Unit 2 Helpful Schoolmates-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

Unit 2 Helpful Schoolmates-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy based on the theme of "Helpful Schoolmates". Language competence is developed by guiding students to master vocabulary and sentence patterns related to helping others and school life, and to improve their ability to listen for main ideas, details and implied meanings. Cultural awareness is fostered by letting students understand the universal value of helping others in different cultures and respect the diversity of interpersonal communication. Thinking quality is promoted through guiding students to analyze the context, infer the speakers’ attitudes and make reasonable judgments. Learning ability is enhanced by teaching listening strategies such as prediction and key information extraction, helping students form good listening habits and independent learning awareness, so as to lay a solid foundation for their lifelong English learning. 教学重难点 Key points of this lesson include: mastering core vocabulary and sentence patterns about helping others, such as "responsible", "patient", "offer help", "turn to sb. for help" and conditional clauses like "If you need help, just ask me"; being able to listen and grasp the main idea and key details of the listening materials about schoolmates helping each other; initially being able to use simple English to express help and gratitude. Difficult points lie in: understanding the implied meaning in the listening materials and inferring the speakers’ true attitudes and needs according to intonation and context; flexibly applying the learned vocabulary and sentence patterns to carry out simple oral communication about helping others; overcoming the habit of word-for-word translation and realizing "meaning first" in listening comprehension. 教学过程 Pre-Listening: Activation and Preview The teacher starts the class with a warm-up activity. First, show some pictures of schoolmates helping each other on the screen, such as helping classmates pick up books, tutoring classmates with difficult lessons, and helping injured classmates go to the infirmary. Then ask students to look at the pictures and discuss in pairs: "What are the students doing in the pictures? Have you ever helped your schoolmates or been helped by them? How did you feel at that time?" After 5 minutes of discussion, invite 2-3 groups to share their experiences and feelings. Then, the teacher presents the core vocabulary and sentence patterns of this lesson, including "helpful", "kind-hearted", "volunteer", "assist", "solve the problem", "be willing to help others", "I really appreciate your help", "Could you please help me with...?" and conditional clauses. The teacher explains the pronunciation and usage of the vocabulary and sentence patterns, and asks students to read after the teacher and practice in pairs to ensure that students have a preliminary grasp of these language points. Design Intent: The warm-up activity based on pictures is closely related to the theme of "Helpful Schoolmates", which can quickly arouse students’ interest and activate their existing life experience and background knowledge. Discussing their own experiences allows students to feel the warmth of helping others, lays an emotional foundation for the listening activity, and also creates a relaxed and active classroom atmosphere. Previewing core vocabulary and sentence patterns in advance can reduce students’ cognitive load during listening, help them better understand the listening materials, and lay a solid language foundation for the smooth development of listening and communicating activities. Next, the teacher guides students to predict the listening content. The teacher writes the title of the listening materials "Helpful Schoolmates" on the blackboard and asks: "According to the title, what do you think the listening materials will talk about? Who are the speakers? What kind of help will they provide or receive?" Guide students to make reasonable predictions, such as "Maybe it’s a dialogue between two schoolmates, one needs help and the other offers help", "They may talk about helping with study or solving some difficulties in school life". Then, the teacher briefly introduces the background of the listening materials: the listening materials include two short dialogues, which are about schoolmates helping each other in study and daily life, and asks students to pay attention to the speakers’ tone and the key information during listening. Design Intent: Predicting the listening content before listening is an important listening strategy. It can help students establish a clear listening goal, focus their attention on the key points, and improve their listening efficiency. By guiding students to predict based on the title, students can gradually master the prediction strategy, cultivate their ability of logical reasoning, and lay a foundation for their independent listening in the future. Briefly introducing the background of the listening materials helps students quickly enter the listening context and understand the content of the materials more accurately. While-Listening: Comprehension and Analysis The first listening: play the audio of the two dialogues completely. After listening, ask students to answer two simple questions: "What is the main topic of the two dialogues?" and "How many speakers are there in each dialogue?" Then invite students to answer, and the teacher corrects