sentences with the two sentence patterns respectively, and invite some students to present their sentences to the class. The teacher corrects mistakes in time and affirms the good sentences. Design Intention: Vocabulary and sentence patterns are the basis of English learning. Through the explanation of key vocabulary and sentence patterns, combined with example sentences related to school life, students can better understand and remember the usage of words and sentences. The group reading and matching game can increase the interactivity of learning, mobilize students’ enthusiasm, and help students master vocabulary more firmly. The sentence-making exercise can let students apply the learned sentence patterns in practice, lay a solid foundation for the subsequent text reading and practical communication, and improve their language application ability. Step 3: While-practice (Text Reading and Comprehension) Fast Reading: The teacher distributes the text materials of Section 2, and asks students to read the text quickly within a certain range, and answer two questions: ① What is the main idea of the text? ② What practical activities are mentioned in the text? After students finish reading, invite them to answer the questions. The teacher summarizes and supplements: The main idea of the text is to introduce the importance of learning through practice in school life and introduce some practical activities carried out in the school, such as group inquiry activities, practical operation courses and after-school practice projects. The practical activities mentioned in the text include group cooperation to complete research reports, learning practical skills in technology classes, and participating in volunteer activities after school. Careful Reading: Ask students to read the text carefully, and complete the following tasks: ① Underline the key vocabulary and sentence patterns learned in the text; ② Fill in the form about the practical activities mentioned in the text, including the name of the activity, the content of the activity and the gains from the activity; ③ Answer the detailed questions: a. Why does the school carry out practical learning activities? b. What benefits can students get from practical learning? c. How do students cooperate with each other in group activities? After students finish the tasks, organize group discussions to check the answers. Each group sends a representative to report the group’s answers, and the teacher comments and corrects them, focusing on explaining the difficult sentences in the text, such as “Through practical learning, students can not only master knowledge, but also develop their practical ability and cooperative spirit.” Text Retelling: Ask students to retell the text in their own words according to the key points and the form they filled in. First, let students practice retelling in pairs, and then invite 2-3 students to retell the text in front of the class. The teacher gives guidance and evaluation, focusing on whether students can use the key vocabulary and sentence patterns correctly, and whether the retelling is logical and complete. Design Intention: Fast reading can help students quickly grasp the main idea of the text and improve their reading speed and skimming ability. Careful reading enables students to deeply understand the details of the text, master the key information, and further consolidate the learned vocabulary and sentence patterns. The form-filling task can help students sort out the information in the text systematically and improve their ability to extract and organize information. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other. Text retelling can test students’ understanding of the text and their ability to use language comprehensively, and further improve their oral expression ability. Step 4: During-practice (Cooperative Inquiry and Practical Application) Group Cooperative Inquiry Activity: Divide students into groups of 4-5, and assign the inquiry task: “Suppose your class is going to carry out a practical learning activity related to school life. Please discuss and design a practical activity plan, including the theme of the activity, the purpose of the activity, the content of the activity, the steps of the activity and the expected gains. You need to use the key vocabulary and sentence patterns learned in this section when discussing and designing the plan.” During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives guidance in time when students encounter difficulties, such as helping students determine the theme of the activity, reminding students to use the correct sentence patterns, and guiding students to cooperate effectively. Activity Plan Presentation: Each group sends a representative to present the designed practical activity plan to the class in English. The presentation time of each group is 3-5 minutes. After each group’s presentation, other groups can ask questions, such as “Why did you choose this theme?” “How can you ensure the smooth progress of the activity?” The representative of the group answers the questions. Then, the teacher makes comments on each group’s plan, affirming the advantages of the plan, such as clear theme, detailed steps and proper use of language, and putting forward suggestions for improvement, such as adding specific time arrangements and division of labor. Language Practice Drill: Design a situational dialogue activity. The teacher sets the situation: “You are talking with your foreign friend about the practical learning activities in your school. Please make a dialogue with your partner, introducing the practical activities you have participated in, your feelings and gains. You need to use at least 3 key vocabulary and 2 key sentence patterns.” Students practice the dialogue in pairs, and the teacher selects several pairs to perform the dialogue in front of the class. After the performance, the teacher comments on the dialogue, focusing on the correctness of language use, the fluency of the dialogue and whether it conforms to the situational requirements. Design Intention: Group cooperative inquiry activity combines the learned knowledge with practical application, which can cultivate students’ cooperative spirit, inquiry ability and innovation ability. Designing the practical activity plan by themselves enables students to deeply understand the connotation of learning through practice and improve their ability to solve practical problems in English. The presentation of the activity plan can exercise students’ oral expression ability and logical thinking ability. The situational dialogue activity can create a real English communication environment, let students apply the learned vocabulary and sentence patterns flexibly, and improve their language communication ability and practical application ability. Step 5: Post-practice (Summary and Consolidation) Knowledge Summary: The teacher leads students to summarize the key content of this class, including key vocabulary, key sentence patterns and the core meaning of learning through practice. First, ask students to recall and say the key vocabulary and sentence patterns, and then the teacher supplements and sorts out. Emphasize that learning through practice is an important way to improve English ability and comprehensive quality, and encourage students to actively participate in practical learning activities in daily school life. Consolidation Exercises: Assign two types of exercises to students: ① Written Exercise: Ask students to write a short passage (80-100 words) about their favorite school practical activity, including the content of the activity, their feelings and gains, and require them to use at least 5 key vocabulary and 3 key sentence patterns. ② Oral Exercise: Ask students to talk with their deskmates about their plans for future practical learning activities after class, and record the dialogue briefly. Emotional Enlightenment: The teacher ends the class with a short speech: “Dear students, learning through practice is not only a learning method, but also a life attitude. In our school life, we should actively participate in various practical activities, combine theoretical knowledge with practice, improve our comprehensive ability, and lay a solid foundation for our future study and life. I hope you can apply what you have learned today to your daily study and become a student who is good at learning through practice.” Design Intention: Knowledge summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of the key content. Consolidation exercises can further consolidate the learned knowledge and improve students’ written and oral expression ability. Emotional enlightenment combines the teaching content with the cultivation of students’ good learning attitude and values, which conforms to the requirements of core literacy, and guides students to apply the learned knowledge to practice, realizing the integration of knowledge learning and ability cultivation. Step 6: Homework Arrangement Finish the consolidation exercises assigned in the post-practice link carefully, and check and correct the mistakes by themselves after finishing. Preview the next section of the unit, and find out the new vocabulary and difficult points in the text. Interview 2-3 classmates, ask them about their views on learning through practice, and take notes in English. Prepare for the practical activity plan presentation in the next class, and improve the group’s activity plan according to the teacher’s suggestions. Design Intention: Homework arrangement is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and preview the new content, forming a good learning cycle. Interviewing classmates can further expand students’ thinking, let them understand different views on practical learning, and improve their oral communication ability and information collection ability. Preparing for the next class’s presentation can ensure the smooth progress of the next class’s teaching and further improve students’ cooperative ability and practical application 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 $