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

Unit 1 Favourite Teacher-Reading, Speaking and Writing 教学目标和重难点 教学目标 This section focuses on integrating reading, speaking and writing to cultivate students’ four-dimensional key competencies. Language competence is developed by guiding students to master words and sentences related to describing favorite teachers and use them flexibly in listening, speaking, reading and writing. Cultural awareness is fostered by comparing teacher-student relationships in different cultures, helping students understand the diversity of educational concepts. Thinking quality is improved through analyzing the characteristics of favorite teachers, guiding students to think critically and express their views logically. Learning ability is enhanced by designing independent and cooperative learning tasks, enabling students to master effective learning methods and develop the habit of autonomous learning and cooperative communication. 教学重难点 Key points include mastering core vocabulary such as patient, encouraging, inspiring and relevant sentence patterns for describing teachers’ characteristics and their influences; understanding the main idea and details of the reading passage; being able to talk about favorite teachers fluently and coherently; and completing a short essay about favorite teachers with clear structure and appropriate language. Difficult points lie in using complex sentences flexibly to express feelings and opinions about favorite teachers; connecting reading materials with personal experiences in speaking and writing; and ensuring logical coherence and natural language in oral expression and writing, avoiding mechanical translation and repetitive expression. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures of different types of teachers (such as kind teachers, strict teachers, humorous teachers) on the screen and asks simple and interesting questions: “Who is your favorite teacher? What does he or she look like? What makes him or her special?” Then, the teacher invites 2-3 students to share their brief answers in English. After that, the teacher writes down the key words mentioned by students (such as kind, humorous, knowledgeable) on the blackboard and sorts them out, leading students to focus on the topic of “favourite teacher”. Design Intention: This lead-in activity is closely related to students’ real life, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions and inviting students to share, it not only activates students’ existing knowledge reserve of describing people, but also lays a foundation for the subsequent reading, speaking and writing activities. Writing down key words on the blackboard helps students sort out their ideas and accumulate vocabulary for subsequent expression, realizing the connection between prior knowledge and new knowledge. Step 2: Reading (Input and Comprehension) Activity 1: Pre-reading The teacher introduces the background of the reading passage briefly: “Today we will read a passage about a student’s favorite teacher. Before reading, let’s predict what the passage will talk about. Please look at the title of the passage and the pictures, and discuss with your deskmate: What may the author write about his favorite teacher?” After 2 minutes of discussion, the teacher invites several groups to share their predictions, and then summarizes and guides students to focus on the possible content of the passage, such as the teacher’s characteristics, interesting stories between the teacher and the author, and the influence of the teacher on the author. Design Intention: Pre-reading prediction activity can cultivate students’ ability of logical reasoning and prediction, stimulate students’ desire to read, and help students establish a clear reading goal. Through group discussion, it can promote students’ cooperative learning, make students actively participate in the class, and lay a foundation for in-depth understanding of the reading passage. Activity 2: While-reading First, students read the passage silently and quickly to get the main idea: What is the main content of the passage? Who is the author’s favorite teacher? What is the teacher’s job? After reading, the teacher checks the students’ understanding by asking questions, and guides students to summarize the main idea in simple English. Then, students read the passage again carefully, and complete the following tasks: 1. Underline the words and phrases that describe the teacher’s characteristics (such as patient, encouraging, hard-working); 2. Find out the key sentences that show the teacher’s influence on the author; 3. Answer the detailed questions designed by the teacher, such as “What did the teacher do when the author failed in the exam?” “How did the teacher help the author improve his English?” During the reading process, the teacher walks around the classroom, observes students’ reading status, and provides timely help for students who have difficulties in reading (such as explaining new words, guiding students to understand long and difficult sentences). After students finish the tasks, the teacher invites students to share their answers, explains the key and difficult points in the passage, especially the usage of key words and sentence patterns, and helps students master the core language points. Design Intention: Silent reading and skimming help students grasp the main idea of the passage quickly, training their reading speed and skimming ability. Careful reading and task-based activities guide students to pay attention to the details of the passage, deepen their understanding of the content, and at the same time help students master key words and sentence patterns in the context, realizing the integration of reading and language learning. The teacher’s guidance and help can ensure that all students can participate