Theme A Learning to Love-Challenging Yourself A-Learning Cooperatively 教案-2025-2026学年高中英语重大版必修第二册

Theme A Learning to Love-Challenging Yourself A-Learning Cooperatively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four core literacy in English. Language Ability is developed through listening, speaking, reading and writing activities related to cooperative learning. Cultural Awareness is fostered by guiding students to understand the importance of cooperation in different cultural contexts and respect diverse cooperative styles. Thinking Quality is improved by encouraging students to analyze the value of cooperation and solve problems in cooperative tasks. Learning Ability is enhanced by helping students master cooperative learning strategies and develop the awareness of active cooperation and mutual help, laying a foundation for lifelong learning. 教学重难点 Key points include mastering core vocabulary (such as cooperate, teamwork, responsibility, communicate) and sentence patterns about cooperative learning, and understanding the connotation and basic procedures of cooperative learning. Difficult points lie in flexibly using the learned vocabulary and sentence patterns to express views on cooperative learning in oral and written forms, cultivating the awareness of effective communication and mutual respect in cooperative activities, and applying cooperative learning strategies to solve practical learning problems independently. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing two pictures: one shows students studying individually with confused expressions when facing difficult tasks, and the other shows students discussing actively in groups and solving problems smoothly. Then the teacher asks two guiding questions: “How do you usually solve difficult learning tasks? Do you prefer studying alone or with others?” After students express their opinions freely, the teacher summarizes: “Cooperative learning can help us solve problems more efficiently and learn from each other. Today, we will explore the theme of Learning Cooperatively and learn how to cooperate better in study.” Design Intent: By using intuitive pictures and guiding questions, students’ prior experience of cooperative learning is activated, which helps them connect their daily study with the lesson theme. This link reduces the difficulty of understanding the new lesson, arouses students’ learning interest and participation enthusiasm, and lays a emotional and cognitive foundation for the follow-up teaching. Pre-reading: Master Key Vocabulary and Preview the Text First, the teacher presents the core vocabulary of the lesson on the screen, including cooperate, teamwork, responsibility, communicate, support, achieve, challenge, etc. For each word, the teacher explains its meaning, pronunciation and usage with simple English sentences combined with the context of cooperative learning. For example, “Cooperate means to work together with others to achieve a common goal. We often cooperate with our classmates in group activities.” Then, the teacher asks students to work in pairs to make sentences with these words, and invites several pairs to share their sentences in class to check their mastery. Next, the teacher gives a brief introduction to the text: “This text mainly talks about the importance of cooperative learning, the basic steps of effective cooperation and the skills needed in cooperative learning. Now, please read the text quickly and answer the following two questions: 1. What is the main idea of the text? 2. What are the key elements of successful cooperative learning?” Design Intent: Vocabulary is the foundation of language learning. By explaining and practicing core vocabulary in advance, students’ obstacles in reading the text are removed. Previewing the text with guiding questions helps students grasp the main idea of the text quickly, cultivate their skimming ability, and lay a foundation for in-depth reading. While-reading: In-depth Analysis of the Text and Cultivate Core Literacy This part is divided into two stages: intensive reading and detailed reading, aiming to help students understand the text thoroughly and develop their language ability and thinking quality. In the intensive reading stage, the teacher guides students to read the text paragraph by paragraph. For Paragraph 1, which introduces the importance of cooperative learning, the teacher asks: “Why is cooperative learning important for students? What benefits can it bring to us?” Students are asked to find relevant sentences in the text and express them in their own words. Then the teacher summarizes the benefits of cooperative learning mentioned in the text: improving learning efficiency, developing communication skills, cultivating teamwork spirit and enhancing self-confidence. For Paragraph 2, which introduces the basic steps of cooperative learning, the teacher asks students to read carefully and fill in the blanks in the handout: The first step of cooperative learning is to set a clear common goal; the second step is to divide tasks reasonably according to each member’s strengths; the third step is to communicate actively and share ideas; the fourth step is to evaluate the cooperative process and results together. After students finish filling in the blanks, the teacher checks the answers and explains the key points, helping students clarify the logical structure of the text. In the detailed reading stage, the teacher focuses on guiding students to analyze the key sentences and difficult sentences in the text. For example, the sentence “Working together, we can achieve more than we can do alone.” The teacher asks: “What does this sentence mean? Do you agree with it? Why?” Students are encouraged to express their own views and combine their own experiences to illustrate. This activity not only helps students understand the meaning of the sentence, but also cultivates their critical thinking ability. In addition, the teacher guides students to pay attention to the cohesive devices used in the text, such as “firstly, secondly, finally” and “besides, moreover”, which helps students understand the logical connection between paragraphs and improve their text analysis ability. Design Intent: Through intensive reading and