Unit 2 Helpful Schoolmates Exploring and Using 讲义-2025-2026学年高中英语重大版必修第二册

Unit 2 Helpful Schoolmates-Exploring and Using 教学目标和重难点 教学目标 The four-dimensional core literacy of this module focuses on integrating language ability, thinking quality, cultural awareness and learning ability. Language ability is cultivated by guiding students to master words and sentences related to helping classmates and use them flexibly in communication. Thinking quality is developed through analyzing help scenarios and solving practical problems to foster logical and critical thinking. Cultural awareness is enhanced by letting students understand the universal value of mutual help and respect differences in helping behaviors across cultures. Learning ability is improved by encouraging autonomous exploration, cooperative learning and summing up effective learning strategies to lay a foundation for lifelong learning. 教学重难点 The key points include mastering core vocabulary such as responsible, helpful, patient and phrases like lend a hand, in need, as well as sentence patterns for describing classmates’ characteristics and helping behaviors, such as “He/She is always willing to help others when they are in trouble”. The difficult points are correctly using the present continuous tense to describe ongoing helping actions and conditional clauses to express help offers, such as “If you need help, just ask me”. Besides, it is also difficult for students to communicate fluently in role-plays, express their views naturally and listen to others’ opinions patiently in group activities. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a group of pictures about students helping each other on campus, such as helping classmates carry books, explaining difficult problems and supporting classmates who are in low spirits. Then the teacher asks open-ended questions: “Have you ever helped your classmates? What did you do? How did you feel after helping others?” The teacher invites several students to share their own experiences in simple English. After the sharing, the teacher summarizes and leads to the theme of this module: “Today, we will explore how to describe helpful schoolmates and communicate about helping behaviors in English, which will help us better get along with our classmates and pass on kindness.” Design Intention: The campus help scenarios in the pictures are close to students’ daily life, which can quickly arouse their emotional resonance and activate their prior knowledge about helping others. Asking students to share their own experiences not only reduces their anxiety in speaking English but also creates a positive and interactive classroom atmosphere. It lays a solid emotional and cognitive foundation for the subsequent learning of vocabulary, sentence patterns and communication skills. 2. Vocabulary and Sentence Pattern Learning: Lay a Solid Language Foundation First, the teacher presents the core vocabulary of this module through PPT, including adjectives to describe classmates’ characteristics (helpful, responsible, patient, kind, careful) and phrases related to helping behaviors (lend a hand, in need, help out, offer help, turn to... for help). For each word and phrase, the teacher provides simple and easy-to-understand definitions and example sentences closely related to campus life. For example, for “helpful”, the teacher says: “A helpful schoolmate is someone who is willing to help others. For example, Li Ming is helpful — he often helps his deskmate with English homework.” For “lend a hand”, the example sentence is: “When my classmate couldn’t carry his schoolbag, I lent him a hand.” Then, the teacher introduces the key sentence patterns. The first type is sentence patterns for describing classmates’ helpful characteristics: “He/She is + adjective +. He/She always/often + helps others by doing sth.” The teacher gives examples and invites students to make sentences with the new vocabulary. The second type is sentence patterns for offering help: “Can I help you? / Do you need any help? / If you need help, just ask me. / I’m willing to help you with sth.” The teacher demonstrates the pronunciation and intonation of these sentences and guides students to read them aloud in pairs to master the correct expression. The third type is sentence patterns for expressing gratitude: “Thank you so much for your help. / I really appreciate your help. / Your help means a lot to me.” After explaining the vocabulary and sentence patterns, the teacher organizes a quick matching activity. The teacher shows the vocabulary on one side of the PPT and the corresponding definitions or example sentences on the other side, and asks students to match them quickly in groups. The group that finishes the matching correctly and quickly wins a small reward. Then, the teacher asks students to complete a fill-in-the-blank exercise, which uses the new vocabulary and sentence patterns to describe a helpful classmate. After students finish, the teacher checks the answers and corrects the wrong usages in time, especially the spelling of words and the correct use of tenses. Design Intention: Vocabulary and sentence patterns are the basis of language communication. By combining definitions, example sentences and campus scenarios, students can better understand and remember the new knowledge. The matching activity and fill-in-the-blank exercise can help students consolidate the learned vocabulary and sentence patterns in a relaxed and interesting way, and find out their own weak points in time. The group competition can stimulate students’ learning enthusiasm and enhance their sense of cooperation. Text Exploration: Integrate Language Learning and Theme Understanding The teacher presents the short text of the Exploring and Using module, which tells a story about a helpful classmate named Zhang Wei. The text describes how Zhang Wei helps his classmate Wang Hong who is poor in math, including explaining difficult problems after class, sharing study notes and encouraging her to keep going. The teacher first asks students to read the text silently and answer two simple questions: “Who is the helpful schoolmate in the text? What does he do to help his classmate?” This helps students get the main idea of the text quickly. Then, the teacher guides students to read the text aloud paragraph by paragraph. During the reading, the teacher points out the key words and sentences in the text, such as “Zhang Wei is a responsible and helpful classmate”, “He spends 30 minutes every day helping Wang Hong with math”, “With Zhang Wei’s help, Wang Hong’s math grade has improved a lot” and “Wang Hong is very grateful to Zhang Wei”. The teacher asks students to analyze the structure of the text: the beginning introduces the helpful classmate, the middle describes his helping behaviors, and the end shows the result of the help and the gratitude from the helped classmate. After that, the teacher organizes a group discussion: “What characteristics does Zhang Wei have? What can we learn from him? If you were Zhang Wei, how would you help Wang Hong?” Each group discusses for a few minutes, and then sends a representative to share their views. The teacher comments on students’ answers, affirms their correct views and supplements