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

Unit 2 Making a Difference-Using language 内容导航 This section focuses on the functional language for offering suggestions and describing personal qualities, combining listening, speaking, reading and writing activities. It takes volunteering and making a difference as the theme, helping students master related vocabulary, sentence patterns and grammar, and enabling them to use English flexibly in practical communication about public welfare and voluntary work. 教学目标和重难点 1. 教学目标 Language Competence: Master words like donate, volunteer and phrases such as make a difference, and use modal verbs to give suggestions properly. Cultural Awareness: Understand the common value of dedication in different cultures and cultivate a sense of social responsibility. Thinking Quality: Develop logical thinking through analyzing and applying functional language, and critical thinking by discussing voluntary work. Learning Ability: Improve self-directed and cooperative learning skills through listening practice, group discussions and practical writing, and form good learning strategies. 2. 教学重难点 Key Points: Master the vocabulary and phrases related to personal qualities and voluntary work; grasp the usage of modal verbs (could, should, might) to offer polite suggestions; be able to complete listening tasks by capturing key information and carry out oral communication about volunteering. Difficult Points: Use modal verbs appropriately in different contexts to express suggestions with proper politeness; apply the learned language to write a coherent proposal for voluntary activities; combine language use with practical scenarios naturally. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Video Appreciation and Discussion The teacher plays a short video clip (3-5 minutes) about Steve Jobs’ personal qualities and his influence on volunteers, focusing on the adjectives describing personal qualities and the brief introduction of volunteer activities inspired by him. After watching the video, the teacher asks students the following questions: “What personal qualities of Steve Jobs impress you most?”, “What volunteer activities are mentioned in the video?”, “Have you ever participated in any voluntary work? If yes, share your experience; if not, what kind of voluntary work would you like to do?”. Then, invite 3-4 students to share their answers with the whole class, and the teacher gives simple comments and guidance, guiding students to focus on the theme of “making a difference through small actions”. Design Intention: The video clip is closely related to the content of the Using language section, which can quickly attract students’ attention and activate their prior knowledge. By watching the video, students can initially accumulate vocabulary describing personal qualities, lay a foundation for the subsequent vocabulary learning. The discussion questions can stimulate students’ enthusiasm for participation, connect the teaching content with students’ real life, and help students realize the significance of voluntary work, thus naturally leading into the main teaching content. Activity 2: Vocabulary Activation The teacher presents the key vocabulary of this section on the blackboard or courseware, including nouns (volunteer, donation, foundation, mission), verbs (donate, volunteer, assist, recycle), adjectives (generous, dedicated, patient, responsible, sensitive) and phrases (make a difference, take care of, be involved in, hesitate to do sth.). Then, the teacher guides students to classify these words and phrases: divide the adjectives into positive, neutral and negative categories, and group the verbs and phrases according to their meanings (e.g., words related to donation, words related to volunteer work). After classification, the teacher asks students to make simple sentences with 2-3 words or phrases respectively, such as “She is a generous person who never hesitates to donate money to the poor.” or “Volunteers play an important role in helping those in need and making a difference to society.”. Design Intention: Vocabulary is the foundation of language learning. By classifying and making sentences, students can deepen their understanding and memory of the key vocabulary, and initially master their usage. Classifying adjectives helps students distinguish the emotional color of words, which is conducive to their accurate use in subsequent oral and written expression. Making sentences connects vocabulary with specific contexts, avoiding mechanical memorization and laying a solid foundation for the subsequent listening, speaking and writing activities. Step 2: Listening Practice (Input & Comprehension) Activity 1: Pre-listening Preparation The teacher introduces the background of the listening material: it is a telephone conversation between a student and a staff member of a volunteer organization, in which the student inquires about the volunteer recruitment information, including the requirements for volunteers, the content of volunteer work and the time arrangement. Then, the teacher presents some key words and phrases related to the listening material, such as “volunteer recruitment, registration, mission, personal qualities, time schedule, assistance”, and guides students to predict the content of the listening material according to these words. The teacher can ask: “What do you think they will talk about in the telephone conversation?”, “What information will the student ask for?”. Students discuss in pairs for 2 minutes, and then share their predictions with the class. Design Intention: Pre-listening preparation helps students build a connection between the known and unknown, reduce the difficulty of listening comprehension. By introducing the background and presenting key words, students can have a clear direction when listening, and improve their ability to capture key information. Pair discussion can stimulate students’ thinking and make them more actively involved in the listening activity. Activity 2: While-listening (First Listening) The teacher plays the listening material for the first time, and asks students to listen carefully and finish the following task: judge whether the following statements are true (T) or false (F). 