Unit 1 Attitudes Towards Our Elders-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language ability: Master relevant vocabulary and sentences to express attitudes towards elders. Cultural awareness: Understand cross-cultural differences in caring for elders and inherit Chinese filial piety. Thinking quality: Develop critical thinking through discussion. Learning ability: Improve independent and cooperative learning skills. 教学重难点 Key points: Master core vocabulary (elderly, respect, gratitude) and sentence patterns about attitudes towards elders; understand the theme of the text. Difficult points: Flexibly use complex sentences to express views and understand cross-cultural differences in caring for elders. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a question: “When you think of your grandparents or elders around you, what words will come to your mind? Please share your feelings in English briefly.” After asking the question, the teacher gives 2 minutes for students to think independently, and then invites 3-4 students to share their answers. Some possible answers from students may be “kind”, “hard-working”, “caring”, or “I feel warm when I stay with my grandma”. After each student shares, the teacher gives positive comments, such as “Your description is very vivid” or “I can feel your love for your elders”. Then, the teacher shows a short video (3 minutes) that includes scenes of young people caring for elders in different countries—such as a Japanese student helping an elderly neighbor carry groceries, a Chinese student chatting with his grandparents, and an American student accompanying an elderly relative to do exercise. After watching the video, the teacher asks: “What did you see in the video? Are there any differences in the ways people care for elders in different countries?” This leads students to focus on the theme of cross-cultural attitudes towards elders, which naturally introduces the content of Section 4 Expanding Our Horizons. Design Intention: The lead-in links students’ real-life experiences with the teaching theme, which can quickly arouse students’ interest and emotional resonance. Asking students to share their feelings about elders helps activate their existing vocabulary and language expression ability. The short video about cross-cultural scenes not only lays a foundation for students to understand the subsequent text content but also imperceptibly cultivates their cross-cultural awareness, guiding them to realize that caring for elders is a common value across cultures while there are also certain differences. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of this section on the blackboard or multimedia courseware, including elderly (n. 老年人), respect (v./n. 尊重), gratitude (n. 感激), filial piety (n. 孝道), accompany (v. 陪伴), cherish (v. 珍惜), cultural difference (文化差异), and generation gap (代沟). For each word, the teacher explains its pronunciation, part of speech, and basic meaning, and gives simple example sentences related to the theme of elders, such as “We should show respect to the elderly” and “Filial piety is an important traditional value in China”. Then, the teacher organizes a small group activity: students work in groups of 4 to make sentences with the new words, and each group needs to make at least 3 sentences. After 5 minutes, each group sends a representative to present their sentences to the class, and the teacher corrects mistakes in grammar and expression and gives guidance. For example, if a student says “I gratitude my parents”, the teacher corrects it to “I feel gratitude to my parents” or “I am grateful to my parents” and explains the correct usage of “gratitude” and “grateful”. Next, the teacher briefly introduces the background knowledge related to the text: Section 4 Expanding Our Horizons mainly focuses on filial piety as an important Chinese cultural value and the differences in caring for elders across cultures. The teacher tells students: “Filial piety has a long history in China, which requires us to respect and care for our parents and elders. However, in different countries and cultures, people’s attitudes and ways of caring for elders may be different. Today, we will read the text to find out these differences and learn how to express our care for elders in English.” Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading helps students remove language obstacles in the subsequent reading process, enabling them to focus more on understanding the text theme and content. The group sentence-making activity not only helps students master the usage of new words in practice but also cultivates their cooperative learning ability. The brief introduction of background knowledge helps students establish a connection between the text and cultural context, laying a foundation for their in-depth understanding of the text’s cultural connotation and improving their cultural awareness. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: fast reading, careful reading, and intensive reading, to help students understand the text from the overall to the local, and from the surface to the deep. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. How many parts can the text be divided into, and what is the main idea of each part? Students are given 3 minutes to finish fast reading. After reading, the teacher invites students to answer the questions. The correct answers are: 1. The main topic of the text is filial piety as an important Chinese cultural value and the differences in caring for elders across cultures. 