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

该高中英语教案聚焦被动语态（含不同时态、情态动词及主动表被动用法）和生活谚语，通过“日常生活教训”提问激活学生经验，结合伊索寓言图片引入，搭建生活与单元主题“人生教训”的学习支架，梳理语言知识与主题的关联。 此教案以核心素养为导向，语言能力通过听（Janet Rose采访）、说（角色扮演采访）、写（寓言创作与互评）综合训练提升，文化意识借助寓言和谚语渗透跨文化智慧，思维品质通过小组分析被动语态用法、讨论人生经验培养。为学生提供真实语言运用场景，助力语言能力与思维发展，为教师提供系统教学流程和多样化活动设计，提升课堂实效。

Unit 2 Lessons in Life-Using language 教学目标和重难点 1. 教学目标 Language Ability: Master the passive voice and life proverbs to improve listening, speaking, reading and writing skills. Thinking Quality: Cultivate critical and logical thinking through analyzing fables and discussing life experiences. Cultural Awareness: Understand the wisdom of different cultures in life proverbs and fables, and enhance cross-cultural communication awareness. Learning Ability: Develop autonomous and cooperative learning skills through group activities and independent practice, laying a foundation for lifelong learning. 2. 教学重难点 Key Points: Master the usage of the passive voice (including different tenses, modal verbs and active forms expressing passive meaning) and core life proverbs; be able to use the passive voice correctly in writing and speaking. Difficult Points: Flexibly using the passive voice in real contexts, especially active forms expressing passive meaning; accurately understanding and applying life proverbs in appropriate scenarios to express life insights. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class with a question: “What lessons have you learned from your daily life?” Ask students to think for 2 minutes and then share their answers in pairs. After that, invite 2-3 pairs to present their ideas to the whole class. Then, the teacher shows pictures of Aesop’s fables (such as The Lion and the Mouse) and asks: “Do you know these stories? What life lessons can we learn from them?” Guide students to briefly talk about the fables they know. Finally, the teacher introduces the topic of this lesson: “Today, we will learn Using language of Unit 2 Lessons in Life. We will review the passive voice through fables, learn life proverbs and practice listening and speaking about lifelong learning.” Design Intention: The lead-in starts with students’ real life experiences, which can arouse their interest and enthusiasm for learning, and help them connect the lesson content with their own life. Introducing Aesop’s fables can naturally lead to the core grammar point of this lesson—the passive voice, and lay a foundation for the subsequent learning of fable-related content. At the same time, it can implicitly convey the unit theme of “life lessons” and help students establish a connection between language learning and life philosophy. Step 2: Grammar Review — Passive Voice Activity 1: Recognize the Passive Voice The teacher presents three sentences on the blackboard or multimedia courseware, all from the textbook’s Using language section, with the passive voice parts highlighted: 1. The lion was trapped in a net. 2. The net was made by hunters. 3. The mouse was helped by the lion later. Ask students to observe the sentences carefully and discuss in groups: “What is the structure of the passive voice? What are the differences between these three sentences in tense?” After 5 minutes of group discussion, invite each group to send a representative to share their findings. The teacher summarizes and supplements: The basic structure of the passive voice is “be + past participle”, and the tense of the passive voice is reflected by the changes of “be” (am/is/are/was/were/has been/had been/will be, etc.). Then, the teacher lists the forms of the passive voice in different tenses with the verb “do” as an example, and explains each form briefly with simple examples. Design Intention: By presenting typical sentences from the textbook, students can directly perceive the structure and tense changes of the passive voice, which is more targeted than abstract explanation. Group discussion can stimulate students’ active thinking, let them summarize the rules by themselves, and deepen their understanding of knowledge. The teacher’s summary and supplement can help students sort out the knowledge system and lay a solid foundation for the subsequent application of the passive voice. Activity 2: Analyze the Usage of the Passive Voice The teacher asks students to go back to the three sentences just presented and think: “Why do we use the passive voice here instead of the active voice?” Guide students to summarize the common usages of the passive voice: 1. When the doer of the action is unknown or unimportant. 2. When we want to emphasize the receiver of the action. 3. When the context requires objectivity (such as in fables, news reports, etc.). Then, the teacher presents more examples related to fables and asks students to analyze the reasons for using the passive voice in each sentence. For example: “The story was written by Aesop.” (Emphasize the story, the doer is known but not the focus) “Many fables have been translated into different languages.” (The doer is unknown) Design Intention: This activity helps students not only master the structure of the passive voice, but also understand its practical usage in context. By combining with fable examples, it is closely connected with the subsequent content of the lesson, making the grammar learning not isolated but integrated with the theme. It also cultivates students’ analytical ability and helps them use the passive voice more appropriately in different scenarios. Activity 3: Special Cases — Active Forms Expressing Passive Meaning The teacher presents some special sentences and asks students to observe: 1. This kind of cloth washes easily. 2. The house needs repairing. 