Unit 3 Charity-Reading B-Writing 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-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language competence via reading and writing practice about charity, cultivating cultural awareness by comparing charity concepts, promoting thinking quality through critical analysis, and fostering learning ability by guiding autonomous and cooperative learning. 教学重难点 Key points: Master key vocabularies and sentence patterns in Reading B; understand the text structure and the spirit of charity; complete a charity-related writing with correct structure and appropriate language. Difficult points: Using learned language flexibly in writing and expressing personal views logically. 教学过程 Pre-Class Preparation Before the class, students are required to finish two tasks. First, they need to review the new words and phrases related to charity learned in Reading A, such as “charity”, “donate”, “volunteer”, “relate to”, “reach out” and “a sense of justice”, and make sure they can read, spell and understand their basic meanings. Second, they should search for one simple story about “pay it forward” or other charity activities online or from their daily life, and take notes of the key details, such as who did the charity, what they did and what influence it brought. Design Intention: Reviewing the learned vocabularies and phrases can lay a solid language foundation for students to understand Reading B smoothly, avoiding difficulties in reading caused by unfamiliar words. Asking students to collect charity stories can arouse their interest in the topic of charity, connect the textbook knowledge with real life, and prepare them for the in-class discussion and subsequent writing. It also cultivates students’ autonomous learning ability by guiding them to actively search for information and sort out key points. Lead-In (Lead to Reading B) The teacher starts the class with a question-and-answer activity. First, the teacher asks: “Have you ever received or given help from strangers? What happened? How did you feel?” Then, invite 2-3 students to share their own experiences or the charity stories they collected before class. After the sharing, the teacher summarizes: “These small acts of kindness are part of charity. Today, we will read a passage about a special charity practice called ‘pay it forward’ in Reading B, and then learn to write a passage to express our views on charity or share our own charity stories.” Design Intention: The question-and-answer activity and story sharing can quickly attract students’ attention and activate their prior knowledge and life experience related to charity. It creates a relaxed and interactive classroom atmosphere, making students more willing to participate in the subsequent teaching activities. Meanwhile, it naturally leads to the theme of Reading B, helping students form a preliminary understanding of “pay it forward” and lay an emotional foundation for understanding the text deeply. Reading B Teaching (Comprehension and Analysis) Fast Reading The teacher asks students to read Reading B quickly and answer two questions: (1) What is the main idea of the passage? (2) Who is the narrator of the passage and what is his/her job? After students finish reading, the teacher invites several students to answer the questions and checks their answers. The main idea of the passage is that a fast-food employee experiences a random act of kindness from a lady, which starts a trend of “paying it forward” among customers, and the narrator is deeply moved by this practice. Design Intention: Fast reading is designed to train students’ ability to grasp the main idea of the text quickly, which is an important reading skill. By answering simple questions, students can quickly get the key information of the text, build a general framework of the passage, and lay a foundation for intensive reading. It also helps the teacher understand students’ initial reading ability and adjust the subsequent teaching progress appropriately. Intensive Reading The teacher guides students to read the passage paragraph by paragraph, analyze the key information, and solve the difficult points in understanding. For Paragraph 1: The teacher asks students to find the sentences that describe the narrator’s work environment and mood. Then, explain the key words and phrases, such as “drive-through window”, “fierce wind”, “harsh reply”, “annoyance” and “tend to take out their annoyance on me”. The teacher helps students understand that the narrator’s work is hard and he/she often gets negative feedback from customers, which sets a contrast for the subsequent act of kindness. For Paragraph 2: The teacher asks students to answer: “What did the lady do? How did the narrator feel when he/she saw what the lady did?” Then, analyze the key sentences: “You can’t take their drinks,” I said to the lady, confused and tired. The teacher explains the adjective phrases “confused and tired” used to describe the narrator’s mood, and guides students to feel the narrator’s surprise and confusion at the lady’s behavior. At the same time, explain the phrase “random act of kindness” and let students know its meaning and usage. For Paragraph 3: The teacher asks students to find the details about how the “pay it forward” trend developed. Then, analyze the key words and phrases, such as “shocked”, “delighted”, “moved”, “honked and waved”, “gratitude”, “annoyed and stressed” and “humbled and calm”. The teacher guides students to compare the changes in customers’ mood before and after the “pay it forward” practice, and understand the influence of kindness on people. During the intensive reading, the teacher also guides students to pay attention to the text structure: the passage starts with the narrator’s bad work experience, then