Unit3 Confucius and Today's Society Section 2 Learning Through Practice 教学设计-2025-2026学年高中英语冀教版选择性必修第三册

Unit 3 Confucius and Today's Society-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Competence: Students can master key words and sentence patterns related to Confucius’ thoughts, and use English to understand, express and discuss the influence of Confucianism on modern society. Cultural Awareness: They can deeply understand the connotation of Confucian culture, enhance cultural confidence, and objectively view the value of traditional culture in the contemporary era. Thinking Quality: They can analyze and evaluate the practical significance of Confucius’ ideas, develop logical and critical thinking. Learning Ability: They can independently collect and sort out relevant materials, and improve cooperative learning and autonomous learning skills through group activities. 教学重难点 Key Points: Mastering key vocabulary (such as virtue, harmony, integrity, influence) and sentence patterns about expressing influence; understanding the main content of the text and the core ideas of Confucius involved. Difficult Points: Using English accurately to express the connotation of Confucius’ thoughts and their specific embodiment in modern society; conducting in-depth discussions on the value of traditional culture with critical thinking. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a multimedia presentation: show pictures of Confucius Temple, the Analects of Confucius, and scenes of Confucian culture in daily life (such as respecting elders, helping others, and harmonious interpersonal relationships). Then the teacher asks questions in English: “Who is Confucius? What do you know about his thoughts? Can you find the shadow of Confucius’ ideas in our daily life?” After asking the questions, the teacher invites 3-4 students to share their views freely in English. For students who have difficulty expressing, the teacher gives appropriate prompts, such as “Confucius is a great educator and thinker in ancient China.” “His ideas include respecting parents and elders.” After the students’ sharing, the teacher makes a brief summary: “Confucius is one of the most influential thinkers in Chinese history, and his ideas have deeply influenced Chinese society for thousands of years, even affecting the world. Today, we will learn Section 2 Learning Through Practice and explore how Confucius’ ideas are still relevant to today’s society.” Design Intent: The lead-in activity uses multimedia materials to create a vivid cultural context, which can quickly attract students’ attention and arouse their interest in learning. By asking questions and inviting students to share, it can activate students’ prior knowledge about Confucius and Confucian culture, lay a foundation for the subsequent text learning. At the same time, it can exercise students’ oral expression ability in English and create a positive English learning atmosphere. Step 2: Pre-reading (Preparatory Activity) Activity 1: Vocabulary Learning The teacher presents the key vocabulary of this section on the blackboard or PPT, including noun (virtue, harmony, integrity, responsibility, wisdom), verb (influence, guide, advocate, inherit), adjective (wise, harmonious, responsible) and phrase (be rooted in, have a great influence on, pass down, apply to). For each word and phrase, the teacher explains its meaning in simple English, combines it with relevant examples related to Confucius’ thoughts, and guides students to read and memorize. For example, when explaining “harmony”, the teacher says: “Harmony means living in peace and unity with others. Confucius advocated ‘harmony but not sameness’, which means we should respect differences and maintain a harmonious relationship with others.” Then the teacher asks students to make simple sentences with the word, such as “Confucius’ idea of harmony is very important for modern society.” For difficult words, the teacher uses word formation or synonym and antonym comparison to help students understand and remember, such as “inherit” and “pass down” are synonyms, “wise” is the adjective form of “wisdom”. Activity 2: Background Introduction The teacher briefly introduces the background of Confucius and his thoughts in English, focusing on the core ideas of Confucius that are closely related to the text, such as “benevolence”, “propriety”, “harmony” and “integrity”. The teacher says: “Confucius lived in the Spring and Autumn Period of ancient China. He devoted his life to education and thought, and his ideas were recorded in the Analects of Confucius. His core thought is ‘benevolence’, which emphasizes loving others and caring for others. ‘Propriety’ emphasizes respecting others and abiding by social norms. These ideas have a profound impact on Chinese culture and society.” At the same time, the teacher reminds students that Confucianism is not only an important part of Chinese traditional culture, but also has a far-reaching influence on the world. Many foreign countries have set up Confucius Institutes to learn and spread Confucian culture. This can help students establish a global perspective and enhance their cultural confidence. Design Intent: Vocabulary is the foundation of English learning. Through targeted vocabulary teaching, students can master the key words and phrases needed for text reading, which