Unit 1 Honesty and responsibility-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to honesty and responsibility, and skillfully use listening, speaking, reading and writing skills to communicate and express views. Cultural Awareness: Understand the connotation and expression of honesty and responsibility in different cultures, enhance cross-cultural understanding and respect. Thinking Quality: Cultivate critical thinking and logical reasoning ability through analyzing moral dilemmas and discussing practical cases. Learning Ability: Improve autonomous and cooperative learning skills, and form effective learning strategies in integrated skill training. 2. 教学重难点 Key Points: Master the use of core vocabulary (such as integrity, confess, dilemma) and functional sentence patterns in the context of honesty and responsibility; integrate listening, speaking, reading and writing skills to complete practical communication tasks. Difficult Points: Understand the deep meaning of abstract moral concepts and express personal views logically and fluently; apply learned knowledge to solve real-life moral dilemmas flexibly. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Entry The teacher starts the class with a question-and-answer interaction: “Have you ever faced a situation where you had to choose between telling the truth and hiding it? How did you make your decision?” After inviting 2-3 students to share their personal experiences briefly, the teacher presents some pictures related to honesty and responsibility, such as a student admitting his mistake to the teacher, a person returning a lost wallet, and a businessman refusing to sell fake goods. Then the teacher asks: “What do these pictures have in common? What qualities do the people in the pictures show?” After the students’ discussion, the teacher summarizes: “All these pictures are about honesty and responsibility, which are the most precious moral qualities of human beings. Today, we will learn the Integrated skills part of Unit 1, and through a series of listening, speaking, reading and writing activities, we will further understand the connotation of honesty and responsibility and improve our comprehensive English skills.” Design Intention: The lead-in links the theme with students’ real life, which can quickly arouse students’ learning interest and emotional resonance. By sharing personal experiences and observing pictures, students can activate their prior knowledge about honesty and responsibility, lay a foundation for the subsequent learning of listening, speaking, reading and writing activities, and also imperceptibly guide students to establish correct moral values. Pre-listening: Preview Vocabulary and Clarify Listening Objectives First, the teacher presents the core vocabulary and phrases related to the listening material on the screen, including wrap, parcel, bow, disappointed, pretend, confess, dilemma, take responsibility for, be honest with, etc. For each word and phrase, the teacher explains the pronunciation, meaning and usage briefly, and gives simple example sentences combined with the theme of honesty and responsibility, such as “She pretended to like the ugly dress to make her grandma happy, but she felt guilty because she wasn’t honest with her.” “When you make a mistake, you should confess it bravely and take responsibility for your actions.” Then, the teacher asks students to read the vocabulary and phrases aloud twice, and invites several students to read them individually to correct their pronunciation. After that, the teacher introduces the background of the listening material: “The listening material is a conversation between Anne and her friend Tom. Anne received a birthday gift from her grandma, but she didn’t like it. She is facing a dilemma: should she tell the truth to her grandma or pretend to like it to make her happy? Let’s listen to the conversation and find out her confusion and Tom’s suggestions.” Finally, the teacher puts forward clear listening objectives: ① Listen to the conversation and get the main idea: what is Anne’s trouble? ② Listen carefully and take notes of key information, such as Anne’s feeling about the gift, Tom’s suggestions and the reasons. Design Intention: Vocabulary is the foundation of listening comprehension. Previewing core vocabulary before listening can help students avoid obstacles in understanding the listening material and improve listening efficiency. By introducing the background of the listening material and putting forward clear listening objectives, students can clarify their listening focus, cultivate their ability to listen for specific information and main ideas, and lay a solid foundation for the subsequent listening activities. While-listening: Conduct Hierarchical Listening and Improve Listening Skills The first listening: The teacher plays the listening material once, and asks students to listen carefully and grasp the main idea. After listening, the teacher invites students to answer the question: “What is Anne’s trouble?” Students can answer freely, and the teacher summarizes and corrects: “Anne received a pink dress from her grandma on her birthday, but she thinks it is ugly and feels disappointed. She doesn’t know whether to tell the truth to her grandma or pretend to like it.” The second listening: The teacher plays the listening material again, and asks students to take notes of key information according to the listening objectives. During the listening process, the teacher can pause appropriately at the key points to give students time to take notes. After listening, the teacher organizes students to exchange their notes in pairs, and then invites several groups to share their key information. The teacher supplements and sorts out the key points on the screen: Anne’s feeling (disappointed, guilty), Tom’s suggestions (tell the truth politely, thank grandma for her kindness, explain her true feeling gently), reasons (honesty is important, grandma will understand, lying will make