Unit 2 School Life-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第二册

Unit 2 School Life-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language competence: Master school-life-related words and expressions to improve listening, speaking, reading and writing. Cultural awareness: Understand diverse school cultures home and abroad. Thinking quality: Develop critical thinking through analysis and discussion. Learning ability: Cultivate autonomous and cooperative learning skills. 教学重难点 Key points: Grasp key vocabulary and sentence patterns about school life; understand the main idea and details of the passage. Difficult points: Use target language flexibly to express opinions on school life and analyze cultural differences in school life. 教学过程 Lead-in The teacher starts the class by showing a series of vivid pictures and short videos about different school lives, including Chinese high school students’ daily study, after-school activities, and the school life of students in foreign countries such as Finland and the United States. Then the teacher asks open-ended questions: “What do you see in these materials? How is your school life different from or similar to the ones shown?” The teacher invites students to share their thoughts freely in pairs first, and then calls on 3-4 students to present their views to the whole class. During the sharing, the teacher does not comment on the right or wrong of the views, but only guides students to express themselves clearly and encourages them to put forward different opinions. After the sharing, the teacher makes a brief summary: “Today, we will learn Section 4 Expanding Our Horizons, which will take us to explore more about school life around the world, help us learn new expressions and broaden our horizons.” Design Intention: The visual materials such as pictures and videos can quickly attract students’ attention and arouse their interest in the topic of school life. The pair discussion and class presentation not only activate students’ prior knowledge and language reserves related to school life, but also create a relaxed and active classroom atmosphere. By comparing different school lives, students can initially perceive the diversity of school cultures, laying a good foundation for the subsequent reading and exploration activities. At the same time, it guides students to actively participate in classroom interaction, which is in line with the requirements of cultivating students’ learning ability and language competence in core literacy. Pre-reading First, the teacher presents the key vocabulary and phrases of this section on the blackboard or PPT, including “adapt to”, “adjust to”, “take advantage of”, “in advance”, “be absorbed in”, “abundant”, “appeal to” and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage briefly, and gives example sentences closely related to school life, such as “It is important for new students to adapt to the new school life quickly.” and “We should take advantage of every opportunity to practice our English in school.” Then, the teacher organizes a quick memory game: divide the students into 4 groups, read the Chinese meaning of the words or phrases, and the groups compete to answer the English expressions. The group with the most correct answers will get a small reward. After the vocabulary review, the teacher introduces the main content of the passage: “This section includes several passages about school life, such as Professor Zhang’s Lecture: Being a Student and ‘Less Is More’ in Finland’s Education. We will read these passages to learn more about different school cultures and useful expressions.” Finally, the teacher asks students to predict the content of the passages according to the titles: “What do you think Professor Zhang will talk about in his lecture? What does ‘Less Is More’ mean in Finland’s education?” Design Intention: Vocabulary is the foundation of language learning. By explaining key words and phrases combined with school life examples, students can better understand and remember them, avoiding the mechanical memory of isolated words. The quick memory game can stimulate students’ learning enthusiasm and consolidate the vocabulary they have just learned in a relaxed way. Predicting the passage content can activate students’ thinking, arouse their curiosity to read, and help them establish a preliminary understanding of the passage, which is conducive to improving their reading efficiency. This link focuses on cultivating students’ language competence and learning ability, helping them master effective vocabulary learning strategies. While-reading This link is divided into two parts: fast reading and careful reading, focusing on training students’ reading skills and helping them understand the passage in depth. In the fast reading part, the teacher asks students to read the passages quickly and finish two tasks: first, find out the main idea of each passage; second, match the titles with the corresponding main contents. After students finish reading, the teacher checks the answers with the whole class, and invites students to explain their reasoning process. For example, for the passage “Less Is More” in Finland’s Education, the teacher asks: “What is the main idea of this passage? How do you get it?” Through this process, students can master the skill of grasping the main idea by reading key sentences. In the careful reading part, the teacher guides students to read the passages carefully and answer the detailed questions designed in advance, which are divided into three levels to meet the needs of different students. The basic level questions focus on the understanding of specific details, such as “What does Professor Zhang think is the most important thing for a student?” and “What are the characteristics of Finland’s education?” The intermediate level questions focus on the understanding of sentence meaning and logical relationship, such as “Why does Finland’s education advocate ‘Less Is More’? What is the logical relationship between the two paragraphs in the passage?” The advanced level questions focus on the analysis and inference of the passage, such as “What can we learn from Finland’s education? How can we apply it to our own school life?” During the reading process, the teacher walks around the classroom, observes students’ reading status, and provides timely help for students who have difficulties in reading, such as explaining difficult sentences or guiding them to find key information. After students finish answering the questions, the teacher organizes students to discuss their answers in groups, and then invites each group to send a representative to present their answers and opinions. The teacher makes comments and supplements, emphasizing the key and difficult points in the passage, such as the usage of complex sentences and the