Unit 1 Achieving My Best-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language competence: Master related vocabulary and sentences to express personal growth. Cultural awareness: Understand diverse views on self-improvement. Thinking quality: Develop critical thinking through discussion. Learning ability: Cultivate autonomous and cooperative learning habits to pursue self-excellence. 教学重难点 Key points: Grasp core vocabulary and sentence patterns about self-improvement and goal-setting. Difficult points: Apply learned knowledge to express personal experiences and viewpoints logically and fluently in real contexts. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open-ended question: “What do you think is the most important thing to achieve your best? Is it hard work, persistence, or a clear goal?” Then, the teacher shows two short English video clips: one about a student who overcomes learning difficulties and achieves progress through reasonable goal-setting, and the other about a person who gives up easily due to lack of planning. After watching the clips, the teacher invites 2-3 students to share their views on the clips in English, and guides students to connect the clips with the theme of “Achieving My Best” in the unit. Design Intention: The open-ended question and video clips can quickly attract students’ attention and activate their prior knowledge about self-improvement and goal-setting. By watching and sharing, students can naturally enter the theme of the lesson, reduce their anxiety about learning new content, and lay a foundation for the subsequent teaching links. At the same time, it can exercise students’ oral expression ability initially and stimulate their enthusiasm for participating in class activities. Pre-reading: Preview and Build Vocabulary Foundation First, the teacher presents the core vocabulary and phrases of this section on the screen, including “expand one’s horizons”, “persevere in”, “overcome obstacles”, “self-motivation”, “set realistic goals”, “make progress”, etc. For each word and phrase, the teacher provides simple English definitions and example sentences related to personal growth, and invites students to read after the teacher to master the correct pronunciation and usage. For example, for “expand one’s horizons”, the teacher says: “To expand one’s horizons means to gain more knowledge and experience, and broaden one’s vision. For example, reading English articles can help us expand our horizons.” Then, the teacher arranges a group activity: divide students into groups of 4, and each group is required to discuss and make up 1-2 sentences with the newly learned vocabulary and phrases, which are closely related to their own learning and life. After 5 minutes of discussion, each group sends a representative to present their sentences to the whole class, and the teacher comments and corrects them, emphasizing the key points of usage. In addition, the teacher guides students to preview the text of Section 4, and asks them to complete two simple tasks: first, read the text quickly and find out the main idea of the text; second, underline the sentences with the newly learned vocabulary and phrases, and try to understand their meanings in the context. Design Intention: Vocabulary is the foundation of English learning. By presenting, explaining and practicing core vocabulary and phrases, students can master the basic language tools needed for reading and communication, which helps them understand the text smoothly. Group discussion and sentence-making activities can not only deepen students’ memory and understanding of vocabulary, but also cultivate their cooperative learning ability. Previewing the text in advance enables students to have a preliminary understanding of the text content, improve the efficiency of in-class reading, and develop their autonomous learning ability. While-reading: In-depth Understanding and Skill Training This link is divided into two parts: intensive reading and detailed reading, focusing on training students’ reading skills and understanding of the text content. First, intensive reading: The teacher asks students to read the text carefully again, and guides them to analyze the structure of the text. The teacher raises questions one by one: “What is the main topic of the text? How many parts can the text be divided into? What is the main content of each part?” After students think independently, the teacher organizes a class discussion to summarize the text structure: the first part (Paragraph 1) introduces the importance of expanding horizons for achieving one’s best; the second part (Paragraphs 2-3) introduces two ways to expand horizons—reading and participating in practical activities; the third part (Paragraph 4) encourages students to take action to expand their horizons and pursue self-improvement. Then, detailed reading: The teacher arranges students to read the text paragraph by paragraph, and designs targeted questions for each paragraph to help students grasp key information and details. For Paragraph 1, the questions are: “Why is expanding our horizons important for achieving our best? What can we gain from expanding our horizons?” Students are asked to find the key sentences in the paragraph and answer them in their own words. The teacher guides students to understand that expanding horizons can