her more guilty). The third listening: The teacher plays the listening material for the third time, and asks students to listen and repeat the key sentences, such as “I was disappointed but I smiled as if I loved it.” “You should be honest with your grandma, but you need to be polite.” “Taking responsibility for your feelings is also a kind of honesty.” During the repetition, the teacher corrects students’ pronunciation and intonation, and guides students to understand the emotional connotation of the sentences. Design Intention: Hierarchical listening activities (listening for main idea, listening for specific information, listening and repeating) conform to the cognitive law of students. It can help students improve their listening skills step by step, from overall understanding to detailed grasp, and then to language imitation. The pair exchange link can promote students’ cooperative learning, let students learn from each other, and also improve their ability to organize and express information. Repeating key sentences can help students consolidate the functional sentence patterns related to honesty and responsibility, laying a foundation for subsequent speaking activities. Post-listening: Expand and Extend, Connect Listening and Speaking Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “If you were Anne, what would you do? Would you tell the truth or pretend to like the gift? Why?” Before the discussion, the teacher gives some guiding sentence patterns to help students express their views, such as “I would choose to... because...”, “In my opinion, it is better to... because...”, “Although..., I think...”. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns, and helps students who have difficulty in expression. After the discussion, each group sends a representative to share their views with the whole class. The teacher comments on students’ performances, affirms their reasonable views, and guides students to realize that honesty is important, but we also need to pay attention to the way of expression, and balance honesty and kindness. Activity 2: Role-play. The teacher asks students to play the roles of Anne and Tom, and act out the conversation they heard. Students can add their own language and actions according to their own understanding to make the role-play more vivid. After the role-play, the teacher invites other students to evaluate their performances, focusing on the use of vocabulary and sentence patterns, pronunciation and intonation, and emotional expression. The teacher gives positive comments and suggestions for improvement. Design Intention: The group discussion and role-play activities connect listening and speaking organically, realizing the transformation from input to output. The discussion topic is closely related to students’ real life, which can stimulate students’ thinking and let them express their views freely. The guiding sentence patterns can help students reduce the difficulty of expression and improve their oral communication ability. Role-play can let students experience the language in a real context, deepen their understanding of the theme of honesty and responsibility, and also cultivate their cooperative ability and performance ability. Pre-reading: Guide Prediction and Clarify Reading Objectives The teacher presents the title of the reading material “The Ugly Truth” on the screen, and asks students to predict: “What do you think the article will talk about? Who is the main character? What is the ‘ugly truth’ mentioned in the title?” Students can express their predictions freely, and the teacher writes down some reasonable predictions on the blackboard. Then, the teacher introduces the background of the reading material: “The article is a narrative about Anne’s experience. She received an ugly dress from her grandma on her birthday, and she faced a dilemma between honesty and kindness. Finally, she made her own choice. Let’s read the article and find out what choice she made and what happened.” Finally, the teacher puts forward reading objectives: ① Read the article quickly and get the main idea: what choice did Anne make and what was the result? ② Read the article carefully and analyze Anne’s psychological changes in the process. ③ Master the key words and sentences in the article, and understand the theme of the article. Design Intention: Predicting the content of the reading material before reading can stimulate students’ reading interest and improve their reading initiative. By introducing the background and putting forward clear reading objectives, students can clarify their reading focus, cultivate their ability to read for main idea and specific information, and lay a foundation for the subsequent reading activities. While-reading: Conduct Hierarchical Reading and Improve Reading Skills Fast reading: Students read the article quickly within a certain time, and after reading, they answer the question: “What choice did Anne make and what was the result?” Students can find the answer from the article: Anne chose to tell the truth to her grandma politely; her grandma understood her and was happy that she was honest. Careful reading: The teacher asks students to read the article carefully, and complete the following tasks: ① Underline the sentences that reflect Anne’s psychological changes, and analyze her feelings at each stage. ② Circle the key words and phrases in the article, and understand their meanings in the context. ③ Answer the following questions: a. Why did Anne feel disappointed when she saw the dress? b. What did Anne do at first after receiving the gift? c. Why did Anne decide to tell the truth? d. How did grandma react after hearing the truth? After students finish the tasks, the teacher organizes students to exchange their answers in groups, and then explains the key points uniformly. For the psychological changes of Anne, the teacher guides students to summarize: disappointed (when she saw the ugly dress) → guilty (when she pretended to like the