Theme B Learning to Understand-Challenging Yourself C-Utilising Resources 教案-2025-2026学年高中英语重大版必修第二册

Theme B Learning to Understand-Challenging Yourself C-Utilising Resources 教学目标和重难点 教学目标 Language ability: Students will master key vocabularies and sentence patterns related to utilising resources, and improve their abilities in listening, speaking, reading and writing to express views on resource utilisation. Cultural awareness: They will understand the importance of rational resource use in different cultural contexts and foster the awareness of resource conservation. Thinking quality: They will develop logical and critical thinking through analysing resource utilisation cases and solving related problems. Learning ability: They will learn to use various resources independently and cooperatively, and form good learning habits of exploring and summarising actively. 教学重难点 Key points: Mastering core vocabularies (such as utilise, resource, efficient, access) and sentence patterns about resource utilisation; understanding the main idea and details of the text; being able to express personal views on how to utilise resources in simple English. Difficult points: Using the learned vocabularies and sentence patterns flexibly in real contexts; analysing the logical structure of the text and the author’s views; cultivating the ability to combine theoretical knowledge with practical resource utilisation scenarios. 教学过程 Lead-in The teacher starts the class by asking open-ended questions: “What resources do you usually use in your study and life? How do you use them?” Then, the teacher shows some pictures on the screen, including books, computers, online courses, libraries and community resources, and invites students to discuss in pairs. After the discussion, several groups are invited to share their opinions. The design intention is to arouse students’ prior knowledge and life experience, let them have a preliminary understanding of “resources” and “utilisation”, lay a foundation for the study of the text, and stimulate their interest in the theme by combining their daily life. After the sharing, the teacher summarizes: “Resources are everywhere in our life, and learning to utilise them efficiently is an important ability for us to challenge ourselves and improve ourselves. Today, we will learn Challenging Yourself C — Utilising Resources to explore how to utilise resources better.” Then, the teacher writes the title on the blackboard and leads students to read it twice to strengthen their memory of the theme. Pre-reading First, the teacher presents the new vocabularies and phrases in the text, including utilise, resource, efficient, access, make full use of, take advantage of, be beneficial to, etc. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple and practical example sentences related to students’ study and life, such as “We can utilise the library resources to read more books.” “Using online resources efficiently is beneficial to our study.” Then, the teacher asks students to read the vocabularies and example sentences aloud in groups, and corrects their pronunciation and intonation in time. The design intention is to help students eliminate the language barriers in reading, master the core vocabularies and phrases in advance, and ensure that they can understand the text smoothly. Next, the teacher guides students to predict the content of the text. The teacher asks: “According to the title Utilising Resources, what do you think the text will talk about? What aspects of resource utilisation will it involve?” Students are encouraged to express their predictions freely, such as “It may talk about different types of resources.” “It may tell us how to utilise resources efficiently.” The teacher records students’ predictions on the blackboard, and tells them to check whether their predictions are correct while reading. The design intention is to cultivate students’ predictive ability, stimulate their desire to read, and help them form a good reading habit of active thinking before reading. While-reading This link is divided into two parts: fast reading and careful reading, to help students understand the text step by step. In fast reading, the teacher asks students to read the text quickly and complete two tasks: first, find out the main idea of the text; second, match the main idea of each paragraph with the corresponding paragraph number. After students finish reading, the teacher invites them to share their answers, and corrects and summarizes them. The main idea of the text is: It introduces the importance of utilising resources, different types of resources and practical methods to utilise resources efficiently, encouraging students to make full use of resources to challenge themselves and improve their abilities. The design intention is to train students’ fast reading ability, help them grasp the overall content of the text quickly, and form a general understanding of the text structure. In careful reading, the teacher guides students to read the text paragraph by paragraph, and designs targeted questions to help them understand the details and logical structure of the text. For Paragraph 1, the teacher asks: “Why is utilising resources important for us? What does the author compare resources to?” Students read the paragraph carefully and find the answers: Utilising resources is important because it can help us solve problems, improve our abilities and achieve our goals; the author compares resources to tools in our hands. The teacher then asks students to discuss: “Do you agree with the author’s view? Can you give an example in your life to prove it?” The design intention is to let students understand the importance of resource utilisation, combine the text content with their own life experience, and deepen their understanding of the paragraph. For Paragraph 2, the teacher asks: “What types of resources does the text mention? What are their characteristics?” Students find that the text mentions three types of resources: learning resources (such as books, dictionaries, online courses), social resources (such as teachers, classmates, friends) and environmental resources (such as libraries, laboratories, community centers). The teacher then guides students to list more specific examples of each type of resource, and asks them to think about which type of resource they use most frequently and why. The design intention is to help students clarify the classification of resources, understand the characteristics of different resources, and lay a foundation for learning how to utilise resources efficiently. For Paragraphs 3 and 4, the teacher asks: “What practical methods does the text put forward to utilise resources efficiently? Please list them one by one.” Students read carefully and summarize the methods: First, clarify your needs and choose the appropriate resources; second, make a reasonable plan to avoid wasting resources; third, learn to combine different resources to improve