Unit 1 Achieving My Best Section 3 Using English in Context 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 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 sentence patterns related to achieving personal best, and use them flexibly in listening, speaking, reading and writing to express personal goals and efforts. Cultural Awareness: Help students understand the concepts of personal growth and self-actualization in different cultures, respect cultural diversity and enhance cross-cultural communication ability. Thinking Quality: Cultivate students’ logical reasoning and critical thinking through analyzing context, discussing personal growth and evaluating their own efforts. Learning Ability: Guide students to master effective learning strategies, develop autonomous learning and cooperative learning habits, and improve their ability to reflect on and optimize their learning process. 教学重难点 Key Points: Understand the key information in the context of personal growth and self-improvement; master core vocabulary and sentence patterns about goal-setting, efforts and progress; be able to use English to describe personal goals, efforts and achievements in real contexts. Difficult Points: Flexibly use the learned language knowledge to express personal views on achieving one’s best in different contexts; analyze and discuss the similarities and differences of personal growth concepts in different cultural backgrounds; write a coherent passage about personal growth with proper language. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a warm-up activity. First, show some pictures and a short video about people pursuing their dreams and achieving their best, such as a student working hard to improve his grades, an athlete persisting in training to win a competition, and a scientist devoting himself to research to make breakthroughs. Then, the teacher asks two guiding questions: “What do you see in the pictures and video?” “What efforts have these people made to achieve their goals?” After showing the materials, the teacher invites students to answer the questions freely in English. Some students may say, “I see a student studying late at night to improve his English.” Others may respond, “The athlete keeps training every day even when he is tired.” The teacher listens carefully to students’ answers, affirms their positive performance, and writes down key words and expressions they use on the blackboard, such as “work hard”, “persist”, “devote to”, “achieve goals”, etc. Then, the teacher summarizes: “All these people are trying their best to achieve their best. Today, we will learn how to use English properly in the context of achieving our best, so that we can express our own goals, efforts and feelings more clearly and fluently.” Design Intention: The lead-in links the teaching content with students’ real life and familiar scenarios. The vivid pictures and short video can quickly arouse students’ interest and enthusiasm for learning, reduce their nervousness in English expression. The guiding questions help students recall their own experiences and existing knowledge about pursuing goals, lay a solid foundation for the follow-up learning of the context and language application. At the same time, it initially exercises students’ oral expression ability, which is in line with the requirements of cultivating students’ language ability and learning ability. Step 2: Pre-context Learning (Vocabulary and Sentence Pattern Preview) Before entering the main context, the teacher guides students to preview the core vocabulary and sentence patterns of this section, which helps students remove language obstacles and better understand the subsequent context. The teacher presents the core vocabulary on the multimedia courseware, including nouns (goal, effort, progress, challenge, determination), verbs (pursue, persist, overcome, devote, achieve), adjectives (determined, hard-working, persistent, progressive), and phrases (make efforts, persist in, overcome difficulties, devote oneself to, make progress, set a goal). For each word and phrase, the teacher gives a simple English definition and a sample sentence closely related to the theme of “achieving one’s best”. For example, for the word “persist”, the definition is “to continue doing something even though it is difficult or other people oppose it”, and the sample sentence is “If you persist in practicing speaking English every day, you will make great progress.” For the phrase “overcome difficulties”, the sample sentence is “We should have the courage to overcome difficulties when we pursue our goals.” Then, the teacher organizes a quick interactive exercise: the teacher says the Chinese meaning of the word or phrase, and students respond with the corresponding English expression; or the teacher says the English word or phrase, and students make a simple sentence orally. After the vocabulary exercise, the teacher introduces the core sentence patterns of this section, which are mainly used to express goals, efforts and progress. The key sentence patterns include: 1. I plan to set a clear goal of... and make every effort to achieve it. 2. No matter how difficult it is, I will persist in... because I want to achieve my best. 3. With hard work and determination, I have made great progress in... 4. In order to achieve my dream, I will devote more time and energy to... The teacher explains the structure and usage of each sentence pattern with simple examples, and invites students to practice making sentences with their own goals and efforts. Design Intention: Previewing core vocabulary and sentence patterns helps students build a language framework related to the theme, remove language barriers for the follow-up context understanding and language application. The interactive exercises and sentence-making practice not only help students master the basic usage of words and sentence patterns, but also activate their existing language knowledge, lay a foundation for the flexible use of language in real contexts. This link focuses on cultivating students’ language ability and learning ability, guiding students to master effective vocabulary and sentence pattern memory strategies. Step 3: While-context Learning (Context Understanding and Language Exploration) This step is the core part of the teaching process, which mainly includes context reading, key information extraction, language point analysis and context simulation. The teacher first presents the main context of Section 3 Using English in Context, which is a dialogue between two students, Li Hua and Tom, talking about their goals, efforts and progress in senior high school. The dialogue involves the core vocabulary and sentence patterns previewed earlier, and closely focuses on the theme of “achieving my best”. First, the teacher asks students to read the dialogue silently and answer two basic questions: 1. What are Li Hua’s and Tom’s goals in senior high school? 