Unit 1 Achieving My Best-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 1 Achieving My Best-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Master key words and sentence patterns about self-improvement and practice, and improve skills in listening, speaking, reading and writing. Cultural Awareness: Understand the concept of "achieving excellence through practice" in different cultures. Thinking Quality: Cultivate critical thinking and logical reasoning through practical activities. Learning Ability: Develop autonomous and cooperative learning habits to lay a foundation for lifelong learning. 教学重难点 Key Points: Master core vocabulary (e.g., practice, overcome, progress, devote) and sentence patterns about describing the process of practice and progress; grasp the main idea of the text and key details. Difficult Points: Apply the learned language to express personal experiences of practice and solve practical problems in real contexts. 教学过程 Lead-in: Activate Prior Knowledge and Guide the Theme The teacher starts the class with an open question: “Have you ever tried to improve yourself in a certain field, such as learning English, playing a sport or mastering a skill? What difficulties did you meet, and how did you solve them through practice?” Then, invite 2-3 students to share their personal experiences in English. After the sharing, the teacher summarizes: “All of you have made progress through constant practice. Today, we will learn Section 2 Learning Through Practice, which will show us how practice helps people achieve their best and how we can learn and improve through practice.” Design Intention: The lead-in links the teaching content with students’ real life experiences, which can quickly arouse students’ interest and enthusiasm in learning. By asking students to share their own stories of practice and progress, it not only activates their prior knowledge about the theme of “practice and self-improvement”, but also provides a natural transition to the new lesson. At the same time, it creates a relaxed and interactive classroom atmosphere, encouraging students to speak English actively and laying a foundation for the subsequent oral practice and text learning. Pre-reading: Preview Vocabulary and Predict the Text Vocabulary Preview The teacher presents the core vocabulary of this section on the screen, including verbs (practice, overcome, devote, insist, achieve), nouns (progress, difficulty, effort, practice), adjectives (determined, persistent, challenging) and key phrases (devote...to..., insist on, overcome difficulties, make progress, learn through practice). For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences closely related to the theme of “practice”, such as “Devote means to give all your time and energy to something; e.g., She devotes two hours every day to practicing spoken English.” Then, organize students to work in pairs to read the words and phrases aloud, and make up simple sentences with them according to their own understanding. The teacher walks around the classroom to provide guidance for students who have difficulties in using the vocabulary. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading helps students remove language barriers in the process of text reading, so that they can focus more on understanding the content and structure of the text. By providing English definitions and example sentences, students can better grasp the meaning and usage of words and phrases in context. Pair work enables students to learn from each other and improve their oral expression ability in a relaxed interaction, laying a solid foundation for the subsequent text learning and language application. Text Prediction The teacher shows the title of the text “Learning Through Practice” and the pictures related to the text (e.g., students practicing English, athletes training, people learning new skills) to the students. Then ask the students to work in groups of 4 to discuss the following questions: “What do you think the text will talk about? Who may be the main characters in the text? What examples of learning through practice may be mentioned?” After 5 minutes of group discussion, each group sends a representative to share their predictions. The teacher writes down the key points of the students’ predictions on the blackboard, and then says: “Now let’s read the text to check whether your predictions are correct.” Design Intention: Predicting the text content before reading can stimulate students’ curiosity and motivation to read. By observing the title and pictures, students can use their existing knowledge and experience to make reasonable guesses, which helps them form a preliminary understanding of the text and improve their reading initiative. Group discussion not only cultivates students’ cooperative learning ability, but also enriches the forms of classroom activities, making the pre-reading link more vivid and effective. While-reading: Analyze the Text and Improve Reading Skills Fast Reading: Grasp the Main Idea Ask students to read the text quickly and answer the following questions: (1) What is the main idea of the text? (2) What examples does the text use to illustrate “learning through practice”? After students finish reading, invite them to answer the questions. The teacher summarizes the main idea of the text: The text mainly discusses the importance of practice in personal growth and improvement, and takes the examples of a student improving his English and an athlete achieving success to show that only through continuous practice can we overcome difficulties and achieve our best. Design Intention: Fast reading training helps students improve their reading speed and the ability to grasp the main idea of the text quickly. By setting simple and targeted questions, it guides students to focus on the core content of the text, avoiding the situation of reading without purpose. At the same time, it helps students form an overall understanding of the text structure, laying a foundation for in-depth reading. Careful Reading: Analyze Details and Language Points Ask students to read the text carefully and complete the following tasks: Task 1: Fill in the table about the two examples in the text. The table includes columns: Main Character, Goal, Difficulties Met, How to Practice, Result. Task 2: Underline the key sentences in the text that express the importance of practice, and analyze their sentence structures. For example, “Practice makes perfect. Only through constant practice can we improve our skills and achieve our goals.” The teacher explains the sentence structure “Only + adverbial, can + subject + verb” (inversion structure) and its usage, and asks students to make up similar sentences. Task 3: Find out the transitional words and phrases in the text (e.g., however, besides, finally, as a result) and discuss their functions in connecting the context with group members. After students finish the tasks, the teacher checks the answers one by one, explains the key and difficult points in detail, and guides students to understand the logical structure of the text (introduction of the theme → illustration with examples → summary of the importance of practice). For the key language points, the teacher combines the context of the text to help students understand and master them, avoiding mechanical memorization. Design Intention: Careful reading is the key link to help students understand the text in depth. By setting different types of tasks, it guides students to pay attention to the details of the text, master key language points and understand the logical structure of the text. The table-filling task helps students sort out the key information of the text clearly; the analysis of key sentences and sentence structures helps students improve their grammar application ability; the discussion