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

Unit 3 Friends and Friendship-Reading, Speaking and Writing 教学目标和重难点 教学目标 This lesson focuses on the theme of friends and friendship, integrating reading, speaking and writing to cultivate students’ four-dimensional key competencies. Language competence is developed by guiding students to master core vocabularies, sentence patterns and discourse structures related to friendship, enabling them to read and understand themed passages, express views fluently and write coherent essays. Cultural awareness is fostered by helping students understand the connotation of friendship in different cultures, respect cultural differences and establish a correct view of friendship. Thinking quality is improved through analytical reading, critical discussion and logical writing, training students’ ability to think deeply and express views clearly. Learning ability is enhanced by encouraging autonomous exploration, cooperative learning and reflective summary, helping students master effective learning strategies and develop the habit of lifelong learning. 教学重难点 The key points of this lesson are: mastering core vocabularies (such as trustworthy, sincere, cherish, misunderstand) and sentence patterns about friendship; understanding the main idea and structure of the reading passage, and extracting key information; being able to express personal views on friendship, reasons and related experiences in fluent English; completing a coherent essay about friendship with correct logic and appropriate expressions. The difficult points are: accurately understanding the deep connotation of friendship and the implied meaning in the reading passage; using appropriate vocabularies and sentence patterns to express complex emotions and views in speaking and writing; ensuring the logical coherence and content richness of oral expression and written works, and avoiding mechanical repetition and inappropriate collocation. 教学过程 Pre-Class Preparation (Pre-Task) Ask students to preview the new words and phrases in Unit 3, including trustworthy, sincere, loyal, forgive, misunderstand, cherish, in trouble, rely on, etc. They need to master the pronunciation, spelling and basic meanings of these words, and try to make simple sentences with them. At the same time, ask students to think about their own friendship stories: describe their best friend, the reasons why they become good friends, and an unforgettable thing that happened between them. Design Intent: Previewing new words helps reduce the difficulty of listening, speaking, reading and writing in class, laying a solid language foundation for the smooth development of class activities. Letting students think about their own friendship stories in advance can stimulate their learning interest, activate their existing knowledge and experience, and make it easier for them to participate in class discussions and writing activities, realizing the connection between knowledge learning and real life. Prepare teaching resources, including the reading passage of the unit, pictures and short videos about friendship, case cards of friendship problems, and evaluation forms for oral expression and writing. Design Intent: Rich teaching resources can create a vivid and real learning situation for students, stimulate their learning motivation, and provide effective support for the development of various teaching activities. Evaluation forms can help students clearly understand the evaluation standards, and facilitate self-evaluation and mutual evaluation in class, improving their learning initiative and self-reflection ability. In-Class Teaching (While-Task) Step 1: Lead-In (Lead-In Activity) Start the class with a short video about friendship. The video shows different scenes of friendship: friends helping each other when in trouble, sharing joys and sorrows together, and resolving conflicts through communication. After watching the video, ask students two questions: “What do you think of the friendship in the video?” and “What qualities do you think a good friend should have?” Invite 3-4 students to share their views, and then the teacher summarizes and leads to the theme of this lesson—Friends and Friendship. Design Intent: The short video is intuitive and vivid, which can quickly attract students’ attention, arouse their emotional resonance, and make them naturally enter the theme of friendship. The guiding questions can stimulate students’ thinking, activate their existing cognition of friendship, and lay a foundation for the follow-up reading, speaking and writing activities. At the same time, it can exercise students’ oral expression ability initially. Step 2: Reading Activity (Reading Comprehension) Fast Reading: Distribute the reading passage to students, ask them to read it quickly, and answer two questions: “What is the main idea of the passage?” and “What is the author’s view on friendship?” After students finish reading, organize them to exchange answers in pairs, and then invite several groups to report their results. The teacher comments and summarizes, helping students grasp the main idea of the passage: the passage tells a story about friendship between two students, and expresses the view that true friendship requires sincerity, trust and mutual understanding. Design Intent: Fast reading training can improve students’ ability to grasp the main idea of the passage quickly, cultivate their reading speed and reading strategy. Pair exchange can promote students’ cooperative learning, let them learn from each other, and improve their ability to express and communicate in English. The teacher’s comment and summary can help students correct their misunderstandings and deepen their understanding of the passage theme. Careful Reading: Ask students to read the passage carefully again, and complete two tasks: Task 1: Underline the core vocabularies and key sentence patterns related to friendship in the passage, and explain their meanings and usages in combination with the context; Task 2: Answer the detailed questions designed by the teacher, such as “What happened between the two friends in the passage?” “Why did they have a conflict?” “How did they resolve the conflict?” After students finish the tasks, organize them to discuss in groups, share their answers and opinions, and the teacher walks around to guide and help students who have difficulties. Then, the teacher explains the key vocabularies and sentence patterns in focus, such as “I was deeply moved by his sincere apology.” “True friends should support each other in times of trouble.”, and asks students to make sentences with these sentence patterns to consolidate their mastery. Design Intent: Careful reading helps students understand the details of the passage, grasp the core vocabularies and sentence patterns, and lay a foundation for oral expression and writing. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their cooperative learning ability and critical thinking ability. The teacher’s guidance and explanation can help students solve difficulties in time, ensure that they master the key knowledge, and improve their language application ability. Post-Reading Discussion: Ask students to discuss the following questions in groups: “Do you agree with the author’s view on friendship? Why or why not?” “What do you think is the most important quality of a good friend?” “Have you ever had a conflict with your friend? How did you resolve it?” Each group selects a representative to report the discussion results, and the teacher makes comments and supplements, guiding students to establish a correct view of friendship: true friendship is based on sincerity, trust and mutual understanding, and conflicts between friends can be resolved through communication and tolerance. Design Intent: Post-reading discussion connects the reading passage with students’ real life, makes students deeply understand the connotation of friendship, and improves their oral expression ability and critical thinking ability. The teacher’s comment and guidance can help students sort out their ideas, deepen their understanding of friendship, and cultivate their correct values. Step 3: Speaking Activity (Oral Expression) Model Dialogue: The teacher presents a model dialogue about friendship. The dialogue is between two students, talking about their best friends, the reasons why they like each other, and an unforgettable experience. The teacher reads the dialogue with students, explains the key sentence patterns in the dialogue, such as “My best friend is... because he/she is...”, “I still remember the time when we...”, “When I was in trouble, he/she...”. Then, ask students to read the dialogue in pairs, imitating the tone and emotion of the model. Design Intent: The model dialogue provides a sample for students’ oral expression, helps them master the key sentence patterns and expression methods related to friendship, and reduces the difficulty of oral expression. Pair reading can let students practice their pronunciation and intonation, and improve their oral expression fluency. Role-Play: Divide students into groups of 4, and assign roles to each student: Student A and Student B talk about their best friends; Student C and Student D listen and ask relevant questions, such as “What does your best friend look like?” “How long have you been friends?” “What do you usually do together?”. Ask students to use the vocabularies and sentence patterns mastered in the reading and model dialogue to complete the role-play. The teacher walks around to guide, corrects students’ wrong expressions in time, and encourages students to express their views freely. After the role-play, invite 2-3 groups to perform in front of the class, and the other students and the teacher evaluate their performance from the aspects of fluency, accuracy and content richness. Design Intent: Role-play is a practical oral expression activity, which can let students apply the learned knowledge to real communication scenarios, improve their oral expression ability and communication ability. Evaluation can help students find their own advantages and disadvantages, and stimulate their enthusiasm for oral expression. Group Debate: Set a debate topic related to friendship: “Is it better to have many friends or a few close friends?” Divide students into two groups: the affirmative group (it is better to have a few close friends) and the negative group (it is better to have many friends). Give students a few minutes to prepare their arguments and supporting materials, using the vocabularies and sentence patterns mastered in the lesson. Then, start the debate: each group takes turns to state their views and refute the opposite group’s views. The teacher presides over the debate, guides students to express their views clearly and logically, and reminds them to use polite language. After the debate, the teacher summarizes, affirms the advantages of both groups, and guides students to realize that both many friends and a few close friends have their own advantages, and the key is to cherish every friendship. Design Intent: Debate can stimulate students’ critical thinking ability and logical expression ability, let them use the learned knowledge flexibly, and improve their oral expression fluency and accuracy. At the same time, it can help students understand different views on friendship, cultivate their ability to respect different opinions, and deepen their understanding of the connotation of friendship. Step 4: Writing Activity (Writing Practice) Writing Guidance: The teacher guides students to sort out the writing ideas about friendship. First, ask students to determine the theme of the composition: “My View on Friendship” or “My Best Friend”. Then, guide students to structure the composition: the beginning part introduces the theme, such as “Friendship is one of the most precious things in our life.”; the middle part can talk about the characteristics of a good friend, personal friendship experience, or views on friendship, and use specific examples to support the views; the ending part summarizes the theme, expresses the desire to cherish friendship. Then, the teacher presents some useful vocabularies and sentence patterns for