relevant content, guiding students to realize that helping others is a kind of virtue and can bring happiness to both the helper and the helped. Finally, the teacher asks students to retell the text in their own words, using the vocabulary and sentence patterns they have learned. The teacher invites several students to retell the text in front of the class and gives positive comments and guidance, helping them improve their oral expression ability and logical thinking ability. Design Intention: The text is a concrete carrier of the unit theme, which connects vocabulary, sentence patterns and practical scenarios. Silent reading and intensive reading help students improve their reading ability and understand the theme of mutual help deeply. Group discussion encourages students to think actively and express their views, which cultivates their critical thinking and cooperative learning ability. Retelling the text helps students consolidate the learned knowledge and improve their oral expression ability, realizing the integration of input and output. Practical Application: Strengthen Language Use Ability This part includes two activities: role-play and group task, aiming to let students apply the learned vocabulary and sentence patterns to practical communication. Activity 1: Role-play. The teacher divides students into groups of three. Each group gets a scenario card, which includes different campus help scenarios, such as “A classmate forgets to bring his textbook and needs help”, “A classmate fails the exam and feels sad, needing comfort and help”, “A classmate can’t understand the new lesson and needs others to explain” and “A classmate is ill and can’t go to school, needing help with the missed lessons”. Each group assigns roles: the helper, the person in need and the observer. The helper and the person in need make a dialogue according to the scenario, using the sentence patterns for offering help, describing characteristics and expressing gratitude. The observer records the good expressions and the points that need improvement in the dialogue. After the role-play, each group performs their dialogue in front of the class. The teacher comments on their performances, affirms their advantages in language use and communication skills, and puts forward suggestions for improvement, such as the correct use of intonation and the fluency of the dialogue. Activity 2: Group Task — Design a “Schoolmate Helper Program”. The teacher asks each group to design a simple “Schoolmate Helper Program” for their class, which includes the purpose of the program, the way of helping, the types of help provided and the precautions. Each group discusses and completes the program design, and then writes a short introduction to the program in English, using the vocabulary and sentence patterns they have learned. The introduction should be clear and logical, and can clearly express the content of the program. After completing the design, each group sends a representative to introduce their program to the class. The teacher and other students can ask questions about the program, and the representative answers them in English. Finally, the teacher summarizes the advantages of each program and encourages students to put the program into practice in daily life. Design Intention: Role-play allows students to be in real communication scenarios, which helps them use the learned language knowledge flexibly and improve their oral communication ability. The “Schoolmate Helper Program” design not only strengthens students’ language use ability but also deepens their understanding of the theme of mutual help, cultivating their sense of responsibility and teamwork spirit. The interaction between groups and the teacher-student interaction can further stimulate students’ learning enthusiasm and improve their comprehensive language application ability. Summary and Reflection: Consolidate Learning and Promote Growth First, the teacher leads students to summarize the key content of this lesson: the core vocabulary and sentence patterns related to helpful schoolmates, the structure and theme of the text, and the skills of communicating about helping behaviors. The teacher emphasizes that mutual help is an important part of campus life, and we should learn to help others and express gratitude to those who help us. Then, the teacher asks students to reflect on their own learning: “What have you learned in this lesson? What do you do well in? What do you need to improve? How will you help your classmates in the future?” Students can think independently first, then share their reflections with their deskmates. The teacher invites a few students to share their reflections with the whole class, and gives positive guidance and encouragement, helping students establish a correct learning attitude and emotional values. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and sentence patterns of this module and make 5 sentences with them. 2. Write a short passage (80-100 words) about a helpful classmate around you, describing his/her characteristics and helping behaviors. 3. Practice the role-play with your deskmates and try to improve your dialogue fluency. 4. Put the “Schoolmate Helper Program” designed in class into practice and record your experience of helping others. Design Intention: Summary helps students sort out the learned knowledge and form a systematic cognitive structure. Reflection allows students to understand their own learning situation and find out the direction of improvement, which is conducive to improving their learning ability. The after-class tasks are closely related to the classroom content, which can help students consolidate the learned knowledge, apply it to practical life and achieve the goal of integrating language learning and moral education. Supplementary Guidance: Help Students Overcome Difficulties During the teaching process, the teacher pays attention to the learning situation of each student, especially those who have difficulties in language expression and grammar use. For students who are not proficient in using the present continuous tense and conditional clauses, the teacher gives individual guidance, provides more simple examples and lets them practice repeatedly. For students who are shy to speak English in public, the teacher encourages them to start with small-group communication, gives them more opportunities to express themselves and affirms their progress in time. In addition, the teacher provides some learning resources for students after class, such as short videos about campus mutual help, English articles about helpful people and audio materials of role-play dialogues. Students can use these resources to practice listening and speaking after class, expand their knowledge and improve their language ability. Design Intention: Individual guidance can meet the different learning needs of students and help them overcome their own learning difficulties, ensuring that every student can gain something in the lesson. Supplementary learning resources can enrich students’ learning content, extend the classroom learning to after-class, and help students form a good learning habit of autonomous learning. 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 $