Unit 4 What is life-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第三册

Unit 4 What is life-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to the theme of “what is life”, and improve their ability to express views on life in simple English. Cultural Awareness: Guide students to understand different perceptions of life in diverse cultures and cultivate respect for cultural diversity. Thinking Quality: Encourage students to think deeply about the meaning of life, develop critical thinking and logical reasoning skills through discussion and exploration. Learning Ability: Help students form good learning habits, enhance their ability of independent inquiry and cooperative learning in the process of theme exploration. 2. 教学重难点 Key Points: Master core vocabulary such as life, existence, value, survive and related sentence patterns; be able to talk about the basic understanding of life and express personal views simply. Difficult Points: Understand the profound connotation of life through simple English expression; correctly use the learned vocabulary and sentence patterns to express their own thoughts on the meaning of life and carry out in-depth communication. 教学过程 Step 1: Lead-in (Lead-in to the Theme of “What is Life”) The teacher starts the class with a multimedia presentation, showing a series of vivid pictures: a seed breaking through the soil and sprouting, a bird flying freely in the sky, a baby smiling brightly, an old man reading quietly in the sun, a doctor devoting himself to saving lives, and a scientist exploring unknown fields. After showing the pictures, the teacher asks the students simple and guiding questions in English: “Look at these pictures. What do you see? Do you think these are all forms of life? What does life mean to you?” Then, the teacher invites 3-4 students to share their initial views freely. There is no limit to the form of expression, and simple words or short sentences are acceptable. For example, some students may say “Life is a seed growing”, some may say “Life is being with family”, and some may say “Life is doing what we like”. The teacher listens carefully to each student’s answer, gives positive feedback in time, such as “That’s a wonderful idea!” “I appreciate your honest sharing!” and appropriately guides students to think further: “Why do you think so? Can you give a simple example?” Design Intention: The lead-in link adopts the form of picture display, which is intuitive and vivid, and can quickly attract students’ attention, stimulate their learning interest and enthusiasm. The guiding questions are simple and easy to answer, which can reduce students’ psychological pressure and encourage them to actively participate in the classroom interaction. By inviting students to share their initial views on life, the teacher can understand students’ existing cognitive level of the theme of “life”, lay a foundation for the subsequent teaching activities, and at the same time imperceptibly guide students to start thinking about the meaning of life, which is in line with the requirements of cultivating students’ thinking quality. Step 2: Vocabulary and Sentence Pattern Preview (Lay a Foundation for Theme Discussion) On the basis of the lead-in, the teacher naturally leads to the core vocabulary and sentence patterns of this section. First, the teacher writes the key vocabulary on the blackboard or shows it on the multimedia courseware: life (n.), existence (n.), value (n.), survive (v.), grow (v.), struggle (v.), precious (adj.), meaningful (adj.). For each word, the teacher pronounces it standardly, and asks the students to follow and read twice to ensure that the students master the correct pronunciation. Then, the teacher explains the basic meaning of the words with simple English and combines the pictures shown in the lead-in link to give example sentences, so that students can understand and remember the words in the context. For example, when explaining “precious”, the teacher says: “Life is precious. We should cherish it. Just like the baby in the picture, life is so beautiful and precious.” When explaining “survive”, the teacher says: “The seed struggles to survive in the soil, and finally sprouts. That’s the power of life.” After explaining the vocabulary, the teacher introduces the key sentence patterns: 1. In my opinion, life is... 2. I think the meaning of life lies in... 3. Life is precious because... 4. We should... to make our life meaningful. The teacher explains the usage of each sentence pattern, gives example sentences, and then invites students to practice using the sentence patterns with the learned vocabulary. For example, the teacher asks: “Can you use ‘In my opinion, life is...’ to talk about your understanding of life?” Students take turns to answer, and the teacher corrects their mistakes in pronunciation and grammar in time, and encourages them to use more vocabulary to enrich their expressions. After individual practice, the teacher arranges pair work: students work in pairs to practice the sentence patterns, and each pair prepares 2-3 sentences to share with the whole class. Design Intention: Vocabulary and sentence patterns are the basis of English expression. This link focuses on previewing the core vocabulary and sentence patterns related to the theme of “life”, which can help students solve the language barriers in the subsequent theme discussion and ensure the smooth development of teaching activities. By combining pictures and example sentences to explain vocabulary and sentence patterns, students can understand and remember more deeply, avoiding the mechanical