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

Unit 3 Friends and Friendship-Reading Further 教学目标和重难点 教学目标 This section focuses on cultivating students’ four core competencies in English. Language competence is developed by guiding students to master key words, phrases and complex sentences related to friendship, and improve their abilities of reading comprehension, information extraction and language expression. Cultural awareness is fostered by helping students understand the connotation of friendship in different cultural contexts, respect cultural differences and establish a correct view of friendship. Thinking quality is promoted through analyzing the logical structure of the text, exploring the author’s emotional tendency and conducting critical thinking and innovative expression. Learning competence is enhanced by guiding students to master effective reading strategies, develop good learning habits and improve their ability of independent learning and cooperative inquiry, laying a solid foundation for lifelong learning. 教学重难点 The key points are: mastering the core vocabulary (such as cherish, trustworthy, mutual, accompany, overcome) and phrases (such as rely on, get through, in need, share joys and sorrows) in the text; understanding the main idea and logical structure of the text; grasping the author’s views and emotional changes. The difficult points are: accurately understanding the implied meaning of the text and the deep connotation of friendship; flexibly using the learned vocabulary and sentence patterns to express personal views on friendship; cultivating critical thinking ability, such as analyzing the factors affecting friendship and putting forward reasonable suggestions for maintaining friendship; applying reading strategies to deeply understand the text and realize the transfer and application of knowledge. 教学过程 Pre-reading: Lead-in and Preview Guidance The teacher starts the class with a question-and-answer activity: “What does friendship mean to you? Who is your best friend and what touching things have you experienced together?” Then, invite 2-3 students to share their own stories about friendship in simple English. After that, the teacher presents some pictures and short videos about friendship, such as friends helping each other in difficulties, sharing happy moments together, etc., and guides students to think about the importance of friendship. Finally, the teacher introduces the topic of Reading Further, briefly introduces the background of the text (it tells a story about the growth of friendship between two teenagers and the changes they bring to each other), and arranges preview tasks: ask students to read the text quickly, mark the new words and sentences they don’t understand, and try to predict the main content of the text. Design Intention: The question-and-answer activity and audio-visual materials can arouse students’ emotional resonance, activate their existing knowledge and experience about friendship, and stimulate their interest in learning the text. The preview guidance helps students form a preliminary understanding of the text, clarify the learning focus, and lay a foundation for in-depth reading. At the same time, it guides students to develop the habit of independent preview, which is conducive to the cultivation of learning competence. While-reading: In-depth Exploration and Skill Training Skimming for Main Idea Ask students to read the text quickly again, 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 author’s attitude towards friendship? After students finish reading, organize them to discuss in groups of 4, and then invite representatives of each group to report their answers. The teacher comments and summarizes, helping students grasp the main idea of the text: the text tells the story of Lily and Lucy, two good friends who support each other through difficult times, and expresses the author’s view that true friendship can help people grow and overcome difficulties. Design Intention: Skimming training helps students master the reading strategy of grasping the main idea quickly, improve their reading speed and overall understanding ability. Group discussion encourages students to communicate and cooperate, express their views boldly, and cultivate their cooperative learning ability and oral expression ability. The teacher’s summary helps students clarify the core content of the text and lay a foundation for in-depth analysis. Scanning for Key Information Ask students to read the text carefully, scan for key information, and fill in the following form: the changes of Lily and Lucy’s life, the help they gave each other, and the impact of friendship on them. During the process, the teacher walks around the classroom, guides students who have difficulties in finding information, and reminds students to mark key sentences and paragraphs. After students finish filling in the form, invite several students to show their forms, and the teacher corrects and supplements them, helping students sort out the key information of the text and understand the development context of the story. Design Intention: Scanning training helps students master the reading strategy of locating key information accurately, improve their ability of information extraction and sorting. Filling in the form makes the key information of the text more intuitive, which is conducive to students’ in-depth understanding of the story and the connotation of friendship. The teacher’s guidance and correction can timely solve the problems encountered by students in the reading process, ensuring the effectiveness of reading training. Close Reading for Language Points and Emotional Connotation First, the teacher focuses on explaining the key vocabulary and phrases in the text: cherish, trustworthy, mutual, accompany, overcome, rely on, get through, in need, share joys and sorrows. For each word and phrase, the teacher explains its meaning, usage and collocation, and gives example sentences combined with the text context, so that students can understand and master them in the specific context. Then, the teacher selects several key sentences in the text, such as “True friendship is not about being together all the time, but about being there for each other when needed.”, and guides students to analyze the sentence structure, understand the implied meaning, and feel the author’s emotional expression. At the same time, the teacher guides students to think about the following questions: (1) Why did Lily and Lucy’s friendship become deeper and deeper? (2) What can we learn from their friendship? (3) What do you think are the necessary qualities of true friendship? Design Intention: The explanation of language points helps students master the key knowledge of the text, improve their language competence, and lay a foundation for language application. The analysis of key sentences and emotional connotation guides students to read the text deeply, understand the author’s emotional tendency and the deep meaning of friendship, and cultivate their ability of text appreciation and logical thinking. The