Unit 3 Friends and Friendship-Reading Actively 教案-2025-2026学年高中英语重大版必修第二册

Unit 3 Friends and Friendship-Reading Actively 教学目标和重难点 教学目标 This reading lesson focuses on fostering students’ four-dimensional key competencies in English. Language competence is developed through mastering vocabulary and sentences related to friendship and improving reading ability. Cultural awareness is cultivated by guiding students to understand the connotation of friendship in different cultures and respect cultural differences. Thinking quality is promoted by encouraging students to analyze the theme and characters in the text and develop logical and critical thinking. Learning ability is enhanced by guiding students to master active reading strategies and form good independent and cooperative learning habits, laying a foundation for lifelong learning. 教学重难点 The key points are helping students understand the main idea and logical structure of the reading text, mastering core vocabulary (such as trustworthy, sincere, cherish, conflict) and useful sentence patterns about friendship. The difficult points are enabling students to accurately analyze the emotional changes of the characters in the text and the deep meaning of friendship, using the learned language knowledge to express their own views on friendship, and applying active reading strategies flexibly in the reading process to improve reading efficiency. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by asking open-ended questions related to friendship: “What is friendship in your opinion? What qualities should a good friend have?” Then, the teacher shows some pictures of different friendship scenarios (such as friends helping each other in difficulties, sharing joys together) and plays a short English video about true friendship. After that, invite 2-3 students to share their views on friendship and their own friendship stories in simple English. The teacher gives positive comments and guidance, and naturally leads to the topic of the reading text: “Today, we will read a passage about friendship, and explore what true friendship is and how to maintain it through active reading.” Design Intention: The lead-in activity is closely linked to the theme of friendship, which is familiar to students. By asking questions, showing pictures and playing videos, it can arouse students’ interest in learning, activate their existing knowledge and experience about friendship, and create a relaxed and active classroom atmosphere. At the same time, it can lay an emotional and cognitive foundation for the subsequent reading teaching, guide students to quickly enter the theme of the text, and cultivate their ability to express their own views in English initially. Step 2: Pre-reading (Preparatory Activity) First, the teacher presents the new words and phrases in the reading text, including core vocabulary such as trustworthy, sincere, cherish, conflict, forgive, and useful phrases such as make friends, rely on, get along with, resolve a conflict. For each new word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to friendship to help students understand and memorize. For example, when explaining “trustworthy”, the teacher says: “A trustworthy friend is someone you can believe in and rely on when you are in trouble.” Then, the teacher arranges a group activity: each group discusses and writes down 3-5 qualities of a good friend using the new words and phrases just learned, and then each group sends a representative to present their results to the whole class. Next, the teacher briefly introduces the background of the reading text: the passage tells a story about two good friends who encounter a conflict and finally resolve it, showing the true meaning of friendship. The teacher asks students to predict the content of the text based on the title and the background introduction: “What do you think will happen between the two friends? How will they resolve their conflict?” Students are encouraged to express their predictions freely, and the teacher records the key points of their predictions on the blackboard. Design Intention: The pre-reading activity focuses on helping students remove language barriers in reading. By teaching new words and phrases related to the theme, it can ensure that students can understand the text smoothly in the subsequent reading process. The group discussion activity not only helps students consolidate the new knowledge they have just learned, but also cultivates their cooperative learning ability and language expression ability. Predicting the content of the text can stimulate students’ curiosity and initiative in reading, guide them to form the habit of active thinking before reading, and lay a foundation for in-depth reading. Step 3: While-reading (Active Reading Activity) This step is divided into three parts: skimming, scanning and intensive reading, guiding students to read actively and in depth, and gradually understand the text from the surface to the deep. First, skimming. The teacher asks students to read the whole text quickly, and requires them to grasp the main idea of the text and answer two questions: 1. What is the main topic of the passage? 2. What is the relationship between the two main characters in the text? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The passage tells a story about two good friends, Tom and Peter, who have a conflict because of a misunderstanding, and finally resolve the conflict through communication and forgiveness, showing that true friendship requires trust, understanding and tolerance. Design Intention: Skimming is an important active reading strategy. By guiding students to read quickly, it can help them grasp the main idea of the text in a short time, cultivate their ability to extract key information, and lay a foundation for in-depth reading. The questions designed are closely linked to the main content of the text, which can guide students to read with purpose and avoid aimless reading. Second, scanning. The teacher asks students to read the text again, and requires them to find specific information according to the following questions and fill in the form: 1. What caused the conflict between Tom and Peter? 2. How did Tom feel after the conflict? 3. What did Peter do to resolve the conflict? 