Unit 4 Never too old to learn-Reading 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-Reading 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and sentence patterns related to lifelong learning, understand the structure and main ideas of the reading text, and express their views on lifelong learning in simple English. Cultural Awareness: Students can understand the concept of lifelong learning in different cultural contexts, respect diverse learning concepts, and establish a global perspective on learning. Thinking Quality: Students can analyze the text logically, make reasonable inferences based on details, and form their own judgments on the significance of lifelong learning. Learning Ability: Students can master effective reading strategies, develop the habit of autonomous learning and cooperative inquiry, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Mastering core vocabulary (such as lifelong learning, programming, appreciate, resolve) and difficult sentence patterns in the text; understanding the main content, structure and author’s viewpoint of the reading material; being able to use reading strategies to retrieve and sort out key information. Difficult Points: Comprehending the deep meaning of the text and the connotation of lifelong learning; using the learned vocabulary and sentence patterns to express personal views on lifelong learning fluently and accurately; understanding the subtle differences of lifelong learning concepts in different cultural backgrounds. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with an open question: “Have you ever seen elderly people learning new skills? What new skills do they usually learn?” Then, the teacher shows some short video clips or pictures, including elderly people learning to use smartphones, learning English, learning programming and other scenes, and asks students to discuss in pairs: “What do you think of these elderly people’s behavior? Do you think it is necessary for the elderly to learn new things?” After 3 minutes of pair discussion, invite 2-3 groups of students to share their views in English. Finally, the teacher summarizes: “These elderly people are practicing the concept of ‘Never too old to learn’. Today, we will learn a reading text about lifelong learning, which will let us have a deeper understanding of this concept and its significance.” Design Intention: The lead-in links students’ real life experience, stimulates students’ interest in learning through familiar scenes and questions, and naturally leads to the theme of the unit and the reading text. Pair discussion not only provides students with the opportunity to practice oral English, but also lays a foundation for students to understand the core content of the text. The use of video clips and pictures can make the teaching content more intuitive and vivid, reduce students’ sense of distance from the theme of “elderly people learning new skills”, and mobilize students’ enthusiasm for participation. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview The teacher presents the core vocabulary of the reading text on the blackboard or multimedia courseware, including lifelong learning, programming, binary code, appreciate, resolve, refresh, objective, self-worth, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to the theme of lifelong learning. For example, for “programming”, the teacher says: “Programming is the process of writing computer programs. Many elderly people now learn programming to enrich their life.” For difficult words such as “binary code”, the teacher uses simple pictures or popular explanations to help students understand, avoiding too professional and obscure expressions. Then, the teacher organizes students to read the words aloud in groups, and asks students to make simple sentences with 2-3 words by themselves to check the mastery of vocabulary. Activity 2: Background Introduction The teacher briefly introduces the background of lifelong learning: “Lifelong learning refers to the process of continuously learning new knowledge and skills throughout one’s life. With the rapid development of society and technology, lifelong learning has become more and more important. It is not only the need of personal development, but also the requirement of social progress. In many countries, lifelong learning is highly valued, and there are many learning resources and platforms for people of all ages.” At the same time, the teacher connects the background with the reading text: “The reading text we will learn today tells a story about an elderly person learning programming, which shows us the power of lifelong learning.” Design Intention: Vocabulary preview helps students eliminate language barriers in reading, lays a solid foundation for smooth reading of the text, and avoids students being distracted by unfamiliar words in the reading process. The example sentences combined with the theme of the text can help students understand the usage of vocabulary in context and lay a foundation for the later language application. Background introduction enables students to have a preliminary understanding of lifelong learning, expands students’ knowledge, and helps students better understand the social significance of the text, so as to deepen their understanding of the theme. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. Who is the main character in the text and what did he do? After students finish reading, the teacher invites students to answer the questions, and summarizes the main idea of the text: The text mainly tells the story of an elderly man who insists on learning programming in his old age, showing the importance and charm of lifelong learning. Then, the teacher guides students to analyze the structure of the text, and divides the text into three parts: the beginning (introducing the background of the main character), the development (the process of the main character learning programming) and the ending (the harvest and feeling of the main character). Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully (scanning) and complete the following information form: 1. The age of the main character; 2. The reason why he started learning programming; 3. The difficulties he encountered in learning; 4. How he overcame the difficulties; 5. The gains he got from learning programming. Students can complete the form independently first, and then discuss and check with their group members. After that, the teacher invites representatives of each group to present the completed form, corrects the mistakes and supplements the missing information, and emphasizes the key details in the text, such as the difficulties encountered by the main character (not familiar with computer operation, difficult to understand binary code) and the way to overcome them (insisting on practicing every day, asking young people for help). Activity 3: Close Reading for Deep Understanding The teacher selects several key sentences in the text and guides students to analyze them in depth to understand their deep meaning. For example, the sentence “Learning is a lifelong journey, and it is never too late to start.” The teacher asks students: “What does this sentence mean? What does it reflect the main