1. The student wants to volunteer in the community hospital. 2. The volunteer work requires working 3 hours a week. 3. The organization requires volunteers to be patient and responsible. 4. The student can start volunteering next Monday. After listening, students check their answers in pairs, and then the teacher announces the correct answers, and briefly explains the key information points related to the wrong statements. Design Intention: The first listening focuses on the overall understanding of the listening material. The true or false questions are designed to help students grasp the main content of the conversation, avoid being distracted by details, and cultivate their ability to understand the overall meaning of the listening material. Checking answers in pairs can promote mutual learning and communication among students, and help them find their own listening mistakes in time. Activity 3: While-listening (Second Listening) The teacher plays the listening material for the second time, and asks students to listen carefully again and fill in the blanks in the volunteer registration form. The registration form includes the following items: Name, Age, Volunteer Position, Required Qualities, Working Time, Contact Information. Students need to capture specific details from the listening material to complete the form. After listening, the teacher invites several students to show their completed forms on the blackboard, checks the answers with the whole class, and explains the key sentences and pronunciation points in the listening material, such as the pronunciation of “registration”, the usage of “could you tell me...” for polite inquiry, and the modal verb “should” used to put forward requirements. Design Intention: The second listening focuses on details, which can train students’ ability to capture specific information in the listening material. The volunteer registration form is closely related to the theme of the listening material, which can make the listening task more targeted and practical. Explaining key sentences and pronunciation points helps students deepen their understanding of the functional language in the listening material, and lay a foundation for their subsequent oral expression. Activity 4: Post-listening Retelling The teacher asks students to work in groups of 3-4, and retell the content of the telephone conversation according to the completed registration form and the key information they heard. Each group assigns a speaker, who will retell the conversation in his/her own words. The teacher walks around the classroom to guide students, helps them use the key vocabulary and sentence patterns correctly, and corrects their mistakes in pronunciation and grammar. After all groups finish retelling, invite 2-3 groups to present their retelling to the whole class, and the teacher gives comments and suggestions, focusing on the fluency and accuracy of the retelling. Design Intention: Retelling is an effective way to consolidate listening input and convert it into oral output. By retelling the conversation, students can review the key content of the listening material, flexibly use the learned vocabulary and sentence patterns, and improve their oral expression ability. Group cooperation can enhance students’ sense of participation and cooperation, and the teacher’s guidance and comments can help students find their own shortcomings and improve their language use ability. Step 3: Speaking Practice (Output & Application) Activity 1: Language Focus Explanation The teacher focuses on explaining the functional language of offering suggestions in this section, focusing on the usage of modal verbs (could, should, might) to offer polite suggestions. The teacher gives examples to illustrate the differences between these modal verbs: “Could you start a volunteer club?” (polite and gentle, suitable for unfamiliar people), “You should participate in the voluntary work.” (more direct, suitable for friends or classmates), “You might try to help the elderly in the community.” (put forward suggestions tentatively, with less certainty). Then, the teacher presents some scenarios, such as “Your class wants to organize a voluntary activity to help the homeless children. What suggestions would you give?”, and guides students to use the modal verbs to put forward suggestions. Design Intention: The core of the Using language section is to master the functional language. By explaining the usage of modal verbs in detail and combining with specific scenarios, students can understand the differences between different modal verbs and use them appropriately in different contexts. This activity lays a foundation for the subsequent oral discussion and practical application. Activity 2: Pair Discussion The teacher gives a discussion topic: “What kind of voluntary work can we do in our school or community to make a difference? What suggestions would you give to organize such activities?”