3. The book is easy to read. Ask students to discuss: “These sentences are in active form, but what do they express? What are the characteristics of these sentences?” After discussion, the teacher explains the special cases of active forms expressing passive meaning: 1. Some intransitive verbs (such as wash, sell, read, feel) used to express the attribute of the subject. 2. Verbs like want, need, require followed by gerund active form to express passive meaning (equivalent to “to be + past participle”). 3. Adjectives like easy, difficult, hard followed by infinitive active form to express passive meaning. Then, the teacher gives more practice sentences and asks students to judge and explain, helping them master these special cases. Design Intention: Active forms expressing passive meaning are one of the difficult points in this lesson. By presenting typical examples and guiding students to discuss and summarize, it can reduce the difficulty of learning and help students understand and remember these special cases. Practice sentences can consolidate students’ understanding and avoid mistakes in subsequent use. Activity 4: Practice — Transform Active Voice into Passive Voice The teacher prepares 10 sentences in active voice, which are closely related to the theme of fables and life lessons. For example: 1. Hunters made a net. 2. The mouse bit the net. 3. People all over the world read Aesop’s fables. Ask students to work in pairs to transform these sentences into passive voice. After completion, the teacher checks the answers with the whole class, focuses on correcting common mistakes (such as incorrect tense of “be”, incorrect past participle form, etc.), and explains the key points and difficulties in transformation. For example, when transforming the present perfect tense active voice into passive voice, the structure is “has/have been + past participle”; when transforming the modal verb active voice into passive voice, the structure is “modal verb + be + past participle”. Design Intention: This practice is a direct application of the passive voice knowledge learned, which can help students consolidate the structure and tense changes of the passive voice. Pair work can let students help each other, find and correct mistakes in time, and improve learning efficiency. The teacher’s error correction and explanation can target students’ weak points, help them avoid common mistakes, and further deepen their mastery of the passive voice. Step 3: Vocabulary & Proverbs Learning Activity 1: Learn Core Vocabulary The teacher presents the core vocabulary of this lesson on the multimedia courseware, including verbs, nouns and adjectives related to fables and life lessons, such as trap (v./n.), release (v.), wisdom (n.), moral (n.), virtue (n.), determined (adj.), etc. For each word, the teacher explains its pronunciation, meaning and usage, and gives example sentences related to the unit theme. For example, for “trap”, the example sentence is “The lion was trapped in a net, but he didn’t give up.”; for “wisdom”, the example sentence is “We can learn wisdom from fables.” Then, ask students to read the words and example sentences aloud twice, and then practice making sentences with the words in pairs. Invite some students to share their sentences with the whole class, and the teacher comments and corrects them. Design Intention: Core vocabulary is the basis of language learning. By explaining the words combined with the unit theme and example sentences, students can not only master the words themselves, but also know how to use them in the context of life lessons. Reading aloud and sentence-making practice can help students consolidate the words and improve their ability to use vocabulary flexibly. The teacher’s comments and corrections can help students use the words correctly and avoid wrong usage. Activity 2: Learn Life Proverbs The teacher presents 5-6 life proverbs related to the unit theme, such as “A friend in need is a friend indeed.”, “Every cloud has a silver lining.”, “Practice makes perfect.”, “Honesty is the best policy.”, etc. For each proverb, the teacher first reads it aloud, then explains its meaning in simple English, and connects it with life experiences to help students understand. For example, when explaining “A friend in need is a friend indeed.”, the teacher can say: “This proverb means that a true friend will help you when you are in trouble. For example, if you are ill and your friend comes to take care of you, he is a true friend.” Then, ask students to read the proverbs aloud and memorize them. After that, organize a group discussion: “Which proverb do you like best? Why? Can you share a life experience related to this proverb?” Each group discusses for 3 minutes, and then invites representatives to share their views. Design Intention: Life proverbs are an important part of the Using language section, which can not only enrich students’ vocabulary and expression, but also convey positive life philosophy. Explaining proverbs combined with life experiences can help students understand their connotation and use them in real life. Group discussion can stimulate students’ thinking, let them connect proverbs with their own life experiences, and deepen their understanding and memory of proverbs. At the same time, it can also cultivate students’ ability to express their views in English. Step 4: Listening Practice Activity 1: Pre-listening — Predict The teacher introduces the listening material: “This is an interview with Janet Rose, an 81-year-old woman who went to college. She will talk about her experience of going to college at an old age and her understanding of lifelong learning.” Then, the teacher presents some questions on the courseware: 1. How old was Janet Rose when she went to college? 