Unit 3 Charity-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第二册

Unit 3 Charity-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on developing students’ language ability to master charity-related vocabulary and expressions, cultural awareness to understand global charity spirits, thinking quality to analyze text logic and charity significance, and learning ability to apply reading strategies and practice charity actions. 教学重难点 Key points: Grasp the main content and structure of the text, master core vocabulary (e.g., prompt, empathise, justice) and phrases (e.g., reach out, relate to). Difficult points: Analyze the deep meaning of charity and use learned language to express personal views on charity. 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 video clips about charity activities, such as volunteers helping the homeless, students donating books to poor areas, and international charity organizations providing disaster relief. After playing the video, the teacher asks students two questions: “What do you see in the pictures and video?” and “Have you ever participated in any charity activities? If yes, share your experience; if not, what kind of charity activities would you like to take part in?” Then, the teacher writes down the key words and expressions mentioned by students on the blackboard, such as “donate”, “volunteer”, “help others”, “kindness”, and connects them with the unit theme “Charity”. Finally, the teacher introduces the title of Reading A “Digging in” and asks students to predict: “What do you think the text will talk about? What does ‘Digging in’ mean here?” Design Intention: This step aims to activate students’ prior knowledge and life experience related to charity, arouse their interest in the lesson theme, and lay an emotional and cognitive foundation for the subsequent reading. The visual materials (pictures and videos) can make abstract charity concepts more concrete and intuitive, helping students quickly enter the theme. Asking open-ended questions encourages students to express their ideas freely, improves their oral expression ability, and cultivates their willingness to participate in class interaction. Predicting the text content can guide students to form a preliminary reading expectation, which is conducive to improving their reading efficiency and initiative in the following links. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to learn the core vocabulary and phrases of the text. The vocabulary list includes prompt, determine, moral, trait, justice, characteristic, conform, empathy, empathic, empathise, and phrases such as lean towards, relate to, slip into, be responsible for, reach out, reach for. Each group is assigned 2-3 words or phrases, and they need to discuss the pronunciation, part of speech, meaning and usage of the words, and make one or two example sentences. After the group discussion, each group sends a representative to present their learning results, and the teacher corrects and supplements them, focusing on the usage of difficult words and phrases, such as the part of speech conversion of “empathy” (noun), “empathic” (adjective) and “empathise” (verb), and the preposition collocation of phrases like “reach out to sb” and “relate to sb/sth”. Then, the teacher briefly introduces the background of the text: The text mainly tells a story about a group of people who participate in charity activities, showing the significance of charity and the moral traits behind people’s charity behaviors. It also mentions the importance of empathy and a sense of justice in charity, which helps students understand the deep connotation of the text in advance. Finally, the teacher reminds students of the reading strategies to be used in this lesson, such as skimming for main ideas, scanning for key details, and inferring the author’s purpose, and asks them to pay attention to the connection between paragraphs while reading. Design Intention: Vocabulary is the foundation of reading comprehension. Through group cooperative learning, students can not only master the core vocabulary and phrases more efficiently, but also cultivate their cooperative learning ability and communication ability. The teacher’s correction and supplement can help students avoid misunderstandings and master the key points of vocabulary usage. Brief background introduction helps students understand the context of the text, reduce reading obstacles, and lay a foundation for in-depth reading. Reminding reading strategies can guide students to read in a more targeted way, improve their reading ability, and help them form good reading habits. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming (Get the 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 kind of charity activity is mentioned in the text? 3. What is the author’s attitude towards charity? After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text tells a story about people participating in charity work, emphasizing the importance of empathy, a sense of justice and moral traits in charity, and expressing the author’s affirmation and praise for charity behaviors. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the core content of the text and form an overall understanding. The design of the questions is targeted, guiding students to focus on the key information of the text (main topic, specific activity, author’s attitude) while skimming, avoiding aimless reading. Sharing and summarizing links help students consolidate their understanding of the main idea and improve their ability to generalize and express. Activity 2: Scanning (Find Key Details) The teacher asks students to read the text again carefully and complete the following tasks in groups: 1. List the characters involved in the charity activity and their roles. 