Unit 4 What is life-Integrated skills 教案-2025-2026学年高中英语译林版选修第三册

Unit 4 What is life-Integrated skills 教学目标和重难点 1. 教学目标 Language competence: Master key words and listening-speaking-writing skills about life meaning. Cultural awareness: Understand diverse views on life across cultures. Thinking quality: Develop logical and critical thinking through exploration. Learning ability: Cultivate autonomous and cooperative learning skills in integrated activities. 2. 教学重难点 Key points: Grasp key vocabulary and sentence patterns related to life, and use integrated skills to express views on life. Difficult points: Comprehend implied meaning in listening materials and write a coherent passage with clear views on life. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Exploration The teacher starts the class by showing a series of pictures, including a blooming flower, a flying bird, a struggling seedling in the crack, and an old man reading quietly. Then the teacher asks the students two open-ended questions: “What do you see in these pictures? What does life mean to you?” The students are invited to share their thoughts freely in pairs first, and then several groups are selected to present their views to the whole class. During the presentation, the teacher does not comment on the right or wrong of the views, but only guides the students to express themselves clearly and encourages them to put forward different opinions. After the sharing, the teacher summarizes: “Life is a broad and profound topic. Different people have different understandings of it. Today, we will use integrated skills of listening, speaking, reading and writing to explore the meaning of life further and improve our language application ability.” Design Intention: The visual pictures can quickly attract students' attention and arouse their emotional resonance, making it easier for them to connect with their own life experience and put forward their views on life. The pair discussion and class presentation not only activate students' prior knowledge and language reserves related to the theme of “life”, but also create a relaxed and active classroom atmosphere, laying a good foundation for the subsequent integrated skills training. At the same time, it guides students to initially establish the awareness of exploring the theme of life, which is in line with the requirements of cultivating students' thinking quality and learning ability in core literacy. Listening: Comprehend Information and Improve Listening Skills First, the teacher introduces the listening task briefly: “We will listen to an interview between a reporter and a biologist. The biologist will talk about his understanding of life and some interesting phenomena in nature related to life. Please listen carefully and finish the corresponding tasks.” Before listening, the teacher presents some key vocabulary and phrases in the listening material, such as “survival”, “adaptation”, “resilience”, “species”, “evolution” and “struggle for existence”, and explains their meanings and usages simply with examples, helping students remove language obstacles in listening. Then, the teacher plays the listening material for the first time, and asks the students to finish the gist task: “What is the main topic of the interview?” After the first listening, the teacher invites students to answer, and corrects and summarizes to ensure that all students grasp the main idea of the listening material. Next, the teacher plays the listening material for the second time, and asks the students to finish the detailed understanding task: fill in the blanks with the key information heard, including the biologist's view on life, the two examples of creatures' adaptation to the environment, and the significance of studying life phenomena. During the listening process, the teacher reminds students to focus on key words and sentences, and take simple notes if necessary. After the second listening, the students check their answers in groups, and the teacher explains the difficult points in the listening material, such as the long sentences and the implied meaning of some expressions. For example, when the biologist says “Life is not about being strong, but about being persistent”, the teacher guides students to understand the deep meaning of this sentence: persistence is more important than strength in the process of life's survival and development. Then, the teacher plays the listening material for the third time, and asks the students to listen and repeat the key sentences, imitating the intonation and rhythm of the speaker, so as to deepen their understanding of the language and accumulate oral expression materials. Design Intention: The pre-listening vocabulary guidance helps students reduce listening difficulties and improve listening efficiency, which is in line with the principle of gradual progress in language teaching. The three-time listening design, from gist understanding to detailed comprehension and then to imitation, conforms to the law of students' listening ability development, and can effectively improve students' listening skills of grasping gist, extracting key information and understanding implied meaning. The group check link cultivates students' cooperative learning ability, and the explanation of difficult points helps students break through the listening bottleneck. At the same time, the content of the listening material is closely related to the theme of “what is life”, which can further enrich students' understanding of life and lay a foundation for the subsequent speaking and writing tasks. Speaking: Express Views and Improve Oral Communication Ability On the basis of listening, the teacher leads students to carry out oral communication activities. First, the teacher divides the students into groups of 4-5, and puts forward the discussion topic: “Combined with the listening material and your own experience, discuss: What qualities do you think are most important for a person to live a meaningful life? Please list at least three qualities and explain your reasons.” Before the discussion, the teacher provides some sentence patterns to help students express their views, such as “In my opinion, the most important quality is... because...”, “From the listening material, we can know that... so I think...”, “I agree/disagree with you because...”, “Another important quality is... which can help us...”