Unit2 Volunteering-Reading B-Writing 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 B-Writing 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 language, understand cultural connotations of volunteering, develop logical thinking and form autonomous learning habits. 教学重难点 Key: Understand the structure and core ideas of Reading B, master key words and sentences about volunteering, and learn to write a volunteering-related essay. Difficulty: Use proper language to express personal views and connect reading and writing effectively. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a question-and-answer activity: “Have you ever participated in any volunteering activities? What did you do and how did you feel?” Then, the teacher shows some pictures and short videos of different volunteering scenarios, such as helping the elderly, cleaning the community, and teaching children in remote areas, and asks students to describe what they see in simple English. After that, the teacher naturally leads to the topic of this lesson: “Today we will first read a passage about a volunteering trip and then learn to write an essay related to volunteering.” Design Intent: This lead-in activity is designed to activate students’ prior knowledge and life experience about volunteering, narrow the distance between students and the teaching content. The visual materials (pictures and videos) can arouse students’ interest in learning and create a relaxed English learning atmosphere. Meanwhile, it lays a foundation for the subsequent reading and writing activities by guiding students to think and express in English, which is in line with the requirements of cultivating students’ language competence and learning ability. Reading B: Comprehend the Text and Master Key Points Pre-reading: Predict the Content The teacher shows the title of Reading B “What I Learned from a Volunteering Trip to Tanzania” and asks students to predict the content of the passage. The teacher guides students to think from the following aspects: “Who might the writer be? What might happen during the volunteering trip? What can the writer learn from the trip?” Students are allowed to discuss in groups of 4-5 and share their predictions with the whole class. Then, the teacher briefly introduces the background of the passage: it is a blog post written by a volunteer who participated in a volunteering trip to Tanzania, recording her experiences and insights. Design Intent: Predicting the text content before reading can stimulate students’ reading motivation and cultivate their predictive thinking ability, which is an important part of improving students’ reading ability. Group discussion enables students to communicate and cooperate with each other, cultivating their cooperative learning awareness and oral expression ability. Introducing the text background helps students better understand the cultural context of the passage, laying a foundation for in-depth reading and cultivating their cultural awareness. While-reading: In-depth Comprehension and Language Accumulation First, skimming: Students read the passage quickly and finish two tasks: (1) Find out the main idea of the passage. (2) Divide the passage into three parts and summarize the main idea of each part. After students finish, the teacher invites several students to share their answers and corrects them. The passage can be divided into three parts: Part 1 (Paragraph 1): Introduce the background of the volunteering trip; Part 2 (Paragraphs 2-4): Describe two examples of volunteering that had good intentions but failed to help local people; Part 3 (Paragraph 5): Put forward sincere suggestions for future volunteering trips. Then, scanning: Students read the passage again carefully and finish the following tasks: (1) Find out the key words and phrases related to volunteering, such as “volunteering trip”, “donate”, “local people”, “good intention”, “practical help”, “cultural differences” and so on. The teacher writes these key words and phrases on the blackboard and explains their meanings and usages in combination with the context. (2) Answer the detailed questions: Who organized the volunteering trip? What did the volunteers do for the local children at first? Why did the local people not accept the volunteers’ help? What suggestions did the writer put forward for future volunteers? After that, intensive reading: The teacher guides students to analyze the key sentences in the passage, such as “I went to Tanzania with a group of volunteers, hoping to help the local children improve their lives.” and “We should respect the local culture and understand their real needs before offering help.” The teacher explains the sentence structures and the emotional connotations of the sentences, and guides students to read the sentences aloud to feel the writer’s emotional changes from confidence to confusion and finally to enlightenment. Design Intent: Skimming helps students grasp the overall structure and main idea of the passage, cultivating their ability to get key information quickly. Scanning enables students to find detailed information accurately and accumulate key language points, which lays a foundation for subsequent writing. Intensive reading helps students deeply understand the text connotation, master the usage of key sentences, and feel the writer’s emotional changes, which is conducive to cultivating students’ language competence and thinking quality. Analyzing the cultural differences reflected in the passage also helps to cultivate students’ cultural awareness. Post-reading: Deepen Understanding and Expand Thinking First, group discussion: Students discuss