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

Unit 3 Helping people-Project 教学目标和重难点 1. 教学目标 Language Competence: Students can master key words and phrases related to helping people, use complex sentences flexibly to express opinions on helping behaviors, and improve comprehensive language skills of listening, speaking, reading and writing. Cultural Awareness: Students can understand the connotation of helping others in different cultures, respect diverse ways of helping, and cultivate a sense of humanitarian care. Thinking Quality: Students can analyze practical helping scenarios critically, put forward reasonable solutions, and develop logical and innovative thinking. Learning Ability: Students can complete project tasks through group cooperation, master effective learning strategies, and enhance autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Mastering core vocabulary (such as commit, uphold, fulfil, distress) and phrases (such as be committed to, take its toll on, spare no effort to) related to helping people; understanding the structure and usage of key sentences; completing project design and presentation in English. Difficult Points: Using the learned language knowledge to describe helping scenarios and put forward practical suggestions accurately and fluently; coordinating group cooperation to complete project tasks and improving comprehensive language application ability. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video (3-5 minutes) about volunteers helping people in need, such as volunteers helping the elderly in nursing homes, rescuing people in disaster-stricken areas, and tutoring left-behind children. After playing the video, the teacher asks students the following questions in English: “What did you see in the video? What kinds of helping behaviors did the volunteers do? Have you ever helped others or been helped by others? How did you feel at that time?” Then, the teacher invites 3-4 students to share their experiences and feelings. During the sharing process, the teacher guides students to use simple English to express their ideas, and appropriately supplements key words and phrases related to helping, such as “help sb. out”, “donate”, “volunteer”, “kindness”, laying a foundation for the subsequent learning. Finally, the teacher summarizes: “Helping others is a precious virtue in all cultures. It can bring warmth to others and happiness to ourselves. Today, we will carry out a project related to helping people, and learn how to use English to design and implement a helping plan.” Design Intention: The short video can attract students’ attention quickly, arouse their emotional resonance, and let them have an intuitive understanding of helping behaviors. By sharing personal experiences, students can activate their existing language knowledge and life experience, reduce their anxiety in English expression, and naturally lead to the theme of the project. The teacher’s proper supplement of key words and phrases can pave the way for the subsequent language learning and project practice. Step 2: Language Input (Key Vocabulary and Sentence Patterns Learning) In this part, the teacher focuses on teaching the core vocabulary and key sentence patterns related to the unit, combining with the context of helping people, to help students master and flexibly use them. First, the teacher presents the key vocabulary on the blackboard or multimedia courseware, including verbs (commit, uphold, fulfil, distress, deploy, sacrifice), adjectives (humanitarian, distressing, prosperous, inadequate, persistent), nouns (commitment, fulfillment, distress, emergency, sacrifice) and phrases (be committed to, take its toll on, spare no effort to do sth, urge sb to do sth, have access to). For each word and phrase, the teacher explains its meaning, usage and collocation in detail, and gives typical examples closely related to helping people. For example, when teaching “be committed to”, the teacher gives the example: “Many volunteers are committed to helping the poor and improving their living conditions.”; when teaching “take its toll on”, the example is: “The long-term disaster has taken a heavy toll on the local people, so we need to spare no effort to help them.” Then, the teacher introduces the key sentence patterns, focusing on the attributive clause and the noun clause related to helping people. For example, “Over the years, the UN has been committed to fulfilling its ambition of being the one place where all the world’s nations can gather together, discuss common problems, and find shared solutions that benefit all of humanity.” The teacher analyzes the structure of the sentence in detail, explains the function of the relative adverb “where” and the relative pronoun “that”, and guides students to understand the meaning of the sentence. Then, the teacher asks students to make sentences with the key sentence patterns, combining with their own understanding of helping people. For example, let students complete the sentence: “Helping others is a kind of behavior that ______.” After that, the teacher arranges a small group activity: each group is given a short passage about helping people, which contains the key vocabulary and sentence patterns just learned. Students read the passage together, underline the key words and sentences, and discuss the meaning of the passage. Then, each group sends a representative to read the passage and explain the key points in it. The teacher comments and corrects the mistakes made by students, and strengthens their memory and understanding of the key language points. Design Intention: Language input is the foundation of language output. By focusing on teaching key vocabulary and sentence patterns, combining with specific examples and contexts related to helping people, students can better understand and master the usage of language knowledge. The small group reading and discussion activity can not only help students consolidate the learned language points, but also improve their reading ability and cooperative learning ability. The teacher’s comments and corrections can help students find their own mistakes and improve their language accuracy. Step 3: Project Introduction and Task Assignment First, the teacher introduces the project theme and requirements clearly: “The theme of our project today is ‘Design a Helping Plan for Those in Need’. We will work in groups to identify a group of people who need help (such as the elderly, the disabled, left-behind children, homeless people, etc.), investigate their needs, and design a practical and feasible helping plan. Finally, each group will present their helping plan in English to the whole class.” Then, the teacher explains the specific requirements of the project: 1. Each group consists of 4-5 students, and they need to divide the work reasonably, such as leader, investigator, designer, writer and presenter. 