Unit 4 Never too old to learn-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 4 Never too old to learn-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to talk about lifelong learning, cultural awareness to understand learning concepts in different cultures, thinking quality to analyze learning significance, and learning ability to form lifelong learning awareness and effective learning strategies. 2. 教学重难点 Key points: Master core vocabulary and sentences about lifelong learning; talk about learning experiences and views. Difficult points: Use target language flexibly to express opinions on lifelong learning and understand its profound connotation in different contexts. 教学过程 Step 1: Lead-in (Warm-up and Theme Introduction) The teacher starts the class with a question: “Do you think learning is only for students? Can old people still learn new skills?” Then, the teacher shows 3 short video clips (each 1-2 minutes) through multimedia. The first clip is about an 80-year-old grandma learning to use a smartphone to make video calls with her grandchildren; the second is about a 70-year-old grandpa learning to paint and holding his own small exhibition; the third is about a middle-aged man learning a new foreign language after work to broaden his horizons. After playing the videos, the teacher asks students to discuss in pairs for a while and then invite 2-3 pairs to share their feelings about the videos. The teacher guides students to realize that learning is not limited by age, which naturally leads to the unit theme “Never too old to learn” and the current section “Welcome to the unit”. Design Intention: The video clips are close to real life and easy to arouse students’ emotional resonance. Asking questions and organizing pair discussions can activate students’ prior knowledge and thinking, let them initially perceive the connotation of “lifelong learning” in a relaxed and pleasant atmosphere, and lay a good emotional and cognitive foundation for the subsequent teaching. At the same time, it can exercise students’ listening and oral expression ability initially, which is in line with the requirements of cultivating students’ language ability in core literacy. Step 2: Vocabulary and Sentence Presentation (Key Knowledge Input) Based on the video clips and the unit theme, the teacher presents the core vocabulary and sentences of this section one by one, combining with specific contexts to help students understand and master them. First, the teacher presents the core vocabulary: lifelong learning (终身学习), acquire (vt. 获得，习得), master (vt. 掌握), skill (n. 技能), challenge (n. & vt. 挑战), courage (n. 勇气), perseverance (n. 毅力), adapt (vi. & vt. 适应). For each word, the teacher first reads the pronunciation clearly, then explains the meaning with simple English, and matches it with a sentence related to the video clips. For example, for “lifelong learning”, the teacher says: “Lifelong learning means learning new knowledge and skills all one’s life. The grandma in the video is doing lifelong learning by learning to use a smartphone.” For “perseverance”, the teacher says: “Perseverance is the quality of continuing to do something even when it is difficult. The grandpa kept practicing painting with perseverance, so he held his own exhibition.” After explaining each word, the teacher asks students to read after him twice to ensure correct pronunciation, and then invites 1-2 students to make simple sentences with the new words to check their initial mastery. Then, the teacher presents the key sentences: 1. It’s never too old to learn. (活到老，学到老。) 2. No matter how old you are, you can always learn something new. 3. Learning new skills can help us adapt to the changing world. 4. It takes courage and perseverance to learn something new, especially for old people. 5. I admire those who keep learning all their lives. The teacher explains the structure and usage of each sentence briefly. For example, for the sentence “It’s never too old to learn”, the teacher analyzes the structure “It’s never too + adj. + to do sth.” and gives another example: “It’s never too late to start.” Then, the teacher organizes students to practice the sentences in groups of three, asking each student to choose one sentence and make a new sentence according to their own understanding, and then share it in the group. Design Intention: Combining the video context to present vocabulary and sentences can help students connect new knowledge with real situations, avoid mechanical memory, and improve the efficiency of knowledge acquisition. Reading after the teacher and making sentences independently can help students consolidate the newly learned vocabulary and sentences, lay a solid language foundation for the subsequent oral communication and discussion activities. This link focuses on cultivating students’ language ability, helping them master the basic language tools needed for theme expression. Step 3: Interactive Discussion (Language Application and Thinking Training) After mastering the core vocabulary and sentences, the teacher organizes students to carry out interactive discussion activities in groups of 4, focusing on three topics. Before the discussion, the teacher clarifies the requirements: each group should elect a recorder and a speaker; each member should speak