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

Unit 3 Friends and Friendship-Exploring and Using 教学目标和重难点 教学目标 The four-dimensional core literacy of this unit focuses on integrating language ability, cultural awareness, thinking quality and learning ability. Language ability is cultivated through listening, speaking, reading and writing activities related to friendship, enabling students to master core vocabulary, phrases and sentence patterns about friends and friendship, and improve their ability to express views, describe feelings and solve interpersonal problems in English. Cultural awareness aims to guide students to understand the similarities and differences of friendship concepts in different cultural backgrounds, respect diverse views on friendship, and establish a correct concept of making friends. Thinking quality is developed by encouraging students to analyze, judge and reflect on friendship-related issues, such as how to maintain friendship and resolve conflicts between friends, so as to enhance their logical thinking and critical thinking abilities. Learning ability is trained through independent exploration, cooperative learning and autonomous summary, helping students master effective learning strategies, improve their ability of autonomous learning and cooperative communication, and lay a foundation for lifelong learning. All four aspects are interrelated and mutually promoted, realizing the organic combination of language learning and quality improvement. 教学重难点 The key points of this unit are: mastering core vocabulary (such as honest, reliable, considerate, betray, forgive) and phrases (such as get along with, rely on, fall out with, make up) related to friendship; understanding the main idea and detailed information of the reading text, and mastering reading strategies such as skimming and scanning; being able to express views on friendship, describe friends’ characteristics and share friendship stories in simple and fluent English. The difficult points are: accurately using the learned vocabulary and sentence patterns to express complex feelings and specific situations in friendship, such as how to comfort a friend in trouble and how to apologize to a friend; understanding the implicit meaning and cultural connotation in the reading text, and cultivating the ability to infer the author’s intention; guiding students to think deeply about the true meaning of friendship, and applying the learned knowledge to real-life communication, so as to achieve the integration of language learning and practical application. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a group of warm pictures about friendship, including friends studying together, helping each other and celebrating festivals, and plays a short English song about friendship, such as “You’ve Got a Friend”. After the song, the teacher asks open-ended questions in English: “What do you see in the pictures? Do you have good friends? What kind of person is your best friend? How do you get along with your friends?” Then, invite 3-4 students to share their own friendship stories or views on friends in English. The teacher gives positive comments and guidance, and naturally leads to the unit theme “Friends and Friendship”. Design Intent: The combination of pictures and songs can quickly attract students’ attention, create a relaxed and pleasant English learning atmosphere, and reduce students’ anxiety in speaking English. By asking questions closely related to students’ daily life, it can activate students’ existing knowledge and life experience about friendship, stimulate their learning interest and participation, and lay an emotional and cognitive foundation for the subsequent teaching activities. At the same time, it can initially check students’ existing English expression ability about friendship and provide a basis for adjusting the subsequent teaching progress and difficulty. Step 2: Vocabulary and Phrase Learning (Input of Basic Knowledge) First, the teacher presents the core vocabulary and phrases of the unit on the blackboard or courseware, including honest, reliable, considerate, loyal, betray, forgive, misunderstand, get along with, rely on, fall out with, make up, be there for sb. For each word and phrase, the teacher explains its meaning in simple English, gives typical example sentences closely related to friendship, and reads them aloud to guide students to follow and imitate, paying attention to pronunciation and intonation. For example, when explaining “considerate”, the teacher says: “A considerate friend always cares about your feelings and helps you when you are in trouble. For example, my best friend is very considerate—she always remembers my birthday and sends me wishes.” Then, organize group activities: divide students into groups of 4, and each group is given a task card with a scenario about friendship (such as “Your friend forgot your birthday, and you feel upset” “Your friend helped you solve a difficult problem in study”). Each group needs to discuss and use at least 3 new words or phrases learned to describe the scenario and express their views. After the discussion, each group sends a representative to present their results to the whole class, and the teacher comments and corrects them, emphasizing the correct use of vocabulary and phrases. Design Intent: Vocabulary and phrases are the basis of language learning. By explaining, example-giving and imitating, students can initially master the meaning and usage of core vocabulary and phrases. The group scenario discussion activity combines vocabulary learning with practical scenarios, which not only helps students consolidate the learned knowledge, but also improves their ability to use vocabulary flexibly in specific contexts. At the same time, group cooperation can enhance students’ sense of participation and communication ability, and make vocabulary learning more interesting and effective. Step 3: Reading Comprehension (In-depth Exploration of Text) First, pre-reading: The teacher briefly introduces the background of the reading text (a story about two friends who had a conflict and finally made up) and asks students to predict the content of the text according to the title and pictures: “What do you think happened between the two friends? Why did they have a conflict? How did they solve it?” This activity can stimulate students’ reading desire and help them establish a connection between the text and their own experience. Then, while-reading: The first reading (skimming) asks students to read the text quickly and answer the following questions: 1. Who are the main characters in the text? 2. What is the main event of the text? 3. What is the result of the event? After students finish reading, invite them to answer the questions, and the teacher sorts out the main idea of the text to help students grasp the overall content of the text. The second reading (scanning) asks students to read the text carefully and find out the key details: 1. What caused the conflict between the two friends? 2. How did they feel after the conflict? 3. What did they do to solve the conflict? Students can circle the key information in the text while reading, and then discuss with their deskmates to check and supplement each other’s answers. The teacher walks around the classroom to guide students who have difficulties, and summarizes the key details after the discussion. Finally, post-reading: Organize students to carry out in-depth discussion on the text. The teacher puts forward guiding questions: 1. Do you think the two friends did the right thing when they had a conflict? Why or why not? 2. What can we learn from their story about maintaining friendship? 