. Students discuss in pairs, and each pair needs to put forward at least 3 suggestions, using the modal verbs and key vocabulary learned in this section. During the discussion, the teacher walks around the classroom, listens to students’ discussions, helps them solve the problems encountered in language use, and guides them to make their suggestions more specific and reasonable. For example, if a student says “We could organize a book donation activity”, the teacher can guide him/her to add more details: “We could organize a book donation activity to help the children in the rural areas. We should post notices in the school to encourage students to donate their old books, and we might ask the school to provide a place to collect the books.” Design Intention: Pair discussion provides students with a platform for oral practice, enabling them to flexibly use the learned functional language in practical communication. The discussion topic is closely related to students’ real life, which can stimulate their enthusiasm for participation and help them realize that they can make a difference through small voluntary actions. The teacher’s guidance can help students improve the quality of their discussion and enhance their confidence in oral expression. Activity 3: Role-play The teacher divides students into groups of 2, and assigns roles to each group: one student is a volunteer recruiter, and the other is a student who wants to apply for a volunteer. The two students need to have a dialogue according to the following requirements: the applicant asks about the volunteer work (such as the content, requirements, time), and the recruiter answers the questions and puts forward suggestions for the applicant. Students need to use the functional language of offering suggestions and polite inquiry learned in this section, and use the key vocabulary related to personal qualities and voluntary work. Each group prepares for 5 minutes, and then invites 3-4 groups to perform their dialogues in front of the class. The teacher gives comments and suggestions, focusing on the accuracy and fluency of the language, the appropriateness of the role performance, and the rationality of the dialogue content. Design Intention: Role-play is a practical oral practice activity, which can simulate real communication scenarios and help students apply the learned language to real communication. By playing different roles, students can better understand the usage of functional language in different identities, improve their oral communication ability and adaptability. The performance in front of the class can enhance students’ confidence and expression ability, and the teacher’s comments can help students further improve their language use level. Step 4: Reading and Writing Practice (Integration & Consolidation) Activity 1: Reading Comprehension The teacher presents a short passage about a volunteer’s experience. The passage mainly tells the story of a student who participated in a volunteer activity to help the elderly in the community, including the process of the activity, the difficulties encountered and the gains. The teacher asks students to read the passage carefully and finish the following tasks: 1. Answer the following questions: What did the volunteer do in the community? What difficulties did he/she encounter? What did he/she gain from the activity? 2. Underline the sentences in the passage that describe personal qualities and the sentences that use modal verbs to offer suggestions. After students finish the tasks, the teacher checks the answers with the whole class, and analyzes the key sentences and language points in the passage, such as the past participle used as attributive, the usage of “not only...but also...”, and the functional language of offering suggestions. Design Intention: Reading comprehension is an important part of language input. The passage is closely related to the theme of the unit and the Using language section, which can help students consolidate the learned vocabulary and sentence patterns, and deepen their understanding of the theme of “making a difference through voluntary work”. The tasks of answering questions and underlining key sentences can train students’ ability to extract key information and analyze language points, and lay a foundation for the subsequent writing practice. Activity 2: Writing Guidance The teacher guides students to write a proposal for a voluntary activity. First, the teacher introduces the structure of a proposal: 1. Introduction: Briefly introduce the purpose and significance of the voluntary activity. 2. Main Content: Detail the content of the activity, the time, the place, the requirements for volunteers, and the specific arrangements. 3. Suggestions: Put forward some suggestions on how to carry out the activity successfully. Then, the teacher presents some key vocabulary and sentence patterns that can be used in the proposal, such as “The purpose of this activity is to...”, “We suggest that...”, “It is necessary for us to...”, “We could... to make the activity more effective.”. The teacher also gives an example of a short proposal, and analyzes its structure and language features, guiding students to learn how to organize the content and use the language correctly. Design Intention: Writing is an important way of language output, which can test students’ comprehensive ability to use language. By introducing the structure of the proposal and providing key vocabulary and sentence patterns, the teacher can help students reduce the difficulty of writing and guide them to write a coherent and logical proposal. The example proposal can give students a clear reference, help them understand the writing requirements and improve their writing ability. Activity 3: Writing Practice The teacher asks students to write a proposal for a voluntary activity in groups of 3-4. The activity can be carried out in the school, the community or other places, and the content can be book donation, helping the elderly, environmental protection, etc. Each group needs to complete a proposal of 80-100 words, following the structure and language requirements introduced by the teacher. During the writing process, the teacher walks around the classroom, helps students solve the problems encountered in writing, such as how to organize the content, how to use the key vocabulary and sentence patterns correctly, and corrects their mistakes in grammar, spelling and punctuation. After students finish writing, each group exchanges their proposals with another group, and puts forward revision suggestions according to the following standards: 1. Is the structure complete? 