detailed reading, students can not only master the specific content of the text, but also improve their reading comprehension ability and text analysis ability. By asking open-ended questions, students are encouraged to think independently and express their views, which helps cultivate their thinking quality. At the same time, in the process of analyzing the text, students’ language ability is continuously improved through the understanding and expression of key sentences. While-speaking: Practice Oral Expression and Promote Cooperative Awareness After in-depth reading of the text, the teacher organizes a group discussion activity. Students are divided into groups of 4-5, and the discussion topic is: “What problems have you encountered in cooperative learning? How can we solve these problems according to the content of the text?” Before the discussion, the teacher reminds students to use the core vocabulary and sentence patterns learned in the lesson, and encourages each member to participate actively, listen carefully to others’ opinions and express their own views clearly. During the discussion, the teacher walks around the classroom, observes the performance of each group, provides timely guidance for students who have difficulties in expression, and reminds students to pay attention to communication skills, such as respecting others’ opinions, asking questions politely and expressing their views concisely. After the discussion, each group sends a representative to report the discussion results to the whole class. The teacher makes comments on the performance of each group, affirms their advantages, points out their deficiencies and puts forward suggestions for improvement. Then, the teacher organizes a role-play activity. Each group is assigned a scenario: “Your group is going to complete a group report on ‘The Importance of Cooperative Learning’. You need to divide tasks, communicate and cooperate to complete the report.” Students are required to perform the process of cooperative completion of the task in front of the class, using the knowledge and skills learned in the lesson. After the role-play, the teacher and other students make comments, focusing on whether the group members divide tasks reasonably, communicate effectively and cooperate harmoniously. Design Intent: Oral practice is an important way to improve students’ language ability. Group discussion and role-play activities provide students with a real oral communication context, allowing them to flexibly use the learned vocabulary and sentence patterns to express their views. At the same time, in the process of cooperation, students’ cooperative awareness and communication skills are cultivated, which is conducive to the development of their cultural awareness and learning ability. Post-reading: Consolidate Knowledge and Promote Migration and Application First, the teacher arranges a writing task: “Write a short passage of about 80-100 words about your own cooperative learning experience, including the process of cooperation, the problems encountered and the gains. You should use at least 5 core vocabulary words learned in the lesson.” Before writing, the teacher gives a brief guidance on the structure of the passage: beginning (introduce the cooperative task), middle (describe the process and problems), end (talk about gains and feelings). Then students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing. After students finish writing, the teacher invites several students to read their passages in class, and makes comments on their writing, focusing on vocabulary usage, sentence structure and content expression. Then, students exchange their passages in pairs, correct each other’s mistakes and put forward suggestions for improvement, which helps students learn from each other and improve their writing ability. Next, the teacher organizes a summary activity. The teacher asks students to work in groups to summarize the key points of the lesson, including core vocabulary, key sentences, the importance of cooperative learning and the basic steps of effective cooperation. Then, each group sends a representative to share their summary, and the teacher makes a final summary, sorting out the key points of the lesson and emphasizing the importance of applying cooperative learning strategies in daily study. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and key sentences of the lesson; 2. Revise the writing according to the comments; 3. Cooperate with your classmates to complete a small group task (such as making a poster about cooperative learning) and share it in the next class. Design Intent: Writing tasks help students consolidate the learned vocabulary and sentence patterns, and improve their written expression ability. The summary activity helps students sort out the knowledge learned in the lesson and form a systematic knowledge structure. After-class tasks connect classroom learning with daily study, promote the migration and application of knowledge, and further strengthen students’ cooperative awareness and learning ability. Teaching Evaluation and Feedback During the whole teaching process, the teacher adopts formative evaluation to evaluate students’ performance comprehensively, including their participation in class activities, mastery of vocabulary and sentence patterns, performance in cooperative activities, oral expression and writing level. The evaluation focuses on encouraging students, affirming their progress and efforts, and putting forward targeted suggestions for improvement. After the class, the teacher collects students’ writing works and after-class task results, makes a comprehensive analysis of students’ learning situation, finds out the problems existing in students’ learning, and adjusts the teaching plan in the next class to ensure that each student can gain and progress in the lesson. Design Intent: Formative evaluation can timely reflect students’ learning situation, help teachers grasp the effect of teaching, adjust teaching strategies in time, and also help students understand their own advantages and deficiencies, enhance their learning confidence and motivation, and promote the all-round development of their 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 $