Unit 1 Honesty and responsibility-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 1 Honesty and responsibility-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language ability, cultural awareness, thinking quality and learning ability, guiding students to master relevant vocabulary, understand cultural connotations of honesty and responsibility, develop critical thinking and improve cooperative learning ability. 2. 教学重难点 Key: Master core vocabulary like honesty and responsibility, and express views on the topic. Difficulty: Understand the deep meaning of moral integrity and conduct critical thinking on moral dilemmas. 教学过程 1. Lead-in: Arousing Interest and Activating Prior Knowledge The teacher starts the class with a question: “Have you ever faced a situation where you need to choose between telling the truth and hiding it? How did you make your decision?” After asking, the teacher gives students 2 minutes to think independently, then invites 2-3 students to share their own experiences. During the sharing process, the teacher listens carefully, responds positively, and guides students to use simple English to express their ideas. For example, if a student says, “I once found a wallet and returned it to the owner,” the teacher can reply, “That’s a very honest behavior! Can you describe how you felt at that time?” Then, the teacher shows a set of pictures on the screen, including scenes such as a student cheating in an exam, a child returning the money he picked up to his parents, a student admitting his mistake to the teacher, and a person breaking a promise to a friend. The teacher asks students to look at the pictures and discuss in pairs: “Which of these behaviors are honest and responsible? Which are not? Why?” Design Intention: The lead-in link starts with students’ real life experiences, which can quickly narrow the distance between students and the teaching topic, arouse their learning interest and emotional resonance. Asking students to share their own experiences helps activate their prior knowledge and lay a foundation for the subsequent learning of relevant vocabulary and topic discussion. The picture display uses intuitive and vivid visual materials to help students initially distinguish honest and responsible behaviors from dishonest and irresponsible ones, and guide them to think about the connotation of the topic, so as to naturally lead to the unit theme “Honesty and Responsibility”. 2. Presentation: Learning Core Vocabulary and Understanding Topic Connotation First, the teacher leads students to learn the core vocabulary of the unit closely related to the topic. The teacher writes the words “honesty”, “responsibility”, “integrity”, “betray”, “guilty” and “ashamed” on the blackboard, and explains their pronunciations, parts of speech and core meanings one by one. For each word, the teacher gives simple and easy-to-understand example sentences combined with the life scenes just shown in the pictures, so that students can understand and master the usage of the words in specific contexts. For example, when explaining “honesty”, the teacher says: “Honesty means telling the truth and not lying. For example, the child who returned the money he picked up showed great honesty.” When explaining “responsibility”, the teacher gives the example: “Responsibility means taking charge of your own actions. If you make a mistake, you should take responsibility for it, instead of escaping.” Then, the teacher asks students to read the words and example sentences after him/her, and invites individual students to read them aloud to check their pronunciation and understanding. After that, the teacher designs a small activity: “Word Matching”. The teacher writes the words on one side of the blackboard and their corresponding Chinese meanings and example sentences on the other side, and invites students to come to the blackboard to match them, so as to consolidate the memory of the words. Next, the teacher guides students to further understand the connotation of “honesty and responsibility” through a short video. The video is about a touching story: a student accidentally broke the teacher’s favorite vase when cleaning the classroom. He was very scared and wanted to run away, but after thinking for a long time, he finally took the initiative to find the teacher, admitted his mistake and offered to compensate. The teacher praised him for his honesty and sense of responsibility, and told him that courage to admit mistakes is the most precious quality. After watching the video, the teacher asks students to discuss in groups: “What did the student do right? What can we learn from him? What is the relationship between honesty and responsibility?” Each group is given 5 minutes to discuss, and the teacher walks around the classroom to guide, help students who have difficulty expressing themselves, and remind students to use the new words they just learned. Design Intention: Vocabulary is the foundation of language learning. Combining the topic and life scenes to explain core vocabulary can help students understand the meaning and usage of words in context, avoid mechanical memory, and improve the efficiency of vocabulary learning. The “Word Matching” activity can consolidate students’ memory of words in a relaxed and interesting way, enhance their learning enthusiasm. The short video uses a specific and touching story to make the abstract concepts of “honesty and responsibility” concrete and vivid, helping students deeply understand the connotation of the topic and establish correct values. Group discussion can stimulate students’ thinking, let them exchange ideas with each other, and improve their oral expression ability and cooperative learning ability. 3. Practice: Consolidating Knowledge and Improving Expression Ability This link is divided into two parts: oral practice and situational simulation, to help students consolidate the learned vocabulary and improve their ability to express views on the topic of “honesty and responsibility”. In the oral practice part, the teacher puts forward a series of guiding questions, and guides students to answer and discuss in turn, requiring them to use at least 2 core vocabulary learned in each answer. The questions are as follows: ① What does honesty mean to you? ② What are the benefits of being honest and responsible? ③ Can you think of a person around you who is honest and responsible? Describe his/her behavior. ④ What will happen if a person lacks honesty and responsibility? During the practice, the teacher pays attention to students’ expression, corrects their grammatical mistakes and inappropriate word usage in time, and encourages students to express their views boldly. For example, if a student says: “Honesty is very important. It can make us get along well with others.” The teacher can guide him/her to add more content: “Honesty is very important. It can make us get along well with others and gain their trust. A person with honesty will be respected by everyone.” In the situational simulation part, the teacher designs 4 common moral dilemma situations in students’ life, and divides students into 4 groups, each group is responsible for one situation. The situations are