Unit 2 Onwards and Upwards -Starting out 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 2 Onwards and Upwards -Starting out 内容导航 Starting out of Unit 2 Onwards and Upwards mainly includes a video about outstanding figures like Stephen Hawking and Xu Beihong, and a poem Never Give Up. It activates students’ prior knowledge, leads in the theme of perseverance, and lays a foundation for the whole unit’s study. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and expressions about overcoming difficulties and express concerns and comfort in English. Cultural Awareness: They understand the spirit of perseverance across cultures and establish a positive attitude towards setbacks. Thinking Quality: They analyze the reasons for outstanding figures’ success and develop logical thinking. Learning Ability: They learn to activate prior knowledge and cooperate with peers to lay a solid foundation for subsequent learning. 2. 教学重难点 Key Points: Understand the main content of the video and the poem, master core vocabulary such as rejection, perseverance and worthwhile, and initially grasp the theme of “moving forward bravely and never giving up”. Difficult Points: Accurately understand the implied meaning of the poem, flexibly use expressions of concern and comfort in real contexts, and connect the deeds of outstanding figures with their own life experiences. 教学过程 Step 1: Lead-in (Lead-in and Theme Activation) The teacher starts the class with a question-and-answer interaction: “Have you ever met difficulties in your study or life? How did you deal with them?” Then, the teacher invites 2-3 students to share their own experiences in English. After that, the teacher shows pictures of three outstanding figures—Stephen Hawking, Nelson Mandela and Xu Beihong—on the screen, and asks students to guess their identities and briefly talk about what they know about these figures. During the sharing process, the teacher guides students to focus on the difficulties these figures encountered and their attitudes towards the difficulties, and naturally leads out the unit theme “Onwards and Upwards” and the core spirit of “perseverance and never giving up”. Design Intention: The question-and-answer interaction closely connects with students’ real life, reduces their psychological distance from the new lesson, and stimulates their enthusiasm for participation. Showing the pictures of outstanding figures can activate students’ prior knowledge reserve, help them initially perceive the connection between “difficulties” and “perseverance”, and lay an emotional and cognitive foundation for the study of the video and poem in the Starting out section. At the same time, it can cultivate students’ oral expression ability and lay a foundation for the subsequent language output. Step 2: Video Learning (Comprehension and Vocabulary Preview) First, the teacher briefly introduces the video content: “This video will introduce the experiences of three outstanding figures—Stephen Hawking, Nelson Mandela and Xu Beihong. Please watch it carefully and try to find out the difficulties they encountered and their achievements.” Then, the teacher plays the video twice. For the first time, students watch it freely to get the general idea; for the second time, the teacher asks students to take notes, focusing on two key points: ① the difficulties each figure encountered; ② the achievements they finally made. After watching the video, the teacher organizes a group discussion. Students are divided into groups of 4, and each group discusses the notes they took, sorts out the key information, and then each group sends a representative to share the discussion results. The teacher listens carefully, corrects the wrong information in time, and supplements the key details that students may miss. For example, for Stephen Hawking, the teacher supplements that he suffered from motor neuron disease but still made great achievements in physics; for Nelson Mandela, the teacher reminds students of his long-term imprisonment and his contribution to the anti-apartheid movement; for Xu Beihong, the teacher supplements his experience of studying abroad and his efforts to promote Chinese painting. On the basis of sorting out the video content, the teacher leads students to learn the core vocabulary in the video, such as “debt”, “rejection”, “nevertheless”, “perseverance” and “worthwhile”. The teacher explains the pronunciation, meaning and common collocations of each word, and gives simple example sentences combined with the video content. For example, when explaining “perseverance”, the teacher says: “Stephen Hawking achieved great success because of his perseverance in the face of illness.” When explaining “rejection”, the teacher connects it with the subsequent content of the unit: “Many successful writers once suffered from rejection, which we will learn later.” Design Intention: Playing the video twice follows the cognitive law of students—from overall perception to detailed understanding, which helps students gradually grasp the key information of the video. Group discussion can cultivate students’ cooperative learning ability and communication ability, and make each student participate in the learning process. Learning vocabulary in combination with the video context can help students understand the meaning and usage of words more deeply, avoid mechanical memorization, and lay a foundation for the understanding of the subsequent poem and the whole unit’s language learning. At the same time, it can improve students’ listening comprehension ability and information extraction ability. Step 3: Poem Learning (In-depth Understanding and Theme Perception) First, the teacher presents the poem Never Give Up on the