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

Unit 2 Helpful Schoolmates-Reading Further 教学目标和重难点 教学目标 The four-dimensional core literacy of this lesson is closely combined with the theme of "helpful schoolmates" and the characteristics of the Reading Further text. Language Ability focuses on guiding students to grasp the main idea and key details of the text, master the words and sentence patterns related to helping others, and improve their ability to understand and express in English. Cultural Awareness aims to let students understand the importance of mutual help and friendship in campus life, respect the diversity of interpersonal communication, and establish a positive and friendly interpersonal concept. Thinking Quality is cultivated by guiding students to analyze the characters' behaviors and motivations in the text, make logical inferences and critical evaluations, and develop their logical thinking and critical thinking abilities. Learning Ability is developed through independent reading, group cooperation and other activities, enabling students to master effective reading strategies and form the habit of autonomous learning and cooperative exploration. 教学重难点 Key Points: First, help students accurately understand the main content of the Reading Further text, including the background of the story, the main characters and their behaviors of helping others. Second, guide students to master the key vocabulary (such as volunteer, assist, donate, cooperate, considerate) and sentence patterns (such as offer to do sth., be ready to help others, make a difference to) related to the theme of helping others, and be able to use them flexibly in simple communication. Difficult Points: First, enabling students to deeply understand the emotional connotation of the text, accurately grasp the characters' feelings and the significance of helping others, and realize the value of friendship and mutual assistance. Second, guiding students to apply the reading strategies mastered in the text to practical reading, and improving their ability to analyze and infer the deep meaning of the text independently. 教学过程 Pre-reading: Activation and Lead-in Activity 1: Warm-up Discussion. The teacher starts the class with a question: “Have you ever received help from your schoolmates? How did they help you? How did you feel at that time?” Then, invite 3-4 students to share their own experiences in English. After each student shares, the teacher gives simple comments and guidance, such as praising their courage to express and correcting minor grammatical errors appropriately. At the same time, the teacher writes the key words mentioned by students (such as help, support, care, grateful) on the blackboard. Design Intention: This activity is closely connected with students' daily campus life, which can quickly arouse students' emotional resonance and activate their existing knowledge and experience related to "helping others". By sharing personal experiences, students can naturally enter the theme of the lesson, reduce their anxiety about reading new texts, and lay a good emotional foundation for the subsequent reading activities. In addition, it can also exercise students' oral expression ability and create a positive and active classroom atmosphere. Activity 2: Vocabulary Preview. The teacher presents the key vocabulary of the text (volunteer, assist, donate, cooperate, considerate, generous, selfless, devotion) through PPT, with pictures and simple English explanations to help students understand the meaning and usage of the words. Then, organize students to read the words aloud in groups of two, and ask them to make simple sentences with 2-3 words respectively, such as “She is a considerate girl who always helps her classmates.” After that, the teacher checks the students' mastery of the words and gives guidance to those who have difficulties in making sentences. Design Intention: Previewing key vocabulary before reading can help students remove language obstacles in the process of reading the text, improve reading fluency and efficiency. Using pictures and simple English explanations to present words conforms to the cognitive characteristics of senior high school students, which is conducive to students' deep understanding and memory of words. Group reading and sentence-making activities can not only enhance students' sense of participation, but also help them master the usage of words in practice, laying a solid language foundation for the next reading link. Activity 3: Theme Lead-in. The teacher shows a picture related to the text (such as students volunteering to help their classmates with their studies, donating books to poor students) and asks: “What can you see in the picture? What do you think they are doing? What kind of spirit do they show?” Guide students to discuss and summarize the theme of the picture - mutual help and friendship. Then, the teacher introduces: “Today, we will read a text about helpful schoolmates. Let's find out what they did to help others and what we can learn from them.” Design Intention: The picture lead-in is intuitive and vivid, which can quickly attract students' attention and let them have a preliminary understanding of the theme of the text. Through discussing the picture, students can further deepen their understanding of the connotation of "helping others", and naturally transition to the reading of the text, realizing the connection between the pre-reading activity and the text content. While-reading: In-depth Exploration and Comprehension Activity 1: Skimming for Main Idea. The teacher asks students to read the text quickly and answer the following questions: (1) What is the main topic of the text? (2) How many helpful schoolmates are mentioned in the text? What did they do respectively? After students finish reading, organize them to exchange their answers in groups, and then invite representatives of each group to report their answers. The teacher summarizes and corrects, and writes the main idea of the text on the blackboard: The text introduces the deeds of several helpful schoolmates in the school, showing the importance of mutual help and friendship in campus life. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea of the text, cultivate their ability to obtain key information in a short time. Group exchange activities can help students learn from each other, complement each other's deficiencies, and improve their ability to cooperate and communicate. The teacher's summary and correction can help students establish a correct understanding of the text's main idea and lay a foundation for in-depth reading. Activity 2: Scanning for Key Details. The teacher asks students to read the text again carefully and fill in the following form. The form includes columns such as "Name of the schoolmate", "Deeds of helping others", "Characteristics of the schoolmate". Students can work in groups of four to complete the form, and the teacher walks around the classroom to provide guidance to students who have difficulties. After completing the form, invite each group to send a representative to present their form, and the teacher comments and supplements, ensuring that students grasp all the key details of the text. Design Intention: Scanning is a reading strategy to find specific information quickly. By filling in the form, students can sort out the key details of the text systematically, deepen their understanding of the text content, and cultivate their ability to extract and sort out information. Group cooperation can reduce the difficulty of the task, let students complete the task more efficiently, and at the same time enhance their sense of teamwork. The teacher's on-site guidance can timely solve the problems encountered by students in the process of reading, ensuring the smooth progress of the activity. Activity 3: Close Reading for Sentence Patterns and Emotional Connotation. The teacher selects several key sentences from the text, such as “Whenever her classmates are in trouble, she is always the first to offer help.” “His selfless devotion to helping others has won the respect of all the teachers and students in the school.” First, ask students to read the sentences aloud, then analyze the sentence structure and the usage of key phrases (such as whenever, be the first to do sth., devotion to), and guide students to understand the emotional color of the sentences. Then, ask students to think: “What do these sentences show us? How do you feel after reading these sentences?” Invite students to express their views freely, and the teacher guides them to realize the positive emotions conveyed in the text, such as kindness, selflessness and friendship. Design Intention: Close reading is the key link to deeply understand the text. By analyzing key sentences, students can master the key sentence patterns and vocabulary in the text, improve their language application ability. At the same time, guiding students to feel the emotional connotation of the sentences can help them deeply understand the characters' qualities and the theme of the text, and cultivate their ability to perceive and express emotions. Free expression activities can stimulate students' thinking and let them express their true feelings, which is conducive to the cultivation of their thinking quality. Activity 4: Logical Analysis and Inference. The teacher asks students to read the text again and think about the following questions: (1) Why did the schoolmates choose to help others? (2) What impact did their behaviors have on their classmates and the school? (3) What can we infer from their behaviors about their personalities? Organize students to discuss these questions in groups, and encourage them to express their views with the information in the text. After the discussion, the teacher summarizes the students' views, guides them to make reasonable inferences, and helps them understand the logical relationship between the text content and the characters' behaviors. Design Intention: This activity aims to cultivate students' logical thinking and inferential ability. By asking in-depth questions, students are guided to think beyond the surface of the text, explore the deep meaning of the text, and understand the internal connection between the characters' behaviors and motivations. Group discussion can stimulate students' thinking collision, let them think more comprehensively and deeply, and improve their critical thinking ability. Post-reading: Consolidation, Application and Extension Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher arranges two small tasks: (1) Fill in the blanks with the key vocabulary learned in the text. The sentences are closely related to the theme of the text, such as “She is a ______ person who is always ready to help others.” (considerate) “We should ______ with each other to solve the problems in our study.” (cooperate) (2) Rewrite the key sentences in the text with the learned sentence patterns. For example, rewrite “He helped his deskmate with his math homework every day.” into “He offered to help his deskmate with his math homework every day.” Students complete the tasks independently, and then the teacher checks the answers and explains the key points. Design Intention: This activity is designed to consolidate the key vocabulary and sentence patterns learned in the text, so that students can master and use them flexibly. The tasks are closely related to the text content, which can help students connect the knowledge learned with the text, deepen their memory and understanding. Independent completion of tasks can cultivate students' autonomous learning ability, and the teacher's check and