utilisation efficiency; fourth, constantly summarize and adjust the method of resource utilisation according to your own situation. The teacher then asks students to discuss in groups: “Which method do you think is the most useful for you? How will you use this method in your future study and life?” Each group selects a representative to share their views, and the teacher makes comments and supplements. The design intention is to let students master the practical methods of resource utilisation, combine the methods with their own actual situation, and lay a foundation for the application of knowledge. After careful reading, the teacher guides students to sort out the logical structure of the text: the first paragraph introduces the importance of resource utilisation; the second paragraph classifies resources and introduces their characteristics; the third and fourth paragraphs put forward practical methods of resource utilisation; the fifth paragraph summarizes and encourages students to utilise resources to challenge themselves. The teacher uses a mind map to show the text structure on the screen, helping students form a clear understanding of the text’s logical connection. The design intention is to cultivate students’ logical thinking ability, help them grasp the text structure systematically, and improve their reading comprehension ability. Post-reading This link includes three activities: language practice, group discussion and writing, to help students consolidate the learned knowledge and improve their language application ability. First, language practice. The teacher designs two exercises: 1. Fill in the blanks with the new vocabularies and phrases learned; 2. Rewrite the sentences with the given phrases. For example, the first exercise: “We should ______ (充分利用) the learning resources around us to improve our English. The second exercise: “Using online resources is helpful for our study.” (rewrite with “be beneficial to”). After students finish the exercises, the teacher checks the answers, corrects the mistakes, and emphasizes the key points and difficult points in the use of vocabularies and phrases. The design intention is to help students consolidate the learned vocabularies and sentence patterns, and improve their ability to use language accurately. Second, group discussion. The teacher puts forward the discussion topic: “In our daily study, what problems do you encounter in utilising resources? How can we solve these problems with the methods learned in the text?” Students are divided into groups of 4-5, and discuss the topic fully. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabularies and sentence patterns to express their views, and helps students solve the difficulties encountered in the discussion. After the discussion, each group selects a representative to make a report, and the teacher makes comments and summaries, affirming the advantages of each group and putting forward suggestions for improvement. The design intention is to cultivate students’ cooperative learning ability and oral expression ability, let students apply the learned methods to solve practical problems, and deepen their understanding of the text content. Third, writing. The teacher asks students to write a short passage with the title “How I Utilise Resources in My Study”, requiring them to use the vocabularies, sentence patterns and methods learned in the text, and combine their own actual situation. Before writing, the teacher guides students to sort out their ideas: first, introduce the resources they usually use; second, talk about the methods they use to utilise these resources; third, put forward their own suggestions on how to utilise resources more efficiently. During the writing process, the teacher walks around to provide guidance for students who have difficulties, such as helping them organize their ideas and correct grammatical mistakes. After writing, the teacher collects some students’ works, reads them aloud in class, and makes comments, pointing out the advantages and shortcomings of the works. The design intention is to train students’ writing ability, integrate the learned knowledge into writing, and improve their comprehensive language application ability. Summary and Extension First, summary. The teacher invites students to summarize the content of this class, including the key vocabularies, sentence patterns, the main idea and structure of the text, and the methods of utilising resources. Then, the teacher makes a comprehensive summary: “In this class, we have learned the importance of utilising resources, the classification of resources and the practical methods of utilising resources. We also practiced using the learned knowledge through discussion and writing. I hope you can apply these methods to your daily study and life, make full use of various resources, challenge yourself and improve your abilities.” The design intention is to help students sort out the knowledge of this class, consolidate the learned content, and form a systematic knowledge framework. Second, extension. The teacher assigns an after-class task: 1. Observe the resources around you, and write down 3-5 resources that you can utilise but haven’t used effectively, and put forward specific utilisation methods; 2. Read an English article about resource utilisation, and write a short reading report (about 50 words). The design intention is to extend the classroom content to after-class, encourage students to observe and think in real life, cultivate their ability to apply knowledge to practice, and expand their reading scope. In addition, the teacher recommends some English learning resources for students, such as English learning websites, apps and extracurricular books, and guides students to utilise these resources to improve their English level. The design intention is to help students expand their learning resources, cultivate their autonomous learning ability, and achieve the goal of “utilising resources to challenge themselves”. Teaching Reflection (Embedded in the whole process) Throughout the teaching process, the teacher pays attention to observing students’ performance in class, including their participation in discussions, the mastery of vocabularies and sentence patterns, and the performance in reading and writing. For students who have difficulties in learning, the teacher provides timely guidance and help to ensure that every student can gain something in class. At the same time, the teacher reflects on the teaching process in time, such as whether the design of teaching activities is reasonable, whether the guidance is in place, and whether students’ core literacy is effectively cultivated, so as to optimize the teaching design for future classes. The design intention is to improve the teaching effect continuously, pay attention to the individual differences of students, and realize the all-round development of students’ core literacy. 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 $