Unit 3 Charity-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二册

Unit 3 Charity-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ skills in listening for key information, viewing and analyzing multi-modal resources, and speaking about charity. It develops cultural awareness, critical thinking and learning ability to understand charity’s significance and practice positive values. 教学重难点 Key: Master charity-related vocabulary and expressions, grasp listening/viewing key information, and express charity views clearly. Difficulty: Use correct language to discuss charity motives and design charity projects, and understand cultural differences in charity. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing students pictures of common charity activities, such as donating books to children in poor areas, volunteers helping the elderly in nursing homes, and charity sales in communities. Then the teacher asks open-ended questions in English: “Have you ever participated in any charity activities? What did you do? How did you feel after that?” After asking, the teacher invites 3-4 students to share their experiences and feelings. During the sharing process, the teacher positively responds to students’ answers, guides them to use simple English expressions related to charity, and naturally leads out key vocabulary such as “charity”, “donate”, “volunteer”, “help those in need”. After the student sharing, the teacher plays a short and lively English video clip about a 6-year-old boy setting up a small charity project to help homeless animals. The video is 1-2 minutes long, with simple lines and vivid pictures. After playing the video, the teacher asks two simple questions: “What does the little boy do in the video? What is his purpose?” to help students quickly enter the topic of charity and lay a foundation for the subsequent listening and viewing activities. Design Intention: The lead-in link combines visual pictures and audio-visual videos to stimulate students’ interest in learning. By asking students to share their own experiences, it can activate their prior knowledge and emotional experience related to charity, reduce their psychological pressure in English expression, and help them build confidence in speaking. The short video is closely related to the listening and viewing content of this lesson, which can naturally lead students into the learning theme, and at the same time implicitly input basic charity-related vocabulary and sentence patterns, laying a language foundation for the follow-up teaching. Listening: Comprehend Key Information and Improve Listening Ability This part is divided into three steps: pre-listening, while-listening and post-listening, to help students gradually improve their listening comprehension ability and master the key information of the listening material. Pre-listening: Preview Vocabulary and Predict Content. The teacher presents the key vocabulary and phrases in the listening material on the blackboard or PPT, including “charity project”, “intention”, “service”, “donation”, “homeless”, “volunteer work”, “raise money”. For each vocabulary, the teacher pronounces it clearly, explains its basic meaning and usage, and combines simple example sentences to help students understand, such as “Their charity project aims to help homeless children get enough food and clothes.” Then the teacher introduces the background of the listening material: “You will listen to a conversation between two students, talking about two children’s charity projects. Before listening, please guess: What kind of charity projects may the two children set up? What services do they provide?” Let students discuss in pairs for 2 minutes, and then invite several groups to share their guesses. This step can help students predict the content of the listening material, reduce the difficulty of listening, and improve their listening efficiency. Design Intention: Pre-listening vocabulary preview can solve the language barrier that students may encounter in the listening process, ensure that students can focus on understanding the content of the listening material instead of struggling with new words. Guessing the listening content can stimulate students’ thinking ability, cultivate their ability to predict information based on the topic, and lay a good foundation for the while-listening link. While-listening: Grasp Key Information and Complete Tasks. The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the conversation: What are the two charity projects mentioned in the conversation, and who are they designed to help? After the first listening, the teacher invites students to answer, and sorts out the main idea together with the students to ensure that all students can grasp the core content. For the second time, students are asked to listen carefully again and complete the matching task prepared in advance: match the names of the two children (Jonas and Annie) with their charity project contents and service objects. The task is presented in the form of a table, which is simple and clear, helping students sort out the key information. During the listening process, the teacher reminds students to take simple notes, such as key words and phrases, to help them remember the information. After the second listening, the teacher checks the answers with the students, explains the difficult sentences and key information in the listening material, and solves the problems that students may have in understanding. Design Intention: Listening twice with different tasks can help students gradually deepen their understanding of the listening material. The first listening focuses on the main idea, cultivating students’ ability to grasp the overall information; the second listening focuses on key details, training students’ ability to extract specific information. The form of table matching is intuitive and easy to operate, which can reduce students’ cognitive burden and help them sort out the information clearly. Asking students to take notes can cultivate their good listening habits and improve their listening efficiency. Post-listening: Extend and Consolidate Listening Results. After completing the listening tasks, the teacher organizes students to carry out a group discussion: “Which of the two charity projects do you prefer? Why? What can we learn from Jonas and Annie?” Each group has 4 students, and the discussion lasts for 3 minutes. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentences learned in the listening material, and helps students who have difficulty in expression. After the discussion, each group sends a representative to share their views. The teacher makes comments on the students’ sharing, affirms their positive views, and supplements and improves their English expressions, such as correcting grammatical errors and providing more appropriate vocabulary and sentence patterns. In addition, the teacher plays a short part of the listening material again, pauses at key sentences, and asks students to repeat them, such as “Jonas’s charity project is to collect old books and donate them to children in mountainous areas.” “Annie volunteers to help homeless people with their daily life.” This can help students consolidate the key sentences in the listening material, improve their pronunciation and intonation, and lay a foundation for the subsequent speaking activities. Design Intention: The post-listening discussion can not only help students further understand the content of the listening material, but also guide them to think deeply about the significance of charity, and cultivate their critical thinking ability and emotional attitude. Asking students to repeat key sentences can consolidate their listening results, improve their oral expression ability, and realize the connection between listening and speaking, which is in line with the teaching concept of integrating listening and speaking. Viewing: Analyze Multi-modal Resources and Deepen Understanding of Charity On the basis of listening, this link introduces video materials to enrich students’ learning experience, guide students to analyze multi-modal resources, and deepen their understanding of charity connotation and different forms of charity. Pre-viewing: Clarify Viewing Goals. The teacher tells students: “Next, we will watch a video about a mother and her young daughter talking about charity. Before watching, please pay attention to two points: first, what does the mother do to help her daughter understand charity? Second, what does the daughter learn about charity after the conversation?” Then the teacher presents several new words in the video, such as “explain”, “kindness”, “care”, “help each other”, and briefly explains their meanings, to help students avoid difficulties in understanding the video content. Design Intention: Clarifying the viewing goals in advance can help students focus on the key content of the video, improve their viewing efficiency. Previewing new words can solve the language barriers in the viewing process, ensure that students can smoothly understand the dialogue content in the video, and lay a foundation for the subsequent viewing tasks. While-viewing: Watch and Record Key Information. The teacher plays the video twice. The video is 3-4 minutes long, with natural dialogue and warm pictures, which is in line with the cognitive level of senior high school students. For the first time, students are asked to watch the video carefully and get the main content of the video: What is the main topic of the conversation between the mother and the daughter? What examples does the mother use to explain charity? For the second time, students are asked to watch again and fill in the blanks according to the video content. The blanks are mainly about the key sentences in the video, such as “Charity is not just about donating money, but also about __________.” “When we help others, we will feel __________.” After the second viewing, the teacher checks the answers with the students, and plays the key parts of the video again for students who have not filled in the blanks correctly, helping them understand and correct. Design Intention: Watching the video twice with different tasks can help students gradually grasp the key information of the video. The first viewing focuses on the overall content, and the second viewing focuses on key details and sentences, which can effectively train students’ ability to extract information from multi-modal resources. Filling in the blanks can help students consolidate the key sentences in the video, deepen their understanding of the connotation of charity, and lay a language foundation for the subsequent speaking activities. Post-viewing: Analyze and Discuss. After watching the video, the teacher organizes students to carry out individual thinking and group discussion. First, the teacher asks students to think independently: “What do you think of the mother’s way of explaining charity to her daughter? Do you think it is effective? Why?” Then students discuss in groups of 4, and the discussion lasts for 3 minutes. During the discussion, the teacher guides students to think from multiple angles, such as the mother’s educational method, the daughter’s understanding of charity, and the significance of popularizing charity concepts among children. After the discussion, the teacher invites several students to share their views, and makes comments and supplements. For example, the teacher can guide students to realize that charity is not only a grand act, but also exists in daily life, such as helping classmates in need, caring for the elderly around them, etc. In addition, the teacher guides students to summarize the different forms of charity mentioned in the video and listening material, such as donating books, helping homeless people, caring for children, etc., and writes them on the blackboard, helping students build a systematic understanding of charity forms. Design Intention: Post-viewing analysis and discussion can help students deeply understand the connotation of charity, cultivate their ability to analyze and evaluate multi-modal resources, and guide them to realize that charity is closely related to daily life. Summarizing the forms of charity can help students sort out the knowledge learned, form a systematic cognitive structure, and lay a foundation for the subsequent speaking activities of designing charity projects. Speaking: Integrate Knowledge and Improve Oral Expression Ability This part is the key link of this lesson, which aims to integrate the knowledge learned in listening and viewing, guide students to use English to express their views on charity, design charity projects, and improve their oral expression ability and cooperative learning ability. Guided Speaking: Practice Basic Expressions. The teacher first summarizes the key vocabulary and sentences learned in listening and viewing, such as “set up a charity project”, “donate sth. to sb.”, “volunteer to do sth.”, “aim to do sth.”, “help those in need”, “show kindness to others”, and presents some example sentences for students to practice. For example, the teacher says a sentence, and students repeat it; or the teacher gives a scenario, and students use the learned expressions to complete the sentence. For example, “If I want to help children in poor areas, I will __________.” “My charity project aims to __________.” This step can help students consolidate the learned language knowledge and master the basic expressions needed for speaking. Then the teacher organizes students to carry out a pair work: “Talk with your partner about your understanding of charity. You can talk about what charity is, what forms of charity you know, and whether you have participated in any