help us gain new knowledge, understand different perspectives, and find new ways to achieve our goals. For Paragraphs 2-3, the questions are: “What are the two ways to expand our horizons mentioned in the text? What are the specific benefits of each way?” Students are required to read carefully, extract key information, and complete a simple form (presented on the screen) to sort out the content. After completing, the teacher checks the answers with the whole class, and emphasizes the key expressions, such as “Reading a wide range of books can help us learn from the experiences of others and avoid making mistakes.” “Participating in practical activities can help us apply what we have learned to real life and improve our practical ability.” For Paragraph 4, the question is: “What does the author encourage us to do at the end of the text? What is your understanding of the sentence ‘The more we expand our horizons, the closer we get to achieving our best’?” This question guides students to think deeply about the theme of the text and connect it with their own lives. In the process of reading, the teacher also guides students to analyze the key sentences and difficult sentences in the text, such as complex sentences with attributive clauses and adverbial clauses. For example, the sentence “When we expand our horizons, we not only gain new knowledge and skills, but also develop a more open and inclusive attitude towards the world.” The teacher explains the structure of the sentence (“not only...but also...”) and guides students to imitate it to make sentences. Design Intention: Intensive reading helps students grasp the overall structure and main idea of the text, and cultivate their ability to generalize and sort out information. Detailed reading enables students to deeply understand the details of the text, extract key information, and improve their reading comprehension ability. The design of targeted questions guides students to read purposefully, avoid blind reading, and develop their logical thinking ability. The analysis of key sentences and difficult sentences helps students break through the language difficulties in reading, master the usage of complex sentences, and lay a foundation for their subsequent writing and oral expression. While-speaking: Interactive Discussion and Language Application On the basis of understanding the text, the teacher organizes interactive speaking activities to help students apply the learned vocabulary, sentences and themes to oral communication, and improve their oral expression ability. First, group discussion: Divide students into groups of 4-5, and give the discussion topic: “What other ways can we expand our horizons besides reading and participating in practical activities? How can these ways help us achieve our best? Share your own experiences or plans.” The teacher provides some hints, such as watching English movies, communicating with foreign friends, traveling, participating in volunteer activities, etc. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance and help for students who have difficulties in expression, such as reminding them to use the newly learned vocabulary and sentences, and guiding them to express their views clearly and logically. After the group discussion, the teacher invites 3-4 groups to send representatives to share their discussion results with the whole class. Each representative speaks for 2-3 minutes, and other students can ask questions or supplement after the speech. The teacher makes comments on each representative’s speech, affirming their advantages, pointing out the problems in expression (such as incorrect vocabulary usage, unclear logic, etc.), and putting forward suggestions for improvement. Then, pair work: Arrange students to work in pairs, and ask them to have a dialogue according to the following situation: “Suppose you and your partner are talking about your plans to expand your horizons. You need to introduce your own plans, explain the reasons for choosing these plans, and predict the benefits you can get from them.” The teacher provides a sample dialogue to help students get started. For example: Student A: I plan to read one English book every month to expand my horizons. I think reading can help me learn new words and understand different cultures. Student B: That’s a good plan! I want to participate in the school’s English corner every week. It can help me improve my oral English and make friends with students who love English. What do you think of my plan? Student A: I think it’s great! It can not only expand your horizons but also improve your communication skills... After the pair dialogue, the teacher invites 2-3 pairs to perform their dialogues in front of the class, and comments on their performance, focusing on the fluency of the dialogue, the correct usage of vocabulary and sentences, and the clarity of expression. Design Intention: Group discussion and pair work are important forms of cooperative learning, which can provide students with more opportunities for oral expression and help them overcome their shyness in speaking English. The discussion topic is closely related to the text theme and students’ actual lives, which can stimulate students’ enthusiasm for participation and enable them to apply the learned language knowledge to real communication. The teacher’s