2. What efforts have they made to achieve their goals? After students finish reading silently, the teacher invites several students to answer the questions, checks their understanding of the basic information of the dialogue, and corrects their wrong expressions. Then, the teacher asks students to read the dialogue aloud in pairs, pay attention to the pronunciation, intonation and emotional expression, and experience the communication scenario between the two students. Next, the teacher guides students to extract key information from the dialogue and fill in a form. The form includes three columns: Student, Goal, Efforts. Students work in pairs to complete the form, and then the teacher invites a group to present their answers on the blackboard, and comments and supplements them. Through this activity, students can systematically sort out the key information of the dialogue, deepen their understanding of the context theme. After extracting the key information, the teacher focuses on analyzing the key language points in the dialogue, combining the context to help students master the flexible use of vocabulary and sentence patterns. For example, in the sentence “I devote two hours every day to practicing English listening, because I want to improve my listening ability and achieve my goal of getting good grades in the final exam.”, the teacher analyzes the usage of “devote...to...”, emphasizing that “to” is a preposition, followed by a noun or gerund. Then, the teacher invites students to find other key language points in the dialogue, such as “persist in doing sth.”, “make progress in sth.”, and discuss their usage in groups. The teacher walks around the classroom, guides students’ discussion, and solves their doubts in time. After the language point analysis, the teacher organizes a context simulation activity. The teacher divides students into groups of 4, and asks each group to simulate the dialogue between Li Hua and Tom, and make appropriate changes according to their own actual goals and efforts. For example, one student plays the role of a student who wants to improve his math grades, and the other plays the role of his classmate, talking about his goals, efforts and progress. Each group prepares for 5 minutes, and then invites 2-3 groups to perform their dialogues in front of the class. The teacher comments on their performance, affirms their advantages in language use and emotional expression, and puts forward suggestions for improvement. Design Intention: The silent reading and aloud reading help students understand the context content and experience the communication scenario, which is conducive to cultivating students’ reading ability and oral expression ability. Extracting key information and filling in the form helps students sort out the context logic and improve their information processing ability. The analysis of language points combines the context, which avoids the isolated memory of language knowledge, and helps students master the flexible use of language in real contexts. The context simulation activity allows students to apply the learned vocabulary and sentence patterns to real communication scenarios, which not only consolidates the learned knowledge, but also cultivates students’ language application ability and cooperative learning ability. This link comprehensively covers the four-dimensional core literacy, integrating language ability, thinking quality, cultural awareness and learning ability. Step 4: Post-context Practice (Language Application and Consolidation) This step aims to further consolidate the learned language knowledge, improve students’ language application ability, and connect the teaching content with students’ real life. It includes three parts: oral discussion, writing practice and error correction. First, the teacher organizes an oral discussion activity. The teacher puts forward a discussion topic: “What is your goal in senior high school? What efforts will you make to achieve your best? What difficulties may you meet and how will you overcome them?” Students discuss the topic in groups of 4, and each student should express their own views clearly, using the vocabulary and sentence patterns learned in this section. The teacher guides students to discuss in depth, encourages them to put forward different views, and reminds them to use English correctly and fluently. After the group discussion, each group selects a representative to report the group’s views to the whole class. The teacher listens carefully, comments on their performance, and helps them correct inappropriate expressions, so as to improve their oral expression ability. Then, the teacher arranges a writing practice. The writing task is: Write a short passage of about 120 words, titled “My Goal and Efforts to Achieve My Best”. The teacher reminds students to use the core vocabulary and sentence patterns learned in this section, clarify their own goals, the efforts they will make, and the methods to overcome difficulties. Before writing, the teacher guides students to sort out their ideas, such as: first, clearly put forward their own goal; then, introduce the specific efforts to achieve the goal; finally, express their