character’s attitude towards learning?” Students are encouraged to express their views freely, and the teacher summarizes: This sentence reflects the main character’s firm belief in lifelong learning, and also points out the core theme of the text——never too old to learn. Another example is the sentence “Although it is difficult, every small progress makes me feel a strong sense of self-worth.” The teacher guides students to analyze: “Why does the main character feel a sense of self-worth? What can we learn from it?” Through in-depth analysis, students can understand that lifelong learning can not only help people master new skills, but also enhance their self-confidence and sense of self-worth. Design Intention: Skimming training helps students master the reading strategy of quickly grasping the main idea, improves students’ reading speed and overall comprehension ability. Scanning training enables students to accurately retrieve key information from the text, cultivate students’ ability to find and sort out information, and lay a foundation for in-depth understanding of the text. Close reading of key sentences guides students to dig into the deep meaning of the text, understand the author’s emotional attitude and the theme of the text, and cultivate students’ ability of text analysis and logical thinking. Group discussion in the process can promote the exchange and cooperation between students, and help students learn from each other and make progress together. Step 4: Post-reading (Consolidation and Application) Activity 1: Text Retelling The teacher asks students to retell the text in their own words according to the structure of the text and the key details they have sorted out. Students can first prepare independently for 5 minutes, then retell in pairs, and finally invite 2-3 students to retell in front of the whole class. The teacher evaluates students’ retelling from the aspects of fluency, accuracy and completeness, and gives appropriate guidance and encouragement. For example, if a student misses key details, the teacher can remind them gently; if a student uses improper words, the teacher can correct them in time. Activity 2: Group Discussion The teacher puts forward the discussion topic: “Combined with the text and your own experience, what do you think is the significance of lifelong learning? What new skills do you want to learn in the future and why?” Students are divided into groups of 4-5 to discuss. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance when students encounter difficulties in expression. After the discussion, each group selects a representative to share the group’s views. The teacher summarizes the students’ views, affirms the positive views, and guides students to establish the awareness of lifelong learning. Activity 3: Language Application The teacher presents several sentence patterns related to the text, such as “It is never too old to...”, “Although..., I still...”, “Learning not only..., but also...”, and asks students to make sentences with these sentence patterns combined with the theme of lifelong learning. Then, the teacher asks students to write a short paragraph (about 80-100 words) about their understanding of lifelong learning, using the core vocabulary and sentence patterns learned in the class. Students complete the writing independently, and then exchange their works with their deskmates for mutual revision. The teacher selects several typical works to comment on, affirming the advantages and pointing out the areas that need improvement. Design Intention: Text retelling helps students consolidate the content of the text, improve their oral expression ability and logical organization ability, and deepen their memory and understanding of the text. Group discussion provides students with a platform to express their views, stimulates students’ thinking, and enables students to combine the text with their own life experience, so as to better understand the significance of lifelong learning. Language application links vocabulary and sentence patterns with practical expression, helps students master the usage of language knowledge in context, improves students’ ability of language output, and achieves the goal of “input and output” in English teaching. Step 5: Summary and Extension Summary The teacher leads students to summarize the content of this class: In this class, we learned a reading text about lifelong learning, mastered the core vocabulary and key sentence patterns related to the text, understood the main content and theme of the text, and discussed the significance of lifelong learning. Through this class, we not only improved our reading ability and language application ability, but also established the awareness of lifelong learning. The teacher emphasizes again: “Learning is a lifelong journey. No matter how old we are, we should keep learning new knowledge and skills, and constantly improve ourselves.” Extension 1. Ask students to interview their grandparents or other elderly people around them after class, understand whether they have learned new skills in recent years, what difficulties they have encountered, and write a short interview report (in English) based on the interview content. 2. Recommend relevant reading materials or videos about lifelong learning to students, such as stories of other elderly people learning new skills, and ask students to read or watch them after class and share their feelings in the next class. 3. Encourage students to make a personal learning plan, clarify the new skills or knowledge they want to learn, and put it into practice. Design Intention: Summary helps students sort out the knowledge and skills learned in this class, form a systematic knowledge structure, and deepen their understanding and memory of the teaching content. The after-class extension activities connect classroom learning with real life, expand students’ learning space, and further strengthen students’ awareness of lifelong learning. Interview activities can not only exercise students’ oral communication ability and writing ability, but also let students have a more intuitive understanding of lifelong learning. Recommending reading materials and videos can enrich students’ learning resources and cultivate students’ autonomous learning ability. Step 6: Homework Arrangement 1. Recite the core vocabulary and key sentences of the reading text, and write each word and sentence twice. 2. Complete the interview report assigned in the extension link, with no less than 100 words. 3. Read the reading text again and write a 150-word summary of the text. 4. Preview the next part of the unit and look up the new words in advance. Design Intention: Homework is an important part of consolidating classroom learning. Reciting words and sentences helps students consolidate the language knowledge learned in class and lay a solid foundation for subsequent learning. Completing the interview report and text summary can further improve students’ writing ability and deepen their understanding of the theme of lifelong learning. Previewing the next part can help students better adapt to the next class and improve learning efficiency. 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 $