charity activities.” Each pair talks for 2 minutes, and the teacher walks around the classroom to guide students, help them solve the problems in expression, and correct their grammatical errors and pronunciation problems. After the pair work, the teacher invites 2-3 pairs to present their dialogue in front of the class, and makes comments and affirmations, encouraging students to dare to speak and speak actively. Design Intention: Guided speaking can help students consolidate the language knowledge learned in listening and viewing, and lay a solid foundation for their independent speaking. Pair work is a relaxed and interactive form of learning, which can reduce students’ psychological pressure in speaking, encourage students to communicate actively, and improve their oral expression ability and cooperative learning ability. Inviting students to present their dialogues can enhance their sense of achievement and confidence in speaking. Theme Speaking: Design a Charity Project. On the basis of guided speaking, the teacher raises the requirements of theme speaking: “Work in groups of 4 to design a charity project for our school or community. Your project should include the name of the project, the purpose of the project, the service objects, the specific activities, and the ways to carry out the project. Then each group sends a representative to introduce your charity project in English, and other groups can ask questions and put forward suggestions.” Before the group discussion, the teacher gives a sample of a charity project introduction to help students understand the requirements and ideas of the introduction. For example: “Our charity project is called ‘Book Love Relay’. Its purpose is to help children in mountainous areas get more books and broaden their horizons. The service objects are primary school students in poor mountainous areas. We will collect old books from students in our school, sort them out, and send them to the children. We will also hold a book donation activity in the school to encourage more students to participate.” Then students carry out group discussion and design their own charity projects. The discussion lasts for 5 minutes. During the discussion, the teacher walks around the classroom, guides each group to carry out the design, helps them sort out their ideas, and reminds them to use the vocabulary and sentences learned in this lesson. For groups with difficulty in design, the teacher gives appropriate hints, such as suggesting that they design projects related to helping left-behind children, caring for the elderly in the community, or protecting the environment. After the group discussion, each group sends a representative to introduce their charity project. The introduction time of each group is 1-2 minutes. When introducing, other students listen carefully and can ask questions after the introduction, such as “How will you collect donations for your project?” “How can you ensure that your project can help the service objects effectively?” The group representatives answer the questions raised by other students. The teacher makes comments on each group’s project and introduction, affirms their advantages, such as clear ideas, appropriate language, and practical projects, and puts forward suggestions for improvement, such as enriching the specific activities of the project, using more accurate vocabulary and sentence patterns. Design Intention: Theme speaking is a comprehensive application of listening and viewing knowledge, which can effectively improve students’ oral expression ability, logical thinking ability and cooperative learning ability. Designing a charity project close to students’ life can stimulate their enthusiasm and initiative in participation, and guide them to combine the knowledge learned with practical life, realizing the teaching goal of applying what they have learned. Asking questions and putting forward suggestions can cultivate students’ critical thinking ability and interactive communication ability. Summary Speaking: Share Feelings and Outlook. After the group project introduction, the teacher organizes students to carry out a whole-class discussion: “Through today’s listening, viewing and speaking activities, what have you learned about charity? What do you think you can do to participate in charity in daily life?” Students can speak freely, share their feelings and insights, and talk about their plans to participate in charity activities. The teacher listens carefully to students’ speeches, makes positive comments, and guides students to establish a correct view of charity, realize that everyone can contribute to charity, and encourage students to practice charity in daily life, such as helping others, caring for the weak, and participating in volunteer activities. Design Intention: Summary speaking can help students sort out the knowledge and feelings learned in this lesson, deepen their understanding of the significance of charity, and cultivate their emotional attitude and values. Encouraging students to practice charity in daily life can realize the educational function of English teaching, integrate moral education into English teaching, and achieve the goal of cultivating students’ comprehensive quality. Summary and Extension Summary: The teacher summarizes the content of this lesson in English, reviewing the key vocabulary, sentences and listening and viewing materials learned, and emphasizing the key and difficult points of this lesson. The teacher says: “Today, we listened to a conversation about children’s charity projects, watched a video about a mother and daughter talking about charity, and practiced speaking about charity and designing charity projects. We have mastered many charity-related vocabulary and expressions, and deepened our understanding of charity. We also learned that charity is not only a grand act, but also exists in our daily life.” Extension: The teacher assigns an after-class task: “First, listen to the listening material of this lesson again and recite the key sentences. Second, write a short passage (80-100 words) about your charity project designed in class, introducing its purpose, service objects and specific activities. Third, try to participate in a small charity activity in your daily life and record your experience and feelings in English.” Design Intention: The summary can help students sort out the knowledge learned in this lesson, consolidate the learning results, and form a systematic cognitive structure. The after-class extension task is closely related to the content of this lesson, which can help students consolidate the knowledge learned, improve their listening, speaking and writing abilities, and guide them to connect classroom learning with daily life, realizing the sustainable development of learning ability. 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 $