Unit 4 Parents and Children-Viewing, Speaking and Writing 教案-2025-2026学年高中英语重大版必修第二册

Unit 4 Parents and Children-Viewing, Speaking and Writing 教学目标和重难点 教学目标 This module focuses on the theme of Parents and Children, aiming to develop students’ four-dimensional core literacy in English. Language competence is cultivated through viewing and understanding audio-visual materials, speaking about parent-child communication and conflicts, and writing practical passages. Cultural awareness is enhanced by guiding students to compare parent-child relationships in different cultures and recognize the universal value of family love. Thinking quality is developed by encouraging students to analyze parent-child conflicts, put forward reasonable solutions and conduct logical thinking. Learning ability is improved through independent viewing, cooperative discussion and autonomous writing, helping students master effective learning strategies and form the awareness of lifelong learning, so as to achieve the integration of language learning and humanistic education. 教学重难点 Key points include: understanding the main content, emotional tone and key information of the audio-visual materials about parent-child interaction; mastering core vocabulary and sentence patterns related to parent-child communication, conflicts and solutions; being able to express personal views on parent-child relationships fluently and appropriately in spoken English; and completing a coherent and logical short passage about parent-child communication or conflicts. Difficult points lie in: accurately grasping the implied meaning and emotional tendency in audio-visual materials; using appropriate language and tone to express different attitudes in spoken communication; and organically combining personal experience with learned knowledge in writing to make the passage have clear views and real feelings. 教学过程 Stage 1: Lead-in — Activate Prior Knowledge and Guide Theme (Design Intent: This stage aims to arouse students’ interest in the theme of Parents and Children, activate their existing knowledge and life experience about parent-child relationships, and lay a foundation for the smooth development of subsequent viewing, speaking and writing activities. It helps students quickly enter the theme context and establish a connection between their own life and the teaching content.) The teacher starts the class with a question-and-answer interaction: “Do you often communicate with your parents? What is the most common topic you talk about with them? Have you ever had conflicts with your parents? How did you solve them?” The teacher invites 3-4 students to share their own experiences briefly. After the sharing, the teacher makes a brief comment: “Parent-child relationship is the most important and intimate relationship in our life. We may have happiness, understanding, and sometimes conflicts and misunderstandings. Today, we will learn to view, speak and write about parent-child relationships, and learn to communicate better with our parents.” Then, the teacher shows some pictures and short video clips (without any subtitles) about warm parent-child interactions and common parent-child conflicts, such as parents accompanying their children to study, children arguing with their parents about going out, etc. The teacher asks students to observe carefully and answer simple questions: “What are the people doing in the pictures/videos? How do they feel? Do you have similar experiences?” This link not only attracts students’ attention but also helps them initially perceive the emotional changes in parent-child interactions, laying a foundation for understanding the subsequent audio-visual materials. Stage 2: Viewing — Understand Audio-Visual Materials and Master Key Information (Design Intent: Viewing is the basis of this module. Through viewing and related activities, students can improve their ability to obtain and sort out key information, understand the emotional connotation of the materials, and accumulate language materials for subsequent speaking and writing. At the same time, it can cultivate students’ ability to observe and understand, and lay a foundation for the development of language competence and thinking quality.) First, the teacher plays the audio-visual material (a short video about a parent-child conflict caused by academic pressure and the process of reconciliation) for the first time. The requirement for students is to listen and watch carefully, and get the general idea: “What is the main content of this video? What is the conflict between the parent and the child?” After the first playing, the teacher invites students to share their answers, and then summarizes the main content of the video: A teenager is under great pressure because of his studies. His mother always urges him to study and arranges a lot of extra-curricular classes for him, which leads to a fierce argument between them. Later, through sincere communication, they understand each other and reconcile. Then, the teacher plays the audio-visual material for the second time. This time, students are required to take notes, and sort out the key information according to the following clues: the cause of the conflict, the performance of both sides during the conflict, the process of reconciliation, and the emotional changes of both sides. The teacher provides a simple note template on the blackboard to guide students to sort out information, such as “Conflict Cause: ______; Parent’s Performance: ______; Child’s Performance: ______; Reconciliation Process: ______; Emotional Changes: ______.” After the second playing, students work in pairs to check and supplement their notes. The teacher walks around the classroom to guide students who have difficulties in taking notes, and then invites several groups to share their sorted information. The teacher corrects and supplements the key information, and emphasizes the core vocabulary and sentence patterns in the video, such as “academic pressure, urge sb. to do sth., have an argument with sb., communicate sincerely, understand each other, reconcile” and sentences like “I feel very stressed because of the heavy homework.” “Why don’t you understand my feelings?” “Let’s talk openly and honestly.” Next, the teacher plays the audio-visual material for the third time. Students are required to pay attention to the tone and intonation of the characters in the video, and imitate the dialogue between the parent and the child in groups of two. The teacher guides students to grasp the emotional changes in the dialogue — from anger and impatience during the