Unit 3 Helping people-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第二册

Unit 3 Helping people-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master key words and expressions about helping people. Cultural awareness: Understand the significance of helping others in different cultures. Thinking quality: Cultivate critical thinking through discussing helping scenarios. Learning ability: Develop autonomous and cooperative learning skills in related activities. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns about helping people; talk about helping scenarios fluently. Difficult points: Use appropriate language to express willingness to help and put forward practical helping suggestions. 教学过程 Step 1: Lead-in (Lead students into the unit theme and activate prior knowledge) The teacher starts the class with a warm-up activity. First, show students 4 pictures on the screen: a student helping an elderly person cross the road, volunteers cleaning the community, a doctor helping a patient, and students donating books to poor areas. Then, ask students two simple questions in English: “Have you ever helped others? What did you do?” Ask 3-5 students to share their own experiences briefly. After that, the teacher summarizes: “Helping others is a kind act that exists everywhere in our life. It can bring warmth to others and happiness to ourselves. Today, we will start our unit about helping people and explore how to help others better.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their emotional resonance, as they are closely related to students’ daily life. Asking about students’ own experiences can activate their prior knowledge and life experience, reduce their psychological pressure in English expression, and naturally lead into the unit theme “Helping people”. It also lays a emotional and practical foundation for the subsequent teaching activities. Step 2: Vocabulary and Expression Learning (Master core language knowledge for talking about helping people) First, the teacher presents the core vocabulary and expressions related to the theme on the screen, including nouns (volunteer, help, kindness, donation, community), verbs (help, assist, support, donate, volunteer), adjectives (helpful, kind, grateful, caring), and common sentence patterns (I’m willing to help...; We can help by doing...; It’s important to help those in need; Thank you for your help). For each word and expression, the teacher pronounces it clearly and asks students to follow, correcting their pronunciation and stress in time. Then, the teacher gives simple and practical examples to help students understand the usage of each word and expression. For example, “Volunteer” can be used in the sentence “She is a volunteer in the community and helps children with their studies every weekend.”; “Assist” can be used in “The nurse assists the doctor in doing the operation.”; The sentence pattern “It’s important to help those in need” can be explained as “We should care about people who have difficulties and give them a hand, because it’s a meaningful thing.” After explaining, organize a quick memory activity: divide students into 4 groups, show the Chinese meaning of the words and expressions randomly, and ask students to say the corresponding English quickly. The group that answers correctly and quickly gets a point. At the end, the group with the highest score gets a small reward (such as praise or a small sticker). Then, ask students to make simple sentences with the learned words and expressions by themselves, and invite 5-6 students to share their sentences with the whole class. The teacher comments on their sentences, affirms the correct parts, and corrects the wrong usages gently. Design Intention: Vocabulary and expressions are the foundation of language communication. By presenting, pronouncing, explaining and practicing, students can master the core language knowledge needed for the theme. The group competition activity can stimulate students’ learning enthusiasm and improve their learning efficiency, making the boring vocabulary learning more interesting. Asking students to make sentences by themselves can test their mastery of the knowledge and lay a foundation for their subsequent oral expression and communication activities. Step 3: Discussion on Picture Scenarios (Apply language knowledge and cultivate thinking quality) Show students the 4 pictures used in the lead-in part again, and add 2 more pictures: a student helping a classmate who is in trouble with his studies, and a group of people helping victims of a natural disaster. Divide students into groups of 4, and assign each group 1-2 pictures. Ask students to discuss the following questions in groups in English: 1. What is happening in the picture? 2. Who is being helped? Who is helping? 3. What can we learn from the people in the picture? 4. If you were in the picture, what would you do to help? 5. What difficulties may people encounter when helping others? How can we solve these difficulties? During the group discussion, the teacher walks around the classroom, observes students’ communication status, provides timely help for students who have difficulties in expression (such as reminding them of the learned words and expressions, guiding them to organize their language), and encourages shy students to participate in the discussion. After the discussion (about several rounds of communication), invite one representative from each group to share the group’s discussion results with the whole class. The teacher listens carefully, takes notes, and makes comments after each group’s sharing: affirm the positive points in their discussion, such as clear ideas, correct use of language, and practical suggestions; put forward appropriate guidance for the deficiencies, such as guiding students to think more comprehensively about the difficulties of helping others and the corresponding solutions. After all groups finish sharing, the teacher summarizes: “From your discussions, I can see that you have a deep understanding of helping others. There are many ways to help others, and everyone can do their part. At the same time, we should also pay attention to the ways of helping others, so that our help can really help those in need.” Design Intention: Picture scenarios are specific and intuitive, which can provide a real language communication context for students. Group discussion can cultivate students’ cooperative learning ability and oral communication ability, and let students practice the learned vocabulary and expressions in real communication. The questions designed are gradual, from describing the picture to thinking about the significance of