Unit 1 People of Achievement-Using Language 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 1 People of Achievement-Using Language 内容导航 This section centers on people of great achievement, integrating listening, speaking, reading and writing. It includes texts about outstanding figures, focusing on their spirits and contributions, and guides students to use target language to describe and comment on such people, laying a foundation for language application. 教学目标和重难点 1. 教学目标 Language Competence: Master key words and sentence patterns about describing achievements and characters, and improve abilities in listening for specific information, speaking to express opinions and writing a character introduction. Cultural Awareness: Understand the deeds of outstanding figures at home and abroad, respect diverse cultures, and establish a sense of cultural confidence and responsibility. Thinking Quality: Cultivate critical thinking by analyzing characters’ experiences and exploring the reasons for their success. Learning Ability: Develop autonomous and cooperative learning habits through group activities and independent practice, and master effective language learning strategies. 2. 教学重难点 Key Points: Master key vocabulary (e.g., found, passion, consequence) and sentence patterns related to describing people’s achievements and qualities; skillfully use listening strategies to obtain specific information; be able to express views on outstanding figures in simple English and write a short character introduction. Difficult Points: Understand the logical connection in listening materials and accurately grasp the speaker’s attitudes; flexibly use target language to describe characters’ experiences and spiritual qualities; correctly apply complex sentence structures (e.g., relative clauses) in writing. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the topic of “people of achievement” and activate their prior knowledge, laying a solid foundation for the subsequent learning. First, the teacher presents pictures of several well-known outstanding figures on the screen, including Tu Youyou, Albert Einstein, Yuan Longping and Mei Lanfang. These figures cover different fields such as medicine, science, agriculture and art, which can help students realize the diversity of “achievement” and break the narrow understanding that “greatness is distant”. Then, the teacher asks open-ended questions to guide students to discuss in pairs: “Who is the person of achievement you admire most? What achievements has he or she made? What qualities do you think make him or her successful?” After 3 minutes of pair discussion, the teacher invites 3-4 groups to share their opinions. During the sharing process, the teacher positively comments on students’ answers, encourages them to use simple English to express their ideas, and appropriately supplements key words related to the topic, such as “achievement”, “contribution”, “persistence” and “devotion”. Finally, the teacher naturally leads in the theme of this lesson: “Today, we will learn the Using Language part of Unit 1. Through listening, speaking, reading and writing activities, we will further understand the deeds of people of achievement, master the language skills to describe them, and learn from their excellent qualities.” Listening Practice Listening practice is divided into two parts: pre-listening, while-listening and post-listening, aiming to help students master listening strategies, improve their listening ability and lay a foundation for subsequent speaking and writing activities. In the pre-listening stage, the teacher briefly introduces the background of the listening material: “The listening material is a conversation between two students, Li Hua and Wang Ming. They are talking about a famous scientist and his achievements. Before listening, let’s learn some new words and phrases that will appear in the material to help you understand it better.” Then, the teacher presents key new words and phrases on the screen, including “found”, “passion”, “consequence”, “be founded on”, “have a passion for” and “take the consequences”. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives simple example sentences, such as “Tsinghua University was founded in 1911.” and “He has a passion for Chinese literature.”. After that, the teacher asks students to read after him/her twice to ensure that students can pronounce the words and phrases correctly and understand their basic meanings. In the while-listening stage, the teacher arranges two listening tasks to help students gradually grasp the key information of the material. The first listening task is to let students listen to the whole material and choose the main idea from the given options. The options are: A. The conversation is about the life of a scientist. B. The conversation is about the achievements and qualities of a scientist. C. The conversation is about the difficulties a scientist met. After playing the listening material once, the teacher invites students to answer and explains the reason for the correct answer, helping students understand the overall content of the material. The second listening task is more detailed: students need to listen to the material again and fill in the blanks with the key information they hear, such as the scientist’s name, field of research, main achievements and important qualities. The blanks are designed to cover the key points of the material, such as “The scientist ______ a research center in 2000.” and “He has a strong ______ for scientific research.”. After playing the material twice, the teacher checks the answers with the whole class, corrects the wrong answers, and explains the key sentences in the material, such as “As a consequence of his hard work, he made great achievements.”, helping students understand the usage of key sentence patterns. In the post-listening stage, the teacher arranges a pair discussion activity: “Work in pairs and talk about the scientist in the listening material. You can talk about his achievements, qualities and what you can learn from him.” During the discussion, the teacher walks around the classroom, guides students to use the new words and phrases they have just learned, and helps students solve the language problems they meet. After the discussion, the teacher invites 2-3 pairs to present their conversations to the whole class, and gives comments on their performance, focusing on whether they can use the target language correctly and whether their expressions are fluent. Speaking Practice Speaking practice is closely connected with listening practice, aiming to help students apply the listening input to speaking output, improve their oral expression ability and cultivate their ability to express opinions on people of achievement. First, the teacher summarizes the key points of the listening material and leads students to review the key words and sentence patterns related to describing people of achievement, such as “He/She devoted himself/herself to...”, “His/Her main achievement is...”, “He/She is a person with... qualities.”. Then, the teacher presents a sample dialogue on the screen, which is a conversation between two students talking about Tu Youyou. The sample dialogue uses the key words and sentence patterns learned in this lesson, such as “Tu Youyou is a famous medical scientist. She devoted herself to the research of traditional Chinese medicine and found artemisinin, which has saved millions of lives. She is a persistent and dedicated person.”