2. The helping plan should include the following parts: the target group of help, the reasons why they need help, the specific helping measures, the expected effect of the help, and the precautions in the process of helping. 3. The plan should be written in English, using the key vocabulary and sentence patterns learned in this unit, and the language should be accurate, fluent and logical. 4. The presentation time of each group is 5-8 minutes, and other students can ask questions after the presentation. Next, the teacher guides students to group. The grouping follows the principle of “heterogeneity within the group and homogeneity between groups”, considering students’ English level, personality characteristics and interests, so that each group has students with different strengths, which is conducive to the smooth development of the project. After grouping, each group elects a leader, and the leader organizes the group members to discuss and divide the work. The teacher walks around the classroom, understands the grouping situation and task division of each group, and gives guidance to the groups with unreasonable division of labor. For example, for groups with weak English foundation, the teacher suggests that students with better English ability be responsible for writing and presenting, and students with strong communication ability be responsible for investigating and collecting information. Finally, the teacher reminds students: “In the process of completing the project, you should communicate more with your group members, use English as much as possible to discuss, and actively use the key vocabulary and sentence patterns we just learned. If you encounter any difficulties, you can ask the teacher for help at any time.” Design Intention: Clearly introducing the project theme and requirements can help students clarify the direction of their efforts and ensure the smooth progress of the project. Reasonable grouping and task division can give full play to the advantages of each student, cultivate their cooperative awareness and sense of responsibility. The teacher’s guidance and reminder can help students solve possible problems in advance, reduce their confusion in the process of completing the project, and ensure the quality of the project. Step 4: Group Cooperation and Project Implementation This part is the core of the teaching process. Students complete the helping plan in groups through cooperative inquiry, and the teacher provides timely guidance and assistance. First, each group starts to discuss the target group of help. Under the guidance of the leader, group members put forward their own opinions, such as some groups choose left-behind children in rural areas, some choose the elderly living alone in the community, some choose homeless people on the street, etc. After discussion, each group determines a target group and explains the reasons why they choose this group. For example, the group that chooses left-behind children says: “Left-behind children lack parental care and companionship, and some of them have learning difficulties. We hope to help them through tutoring and companionship.” Then, the investigators of each group collect information about the target group. They can collect information through online search, consulting relevant materials, interviewing teachers or community workers, etc. For example, the group that chooses the elderly living alone can interview the community staff to understand the number, living conditions and specific needs of the elderly living alone in the community. During the information collection process, the teacher reminds students to record the information in English, and use the key vocabulary learned, such as “inadequate care”, “lonely”, “need companionship”, etc. After collecting the information, the whole group discusses the specific helping measures. The designer puts forward preliminary ideas, and other group members supplement and improve them. The helping measures should be practical and feasible, and in line with the actual needs of the target group. For example, for left-behind children, the group designs the following measures: 1. Organize weekly tutoring activities to help them with their English, math and other subjects. 2. Hold monthly companionship activities, such as playing games, reading books and telling stories with them. 3. Establish a regular communication mechanism with their parents, and feedback their learning and living conditions to their parents regularly. For the elderly living alone, the measures are: 1. Visit them every weekend, chat with them and help them do housework. 2. Teach them some basic digital skills, such as using smartphones to make calls and video calls. 3. Organize them to participate in community activities to enrich their spiritual life. Then, the writer of each group writes the helping plan in English according to the discussion results. The plan should be structured clearly, with each part arranged in order, and the language should be accurate, fluent and logical. The writer can consult other group members during the writing process, and the leader is responsible for checking and revising the plan to ensure that there are no grammatical mistakes and spelling errors, and that the key vocabulary and sentence patterns are used correctly. The teacher walks around the classroom, checks the writing progress of each group, and gives guidance to the groups with difficulties. For example, for groups that have difficulty in expressing the helping measures, the teacher guides them to use the key sentence patterns, such as “We will spare no effort to help them by ______.”, “The measures we designed are aimed at ______.” After completing the written plan, each group rehearses the presentation. The presenter practices the presentation in English, and other group members listen and put forward suggestions, such as adjusting the speed of