Unit 2 Lessons in Life-Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第四册

Unit 2 Lessons in Life-Understanding ideas 教学目标和重难点 1. 教学目标 Language Competence: Master key words and phrases about life and emotions, and understand the structure and features of book reviews. Cultural Awareness: Comprehend the Western perspective on life and death, and respect diverse life outlooks. Thinking Quality: Develop critical thinking by analyzing Morrie’s views and relating them to personal experiences. Learning Ability: Cultivate autonomous and cooperative learning skills through reading, discussing and reflecting on the text. 2. 教学重难点 Key Points: Understand the main content and core ideas of the book review, master key vocabulary (e.g., anticipate, despair, luxury) and sentence patterns, and grasp the logical structure of the text. Difficult Points: Analyze the deep meaning of Morrie’s words, understand the implied emotions and life philosophy in the text, and effectively express personal life insights using the learned language. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks students the following questions: “What do you think is the most important thing in life? Money, fame, health, family or friendship? Have you ever thought about the meaning of life?” Then, invite 3-4 students to share their opinions freely in English. After that, the teacher makes a brief comment: “Different people have different understandings of life. Today, we will get to know a special person, Morrie, and his insights on life through a book review titled Tuesdays with Morrie.” Design Intention: This warm-up activity closely connects the topic of “life” with students’ daily experiences, which can quickly arouse students’ interest in the lesson. By asking open-ended questions, it encourages students to express their own views, activates their existing vocabulary related to life and emotions, and lays a solid foundation for the subsequent reading and learning. At the same time, it naturally leads to the core content of the lesson, helping students smoothly enter the learning state. Step 2: Pre-reading (Preparatory Work) Activity 1: Vocabulary Preview. The teacher presents the key vocabulary of this lesson on the screen, including verbs (anticipate, lean, stroke), nouns (despair, luxury, fee), adjectives (widespread, absurd, transparent) and key phrases (point of view, be crammed with, be reunited with). For each word and phrase, the teacher provides accurate English definitions, example sentences related to the text, and pronounces them clearly. Then, organize students to read the words and phrases aloud in groups, and ask them to guess the possible meanings of the words according to the example sentences and the context of the text title. Design Intention: Vocabulary is the foundation of understanding the text. Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading efficiency, and avoid being distracted by unknown words during the reading process. By providing example sentences related to the text, it helps students connect vocabulary with the theme of the lesson, laying a foundation for understanding the core content of the text. Group reading can also enhance students’ sense of participation and improve their pronunciation and intonation. Activity 2: Background Introduction. The teacher briefly introduces the background of the book Tuesdays with Morrie: “Tuesdays with Morrie is a famous book written by Mitch Albom, an American writer. Morrie Schwartz, the main character in the book, was a professor of sociology. When he was dying of a terminal illness, he had a series of conversations with his former student Mitch Albom every Tuesday, sharing his insights on life, death, love and other topics. This book has touched millions of readers around the world.” Then, show a picture of Morrie and Mitch to help students have a more intuitive understanding. Design Intention: Understanding the background of the book and the characters can help students better grasp the emotional connotation and core ideas of the text. It enables students to know the context of the text in advance, understand why Morrie’s words are so touching, and lay an emotional foundation for in-depth reading and emotional experience later. Step 3: While-reading (In-depth Reading and Analysis) Activity 1: Skimming. Ask students to read the text quickly and answer the following questions: 1. What kind of text is this? (A book review) 2. Who is Morrie? 3. What is the main content of the text? After students finish reading, invite them to answer the questions one by one. The teacher corrects and supplements their answers to ensure that students have a general understanding of the text’s genre and main content. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text in a short time. By setting simple and direct questions, it guides students to focus on the key information of the text, cultivates their ability to extract key information quickly, and lays a foundation for in-depth reading. Activity 2: Scanning. Ask students to read the text again carefully and complete the following task: Find out the key points of Morrie’s views on life mentioned in the text and fill in the table (the table is presented on the screen, with two columns: “Aspects of Life” and “Morrie’s Views”). After students finish, organize them to exchange their answers in pairs, and then invite several groups to present their results. The teacher summarizes and sorts out the key points, such as Morrie’s views on death, love, work, and happiness. Design Intention: Scanning requires students to read the text carefully and find specific information, which can help students deepen their understanding of the text content. By filling in the table, it helps students sort out the logical structure of the text and clarify Morrie’s core views on life. Pair exchange can promote students’ mutual learning and improve their ability to cooperate and communicate. Activity 3: Close Reading. Guide students to read the key paragraphs of the text in depth and analyze the language features and emotional connotation. 1. Focus on Paragraph 3: “Morrie taught us that death is just a part of life, something we all have to face. He said, ‘Once you learn how to die, you learn how to live.’” Ask students: “What does Morrie mean by this sentence? Do you agree with his view? Why?” 2. Focus on Paragraph 5: “Morrie also talked about love. He believed that love is the only thing that can conquer death. Without love, life is meaningless.” Ask students: “What role does love play in life in Morrie’s opinion? Can you give examples to support your view?” 3. Analyze the key sentence: “The most important thing in life is to learn how to give and receive love.” Guide students to understand the deep meaning of this sentence and discuss its significance in real life. Design Intention: Close reading is the key link of in-depth understanding of the text. By analyzing key paragraphs and sentences, it helps students grasp the emotional connotation and life philosophy contained in the text, and cultivate their ability to analyze and understand the text in depth. Asking open-ended questions encourages students to think independently and express their own views, which is conducive to the development of their critical thinking ability. At the same time, it helps students connect the text content with real life, realizing the combination of text learning and life experience. Activity 4: Text Structure Analysis. Invite students to discuss in groups: “What is the structure of this book review? How does the author organize the content?” After the discussion, the teacher summarizes: The text adopts a “total-subtotal” structure. The first paragraph introduces the book and its core significance; the middle paragraphs elaborate on Morrie’s views on various aspects of life; the last paragraph summarizes the influence of the book and expresses the author’s feelings. Then, guide students to mark the key sentences of each part to help them clarify the logical relationship of the text. Design Intention: Analyzing the text structure helps students grasp the overall framework of the text, understand the author’s writing ideas, and improve their ability to sort out and organize information. Group discussion can stimulate students’ thinking, encourage them to exchange and share their views, and improve their cooperative learning ability and logical thinking ability. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation. 1. Vocabulary Exercise: Ask students to complete the following sentences with the key words and phrases learned in this lesson. (1) We should not fall into ______ when we encounter difficulties. (despair) (2) The room is ______ with books and toys. (crammed) (3) Everyone has their own ______ on life. (point of view) After students finish, check the answers together and explain the usage of the words and phrases again. 2. Sentence Pattern Imitation: Ask students to imitate the key sentence “Once you learn how to die, you learn how to live.” to make sentences. For example, “Once you learn how to persist, you learn how to succeed.” Invite students to share their sentences and comment on them. Design Intention: Consolidating vocabulary and sentence patterns is an important link to improve students’ language competence. Through filling in the blanks and sentence imitation, it helps students master the usage of key words and phrases, and flexibly apply the learned sentence patterns to express their own ideas, laying a foundation for subsequent language output. Activity 2: Group Discussion. Divide students into groups of 4-5, and set the discussion topic: “What life lessons can we learn from Morrie? How can we apply these lessons to our daily life?” Ask each group to assign a recorder and a speaker. After 10 minutes of discussion, each group’s speaker will share the group’s views. The teacher makes comments and supplements, affirming the positive views of the students and guiding them to establish a positive and healthy attitude towards life. Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and thinking quality. By connecting the text content with students’ daily life, it helps students internalize the life philosophy learned from the text and apply it to real life. At the same time, it encourages students to express their own views in English, improving their oral expression ability and logical thinking ability. Activity 3: Writing Practice. Ask students to write a short passage (about 100 words) titled “My Understanding of Life”, requiring them to use the key words and phrases learned in this lesson and combine Morrie’s views to express their own understanding of life. After students finish writing, invite several students to read their passages aloud, and the teacher makes comments on their content, language and structure, pointing out the advantages and areas for improvement. Design Intention: Writing practice is an important way to test students’ language application ability. By letting students write about their own understanding of life, it not only consolidates the knowledge learned in this lesson, but also enables students to express their own emotions and views, improving their writing ability. At the same time, it helps students further deepen their understanding of the theme of the lesson and cultivate their ability to integrate language learning with life experience. Step 5: Summary and Extension Activity 1: Lesson Summary. Invite students to summarize the main content of this lesson: “What did we learn today? What are Morrie’s views on life? What have you learned from this lesson?” Then, the teacher makes a comprehensive summary: Today, we read a book review of Tuesdays with Morrie, understood Morrie’s profound insights on life, death, love and other topics, mastered the key words and phrases related to life, and improved our reading and expression abilities. We also learned to think about the meaning of life and establish a positive and healthy attitude towards life. Design Intention: Summarizing the lesson helps students sort out the knowledge learned in this lesson, strengthen their memory, and form a systematic knowledge framework. Inviting students to summarize independently can improve their ability to sort out and express information, and enhance their sense of achievement in learning. Activity 2: Extension Activity. 1. Recommend students to read the original book Tuesdays with Morrie after class to deepen their understanding of Morrie’s life philosophy. 2. Ask students to interview their parents or grandparents, listen to their life stories and insights on life, and write a short interview report to be shared in the next class. 3. Organize students to collect proverbs about life in English, such as “Life is not about waiting for the storm to pass, but about learning to dance in the rain.”, and share them in groups. Design Intention: Extension activities can extend the teaching content beyond the classroom, enrich students’ learning experience, and help students apply the knowledge and concepts learned in the lesson to real life. Reading the original book can expand students’ reading scope and deepen their understanding of the theme; interviewing relatives can let students learn from the life experience of others and enhance their emotional experience; collecting English proverbs can enrich students’ vocabulary and cultural reserves, and improve their cross-cultural awareness. Step 6: Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns of this lesson, and recite the key sentences. 2. Finish the writing practice assigned in class and revise it according to the teacher’s comments. 3. Read the original book Tuesdays with Morrie (Chapter 1-2) and write a short reading note (about 50 words) to record your feelings. 4. Complete the interview activity and write the interview report. Design Intention: Homework is an important link to consolidate the teaching effect and extend the learning process. Reviewing and reciting helps students consolidate the knowledge learned; revising the writing helps students improve their writing ability; reading notes and interview reports help students deepen their understanding of the theme and apply the learned knowledge to practice, achieving the goal of integrating learning and application. Step 7: Teaching Reflection (for Teachers) After the class, the teacher should reflect on the following aspects: 1. Whether the lead-in activity effectively aroused students’ interest in the lesson and laid a good foundation for the subsequent learning. 2. Whether the pre-reading vocabulary preview and background introduction helped students reduce reading obstacles. 3. Whether the while-reading activities effectively guided students to in-depth understanding of the text, and whether students’ reading skills and thinking ability were improved. 4. Whether the post-reading consolidation and application activities effectively helped students consolidate the knowledge learned and improve their language application ability. 5. Whether students actively participated in the class activities and whether their cooperative learning ability and oral expression ability were improved. 6. What problems existed in the teaching process, such as whether the difficulty of the activities was appropriate, whether the time allocation was reasonable, and how to improve them in the next class. Design Intention: Teaching reflection is an important way to improve teaching quality. By reflecting on the teaching process, the teacher can find out the advantages and disadvantages of the teaching design, adjust and improve the teaching plan in time, and continuously improve their own teaching level, so as to better meet the learning needs of students and achieve the teaching goals of 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 $