Unit 1 Caring for Each Other Section 1 Reading for Meaning 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 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on language competence by improving reading and expression skills, cultivates cultural awareness through understanding care in diverse cultures, develops thinking quality via in-depth text analysis, and enhances learning ability through independent and cooperative learning to convey the value of caring for others. 教学重难点 Key points: Master core vocabularies and sentence patterns about care, grasp the text’s main idea and details. Difficult points: Understand cultural differences in caring expressions and flexibly use what is learned to express care appropriately in real contexts. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a set of pictures and short videos. The pictures include scenes such as helping the elderly cross the road, comforting a sad classmate, and donating books to children in poor areas. The short video is a 2-minute English clip about "small acts of care in daily life", which shows the care between family members, friends and even strangers. After playing the video, the teacher asks two questions in English: "What do you see in the pictures and video?" "Have you ever done any small acts of caring for others? How did you do it?" Then, invite 3-4 students to share their own experiences or views in English. During the sharing process, the teacher gives positive feedback in time, such as "That’s a warm act" "Your expression is very clear", and properly guides students to use simple English to express their ideas. Design Intention: This lead-in activity is closely linked to the theme of "Caring for Each Other". The intuitive pictures and short videos can quickly attract students’ attention, arouse their emotional resonance, and let them feel the connotation and significance of care in real life. By asking questions and encouraging students to share, it not only activates students’ existing knowledge and experience about care, but also creates a relaxed and active English communication atmosphere, laying a good foundation for the subsequent reading teaching. At the same time, it subtly infiltrates the education of caring for others and cultivates students’ sense of social responsibility. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher presents the core vocabularies and phrases of this reading text on the screen, including care, comfort, assist, donate, volunteer, considerate, sympathy, be concerned about, take care of, lend a hand, etc. For each vocabulary and phrase, the teacher explains its pronunciation and basic meaning, and gives simple example sentences related to the theme of care, such as "We should be concerned about our friends when they are in trouble" "She often volunteers to help the elderly in the community". Then, organize students to do a quick vocabulary matching exercise: match the vocabularies with their corresponding Chinese meanings, and check the answers together. For the vocabularies that students are not familiar with, the teacher repeats the explanation and invites students to make sentences by themselves to deepen their memory. Next, the teacher shows the title of the reading text "The Story of Caring" and the pictures in the text. Ask students to work in pairs to discuss and predict the content of the text: "What do you think this story will talk about? Who are the characters in the story? What kind of caring acts will happen?" After 3 minutes of discussion, each pair sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard, such as "It may be a story about helping others in need" "The characters may be a student and an old man", and then says: "Let’s read the text to find out whether your predictions are correct." Step 3: While-reading (In-depth Reading and Text Analysis) This link is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from shallow to deep. First, Skimming: Ask students to read the text quickly without paying too much attention to details, and answer two questions: 1. What is the main idea of the text? 2. Who are the main characters in the text and what is their relationship? After reading, invite students to answer the questions. The teacher guides students to summarize the main idea accurately: The text tells a touching story about a high school student named Li Ming who volunteers to help an elderly neighbor, Grandma Wang, and how their relationship becomes closer through mutual care. For the main characters, students need to clearly point out Li Ming and Grandma Wang, and their relationship is neighbor and volunteer-help receiver. Design Intention: Skimming training aims to help students master the skill of quickly grasping the main idea of the text, which is an important part of improving students’ reading ability. By asking simple and direct questions, it can guide students to focus on the core content of the text, avoid being distracted by trivial details, and lay a foundation for in-depth understanding of the text later. Second, Scanning: Ask students to read the text again, and find out the key details according to the following questions: 1. Why did Li Ming start to help Grandma Wang? 2. What did Li Ming do to help Grandma Wang? 3. How did Grandma Wang respond to Li Ming’s help? 4. What changes have taken place in their relationship? The teacher gives students enough time to read and find answers, and then organizes students to exchange answers in groups of four. Each group assigns a recorder to sort out the group’s answers, and then invites each group to share their results. The teacher corrects and