Unit 1 Caring for Each Other Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentences about caring for others, and use them flexibly in listening, speaking, reading and writing to express care and help. Cultural Awareness: Guide students to understand the similarities and differences of caring expressions in different cultures, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Cultivate students’ critical thinking and analytical ability through discussing caring scenarios and solving practical problems. Learning Ability: Help students master effective learning strategies such as cooperative learning and autonomous exploration, and improve their ability to apply knowledge to practice independently. 教学重难点 Key Points: Master the key vocabulary (such as care for, support, kindness, gratitude) and sentence patterns about expressing care; understand the main content and core ideas of the text; be able to use the learned language knowledge to express care in simple daily scenarios. Difficult Points: Understand the subtle differences of caring expressions in different cultural backgrounds; flexibly use the learned knowledge to deal with complex caring scenarios and express emotions naturally and appropriately; cultivate the awareness of actively caring for others. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a question: “Have you ever felt cared for by others? How did they express their care? And how did you feel at that moment?” Then, the teacher shows some pictures on the screen, including scenes such as a classmate helping another with homework, a parent taking care of a sick child, and volunteers helping the elderly. After students observe the pictures, they are invited to share their own experiences of being cared for or caring for others in simple English. During the sharing process, the teacher listens carefully, gives positive comments and guides students to use simple expressions related to care, such as “My friend helped me when I was in trouble.” “I felt warm when my mother cared about my health.” Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary of this section on the blackboard or PPT, including care for, support, kindness, gratitude, comfort, assist, sympathy, considerate, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to the theme of caring, such as “We should care for the elderly and the weak.” “Her kindness moved everyone around her.” Then, the teacher organizes students to do a quick vocabulary matching exercise: match the words with their corresponding Chinese meanings, and invite several students to answer in class to check their mastery. For the words that students are not familiar with, the teacher repeats the explanation and guides students to read them aloud to strengthen memory. Next, the teacher briefly introduces the background of the text: This section mainly takes the daily life of middle school students as the background, tells the stories of students caring for each other in school and family, and shows the importance of caring in interpersonal relationships. The teacher asks: “What do you think the text will talk about? Can you predict the content of the text according to the title ‘Learning Through Practice’?” Students are encouraged to express their own predictions freely, and the teacher records the key points of their predictions on the blackboard. Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before reading can help students reduce the obstacles in understanding the text and improve reading efficiency. The example sentences closely related to the theme can help students connect vocabulary with the theme of caring, laying a foundation for the flexible use of vocabulary later. Background introduction helps students understand the context of the text, and prediction activities can stimulate students’ curiosity and desire to read, guide them to enter the reading link with a purpose, and improve their reading initiative. Step 3: While-reading (Text Analysis and Comprehension) This link is divided into three parts: skimming, scanning and careful reading, to help students understand the text from shallow to deep. First, skimming: The teacher asks students to read the text quickly within a certain range, and answer the following questions: 1. What is the main topic of the text? 2. How many stories are mentioned in the text? After students finish reading, they are organized to discuss in groups of 4, and then each group sends a representative to answer the questions. The teacher summarizes and supplements: The main topic of the text is how to care for others in daily life, and the text mentions two stories: one is about a student helping his classmate who has difficulty in learning, and the other is about a girl caring for her sick mother at home. Design Intention: Skimming is a basic reading skill. Through skimming, students can quickly grasp the main idea of the text and the overall structure, cultivate their ability to extract key information quickly, and lay a foundation for in-depth understanding of the text. Second, scanning: The teacher asks students to read the text again carefully, and find the specific information according to the following questions: 1. What difficulty did Li Ming meet? How did Wang Tao help him? 2. Why did Zhang Yan stay at home? What did she do to care for her mother? 3. What did Li Ming and Zhang Yan learn from their experiences? Students are asked to circle the key information in the text while reading, and then answer the questions one by one. For the key sentences in the text, such as “Wang Tao spent half an hour every day helping Li Ming with his math homework.” “Zhang Yan cooked porridge for her mother and helped her take medicine on time.”, the teacher asks students to read them aloud, and explains the key sentence patterns and the usage of related words in the sentences. Design Intention: Scanning helps students accurately find specific information in the text, improve their ability to locate information, and at the same time, let students have a more detailed understanding of the content of the text. By analyzing key sentences, students can further master the usage of vocabulary and sentence patterns, and lay a foundation for the subsequent language application. Third, careful reading: The teacher guides students to read the text sentence by sentence, and analyze the emotional connotation and writing characteristics of the text. For example, when reading the part about Wang Tao helping Li Ming, the teacher asks: “How do you think Li Ming felt when Wang Tao helped him? What words in the text can show that?” Students are guided to find words such as “grateful”, “confident” and “happy” in the text, and understand the emotional changes of Li Ming. When reading the part about Zhang Yan caring for her mother, the teacher asks: “What kind of person is Zhang Yan? What can we learn from her?” Students