. The teacher asks students to read the sample dialogue in pairs, paying attention to the pronunciation, intonation and the use of target language. After reading the sample dialogue, the teacher arranges a group discussion activity: “Work in groups of four. Each group chooses a person of achievement (it can be the one in the listening material, the one in the warm-up activity, or any other person you admire). Then, discuss his/her achievements, qualities and the influence he/she has on you. Finally, each group prepares a 2-minute group report to introduce the person.” Before the discussion, the teacher gives some tips to help students organize their ideas: first, introduce the person’s basic information (name, field); second, talk about his/her main achievements; third, analyze his/her excellent qualities; fourth, share what you can learn from him/her. During the discussion, the teacher provides guidance for each group, helps students solve the problems in oral expression, and encourages students to use the target language flexibly. After the group discussion, each group sends a representative to present their report. The teacher listens carefully to each report and gives detailed comments: on the one hand, affirm the advantages of the group, such as correct use of target language, clear logic and fluent expression; on the other hand, put forward suggestions for improvement, such as adding more specific details about the person’s deeds or using more complex sentence patterns. After all groups finish their presentations, the teacher summarizes the speaking activity, emphasizes the key points of describing people of achievement, and encourages students to practice oral English more in daily life. Reading Practice Reading practice is designed to help students further understand the theme of “people of achievement”, master reading strategies, and accumulate more language materials for writing. The reading material is a short passage about a famous female scientist, introducing her life experience, main achievements and the difficulties she overcame. First, the teacher asks students to read the passage quickly (skimming) and answer the following question: “What is the main idea of the passage?” This task helps students grasp the overall content of the passage. After students finish reading, the teacher invites them to answer and confirms the correct answer. Then, the teacher asks students to read the passage carefully (scanning) and complete the following tasks: Task 1: Underline the key words and phrases related to the scientist’s achievements and qualities in the passage. Task 2: Answer the detailed questions, such as “When did the scientist start her research?”, “What difficulties did she meet during her research?”, “What qualities helped her achieve success?”. After students finish the tasks, the teacher checks the answers with the whole class, explains the difficult sentences in the passage, such as “Despite the difficulties she met, she never gave up her research.”, and helps students understand the logical connection of the passage. Next, the teacher arranges a group discussion activity: “Work in pairs and discuss the following question: What do you think are the most important qualities for a person to achieve success? Use the information from the reading passage and your own experience to support your opinion.” During the discussion, the teacher guides students to think deeply, encourages them to express their own views, and helps students use the language materials accumulated in the reading passage. Finally, the teacher summarizes the reading practice, introduces the reading strategies of skimming and scanning, and emphasizes that students should use these strategies to improve their reading efficiency in daily reading. At the same time, the teacher asks students to collect the key words and sentence patterns in the reading passage and take notes, which will be used in the subsequent writing practice. Writing Practice Writing practice is the key part of this lesson, aiming to help students apply the language knowledge and skills learned in this lesson to writing, and improve their ability to write a character introduction. The writing task is: “Write a short passage (about 100 words) to introduce a person of achievement you admire. You should include his/her basic information, main achievements, excellent qualities and your feelings about him/her.” First, the teacher guides students to sort out the writing ideas. The teacher says: “Before writing, we should first determine the person we want to introduce, then collect the key information about him/her, such as his/her name, field, main achievements and qualities, and then organize these information in a logical order. The structure of the passage can be divided into three parts: the first part introduces the person’s basic information; the second part talks about his/her main achievements and qualities; the third part expresses your feelings and what you can learn from him/her.” Then, the teacher presents a writing sample on the screen. The sample is a short passage about Yuan Longping, which uses the key words and sentence patterns learned in this lesson, such as “Yuan Longping is a famous agricultural scientist. He devoted his whole life to the research of hybrid rice, which has greatly increased the rice yield and helped millions of people get rid of hunger. He is a persistent, hard-working and selfless person. From him, I learn that we should stick to our dreams and make contributions to society.” The teacher analyzes the structure and language features of the sample, helps students understand how to organize the content and use the target language correctly. After that, students start to write independently. During the writing process, the teacher walks around the classroom, provides individual guidance for students who have difficulties, such as helping them choose the right words and sentence patterns, and correcting their grammatical mistakes. For students who finish writing early, the teacher asks them to check their own passages, pay attention to spelling, grammar and punctuation, and modify their expressions to make them more fluent and accurate. After students finish writing, the teacher collects some students’ passages (including both excellent ones and those with problems) and presents them on the screen. Then, the teacher leads the whole class to comment on these passages. For the excellent passages, the teacher affirms their advantages and asks students to learn from them; for the passages with problems, the teacher points out the mistakes and helps students correct them together, such as correcting grammatical mistakes, improving the choice of words and adjusting the logical order. Finally, the teacher asks students to revise their own passages according to the comments and then hand them in. The teacher will check the passages carefully after class, give personalized comments and feedback, and help students improve their writing ability. Summary and Homework In the summary part, the teacher reviews the key content of this lesson with the whole class: first, the key words and sentence patterns related to describing people of achievement; second, the listening, speaking, reading and writing skills learned in this lesson; third, the excellent qualities of people of achievement and what we can learn from them. The teacher emphasizes that learning about people of achievement is not only to master language skills, but also to learn from their spirits, establish correct values and strive to become better people. In the homework part, the teacher arranges three types of homework to consolidate the learning effect: 1. Review the key words and sentence patterns learned in this lesson and recite them; 2. Revise the character introduction written in class and improve it to about 120 words; 3. Search for information about another person of achievement and write a short oral report (about 1 minute) to prepare for the next class’s oral presentation. At the end of the lesson, the teacher encourages students: “Every person of achievement has paid a lot of efforts to achieve their goals. I hope you can learn from them, keep working hard, and pursue your own dreams. I believe you can also become people who make achievements in your own fields.” 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 $