Unit 2 Volunteering-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 Language Ability: Master key words and complex sentences about volunteering, and improve abilities to understand, analyze and express views on volunteer activities in English. Cultural Awareness: Understand the connotation of volunteer spirit at home and abroad, respect cultural differences in volunteering, and establish a sense of social responsibility. Thinking Quality: Cultivate logical and critical thinking by analyzing the pros and cons of volunteer behaviors and making rational evaluations. Learning Ability: Master reading and critical thinking strategies, and form the habit of independent learning and cooperative exploration. 教学重难点 Key Points: Understand the main content and structure of Reading B, grasp the author’s attitude and core views on volunteer activities, and use key vocabulary and sentences to express personal opinions on volunteering. Difficult Points: Conduct in-depth critical analysis of the volunteer behaviors described in the text, distinguish reasonable and unreasonable volunteer practices, and put forward constructive suggestions with logical thinking. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question-and-answer activity: “Have you ever participated in any volunteer activities? What did you do in the activity? Did you think your volunteer work was really helpful to others?” After inviting 2-3 students to share their experiences and views in English, the teacher shows a short video about two different volunteer scenarios: one is a volunteer team that fully understands the local needs and helps the community solve practical problems effectively; the other is a volunteer team that acts on their own will, resulting in ineffective help and even trouble to the local people. Then the teacher asks: “What’s the difference between the two volunteer teams? What should we pay attention to when doing volunteer work?” Design Intention: This lead-in links students’ real life experiences, which can quickly arouse their interest in the topic of volunteering and reduce their psychological distance from the text. The short video presents two contrasting volunteer scenarios, which can effectively guide students to think about the rationality of volunteer behaviors, lay a foundation for the subsequent critical thinking training, and naturally lead to the core content of Reading B—reflecting on volunteer practices. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in Reading B, including “volunteer trip, orphanage, construct, undo, frustration, cultural difference, take...for granted, make a difference”, and explains their meanings and usages with simple English and specific examples related to volunteering. For example, when explaining “undo”, the teacher combines the context of the text: “In the text, the volunteers built a library, but the local people had to undo the work and rebuild it. It means to cancel or reverse what has been done.” Then, the teacher briefly introduces the background of the text: Reading B is a blog post written by a student who participated in a volunteer trip to Tanzania. She shares her experiences and reflections on the volunteer trip, especially the problems encountered due to cultural differences and improper practices. After that, the teacher asks students to predict the content of the text based on the title “What I Learned from a Volunteering Trip to Tanzania” and the background introduction: “What do you think the author will talk about in her blog? What difficulties may she encounter during the volunteer trip? What can she learn from the trip?” Students can discuss in pairs for a short time and then share their predictions. Design Intention: Previewing key vocabulary helps students remove language obstacles in reading, ensuring that they can focus on understanding the text content and conducting critical thinking rather than being troubled by new words. The background introduction enables students to have a basic understanding of the text’s context, which is conducive to their in-depth understanding of the author’s experiences and reflections. Predicting the text content can stimulate students’ reading motivation, cultivate their predictive thinking ability, and lay a foundation for the subsequent intensive reading. Step 3: While-reading (Text Analysis and Critical Thinking Guidance) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly and answer the following questions: 1. What is the main topic of the text? 2. What are the two main examples the author uses to illustrate her experience? 3. What is the author’s main purpose in writing this blog post? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The author shares her volunteer trip to Tanzania, describes two unsuccessful volunteer experiences (building a library that had to be rebuilt and giving gifts that were not needed), and puts forward suggestions for future volunteer trips, aiming to remind people to pay attention to cultural differences and local needs when doing volunteer work. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the core content of the text and establish a general framework of the text. The designed questions are targeted, guiding students to focus on the key information of the text, improving their ability to extract main ideas, and laying a foundation for in-depth analysis of the text. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully and fill in the following table, which helps them sort out the key details of the two volunteer examples in the text: Volunteer Activities Volunteers’ Expectations Reality Reasons for Failure Building a library for an orphan’s school They would construct it successfully and help the children read Local men had to undo the work and rebuild the structure at night, resulting in double costs and waste of time and money They didn’t understand the local construction standards and needs; they took their own experience for granted Giving gifts (hair styling products, etc.) to the girls at the orphanage The African girls would like these cute and fashionable products The local girls had no use for the hair products; the gifts were not helpful to them They didn’t understand the local girls’ living habits and needs; they ignored cultural differences After students finish filling in the table, the teacher checks the answers with the whole class, and asks students to read the relevant paragraphs again to confirm the details, ensuring that they have a clear understanding of the process and results of each volunteer activity. Design Intention: Scanning helps students accurately extract key details from the text, and sorting out the details through a table makes the information more systematic and clear, which is conducive to students’ subsequent analysis of the reasons for the failure of volunteer activities. At the same time, this activity can cultivate students’ ability to sort out and organize information, laying a foundation for critical thinking. Activity 3: In-depth Analysis and Critical Thinking Training On the basis of grasping the key details, the teacher guides students to conduct in-depth analysis and critical thinking through a series of hierarchical questions: What do you think of the volunteers’ behaviors in the two examples? Are they completely wrong? Why? (Guide students to realize that the volunteers had good intentions and a sense of social responsibility, but their practices were improper, avoiding one-sided evaluation) Why did the volunteers’ good intentions lead to bad results? What are the key factors they ignored? (Guide students to analyze from the perspective of cultural differences, local needs, and lack of investigation and understanding) The author says, “Perhaps even more awkward was my failure at the simple act of gift giving.” Why does she feel awkward? What can we learn from this? (Guide students to understand the author’s emotional changes and reflections, and realize the importance of respecting local culture and needs) What suggestions does the author put forward for future volunteer trips? Do you agree with these suggestions? Can you put forward more suggestions? (Guide students to combine the text content and their own experience to put forward reasonable suggestions, and cultivate their innovative thinking and practical ability) During the process, the teacher encourages students to express their views freely in English, and guides them to support their views with the text content or real-life examples. For students who have difficulty expressing themselves, the teacher can give appropriate hints, such as providing key sentence patterns: “I think the volunteers are not completely wrong because...”, “The key reason for the failure is that...”, “I agree with the author’s suggestion because...”