Unit 4 Parents and Children-Exploring and Using 教案-2025-2026学年高中英语重大版必修第二册

Unit 4 Parents and Children-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 by guiding students to master vocabulary and sentence patterns related to parent-child relationships, and to express their views and feelings fluently in listening, speaking, reading and writing. Cultural awareness helps students understand the differences and commonalities of parent-child communication in different cultures, respect diverse family concepts, and establish a correct view of family relationships. Thinking quality is developed through discussions, analyses and evaluations of parent-child conflicts and solutions, enabling students to form critical and dialectical thinking. Learning ability is improved by guiding students to use autonomous learning, cooperative inquiry and other methods to master effective learning strategies, and to apply the knowledge and skills they have learned to solve practical problems in real life, laying a solid foundation for lifelong learning. 教学重难点 The key points of this unit are to enable students to master core vocabulary such as communication, understanding, conflict, compromise and misunderstanding, and key sentence patterns for expressing opinions, putting forward suggestions and describing feelings; to understand the main ideas and details of the texts related to parent-child relationships, and to accurately obtain and process information in listening and reading materials. The difficult points are to flexibly use the learned vocabulary and sentence patterns to carry out in-depth discussions on parent-child topics, accurately express personal views and emotional attitudes, and avoid Chinglish expressions; to deeply analyze the causes of parent-child conflicts and put forward reasonable and practical solutions, so as to improve the ability of practical language application; and to correctly understand the cultural connotation behind parent-child communication and realize the integration of language learning and cultural inheritance. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a short video without lines, which presents scenes such as teenagers arguing with their parents over study pressure, not being understood by their parents when pursuing their hobbies, and the warm moments of mutual care between parents and children. After playing the video, the teacher asks questions in English: “What scenes did you see in the video? How did the teenagers and their parents feel? Have you ever had similar experiences with your parents?” Then, the teacher invites 3-4 students to share their own parent-child stories or feelings briefly. After the sharing, the teacher makes a summary: “Parent-child relationship is one of the most important relationships in our life. We may have conflicts and misunderstandings with our parents, but we also have deep love. Today, we will explore the topic of Parents and Children, and learn how to communicate better with our parents.” Design Intent: The short video is used to create a real and vivid teaching situation, which can quickly attract students' attention and arouse their emotional resonance. By asking questions and inviting students to share, the teacher can activate students' existing life experience and language reserve related to parent-child relationships, lay a foundation for the subsequent learning of new knowledge, and at the same time create a relaxed and harmonious classroom atmosphere, encouraging students to actively participate in classroom activities. Step 2: Presentation (Presentation of New Knowledge) First, the teacher presents the core vocabulary of the unit through pictures, context and other ways. For example, show a picture of parents and children talking happily, and present the word “communication”; show a picture of a quarrel between parents and children, and present the words “conflict” and “misunderstanding”; show a picture of both sides making concessions, and present the word “compromise”. While presenting the words, the teacher explains their pronunciations, parts of speech and usages, and gives simple example sentences, such as “Good communication is the key to a harmonious parent-child relationship.” “We should try our best to avoid conflicts with our parents.” Then, the teacher presents the key sentence patterns, focusing on the sentence patterns for expressing opinions (“In my opinion, parents should respect our hobbies.” “I think we should communicate with our parents more often.”), putting forward suggestions (“Why don’t you talk to your parents about your feelings?” “You’d better explain your ideas to your parents patiently.”) and describing feelings (“I feel sad when my parents don’t understand me.” “I am happy that my parents support me.”). After presenting the new words and sentence patterns, the teacher invites students to read after him/her to correct their pronunciations and intonations. Then, the teacher carries out simple substitution exercises, such as asking students to use the new words to describe the pictures shown, and use the key sentence patterns to answer simple questions, so as to help students initially master the use of new knowledge. Design Intent: Presenting new knowledge through pictures and context is in line with the cognitive characteristics of senior high school students, which can help students understand the meaning and usage of new words and sentence patterns in a specific situation, and avoid mechanical memory. The substitution exercises can help students consolidate the new knowledge they have just learned, lay a solid foundation for the subsequent listening, speaking, reading and writing activities, and gradually improve their language application ability. Step 3: Listening Practice (Listening Comprehension and Consolidation) The teacher first introduces the listening material briefly: “You will hear a conversation between a student called Tom and his teacher. Tom is talking about his trouble with his parents. Please listen carefully and finish the following tasks.” Then, the teacher plays the listening