conflict to calmness and sincerity during the communication. Through imitation, students can better understand the emotional connotation of the language and accumulate spoken expression skills, which lays a foundation for subsequent speaking activities. Finally, the teacher designs a thinking question: “What can we learn from this video? What should we do when we have conflicts with our parents?” Students are encouraged to express their views freely. The teacher guides students to realize that sincere communication is the key to solving parent-child conflicts, and that both parents and children should understand and respect each other. This link not only deepens students’ understanding of the theme but also cultivates their thinking quality. Stage 3: Speaking — Practice Spoken Expression and Improve Communication Ability (Design Intent: Speaking is the key link to apply the knowledge learned in viewing. Through group discussion, role-playing and other activities, students can practice using the learned vocabulary and sentence patterns to express their views and experiences, improve their spoken fluency and appropriateness, and cultivate their cooperative learning ability and communicative competence. At the same time, it can further deepen students’ understanding of parent-child relationships and promote the development of thinking quality and cultural awareness.) First, the teacher organizes a group discussion activity. The discussion topic is: “What are the common conflicts between parents and teenagers? What are the causes of these conflicts? How can we solve these conflicts effectively?” Students are divided into groups of 4-5, and each group elects a recorder and a reporter. The teacher puts forward specific requirements for the discussion: each student must speak, express their own views clearly, and use the vocabulary and sentence patterns learned in the viewing link as much as possible; the recorder records the key views of the group; the reporter is responsible for reporting the group’s views to the whole class. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, guides students to use appropriate language to express their views, and helps students solve the problems encountered in the discussion, such as how to express their views more fluently, how to put forward reasonable suggestions, etc. After the discussion, each group’s reporter takes turns to report the group’s views. After each report, the teacher makes a brief comment, affirming the advantages of the group, such as clear views, fluent expression, and proper use of learned language, and putting forward suggestions for improvement, such as how to make the suggestions more specific, how to use more diverse sentence patterns, etc. At the same time, the teacher summarizes the common parent-child conflicts and solutions mentioned by each group, and sorts out the key vocabulary and sentence patterns again, such as “generation gap, different values, lack of communication, respect each other’s opinions, put oneself in others’ shoes, make a compromise” and sentences like “The main reason for parent-child conflicts is the generation gap.” “We should put ourselves in our parents’ shoes and understand their love and expectations.” “Compromise is an important way to solve conflicts.” Then, the teacher organizes a role-playing activity. The teacher provides several common parent-child conflict scenarios, such as: Scenario 1: The child wants to play computer games after finishing homework, but the parent thinks it is a waste of time and asks the child to do extra exercises; Scenario 2: The child wants to choose the subject he likes in high school, but the parent thinks the subject has no future and forces the child to choose another subject; Scenario 3: The child stays up late to chat with friends online, and the parent criticizes him severely, leading to a quarrel. Each group chooses one scenario, and designs a dialogue according to the scenario. The dialogue should include the conflict process, communication process and solution, and use the learned vocabulary and sentence patterns. Students in the group divide the roles (parent, child, and maybe a bystander), and practice the dialogue repeatedly. The teacher guides students to pay attention to the tone and intonation of the dialogue, so that the expression is more real and natural. After the practice, each group performs their role-play in front of the whole class. After each performance, the teacher and other students make comments: whether the dialogue is logical, whether the vocabulary and sentence patterns are used properly, whether the tone and intonation are appropriate, etc. The teacher encourages students to put forward positive suggestions, and guides students to learn from each other’s advantages. This activity not only exercises students’ spoken expression ability but also enables students to better understand the skills of solving parent-child conflicts in real life, and promotes the development of their communicative competence and thinking quality. Finally, the teacher designs a free speech activity: “Share a time when you solved a parent-child conflict through communication, and talk about your feelings and gains.” Students are invited to speak freely. The teacher encourages students to combine their own real experiences, use the learned language to express their feelings, and guides students to cherish the parent-child relationship and learn to communicate with their parents effectively. This link not only consolidates the spoken expression skills but also integrates emotional education into the teaching, realizing the organic combination of language learning and humanistic education. Stage 4: Writing — Apply Learned Knowledge and Improve Writing Ability (Design Intent: Writing is the comprehensive application of viewing and speaking. Through writing, students can sort out their own views and experiences, apply the learned vocabulary, sentence patterns and theme knowledge to practical writing, improve their writing ability of coherent and logical passages, and further consolidate the understanding of the theme. At the same time, it can cultivate students’ logical thinking ability and the ability to organize language, and promote the all-round development of language competence and thinking quality.) First, the teacher guides students to determine the writing topic. Combined with the previous viewing and speaking activities, the writing topic is determined as: “How to Communicate Effectively with Our Parents” or “A Story of Solving a Parent-Child Conflict with My Parents”. Students