in the reading activity and make progress in reading ability. Activity 3: Post-reading First, the teacher organizes students to have a group discussion: “After reading the passage, what do you think of the teacher in the passage? Do you have similar experiences with the author? How did your favorite teacher help you?” Each group has 4 students, and they discuss for 5 minutes. During the discussion, students should use the words and sentence patterns learned in the reading passage as much as possible. After the discussion, each group selects a representative to share the group’s views in front of the class, and the teacher makes appropriate comments and guidance, affirming the advantages of students’ expression and correcting their mistakes. Then, the teacher guides students to sort out the structure of the reading passage: the beginning introduces the favorite teacher, the middle part describes the teacher’s characteristics and related stories, and the end expresses the author’s gratitude and respect to the teacher. The teacher emphasizes the writing structure and logical connection of the passage, laying a foundation for the subsequent writing activity. Design Intention: Post-reading discussion not only helps students deepen their understanding of the passage, but also provides students with opportunities to practice oral expression, realizing the connection between reading and speaking. Using the learned words and sentence patterns in the discussion can consolidate students’ mastery of language points and improve their ability of flexible application. Sorting out the structure of the passage helps students understand the writing logic of descriptive articles, which is conducive to their subsequent writing. Step 3: Speaking (Practice and Expression) Activity 1: Sentence Pattern Drilling The teacher writes the key sentence patterns learned in the reading passage on the blackboard, such as: 1. My favorite teacher is... who is... 2. He/She is not only... but also... 3. When I... he/she... 4. Thanks to him/her, I... Then, the teacher gives examples to explain the usage of these sentence patterns, and asks students to make sentences with these sentence patterns according to their own actual situations. For example, students can say: “My favorite teacher is Miss Li who is kind and patient. She is not only good at teaching but also cares about every student. When I failed in the math exam, she encouraged me to keep trying. Thanks to her, I made great progress in math.” Students practice making sentences in pairs first, and then the teacher invites several students to share their sentences in class, and makes comments and corrections, helping students master the usage of sentence patterns flexibly. Design Intention: Sentence pattern drilling is the basis of oral expression. By drilling key sentence patterns, students can master the basic structure of expression, avoid incorrect expression in oral communication, and lay a foundation for fluent oral expression. Pair practice can make every student have the opportunity to practice, improve the participation of students, and enhance their confidence in oral expression. Activity 2: Topic Discussion and Presentation The teacher divides students into groups of 4-5, and assigns the topic for discussion: “Introduce your favorite teacher to your group members. You should talk about his/her appearance, characteristics, the stories between you and him/her, and his/her influence on you. You can use the words and sentence patterns we learned today.” Each group discusses for 8 minutes, and members of the group can help each other, supplement and modify each other’s expressions to make the introduction more fluent and coherent. After the discussion, each group selects a representative to give a 2-3 minute oral presentation in front of the class. The teacher prepares an evaluation form, and asks students to evaluate the presentations from the aspects of fluency, accuracy of language, completeness of content and logical coherence. The teacher also makes a summary evaluation, affirming the advantages of each group’s presentation, such as fluent expression, rich content, and correct use of sentence patterns, and puts forward suggestions for improvement, such as paying attention to pronunciation and intonation, avoiding repetitive expression, and improving logical connection. Design Intention: Group discussion and oral presentation can provide students with a real oral communication situation, let students apply the learned language knowledge to practical communication, and improve their oral expression ability and cooperative communication ability. Student evaluation and teacher evaluation can help students find their own advantages and disadvantages, and improve their ability of self-evaluation and mutual evaluation, which is conducive to the improvement of their oral expression ability. Step 4: Writing (Output and Application) Activity 1: Pre-writing Guidance First, the teacher guides students to review the structure of the reading passage and summarizes the writing framework of “introducing favorite teacher”: 1. Opening: Introduce your favorite teacher (who he/she is, what subject he/she teaches); 2. Body: Describe the teacher’s characteristics (appearance, personality, teaching style) and specific stories between you and him/her; 3. Closing: Express your gratitude and respect to the teacher, and talk about the influence of the teacher on you. Then, the teacher guides students to sort out the materials they want to write about, such as the characteristics of their favorite teacher, typical stories, and the influence of the teacher. The teacher also reminds students to use the words and sentence patterns learned in the class, such as patient, encouraging, inspiring, not only... but also..., when..., thanks to... At the same time, the