material for the first time, and asks students to get the main idea: “What is Tom’s trouble?” After students answer, the teacher checks and corrects, and summarizes the main idea of the listening material. Then, the teacher plays the listening material for the second time, and asks students to finish the detailed listening tasks: filling in the blanks with the missing words, choosing the correct answers to the questions, and sorting out the causes of Tom’s conflict with his parents and his suggestions. After students finish the tasks, the teacher checks the answers one by one, explains the difficult points in the listening material, such as difficult words, long sentences and implicit information, and guides students to sort out the listening skills: paying attention to the key information (such as time, place, characters and events), grasping the tone and emotion of the speaker, and inferring the implicit meaning according to the context. Then, the teacher invites students to role-play the conversation in the listening material in pairs, imitating the tone and emotion of the speaker, so as to further consolidate the listening content and the use of key sentence patterns. Design Intent: Listening practice is an important part of improving students' language ability. By arranging progressive listening tasks (from main idea to details), students can gradually improve their listening comprehension ability. Explaining listening skills can help students master scientific listening methods, which is conducive to their autonomous learning in the future. Role-playing can combine listening and speaking, enable students to apply the knowledge they have learned to oral expression, and improve their oral communication ability. Step 4: Reading Practice (Reading Comprehension and Deep Exploration) The teacher presents a reading passage titled “Bridging the Gap Between Parents and Children”, which mainly talks about the common parent-child conflicts among senior high school students, the causes of the conflicts (such as the generation gap, different views on study and hobbies, lack of communication, etc.), and the effective ways to solve the conflicts (such as active communication, mutual understanding, making concessions, etc.). First, the teacher asks students to read the passage quickly and get the main idea: “What is the main idea of this passage?” After students answer, the teacher makes a summary, and guides students to divide the passage into three parts: the performance of parent-child conflicts, the causes of conflicts and the solutions to conflicts. Then, the teacher asks students to read the passage carefully, and finish the following tasks: 1. Underline the core vocabulary and key sentence patterns in the passage; 2. Answer the detailed questions: “What are the common parent-child conflicts mentioned in the passage?” “What are the causes of these conflicts?” “What are the effective ways to solve the conflicts?” 3. Discuss in groups: “Do you agree with the solutions mentioned in the passage? Why or why not? What other solutions do you have?” After students finish the tasks, the teacher organizes the whole class to exchange and discuss. For the detailed questions, the teacher invites students to answer, checks and corrects, and supplements relevant content. For the group discussion, each group sends a representative to share their views and opinions, and the teacher makes comments and guidance, guiding students to think dialectically about the solutions to parent-child conflicts, and encouraging students to put forward their own unique views. At the same time, the teacher guides students to analyze the structure of the passage, master the writing skills of argumentative essays, such as putting forward problems, analyzing problems and solving problems, and lay a foundation for the subsequent writing practice. Design Intent: Reading practice is an important way to improve students' reading comprehension ability and thinking quality. By arranging fast reading and careful reading tasks, students can gradually improve their ability to obtain and process information. Group discussion can stimulate students' thinking, enable students to exchange and learn from each other, form critical thinking, and at the same time improve their oral expression ability. Analyzing the structure of the passage can help students master writing skills, realize the integration of reading and writing, and lay a foundation for the subsequent writing practice. Step 5: Speaking Practice (Oral Expression and Practical Application) On the basis of the previous listening and reading practice, the teacher organizes oral expression activities with the theme “How to Communicate Better with Our Parents”. First, the teacher divides students into groups of 4-5, and assigns tasks to each group: “Each group needs to discuss the following questions: 1. What are the common problems in parent-child communication in our daily life? 2. What are the reasons for these problems? 3. What specific methods can we use to improve parent-child communication? Then, each group needs to prepare a short speech (3-5 minutes), introducing the group's views and suggestions, and select one student to give the speech in front of the whole class.” During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance and help when necessary, such as reminding students to use the core vocabulary and key sentence patterns they have learned, guiding students to put forward reasonable and practical suggestions, and helping students organize their language. After the group discussion, each group sends a representative to give a speech. After each speech, the teacher makes comments and evaluations, affirming the advantages of the speech, such as fluent expression, clear logic and practical suggestions, and pointing out the deficiencies, such as incorrect use of words and sentence patterns, and unclear expression, and gives guidance and correction. At the same time, the teacher invites other students to comment on the speech, so as to improve their ability of listening and