Unit 4 Never too old to learn-Project 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-Project 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about lifelong learning, and improve abilities in listening, speaking, reading and writing. Cultural Awareness: Understand the significance of lifelong learning in different cultures and respect diverse learning concepts. Thinking Quality: Develop critical and innovative thinking through exploration and discussion. Learning Ability: Cultivate autonomous and cooperative learning skills and form lifelong learning awareness. 2. 教学重难点 Key Points: Master core vocabulary and expressions related to lifelong learning, grasp interview skills and writing strategies for related themes. Difficult Points: Use advanced sentence patterns accurately in oral and written output, and organize logical and coherent articles based on interview materials. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class with a short video clip about a 70-year-old grandmother learning English online to communicate with her overseas grandchildren. After playing the video, the teacher asks the students two questions: “What did you see in the video? What do you think of the grandmother’s behavior?” Then, the teacher guides the students to discuss freely in pairs. After 3 minutes of discussion, invite 2-3 groups to share their opinions. Next, the teacher reviews the core vocabulary and phrases of Unit 4, such as “lifelong learning”, “persistence”, “overcome difficulties”, “acquire new skills” and “broaden one’s horizons”, by showing pictures and asking students to make sentences with these words and phrases. For example, the teacher shows a picture of a middle-aged man learning programming and asks, “What is the man doing? Please use the phrase ‘acquire new skills’ to describe it.” Design Intention: The short video about the elderly learning new skills is close to real life, which can quickly arouse students’ interest in the theme of “Never too old to learn” and lay an emotional foundation for the subsequent Project activities. Reviewing the core vocabulary and phrases of the unit helps students consolidate the knowledge they have learned before, provides language support for the following interview and writing tasks, and bridges the gap between the previous learning content and the Project part. Step 2: Task Presentation and Skill Guidance First, the teacher introduces the requirements of the Project clearly: Students need to interview their family members or friends about their lifelong learning experiences and insights, then sort out the interview information and write an article about the importance of lifelong learning. Then, the teacher focuses on guiding students to master two key skills: interview skills and writing strategies. In terms of interview skills, the teacher first explains the basic steps of an effective interview: preparing interview questions in advance, taking notes carefully during the interview, and asking follow-up questions appropriately. Then, the teacher lists some sample interview questions on the blackboard, such as “When did you start your lifelong learning journey?”, “What difficulties did you encounter in the learning process? How did you overcome them?”, “What benefits have you gained from lifelong learning?” and “What advice do you have for young people who want to keep learning?”. After that, the teacher invites two students to simulate an interview on the platform, with one as the interviewer and the other as the interviewee. The teacher comments on their performance, points out their advantages and deficiencies, and emphasizes that interview questions should be specific and targeted, and the interviewer should listen patiently and respond positively. In terms of writing strategies, the teacher first presents a model essay about lifelong learning experiences. The teacher guides students to analyze the structure of the model essay together: the introduction (introducing the interviewee and the theme of the interview), the main body (describing the interviewee’s learning experience, difficulties and gains) and the conclusion (summarizing the importance of lifelong learning and expressing personal insights). Then, the teacher highlights the key sentence patterns used in the model essay, such as定语从句 (“The person I interviewed is my mother, who has been learning calligraphy for 5 years.”),宾语从句 (“She said that the most important thing in lifelong learning is persistence.”) and transitional words and phrases (“First of all”, “Besides”, “In conclusion”). The teacher asks students to read the model essay aloud and pay attention to the use of these sentence patterns and transitional words. Design Intention: Clearly presenting the Project task helps students clarify the learning objectives and know what they need to do in this class and after class. Guiding students to master interview skills and writing strategies is the key to completing the Project task. Through sample questions, simulation exercises and model essay analysis, students can better understand and grasp these skills, reducing the difficulty of subsequent practical activities. The simulation interview activity also provides students with an opportunity to practice oral expression, which is conducive to improving their language application ability. Step 3: Group Cooperation and Practical Operation The teacher divides the students into groups of 4-5, and assigns roles to each group member: interviewer, note-taker, information organizer and reporter. The teacher requires each group to determine the interviewee first (it can be a parent, grandparent, friend or teacher), then discuss and design interview questions based on the sample questions provided by the teacher, and modify and improve the questions according to the characteristics of the interviewee. During the group discussion, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance for groups with difficulties. For example, some groups may not know how to design targeted questions for the elderly interviewees, and the teacher can remind them to focus on the elderly’s learning motivation and learning difficulties. After the interview questions are determined, the teacher arranges for students to conduct interviews in groups. Considering the actual situation, students can choose to conduct face-to-face interviews with family members at home, or online interviews with friends or teachers through WeChat or other tools. The note-taker needs to record the key information of the interview in detail, including the interviewee’s answers, expressions and feelings. The interviewer should pay attention to the communication skills during the interview, maintain a polite and friendly attitude, and ask follow-up questions in time when necessary. After the interview, each group gathers together to sort out the interview information, screen out the key content, and determine the framework and main content of the article. During the practical operation, the teacher pays attention to the