memory of words and sentences. Pair work can provide more opportunities for students to practice, improve their oral expression ability, and cultivate their cooperative learning ability, which is in line with the requirements of cultivating students’ language competence and learning ability. Step 3: Theme Exploration Activity 1 - “Life in Different Forms” (Deepen the Understanding of Life) After the vocabulary and sentence pattern preview, the teacher carries out the first theme exploration activity. The teacher divides the students into 4 groups, and each group is assigned a task: to discuss “life in different forms” according to the pictures shown in the lead-in link and their own life experience, and list 3-5 forms of life and briefly describe their characteristics in English. The groups are given enough time to discuss, and the teacher walks around each group, listens to their discussions, and gives appropriate guidance when necessary. For example, if a group is stuck and can’t think of more forms of life, the teacher can prompt: “What about plants? What about animals in the ocean? What about human beings in different occupations?” After the discussion, each group sends a representative to report the discussion results to the whole class. For example, Group 1 may say: “We think life has many forms. First, plants, such as the seed in the picture, they grow slowly and show the power of life. Second, animals, such as the bird, they fly freely and enjoy life. Third, human beings, such as the doctor, they save lives and make their life meaningful.” After each group’s report, the teacher makes a brief comment, affirms their achievements, points out their deficiencies, and guides the students to supplement. For example, the teacher can say: “Your report is very detailed. You mentioned plants, animals and human beings. Can you think of other forms of life, such as microorganisms? They are also a form of life, but we can’t see them easily.” After all groups report, the teacher makes a summary: “Life exists in various forms, whether it is plants, animals, human beings or microorganisms, they all have the right to survive and show the beauty of life. Every form of life is precious, and we should respect and cherish all life.” Design Intention: This activity adopts the form of group discussion, which can fully mobilize students’ enthusiasm and initiative, and let students actively participate in the exploration of the theme. By discussing “life in different forms”, students can deepen their understanding of life, realize the diversity of life, and cultivate their sense of respect for life. In the process of group discussion, students can exchange ideas with each other, learn from each other, improve their cooperative learning ability and oral expression ability. The teacher’s guidance and summary can help students sort out their ideas, form a correct understanding of life, and lay a foundation for the subsequent exploration of the meaning of life. Step 4: Theme Exploration Activity 2 - “The Meaning of Life” (Cultivate Critical Thinking) On the basis of understanding the different forms of life, the teacher carries out the second theme exploration activity, focusing on exploring “the meaning of life”. The teacher first plays a short English video (about 3 minutes), which tells the stories of three ordinary people: an old man who volunteers to take care of stray animals, a young man who devotes himself to environmental protection, and a student who helps his classmates learn actively. After watching the video, the teacher asks the students: “What do these three people do? What do you think is the meaning of their life? Do you think the meaning of life is the same for everyone?” Then, the teacher organizes the students to carry out a class discussion. Students can express their views freely, and there is no right or wrong answer. The teacher encourages students to put forward different views and guide them to think deeply. For example, some students may say: “The meaning of life is to help others, just like the old man and the young man in the video.” Some students may say: “The meaning of life is to do what they like and realize their own value.” Some students may say: “The meaning of life is to live happily every day.” The teacher listens carefully to each student’s view, and guides them to explain their reasons. For example, the teacher asks: “Why do you think the meaning of life is to realize your own value? Can you give an example?” During the discussion, if there are different views, the teacher encourages students to communicate and discuss with each other, and guides them to respect different views. For example, if one student thinks that “the meaning of life is to make money”, and another student disagrees, the teacher can say: “Everyone has different views on the meaning of life. Let’s listen to his reason first, and then express your own views. We should respect each other’s opinions.” After the class discussion, the teacher makes a summary: “The meaning of life is not fixed. It is different for different people. Some people think it is to help others, some people think it is to realize their own value, and some people think it is to live happily. No matter what kind of understanding it is, as long as we live seriously and do what is meaningful to ourselves and others, our life will be valuable. The most important thing is that we should have our own understanding of the meaning of life and strive to make our life more meaningful.” Design Intention: This activity uses video materials to create a real and touching context, which