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

Unit 3 Helping people-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express help-related ideas, cultural awareness to respect diverse helping cultures, thinking quality to analyze helping scenarios critically, and learning ability to explore effective helping ways independently and cooperatively. 2. 教学重难点 Key points: Mastering help-related vocabulary, phrases and complex sentences; expressing willingness, methods and feelings of helping in English. Difficult points: Using complex sentences flexibly in practical communication and analyzing helping behaviors critically. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing a set of pictures and short videos, which include scenes like helping the elderly cross the road, volunteering in the community, donating books to poor areas, and rescuing people in need. After playing the videos, the teacher asks students some guiding questions: “Have you ever helped others? What did you do? How did you feel after helping others? What kinds of helping behaviors have you seen in daily life?” Then, the teacher invites 3-4 students to share their own experiences or observations in English. After each sharing, the teacher gives positive comments and supplements appropriate help-related words and simple sentences, such as “volunteer”, “donate”, “assist”, “offer help”, “It’s meaningful to help others.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and activate their prior knowledge and life experience related to helping others. Asking guiding questions and encouraging students to share can create a relaxed and interactive classroom atmosphere, stimulate students’ learning interest and desire to express, and lay a foundation for the subsequent learning of help-related language knowledge and the cultivation of core literacy. Meanwhile, the teacher’s timely supplement of basic vocabulary and sentences can help students overcome language barriers in expression and build confidence in speaking English. Presentation: Master Key Language Knowledge This part is divided into three sections: vocabulary, phrases and sentences, focusing on helping students master the key language points of the unit and laying a solid foundation for their subsequent language application. First, for vocabulary teaching, the teacher presents the key words of the unit, such as volunteer, donate, assist, support, relief, disability, sympathy, considerate, devoted, etc. For each word, the teacher first pronounces it clearly and asks students to follow, then explains its meaning and usage with simple English, and combines it with the scenes in the lead-in part to make examples. For example, when teaching “volunteer”, the teacher says: “A volunteer is someone who offers to do something without being paid. In the video, we saw many volunteers helping the elderly clean their houses.” Then, the teacher asks students to make their own sentences with the new words, and checks their sentences to correct mistakes in pronunciation, grammar and usage in time. Second, for phrase teaching, the teacher focuses on introducing common help-related phrases, such as offer help to sb., donate sth. to sb., assist sb. in doing sth., give a hand, take care of, look after, in need of help, show sympathy for, etc. The teacher explains the meaning of each phrase, analyzes its structure, and gives typical examples. For example, “offer help to sb.” can be exemplified as “We should offer help to those in need.” Then, the teacher organizes a group activity: each group is given 3-4 phrases, and they need to make a short dialogue containing these phrases within a certain time, then perform the dialogue in front of the class. The teacher evaluates each group’s performance from the aspects of phrase usage, pronunciation and fluency. Third, for sentence teaching, the teacher focuses on the complex sentences related to helping people, such as attributive clauses, adverbial clauses of purpose and adverbial clauses of reason. For example, “The girl who volunteered in the community is my classmate.” (attributive clause), “We donate books to the children in poor areas so that they can read more books.” (adverbial clause of purpose), “He decided to help the disabled because he felt great sympathy for them.” (adverbial clause of reason). The teacher analyzes the structure of each kind of complex sentence, explains the usage of guiding words, and gives more examples to help students understand. Then, the teacher asks students to combine the new words and phrases they have learned to make complex sentences, and guides them to use the sentences flexibly in specific contexts. Design Intention: This part adopts the teaching mode of “presentation-explanation-example-practice”, which conforms to the cognitive law of senior high school students. Vocabulary and phrases are the basis of language expression, and complex sentences can help students express more complex ideas. Combining the lead-in scenes to explain language points can make the teaching content more vivid and practical, help students connect language knowledge with real life, and improve their ability to master and apply language knowledge. Group activities and sentence-making exercises can not only consolidate the learned knowledge, but also cultivate students’ cooperative learning ability and language expression ability. Practice: Strengthen Language Application Ability Practice is an important link to transform language knowledge into language ability. This part is divided into three levels: basic practice, comprehensive practice and situational practice, which are carried out step by step to help students consolidate and improve their language application ability. Basic practice mainly focuses on the consolidation of vocabulary, phrases and sentences. The teacher designs fill-in-the-blank exercises, multiple-choice questions and sentence transformation exercises. For example, fill-in-the-blank exercises: “We should ______ (donate) our old books to the children in poor areas.” “She often ______ (offer) help to her neighbors when they are in trouble.” Multiple-choice questions: Which of the following phrases means “give a hand”? A. offer help B. take care C. look after. Sentence transformation: “He helped the old man cross the road. We all praised him.” (change into an attributive clause: The man who helped the old man cross the road was praised by all of us.) Students complete the exercises independently, then exchange their answers with their deskmates to check and correct. The teacher focuses on explaining the common mistakes made by students, such as the collocation of verbs and prepositions, the usage of guiding words in complex sentences, etc. Comprehensive practice is carried out in the form of reading and writing. First, the teacher provides a reading passage about a volunteer’s experience. The passage mainly tells the story of a college student who volunteered in a remote mountain area to help the local children learn English. The teacher asks students to read the passage carefully and complete the following tasks: 1. Find out the help-related words and phrases in the passage; 2. Answer the questions about the passage (e.g., Why did the college student go to the remote mountain area to volunteer? What did he do to help the children? How did he feel about his volunteer experience?); 3. Summarize the main idea of the passage in 2-3 sentences. After students complete the tasks, the teacher checks the answers, explains the difficult sentences in the passage, and guides students to analyze the author’s emotional attitude and the significance of volunteer work. Then, the teacher guides students to carry out writing practice. The writing task is: Write a short passage (about 120 words) about your own helping experience or a helping behavior you have seen, including what happened, how you or others helped, and your feelings and insights. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the background of the event; second, describe the process of helping; third, express their feelings and insights. The teacher also reminds students to use the words, phrases and complex sentences they have learned in the unit. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out ideas, correct grammar mistakes, and optimize the expression of sentences. Situational practice focuses on improving students’ oral communication ability. The teacher sets up several real-life helping scenarios, such as: 1. Your classmate is ill and can’t go to school. How do you help him/her? 2. An old man is lost in the street. How do you help him find his way home? 3. A group of students want to organize a donation activity for the children in poor areas. How do you plan and organize the activity? Students are divided into groups of 4-5, and each group chooses one scenario to prepare a dialogue or a short performance. During the preparation, students need to use the language knowledge they have learned to express their willingness to help, specific helping methods and feelings. After preparation, each group performs their dialogue or performance in front of the class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, appropriateness of expression and teamwork, and puts forward suggestions for improvement. Design Intention: The hierarchical practice design conforms to the principle of “from easy to difficult, step by step”, which can help students consolidate the learned language knowledge step by step and improve their language application ability. Basic practice focuses on the consolidation of basic knowledge, comprehensive practice combines reading and writing to improve students’ comprehensive language ability, and situational practice simulates real-life scenarios to let students apply language knowledge to practical communication, which is conducive to cultivating students’ language ability and improving their oral communication ability. At the same time, group cooperation in situational practice can also cultivate students’ cooperative learning ability and team spirit. Application and Expansion: Integrate Core Literacy and Cultivate Comprehensive Quality This part aims to connect classroom learning with real life, expand students’ vision, and integrate the cultivation of four-dimensional core literacy into practical activities, so as to improve students’ comprehensive quality. First, the teacher organizes a class discussion with the theme “How to Help Others in a Scientific and Effective Way”. The teacher puts forward some guiding questions: “Is all helping behavior meaningful? What should we pay attention to when helping others? How can we avoid doing harm to others while helping them? What kinds of helping behaviors are suitable for us senior high school students?” Students discuss these questions in groups, and each group sends a representative to share their views. During the discussion, the teacher guides students to think critically, analyze the pros and cons of different helping behaviors, and understand that helping others should be based on the actual needs of others and scientific methods. For example, when helping the disabled, we should respect their dignity and avoid over-helping, which may make them feel inferior. When donating things, we should choose the things that others really need instead of donating useless things. Second, the teacher introduces some international helping organizations and their activities, such as the Red Cross, UNICEF, etc., and plays a short video about the work of these organizations. Then, the teacher asks students to discuss: “What can we learn from these international helping organizations? How can we contribute our own strength to helping others in daily life?” Through the discussion, students can understand the diversity of helping cultures in the world, enhance their cultural awareness and sense of social responsibility. Third, the teacher assigns a practical task: “Carry out a small helping activity in your daily life (such as helping your parents do housework, helping your classmates with their studies, volunteering in the community, etc.), and write a reflection after the activity, which includes the process of the activity, your feelings and insights, and what you have learned from the activity.” The teacher requires students to complete the task within a week and share their reflections in the next class. Design Intention: The class discussion on scientific helping can cultivate students’ critical thinking quality, let them understand that helping others is not only a kind act, but also needs scientific methods and respect for others. Introducing international helping organizations can expand students’ vision, enhance their cultural awareness, and let them understand the common sense of helping in the world. The practical task connects classroom learning with real life, lets students practice the concept of helping others in practice, cultivates their sense of responsibility and practical ability, and at the same time improves their learning ability and reflective ability through writing reflections. Summary and Assessment: Consolidate Learning Achievements and Reflect on Teaching First, the teacher invites students to summarize what they have learned in this class, including key vocabulary, phrases, sentences, and the methods and significance of helping others. The teacher supplements and sorts out the students’ summaries to help students form a systematic knowledge framework. Then, the teacher carries out a formative assessment. The assessment content includes three aspects: 1. Language knowledge: through oral questioning and short written exercises, check students’ mastery of key vocabulary, phrases and sentences; 2. Language application ability: evaluate students’ performance in group discussions, situational performances, reading and writing tasks; 3. Core literacy: observe students’ performance in the process of learning, such as whether they actively participate in activities, whether they can think critically, whether they have a sense of responsibility and willingness to help others. The teacher gives timely feedback to students, affirms their achievements, and puts forward targeted suggestions for improvement. Finally, the teacher arranges after-class homework: 1. Review the key language points of the unit and finish the exercises in the textbook; 2. Complete the practical helping task and write a reflection; 3. Collect some English materials about helping others (such as articles, videos, stories) and share them in the next class. Design Intention: Letting students summarize independently can help them sort out the learned knowledge, deepen their understanding and memory, and improve their learning ability. Formative assessment pays attention to the process of students’ learning, not just the results, which can comprehensively understand students’ learning situation and core literacy development, and provide a basis for subsequent teaching improvement. After-class homework not only consolidates the learned knowledge, but also extends the classroom learning to daily life, promoting the continuous development of students’ core literacy. 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 $