2. Why did she decide to go to college? 3. What difficulties did she meet? 4. What did she learn from the experience? Ask students to read the questions carefully and predict the answers based on their own imagination and life experience. Invite some students to share their predictions. Design Intention: Pre-listening prediction can help students clarify the listening focus, activate their relevant background knowledge, and reduce the difficulty of listening. By predicting the content of the interview, students can better grasp the key information during listening, improve listening efficiency. At the same time, it can arouse students’ interest in the listening material, as the topic of lifelong learning is closely related to their own growth. Activity 2: While-listening — Get Key Information The teacher plays the listening material twice. For the first time, ask students to listen carefully and get the general idea of the interview, and check whether their predictions are correct. For the second time, ask students to listen carefully and answer the pre-listening questions. After listening, ask students to check their answers in pairs. Then, the teacher plays the listening material again, pausing at key points to explain difficult sentences and key words, such as “lifelong learning”, “overcome difficulties”, “realize one’s dream”, etc. Help students understand the details of the interview. Design Intention: Playing the listening material twice can help students gradually grasp the content of the material. The first listening focuses on the general idea, and the second listening focuses on key information, which conforms to the law of listening learning. Checking answers in pairs can let students help each other, find and correct mistakes. The teacher’s explanation of difficult points can help students solve listening obstacles, improve their listening comprehension ability, and lay a foundation for the subsequent speaking practice. Activity 3: Post-listening — Retell and Discuss First, ask students to retell the interview in pairs based on the key information they got. Each student retells part of the content, and then combines it into a complete retelling. After that, invite 1-2 pairs to retell the interview to the whole class, and the teacher comments and guides them to use the passive voice and the proverbs learned in the retelling. Then, organize a class discussion: “Do you agree with Janet Rose’s view on lifelong learning? Why or why not? What can you do to keep learning in your daily life?” Ask students to express their views freely, and the teacher guides them to use the language knowledge learned in this lesson, such as the passive voice and life proverbs. Design Intention: Retelling can help students consolidate the listening content, improve their oral expression ability and logical thinking ability. Asking students to use the passive voice and proverbs learned in retelling can realize the integration of listening and speaking, and help students apply the language knowledge they have learned. Class discussion can deepen students’ understanding of the theme of lifelong learning, guide them to establish a correct learning concept, and at the same time improve their oral communication ability and critical thinking ability. Step 5: Speaking Practice Activity 1: Role-play — Interview The teacher divides students into groups of 4. Each group designs an interview about “life lessons”. Two students act as interviewers, and the other two act as interviewees (one can be an old man with rich life experience, and the other can be a young person who has just experienced setbacks). The interviewers need to design questions related to life lessons, such as “What is the most important lesson you have learned in your life?”, “How did you overcome the difficulties in your life?”, “What advice do you have for us young people?” The interviewees need to answer the questions, using the passive voice, life proverbs and core vocabulary learned in this lesson. Each group prepares for 10 minutes, and then invites 2-3 groups to perform their role-play in front of the class. The teacher comments on their performance, focusing on the correct use of language, the fluency of expression and the relevance of the content. Design Intention: Role-play is a practical oral practice activity, which can simulate real communication scenarios and improve students’ oral communication ability. By designing interviews about life lessons, it is closely connected with the unit theme and the content of this lesson. Students can apply the passive voice, proverbs and core vocabulary learned in the activity, realizing the integration of knowledge and practice. Group preparation can cultivate students’ cooperative learning ability, and the teacher’s comments can help students find their own shortcomings and improve their oral expression ability. Activity 2: Share Life Lessons Ask students to think about a valuable life lesson they have learned from their own life, family, friends or books. Then, ask each student to prepare a 1-2 minute speech to share their life lesson with the class. The speech should include: what the lesson is, how they learned it, and what impact it has on their life. Require students to use at least one proverb and two sentences with the passive voice in their speech. After each student’s speech, other students can ask questions or give comments. The teacher guides the whole process, and gives positive encouragement and guidance to students’ speeches. Design Intention: This activity combines students’ real life experiences with language learning, making oral practice more real and meaningful. Requiring students to use