teacher reminds students to pay attention to the logical connection of the article, use appropriate transitional words (such as first, besides, finally) to make the article coherent, and pay attention to the correct use of grammar and spelling. Design Intention: Pre-writing guidance helps students clarify the writing framework and ideas, avoid confusion in writing, and ensure that the article has a clear structure. Guiding students to sort out materials can help them enrich the content of the article and avoid empty writing. Reminding students to use learned words and sentence patterns can consolidate their mastery of language points and improve the accuracy and richness of writing language. Reminding students to pay attention to logical connection, grammar and spelling can help them improve the quality of writing. Activity 2: Draft Writing Students start to write the first draft of the essay independently. The teacher walks around the classroom, observes students’ writing status, and provides timely help for students who have difficulties in writing. For example, if a student does not know how to describe the teacher’s characteristics, the teacher can guide him/her to use the words learned in the class; if a student has difficulty in organizing sentences, the teacher can help him/her sort out the sentence structure; if a student makes grammar or spelling mistakes, the teacher can remind him/her to correct them. During the writing process, the teacher encourages students to express their true feelings and experiences, and not to copy the content of the reading passage mechanically. The teacher also reminds students to control the length of the essay, ensure that the content is complete, the language is fluent, and the logic is clear. Design Intention: Independent draft writing can train students’ ability of independent writing and expression, let students apply the learned writing knowledge and language points to practical writing, and improve their writing ability. The teacher’s timely help can ensure that all students can complete the writing task smoothly, and help students solve the difficulties encountered in writing, enhancing their confidence in writing. Encouraging students to express true feelings can make the essay more vivid and touching. Activity 3: Revision and Evaluation First, students revise their own drafts according to the evaluation standards (structure, content, language, grammar, spelling) provided by the teacher. They check whether the structure of the article is clear, whether the content is complete, whether the language is fluent and accurate, whether there are grammar and spelling mistakes, and make appropriate revisions. Then, students exchange their drafts with their deskmates for mutual revision. They read each other’s drafts, put forward revision suggestions according to the evaluation standards, such as adding more details, correcting grammar mistakes, improving logical connection, and then students revise their own drafts again according to the suggestions of their deskmates. After that, the teacher collects some typical drafts (including excellent drafts and drafts with common problems), displays them on the screen, and comments on them. For excellent drafts, the teacher affirms their advantages, such as clear structure, rich content, fluent language, and correct use of words and sentence patterns, and asks students to learn from them. For drafts with common problems, the teacher points out the problems and gives specific revision suggestions, helping students avoid similar mistakes in the future. Finally, students revise their drafts again according to the teacher’s comments and suggestions, and complete the final version of the essay. Design Intention: Self-revision and peer revision can help students improve their ability of self-evaluation and mutual evaluation, let students find their own problems in writing and correct them in time, and improve the quality of writing. Teacher’s comment on typical drafts can help students understand the advantages and disadvantages of writing, learn from excellent works, avoid common mistakes, and further improve their writing ability. The process of multiple revisions can let students deeply understand the writing skills and methods, and enhance their sense of achievement in writing. Step 5: Summary and Extension The teacher summarizes the content of the class: “In today’s class, we read a passage about a favorite teacher, mastered some key words and sentence patterns for describing teachers, practiced oral expression by discussing and presenting the topic of favorite teachers, and completed an essay about our own favorite teachers. We not only improved our reading, speaking and writing abilities, but also felt the care and love from teachers, and learned to be grateful to teachers.” Then, the teacher assigns after-class tasks: 1. Recite the key words and sentence patterns learned in the class; 2. Polish the final version of the essay and hand it in; 3. Interview your favorite teacher after class, ask about his/her work and life, and supplement more details to your essay; 4. Share your essay with your classmates in the next class. Design Intention: The summary of the class helps students sort out the knowledge and skills learned in the class, consolidate the learning results, and realize the emotional sublimation, guiding students to be grateful to teachers. After-class tasks can consolidate the knowledge and skills learned in the class, extend the classroom learning to after-class, and further improve students’ reading, speaking and writing abilities. Interviewing teachers can let students have more real feelings and materials, make their essays more vivid and rich, and promote the connection between classroom learning and real life. 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 $