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

Unit 3 Helping people-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to master helping-related language, understand cross-cultural helping concepts, develop logical and critical thinking, and form effective comprehensive learning strategies. 2. 教学重难点 Key: Master core vocabulary and sentence patterns about helping others; skillfully complete listening, speaking, reading and writing integrated tasks. Difficulty: Use language flexibly to express help suggestions and describe helping processes logically. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class by showing some real-life pictures and short video clips, which include scenes such as students helping the elderly cross the road, volunteers serving in the community, and medical workers helping patients. After playing the video, the teacher asks questions in English: “Have you ever helped others in your daily life? What did you do? How did you feel after helping others?” Then, the teacher invites 3-4 students to share their own experiences briefly in English. After the sharing, the teacher makes a summary: “Helping others is a precious virtue in every culture. It not only brings warmth to others but also enriches our own hearts. Today, we will focus on the theme of ‘helping people’ and practice our integrated skills of listening, speaking, reading and writing through a series of tasks.” Design Intention: The real-life pictures and video clips can quickly attract students’ attention and arouse their emotional resonance, making them feel close to the theme of “helping people”. Asking students to share their own experiences can activate their prior knowledge and life experience related to helping others, lay a foundation for the subsequent learning of language and skills. At the same time, it can create a relaxed and active classroom atmosphere, stimulate students’ enthusiasm for participation, and guide them to enter the learning state of the unit theme naturally. Pre-listening: Preview Vocabulary and Predict Content First, the teacher presents the core vocabulary and phrases related to the listening task on the screen, including “volunteer”, “donate”, “assist”, “in need”, “offer help”, “take action”, “overcome difficulties”, “grateful” and so on. For each word and phrase, the teacher explains the pronunciation and meaning briefly, and gives simple example sentences to help students understand and master them, such as “We should offer help to those in need.” “She is grateful for the help from her classmates.” Then, the teacher arranges students to work in pairs to read the words and phrases aloud, and check each other’s pronunciation and understanding. After that, the teacher introduces the background of the listening material: “This listening material is a conversation between two students, Tom and Lucy. They are talking about a volunteer activity organized by their school to help children in poor areas. Now, please predict what they will talk about according to the theme and the vocabulary we just learned.” The teacher encourages students to put forward their predictions freely, such as “They may talk about what the volunteer activity is, how to participate in it, and what they can do to help the children.” Design Intention: Vocabulary is the foundation of language learning. Previewing the core vocabulary before listening can help students avoid obstacles in understanding the listening material due to unknown words, improve their listening efficiency. Asking students to predict the content of the listening material can cultivate their predictive ability, which is an important learning strategy in listening. At the same time, pair work can enhance students’ interaction and cooperation, and make them more actively involved in the learning process. While-listening: Practice Listening Skills and Extract Key Information The listening task is divided into two parts: the first part is multiple-choice questions, and the second part is gap-filling. Before playing the listening material, the teacher clearly explains the requirements of each part: for the multiple-choice questions, students need to listen carefully and choose the correct answers according to the content they hear; for the gap-filling part, students need to fill in the blanks with the exact words or phrases they hear, paying attention to the form of the words. Then, the teacher plays the listening material twice. For the first time, students listen carefully to get the general idea of the conversation and complete the multiple-choice questions. For the second time, students listen again carefully, focus on the key information, and complete the gap-filling task. During the listening process, the teacher reminds students to take notes briefly, such as recording key time, places, people and events, to help them remember the information. After playing the listening material, the teacher invites students to share their answers, and corrects the wrong answers in time, explaining the reasons for the mistakes and emphasizing the key information in the listening material. For example, if a student fills in the wrong form of a verb, the teacher will remind them to pay attention to the tense and voice in the listening material. Design Intention: Dividing the listening task into two parts conforms to the principle of gradual progress, which can help students improve their listening skills step by step. Playing the listening material twice gives students enough time to understand the content and extract key information, which is in line with the cognitive law of senior high school students. Asking students to take notes can cultivate their ability to capture key information and improve their listening efficiency. Correcting mistakes in time can help students find their own deficiencies and deepen their understanding of the listening material. Post-listening: Consolidate Listening Results and Expand Oral Practice First, the teacher arranges students to work in groups of four to retell the content of the listening material according to the key information they extracted. Each group member takes turns to retell a part of the content, and the other members can supplement and correct it. After the group retelling, the teacher invites 2-3 groups to present their retelling results in front of the whole class, and gives comments and guidance, affirming their advantages and putting forward suggestions for improvement, such as “Your retelling is very complete, but you can use more complex sentences to make it more fluent.” Then, the teacher designs an oral discussion task: “Suppose your school is going to organize a volunteer activity to help the elderly in the community. Discuss with your group members about what activities you can organize, how to carry out the activities, and what you need to prepare for the activities. Then, each group selects a representative to report the discussion results.” During the discussion, the teacher walks around the classroom, observes the students’ discussion situation, and provides help and guidance for students who have difficulties in expression, such as reminding them of relevant vocabulary and sentence patterns. After the discussion, each group’s representative reports the discussion results, and the teacher makes a summary and evaluation, emphasizing the key points of oral expression, such as the fluency and logic of the language. Design Intention: Retelling the listening material can help students consolidate the key information they heard, improve their oral expression ability and logical thinking ability. The oral discussion task is closely related to the theme of “helping people” and the listening content, which can realize the connection between listening and speaking, and let students apply the language they learned to practical communication. Group discussion can cultivate students’ cooperative learning ability and communication ability, and the teacher’s guidance can help students solve