proverbs and the passive voice can urge them to apply the knowledge learned in this lesson, and improve their ability to use language flexibly. Asking other students to ask questions and give comments can enhance the interaction in the class, and help students improve their listening and oral expression ability. At the same time, it can also let students learn from each other’s life experiences and deepen their understanding of the unit theme. Step 6: Writing Practice Activity 1: Guided Writing — A Short Fable The teacher guides students to write a short fable (about 100-120 words) using the passive voice and life proverbs learned in this lesson. First, the teacher presents the structure of a fable: beginning (introduce the characters and background), development (describe the event), ending (conclude the moral). Then, the teacher gives an example fable, analyzing how to use the passive voice and proverbs in the fable. For example: “Once upon a time, a little bird was hurt by a stone. It was saved by a kind girl. The girl took good care of it until it recovered. Finally, the bird flew away. The moral of the story is ‘Kindness is rewarded.’” Then, ask students to write their own short fables in pairs. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties, and helps them correct mistakes in grammar, vocabulary and expression. Design Intention: Guided writing can help students master the structure of fables and the method of using the passive voice and proverbs in writing. The example fable can give students a clear reference, reduce the difficulty of writing. Pair writing can let students discuss and help each other, improve writing efficiency and quality. The teacher’s on-site guidance can target students’ weak points, help them solve writing problems, and improve their writing ability. Activity 2: Peer Evaluation and Revision After students finish writing, ask them to exchange their fables with their deskmates for peer evaluation. The evaluation criteria are: 1. Whether the passive voice is used correctly. 2. Whether proverbs are used appropriately. 3. Whether the fable has a clear moral. 4. Whether the language is fluent and the grammar is correct. Ask students to put forward revision suggestions to their deskmates based on the evaluation criteria. Then, students revise their own fables according to the suggestions. After revision, the teacher collects some excellent fables and ordinary fables, comments on them in class, affirms the advantages, points out the shortcomings, and guides students to further improve their writing. Design Intention: Peer evaluation can help students learn from each other, find their own mistakes and shortcomings in writing, and improve their ability to evaluate and revise articles. The clear evaluation criteria can make peer evaluation more targeted and effective. Revising according to the suggestions can help students deepen their understanding of the knowledge learned, and improve their writing level. The teacher’s comments can help students grasp the key points of writing, and let them know how to write better fables. Step 7: Summary and Extension Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson. Ask students to think: “What have we learned today? What key knowledge and skills have we mastered?” Invite several students to share their summaries, and the teacher supplements and sorts out: In this lesson, we have reviewed the passive voice (including its structure, tense changes and special cases), learned core vocabulary and life proverbs, practiced listening and speaking through interviews and role-plays, and written short fables. We have not only improved our language ability, but also learned valuable life lessons. Then, the teacher emphasizes the key and difficult points of this lesson again, reminding students to pay attention to the correct use of the passive voice and proverbs in daily study and life. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge system of the lesson, deepen their memory and understanding of the knowledge learned. The teacher’s supplement and sorting out can ensure that students grasp the key points of the lesson, and help them form a complete knowledge framework. Emphasizing the key and difficult points again can help students focus on the key content and avoid forgetting. Activity 2: Extension and Homework The teacher assigns after-class homework: 1. Review the passive voice, core vocabulary and life proverbs learned in this lesson, and make a mind map to sort out the knowledge. 2. Read more Aesop’s fables, select one of them, rewrite it using the passive voice, and write a short comment (about 50 words) on the moral of the fable. 3. Interview your parents or grandparents, ask them about the most important life lesson they have learned, and write a short interview report (about 150 words), using the passive voice and at least one life proverb. 4. Share the life lesson you learned in class with your family in English. Design Intention: The extension homework is closely connected with the content of the lesson, which can help students consolidate the knowledge learned and apply it to real life. Making a mind map can help students sort out the knowledge system and improve their learning ability. Reading and rewriting fables can deepen students’ understanding of the passive voice and fable themes. Interviewing family members can let students combine language learning with real life, improve their listening and writing ability, and at the same time inherit the life wisdom of their families. Sharing with family in English can create a good English learning environment and improve students’ oral expression ability. 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 $