screen, and plays the audio of the poem twice. The first time, students listen to the audio and feel the rhythm and emotion of the poem; the second time, students follow the audio to read aloud, paying attention to the pronunciation, intonation and pauses. After reading, the teacher asks students: “What’s the main idea of the poem? How do you feel after reading it?” Guide students to express their own feelings and initially grasp the core idea of the poem—never give up in the face of difficulties. Then, the teacher leads students to analyze the poem sentence by sentence. For the key sentences, the teacher guides students to think deeply and understand the implied meaning. For example, for the sentence “When things go wrong, as they sometimes will”, the teacher asks: “What does ‘things go wrong’ refer to? Have you ever had such an experience?” Guide students to combine their own life experiences to understand the sentence, so that they can resonate emotionally. For the sentence “When the road you’re trudging seems all uphill”, the teacher explains the meaning of “trudge” and “uphill”, and guides students to realize that the “uphill road” in the poem not only refers to the actual road, but also symbolizes the difficulties and setbacks in life. In the process of analysis, the teacher also guides students to pay attention to the rhetorical devices in the poem, such as repetition and personification. For example, the repetition of “Never give up” in the poem emphasizes the core theme, and the teacher guides students to read these sentences with firm emotion, so as to deeply perceive the emotion conveyed by the poem. At the same time, the teacher connects the poem with the video content: “The outstanding figures in the video also never gave up in the face of difficulties, which is exactly the spirit conveyed by the poem.” After the sentence-by-sentence analysis, the teacher organizes students to read the poem again in groups, and holds a small reading competition. Each group selects a representative to read the poem, and the teacher evaluates from the aspects of pronunciation, intonation, emotion and rhythm, and gives positive comments and suggestions. Finally, the whole class reads the poem together with firm emotion, deepening the understanding and perception of the theme. Design Intention: Listening to the audio and reading aloud can help students feel the musical beauty and emotional connotation of the poem, and improve their pronunciation and intonation. Sentence-by-sentence analysis helps students accurately understand the meaning of the poem, grasp the rhetorical devices and the implied meaning of the sentences, and cultivate their ability to appreciate literary works. Connecting the poem with the video content can help students form a coherent cognitive system, deepen their understanding of the unit theme “never give up”, and lay a foundation for the subsequent in-depth study of the unit. The reading competition can stimulate students’ learning enthusiasm and improve their oral reading ability. Step 4: Language Practice (Application and Consolidation) This step is divided into two parts: vocabulary practice and sentence practice, aiming to help students consolidate the vocabulary and expressions learned in this lesson and improve their language application ability. In the vocabulary practice part, the teacher designs two activities. Activity 1: Fill in the blanks with the core vocabulary learned in this lesson (debt, rejection, nevertheless, perseverance, worthwhile). The teacher presents the following sentences on the screen: ① Despite many failures, he never lost his ______. ② The company ended up deep in ______ because of poor management. ③ She was refused many times, but ______, she didn’t give up. ④ It is ______ to spend time learning English well. ⑤ His ______ made him more determined to succeed. Students complete the blanks independently, and then the teacher checks the answers, explains the wrong questions, and emphasizes the usage of the words again. Activity 2: Word association. The teacher says a core word, and students take turns to say the collocations or related words of the word. For example, when the teacher says “perseverance”, students can say “have perseverance”, “show perseverance”, “perseverance in doing sth.”, etc. This activity can help students consolidate the collocations of words and expand their vocabulary. In the sentence practice part, the teacher focuses on guiding students to learn expressions of concern and comfort, which is one of the key points of this lesson. The teacher first presents some common expressions on the screen, such as “I’m sorry to hear that.”, “Don’t worry, everything will get better.”, “You have done your best, and that’s enough.”, “Keep trying, and you will succeed.” Then, the teacher sets up situational dialogues. For example: Situation 1: Your classmate failed the English exam and felt upset. How would you comfort him/her? Situation 2: Your friend tried many times but still couldn’t finish a difficult task and wanted to give up. How would you encourage him/her? Students are divided into pairs to complete the situational dialogues, and then several pairs are invited to perform their dialogues in front of the class. The teacher evaluates their performance, corrects the inappropriate expressions, and guides students to use the expressions flexibly in real contexts. Design Intention: Vocabulary practice helps students consolidate the core vocabulary learned in this lesson, master their collocations and usage, and lay a solid foundation for language output. Situational dialogue practice combines language learning with real life, helps students apply the learned expressions flexibly, improves