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

Unit 3 Helping people-Reading 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns about helping people, improve reading comprehension and expression skills. Cultural Awareness: Understand the significance of helping others in different cultures and foster a sense of social responsibility. Thinking Quality: Develop logical and critical thinking through analyzing the text structure and characters’ behaviors. Learning Ability: Master reading strategies like skimming and scanning to enhance independent and cooperative learning abilities. 2. 教学重难点 Key Points: Grasp the main idea and detailed information of the reading passage, master core vocabularies (e.g., volunteer, donate, assist) and difficult sentence structures. Difficult Points: Understand the deep meaning of helping others conveyed in the text and apply the learned language and reading strategies to express personal views on helping people. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a question: “Have you ever helped others? What did you do and how did you feel after that?” Then, the teacher shows some pictures on the screen, including volunteers helping the elderly cross the road, students donating books to poor areas, and medical workers assisting patients. After showing the pictures, the teacher invites 2-3 students to share their own experiences of helping others in English. After the sharing, the teacher makes a brief comment: “Helping others is a precious virtue in every culture. It not only brings joy to others but also enriches our own lives. Today, we will read a passage about helping people and explore the beauty of helping others together.” Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher presents the core vocabularies and phrases in the reading passage on the screen, including volunteer (v./n.), donate (v.), assist (v.), relief (n.), emergency (n.), carry out, in need of, take action. For each vocabulary and phrase, the teacher explains its meaning and usage briefly, and gives simple example sentences to help students understand, such as “She volunteers at a local hospital every weekend.” and “We should donate money to people in need of help.” Then, the teacher asks students to read the example sentences aloud twice to consolidate their memory. After the vocabulary preview, the teacher shows the title of the reading passage “The Power of Helping Others” and the first paragraph of the passage. The teacher guides students to predict the main content of the passage: “According to the title and the first paragraph, what do you think the passage will talk about? Will it introduce specific cases of helping others or discuss the significance of helping others?” The teacher invites students to express their predictions freely and writes down the key points of their predictions on the blackboard. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies before reading can help students reduce reading obstacles and improve reading efficiency. The example sentences designed by the teacher are closely related to the topic of helping others, which can not only help students master the usage of vocabularies but also further strengthen their understanding of the unit topic. Predicting the main content of the text before reading is an important reading strategy. It can stimulate students’ reading motivation, make students read with questions, and improve their ability to grasp the main idea of the text. Step 3: While-reading (Intensive Reading and Information Extraction) This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually deepen their understanding of the text. First, skimming: The teacher asks students to read the whole passage quickly within a certain time, and then answer two questions: 1. What is the main idea of the passage? 2. How many parts can the passage be divided into and what is the main content of each part? After students finish reading, the teacher invites students to answer the questions. The teacher makes a summary: The passage mainly talks about the significance of helping others, introduces specific cases of helping others in different fields, and calls on people to take action to help those in need. The passage can be divided into three parts: the first part (Paragraph 1) introduces the importance of helping others; the second part (Paragraphs 2-4) introduces three specific cases of helping others; the third part (Paragraph 5) calls on people to help others actively. Design Intention: Skimming is a reading strategy to quickly grasp the main idea of the text. By skimming the text, students can form a general understanding of the text structure and main content, which lays a foundation for the subsequent detailed reading. The two questions designed by the teacher can guide students to focus on the key information of the text and avoid aimless reading. Second, scanning: The teacher asks students to read the passage again, focusing on the specific cases in Paragraphs 2-4, and fill in the following form. The form includes four columns: Case, Who helps, Who is helped, and What they do. The teacher divides students into groups of 4, and asks each group to complete the form together. After the groups finish, the teacher invites one representative from each group to present their answers on the blackboard, and then corrects and supplements the answers. For example, the first case: Volunteers help children in poor areas. They donate books and stationery, and help the children with their studies. The second case: Doctors and nurses help patients in disaster areas. They provide medical care and psychological counseling. The third case: Ordinary people help the elderly who live alone. They help them do housework and accompany them to chat. Design Intention: Scanning is a reading strategy to quickly find specific information. By completing the form, students can accurately extract the detailed information in the text, which helps them deepen their understanding of the text content. Group cooperation can not only improve the efficiency of completing the task but also cultivate students’ cooperative learning ability. The teacher’s correction and supplement can help students correct their mistakes and master the correct information. Third, intensive reading: The teacher guides students to read the text carefully, focusing on the difficult sentences and the emotional connotation of the text. First, the teacher presents several difficult sentences on the screen, such as “It is not the size of the help that matters, but the heart behind it.” and “Every small act of kindness can make a big difference to someone in need.” The teacher analyzes the structure of the sentences and explains their meanings, helping students understand the deep meaning of the sentences. Then, the teacher asks students to read the sentences aloud, and guides them to experience the emotional color in the sentences. After that, the teacher asks students to think about the following questions: 1. What do you think of the volunteers, doctors and nurses in the passage? 