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

Unit 3 Helping people-Extended reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability via reading and expression, cultivating cultural awareness of caring for others, developing critical thinking through analyzing helping behaviors, and fostering autonomous and cooperative learning abilities in interactive activities. 2. 教学重难点 Key: Master core vocabulary and complex sentences in the text, grasp the main plot and the theme of kindness. Difficulty: Understand the implied meaning of the text and express personal views on helping others in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a short video clip, which tells a touching story of a stranger helping a disabled person get out of trouble in a rainstorm. After playing the video, the teacher asks two questions in English: “What did the stranger do in the video?” “How did the disabled person feel after being helped?” Then, invite 2-3 students to answer the questions freely. After that, the teacher makes a brief summary: “In our daily life, we often encounter people who need help, and a small act of kindness can bring great warmth to others. Today, we will read an article about kindness and helping others in Unit 3 Extended Reading — The Chain of Kindness.” Design Intention: The video clip is closely related to the theme of the extended reading text, which can quickly attract students’ attention and arouse their emotional resonance. By asking simple and easy-to-answer questions, it lowers the threshold of students’ participation, encourages them to open their mouths to speak English, and lays a good foundation for the subsequent reading teaching. At the same time, it naturally leads to the theme of the text, helping students establish a preliminary understanding of “helping people” and “kindness”. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the text on the blackboard or PPT, including “paralysed, flat tyre, strain, despair, twinkle, solitary, driveway” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “paralysed”, the teacher says: “Paralysed means unable to move part or all of your body, especially because of an illness or injury. In the text, Tom is paralysed in his legs, so he can’t walk and needs a wheelchair.” Then, the teacher introduces the background of the text briefly: “The text tells a story that happened on a rainy night. Tom, a disabled man with paralysed legs, had a flat tyre on his way home. With the help of an old man and a little girl, he got out of trouble. This story shows us the power of kindness and the beauty of helping others.” After that, the teacher asks students to predict the content of the text according to the title “The Chain of Kindness” and the background introduction: “What do you think will happen in the story? How will the old man and the little girl help Tom?” Students can discuss in pairs for a short time, then share their predictions with the whole class. The teacher affirms students’ reasonable predictions and encourages them to verify their own ideas in the subsequent reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students reduce reading obstacles and improve reading efficiency. Explaining vocabulary in English and combining it with the text context helps students understand the usage of words in specific situations, rather than just memorizing the Chinese meaning mechanically. Predicting the text content can stimulate students’ reading interest and initiative, make them have a clear purpose in reading, and lay the foundation for intensive reading. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text from the surface to the deep. 3.1 Fast Reading The teacher asks students to read the text quickly within a certain time, and complete two tasks: ① Find out the main characters of the story (Tom, the little girl, the old man); ② Summarize the main plot of the story in one sentence. After students finish reading, invite several students to share their answers. The teacher corrects and supplements, and finally summarizes the main plot: On a rainy night, Tom, a man with paralysed legs, had a flat tyre. A little girl and an old man helped him fix the tyre, and Tom felt warm and grateful. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly. By finding the main characters and summarizing the main plot, students can grasp the general idea of the text in a short time, establish the overall framework of the text, and lay the foundation for further careful reading. 3.2 Careful Reading The teacher asks students to read the text carefully paragraph by paragraph, and complete the following tasks. The tasks are presented in the form of a worksheet, and students can complete them independently first, then discuss with their group members to check and correct. Task 1: Answer the following questions according to the text. Why did Tom feel despair at first? How did Tom find the house where the little girl and the old man lived? What did the old man do to help Tom? How did Tom feel after being helped? Task 2: Fill in the blanks with the correct words from the text. Tom strained his eyes and looked out into the coal-black night, struggling desperately to keep his car on the road. The windscreen wipers worked furiously to clear the glass, but they were not doing much good. Tom glanced in his rear-view mirror. He could see his wheelchair in the back seat and quickly looked down at his thin, broken legs. He could feel a familiar wave of despair start to wash over him. When Tom approached the house, a young girl around ten years old was standing in the doorway. He pulled up as close as he could and rolled down the window. The old man simply nodded his head and asked Tom to wait for a moment. Then he took a toolbox and came out to fix the flat tyre for Tom. After students finish the tasks, the teacher checks the answers one by one, explains the difficult points in the questions and blanks, and guides students to find the corresponding sentences in the text to verify. For example, when answering the first question, the teacher guides students to find the sentence “He could see his wheelchair in the back seat and quickly looked down at his thin, broken legs. He could feel a familiar wave of despair start to wash over him. The rain was still pounding on the roof of the car and he felt as if he had been trapped inside a drum.”, and helps students analyze that Tom felt despair because he was paralysed in his legs, got a flat tyre in the rainstorm, and was trapped in the car with no one to help. Design Intention: Careful reading is the key link to help students understand the details of the text. By designing questions and filling in the blanks, it guides students to read the text carefully, pay attention to the key details and key sentences, and deepen their understanding of the plot. Completing the tasks independently first and then discussing in groups can not only cultivate students’ autonomous learning ability, but also improve their cooperative learning ability and communication ability. At the same time, guiding students to find the basis in the text helps them form a good reading habit of “finding evidence from the text”. 