. These sentence patterns can provide a language scaffold for students, especially those with weak oral expression ability, helping them express their views more smoothly. During the group discussion, the teacher walks around the classroom, observes the performance of each group, and provides timely guidance. For groups that are not active in discussion, the teacher asks guiding questions, such as “What do you think of the biologist's view on persistence? Do you think persistence is important in our life?”; for students who have difficulty expressing themselves, the teacher helps them organize their language and encourages them to speak boldly. After the discussion, each group selects a representative to make a report to the whole class, introducing the group's views and reasons. After each group's report, other students can ask questions or put forward different opinions, and the group representative answers them. The teacher makes comments on each group's performance, focusing on affirming their advantages in language expression and view innovation, and putting forward suggestions for improvement, such as “Your views are very clear, but you can use more complex sentence patterns to make your expression more fluent”. After the group report, the teacher organizes a class debate activity with the topic “Is a long life more meaningful than a short but wonderful life?”. The students are divided into two groups: the affirmative group (a long life is more meaningful) and the negative group (a short but wonderful life is more meaningful). Before the debate, the teacher gives each group 5 minutes to prepare, and reminds them to use the information from the listening material and their own life experience to support their views. During the debate, the teacher guides students to express their views clearly and logically, and encourages them to listen to the opposite group's opinions carefully and refute them rationally. After the debate, the teacher summarizes the performance of both groups, affirms their efforts and achievements in the debate, and guides students to realize that there is no absolute right or wrong in the understanding of life's meaning, and the key is to have their own correct pursuit and live seriously. Design Intention: The group discussion and class debate activities are designed to provide students with a platform to express their views freely, which can effectively improve their oral communication ability, including expressing views clearly, listening to others' opinions and refuting rationally. The provided sentence patterns play a supporting role, helping students break through the language barrier in oral expression and improve their confidence in speaking English. The teacher's on-site guidance and comments can help students find their own shortcomings and improve their oral expression ability in a targeted way. At the same time, the debate activity can stimulate students' critical thinking, guide them to think about the meaning of life from different angles, and further deepen their understanding of the theme, which is in line with the requirements of cultivating students' thinking quality and language competence. Reading: Expand Vision and Accumulate Writing Materials After the speaking activity, the teacher leads students to carry out reading training. The reading material is a short passage titled “The Meaning of Life”, which introduces different views on life from ancient to modern times, including the views of some famous philosophers and ordinary people, and combines with specific examples to illustrate that the meaning of life is not fixed, but is created by each person's own efforts. Before reading, the teacher asks students to predict the content of the passage according to the title: “What do you think the passage will talk about? What views on life may it mention?” This link can stimulate students' reading interest and improve their reading initiative. Then, the students read the passage independently. During the reading, the teacher asks students to finish two tasks: first, underline the key words and sentences related to the views on life; second, summarize the main idea of each paragraph. After independent reading, the students exchange their underlined key words and sentences in pairs, and check each other's summaries of the main ideas. Then, the teacher invites students to share their summaries, and sorts out the structure of the passage with the students: the first paragraph puts forward the topic that the meaning of life is a topic discussed by people all the time; the middle paragraphs introduce different views on life and related examples; the last paragraph summarizes that the meaning of life is created by oneself. Next, the teacher guides students to analyze the language features of the passage. For example, the use of complex sentences to express complex views, such as “Although different people have different understandings of the meaning of life, they all agree that life is precious and worth cherishing”; the use of examples to make the views more persuasive, such as the example of a volunteer who devotes his life to helping others. The teacher also asks students to pay attention to the collocations of some words, such as “cherish life”, “pursue dreams”, “devote oneself to”, “create meaning”, and asks them to take notes and accumulate these useful expressions for writing. In addition, the teacher designs some thinking questions to guide students to think deeply: “Which view on life in the passage do you agree with most? Why? Do you have any different views? How can we create the meaning of our own life?” The students discuss these questions in groups, and the teacher invites some students to share their thoughts. Through this link, students can not only deepen their understanding of the reading material, but also combine their own experience to think about the meaning of life, which lays a good foundation for the subsequent writing task. Design Intention: The reading material is closely related to the theme of the unit, which can help students expand their vision and understand different views on life, enriching their cultural awareness and thinking depth. The pre-reading prediction, while-reading tasks and post-reading analysis are designed in line with the law of students' reading ability development, which can effectively improve their reading skills of grasping the structure of the passage, extracting