Unit 1 Caring for Each Other Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It cultivates students’ language ability to use caring-related words and sentences; develops cultural awareness of respecting diverse caring ways; fosters critical thinking to analyze caring scenarios; and improves learning ability of independent and cooperative exploration. 教学重难点 Key points: Master core vocabulary and sentences about caring, and understand the text’s theme of expanding horizons through caring. Difficult points: Understand cross-cultural differences in caring expressions and express personal views logically. 教学过程 Lead-in The teacher starts the class with an open question in English: “When you see the phrase ‘Caring for Each Other’, what scenes or actions come to your mind? Please share your ideas in simple English.” After 3 to 4 students share their views, such as caring for sick friends, helping the elderly cross the road, or supporting classmates in difficulties, the teacher shows some pictures about different caring behaviors in daily life and different cultures—for example, a student helping a classmate with homework, a volunteer caring for homeless animals, and people in different countries expressing care in different ways (such as hugging in Western countries and bowing in some Eastern countries). Then the teacher says: “Caring is a universal language, but it has different expressions in different cultures. Today, we will learn Section 4 Expanding Our Horizons to explore how caring connects people and helps us broaden our horizons.” Design Intention: The lead-in links students’ daily life experience with the unit theme, arousing their learning interest and enthusiasm. By asking open questions and showing pictures, it lowers the threshold of English expression, helps students quickly enter the learning state, and subtly introduces the connection between caring and expanding horizons, laying a foundation for the subsequent text learning and theme exploration. At the same time, it initially involves cross-cultural caring expressions, paving the way for breaking through the teaching difficulty. Pre-reading: Vocabulary and Background Preview Vocabulary Learning: The teacher presents the core vocabulary of this section on the screen, including care for, support, empathy, respect, understanding, supportive, encourage, responsibility, diversity, and horizon. For each word and phrase, the teacher provides accurate English definitions, example sentences related to caring and expanding horizons, and guides students to read aloud to master the pronunciation and usage. For example, for “empathy”, the teacher explains: “Empathy is the ability to understand and share the feelings of others. When your friend is sad, showing empathy means you can feel his or her pain and try to comfort him or her.” Then the teacher gives an example sentence: “Having empathy helps us care for others more sincerely.” For “expand our horizons”, the teacher says: “To expand our horizons means to broaden our views and learn more about the world around us. Caring for people from different backgrounds can help us achieve this.” After explaining the vocabulary, the teacher asks students to work in pairs to make simple sentences with these words and phrases. Each pair needs to make at least 2 sentences, and then invites several pairs to present their sentences to the class. The teacher comments and corrects mistakes in pronunciation or usage, ensuring that students master the basic vocabulary needed for text reading. Background Introduction: The teacher briefly introduces the background of the text in English. This section mainly takes the form of an article about a student’s experience of participating in a volunteer program to care for children from different countries. Through this experience, the student understands the diverse ways of caring in different cultures and realizes that caring can help people break down cultural barriers and expand their horizons. The teacher adds: “This article is closely related to our daily life. It will help us understand how to care for others better and learn from different cultures.” Design Intention: Vocabulary is the foundation of text reading. By explaining core vocabulary with clear definitions and related example sentences, students can better understand and remember the words and apply them in subsequent learning. Pair work can stimulate students’ enthusiasm for participation and improve their ability to use vocabulary flexibly. The background introduction helps students have a preliminary understanding of the text content, reduce reading difficulties, and clarify the core connection between the text theme and caring and expanding horizons. While-reading: Text Analysis and Comprehension 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) What experience does the author have in the text? After students finish reading, the teacher invites several students to answer the questions. The correct answers are: (1) The main topic is how caring for others from different cultures helps expand our horizons. (2) The author participates in a volunteer program to care for children from different countries and gains a lot from it. Then the teacher guides students to sort out the structure of the text: the first paragraph introduces the background of participating in the volunteer program; the middle paragraphs describe the process of caring for the children and the cultural differences in caring expressions; the last paragraph summarizes the gains and insights from the experience. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, analyzing key sentences, exploring the author’s feelings and the theme of the text, and solving possible reading difficulties. Paragraph 1: The teacher asks students to find the sentence that expresses the author’s initial motivation to participate in the volunteer program. The key sentence is: “I wanted to do something meaningful to help others and also learn more about different cultures.” The teacher asks: “Why did the author want to participate in the volunteer program? What can we infer from this sentence?” Through discussion, students conclude that the author not only wanted to care for others but also hoped to broaden his horizons, which points out the core of the text. Paragraphs 2-3: These paragraphs describe the author’s experience of caring for children from different countries, such as helping a Chinese child with his homework, comforting a sad African child, and playing games with a European child. The teacher asks students to find the details that reflect cultural differences in caring expressions. For example, “When I comforted the African child, she hugged me tightly, which is a common way to express gratitude in her culture. But when I helped the Chinese child, he bowed to me politely.” The teacher then asks: “What do these details show us? How do you understand the cultural differences in caring expressions?” Students discuss in groups, and the teacher guides them to realize that different cultures have different ways of expressing care, but the core of caring—kindness and concern—is the same. This part helps students understand the cross-cultural differences in caring expressions, which is the key to breaking through the teaching difficulty. Paragraph 4: This paragraph is the author’s reflection on the volunteer experience. The key sentence is: “Through caring for these children from different countries, I not only made many friends but also expanded my horizons. I realized that caring is a bridge that connects people from different cultures.” The teacher asks students