Unit 1 Caring for Each Other 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四册

Unit 1 Caring for Each Other Section 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Master core words and functional sentence patterns about caring for others, and be able to use them fluently in listening, speaking, reading and writing to express care, offer help and comfort others in real contexts. Cultural Awareness: Understand the similarities and differences of caring expressions in different cultures, enhance cross-cultural communication awareness and respect cultural diversity. Thinking Quality: Cultivate critical thinking and logical analysis ability through analyzing context, discussing caring scenarios and solving practical communication problems. Learning Ability: Develop autonomous learning, cooperative learning and inquiry learning skills, and be able to summarize and apply language knowledge independently to improve English application ability continuously. 教学重难点 Key Points: Master core vocabulary (such as care for, support, comfort, encourage, in need) and functional sentence patterns (such as Can I help you? I’m here for you. Would you like some help?), and be able to use them correctly in specific caring contexts. Difficult Points: Flexibly apply learned language knowledge to express care appropriately in complex real-life scenarios, understand the subtle differences of caring expressions in different cultures and avoid communication misunderstandings. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class with a warm-up activity. First, show some pictures and short videos about caring behaviors in daily life, such as students helping their classmates with difficult homework, volunteers caring for the elderly in the community, and people supporting each other in difficult times. Then, the teacher asks two guiding questions: “What caring behaviors have you seen in your daily life?” and “How do you usually express your care to others in English?” Invite students to answer the questions freely in English. After 3-4 students share their ideas, the teacher summarizes: “Caring for each other is an essential part of human life. Today, we will learn how to use English properly in different contexts related to caring for others, so that we can express our care more clearly and fluently.” Design Intention: The lead-in links the teaching content with students’ real life. The familiar pictures and videos can quickly arouse students’ interest and enthusiasm for learning, reduce their nervousness in English expression. The two guiding questions help students recall their own experiences, lay a foundation for the follow-up learning of the text and context application, and also initially exercise their oral expression ability, which is in line with the requirements of cultivating students’ language ability and learning ability. At the same time, it subtly leads to the theme of “caring for each other” and paves the way for the subsequent teaching links. Step 2: Presentation of Key Vocabulary and Sentence Patterns First, the teacher presents the core vocabulary of this section on the multimedia courseware, including nouns (care, support, kindness, comfort), verbs (care for, support, comfort, encourage, help), adjectives (helpful, caring, warm-hearted) and phrases (in need, lend a hand, be there for someone, show empathy). For each word and phrase, the teacher gives a simple and easy-to-understand definition in English and a sample sentence closely related to caring scenarios. For example, for “care for”, the definition is “to look after someone or something and make sure they are safe, healthy and happy” and the sample sentence is “We should care for the elderly and the disabled in our community.” For “in need”, the definition is “needing help, support or money” and the sample sentence is “We should offer our help to those in need.” After introducing the vocabulary, the teacher focuses on presenting the functional sentence patterns commonly used in caring contexts. The key sentence patterns include three categories: asking for help, offering help and expressing comfort. For each category, the teacher gives typical sentence patterns and sample dialogues. For example, for asking for help: “Can you help me with my English homework?” “I need some help. Could you give me a hand?” For offering help: “Can I help you?” “Would you like some help with that?” “I’m here to support you.” For expressing comfort: “Don’t worry. Everything will be okay.” “I understand how you feel. I’m here for you.” The teacher reads the sentence patterns and sample dialogues aloud, and asks students to follow along, paying attention to pronunciation, intonation and stress. Then, the teacher explains the usage and subtle differences of the sentence patterns, such as the difference between “Can I help you?” and “Would you like some help?”: “Can I help you?” is more direct, while “Would you like some help?” is more polite and gentle, suitable for more formal or unfamiliar contexts. Design Intention: Vocabulary and sentence patterns are the foundation of language application. By introducing core vocabulary and functional sentence patterns in combination with caring scenarios, students can better understand their meanings and usages. The sample sentences closely related to daily life help students connect language knowledge with real life, laying a solid foundation for their subsequent context application. The teacher’s demonstration and students’ follow-up reading can help students master the correct pronunciation and intonation, improving their oral