can reduce the difficulty of text understanding. The background introduction helps students understand the historical and cultural background of Confucius’ thoughts, deepen their understanding of the theme of the text, and lay a solid foundation for the in-depth reading of the text. At the same time, it can cultivate students’ cultural awareness and enhance their sense of identity with traditional culture. Step 3: While-reading (In-depth Reading Activity) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. What aspects of modern society are influenced by Confucius’ ideas according to the text? After students finish reading, the teacher invites students to answer the questions. The teacher corrects and supplements the answers, and summarizes the main idea of the text: The text mainly discusses the influence of Confucius’ ideas on modern society, including family, education, society and business. Then the teacher writes the main idea on the blackboard to help students sort out the framework of the text. Activity 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and complete the following table. The table is presented on the PPT, including three columns: Aspects of Modern Society, Confucius’ Relevant Ideas, and Specific Embodiment. Students are required to find relevant information from the text and fill in the table. During the process, the teacher walks around the classroom to guide students who have difficulty, reminds students to pay attention to key sentences and signal words (such as first, second, besides, for example). After students finish filling in the table, the teacher invites several groups to present their answers, checks the accuracy of the information, and makes supplements and explanations for the missing or wrong parts. For example, in the aspect of family, Confucius’ idea is “respecting parents and elders”, and the specific embodiment is that many families in China still keep the tradition of respecting the elderly, and children take care of their parents when they are old. In the aspect of education, Confucius’ idea is “teaching students in accordance with their aptitude” and “learning without tiredness, teaching without weariness”, and the specific embodiment is that modern education pays attention to individualized teaching and the spirit of lifelong learning. Activity 3: Close Reading for Sentence Analysis The teacher selects several key sentences and difficult sentences from the text to analyze, helps students understand the structure of the sentences and the meaning of the words in the context, and guides students to master the key sentence patterns. For example, the sentence: “Confucius’ ideas on family and society are still rooted in Chinese culture and have a great influence on people’s daily lives.” The teacher analyzes the sentence structure: Subject (Confucius’ ideas on family and society) + Predicate (are still rooted in and have) + Object (Chinese culture and a great influence). Then the teacher explains the phrase “be rooted in” (be deeply rooted in) and “have a great influence on” (have a profound impact on), and guides students to imitate the sentence to make their own sentences, such as “Traditional culture is rooted in the hearts of the people and has a great influence on our values.” Another example: “He believed that everyone should be kind to others, respect their parents and elders, and act with integrity.” The teacher analyzes the object clause guided by “that”, and the parallel structure “be kind to..., respect..., and act with...”. The teacher guides students to understand the meaning of the sentence and encourages students to use the parallel structure to express their own views on moral behavior. Design Intent: Skimming helps students grasp the main idea of the text quickly and cultivate their ability to obtain the core information of the text. Scanning helps students find specific information accurately, improve their reading efficiency and information sorting ability. Close reading and sentence analysis can help students solve the difficulties in text understanding, master key sentence patterns, and lay a foundation for the subsequent language application. At the same time, in the process of reading, students can deeply understand the influence of Confucius’ ideas on modern society, and further improve their cultural awareness and language competence. Step 4: Post-reading (Consolidation and Application Activity) Activity 1: Group Discussion The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Do you think Confucius’ ideas are still relevant to today’s society? Why? Please combine specific examples in your life to illustrate.” Before the discussion, the teacher gives some prompts to help students think: 1. How does Confucius’ idea of “harmony” help us get along with others? 2. What role does Confucius’ idea of “integrity” play in modern society? 