Unit 2 Honesty and Care-Reading Further 教案-2025-2026学年高中英语重大版必修第三册

Unit 2 Honesty and Care-Reading Further 教学目标和重难点 教学目标 The four-dimensional core literacy of this lesson is closely combined with the theme of honesty and care, aiming to promote the all-round development of students. In terms of language ability, students will master key words and sentence patterns related to honesty and care, improve their ability to obtain, sort out and interpret information in the text, and enhance their ability to express views on moral issues in English. For cultural awareness, students will understand the common values of honesty and care in Chinese and Western cultures, realize the universality of good moral qualities, and cultivate cross-cultural communication awareness and cultural tolerance. In terms of thinking quality, students will be guided to analyze the moral dilemmas in the text, make rational judgments and in-depth thinking, and develop critical thinking and logical reasoning ability. As for learning ability, students will master effective reading strategies such as skimming, scanning and intensive reading, form the habit of independent learning and cooperative inquiry, and lay a solid foundation for lifelong English learning. All four aspects are interrelated and promote each other, fully reflecting the teaching concept of "cultivating people through morality" in English teaching. 教学重难点 The key points of this lesson mainly include two aspects: first, mastering the core vocabulary (such as integrity, empathy, dilemma, donate, forgive) and difficult sentence patterns (such as complex sentences with attributive clauses and adverbial clauses) in the Reading Further text, and being able to use them flexibly in context; second, understanding the main content of the text, sorting out the logical context of the story, and grasping the author’s emotional tendency and core views on honesty and care. The difficult points are as follows: on the one hand, understanding the connotation of "sincere care" and "situational honesty" in the text, and being able to dialectically analyze the moral dilemmas involved (such as whether a white lie is contrary to honesty); on the other hand, using the learned language knowledge and reading strategies to express personal views on honesty and care in English accurately and fluently, and realizing the integration of language use and moral cognition, which puts forward higher requirements for students’ comprehensive language application ability and thinking depth. 教学过程 Step 1: Lead-in — Activate Background and Arouse Interest The teacher starts the class with a real-life scenario: show a short video clip about a student who finds a wallet and faces the choice of returning it or keeping it privately, and then asks students two questions: “What would you do if you were the student? Why?” After giving students a few minutes to think independently, invite 3-4 students to share their views in English. Then, the teacher summarizes students’ answers, points out that honesty is a basic moral quality, and naturally leads to the theme of this lesson — Honesty and Care. After that, the teacher presents the title of Reading Further and asks: “What do you think the text will talk about? Will it tell a story about honesty and care, or discuss their importance?” Design Intent: The real-life scenario is close to students’ daily life, which can quickly activate students’ existing knowledge and experience about honesty, arouse their emotional resonance and learning interest. Asking open questions encourages students to express their true thoughts, exercises their oral expression ability in English, and lays a good emotional and cognitive foundation for the subsequent text reading. Predicting the text content can cultivate students’ predictive ability, stimulate their desire to explore the text, and help them quickly enter the reading state. Step 2: Pre-reading — Master Key Knowledge and Remove Reading Barriers First, the teacher presents the core vocabulary and difficult sentence patterns of the text through PPT, including integrity, empathy, dilemma, donate, forgive, as well as complex sentences such as “When faced with a moral dilemma, it is important to balance honesty with care for others’ feelings.” For each vocabulary, the teacher explains its meaning, pronunciation and usage, and gives example sentences closely related to the theme of the text (e.g., “Integrity is the foundation of interpersonal trust.” “We should show empathy for those in trouble.”). For difficult sentence patterns, the teacher analyzes the sentence structure, points out the key points of understanding, and guides students to read aloud to familiarize themselves with the sentence rhythm. Then, the teacher arranges a group activity: divide students into groups of 4, and ask each group to discuss the meaning of “honesty” and “care” in their own understanding, and list 2-3 specific behaviors that reflect honesty and care respectively, then share their discussions with the whole class. The teacher comments on students’ sharing, supplements and improves their understanding, and emphasizes the close connection between honesty and care. Design Intent: Pre-reading vocabulary and sentence pattern teaching can help students remove language barriers in reading, avoid being distracted by new words and difficult