Unit 3 Confucius and Today's Society-Section 3 Using English in Context 教案-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 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentence patterns related to Confucius’ thoughts, and use English to express, discuss and comment on the value of Confucian culture in modern society. Cultural Awareness: Help students understand the connotation of Confucian thoughts such as benevolence, propriety and integrity, enhance their recognition of Chinese excellent traditional culture, and cultivate cross-cultural communication awareness and cultural confidence. Thinking Quality: Guide students to analyze the connection between Confucian thoughts and modern social life, develop logical thinking, critical thinking and innovative thinking. Learning Ability: Enable students to master effective learning strategies such as cooperative inquiry and autonomous summary, and improve their ability to use English to solve practical problems in context. 教学重难点 Key Points: Master the key vocabulary (benevolence, propriety, integrity, influence, inherit) and sentence patterns (It is important for sb. to do sth.; There is no doubt that...) in this section; Be able to use English to accurately express the core connotation of Confucius’ thoughts and their manifestation in modern society. Difficult Points: Understand the deep connection between Confucian thoughts and modern social life; Use appropriate English language to discuss and evaluate the practical significance of Confucian culture, and avoid Chinglish and inaccurate expression. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a multimedia presentation: show pictures of Confucius, the Temple of Confucius, and scenes of Confucian thoughts applied in modern life (such as etiquette education in schools, integrity principles in enterprises, and benevolence in public welfare activities). Then the teacher asks the following questions in English: “Who is Confucius? What do you know about his thoughts? Can you find the traces of Confucius’ thoughts in our daily life?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher listens carefully, corrects the students’ incorrect pronunciation and expression appropriately, and guides students to use simple English words and sentences related to Confucian thoughts, such as “kindness”, “polite”, “honest” and so on. Finally, the teacher makes a brief summary: “Confucius is a great educator and philosopher in ancient China. His thoughts have a profound influence on Chinese society and even the world, and they are still closely related to our modern life. Today, we will learn Section 3 Using English in Context, and explore how to use English to talk about Confucius’ thoughts and their value in today’s society.” Design Intention: The lead-in activity uses multimedia resources to create a vivid teaching situation, which can quickly attract students’ attention and arouse their learning interest. By asking questions and encouraging students to share, it can activate students’ existing knowledge reserve about Confucius, lay a foundation for the subsequent learning of the text, and at the same time, initially guide students to use English to express relevant content, laying a foundation for the training of language ability. In addition, the display of scenes of Confucian thoughts in modern life can help students initially perceive the connection between traditional culture and modern society, and imperceptibly cultivate their cultural awareness. Step 2: Pre-reading (Vocabulary and Background Preview) Vocabulary Preview: The teacher lists the key vocabulary of this section on the blackboard or PPT, including nouns (benevolence, propriety, integrity, influence, legacy, morality), verbs (inherit, promote, advocate, apply), adjectives (significant, profound, traditional, moral) and adverbs (widely, deeply). For each word, the teacher explains its pronunciation, meaning and common collocations in simple English, and gives example sentences combined with the theme of Confucius’ thoughts. For example, for “benevolence”, the teacher explains: “Benevolence is the core of Confucius’ thoughts, which means kindness and consideration for others. For example, helping the elderly cross the road is a kind of benevolence.” For “inherit”, the teacher says: “Inherit means to receive and pass on something from the past. We should inherit the excellent traditional culture of our country, including Confucius’ thoughts.” After the explanation, the teacher organizes a “vocabulary matching” activity: prepare some cards with words and their meanings, and ask students to work in pairs to match them. After the activity, the teacher checks the results, explains the wrong matching, and asks students to read the words and example sentences twice to consolidate their memory. At the same time, the teacher reminds students to pay attention to the usage of some key words, such as the collocation of “promote” with “culture”, “idea” and other nouns, and the collocation of “apply” with “to”. Background Preview: The teacher briefly introduces the background of Confucius and his thoughts in English, focusing on the core thoughts of Confucius (benevolence, propriety, integrity, filial piety) and their influence on Chinese society. The teacher says: “Confucius lived in the Spring and Autumn Period of ancient China. He put forward many important thoughts, such as benevolence (kindness to others), propriety (polite behavior), integrity (honesty and trustworthiness) and filial piety (respect for parents and elders). These thoughts have been passed down for thousands of years and have become an important part of Chinese traditional culture. Today, these thoughts are still widely used in our study, work and life.” In addition, the teacher introduces that Confucius’ thoughts have also been widely spread abroad, and many foreign countries have set up Confucius Institutes to learn and spread Chinese culture, so as to help students understand the international influence of Confucian culture and enhance their cultural confidence. Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary can help students reduce the difficulty of reading the text, improve reading efficiency, and lay a foundation for the subsequent language application. The way of combining explanation, example sentences and matching activities makes vocabulary learning more vivid and interesting, which is conducive to students’ memory and mastery. The background preview can help students understand the cultural connotation behind the text, deepen their understanding of the theme, and at the same time, cultivate their cultural awareness and international vision, which is in line with the requirements of core literacy training. Step 3: While-reading (Text Analysis and Comprehension) The teacher distributes the text materials of Section 3 to the students, and guides students to read the text in three steps: skimming, scanning and careful reading, so as to understand the main content of the text and master the key information. Skimming: Ask students to read the text quickly (without reading every word carefully) and answer the following questions: What is the main topic of the text? What aspects does the text talk about Confucius’ thoughts? After students finish reading, invite 2 students to answer the questions. The teacher makes a summary: The main topic of the text is the influence of Confucius’ thoughts on today’s society. The text mainly talks about the core connotation of Confucius’ thoughts and their manifestations in modern social life, such as education, family, society and international communication. Design Intention: Skimming training can help students quickly grasp the main idea of the text, improve their reading speed and ability to extract key information, which is an important part of language ability training. At the same time, it can let students have a general understanding of the text structure, laying a foundation for the subsequent careful reading. Scanning: Ask students to read the text again, scan the key information, and fill in the following form. The form includes three columns: “Confucius’ Core Thoughts”, “Meanings”, “Manifestations in Modern Society”. The teacher gives an example in the form: Confucius’ Core Thought: Benevolence; Meaning: Kindness and consideration for others; Manifestation in Modern Society: People help each other in daily life, and public welfare activities are carried out widely. After students finish filling in the form, the teacher organizes students to exchange their answers in groups of 4, check each other’s answers, and supplement and revise them. Then the teacher invites a representative of each group to present the group’s form, and makes comments and corrections, emphasizing the key information in the text and ensuring that each student can accurately grasp the connection between Confucius’ thoughts and modern society. Design Intention: Scanning training can help students accurately extract specific information from the text, improve their ability to process information. The form-filling activity makes the learning task more clear and specific, which is conducive to students’ systematic understanding of the text content. Group exchange can promote students’ cooperative learning, let students learn from each other, and improve their communication ability and cooperative ability, which is in line with the requirements of learning ability training. Careful Reading: Guide students to read the text carefully paragraph by paragraph, analyze the sentence structure, key sentences and the logical relationship between paragraphs, and solve the difficult points in reading. Paragraph 1: The teacher asks students to read the first paragraph carefully, and points out the key sentence: “Confucius’ thoughts have shaped Chinese culture for thousands of years and continue to have a profound influence on people’s lives today.” The teacher analyzes the sentence structure: It is a compound sentence, and “continue to have a profound influence on...” is the predicate part, which means “continue to have a profound influence on...”. The teacher asks students to imitate the sentence to make sentences, such as “The Internet has shaped people’s life style and continues to have a profound influence on our work and study.” Paragraphs 2-4: These paragraphs respectively introduce the manifestations of benevolence, propriety and integrity in modern society. The teacher guides students to find the key sentences in each paragraph, analyze the specific examples given in the text, and understand how Confucius’ thoughts are applied in modern life. For example, in Paragraph 2, the text mentions that “In modern education, teachers advocate benevolence and encourage students to be kind to others and help those in need.” The teacher asks students to think: “What other examples of benevolence can you think of in modern education?” Guide students to express their opinions in English, such as “Teachers care about the study and life of every student, which is a kind of benevolence.” Paragraph 5: This paragraph talks about the international influence of Confucius’ thoughts. The teacher guides students to understand the sentence: “Confucius’ thoughts have been widely spread around the world, and many countries have set up Confucius Institutes to promote Chinese culture and strengthen cultural exchanges between countries.” The teacher asks students to discuss: “Why can Confucius’ thoughts be widely spread in the world?” Guide students to think from the perspective of the value of Confucian culture, such as “Confucius’ thoughts advocate kindness, harmony and integrity, which are the common pursuits of all human beings.” During the careful reading process, the teacher pays attention to guiding students to find out the difficult sentences in the text, such as complex sentences and long sentences, and explains them in simple English, helping students understand the meaning of the sentences. At the same time, the teacher guides students to pay attention to the connection words in the text, such as “firstly”, “besides”, “finally”, which helps students understand the logical structure of the text. Design Intention: Careful reading is the key link of text analysis. By analyzing key sentences, sentence structures and logical relationships, it can help students deeply understand the text content, master the usage of key sentence patterns, and improve their language comprehension ability. The sentence imitation and discussion activities can not only consolidate the knowledge learned, but also guide students to think actively, develop their logical thinking and critical thinking ability. At the same time, by analyzing the international influence of Confucius’ thoughts, it can further enhance students’ cultural confidence and cross-cultural communication awareness. Step 4: Post-reading (Consolidation and Application) This link is divided into three activities to help students consolidate the knowledge learned, apply the language and improve their comprehensive language ability. Activity 1: Sentence Imitation. The teacher lists the key sentence patterns in the text on the PPT, including: It is important for us to inherit and promote excellent traditional culture. There is no doubt that Confucius’ thoughts have a profound influence on modern society. Confucius advocated that people should be kind to others and respect the elderly. The spirit of integrity is widely applied in business and social life. The teacher asks students to imitate these sentence patterns and make sentences related to Confucius’ thoughts and modern society. Each student needs to make at least 2 sentences. After students