as follows: Situation 1: Your best friend cheated in the exam and asked you not to tell the teacher. What will you do? Situation 2: You accidentally damaged your classmate’s schoolbag. No one saw it. Will you take the initiative to apologize and compensate? Situation 3: The shopkeeper gave you extra change when you bought things. What will you do? Situation 4: You promised your friend to help him with his homework after school, but you suddenly have an important thing to do. What will you do? Each group is given 10 minutes to discuss and design a short sketch to show how to deal with the situation, and requires that the sketch should reflect the awareness of honesty and responsibility, and use the core vocabulary learned. After the discussion, each group performs their sketch in front of the class, and other students watch carefully and comment on their performance, pointing out the advantages and areas for improvement. The teacher makes a final comment, affirming the efforts of each group, and guiding students to realize the correct way to deal with moral dilemmas. Design Intention: Oral practice is an important way to improve students’ language expression ability. Through guiding questions, students can be helped to sort out their ideas and use the learned vocabulary to express their views, so as to consolidate the knowledge and improve their oral expression ability. Situational simulation is close to students’ real life, which can let students put themselves in the situation, deeply understand the importance of honesty and responsibility in practical problems, and learn to apply the learned knowledge to solve practical problems. The form of sketch performance is interesting and can stimulate students’ participation enthusiasm, while peer evaluation can help students learn from each other and improve together. 4. Exploration: Deepening Understanding and Cultivating Critical Thinking The teacher puts forward a controversial topic for students to discuss: “Is honesty always the best policy? Are there any situations where telling a white lie is acceptable?” First, the teacher explains the meaning of “white lie” to students: a white lie is a harmless lie told to avoid hurting others’ feelings or to achieve a good purpose. Then, the teacher gives an example: A patient is seriously ill, but the doctor tells him that his condition is not serious and he will recover soon, in order to make him feel at ease and cooperate with the treatment. Is this white lie acceptable? After that, the teacher asks students to discuss in groups, express their own views and explain the reasons. During the discussion, the teacher guides students to think dialectically, not only to see the importance of honesty, but also to understand that in some special situations, white lies can reflect people’s kindness and care. After the group discussion, each group sends a representative to express their group’s views. The teacher summarizes the students’ views, emphasizes that honesty is the basic principle of being a person, but we should also consider the specific situation and use wisdom to deal with problems, so as to cultivate students’ critical thinking ability. Then, the teacher introduces the differences in the understanding of honesty and responsibility between Chinese and Western cultures. The teacher says: “Honesty and responsibility are universal virtues, but there are some differences in their expression and emphasis between Chinese and Western cultures. For example, in Chinese culture, honesty pays more attention to the sense of responsibility to the family and society, while in Western culture, it pays more attention to the sense of responsibility to the individual and the commitment to the contract.” Then, the teacher gives simple examples to help students understand, such as the emphasis on “filial piety” in Chinese culture, which is a kind of responsibility to the family, and the emphasis on “contract spirit” in Western culture, which is a kind of responsibility to the commitment. After that, the teacher asks students to discuss: “What are the common points of honesty and responsibility in Chinese and Western cultures? Why are these virtues valued by all countries in the world?” Design Intention: The controversial topic discussion can stimulate students’ deep thinking, break the one-sided understanding of honesty, and help them establish a dialectical view of things, thus cultivating their critical thinking ability. Introducing the cultural differences of honesty and responsibility can broaden students’ horizons, enhance their cultural awareness, help them understand and respect different cultures, and lay a foundation for cross-cultural communication. The discussion on the common points of Chinese and Western cultures can let students realize that honesty and responsibility are universal virtues, which is conducive to cultivating their sense of global citizenship. 5. Summary and Extension: Consolidating and Applying Knowledge First, the teacher summarizes the content of this lesson with the students. The teacher asks: “What have we learned today? What new words have we mastered? What do we know about honesty and responsibility?” The students answer in turn, and the teacher supplements and sorts out, emphasizing the core vocabulary (honesty, responsibility, integrity, etc.) and the connotation of the topic, and reviewing the correct way to deal with moral dilemmas and the cultural differences of honesty and responsibility. Then, the teacher makes a summary: “Honesty and responsibility are the most precious qualities of human beings. They are not only the foundation of being a person, but also the cornerstone of social harmony. We should always keep honesty in mind, take responsibility bravely, and strive to be an honest and responsible person.” In the extension part, the teacher assigns two after-class tasks: ① Write a short passage of 80-100 words about “My View on Honesty and Responsibility”, requiring to use at least 3 core vocabulary learned in this lesson and combine with their own life experiences. ② Interview their parents or teachers, ask them about their understanding of honesty and responsibility, and take notes, which will be shared in the next class. At the same time, the teacher recommends some books and movies related to honesty and responsibility to students, such as the short story “After Twenty Years” by O. Henry and the movie “The Pursuit of Happyness”, and encourages students to read and watch them after class to further deepen their understanding of the topic. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge framework. The after-class tasks combine written expression and practical investigation, which can not only consolidate the students’ vocabulary and writing ability, but also let them connect the classroom knowledge with real life, realize the practical significance of the topic, and extend the teaching content from the classroom to life. Recommending relevant books and movies can enrich students’ learning resources, stimulate their interest in independent learning, and help them further deepen their understanding of honesty and responsibility. 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 $