Unit 3 Charity-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to express charity-related ideas, cultural awareness to understand Chinese and foreign charity traditions, thinking quality to analyze charity issues critically, and learning ability to explore charity topics independently and cooperatively. 教学重难点 Key points: Mastering charity-related vocabulary and sentence patterns; understanding the connotation of charity and its practical significance. Difficult points: Using critical thinking to evaluate charity behaviors and expressing personal views on charity logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Entry The teacher starts the class by showing students pictures and short videos about different charity activities, such as charity sales, volunteer services in disaster-stricken areas, and donations to poor students. Then the teacher asks two guiding questions: “Have you ever participated in any charity activities? If yes, what did you do? If not, what do you know about charity?” After asking the questions, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher listens carefully, corrects minor language mistakes gently, and guides students to use simple charity-related words, such as “donate”, “volunteer”, “charity shop”, and “help those in need”. After the sharing, the teacher makes a brief summary: “Charity is a kind of selfless dedication, which helps people in difficulty and makes the world warmer. Today, we will further explore the theme of charity, understand its deeper meaning and different forms, and learn to express our views on charity in English.” Design Intention: The lead-in links students’ real life with the theme of charity, which can quickly activate students’ prior knowledge and life experience about charity. Showing pictures and videos can stimulate students’ interest in learning and arouse their emotional resonance. Asking questions and inviting students to share can not only exercise students’ oral expression ability but also lay a foundation for the subsequent reading and exploration activities. Meanwhile, guiding students to use basic charity-related vocabulary can help them adapt to the theme of the class and reduce the difficulty of subsequent learning. Pre-reading: Preview Vocabulary and Clarify Exploration Directions Vocabulary Preview: The teacher presents the key vocabulary and phrases related to the Further Exploration part on the blackboard or multimedia, including “charity tradition”, “philanthropy”, “donation motivation”, “charity organization”, “voluntary work”, “altruism”, “promote”, “donate”, “devote”, “relate to”, “lean towards” and so on. For each word and phrase, the teacher explains its meaning briefly, gives example sentences combined with the theme of charity, and guides students to read aloud to master the correct pronunciation and usage. For example, when explaining “altruism”, the teacher says: “Altruism means the belief that people should care about the happiness and well-being of others and be willing to help them without expecting anything in return. For example, many volunteers do voluntary work out of altruism.” When explaining “donation motivation”, the teacher asks: “What do you think are the donation motivations of people? Why do people donate money, clothes or books to charity?” to guide students to think and connect vocabulary with practical situations. Clarify Exploration Directions: The teacher introduces the main content of Further Exploration to students: “In this part, we will explore different charity traditions at home and abroad, analyze people’s donation motivations, and discuss the significance of carrying forward charity spirit. We will also learn to write a narrative about ancient Chinese celebrities’ charity work and express our own views on charity through group discussion.” Then the teacher puts forward the exploration tasks of this class: (1) Understand the differences and similarities between Chinese and foreign charity traditions; (2) Master the key vocabulary and sentence patterns related to charity; (3) Be able to analyze donation motivations and evaluate charity behaviors; (4) Be able to express personal views on charity logically and write a simple narrative about charity. Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before reading can help students eliminate language barriers in the subsequent reading and exploration process, improve reading efficiency and comprehension ability. Explaining vocabulary with example sentences combined with the theme of charity can help students understand and remember vocabulary better, and lay a foundation for their subsequent oral and written expression. Clarifying exploration directions and tasks can make students have a clear goal in the class, enhance their learning initiative and pertinence, and ensure the smooth development of subsequent teaching activities. While-reading: In-depth Exploration and Ability Training Fast Reading: The teacher asks students to read the Further Exploration text quickly and complete two tasks: (1) Find out the main topics discussed in the text; (2) Underline the key sentences that express the core ideas of each paragraph. After students finish reading, the teacher organizes students to exchange their answers in pairs. Then the teacher invites several groups to share their results and makes a summary: “The text mainly discusses three topics: the origin and development of charity, people’s donation motivations, and the importance of carrying forward charity spirit in modern society. Each paragraph has a clear core idea, which helps us understand the content of the text better.” Design Intention: Fast reading training can help students improve their reading speed and the ability to grasp the main idea of the text quickly. Asking students to find main topics and key sentences can guide them to read purposefully, avoid blind reading, and lay a foundation for in-depth reading. Exchanging answers in pairs can promote students’ cooperative learning and improve their ability to communicate and exchange with others. Detailed Reading: The teacher guides students to read the text paragraph by paragraph in detail, and designs targeted questions and activities for each paragraph to help students understand the content in depth and