guiding questions stimulate students’ thinking, encourage them to explore the connotation of friendship, and lay a foundation for the cultivation of cultural awareness and thinking quality. Post-reading: Consolidation Application and Expansion Extension Language Consolidation Organize students to carry out language practice activities: (1) Fill in the blanks with the key words and phrases learned in the text, and check the mastery of students; (2) Ask students to make sentences with the key words and phrases, and require them to combine their own life experience, so as to realize the flexible application of language knowledge. After the activity, the teacher comments and guides, points out the common mistakes of students, and helps them consolidate the learned language knowledge. Design Intention: Language practice activities help students consolidate the key vocabulary and phrases learned, improve their ability of language application, and realize the connection between language knowledge and practical application. Combining with their own life experience to make sentences can stimulate students’ learning enthusiasm and enhance their sense of language. Theme Discussion Organize students to carry out group discussions on the theme “How to maintain true friendship”. Each group chooses a representative to record the discussion results, and then each group reports their views in turn. The teacher guides students to think from multiple angles, such as the principles of making friends, the ways to solve conflicts between friends, and the importance of mutual trust and understanding in friendship. After the discussion, the teacher summarizes, emphasizes the core qualities of true friendship, and guides students to establish a correct view of friendship. Design Intention: Theme discussion encourages students to express their views freely, cultivate their critical thinking ability and innovative thinking ability. Through discussion, students can deeply understand the connotation of friendship, learn how to maintain true friendship, and realize the cultivation of cultural awareness and emotional attitude. Group cooperation in the discussion process also helps to improve students’ cooperative learning ability and communication ability. Reading Extension The teacher provides a short English passage about friendship (with appropriate difficulty, consistent with the theme of the unit), asks students to read it independently, and complete the following tasks: (1) Summarize the main idea of the passage; (2) Find out the key words and phrases related to friendship in the passage; (3) Share their feelings after reading the passage. After students finish, the teacher invites several students to share their answers and feelings, and guides students to compare the similarities and differences between the extended passage and the text, so as to expand their reading scope and improve their reading ability. Design Intention: Reading extension helps students apply the learned reading strategies to new reading materials, improve their reading ability and reading comprehension level. Comparing the two passages helps students deepen their understanding of the theme of friendship, expand their knowledge, and cultivate their ability of comparative thinking and knowledge transfer. At the same time, it helps students develop the habit of extensive reading, which is conducive to the long-term development of their learning competence. Writing Practice Ask students to write a short passage with the title “My View on True Friendship” or “My Unforgettable Friendship Story”. Require students to use the key words and phrases learned in the text, combine their own life experience, and express their views and feelings on friendship. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as how to organize the structure of the passage, how to use language flexibly, etc. After students finish writing, organize them to exchange their works in groups, and invite several students to show their works, and the teacher comments and evaluates them, pointing out the advantages and deficiencies of the works, and putting forward suggestions for improvement. Design Intention: Writing practice is an important way to test students’ language application ability. Combining the learned language knowledge with their own life experience to write helps students realize the transfer and application of knowledge, improve their writing ability. Group exchange and teacher evaluation help students find their own deficiencies, learn from each other’s strengths, and improve their writing level. At the same time, writing about friendship helps students sort out their own views on friendship, deepen their emotional experience, and realize the cultivation of emotional attitude and values. Summary and Reflection The teacher summarizes the content of this class: reviews the key vocabulary, phrases and main ideas of the text, combs the learning process of this class, and emphasizes the importance of cultivating the four core competencies in the learning process. Then, guide students to reflect on their own learning: (1) What have I learned in this class? (2) What difficulties have I encountered and how to solve them? (3) What aspects do I need to improve in the future? Invite several students to share their reflection results, and the teacher gives positive comments and encouragement, guiding students to form the habit of self-reflection. Design Intention: The summary helps students sort out the knowledge learned in this class, form a systematic knowledge structure, and consolidate the learning results. Self-reflection helps students understand their own learning situation, find their own deficiencies, and improve their learning ability and self-management ability. The teacher’s comments and encouragement can enhance students’ learning confidence and stimulate their enthusiasm for continuous learning. Homework Arrangement Assign homework according to the students’ actual situation, which is divided into basic homework and extended homework. Basic homework: (1) Recite the key vocabulary and phrases learned in this class; (2) Read the text aloud and try to retell the main content of the text. Extended homework: (1) Revise the short passage written in class according to the teacher’s suggestions; (2) Find an English article about friendship by yourself, read it and write a short reading report; (3) Have a dialogue with your partner in English about how to maintain friendship. Design Intention: The hierarchical homework arrangement takes into account the differences of students’ learning level, ensures that all students can complete the basic homework and consolidate the learned knowledge, and provides extended homework for students with strong learning ability, which helps them expand their knowledge and improve their comprehensive language ability. At the same time, the homework is closely combined with the content of the class, which helps to realize the continuity of learning and consolidate the learning effect. 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 $