Unit 1 Attitudes Towards Our Elders-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第三册

Unit 1 Attitudes Towards Our Elders-Section 2 Learning Through Practice 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use related words and sentences, cultural awareness to respect the elderly in diverse cultures, thinking quality to analyze attitudes critically, and learning ability to practice independently and cooperatively. 教学重难点 Key points: Master words and phrases about attitudes towards elders; use them to express feelings and opinions. Difficult points: Understand cultural differences in treating elders and express personal views accurately in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a question-and-answer activity: “Who is the elder you respect most in your life? What did he or she do that moved you?” Then, invite 2-3 students to share their stories briefly in English. After that, show some pictures on the screen, including scenes of young people helping the elderly cross the road, chatting with their grandparents, and respecting the elderly in different countries (such as bowing to the elderly in Japan and accompanying the elderly in Western families). The teacher then says: “Today, we will continue to explore attitudes towards our elders and learn to express our respect and gratitude through practical activities.” Design Intention: The question-and-answer activity connects the teaching content with students’ real life, stimulating their emotional resonance and enthusiasm for participation. Showing pictures of different cultural scenes helps students initially perceive the diversity of attitudes towards the elderly in different cultures, laying a foundation for the subsequent learning of cultural awareness. At the same time, it activates students’ existing vocabulary and expressions related to the elderly, paving the way for the follow-up language practice. Step 2: Presentation (Language Input) First, the teacher presents the core vocabulary and phrases of this section on the blackboard, including “elderly”, “respectful”, “gratitude”, “cherish”, “show respect for”, “express gratitude to”, “care for”, “devote to” and so on. For each word and phrase, the teacher gives a simple and easy-to-understand example sentence combined with the theme, such as “We should show respect for the elderly in our daily life.” “I express my gratitude to my grandmother for taking care of me.” Then, the teacher plays the audio of the sample dialogues in Section 2 twice. The first time, students listen carefully to get the main idea; the second time, they listen and underline the key words and phrases mentioned. After listening, the teacher invites students to read the dialogues aloud in pairs, correcting their pronunciation and intonation in time. Next, the teacher introduces the cultural background related to the theme: In Chinese culture, respecting the elderly is a traditional virtue, and the Double Ninth Festival is a special festival to respect the elderly; in Western cultures, the elderly pay more attention to independence, but young people still show their respect through accompanying and caring. The teacher combines simple examples to help students understand the cultural differences, avoiding one-sided understanding of the attitudes towards the elderly. Design Intention: This step focuses on language input, helping students master the core vocabulary and phrases, which is the basis for subsequent language practice. Listening to the audio and reading aloud can improve students’ listening and speaking ability, and correct their pronunciation and intonation in time to ensure the accuracy of language use. Introducing cultural background knowledge can cultivate students’ cultural awareness, help them understand the diversity of cultures, and lay a foundation for cross-cultural communication. Step 3: Practice (Language Application) This step is divided into three sub-activities to realize the gradual improvement of students’ language application ability. Activity 1: Fill in the blanks with the core vocabulary and phrases. The teacher designs 5-6 sentences closely related to the theme, such as “We should _______ (care for) the elderly and help them solve difficulties.” “She always _______ (expresses gratitude to) her grandfather for his selfless love.” Students complete the exercises independently, and then the teacher checks the answers together, explaining the usage of difficult words and phrases in detail. For students who make mistakes, the teacher guides them to correct them by themselves and asks them to make new sentences with the wrong words to strengthen their memory. Design Intention: This activity is a basic language practice, which helps students consolidate the core vocabulary and phrases they have just learned, and ensures that they can master the basic usage of words and phrases. Independent completion and collective correction can let students find their own deficiencies in time, and making new sentences can deepen their understanding and application of words and phrases. Activity 2: Role-play. The teacher divides students into groups of 4-5, and gives each group a situational task. The situations include: 1. Chatting with grandparents about their daily life and expressing care; 2. Discussing with classmates how to show respect for the elderly in school; 3. Introducing the Double Ninth Festival to foreign classmates and explaining the tradition of respecting the elderly in China. Each group is given 