Unit 2 Volunteering-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 Language Ability: Students can master key vocabularies and sentence patterns related to volunteering, understand the theme, structure and details of the passage, and express their views on volunteering in simple English. Cultural Awareness: Students can understand the significance of volunteering in different cultural contexts, respect cultural differences in voluntary activities, and establish a sense of global responsibility. Thinking Quality: Students can analyze the author’s attitude and writing purpose, conduct logical reasoning and critical thinking on voluntary behaviors, and form their own rational views. Learning Ability: Students can master effective reading strategies, improve independent reading and cooperative learning skills, and develop the habit of actively exploring and reflecting on voluntary themes. 教学重难点 Key Points: Mastering key words (such as volunteer, contribute, cooperate, benefit, responsibility) and phrases related to volunteering; understanding the main content, structure and author’s emotional changes of the passage; being able to use basic reading strategies (skimming, scanning, intensive reading) to obtain information. Difficult Points: Analyzing the deep meaning of the passage and the author’s implied views on volunteering; using the learned language knowledge to express personal opinions on volunteering fluently and logically; understanding the cultural connotation of volunteering in different contexts. 教学过程 Pre-Reading: Lead-in and Preview Guidance Activity 1: Warm-up and Lead-in The teacher starts the class with a question-and-answer interaction: “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 about different types of volunteering activities (such as community service, environmental protection, helping the elderly, international volunteering projects) and asks students to discuss in pairs: “What do you think volunteering means to individuals and society?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Finally, the teacher summarizes: “Volunteering is a selfless act that brings warmth and hope to others and enriches our own lives. Today, we will further explore a passage about volunteering and learn more about its significance and charm.” Design Intention: The warm-up activity is closely linked to students’ real life, which can arouse their interest in the theme of volunteering and activate their existing knowledge and experience related to volunteering. The use of pictures and videos can make the theme more intuitive and vivid, help students quickly enter the learning state, and lay a emotional and cognitive foundation for the subsequent reading teaching. At the same time, pair discussion can cultivate students’ oral expression ability and cooperative learning awareness. Activity 2: Preview Check and Vocabulary Guidance First, the teacher checks students’ preview results by asking them to read the new words and phrases in the passage aloud (such as volunteer, donate, participate, make a difference, take responsibility, in need). For the words that students may have difficulty pronouncing or understanding (such as donate, participate, make a difference), the teacher corrects the pronunciation, explains the meaning in simple English, and gives example sentences related to volunteering, such as “Many people volunteer to help the children in need.” “We can donate books and clothes to the poor areas.” “Your small act can make a big difference to others.” Then, the teacher asks students to match the words with their definitions, and invites students to answer and correct them in class. Next, the teacher guides students to look at the title and pictures of the passage, and asks: “What do you think the passage will talk about? Who may be the author? What is the main purpose of the passage?” Encourage students to make predictions freely, and record their predictions on the blackboard. Finally, the teacher says: “Now, let’s read the passage and check whether your predictions are correct.” Design Intention: Checking the preview helps the teacher grasp students’ mastery of new words and phrases, and targeted guidance can solve students’ difficulties in vocabulary in advance, ensuring that they can smoothly understand the passage in the subsequent reading process. Asking students to predict the content of the passage based on the title and pictures can cultivate their ability of logical prediction and improve their reading initiative. At the same time, it can also help students form a good reading habit of combining clues to infer the content. While-Reading: In-depth Reading and Skill Training Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly (skimming) and complete two tasks: 1. Find out the main idea of the passage. 2. Divide the passage into several parts and summarize the main idea of each part. After students finish reading, the teacher invites them to share their answers. Then, the teacher summarizes the structure of the passage: Part 1 (Paragraph 1-2): The author’s first volunteering experience and the initial feeling; Part 2 (Paragraph 3-5): The specific process of the volunteering activity and the difficulties encountered; Part 3 (Paragraph 6-7): The gains and insights from the volunteering experience; Part 4 (Paragraph 8): The author’s call for everyone to participate in volunteering activities. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea of the passage and the overall structure, which helps them establish a macro understanding of the passage. Dividing the passage and summarizing the main idea of each part can cultivate students’ ability of induction and generalization, and lay a foundation for in-depth understanding of the details of the passage. Activity 2: Scanning for Specific Information The teacher arranges a scanning task for students: Read the passage carefully and find out the specific information according to the following questions. 1. When and where did the author have his first volunteering experience? 2. What did the author do in the volunteering activity? 3. What difficulties did the author encounter during the activity? 4. How did the author solve these difficulties? 