2. Find out the reasons why the characters decided to participate in the charity activity. 3. Underline the sentences that reflect the characters’ moral traits (such as empathy, a sense of justice) and analyze them briefly. 4. Find the key phrases and sentences that express the significance of charity. During the group activity, the teacher walks around the classroom, observes the students’ performance, and provides timely guidance for students who have difficulties. After the group activity, each group selects a representative to present their results, and the teacher comments and supplements them. For example, when students find the sentence “Having begun my life in a children's home, I have great empathy with the little ones”, the teacher guides students to analyze the connection between the character’s experience and empathy, and explains how empathy promotes people to participate in charity. Design Intention: Scanning helps students find specific information in the text accurately, which is an important part of in-depth reading. Group cooperative tasks can not only improve students’ enthusiasm and participation, but also enable them to learn from each other and complement each other’s strengths. The teacher’s on-site guidance can timely solve the problems encountered by students in the reading process, ensuring the smooth progress of the activity. Analyzing the key sentences and moral traits helps students deeply understand the characters’ behaviors and the connotation of the text, laying a foundation for the subsequent discussion and expansion. Activity 3: Close Reading (Analyze Text Structure and Logical Relationship) The teacher guides students to analyze the text structure paragraph by paragraph: 1. The first paragraph introduces the background of the charity activity and the initial motivation of the characters. 2. The middle paragraphs describe the process of the charity activity in detail, showing the characters’ behaviors and psychological activities. 3. The last paragraph summarizes the significance of the charity activity and expresses the author’s feelings and insights. Then, the teacher asks students to discuss the logical relationship between paragraphs: “How does the author connect each paragraph? What is the role of each paragraph in expressing the theme?” After the discussion, the teacher summarizes: The author uses the development of the charity activity as the main line, connects each paragraph through the characters’ behaviors and psychological changes, and gradually deepens the theme of “charity is a reflection of moral traits and a force to warm the world”. In addition, the teacher guides students to pay attention to the rhetorical devices used in the text, such as quotation, example, and emotional description, and analyzes how these rhetorical devices enhance the expressiveness and appeal of the text. For example, the quotation of the characters’ words can directly show their inner thoughts and feelings, making the text more vivid and authentic. Design Intention: Close reading helps students deeply understand the text structure and logical relationship, improve their ability to analyze and interpret the text. Analyzing the text structure paragraph by paragraph can help students clarify the author’s writing ideas and grasp the context of the text. Discussing the logical relationship between paragraphs cultivates students’ logical thinking ability. Analyzing rhetorical devices helps students appreciate the beauty of the language in the text, improve their language appreciation ability, and lay a foundation for their own writing. Step 4: Post-reading (Consolidation, Application and Expansion) Activity 1: Text Retelling The teacher asks students to retell the text in their own words with the help of the key words, phrases and sentences sorted out in the previous links. The retelling requirements are: clear logic, complete content, and correct use of the learned vocabulary and phrases. Students can retell individually or in pairs. After the retelling, the teacher comments on the students’ performance, focusing on the accuracy of the content, the fluency of the expression, and the correct use of language, and puts forward targeted suggestions for improvement. Design Intention: Text retelling is an effective way to consolidate reading results. It can help students review the main content of the text, strengthen the memory and application of core vocabulary and phrases, and improve their oral expression ability and logical thinking ability. The form of individual or pair retelling can meet the needs of different students and improve their participation. The teacher’s comments and suggestions can help students find their own deficiencies and improve their language application ability. Activity 2: Group Discussion The teacher puts forward the following discussion topics for students to discuss in groups: 1. What moral traits do you think are necessary for people to participate in charity activities? Why? 2. Combined with your own experience, talk about how we can participate in charity activities in daily life. 3. Some people think that charity is only for the rich and powerful. What do you think of this view? 4. How can we encourage more people to participate in charity activities? During the discussion, the teacher encourages students to express their views freely, respects different opinions, and guides students to think deeply. For example, when discussing the third topic, the teacher guides students to