3. Are there any limitations of Confucius’ ideas in today’s society? How should we treat them? During the discussion, each group elects a recorder to record the key points of the discussion, and a speaker to prepare to share the group’s views. The teacher walks around the classroom, participates in the discussion of each group, guides students to express their views in English, corrects their wrong expressions, and encourages students to put forward different opinions. After the discussion (about 10 minutes), each group’s speaker takes turns to share the group’s views. The teacher makes comments on each group’s sharing, affirms their advantages, and puts forward suggestions for improvement. For example, if a group only talks about the positive influence of Confucius’ ideas, the teacher can guide them to think about the limitations of Confucianism and how to inherit and develop traditional culture critically. Activity 2: Language Practice The teacher designs two language practice tasks to help students consolidate the key vocabulary and sentence patterns learned in this lesson. Task 1: Fill in the blanks with the key words and phrases learned. The teacher presents several sentences on the PPT, such as 1. Confucius’ ideas have a great ______ on modern society. (influence) 2. We should ______ the fine traditional culture passed down from our ancestors. (inherit) 3. The idea of ______ is an important part of Confucianism. (harmony) Students complete the tasks independently, and then the teacher checks the answers and explains the wrong questions. Task 2: Write a short paragraph (about 80-100 words) about “The Influence of Confucius’ Ideas on My Life”. The teacher gives some prompts: 1. What Confucius’ idea do you agree with most? 2. How does this idea affect your behavior in daily life? 3. What do you think of the value of this idea? Students write independently, and the teacher walks around to guide students who have difficulty in writing, such as helping them sort out ideas or providing appropriate vocabulary and sentence patterns. After students finish writing, the teacher selects several students’ works to read in class, makes comments, and affirms their advantages in writing, such as correct use of vocabulary and sentence patterns, clear ideas, etc., and puts forward suggestions for improvement, such as adding specific examples to make the paragraph more vivid. Activity 3: Cultural Expansion The teacher introduces the influence of Confucianism on the world in English, such as the spread of Confucianism in Southeast Asia, Europe and the United States, and the establishment of Confucius Institutes around the world. The teacher plays a short video (about 3 minutes) about Confucius Institutes, showing the scenes of foreign students learning Chinese and Confucian culture. After watching the video, the teacher asks students to discuss: “How should we spread Confucian culture to the world? What can we do as senior high school students to inherit and develop traditional culture?” Students share their views freely, and the teacher summarizes: “Confucian culture is a precious wealth of Chinese nation, and it is also an important part of world culture. As senior high school students, we should first learn and understand traditional culture, then use English to introduce Confucian culture to foreign friends, and promote cultural exchanges and mutual understanding between China and the world.” Design Intent: Group discussion can exercise students’ oral expression ability and cooperative learning ability, and encourage students to think critically about Confucius’ ideas, which is conducive to the development of their thinking quality. Language practice tasks help students consolidate the key vocabulary and sentence patterns learned, and improve their ability to use language comprehensively. Cultural expansion activities can broaden students’ horizons, enhance their cultural confidence and cross-cultural communication awareness, and realize the goal of cultural awareness cultivation. At the same time, it can guide students to combine their own lives, deepen their understanding of the practical significance of Confucian culture, and realize the integration of knowledge and practice. Step 5: Summary and Homework Summary The teacher leads students to summarize the content of this lesson: “In this lesson, we have learned the key vocabulary and sentence patterns related to Confucius’ ideas, understood the influence of Confucius’ ideas on modern society in family, education, society and business, and discussed the practical significance of Confucian culture. We also know that Confucian culture is not only a precious wealth of China, but also has a far-reaching influence on the world. I hope you can learn to inherit and develop traditional culture critically, and use English to spread Chinese culture.” Homework Review the key vocabulary and sentence patterns of this lesson, and recite 5 key sentences. Revise the short paragraph written in class, and expand it to 120-150 words, adding more specific examples. Collect 2-3 famous quotes of Confucius, translate them into English, and write a short comment (about 50 words) on the meaning of the quotes in modern society. Preview the next section, and find out the key points of the next lesson by yourself. Design Intent: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their understanding of the theme of the lesson. Homework is designed to consolidate the knowledge learned in class, exercise students’ independent learning ability and writing ability. At the same time, collecting Confucius’ famous quotes and writing comments can further deepen students’ understanding of Confucian culture, and previewing can lay a foundation for the next lesson, which is conducive to the improvement of students’ 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 $