5. What gains did the author get from the volunteering experience? The teacher asks students to read the passage independently, underline the key information, and then discuss in groups to check their answers. After the discussion, the teacher invites students to answer each question one by one, and supplements and corrects them. For the key sentences related to the questions, the teacher asks students to read them aloud and analyze the sentence structure if necessary, such as complex sentences or key phrases, to help students deepen their understanding. Design Intention: Scanning is a strategy to obtain specific information quickly. This activity can help students accurately find the key details in the passage, improve their ability to extract information. Group discussion can help students check and complement each other’s answers, enhance their cooperative learning ability. Analyzing key sentences can not only help students understand the details of the passage, but also consolidate their language knowledge and improve their ability to understand complex sentences. Activity 3: Intensive Reading for Deep Understanding The teacher guides students to read the passage intensively paragraph by paragraph, focusing on analyzing the author’s emotional changes and implied views. 1. Paragraph 1-2: Ask students: “How did the author feel before participating in the volunteering activity? What words can show his feelings?” (eager, excited, looking forward to) Guide students to understand the author’s initial expectation for volunteering. 2. Paragraph 3-5: Ask students: “What difficulties did the author encounter? How did he feel at that time?” (tired, frustrated, confused) Let students think: “Why did the author feel frustrated? Do you think these difficulties are inevitable in volunteering activities?” 3. Paragraph 6-7: Ask students: “What made the author change his attitude? What gains did he get?” (the smile of the children, the gratitude of the elderly, the sense of achievement) Guide students to understand that volunteering is not only about giving, but also about gaining. 4. Paragraph 8: Ask students: “What is the author’s call? What is his view on volunteering?” (Everyone should participate in volunteering, and even small acts can make a difference.) During the analysis, the teacher encourages students to express their own views, such as “Do you agree with the author’s view? Why?” “If you were the author, how would you deal with the difficulties encountered in volunteering?” At the same time, the teacher helps students sort out the author’s emotional changes: eager and excited → tired and frustrated → moved and satisfied → determined to call on others. Design Intention: Intensive reading is the key link to understand the deep meaning of the passage. By analyzing the author’s emotional changes and implied views, students can not only deepen their understanding of the passage, but also cultivate their critical thinking ability and emotional experience ability. Encouraging students to express their own views can stimulate their thinking, make them actively participate in the teaching process, and realize the interaction between teachers and students. Activity 4: Language Points Analysis On the basis of intensive reading, the teacher focuses on explaining the key language points in the passage, combining with the context to help students master their usage. 1. Key words: volunteer (v. & n.), donate (v.), participate (v.), benefit (v. & n.), responsibility (n.). For each word, the teacher explains the meaning, usage, collocation and gives example sentences related to the passage. For example, “volunteer to do sth.”: The author volunteered to teach children in the countryside. “donate sth. to sb./sth.”: Many people donated books to the children in the poor area. 2. Key phrases: make a difference, take responsibility, in need, come across, cheer up. The teacher explains the meaning of the phrases, analyzes their usage in the passage, and asks students to make sentences with these phrases. 3. Key sentences: For example, “Although the process was tiring, I felt a strong sense of achievement when I saw the children’s bright smiles.” The teacher analyzes the structure of the complex sentence (although guiding the adverbial clause of concession), and asks students to imitate and make sentences. Another example: “It is everyone’s responsibility to help those in need.” The teacher explains the structure “It is + n. + to do sth.” and guides students to use this structure to express their views on volunteering. Design Intention: Language points are the foundation of language learning. Combining the context of the passage to explain key words, phrases and sentences can help students master their usage more firmly, avoid mechanical memory. Asking students to make sentences can consolidate their mastery of language points and improve their ability of language application. At the same time, it can also help students better understand the passage and lay a foundation for the subsequent post-reading activities. Post-Reading: Consolidation, Application and Expansion Activity 1: Summary and Retelling The teacher asks students to summarize the passage in their own words, using the key words and phrases learned. First, students can retell the passage in pairs, and then invite 1-2 students to retell it in front of the class. The teacher gives comments and guidance, focusing on whether the retelling is complete, logical and whether the key words and phrases are used correctly. After that, the teacher summarizes the passage again, emphasizing the main content, the author’s emotional changes and the core idea. Design Intention: Summary and retelling can help students consolidate the content of the passage, improve their ability of language organization and expression. Pair retelling can provide more opportunities for students to practice oral English, and the teacher’s comments can help students find their own deficiencies and improve their retelling ability. At the same time, it can also review the key language points and deepen students’ understanding of the passage. Activity 2: Group Discussion and Opinion Expression The teacher puts forward the discussion topic: “What can we learn from the author’s volunteering experience? What kind of volunteering activities can we participate in in our daily life? How can we make our volunteering activities more meaningful?” Divide students into groups of 4-5, and ask them to discuss these topics. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve the difficulties in language expression. After 5 minutes of discussion, each group sends a representative to share their views. The teacher listens carefully, gives affirmation and encouragement, and makes appropriate supplements and summaries. For example, some students may say that they can participate in community service, help the elderly cross the road, or donate books to the school library. The teacher can guide them to think about how to make these activities more meaningful, such as understanding the needs of others before carrying out volunteering activities. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. The discussion topics are closely linked to students’ real life, which can stimulate their enthusiasm for participation and help them combine the content of the passage with their own life experience. Expressing views in English can improve students’ oral expression ability and language application ability. The teacher’s guidance and encouragement can enhance students’ confidence in speaking English. Activity 3: Writing Practice The teacher arranges a writing task: Ask students to write a short passage (80-100 words) about their own volunteering experience or their views on volunteering, using the key words, phrases and sentence patterns learned in this lesson. Before writing, the teacher gives a writing outline: 1. Introduction: Do you like volunteering? 2. Main body: Your volunteering experience (what you did, how you felt) or your views on volunteering (its significance, what we can do). 3. Conclusion: Your hope or call. Then, students write independently. After finishing writing, students exchange their works in pairs, check each other’s grammar, spelling and the use of key language points, and put forward revision suggestions. Then, the teacher selects 2-3 excellent works and 1-2 works with common problems to comment in class, affirming the advantages and pointing out the problems that need to be revised. Design Intention: Writing practice is an important way to consolidate language knowledge and improve language application ability. The writing task is closely linked to the theme of the lesson and the language points learned, which can help students apply the knowledge they have learned to practice. Pair revision can help students find their own mistakes and learn from each other. The teacher’s comments can help students understand their own advantages and deficiencies, and improve their writing level. Activity 4: Theme Expansion and Value Guidance The teacher introduces some famous international volunteering organizations (such as the Red Cross, UN Volunteers) and their activities, and plays a short video about international volunteering. Then, the teacher asks students: “What do you think of international volunteering? What can we do as senior high school students to contribute to volunteering?” Guide students to realize that volunteering is a global behavior, which can cross national borders and cultural differences, and bring warmth to the whole world. At the same time, guide students to establish a sense of social responsibility and volunteer spirit, and encourage them to actively participate in volunteering activities in their daily life, and use their own actions to make a difference to others and society. Design Intention: Theme expansion can broaden students’ horizons, let them understand the global significance of volunteering, and enhance their sense of global responsibility. Value guidance can help students establish a correct outlook on life and values, cultivate their volunteer spirit and sense of social responsibility, which is in line with the requirements of core literacy training. The use of videos can make the theme more vivid and touching, and deepen students’ understanding and perception of volunteering. Summary and Homework Activity 1: Class Summary The teacher summarizes the whole class: In this class, we have read a passage about volunteering, mastered the key words, phrases and sentence patterns related to volunteering, understood the main content and deep meaning of the passage, and analyzed the author’s emotional changes and views. We also discussed our own views on volunteering and did some writing practice. Through this class, we not only improved our reading and writing ability, but also understood the significance of volunteering and established a sense of social responsibility. I hope everyone can actively participate in volunteering activities in the future and use their own actions to warm others. Design Intention: Class summary can help students sort out the knowledge and skills learned in this class, consolidate the learning results, and deepen their understanding of the theme of volunteering. At the same time, it can also strengthen value guidance and encourage students to practice volunteering in real life. Activity 2: Homework Arrangement 1. Review the key words, phrases and sentence patterns learned in this lesson, and make 5 sentences with the key phrases. 2. Revise the writing task completed in class according to the teacher’s comments and classmates’ suggestions, and hand it in the next class. 3. Find a piece of English news or article about volunteering, read it carefully, and write a short summary (50-60 words). 4. Try to participate in a volunteering activity in your community or school, and record your experience and feelings (in English, 80-100 words), which will be shared in the next class. Design Intention: Homework is an extension of classroom teaching. Reviewing the key language points can help students consolidate their learning results. Revising the writing task can improve students’ writing level. Reading English news or articles about volunteering can broaden students’ horizons and improve their reading ability. Participating in real volunteering activities can let students combine theory with practice, deepen their understanding of volunteering, and cultivate their volunteer spirit and sense of social responsibility. 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 $