and summarizes: the main topic of the two dialogues is schoolmates helping each other, and each dialogue has two speakers. Then, ask students to talk in pairs about their initial understanding of the listening materials and share the information they heard. Design Intent: The first listening focuses on the overall perception, allowing students to grasp the main idea of the listening materials and form a general understanding. The simple questions designed can help students check their overall listening effect, reduce their anxiety about listening, and enhance their confidence. Discussing in pairs after listening can promote students’ communication and mutual learning, and help students sort out the information they heard, laying a foundation for the detailed listening later. The second listening: play the audio of the first dialogue separately. Before playing, the teacher presents the detailed listening tasks: 1. What is the problem of the girl in the dialogue? 2. What help does the boy offer to the girl? 3. What does the girl say to express her gratitude? After playing the audio twice, ask students to complete the tasks independently, then check the answers with the whole class. For the wrong answers, the teacher plays the corresponding part of the audio again, guides students to listen carefully and correct the mistakes. Then, the teacher leads students to analyze the key sentences in the first dialogue, such as "I’m worried about my math exam. I can’t understand some difficult problems.", "Don’t worry. I can help you review math every afternoon after school.", "Thank you so much. I really appreciate your help." and explains the usage of the sentence patterns and the emotional connotation of the language. Design Intent: The second listening focuses on detailed understanding, guiding students to extract specific information from the listening materials, which is the key to improving students’ listening ability. The detailed tasks designed are closely related to the theme and key points, helping students master the core content of the listening materials. Playing the audio twice ensures that most students can complete the tasks, and replaying the wrong parts helps students find their own listening problems and improve their ability to capture key information. Analyzing the key sentences helps students deepen their understanding of the language points and lay a foundation for their subsequent oral communication. The third listening: play the audio of the second dialogue separately. Similarly, the teacher presents the detailed listening tasks before playing: 1. Why does the boy need help? 2. How does the girl help the boy? 3. What is the boy’s attitude towards the girl’s help? After playing the audio twice, students complete the tasks independently, then exchange answers in groups of four, and the group leader summarizes the group’s answers. Then, the teacher invites each group to share their answers, comments on the advantages and disadvantages of each group’s answers, and emphasizes the key information and difficult points in the dialogue. For example, the boy needs help because he lost his schoolbag and can’t find his homework, and the girl helps him look for the schoolbag and offers to lend him her notebook to copy the homework. The boy’s attitude is grateful and moved. The teacher also guides students to pay attention to the intonation of the speakers, such as the anxious tone of the boy when he talks about losing his schoolbag and the kind tone of the girl when she offers help. Design Intent: The third listening continues to strengthen the training of detailed understanding, and at the same time guides students to pay attention to the speakers’ intonation and attitude, which helps students understand the implied meaning of the dialogue and improve their ability to infer. Completing the tasks in groups can promote students’ cooperative learning, let students learn from each other, and improve their ability to communicate and cooperate. The teacher’s comments and emphasis help students consolidate the key points and overcome the difficult points, and further improve their listening comprehension ability. The fourth listening: play the audio of the two dialogues again completely. Ask students to listen carefully and try to repeat the key sentences in the dialogues. Then, the teacher plays the audio sentence by sentence, and students follow the audio to read aloud, paying attention to the pronunciation, intonation and stress. After reading aloud, ask students to practice the dialogues in pairs, imitating the speakers’ tone and emotion. The teacher walks around the classroom, observes students’ practice, and gives guidance to students who have difficulties in pronunciation and intonation. Design Intent: Repeating and reading aloud the key sentences can help students consolidate the language points they have learned, improve their pronunciation and intonation, and enhance their sense of language. Practicing the dialogues in pairs can let students integrate the language points into the specific context, improve their oral expression ability, and lay a foundation for the subsequent communicating activities. The teacher’s guidance ensures that students can master the correct pronunciation and intonation, and improve the effect of oral practice. Post-Listening: Application and Extension Activity 1: Role-Play. Divide students into groups of four, and each group selects one of the two dialogues in the listening materials to