Unit 3 Charity-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 Language Ability: Master key words and sentences about charity, improve abilities to understand, analyze and express critical views in English. Cultural Awareness: Understand the connotation of charity in different cultures and establish a sense of social responsibility. Thinking Quality: Develop critical thinking to question, analyze and evaluate charity-related views. Learning Ability: Master reading and critical thinking strategies to enhance independent and cooperative learning skills. 教学重难点 Key Points: Grasp the main content and logical structure of Reading B, master core vocabulary and sentence patterns about charity; master basic methods of critical thinking in reading. Difficult Points: Apply critical thinking to analyze and evaluate charity-related views in the text and express personal opinions fluently and accurately in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of pictures and short video clips about charity activities, including community donations, volunteer teaching in remote areas, and "Pay It Forward" activities in daily life. After playing the video, the teacher asks the following questions in English: "What do you see in the pictures and video? What is charity in your understanding? Have you ever participated in any charity activities or witnessed such activities around you? What motivated people to do charity?" Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher makes a brief summary: "Charity is a kind act that helps those in need, and it exists in various forms in our life. Today, we will read Reading B and use critical thinking to explore the connotation, motivations and potential problems of charity, and learn to view charity from a more comprehensive and rational perspective." Design Intention: The lead-in links students' real life with the theme of charity through visual and audio materials, which can quickly arouse students' interest in the topic and activate their existing knowledge and experience about charity. The guiding questions not only help students clarify their initial understanding of charity but also subtly lead to the core of this lesson—critical thinking, laying a solid foundation for the subsequent reading and thinking training. Meanwhile, the oral sharing activity provides students with an opportunity to practice oral expression in English, which is in line with the requirements of language ability cultivation. Step 2: Pre-reading (Vocabulary and Prediction) First, the teacher presents the key vocabulary and phrases related to the text on the screen, including donate, recipient, motivate, moral, empathy, conform, lean towards, reach out, slip into, a sense of justice, etc. For each word and phrase, the teacher explains its meaning and usage with simple English, combines it with charity-related examples to help students understand, and invites students to make sentences with the words and phrases. For example, when explaining "empathy", the teacher says: "Empathy means being able to understand and share the feelings of others. If you have empathy for the homeless children, you will be willing to reach out to help them." Then, students are asked to work in pairs to make sentences with the given words and phrases, and several groups are invited to present their sentences to check their mastery. Next, the teacher shows the title of Reading B and the first paragraph of the text, and asks students to predict the main content of the text: "According to the title and the first paragraph, what do you think the text will talk about? What aspects of charity will it involve? Will it only praise charity, or will it also mention some problems related to charity?" Students are encouraged to express their predictions freely, and the teacher records their predictions on the blackboard without commenting on their correctness. Design Intention: Vocabulary is the foundation of reading and expression. By pre-teaching core vocabulary and phrases related to charity, students can avoid vocabulary obstacles in the subsequent reading process, which helps them focus on understanding the text content and developing critical thinking. The sentence-making activity in pairs not only helps students master the usage of vocabulary and phrases but also promotes cooperative learning among students. The prediction link based on the title and the first paragraph can stimulate students' reading motivation, cultivate their ability to predict the text content according to the existing information, and lay a foundation for the subsequent intensive reading and critical analysis. Step 3: While-reading (Comprehension and Critical Thinking Guidance) This step is divided into three parts: fast reading, intensive reading, and critical thinking exploration, which guides students to understand the text step by step and develop critical thinking ability in the process of reading. Fast Reading Students are asked to read the text quickly and finish two tasks: first, check their predictions about the text content and correct them if necessary; second, grasp the main idea of the text and complete the following outline: The text mainly discusses the motivations of people donating to charity, including ________, ________ and ________, and also mentions some ________ related to charity and how to ________. After students finish reading, the teacher invites several students to share their answers, checks their mastery of the main idea of the text, and makes a summary: "The text mainly introduces the main motivations that prompt people to donate to charity, such as empathy, a sense of justice, and social influence. At the same time, it also points out some potential problems in charity activities, such as the lack of transparency in donation use, and puts forward suggestions on how to carry out charity more rationally." Design Intention: Fast reading is aimed at training students' ability to extract key information quickly. Through this link, students can grasp the overall framework and main content of the text, which lays a foundation for the subsequent intensive reading and critical analysis. Checking and correcting predictions can enhance students' sense of participation and accomplishment in reading, and cultivate their ability to adjust their understanding of the text according to the actual reading content. Intensive Reading Students are asked to read the text carefully paragraph by paragraph, and the teacher guides them to analyze the key content of each paragraph, sort out the logical relationship of the text, and master the key sentences and their usages. For the first part of the text (introducing the motivations of donating to charity), the teacher asks guiding questions: "What are the main motivations for people to donate to charity according to the text? Can you find the key sentences supporting each motivation? How does the author explain these motivations?" Students are