the following questions in groups: (1) What do you think of the volunteering trip in the passage? (2) Why do you think the volunteers’ good intentions failed to help the local people? (3) What should we pay attention to when participating in volunteering activities? After the discussion, each group sends a representative to share their views with the whole class. The teacher makes appropriate comments and guidance, emphasizing the importance of respecting local culture and understanding real needs in volunteering activities. Then, retelling: Students retell the passage in their own words with the help of the key words and phrases on the blackboard. The teacher invites several students to retell and gives feedback on their performance, focusing on their language accuracy and logicality. Design Intent: Group discussion encourages students to think deeply about the theme of volunteering, express their own views, and cultivate their critical thinking and cooperative learning ability. Retelling helps students consolidate the text content and key language points, and improve their oral expression ability and logical thinking ability. The teacher’s comments and guidance can help students correct their mistakes and deepen their understanding of the theme, which is in line with the requirements of cultivating students’ core literacy. Writing: Guide Practice and Improve Writing Ability Lead-in to Writing: Connect Reading and Writing The teacher summarizes the content and theme of Reading B: “From the passage, we learned about the writer’s experiences and insights in the volunteering trip. She told us that volunteering is not only about good intentions, but also about respecting local culture and understanding real needs. Today, we will learn to write an essay for a special column ‘Voices of Volunteers’ to share our own volunteering experiences or views on volunteering.” Then, the teacher shows the writing requirements: (1) Theme: My Volunteering Experience or My Views on Volunteering. (2) Structure: It should include an introduction (put forward the theme), a body (describe experiences or elaborate views with specific examples) and a conclusion (summarize and express feelings or suggestions). (3) Language: Use the key words and phrases learned in Reading B, and pay attention to the logical connection between sentences and paragraphs. (4) Style: Formal and sincere. Design Intent: Connecting reading and writing is an important way to improve students’ writing ability. By summarizing the text content and leading to the writing task, students can better understand the connection between reading and writing, and apply the language points and writing methods learned in reading to writing. Clarifying the writing requirements helps students grasp the direction of writing and avoid blindness, which is conducive to improving the efficiency of writing teaching. Analyze the Writing Model: Master the Structure and Methods The teacher shows a sample writing for the column “Helping Others Helps You” and guides students to analyze its structure and writing methods. First, the teacher asks students to find out the introduction, body and conclusion of the sample writing. Then, the teacher analyzes the writing methods of each part: (1) Introduction: Start with a famous quote about volunteering to attract readers’ attention and put forward the theme. (2) Body: Use specific examples to elaborate the theme, and use connecting words such as “firstly”, “secondly”, “besides” to ensure logicality. (3) Conclusion: Summarize the main points and express personal feelings or suggestions. Then, the teacher guides students to recall the key words and phrases learned in Reading B and lists them on the blackboard, such as “volunteer”, “donate”, “help others”, “make a difference”, “respect cultural differences”, “understand real needs” and so on. The teacher also gives some useful sentences for writing, such as “Volunteering is a meaningful activity that can bring happiness to others and ourselves.” “Through volunteering, I have learned the importance of helping others and cooperating with others.” Design Intent: Analyzing the writing model helps students master the basic structure and writing methods of the essay, which provides a reference for their own writing. Listing key words and useful sentences helps students accumulate writing materials and improve the richness and accuracy of their writing. This link is conducive to cultivating students’ language competence and learning ability, enabling students to apply the learned knowledge to practice. Outline Design: Clarify the Writing Ideas Students are asked to design an outline for their own writing according to the writing theme and requirements. The outline should include the main content of the introduction, body and conclusion. For students who choose “My Volunteering Experience”, the outline can be: Introduction: Briefly introduce the volunteering activity I participated in. Body: Describe the process of the activity in detail, including what I did, what I saw and what I felt. Conclusion: Summarize the gains and insights from the activity. For students who choose “My Views on Volunteering”, the outline can be: Introduction: Put forward my view on volunteering (e.g., volunteering is meaningful and necessary). Body: Elaborate my view with specific examples (e.g., the role of volunteering in society, the impact of volunteering on individuals). Conclusion: Call on everyone to participate in volunteering activities. Students can discuss their outlines in groups and put forward suggestions for each other. The teacher walks around the classroom, provides