describes a special act of kindness, and finally talks about the influence of this act, which is a typical “background - event - influence” structure. Design Intention: Intensive reading is designed to help students understand the text in detail, master the key words, phrases and sentence patterns, and clarify the text structure. By analyzing the emotional changes of the narrator and customers, students can deeply feel the spirit of charity and the power of kindness, which is conducive to cultivating their emotional awareness and cultural awareness. At the same time, guiding students to analyze the text structure lays a foundation for their subsequent writing, as they can learn to use this structure to organize their own writing. Post-Reading Discussion The teacher divides students into groups of 4-5, and asks them to discuss the following questions: (1) Why do you think the lady decided to pay for the next customer’s drink? (2) How did the “pay it forward” practice change the narrator and the customers? (3) What can we learn from this passage? What should we do to practice charity in our daily life? After the group discussion, each group sends a representative to share their views. The teacher listens carefully, comments on their views, and summarizes: “The lady’s act of kindness is simple but powerful. It not only brings warmth to others, but also spreads positive energy. Charity is not necessarily a big act; small acts of kindness in daily life can also make a big difference. We should learn to be kind to others and pass on kindness.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. By discussing the questions, students can deepen their understanding of the text and the theme of charity, and express their own views in English, which is conducive to improving their oral expression ability and thinking quality. The teacher’s summary helps students sort out their views and strengthen their understanding of the spirit of charity, laying a foundation for the subsequent writing. Writing Teaching (Guide and Practice) Writing Task Introduction The teacher tells students the writing task: Write a passage of about 150 words to share a charity story (it can be the one you collected before class, the one in Reading B, or a fictional one) and express your views on charity. The passage should have a clear structure, correct grammar and appropriate language. Then, the teacher guides students to review the text structure of Reading B: background - event - influence. The teacher explains that when writing a charity story, they can also use this structure: first, introduce the background of the story (when, where, who and what the situation was), then describe the charity event in detail (what happened, how people did it), and finally talk about the influence of the event and express their own views on charity. Design Intention: Clearly introducing the writing task helps students know what to write and what requirements they need to meet. Guiding students to review the text structure of Reading B helps them migrate the learned text structure to their own writing, reducing the difficulty of writing and improving the rationality of their writing structure. It reflects the teaching concept of “reading for writing” and helps students realize the connection between reading and writing. Language Support The teacher summarizes the key vocabularies, phrases and sentence patterns related to charity from Reading B and previous learning, and writes them on the blackboard for students to refer to: Vocabularies: charity, donate, volunteer, kindness, gratitude, warmth, influence, positive energy, sympathy, empathy, generous. Phrases: pay it forward, reach out to, relate to, take out one’s annoyance on, random act of kindness, be moved by, pass on, make a difference. Sentence Patterns: (1) It was a freezing afternoon when I witnessed a touching act of kindness. (2) The lady’s kind act surprised me and started a trend of paying it forward. (3) From this experience, I realize that small acts of kindness can bring great warmth to others. (4) We should learn to be kind to others and pass on the positive energy. The teacher also gives an example sentence for each phrase and sentence pattern, and explains how to use them in writing. For example, “reach out to” can be used in the sentence: “We should reach out to those in need and offer our help.” Design Intention: Providing language support helps students solve the problem of lacking appropriate words and sentences in writing. The key vocabularies, phrases and sentence patterns are closely related to the theme of charity, which can help students express their ideas more accurately and fluently. It also helps students consolidate the learned language knowledge and improve their language competence. Writing Guidance The teacher guides students to outline their writing step by step. First, ask students to determine the charity story they want to write, and fill in the outline: (1) Background: When and where did the story happen? Who was involved? What was the situation? (2) Event: What did the person do? How did he/she do it? What was the process? (3) Influence and Views: What influence did the event bring to others or yourself? What do you think about charity? Then, the teacher invites one student to share his/her outline, and comments on it, pointing out the advantages and areas that need improvement. For example, if a student’s outline is too simple, the teacher guides him/her to add more details, such as the mood of the characters and the specific process of the event. After that, the teacher reminds students of the key points in writing: (1) Pay attention to the tense consistency. Generally, the past tense is used to describe the event, and the present tense is used to express views. (2) Use