Challenging Yourself B-Learning Individually 教案-2025-2026学年高中英语重大版必修第二册

Challenging Yourself B-Learning Individually 教学目标和重难点 教学目标 Language Ability: Enable students to master key vocabulary and sentence patterns in the text, improve their ability to read and understand narrative passages, and express personal feelings and insights in simple English. Cultural Awareness: Guide students to understand the connotation of family love reflected in the text, respect the expression of love in different cultures, and enhance their sense of family responsibility. Thinking Quality: Cultivate students’ logical thinking through sorting out the time sequence of the text and analyzing the changes of the author’s feelings, and guide them to conduct critical thinking on emotional expression. Learning Ability: Help students master effective independent learning strategies such as contextual guessing and text structure sorting, and cultivate their ability to reflect on their own learning and summarize experience. 教学重难点 Key Points: Master the key vocabulary (such as rough, guilty, shed, purest) and sentence patterns (such as inverted sentences, dash usage) in the text; understand the main content of the text, sort out the time sequence and the author’s emotional changes; grasp the theme of maternal love in the text. Difficult Points: Understand the implied meaning of the text and the deep feelings contained in the details; correctly use the learned vocabulary and sentence patterns to express personal feelings and insights; master the method of guessing new words through context and applying it to independent reading. 教学过程 Pre-reading: Lead-in and Preview (Design Intention) The pre-reading link is designed to arouse students’ learning interest, activate their existing knowledge reserve, and lay a foundation for the smooth development of in-class learning. By combining emotional experience with language preview, it can not only reduce students’ difficulty in understanding the text, but also cultivate their independent preview ability, which is in line with the requirements of learning ability in core literacy. First, the teacher starts with a warm-up activity: Show students some pictures of maternal love, such as a mother taking care of a child, a mother’s rough hands, and a child hugging a mother. Then ask students to talk about their own feelings about their mothers’ hands in simple English, such as “What do your mother’s hands look like? How do you feel when you touch them?” This activity can arouse students’ emotional resonance, make them naturally enter the theme of maternal love in the text, and at the same time provide them with opportunities to practice oral expression. Next, guide students to preview independently. The teacher assigns preview tasks: First, read the text quickly and get the general idea of the passage; second, circle the new words and phrases that they don’t understand, and try to guess their meanings through context clues (such as conjunctions, explanations after dashes); third, think about the question “What changes have taken place in the author’s feelings towards her mother’s hands?” During the preview, students can take notes independently, and if they encounter difficulties that cannot be solved, they can mark them and ask for help in the subsequent links. After the preview, the teacher invites 2-3 students to share their preview results, including the general idea of the text and the new words they guessed, and then makes appropriate comments and supplements, focusing on guiding students to master the method of guessing words through context, such as the function of dashes in explaining reasons in the text, which lays a foundation for in-depth reading. While-reading: In-depth Analysis and Language Acquisition (Design Intention) The while-reading link is the core of the teaching process, aiming to guide students to read the text in depth, grasp the key information, analyze the text structure and emotional changes, and at the same time master the key language points. Through layered reading tasks, it can help students gradually improve their reading ability, cultivate their logical thinking, and realize the organic combination of language ability and thinking quality. At the same time, it can guide students to experience the deep feelings in the text and edify their sentiments, which is conducive to the cultivation of cultural awareness. First, fast reading task: Ask students to read the text again quickly and sort out the time sequence of the text. The teacher provides a simple time axis, and students fill in the blanks according to the text: When the author was a child → When the author grew up → When the author became a mother. For each time period, students need to briefly write down what the mother did and the author’s feelings. After completing the task, students exchange their answers in pairs, and then the teacher checks the results and summarizes. This task can help students clarify the structure of the text, which is organized in chronological order, and lay a foundation for in-depth analysis of the author’s emotional changes. Second, careful reading task 1: Analyze the author’s emotional changes. The teacher guides students to read paragraphs 1-2 carefully, and asks questions: “How did the author feel about her mother’s hands when she was a child? Why?” Students find relevant sentences in the text, such as “I don’t remember when it first started annoying me—her hands pushing my hair that way, but it did annoy me, for they felt rough against my young skin.” Then guide students to analyze the reason for the author’s annoyance: the mother’s hands were rough, which made the author feel uncomfortable. Then read paragraphs 3-4, and ask: “What made the author’s feelings change? How did the mother’s hands become rough?” Students find that the mother’s hands became rough because she did a lot of housework, such as being a doctor, a cook, and a washer. The teacher guides students to list the specific examples in the text, and helps them understand that the mother’s rough hands are the embodiment of her selfless love for the family. Then read paragraphs 5-7, and ask: “How did the author feel when she became a mother? Why did she feel guilty?” Students understand that when the author became a mother, she realized the hard work of her mother, so she felt guilty for her rudeness to her mother when she was a child. Through this series of questions, students can clearly grasp the author’s emotional changes from annoyance to guilt, and deeply understand the theme of maternal love. Third, careful reading task 2: Language point analysis. Combining the text content, the teacher focuses on explaining the key vocabulary and sentence patterns. For vocabulary, such as “rough”, “guilty”, “shed”, “purest”, the teacher guides students to find the context where the words are located, understand their meanings and usages, and asks students to make sentences with these words to consolidate their mastery. For sentence patterns, focus on explaining the inverted sentence “But never again did my mother end my day with that familiar expression of her love” and the usage of dashes in explaining reasons. The teacher explains the structure and usage of the inverted sentence, and asks students to rewrite simple sentences into inverted sentences to practice. For the usage of dashes, the teacher lists other