Unit 2 Volunteering-Reading A-Listening,Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第一册

Unit 2 Volunteering-Reading A-Listening,Viewing and Speaking 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to master volunteering-related vocabulary and expressions, understand the value of volunteering across cultures, develop critical thinking and form the habit of autonomous and cooperative learning. 教学重难点 Key points: Master core vocabulary and sentence patterns about volunteering, and use listening, viewing and speaking skills to express views on volunteering. Difficult points: Infer implied meanings in listening and viewing materials and express personal opinions fluently and logically. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing a set of pictures and short video clips about different volunteer activities, including animal shelter volunteering, community service, environmental protection volunteering and assistance to the elderly. After playing the materials, the teacher asks students the following questions in English: “Have you ever participated in any volunteer activities? If yes, what did you do? If not, what kind of volunteer activities are you interested in?” Then, the teacher invites 3-4 students to share their answers with the whole class, and gives positive comments and appropriate guidance, such as “Your experience is very meaningful. It reflects the spirit of volunteering.” After the sharing, the teacher naturally leads to the topic of this lesson: “Today, we will focus on Reading A, Listening, Viewing and Speaking related to volunteering. We will learn more about volunteer stories, master relevant language knowledge and improve our listening, speaking and viewing abilities.” Design Intention: The visual materials (pictures and video clips) can quickly attract students’ attention and arouse their interest in the topic of volunteering. By asking questions and encouraging students to share, the teacher can activate students’ prior knowledge and life experience related to volunteering, narrow the distance between students and the teaching content, and lay a good emotional and cognitive foundation for the subsequent teaching links. At the same time, it can initially exercise students’ oral expression ability and create a positive English communication atmosphere in the class. Reading A: Comprehend the Text and Master Key Language Points Pre-reading: Predict the Text Content The teacher presents the title of Reading A “Growing Up While Making a Difference” and the pictures in the text to the students. Then, the teacher guides the students to predict the content of the text: “Look at the title and the pictures, what do you think the text will talk about? What kind of volunteer stories may be mentioned?” The students are allowed to discuss in groups of 4 for a few minutes, and then each group sends a representative to share their predictions. The teacher summarizes the students’ predictions and writes down the key points on the blackboard, such as “volunteer stories of teenagers”, “the influence of volunteering on personal growth” and “the significance of volunteering”. Design Intention: Predicting the text content before reading can help students form a preliminary cognitive framework of the text, improve their reading initiative and interest, and cultivate their ability of logical reasoning and imagination. Group discussion can promote students’ cooperative learning, let them exchange ideas with each other, and enrich their predictions. At the same time, it can also cultivate students’ ability of teamwork and expression. While-reading: Skim and Scan to Grasp Key Information First, the teacher asks the students to skim the text quickly and answer the following questions: “What is the main idea of the text? Who are the volunteers mentioned in the text?” After the students finish skimming, the teacher invites some students to answer the questions, and corrects and supplements their answers to ensure that the students can grasp the main idea of the text: The text mainly tells the volunteer stories of four teenagers (Joris, Jake and Max, Jackson, Xiao Meng) and shows the positive impact of volunteering on their growth. Then, the teacher asks the students to scan the text carefully and complete the following table, which includes four columns: Name, Volunteer Activity, Purpose and Result. The students complete the table independently first, and then check and correct it with their group members. The teacher walks around the classroom to guide the students who have difficulties, and finally invites a group to present their completed table to the whole class, and makes comments and supplements. Design Intention: Skimming helps students quickly grasp the main idea of the text and improve their fast reading ability. Scanning enables students to accurately find specific information in the text and improve their information retrieval ability. Completing the table can help students sort out the key information of the text systematically, deepen their understanding of the text content, and lay a foundation for the subsequent analysis of the text and the mastery of language points. Independent completion and group check can not only cultivate students’ autonomous learning ability, but also promote mutual help and progress among students. Post-reading: Analyze the Text and Master Key Language Points First, the teacher leads the students to analyze the text structure. The teacher asks: “How is the text structured? What is the function of the first paragraph? What about the body paragraphs and the last paragraph?” The students discuss in groups and summarize the text structure: The first paragraph is the introduction, which puts forward the theme that volunteering can help people grow and make a difference; the body paragraphs introduce the volunteer stories of four teenagers respectively; the last paragraph summarizes the significance of volunteering and calls on people to