guidance and comments can help students find their own problems in oral expression and improve their oral communication ability effectively. At the same time, it can also cultivate students’ cooperative spirit and communication ability. Post-reading: Consolidation and Expansion This link mainly includes vocabulary consolidation, writing practice and theme expansion, aiming to help students consolidate the learned knowledge, improve their writing ability, and deepen their understanding of the theme. First, vocabulary consolidation: The teacher arranges a “vocabulary competition” activity. Divide students into two teams, and the teacher presents the Chinese meaning of the core vocabulary and phrases, and the students compete to answer the English words and make a sentence. The team with more correct answers wins. This activity can make the vocabulary review more interesting, deepen students’ memory of vocabulary, and improve their ability to use vocabulary flexibly. Then, writing practice: The teacher asks students to write a short passage (about 100-120 words) with the title “My Plan to Expand My Horizons”. The requirements are: 1. Use at least 5 core vocabulary and phrases learned in this section; 2. Clearly state the plan and the reasons for choosing the plan; 3. Express the benefits that the plan can bring. Before writing, the teacher guides students to sort out their ideas: first, introduce the importance of expanding horizons; then, introduce their own plan in detail; finally, express their expectations for the plan. The teacher also provides some key sentences for reference, such as “In order to achieve my best, I plan to...”, “I think this plan can help me...”, “I believe that by expanding my horizons, I can become a better person.” After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments, affirming their advantages in content and language, pointing out the problems in writing (such as incorrect grammar, unclear logic, insufficient vocabulary usage, etc.), and putting forward suggestions for revision. Then, students are arranged to exchange their works with their deskmates, and help each other revise and improve their works. Finally, theme expansion: The teacher shares a short English article about a famous person who achieved great success by expanding his horizons (such as Steve Jobs, who traveled around the world and learned from different cultures to innovate). After reading the article, the teacher asks students to think: “What can we learn from this famous person? How can we apply his experience to our own study and life?” Students are invited to share their thoughts, and the teacher summarizes: Expanding horizons is an important way to achieve our best. We should keep an open mind, actively try new things, and constantly enrich ourselves, so as to move towards our goals step by step. Design Intention: The vocabulary competition makes the review more interesting and effective, helping students consolidate the learned vocabulary. Writing practice is an important way to test students’ mastery of language knowledge and improve their writing ability. The guidance and comments of the teacher, as well as the mutual revision between students, can help students find their own problems in writing and improve their writing level. Theme expansion helps students deepen their understanding of the theme of “Achieving My Best”, connect the text content with real life and famous people’s experiences, and stimulate their motivation to pursue self-improvement, which is in line with the requirements of cultural awareness and emotional attitude in core literacy. Summary and Homework Summary: The teacher leads students to review the content of this lesson together. First, review the core vocabulary and phrases learned in this lesson, emphasizing their usage; then, review the main idea and structure of the text, and summarize the ways to expand horizons mentioned in the text; finally, review the key points of oral expression and writing, and emphasize that we should apply the learned knowledge to daily communication and writing, and actively take action to expand our horizons and achieve our best. Homework: 1. Recite the core vocabulary and phrases of this section, and make 5 sentences with them; 2. Revise the short passage written in class according to the teacher’s comments and the deskmate’s suggestions, and hand it in the next class; 3. Find an English article about “expanding horizons” or “self-improvement”, read it carefully, and write a 50-word summary; 4. Talk with your family or friends about your plan to expand your horizons in English, and record the dialogue (optional). Design Intention: The summary helps students sort out the knowledge of the whole lesson, form a systematic knowledge framework, and deepen their memory and understanding of the lesson content. The homework is designed hierarchically, including vocabulary consolidation, writing revision, reading expansion and oral practice, which can meet the needs of different students, help them consolidate the learned knowledge, and extend the learning of the lesson to after class, cultivating their autonomous learning ability and lifelong learning awareness. The optional homework can reduce the pressure on students and stimulate their enthusiasm for independent 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 $