2. The text can be divided into two parts: the first part introduces filial piety in Chinese culture, and the second part introduces the ways of caring for elders in different countries and the differences between them. The teacher summarizes and supplements students’ answers, helping them grasp the overall structure and main idea of the text. Design Intention: Fast reading aims to train students’ ability to extract key information quickly, help them establish an overall understanding of the text, and lay a foundation for in-depth reading. The two questions are designed to guide students to focus on the core content of the text, avoiding aimless reading. Second, careful reading: The teacher asks students to read the text carefully and complete the following tasks in groups of 4: 1. Underline the key sentences that introduce filial piety in Chinese culture and summarize its core connotation. 2. List the ways of caring for elders mentioned in the text in different countries (such as China, Japan, and the United States) and fill in the table (the table is presented on the courseware). 3. Find out the differences in caring for elders between different cultures mentioned in the text and discuss the reasons for these differences briefly. Students are given 8 minutes to complete the tasks. During this period, the teacher walks around the classroom, observes students’ performance, and provides timely guidance for students who have difficulties. For example, if some students cannot find the key sentences about filial piety, the teacher can prompt them to pay attention to the first paragraph of the text; if students have difficulty summarizing the core connotation of filial piety, the teacher can guide them to extract key words such as “respect”, “care”, “support”, and “gratitude”. After the group discussion, the teacher invites each group to send a representative to present their results. For Task 1, the key sentences are “Filial piety, as an important Chinese cultural value, has been passed down for thousands of years. It means respecting, caring for, and supporting one’s parents and elders, and expressing gratitude to them.” The core connotation of filial piety is respecting, caring for, supporting parents and elders, and expressing gratitude. For Task 2, the ways of caring for elders in different countries are: In China, people often live with their elders, take care of their daily life, and spend more time accompanying them; in Japan, people show great respect to elders, and young people often give up their seats to elders in public places; in the United States, elders are more independent, and young people usually respect their elders’ choices and help them when they are in need. For Task 3, the main differences are: Chinese people pay more attention to accompanying and supporting elders in daily life, while American elders are more independent; Japanese people pay more attention to the etiquette of respecting elders. The reasons for these differences are mainly due to different cultural backgrounds, living habits, and social concepts. Design Intention: Careful reading is the key link to in-depth understanding of the text. By setting targeted tasks, students are guided to read the text carefully, extract key information, and analyze and summarize the content. The group discussion not only improves students’ cooperative learning ability but also enables them to learn from each other, deepen their understanding of the text. The teacher’s timely guidance ensures that students can complete the tasks smoothly and helps them solve difficulties in reading. Third, intensive reading: The teacher focuses on analyzing difficult sentences and key paragraphs in the text to help students break through reading difficulties and master the usage of complex sentences. 1. The teacher presents the following difficult sentences on the courseware: “Filial piety is not only a kind of moral responsibility but also a way to inherit and carry forward Chinese traditional culture.” The teacher analyzes the sentence structure: “not only...but also...” is a parallel structure, meaning “not only...but also...”. The teacher gives an example sentence: “Learning English is not only useful but also interesting.” to help students master the usage of this structure. Then, the teacher asks students to make sentences with “not only...but also...” combined with the theme of caring for elders. 2. The teacher analyzes the key paragraph (the second paragraph): “In different countries, people have different attitudes towards their elders. However, no matter what the differences are, caring for elders is a common value that is respected by all cultures.” The teacher guides students to understand the meaning of this paragraph: although there are cultural differences in the ways of caring for elders, the core of caring for elders is the same, which is a universal value. The teacher asks students to think: “What do you think is the significance of caring for elders as a common value?” to guide them to deepen their understanding of the theme. In addition, the teacher guides students to pay attention to the usage of transitional words in the text, such as “however”, “besides”, “for example”, which help to connect the context and make the text structure more coherent. The teacher asks students to find other transitional words in the text and analyze their functions. Design Intention: Intensive reading focuses on breaking through the difficulties in the text, helping students master the usage of complex sentences and transitional words, improving their language ability. By analyzing key paragraphs, students can deepen their understanding of the text’s theme and connotation, and cultivate their thinking quality of deep analysis and summary. Step 4: Post-reading (Consolidation and Application) This step includes two activities: language application and theme discussion, to help students consolidate the knowledge learned and apply it to practice, and at the same time, further deepen their understanding of the theme. Activity 1: Language Application (Sentence Making and Short Paragraph Writing) The teacher gives students the following prompts and asks them to write a short paragraph (80-100 words) about their attitudes towards elders and how they care for elders. The prompts are: 1. What is your attitude towards elders? 