participate in volunteer activities. Through this analysis, students can have a clear understanding of the text structure and learn the writing method of introducing multiple stories around a theme. Then, the teacher focuses on explaining the key vocabulary and sentence patterns in the text. The key vocabulary includes volunteer, shelter, campaign, donate, donation, threat, adopt, purchase, conservation, launch, raise awareness, promote, etc. For each vocabulary, the teacher explains its meaning, pronunciation and usage in combination with the context of the text, and gives additional examples to help students understand and master. For example, when explaining “campaign”, the teacher points out the sentence in the text: “This summer we are going to start a new campaign called ‘Donate and Create’.”, explains that “campaign” means “a series of activities organized to achieve a certain goal”, and gives an example: “We launched a campaign to protect the environment.” For key sentence patterns, such as “It’s nice that there is a safe place for the poor homeless animals to live in.”, “The activities are meant to ask people to give us money and create a new life for the animals.”, the teacher analyzes the sentence structure, explains the usage of “It’s + adj. + that clause” and “be meant to do sth.”, and asks students to make sentences with these sentence patterns to consolidate their mastery. Finally, the teacher leads the students to read the text aloud. The teacher plays the recording of the text first, and the students follow the recording to read, paying attention to the pronunciation, intonation and pause. Then, the students read the text in groups, and the teacher walks around to correct their pronunciation and intonation. Finally, the whole class reads the text together. After reading, the teacher asks the students to think about the question: “What can we learn from the four volunteers? What qualities do they have?” The students share their views, and the teacher summarizes that the volunteers have qualities such as kindness, responsibility, courage and perseverance. Design Intention: Analyzing the text structure can help students improve their text analysis ability and logical thinking ability, and learn the writing skills of English articles. Explaining key vocabulary and sentence patterns in combination with the context can help students understand and master the language knowledge in a specific context, avoid mechanical memory, and improve their ability to use language flexibly. Reading aloud can help students consolidate their pronunciation and intonation, deepen their understanding of the text emotion, and cultivate their sense of language. Discussing the qualities of volunteers can guide students to feel the spirit of volunteering and cultivate their good moral qualities. Listening: Improve Listening Ability and Comprehend Listening Materials Pre-listening: Familiarize with Background and Vocabulary The teacher tells the students that the listening material is about the benefits and challenges of volunteering, and presents the key vocabulary and phrases in the listening material, such as benefit, mental health, physical activity, self-esteem, pressure, lack of time, frustrated, burden, irregular, etc. The teacher explains the meaning of these words and phrases briefly, and asks the students to read them aloud to be familiar with their pronunciation. Then, the teacher guides the students to predict the content of the listening material: “What benefits of volunteering do you think will be mentioned in the listening? What challenges may volunteers face?” The students share their predictions, and the teacher makes appropriate comments. Design Intention: Familiarizing with the key vocabulary and background information before listening can help students reduce the difficulty of listening, avoid being blocked by unfamiliar words, and improve their listening efficiency. Predicting the listening content can activate students’ thinking, make them more focused in the listening process, and lay a foundation for better understanding the listening material. While-listening: Listen for Main Idea and Specific Information The teacher plays the listening recording twice. For the first time, the students listen carefully to grasp the main idea of the listening material. After listening, the teacher asks the students: “What is the main idea of the listening material?” The students answer, and the teacher corrects and supplements to ensure that the students can understand that the listening material mainly talks about the two main health benefits of volunteering (living longer and having better mental health) and the challenges and suggestions of volunteering. For the second time, the teacher asks the students to listen carefully and complete the exercises prepared in advance. The exercises include two parts: one is to fill in the blanks with the words heard in the listening material, such as “It is important to do volunteer work that is something (1) ______ and means something to you. It won’t help if the work is a (n) (2) ______ to you. Very low levels of volunteering or (3) ______ volunteering probably won’t benefit your health.”; the other is to answer some specific questions, such as “What are the two main health benefits of volunteering?”, “What challenges do volunteers may face?”, “What suggestions does the speaker give about volunteering?” The students complete the exercises independently while listening, and then check the answers with their group members after listening. The teacher plays the recording again for the students who have not completed the exercises, and finally explains the answers in detail, focusing on the key information and signal words in the listening material, such as “besides”, “in addition”, “as well”, which can help students grasp the key points quickly. Design Intention: Listening twice with different tasks can help students improve their listening ability step by