Unit 1 Favourite Teacher Exploring and Using 讲义-2025-2026学年高中英语重大版必修第二册

Unit 1 Favourite Teacher-Exploring and Using 教学目标和重难点 教学目标 This unit focuses on the theme of "Favourite Teacher" and fully implements the four-dimensional core literacy requirements of senior high school English. Language Competence is developed through listening, speaking, reading and writing activities, enabling students to master words and sentences describing teachers’ qualities and express their feelings and views fluently. Cultural Awareness helps students understand the educational concepts and teacher-student relationships in different cultures, fostering respect for teachers and gratitude. Thinking Quality is cultivated by guiding students to analyze, judge and summarize teachers’ characteristics, promoting critical and creative thinking. Learning Ability is improved through independent exploration, group cooperation and task-based learning, helping students master effective learning methods and develop lifelong learning awareness. 教学重难点 Key Points: Master core vocabulary such as dedicated, patient, inspiring, encouraging and phrases related to describing teachers; grasp sentence patterns like "I admire my teacher because..." to express feelings and reasons; be able to understand and retell short passages about favourite teachers; and use target language to communicate and share their own favourite teachers. Difficult Points: Correctly use descriptive vocabulary and sentence patterns in real contexts to avoid improper word choice and incomplete sentence structure; naturally combine personal experiences with language expression to convey sincere feelings; and understand the implicit meaning and emotional clues in listening and reading materials, as well as the differences in teacher-student relationships across cultures. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of different types of teachers (such as kind teachers, strict teachers, and humorous teachers) on the multimedia screen, and asks open-ended questions: "Who is your favourite teacher? What does he or she look like? What makes him or her special?" Then, invite 2-3 students to share their answers in simple English. After that, the teacher briefly summarizes the students’ sharing, leads out the unit theme "Favourite Teacher", and introduces the learning objectives of this period—Exploring and Using, which focuses on using the target language to describe favourite teachers and express feelings. Design Intent: The lead-in links the unit theme with students’ real life, which can quickly activate students’ prior knowledge and life experience. Showing pictures can intuitively stimulate students’ visual perception and arouse their interest in learning. Asking students to share their own favourite teachers can reduce their anxiety in speaking English, create a relaxed and active classroom atmosphere, and lay a foundation for the subsequent learning of descriptive vocabulary and sentence patterns. Presentation: Master New Knowledge and Build Language Foundation Vocabulary Presentation Based on the students’ sharing, the teacher naturally presents the core vocabulary of the unit. For example, if a student says "My favourite teacher is very kind and always helps me", the teacher can extend it: "Yes, she is kind. We can also use other words to describe her, such as patient, dedicated, inspiring and encouraging." Then, the teacher explains the meaning of each word with simple English and specific examples, combined with body language and facial expressions to help students understand. For example, when explaining "patient", the teacher can simulate the scene of a teacher patiently guiding students to solve problems; when explaining "inspiring", the teacher can tell a short story about a teacher inspiring students to make progress. After that, the teacher arranges a quick memory activity: show the words and their corresponding pictures or examples, and let students read and repeat them, so as to consolidate the memory of vocabulary. Sentence Pattern Presentation On the basis of mastering vocabulary, the teacher presents the key sentence patterns of the unit. First, show the model sentences on the blackboard: "I admire my teacher because he is patient and always encourages me to keep trying." "My favourite teacher is Miss Li, who is dedicated and cares about every student." Then, the teacher analyzes the structure of the sentences: the first sentence uses "because" to explain the reason, and the second sentence uses a non-restrictive attributive clause to supplement the characteristics of the teacher. The teacher gives 2-3 more examples to let students observe and summarize the usage of the sentence patterns. Then, the teacher guides students to practice the sentence patterns with the newly learned vocabulary. For example, the teacher asks: "Why do you admire your favourite teacher?" and guides students to answer with the pattern "I admire my teacher because he/she is...". Design Intent: Vocabulary and sentence patterns are the foundation of language expression. Presenting vocabulary based on students’ sharing can make the new knowledge closely connected with students’ existing experience, which is conducive to students’ understanding and memory. Using examples, body language and scenes to explain vocabulary and sentence patterns can make abstract knowledge concrete and vivid, reducing students’ learning difficulty. The quick memory and simple practice activities can help students consolidate the newly learned knowledge in time and lay a solid foundation for subsequent comprehensive application. Exploration: Cooperate and Explore to Deepen Understanding Group Discussion Divide students into groups of 4-5, and assign the discussion task: "Discuss with your group members about your favourite teacher. You should describe his/her appearance, personality, teaching style and the things he/she did that moved you, using the vocabulary and sentence patterns we just learned." The teacher walks around the classroom during the discussion, observes the students’ performance, and provides timely guidance for students who have difficulties in expression—such as reminding them of the usage of vocabulary and sentence patterns, or helping them organize their language. After the discussion, each group selects a representative to report the discussion results to the whole class. The teacher makes comments on the students’ reports, affirms their advantages, and points out the problems in vocabulary use and sentence structure, and corrects them in time. Text Exploration The teacher presents a short passage about "My Favourite Teacher" (closely related to the unit theme and the newly learned knowledge), and asks students to read it independently. After reading, the teacher puts forward the following questions to guide students to explore the text: 1. Who is the writer’s favourite teacher? 2. What qualities does the teacher have? 3. What things did the teacher do that moved the writer? 