supplements the answers in time, and emphasizes the key sentences in the text, such as "Li Ming noticed that Grandma Wang lived alone and often felt lonely, so he decided to help her" "He helped Grandma Wang buy vegetables, clean the house and read newspapers to her every weekend" "Grandma Wang often told Li Ming interesting stories from her childhood and cooked delicious food for him". At the same time, the teacher guides students to underline these key sentences in the text and understand the logical relationship between them. Design Intention: Scanning training focuses on cultivating students’ ability to find specific information quickly. By setting targeted questions, it can guide students to pay attention to the details of the text, deepen their understanding of the story plot. Group exchange activities can not only let students learn from each other, complement each other’s shortcomings, but also cultivate their cooperative learning ability and communication ability. Underlining key sentences helps students sort out the context of the text and lay a foundation for intensive reading and text analysis. Third, Intensive Reading: Guide students to read the text carefully paragraph by paragraph, analyze the language features, emotional connotation and logical structure of the text, and deeply understand the theme of "caring for each other". For the first paragraph, the teacher asks: "What does the first paragraph mainly describe? How does it lay the foundation for the following story?" Guide students to analyze that the first paragraph describes Li Ming’s observation of Grandma Wang’s life and his initial idea of helping her, which paves the way for the development of the subsequent story and reflects Li Ming’s considerate and kind character. For the middle paragraphs (describing Li Ming’s help to Grandma Wang), the teacher asks: "What words and sentences does the author use to describe Li Ming’s actions? What kind of person is Li Ming in your eyes?" Let students find out the verbs and adjectives in the text, such as "buy", "clean", "read", "considerate", "warm-hearted", and analyze that these words and sentences vividly show Li Ming’s sincere care for Grandma Wang, and shape a kind, helpful and responsible image of Li Ming. At the same time, the teacher guides students to pay attention to the sentence patterns in the text, such as "not only...but also...", "because...so...", and explains their usage and functions in the text, helping students master the language points while understanding the text. For the last paragraph, the teacher asks: "What is the meaning of the last paragraph? How does it reflect the theme of the text?" Guide students to understand that the last paragraph describes the changes in the relationship between Li Ming and Grandma Wang—they have become like family members, and emphasizes that caring for others can bring warmth and happiness to both parties, which sublimates the theme of the text. The teacher also invites students to read the last paragraph with feeling, so that they can deeply feel the emotional connotation contained in the text. In addition, during the intensive reading process, the teacher also guides students to think about the cultural connotation in the text: "What kind of values does the story reflect? Is there a similar way of caring for others in our culture? Are there any differences in caring expressions between different cultures?" Through discussion, students understand that caring for others is a universal human virtue, and there are both commonalities and differences in caring expressions between different cultures. For example, in Chinese culture, caring for others is often reflected in practical actions, while in Western culture, it may be more direct in language expression. This link helps students cultivate their cultural awareness and cross-cultural communication ability. Design Intention: Intensive reading is the key link of reading teaching, which aims to help students deeply understand the text from the aspects of language, emotion and culture. By asking in-depth questions, it can guide students to think actively, cultivate their critical thinking ability and text analysis ability. Analyzing the language features and sentence patterns of the text can help students master the key language points and improve their language application ability. Discussing the cultural connotation of the text can infiltrate cultural education into reading teaching, help students understand the diversity of culture, and cultivate their cross-cultural communication awareness and ability. Step 4: Post-reading (Consolidation and Extension) This link is divided into three activities to help students consolidate what they have learned and apply it to practice. Activity 1: Text Retelling. Ask students to work in pairs, and retell the story in their own words according to the key points and logical structure of the text. The teacher gives some hints, such as the main characters, the reason for helping, the process of helping and the result. During the retelling process, the teacher walks around the classroom, observes and guides students, helps students who have difficulties in expression, and reminds students to use the vocabularies and sentence patterns they have learned in this class. After 5 minutes of preparation, invite 2-3 pairs to perform the retelling in front of the class, and the teacher gives comments and suggestions, focusing on evaluating the accuracy of the content, the fluency of the expression and the use of vocabularies and sentence patterns. Design Intention: Text retelling is an effective way