Unit 4 Everyday Economics-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定语从句复习与金融相关词汇学习，通过展示购物收据、折扣券等日常经济活动图片提问，激活学生旧知与生活经验，搭建从生活情境到语言学习的支架，衔接前后知识脉络。 该资料以情境化与任务驱动为特色，通过小组词汇对话、社会信用体系讨论、个人财务管理计划写作等活动，培养学生语言能力（灵活运用词汇和定语从句）、思维品质（逻辑分析经济现象）和文化意识（理解中外经济体系），助力学生提升综合语言运用能力，为教师提供结构化教学流程，提升课堂效率。

Unit 4 Everyday Economics-Using language 教学目标和重难点 1. 教学目标 Language Ability: Master attributive clauses and finance-related vocabulary to express economic views fluently. Cultural Awareness: Understand economic help movements and social credit systems at home and abroad, forming a rational view of money. Thinking Quality: Analyze economic phenomena logically and develop critical thinking through discussions. Learning Ability: Cultivate autonomous and cooperative learning skills to apply language knowledge in real-life economic communication. 2. 教学重难点 Key Points: Review and flexibly use attributive clauses in real contexts; master core vocabulary and expressions related to personal finance and social credit; understand the importance of rational financial management and personal credit. Difficult Points: Flexibly using attributive clauses (especially non-restrictive ones) in writing and speaking; expressing economic concepts and personal views accurately in English; establishing a correct view of money and finance. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of daily economic activities, such as shopping receipts, discount coupons, and bank cards, and asks students the following questions in English: “Do you usually make a budget before shopping?” “Have you ever heard of the social credit system in China?” “What do you think is important for personal finance management?” Then, the teacher invites 2-3 students to share their answers, and naturally leads to the topic of this lesson — using English to talk about everyday economic issues and review relevant language points. Design Intention: This lead-in links the lesson content with students’ daily life, which can effectively activate their prior knowledge and life experience about everyday economics. By asking simple and practical questions, it reduces students’ anxiety about using English to discuss economic topics, arouses their learning interest, and lays a good foundation for the subsequent study of vocabulary, grammar and comprehensive language use. At the same time, it helps students realize the close connection between English learning and real life, enhancing their awareness of applying language in practice. Step 2: Vocabulary Learning — Master Finance-Related Words and Expressions First, the teacher presents the core vocabulary of this lesson on the screen, including budget (n./v.), consumption (n.), discount (n./v.), credit (n.), debt (n.), manage (v.), rational (adj.), etc. For each word, the teacher provides context-based example sentences closely related to daily economics, such as “We need to budget our monthly expenses carefully to avoid overspending.” “Online shopping has greatly changed people’s consumption habits.” “The store offers a 10% discount on all products this week.” Then, the teacher explains the part of speech, meaning and common collocations of each word, and guides students to read the words and example sentences aloud to familiarize themselves with the pronunciation and usage. After the explanation, the teacher organizes a group vocabulary drill activity. Students are divided into groups of 4, and each group is given a set of situational cards (e.g., “planning a birthday gift budget”, “choosing between two discount products”, “talking about personal credit”). Each group needs to use at least 3 core words to make a short dialogue of 3-4 sentences. After 5 minutes of preparation, each group sends a representative to present their dialogue to the class. The teacher comments on their performance, corrects wrong usages, and emphasizes key collocations again. In addition, the teacher guides students to read the vocabulary part in the textbook — the financial management tips for college freshmen. Students are asked to find out the finance-related words and expressions in the text, underline them, and discuss their meanings with their deskmates. The teacher walks around the classroom to provide help for students who have difficulties in understanding. Design Intention: Vocabulary is the foundation of language learning. By presenting vocabulary in specific contexts, students can better understand the meaning and usage of words, avoiding isolated memorization. The example sentences closely related to daily economics help students connect vocabulary with real life, laying a foundation for their subsequent language application. The group dialogue activity not only consolidates students’ mastery of vocabulary but also cultivates their cooperative learning ability and oral expression ability. Reading the textbook’s vocabulary part enables students to further consolidate the learned words in the context of the text and understand the practical application of vocabulary in real scenarios. Step 3: Grammar Review — Focus on Attributive Clauses First, the teacher reviews the basic knowledge of attributive clauses by presenting two sentences from the textbook on the screen: “This is a place where roses grow wild.” “The biggest challenge at the initial phase was to persuade people to work for me, which was totally outside my experience.” The teacher asks students to think about the following questions: “What does ‘where’ refer to in the first sentence?” “What does ‘which’ refer to in the second sentence?” “What’s the difference between the two attributive clauses?” After students discuss in pairs, the teacher invites some students to share