step. Listening for the main idea for the first time can cultivate students’ ability to grasp the overall information; listening for specific information for the second time can improve students’ ability to capture details. Filling in the blanks and answering questions can help students consolidate the listening content and check their listening effect. Explaining the signal words can help students master listening skills and improve their listening efficiency. Post-listening: Retell and Discuss First, the teacher asks the students to retell the content of the listening material in their own words. The students can retell it independently first, and then retell it in pairs. The teacher invites 2-3 students to retell it to the whole class, and gives comments and guidance, such as “You retold the main points clearly, but you can add more details.” Then, the teacher organizes the students to discuss the question: “Do you agree with the views in the listening material? What do you think are the benefits and challenges of volunteering in our daily life?” The students discuss in groups, and each group sends a representative to share their views. The teacher summarizes the students’ views, and guides them to realize that volunteering has many benefits, but there are also some challenges, and we should actively face the challenges and participate in volunteer activities. Design Intention: Retelling the listening material can help students consolidate the listening content, improve their oral expression ability and logical thinking ability. Group discussion can let students exchange their views, deepen their understanding of the theme of volunteering, and cultivate their ability of critical thinking and cooperative learning. At the same time, it can also connect the listening content with real life, make the teaching content more practical and meaningful. Viewing: Improve Viewing Ability and Infer Implied Meanings Pre-viewing: Introduce Background and Set Tasks The teacher tells the students that the viewing material is a short film clip about volunteer activities in an animal shelter, which is related to the content of Reading A. The teacher briefly introduces the background of the film clip: “This film clip shows the daily work of volunteers in an animal shelter, including taking care of homeless animals, organizing donation activities and helping animals find adoptive families.” Then, the teacher puts forward the viewing tasks: “While viewing, please pay attention to the volunteers’ behaviors and expressions, and try to infer their feelings and attitudes; at the same time, find out the key information about the volunteer activities in the film clip.” Design Intention: Introducing the background of the viewing material can help students better understand the content of the film clip. Setting clear viewing tasks can make students more focused in the viewing process, avoid aimless viewing, and improve their viewing efficiency. The tasks of inferring feelings and attitudes can help students improve their ability of observing and inferring implied meanings. While-viewing: Watch and Record Key Information The teacher plays the film clip twice. For the first time, the students watch it carefully to get a general understanding of the content. For the second time, the students watch it again and record the key information according to the viewing tasks, such as the volunteers’ behaviors (feeding animals, cleaning the shelter, communicating with people who want to adopt animals), expressions (smiling, patient, caring), and the key information about volunteer activities (donation activities, adoption activities). The students can record the information in the form of notes, and the teacher walks around to guide the students to record key points accurately. Design Intention: Watching the film clip twice can help students gradually deepen their understanding of the content. Recording key information can help students sort out the viewing content, improve their ability of information capture and recording, and lay a foundation for the subsequent discussion and expression. Post-viewing: Analyze and Discuss First, the teacher invites the students to share the key information they recorded. The students share their notes, and the teacher supplements and sorts out the key points. Then, the teacher asks the students to analyze the volunteers’ feelings and attitudes according to their behaviors and expressions: “From the volunteers’ behaviors and expressions, what do you think they feel? What kind of attitude do they hold towards volunteer work?” The students express their views, and the teacher summarizes that the volunteers feel happy and fulfilled, and they hold a positive, patient and caring attitude towards volunteer work. Then, the teacher organizes the students to discuss the question: “What is the connection between the film clip and Reading A? What can we learn from the volunteers in the film clip?” The students discuss in groups, and share their views. The teacher guides the students to find out the connection: both the film clip and Reading A are about volunteer activities in animal shelters, and they both reflect the volunteers’ kindness and sense of responsibility. At the same time, the teacher guides the students to realize that we should learn from the volunteers, care about others and the society, and actively participate in volunteer activities. Design Intention: Analyzing the volunteers’ feelings and attitudes can help students improve their ability of observing and inferring, and cultivate their ability of emotional perception. Discussing the connection between the film clip and Reading A can help students integrate the teaching content, deepen their understanding of the theme of volunteering, and improve their ability of comprehensive analysis. At the same time, it can also guide students to establish correct values and cultivate their sense of social responsibility. Speaking: Improve Oral Expression Ability and Express Views Fluently Language Input and Practice The teacher summarizes the key vocabulary, phrases and sentence patterns related to volunteering learned in this lesson, such as “volunteer at an animal shelter”, “launch a campaign”, “donate money”, “raise awareness of environmental protection”, “It’s meaningful to do volunteer work.”, “I think volunteering can help us grow up.”, “The benefits of volunteering include...”, “The challenges of volunteering are...”