asked to read the relevant paragraphs carefully, find the key sentences, and discuss them in groups. After the discussion, the teacher invites each group to send a representative to share their findings. For example, for the motivation of "empathy", the teacher guides students to find the key sentence: "Empathy is one of the most powerful motivations for charitable giving, as people who can relate to the pain and suffering of others are more likely to reach out and help." Then, the teacher analyzes the sentence structure, explains the usage of "as" as a conjunction guiding the reason clause, and asks students to imitate the sentence structure to make sentences related to charity. For the second part of the text (mentioning the problems in charity activities), the teacher asks: "What problems does the author mention in charity activities? What are the harms of these problems? How does the author support his view?" Students are required to find the specific problems described in the text, such as the lack of transparency in the use of donations, some people using charity to seek personal interests, and the difficulty in ensuring the effectiveness of donations. Then, the teacher guides students to analyze the author's argumentation method, such as citing specific examples or putting forward reasonable assumptions, to help students understand the rigor of the author's argumentation. For the third part of the text (putting forward suggestions on rational charity), the teacher asks: "What suggestions does the author put forward for carrying out charity more rationally? Do you agree with these suggestions? Why?" Students are asked to read the relevant paragraphs carefully, extract the author's suggestions, such as understanding the background and purpose of the charity organization before donating, paying attention to the use of donations, and participating in charity activities in a practical way. Then, students are invited to express their views on these suggestions, which paves the way for the subsequent critical thinking exploration. Design Intention: Intensive reading is the key link to help students deeply understand the text content. By guiding students to analyze each part of the text, sort out the logical relationship, and master key sentences and argumentation methods, students can not only improve their reading comprehension ability but also lay a foundation for critical thinking training. The group discussion and sentence imitation activities not only promote the interaction and cooperation among students but also help students apply the learned language knowledge to practice, which is in line with the requirements of cultivating language ability and learning ability. Critical Thinking Exploration On the basis of intensive reading, the teacher guides students to carry out critical thinking exploration, and puts forward a series of hierarchical questions to stimulate students' thinking and guide them to view the content of the text and the theme of charity from a more comprehensive and rational perspective. First, the teacher puts forward analytical questions: "Do you think the motivations of people donating to charity mentioned in the text are comprehensive? Are there any other motivations that the author did not mention? For example, do people donate to charity for fame or other personal interests? Is this kind of motivation acceptable?" Students are asked to discuss these questions in groups. After the discussion, each group shares their views. The teacher does not give a fixed answer but guides students to realize that the motivations of charitable giving are complex, and different people may have different motivations, which can be understood as long as they do not violate moral and legal norms. Then, the teacher puts forward evaluative questions: "The author mentions some problems in charity activities. Do you think these problems are common in our society? What are the reasons for these problems? How can we solve these problems effectively? Do you have any other suggestions besides the author's suggestions?" Students are encouraged to combine their own life experience and social phenomena to express their views. For example, some students may mention that some charity organizations have unclear financial management, which leads to the waste of donations. The teacher can guide students to think about how to strengthen the supervision of charity organizations, improve the transparency of donations, and other solutions. Finally, the teacher puts forward innovative questions: "In the context of the Internet, new forms of charity have emerged, such as online crowdfunding and charity live broadcasts. What are the advantages and disadvantages of these new forms of charity? How can we avoid the potential risks of these new forms of charity? How can we make charity more accessible and effective in the new era?" Students are asked to discuss these questions freely, and the teacher guides them to think innovatively and put forward practical suggestions. Design Intention: Critical thinking exploration is the core of this lesson. By putting forward analytical, evaluative and innovative questions, the teacher guides students to get rid of the passive acceptance of the text content, and learn to question, analyze and evaluate the views in the text. This link not only cultivates students' critical thinking ability but also helps them deepen their understanding of the theme of charity, establish a correct view of charity, and enhance their sense of social responsibility, which is in line with the requirements of cultivating thinking quality and cultural awareness. At the same time, group discussion and free expression provide students with more opportunities to practice oral English, which helps improve their language expression ability. Step 4: Post-reading (Consolidation and Application) This step is divided into two parts: language consolidation and practical application, aiming to help students consolidate the learned language knowledge and apply the critical thinking ability cultivated in the lesson to practical situations. Language Consolidation The teacher arranges two language practice tasks: first, fill in the blanks with the key vocabulary and phrases learned in the lesson. The sentences are closely related to the theme of charity, such as "Many people donate money to charity out of ________ (empathy) for the poor children." "We should ________ (reach out) to those in need and help them get out of trouble." Second, rewrite the key sentences in the text with the learned sentence structures. For example, rewrite the sentence "Empathy is one of the most powerful motivations for charitable giving, as people who can relate to the pain and suffering of others are more likely to reach out and help." into a sentence using "because" to guide the reason clause. After students finish the tasks, the teacher checks their answers, corrects the mistakes, and