sentences during reading, and improve reading efficiency. The group discussion activity not only deepens students’ understanding of the core concepts of the theme, but also cultivates their cooperative learning ability and oral expression ability. At the same time, it helps students establish a connection between the theme and their own life experience, laying a foundation for in-depth understanding of the text. Step 3: While-reading — Adopt Hierarchical Reading and Comprehend Text Connotation This step is divided into three levels: skimming, scanning and intensive reading, guiding students to understand the text from shallow to deep. First, Skimming: Ask students to read the text quickly, grasp the main idea of the text, and answer two questions: 1. What is the main content of the text? 2. What is the author’s attitude towards honesty and care? After students finish reading, invite them to share their answers. The teacher summarizes: The text tells a story about a girl who faces a moral dilemma — whether to tell the truth to her friend and hurt her feelings, or to tell a white lie to protect her friend, and finally realizes the true meaning of combining honesty with care. The author advocates that we should not only adhere to the principle of honesty, but also show care for others’ feelings in specific situations. Second, Scanning: Ask students to read the text again, scan for specific information, and fill in the following form: the background of the story, the moral dilemma the girl faces, the choices she has, and her final decision. Students can complete the form independently first, then check and correct with their group members. The teacher checks the completion of the form, points out the key information points in the text, and helps students sort out the logical context of the story. Third, Intensive Reading: Guide students to read the text paragraph by paragraph, focus on key sentences and emotional expressions, and deeply understand the connotation of the text. For example, in the paragraph where the girl hesitates to make a decision, the teacher asks: “What words and sentences does the author use to describe the girl’s hesitation? What can we infer from these descriptions?” Guide students to find words such as “hesitated”, “confused”, “worried” and related sentences, and analyze the girl’s inner activities. Then, the teacher asks: “Why does the girl finally choose to tell her friend the truth in a gentle way? What does this show?” Guide students to realize that the girl’s choice not only adheres to the principle of honesty, but also takes care of her friend’s feelings, which is the true embodiment of combining honesty with care. In addition, the teacher guides students to pay attention to the author’s emotional changes in the text, and understand how the author expresses his views through the story. Design Intent: Hierarchical reading (skimming, scanning, intensive reading) conforms to the law of students’ cognitive development, helping students gradually deepen their understanding of the text from grasping the main idea to sorting out specific information, and then to understanding the deep connotation. Asking targeted questions guides students to focus on the key points of the text, cultivate their ability to obtain and process information, and exercise their logical reasoning ability. Analyzing the author’s emotional expression and writing techniques helps students improve their reading appreciation ability and lay a foundation for the subsequent language application. Step 4: Post-reading — Consolidate and Extend, Promote Ability Migration This step includes three activities to help students consolidate the learned knowledge and realize the migration of language ability and thinking ability. Activity 1: Text Retelling. Ask students to retell the story in their own words, focusing on the key plots and the girl’s decision-making process. Students can practice in pairs first, then invite 2-3 students to retell in front of the whole class. The teacher comments on students’ retelling, affirming their advantages, and pointing out the problems in language expression and plot sorting, and gives guidance and correction. Design Intent: Text retelling can help students consolidate the main content of the text, exercise their ability to organize language and express in English, and test their understanding of the text. Pair practice provides more opportunities for students to speak, reduces their speaking anxiety, and improves their oral expression ability. Activity 2: Group Discussion. The teacher puts forward a discussion topic: “Is a white lie contrary to honesty? In what situations can we tell a white lie? Please combine your own life experience to discuss.” Divide students into groups of 5, and ask each group to discuss for a period of time, then select a representative to share the group’s views. During the discussion, the teacher walks around the classroom, guides students to express their views clearly, and helps them use the learned vocabulary and sentence patterns to support their own views. After the sharing, the teacher summarizes: A white lie is not contrary to honesty in some specific situations. It is a kind of care for others’ feelings, which reflects the flexibility of honesty. However, we should adhere to the principle of honesty and not use white lies