dress) → determined (when she decided to tell the truth) → relaxed (after telling the truth). For the key words and phrases, the teacher further explains their usage and helps students consolidate them. For the questions, the teacher invites students to answer, and supplements and corrects them to ensure that students understand the details of the article. Intensive reading: The teacher selects several key sentences in the article, such as “Frankly speaking, I was disappointed but I smiled as if I loved it.” “I took a deep breath and told my grandma the truth politely.” “Grandma hugged me and said she was happy that I was honest with her.” The teacher analyzes the structure and emotional connotation of these sentences, and guides students to understand the author’s expression skills. Then, the teacher asks students to read the article aloud, and guides them to read with appropriate intonation and emotion according to Anne’s psychological changes. Design Intention: Hierarchical reading activities (fast reading, careful reading, intensive reading) can help students improve their reading skills step by step. Fast reading focuses on training students’ ability to grasp the main idea quickly; careful reading focuses on training students’ ability to extract specific information and analyze details; intensive reading focuses on training students’ ability to understand the language and expression skills of the article. The group exchange link can promote students’ cooperative learning, and the analysis of key sentences can help students deepen their understanding of the article and the theme. Post-reading: Expand and Extend, Connect Reading and Writing Activity 1: Discussion and Reflection. The teacher puts forward the discussion topic: “What can we learn from Anne’s experience? What is the true meaning of honesty in your opinion?” Students discuss in groups, and then share their views with the whole class. The teacher guides students to realize that honesty is not only telling the truth, but also taking responsibility for their own feelings and actions, and balancing honesty and kindness in communication. Activity 2: Vocabulary and Sentence Pattern Consolidation. The teacher presents some exercises on the screen: ① Fill in the blanks with the correct form of the given words (wrap, disappointed, pretend, confess, responsibility). ② Rewrite the sentences with the given sentence patterns. For example, “I was disappointed but I smiled as if I loved it.” → “Although I was disappointed, I smiled as if I loved it.” Students finish the exercises independently, and then the teacher checks and corrects them, helping students consolidate the learned vocabulary and sentence patterns. Activity 3: Writing Practice. The teacher assigns a writing task: “Write a short passage (about 150 words) about a time when you faced a dilemma between honesty and something else, and describe your choice and the result. You should use the learned vocabulary and sentence patterns, and reflect the theme of honesty and responsibility.” Before writing, the teacher gives a writing outline to help students organize their ideas: ① Briefly describe the situation and your dilemma. ② Describe your choice and the reasons. ③ Describe the result and your feelings or enlightenment. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulty in writing, such as helping them sort out their ideas, choose appropriate vocabulary and sentence patterns. After students finish writing, the teacher collects some students’ works, comments on them in class, affirms their advantages, and puts forward suggestions for improvement. Then, students exchange their works in pairs, and revise their own works according to their partners’ suggestions. Design Intention: The discussion and reflection activity can help students deepen their understanding of the theme of honesty and responsibility, and guide them to apply the learned knowledge to real life. The vocabulary and sentence pattern consolidation exercises can help students consolidate the learned language knowledge and improve their language application ability. The writing practice connects reading and writing organically, realizing the transformation from input to output. The writing outline can help students organize their ideas, reduce the difficulty of writing, and improve their writing ability. The peer review link can promote students’ mutual learning and improve their ability to evaluate and revise their works. Summary and Homework: Consolidate and Extend Summary: The teacher summarizes the content of the class with the help of students: “In today’s class, we have learned the Integrated skills part of Unit 1. Through listening, speaking, reading and writing activities, we have mastered the core vocabulary and sentence patterns related to honesty and responsibility, understood the theme of honesty and responsibility, and improved our comprehensive English skills. We also learned that honesty is an important moral quality, and we should be honest with others and take responsibility for our own actions in daily life.” Homework: ① Listen to the listening material again and retell the conversation in your own words. ② Read the reading material aloud and recite the key sentences. ③ Revise your writing according to the teacher’s and partners’ suggestions, and hand it in the next class. ④ Think about a real-life case about honesty and responsibility, and prepare to share it in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, deepen their understanding and memory. The homework is designed to consolidate the knowledge and skills learned in the class, and extend the learning content to after class. Listening retelling and reading aloud can help students consolidate their listening and speaking skills; revising writing can help students improve their writing ability; preparing real-life cases can help students connect the theme with real life, and lay a foundation for the next class. 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 $