performance of each student, encourages students to actively participate in the activity, and helps students solve problems encountered in the interview and information sorting process. For example, some students may have difficulty sorting out the messy interview records, and the teacher can guide them to classify the information according to the structure of the article (introduction, main body, conclusion). Design Intention: Group cooperation is conducive to cultivating students’ cooperative learning ability and communication ability. Assigning clear roles to each group member ensures that every student can participate in the activity and avoid the phenomenon of some students being lazy. Letting students conduct practical interviews not only enables them to apply the interview skills they have learned, but also deepens their understanding of the theme of lifelong learning through real communication. The teacher’s timely guidance can help students solve problems in time, ensure the smooth progress of the activity, and enhance students’ confidence in completing the task. Step 4: Draft Writing and Peer Evaluation On the basis of sorting out the interview information, each group starts to write the first draft of the article. The teacher reminds students to apply the writing strategies and key sentence patterns learned earlier, pay attention to the logical connection of the article, and ensure that the content is true and rich. During the writing process, students can consult with group members or the teacher if they encounter difficulties in vocabulary, sentence patterns or structure. The teacher walks around the classroom, checks the writing situation of each group, and provides targeted guidance for students with poor writing ability. For example, some students may use simple sentence patterns repeatedly, and the teacher can remind them to use complex sentence patterns such as定语从句 and宾语从句 to enrich the article. After the first draft is completed, the teacher organizes peer evaluation activities. Each group exchanges their first draft with another group, and evaluates the other group’s article according to the evaluation criteria formulated in advance (including content completeness, logical coherence, language accuracy, use of key vocabulary and sentence patterns). The evaluation form includes the following items: 1. Is the interviewee clearly introduced? 2. Is the learning experience of the interviewee detailed and true? 3. Are the key vocabulary and sentence patterns correctly used? 4. Is the article logically coherent? 5. Are there any grammatical or spelling errors? Each group needs to put forward positive comments and constructive suggestions according to the evaluation form. For example, “Your article is very detailed, but there are some grammatical errors in the third paragraph. You can modify it like this...” After the peer evaluation, each group revises and improves their first draft according to the suggestions put forward by the other group. The teacher provides further guidance for groups that have great difficulties in revision, and checks the revised draft of each group to ensure that the quality of the article meets the requirements. Design Intention: Draft writing is the key link to complete the Project task, which can test students’ language application ability and writing skills. Peer evaluation not only enables students to learn from each other’s strengths and make up for their own deficiencies, but also cultivates their critical thinking ability and evaluation ability. Revising the draft according to the evaluation suggestions helps students improve the quality of their articles and deepen their understanding of writing strategies. The teacher’s guidance and check ensure that students can master the writing skills and complete the writing task smoothly. Step 5: Works Display and Summary Evaluation The teacher invites 3-4 groups to display their articles on the platform. Each group’s reporter reads the article aloud, and briefly introduces the interview process and the insights gained. After each group’s display, the teacher and other students make comments. The teacher focuses on affirming the advantages of each group’s article, such as true content, standard language and clear structure, and also puts forward appropriate improvement suggestions. For example, “Your article tells a touching story of the interviewee’s lifelong learning. If you can add some specific details, such as the interviewee’s psychological activities during the learning process, the article will be more vivid.” After the works display, the teacher makes a summary of the whole class. The teacher first reviews the key content of this class, including interview skills, writing strategies and the process of completing the Project task. Then, the teacher emphasizes the importance of lifelong learning again, and encourages students to develop the habit of lifelong learning, keep learning new knowledge and new skills in daily life, and constantly improve themselves. Finally, the teacher summarizes the performance of each group and each student in the class, praises the groups and students who performed well, and encourages the students who need to improve to keep working hard. Design Intention: Works display provides students with a platform to show their achievements, which can enhance their sense of accomplishment and confidence in learning English. Comments from teachers and students help students further improve their articles and language application ability. The class summary not only helps students sort out the knowledge and skills learned in this class, but also strengthens their understanding of the theme of lifelong learning, which is conducive to cultivating their lifelong learning awareness and achieving the goal of cultural awareness and learning ability in core literacy. Step 6: Homework Arrangement 1. Revise the article again according to the comments in class, and polish the language and content to make the article more perfect. 2. Share the interview experience and the completed article with family members or friends, and listen to their opinions. 3. Collect 2-3 cases of lifelong learning at home and abroad, and write a short comment (about 50 words) on each case. 4. Preview the relevant content of the next unit and make a simple preview note. Design Intention: The homework arrangement is closely linked to the content of the class, which can help students consolidate the knowledge and skills learned in class. Revising the article again helps students improve their writing ability. Sharing the interview experience and article with family members or friends can expand the influence of the Project activity and deepen students’ understanding of lifelong learning. Collecting lifelong learning cases and writing comments can enrich students’ knowledge reserve and further enhance their awareness of lifelong learning. Previewing the next unit helps students form a good learning habit 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 $