Unit 2 Making a Difference-Starting out 教案-2025-2026学年高中英语外研版必修第三册

Unit 2 Making a Difference-Starting out 内容导航 Starting out of Unit 2 Making a Difference mainly introduces the theme of "making a difference" through videos about Chinese Charity Day and Pay It Forward Day, celebrity quotes and simple discussions. It activates students’ prior knowledge, guides them to understand the value of small actions, and lays a foundation for subsequent learning of the unit’s core content related to social responsibility and positive contributions. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and expressions about "making a difference" and simple sentence patterns for expressing opinions, and improve their listening and speaking skills through theme-related interactions. Cultural Awareness: They understand the common values of helping others in Chinese and foreign cultures, realize the significance of public welfare activities in different cultural backgrounds, and cultivate cross-cultural respect. Thinking Quality: They develop logical and divergent thinking by discussing small actions that can make a difference, and learn to analyze and evaluate the impact of individual behaviors. Learning Ability: They master basic listening and cooperative learning strategies, and form the habit of actively participating in group discussions and reflecting on their own learning process. 2. 教学重难点 Key Points: Mastering core vocabulary such as "difference, contribution, donate, relief" and phrases like "make a difference, break into a smile, set up"; understanding the main content of the Starting out videos and quotes; being able to use simple sentence patterns to express personal views on "making a difference". Difficult Points: Correctly using the key phrases in oral expression; deeply understanding the connotation of "making a difference" beyond grand events, recognizing the value of daily small actions; overcoming shyness to actively participate in oral discussions and express views clearly and logically. 教学过程 Step 1: Lead-in (Warm-up and Theme Introduction) The teacher starts the class with a question-and-answer interaction: “Have you ever done something small that helped others? How did it make you feel?” After inviting 2-3 students to share their experiences briefly, the teacher shows a set of pictures on the screen, including a student helping the elderly cross the road, volunteers picking up litter in the community, and a child donating books to poor areas. Then the teacher says: “These small actions may seem insignificant, but they can bring warmth to others and even change the world. Today, we will start our journey of exploring ‘Making a Difference’ in Unit 2.” Design Intention: The warm-up question is closely related to students’ daily life, which can quickly arouse their emotional resonance and activate their prior knowledge and life experience related to "helping others". The pictures直观ly present the form of "small actions making a difference", helping students initially understand the theme connotation, narrow the distance between students and the unit theme, and create a relaxed and positive classroom atmosphere for the subsequent teaching activities. Step 2: Video Watching (Comprehension and Key Information Extraction) First, the teacher introduces: “Now we will watch a short video about Chinese Charity Day and Pay It Forward Day. While watching, please pay attention to two questions: 1. What is the purpose of setting up these two days? 2. What kind of actions do people take on these days?” Then the teacher plays the video twice. After the first play, the teacher asks students to discuss with their deskmates for 2 minutes to sort out the key information they heard. After the second play, the teacher invites several groups to share their answers, and supplements and corrects them in time. The key points are summarized as follows: Chinese Charity Day aims to promote charitable culture and encourage people to help those in need; Pay It Forward Day advocates that people pass on kindness to others through small help; people usually take actions such as donating money, helping the elderly, volunteering and caring for the disabled on these days. After that, the teacher plays the video again, pausing at key sentences, such as “Even a small act of kindness can make a big difference” and “We should pass on love and care to make the world a better place”, and leads students to read these sentences twice, explaining the meaning of key phrases like “make a big difference” and “pass on” briefly to help students understand the core meaning of the video. Design Intention: Video watching is in line with the characteristics of the Starting out section, which takes multi-modal materials as the carrier. Playing the video twice ensures that students can fully grasp the key information: the first play helps students form a general impression, and the second play allows them to focus on details. Group discussion encourages students to communicate and cooperate, and exercise their listening comprehension and oral expression skills. Pausing to explain key sentences and phrases lays a foundation for students’ subsequent language application and helps them deeply understand the theme of "making a difference" through the video content. Step 3: Vocabulary and Phrase Learning (Foundation Building) Based on the video content and the unit theme, the teacher leads students to learn the key vocabulary and phrases of the Starting out section. The specific process is as follows: 1. Present new words and phrases with context: The teacher shows sentences extracted from the video and textbook, such as “Their contributions to society are worthy of respect”, “Many people donate money to help poor children go to