to consolidate reading results. It can help students sort out the logical structure of the text, deepen their memory of the text content, and at the same time exercise their oral expression ability and language organization ability. Pair work can reduce the pressure of students’ oral expression and make them more confident in speaking English. Activity 2: Group Discussion. The teacher puts forward the discussion topic: "In our daily life, who needs our care? What can we do to care for them? How can we express our care appropriately in English?" Divide students into groups of 5-6, and let them discuss the topic freely. The teacher requires each group to put forward at least 3 specific ways of caring, and prepare 2-3 English sentences to express care. During the discussion, the teacher participates in the discussion of each group, guides students to think actively, and helps students use the vocabularies and sentence patterns they have learned to express their ideas. After 10 minutes of discussion, each group sends a representative to share the group’s discussion results. For example, some groups may say: "We can care for our parents by helping them do housework. We can say ‘Mom, let me help you clean the room’" "We can care for our classmates by comforting them when they fail the exam. We can say ‘Don’t worry, you can try again next time’". The teacher gives positive feedback to each group, and summarizes the common ways of caring and English expressions, helping students integrate what they have learned into real life. Design Intention: Group discussion combines the text content with students’ real life, which can help students apply the knowledge they have learned to practice, improve their language application ability. At the same time, it can arouse students’ awareness of caring for others in real life, and let them realize that caring is everywhere. The discussion activity can also cultivate students’ cooperative learning ability, communication ability and logical thinking ability. Activity 3: Language Practice. The teacher presents some incomplete sentences on the screen, and asks students to fill in the blanks with the vocabularies and sentence patterns they have learned in this class. The sentences are closely related to the theme of care, such as: 1. We should be ______ (considerate) to the elderly and help them when they are in need. 2. My friend is in trouble, so I decide to ______ (lend a hand) to him. 3. She ______ (is concerned about) her younger brother’s study and often helps him with his homework. 4. Not only does he help others, but also he ______ (brings happiness) to them. After students finish filling in the blanks, the teacher checks the answers together, explains the wrong answers, and asks students to read the complete sentences aloud to strengthen their memory and application of vocabularies and sentence patterns. Design Intention: This activity is a targeted language practice, which can help students consolidate the core vocabularies and sentence patterns they have learned in this class, and improve their ability to use language flexibly. Filling in the blanks and reading aloud can deepen students’ memory of language points and lay a foundation for their future oral and written expression. Step 5: Summary and Homework First, Summary: The teacher invites students to summarize what they have learned in this class, including the main content of the text, the core vocabularies and sentence patterns, and the understanding of the theme of "caring for each other". Then, the teacher makes a supplementary summary: In this class, we read a touching story about caring for others, mastered some core vocabularies and sentence patterns related to care, and understood that caring for others is a kind of virtue, which can bring warmth and happiness to both parties. We also learned how to express care appropriately in English and how to care for others in real life. The teacher emphasizes that we should not only master the language knowledge, but also put the awareness of caring for others into action, and become a kind, helpful and responsible person. Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this class, deepen their understanding and memory of the knowledge, and at the same time cultivate their ability of induction and summary. The teacher’s supplementary summary can further strengthen the key points of the class and sublimate the theme of the class, integrating language teaching with moral education. Then, Homework: 1. Read the text aloud for 15 minutes every day, and try to recite the key paragraphs. 2. Write a short passage (80-100 words) about "My Act of Caring for Others", using the vocabularies and sentence patterns learned in this class. 3. Talk with your partner in English about how to care for the people around you, and record the conversation (at least 3 minutes). 4. Find an English article about caring for others after class, read it and write a short reading note (50-60 words). Design Intention: The homework is designed to consolidate the knowledge and skills learned in class, and extend the teaching content to after class. Reading aloud and reciting can help students consolidate the text content and improve their sense of language. Writing a short passage can exercise students’ written expression ability and apply the vocabularies and sentence patterns they have learned. The oral conversation and after-class reading can expand students’ learning scope, improve their oral and reading ability, and further strengthen their understanding of the theme of care. 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 $