2. What do you usually do to care for your elders? 3. What do you think we should do to inherit filial piety? Before writing, the teacher reminds students to use the new words and sentence patterns learned in this section, such as “respect”, “gratitude”, “accompany”, “not only...but also...”. Students are given 10 minutes to write. After writing, the teacher collects some students’ works, reads them aloud in class, and makes comments—affirming the advantages in their writing and pointing out the problems in grammar, expression, and logic. For example, if a student writes a coherent paragraph with correct usage of new words and sentence patterns, the teacher praises him/her: “Your writing is clear and fluent, and you have used the words and sentences we learned well.” If a student has mistakes in sentence structure, the teacher corrects them patiently and guides him/her to revise. Design Intention: Language application is an important link to transform knowledge into ability. By writing a short paragraph, students can consolidate the new words and sentence patterns learned, improve their written expression ability. The teacher’s comments help students find their own problems and improve their writing level, which is in line with the requirements of cultivating students’ language ability. Activity 2: Theme Discussion (Group Debate) The teacher sets the debate topic: “Should elders live with their children or live independently?” The class is divided into two groups: Group A holds the view that elders should live with their children, and Group B holds the view that elders should live independently. Each group has 5 minutes to discuss and prepare their arguments. During the discussion, students need to combine the text content, their own life experiences, and cultural background to put forward their arguments. For example, Group A can put forward arguments such as “Living with children can make elders feel cared for and not lonely, which is in line with Chinese filial piety”; Group B can put forward arguments such as “Living independently can help elders maintain their own living habits and dignity, and reduce the burden on children”. After the preparation, the debate starts. Each group sends 3 representatives to speak: the first representative states the group’s view and main arguments, the second representative refutes the opposite group’s view, and the third representative summarizes the group’s views. The teacher acts as the host and judge, guiding the debate to proceed in an orderly manner, and reminding students to use English to express their views clearly and politely. After the debate, the teacher makes a summary: both views have their own rationality, and the key is to respect the elders’ own choices and ensure that they can live a happy and comfortable life. No matter which way they choose, caring for elders and respecting their wishes is the core of filial piety. Design Intention: The group debate not only helps students consolidate the text content and apply the learned language knowledge but also cultivates their critical thinking ability and oral expression ability. By discussing controversial topics, students can think from multiple perspectives, understand different views, and deepen their understanding of the theme of caring for elders. At the same time, the debate also cultivates students’ cooperative learning ability and sense of competition, which is in line with the requirements of cultivating students’ thinking quality and learning ability. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this class: “In this class, we have learned the core vocabulary and sentence patterns related to attitudes towards elders, read the text about filial piety and cross-cultural differences in caring for elders, and discussed how to care for elders. We have also realized that caring for elders is a common value across cultures, and filial piety is an important part of Chinese traditional culture that we need to inherit and carry forward.” Then, the teacher puts forward the extension task: 1. After class, interview your parents or grandparents, ask them about their views on filial piety, and take notes in English. 2. Write a letter to your elders in English, expressing your gratitude and care for them. 3. Collect information about the ways of caring for elders in other countries and share it in the next class. Design Intention: The summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory. The extension tasks link the classroom teaching with real life, encourage students to apply the learned knowledge to practice, and further cultivate their language ability, learning ability, and cultural awareness. Interviewing elders and writing letters can also enhance students’ emotional connection with elders, helping them establish a correct attitude towards caring for elders. 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 $