Unit 10 Connections-Lesson 2 Community Spirit 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Lesson 2 Community Spirit 教学目标和重难点 教学目标 Language Ability: Master community-related words and sentences to improve listening, speaking, reading and writing. Cultural Awareness: Understand community spirit in different cultures and respect cultural diversity. Thinking Quality: Cultivate logical and critical thinking through discussion. Learning Ability: Develop autonomous and cooperative learning skills. 教学重难点 Key Points: Master core vocabulary like volunteer and community service, understand the text’s main idea and the embodiment of community spirit. Difficult Points: Use complex sentences to express views on community spirit and analyze its influence comprehensively. 教学过程 Lead-in The lead-in aims to arouse students’ interest in the topic of community spirit, activate their prior knowledge, and naturally lead to the new lesson. First, the teacher shows pictures and short video clips about community life with the help of multimedia. The materials include neighbors helping each other, volunteers participating in community cleaning, community celebrations, and other scenes. After playing the materials, the teacher asks questions in English to guide students to think and discuss: “What do you see in the pictures and videos? Do you have similar experiences in your own community? What do you think community spirit means?” Students are invited to share their thoughts with their deskmates first, which gives every student a chance to express themselves. Then, several students are called to share their views in front of the whole class. Some students may say that community spirit is helping neighbors when they are in trouble, while others may think it is working together to make the community better. The teacher listens carefully to the students’ answers, affirms their positive views, and then summarizes: “Community spirit refers to the willingness of people in a community to help each other, cooperate with each other, and work together for the common good of the community. It is the soul of a harmonious community.” In this process, the teacher naturally leads out the new lesson’s topic—Community Spirit, and reminds students that they will learn more about community spirit through listening, reading and speaking activities in this lesson, laying a good foundation for the subsequent teaching. Pre-listening and Vocabulary Learning Before listening, it is necessary to help students master the core vocabulary and phrases related to the lesson, so as to remove the language barriers in listening. First, the teacher presents the key vocabulary and phrases on the blackboard or PPT, including volunteer, community service, local charity, teamwork, closely-knit, tirelessly, contribute to, take part in, look after, etc. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives simple and easy-to-understand example sentences combined with community life. For example, when explaining “volunteer”, the teacher says: “A volunteer is a person who works without being paid, usually for a good cause. For example, last weekend, I volunteered at the local community center to help the elderly.” When explaining “closely-knit”, the teacher uses the example: “A closely-knit community is one where people know each other well and help each other.” After explaining, the teacher organizes vocabulary exercises to consolidate the students’ memory and understanding. The first exercise is word matching: match the words with their corresponding meanings. The second exercise is sentence making: ask students to make sentences with the given words and phrases in pairs, and then invite several pairs to share their sentences. The teacher corrects the mistakes in the sentences in time and guides students to use the vocabulary correctly. In addition, the teacher briefly introduces the background of the listening material: the listening text is a radio program interview, which tells about the changes of community spirit in a small town called Roseto and its impact on the residents’ health. This helps students have a general understanding of the listening content and improve their listening efficiency. Listening Practice Listening practice is an important part of this lesson, which aims to improve students’ listening ability and help them understand the embodiment and importance of community spirit through listening materials. The listening practice is carried out in three steps: pre-listening, while-listening and post-listening. In the pre-listening stage, the teacher puts forward two guiding questions to let students know what information they need to focus on when listening: “1. What surprising facts did doctors discover about Rosetans in the 1950s? 2. How did the community spirit of Roseto change in the 1960s, and what consequences did it bring?” Then, the teacher plays the listening recording for the first time, asking students to listen carefully and get the general idea of the text, and try to answer the first guiding question. After the first listening, the teacher invites students to share their answers. Most students can get the key information: doctors found that hardly any Rosetan below 65 experienced a heart attack in the 1950s, and people there died of old age rather than illness, with very little crime. The teacher affirms the students’ answers and then plays the recording for the second time. This time, students are required to fill in the table prepared in advance, which includes the community life and consequences of Roseto in the 1950s and 1960s. The table is as follows: Time Community Life Consequences In the 1950s In the 1960s During the second listening, the teacher pauses appropriately at the key information points to give students time to write. After the listening, the teacher invites students to complete the table on the blackboard, and checks and corrects the answers together with the whole class. The correct answers are: In the 1950s, Roseto was a very closely-knit community; people looked after each other, visited each other frequently, often organized community celebrations; households consisted of three generations, and old people were respected. The consequences were that hardly any Rosetan below 65 experienced a heart attack, people died of old age rather than illness, and there was very little crime. In the 1960s, younger Rosetans didn’t keep up the traditional lifestyle, moved to typical single-family houses, and rejected traditional social bonds. The consequences were that the first heart attack of a Rosetan under 45 happened in 1971, and the rate of heart attacks was the same as the average. In the post-listening stage, the teacher organizes students to discuss in groups: “What can we learn about community spirit from the changes of Roseto?” After the discussion, each group sends a representative to share their views. Students may say that good community spirit is beneficial to people’s physical and mental health, and that we should inherit and carry forward the good community spirit. The teacher summarizes the students’ views, emphasizing that community spirit plays an important role in people’s life and society, and lays a foundation for the subsequent reading and speaking activities. Reading Comprehension The reading material is a dialogue between Linda and her grandpa, which tells about Linda’s mother’s hometown and the community spirit there. The reading activity aims to improve students’ reading ability, let them further understand the embodiment of community spirit in daily life, and master the key information and language points in the text. First, the teacher asks students to read the text silently and answer the following questions: “1. What was Linda’s mother’s hometown like in the past? 2. What was the relationship between neighbors there? 