Unit 2 Helpful Schoolmates-Reading Actively 教案-2025-2026学年高中英语重大版必修第二册

Unit 2 Helpful Schoolmates-Reading Actively 教学目标和重难点 教学目标 This reading lesson focuses on the theme of helpful schoolmates, aiming to comprehensively develop students’ four-dimensional core literacy in English. For language competence, students will master core words and sentence patterns related to helping others and improve their abilities in reading comprehension, information extraction and language expression. In terms of cultural awareness, it guides students to understand the universal value of mutual help, respect the diversity of helping behaviors in different cultures and establish a positive interpersonal concept. For thinking quality, it cultivates students’ logical thinking through sorting out the context and plot of the article, and develops their critical thinking by discussing the significance of helping others. As for learning ability, it enables students to master effective reading strategies such as skimming and scanning, and improve their abilities of independent learning and cooperative inquiry through group activities. 教学重难点 The key points of this lesson are: mastering core vocabulary (such as assist, volunteer, cooperate, considerate, grateful) and sentence patterns (such as offer to do sth., help sb. with sth., It is kind of sb. to do sth.) in the reading text; understanding the main idea of the article, sorting out the clues of the story and grasping the characteristics of the helpful schoolmates described in the text. The difficult points are: accurately understanding the implied meaning of the text and the emotional connotation of the characters’ words and deeds; flexibly using the learned vocabulary and sentence patterns to express their own views on helping others; combining their own experiences to deeply explore the significance of helping behaviors among schoolmates and forming a correct view of interpersonal communication. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by creating a real and familiar situation for students. First, the teacher asks open questions in English: “Have you ever met any difficulties at school? Who helped you out? How did he or she help you?” Then, invite 2-3 students to share their own experiences briefly in English. After that, the teacher shows some pictures of schoolmates helping each other (such as helping classmates with their studies, helping others pick up fallen books, and volunteering to clean the classroom) and matches them with simple English descriptions. Finally, the teacher leads to the theme of the lesson: “Today, we will read a passage about helpful schoolmates and learn about their touching stories.” Design Intention: This link is designed to activate students’ prior life experience and emotional resonance. By asking about their own experiences of being helped or helping others, students can quickly enter the theme of “helpful schoolmates” and reduce their psychological distance from the reading text. The pictures can intuitively show the forms of mutual help among schoolmates, help students understand the theme more vividly, and lay a good foundation for the subsequent reading link. At the same time, it can exercise students’ oral expression ability and mobilize their enthusiasm for participating in class activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the reading text on the blackboard or multimedia courseware, including assist, volunteer, cooperate, considerate, grateful, in trouble, offer a hand, take care of, work together, etc. For each word and phrase, the teacher explains its meaning briefly, gives simple example sentences related to the theme of “helping others”, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “considerate”, the teacher gives the example sentence: “A considerate schoolmate will always notice when others are in trouble and offer help.” Then, the teacher briefly introduces the background of the reading text: “The passage we are going to read tells the story of several students in a high school. They help each other in study and life, solve many difficulties together and establish a deep friendship. Through this passage, we can learn how to be a helpful schoolmate and how to get along well with our classmates.” Finally, the teacher puts forward a guiding question to arouse students’ reading interest: “What kinds of help do the schoolmates in the passage offer to each other? Let’s find out in the reading.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency and efficiency. The example sentences closely related to the theme can help students understand the usage of words in specific contexts and lay a foundation for their subsequent language application. The brief background introduction can help students grasp the general context of the article in advance, and the guiding question can guide students to read with goals, improving their reading pertinence. Step 3: While-reading (Layered Reading and Information Extraction) This link is divided into three layers: skimming, scanning and careful reading, guiding students to read step by step and deeply understand the text. First, skimming: The teacher asks students to read the whole passage quickly, and then answer two questions: 1. What is the main idea of the passage? 