Unit 1 Attitudes Towards Our Elders Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第二册

Unit 1 Attitudes Towards Our Elders Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use relevant words and sentences in context, cultural awareness to understand cross-cultural differences in attitudes towards elders, thinking quality to think critically, and learning ability to master practical language application strategies. 教学重难点 Key points: Master core words and sentences about caring for elders and use them in real scenarios. Difficult points: Understand the deep cultural connotations of attitudes towards elders and apply language flexibly in different contextual communications. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing some pictures and short video clips. The pictures include scenes of teenagers helping elders cross the road, chatting with their grandparents at home, and volunteers caring for the elderly in the community. The video clip is a 1-minute English short video about a foreign family’s daily interaction with elders, showing their respect and care for the elderly. After playing the video and displaying the pictures, the teacher asks the following questions in English: “What do you see in the pictures and video? How do people treat elders in these scenes? What do you usually do to show your respect to your elders in daily life?” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher positively affirms the students’ expressions, corrects minor language mistakes gently, and guides students to use simple and appropriate words and sentences, such as “help my grandma carry things”, “talk with my grandpa about his childhood”, “show respect to the elderly” and so on. After the sharing, the teacher summarizes: “Elders are an important part of our family and society. Different countries and cultures have different ways to show respect to elders, but the core of caring for elders is the same. Today, we will learn Section 3 Using English in Context and master how to use English to express our attitudes and behaviors towards elders in different contexts.” Design Intention: The lead-in links students’ real life with the teaching content, activates their prior knowledge and life experience about caring for elders, and reduces the difficulty of learning new knowledge. The use of pictures and video clips makes the teaching more intuitive and vivid, which can effectively arouse students’ learning interest and enthusiasm. Asking questions and organizing students to share can not only exercise their oral expression ability, but also lay a foundation for the subsequent learning of language application in context. Presentation: Master Core Language Points in Context First, the teacher presents the key words and phrases of this section with the help of the textbook context, including “elderly”, “respect”, “care for”, “assist”, “devote...to...”, “be patient with”, “listen to”, “accompany”, “understand”, “sympathize with” and so on. For each word and phrase, the teacher explains its meaning and usage in combination with the sentences in the textbook, and gives additional examples related to the theme of “attitudes towards elders” to help students understand and remember. For example, when explaining “care for”, the teacher quotes the sentence from the textbook: “We should care for the elderly and help them solve their problems.” Then, the teacher gives an example related to students’ life: “I often care for my grandma when she is ill.” At the same time, the teacher guides students to distinguish the difference between “care for” and “look after”, and explains that both can mean “take care of”, but “care for” is more emotional, emphasizing care and concern, while “look after” is more about daily care and management. Then, the teacher asks students to make sentences with these words and phrases in pairs, and invites several pairs to present their sentences to check their mastery. Next, the teacher focuses on the key sentence patterns in this section, such as “It is important for us to show respect to the elderly.”, “We should not only...but also...when communicating with elders.”, “If we are patient with elders, they will feel warm.”, “The more we understand elders, the better we can get along with them.” For each sentence pattern, the teacher analyzes its structure, explains its usage, and guides students to understand how to use these sentence patterns to express their attitudes and suggestions towards elders. For example, when explaining the sentence pattern “It is important for sb. to do sth.”, the teacher analyzes the structure: “It” is a formal subject, and the real subject is the infinitive phrase “to do sth.”. Then, the teacher guides students to replace the content in the sentence pattern with the theme of this unit, such as “It is important for us to care for the elderly.”, “It is important for us to listen to elders’ stories.”. After that, the teacher organizes students to practice the sentence patterns in groups of four, and asks each group to make 2-3 sentences related to caring for elders. In addition, the teacher combines the context of the textbook to introduce the cultural background related to attitudes towards elders in different countries. For example, in Western countries, people usually respect the independence of the elderly and encourage them to live an independent life; in China, people pay more attention to family affection and are used to taking care of the elderly in the family. The teacher guides students to discuss the reasons for these cultural differences, so as to enhance their cultural awareness and cross-cultural communication ability. Design Intention: This link focuses on the core language points of the section, and combines the textbook context to explain words, phrases and sentence patterns, which conforms to the teaching requirement of “Using English in Context”. The combination of examples and practice helps students master the usage of language points in a targeted way. Introducing cultural background knowledge can not only enrich students’ cultural reserve, but also help them understand the deep meaning of language use, and further cultivate their cultural awareness. Practice: Strengthen Language Application Through Contextual Activities This link is divided into three levels of practice activities: basic practice, intermediate practice and advanced practice, so as to meet the learning needs of students with different levels and gradually improve their ability to use English in context. Basic Practice: Fill in the Blanks with Key Words and Phrases The teacher designs 10 fill-in-the-blank questions based on the key words and phrases mastered in the presentation link. The questions are closely related to the theme of “attitudes towards elders” and the context of daily life. For example: 1. We should ______ (尊重) the elderly and treat them politely. 2. My sister often ______ (照顾) my grandpa when my parents are busy. 3. It is necessary for us to ______ (陪伴) elders more often, because they feel lonely easily. 4. When talking with elders, we should ______ (耐心) with them and listen to their opinions carefully. Students complete the questions independently. After that, the teacher checks the answers one by one, explains the wrong questions in detail, and guides students to correct their mistakes. For students who make more mistakes, the teacher gives individual guidance to help them master the key words and phrases. Design Intention: Basic practice focuses on consolidating students’ mastery of key words and phrases, helping them to be familiar with the usage of words and phrases in simple contexts, laying a solid foundation for subsequent more complex language application. Independent completion and teacher’s explanation can help students find their own weak points and make targeted improvements. Intermediate Practice: Role-Play in Specific Contexts The teacher designs three specific communication contexts related to attitudes towards elders, and divides students into groups of 3-4, with each group choosing one context to carry out role-play. The contexts are as follows: Context 1: You meet an elderly person who is lost on the street. He/She asks you for directions. You need to be patient to tell him/her the way, and care about his/her physical condition. Context 2: You are chatting with your grandparents at home. They tell you about their past experiences. You need to listen carefully, ask relevant questions, and express your understanding and respect. Context 3: You are a volunteer in a nursing home. You are talking with an elderly person who feels lonely. You need to comfort him/her, chat with him/her about daily life, and encourage him/her to be happy. Before the role-play, the teacher gives students 5 minutes to discuss and prepare, and reminds them to use the key words, phrases and sentence patterns mastered in this section. During the preparation process, the teacher walks around the classroom to guide students, helps them solve the language problems encountered, and reminds them to pay attention to the polite language and appropriate tone when communicating with elders. After the preparation, each group presents their role-play in front of the class. Other students watch carefully and evaluate the performance of each group from the aspects of language use, role interpretation and communication effect. The teacher makes a summary evaluation, affirms the advantages of each group, points out the areas that need improvement, such as the inappropriate use of some sentence patterns, the lack of polite language, etc., and guides students to correct them. Design Intention: Role-play is a practical language application activity that can put students in real communication contexts, let them apply the mastered language knowledge to practical communication, and improve their oral expression ability and contextual application ability. Dividing into groups can cultivate students’ cooperative learning ability, and peer evaluation and teacher’s summary can help students find their own problems and improve their communication skills. Advanced Practice: Write a Short Passage Based on Context The teacher asks students to write a short passage with the title “How to Show Our Respect to Elders” based on the knowledge and activities mastered in this section. The requirements are as follows: 1. Use at least 5 key words and phrases in this section; 2. Use at least 2 key sentence patterns; 3. Combine their own life experience, and the content is true and reasonable; 4. The logic is clear and the language is fluent. Before writing, the teacher guides students to sort out their ideas: first, put forward the importance of respecting elders; then, list the specific ways to show respect to elders (combined with daily life); finally, express their own determination and expectations. The teacher also gives some sentence templates to help students who have difficulty in writing, such as “In my opinion, it is very important for us to show respect to elders because...”, “We can show our respect to elders by...”, “I hope that everyone can... to care for and respect elders.” Students write independently. During the writing process, the teacher walks around the classroom to provide individual guidance for students who have difficulty in writing, such as helping them choose appropriate words and phrases, adjust sentence structure, etc. After students finish writing, they exchange their passages with their deskmates and help each other revise and improve. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common problems to comment on in class. For excellent passages, the teacher affirms their advantages and lets students learn from them; for passages with problems, the teacher guides students to find and correct the mistakes together. Design Intention: Advanced practice combines writing training with the theme of the unit, which can not only consolidate students’ mastery of language points, but also improve their writing ability. Guiding students to sort out their ideas and providing sentence templates can help students reduce the difficulty of writing and improve their writing confidence. Peer revision and teacher’s comment can help students find their own problems in writing and improve their writing level. Consolidation and Extension: Deepen Understanding and Expand Application Consolidation: Summary of Key Knowledge The teacher invites students to summarize the key knowledge of this section, including key words, phrases, sentence patterns and cultural background knowledge. Then, the teacher makes a systematic summary, combs the knowledge points, and emphasizes the key and difficult points again, helping students form a complete knowledge system. At the same time, the teacher asks students to think about the following questions: “What have we learned today? How can we apply what we have learned to our daily life? What else can we do to care for and respect elders?” Students discuss in groups for 3 minutes, then share their thoughts. The teacher guides students to realize that learning English is not only to master language knowledge, but also to apply it to real life, and to establish a correct attitude towards elders, and put their care and respect for elders into action. Extension: Cross-Cultural Comparison and Discussion The teacher presents more detailed information about the attitudes towards elders in different countries, such as in Japan, people bow to elders to show respect; in India, elders are regarded as the authority of the family, and children must obey the opinions of elders; in Western countries, elders are encouraged to participate in social activities and maintain their independence. Then, the teacher organizes students to discuss the following topics in groups: “What are the differences in attitudes towards elders between different countries? What are the reasons for these differences? Do you think these differences are reasonable? Why?” During the discussion, the teacher guides students to view cultural differences from an objective and respectful perspective, and emphasizes that although there are differences in the ways of respecting elders in different cultures, the core of caring for and respecting elders is the same, which is a common virtue of human beings. After the discussion, each group sends a representative to share their group’s views. The teacher makes a summary, affirms students’ positive thinking, and guides them to enhance their cultural confidence and cross-cultural communication awareness. In addition, the teacher recommends some English materials related to the theme, such as English articles about caring for the elderly, short videos, etc., and asks students to read and watch them after class to expand their language input and deepen their understanding of the theme. Design Intention: The consolidation link helps students sort out and summarize the key knowledge, deepen their memory and understanding, and form a systematic knowledge structure. The extension link expands students’ vision, lets them understand the cultural differences in attitudes towards elders, enhances their cultural awareness and cross-cultural communication ability. Recommending after-class materials can help students extend their learning beyond the classroom and improve their autonomous learning ability. Summary and Homework: Consolidate Learning and Promote Practice Summary The teacher makes a final summary of the whole class: “Today, we have learned Section 3 Using English in Context. We have mastered the key words, phrases and sentence patterns related to caring for and respecting elders, and learned how to use English to express our attitudes and behaviors towards elders in different contexts. We also understood the cultural differences in attitudes towards elders in different countries, and realized the importance of caring for and respecting elders. I hope that everyone can not only master the language knowledge, but also apply it to daily life, care for the elders around us, and inherit the virtue of respecting the elderly.” Homework The teacher assigns three levels of homework to meet the needs of different students: Basic Homework: 1. Recite the key words and phrases of this section; 2. Complete the exercises in the textbook related to this section; 3. Write 5 sentences using the key sentence patterns mastered today, related to caring for elders. Intermediate Homework: 1. Revise the short passage written in class and improve it according to the teacher’s and deskmate’s suggestions; 2. Have a conversation with your family members in English about how to care for elders, and record the conversation (you can record it in writing or audio). Advanced Homework: 1. Collect more information about the attitudes towards elders in a foreign country you are interested in, and write a short English report (about 100 words) to introduce it; 2. Design a small activity to care for the elderly, and write an English plan to introduce the activity content and purpose. Design Intention: Assigning hierarchical homework can meet the learning needs of students with different levels, let each student get exercise and improvement. The homework is closely related to the teaching content and daily life, which can help students consolidate the knowledge learned in class, apply it to practice, and further deepen their understanding of the theme of “attitudes towards elders”. At the same time, it can also cultivate students’ autonomous learning ability and practical 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 $