are encouraged to express their own views, and the teacher guides them to realize that Zhang Yan is a considerate and responsible girl, and we should learn to care for our family members. In addition, the teacher guides students to analyze the structure of the text: the first paragraph introduces the importance of caring for others, the middle two paragraphs tell specific stories, and the last paragraph summarizes the significance of learning to care for others through practice. The teacher helps students sort out the structure of the text by drawing a mind map on the blackboard, so that students can have a clearer understanding of the text. Design Intention: Careful reading is the key link to in-depth understanding of the text. By analyzing the emotional connotation of the text, students can further feel the significance of caring for others, and cultivate their emotional perception ability. Analyzing the structure of the text can help students master the writing method of the text, improve their reading and writing ability, and at the same time, cultivate their logical thinking ability. Step 4: Post-reading (Language Application and Expansion) This link is divided into three activities: language practice, group discussion and role-play, to help students flexibly use the learned knowledge and apply it to practice. Activity 1: Language Practice. The teacher presents some incomplete sentences on the PPT, and asks students to fill in the blanks with the key vocabulary and sentence patterns learned in this section. For example: 1. We should ______ (关心) our parents and respect them. 2. When my friend is sad, I often ______ (安慰) her. 3. She showed great ______ (善良) to the homeless child. After students finish filling in the blanks, the teacher checks the answers, corrects the mistakes, and asks students to read the completed sentences aloud to strengthen their memory and application of vocabulary and sentence patterns. Then, the teacher asks students to make their own sentences with the key vocabulary and sentence patterns, and invite several students to share their sentences in class. Design Intention: Language practice is an important link to consolidate new knowledge. Through filling in the blanks and making sentences, students can flexibly use the key vocabulary and sentence patterns learned, and transform the input knowledge into output ability, so as to improve their language application ability. Activity 2: Group Discussion. The teacher puts forward the following discussion topics: 1. What other ways can we care for others in our daily life? (For example, in school, at home, in the community) 2. What should we pay attention to when caring for others? 3. How can we encourage more people to care for others? Students are organized to discuss in groups of 4, and each group designates a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the learned language knowledge to express their views, and helps students solve the language difficulties encountered in the discussion. After the discussion, each group sends a representative to report the discussion results, and the teacher makes comments and supplements, guiding students to realize that caring for others is not only a kind of behavior, but also a kind of responsibility, and we should care for others in a proper way. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. Through discussing practical topics related to caring for others, students can combine the learned knowledge with real life, further deepen their understanding of the theme, and at the same time, improve their ability to use English to express their views and solve practical problems. Activity 3: Role-play. The teacher designs three real-life scenarios related to caring for others, and asks students to perform role-play in groups: Scenario 1: Your classmate failed the exam and is very sad. How do you care for and comfort him/her? Scenario 2: Your parent is tired after work. How do you care for him/her? Scenario 3: You see an old man who is lost on the street. How do you help him? Each group chooses one scenario, discusses the dialogue content, and then performs it in front of the class. After each group’s performance, the teacher and other students make comments, focusing on whether the language used is correct, whether the expression is natural, and whether the way of caring is appropriate. The teacher gives positive affirmation to the advantages of each group, and puts forward suggestions for improvement. Design Intention: Role-play is a vivid and interesting language practice activity. Through simulating real-life scenarios, students can be placed in a real language environment, flexibly use the learned language knowledge to communicate, and improve their oral expression ability and practical communication ability. At the same time, role-play can let students experience the process of caring for others personally, deepen their understanding of the theme, and cultivate their awareness of actively caring for others. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this class: review the key vocabulary and sentence patterns about caring for others, sort out the main content and structure of the text, and review the activities and discussions in the class. The teacher emphasizes that caring for others is an important part of interpersonal communication, and we should learn to care for others in daily life, and use the correct way to express our care. Then, the teacher asks students to reflect on their own performance in this class: What have I learned in this class? What difficulties have I encountered? How can I improve in the future? Students are invited to share their reflections freely, and the teacher listens carefully, gives guidance and encouragement, and helps students establish a correct learning attitude. Finally, the teacher makes a summary: This class takes “Caring for Each Other” as the theme, through reading, discussion, role-play and other activities, we have mastered the relevant language knowledge, understood the significance of caring for others, and improved our language application ability. It is hoped that students can apply what they have learned in this class to their daily life, actively care for their family, friends and people around them, and spread kindness and love. Design Intention: Summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the learning effect. Reflection can help students understand their own learning situation, find their own advantages and disadvantages, and put forward improvement measures, which is conducive to improving their learning ability. The teacher’s final summary further strengthens the theme of the class, guides students to connect the learned knowledge with real life, and achieves the goal of moral education while teaching language knowledge. 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 $