their answers, then summarizes the classification of attributive clauses (restrictive and non-restrictive attributive clauses), the functions of relative pronouns (who, whom, whose, which, that, as) and relative adverbs (when, where, why), and emphasizes the key points and differences: restrictive attributive clauses are closely related to the antecedent and cannot be omitted, while non-restrictive attributive clauses are supplementary explanations and are separated by commas; relative adverbs can be replaced by “preposition + relative pronoun”; non-restrictive attributive clauses cannot use “that”. Next, the teacher organizes a grammar practice activity. The first part is sentence rewriting: students are given 5 simple sentences, and they need to combine them into complex sentences using attributive clauses. For example, “The man is a financial advisor. He gave us some useful tips.” → “The man who gave us some useful tips is a financial advisor.” The teacher asks students to finish the exercises independently, then checks the answers in class, corrects wrong usages, and explains the key points of sentence rewriting. The second part is text filling: the teacher provides a short passage about the Good Deal movement (adapted from the textbook), with some blanks for attributive clauses. Students need to fill in the blanks with appropriate relative pronouns or adverbs. After finishing, students exchange their answers with their deskmates, and the teacher explains the difficult blanks, emphasizing the flexible use of attributive clauses in the context of the text. Finally, the teacher guides students to read the two small texts in the grammar part of the textbook (the Good Deal movement and the Green Equator Coffee profile), asks them to find out all the attributive clauses in the texts, analyze their types and functions, and discuss with their groups how the use of attributive clauses makes the text more coherent and vivid. Design Intention: Grammar review is the key part of this lesson. By starting with specific sentences from the textbook, students can quickly enter the learning state and connect grammar knowledge with the lesson content. Through questioning, discussion and summary, students can systematically review the knowledge of attributive clauses, clarify the key points and difficulties. The sentence rewriting and text filling activities help students consolidate the grammar knowledge in practice, improve their ability to use attributive clauses flexibly. Reading the textbook’s grammar texts enables students to understand the practical application of grammar in real语篇, realizing the integration of grammar learning and text understanding. Step 4: Listening and Speaking — Discuss Social Credit System First, the teacher introduces the topic of social credit system to students briefly: “The social credit system is an important part of modern society. It records personal and enterprise credit information and affects people’s daily life, such as loan application, job hunting and travel.” Then, the teacher plays the listening material (from the textbook) twice. The first time, students are asked to listen carefully and get the main idea of the dialogue — two friends are discussing the social credit system in China, including its functions and influences on daily life. The second time, students are asked to listen again and fill in the blanks in the listening task sheet, which includes key information such as the benefits of a good credit record and the consequences of a bad credit record. After listening, the teacher checks the answers with students, and plays the difficult parts of the listening material again to help students understand. Then, the teacher guides students to analyze the key expressions in the listening material, such as “have a good credit record”, “apply for a loan”, “be restricted from taking high-speed trains”, “play an important role in”, etc. Students are asked to read these expressions aloud and remember them. Next, the teacher organizes a group discussion activity. The discussion topic is: “What can we do to maintain a good personal credit record?” Students are divided into groups of 5, and each group discusses the topic from different aspects, such as daily consumption, loan repayment, and social behavior. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary, expressions and attributive clauses, and provides help for students who have difficulties in expression. After 10 minutes of discussion, each group sends a representative to make a 2-3 minute report to the class, sharing their group’s views. After all groups finish their reports, the teacher makes comments, affirms the advantages of each group’s performance, points out the problems in expression (such as incorrect use of attributive clauses or vocabulary), and summarizes the ways to maintain a good personal credit record, helping students establish a correct understanding of personal credit. Design Intention: Listening and speaking are important parts of comprehensive language use. The listening activity helps students improve their listening comprehension ability and master the key information and expressions related to the social credit system. The group discussion activity provides students with an opportunity to practice oral expression, enabling them to apply the learned vocabulary, grammar and expressions in real communication. At the same time, the discussion on personal credit helps students understand the importance of credit in modern society, cultivate a sense of integrity, and realize the integration of language learning and moral education. Step 5: Reading and Writing — Apply Language Knowledge to