examples in the text, such as “I don’t remember when it first started annoying me—her hands pushing my hair that way”, and guides students to summarize the function of dashes. In this process, the teacher adheres to the principle of “text-oriented”, integrates language points into the text context, avoids isolated explanation of language knowledge, and helps students master the usage of language points in practical context. Fourth, group discussion: Ask students to discuss in groups of 4-5: “What can we learn from the author’s experience? How should we treat our parents’ love?” The teacher walks around the classroom to guide students to express their views freely, and encourages students to combine their own life experiences to talk about their understanding of parental love. After the discussion, each group sends a representative to share their views, and the teacher makes comments and summaries, guiding students to cherish parental love and learn to express their gratitude to their parents. This activity not only cultivates students’ oral expression ability and cooperative learning ability, but also deepens their understanding of the theme of the text, and promotes the cultivation of cultural awareness. Post-reading: Consolidation, Application and Reflection (Design Intention) The post-reading link is designed to help students consolidate the knowledge and skills learned in class, apply the learned language points and reading methods to practice, and reflect on their own learning process. Through various forms of practice and reflection, it can improve students’ language application ability, cultivate their independent learning ability, and realize the comprehensive improvement of core literacy. First, vocabulary and sentence pattern consolidation. The teacher designs some exercises: 1. Fill in the blanks with the key vocabulary learned (rough, guilty, shed, purest); 2. Rewrite the following sentences into inverted sentences; 3. Use dashes to complete sentences according to the given context. Students complete the exercises independently, and then the teacher checks the answers and explains the common mistakes. This activity can help students consolidate the key language points learned in class and improve their ability to use language correctly. Second, reading extension. The teacher provides a short passage about parental love, which is similar in theme and structure to the text. Ask students to read the passage independently, use the reading methods learned in class (such as fast reading to get the main idea, careful reading to find key information, context guessing to understand new words) to complete the reading tasks: 1. Summarize the main idea of the passage; 2. Analyze the author’s emotional changes; 3. Find the key vocabulary and sentence patterns in the passage. After completing the task, students share their answers, and the teacher comments and guides them to apply the learned reading methods to independent reading, which cultivates their independent learning ability. Third, writing practice. The teacher assigns a writing task: “Write a short passage about your own experience with your parents, describing their love for you and your feelings about it. You can use the key vocabulary and sentence patterns learned in this class.” Before writing, the teacher guides students to sort out their ideas: first, determine the theme (such as a small thing that reflects parental love), then sort out the structure (beginning: lead-in; middle: describe the thing and emotional changes; end: express feelings and insights), and then start writing. During the writing process, students can refer to the text structure and language expression, and the teacher provides appropriate guidance for students who have difficulties. After writing, students exchange their works in pairs, put forward revision suggestions, and then revise their own works. Finally, the teacher selects 2-3 excellent works and 1-2 works with common problems to comment on, focusing on affirming the advantages of the works and putting forward feasible revision suggestions. This writing task not only helps students apply the learned language points, but also enables them to express their true feelings, which is conducive to the improvement of their writing ability and the cultivation of emotional literacy. Fourth, learning reflection. Ask students to reflect on their own learning process in this class independently, and answer the following questions: 1. What have I learned in this class (vocabulary, sentence patterns, reading methods, etc.)? 2. What difficulties did I encounter in the learning process, and how did I solve them? 3. What aspects do I need to improve in the future? Students write down their reflections in their learning notebooks, and the teacher checks their reflections after class, understands their learning situation, and adjusts the teaching plan in time. This activity can help students form the habit of reflecting on their own learning, improve their independent learning ability, and lay a foundation for their lifelong learning. Summary and Homework (Design Intention) The summary link is designed to help students sort out the key content of the class, form a systematic knowledge framework, and deepen their understanding of the theme of the text. The homework link is designed to extend the learning content from class to after class, consolidate the knowledge and skills learned, and further cultivate students’ independent learning ability and language application ability. First, class summary. The teacher invites students to summarize the key content of this class, including the main idea of the text, the author’s emotional changes, key vocabulary and sentence patterns, and reading methods. Then the teacher makes a supplementary summary, emphasizing the theme of maternal love in the text and the importance of independent learning strategies, and encourages students to apply the learned knowledge and methods to their daily English learning and life. Second, homework arrangement. The homework is divided into three levels to meet the needs of students with different levels: 1. Basic homework: Recite the key vocabulary and sentence patterns learned in this class, and copy the key sentences in the text; 2. Improved homework: Revise the writing works in class and complete the reading extension passage; 3. Challenging homework: Interview your parents, ask them about their hard work for the family, and write a short interview report in English. This hierarchical homework design can not only ensure that all students can consolidate the basic knowledge, but also provide development space for students with strong abilities, which is in line with the principle of individualized teaching and helps to cultivate students’ independent learning ability. In the whole teaching process, the teacher adheres to the student-centered concept, guides students to carry out independent learning, cooperative learning and inquiry learning, and integrates the four-dimensional core literacy into each teaching link. Through the design of layered tasks, it not only helps students master the knowledge and skills, but also cultivates their thinking ability, emotional literacy and learning ability, so as to achieve the teaching goal of “promoting students’ all-round development through English 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 $