key information and analyzing language features. The accumulation of key words, collocations and sentence patterns provides rich materials for students' subsequent writing, which is conducive to improving their writing ability. The thinking questions guide students to think deeply about the theme of life, cultivate their critical thinking and logical thinking ability, and further implement the requirements of core literacy. Writing: Integrate Skills and Improve Writing Ability On the basis of listening, speaking and reading, the teacher guides students to carry out writing training, which is the key link of integrated skills training. The writing task is: “Write a short passage titled ‘My Understanding of Life’, with about 120-150 words. You should combine your own experience, the listening material and the reading passage, express your views on the meaning of life clearly, and use the key words and sentence patterns you have learned.” Before writing, the teacher guides students to sort out the writing ideas together. First, put forward the topic: what is life in your opinion? Second, elaborate your views with specific examples (such as your own experience, the examples in the listening or reading material); third, summarize and put forward your own pursuit of life. Then, the teacher reviews the key words, collocations and sentence patterns accumulated in the previous links, such as “resilience”, “persistence”, “cherish life”, “pursue dreams”, “In my opinion”, “From my experience”, “I believe that” and so on, and reminds students to use these language materials flexibly in writing, pay attention to the coherence and logic of the passage, and avoid grammatical mistakes. Then, the students start to write independently. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties in writing. For example, some students do not know how to start the passage, the teacher can guide them to use the sentence patterns provided, such as “Life is a precious gift, which has different meanings for different people”; some students have difficulty in organizing examples, the teacher can remind them to combine their own study and life experience, such as the experience of overcoming difficulties, or the examples in the listening and reading materials. After the students finish writing, they exchange their compositions in pairs, and revise each other's compositions according to the evaluation criteria: whether the views are clear, whether the examples are appropriate, whether the language is fluent, whether there are grammatical mistakes, and whether the key words and sentence patterns are used flexibly. The teacher provides the evaluation criteria in advance to help students carry out effective mutual evaluation. After mutual evaluation, each student revises their own composition according to the opinions put forward by their partners. Then, the teacher selects several typical compositions (including excellent compositions and compositions with common problems) to comment on in class. For excellent compositions, the teacher reads them aloud, affirms their advantages, such as clear views, appropriate examples, fluent language and flexible use of key words, and asks other students to learn from them; for compositions with common problems, the teacher points out the problems, such as unclear views, inappropriate examples, grammatical mistakes, and guides students to correct them together. Finally, the students revise their compositions again, and submit their final versions to the teacher for detailed comments after class. Design Intention: The writing task integrates the knowledge and skills learned in listening, speaking and reading, which can effectively test students' integrated language application ability. The guidance of writing ideas helps students clarify their writing direction and avoid the problem of being unable to start writing. The review of key language materials provides support for students' writing, helping them improve the quality of their compositions. The mutual evaluation and teacher's comment links not only help students find their own shortcomings in writing, but also learn from each other's advantages, improving their writing ability and evaluation ability. At the same time, writing about their own understanding of life can further deepen students' thinking about the theme, and cultivate their ability to express their views in written form, which fully reflects the requirements of cultivating students' language competence and thinking quality. Summary and Extension: Consolidate Knowledge and Expand Application At the end of the class, the teacher summarizes the content of the whole class: “Today, we have used integrated skills of listening, speaking, reading and writing to explore the theme of ‘what is life’. We have improved our listening ability by understanding the interview, enhanced our oral communication ability through discussion and debate, expanded our vision through reading, and exercised our writing ability by expressing our own views. We have also learned a lot of key words, sentence patterns and views on life.” Then, the teacher guides students to review the key points of the class, and asks them to sort out the knowledge and skills they have learned after class, and take notes for review. In addition, the teacher designs an after-class extension task: “After class, please interview your family members or friends, ask them about their understanding of life, take notes of their views, and write a short interview report, which will be shared in the next class. At the same time, you can read more articles about the meaning of life and accumulate more language materials and views.” Design Intention: The class summary helps students sort out the knowledge and skills they have learned in the class, consolidate the learning results, and form a systematic understanding of the integrated skills training. The after-class extension task connects the classroom learning with real life, which not only can further improve students' listening and writing ability, but also can help students understand different views on life from different people, enrich their cultural awareness and thinking depth. At the same time, it cultivates students' autonomous learning ability and practical application ability, which is in line with the requirements of the core literacy of learning 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 $