Unit 3 The Story of Success 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 3 The Story of Success Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on improving students’ language ability, cultivating cultural awareness by understanding success in diverse cultures, developing critical thinking through analyzing success factors, and enhancing learning ability via independent and cooperative exploration. 教学重难点 Key: Master core vocabulary about success and use target sentences in real contexts. Difficulty: Apply English comprehensively in situational communication and connect success qualities with personal experiences logically. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “What does success mean to you? Can you name one successful person you admire and briefly explain why?” Then, the teacher shows pictures of three successful people from different fields (e.g., Steve Jobs in technology, Yuan Longping in agriculture, and a renowned writer) on the screen, with simple English introductions under each picture. After students share their opinions freely, the teacher summarizes: “Success has no fixed definition. It can be achieving great goals, or making persistent efforts in daily life. Today, we will learn to use English to talk about success and explore the qualities of successful people in real contexts.” Design Intention: This lead-in links students’ prior life experience and existing knowledge about success, reducing the distance between the lesson content and students’ daily life. By asking open questions and showing vivid pictures, it effectively arouses students’ interest in the topic, activates their relevant vocabulary and expressions, and lays a solid foundation for the subsequent context-based English application. Meanwhile, it guides students to initially think about the connotation of success, paving the way for cultivating their thinking quality. Presentation: Master Core Vocabulary and Sentence Patterns in Context First, the teacher presents the core vocabulary of this section in combination with the context of success stories. For example, when introducing the word “perseverance”, the teacher says: “Yuan Longping failed many times in his research on hybrid rice, but he never gave up. His perseverance helped him achieve great success.” Then, the teacher writes the word on the blackboard, explains its pronunciation and meaning, and gives another example sentence: “Perseverance is the key to overcoming difficulties and achieving success.” Similarly, the teacher introduces other core words such as “determination”, “innovation”, “teamwork”, “challenge” and “achievement” in the same way, combining them with simple success-related scenarios to help students understand the meaning and usage of the words in context. Next, the teacher presents the target sentence patterns. The first pattern is “The key to success lies in...”, and the teacher gives an example: “The key to Steve Jobs’ success lies in his innovation and pursuit of perfection.” Then, the teacher invites students to make sentences with this pattern, guiding them to connect it with the successful people they mentioned earlier. The second pattern is “No matter how many challenges we face, we should...”, with the example: “No matter how many challenges we face in our study, we should keep working hard and never give up.” The teacher organizes pair work, asking students to discuss and make sentences together, and then invites several pairs to share their sentences in class, correcting mistakes in pronunciation and grammar in time. After mastering the core vocabulary and sentence patterns, the teacher presents a short passage about a common person’s success story (e.g., a student who overcame learning difficulties and achieved progress through hard work). The passage contains the core vocabulary and target sentence patterns learned just now. The teacher asks students to read the passage silently, underline the core vocabulary and target sentences, and then read it aloud together. After that, the teacher asks simple questions: “What challenges did the student face? What qualities helped him achieve success?” to check students’ understanding of the passage and the application of vocabulary and sentences. Design Intention: Vocabulary and sentence patterns are the foundation of English application. Teaching vocabulary and sentence patterns in context rather than in isolation helps students understand their practical usage and avoid mechanical memorization. By combining with success stories that students are familiar with, it not only makes the teaching content more vivid and easy to understand but also helps students connect language learning with the theme of success. The short passage integrates the learned knowledge, allowing students to consolidate and apply what they have learned in a real language context, laying a foundation for their subsequent comprehensive language application. Practice: Strengthen Language Application Through Hierarchical Tasks This part is divided into three hierarchical practice tasks, from simple to complex, to help students gradually improve their ability to use English in context. Task 1: Fill in the blanks with the core vocabulary learned. The teacher designs 5 fill-in-the-blank sentences, all closely related to the theme of success. For example: 1. His great ______ (determination) helped him finish the difficult task on time. 2. We need to work together because ______ (teamwork) is very important for success. 3. Facing difficulties, we should have the ______ (perseverance) to keep going. Students finish the task individually first, then check the answers in pairs. The teacher explains the difficult points in time, especially the collocation of vocabulary, such as “have perseverance”, “strengthen teamwork”, etc. Design Intention: This task is a basic practice, aiming to help students consolidate the core vocabulary and master their basic usage and collocation. Individual practice allows each student to test their own learning effect, while pair check helps students learn from each other and make up for their deficiencies, enhancing their learning confidence. Task 2: Complete the dialogue with the target sentence patterns. The teacher presents a dialogue between two students, Li Hua and Wang Ming, talking about their views on success. There are 4 blanks in the dialogue, which need to be completed with the target sentence patterns learned. For example: Li Hua: What do you think is the key to success? Wang Ming: I think ______ (the key to success lies in hard work and