Unit 2 Helpful Schoolmates Reading, Speaking and Writing 讲义-2025-2026学年高中英语重大版必修第二册

Unit 2 Helpful Schoolmates-Reading, Speaking and Writing 教学目标和重难点 教学目标 This unit focuses on the theme of "helpful schoolmates" and integrates reading, speaking and writing to cultivate students’ four-dimensional core literacy. Language competence is developed through mastering theme-related words, sentences and discourse structures to realize effective listening, speaking, reading and writing. Cultural awareness is fostered by guiding students to understand the value of mutual help and friendship in different contexts, and establish a positive interpersonal attitude. Thinking quality is improved by encouraging students to analyze, judge and create in learning activities. Learning competence is enhanced by guiding students to master autonomous, cooperative and inquiry-based learning strategies, and form good learning habits to lay a solid foundation for lifelong learning. 教学重难点 Key points include: mastering core vocabulary (such as assist, volunteer, considerate, cooperate) and sentence patterns related to helping others; understanding the main idea and logical structure of the reading passage; being able to express opinions on helping others fluently in spoken English; and completing a coherent and logical short passage about helpful schoolmates in writing. Difficult points are: using the learned vocabulary and sentence patterns flexibly in real communication; grasping the implied meaning of the reading passage and conducting in-depth thinking; organizing language logically and accurately in oral expression; and integrating emotional expression into writing to make the article true and touching. 教学过程 Pre-class Preparation The teacher arranges pre-class tasks to lay a foundation for in-class learning. First, students are asked to preview the new words and phrases in the unit, such as assist, volunteer, donate, considerate, selfless, cooperate with, help out, and take care of. They need to look up the pronunciations, meanings and usages of these words and phrases, and try to make simple sentences. Second, students are invited to recall their own experiences of being helped by schoolmates or helping others at school, and take notes on the key details of the events, such as when, where, what happened and how they felt. Design Intention: Previewing new words and phrases helps students reduce the difficulty of understanding the reading passage and improve the efficiency of in-class learning. Recalling personal experiences is conducive to activating students’ prior knowledge and emotional resonance, making it easier for them to participate in subsequent speaking and writing activities. It also conforms to the student-centered teaching concept, guiding students to take the initiative in learning and cultivating their autonomous learning ability. Reading Teaching: Comprehending the Theme and Mastering the Discourse Lead-in: The teacher starts the class by asking two questions: “Have you ever been helped by your schoolmates? How did you feel at that time?” Then, invite 2-3 students to share their pre-class notes briefly. After that, the teacher shows a picture of schoolmates helping each other (such as helping a classmate with disabilities go to class, helping a classmate who is in trouble with studies) and says: “Today, we will read a passage about helpful schoolmates and learn how they help others and what we can learn from them.” Design Intention: The lead-in links students’ real life with the teaching content, which can quickly attract students’ attention and arouse their learning interest. By sharing personal experiences, students can better understand the theme of “helping others” and lay an emotional foundation for reading the passage. The picture display can intuitively convey the core of the theme and help students form a preliminary impression of the passage content. Skimming: The teacher asks students to read the passage quickly and answer two questions: (1) What is the main idea of the passage? (2) How many helpful schoolmates are mentioned in the passage and what did they do? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the passage: The passage introduces the stories of several helpful schoolmates in the school, who help their classmates in study, life and other aspects, showing the beauty of friendship and mutual help. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the passage and the key information, improving their reading speed and information extraction ability. The design of the questions guides students to read with goals, avoiding aimless reading, and cultivates their ability to summarize and generalize. Scanning: The teacher asks students to read the passage again carefully and complete a table, which includes the names of the schoolmates, the things they did to help others, and the influence of their behaviors. Students can work in pairs to complete the table, and then the teacher checks the answers with the whole class, explaining the key points in the passage in detail. For example, when introducing the part about a student helping a classmate with poor English, the teacher emphasizes the sentence pattern “He spent half an hour every day helping her review English words and explain difficult sentences”, and explains the usage of “spend... doing sth.” and “help sb. (to) do sth.”