speech, adding appropriate body language, and supplementing relevant details. The teacher participates in the rehearsal of each group, corrects the pronunciation and intonation of the presenter, and guides them to improve the presentation effect. For example, the teacher reminds the presenter to speak clearly and confidently, and to interact with the audience properly during the presentation. Design Intention: Group cooperation and project implementation is an important link to cultivate students’ comprehensive quality. Through discussing the target group, collecting information, designing measures, writing plans and rehearsing presentations, students can not only improve their English language application ability, but also cultivate their cooperative inquiry ability, problem-solving ability and innovative thinking. The teacher’s timely guidance and assistance can help students solve difficulties in the process of implementation, ensure the smooth completion of the project, and enhance their confidence in learning English. Step 5: Project Presentation and Evaluation Each group takes turns to present their helping plan in English. The presenter stands in front of the class, uses PPT or handwritten posters to assist the presentation, and introduces the target group, helping reasons, specific measures, expected effects and precautions of the plan in detail. During the presentation, other students listen carefully, take notes, and prepare to ask questions after the presentation. After each group’s presentation, the teacher organizes other students to ask questions. For example, students may ask: “Why do you choose these helping measures? Do you think these measures are practical? How will you ensure the implementation of the plan?” The presenter of the group answers the questions in English, and other group members can supplement the answers if necessary. This link can not only test the students’ understanding of the plan, but also improve their oral expression ability and on-site response ability. Then, the teacher and students evaluate the presentation together. The evaluation criteria include: 1. Language expression: whether the language is accurate, fluent and logical, whether the key vocabulary and sentence patterns are used correctly. 2. Content of the plan: whether the target group is clear, whether the helping measures are practical and feasible, whether the expected effect is reasonable. 3. Presentation effect: whether the presenter speaks clearly and confidently, whether the PPT or poster is clear and intuitive, whether the interaction with the audience is good. 4. Group cooperation: whether the task division is reasonable, whether the group members cooperate closely. The teacher first gives positive comments on each group’s presentation, affirming their efforts and achievements, such as “Your plan is very practical, and you have used a lot of key words and sentence patterns we learned. The presenter speaks very confidently.” Then, the teacher puts forward constructive suggestions for improvement, such as “You can add more specific data in the plan to make it more convincing. The speed of the presentation can be a little slower to make sure everyone can understand.” Students also express their own opinions and put forward suggestions for other groups. Finally, the teacher selects the “Best Helping Plan” and “Best Presentation Group” according to the evaluation results, and awards small prizes to encourage students. At the same time, the teacher summarizes: “All groups have completed the project very well. Your helping plans are practical and warm, and your English expression has made great progress. Through this project, we not only learned how to use English to design a helping plan, but also deeply realized the significance of helping others. I hope you can put the helping measures into practice in your daily life and pass on kindness.” Design Intention: Project presentation is an important way to test the effect of project implementation and students’ comprehensive language application ability. Through presentation and questioning, students can improve their oral expression ability and on-site response ability. The evaluation link can help students understand their own advantages and disadvantages, learn from each other, and improve their learning ability. The teacher’s positive comments and encouragement can enhance students’ confidence in learning English, and guide them to establish a sense of social responsibility and humanitarian care. Step 6: Summary and Extension First, the teacher summarizes the whole class: “In today’s class, we learned the key vocabulary and sentence patterns related to helping people, completed the project of designing a helping plan in groups, and presented and evaluated the plan. We not only improved our English language ability, but also understood the importance of helping others. Helping others is a virtue that transcends borders and cultures. It can bring warmth to the world and make our lives more meaningful.” Then, the teacher arranges the after-class extension task: 1. Revise the helping plan according to the suggestions put forward in the class, and improve the content and language of the plan. 2. Try to implement the helping plan in daily life, such as helping the elderly cross the road, tutoring classmates with learning difficulties, etc., and write a short English diary to record the process and feelings of helping others. 3. Collect more English materials about helping people, such as stories, news reports, etc., and share them in the next class. Finally, the teacher ends the class with a famous saying: “The best way to find yourself is to lose yourself in the service of others.”, and encourages students to be kind and helpful, and use their own actions to pass on love and warmth. Design Intention: The summary can help students sort out the knowledge and skills learned in the class, consolidate the learning effect. The after-class extension task can extend the teaching content from the classroom to daily life, let students apply the learned English knowledge to practice, and deepen their understanding of the theme of helping people. The famous saying at the end can arouse students’ emotional resonance, guide them to establish a correct outlook on life and values, and realize the educational significance of the course. 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 $