expression accuracy. Explaining the subtle differences of sentence patterns helps students use the appropriate sentence patterns in different contexts, which is conducive to breaking through the teaching difficulties. Step 3: Text Reading and Comprehension (Contextual Application of Language) First, the teacher distributes the reading materials of Section 3. The reading text is a dialogue between two students, Li Ming and Wang Hong. Li Ming is feeling sad because he failed his math exam, and Wang Hong comforts him and offers help. The teacher asks students to read the text silently first, and then answer the following questions: 1. Why is Li Ming sad? 2. What does Wang Hong do to comfort Li Ming? 3. What help does Wang Hong offer to Li Ming? 4. What sentence patterns does Wang Hong use to express comfort and offer help? After students finish reading and answering the questions individually, the teacher invites students to share their answers in class, and corrects and supplements them. Then, the teacher asks students to read the text aloud in pairs, simulating the dialogue between Li Ming and Wang Hong, paying attention to the emotion and intonation in the dialogue. After the pair reading, the teacher asks students to discuss in groups: “What other sentence patterns can Wang Hong use to comfort Li Ming and offer help?” Each group selects a representative to share their ideas, and the teacher comments and summarizes, supplementing more related sentence patterns and expanding students’ language reserve. Next, the teacher leads students to analyze the text in detail. Focus on analyzing how Wang Hong uses the learned vocabulary and sentence patterns to express care in the context, and how to adjust his language according to Li Ming’s mood. For example, when Li Ming says he is sad, Wang Hong first says “I’m sorry to hear that. I understand how you feel.” to express empathy and comfort, then uses “Would you like to talk about it?” to encourage Li Ming to pour out his feelings, and finally offers help with “I can help you review math every afternoon after school.” This process helps students understand how to use language flexibly in specific contexts. Design Intention: Reading is an important way to understand context and apply language. The reading text is closely related to the theme of caring for others and contains a lot of learned vocabulary and sentence patterns, which can help students consolidate the knowledge they have just learned. The design of reading questions guides students to extract key information from the text, improving their reading comprehension ability. Pair reading and group discussion can stimulate students’ participation, exercise their oral expression ability and cooperative learning ability. Analyzing the text in detail helps students understand the application of language in context, realize the connection between language knowledge and actual communication, and cultivate their logical analysis ability and language application ability. Step 4: Contextual Practice (Role-play and Scene Simulation) This link is divided into two parts: role-play and scene simulation, aiming to let students apply the learned vocabulary and sentence patterns in real contexts and improve their practical communication ability. First, role-play. The teacher divides students into groups of two, and assigns roles according to the sample dialogue in the reading text. One student plays Li Ming (who is in trouble and needs comfort and help), and the other plays Wang Hong (who offers comfort and help). Students are required to use the learned vocabulary and sentence patterns to complete the dialogue, and can appropriately expand the content according to their own ideas. During the role-play, the teacher walks around the classroom, observes students’ performance, and provides timely guidance and help for students who have difficulties, such as reminding them of the appropriate sentence patterns and correcting their incorrect expressions. After the role-play, invite 2-3 groups to perform their dialogues in front of the class. After each group’s performance, the teacher and other students comment on their performance, focusing on whether the vocabulary and sentence patterns are used correctly, whether the expression is fluent, and whether the emotion is appropriate. The teacher summarizes the advantages and shortcomings of each group, and puts forward suggestions for improvement. Then, scene simulation. The teacher designs three different caring scenarios, and asks students to complete the communication tasks in groups of 3-4. Scenario 1: A classmate is ill and absent from school. You call him/her to care about his/her health and help him/her make up for the missed lessons. Scenario 2: An old man is carrying heavy things on the street. You go to help him/her and have a simple communication with him/her. Scenario 3: A friend fails in a competition and is very frustrated. You comfort him/her and encourage him/her to cheer up. Each group selects one scenario, discusses and designs the dialogue, and then performs it in front of the class. The teacher requires students to use at least 5 core vocabulary and 3 functional sentence patterns learned in this class in the dialogue, and pay attention to the appropriateness of language and emotion in different scenarios. Design Intention: Role-play and scene simulation are important ways to improve students’ practical communication ability. By simulating real caring scenarios, students can apply the learned language knowledge to practice, which helps them deepen their understanding and memory of vocabulary and sentence patterns. Group cooperation can cultivate students’ cooperative learning ability and communication ability. The teacher’s guidance and comments help students find their own shortcomings and improve their language application ability. Different scenarios can let students experience the application of language in different contexts, helping them break through the teaching difficulty of flexibly applying language in complex scenarios. Step 5: Consolidation and Expansion (Comprehensive Application) First, carry out a vocabulary and sentence pattern consolidation exercise. The teacher presents some incomplete sentences on the multimedia courseware, and asks students to fill in the blanks with the learned vocabulary and sentence patterns. For example: 1. We should ______ (关心) the children in poor areas. 