Unit 4 Never too old to learn-Integrated skills 教案-2025-2026学年高中英语译林版选择性必修第四册

该高中英语教案聚焦“Never too old to learn”主题的综合技能训练，通过播放老年学习新技能的视频导入课堂，引发学生兴趣并自然衔接单元主题，以听、说、读、写活动为学习支架，逐步提升学生综合语言运用能力。 该教案以核心素养为导向，视频导入激活文化意识，听后辩论和读后讨论培养思维品质，写前框架指导与写后评价提升语言能力，实现输入到输出的转化，助力学生建立终身学习意识，为教师提供系统且可操作的教学流程。

Unit 4 Never too old to learn-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, aiming to improve students’ comprehensive listening, speaking, reading and writing skills, help them understand lifelong learning culture, develop critical thinking and establish the awareness of lifelong learning. 2. 教学重难点 Key points: Master expressions about reading habits and lifelong learning; complete integrated listening, speaking, reading and writing tasks. Difficult points: Use proper language to call on people to read more and express views on lifelong learning logically. 教学过程 Step 1: Lead-in (Lead-in to the Theme) The teacher starts the class by showing a short video about an elderly person who insists on learning new skills, such as using a smartphone to take photos, learn online courses or communicate with relatives far away. After playing the video, the teacher asks two questions: “What is the elderly person doing in the video? What can you learn from his/her behavior?” Then, invite 2-3 students to share their answers. After that, the teacher naturally leads to the unit theme “Never too old to learn” and the topic of this lesson—Integrated skills, which focuses on developing comprehensive language skills through activities related to reading and lifelong learning. Design Intention: The video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in learning. By watching the video of the elderly learning new skills, students can deeply understand the connotation of “Never too old to learn” and establish a preliminary awareness of lifelong learning. The guiding questions can guide students to think actively, exercise their oral expression ability initially, and lay a good foundation for the smooth development of subsequent teaching activities. At the same time, it connects the theme of the unit with the content of this lesson, making the teaching transition natural and coherent. Step 2: Pre-listening (Input of Key Vocabulary and Background Knowledge) First, the teacher presents the key vocabulary and expressions related to the listening material on the blackboard or PPT, including “lifelong learning”, “reading habit”, “benefit from”, “call on”, “devote time to”, “acquire knowledge” and so on. For each word and expression, the teacher gives simple explanations and example sentences to help students understand and master their usage. For example, “call on sb. to do sth.” is explained as “ask sb. to do sth. earnestly”, and the example sentence is “We call on everyone to form good reading habits.” Then, the teacher briefly introduces the background of the listening material: it is a speech about the importance of reading and calling on students and their families to read more, which is delivered by a student in the school’s reading week activity. The teacher also reminds students to pay attention to the key information such as the main idea of the speech, the reasons for reading and the suggestions put forward when listening. Design Intention: Pre-listening preparation is an important link to ensure the effect of listening training. The key vocabulary and expressions are the basis for students to understand the listening material. By explaining and exemplifying, students can master these language points in advance, avoid obstacles in understanding the listening content due to unfamiliar vocabulary, and improve their listening efficiency. The introduction of background knowledge helps students understand the context and purpose of the listening material, enabling them to predict the content of the listening material in advance, which is conducive to cultivating their listening prediction ability and laying a foundation for accurate listening. Step 3: While-listening (Listening Training and Information Extraction) This link is divided into two parts: first listening and second listening, to help students extract information step by step and improve their listening ability. For the first listening, the teacher asks students to listen carefully and answer two general questions: 1. What is the main topic of the speech? 2. Who is the speech intended for? After listening, the teacher invites students to answer the questions, checks their understanding of the main idea of the listening material, and corrects their wrong answers in time. If most students have difficulty answering, the teacher can play the relevant part of the listening material again to help them grasp the key information. For the second listening, the teacher distributes listening task sheets to students, which include blank-filling and short-answer questions. The blank-filling questions mainly involve key words and expressions related to the reasons for reading and reading suggestions, such as “Reading can help us ______ (acquire knowledge) and broaden our horizons.” “We should ______ (devote at least 30 minutes) to reading every day.” The short-answer questions are: 1. What are the benefits of reading mentioned in the speech? 2. What suggestions does the speaker put forward to develop good reading habits? Students are required to listen carefully, take notes in time, and complete the task sheet. After listening, the teacher checks the answers with students, focuses on explaining the key and difficult points in the listening material, such as the weak reading of function words, the connection of sentences and the extraction of key information, and guides students to summarize the listening skills, such as paying attention to signal words (such as first, besides, finally) to find the key points. Design Intention: Dividing listening into two times conforms to the law of students’ listening cognition. The first listening focuses on the main idea, helping students establish an overall understanding of the listening material; the second listening focuses on details, guiding students to extract specific information, which can gradually improve their listening ability from overall to local. The task sheet is designed to make students’ listening more targeted, avoid blind listening, and help them cultivate the habit of taking notes while listening. Summarizing