. At the same time, the teacher guides students to pay attention to the descriptive words in the passage, such as “patient”, “warm-hearted” and “selfless”, and helps students understand the connotation of these words through context. Design Intention: Scanning helps students find specific information in the passage accurately, improving their ability to locate information. Completing the table in pairs encourages students to cooperate and communicate, cultivating their cooperative learning ability. Explaining key words and sentence patterns in combination with the context helps students master the language knowledge in the passage and lay a foundation for subsequent speaking and writing. Guiding students to pay attention to descriptive words helps them understand the characters’ personalities and the emotional connotation of the passage, improving their ability to appreciate the discourse. 4. Deep Reading: The teacher puts forward several in-depth questions to guide students to think carefully: (1) Why did the schoolmates decide to help others? (2) What difficulties did they encounter when helping others and how did they solve them? (3) What can we learn from these helpful schoolmates? Students are asked to discuss these questions in groups of 4, and then each group sends a representative to share their opinions. The teacher comments on the students’ opinions, guides them to realize that helping others is a kind of virtue, and that we should take the initiative to help those in need around us. At the same time, the teacher guides students to analyze the logical structure of the passage, helping them understand how the passage is organized and developed. Design Intention: Deep reading helps students go beyond the surface meaning of the passage and understand the deep connotation of the theme, cultivating their critical thinking and deep thinking ability. Group discussion provides students with a platform to express their opinions, improves their oral expression ability and cooperative learning ability. The teacher’s comments guide students to establish a correct outlook on life and values, and infiltrate moral education into English teaching. Analyzing the logical structure of the passage helps students master the writing skills of narrative passages, laying a foundation for subsequent writing. Speaking Teaching: Expressing Opinions and Communicating Effectively Language Input: Based on the reading passage, the teacher sorts out the key sentences related to helping others, such as “I think it is our duty to help our schoolmates in need.” “When my classmate was in trouble, I tried my best to help him.” “Helping others can bring us happiness and make our campus more warm.” The teacher asks students to read these sentences aloud, and explains the usage of relevant sentence patterns, such as “It is one’s duty to do sth.”, “try one’s best to do sth.” and “in need”. Then, the teacher adds some new sentence patterns, such as “We should be ready to help others at any time.” “Helping others is a kind of happiness.”, and asks students to practice making sentences with these sentence patterns. Design Intention: Language input is the basis of oral expression. Sorting out key sentences from the reading passage helps students connect reading with speaking, realizing the integration of listening, speaking, reading and writing. Practicing making sentences helps students master the usage of sentence patterns flexibly, providing language support for subsequent oral communication activities. Pair Work: The teacher asks students to work in pairs to discuss the following topics: (1) What kinds of difficulties do schoolmates usually encounter at school? (2) How can we help schoolmates who are in trouble? (3) What do you think is the most important thing when helping others? Students are required to use the key words and sentence patterns they have learned to carry out the discussion, and each pair should have a full communication. The teacher walks around the classroom, listens to the students’ discussions, and gives guidance to students who have difficulties in expression, such as reminding them of the appropriate words and sentence patterns. Design Intention: Pair work is a common oral communication activity that provides students with more opportunities to speak. Discussing topics related to school life is close to students’ real life, making it easier for them to express their opinions. The teacher’s guidance helps students solve the problems encountered in oral expression, improves their confidence in speaking English, and cultivates their ability to communicate effectively. 3. Group Presentation: Each group selects one of the topics discussed in pair work, organizes the language, and sends a representative to make a 2-3 minute presentation in front of the whole class. After each presentation, other students can ask questions or give comments, and the teacher makes a summary and evaluation, affirming the advantages of the presentation, such as fluent expression and correct use of sentence patterns, and pointing out the areas that need improvement, such as pronunciation and intonation, or the lack of logical organization. Design Intention: Group presentation not only improves students’ oral expression ability, but also cultivates their ability to organize language and cooperate with others. Other students’ questions and comments help students learn from each other and improve together. The teacher’s evaluation helps students clearly understand their own strengths and weaknesses, and provides direction for their subsequent improvement. At the same time, it also creates a positive learning atmosphere in the classroom. Writing Teaching: Integrating Knowledge and Expressing Emotions Writing Guide: The teacher starts with the reading passage, guides students to review the structure of the narrative passage: beginning (introducing the background of the event), body (describing the process of the event in detail), and ending (expressing feelings or insights). Then, the teacher puts forward the writing task: Write a short passage about a helpful