. At the same time, the teacher pays attention to guiding students to think from multiple angles, avoiding one-sided and extreme views, and cultivating their rational critical thinking ability. Design Intention: This activity is the core of the lesson, which guides students to move from the surface understanding of the text to the in-depth analysis and critical evaluation. The hierarchical questions are designed to conform to students’ cognitive rules, from simple to complex, from analyzing the volunteers’ behaviors to exploring the reasons for failure, and then to putting forward suggestions, which effectively cultivates students’ logical thinking and critical thinking ability. Encouraging students to express their views in English not only improves their language expression ability but also deepens their understanding of the text content. Step 4: Post-reading (Consolidation and Application) Activity 1: Group Discussion The teacher divides students into groups of 4-5, and assigns the discussion topic: “Suppose you are going to participate in a volunteer trip to a rural area in China, what preparations will you make to ensure that your volunteer work is effective and helpful to the local people?” Each group is required to discuss from the aspects of investigating local needs, understanding local culture, making a detailed plan, and choosing appropriate volunteer activities. During the discussion, each student should express their views, and the group leader should record the key points of the discussion. After the discussion, each group sends a representative to share their group’s ideas in English, and other groups can ask questions or put forward supplementary opinions. The teacher comments on each group’s sharing, affirming their reasonable suggestions, pointing out the deficiencies, and guiding them to improve their plans. For example, if a group mentions “preparing books for local children”, the teacher can ask: “What kind of books should we prepare? Do we need to understand the children’s age and reading level first?”, guiding students to think more comprehensively. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. The discussion topic is closely related to the text content and real life, which can help students apply the critical thinking and experience learned from the text to practical situations, realizing the transfer and application of knowledge and ability. At the same time, this activity can also enhance students’ sense of social responsibility and cultivate their ability to solve practical problems. Activity 2: Vocabulary and Sentence Consolidation The teacher presents some exercises to consolidate the key vocabulary and sentences learned in the lesson: 1. Fill in the blanks with the correct form of the given words: volunteer, construct, undo, frustration, take...for granted (1) Many young people are willing to ______ their time to help the elderly. (2) The workers spent three months ______ the new school building. (3) He regretted his decision and tried to ______ what he had done. (4) She felt great ______ when she found her volunteer work was not helpful. (5) We should not ______ the help from others; we should be grateful. 2. Translate the following sentences into English (using the key phrases and sentence patterns in the text): (1) 我们在做志愿者工作时，应该充分了解当地的需求和文化。 (2) 志愿者们的善意值得肯定，但他们的做法需要改进。 (3) 从这次志愿者经历中，我学会了尊重不同的文化和生活习惯。 After students finish the exercises, the teacher checks the answers, explains the key points and common mistakes, and asks students to read the sentences aloud to consolidate their memory and application of vocabulary and sentences. Design Intention: Vocabulary and sentence consolidation is an important part of English teaching, which helps students master the key language points in the text and improve their language application ability. The exercises are closely related to the text content and practical application, which can help students integrate the language knowledge with the topic of volunteering, laying a solid foundation for their future language expression. Activity 3: Personal Reflection and Writing The teacher asks students to write a short reflection (80-100 words) based on the text and their own experience, with the title “My Views on Effective Volunteering”. The writing requirements are: 1. Express your understanding of effective volunteering; 2. Combine the text content or your own experience to illustrate your views; 3. Use the key vocabulary and sentences learned in the lesson. After students finish writing, the teacher invites several students to share their reflections with the whole class, and comments on their writing, affirming their advantages in language expression and thinking, and putting forward suggestions for improvement. For example, if a student’s reflection is too simple, the teacher can guide them to add specific examples to make their views more convincing. Design Intention: Writing is an important way to test students’ language expression ability and thinking ability. This reflection writing requires students to integrate the text content with their own views, which can not only consolidate the knowledge learned in the lesson but also cultivate their ability to express personal views in English. At the same time, it can also deepen students’ understanding of effective volunteering and promote the formation of correct values. Step 5: Summary and Extension First, the teacher guides students to summarize the key content of the lesson: “Today we learned the blog post about the author’s volunteer trip to Tanzania, analyzed the two unsuccessful volunteer examples, discussed the reasons for the failure, and put forward suggestions for effective volunteering. We also consolidated the key vocabulary and sentences, and shared our own views on volunteering.” Then, the teacher makes an extension: “Volunteering is a noble act that can bring warmth to others and happiness to ourselves. But effective volunteering requires us to pay attention to cultural differences, understand local needs, and make careful preparations. I hope you can apply what you have learned today to your future volunteer activities, and become responsible and thoughtful volunteers.” Finally, the teacher assigns the after-class task: 1. Read Reading B again and recite the key paragraphs and sentences; 2. Finish the reflection writing and revise it according to the teacher’s comments; 3. Search for a real case of effective volunteering and prepare to share it in the next class. Design Intention: The summary helps students sort out the knowledge and ability learned in the lesson, forming a systematic cognitive structure. The extension connects the lesson content with students’ real life, guiding them to apply the knowledge and thinking learned to practice, and enhancing their sense of social responsibility. The after-class task is designed to consolidate the lesson content, expand students’ knowledge, and lay a foundation for the next class. 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 $