finish making sentences, the teacher invites some students to share their sentences, corrects the incorrect expressions, and affirms the good sentences. For example, if a student says: “It is important for us to learn Confucius’ thoughts and apply them to our daily life.” The teacher affirms it and says: “This sentence is very good. It uses the sentence pattern correctly and is closely related to the theme.” Design Intention: Sentence imitation is an effective way to consolidate the usage of key sentence patterns. By making sentences related to the theme, it can help students connect the language knowledge with the actual context, improve their language expression ability, and lay a foundation for the subsequent discussion and writing activities. Activity 2: Group Discussion. Divide students into groups of 4-5, and give the discussion topic: “What is the practical significance of Confucius’ thoughts in today’s society? How can we inherit and promote Confucian culture in our daily life?” The teacher gives some tips to guide students to discuss from different angles, such as family, school, society and international communication. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, guides students to use the vocabulary and sentence patterns learned in this section, and helps students solve the problems encountered in expression. After the discussion, each group sends a representative to make a 2-3 minute report in English, introducing the group’s views. After the report, other groups can ask questions or put forward supplementary opinions. The teacher makes comments on each group’s report, affirming the advantages, pointing out the deficiencies, and guiding students to improve their expression ability and logical thinking ability. For example, if a group’s report is too simple, the teacher asks: “Can you give more specific examples to illustrate your views?” Design Intention: Group discussion can stimulate students’ thinking, let students express their views freely, improve their oral expression ability and cooperative learning ability. The discussion topic is closely related to the theme of the text and real life, which can help students deeply understand the practical significance of Confucius’ thoughts, cultivate their critical thinking ability and cultural awareness. At the same time, it can also let students apply the language knowledge learned to practical communication, realizing the integration of language learning and practical application. Activity 3: Short Writing. Ask students to write a short passage of 80-100 words, with the title “The Influence of Confucius’ Thoughts on My Life”. The teacher gives the writing requirements: Use at least 3 key words and 2 key sentence patterns learned in this section. The content is true and specific, and closely related to real life. The language is accurate and fluent, without Chinglish. Before writing, the teacher guides students to sort out their ideas: first, briefly introduce the core of Confucius’ thoughts; second, talk about the influence of Confucius’ thoughts on their own study and life with specific examples; finally, express their determination to inherit and promote Confucian culture. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, and helps them correct the incorrect expressions. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, pointing out the advantages and deficiencies of the works. For example, if a student’s work uses a lot of key words and sentence patterns, and the content is specific, the teacher affirms it and asks other students to learn from it; if a student has Chinglish or incorrect sentence structure, the teacher corrects it patiently and guides the student to revise it. Design Intention: Writing is an important part of language ability training. Short writing can help students consolidate the vocabulary and sentence patterns learned, improve their writing ability. The writing topic is closely related to students’ own life, which can stimulate students’ writing interest and make students have something to say. The guidance and comments of the teacher can help students find their own deficiencies and improve their writing level. At the same time, through writing, students can further understand the influence of Confucius’ thoughts on their own life, and deepen their recognition of traditional culture, which is conducive to the cultivation of cultural awareness. Step 5: Summary and Extension Summary: The teacher invites students to summarize the content of this class in English. First, ask 2-3 students to share their summaries, then the teacher makes a comprehensive summary: “In this class, we have learned Section 3 Using English in Context. We have mastered the key vocabulary and sentence patterns related to Confucius’ thoughts, understood the core connotation of Confucius’ thoughts and their manifestations in modern society, and practiced expressing relevant content in English through discussion and writing. We have also realized the profound influence of Confucian culture on Chinese society and the world, and enhanced our confidence in traditional culture.” At the same time, the teacher combs the four-dimensional core literacy trained in this class: language ability (mastering key words and sentence patterns, improving listening, speaking, reading and writing ability), cultural awareness (understanding Confucian culture, enhancing cultural confidence), thinking quality (analyzing the connection between Confucian thoughts and modern society, developing logical and critical thinking), learning ability (mastering cooperative inquiry and autonomous summary strategies). Extension: The teacher assigns after-class tasks: Read the text again and recite the key sentences. Collect more examples of Confucius’ thoughts applied in modern society, and share them in the next class. Write a long passage of 150-200 words, with the title “How to Promote Confucian Culture in the New Era”. Watch the English video “Confucius and His Thoughts” and take notes. In addition, the teacher recommends some English materials related to Confucian culture to students, such as English versions of “The Analects”, English articles about Confucius Institutes, etc., to help students expand their learning channels and improve their learning ability. Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their understanding of the theme. The extension task is closely related to the content of the class, which can help students consolidate the knowledge learned, expand their learning scope, and improve their autonomous learning ability. The recommendation of English materials can help students contact more English resources related to traditional culture, which is conducive to the long-term development of their language ability and cultural awareness. 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 $