Practical Writing First, the teacher guides students to read the text about financial management tips for college freshmen in the textbook. Students are asked to read the text carefully and finish the following tasks: 1. Find out the main idea of each paragraph; 2. Underline the key financial management tips; 3. Analyze the structure of the text (introduction — body — conclusion). After students finish, the teacher invites some students to share their answers, and summarizes the structure and key content of the text, helping students understand how to write a practical text about financial management. Then, the teacher introduces the writing task: students need to write a short passage titled “My Personal Financial Management Plan”, which should include the following contents: 1. The importance of personal financial management; 2. My financial management methods (at least 2); 3. My expectations for my financial management. The teacher requires students to use at least 5 core vocabulary words learned in this lesson and 3 attributive clauses, and the passage should be coherent and logical. Before writing, the teacher provides a writing outline and some useful expressions to help students organize their ideas. For example, the outline: Introduction (The importance of personal financial management); Body (My financial management methods: making a budget, avoiding unnecessary consumption, saving money regularly); Conclusion (My expectations). Useful expressions: “It is important for us to manage our money properly because...”, “One of my financial management methods is..., which helps me...”, “I plan to..., so that I can...”. Students start to write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in organizing ideas or using language, and corrects the wrong usages of vocabulary and grammar in time. After students finish writing, they exchange their works with their deskmates and carry out peer evaluation according to the evaluation criteria (vocabulary use, grammar correctness, content completeness, coherence and logic). Each student puts forward suggestions for revision to their deskmate. Then, the teacher selects 2-3 representative works (one excellent work and one work with common problems) to comment on in class. For the excellent work, the teacher affirms its advantages, such as accurate use of vocabulary and grammar, coherent content, and clear structure, and asks students to learn from it. For the work with problems, the teacher points out the existing problems and guides students to revise it together, helping students summarize the common mistakes in writing and improve their writing ability. Design Intention: Reading and writing are important ways to improve students’ comprehensive language ability. Reading the textbook’s financial management text helps students understand the structure and language features of practical writing, laying a foundation for their own writing. The writing task combines the learned vocabulary, grammar and practical content, enabling students to apply the language knowledge mastered in this lesson to practical writing, improving their writing ability. Peer evaluation and teacher’s comment not only help students find their own problems in writing but also learn from each other, enhancing their ability of self-evaluation and mutual evaluation. Step 6: Summary and Consolidation — Integrate Knowledge and Reflect on Learning First, the teacher invites students to summarize the key content of this lesson independently. Students are asked to share what they have learned in this lesson, including core vocabulary, grammar points, listening and speaking skills, and writing methods. Then, the teacher makes a systematic summary, emphasizing the key and difficult points of this lesson: mastering finance-related vocabulary and expressions, flexibly using attributive clauses in real contexts, and applying language skills to discuss everyday economic issues and write practical passages. Next, the teacher arranges a consolidation task: students need to finish a comprehensive exercise after class, which includes vocabulary filling, grammar correction, listening comprehension and short writing. The exercise is closely related to the content of this lesson, helping students consolidate the knowledge and skills mastered in class. In addition, the teacher asks students to write a learning reflection, which includes what they have mastered in this lesson, what difficulties they have encountered, and how they will improve in the future. Finally, the teacher ends the class with a short speech: “Everyday economics is closely related to our life. By learning this lesson, we not only master the language skills to talk about economic issues but also understand the importance of rational financial management and personal credit. I hope you can apply what you have learned in this lesson to your daily life, establish a correct view of money, and become a rational consumer and manager of your own finances.” Design Intention: The summary link helps students sort out the knowledge system of this lesson, deepen their understanding and memory of the key content. The consolidation task enables students to further consolidate the knowledge and skills mastered in class after class, forming a good learning cycle. The learning reflection helps students realize their own advantages and disadvantages in learning, cultivate their ability of self-reflection and autonomous learning. The final speech not only summarizes the lesson content but also guides students to connect language learning with real life, realizing the educational value of the lesson. 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 $