the difficulties in oral expression and improve their oral English level. Pre-reading: Guide Prediction and Clarify Reading Objectives The teacher presents the title of the reading passage on the screen: “A Volunteer’s Story”, and shows a picture of a volunteer helping children in poor areas. Then, the teacher asks students to predict the content of the reading passage according to the title and the picture: “What do you think the volunteer’s story will be about? What difficulties did the volunteer encounter? What achievements did he/she make?” After students put forward their predictions, the teacher introduces the reading objectives: “After reading this passage, you should be able to: 1. Understand the main idea of the passage and the volunteer’s experience; 2. Extract key information about the volunteer’s helping process; 3. Learn from the volunteer’s spirit and express your own feelings.” Then, the teacher reminds students to pay attention to the structure of the passage and the key words and sentences while reading, which can help them understand the passage better. Design Intention: Predicting the content of the reading passage according to the title and picture can stimulate students’ reading interest and cultivate their predictive ability. Clarifying the reading objectives can help students have a clear direction in reading, focus on the key points, and improve their reading efficiency. Reminding students to pay attention to the structure and key words and sentences can help them master scientific reading methods and lay a foundation for the subsequent reading tasks. While-reading: Practice Reading Skills and Analyze the Passage The reading task is divided into three steps: skimming, scanning and detailed reading. First, skimming: students read the passage quickly within a certain time to get the main idea of the passage. After skimming, the teacher asks students to answer the question: “What is the main idea of this passage?” Then, scanning: students read the passage again, scan for specific information, and complete the information form prepared by the teacher, which includes the volunteer’s name, the place where he/she helped, the people he/she helped, the difficulties he/she encountered and the achievements he/she made. After scanning, students exchange their information forms in pairs, check each other’s answers, and the teacher checks the answers in the whole class. Finally, detailed reading: students read the passage carefully, analyze the key sentences and the author’s emotional attitude. The teacher selects several key sentences from the passage, such as “Although the work was hard, I felt very happy because I could help those in need.”, and asks students to analyze the structure of the sentence and the emotional meaning expressed by the author. At the same time, the teacher guides students to think about the volunteer’s spirit and what they can learn from the volunteer. Design Intention: Skimming, scanning and detailed reading are important reading skills for senior high school students. Training students to use these three reading skills can help them improve their reading speed and reading ability, and enable them to extract different levels of information from the passage. Completing the information form can help students sort out the key information of the passage and deepen their understanding of the passage. Analyzing the key sentences and the author’s emotional attitude can cultivate students’ ability to analyze and understand the passage in depth, and improve their thinking quality. Post-reading: Consolidate Reading Results and Expand Writing Practice First, the teacher arranges students to work in pairs to discuss the following questions: “What do you think of the volunteer’s behavior? What can you learn from him/her? If you have a chance to be a volunteer, what kind of help will you provide?” After the discussion, the teacher invites some students to share their views in front of the whole class, and guides students to establish a correct view of helping others. Then, the teacher introduces the writing task: “Write a short passage about your own experience of helping others or your plan to help others. The passage should include the following parts: 1. The background of the help; 2. The process of helping; 3. Your feelings after helping or your expectations for the help plan. You should use the vocabulary and sentence patterns we learned in this class.” Before writing, the teacher gives a writing template and some key vocabulary and sentence patterns for students to refer to, such as “I once helped...”, “At first, I... Then, I... Finally, I...”, “Helping others makes me feel...”, “I plan to... to help those in need.” During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize their ideas and correct grammatical mistakes. After students finish writing, they exchange their passages in pairs, check each other’s writing, and put forward suggestions for improvement. Then, the teacher selects several typical passages (including excellent passages and passages with common mistakes) to comment on in the whole class, affirming the advantages of the excellent passages and correcting the mistakes in the other passages, emphasizing the key points of writing, such as the logic of the passage, the correct use of vocabulary and sentence patterns, and the fluency of the language. Design Intention: The post-reading discussion can help students deepen their understanding of the theme of “helping people”, cultivate their emotional awareness and sense of social responsibility. The writing task is closely related to the previous listening, speaking and reading tasks, which can realize the integration of listening, speaking, reading and writing skills, and let students apply the language they learned to practical writing. Providing a writing template and key vocabulary and sentence patterns can help students reduce the difficulty of writing, improve their writing confidence. Peer review and teacher’s comment can help students find their own deficiencies in writing, learn from each other’s advantages, and improve their writing ability. Summary and Extension: Sort Out Knowledge and Guide Practice First, the teacher leads students to sort out the knowledge and skills learned in this class: “In this class, we focused on the theme of ‘helping people’, previewed and mastered the core vocabulary and phrases related to helping others, practiced listening skills by completing listening tasks, improved oral expression ability through group discussion and retelling, enhanced reading ability by reading the volunteer’s story, and completed writing practice by writing about our own helping experience or plan. We also learned the spirit of volunteers and understood the significance of helping others.” Then, the teacher puts forward the extension task: “After class, please find some English materials about volunteers or helping others, read them carefully, and write a short summary. At the same time, try to help others in your daily life and record your experience and feelings in English. Next class, we will share our after-class practice results.” Finally, the teacher makes a final summary: “Helping others is a kind of love and responsibility. I hope all of you can take action, use the English we learned to spread love, and become people who are willing to help others and can help others.” Design Intention: Sorting out the knowledge and skills learned in this class can help students form a systematic knowledge framework and consolidate the learning results. The extension task can extend the classroom learning to daily life, realize the connection between classroom learning and practical life, and help students apply the language and skills they learned to real life. At the same time, it can cultivate students’ autonomous learning ability and sense of social responsibility, and deepen their understanding of the theme of “helping people”. 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 $