realize that charity is not about the amount of money donated, but about the sincerity and love behind it. Everyone can participate in charity activities in their own way, such as volunteering, donating old books and clothes, and helping people around them. After the discussion, each group sends a representative to report the group’s views, and the teacher makes a summary and evaluation, emphasizing that charity is everyone’s responsibility, and that small kindness can accumulate into great love. At the same time, the teacher guides students to connect the discussion content with the text, deepen their understanding of the theme of charity. Design Intention: Group discussion can stimulate students’ thinking, cultivate their critical thinking ability and cooperative learning ability. The discussion topics are closely related to the text and students’ real life, which can help students apply the knowledge learned in the text to real life, realize the practical significance of charity, and cultivate their sense of social responsibility and moral quality. The teacher’s guidance and summary can help students sort out their ideas, form correct views on charity, and achieve the goal of cultivating cultural awareness and thinking quality. Activity 3: Language Application The teacher arranges a writing task for students: Write a short passage (about 100 words) about “My View on Charity” or “A Charity Experience I Had”, requiring the correct use of the core vocabulary and phrases learned in this lesson, such as empathise, reach out, a sense of justice, be responsible for, etc. Before writing, the teacher provides a simple writing outline: 1. Introduction (what is your understanding of charity); 2. Main body (your view on charity or your charity experience); 3. Conclusion (your hope for charity). After students finish writing, the teacher collects some students’ works, displays them in class, and comments on them, focusing on the correctness of language, the rationality of the structure, and the richness of the content. For excellent works, the teacher affirms and praises them, and for works with deficiencies, the teacher puts forward specific improvement suggestions. Students can also exchange their works in pairs and put forward suggestions for each other. Design Intention: Writing is an important way to test students’ language application ability. This writing task is closely related to the text theme and the learned language knowledge, which can help students consolidate the core vocabulary and phrases, and improve their writing ability. Providing a writing outline can help students sort out their writing ideas, reduce writing difficulties, and improve writing efficiency. The display and evaluation of works can not only motivate students’ writing enthusiasm, but also help students learn from each other and improve their writing level. Step 5: Summary and Homework Summary The teacher leads students to summarize the content of this lesson: First, we have learned the core vocabulary and phrases related to charity, and mastered the reading strategies of skimming, scanning and close reading. Second, we have understood the main content and structure of the text, and deeply realized the significance of charity and the importance of moral traits such as empathy and a sense of justice. Finally, we have discussed the ways to participate in charity activities and expressed our own views on charity. At the same time, the teacher emphasizes that charity is not a distant concept, but exists in our daily life. Everyone can contribute their own strength to charity, and use kindness and love to warm the world. The teacher also encourages students to apply the knowledge and concepts learned in this lesson to real life, and actively participate in charity activities to become a person with a sense of responsibility and kindness. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and form a systematic understanding. Emphasizing the practical significance of charity can strengthen students’ sense of social responsibility and moral awareness, and achieve the goal of cultivating core literacy. Encouraging students to apply what they have learned to real life can realize the connection between teaching and life, and reflect the educational value of English teaching. Homework 1. Review the core vocabulary and phrases learned in this lesson, and make a vocabulary card, including pronunciation, part of speech, meaning, example sentences and collocations. 2. Revise the short passage written in class according to the teacher’s comments and classmates’ suggestions, and hand it in the next class. 3. Search for one international or domestic charity organization and its activities after class, and write a short introduction (about 50 words) in English. 4. Try to participate in a small charity activity in daily life (such as donating old books, helping the elderly, etc.), and write a short diary to record your feelings and experiences. Design Intention: The design of homework is hierarchical and practical, which can meet the needs of different students. Reviewing vocabulary and revising the passage helps students consolidate the knowledge and skills learned in class. Searching for charity organizations and their activities can expand students’ horizons and deepen their understanding of charity. Participating in practical charity activities and writing a diary can let students personally experience the significance of charity, cultivate their sense of responsibility and practice ability, and achieve the integration of knowledge learning and moral cultivation. 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 $