Unit2 Challenging Yourself A-Learning Reflectively 讲义-2025-2026学年高中英语重大版必修第一册

Challenging Yourself A-Learning Reflectively 教学目标和重难点 教学目标 It focuses on developing students’ language competence, cultural awareness, thinking quality and learning ability, guiding them to master reflective learning methods, understand cross-cultural learning differences, form logical thinking and cultivate lifelong learning awareness through English expression and practice. 教学重难点 Key points: Master core vocabulary and sentences about reflective learning; understand the connotation and methods of reflective learning. Difficult points: Apply reflective learning strategies flexibly in practice and express personal learning reflections in fluent English. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class with an open question: “How do you usually check your learning effect after finishing a lesson? Do you ever think about what you did well or poorly in your study?” Then, the teacher invites 3-4 students to share their answers in simple English. After that, the teacher presents some pictures showing different students’ learning scenes: one student is taking notes to sort out knowledge, another is discussing with classmates to find their own mistakes, and the third is writing a study diary to record their confusion. The teacher then says: “These students are all doing a very important thing in learning — learning reflectively. Today, we will explore what reflective learning is and how to learn reflectively.” Design Intention: The lead-in links students’ daily learning experience, which can quickly arouse their learning interest and enthusiasm. By asking questions and showing pictures, students can have a preliminary perceptual understanding of reflective learning, lay a foundation for the subsequent study of the text, and also cultivate their ability to express personal views in English, which is in line with the requirements of language competence in core literacy. Pre-reading: Preview Vocabulary and Clear Obstacles First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including “reflect”, “reflective”, “strategy”, “evaluate”, “adjust”, “overcome”, “take notes”, “sort out”, “learn from mistakes” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with common collocations and example sentences, and guides students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “reflect”, the teacher says: “Reflect means to think carefully about something, especially your own experiences or actions. For example, after the exam, we need to reflect on our mistakes.” Then, the teacher arranges a quick matching activity: match the words and phrases with their corresponding meanings, and ask students to complete it independently first, then check the answers in pairs. Those who have difficulties can ask the teacher for help. Next, the teacher briefly introduces the background of the text: The text is a passage about reflective learning written by a senior high school student. It mainly talks about the importance of reflective learning and the specific methods of reflective learning in daily study. The teacher asks students to predict the content of the text according to the title “Learning Reflectively” and the core vocabulary they just learned, and write down 2-3 predicted points on their exercise books. Then, invite several students to share their predictions, and the teacher makes simple comments. Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading can help students remove language obstacles in text reading and improve reading efficiency. The matching activity and example sentence explanation can help students master the usage of words and phrases in context, which is conducive to improving their language competence. Predicting the text content can stimulate students’ thinking, cultivate their ability of logical reasoning and prediction, and lay a foundation for in-depth reading. While-reading: In-depth Analysis and Comprehend the Text This link is divided into three steps: fast reading, careful reading and intensive reading, to help students understand the text from shallow to deep. First, fast reading: The teacher asks students to read the text quickly, ignore the new words that do not affect understanding, and complete two tasks: Find the main idea of the text; Divide the text into several parts and summarize the main content of each part. After students finish reading, the teacher organizes a class discussion. First, invite students to share the main idea of the text. The correct main idea is: The text introduces the importance of reflective learning and provides specific methods for students to carry out reflective learning in daily study. Then, guide students to divide the text into three parts: Part 1 (Paragraph 1): The importance of reflective learning; Part 2 (Paragraphs 2-4): Specific methods of reflective learning; Part 3 (Paragraph 5): The benefits of insisting on reflective learning. The teacher confirms and sorts out the students’ answers, and writes the structure of the text on the blackboard to help students establish a clear text framework. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly, help them grasp the overall content of the text, and cultivate their reading speed and reading strategy application ability. Dividing the text structure and summarizing the main content of each part can help students understand the logical relationship of the text, improve their text analysis ability, and lay a foundation for in-depth understanding of the text. Second, careful reading: The teacher asks students to read the text carefully, and complete the following tasks according to the text content: Answer the following questions: Why is reflective learning important for students? What are the specific methods of reflective learning mentioned in the text? What benefits can reflective learning bring to students? Underline the key sentences in each paragraph and analyze their functions. After students finish the tasks independently, the teacher organizes students to discuss in groups of 4, exchange their answers and opinions, and solve the problems they encounter in the process of reading. During the group discussion, the teacher walks around the classroom, observes the students’ discussion situation, guides the students who have difficulties, and reminds students to use the core vocabulary and phrases they have learned to express their views. After the group discussion, the teacher invites each group to send a representative to share the group’s answers. For the first question, the correct answer is: Reflective learning can help students find their own learning problems, understand their strengths and weaknesses, and adjust their learning strategies in time to improve learning efficiency. For the second question, the specific methods are: taking notes in class to record key points and confusion; sorting out knowledge after class to form a knowledge system; evaluating their own learning effect regularly; learning from mistakes and correcting them in time. For the third question, the benefits are: improving learning efficiency, enhancing self-confidence in learning, cultivating independent learning ability, and laying a foundation for lifelong learning. Then, the teacher guides students to analyze the key sentences, such as the topic sentence of Paragraph 1: “Reflective learning is an important learning strategy that helps students improve their learning efficiency and develop lifelong learning ability.” The function of this sentence is to put forward the core view of the paragraph and lead to the following content. Through the analysis of key sentences, students can better understand the logical structure of the text and the author’s expression ideas. Design Intention: Careful reading is the key link to in-depth understanding of the text. By answering questions and underlining key sentences, students can grasp the details of the text and understand the connotation of the text. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other in the discussion. The teacher’s guidance can help students solve difficulties in time, ensure the effect of reading, and at the same time, let students apply the learned vocabulary and sentences in communication, improving their language application ability. Third, intensive reading: The teacher focuses on analyzing the difficult sentences and key language points in the text, helping students break through the learning difficulties. Difficult sentence 1: “By reflecting on our learning process, we can find out what we did well and what we need to improve.” The teacher explains the structure of this sentence: “By doing sth.” is a prepositional phrase used as an adverbial of manner, meaning “by doing something”; “what we did well and what we need to improve” is an object clause, used as the object of “find out”. The teacher asks students to make sentences with “By doing sth., we can...” to consolidate the usage of this structure. Difficult sentence 2: “It is important for us to evaluate our learning effect regularly, so that we can adjust our learning strategies in time.” The teacher explains the structure “It is + adj. + for sb. + to do sth.”, emphasizing that “it” is a formal object, and the real object is the infinitive phrase “to evaluate our learning effect regularly”. The teacher also explains the usage of “so that”, which guides the adverbial clause of purpose, meaning “in order to”. Then, the teacher asks students to practice making sentences with this structure. Key language points: The teacher further explains the usage of core vocabulary such as “evaluate” and “adjust”. For example, “evaluate” is a verb, which means “to judge the value, importance or quality of something”, and its noun form is “evaluation”; “adjust” means “to change something slightly to make it suitable for a particular purpose or situation”, and common collocations are “adjust oneself to sth.” and “adjust a strategy”. The teacher gives example sentences for each language point and asks students to practice in pairs. Design Intention: Intensive reading focuses on breaking through the difficult points in the text. By analyzing difficult sentences and key language points, students can master the usage of important grammatical structures and vocabulary, improve their language competence, and lay a foundation for the subsequent language application. Sentence-making practice can help students consolidate the learned knowledge and realize the flexible application of language. Post-reading: Consolidate and Apply, Deepen Understanding This link is divided into three activities to help students consolidate the knowledge learned, apply it flexibly, and deepen their understanding of reflective learning. Activity 1: Retell the text. The teacher asks students to retell the text according to the text structure and key points they summarized in the while-reading link. Students can retell the text independently first, then retell it in pairs. The teacher requires students to use the core vocabulary and sentences learned in this lesson as much as possible. After that, invite 2-3 students to retell the text in front of the class, and the teacher makes comments, affirming the advantages of the students and putting forward suggestions for improvement, such as the accuracy of vocabulary usage and the fluency of expression. Design Intention: Retelling the text can help students consolidate the content of the text, improve their oral expression ability and logical thinking ability. Using the core vocabulary and sentences learned can strengthen the memory and application of knowledge, and at the same time, cultivate students’ ability to organize language and express ideas clearly, which is in line with the requirements of language competence and thinking quality in core literacy. Activity 2: Group discussion. The teacher