2. When your friend is sad, you can say “______ (我理解你的感受). I’m here for you.” 3. If someone is ______ (需要帮助), we should offer our help actively. Students complete the exercise individually, and then the teacher checks the answers and explains the key points. Then, carry out a writing exercise. The teacher asks students to write a short passage (about 80-100 words) with the theme of “My Experience of Caring for Others”. The requirements are: 1. Use at least 6 core vocabulary learned in this class. 2. Use at least 4 functional sentence patterns. 3. Describe a specific experience of caring for others, including the process and feelings. Students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out ideas and choose appropriate vocabulary and sentence patterns. After students finish writing, invite 2-3 students to read their passages in class. The teacher and other students comment on the passages, focusing on the correctness of vocabulary and sentence patterns, the fluency of the passage, and whether the content is specific and in line with the theme. The teacher summarizes the common problems in students’ writing and gives corresponding improvement suggestions. In addition, the teacher expands the cultural knowledge related to caring for others. Introduce the similarities and differences of caring expressions in different cultures. For example, in Western cultures, people usually express care directly, such as hugging and saying “I care about you”, while in Eastern cultures, people express care more implicitly, such as asking “Have you eaten?” and “Dress warmly”. Through this introduction, students can understand the cultural differences in caring expressions, enhance their cross-cultural communication awareness, and avoid communication misunderstandings in future cross-cultural communication. Design Intention: The consolidation exercise helps students further consolidate the learned vocabulary and sentence patterns, improving their ability to use language accurately. The writing exercise integrates listening, speaking, reading and writing, which can comprehensively improve students’ language application ability and logical thinking ability. The cultural expansion link helps students understand the cultural background behind the language, cultivate their cultural awareness, and meet the requirements of the four-dimensional core literacy. Commenting on students’ works can help them find their own shortcomings and improve their writing ability and language expression ability. Step 6: Summary and Homework First, the teacher summarizes the content of this class with students. Review the core vocabulary and functional sentence patterns learned in this class, and emphasize the key points and difficulties: master the vocabulary and sentence patterns related to caring for others, and be able to use them flexibly in different contexts; pay attention to the appropriate expression of care in different cultures. Then, the teacher guides students to reflect on their learning in this class: “What have you learned in this class? What difficulties have you encountered? How to solve these difficulties?” Invite students to share their reflections, and the teacher gives positive comments and encouragement. Then, assign homework. Homework is divided into three parts: 1. Basic homework: Recite the core vocabulary and functional sentence patterns learned in this class, and write 5 sentences with each sentence pattern. 2. Practical homework: Communicate with your classmates or friends in English, use the learned vocabulary and sentence patterns to express care and offer help, and record the communication process (you can record audio or write down the dialogue). 3. Extended homework: Search for information about caring behaviors in different cultures, and write a short report (about 50 words) to introduce the caring expressions in one culture. Design Intention: The summary link helps students sort out the knowledge system of this class, deepen their understanding and memory of the learned content, and cultivate their ability to summarize and sort out knowledge. The reflective link helps students understand their own learning situation, find their own shortcomings, and improve their learning ability. The homework design is hierarchical, including basic homework, practical homework and extended homework, which can meet the learning needs of different students. Basic homework helps students consolidate the basic knowledge; practical homework encourages students to apply the learned language knowledge to real life, improving their practical communication ability; extended homework helps students expand their horizons, enhance their cultural awareness and autonomous 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 $