Unit 2 Being a Good Language Learner-Exploring and Using 教案-2025-2026学年高中英语重大版必修第一册

Unit 2 Being a Good Language Learner-Exploring and Using 教学目标和重难点 教学目标 It focuses on developing students’ language ability through vocabulary and context application, cultivates cultural awareness by comparing learning styles, improves thinking quality via analytical and critical thinking, and enhances learning ability by guiding autonomous and cooperative exploration. 教学重难点 Key points: Master core vocabulary and phrases about language learning strategies; apply them in real contexts. Difficult points: Connect learning strategies with personal experiences and form personalized learning methods independently. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “What difficulties do you usually meet when learning English? And what methods do you use to solve them?” Then, invite 3-4 students to share their experiences in English. After their sharing, the teacher summarizes: “Different students have different learning methods, and today we will explore more effective strategies to become good language learners through the module Exploring and Using.” Then, the teacher shows some pictures on the screen, which include students taking notes, listening to English songs, having group discussions, and using dictionaries. Ask students to describe the pictures in English and guess what the topic of this lesson is. Finally, the teacher clarifies the learning objectives of this lesson: master the core vocabulary and phrases related to language learning strategies, learn to use these expressions in specific contexts, and explore suitable learning methods for themselves. Design Intention: The lead-in links students’ real English learning experiences, which can quickly activate their prior knowledge and reduce their psychological distance from the new lesson. Asking students to share their own difficulties and methods can arouse their learning enthusiasm and participation. The pictures can intuitively present common language learning scenarios, helping students quickly focus on the lesson topic. Clarifying learning objectives in advance enables students to have a clear direction in the learning process and improve learning efficiency. Step 2: Vocabulary Exploration — Master Core Words and Phrases First, the teacher presents the core vocabulary and phrases of this module on the screen, including “adopt”, “adjust”, “effective”, “efficient”, “memorize”, “recite”, “take notes”, “focus on”, “pay attention to”, “in addition”, “as a result”, “on the other hand”. For each word and phrase, the teacher pronounces it clearly and asks students to follow along twice to ensure correct pronunciation. Then, the teacher explains the meaning and usage of each word and phrase with simple English and specific examples, avoiding Chinese explanation as much as possible. For example, when explaining “adopt”, the teacher says: “Adopt means to use a method, plan or attitude. For example, we can adopt a new learning method to improve our English. If you adopt a positive attitude, you will learn better.” When explaining “take notes”, the teacher demonstrates: “When we listen to the teacher or read a passage, we can take notes to record important information. It helps us review what we have learned.” After explaining all the words and phrases, the teacher organizes a “vocabulary matching” activity. Divide students into groups of 4. Each group is given a set of cards: one set has words and phrases, and the other set has their meanings and example sentences. Students need to match them correctly within a certain time. After the activity, the teacher checks the results, corrects mistakes, and explains the difficult points again. Then, the teacher designs a “sentence making” activity. Ask students to make sentences with the core words and phrases, combining their own English learning experiences. For example, “I usually take notes when I have English classes to help me remember key points.” “We should adopt effective methods to memorize new words.” Each student makes 2-3 sentences, and then shares them with their group members. The group members help each other correct mistakes in grammar and expression. Finally, the teacher invites several students to share their sentences with the whole class and gives positive comments and guidance. Design Intention: Vocabulary is the foundation of language learning. By pronouncing together, explaining with examples and organizing interactive activities, students can master the core vocabulary and phrases in a relaxed and interesting way. The “vocabulary matching” activity helps students consolidate the meaning and usage of words and phrases, while the “sentence making” activity connects vocabulary with real life, enabling students to apply what they have learned and lay a solid foundation for the following teaching links. Group cooperation can also cultivate students’ cooperative learning ability and communication ability. Step 3: Context Application — Understand and Use Language in Situations In this step, the teacher uses the context provided in the textbook’s Exploring and Using module. First, ask students to read the short passage carefully. The passage mainly introduces different language learning strategies, such as taking notes, listening to English materials, cooperating with classmates, and adjusting learning methods according to their own situations. After reading, the teacher asks students some questions to check their understanding: What are the language learning strategies mentioned in the passage? Why is it important to adjust learning methods according to personal situations? Which strategy do you think is the most suitable for you? Why? Students can answer the questions individually first, then discuss with their group members to supplement and improve their answers. The teacher walks around the classroom, listens to students’ discussions, and provides guidance to students who have difficulties in expression. After the discussion, the teacher invites representatives from each group to answer the questions, and summarizes and supplements their answers to ensure that all students understand the main content of the passage and the usage of core language points. Then, the teacher designs a “role-play” activity. Divide students into pairs. One student acts as a student who has difficulties in English learning (such as forgetting new words easily, not understanding listening materials), and the other acts as a good language learner who gives advice. Students need to use the core vocabulary and phrases they have learned to complete the dialogue. For example: Student A: I always forget new words quickly. What should I do? Student B: You can adopt a scientific method to memorize words. For example, you can recite words with sentences and take notes of new words every day. In addition, you should review them regularly. As a result, you will remember them better. After students finish the role-play, invite 2-3 pairs to perform their dialogues in front of the whole class. The teacher gives comments on their performance, affirming their advantages in language use and correcting their mistakes in pronunciation, grammar and expression. At the same time, the teacher emphasizes the flexible use of core words and phrases in the dialogue. Design Intention: Context is the key to language learning. By reading the passage in the textbook, students can not only understand the main content of the module but also consolidate the core vocabulary and phrases in the context. The question-and-answer link can test students’ reading comprehension ability and train their thinking