listening skills can help students master scientific listening methods, which is conducive to the long-term improvement of their listening ability. Step 4: Post-listening (Oral Practice and Language Application) On the basis of listening, this link focuses on oral practice to realize the transformation from input to output and improve students’ oral expression ability. First, the teacher organizes a pair discussion activity. The discussion topic is: “What is your reading habit? Do you think reading is important? Why?” Students are required to discuss in pairs, use the key vocabulary and expressions learned in the pre-listening and while-listening links, and combine their own actual situations to express their views. During the discussion, the teacher walks around the classroom, observes students’ discussion situation, helps students solve the problems encountered in oral expression, such as incorrect use of words and improper sentence structure, and encourages shy students to actively participate in the discussion. After the pair discussion, the teacher invites 3-4 groups to share their discussion results in front of the whole class. After each group shares, the teacher makes appropriate comments, affirms their advantages, such as accurate use of vocabulary and fluent expression, and puts forward suggestions for improvement, such as adding more specific examples to make the expression more persuasive. Then, the teacher leads students to carry out a group debate activity. The debate topic is: “Is lifelong learning necessary for teenagers?” Students are divided into two groups: the affirmative group (lifelong learning is necessary) and the negative group (lifelong learning is not necessary for teenagers). Each group has 5-6 students. They are given a few minutes to prepare, and then the debate is carried out. During the debate, the teacher guides students to express their views clearly and logically, use appropriate language to refute the opposite view, and pay attention to the politeness and appropriateness of oral expression. After the debate, the teacher summarizes the debate, affirms the positive performance of both groups, and emphasizes the importance of lifelong learning for teenagers, which is conducive to their growth and development. Design Intention: Pair discussion and group debate are effective ways to improve students’ oral expression ability. Pair discussion can make every student have the opportunity to speak, reduce their speaking pressure, and exercise their ability to express their views in simple language. Group debate can stimulate students’ thinking, cultivate their critical thinking ability and logical expression ability, and enable them to use the learned language knowledge flexibly in the debate. The teacher’s guidance and comments can help students find their own shortcomings in oral expression and improve their oral expression level continuously. At the same time, the debate topic is closely related to the unit theme, which can deepen students’ understanding of lifelong learning. Step 5: Pre-reading (Activating Background Knowledge and Predicting Reading Content) First, the teacher asks students a question: “Do you know any elderly people who insist on learning? What do they learn?” Invite students to share their own experiences or heard stories, which can activate students’ background knowledge and arouse their interest in reading. Then, the teacher presents the title of the reading material “Lifelong Learning: It’s Never Too Late” and a picture of an elderly person reading a book. The teacher asks students to predict the content of the reading material according to the title and picture: “What do you think the passage will talk about? What examples will it give?” Students are encouraged to express their predictions freely, and the teacher writes down their key predictions on the blackboard. Then, the teacher presents the key vocabulary and phrases in the reading material, such as “retire”, “master”, “challenge oneself”, “keep pace with the times”, “take online courses”, etc. For the words that students may not be familiar with, the teacher gives explanations and example sentences to help them understand. For example, “keep pace with the times” is explained as “keep up with the development of the times”, and the example sentence is “We must keep pace with the times and learn new knowledge constantly.” Design Intention: Activating students’ background knowledge can help them connect the reading material with their own life experience, reduce the difficulty of reading and improve their reading interest. Predicting the reading content can cultivate students’ reading prediction ability, enable them to read with purpose, and improve their reading efficiency. The input of key vocabulary helps students eliminate the obstacles in reading, lay a foundation for smooth reading, and realize the connection between listening and reading links. Step 6: While-reading (Reading Training and Information Processing) This link is divided into fast reading and careful reading, to help students grasp the main idea and key details of the reading material, and improve their reading ability. Fast reading: The teacher asks students to read the passage quickly within a certain time, check their own predictions, and answer the following questions: 1. What is the main idea of the passage? 2. How many examples of lifelong learning are mentioned in the passage? After reading, the teacher invites students to answer the questions, checks their understanding of the main idea of the passage, and summarizes the main content of the passage: The passage mainly talks about the importance of lifelong learning, and takes an elderly person who learns online courses and a retired teacher who learns a new language as examples to illustrate that it is never too late to learn. Careful reading: The teacher asks students to read the passage carefully, and complete the following tasks: 1. Underline the key sentences in each paragraph and summarize the main idea of each paragraph. 2. Fill in the table about the two examples in the passage, including the person’s identity, what he/she learns and the reason for learning. 