3. What did children and neighbors usually do?” Students read the text carefully, find the key information in the text, and write down the answers. After reading, the teacher invites students to share their answers, and checks whether they have grasped the main content of the text. Then, the teacher guides students to read the text again, and explains the key language points and difficult sentences in the text. For example, “There weren’t many tall buildings. They didn’t live in flats but in a sort of house with two small rooms.” The teacher explains the structure “not...but...” and asks students to make sentences with this structure. Another example is “They were close to their neighbours, friendly to each other, just like a big family.” The teacher explains the phrase “be close to” and guides students to understand the metaphor of comparing the community to a big family, which reflects the harmonious relationship between neighbors. After explaining the language points, the teacher organizes students to read the text aloud in pairs. One student plays the role of Linda and the other plays the role of grandpa. In the process of reading, the teacher guides students to pay attention to the intonation and emotion, so as to better understand the feelings expressed in the dialogue. After the pair reading, several groups are invited to perform the dialogue in front of the whole class, and the teacher comments on their performance, affirming their strengths and putting forward suggestions for improvement. Finally, the teacher asks students to summarize the main content of the reading text in their own words, which helps students deepen their understanding of the text and improve their ability to summarize information. Speaking Practice Speaking practice is designed to help students apply the vocabulary, sentences and knowledge learned in the lesson to practical communication, and improve their oral expression ability. The speaking activity is carried out in the form of group discussion and presentation. First, the teacher puts forward the discussion topic: “What is community spirit in your opinion? What activities can we carry out to promote community spirit in our own community? How can we inherit and develop good community spirit?” Then, students are divided into groups of 4-5, and discuss the topic freely. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance and help when necessary. For example, if some students have difficulty expressing their views, the teacher can give them sentence patterns and vocabulary prompts, such as “I think community spirit is...”, “We can organize... to promote community spirit”, “To inherit community spirit, we should...” After the discussion, each group prepares a 3-5 minute presentation. The presentation should include the group’s understanding of community spirit, the activities to promote community spirit, and the ways to inherit and develop community spirit. Each group selects a representative to give the presentation in front of the whole class. When other groups are presenting, students should listen carefully and take notes. After each presentation, the teacher and other students can ask questions or give comments, such as “Do you think your proposed activities are practical? What other ways do you think can promote community spirit?” After all groups have presented, the teacher makes a summary. The teacher affirms the positive views and creative ideas put forward by each group, and emphasizes that community spirit is not only a concept, but also needs to be put into action. Everyone can contribute to the construction of the community through their own efforts, such as helping neighbors, participating in community volunteer activities, and caring for the environment of the community. Consolidation and Extension The consolidation and extension activity aims to help students consolidate the knowledge learned in the lesson and extend it to real life, so as to realize the connection between classroom learning and practical life. First, the teacher organizes a vocabulary and sentence exercise. The exercise includes multiple-choice questions, fill-in-the-blank questions and sentence-making questions, which involve the key vocabulary and sentence patterns learned in the lesson. Students complete the exercise independently, and then the teacher checks the answers and explains the difficult questions. This helps students consolidate their memory and understanding of the key knowledge. Then, the teacher introduces the vague language used in the lesson, such as “a sort of”, “something like that”. The teacher explains the function of vague language in communication—it can make the expression more flexible and natural. Then, the teacher gives some examples and asks students to practice using vague language in sentences related to community spirit. For example, “My community has a sort of warm atmosphere, where neighbors often help each other.” In addition, the teacher extends the topic to cross-cultural communication: “Are there any differences in community spirit between different cultures? What are they?” Students are invited to share their views based on their own knowledge and experience. The teacher supplements relevant knowledge, such as the community spirit in some Western countries and Eastern countries, helping students understand cultural diversity and cultivate their cross-cultural communication awareness. Summary and Homework In the summary part, the teacher leads students to review the key content of the lesson. First, the teacher asks students to recall the four-dimensional core literacy goals of this lesson, and then summarizes the key vocabulary, phrases and sentence patterns learned in the lesson. The teacher emphasizes that through this lesson, we not only master the relevant language knowledge, but also understand the importance of community spirit, and learn to use English to express our views on community spirit. Then, the teacher assigns homework, which is divided into three parts: 1. Basic homework: Recite the key vocabulary and phrases of this lesson, and copy the difficult sentences twice. 2. Practical homework: Write a short passage of 80-100 words about your own community, introducing the community spirit there and your suggestions on promoting community spirit. 3. Extended homework: Interview your family members or neighbors about their understanding of community spirit, and take notes. Share the interview results in the next class. Finally, the teacher encourages students to pay attention to the community around them in daily life, actively participate in community activities, and practice community spirit with their own actions. The lesson ends with a positive and encouraging atmosphere. 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 $