the key vocabularies, phrases and sentence patterns learned to make the writing more vivid and accurate. (3) Pay attention to the logical connection between paragraphs, and use transition words such as “first”, “then”, “finally”, “however”, “therefore” to make the passage coherent. (4) Check the grammar, spelling and punctuation after finishing writing to avoid mistakes. Design Intention: Guiding students to outline helps them sort out their ideas and ensure that their writing has a clear structure. Commenting on students’ outlines can help other students learn from each other and improve their own outlining ability. Reminding students of the key points in writing helps them avoid common mistakes and improve the quality of their writing. It also cultivates students’ thinking quality by guiding them to organize their ideas logically. Independent Writing Students start to write independently according to their own outline and the teacher’s guidance. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides timely help to students who have difficulties. For example, if a student doesn’t know how to express a certain idea, the teacher guides him/her to use the learned phrases and sentence patterns; if a student makes grammar mistakes, the teacher points them out and helps him/her correct them. Design Intention: Independent writing is an important link to test students’ learning effect and improve their writing ability. It allows students to practice the learned language knowledge and writing skills independently, and cultivate their autonomous learning ability. The teacher’s timely help can solve students’ difficulties in writing, enhance their confidence in writing, and ensure that each student can complete the writing task smoothly. Peer Evaluation and Revision After students finish writing, the teacher asks them to exchange their works with their deskmates for peer evaluation. The teacher provides an evaluation checklist for students to refer to: (1) Is the structure clear (background - event - influence)? (2) Are the key vocabularies and sentence patterns used correctly and appropriately? (3) Is the logic coherent? (4) Are there any grammar, spelling or punctuation mistakes? (5) Is the view on charity clear and positive? Students evaluate their deskmates’ works according to the checklist, and put forward suggestions for revision. Then, students revise their own works according to their deskmates’ suggestions and their own thinking. During this process, the teacher walks around, guides students to carry out effective peer evaluation, and helps them put forward reasonable revision suggestions. Design Intention: Peer evaluation can cultivate students’ ability to evaluate and appreciate others’ works, and help them find their own mistakes and deficiencies in writing. It also promotes mutual learning and progress between students, and creates a positive learning atmosphere. Revising the works according to the suggestions helps students improve their writing ability and enhance their sense of accomplishment. It also reflects the teaching concept of student-centered, giving students more opportunities to participate in the teaching process. Sample Evaluation and Summary The teacher selects 2-3 typical student works (one excellent work, one work with common problems, and one work with obvious progress) to present to the whole class. For the excellent work, the teacher analyzes its advantages, such as clear structure, appropriate use of language, and distinct views, and asks students to learn from it. For the work with common problems, the teacher points out the existing problems, such as unclear structure, incorrect use of phrases, or inconsistent tense, and guides students to discuss how to revise it. For the work with obvious progress, the teacher affirms the student’s efforts and progress, encouraging other students to learn from him/her. After the sample evaluation, the teacher summarizes the writing situation of the whole class, affirms the advantages of the students, points out the common problems and puts forward corresponding improvement suggestions. At the same time, the teacher reiterates the importance of charity and encourages students to practice charity in their daily life and pass on kindness. Design Intention: Sample evaluation helps students have a clearer understanding of the standards of good writing, and learn from excellent works. Pointing out common problems and putting forward improvement suggestions helps students avoid making the same mistakes in the future and improve their writing level. Affirming students’ efforts and progress can enhance their confidence in learning English and writing, and stimulate their learning motivation. The final summary also strengthens students’ understanding of the theme of charity, realizing the integration of language teaching and moral education. Post-Class Assignment 1. Revise the writing again according to the teacher’s evaluation and peer suggestions, and hand it in the next class. 2. Read Reading B again, recite the key sentences, and consolidate the key vocabularies and phrases. 3. Write a short reflection (about 50 words) to talk about what you have learned from this class and how you will practice charity in the future. Design Intention: Revising the writing again helps students further improve their writing ability and consolidate the learned writing skills. Reciting the key sentences and vocabularies helps students consolidate the language knowledge learned in class. Writing a reflection helps students sort out their learning gains, deepen their understanding of the theme of charity, and cultivate their ability to reflect on their own learning, which is conducive to the development of their 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 $