Unit 1 Favourite Teacher-Reading Actively 教案 -2025-2026学年高中英语重大版必修第二册

Unit 1 Favourite Teacher-Reading Actively 教学目标和重难点 教学目标 This reading lesson focuses on cultivating students’ four-dimensional core literacy in English. Language Ability is developed by guiding students to master words and sentences related to describing teachers’ personalities and teaching styles, and to improve their abilities of skimming, scanning and deep reading. Cultural Awareness is fostered by helping students understand the common qualities of excellent teachers at home and abroad, respect different teaching styles, and establish a correct attitude towards teachers and education. Thinking Quality is trained through guiding students to analyze the author’s emotional tendency, evaluate the teacher’s behaviors and express their own views. Learning Ability is enhanced by encouraging students to use reading strategies independently, cooperate in groups and summarize learning experience, laying a foundation for lifelong learning. 教学重难点 Key Points: Master the core vocabulary (e.g., strict, kind, patient, enthusiastic, inspiring) and sentence patterns used to describe teachers’ characteristics and teaching methods; grasp the main idea of the passage, clarify the logical structure (introduction of the teacher, specific examples and the author’s feelings); master active reading strategies such as skimming and scanning. Difficult Points: Understand the implicit meaning of the passage and the author’s emotional changes; accurately use the learned vocabulary and sentence patterns to express personal views on favourite teachers; overcome the differences between Chinese and English expression habits in describing people and achieve fluent and appropriate expression. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of different types of teachers (e.g., a teacher helping students with questions, a teacher organizing group activities, a teacher encouraging students) and asks students to look at the pictures carefully. Then the teacher raises questions: “Who is your favourite teacher? What does he/she look like? What makes him/her your favourite teacher?” The teacher invites 3-4 students to share their answers in English. After that, the teacher summarizes students’ answers, sorts out the key words they used to describe teachers (such as kind, patient, humorous), and leads to the topic of the lesson: “Today we will read a passage about the author’s favourite teacher and learn how to describe a favourite teacher in English.” Design Intent: The lead-in activity is closely related to students’ real life, which can quickly arouse students’ learning interest and activate their prior knowledge. By asking students to share their favourite teachers, students can naturally use the existing vocabulary to express their views, laying a foundation for the subsequent reading and expression. Showing pictures can make the topic more intuitive, help students enter the learning situation quickly, and cultivate their ability of observing and expressing in English. Step 2: Pre-reading (Vocabulary and Reading Strategy Preview) First, the teacher presents the core vocabulary of the passage on the blackboard or multimedia, including adjectives describing teachers’ personalities (strict, kind, patient, enthusiastic, inspiring, responsible), verbs related to teaching activities (guide, encourage, explain, support, care), and key nouns (lesson, experience, progress, influence). The teacher explains the pronunciation and meaning of the new words with simple English sentences and combines them with the pictures shown in the lead-in link to help students understand and remember. For example, when explaining “inspiring”, the teacher says: “An inspiring teacher can make you full of confidence and courage to face difficulties. Just like your favourite teacher who encourages you to keep trying.” Then, the teacher introduces the active reading strategies to be used in this lesson: skimming and scanning. The teacher explains the two strategies in simple English: “Skimming means reading quickly to get the main idea of the passage, without paying too much attention to details. Scanning means reading quickly to find specific information, such as names, time, numbers and key phrases.” The teacher gives a simple example to help students understand: “If you want to know what the passage is mainly about, you can use skimming; if you want to find when the teacher helped the author, you can use scanning.” Design Intent: Previewing vocabulary before reading can help students eliminate language barriers in the process of reading, avoid being distracted by new words, and improve reading efficiency. Introducing reading strategies can guide students to read actively and purposefully, instead of reading blindly, which is conducive to cultivating their learning ability and laying a foundation for their independent reading in the future. Combining vocabulary explanation with real situations and pictures can help students understand and remember new words better, and improve their language application ability. Step 3: While-reading (Active Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to guide students to read actively and deeply understand the passage. First, Skimming: The teacher asks students to read the passage quickly and answer two questions: 1. Who is the author’s favourite teacher? 