ability. The role-play activity creates a real communication scenario for students, enabling them to apply the learned language knowledge to practical communication, improve their oral expression ability, and deepen their understanding of language learning strategies. Step 4: Cooperative Exploration — Summarize Personal Learning Strategies First, the teacher organizes a group discussion activity with the topic “My Effective English Learning Strategies”. Divide students into groups of 5-6. Each group discusses the following questions: What strategies do you use in learning vocabulary, listening, speaking, reading and writing? Which strategies are the most effective for you? Can you share your experience? What problems do you meet when using these strategies? How can you solve them? During the discussion, the teacher requires students to use the core vocabulary and phrases learned in this lesson as much as possible, and appoint a recorder in each group to record the key points of the discussion. The teacher walks around the classroom, participates in the discussion of each group, guides students to think deeply, and helps students solve the problems they meet in the discussion. After the discussion, each group’s recorder summarizes the group’s discussion results and shares them with the whole class. For example, some groups may share: “We think that taking notes is very effective in vocabulary learning. We can write down new words, their meanings and example sentences in a notebook, and review them every morning and evening. In listening learning, we can listen to English songs and news every day, focus on the key information, and take notes of the words we don’t know.” After all groups finish sharing, the teacher summarizes all the effective learning strategies mentioned by the students, and adds some practical strategies according to the textbook content, such as “using dictionaries to look up new words”, “asking teachers and classmates for help when meeting difficulties”, “setting clear learning goals” and so on. Then, the teacher guides students to think: “Different students have different learning styles, so we should choose the strategies that are suitable for ourselves, and adjust them according to our own learning situation.” Then, the teacher asks students to fill in a “Personal English Learning Strategy Card” individually. The card includes the following contents: My advantages in English learning, My difficulties in English learning, The strategies I will adopt to improve my English, and The goals I want to achieve. Students need to fill in the card in English, using the core vocabulary and phrases learned in this lesson. After filling in, students can exchange their cards with their deskmates and give suggestions to each other. Design Intention: Cooperative exploration can stimulate students’ thinking, enable them to learn from each other and share their experiences. The group discussion on learning strategies helps students sort out their own learning methods, summarize effective strategies, and learn from others’ advantages. The “Personal English Learning Strategy Card” guides students to conduct self-reflection, clarify their own learning status and improvement direction, and cultivate their autonomous learning ability. Exchanging cards with deskmates can also promote mutual learning and communication between students. Step 5: Consolidation and Extension — Strengthen Knowledge and Expand Vision First, the teacher designs a “fill in the blanks” exercise to consolidate the core vocabulary and phrases. The exercise content is closely related to the theme of language learning strategies. For example: We should ______ (adopt/adjust) effective learning methods to improve our English. When learning English, we should ______ (focus on/pay attention to) listening and speaking. Taking notes can help us remember key points, and ______ (in addition/as a result), it can improve our writing ability. Students complete the exercise individually, then check the answers with the teacher. The teacher explains the difficult questions and emphasizes the correct usage of words and phrases. Then, the teacher introduces some extra-curricular English learning resources to students, such as English learning apps (CCTalk, BaiCiZhan), English movies and TV plays, English newspapers and magazines. The teacher says: “In addition to classroom learning, we can use these resources to practice our English listening, speaking, reading and writing skills. For example, we can watch English movies to improve our listening and speaking ability, and read English newspapers to expand our vocabulary and horizons.” Then, the teacher assigns a small task: Ask students to choose one extra-curricular English learning resource, use the learning strategies learned in this lesson to learn English for 20 minutes every day, and record their learning experience and gains in a notebook. They will share their records in the next class. Design Intention: The “fill in the blanks” exercise can effectively consolidate the core vocabulary and phrases learned in this lesson, and test students’ mastery of knowledge. Introducing extra-curricular learning resources can expand students’ learning vision, guide them to learn English beyond the classroom, and cultivate their lifelong learning ability. The small after-class task connects classroom learning with after-class practice, enabling students to apply the learned strategies to practical learning and deepen their understanding and mastery of knowledge. Step 6: Summary and Reflection — Sort Out Knowledge and Improve Ability First, the teacher invites students to summarize the main content of this lesson. Ask 2-3 students to share what they have learned in this lesson, including core vocabulary and phrases, language learning strategies, and their own gains. Then, the teacher makes a final summary: “In this lesson, we have mastered some core vocabulary and phrases related to language learning strategies, learned to use these expressions in specific contexts, and explored many effective English learning strategies. Being a good language learner requires us to adopt suitable strategies, keep practicing, and constantly adjust our learning methods. I hope you can apply what you have learned today to your daily English learning and make continuous progress.” Then, the teacher guides students to reflect on their learning process: “Did you master the core vocabulary and phrases in this lesson? Did you actively participate in group discussions and role-play activities? What problems did you meet in the learning process? How can you solve these problems in the future?” Students can think independently first, then share their reflections with their deskmates. The teacher listens to students’ reflections and gives positive guidance and encouragement, helping students find their own shortcomings and put forward improvement plans. Finally, the teacher assigns the after-class homework: Recite the core vocabulary and phrases of this lesson and make 5 sentences with them. Complete the “Personal English Learning Strategy Card” and improve it according to the suggestions from deskmates. Complete the small after-class task assigned in the extension link and record the learning experience. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. The reflection link guides students to conduct self-evaluation, find their own shortcomings, and improve their learning ability. The after-class homework consolidates the knowledge learned in class, connects classroom learning with after-class practice, and ensures 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 $