actively, using the newly learned vocabulary and sentences; the recorder should record the key points of the group’s discussion; the speaker should summarize the group’s views and report to the whole class after the discussion. Topic 1: What new skills have you learned recently? How did you learn them? What difficulties did you encounter and how did you overcome them? This topic is close to students’ daily life, so that they can easily use the newly learned language to express their own experiences. For example, some students may talk about learning to play the guitar, learning to cook, or learning a new software. The teacher walks around the classroom during the discussion, guides students who have difficulty expressing themselves, reminds them to use the key sentences and vocabulary, and encourages them to speak boldly. Topic 2: Do you know any elderly people around you who are learning new skills? What do you think of their behavior? This topic is closely related to the video clips in the lead-in link, allowing students to combine real people and things around them to think about the significance of lifelong learning. Students may talk about their grandparents learning to use WeChat, buy things online, or learn square dancing. The teacher guides students to realize that the elderly’s learning spirit is worthy of admiration, and that learning can make people keep pace with the times regardless of age. Topic 3: Why is lifelong learning important for us? What benefits can it bring to our study, work and life in the future? This topic guides students to think deeply about the significance of lifelong learning, from personal development to social progress. Students may put forward views such as “Lifelong learning can help us acquire new skills and adapt to the changing job market”, “Lifelong learning can enrich our spiritual life and make us more confident”, “Lifelong learning can promote social progress, because more people with new knowledge and skills can contribute to society”. The teacher guides students to think comprehensively and dialectically, and helps them sort out their ideas to ensure that their expressions are logical and coherent. After the group discussion, each group sends a speaker to report the group’s views. After each report, the teacher makes a brief comment, affirms the advantages of the group’s expression (such as correct use of vocabulary and sentences, clear logic), and puts forward appropriate suggestions for improvement (such as adding more specific examples). At the same time, the teacher guides other students to listen carefully and ask questions to the reporting group, such as “Do you have any other views on the benefits of lifelong learning?” to promote interactive communication among students. Design Intention: Group discussion is an effective way to realize cooperative learning. It can not only provide students with more oral expression opportunities, exercise their language application ability, but also cultivate their cooperative awareness and communication ability. The three topics are designed from shallow to deep, from personal experience to social significance, which can guide students to think step by step, cultivate their critical thinking and logical thinking ability, and at the same time let students deeply understand the connotation of lifelong learning, which is in line with the requirements of cultivating students’ thinking quality and learning ability. The teacher’s guidance and comments can help students correct their mistakes in time and improve their language expression level. Step 4: Picture Description and Role-play (Deepen Theme and Strengthen Application) First, the teacher shows 4 pictures on the multimedia. Picture 1: An elderly man learning to use a computer; Picture 2: A middle-aged woman learning to dance; Picture 3: A student learning a foreign language in his spare time; Picture 4: A group of elderly people learning calligraphy together. The teacher asks students to choose one picture, describe it in detail using the newly learned vocabulary and sentences, and talk about their feelings about the picture. Each student has 1 minute to prepare, and then the teacher invites 4-5 students to present their descriptions in front of the whole class. For example, a student may describe Picture 1 like this: “In the picture, there is an elderly man sitting in front of a computer. He is learning to use the computer carefully. I think he is very brave and has perseverance. It’s never too old to learn. Learning to use the computer can help him keep in touch with his family and understand the world better.” After each student’s description, the teacher and other students give positive evaluations, such as “Your description is very detailed and you use many new words and sentences correctly”. Then, the teacher organizes role-play activities. The teacher divides students into groups of 2, and assigns two roles to each group: Role A is a reporter, and Role B is an elderly person who is learning a new skill. The reporter (Role A) needs to interview Role B about his/her learning experience, including what skill he/she is learning, why he/she wants to learn it, what difficulties he/she has encountered, how he/she overcomes them, and how he/she feels about learning. Role B needs to answer