their oral communication ability, and also makes students deeply understand the practical significance of the language, which is in line with the teaching concept of “applying what you learn”. At the same time, it can cultivate students’ ability to solve practical problems with language. Step 5: Theme Exploration (Deepening and Extension) First, the teacher asks students to think about the following questions: “What do the outstanding figures in the video and the poem have in common? What can we learn from them?” Students think independently for 5 minutes, and then share their thoughts in groups. The teacher guides students to summarize the common points: they all encountered great difficulties, but they never gave up, persisted in their efforts, and finally achieved success. Then, the teacher guides students to connect with their own lives: “In our study and life, we will also encounter various difficulties, such as failing exams, not completing homework on time, or encountering setbacks in extracurricular activities. What should we do at this time?” Then, the teacher organizes a theme discussion: “Is it necessary to persist in the same goal when we fail at the beginning of our efforts? Or should we set a new goal?” Students are divided into two groups to hold a small debate. Group A holds the view that “we should persist in the same goal”, and Group B holds the view that “we should set a new goal”. Each group discusses for 10 minutes, sorts out the arguments to support their own views, and then each group sends 2-3 representatives to debate. During the debate, the teacher guides students to express their views clearly and logically, and encourages them to use the vocabulary and expressions learned in this lesson. After the debate, the teacher makes a summary: both persistence and adjusting goals are reasonable, and the key is to combine their own actual situation, not to give up easily, and to move forward bravely. Finally, the teacher shares a short story about perseverance: a young man wanted to learn to play the piano, but he gave up easily because he thought it was too difficult. Later, he saw an old man who was over 70 years old still learning to play the piano hard. The old man said: “I don’t care how well I play, I just want to stick to it, because persistence itself is a kind of success.” After listening to the story, the teacher asks students to write a short passage (50-80 words) about their understanding of “perseverance”, using the vocabulary and expressions learned in this lesson. Students complete the writing independently, and then the teacher collects some works to comment on, affirming the advantages and putting forward suggestions for improvement. Design Intention: The theme discussion and debate can cultivate students’ critical thinking ability and logical expression ability, and help them deeply understand the connotation of “perseverance” and the unit theme. Connecting with students’ own lives can make the theme exploration more down-to-earth, guide students to establish a positive attitude towards setbacks, and achieve the goal of moral education. The short story sharing can further stimulate students’ emotional resonance, and the short writing practice can consolidate the language knowledge learned in this lesson, improve students’ writing ability, and realize the integration of listening, speaking, reading and writing. Step 6: Summary and Homework (Consolidation and Extension) First, the teacher summarizes the content of this lesson with the help of students: “In this lesson, we watched a video about three outstanding figures, learned a poem Never Give Up, mastered some core vocabulary and expressions about overcoming difficulties, and discussed the theme of perseverance. We also learned how to express concern and comfort in English, and understood that perseverance is the key to success.” The teacher emphasizes the key and difficult points of this lesson again, and reminds students to review the vocabulary and expressions in time. Then, the teacher assigns homework, which is divided into three levels to meet the needs of different students: Level 1 (Basic): ① Review the core vocabulary and expressions learned in this lesson, and copy each word and its example sentence twice. ② Read the poem Never Give Up aloud and record it, and send the recording to the class group. Level 2 (Improvement): ① Write a short passage (80-100 words) about a person who has perseverance (it can be a celebrity or someone around you), using the vocabulary and expressions learned in this lesson. ② Practice the situational dialogues with your deskmate and master the expressions of concern and comfort. Level 3 (Challenge): ① Search for more stories about outstanding figures who overcame difficulties and persisted in their dreams, and prepare a 2-minute oral report to share in the next class. ② Try to find more English idioms about perseverance and write down their meanings and example sentences. Design Intention: The summary helps students sort out the knowledge system of this lesson, deepen their understanding and memory of the key content. The hierarchical homework takes into account the differences of students’ English level, so that each student can get exercise and improvement in their own level. The basic homework focuses on consolidating the basic knowledge, the improvement homework focuses on improving the language application ability, and the challenge homework focuses on expanding students’ knowledge and improving their comprehensive language ability. At the same time, it can cultivate students’ autonomous learning ability and lay a foundation for the subsequent study of the unit. 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 $