explanation can timely find and solve the problems encountered by students, ensuring the effect of knowledge consolidation. Activity 2: Group Discussion and Expression. The teacher puts forward the discussion topic: “What can we learn from the helpful schoolmates in the text? How can we be helpful schoolmates in our daily campus life?” Organize students to discuss the topic in groups of four, and ask each group to prepare a 3-minute report. The report should include the insights from the text and specific ways to help others in campus life. During the discussion, the teacher walks around the classroom to guide students to express their views clearly and use the vocabulary and sentence patterns learned in the text. After the discussion, invite 2-3 groups to present their reports, and the teacher gives comments and praise, focusing on evaluating the students' expression ability and the rationality of their views. Design Intention: This activity connects the text content with students' real life, realizing the transfer and application of knowledge. Through group discussion, students can deeply understand the significance of helping others, and combine their own experiences to think about how to practice mutual help in campus life, which is conducive to the cultivation of their cultural awareness and emotional attitude. The report activity can exercise students' oral expression ability and teamwork ability, and the teacher's comments can encourage students to actively participate in the activity and improve their confidence in English expression. Activity 3: Reading Extension. The teacher provides a short supplementary reading material related to the theme of "helpful schoolmates". The material tells a story about a student who helps his classmates overcome difficulties in study and life. Ask students to read the material independently, and answer the following questions: (1) What difficulties did the classmate encounter? (2) How did the other student help him? (3) What can you learn from this story? After students finish reading, organize them to exchange their answers in pairs, and then the teacher summarizes the key points of the supplementary material, guiding students to further deepen their understanding of the theme of mutual help. Design Intention: Supplementary reading can expand students' reading scope, enrich their knowledge reserve, and further consolidate the reading strategies and language knowledge learned in the lesson. The theme of the supplementary material is consistent with the text, which can help students deepen their understanding of the theme of "helpful schoolmates" and realize the connection and expansion of knowledge. Independent reading and pair exchange activities can continue to exercise students' reading ability and cooperative communication ability. Activity 4: Writing Practice. The teacher asks students to write a short passage (about 80-100 words) with the title "My Helpful Schoolmate". The passage should include the name of the schoolmate, his/her deeds of helping others and his/her influence on you. Students can refer to the vocabulary, sentence patterns and content of the text to complete the writing task. During the writing process, the teacher provides guidance to students who have difficulties in writing, such as helping them sort out the writing ideas and correct grammatical errors. After students finish writing, collect some students' works, display them in class, and give comments and guidance. Design Intention: Writing practice is an important way to test students' language application ability. By writing a short passage about "My Helpful Schoolmate", students can comprehensively apply the vocabulary, sentence patterns and reading experience learned in the lesson, realizing the integration of reading and writing. The teacher's on-site guidance can help students solve the problems encountered in writing, improve their writing ability. Displaying and commenting on students' works can enhance their sense of achievement and motivation to learn, and at the same time let students learn from each other and make progress together. Summary and Reflection Summary: The teacher leads students to review the content of the lesson, including the main idea and key details of the text, the key vocabulary and sentence patterns, and the insights from the theme of mutual help. Ask students to summarize what they have learned in this lesson in their own words, and the teacher supplements and improves, helping students sort out the knowledge system of the lesson and deepen their understanding of the content. Design Intention: Summarizing the lesson can help students sort out the knowledge learned, form a systematic understanding, and consolidate the learning effect. Letting students summarize in their own words can exercise their ability to organize and express language, and at the same time test their mastery of the lesson content. Reflection: The teacher asks students to think about the following questions: (1) What did you do well in this lesson? (2) What difficulties did you encounter? (3) What can you do better next time? Invite a few students to share their reflections, and the teacher gives positive guidance and encouragement, helping students form the habit of self-reflection and improve their learning ability. Design Intention: Self-reflection is an important part of improving learning ability. By guiding students to reflect on their own learning process, they can clearly understand their own advantages and disadvantages, and put forward improvement measures, which is conducive to the cultivation of their learning ability and the formation of good learning habits. The teacher's guidance and encouragement can enhance students' confidence in learning and promote their continuous progress. 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 $