Unit 2 School Life Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第二册

Unit 2 School Life Section 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Enable students to master core words and sentences about school life, and use them flexibly in listening, speaking, reading and writing. Cultural Awareness: Help students understand the differences between Chinese and foreign school cultures and cultivate cross-cultural communication awareness. Thinking Quality: Develop students’ critical and logical thinking through analyzing and discussing school life topics. Learning Ability: Guide students to master autonomous and cooperative learning strategies to improve their English learning efficiency. 教学重难点 Key Points: Master core vocabulary and sentence patterns related to school life, such as “extracurricular activities”, “school schedule” and “I prefer...because...”, and use them correctly in specific contexts. Difficult Points: Flexibly apply learned knowledge to express personal views on school life logically and creatively, and understand cross-cultural differences in school life. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a warm-up activity. First, show students a short English video about campus life, which includes scenes of class, extracurricular activities, club gatherings and teacher-student communication. After playing the video, the teacher asks two simple questions in English: “What did you see in the video?” and “Do you have similar experiences in your school life?”. Then, invite 3-4 students to share their answers in English. After the sharing, the teacher summarizes and leads to the topic of this lesson: “Today we will learn how to use English in the context of school life, so that we can better express our own school life and understand the school life of foreign students.” Design Intention: The short video can intuitively present the relevant scenes of school life, quickly attract students’ attention and arouse their learning interest. By asking questions and inviting students to share, we can activate students’ prior knowledge about school life, let them naturally enter the English communication state, and lay a good foundation for the subsequent teaching content. At the same time, it can also help the teacher understand students’ existing English expression ability and adjust the teaching rhythm appropriately. Presentation: Master New Knowledge in Context This part is divided into two sections: vocabulary presentation and sentence pattern presentation, both of which are carried out in the context of school life to ensure that students can understand and master new knowledge in a real and specific scenario. In the vocabulary presentation link, the teacher takes the school life scenes in the warm-up video as the carrier, and presents the core vocabulary of this section one by one. For example, when talking about the club activities in the video, the teacher presents the words “club”, “participate in”, “organize” and “activity”, and explains their pronunciation and meaning. At the same time, the teacher makes sentences combined with the actual school life of students: “Many students in our class participate in the English club.” “We will organize a school sports activity next week.” Then, let students read the words and sentences after the teacher, and ask 2-3 students to make their own sentences with the new words to check their mastery. For some easily confused words, such as “attend” and “join”, the teacher makes a simple distinction: “Attend is usually used for meetings, classes, etc., while join is used for clubs, groups, etc.” In the sentence pattern presentation link, the teacher focuses on the key sentence patterns of this section: “What do you think about...?”, “I prefer...because...”, “It is important to...”. First, the teacher sets a specific context: “Suppose you are talking with your foreign pen pal about your school life, how would you express your views on your school’s extracurricular activities?”. Then, the teacher gives model sentences: “What do you think about our school’s extracurricular activities?”, “I prefer the music club because I like singing.”, “It is important to balance study and extracurricular activities.”. After explaining the structure and usage of the sentence patterns, the teacher organizes students to practice in pairs. Each pair chooses one school life topic (such as school schedule, teachers, classmates, etc.) and uses the new sentence patterns to make a short dialogue. The teacher walks around the classroom to guide students who have difficulties in expression. Design Intention: Vocabulary and sentence patterns are the basis of English expression. Presenting new knowledge in the context of school life can help students connect new knowledge with real life, avoid mechanical memory, and improve the efficiency of knowledge mastery. The distinction of easily confused words can help students use vocabulary more accurately. Pair practice can provide students with more opportunities to use new sentence patterns, enhance their oral expression ability, and let them experience the joy of English communication in practice. Practice: Consolidate Knowledge Through Diversified Activities This part is designed with three levels of practice activities, from basic practice to comprehensive practice, to help students consolidate the learned knowledge step by step and improve their ability to use English in context. The first level is basic fill-in-the-blank practice. The teacher hands out practice sheets, which include sentences related to school life, and some words or sentence patterns are missing. For example: 1. We often ______ (participate in) after-school activities. 2. ______ (What do you think about) our new school schedule? 3. I prefer reading in the library because it is ______ (quiet). Students complete the practice sheets independently, and then the teacher checks the answers in class. For the wrong answers, the teacher analyzes the reasons and explains them again to ensure that all students master the basic knowledge. The second level is situational role-play. The teacher divides students into groups of 4, and each group is assigned a specific school life scenario. The scenarios include: Scene 1: Discussing school extracurricular activities with classmates; Scene 2: Asking teachers for advice on study and school life; Scene 3: Introducing their own school life to a foreign exchange student; Scene 4: Planning a school activity with group members. Each group has 10 minutes to prepare, and then each group sends a representative to perform the role-play in front of the class. After each performance, the teacher and other students make comments, pointing out the advantages and areas that need improvement, such as whether the vocabulary and sentence patterns are used correctly, whether the expression is fluent, etc. The third level is comprehensive reading and writing practice. The teacher provides a short passage about a foreign student’s school life, which includes the core vocabulary and sentence patterns learned in this lesson. First, let students read the passage quickly to get the main idea, and then answer 3-4 reading comprehension questions, such as “What extracurricular activities does the foreign student participate in?” and “Why does he like his school?”