Unit2 Volunteering-Reading A-Digging in 讲义-2025-2026学年高中英语沪外版选择性必修第一册

Unit 2 Volunteering-Reading A-Digging in 教学目标和重难点 教学目标 Language Competence: Master key words and complex sentences about volunteering, and improve reading ability to grasp main ideas and details. Cultural Awareness: Understand the significance of volunteering in different cultures and cultivate respect for diverse voluntary spirits. Thinking Quality: Develop logical thinking through analyzing the text structure and critical thinking through evaluating voluntary behaviors. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability in the process of reading and group activities. 教学重难点 Key Points: Master core vocabulary (e.g., volunteer, commit, sacrifice, benefit) and sentence patterns related to volunteering; understand the text’s main idea, structure and the author’s emotional attitude. Difficult Points: Analyze the deep meaning of “digging in” and the symbolic meaning of volunteering; use the learned language to express personal views on volunteering flexibly. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short videos about different voluntary activities, such as community service, environmental protection, helping the elderly, and international voluntary projects. Then the teacher asks the students two questions: “Have you ever participated in any volunteering activities? If yes, what did you do? If not, what kind of volunteering activities are you interested in?” After that, invite 3-4 students to share their answers with the whole class. Finally, the teacher introduces the topic of this lesson: “Today we will read an article titled Digging in, which tells a touching story about volunteering. Let’s explore what the author experienced and what we can learn from it.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of volunteering. Asking interactive questions helps activate students’ prior knowledge and life experience related to volunteering, laying a foundation for their understanding of the text. Meanwhile, the natural introduction of the text title can guide students to focus on the core content of the lesson and form initial curiosity about the story in the article. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the key vocabulary and phrases in the text on the blackboard or courseware, including volunteer (v./n.), commit (v.), sacrifice (n./v.), benefit (n./v.), devotion (n.), make a difference, dig in, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage with simple English, and gives example sentences combined with volunteering scenarios. For example, “Volunteer as a verb means to offer to do something without being paid. For example, Many students volunteer to help the homeless on weekends.” Then, the teacher asks students to read the example sentences aloud to consolidate their memory and pronunciation. Next, the teacher asks students to look at the title “Digging in” and the pictures attached to the text (if any), and invites them to predict the content of the article. The teacher can guide students with questions like: “What do you think ‘digging in’ means here? Is it about real digging? Who might be digging? What is the purpose of their digging?” Students can discuss in pairs for 2-3 minutes, then share their predictions with the class. The teacher does not give the correct answer immediately, but encourages students to keep their predictions in mind and verify them in the process of reading. Design Intention: Previewing key vocabulary helps students remove language obstacles in reading, so that they can focus more on understanding the text content instead of being distracted by new words. Predicting the text content based on the title and pictures can stimulate students’ reading motivation and cultivate their ability to infer and predict, which is an important part of reading strategies. Pair discussion also provides students with opportunities to practice oral expression and cooperative communication. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. Skimming (Get the Main Idea) The teacher asks students to read the whole article quickly (skimming) and answer two questions: 1. What is the main topic of the article? 2. What is the author’s attitude towards volunteering? After students finish reading, the teacher invites several students to answer the questions. The teacher summarizes and supplements: The main topic of the article is the author’s experience of participating in a voluntary project of digging wells in a poor village, and the process of realizing the significance of volunteering. The author holds a positive and appreciative attitude towards volunteering, and thinks that volunteering can bring benefits to both the helpers and the helped. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the core content of the text and form an overall understanding. By answering the two key questions, students can clarify the theme and the author’s emotional attitude, which lays a foundation for in-depth understanding of the text. Scanning (Find Key Details) The teacher asks students to read the article again carefully (scanning) and complete a detail-filling task. The task content is as follows: The author went to a ______ village to participate in a voluntary project. The main task of the voluntary project was to ______. At first, the author felt ______ because the work was hard and tiring. The local villagers helped the volunteers by ______. The author realized that volunteering is not only about ______, but also about ______. Students can complete the task independently first, then check the answers with their deskmates. Finally, the teacher checks the answers with the whole class, explains the key details in the text, and emphasizes the key sentences related to the details. For example, when checking the third question, the teacher can guide students to find the sentence “At first, I felt frustrated and wanted to give up, because digging wells was much harder than I had imagined.” and explain the meaning of “frustrated”. Design Intention: Scanning helps students accurately find specific information in the text, improve their ability to locate details, and deepen their understanding of the text content. The detail-filling task is simple and targeted, which can help students consolidate the key information in the text and lay a foundation for intensive reading. Intensive Reading (Analyze Text Structure and Deep Meaning) First, the teacher guides students to analyze the text structure. The teacher asks students to divide the article into several parts and summarize the main content of each part. After students discuss in groups, the teacher summarizes the text structure as follows: Introduction (Paragraph 1): The author’s motivation for participating in the voluntary project—she wanted to do something meaningful and make a difference to others. Development (Paragraphs 2-4): The process of the voluntary project—arriving at the village, starting to dig wells, facing difficulties, and getting help from local villagers. Climax and Conclusion (Paragraphs 5-6): The author’s feelings and insights—realizing the significance of volunteering, and understanding that volunteering is a two-way benefit. Then, the teacher focuses on analyzing the deep meaning of the title “Digging in”. The teacher asks students: “What does ‘digging in’ mean in the article? Is it just about digging wells?” Students discuss in groups, and the teacher guides them to realize that “digging in” has two layers of meaning: on the surface, it refers to the physical work of digging wells in the village; on the deep level, it refers to the author’s dedication and persistence in volunteering, as well as the process of exploring the true meaning of volunteering. The teacher also guides students to analyze the symbolic meaning of volunteering in the article: volunteering is like digging a well, which requires persistence and hard work, but it can bring hope and happiness to others, and also make the volunteers themselves grow and gain. In addition, the teacher selects several complex sentences in the text for analysis, helping students break through the language difficulties. For example, the sentence “Although the work was tiring and boring, every time I saw the smiles on the villagers’ faces when they got clean water, I felt that all the hard work was worth it.” The teacher analyzes the structure of the sentence (although-clause + main clause), explains the meaning of the sentence, and asks students to imitate the sentence structure to make their own sentences. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text and improve their ability to organize and summarize information. Exploring the deep meaning of the title and the symbolic meaning of volunteering can cultivate students’ critical thinking and deep reading ability. Analyzing complex sentences can help students break through the language difficulties, master the key sentence patterns, and lay a foundation for the application of language. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, language practice and emotional sublimation, to help students consolidate the learned knowledge, apply the language, and deepen their understanding of the theme of volunteering. Group Discussion The teacher divides students into groups of 4-5, and assigns the following discussion topics: 1. What do you think of the author’s voluntary experience? 2. What can we learn from the author? 3. How can we participate in volunteering in our daily life? Each group selects a group leader to organize the discussion, and each student is required to express their own views. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher makes comments on the students’ views, affirms their positive ideas, and guides them to establish a correct view of volunteering. Design Intention: Group discussion provides students with more opportunities to practice oral expression and cooperative communication. Through discussing the topics related to the text, students can deepen their understanding of the theme of volunteering, combine the text content with their own life experience, and cultivate their ability to express personal views in English. Language Practice The teacher designs two language practice tasks to help students consolidate the key vocabulary and sentence patterns learned in the lesson. Task 1: Fill in the blanks with the key vocabulary and phrases learned in the lesson. The blanks are as follows: 1. Many young people ______ themselves to volunteering work. 2. Volunteering can bring great ______ to both the volunteers and the people in need. 3. We should ______ to help others and make the world a better place. 4. The volunteers ______ in the work and never gave up, even when they faced difficulties. Task 2: Write a short paragraph (80-100 words) about your own view on volunteering, using at least 3 key vocabulary and 1 key sentence pattern learned in the lesson. Students complete the tasks independently, then exchange their works with their deskmates and make comments on each other’s works. The teacher selects several typical works to comment on, pointing out the advantages and areas for improvement. Design Intention: The fill-in-the-blank task helps students consolidate the usage of key vocabulary and phrases, and the short paragraph writing task helps students apply the learned language to practical writing, improving their writing ability. Peer evaluation and teacher evaluation can help students find their own problems and improve their language application ability. Emotional Sublimation The teacher summarizes the lesson: “Today we read the article Digging in, which tells us the author’s touching voluntary experience. We have learned the key vocabulary and sentence patterns related to volunteering, understood the deep meaning of volunteering, and discussed how to participate in volunteering in our daily life. Volunteering is a kind of dedication, a kind of love, and a way to make a difference to the world. It not only brings help to others, but also makes us grow and gain. I hope all of you can actively participate in volunteering activities, use your own strength to warm others, and become a person with love and responsibility.” Then, the teacher plays a short video about the power of volunteering, and ends the discussion with a famous quote about volunteering: “Volunteering is the purest expression of love. It requires no return, but it can bring endless happiness to both the giver and the receiver.” Design Intention: Emotional sublimation helps students deepen their understanding of the significance of volunteering, cultivate their sense of social responsibility and love, and achieve the goal of moral education in English teaching. The video and famous quote can arouse students’ emotional resonance and encourage them to take action to participate in volunteering activities. Step 5: Summary and Homework Summary The teacher leads students to review the key points of the lesson: 1. Key vocabulary and phrases related to volunteering. 2. The main idea, structure and deep meaning of the text. 3. The significance of volunteering and how to participate in it. The teacher emphasizes that students should not only master the language knowledge, but also understand the spiritual connotation of volunteering and apply it to their daily life. Design Intention: Summarizing the key points of the lesson helps students sort out the knowledge they have learned, consolidate the learning results, and form a systematic understanding of the lesson content. Homework The teacher assigns three levels of homework to meet the needs of different students: Basic Homework: Review the key vocabulary and phrases learned in the lesson, and recite the key sentences. Read the text aloud for 15 minutes every day. Improvement Homework: Complete the short paragraph writing task (revised according to the teacher’s and deskmate’s comments), and write a 100-120 word passage about a voluntary activity you have participated in or want to participate in. Expansion Homework: Surf the Internet to find more stories about international volunteering, and share one of them with the class in the next lesson. Try to use the key vocabulary and sentence patterns learned in the lesson when sharing. Design Intention: Designing hierarchical homework can meet the learning needs of different levels of students, help students consolidate the learned knowledge, improve their language application ability, and expand their horizons. The expansion homework also encourages students to carry out autonomous learning and explore more knowledge related to volunteering. 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 $