perform role-play. Requirements: students should imitate the speakers’ tone and emotion, accurately use the vocabulary and sentence patterns learned in the lesson, and can appropriately expand the content of the dialogue according to their own understanding. After 10 minutes of preparation, invite 2-3 groups to perform in front of the class. After the performance, the teacher and other students comment on their performance, affirming their advantages and putting forward suggestions for improvement, such as the accuracy of language use, the naturalness of tone and the fluency of the dialogue. Design Intent: Role-play is an effective way to improve students’ oral communication ability. It can let students apply the learned vocabulary and sentence patterns to the real communication context, enhance their ability to use language flexibly, and also cultivate their ability to cooperate and perform. Commenting on the performance helps students find their own advantages and disadvantages, and improve their oral expression level in time. Activity 2: Group Discussion. The teacher puts forward the discussion topic: "In our school life, what kinds of help can we provide to our schoolmates? How can we express our help and gratitude in English?" Ask students to discuss in groups of four, and record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in the lesson, and helps students solve the problems encountered in the discussion. After 10 minutes of discussion, invite each group to send a representative to share the group’s discussion results. For example, students may mention helping classmates with their lessons, helping classmates who are in trouble, offering to carry things for classmates, etc., and express these contents in English using the sentence patterns learned, such as "We can help our classmates review their lessons when they are in trouble.", "We can say ‘Could you please help me?’ when we need help.", "We can say ‘Thank you for your help.’ to express our gratitude." Design Intent: Group discussion combines the theme of the lesson with students’ real school life, which can stimulate students’ enthusiasm for participation and let students realize the practical significance of learning English. Guiding students to use the learned vocabulary and sentence patterns in the discussion can help students consolidate the knowledge they have learned and improve their ability to use language flexibly. Sharing the discussion results can promote students’ communication and mutual learning, and enrich students’ understanding of helping others. Activity 3: Summary and Extension. The teacher summarizes the content of this lesson, emphasizing the core vocabulary, sentence patterns and listening strategies learned. Then, the teacher extends the topic: "Helping others is a virtue in all cultures. In English-speaking countries, people also pay attention to helping others and have their own ways of expressing help and gratitude. After class, you can surf the Internet to find out how people in English-speaking countries help others and express gratitude, and share what you find in the next class." Then, the teacher assigns after-class tasks: 1. Listen to the audio of this lesson at least 5 times, and recite the key sentences in the dialogues. 2. Practice the role-play with your deskmate, and try to create a new dialogue about helping others. 3. Find information about helping others in English-speaking countries and prepare for sharing in the next class. Design Intent: Summarizing the lesson helps students sort out the knowledge they have learned, form a systematic knowledge framework, and consolidate the key points. Extending the topic to the culture of English-speaking countries can cultivate students’ cultural awareness, let students understand the diversity of cultures, and enhance their cross-cultural communication ability. The after-class tasks are closely related to the content of the lesson, which can help students consolidate the knowledge and skills they have learned in class, improve their independent learning ability, and lay a foundation for the subsequent learning. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher always takes students as the main body, and designs various teaching activities closely around the theme of "Helpful Schoolmates" and the four-dimensional core literacy. The pre-listening activities activate students’ background knowledge and lay a foundation for listening; the while-listening activities are hierarchical, from overall perception to detailed understanding, and then to imitation and practice, which effectively improves students’ listening ability; the post-listening activities focus on application and extension, which helps students apply the learned knowledge to practice and improve their oral communication ability. At the same time, the teacher pays attention to the guidance of listening strategies and the cultivation of students’ learning ability, which is in line with the requirements of high school English teaching. However, in the teaching process, we should also pay attention to the differences between students. For students with poor listening ability, we should give more care and guidance, and design more targeted tasks to help them improve their listening ability gradually. In addition, in the group discussion and role-play activities, we should guide students to participate more actively, so as to better play the role of cooperative 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 $