evaluation. After all groups finish their speeches, the teacher makes a summary, sorts out the effective methods of parent-child communication put forward by each group, and emphasizes that communication, understanding and mutual respect are the keys to a harmonious parent-child relationship. Then, the teacher invites students to have a free talk: “Share a time when you communicated successfully with your parents, and talk about your experience and feelings.” This activity can further stimulate students' emotional resonance and deepen their understanding of parent-child communication. Design Intent: Oral expression practice is an important way to improve students' oral communication ability and practical language application ability. Group discussion can cultivate students' cooperative learning ability and communication ability, and enable students to apply the knowledge and skills they have learned to practical communication. Speech and free talk activities can provide students with a platform to show themselves, stimulate their interest in oral expression, and at the same time deepen their understanding of the theme of parent-child relationships, and realize the integration of language learning and emotional education. Step 6: Writing Practice (Writing Application and Ability Improvement) The teacher assigns a writing task: “Write a letter to your parents, expressing your feelings about your parent-child relationship, talking about the conflicts or misunderstandings you have had with your parents, and putting forward your suggestions on how to improve your parent-child relationship. The letter should be coherent in logic, fluent in expression, and use the core vocabulary and key sentence patterns learned in this unit.” Before writing, the teacher guides students to sort out the writing ideas: first, greet their parents and express their love for them; second, talk about the current situation of their parent-child relationship, and put forward the conflicts or misunderstandings they have had; third, analyze the causes of these conflicts or misunderstandings; fourth, put forward specific suggestions on how to improve the parent-child relationship; finally, express their expectations for a harmonious parent-child relationship and send their blessings to their parents. At the same time, the teacher reminds students of the format of the letter (salutation, body, closing and signature), and provides some useful expressions, such as “I am writing to express my feelings about our parent-child relationship.” “I hope we can communicate more often and understand each other better.” Then, students start to write independently. During the writing process, the teacher walks around the classroom, observes the writing situation of each student, and provides guidance and help when necessary, such as helping students organize their language, correct the incorrect use of words and sentence patterns, and remind students to pay attention to the coherence and logic of the article. After students finish writing, the teacher collects some students' works, reads them in front of the whole class, and makes comments and evaluations, affirming the advantages of the works, such as correct format, fluent expression and sincere feelings, and pointing out the deficiencies, such as incorrect grammar, inappropriate choice of words and unclear logic, and gives guidance and correction. Then, the teacher asks students to exchange their works in pairs, and help each other revise and improve their works, so as to improve their writing ability through mutual learning. Design Intent: Writing practice is an important way to improve students' writing ability and integrate listening, speaking, reading and writing. Guiding students to sort out writing ideas can help them write coherently and logically. Providing useful expressions can help students avoid the difficulty of not knowing how to start writing, and improve their writing efficiency. Peer revision can enable students to find their own deficiencies and learn from each other's advantages, which is conducive to improving their writing ability and learning ability. Step 7: Summary and Extension (Summary and Migration) First, the teacher leads students to summarize the content of this class: review the core vocabulary and key sentence patterns learned in this unit, sort out the main content of listening, reading, speaking and writing activities, and emphasize the key and difficult points of this unit. Then, the teacher makes an extension: “Parent-child relationship is a lifelong topic. After class, you can have a heart-to-heart talk with your parents, apply the methods and skills learned in this class to communicate with them, and record your communication experience and feelings. At the same time, you can read more articles about parent-child relationships, expand your horizons, and further deepen your understanding of parent-child relationships.” In addition, the teacher assigns after-class homework: 1. Recite the core vocabulary and key sentence patterns of this unit; 2. Finish the writing task and revise it according to the teacher's comments and peer's suggestions; 3. Have a heart-to-heart talk with parents and write a short communication experience (about 100 words); 4. Read an English article about parent-child relationships and write a short summary (about 100 words). Design Intent: Summarizing the content of the class can help students sort out the knowledge system, consolidate the knowledge they have learned, and deepen their understanding of the theme. The extension activity can connect classroom learning with real life, enable students to apply the knowledge and skills they have learned to practical life, realize the migration and application of knowledge, and at the same time cultivate students' emotional awareness and family responsibility. After-class homework can help students consolidate the knowledge and skills they have learned, improve their autonomous learning ability, and lay a foundation for the subsequent learning. 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 $