school”, “The relief on the child’s face made everyone happy”, and “Small actions can make a difference to the world”. Then the teacher reads each word and phrase aloud, and asks students to follow along, correcting their pronunciation and stress in time. 2. Explain the meaning and usage: For each word and phrase, the teacher explains its core meaning and simple usage with simple English, and gives additional examples related to students’ life to help them understand. For example, when explaining “make a difference”, the teacher says: “If you help your classmate with his homework, you make a difference to him. If you keep the classroom clean, you make a difference to the class.” For “donate”, the teacher gives the example: “We can donate books, clothes and money to people in need.” 3. Consolidation exercise: The teacher designs fill-in-the-blank exercises on the screen, and asks students to complete them individually first, then check the answers in groups. The exercises are as follows: ① We should try our best to ______ (贡献) to our school. ② She ______ (捐赠) her old clothes to the poor area last week. ③ His help brought great ______ (缓解) to me. ④ Every small action can ______ a ______ (产生影响) to the world. After checking, the teacher asks students to make simple sentences with each word and phrase, and invites several students to share their sentences in class, giving positive comments and guidance. Design Intention: Vocabulary and phrases are the foundation of language learning. Presenting new words in context avoids isolated memory, helps students understand the usage of words in specific situations, and connects with the previous video content to form a coherent learning context. The examples closely related to students’ life reduce the difficulty of learning and improve their learning interest. The consolidation exercise and sentence-making activity help students consolidate the newly learned knowledge in time, and exercise their ability to use vocabulary and phrases flexibly, laying a solid foundation for subsequent listening and speaking activities. Step 4: Quote Appreciation and Discussion (Theme Deepening) The teacher presents two famous quotes on the screen: ① “Be the change you want to see in the world.” — Mahatma Gandhi ② “No one can do everything, but everyone can do something.” — John Wooden. First, the teacher reads the quotes aloud, and explains the key parts briefly to help students understand their meaning. For example, explaining the first quote: “It means that if you want the world to become better, you should start with yourself and take actions to make changes.” Then the teacher asks students to discuss the following questions in groups of 4: 1. What do you think the two quotes mean? 2. Do you agree with the views in the quotes? Why or why not? 3. Combine your own life experience, talk about what small things you can do to make a difference in your family, class or community? During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when students have difficulties. For example, if a group is not sure how to express their views, the teacher can prompt them with simple sentence patterns, such as “I think... because...”, “In my opinion...”, “We can do... to make a difference”. After the discussion, each group sends a representative to share their views with the whole class. The teacher listens carefully, gives positive comments, and summarizes the key points: Everyone can make a difference through small actions, such as helping parents do housework, helping classmates in need, protecting the environment, etc. The value of “making a difference” lies in persistence and sincerity, not in the size of the action. Design Intention: Famous quotes are rich in ideological connotation, which can deepen students’ understanding of the unit theme and cultivate their ideological awareness. Group discussion provides students with more opportunities for oral expression, exercises their ability to express views clearly and logically, and cultivates their cooperative learning ability. The teacher’s guidance helps students overcome the difficulty of oral expression, and the summary of key points helps students form a correct understanding of “making a difference”, laying a foundation for the cultivation of their social responsibility. Step 5: Listening Practice (Skill Improvement) The teacher says: “Now we will do a listening practice related to ‘making a difference’. You will hear a short conversation between two students, Lily and Tom, who are talking about what they can do to help others. While listening, please complete the following tasks.” Then the teacher distributes the listening task sheets, which include two tasks: Task 1: Choose the correct answers to the questions (multiple choice); Task 2: Fill in the blanks with the key words and phrases heard. First, the teacher plays the listening material twice. For Task 1, after the first play, students complete the multiple-choice questions individually; after the second play, they check and correct their answers. For Task 2, students fill in the blanks while listening to the second play, and then the teacher plays the material again to help students confirm the answers. After completing the tasks, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as key sentences and unfamiliar words, and leads students to read the key parts of the conversation aloud. Then, the teacher asks students to role-play the conversation with their deskmates. They can imitate the tone and intonation in the listening material, and even add their own ideas to enrich the conversation. After practicing for 3 minutes, the teacher invites 2-3 groups to perform the role-play in front of the class, giving positive comments on their performance, such