to think: “What gains did the author get from the volunteer experience? Do you think caring can really help us expand our horizons? Why?” Students share their views freely, and the teacher summarizes: “Caring for others from different backgrounds allows us to understand different cultures, break down prejudices, and see the world from a more comprehensive perspective, which is exactly the meaning of expanding our horizons.” Language Points Analysis: On the basis of intensive reading, the teacher focuses on analyzing the key sentences and grammatical points in the text to help students improve their language ability. For example, the sentence “While I was helping the children with their studies, I found that their ways of expressing gratitude were quite different.” The teacher explains the usage of the past continuous tense in the subordinate clause, which is used to describe an action that was happening at a certain time in the past. The teacher gives more examples to help students master it, such as “While we were discussing the problem, the teacher came in.” In addition, the teacher analyzes some fixed collocations, such as “care for sb.,” “participate in,” “break down barriers,” and “expand horizons,” and asks students to make sentences with these collocations to consolidate their mastery. Design Intention: Fast reading helps students grasp the main idea and structure of the text quickly, cultivating their ability to obtain key information efficiently. Intensive reading guides students to dig deep into the text details, understand the author’s feelings and the theme, and focus on solving the teaching difficulty of cross-cultural differences in caring expressions. The analysis of language points helps students master the key vocabulary, sentences, and grammar, improving their language application ability, which is in line with the requirements of language ability in core literacy. Post-reading: Consolidation and Expansion Group Discussion: The teacher divides students into groups of 4-5 and puts forward the following discussion topics: (1) What are the cultural differences in caring expressions mentioned in the text? Can you think of more examples in daily life? (2) How can we care for others from different cultures properly? (3) Combine your own experience, talk about how caring for others has helped you expand your horizons. Each group needs to discuss these topics in English, and assign a recorder to record the key points of the discussion and a speaker to present the group’s views to the class. During the discussion, the teacher walks around the classroom, provides guidance for groups with difficulties in expression, corrects wrong expressions, and encourages students to speak actively. After the discussion, each group’s speaker presents their views, and the teacher comments and summarizes, affirming the reasonable views of each group and supplementing relevant content, such as more cross-cultural caring examples (e.g., in some Western countries, people often send flowers to express care, while in China, people are more likely to send practical gifts like food and clothes). Role-play: The teacher designs different scenarios related to caring and cross-cultural communication, and asks students to perform role-plays in pairs. The scenarios are as follows: (1) A foreign student in your class is ill. How do you care for him/her? (2) You meet a tourist from another country who is lost. How do you help and care for him/her? (3) Your friend from a different cultural background is sad because of cultural differences. How do you comfort him/her? Before the role-play, the teacher reminds students to use the vocabulary and sentences learned in this class, and pay attention to the cultural differences in caring expressions. After each pair’s performance, the teacher comments, points out the advantages and deficiencies, and guides students to improve their expressions. For example, if a student uses “I hope you get better soon” to care for a foreign student, the teacher affirms this expression and adds that in some Western countries, people may also say “Take care of yourself” or “Get well soon” to express care. Writing Practice: The teacher asks students to write a short passage (about 100 words) with the title “How Caring Helps Me Expand My Horizons”. The teacher reminds students to combine their own experience or the content of the text, use the vocabulary and sentences learned in this class, and express their views clearly. After students finish writing, the teacher collects some compositions, reads them aloud to the class, and comments on them, focusing on the use of language, the clarity of views, and the connection with the theme. For students with good writing, the teacher affirms and praises them; for students with deficiencies, the teacher gives specific guidance and suggestions for revision. Design Intention: Group discussion encourages students to think actively and communicate in English, improving their oral expression ability and cooperative learning ability. At the same time, it deepens students’ understanding of cross-cultural differences in caring expressions and the theme of the text. Role-play allows students to apply the learned knowledge to practical communication scenarios, improving their language application ability and cross-cultural communication awareness. Writing practice helps students consolidate the learned vocabulary and sentences, and express their views in written form, which is a comprehensive test of students’ language ability. These activities also help cultivate students’ critical thinking and learning ability in core literacy. Summary and Homework Summary: The teacher guides students to review the content of this class in English. The teacher asks: “What did we learn today? What are the key points and difficulties? What have you gained?” Students answer one by one, and the teacher summarizes: “Today, we learned Section 4 Expanding Our Horizons, mastered the core vocabulary and sentences about caring, understood the theme that caring for others from different cultures can help us expand our horizons, and learned about the cross-cultural differences in caring expressions. We also improved our oral and written expression ability through discussion, role-play and writing practice.” The teacher further emphasizes: “Caring is a universal virtue. It not only helps others but also helps us grow and broaden our horizons. We should learn to care for others sincerely, respect different cultural expressions of caring, and become people with kindness and a broad vision.” Homework: (1) Review the core vocabulary and sentences learned in this class, and make a vocabulary list with example sentences. (2) Revise the short passage written in class according to the teacher’s comments, and hand it in the next class. (3) Find a story about caring for others from different cultures, read it, and prepare to share it in the next class. (4) Try to care for someone around you in a proper way, and write a short diary about your experience in English. Design Intention: The summary helps students sort out the knowledge learned in this class, consolidate the key points, and deepen their understanding of the theme. The homework is designed to consolidate the learned knowledge, improve students’ independent learning ability, and connect classroom learning with daily life. Finding caring stories and writing diaries can further stimulate students’ awareness of caring for others and expand their horizons, which is in line with the requirements of core literacy. 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 $