2. Is the language accurate and fluent? 3. Are the suggestions reasonable? 4. Are the key vocabulary and sentence patterns used correctly? Design Intention: Group writing can promote cooperation and communication among students, and help them learn from each other. The writing task is closely related to the theme of the unit, which can enable students to apply the learned language to practical writing and consolidate their language knowledge. Peer review can help students find their own shortcomings in writing, improve their ability to evaluate and revise articles, and enhance their sense of participation and responsibility. Activity 4: Writing Evaluation The teacher collects some representative proposals (including excellent ones and those with common problems), and evaluates them in front of the whole class. For the excellent proposals, the teacher affirms their advantages, such as complete structure, accurate language, reasonable suggestions, and asks the students who wrote them to share their writing experience. For the proposals with problems, the teacher points out the existing problems, such as incomplete structure, incorrect use of modal verbs, spelling mistakes, and guides students to revise them together. Then, the teacher asks students to revise their own proposals according to the teacher’s evaluation and peer review suggestions, and submit the revised proposals after class. Design Intention: Writing evaluation is an important link to improve students’ writing ability. By evaluating representative proposals, the teacher can help students understand the standards of good writing, find common problems in writing, and learn how to revise articles. Revising their own proposals can help students consolidate the knowledge they have learned, correct their mistakes, and improve their writing level. Submitting the revised proposals after class can further consolidate the writing effect. Step 5: Summary and Extension (Consolidation & Application) Activity 1: Class Summary The teacher invites students to summarize the key content of this class, including the key vocabulary, phrases, the usage of modal verbs to offer suggestions, the listening skills, the oral communication skills and the writing requirements of the proposal. Then, the teacher makes a supplement and summary, emphasizing the core of this class: mastering the functional language related to voluntary work and making a difference, and being able to use the learned language flexibly in listening, speaking, reading and writing activities. The teacher also emphasizes the significance of voluntary work, encouraging students to participate in voluntary activities in their daily life and make their own contributions to society. Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, deepen their memory and understanding, and improve their ability to summarize and sort out knowledge. The teacher’s supplement and summary can help students grasp the key points of the class and clarify the learning objectives. Emphasizing the significance of voluntary work can integrate moral education into language teaching, cultivate students’ sense of social responsibility and positive values. Activity 2: After-class Extension The teacher assigns the following after-class tasks: 1. Recite the key vocabulary and phrases of this section, and make 5 sentences with the modal verbs (could, should, might) to offer suggestions. 2. Listen to the listening material again and retell it to your family or friends. 3. Revise the proposal written in class and submit it the next day. 4. Find a story about a volunteer who made a difference, and prepare to share it in the next class. 5. Try to participate in a voluntary activity in your community or school, and write a short diary about your experience. Design Intention: After-class extension tasks are designed to consolidate the knowledge and skills learned in class, and extend the teaching content to students’ daily life. Reciting vocabulary and making sentences can help students consolidate their language knowledge. Retelling the listening material can enhance their oral expression ability. Revising the proposal can improve their writing ability. Finding volunteer stories and participating in voluntary activities can deepen students’ understanding of the theme of “making a difference”, and encourage them to apply the learned language and concepts to real life, realizing the integration of language learning and practical application. Step 6: Feedback and Reflection (Evaluation & Improvement) After the class, the teacher collects students’ revised proposals and after-class assignments, and evaluates students’ performance in class (including participation in discussions, role-play, group cooperation, etc.) and after-class assignments. The teacher sorts out the common problems encountered by students, such as incorrect use of modal verbs, insufficiently specific suggestions in the proposal, and mistakes in grammar and spelling. In the next class, the teacher will feedback these problems to students, and carry out targeted review and practice to help students solve the problems and improve their language use ability. At the same time, the teacher reflects on his own teaching process, such as whether the teaching activities are reasonable, whether the guidance is in place, whether the students’ learning needs are met, and puts forward improvement measures for the next teaching. Design Intention: Feedback and reflection are important links to improve teaching quality. By evaluating students’ performance and assignments, the teacher can understand students’ learning effect and master their existing problems, so as to carry out targeted teaching and help students improve their learning level. The teacher’s self-reflection can help him/her find the shortcomings in the teaching process, optimize the teaching design, and improve the teaching effect. 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 $