the reporter’s questions truthfully, using the newly learned vocabulary and sentences. The teacher gives 5 minutes for students to prepare the dialogue, and then invites 2-3 groups to perform their role-play in front of the whole class. During the performance, the teacher pays attention to the students’ use of language, and after the performance, makes comments and guidance, such as “You use the sentence ‘It takes courage and perseverance to learn something new’ very well. If you can add more specific details about the difficulties, the dialogue will be more vivid”. Design Intention: Picture description can train students’ observation ability and language organization ability, and let them apply the newly learned knowledge to specific situational description. Role-play can create a real communication situation for students, make them use the target language flexibly in the interaction, and further improve their oral expression ability and communication ability. At the same time, through role-play, students can better understand the difficulties and perseverance of the elderly in learning new skills, deepen their understanding of the theme “Never too old to learn”, and cultivate their respect for the elderly and the awareness of lifelong learning, which is in line with the requirements of cultivating students’ cultural awareness and emotional attitude. Step 5: Summary and Extension (Consolidate Knowledge and Guide Practice) First, the teacher leads students to summarize the content of this lesson. The teacher asks students to review the core vocabulary and sentences learned in this lesson, and invites 1-2 students to list them. Then, the teacher summarizes the key points of the lesson: this lesson mainly focuses on the theme of “Never too old to learn”, we have learned the core vocabulary and sentences related to lifelong learning, discussed the significance of lifelong learning through group discussion, and practiced language application through picture description and role-play. The teacher emphasizes that lifelong learning is a kind of attitude and a way of life, which is very important for everyone’s growth and development. We should establish the awareness of lifelong learning and keep learning new knowledge and skills to improve ourselves. Then, the teacher designs the extension activity: “Lifelong Learning Plan”. The teacher asks students to make a simple lifelong learning plan for themselves, which includes what new skills or knowledge they want to learn in the next six months, how to learn them, what difficulties they may encounter, and how to overcome them. Students can write down their plans on the exercise book, using the vocabulary and sentences learned in this lesson. The teacher tells students that they can share their plans with their classmates in the next class, and encourages them to put their plans into practice, forming the habit of lifelong learning. In addition, the teacher recommends some relevant resources for students, such as English short articles about lifelong learning, documentaries about elderly people learning new skills, etc., to help students expand their knowledge and deepen their understanding of the theme after class. 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 structure. The extension activity “Lifelong Learning Plan” can guide students to combine the knowledge learned in class with their own life, transform the understanding of the theme into practical actions, and cultivate their learning ability and the awareness of lifelong learning. Recommending after-class resources can expand students’ learning channels, enrich their learning content, and lay a foundation for their subsequent independent learning. This link integrates the requirements of the four-dimensional core literacy, helping students improve their language ability, deepen their thinking quality, enhance their cultural awareness, and cultivate their learning ability. Step 6: Homework Arrangement (Consolidate and Extend) 1. Recite the core vocabulary and key sentences of this lesson, and write 5 sentences with the new words and sentences respectively. 2. Complete the “Lifelong Learning Plan” designed in the extension activity, and write a short passage (80-100 words) to introduce your plan. 3. Talk with your family members about the theme of “Never too old to learn”, and ask your grandparents or parents about their learning experiences, then write a short record (about 50 words). 4. Read one English short article about lifelong learning after class and take notes of the key points. Design Intention: The homework is designed to consolidate the knowledge learned in class, strengthen the application of language, and connect classroom learning with family life and after-class learning. Reciting and writing sentences can help students consolidate vocabulary and sentences; writing the learning plan and the conversation record can exercise students’ writing ability and deepen their understanding of the theme; reading after-class articles can expand students’ reading volume and improve their reading ability. All these tasks are closely related to the four-dimensional core literacy, helping students comprehensively improve their English ability and form good learning habits. 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 $