helping others and the practical problems in helping others, which can cultivate students’ critical thinking and practical problem-solving ability. The teacher’s guidance and comments can help students improve their language expression and thinking level in time. Step 4: Role-Play Activity (Deepen the understanding of the theme and improve language application ability) On the basis of the previous discussion, organize a role-play activity. The teacher designs 4 practical scenarios related to helping people, and writes them on the cards: Scenario 1: Your classmate is ill and absent from school. He/She is worried about his/her studies. You go to help him/her with his/her lessons. Scenario 2: An elderly person is lost in the community. He/She can’t find his/her home. You go to help him/her. Scenario 3: A neighbor’s child is locked at home accidentally. He/She is crying. You hear it and go to help. Scenario 4: There is a donation activity in the school to help poor students. You participate in it and persuade your classmates to join you. Divide students into groups of 2-3, and each group draws a scenario card. Give students some time to prepare the role-play: they need to design the dialogue according to the scenario, use the learned vocabulary and expressions, and pay attention to the appropriate tone and body language. During the preparation, the teacher provides guidance for each group, such as helping them design the plot of the dialogue, reminding them of the appropriate sentence patterns, and correcting their wrong expressions. After the preparation, invite each group to perform their role-play in front of the whole class. The other students watch carefully, and after each performance, ask them to comment: What are the advantages of their performance? What can be improved? The teacher also makes a summary comment: affirm the students’ active participation and creative performance, praise the groups that use the learned language knowledge flexibly and have natural dialogues; put forward suggestions for improvement, such as paying attention to the coherence of the dialogue and the appropriateness of the tone. After all groups finish performing, the teacher gives a small reward to the best-performing group. Design Intention: Role-play is a practical language application activity that can let students put themselves in the real scenario and use the learned language knowledge to communicate. It can not only improve students’ oral expression ability and language application ability, but also deepen their understanding of the theme of helping people. Through watching and commenting on other groups’ performances, students can learn from each other and improve their own language expression and performance ability. The reward mechanism can stimulate students’ participation enthusiasm and creativity. Step 5: Theme Exploration and Value Guidance (Cultivate cultural awareness and positive values) After the role-play activity, the teacher leads students to carry out in-depth theme exploration. First, ask students: “In different countries and cultures, is helping others important? Are there any different ways of helping others?” Invite students to share their knowledge and understanding (such as in some Western countries, volunteers are very common, and people often help others through public welfare organizations; in China, helping others is a traditional virtue, and people often help their neighbors and strangers in daily life). Then, the teacher introduces some common ways of helping others in different cultures briefly, such as volunteer service, public welfare donation, community assistance, etc., and emphasizes that although the ways of helping others may be different in different cultures, the kindness and care contained in helping others are the same, which is a common value pursued by all human beings. Then, ask students: “Why should we help others? What benefits can helping others bring to us and the society?” Guide students to think deeply: helping others can not only solve the difficulties of others, but also make ourselves feel happy and fulfilled; it can promote the harmony of the society and make the world a warmer place. Then, the teacher encourages students: “We don’t need to do great things to help others. A small act of kindness, such as helping a classmate pick up a pen, helping an elderly person carry things, or comforting a friend who is in trouble, can bring warmth to others. I hope you can put what you have learned today into practice and become a helpful person in your daily life.” Design Intention: This link is to connect language learning with cultural awareness and value guidance. By exploring the ways of helping others in different cultures, students can understand the common values of human beings, broaden their horizons, and cultivate their cross-cultural awareness. Guiding students to think about the significance of helping others can help them establish positive values, cultivate their sense of social responsibility, and realize the integration of language learning and moral education. Step 6: Summary and Homework (Consolidate knowledge and extend learning) First, the teacher summarizes the content of this class: “Today, we have learned the core vocabulary and expressions about helping people, discussed different helping scenarios, performed role-plays, and explored the significance of helping others. I hope you have mastered the key knowledge and have a deeper understanding of helping others. Remember, helping others is a kind act that we can do every day.” Then, assign the homework: 1. Review the vocabulary and expressions learned in this class, and write 5 sentences with them. 2. Think about a person who needs help in your life, and write a short passage (about 80-100 words) to describe how you will help him/her. 3. With your classmates, design a small helping activity in the class or community, and write a simple plan for the activity. 4. Preview the next part of the unit (Reading) and find out the key words and main ideas related to helping people. Design Intention: The summary can help students sort out the knowledge learned in this class and deepen their memory. The homework is designed to consolidate the knowledge learned, connect the classroom learning with daily life, and extend the learning content. Writing sentences and passages can consolidate students’ mastery of vocabulary and expressions and improve their writing ability; designing a helping activity can cultivate students’ practical ability and sense of cooperation; previewing the next part can lay a foundation for the subsequent teaching. 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 $