Theme A Learning to Love-Challenging Yourself A-Utilising Resources 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-Utilising Resources 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 “Utilising Resources” under “Challenging Yourself A”. Language competence is developed through mastering key vocabulary, sentences and reading skills related to resource utilization. Cultural awareness is fostered by guiding students to understand the importance of rational resource use in different cultural contexts and respect the diversity of resource management concepts. Thinking quality is improved by encouraging students to analyze, judge and solve problems about resource utilization logically and critically. Learning ability is enhanced by guiding students to master effective learning strategies such as autonomous reading, cooperative discussion and resource integration, so as to lay a foundation for lifelong learning. 教学重难点 Key points include mastering core vocabulary (such as utilise, resource, effective, access, integrate) and key sentence patterns about resource utilization, understanding the main idea and logical structure of the text, and being able to express views on resource utilisation in simple English. Difficult points lie in accurately understanding the subtle meaning of complex sentences in the text, flexibly applying key vocabulary and sentence patterns to describe resource utilisation methods, and cultivating the ability to think critically about how to utilise resources effectively in real life, as well as integrating theoretical knowledge with practical application. 教学过程 Lead-in: Activate Prior Knowledge and Guide the Theme The teacher starts the class with an open question: “What resources do you usually use in your study and life? How do you utilise them?” Then, the teacher invites several students to share their answers in simple English. After that, the teacher presents some pictures showing different types of resources, such as books, computers, online courses, libraries and study groups, and asks students to discuss in pairs: “What are the advantages of these resources? What problems may you meet when utilising them?” Finally, the teacher sums up students’ opinions and introduces the theme of this lesson: “Today, we will learn how to utilise resources effectively through the text, which will help us challenge ourselves and improve our learning ability.” Design Intention: This link is closely connected with students’ daily study and life, which can quickly arouse their learning interest and enthusiasm. By asking questions and showing pictures, students can have a preliminary perceptual understanding of resource types and utilisation methods, activate their prior knowledge about resources, lay a solid foundation for the subsequent text study. At the same time, it cultivates students’ ability to express personal views in English and initially trains their cooperative communication ability, which is in line with the requirements of language competence and learning ability in core literacy. Pre-reading: Preview Vocabulary and Clear Learning Obstacles First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including utilise, resource, effective, access, integrate, make full use of, take advantage of, overcome difficulties, etc. For each word and phrase, the teacher explains its meaning in simple English, combines it with common collocations and example sentences, and guides students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “utilise”, the teacher says: “Utilise means to make good use of something for a particular purpose. For example, we should utilise every chance to practice our spoken English.” Then, the teacher arranges a quick matching activity: match the vocabulary with their corresponding meanings, and invites students to answer on the blackboard to check their mastery. For difficult words, the teacher guides students to guess the meaning through word formation or context, and encourages students to take notes in time. In addition, the teacher briefly introduces the background of the text: the text mainly tells about how a student overcomes learning difficulties by utilising various resources, and shares his experience and insights on resource utilisation. This helps students have a general understanding of the text content and reduces the difficulty of reading. Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading can help students eliminate language obstacles in text reading, improve reading efficiency and lay a foundation for understanding the text. By explaining vocabulary in simple English, combining collocations and example sentences, students can better master the usage of words and improve their language application ability. The matching activity can test students’ mastery of vocabulary in time, and the teacher can adjust the teaching focus according to the feedback. The brief introduction of the text background helps students build a connection between the text and real life, and stimulates their desire to read the text. While-reading: Layered Reading and Deepen Understanding This link is divided into three parts: fast reading, careful reading and intensive reading, guiding students to understand the text step by step and deeply. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What resources does the author utilise to overcome learning difficulties? After students finish reading, the teacher invites several students to share their answers, and then sums up the main idea of the text: The text tells about the author’s experience of utilising various resources (such as books, teachers, classmates, online resources) to overcome learning difficulties and improve his academic performance, and emphasizes the importance of utilising resources effectively. Design Intention: Fast reading aims to train students’ ability to grasp the main idea of the text quickly, which is an important reading skill. Through this link, students can form a general framework of the text, understand the core content of the text, and lay a foundation for further careful reading. At the same time, it cultivates students’ ability to extract key information quickly, which is conducive to improving their reading efficiency. Second, careful reading: The teacher asks students to read the text carefully and complete the following tasks: 1. Fill in the table about the resources the author utilised, the specific methods of utilisation and the effects achieved; 2. Underline the key sentences in each paragraph and analyze their functions. After students finish the tasks, the teacher organizes students to exchange and discuss in groups, and then invites each group to send a representative to report the results. For the key sentences, the teacher guides students to analyze their structure and meaning, such as complex sentences with adverbial clauses of time or reason, and helps students master the usage of these sentence patterns. For example, the sentence “When I met difficulties in learning English grammar, I utilised the grammar books in the library and asked my English teacher for help, which helped me make great progress.” The teacher guides students to analyze the adverbial clause of time and the non-restrictive attributive clause in the sentence, and explains the usage of “when” and “which”. Design Intention: Careful reading is the key link to deepen students’ understanding of the text. By filling in the table, students can sort out the details of the text clearly, understand the specific process of the author’s resource utilisation, and enhance their ability to extract and sort out information. Analyzing key sentences can help students master complex sentence patterns, improve their language analysis ability, and lay a foundation for flexible application of language. Group discussion can cultivate students’ cooperative communication ability and thinking ability, and let students learn from each other in exchange. Third, intensive reading: The teacher asks students to read the text again carefully and think about the following questions: 1. What difficulties did the author meet when utilising resources? How did he overcome them? 2. What can we learn from the author’s experience of utilising resources? 