10 minutes to prepare, and then each group sends a representative to perform the role-play in front of the class. After each performance, the teacher and other students make comments, focusing on whether the vocabulary and phrases are used correctly, whether the expression is fluent, and whether the emotion is sincere. Design Intention: Role-play is a practical language application activity that can create a real communication situation for students, allowing them to apply the learned vocabulary and phrases to actual communication. It not only improves students’ oral expression ability, but also cultivates their cooperative learning ability and communication ability. Comments after the performance can help students find their own advantages and disadvantages, and further improve their language application level. Activity 3: Group discussion. The teacher puts forward a discussion topic: “What are the differences between Chinese and Western attitudes towards the elderly? What can we learn from each other?” Students discuss in groups of 4, and each group appoints a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and phrases to express their views, and helps students solve the difficulties encountered in the discussion, such as how to express cultural differences in English. After the discussion, each group sends a representative to report the discussion results, and the teacher makes a summary and comment, emphasizing that we should respect cultural differences and learn from the advantages of different cultures to better care for the elderly. Design Intention: Group discussion can stimulate students’ thinking, let them think deeply about cultural differences, and cultivate their critical thinking ability. During the discussion, students can exchange ideas with each other, learn from each other, and improve their cooperative learning ability and language expression ability. The teacher’s guidance and summary can help students sort out their ideas and deepen their understanding of cultural awareness. Step 4: Consolidation and Extension First, the teacher leads students to review the core vocabulary, phrases and key sentences of this section, and asks students to retell the main content of the sample dialogues and the results of the group discussion in their own words, so as to consolidate the knowledge they have learned. Then, the teacher designs an extension activity: “Write a short passage (80-100 words) about your attitude towards the elderly, including who the elder you respect is, what you do to show your respect, and your views on respecting the elderly.” Students complete the writing independently. After completion, the teacher collects some students’ works, reads them aloud in class, and makes comments, focusing on the correctness of vocabulary and grammar, the fluency of expression and the sincerity of emotion. For excellent works, the teacher praises them and shares them with the whole class; for works with problems, the teacher guides students to revise them. In addition, the teacher assigns a practical homework: “Communicate with your grandparents or other elders in English for 5-10 minutes, express your care and gratitude, and write a short diary to record the communication process and your feelings.” Design Intention: Reviewing helps students sort out the knowledge system and consolidate the learned content. Writing practice can improve students’ writing ability, and let them apply the learned vocabulary and phrases to written expression. Practical homework connects classroom learning with real life, encourages students to use English in real communication, and further improves their language application ability. At the same time, it can deepen students’ emotional experience of respecting the elderly and realize the integration of language learning and moral education. Step 5: Summary and Reflection The teacher summarizes the content of this class: “In this class, we have mastered the core vocabulary and phrases related to attitudes towards the elderly, learned to express our respect and gratitude through oral and written language, understood the cultural differences in treating the elderly between China and the West, and realized the importance of respecting the elderly.” Then, the teacher invites students to share their gains and difficulties in this class, such as “What have you learned in this class? What problems do you still have?” For the difficulties raised by students, the teacher answers them in detail and guides students to solve them together. Finally, the teacher makes a concluding speech: “Respecting the elderly is a precious traditional virtue. It is not only a kind of emotional expression, but also a reflection of personal quality. I hope you can apply what you have learned in this class to your daily life, care for the elderly around you, and pass on this virtue with practical actions.” Design Intention: Summary helps students form a systematic understanding of the knowledge of this class and clarify the key and difficult points. Letting students share their gains and difficulties can let the teacher understand the learning effect of students, and timely solve the problems encountered by students, so as to improve the teaching effect. The concluding speech integrates moral education into language teaching, guides students to establish a correct attitude towards the elderly, and realizes the educational value of the course. 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 $