can choose one topic according to their own interests and experiences. The teacher explains the requirements of the writing: the passage should have a clear theme, coherent logic, and use the vocabulary and sentence patterns learned in this module; the content should be true and specific, and can reflect their own views and feelings; the structure should be clear, including the beginning (putting forward the topic), the body (expounding the views or telling the story) and the ending (summarizing the feelings or putting forward suggestions). Then, the teacher guides students to sort out the writing ideas. For the topic “How to Communicate Effectively with Our Parents”, the teacher guides students to think about the structure: the beginning can briefly introduce the importance of parent-child communication; the body can put forward 2-3 specific methods of effective communication, such as sincere communication, understanding and respecting each other, putting oneself in others’ shoes, etc., and each method can be supplemented with a simple example; the ending can summarize the importance of effective communication and express their determination to communicate better with their parents. For the topic “A Story of Solving a Parent-Child Conflict with My Parents”, the teacher guides students to sort out the clues of the story: the cause of the conflict, the process of the conflict, the process of solving the conflict, and the feelings and gains after solving the conflict. The teacher provides a simple outline template on the blackboard to help students sort out their ideas, and reminds students to use the key vocabulary and sentence patterns learned in the previous links. Next, students start to write independently. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties. For example, some students may not know how to start the passage, and the teacher can give some example sentences, such as “Parent-child communication is the bridge between parents and children, which is very important for maintaining a good parent-child relationship.”; some students may have difficulty in using appropriate sentence patterns, and the teacher can remind them to use the sentences learned in the viewing and speaking links; some students may have unclear logic, and the teacher can guide them to sort out their ideas again. At the same time, the teacher reminds students to pay attention to the correct use of grammar, spelling and punctuation, and to keep the passage clean and tidy. After students finish writing, the teacher organizes a peer evaluation activity. Students exchange their compositions in pairs, and evaluate each other’s compositions according to the following standards: whether the theme is clear, whether the logic is coherent, whether the vocabulary and sentence patterns are used properly, whether there are grammar and spelling errors, and whether the content is true and specific. Students are required to put forward positive suggestions for improvement, such as “You can add a specific example to make the passage more vivid.” “You can use more complex sentence patterns to improve the writing level.” After the peer evaluation, students revise their own compositions according to the suggestions put forward by their partners. The teacher walks around the classroom to guide students in the revision process, and helps students solve the problems encountered in the revision. Then, the teacher selects 2-3 typical compositions (including excellent compositions and compositions with common problems) to comment on in the whole class. For excellent compositions, the teacher affirms the advantages, such as clear theme, fluent expression, proper use of vocabulary and sentence patterns, and vivid content, and invites the author to share his writing experience. For compositions with common problems, the teacher points out the problems, such as unclear logic, incorrect use of vocabulary and sentence patterns, and grammar errors, and guides students to revise them together. This link not only helps students learn from each other’s advantages but also enables students to find their own problems and improve their writing ability. Stage 5: Summary and Extension — Consolidate Knowledge and Promote Application (Design Intent: This stage aims to help students sort out the knowledge and skills learned in this class, consolidate the understanding of the theme, and extend the teaching content to real life, so as to realize the integration of knowledge and practice. It helps students form a complete knowledge system, improve their learning ability, and promote the sustainable development of core literacy.) The teacher makes a brief summary of the class: “In this class, we watched a video about parent-child conflict and reconciliation, learned a lot of vocabulary and sentence patterns related to parent-child communication, discussed common parent-child conflicts and solutions, practiced spoken expression through role-playing, and completed a composition about parent-child relationships. Through this class, we not only improved our viewing, speaking and writing abilities but also learned how to communicate effectively with our parents. I hope you can apply what you have learned in this class to your daily life, communicate more with your parents, understand and respect each other, and maintain a good parent-child relationship.” Then, the teacher designs an extended task: “After class, have a sincere talk with your parents about your study and life, listen to their views and expectations, and write a short reflection about the talk. The reflection should include what you talked about, what you learned, and how you will communicate with your parents in the future.” This extended task connects the teaching content with real life, enables students to apply the knowledge and skills learned in class to practice, further deepens their understanding of parent-child relationships, and promotes the development of their communication ability and emotional quality. Finally, the teacher arranges the after-class homework: 1. Review the key vocabulary and sentence patterns learned in this class, and make sentences with each key word and sentence pattern; 2. Revise the composition according to the teacher’s comments and peers’ suggestions, and hand it in the next class; 3. Complete the extended task and write a reflection. The homework is designed to consolidate the knowledge learned in class, promote students’ autonomous learning, and realize the connection between in-class teaching and after-class practice. 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 $