guidance for students who have difficulties in designing outlines, and checks the outlines of some students to ensure that their writing ideas are clear and logical. Design Intent: Designing an outline helps students clarify their writing ideas, avoid disorganized writing, and improve the logicality of their essays. Group discussion enables students to learn from each other and improve their outline design ability. The teacher’s guidance and inspection can help students correct their mistakes in time and ensure that the writing task can be carried out smoothly, which is conducive to cultivating students’ thinking quality and learning ability. Draft Writing: Practice Writing and Apply Knowledge Students start to write their first draft according to their own outlines. The teacher reminds students to pay attention to the following points: (1) Use the key words and phrases learned in Reading B and the useful sentences provided by the teacher. (2) Pay attention to the logical connection between sentences and paragraphs, and use appropriate connecting words. (3) Ensure the accuracy of grammar, spelling and punctuation. (4) Keep the style formal and sincere. During the writing process, the teacher walks around the classroom, answers students’ questions in time, and provides help for students who have difficulties in writing. For example, for students who cannot express their ideas accurately, the teacher guides them to use appropriate words and sentences; for students who have problems with grammar, the teacher gives timely reminders and corrections. Design Intent: Draft writing is the key link to improve students’ writing ability. It enables students to apply the language points and writing methods learned to practice, and consolidate their learning achievements. The teacher’s on-site guidance can help students solve problems in time, avoid wrong writing habits, and improve the quality of their writing. This link focuses on cultivating students’ language competence and learning ability, enabling students to form the habit of independent writing. Revision and Evaluation: Improve Writing Quality First, peer revision: Students exchange their first drafts with their deskmates and revise each other’s compositions according to the following revision standards: (1) Is the theme clear? (2) Is the structure complete? (3) Are the key words and phrases used properly? (4) Is the language accurate and logical? (5) Are there any grammar, spelling or punctuation mistakes? Students put forward revision suggestions and help each other correct mistakes. Then, teacher evaluation: The teacher collects some typical compositions (including excellent compositions and compositions with common problems) and evaluates them in class. For excellent compositions, the teacher reads them aloud and analyzes their advantages, such as clear theme, complete structure, accurate language and proper use of key words. For compositions with common problems, the teacher points out the mistakes and gives revision suggestions, such as how to improve the logicality of the text, how to use key words properly, etc. Finally, students revise their own compositions according to the peer revision suggestions and teacher’s evaluation, and write the final draft. Design Intent: Peer revision enables students to learn from each other, find their own mistakes and advantages, and improve their revision ability and cooperative learning ability. Teacher evaluation helps students understand their own problems and master the methods of improving writing quality. Revising the composition again helps students consolidate their writing skills and improve the quality of their compositions, which is in line with the requirements of “teaching-evaluation-integration” and conducive to cultivating students’ core literacy. Summary and Homework Summary The teacher summarizes the content of this lesson: “In this lesson, we read a blog post about a volunteering trip to Tanzania, understood the writer’s experiences and insights, and mastered the key words and phrases related to volunteering. We also learned to write an essay for the ‘Voices of Volunteers’ column, mastered the structure and writing methods of the essay, and improved our writing ability. At the same time, we realized that volunteering is a meaningful activity that requires not only good intentions, but also respect for local culture and understanding of real needs.” Design Intent: Summarizing the lesson helps students sort out the knowledge and skills learned in this lesson, consolidate their learning achievements, and deepen their understanding of the theme of volunteering. It also helps students form a systematic knowledge structure, which is conducive to improving their learning ability. Homework （1）Finish the final draft of the composition and hand it in the next class. （2）Read Reading B again and recite the key words and phrases. （3）Find a famous quote about volunteering and write a short comment (about 30 words) on it. （4）Think about a volunteering activity you want to participate in and write a simple plan for it. Design Intent: The homework is designed to consolidate the knowledge and skills learned in this lesson. Finishing the final draft of the composition helps students further improve their writing ability. Reciting key words and phrases helps students accumulate language materials. Writing a comment on a famous quote and a volunteering plan helps students deepen their understanding of the theme of volunteering and expand their thinking, which is conducive to cultivating students’ core literacy in an all-round way. 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 $