as pronunciation, intonation and expression. Design Intention: Listening practice is an important part of language ability training, which is closely combined with the unit theme to help students improve their listening comprehension ability and consolidate the key vocabulary and phrases learned. The two tasks (multiple choice and fill-in-the-blank) are designed to train students’ ability to extract key information and grasp details. Role-play allows students to apply the language learned in the listening material to practical communication, improves their oral expression ability and communication skills, and makes the language learning more practical and interesting. Step 6: Creative Activity (Comprehensive Application) The teacher organizes a creative activity titled “My Small Plan to Make a Difference”. The teacher says: “We have learned a lot about ‘making a difference’ today. Now, please work in groups of 4 to design a small plan that you can put into practice in your daily life to make a difference. The plan should include the following parts: 1. What are you going to do? 2. Who will you help or influence? 3. How will you carry out the plan? 4. What do you think the effect will be?” During the activity, the teacher walks around the classroom to provide guidance for each group. For example, if a group has no idea, the teacher can prompt them with examples, such as “You can organize a book donation activity in the class”, “You can help the elderly in the community do housework on weekends”, “You can set up a ‘green corner’ in the classroom to protect the environment”. Each group is required to write down their plan on a piece of paper, and assign a representative to explain the plan to the whole class. After each group’s explanation, the teacher and other students can ask questions or give suggestions, such as “How will you encourage more classmates to participate in your plan?” “Do you think your plan is easy to carry out? Why?” Then the teacher makes a summary, affirming the creativity and feasibility of each group’s plan, and encourages students to put their plans into practice in daily life, emphasizing that “every small plan can bring positive changes, and persistence is the key to making a difference”. Design Intention: This creative activity is a comprehensive application of the knowledge and skills learned in this class. It combines vocabulary, phrases, sentence patterns and oral expression, and cultivates students’ creative thinking and practical ability. Working in groups allows students to cooperate and communicate, and learn from each other. The process of designing and explaining the plan helps students deepen their understanding of the unit theme, and the encouragement from the teacher helps students establish confidence in taking actions to make a difference, which is conducive to the cultivation of their social responsibility and practical ability. Step 7: Summary and Homework (Consolidation and Extension) 1. Summary: The teacher leads students to review the key content of this class: “Today, we started with the theme of ‘Making a Difference’, watched videos about public welfare days, learned key vocabulary and phrases related to making a difference, appreciated famous quotes, did listening practice and group discussions, and designed our own small plans. We have learned that making a difference does not require grand actions; every small kind act can bring positive changes to the world. I hope everyone can remember this and take actions to make the world a better place.” 2. Homework: ① Review the key vocabulary and phrases learned today, and make 5 sentences with them. ② Write a short passage (80-100 words) about your small plan to make a difference, introducing what you will do and why you want to do it. ③ Try to carry out one small action to make a difference in your daily life this week, and write a short reflection (50-80 words) about it next class. Design Intention: The summary helps students sort out the key content of the class, consolidate the knowledge and skills learned, and deepen their understanding of the unit theme. The homework is designed to consolidate the knowledge learned in class, exercise students’ writing ability, and connect classroom learning with daily life. The reflection on practical actions encourages students to put the theme of “making a difference” into practice, realizing the integration of language learning and moral education, and cultivating their good qualities of caring for others and taking social responsibility. Step 8: Reflection and Feedback (Teaching Improvement) After the class, the teacher asks students to fill in a simple feedback form, which includes three questions: 1. What did you learn in this class? 2. What do you think is the most difficult part of this class? 3. Do you have any suggestions for this class? The teacher collects the feedback forms and sorts out the key information, which is used to adjust the teaching methods and content for the next class. For example, if many students think that oral expression is difficult, the teacher will design more oral practice activities in the subsequent classes to help students improve their oral expression ability. If students have suggestions on the activity design, the teacher will adjust the activity form to make the class more interesting and effective. Design Intention: The feedback link helps the teacher understand the students’ learning effect and difficulties, and adjust the teaching plan in time to improve the teaching quality. At the same time, it also makes students feel valued, stimulates their enthusiasm for learning, and helps the teacher establish a good teacher-student relationship. 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 $