3.3 Deep Reading The teacher guides students to read the text again, focusing on analyzing the emotional changes of Tom and the characteristics of the characters, and exploring the theme of the text. The teacher puts forward the following guiding questions: What are the emotional changes of Tom in the story? (despair → hopeful → grateful) What kind of people are the little girl and the old man? (kind, warm-hearted, helpful) What does the title “The Chain of Kindness” mean? What does the author want to tell us through this story? For the first two questions, students can answer directly according to the text content. For the third question, the teacher guides students to discuss in groups. After the discussion, each group sends a representative to share their views. The teacher summarizes and supplements: “The chain of kindness means that kindness can be passed on. The old man and the little girl helped Tom, which made Tom feel warm and grateful. Tom will also pass this kindness on to others in the future. The author wants to tell us that kindness is a precious quality. A small act of kindness can bring great warmth to others, and we should all be kind and willing to help others, so that the chain of kindness can be passed on forever.” At the same time, the teacher guides students to analyze the key sentences in the text, such as “Small acts of kindness can make a big difference.”, and helps students understand the implied meaning of the sentence, so as to deepen their understanding of the theme. Design Intention: Deep reading aims to guide students to go beyond the surface plot and explore the deep meaning of the text and the author’s intention. By analyzing the emotional changes of the characters and the theme of the text, it helps students improve their critical thinking ability and literary appreciation ability. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their ability to analyze and solve problems. Analyzing key sentences helps students grasp the core of the text and understand the connotation of the article. Step 4: Post-reading (Consolidation and Extension) This step includes language consolidation, theme extension and emotional sublimation, to help students apply the knowledge they have learned and deepen their understanding of the theme. 4.1 Language Consolidation First, the teacher arranges a vocabulary exercise: Ask students to use the core vocabulary and phrases learned in the text to complete the following sentences. ① When I was in trouble, my friend gave me a lot of help, which made me feel ________ (grateful). ② The old man lives in a ________ (solitary) house in the countryside. ③ He ________ (strained) his eyes to see the distant light in the dark. ④ After the accident, he was ________ (paralysed) in his legs and could not walk. Then, the teacher guides students to sort out the complex sentences in the text, such as “The rain was coming down so hard that each drop seemed to explode as it hit the roof of the car.” “He felt as if he had been trapped inside a drum.” The teacher explains the structure of the complex sentences (so...that...; as if...), and asks students to make sentences with these structures. For example, ask students to make a sentence with “so...that...”: “The boy was so excited that he jumped up and down.” Design Intention: Language consolidation is an important link to help students master the knowledge they have learned. Vocabulary exercises and sentence-making exercises can help students consolidate the core vocabulary and sentence structures, and improve their ability to use language flexibly. Combining the text content to design exercises makes the exercises more targeted and helps students connect the knowledge they have learned with the text context. 4.2 Theme Extension The teacher organizes a group discussion activity with the theme “How can we help others in our daily life?”. The teacher divides students into groups of 4-5, and asks each group to discuss the following questions: ① What kinds of people around us need help? (the elderly, the disabled, the poor, etc.) ② What can we do to help them? ③ What should we pay attention to when helping others? After the discussion, each group sends a representative to make a 2-3 minute speech in English, introducing the group’s views. The teacher listens carefully to the speeches, gives affirmation and guidance, and corrects the wrong expressions in students’ speeches. After the group speeches, the teacher shares some real cases of helping others in daily life, such as helping the elderly cross the road, donating books to poor children, and volunteering in the community, to let students know that helping others is not a difficult thing, and small acts can also bring great warmth. Design Intention: Theme extension helps students connect the text content with real life, and transfer the knowledge and emotions learned in the class to real life. Group discussion and speech activities can not only improve students’ oral expression ability and cooperative learning ability, but also let students think about how to practice kindness in daily life, which is conducive to the cultivation of their moral quality. Sharing real cases can make students feel the importance of helping others more intuitively, and stimulate their enthusiasm for helping others. 4.3 Emotional Sublimation The teacher makes a summary of the class: “Today, we read the story The Chain of Kindness, which tells us the power of kindness. In our daily life, we may encounter people who need help. We should learn from the little girl and the old man in the story, be kind and helpful. Remember, kindness is a chain that can be passed on. Every small act of kindness can make the world a better place. Let’s work together to pass on the chain of kindness and help more people in need.” Then, the teacher plays a song about kindness, such as “You Raise Me Up”, and asks students to sing along with the song. At the end of the song, the teacher encourages students to put what they have learned into action and be a kind person who is willing to help others. Design Intention: Emotional sublimation aims to deepen students’ understanding of the theme of “helping people” and “kindness”, and cultivate their sense of social responsibility and moral quality. The summary of the teacher can help students sort out the knowledge and emotions learned in the class, and the song can arouse students’ emotional resonance again, making the theme of the class more deeply rooted in students’ hearts. Encouraging students to put what they have learned into action can realize the teaching goal of “integrating knowledge and practice”. Step 5: Summary and Homework 5.1 Summary The teacher invites 2-3 students to summarize what they have learned in this class, including the main content of the text, the core vocabulary and phrases, and the understanding of the theme of kindness. Then, the teacher makes a final summary, emphasizing the key points of this class and the importance of helping others, and encouraging students to keep learning and practicing kindness. Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, strengthen their memory, and improve their ability to summarize and express. The teacher’s final summary can further consolidate the key points of the class and deepen students’ understanding of the theme. 5.2 Homework The teacher assigns three levels of homework to meet the needs of different students: Basic homework: Read the text aloud for 15 minutes every day, memorize the core vocabulary and phrases learned in this class, and copy the key sentences twice. Improvement homework: Write a short passage of 80-100 words about “A Time I Helped Others” or “A Time Others Helped Me”, using the vocabulary and sentence structures learned in this class. Extension homework: Find a story about kindness and helping others, and prepare a 3-5 minute speech to share with the class in the next class. Design Intention: Assigning hierarchical homework can meet the learning needs of different levels of students. Basic homework helps students consolidate the basic knowledge they have learned; improvement homework helps students improve their writing ability and apply the language knowledge flexibly; extension homework helps students expand their horizons, deepen their understanding of the theme of kindness, and improve their oral expression ability. At the same time, it lays a foundation for the next class’s sharing activity. 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 $