3. Do you think the author’s methods of utilising resources are effective? Why or why not? The teacher guides students to think deeply, encourages them to express their own views, and helps students understand the connotation of the text. For example, when discussing the third question, the teacher guides students to combine their own study experience, analyze the advantages and disadvantages of the author’s resource utilisation methods, and put forward their own suggestions for resource utilisation. Design Intention: Intensive reading aims to guide students to think deeply about the theme of the text, explore the connotation of the text, and cultivate their critical thinking ability. By thinking about these questions, students can not only deepen their understanding of the text, but also connect the text content with their own actual life, realize the practical significance of effective resource utilisation, and cultivate their ability to analyze and solve problems. At the same time, it helps students form their own views on resource utilisation, which is conducive to the cultivation of thinking quality. Post-reading: Consolidation and Application, Expand Extension This link is divided into three parts: language consolidation, situational application and expansion extension, to help students consolidate the knowledge learned, improve their language application ability and expand their thinking. First, language consolidation: The teacher arranges two exercises: 1. Complete the sentences with the core vocabulary and phrases learned in this lesson; 2. Rewrite the key sentences in the text with simple sentences or other sentence patterns. After students finish the exercises, the teacher checks the answers, corrects the mistakes, and emphasizes the key points and difficulties in the use of vocabulary and sentences. For example, in the sentence rewriting exercise, the teacher guides students to rewrite complex sentences into simple sentences, or change the sentence structure to improve their flexibility in using language. Design Intention: Language consolidation is an important link to help students master the knowledge learned. Through sentence completion and rewriting exercises, students can consolidate the usage of core vocabulary and key sentence patterns, improve their language application ability, and avoid mechanical memory. Checking and correcting mistakes in time can help students find their own deficiencies and strengthen their memory of knowledge. Second, situational application: The teacher sets up a real situational task: “Suppose you are facing difficulties in learning a certain subject (such as math, physics), please design a plan for utilising resources to overcome these difficulties. You need to clearly list the resources you will utilise, the specific methods of utilisation and the expected effects.” Students are asked to complete the task in groups of 4-5, and then each group sends a representative to present their plan in English. The teacher comments on each group’s plan, affirms the advantages, points out the deficiencies, and puts forward suggestions for improvement. For example, if a group’s plan is not specific enough, the teacher guides them to supplement the specific methods of utilising resources, such as how to use online courses, how to communicate with teachers and classmates. Design Intention: Situational application is to connect the knowledge learned with real life, improve students’ ability to apply language to solve practical problems, and reflect the concept of “applying what you learn”. Group cooperation can cultivate students’ cooperative communication ability and innovative thinking ability. Presenting the plan in English can improve students’ spoken English expression ability and enhance their confidence in using English. The teacher’s comments can help students improve their plans and deepen their understanding of effective resource utilisation. Third, expansion extension: The teacher introduces some other types of resources that students can utilise in their study, such as learning apps, academic databases, extracurricular reading materials, etc., and asks students to discuss: “How to utilise these new resources effectively? What should we pay attention to when utilising online resources?” Then, the teacher sums up students’ opinions, emphasizes that when utilising resources, we should choose appropriate resources according to our own needs, avoid blind use, and pay attention to the authenticity and reliability of online resources. In addition, the teacher recommends some useful learning resources to students, such as English learning apps and online courses, to help students expand their learning channels. Design Intention: Expansion extension helps students expand their horizons, understand more types of resources, and master more methods of resource utilisation. Discussing the utilisation of new resources can cultivate students’ innovative thinking ability and adaptability to new things. Emphasizing the matters needing attention in resource utilisation can help students form a correct view of resource utilisation, and guide them to use resources rationally and effectively. Recommending learning resources can provide students with more learning channels, help them improve their learning ability, and lay a foundation for lifelong learning. Summary and Reflection First, the teacher leads students to review the content of this lesson: the core vocabulary and key sentence patterns about resource utilisation, the main idea and details of the text, and the methods of effective resource utilisation. Then, the teacher invites students to share their gains and reflections in this lesson, such as what they have learned, what difficulties they have met, and how to improve in the future. Finally, the teacher sums up the lesson, emphasizes that effective resource utilisation is an important ability in learning and life, and encourages students to apply the knowledge and methods learned in this lesson to their daily study, challenge themselves, and improve their learning efficiency. Design Intention: Summary and reflection help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding of knowledge. Inviting students to share their gains and reflections can help them enhance their sense of participation and self-awareness, and cultivate their ability to reflect on their own learning. The teacher’s summary and encouragement can stimulate students’ learning motivation, guide them to apply the knowledge learned to practice, and achieve the teaching goal of cultivating core literacy. Homework Arrangement 1. Write a short passage (80-100 words) about your own experience of utilising resources to overcome learning difficulties, using the core vocabulary and key sentence patterns learned in this lesson. 2. Collect 3-5 useful learning resources and write a short introduction to them, including the types of resources, the methods of utilisation and the advantages. 3. Discuss with your parents or classmates about how to utilise family resources or social resources effectively, and write down the discussion results. Design Intention: Homework arrangement is an extension of classroom teaching, which helps students consolidate the knowledge learned, improve their writing ability and practical application ability. The first homework is to let students apply the core vocabulary and sentence patterns to writing, which can improve their language application ability. The second homework is to guide students to discover and understand more learning resources, expand their learning channels. The third homework is to connect classroom learning with family and social life, let students realize the importance of resource utilisation in all aspects of life, and cultivate their ability to communicate and cooperate with others. 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 $