puts forward the discussion topic: “Combined with your own learning experience, talk about how you can apply reflective learning strategies in your daily English study. What difficulties may you encounter and how to overcome them?” Students discuss in groups of 4, and each student expresses their own views. The teacher requires students to use the discussion skills learned, such as listening to others’ opinions carefully, putting forward their own views politely, and supplementing others’ views. During the discussion, the teacher walks around the classroom, guides students to use English to communicate, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share the group’s discussion results. For example, some groups may say: “We can take notes in English class to record the key points and the words we don’t understand, and sort out the notes after class to review the knowledge. If we encounter the difficulty of forgetting to reflect, we can set a reminder on our mobile phones to remind ourselves to evaluate our learning effect every day.” The teacher makes comments on the students’ sharing, affirms their practical and feasible suggestions, and guides students to realize that reflective learning is closely related to their daily study, and that only by insisting on reflective learning can they continuously improve their learning ability. Design Intention: Group discussion combines the text content with students’ own learning experience, which can make students deeply understand the practical significance of reflective learning, and at the same time, cultivate their cooperative learning ability, communication ability and critical thinking ability. Letting students talk about the difficulties and solutions can help them better apply reflective learning strategies in practice, and cultivate their ability to solve practical problems, which is in line with the requirements of learning ability in core literacy. Activity 3: Writing practice. The teacher asks students to write a short passage about “My Reflective Learning Plan” with 80-100 words. The requirements are: ① Briefly introduce the importance of reflective learning; ② List 2-3 specific reflective learning methods that you will use; ③ Express your determination to insist on reflective learning. Before writing, the teacher provides some key sentences for students to refer to, such as “Reflective learning is very important for me because it can help me improve my learning efficiency.” “I plan to take notes in class and sort out my knowledge after class.” “I will insist on reflective learning every day to become a better learner.” Students write independently, and the teacher walks around the classroom to guide students who have difficulties in writing, such as helping them sort out their ideas, correct the wrong usage of words and sentences. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, affirming the advantages of the works and putting forward suggestions for improvement. Then, students exchange their works in pairs, read each other’s works, and put forward their own modification suggestions, so as to improve their writing ability through mutual learning. Design Intention: Writing practice is an important way to test students’ language application ability. By writing a reflective learning plan, students can apply the core vocabulary, sentences and reflective learning methods learned in this lesson flexibly, and at the same time, deepen their understanding of reflective learning. Pair evaluation can help students find their own shortcomings in writing, learn from each other’s strengths, and improve their writing ability and learning ability. Summary and Homework: Consolidate and Extend First, summary: The teacher leads students to summarize the content of this lesson together. First, review the core vocabulary and key sentences of this lesson, then sort out the main content of the text: the importance of reflective learning, specific methods and benefits, and finally emphasize that reflective learning is an important learning strategy, which can help students improve their learning efficiency and cultivate lifelong learning ability. The teacher encourages students to apply reflective learning strategies in their daily study and develop the habit of reflective learning. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and strengthen the memory of knowledge. Emphasizing the importance of reflective learning can guide students to establish the awareness of reflective learning and lay a foundation for their lifelong learning. Then, assign homework: Basic homework: Recite the core vocabulary and key sentences of this lesson, and copy the difficult sentences twice to consolidate the language knowledge learned. Practical homework: Implement the reflective learning plan written in class, record your reflective learning experience every day for a week, and write a short reflection (50-60 words) at the end of the week to summarize the effect of reflective learning. Extended homework: Search for English articles about reflective learning on the Internet, read them and take notes, and share the useful methods in the next class. Design Intention: The homework is designed hierarchically, which can meet the needs of different students. Basic homework is used to consolidate the language knowledge learned, practical homework is used to guide students to apply reflective learning strategies in practice, cultivate their learning ability and reflective awareness, and extended homework is used to expand students’ knowledge, improve their reading ability and cultivate their ability to collect and sort out information. At the same time, the practical homework and extended homework are closely related to the theme of the lesson, which can deepen students’ understanding of reflective learning and realize the extension of classroom learning to after-class 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 $