. The teacher writes these expressions on the blackboard, and asks the students to read them aloud and practice making sentences with them. For example, the teacher asks the students to make sentences with “raise awareness of environmental protection”, and the students can say: “We should launch activities to raise awareness of environmental protection.” After the practice, the teacher invites some students to share their sentences, and gives comments and guidance. Design Intention: Summarizing the key language expressions can help students consolidate the knowledge learned in this lesson, and provide language support for their oral expression. Making sentences can help students improve their ability to use language flexibly, and lay a foundation for the subsequent speaking activities. Group Discussion: Share Views on Volunteering The teacher divides the students into groups of 4-5, and assigns the discussion topic: “What kind of volunteer activities do you want to participate in? Why? What benefits can you get from it? What challenges may you face? How will you solve these challenges?” The students discuss in groups, and each student in the group should express their own views. The teacher walks around the classroom to guide the students, helps them solve the language problems they encounter in the discussion, and encourages them to express their views fluently and logically. During the discussion, the students can take notes to organize their ideas. Design Intention: Group discussion provides a platform for students to practice oral expression, and can help students improve their oral fluency and logical thinking ability. Each student expressing their own views can ensure that every student participates in the activity, and cultivate their ability of independent thinking and expression. The teacher’s guidance can help students solve language difficulties and improve the quality of the discussion. Group Presentation: Show the Discussion Results After the group discussion, each group sends a representative to present the group’s discussion results to the whole class. The presentation time of each group is 2-3 minutes, and the representative should clearly express the group’s views on the discussion topic, including the volunteer activities they want to participate in, the reasons, the benefits and challenges, and the solutions to the challenges. After each group’s presentation, the teacher gives positive comments and appropriate suggestions, such as “Your presentation is clear and logical, and you have put forward practical solutions to the challenges. If you can use more of the expressions we learned today, it will be better.” Other students can also ask questions to the presenting group, and the presenting group answers them. Design Intention: Group presentation can help students improve their oral expression ability, public speaking ability and logical thinking ability. It can also let students learn from each other, enrich their views on volunteering. The teacher’s comments and suggestions can help students find their own shortcomings and improve their oral expression level. The interaction between students can activate the classroom atmosphere and promote the exchange and learning between students. Summary and Homework Summary The teacher summarizes the content of this lesson: “In this lesson, we have learned Reading A about the volunteer stories of four teenagers, listened to the material about the benefits and challenges of volunteering, watched the film clip about volunteer activities in an animal shelter, and practiced speaking about our views on volunteering. We have mastered a lot of vocabulary and expressions related to volunteering, and improved our listening, viewing and speaking abilities. At the same time, we have also realized the significance of volunteering and the spirit of volunteers.” The teacher then encourages the students: “I hope you can apply what you have learned today to your daily life, actively participate in volunteer activities, and become a responsible and kind person.” Design Intention: Summarizing the lesson content can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic cognitive framework. Encouraging students can arouse their enthusiasm for participating in volunteer activities, and guide them to establish correct values, which is in line with the requirements of cultural awareness and moral education in core literacy. Homework Read Reading A aloud for 15 minutes every day, and recite the key paragraphs and sentences. Write a short passage (80-100 words) about your ideal volunteer activity, including the reasons for choosing it, the benefits and challenges, and the solutions to the challenges. Talk with your partner about your views on volunteering, using the vocabulary and expressions learned in this lesson, and record the conversation. Search for more volunteer stories online and share them in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in this lesson and extend the teaching content. Reading aloud and reciting can help students consolidate their pronunciation, intonation and language knowledge. Writing a short passage can improve students’ writing ability and apply the language knowledge flexibly. Talking with partners can further practice students’ oral expression ability. Searching for volunteer stories can enrich students’ knowledge about volunteering and arouse their interest in volunteer activities. 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 $