2. How many helpful schoolmates are mentioned in the passage? After students finish reading, invite several students to share their answers, and the teacher makes appropriate comments and supplements to help students grasp the main idea of the article accurately. The teacher summarizes: “This passage mainly tells the stories of three helpful schoolmates in a high school, who help their classmates in different ways and bring warmth to the class.” Design Intention: Skimming is an important fast reading strategy. Through skimming, students can quickly grasp the main idea of the article, form an overall understanding of the text, and lay a foundation for the subsequent detailed reading. The two simple questions can guide students to focus on the key information during skimming, avoid aimless reading, and improve the efficiency of information extraction. Second, scanning: The teacher asks students to read the passage again, and complete a table about the information of the helpful schoolmates. The table includes three columns: Name, Helpful Behaviors and Characteristics. The teacher gives a proper prompt: “Pay attention to the key words and sentences in the passage, such as the names of the students, the things they do to help others, and the adjectives used to describe them.” After students finish filling in the table, organize students to exchange and check in groups, and then invite a representative of each group to present the group’s answers. The teacher corrects the mistakes and supplements the missing information, helping students sort out the key details of the article clearly. Design Intention: Scanning is a strategy to find specific information quickly. By filling in the table, students can systematically sort out the key information in the text, clarify the logical relationship between each part of the article, and deepen their understanding of the characters’ images. Group exchange and check can not only help students find their own mistakes, but also exercise their cooperative learning ability and communication ability. Third, careful reading: The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing the key sentences, the emotional connotation of the text and the author’s writing purpose. For example, when reading the paragraph about Li Ming helping his deskmate with his math study, the teacher asks: “What did Li Ming do to help his deskmate? What can we learn from his words and deeds?” Guide students to analyze the details, such as Li Ming spending his spare time explaining knowledge points, patient answering questions, etc., and summarize Li Ming’s characteristics of being patient and helpful. Then, the teacher asks similar questions for other paragraphs, guiding students to deeply understand the touching points of each story. At the same time, the teacher guides students to pay attention to the sentence patterns and expressions in the text, such as “When his deskmate was in trouble, he offered to help him with his math”, “She is always ready to help others, which makes everyone in the class like her very much”. The teacher explains the usage of these sentence patterns briefly, and guides students to read aloud to feel the emotional color of the sentences. Design Intention: Careful reading is the key link to deeply understand the text. By analyzing paragraphs one by one, students can grasp the details of the text, understand the emotional connotation of the characters and the author’s intention of writing, and improve their ability of text analysis and understanding. Focusing on the sentence patterns and expressions in the text can help students consolidate the learned language knowledge and lay a foundation for their subsequent language output. Step 4: Post-reading (Consolidation, Expansion and Application) This link is divided into three parts: language consolidation, theme discussion and practical application, to help students consolidate what they have learned, expand their thinking and realize the migration and application of knowledge. First, language consolidation: The teacher designs two exercises to help students consolidate the core vocabulary and sentence patterns learned in the lesson. Exercise 1: Fill in the blanks with the correct form of the given words (assist, volunteer, grateful, considerate). Exercise 2: Rewrite the sentences according to the requirements (using the sentence patterns learned in the text). For example, rewrite “He helped me with my English. I was very thankful.” into “I was very grateful that he helped me with my English.” After students finish the exercises, the teacher checks the answers, explains the key and difficult points, and guides students to correct their mistakes. Then, organize students to make sentences with the core vocabulary and sentence patterns by themselves, and invite several students to share their sentences in class. Design Intention: Language consolidation is an important link to master knowledge. Through filling in the blanks and sentence rewriting exercises, students can consolidate the usage of core vocabulary and sentence patterns, and through making sentences by themselves, they can realize the flexible application of knowledge, improving their language expression ability. Second, theme discussion: The teacher puts forward two in-depth discussion questions, organizing students to discuss in groups of 4-5: 1. What is the significance of helping others among schoolmates? 