emphasizes the key points and difficulties in the use of vocabulary and sentences. For students who have made mistakes, the teacher patiently explains and guides them to correct them, ensuring that each student can master the learned language knowledge. Design Intention: Language consolidation tasks are designed to help students consolidate the key vocabulary and sentence patterns learned in the lesson, and improve their ability to use language knowledge flexibly. The tasks are closely related to the theme of the text, which not only strengthens the connection between language learning and theme exploration but also helps students deepen their understanding of the text content. Checking and correcting mistakes in time can help students find their own deficiencies and improve their language ability in a targeted way. Practical Application The teacher arranges a group project: each group is required to design a creative charity activity, and complete a detailed proposal in English. The proposal should include the following contents: the theme and purpose of the charity activity, the target group, the specific implementation plan, the expected effect, and the measures to ensure the transparency and effectiveness of the activity. During the preparation process, students are required to apply the critical thinking ability cultivated in the lesson, consider the potential problems of the activity and put forward corresponding solutions. Students are given time to discuss and prepare in groups. The teacher walks around the classroom, provides guidance and help for each group, such as guiding students to think about the rationality of the activity plan, the feasibility of the implementation measures, and how to avoid the problems mentioned in the text. After the preparation, each group sends a representative to present their charity activity proposal in English, and other groups can ask questions and put forward suggestions. Finally, the teacher makes a summary and evaluation, affirms the advantages of each group's proposal, points out the areas that need improvement, and encourages students to put their proposals into practice if possible. Design Intention: The practical application link combines language learning with real life, which can effectively stimulate students' learning enthusiasm and initiative. Designing a charity activity proposal not only requires students to apply the learned language knowledge to express their views and ideas in English but also requires them to use critical thinking to analyze and solve problems in the process of designing the activity, which helps to consolidate the critical thinking ability cultivated in the lesson. Group cooperation not only promotes the interaction and communication among students but also cultivates their cooperative learning ability and innovative ability. The presentation and evaluation link provides students with an opportunity to show themselves, which helps to improve their oral expression ability and self-confidence. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson: "In this lesson, we read Reading B about charity, mastered the key vocabulary and sentence patterns related to charity, understood the motivations of people donating to charity and the potential problems in charity activities, and learned to use critical thinking to view charity from a comprehensive and rational perspective. We also designed a creative charity activity proposal through group cooperation, which helped us apply the learned knowledge and ability to practice." Then, the teacher guides students to reflect on their learning process: "What have you learned in this lesson? What difficulties have you encountered in the process of reading and critical thinking? How did you solve these difficulties? What aspects do you need to improve in the future? Do you have a new understanding of charity?" Students are invited to share their reflections freely, and the teacher listens carefully and gives positive feedback and guidance. For example, for students who think they have difficulty in expressing personal views in English, the teacher encourages them to practice more and accumulate more vocabulary and sentence patterns; for students who have difficulty in critical thinking, the teacher guides them to learn to ask questions and analyze problems from multiple perspectives. Finally, the teacher makes a conclusion: "Charity is a kind of love and responsibility, which can bring warmth and hope to those in need. However, we should also view charity rationally, use critical thinking to identify the authenticity and rationality of charity activities, and participate in charity in a practical and effective way. I hope that through this lesson, you can not only improve your English ability and critical thinking ability but also establish a sense of social responsibility and actively participate in charity activities to pass on love and warmth." Design Intention: The summary link helps students sort out the knowledge and ability learned in this lesson, form a systematic cognitive structure, and deepen their understanding of the theme of the lesson. The reflection link encourages students to think about their own learning process, find their own deficiencies and improvement directions, which helps to cultivate their learning ability and self-reflection ability. The teacher's conclusion not only sublimates the theme of the lesson but also guides students to establish a correct view of charity, which is in line with the requirements of cultivating cultural awareness and social responsibility. Step 6: Homework 1. Finish the after-class exercises related to Reading B, consolidate the key vocabulary and sentence patterns learned in the lesson. 2. Improve the charity activity proposal designed in the class, and write a short passage (150-200 words) in English to introduce the highlights and significance of the activity. 3. Search for a real charity event online, analyze its advantages and potential problems from the perspective of critical thinking, and write a short comment (100-150 words) in English. 4. Discuss with family members or friends about the understanding of charity, and record their views in English briefly. Design Intention: Homework is an extension of classroom teaching, which aims to help students consolidate the knowledge and ability learned in the class and apply them to more extensive situations. The first homework focuses on language consolidation, the second and third homework focus on the application of critical thinking and language expression ability, and the fourth homework links classroom learning with family and social life, which helps to expand students' learning space and deepen their understanding of the theme of charity. At the same time, different types of homework can meet the needs of different students and promote the all-round development of students. 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 $