3. Answer the detailed questions: (1) Why did the elderly person start to learn online courses? (2) What difficulties did the retired teacher encounter when learning a new language? How did he/she overcome them? (3) What does the author want to tell us through the passage? During the reading process, students can ask the teacher for help if they have any questions. After reading, the teacher organizes students to exchange their answers, checks the completion of the tasks, and focuses on explaining the difficult sentences in the passage, such as complex attributive clauses and adverbial clauses, to help students understand the structure and meaning of the sentences. At the same time, the teacher guides students to analyze the writing characteristics of the passage, such as the use of examples to illustrate the theme, which is more persuasive. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea quickly, which is an important reading skill for senior high school students. Careful reading focuses on training students’ ability to extract key details and understand difficult sentences, which can improve their reading comprehension ability. The design of tasks such as underlining key sentences, filling in tables and answering detailed questions makes students’ reading more targeted, helps them process and sort out the information in the passage, and cultivate their ability to analyze and solve problems. Analyzing the writing characteristics of the passage can help students learn the writing method of using examples to illustrate the theme, which lays a foundation for the subsequent writing link. Step 7: Post-reading (Reading Comprehension and Language Expansion) First, the teacher organizes a group discussion activity. The discussion topic is: “What can we learn from the two examples in the passage? How can we practice lifelong learning in our daily life?” Students are required to discuss in groups of 4-5, combine the reading material and their own actual situations, put forward specific methods and suggestions. During the discussion, the teacher guides students to think deeply, encourages them to express different views, and helps them sort out their ideas. After the discussion, each group sends a representative to share their discussion results, and the teacher makes comments and summaries, emphasizing that teenagers should establish the awareness of lifelong learning, develop good learning habits, and continuously improve themselves. Then, the teacher carries out a vocabulary expansion activity. The teacher presents some synonyms and antonyms of the key vocabulary in the reading material, such as “benefit” (synonym: profit; antonym: harm), “challenge” (synonym: difficulty; antonym: comfort), and asks students to make sentences with these words to consolidate their mastery of the vocabulary. In addition, the teacher guides students to summarize the key sentence patterns in the passage, such as “It is never too late to do sth.”, “Not only can... but also...”, and asks students to imitate these sentence patterns to make sentences, which helps students master the usage of these sentence patterns and lay a foundation for writing. Finally, the teacher asks students to retell the passage in their own words. Students can retell the main content of the passage, focusing on the two examples and the theme of the passage. The teacher invites 2-3 students to retell in front of the whole class, and makes comments, affirming their advantages and putting forward suggestions for improvement, such as adding more details to make the retelling more vivid. Design Intention: Group discussion can deepen students’ understanding of the theme of the reading material, enable them to connect the reading content with their own life, and cultivate their ability to apply knowledge to practice. Vocabulary expansion and sentence pattern imitation can help students consolidate the language knowledge learned in the reading link, expand their vocabulary and sentence pattern reserve, and improve their language application ability. Retelling the passage can train students’ ability to summarize and express, and enable them to master the main content of the passage more firmly. At the same time, it realizes the connection between reading and speaking, and promotes the integrated development of students’ comprehensive language skills. Step 8: Pre-writing (Writing Guidance and Framework Construction) First, the teacher clarifies the writing task: Write a short speech about “Calling on Students to Form Good Reading Habits”, which should be about 120 words, including the importance of reading and specific suggestions for forming good reading habits. Then, the teacher guides students to analyze the writing requirements and the structure of the speech. The teacher tells students that a speech usually includes three parts: opening (greeting and putting forward the theme), body (expounding the importance and putting forward suggestions) and closing (calling on and ending with thanks). Then, the teacher helps students sort out the writing ideas and provides some key vocabulary and sentence patterns for reference. For example, in the opening part, they can use “Dear teachers and classmates, I am honored to stand here to talk about the importance of reading.” In the body part, they can use “Reading is very important because it can help us acquire knowledge, broaden our horizons and improve our abilities.” “To form good reading habits, we can do the following things: first, set a fixed time for reading every day; second, choose books that are suitable for us; third, take notes while reading.” In the closing part, they can use “Let’s call on everyone to form good reading habits and enjoy the fun of reading! Thank you.” In addition, the teacher presents a model essay to students, lets them read the model essay carefully, analyzes its structure, vocabulary and sentence patterns, and guides students to learn from the advantages of the model essay. The teacher also reminds students to pay attention to the coherence and fluency of the article, the correct use of vocabulary and grammar, and the appropriate tone of the speech. Design Intention: Clarifying the writing task and structure helps students have a clear direction in writing and avoid blind writing. Providing key vocabulary and sentence patterns can help students solve the problem of insufficient language reserve in writing, and enable them to use the learned language knowledge flexibly. The model essay can give students a intuitive understanding of the