3. If you were one of the friends, what would you do to solve the conflict? Students can express their views freely, and the teacher guides them to think deeply about the true meaning of friendship, such as understanding, tolerance, honesty and communication. At the same time, the teacher explains the difficult sentences in the text, such as complex sentences and attributive clauses, to help students understand the text more thoroughly. Design Intent: The three-step reading activity (pre-reading, while-reading, post-reading) follows the law of students’ reading comprehension, from overall grasp to detailed understanding, and then to in-depth exploration, which helps students gradually improve their reading ability. Skimming and scanning strategies can help students master efficient reading methods and improve reading speed and accuracy. The post-reading discussion not only deepens students’ understanding of the text, but also combines the text content with real life, guides students to think about friendship, and cultivates their critical thinking and emotional experience. Explaining difficult sentences can help students break through the language barriers in reading and lay a foundation for subsequent language output. Step 4: Listening and Speaking Practice (Language Output and Application) Listening practice: The teacher plays the listening material twice. The listening material is a dialogue between two students talking about their friendship problems (such as one student feels that his friend is ignoring him, and he doesn’t know what to do). The first time, students listen to get the main idea of the dialogue; the second time, students listen carefully and fill in the blanks with the key words and phrases learned. After listening, the teacher checks the answers with students, plays the key parts of the listening material again, and guides students to imitate the pronunciation and intonation of the dialogue. Speaking practice: Based on the listening material and reading text, organize a role-play activity. Divide students into groups of 2, and each group is given a scenario about friendship problems (such as “You have a misunderstanding with your friend, and you want to apologize to him/her” “Your friend is in trouble, and you want to comfort and help him/her”). Each group needs to design a dialogue according to the scenario, using the learned vocabulary, phrases and sentence patterns. Students have enough time to discuss and prepare, and then each group performs their dialogue in front of the whole class. The teacher evaluates their performance from the aspects of language accuracy, fluency and emotional expression, and gives suggestions for improvement. In addition, carry out a group discussion activity with the theme “How to be a good friend”. Each group discusses and summarizes 3-5 suggestions, and then sends a representative to share their group’s views with the whole class. The teacher sorts out and supplements the suggestions, such as being honest, being considerate, respecting others, communicating actively, and forgiving others’ mistakes. Design Intent: Listening practice can help students improve their listening comprehension ability, familiarize themselves with the pronunciation and intonation of English in real communication, and consolidate the learned vocabulary and phrases. Role-play and group discussion activities provide students with a real language communication scenario, which can stimulate their enthusiasm for speaking English, improve their oral expression ability and communicative competence. By discussing how to be a good friend, students can further understand the connotation of friendship, establish a correct concept of making friends, and realize the integration of language learning and moral education. Step 5: Writing Practice (Comprehensive Language Application) First, the teacher guides students to review the learned vocabulary, phrases and sentence patterns related to friendship, and summarizes the writing framework for describing a friend or a friendship story: 1. Introduction: Briefly introduce your friend (appearance, personality, etc.). 2. Main body: Tell a specific story about you and your friend, showing the importance of friendship. 3. Conclusion: Express your views on friendship or your expectations for friendship. Then, the teacher gives a sample composition, reads it aloud to students, and analyzes its structure, vocabulary and sentence patterns, so that students have a clear understanding of how to write. Then, assign the writing task: Ask students to write an English composition with the title “My Best Friend” or “A Precious Friendship”, requiring them to use at least 5 core vocabulary and phrases learned in the unit, and the content is true and emotional. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them sort out their ideas, correct grammatical mistakes, and suggest appropriate vocabulary and sentence patterns. After students finish writing, organize them to exchange their compositions with their deskmates, and ask them to comment on each other’s compositions from the aspects of content, structure, language accuracy and fluency, and put forward suggestions for revision. Then, select 2-3 excellent compositions and 1-2 compositions with common problems to comment on in class, affirming the advantages and pointing out the areas that need improvement. Design Intent: Writing is a comprehensive reflection of students’ language ability. By guiding students to review the learned knowledge and providing a writing framework and sample composition, it can help students clarify their writing ideas and reduce their writing pressure. The process of writing, peer review and teacher comment can not only improve students’ writing ability, but also help them find their own problems in language use, and further consolidate and improve the learned knowledge. At the same time, writing about their own friendship stories can make students deepen their emotional experience of friendship and realize the practical value of language learning. Step 6: Summary and Extension (Consolidation and Improvement) First, the teacher leads students to summarize the key content of this class: core vocabulary and phrases, main idea of the reading text, and key points of listening, speaking and writing. Invite students to take turns to share what they have learned in this class, and the teacher supplements and improves, helping students sort out the knowledge system and strengthen memory. Then, carry out the extension activity: Ask students to collect English proverbs or famous quotes about friendship after class, such as “A friend in need is a friend indeed”, and share them in the next class. In addition, assign a homework: Write a short letter to your best friend in English, expressing your gratitude to him/her and your expectations for your friendship. At the same time, ask students to review the content of this unit and preview the next part. Design Intent: The summary link can help students sort out the knowledge learned in the class, form a systematic knowledge structure, and improve the efficiency of knowledge memory. The extension activity and homework can extend the language learning from the classroom to daily life, help students consolidate the learned knowledge, improve their ability of autonomous learning and language application, and lay a foundation for the subsequent learning. Collecting proverbs and writing letters can also enrich students’ cultural accumulation and deepen their understanding of friendship. 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 $