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

Unit 1 Favourite Teacher-Reading Further 教学目标和重难点 教学目标 This section focuses on cultivating students’ four-dimensional core literacy. Language Ability is developed by guiding students to master key words and complex sentences in the text and improve reading and expression skills. Cultural Awareness is fostered by helping students understand the differences and commonalities of teacher-student relationships in Chinese and Western cultures. Thinking Quality is promoted through analyzing the author’s expression skills and logical clues to develop critical and inductive thinking. Learning Capacity is enhanced by encouraging students to use reading strategies independently and cooperate in groups to form good learning habits. 教学重难点 Key points include mastering core vocabulary such as inspire, motivate, nurture and key sentence structures like “not only...but also...”, understanding the main idea and logical structure of the text, and grasping the author’s emotional attitude towards favorite teachers. Difficult points lie in accurately understanding the deep meaning of abstract words and complex sentences in specific contexts, analyzing the author’s narrative skills and the connection between details and themes, and effectively transferring and applying the learned language knowledge and expression methods in practical communication. 教学过程 Step 1: Pre-reading - Lead-in and Preview (Design Intent: Activate students’ prior knowledge, arouse learning interest, and lay a foundation for text reading. By connecting students’ real-life experiences with the text theme, reduce reading obstacles and stimulate their enthusiasm for exploring the text.) First, the teacher starts with a free discussion activity. The teacher asks the whole class: “Who is your favorite teacher? What qualities make him or her your favorite?” Students are encouraged to share their own stories freely in pairs. During the sharing process, the teacher walks around the classroom to listen to students’ conversations, guides them to use simple English to express their ideas, and properly prompts them with words such as kind, patient, knowledgeable, and inspiring. After the pair discussion, invite 2-3 groups to share their opinions with the whole class, and the teacher gives positive comments and supplements, such as “Your description is very vivid. It’s great that you can use these adjectives to describe your favorite teacher.” Next, the teacher presents some pictures related to the text on the screen, including scenes of teachers helping students, guiding students to explore knowledge, and communicating with students. Then the teacher introduces: “Today we will read a passage about favorite teachers. It will tell us how a teacher influences the author’s growth. Before reading, let’s learn some key words and phrases that will help us understand the text better.” The teacher presents core vocabulary such as inspire, motivate, nurture, potential, transform, as well as phrases like nurture curiosity, tap potential, have a profound impact on. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of teacher-student interaction to give example sentences, and invites students to repeat and make simple sentences by themselves, ensuring that students have a preliminary understanding of these words and can recognize them in the text. Finally, the teacher puts forward a guiding question: “What do you think the author will write about his favorite teacher?” Let students guess and predict the content of the text, which helps students establish a connection between their own experience and the text, and lays a good foundation for the next reading activity. Step 2: While-reading - In-depth Exploration and Comprehension (Design Intent: Guide students to use different reading strategies to understand the text layer by layer, from the overall grasp to the detailed analysis, so as to improve their reading ability. At the same time, combine the text content to infiltrate the cultivation of thinking quality, and guide students to analyze the logical structure and expression skills of the text.) First, fast reading. The teacher asks students to read the text quickly and complete two tasks: 1. Find out the main idea of the text; 2. Identify the teacher’s qualities described by the author. After reading, students are asked to answer the questions independently first, then discuss and exchange with their group members, and finally the teacher summarizes and sorts out. The teacher emphasizes that fast reading focuses on grasping the key information, not every word and sentence, and guides students to find topic sentences and key words to improve reading efficiency. Through this link, students can quickly grasp the core content of the text: the author introduces his favorite teacher, Ms. Li, and describes how she inspired him, nurtured his curiosity, and helped him overcome difficulties, which had a profound impact on his growth. The teacher’s qualities include patient, enthusiastic, knowledgeable, and good at inspiring students. Second, careful reading. The teacher divides the text into three parts and guides students to read carefully and complete the corresponding tasks, so as to understand the text in detail. The first part is the opening paragraph. The teacher asks students to read it carefully and