4. How does the writer express his gratitude to the teacher? Students answer the questions independently first, then discuss and exchange with their group members, and finally the teacher checks the answers and explains the key points and difficult points in the text. For example, the teacher analyzes the descriptive methods used in the text, such as combining appearance description with personality description, and combining specific events with emotional expression, to help students learn how to use language to describe people vividly. Design Intent: Group discussion can cultivate students’ cooperative learning ability and communication ability. Letting students describe their favourite teachers in groups can provide them with more opportunities to use the target language, and help them improve their oral expression ability in practice. Text exploration can help students further consolidate the newly learned vocabulary and sentence patterns, and learn the methods of descriptive writing. The design of questions can guide students to think actively, develop their reading comprehension ability and analytical thinking ability. Practice: Consolidate and Apply to Improve Language Ability Listening Practice The teacher plays a listening material about students talking about their favourite teachers. The listening material includes the core vocabulary and sentence patterns of the unit, and involves the description of teachers’ qualities and related events. Before listening, the teacher guides students to predict the content of the listening material according to the title and related tips. During the first listening, students are asked to get the main idea of the listening material: how many students are talking about their favourite teachers, and what are the main characteristics of each teacher. During the second listening, students are asked to fill in the blanks with the key words and sentences they hear (the blanks are mainly the core vocabulary and sentence patterns of the unit). After listening, the teacher checks the answers, plays the listening material again, and explains the difficult sentences and key points in the listening material to help students understand the listening content thoroughly. Then, invite students to retell the content of the listening material in their own words, using the newly learned knowledge. Speaking Practice: Role-Play Arrange a role-play activity: students are divided into pairs, one plays a reporter and the other plays a student. The reporter interviews the student about his/her favourite teacher, and the student answers the reporter’s questions using the vocabulary and sentence patterns they have learned. The teacher provides a reference for the interview questions: 1. Who is your favourite teacher? 2. What subject does he/she teach? 3. What is he/she like? 4. Why do you like him/her best? 5. Can you tell a story about him/her? After the pair practice, invite 2-3 pairs to perform their role-play in front of the whole class. The teacher makes comments on their performance, focusing on the accuracy of vocabulary and sentence patterns, the fluency of expression and the naturalness of communication, and gives positive encouragement and guidance. Writing Practice Guide students to write a short passage entitled "My Favourite Teacher". Before writing, the teacher helps students sort out the writing framework: first, introduce who the favourite teacher is and what subject he/she teaches; second, describe the teacher’s appearance, personality and teaching style, using the core vocabulary and sentence patterns of the unit; third, tell a specific event that reflects the teacher’s good qualities and moves you; finally, express your gratitude and feelings to the teacher. The teacher gives a writing example to help students understand the writing requirements and methods. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing—such as helping them organize their ideas, choose appropriate vocabulary and sentence patterns, and correct grammatical mistakes. After writing, students exchange their works in groups, put forward suggestions for revision, and then each student revises their own works according to the suggestions. Finally, the teacher selects several representative works (including excellent works and works with common problems) to comment on, affirm the advantages, and point out the problems that need to be improved, so as to help students improve their writing ability. Design Intent: Listening, speaking, reading and writing are the four basic skills of English learning. The design of listening practice can help students improve their listening comprehension ability and consolidate the newly learned vocabulary and sentence patterns. Role-play activity can create a real communication scene for students, let them use the target language in real communication, and improve their oral expression ability and communication ability. Writing practice can help students integrate the newly learned knowledge, improve their writing ability, and at the same time, let students express their true feelings for their teachers, which is conducive to the infiltration of emotional education. Summary and Extension: Sort Out Knowledge and Expand Vision Summary The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns and learning methods. Then, the teacher makes a comprehensive summary, sorts out the knowledge system of this class, emphasizes the key and difficult points, and helps students form a clear knowledge framework. At the same time, the teacher guides students to review the process of exploring and using the target language, and summarizes the experience and methods of learning descriptive language, so as to help students improve their learning ability. Extension The teacher introduces the differences in teacher-student relationships and educational concepts between Chinese and Western cultures. For example, Chinese teachers pay more attention to the guidance and care for students, while Western teachers pay more attention to the equality and independence of students. Then, ask students to discuss: "What are the advantages of Chinese and Western teacher-student relationships? What can we learn from each other?" Through discussion, students can understand cultural differences, broaden their cultural vision, and cultivate their cultural awareness. In addition, the teacher assigns an after-class task: write a thank-you note to your favourite teacher, using the vocabulary and sentence patterns learned in this class, and give it to the teacher in person if possible. At the same time, ask students to collect English articles or stories about excellent teachers and share them in the next class. Design Intent: Summary can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. Cultural extension can help students understand the cultural background behind the language, broaden their horizons, and cultivate their cultural awareness and cross-cultural communication ability. The after-class task connects classroom learning with real life, which can not only consolidate the knowledge learned, but also let students express their gratitude to teachers, realize the educational value of the unit theme, and infiltrate emotional education and moral education. Evaluation and Feedback: Promote Improvement and Optimize Learning The evaluation in this class adopts a combination of formative evaluation and summative evaluation. Formative evaluation is carried out in the whole process of teaching, such as evaluating students’ performance in sharing, group discussion, role-play and writing, affirming their progress and efforts, and putting forward targeted suggestions for improvement. Summative evaluation is carried out through the writing practice and after-class task, evaluating students’ mastery of vocabulary, sentence patterns and language application ability. After the class, the teacher sorts out the students’ learning situation, summarizes the common problems in students’ learning, and adjusts the teaching plan and methods in the next class according to the feedback, so as to better meet the students’ learning needs. Design Intent: Scientific evaluation and feedback can help teachers timely grasp students’ learning situation, find out the problems in teaching and learning, and optimize the teaching process. For students, evaluation can help them understand their own advantages and disadvantages, enhance their learning confidence, and clarify the direction of improvement, so as to promote their all-round development of language ability and core literacy. 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 $