of transitional words helps students understand the coherence of the text. These tasks are designed to cultivate students’ careful reading ability and logical thinking ability, and lay a foundation for the subsequent text retelling and language application. Post-reading: Retell the Text and Deepen Understanding Ask students to work in pairs to retell the text according to the key information and logical structure they have sorted out. The retelling requirements are: (1) Use the core vocabulary and key sentence patterns learned in this section; (2) Clearly state the two examples in the text; (3) Express the main idea of the text correctly. After 10 minutes of preparation, invite 2-3 pairs to perform the retelling in front of the class. The teacher comments on their retelling, affirming their advantages and pointing out the areas that need improvement, such as the use of vocabulary and sentence patterns, and the fluency of expression. Design Intention: Retelling the text is an effective way to test students’ understanding of the text and improve their oral expression ability. By retelling, students can consolidate the core vocabulary and key sentence patterns learned, and master the logical structure of the text. Pair work provides students with more opportunities to practice speaking, and helps them overcome the fear of speaking English. The teacher’s comments can help students find their own shortcomings and improve their oral expression ability in a targeted way. While-practice: Apply Knowledge and Improve Language Ability Vocabulary and Sentence Pattern Practice Task 1: Complete the sentences with the core vocabulary and phrases learned in this section. For example: (1) She __________ herself to learning English every day, so she has made great progress. (2) We should __________ difficulties bravely and never give up. (3) __________ constant practice, he finally mastered the skill. Task 2: Rewrite the sentences using the inversion structure “Only + adverbial, can + subject + verb”. For example: (1) We can improve our spoken English through more practice. → Only through more practice can we improve our spoken English. (2) We can achieve our goals by working hard. → Only by working hard can we achieve our goals. Students complete the tasks independently first, then check the answers with their group members. The teacher explains the difficult questions and emphasizes the correct use of vocabulary and sentence patterns. Design Intention: This link aims to consolidate the core vocabulary and key sentence patterns learned in this section. Through sentence completion and sentence rewriting tasks, students can apply the learned knowledge in practice, deepen their understanding of the usage of vocabulary and sentence patterns, and improve their language application ability. Independent completion and group checking can not only cultivate students’ autonomous learning ability, but also promote mutual learning and progress among students. Oral Practice: Discuss and Share Organize students to work in groups of 4 to discuss the following questions: (1) Combined with your own experience, talk about a skill you have mastered through practice. (2) What difficulties did you meet in the process of practice? How did you overcome them? (3) What do you think is the most important thing in learning through practice? Each group member should speak in turn, and the group leader should record the key points of the discussion. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher guides students to use the core vocabulary and key sentence patterns learned in the discussion, and encourages students to express their own views freely. Design Intention: Oral practice is an important link to improve students’ spoken English ability. The discussion questions are closely related to students’ real life, which can stimulate students’ desire to express. By discussing in groups, students can practice speaking English in a relaxed and harmonious atmosphere, improve their oral expression fluency and accuracy. The group leader’s recording helps students sort out their ideas and improve their logical thinking ability. The teacher’s guidance and encouragement can help students build confidence in speaking English and improve their communication ability. Writing Practice: Write a Short Passage Ask students to write a short passage with the title “My Experience of Learning Through Practice”. The requirements are: (1) The passage should be about 100-120 words; (2) Use the core vocabulary and key sentence patterns learned in this section; (3) Clearly state the goal, difficulties, practice process and result; (4) Express true feelings. Before writing, the teacher provides a writing outline for students’ reference: ① Introduction: What skill did you want to master? ② Process: What difficulties did you meet? How did you practice? ③ Result: Did you succeed? What did you learn from it? Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out ideas, choose appropriate vocabulary and sentence patterns. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. By writing a short passage about their own experience, students can integrate the learned vocabulary, sentence patterns and text structure into their own writing, improving their writing ability. The writing outline helps students sort out their ideas and avoid the situation of writing without purpose. The teacher’s one-on-one guidance can help students solve the problems encountered in the writing process, improve the quality of their writing, and cultivate their ability to express their views in written English. Summary and Reflection: Consolidate Knowledge and Improve Learning Ability Class Summary The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns, the main idea of the text and the methods of learning through practice. Then the teacher makes a final summary: “In this class, we have learned the importance of practice through the text, mastered the core vocabulary and key sentence patterns related to practice, and improved our listening, speaking, reading and writing skills through a series of practice activities. Practice is the key to achieving our best. I hope you can apply what you have learned in this class to your daily study and life, insist on practice, and constantly improve yourself.” Design Intention: Letting students summarize the class content by themselves helps them sort out the knowledge they have learned, deepen their understanding and memory of the knowledge. The teacher’s final summary not only consolidates the key points of the class, but also sublimates the theme of the class, guiding students to apply the learned knowledge to real life, which is in line with the requirements of core literacy training. Self-reflection Ask students to think about the following questions and write down their reflections in their exercise books: (1) What have I learned in this class? (2) What difficulties did I meet in the learning process? (3) How can I improve my ability of learning through practice in the future? After students finish writing, invite 1-2 students to share their reflections with the whole class. The teacher encourages students to put forward their own problems and suggestions, and promises to provide help for them in the next class. Design Intention: Self-reflection is an important part of improving students’ learning ability. By reflecting on their own learning process, students can clearly understand their own advantages and shortcomings, and put forward targeted improvement plans. Sharing reflections with the whole class helps students learn from each other and promote common progress. The teacher’s encouragement and support can help students build confidence in learning and cultivate their good learning habits of self-reflection. 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 $