train their language ability and thinking quality. Paragraph 1 (Origin and Development of Charity): The teacher asks: “When did charity originate? What are the early forms of charity? How has charity developed with the development of society?” Students read the paragraph carefully and find the answers in the text. Then the teacher invites students to answer the questions, and guides students to summarize the origin and development of charity in their own words. At the same time, the teacher emphasizes the key words and phrases in the paragraph, such as “date back to”, “primitive society”, “mutual assistance”, “formal charity organizations”, and guides students to use these words and phrases to describe the development of charity. Design Intention: Detailed reading of the first paragraph can help students understand the historical background of charity, enrich their knowledge about charity. Asking targeted questions can guide students to read carefully and find key information, improving their ability to extract and organize information. Guiding students to summarize and use key words and phrases can consolidate their vocabulary learning and improve their language expression ability. Paragraph 2 (Donation Motivations): The teacher divides students into groups of 4, and asks each group to read the paragraph carefully, discuss the following questions: “What are the main donation motivations mentioned in the text? Do you agree with these motivations? Are there any other donation motivations in your opinion?” After the group discussion, each group sends a representative to share their discussion results. The teacher listens carefully, comments on each group’s sharing, and guides students to analyze the rationality of different donation motivations. For example, the teacher says: “Some people donate because of empathy, some because of a sense of justice, and some because they want to repay the society. All these motivations are positive and worthy of recognition. What’s your donation motivation if you have the chance to donate?” Design Intention: Group discussion can stimulate students’ thinking, promote the exchange and collision of ideas among students, and improve their cooperative learning ability and critical thinking ability. Asking students to express their own views on donation motivations can help them understand the diversity of human nature and cultivate their ability to think independently. The teacher’s comments and guidance can help students form a correct understanding of donation motivations and lay a foundation for the subsequent evaluation of charity behaviors. Paragraph 3 (Importance of Charity in Modern Society): The teacher asks students to read the paragraph carefully and complete the following task: “List the importance of carrying forward charity spirit mentioned in the text, and add your own views on the importance of charity in modern society.” Students complete the task independently, and then exchange their answers with their deskmates. The teacher invites several students to share their answers, and makes a summary: “Charity can help people in difficulty, narrow the gap between the rich and the poor, promote social harmony, and inherit and carry forward the fine traditions of humanity. In modern society, charity is more important because it can let more people feel the warmth of society and enhance the sense of social responsibility of all citizens.” Design Intention: Completing the task independently can train students’ ability to extract and organize information, and exercise their independent learning ability. Exchanging answers with deskmates can help students learn from each other and enrich their views. Asking students to add their own views can stimulate their thinking and improve their ability to express personal views, which is in line with the requirements of cultivating students’ thinking quality and language ability. Language Focus Analysis: After the detailed reading, the teacher focuses on analyzing the key sentence patterns and grammatical points in the text, combined with the examples in the text, to help students master their usage and apply them flexibly. For example, the teacher introduces the sentence pattern “The reason why... is that...” and takes the sentence in the text “The reason why many people donate to charity is that they have a strong sense of empathy and want to help those in need” as an example, explains the structure and usage of the sentence pattern, and asks students to make sentences with this sentence pattern combined with charity. Then the teacher introduces the phrase “relate to” and “lean towards”, explains their meanings and usages, and gives example sentences related to charity, such as “I can relate to the pain of the poor children, so I decided to donate some books to them” and “Many people lean towards donating money to charity because it is convenient and effective.” Design Intention: Analyzing language focus can help students master the key sentence patterns and grammatical points, improve their language accuracy and fluency. Asking students to make sentences can consolidate their understanding and application of language knowledge, and lay a foundation for their subsequent oral and written expression. Combining language knowledge with the theme of charity can make the language learning more targeted and practical. Post-reading: Consolidation Application and Ability Improvement Group Discussion: The teacher divides students into groups of 5, and puts forward the discussion topic: “With the development of society, there are more and more charity activities, but there are also some problems in charity, such as false charity and embezzlement of charity funds. What do you think we should do to ensure the healthy development of charity? How can we encourage more people to participate in charity activities?” Each group discusses the topic in detail, and appoints a recorder to record the key points of the discussion. After the discussion, each group sends a representative to make a speech in front of the class, expressing the group’s views. The teacher listens carefully, makes comments on each group’s speech, affirms the reasonable views, and puts forward suggestions for improvement. For example, the teacher says: “Your