think: “How does the author start the text? What is the purpose of starting in this way?” After students think and discuss, the teacher explains that the author starts with his own memory of Ms. Li, which can arouse the reader’s resonance and lay an emotional foundation for the following content. At the same time, the teacher asks students to find the topic sentence of this paragraph and analyze its role in the text. The second part is the main body of the text, which describes the specific things that Ms. Li helped the author. The teacher guides students to read this part carefully and complete a table: “What difficulties did the author encounter? How did Ms. Li help him? What changes did the author have after that?” Students complete the table independently first, then check and correct with their group members. The teacher invites a group to present their answers on the blackboard, and then comments and supplements, emphasizing the connection between the details and the theme. For example, when the author was poor in English, Ms. Li spent extra time helping him make a study plan and practice speaking, which made the author’s English improve greatly. This detail fully reflects Ms. Li’s patience and sense of responsibility. At the same time, the teacher guides students to find the complex sentences in this part, such as “Not only did she help me make a detailed study plan, but she also spent her spare time practicing spoken English with me every day.” The teacher explains the structure and usage of the sentence, and asks students to imitate and make sentences, so as to master the key sentence structure. The third part is the closing paragraph. The teacher asks students to read it carefully and think: “What is the author’s emotional attitude towards Ms. Li? What enlightenment does the author get from Ms. Li?” Students express their opinions freely, and the teacher summarizes that the author is grateful to Ms. Li, and realizes that a good teacher can not only teach knowledge, but also influence a person’s growth and life. The teacher guides students to understand the deep meaning of the last sentence of the text, so as to deepen their understanding of the theme of the text. In the process of careful reading, the teacher also guides students to pay attention to the author’s expression skills, such as the use of descriptive language and emotional words, and asks students to find the words and sentences that can reflect the author’s emotions in the text, and analyze how the author expresses his feelings through these words and sentences, so as to cultivate students’ ability of literary appreciation and thinking quality. Step 3: While-reading - Language Focus Analysis (Design Intent: Combine the text content to sort out the key language points, help students master the usage of core vocabulary and sentence structures, and lay a foundation for language output. At the same time, guide students to use language knowledge flexibly in the context, improve their language application ability.) First, vocabulary analysis. The teacher focuses on explaining the core vocabulary in the text, such as inspire, motivate, nurture, potential, transform. For each word, the teacher explains its part of speech, meaning, and usage, combines it with the context of the text to analyze its specific meaning, and gives example sentences in different contexts. For example, for the word “nurture”, the teacher points out that it means “to care for and help grow”, and in the text “She nurtured my curiosity and encouraged me to explore new knowledge”, it means that Ms. Li carefully cultivated the author’s curiosity. The teacher also guides students to distinguish the differences between similar words, such as inspire and motivate, and explains their usage scenarios respectively, so that students can use them correctly. Second, sentence structure analysis. The teacher focuses on explaining the key sentence structures in the text, such as “not only...but also...”, “It was...that...”, and attributive clauses. For the structure “not only...but also...”, the teacher explains its usage of emphasizing the latter part, and the inversion of the first clause when it is placed at the beginning of the sentence. The teacher gives example sentences in the text and extra example sentences, and asks students to imitate and make sentences. For attributive clauses, the teacher finds the attributive clauses in the text, such as “Ms. Li is a teacher who is always patient and enthusiastic”, and guides students to analyze the antecedent, relative pronoun and the function of the clause in the sentence, so that students can master the basic structure and usage of attributive clauses. In this link, the teacher adopts the method of combining explanation and practice, and arranges some small exercises for students to complete, such as filling in the blanks with the correct form of the given words, rewriting sentences with the required sentence structures, etc. Through practice, students can consolidate the learned language knowledge and improve their ability to use language flexibly. Step 4: Post-reading - Consolidation, Application and Expansion (Design Intent: Help students consolidate the learned content, transfer and apply the knowledge and skills they have mastered, and expand their thinking. Through various activities, improve students’ language expression ability, cooperative learning ability and innovative thinking ability, and further enhance their understanding of the theme of the text.) Activity 1: Group Discussion. The teacher puts forward the discussion topic: “What qualities should a good teacher have? Combine the text and your own experience to discuss.” Students are divided into groups of 4-5 to discuss. During the discussion, the teacher walks around the classroom to guide students to express their ideas in English, use the key words and sentence structures they have learned, and encourage students to put forward different opinions. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher gives positive comments and supplements, and guides students to summarize the qualities of a good teacher, such as patience, enthusiasm, knowledge, sense of responsibility, and the ability to inspire students. This activity not only helps students consolidate the learned language knowledge, but also cultivates their cooperative learning ability and expression ability. Activity 2: Role-play. The teacher asks students to play the roles of the author and Ms. Li, and reenact the key scenes in the text, such as Ms. Li helping the author make a study plan, practicing spoken English with the author, and encouraging the author when he encounters difficulties. Students are required to use the language knowledge and emotional expression in the text, and can appropriately add their own understanding and dialogue. Before the role-play, students prepare in groups for a while. Then invite 2-3 groups to perform in front of the whole class. After the performance, the teacher and other students comment on their performance, focusing on the accuracy of language expression and the authenticity of emotional expression. This activity can make students better understand the emotional connection between the author and Ms. Li, and improve their oral expression ability and performance ability. Activity 3: Writing Practice. The teacher assigns a writing task: “Write a short passage about your favorite teacher, describing his or her qualities and the things that moved you, using the key words and sentence structures we have learned today.” Before writing, the teacher guides students to sort out their ideas, such as determining the structure of the passage (opening: introducing the teacher; main body: describing the teacher’s qualities and specific things; closing: expressing gratitude and enlightenment), and reminding students to use the learned vocabulary and sentence structures. Students write independently, and the teacher walks around to provide guidance for students who have difficulties, such as helping them sort out their ideas and correct language mistakes. After writing, students exchange their works in pairs, put forward revision suggestions for each other, and then the teacher selects several representative works to comment on, affirming the advantages and pointing out the areas that need improvement. This activity helps students transfer and apply the learned language knowledge, and improve their writing ability. Activity 4: Cultural Expansion. The teacher introduces the differences between Chinese and Western teacher-student relationships to students in English, such as the emphasis on respect and authority in Chinese teacher-student relationships, and the emphasis on equality and communication in Western teacher-student relationships. The teacher shows some pictures and short videos to help students understand these differences, and then asks students to discuss: “What are the advantages of Chinese and Western teacher-student relationships? How can we learn from each other?” Through this activity, students can broaden their horizons, enhance their cultural awareness, and cultivate their cross-cultural communication ability. Step 5: Summary and Reflection (Design Intent: Help students sort out the key content of the lesson, consolidate the learned knowledge and skills, and guide students to reflect on their own learning process, find out their advantages and disadvantages, and improve their learning ability.) First, the teacher invites students to summarize the key content of this lesson, including the main idea of the text, core vocabulary, key sentence structures, and the qualities of a good teacher. The teacher supplements and sorts out on the basis of students’ summary, so that students can form a systematic understanding of the content of this lesson. Then, the teacher guides students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How did you solve them? What aspects do you need to improve in the future?” Students think independently and share their reflections with the whole class. The teacher listens carefully to students’ reflections, gives positive guidance and encouragement, and helps students establish a correct learning attitude and improve their learning strategies. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and key sentences of this lesson; 2. Revise the writing task completed in class and hand it in; 3. Talk with your classmates in English about your favorite teacher after class; 4. Preview the next part of the unit. The after-class tasks are designed to consolidate the learned content, extend the learning context, and lay a foundation for the next lesson. 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 $