determination to persist in achieving their best. Students start writing independently, and the teacher walks around the classroom, provides guidance for students who have difficulties in writing, and corrects their wrong expressions in time. After the writing is completed, the teacher organizes a peer evaluation activity. Students exchange their compositions in pairs, and evaluate each other’s compositions according to the evaluation criteria: 1. Whether the theme is clear and the logic is coherent; 2. Whether the core vocabulary and sentence patterns are used correctly and flexibly; 3. Whether there are grammatical errors; 4. Whether the content is true and in line with their own actual situation. Students put forward suggestions for revision to each other, and then revise their own compositions according to the suggestions. The teacher collects some typical compositions, comments on them in class, affirms the advantages, points out the common problems, and guides students to master the writing skills of this type of passage. Finally, the teacher arranges an error correction exercise. The teacher presents several sentences with errors, which are related to the vocabulary and sentence patterns learned in this section, such as “He devotes much time to study English every day.” “I will persist to practice playing the piano.” Students work in pairs to find out the errors and correct them. The teacher checks the answers, explains the reasons for the errors, and helps students consolidate the correct usage of vocabulary and sentence patterns. Design Intention: The oral discussion activity allows students to express their own views and experiences, which not only consolidates the learned language knowledge, but also cultivates their critical thinking and cooperative learning ability. The writing practice helps students apply the learned language knowledge to written expression, improve their writing ability, and at the same time, let students think deeply about their own goals and efforts, which is conducive to cultivating their self-awareness and determination to pursue excellence. The peer evaluation and error correction exercises help students find their own problems in language use, improve their ability to identify and correct errors, and cultivate their learning ability of self-reflection and self-improvement. This link focuses on cultivating students’ language ability and learning ability, and also infiltrates the education of personal growth and self-actualization. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this class. The teacher asks students to recall: “What have we learned today? What core vocabulary and sentence patterns have we mastered? How to use English to express our goals, efforts and progress?” Students answer the questions one by one, and the teacher supplements and sorts out, helping students form a systematic knowledge framework. The teacher emphasizes again: “Today we have learned how to use English in the context of achieving our best. The key is to master the core vocabulary and sentence patterns, and flexibly apply them to oral and written expression. At the same time, we should also learn from those who pursue their dreams, set clear goals, make unremitting efforts, and courageously overcome difficulties to achieve our own best.” Then, the teacher arranges the extension task. The extension task includes two parts: 1. After class, interview a classmate or teacher, ask about their goals and efforts to achieve their best, and take notes in English; 2. Revise the composition written in class, and write a supplementary paragraph about the progress you may make after making efforts. The teacher reminds students to use the language knowledge learned in this class when completing the extension task, and encourages them to collect more expressions related to personal growth and self-improvement. In addition, the teacher shares a short English passage about “achieving one’s best” with students, which tells a story of a person who persisted in pursuing his dream and finally achieved success. The teacher asks students to read the passage after class, extract the key information and learn from the spirit of the protagonist. At the same time, the teacher guides students to understand that the concept of pursuing excellence is universal in different cultures, and encourages students to learn from excellent people in different cultures, respect cultural diversity, and enhance cross-cultural communication ability. Design Intention: The summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the teaching content. The extension task connects the classroom teaching with the after-class life, allows students to apply the learned language knowledge to real scenarios, and further improves their language application ability and learning ability. The shared English passage not only enriches students’ language input, but also infiltrates the education of perseverance and pursuit of excellence, and helps students cultivate cultural awareness, understand the common values of human beings in pursuing self-actualization. Step 6: Homework Arrangement 1. Review the core vocabulary and sentence patterns learned in this class, and make 5 sentences with each key phrase. 2. Complete the extension task: interview a classmate or teacher, take English notes, and revise the composition. 3. Read the supplementary English passage shared in class, and write a short reflection (about 50 words) in English, talking about what you have learned from it. 4. Preview the next section, and find out the core vocabulary and main ideas of the next section. Design Intention: The homework arrangement is closely related to the teaching content of this class, which aims to consolidate the learned knowledge, strengthen the language application ability, and lay a foundation for the next class. The combination of review, practice and preview helps students form a good learning habit, improve their learning ability, and ensure the continuity and effectiveness of learning. 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 $