can better arouse students’ emotional resonance and make them more actively participate in the discussion of the meaning of life. Class discussion can provide students with a platform to express their views freely, encourage students to think independently and put forward their own views, which is conducive to cultivating their critical thinking and logical reasoning ability. By guiding students to respect different views, we can cultivate their sense of tolerance and cultural awareness, and let them realize the diversity of the understanding of life. The teacher’s summary can help students sort out their views, establish a positive outlook on life, and achieve the goal of cultivating students’ thinking quality and emotional attitude. Step 5: Consolidation and Application (Apply the Learned Knowledge) After the theme exploration activities, the teacher arranges consolidation and application tasks to help students apply the learned vocabulary, sentence patterns and theme knowledge to practice. The task is divided into two parts: individual work and group work. First, individual work: Students are asked to write a short passage (about 80-100 words) to express their own understanding of life, using the learned vocabulary and sentence patterns. The teacher gives a prompt: “You can talk about what life is in your eyes, the meaning of life, and what you will do to make your life meaningful.” During the writing process, the teacher walks around the classroom, answers students’ questions in time, and helps students who have difficulty in writing. For example, some students may not know how to start writing, and the teacher can prompt: “You can start with ‘In my opinion, life is...’” Then, group work: Each group collects the short passages written by the members, selects the best one, and modifies and improves it together. Then, each group sends a representative to read the modified short passage to the whole class, and briefly introduces the ideas of the passage. After each group’s reading, the other students can ask questions or give suggestions, such as “Why do you write like this?” “I think you can use the word ‘precious’ to make the passage better.” The teacher makes comments on each group’s work, affirms their advantages, points out the areas that need to be improved, and guides students to learn from each other. Design Intention: Consolidation and application are an important link in English teaching, which can help students consolidate the learned knowledge and improve their ability to use language. Individual writing can exercise students’ written expression ability, let them apply the learned vocabulary and sentence patterns to practice, and deepen their understanding of the theme of life. Group modification and improvement can cultivate students’ cooperative learning ability and critical thinking ability, let them learn from each other’s strengths and make up for their own weaknesses. The teacher’s guidance and comments can help students find their own deficiencies, improve their writing level, and at the same time encourage students to actively participate in the evaluation activities, improve their learning ability. Step 6: Summary and Extension (Extend the Theme and Guide After-class Learning) First, the teacher invites students to summarize the content of this class. The teacher asks: “What have we learned in this class? What do you know about life now? What new understanding have you gained?” Students take turns to answer, and the teacher supplements and sorts out, helping students clarify the key points of this class: master the core vocabulary and sentence patterns related to life, understand the different forms of life, and have their own understanding of the meaning of life. Then, the teacher makes a final summary: “In this class, we explored the theme of ‘what is life’ together. We learned that life exists in various forms, and the meaning of life is different for everyone. Life is precious, and we should cherish it, respect all forms of life, and strive to make our own life meaningful. I hope that after this class, you can continue to think about the meaning of life, observe the beauty of life around you, and use your own actions to make your life more valuable.” Finally, the teacher arranges after-class extension tasks: 1. Read the relevant passages about life in the textbook or extracurricular materials, and accumulate more vocabulary and sentence patterns related to life. 2. Interview your family or friends, ask them about their understanding of life, and take notes in English. 3. Revise the short passage written in class, and improve it according to the teacher’s comments and classmates’ suggestions. 4. Discuss with your family or friends about the meaning of life in English, and record the key points of the discussion. Design Intention: The summary link allows students to review the content of the class independently, which is conducive to strengthening their memory and understanding of the knowledge. The teacher’s final summary can further deepen students’ understanding of the theme of life, guide them to establish a positive outlook on life, and achieve the emotional teaching goal. After-class extension tasks can extend the classroom teaching to daily life, help students consolidate the learned knowledge, expand their learning scope, improve their learning ability and practical application ability, and at the same time encourage students to continue to explore the theme of life, which is in line with the requirements of cultivating students’ core literacy. 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 $