. After checking the reading answers, the teacher asks students to write a short passage of 80-100 words about their own school life, requiring them to use at least 3 core words and 2 key sentence patterns learned in this lesson. Students complete the writing independently, and then exchange their passages with deskmates for mutual revision. The teacher selects 2-3 excellent passages and 2-3 passages with common problems to comment on in class, focusing on the use of vocabulary and sentence patterns, and the logic and fluency of the passage. Design Intention: The three-level practice activities are designed according to the principle of from easy to difficult, which conforms to students’ cognitive law and can help students consolidate knowledge step by step. Basic fill-in-the-blank practice focuses on checking students’ mastery of basic vocabulary and sentence patterns; situational role-play can let students apply the learned knowledge to real communication scenarios, improve their oral expression ability and practical application ability; comprehensive reading and writing practice can integrate listening, speaking, reading and writing, help students improve their comprehensive language application ability, and lay a foundation for their future English learning. Exploration: Cultivate Thinking Quality and Cultural Awareness In this part, the teacher guides students to carry out group discussion and exploration activities, focusing on cultivating students’ thinking quality and cultural awareness. First, the teacher shows students two short passages, one about Chinese high school students’ school life and the other about American high school students’ school life. The passages mainly introduce the differences in school schedule, extracurricular activities and teaching methods between the two countries. Then, the teacher divides students into groups of 5 and puts forward discussion questions: 1. What are the differences between Chinese and American high school students’ school life according to the passages? 2. What are the advantages of each kind of school life? 3. What can we learn from foreign school life to improve our own school life? Each group discusses for 15 minutes, and the group leader records the key points of the discussion. After the discussion, each group sends a representative to report the discussion results to the whole class. The teacher summarizes the students’ reports, emphasizes that different countries have different school cultures due to different historical and cultural backgrounds, and guides students to respect cultural differences and learn from each other’s advantages. Then, the teacher asks students to think about a question independently: “What is your ideal school life? How can you make it come true?”. After thinking for 5 minutes, invite some students to share their ideas in English. The teacher encourages students to express their own views boldly, and guides them to think logically and comprehensively, so as to cultivate their critical thinking and creative thinking. Design Intention: By comparing the school life of Chinese and foreign students, students can understand the differences between different cultures, enhance their cross-cultural communication awareness and cultural tolerance, and achieve the goal of cultivating cultural awareness. Group discussion and independent thinking can stimulate students’ thinking, let them express their own views and opinions, develop their critical thinking and logical thinking ability, and at the same time, let students combine their own school life experience, which is conducive to improving their sense of participation and learning initiative. Summary and Extension: Consolidate and Expand Knowledge First, the teacher leads students to summarize the key content of this lesson. The teacher asks students to review the core vocabulary and key sentence patterns learned in this lesson, and invites students to list them on the blackboard. Then, the teacher makes a brief summary: “In this lesson, we have learned the core vocabulary and sentence patterns related to school life, and mastered how to use them in specific contexts. We also understood the differences between Chinese and foreign school cultures and expressed our own views on school life. I hope you can apply what you have learned to your daily life and improve your English expression ability.” In the extension link, the teacher assigns two after-class tasks: 1. Interview your classmates or teachers in English, ask them about their views on school life, and record the key points of the interview; 2. Surf the Internet to find more information about foreign high school students’ school life, and write a short report of 100-120 words to share in the next class. At the same time, the teacher recommends some English songs or movies about school life to students, such as “High School Musical”, to let students contact English in their spare time and improve their English learning interest. Design Intention: Summarizing the key content of the lesson can help students sort out the knowledge system and deepen their memory of the learned knowledge. The after-class interview task can provide students with more opportunities to use English in real life, improve their oral communication ability and practical application ability. The task of searching for information and writing a report can cultivate students’ autonomous learning ability and information processing ability. Recommending English songs and movies can enrich students’ after-class English learning resources and enhance their learning interest. Evaluation: Comprehensive Evaluation to Promote Improvement The evaluation of this lesson adopts a combination of formative evaluation and summative evaluation to comprehensively evaluate students’ learning effect and ability improvement. Formative evaluation is carried out throughout the whole teaching process. The teacher observes students’ performance in warm-up activities, pair practice, group discussion, role-play and other links, records their participation, oral expression ability, mastery of knowledge and cooperative learning ability. For students who perform well, the teacher gives timely praise and encouragement, such as “Your pronunciation is very standard.” “You use the sentence patterns very flexibly.”; for students who have difficulties, the teacher gives patient guidance and help, and encourages them to actively participate in class activities. Summative evaluation is mainly carried out through the comprehensive reading and writing practice in the practice link and the after-class tasks. The teacher evaluates students’ mastery of vocabulary and sentence patterns, the fluency and logic of oral expression, and the quality of writing. At the same time, students’ self-evaluation and peer evaluation are also introduced. Students evaluate their own learning effect and existing problems, and exchange evaluation opinions with deskmates, so as to let students have a clearer understanding of their own learning situation and improve their self-reflection ability. Design Intention: Comprehensive evaluation can not only help teachers understand students’ learning effect and adjust teaching strategies in time, but also let students know their own advantages and disadvantages, enhance their learning motivation and self-reflection ability. The combination of formative evaluation and summative evaluation can make the evaluation more scientific and comprehensive, and better promote students’ English learning and ability improvement. 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 $