4. What did Tom and Peter learn from the conflict? The teacher provides a simple form on the blackboard or PPT, and asks students to complete it independently first, then discuss and check with their group members. After that, the teacher invites each group to send a representative to present their answers, and corrects and explains the key points. Design Intention: Scanning is another important active reading strategy, which focuses on training students’ ability to find specific information quickly. By designing targeted questions and forms, it can guide students to read the text carefully, extract key details, and deepen their understanding of the text content. The group discussion and checking link can help students find their own mistakes and learn from each other, improving their cooperative learning ability and problem-solving ability. Third, intensive reading. The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, the emotional changes of the characters and the deep meaning of the text. For example, when reading the paragraph about Tom’s feelings after the conflict, the teacher asks students to find the adjectives that describe Tom’s feelings and analyze why Tom felt that way. When reading the paragraph about Peter taking the initiative to apologize, the teacher asks students to think: “Why did Peter take the initiative to apologize? What does this show us about true friendship?” At the same time, the teacher guides students to pay attention to the usage of key words and sentences in the text, and asks them to take notes. For example, the teacher analyzes the sentence “True friendship is not about never having conflicts, but about resolving conflicts together when they arise.” and asks students to discuss the meaning of this sentence and express their own views. In addition, the teacher guides students to analyze the logical structure of the text, helping them understand how the author develops the story and expresses the theme. Design Intention: Intensive reading is the key link of active reading, which aims to help students deeply understand the text content, grasp the emotional connotation and theme of the text. By analyzing key sentences and character emotions, it can cultivate students’ ability to analyze and understand the text in depth, and improve their language appreciation ability. Guiding students to pay attention to the usage of key words and sentences can help them consolidate their language knowledge and improve their ability to use language flexibly. Analyzing the logical structure of the text can help students form a systematic understanding of the text and cultivate their logical thinking ability. Step 4: Post-reading (Consolidation and Application Activity) This step is mainly to help students consolidate the knowledge and skills learned in the reading process, and apply them to practical communication, so as to achieve the goal of improving their language ability and thinking quality. First, group discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: “What can we learn from the story of Tom and Peter? How should we maintain our friendship in daily life?” Each group discusses the topic freely, and the teacher walks around the classroom to guide and help students when necessary, encouraging them to use the new words, phrases and sentence patterns learned in the text to express their views. After the discussion, each group sends a representative to make a speech to the whole class, and the teacher gives comments and guidance, affirming the advantages of each group and putting forward suggestions for improvement. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and language expression ability. The discussion topic is closely linked to the text theme and students’ real life, which can guide students to combine the text content with their own experience, deepen their understanding of the theme of friendship, and at the same time exercise their ability to use the learned language knowledge to express their own views. Second, language practice. The teacher designs two language practice activities: 1. Sentence rewriting: Ask students to rewrite the key sentences in the text using the new words and phrases they have learned. For example, rewrite “They resolved their conflict through communication.” into “They got along well again by communicating with each other and forgiving each other.” 2. Short paragraph writing: Ask students to write a short paragraph (about 50-80 words) about their own friendship story or their views on friendship, using at least 3 new words and phrases learned in the text. After students finish writing, the teacher collects some students’ works, reads them out in class, and gives comments and corrections, focusing on praising the students who use the language correctly and creatively. Design Intention: Language practice activities aim to help students consolidate the new knowledge they have learned and improve their ability to use language flexibly. Sentence rewriting can help students master the usage of key words and phrases, and short paragraph writing can integrate reading and writing, improve students’ writing ability, and enable them to apply the knowledge learned in reading to writing, achieving the goal of integrating reading and writing. Third, summary and reflection. The teacher invites students to summarize what they have learned in this class, including the main content of the text, the new words and phrases, the active reading strategies and their understanding of friendship. Then, the teacher makes a final summary: This class focuses on developing everyone’s active reading ability, helping everyone understand the true meaning of friendship through reading the text, and mastering the language knowledge related to friendship. The teacher emphasizes that true friendship requires trust, understanding, tolerance and communication, and encourages students to cherish their own friendship and apply the knowledge learned in this class to daily life. Design Intention: Summary and reflection can help students sort out the knowledge and skills learned in this class, form a systematic understanding, and improve their ability to summarize and reflect. The teacher’s final summary can further deepen students’ understanding of the theme of the text and the purpose of the teaching, and guide students to apply the knowledge learned to real life, realizing the educational value of the course. Step 5: Homework Arrangement 1. Read the text again carefully, recite the key words, phrases and sentences, and consolidate the language knowledge learned. 2. Complete the short paragraph writing task in the post-reading link, and revise it according to the teacher’s comments. 3. Interview one of your good friends, ask them about their views on friendship, and write a short interview report (about 100 words) in English. 4. Preview the next part of the unit, and try to use the active reading strategies learned in this class to read the preview content. Design Intention: The homework arrangement is closely linked to the teaching content of this class, which aims to consolidate the knowledge and skills learned in class, extend the teaching content to students’ after-class life, and cultivate their independent learning ability and practical application ability. Reciting key knowledge can help students consolidate their language foundation; completing the writing task and interview report can improve their writing ability and practical communication ability; previewing the next part can help students form a good learning habit and lay a foundation for the next class. 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 $