expression of views. Design Intention: Fast reading and careful reading are important reading skills for high school students. By setting different levels of tasks, we can meet the learning needs of students with different levels, realize stratified teaching, and help every student make progress. The detailed questions guide students to read carefully, find key information, and understand the deep meaning of the passage. Group discussion can stimulate students’ thinking, let them exchange ideas and learn from each other, and improve their ability to analyze and solve problems. This link focuses on cultivating students’ language competence and thinking quality, helping them master reading skills and develop critical thinking. Post-reading This link is designed to help students consolidate the knowledge they have learned, apply the target language flexibly, and expand their thinking. First, the teacher organizes a group discussion activity. The topic of the discussion is: “Compare the school life in China with that in Finland introduced in the passage. What are the advantages and disadvantages of each? What suggestions can you put forward to improve our school life?” The teacher divides students into groups of 5-6, and assigns a group leader to organize the discussion. Each student is required to speak actively, express their own views, and record the key points of the discussion. During the discussion, the teacher walks around each group, guides students to use the key words and phrases learned in this section, and corrects their wrong expressions in time. After the discussion, each group sends a representative to make a report to the whole class, introducing the group’s views and suggestions. The teacher makes comments on each group’s report, affirming their advantages, pointing out their deficiencies, and guiding students to put forward more reasonable suggestions. Then, the teacher arranges a short writing task. The requirement is: “Write a short passage of 80-100 words about your understanding of ‘ideal school life’. You should use at least 5 key words and phrases learned in this section.” Before writing, the teacher guides students to sort out their ideas, such as first introducing what ideal school life is like, then explaining the reasons, and finally expressing their expectations. During the writing process, the teacher provides timely help for students who have difficulties in writing, such as guiding them to organize sentences and choose appropriate words. After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments, pointing out the advantages and areas for improvement of each work. Then, students exchange their works in pairs, revise each other’s works, and learn from each other. Finally, the teacher leads students to summarize the key points of this section, including key vocabulary, phrases, sentence patterns and the main content of the passages. The teacher also guides students to reflect on their own learning process: “What have you learned in this class? What difficulties have you encountered? How can you solve these difficulties?” Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and let them apply the target language flexibly in practical communication. The writing task can consolidate students’ mastery of key words and phrases, improve their writing ability, and let them express their own views on school life, which is conducive to the development of their thinking quality. Peer revision can let students learn from each other, find their own deficiencies, and improve their learning ability. The summary and reflection link can help students sort out the knowledge they have learned, form a systematic knowledge structure, and cultivate their ability of self-reflection and self-improvement. Consolidation and Extension First, the teacher arranges some exercises on the PPT, including multiple-choice questions, blank-filling questions and sentence transformation questions, to test students’ mastery of key vocabulary, phrases and grammar. The multiple-choice questions focus on the usage of key words and phrases, such as choosing the correct preposition collocation of “adapt to” and “adjust to”. The blank-filling questions require students to fill in the blanks with the correct form of the given words, such as verb forms and adjective forms. The sentence transformation questions require students to transform sentences according to the requirements, such as changing simple sentences into complex sentences, which helps students master the usage of complex sentences. After students finish the exercises, the teacher checks the answers with the whole class, explains the difficult questions in detail, and helps students consolidate the knowledge they have learned. Then, the teacher carries out an extension activity: “Invite students to collect information about the school life of students in other countries, such as the United States, Japan, etc., and prepare a short speech of 2-3 minutes. They will present their speeches in the next class.” The teacher gives students some tips on collecting information, such as using English websites, reading English newspapers and magazines, etc., and reminds them to use the key words and phrases learned in this section in their speeches. Design Intention: The consolidation exercises can help students test their learning effect, find out their own deficiencies, and consolidate the key knowledge. The extension activity can expand students’ horizons, let them understand more diverse school cultures, and cultivate their ability of collecting and processing information. At the same time, it can also lay a foundation for the next class’s oral expression activity, and further improve students’ oral expression ability and cultural awareness. Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns learned in this section, and copy them 3 times to consolidate memory. 2. Revise the short passage written in class according to the teacher’s comments and peers’ suggestions, and hand it in the next day. 3. Collect information about the school life of students in other countries, prepare a short speech, and get ready for the presentation in the next class. 4. Read the passages in this section again, and write down 3-5 questions you are interested in or have doubts about, and ask the teacher or classmates for help in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and cultivate students’ autonomous learning ability. Copying key knowledge helps students consolidate memory; revising the passage helps students improve their writing ability; collecting information and preparing speeches helps students expand their horizons and improve their oral expression ability; writing down questions helps students cultivate the awareness of active exploration and solve problems in time. 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 $