writing, such as “As far as I am concerned, friendship is...”, “A good friend should be...”, “From my own experience, I know that...”, and asks students to choose and use these vocabularies and sentence patterns in their writing. Design Intent: Writing guidance helps students clarify their writing ideas, master the structure of the composition, and use the learned vocabularies and sentence patterns flexibly, reducing the difficulty of writing. The provision of useful vocabularies and sentence patterns can help students improve the richness and accuracy of their writing. Independent Writing: Ask students to write an essay about friendship independently, with the title determined by themselves, and the content should be true and emotional, with clear logic and correct grammar. During the writing process, the teacher walks around to guide, helps students who have difficulties in thinking or expression, corrects their wrong words and sentences in time, and reminds them to pay attention to the coherence and fluency of the composition. Design Intent: Independent writing can exercise students’ ability to use language comprehensively, let them apply the learned knowledge to writing practice, and improve their writing ability. The teacher’s guidance can help students solve difficulties in time, ensure that they can complete the writing task smoothly, and improve the quality of their compositions. Peer Evaluation and Revision: After students finish writing, ask them to exchange their compositions with their deskmates for peer evaluation. The evaluation standards are: whether the theme is clear, whether the logic is coherent, whether the vocabularies and sentence patterns are used correctly, whether there are grammar and spelling mistakes, and whether the content is rich and emotional. Students need to put forward revision suggestions for their deskmates’ compositions. Then, students revise their own compositions according to the peer evaluation suggestions and the teacher’s guidance. After revision, some students’ compositions are selected for display, and the teacher makes comments and evaluations, affirming the advantages of the compositions and putting forward further revision suggestions. Design Intent: Peer evaluation can let students learn from each other, find their own mistakes and deficiencies, and improve their ability to evaluate and revise compositions. Revision helps students improve the quality of their compositions, deepen their understanding of writing skills, and cultivate their self-reflection ability. The teacher’s comment and display can stimulate students’ writing enthusiasm, and let them learn from excellent compositions. Post-Class Summary and Extension (Post-Task) Class Summary: The teacher summarizes the key points of this lesson, including the core vocabularies and sentence patterns related to friendship, the main idea and connotation of the reading passage, the skills of oral expression and writing about friendship. At the same time, the teacher encourages students to apply the learned knowledge to their daily life, cherish their own friendships, and communicate with friends sincerely. Design Intent: Class summary helps students sort out the knowledge learned in class, consolidate the key points, and form a systematic knowledge structure. Encouraging students to apply knowledge to real life can realize the connection between classroom learning and daily life, and reflect the practical value of English learning. After-Class Assignments: Assign two after-class assignments: Task 1: Revise the composition written in class again, and submit it to the teacher for review; Task 2: Interview one of your friends, ask him/her about his/her view on friendship, and write a short interview report (about 80 words). Design Intent: Revising the composition can help students further improve their writing ability and consolidate the writing skills learned in class. The interview report can let students practice their oral communication ability and writing ability, and deepen their understanding of friendship through communication with friends. At the same time, it can stimulate students’ learning interest and cultivate their ability to observe and practice. Extended Activity: Recommend students to read English articles or stories about friendship after class, such as “Friendship” by Ralph Waldo Emerson, and ask them to write a short reading reflection (about 50 words) to share their feelings and insights. Design Intent: Extended reading can enrich students’ knowledge reserve, improve their reading ability, and let them understand different views on friendship in different cultures, cultivating their cultural awareness and learning ability. Writing a reading reflection can help students deepen their understanding of the article and improve their ability to express their feelings and insights in English. Teaching Design Intent Summary This lesson integrates reading, speaking and writing, takes the theme of friendship as the core, and takes the cultivation of students’ four-dimensional key competencies as the goal. The teaching process is designed from pre-class preparation, in-class teaching to post-class extension, which is gradual and in line with the cognitive law of senior high school students. The reading activity lays a foundation for language input, the speaking activity realizes the transformation from language input to output, and the writing activity further consolidates and improves students’ language application ability. A variety of teaching activities, such as group discussion, role-play and debate, are adopted to stimulate students’ learning interest, promote their cooperative learning and independent exploration, and help students master the key knowledge and skills, while cultivating their cultural awareness, thinking quality and learning ability. The whole teaching process pays attention to the connection between classroom learning and real life, so that students can not only learn English knowledge, but also learn to cherish friendship and establish correct values. 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 $