2. Why does the author say that “every small act of kindness can make a big difference”? 3. What can we learn from the passage? The teacher invites students to discuss these questions in groups, and then invites some students to share their views with the whole class. The teacher makes appropriate comments and summaries, guiding students to realize that helping others is not necessarily a great thing, and every small act of kindness is valuable. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing difficult sentences, students can break through the reading difficulties and improve their ability to understand complex sentences. The questions designed by the teacher focus on the emotional connotation and theme of the text, which can guide students to think deeply, develop their critical thinking ability, and help students establish a correct view of helping others. Group discussion can stimulate students’ thinking and make students express their views more freely. Step 4: Post-reading (Consolidation and Extension) This step is divided into three parts: vocabulary consolidation, text retelling and theme extension, to help students consolidate the knowledge they have learned and apply it to practice. First, vocabulary consolidation: The teacher designs a vocabulary exercise on the screen. The exercise includes two parts: filling in the blanks with the correct form of the core vocabularies and translating sentences. For example, 1. Many people (volunteer) to help people in the flood-stricken areas. 2. We should (donate) some money to the poor children. 3. 我们应该帮助那些需要帮助的人。(We should help those in need of help.) The teacher asks students to complete the exercise independently, and then checks the answers with the whole class. For the wrong answers, the teacher explains the reasons and helps students correct them. Design Intention: Vocabulary consolidation is an important link to help students master the core vocabularies. The exercises designed by the teacher are closely related to the text and the topic, which can help students consolidate the usage of vocabularies and improve their ability to use vocabularies flexibly. Independent completion of exercises can cultivate students’ independent learning ability. Second, text retelling: The teacher asks students to retell the passage according to the text structure and the key information they have extracted. The teacher gives some prompts, such as the main idea of the passage, the three specific cases, and the author’s call. The teacher invites 2-3 students to retell the passage in front of the whole class, and then makes comments on their retelling, affirming their advantages and pointing out their shortcomings. For example, if a student misses a key case, the teacher reminds them to supplement it; if a student uses incorrect vocabularies or sentence structures, the teacher corrects them in time. Design Intention: Text retelling can help students consolidate the main content and key information of the text, and improve their oral expression ability and logical thinking ability. The prompts given by the teacher can help students organize their language better and reduce the difficulty of retelling. The teacher’s comments can help students find their own shortcomings and improve their retelling ability. Third, theme extension: The teacher asks students to think about the following question: “In our daily life, what can we do to help others? How can we encourage more people to help others?” The teacher invites students to discuss this question in groups, and then invites each group to send a representative to share their opinions. After the sharing, the teacher makes a summary: “Helping others is a simple and meaningful thing. We can help our classmates with their studies, help the elderly cross the road, donate our old books and clothes, and so on. We can also encourage our family and friends to join in the team of helping others, so that more people can feel the warmth of kindness. Let’s take action and use our small acts to make the world a better place.” Then, the teacher plays a short video about helping others, which shows the touching moments of people helping each other in daily life. After watching the video, the teacher asks students to express their feelings. Design Intention: Theme extension links the text content with students’ daily life, which can help students apply the knowledge and ideas they have learned to real life, and cultivate their sense of social responsibility and the awareness of helping others. Group discussion can stimulate students’ thinking and make students put forward more practical ways to help others. The short video can further arouse students’ emotional resonance and deepen their understanding of the theme of helping others. Step 5: Summary and Homework First, summary: The teacher leads students to review the content of this class together. The teacher asks students to recall the main idea of the reading passage, the core vocabularies and phrases, and the key points of helping others. Then, the teacher makes a final summary: “In this class, we read a passage about helping others, mastered some core vocabularies and phrases, and understood the significance of helping others. Helping others is a virtue that we should always adhere to. It can bring joy to others and make our own lives more meaningful. I hope all of you can put what you have learned into practice and become people who are willing to help others.” Design Intention: The summary can help students sort out the knowledge they have learned in this class, consolidate the key points, and form a systematic understanding of the class content. The teacher’s final summary can further strengthen students’ awareness of helping others and achieve the emotional goal of the teaching. Second, homework: 1. Read the reading passage aloud for 15 minutes every day, and recite the key sentences in the passage. 2. Write a short passage of 100-120 words about your own experience of helping others or your views on helping others, using the core vocabularies and phrases learned in this class. 3. Find a chance to help others in your daily life and write down your feelings after helping others. Design Intention: Homework is an extension of classroom teaching. Reading and reciting the passage can help students consolidate the text content and improve their sense of language. Writing a short passage can help students apply the learned vocabularies and sentence structures to writing, improving their writing ability. The third homework links classroom teaching with real life, which can help students practice the awareness of helping others and deepen their understanding of the theme of the unit. 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 $