as an excuse to avoid responsibility. Design Intent: The discussion topic is closely related to the text connotation and students’ life experience, which can stimulate students’ in-depth thinking, cultivate their critical thinking ability and ability to distinguish right from wrong. Group discussion encourages students to communicate and cooperate, share different views, and improve their oral expression ability and cooperative learning ability. The teacher’s guidance helps students clarify their views and use the learned language knowledge flexibly, realizing the migration of language ability. Activity 3: Writing Practice. Ask students to write a short passage (about 100 words) with the title “My Understanding of Honesty and Care”, requiring them to combine the text content and their own life experience, express their views on honesty and care, and use at least 5 core vocabulary and 2 difficult sentence patterns learned in this lesson. After students finish writing, the teacher collects some students’ works, comments on them in class, points out the advantages and shortcomings in content and language, and gives suggestions for improvement. Then, students can revise their own works according to the teacher’s comments. Design Intent: Writing practice is an important link to consolidate the learned language knowledge and improve students’ writing ability. Combining the text content and life experience makes the writing task more targeted and operable, and helps students integrate the moral cognition in the text into their own writing. The teacher’s comments and students’ revision help students find their own problems and improve their writing level, realizing the integration of language learning and moral education. Step 5: Summary and Reflection — Sort Out Knowledge and Improve Cognition First, the teacher leads students to sort out the key points of this lesson: review the core vocabulary, difficult sentence patterns and the main content of the text, and summarize the connotation of honesty and care and the author’s views. Then, the teacher asks students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How to solve these difficulties? What new understanding do you have about honesty and care?” Invite a few students to share their reflections, and the teacher gives positive affirmation and guidance. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and difficult sentence patterns of this lesson; 2. Revise the writing task and hand it in the next class; 3. Observe the behaviors of honesty and care around you, and write down one specific example in English (about 50 words). Design Intent: Summarizing the key points helps students sort out the knowledge system of this lesson, consolidate the learned content, and form a clear cognitive framework. Asking students to reflect on their learning process helps them cultivate the habit of self-reflection, find their own learning problems, and improve their learning ability. The after-class tasks are closely linked to the content of the lesson, which not only helps students consolidate the learned knowledge, but also guides them to apply the moral concepts learned in the lesson to real life, realizing the extension of teaching and the integration of moral education. Step 6: Teaching Evaluation — Process-oriented Evaluation, Promote All-round Development The teaching evaluation of this lesson adopts a process-oriented evaluation method, combining teacher evaluation, student self-evaluation and peer evaluation. In the whole teaching process, the teacher observes students’ performance in class participation, group discussion, oral expression and writing practice, and gives timely affirmation and guidance. After the class, students conduct self-evaluation, reflecting on their own learning attitude, learning effect and existing problems. At the same time, students conduct peer evaluation on each other’s oral expression and writing works, pointing out each other’s advantages and shortcomings, and learning from each other. The evaluation focuses not only on students’ mastery of language knowledge and language application ability, but also on their performance in thinking quality, cultural awareness and learning ability. For example, in the group discussion, evaluate students’ critical thinking ability and cooperative learning ability; in the writing practice, evaluate students’ ability to integrate moral cognition into language expression. Through comprehensive evaluation, help students understand their own strengths and weaknesses, stimulate their learning motivation, and promote their all-round development of core literacy. Design Intent: Process-oriented evaluation pays attention to the whole process of students’ learning, which is more comprehensive and objective than the traditional result-oriented evaluation. Combining multiple evaluation subjects (teacher, self, peer) helps students fully understand their own learning situation, cultivate their ability of self-evaluation and peer evaluation, and improve their learning initiative and enthusiasm. The evaluation content covers all aspects of core literacy, which is conducive to guiding students to pay attention to the all-round development, and fully reflects the teaching concept of taking students as the main body and cultivating 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 $