2. What is the main idea of the passage? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The author’s favourite teacher is Ms. Li, an English teacher. The passage mainly talks about Ms. Li’s teaching style, her care for students and the influence she has on the author.” Design Intent: Skimming training helps students quickly grasp the main idea of the passage, cultivate their ability of grasping key information, and lay a foundation for in-depth reading. The simple questions can reduce students’ reading pressure and enhance their confidence in reading. Second, Scanning: The teacher asks students to read the passage again quickly, and find specific information according to the following questions: 1. What subject does Ms. Li teach? 2. What is Ms. Li’s teaching style like? 3. What did Ms. Li do to help the author? 4. How did the author feel about Ms. Li? The teacher asks students to complete the information form in groups of 4, and then invites each group to send a representative to present their answers. The teacher corrects and supplements the answers, and sorts out the key information of the passage, helping students clarify the logical structure of the passage. Design Intent: Scanning training can help students master the method of finding specific information quickly, improve their reading speed and accuracy. Completing the task in groups can cultivate students’ cooperative learning ability, make them learn from each other and improve their learning efficiency. The information form can help students sort out the key content of the passage, clarify the logical relationship between paragraphs, and lay a foundation for intensive reading. Third, Intensive Reading: The teacher guides students to read the passage paragraph by paragraph, analyze the key sentences and the author’s emotional tendency, and deeply understand the connotation of the passage. For the first paragraph, the teacher asks: “What does the author think of Ms. Li at first? How do you know that?” Students find the key sentence: “At first, I was afraid of her because she was very strict with us.” The teacher guides students to analyze the word “strict” and asks: “Is ‘strict’ a bad word here? Why?” Students discuss and conclude that Ms. Li’s strictness is for the sake of students’ progress, which reflects her responsibility. The teacher further guides students to understand the author’s initial emotional attitude towards Ms. Li—fear. For the second and third paragraphs, the teacher asks students to find the examples that the author uses to describe Ms. Li’s kindness and patience. Students find that Ms. Li helped the author with his English pronunciation, stayed after class to answer his questions, and encouraged him when he failed. The teacher guides students to analyze the key sentences: “She patiently corrected my pronunciation again and again until I got it right.” “Whenever I felt discouraged, she would pat me on the shoulder and say, ‘Don’t give up, you can do it.’” The teacher asks: “What kind of person is Ms. Li according to these examples? How does the author’s emotional attitude change?” Students discuss and conclude that Ms. Li is kind and patient, and the author’s attitude changes from fear to gratitude and respect. For the last paragraph, the teacher asks: “What influence did Ms. Li have on the author? What does the author want to express in this paragraph?” Students find the key sentence: “Ms. Li not only taught me English knowledge, but also taught me how to be a person. I will never forget her.” The teacher guides students to understand that the author expresses his deep gratitude and respect to Ms. Li, and the passage reaches the emotional climax. During the intensive reading process, the teacher also guides students to pay attention to the sentence patterns in the passage, such as the attributive clause: “Ms. Li, who is our English teacher, is one of the most popular teachers in our school.”, and the compound sentence: “Although she is strict, she is very kind to us.” The teacher asks students to take notes and try to make sentences with these sentence patterns. Design Intent: Intensive reading helps students deeply understand the connotation of the passage, grasp the key sentences and the author’s emotional changes, and improve their ability of analyzing and understanding the passage. Guiding students to analyze the meaning of words and sentences can help them master the usage of vocabulary and sentence patterns, and improve their language ability. Asking questions and organizing discussions can stimulate students’ thinking, cultivate their thinking quality, and make them actively participate in the learning process. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, language practice and emotional sublimation, to help students consolidate what they have learned and apply it to practice. First, Group Discussion: The teacher divides students into groups of 4 and asks them to discuss the following questions: 1. What qualities do you think an excellent teacher should have? 2. Combine your own experience, talk about how your favourite teacher influenced you. 3. How can we express our gratitude to our teachers? The teacher walks around the classroom, listens to students’ discussions, and provides necessary guidance and help. After the discussion, each group sends a representative to share their views in English. The teacher comments on students’ performances, affirms their advantages, and puts forward suggestions for improvement. Design Intent: Group discussion can provide students with a platform to express their views, improve their oral expression ability and cooperative learning ability. The discussion questions are closely related to the passage and students’ real life, which can help students transfer the knowledge and skills they have learned to real situations, and cultivate their ability of applying language. The teacher’s guidance and comments can help students find their own shortcomings and improve their learning effect. Second, Language Practice: The teacher presents a short passage about a favourite teacher, with some blanks (including the core vocabulary and sentence patterns learned in this lesson). Students are asked to fill in the blanks independently, and then check the answers in pairs. After that, the teacher asks students to write a short passage (80-100 words) about their favourite teacher, using the vocabulary and sentence patterns learned in this lesson. The teacher reminds students to pay attention to the logical structure of the passage and the expression of emotions. Design Intent: Filling in the blanks can help students consolidate the core vocabulary and sentence patterns learned in this lesson, and improve their ability of using language accurately. Writing a short passage can help students apply the knowledge and skills they have learned to writing, improve their writing ability, and further deepen their understanding of the topic. The requirements of the passage length and content can ensure that students can complete the task smoothly and enhance their confidence in writing. Third, Emotional Sublimation: The teacher plays a short video about teachers’ daily work (e.g., preparing lessons late at night, caring for students, correcting homework carefully), and then says: “Teachers are the engineers of the human soul. They dedicate themselves to education and help us grow up. We should respect our teachers, be grateful to our teachers, and try our best to learn to live up to their expectations.” The teacher invites students to express their gratitude to their teachers in one sentence in English, such as “Thank you, my teacher, for your care and guidance.” Design Intent: Emotional sublimation can help students establish a correct attitude towards teachers and education, cultivate their sense of gratitude, and realize the emotional goal of the lesson. The short video can touch students’ hearts, make them deeply feel the hard work of teachers, and enhance their respect and gratitude for teachers. Expressing gratitude in English can combine emotional education with language practice, and improve students’ language application ability. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize what they have learned in this lesson, including the core vocabulary, sentence patterns, reading strategies and the main idea of the passage. The teacher supplements and sorts out students’ summaries, and emphasizes the key points and difficult points of this lesson: mastering the vocabulary and sentence patterns describing teachers, using skimming and scanning strategies to read actively, and understanding the emotional connotation of the passage. Second, Extension: The teacher assigns after-class tasks: 1. Read the passage again and recite the key sentences. 2. Finish the writing task and polish it carefully. 3. Interview one of your teachers after class, ask about their work experience, and write a short interview report in English. 4. Collect English proverbs about teachers and share them in the next class. Design Intent: Summary can help students sort out the knowledge they have learned, strengthen their memory, and form a systematic knowledge structure. After-class tasks can help students consolidate what they have learned, extend their learning content, and improve their comprehensive language ability. The interview task can help students connect classroom learning with real life, cultivate their communication ability and independent learning ability. Collecting proverbs can enrich students’ knowledge reserve and enhance their interest in English learning. Step 6: Teaching Reflection (Embedded in the Process) Throughout the teaching process, the teacher pays close attention to students’ learning status and feedback, adjusts the teaching pace and methods in time. For example, if students have difficulty in understanding a certain key sentence during intensive reading, the teacher will explain it in more simple language and give more examples. If students are not active in group discussion, the teacher will guide them to start the discussion with simple questions. After the class, the teacher will reflect on the teaching effect, summarize the advantages and disadvantages of the teaching design, and put forward improvement measures for the next class. Design Intent: Paying attention to students’ feedback can help the teacher grasp the effect of teaching in time, adjust the teaching strategy, and ensure that students can learn effectively. Teaching reflection can help the teacher continuously improve the teaching level, optimize the teaching design, and better meet the needs of students’ learning and development. 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 $