2. As a high school student, what can we do to be a helpful schoolmate in our daily study and life? During the discussion, the teacher walks around the classroom, guides students to express their views freely, helps students who have difficulties in expression, and reminds students to use the vocabulary and sentence patterns learned in the lesson. After the discussion, invite 2-3 representatives from each group to share the group’s views, and the teacher makes comments and summaries, guiding students to establish a positive view of mutual help and interpersonal communication. Design Intention: Theme discussion can help students deeply explore the theme of the text, combine their own life experiences to think about the significance of helping others, and develop their critical thinking and language expression ability. Group discussion can fully mobilize students’ enthusiasm for participation, let each student have the opportunity to express their views, and exercise their cooperative learning ability and communication ability. The teacher’s guidance and summary can help students clarify their understanding and establish correct values. Third, practical application: The teacher assigns a small task to students: Write a short passage (about 80-100 words) about a helpful schoolmate around you, describing his or her helpful behaviors and your feelings. The teacher gives proper guidance: “You can use the vocabulary and sentence patterns learned in today’s lesson, focus on describing one or two specific helpful behaviors, and express your true feelings.” Students complete the task independently in class, and after finishing, exchange their passages with their deskmates and put forward revision suggestions. Then, invite several students to read their passages in class, and the teacher makes comments and guidance, affirming the advantages and putting forward suggestions for improvement. Design Intention: Practical application is the ultimate goal of language learning. By writing a short passage, students can integrate the vocabulary, sentence patterns and theme connotation learned in the lesson, realize the migration and application of knowledge, and improve their writing ability. Deskmate exchange and teacher’s comments can help students find their own shortcomings, improve their writing level, and at the same time, let students feel the charm of language application. Step 5: Summary and Homework First, summary: The teacher guides students to summarize the content of the lesson together. The teacher asks: “What did we learn today? What key vocabulary and sentence patterns did we master? What did we know about helpful schoolmates?” Students answer one by one, and the teacher makes a final summary: “Today, we read a passage about helpful schoolmates, mastered the core vocabulary and sentence patterns related to helping others, understood the touching stories of the schoolmates in the passage, and discussed the significance of helping others. We should learn from these helpful schoolmates, be ready to help others in our daily study and life, and build a harmonious class atmosphere.” Design Intention: Summarizing the lesson together can help students sort out the knowledge system of the lesson, consolidate what they have learned, and form a complete understanding of the lesson. At the same time, it can exercise students’ ability of induction and summary. Second, homework: 1. Review the core vocabulary and sentence patterns learned in the lesson, and make 5 sentences with different vocabulary and sentence patterns. 2. Revise the short passage written in class according to the suggestions of the deskmate and the teacher, and hand it in the next class. 3. Observe the helpful behaviors of the schoolmates around you in daily life, and record one touching moment (in English, 3-5 sentences). 4. Read the reading text again and retell the main content of the passage in your own words. Design Intention: The design of homework is closely combined with the content of the lesson, which can help students consolidate the knowledge learned in class and realize the extension of learning from class to after class. Reviewing vocabulary and making sentences can consolidate language knowledge; revising the short passage can improve writing ability; observing and recording the helpful behaviors around can help students connect the text with real life, deepen their understanding of the theme; retelling the passage can improve students’ ability of language organization and expression. Step 6: Teaching Evaluation Teaching evaluation runs through the whole teaching process. In the lead-in link, the teacher evaluates students’ oral expression ability and participation enthusiasm through their sharing of experiences. In the pre-reading link, the teacher evaluates students’ mastery of core vocabulary through their reading and understanding of example sentences. In the while-reading link, the teacher evaluates students’ reading strategies and information extraction ability through their answers to questions and the completion of the table. In the post-reading link, the teacher evaluates students’ language application ability and thinking quality through their performance in exercises, group discussions and short passage writing. After class, the teacher evaluates students’ mastery of knowledge and learning attitude through their homework completion. Design Intention: The whole-process teaching evaluation can help the teacher timely grasp students’ learning situation, find out their problems and shortcomings, and adjust the teaching strategy in time. At the same time, it can help students understand their own learning effect, enhance their learning confidence, and promote their all-round development of 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 $