schoolmate around you, including what he/she did to help others, how you felt about it, and what you learned from him/her. The teacher reminds students to use the key words and sentence patterns they have learned in the unit, and pay attention to the logical organization and emotional expression of the passage. Design Intention: Guiding students to review the structure of the narrative passage helps them master the writing framework, avoiding the confusion of writing without direction. Combining the writing task with real life makes it easier for students to have something to write, and helps them integrate the learned language knowledge into writing. Reminding students of key points such as vocabulary, sentence patterns, logic and emotion helps them improve the quality of their writing. Outline Writing: Students are asked to write an outline of their passage according to the writing task. The outline should include the title, the beginning, the body and the ending. For example, the title can be “A Helpful Schoolmate”, the beginning can introduce who the helpful schoolmate is, the body can describe a specific event that he/she helped others, and the ending can express their own feelings and insights. Students can complete the outline independently, and then exchange their outlines with their deskmates to put forward suggestions for revision. The teacher selects several typical outlines to comment on, guiding students to improve their outlines and make them more logical and complete. Design Intention: Writing an outline helps students sort out their ideas and ensure the logical organization of the passage. Exchanging outlines with deskmates encourages students to learn from each other and improve their ability to evaluate and revise. The teacher’s comment on typical outlines helps students find the problems in their own outlines and learn the methods of revising outlines, laying a foundation for the formal writing of the passage. Formal Writing: Students start to write the formal passage according to their revised outlines. The teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them think of appropriate words and sentence patterns, or guiding them to organize their language logically. For students who finish writing early, the teacher asks them to check their own passages, focusing on whether the vocabulary and sentence patterns are used correctly, whether the logic is coherent, whether the punctuation is correct, and whether the emotional expression is true and touching. Design Intention: Formal writing is the key link to improve students’ writing ability. The teacher’s on-site guidance helps students solve the problems encountered in writing in time, ensuring that each student can complete the writing task smoothly. Asking students to check their own passages helps them develop the habit of self-examination and revision, improving their writing ability and learning competence. Evaluation and Revision: After students finish writing, the teacher organizes peer evaluation. Students exchange their passages with each other, and evaluate them according to the evaluation criteria: (1) Whether the theme is clear? (2) Whether the logic is coherent? (3) Whether the vocabulary and sentence patterns are used correctly? (4) Whether the emotional expression is true? (5) Whether there are any grammatical or punctuation errors? Students put forward revision suggestions to each other. Then, students revise their own passages according to the peer suggestions and the teacher’s guidance. Finally, the teacher selects several excellent passages and typical problematic passages to comment on in class, analyzing the advantages of excellent passages and the problems of problematic passages, and guiding students to learn from each other. Design Intention: Peer evaluation not only reduces the teacher’s workload, but also provides students with more opportunities to learn from each other, improving their ability to evaluate and revise. Revising passages according to suggestions helps students find their own problems and improve the quality of their writing. Commenting on excellent and problematic passages in class helps students form a correct understanding of good writing, and provides direction for their subsequent writing. Summary and Extension Summary: The teacher summarizes the content of the class, reviewing the key words, sentence patterns and discourse structures learned in the unit, as well as the skills of reading, speaking and writing. The teacher emphasizes that helping others is a kind of virtue, and encourages students to take the initiative to help their schoolmates in daily life, and use the English knowledge they have learned to express their opinions and feelings about helping others. Extension: The teacher arranges after-class tasks: (1) Read more passages about helping others and accumulate relevant vocabulary and sentence patterns. (2) Write a thank-you note to a schoolmate who has helped you, using the knowledge learned in this unit. (3) Organize a small activity with classmates to help those in need in the class, and record the process and feelings in English. Design Intention: The summary helps students sort out the knowledge learned in the class, strengthen memory and form a systematic knowledge structure. The after-class extension tasks connect in-class learning with after-class practice, helping students consolidate the learned knowledge and improve their comprehensive language application ability. At the same time, the extension tasks also infiltrate moral education, guiding students to practice the virtue of helping others and realize the integration of language learning and moral cultivation. 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 $