persistence). Li Hua: I agree with you. But ______ (no matter how many challenges we face, we should never give up). Wang Ming: Exactly. Only in this way can we achieve our dreams. Students complete the dialogue in pairs, then practice reading the dialogue aloud, paying attention to the intonation and emotion. The teacher walks around the classroom to guide students, and invites several pairs to perform the dialogue in front of the class. Design Intention: Dialogue is a common form of contextual communication. This task transforms the target sentence patterns into practical dialogue scenarios, allowing students to apply the learned sentence patterns in real communication. Pair practice not only improves students’ oral expression ability but also cultivates their cooperative learning ability. Performing the dialogue in class can stimulate students’ learning enthusiasm and enhance their ability to use language in real situations. Task 3: Situational discussion and short speech. The teacher divides students into groups of 4-5, and assigns a situational task: “Suppose you are going to give a short speech in front of your classmates about ‘How to Achieve Success in Study’. You need to use at least 3 core vocabulary and 2 target sentence patterns learned in this lesson, and combine your own study experience to talk about your views.” First, students discuss in groups, sorting out their ideas and organizing their language. The teacher walks around each group to guide students, helping them solve problems in language organization and logical expression. After the discussion, each group selects a representative to give a short speech (about 1-2 minutes). After each speech, the teacher and other students give simple comments, focusing on whether the core vocabulary and sentence patterns are used correctly, whether the logic is clear, and whether the content is closely related to the theme. Design Intention: This task is a comprehensive application of the learned knowledge, which integrates listening, speaking, reading and writing skills. Group discussion allows students to exchange ideas, complement each other, and improve their logical thinking and cooperative learning ability. Short speech requires students to combine their own experience, which not only deepens their understanding of the theme of success but also improves their oral expression ability and the ability to use English comprehensively in context. The evaluation link helps students find their own deficiencies and learn from each other, promoting the improvement of their language ability. Consolidation: Deepen Understanding and Expand Application First, the teacher leads students to review the core vocabulary and target sentence patterns of this lesson, summarizing the key points and precautions for their use. Then, the teacher presents an extended reading material: a short article about the success story of a young entrepreneur, which involves more complex sentence structures and new related vocabulary (but not too difficult, to avoid increasing students’ learning burden). The teacher asks students to read the article silently, complete the following tasks: 1. Underline the core vocabulary learned in this lesson and the new related vocabulary. 2. Summarize the main idea of the article in one sentence. 3. Answer the question: What qualities of the young entrepreneur contribute to his success? After students finish the tasks, the teacher checks the answers and explains the new vocabulary and difficult sentences in the article, helping students expand their vocabulary and improve their reading ability. Next, the teacher assigns a written task: Ask students to write a short passage (about 80-100 words) titled “My View on Success”, requiring them to use the core vocabulary and target sentence patterns learned in this lesson, and combine their own experiences or observations. Students can write independently, and the teacher provides appropriate guidance for students who have difficulties in writing, such as helping them sort out their ideas and correct grammatical mistakes. Design Intention: Reviewing helps students consolidate the knowledge learned in this lesson and form a systematic understanding. Extended reading expands students’ horizons, connects the lesson content with real life, and improves their reading ability and vocabulary reserve. The written task integrates the learned knowledge into writing, helping students improve their writing ability and the ability to use English comprehensively. At the same time, combining personal experience makes the writing content more real and vivid, and deepens students’ understanding of the theme of success. Summary and Reflection: Integrate Knowledge and Cultivate Literacy First, the teacher invites students to summarize what they have learned in this lesson, including core vocabulary, target sentence patterns, and how to use English to talk about success in context. The teacher supplements and improves students’ summaries, emphasizing the key points of this lesson and the importance of applying English in real contexts. Then, the teacher guides students to reflect: “Through this lesson, what have you learned about success? How can you apply the knowledge and qualities learned today to your study and life?” Students share their reflections freely, and the teacher encourages and affirms their views, guiding them to establish a correct view of success and cultivate positive qualities such as perseverance, hard work and innovation. Finally, the teacher assigns after-class homework: 1. Recite the core vocabulary and target sentence patterns of this lesson. 2. Polish the short passage written in class and hand it in the next day. 3. Interview a family member or friend about their views on success, and take notes in English (at least 5 sentences). 4. Preview the next section and collect more English expressions about success. Design Intention: Student-led summary helps students improve their ability to sort out and summarize knowledge, and deepen their understanding of the lesson content. Reflection links language learning with students’ study and life, not only consolidating the learned knowledge but also cultivating their thinking quality and positive values. After-class homework is designed to consolidate the knowledge learned in class, expand students’ learning channels, and lay a foundation for the next lesson. Interviewing family members or friends allows students to apply English in real life, further improving their language 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 $