group put forward a good suggestion that we should strengthen the supervision of charity organizations to prevent embezzlement of charity funds. In addition, we can also use the Internet to promote charity activities and let more people know about charity.” Design Intention: Group discussion on practical charity problems can connect the text content with real life, stimulate students’ sense of social responsibility and critical thinking ability. Making speeches in front of the class can exercise students’ oral expression ability and courage. The teacher’s comments and suggestions can help students improve their ability to analyze and solve problems, and deepen their understanding of the theme of charity. Writing Practice: The teacher asks students to complete a writing task: “Write a narrative about the charity work of an ancient Chinese celebrity (about 150 words). You can refer to the sample in the textbook and use the vocabulary and sentence patterns learned in this class.” Before writing, the teacher gives a brief guidance: “First, you need to choose an ancient Chinese celebrity who has done charity work, such as Fan Li. Then, introduce his charity work in detail, including the time, place, content and influence of the charity work. Finally, express your own feelings and views on his charity work.” Students complete the writing task independently. After writing, students exchange their compositions with their deskmates and help each other correct mistakes in vocabulary, grammar and sentence structure. The teacher selects several excellent compositions and common problematic compositions, comments on them in class, affirms the advantages of excellent compositions, and points out the problems in problematic compositions and gives correction suggestions. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their written expression ability. Letting students write about ancient Chinese celebrities’ charity work can not only help them understand Chinese charity traditions but also cultivate their cultural awareness and national pride. Exchanging and correcting compositions in pairs can promote students’ cooperative learning and improve their ability to find and correct mistakes. The teacher’s comments can help students find their own problems and improve their writing level. Vocabulary and Sentence Pattern Consolidation: The teacher designs some consolidation exercises to help students consolidate the vocabulary and sentence patterns learned in this class. The exercises include: (1) Fill in the blanks with the correct form of the given words and phrases; (2) Rewrite the sentences with the given sentence patterns; (3) Translate the Chinese sentences into English using the learned vocabulary and sentence patterns. For example, the fill-in-the-blank exercise: “Many volunteers ______ (devote) their time to charity work out of altruism.” The sentence rewriting exercise: “People donate money to charity because they want to help those in need. (Rewrite with ‘The reason why... is that...’)” The translation exercise: “我们应该积极参与慈善活动，帮助有困难的人。(participate in, those in need)” Students complete the exercises independently, and the teacher checks the answers in class, explains the difficult problems, and helps students consolidate their language knowledge. Design Intention: Consolidation exercises can help students review and consolidate the vocabulary and sentence patterns learned in this class, improve their ability to use language knowledge flexibly. Different types of exercises can train students’ comprehensive language ability, including vocabulary application, sentence pattern conversion and translation ability, which is conducive to improving students’ language proficiency. Summary and Extension: Sort Out Knowledge and Expand Vision Class Summary: The teacher invites students to summarize the main content of this class, including the key vocabulary, sentence patterns, the origin and development of charity, donation motivations, and the importance of charity. Then the teacher makes a comprehensive summary: “In this class, we have further explored the theme of charity, mastered a lot of charity-related vocabulary and sentence patterns, understood the origin and development of charity, analyzed people’s donation motivations, and discussed the importance of charity in modern society. We have also done group discussion and writing practice, which have improved our language ability, thinking quality and cooperative learning ability. Charity is a kind of love, which can make the world warmer. I hope you can actively participate in charity activities in your daily life and pass on love.” Design Intention: Letting students summarize the class content can help them sort out the knowledge learned in this class, deepen their understanding and memory of the knowledge. The teacher’s comprehensive summary can help students form a systematic knowledge framework and a correct understanding of charity, and arouse their enthusiasm for participating in charity activities. Extension Activity: The teacher assigns an after-class extension task: “After class, please find more information about foreign charity traditions, compare them with Chinese charity traditions, and write a short report (about 200 words) to introduce the differences and similarities between them. You can use the Internet, books and other resources to collect information.” At the same time, the teacher encourages students to participate in voluntary charity activities in their spare time, such as donating books, clothes, or participating in community volunteer services, and record their experiences and feelings. Design Intention: The after-class extension task can expand students’ vision, help them understand the diversity of charity traditions at home and abroad, and cultivate their cultural awareness and independent learning ability. Encouraging students to participate in practical charity activities can let them experience the significance of charity personally, enhance their sense of social responsibility, and realize the integration of knowledge and practice. Collecting information and writing a report can also improve students’ ability to collect and process information and written expression 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 $