writing requirements and standards, help them learn writing methods and skills, and improve their writing confidence. Reminding students of the key points in writing can help them avoid common mistakes and improve the quality of their writing. Step 9: While-writing (Writing Practice and Individual Guidance) Students start to write the speech independently according to the writing guidance and model essay. During the writing process, the teacher walks around the classroom, provides individual guidance for students, and helps them solve the problems encountered in writing. For example, if a student does not know how to express a certain idea, the teacher guides him/her to use the key vocabulary and sentence patterns provided; if a student has grammatical mistakes, the teacher points out the mistakes and helps him/her correct them; if a student’s article structure is not clear, the teacher guides him/her to sort out the writing ideas. The teacher also pays attention to the writing progress of students, and reminds students to control the number of words and ensure the coherence and fluency of the article. For students with weak writing ability, the teacher gives more guidance and help, such as helping them sort out the specific content of each part, providing more specific vocabulary and sentence patterns, and encouraging them to write boldly. For students with strong writing ability, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of their writing. Design Intention: Individual guidance can meet the different needs of students, help students solve their own writing problems, and improve their writing ability pertinently. Paying attention to the writing progress of students can ensure that all students can complete the writing task on time. Encouraging students of different levels can protect their writing enthusiasm and help them make progress in writing. Step 10: Post-writing (Evaluation and Revision) First, the teacher organizes a peer evaluation activity. Students exchange their compositions with their deskmates, and evaluate each other’s compositions according to the evaluation criteria (including content, structure, vocabulary, grammar, coherence and fluency). The evaluation criteria are clearly presented to students: 1. Is the content complete, covering the importance of reading and specific suggestions? 2. Is the structure clear, including opening, body and closing? 3. Are the vocabulary and sentence patterns used correctly and appropriately? 4. Are there any grammatical mistakes? 5. Is the article coherent and fluent? Students are required to put forward positive comments and constructive suggestions for their deskmates’ compositions, such as “Your article is well-structured, but you can add more specific examples to make it more persuasive.” After peer evaluation, students revise their own compositions according to the suggestions put forward by their deskmates and the guidance of the teacher. During the revision process, the teacher continues to provide individual guidance, helps students improve their compositions, and checks the revision effect of students. Then, the teacher selects 2-3 representative compositions (including excellent compositions and compositions with common problems) to comment on in front of the whole class. For excellent compositions, the teacher affirms their advantages, such as clear structure, accurate use of vocabulary and sentence patterns, and fluent expression, and invites the author to share his/her writing experience. For compositions with common problems, the teacher points out the existing problems, such as incomplete content, grammatical mistakes and unclear structure, and guides students to correct them together, so that all students can learn from each other and avoid making the same mistakes. Finally, students submit their revised compositions to the teacher, and the teacher makes a detailed evaluation after class, writes comments on each composition, affirms their progress, points out their shortcomings, and puts forward specific suggestions for improvement. Design Intention: Peer evaluation can help students learn from each other, improve their ability to evaluate and revise compositions, and enhance their sense of participation and responsibility. Revising compositions according to suggestions can help students find their own shortcomings, improve the quality of their compositions, and cultivate their good writing habits. Class evaluation can focus on solving common problems in students’ writing, enable all students to learn from each other, and improve their writing level as a whole. The teacher’s after-class detailed evaluation can give students more targeted guidance, help them make continuous progress in writing. Step 11: Summary and Homework Summary: The teacher summarizes the content of this lesson, reviews the key vocabulary, expressions and sentence patterns learned in this lesson, and emphasizes the importance of integrated listening, speaking, reading and writing skills. The teacher also reiterates the theme of “Never too old to learn”, encourages students to establish the awareness of lifelong learning, develop good reading habits, and continuously improve their comprehensive language ability. Homework: 1. Recite the key vocabulary and sentence patterns learned in this lesson, and make 5 sentences with the key expressions. 2. Revise the composition again according to the teacher’s comments and submit it the next day. 3. Interview your family members about their reading habits or lifelong learning experiences, and write a short report (about 80 words). 4. Listen to the listening material of this lesson again and retell it in your own words. Design Intention: Summary can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge structure. The design of homework is closely related to the content of this lesson, which can help students consolidate the knowledge and skills learned in class, extend the teaching content to daily life, and realize the combination of classroom learning and practical application. Interviewing family members can deepen students’ understanding of lifelong learning and reading habits, and cultivate their ability to communicate and collect information. Listening and retelling again can further improve students’ listening and speaking ability. 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 $