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

Unit 4 What is life-Assessment 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language competence to express life views in English, cultural awareness to respect diverse life outlooks, thinking quality to analyze life essence logically, and learning ability to explore life-related knowledge independently and cooperatively. 2. 教学重难点 Key points: Mastering life-related vocabulary and complex sentences, understanding the theme of life in texts. Difficult points: Using learned language to discuss life meaning logically and expressing personal views on life accurately and vividly. 教学过程 Step 1: Lead-in (Lead students into the theme of life and activate prior knowledge) The teacher starts the class by showing a short video. The video includes diverse life forms: a seed breaking through the soil, a bird flying freely in the sky, a child laughing happily, an old man reading quietly in the sun, and even tiny bacteria moving under a microscope. After playing the video, the teacher asks two open-ended questions: “What do you see in the video?” and “What does life mean to you?” Students are given a few minutes to think individually and then invited to share their answers freely. Some students may say life is growth, some may think life is love and companionship, and others may mention the tenacity of life shown by the seed. The teacher listens carefully to each student’s answer, gives positive feedback such as “Your idea is very touching” or “That’s a unique perspective”, and then naturally leads to the unit theme: “Today, we will explore the topic of life together and try to find out ‘What is life?’ through texts, discussions and other activities.” Design Intention: The short video with diverse life forms can quickly attract students’ attention and arouse their emotional resonance, making them feel the richness and vitality of life intuitively. The open-ended questions allow students to express their initial understanding of life without pressure, which not only activates their prior knowledge and life experience but also lays a foundation for the subsequent text learning and theme discussion. Positive feedback from the teacher can enhance students’ confidence in speaking English and stimulate their enthusiasm for participating in class activities. Step 2: Vocabulary and Phrase Learning (Lay a solid language foundation for text reading) First, the teacher presents the key vocabulary and phrases of the unit on the screen, including core words such as “essence”, “vitality”, “survive”, “thrive”, “struggle”, “precious”, and phrases such as “in the face of”, “hold on to”, “take root”, “be full of”. For each word and phrase, the teacher explains its meaning clearly, gives typical example sentences combined with the theme of life, and guides students to read aloud repeatedly to master the correct pronunciation and intonation. For example, when explaining “struggle”, the teacher gives the example sentence: “Every living thing struggles to survive in the harsh environment, which is a true reflection of life.” When explaining “hold on to”, the example sentence is: “We should hold on to our hope and courage in the face of difficulties, because that is the meaning of life.” After explaining the new words and phrases, the teacher organizes a small group activity: each group is given 5 minutes to make up a short paragraph using at least 3 new words and 2 new phrases, with the theme of “the beauty of life”. After the group discussion, each group sends a representative to present their paragraph to the class. The teacher comments on each paragraph, points out the advantages and areas for improvement, and helps students consolidate the use of new words and phrases. For example, if a group says: “A small grass takes root in the crack of the wall, holds on to life tightly, and thrives in the sun. It shows the great vitality of life.” The teacher will praise them for using the phrases “take root” and “hold on to” correctly and vividly, and encourage other groups to learn from them. Design Intention: Vocabulary and phrases are the basis of language learning. By explaining the meaning and giving example sentences closely related to the unit theme, students can not only remember the new words and phrases but also understand their practical use in the context of life. The group activity of making up paragraphs can stimulate students’ creativity and cooperation awareness, and let them apply the learned vocabulary and phrases in practice, which helps to deepen their memory and improve their language application ability. At the same time, the teacher’s comments can help students find their own problems and improve their expression accuracy. Step 3: Text Reading (Understand the theme of life and improve reading ability) This step is divided into three parts: fast reading, careful reading and post-reading discussion, to help students gradually understand the text content and deeply explore the theme of life. First, fast reading. The teacher distributes the text materials (the text takes “What is Life?” as the title, introducing different views on life from the perspectives of biology, philosophy and daily life, and tells the stories of ordinary people who cherish life and strive for it). Students are asked to read the text quickly and answer two questions: 1. What perspectives does the text use to discuss the meaning of life? 2. What is the main idea of the text? After students finish reading, the teacher invites several students to answer the questions. The correct answers are: 1. Biology, philosophy and daily life. 2. The text discusses the essence and meaning of life from different perspectives, and emphasizes that life is precious and we should cherish it and strive for it. The teacher confirms the answers and briefly summarizes the text structure: the first part puts forward the question “What is life?”, the middle part discusses the meaning of life from different perspectives, and the last part calls on people to cherish life. Design Intention: Fast reading aims to train students’ ability to capture key information quickly, help them grasp the main idea and structure of the text in a short time, and lay a foundation for careful reading. The two questions are designed to guide students to focus on the core content of the text and avoid aimless reading. Second, careful reading. The teacher divides the text into three parts and guides students to read carefully part by part, with targeted questions to help students understand the details and deep meaning of the text. For the first part (the question “What is life?”), the teacher asks: “Why does the author put forward the question ‘What is life?’ at the beginning of the text?” Students discuss in pairs and then share their views. The teacher summarizes: “The author puts forward this question to arouse readers’ thinking about life, attract readers’ attention, and lead to the subsequent discussion of the theme.” For the second part (discussing the meaning of life from different perspectives), the teacher designs the following questions: 1. What is the definition of life from a biological perspective? 2. What does life mean from a philosophical perspective? 3. What examples does the text give to show the meaning of life in daily life? Students read carefully, find the relevant content in the text, and answer the questions one by one. The teacher explains the difficult sentences in this part in detail, such as “From a biological point of view, life is a process of continuous growth, reproduction and metabolism, which enables all living things to pass on their genes and continue their species.” The teacher analyzes the sentence structure, explains the key words such as “metabolism” and “genes”, and helps students understand the sentence meaning. For the examples in daily life, the teacher guides students to feel the tenacity and beauty of life from the stories, such as the story of a disabled person who insists on studying and realizing his dream, and the story of a volunteer who devotes himself to helping others. For the third part (calling on people to cherish life), the teacher asks: “What does the author want to tell us in the last paragraph?” Students answer: “The author wants to tell us that life is precious, we should cherish every moment of life, face difficulties bravely, and strive to make our life meaningful.” The teacher further asks: “Do you agree with the author’s view? Why?” Students express their own views, and the teacher guides them to establish a correct view of life. Design Intention: Careful reading is the key link to understand the text in depth. By dividing the text into parts and designing targeted questions, students can better grasp the details and deep meaning of the text. The explanation of difficult sentences helps students break through the language barriers in reading and improve their ability to understand complex sentences. The discussion of the author’s views can guide students to think deeply about life and lay a foundation for the subsequent expression of personal views. Third, post-reading discussion. The teacher organizes a group discussion with the topic: “Combined with the text and your own life experience, what do you think is the most important thing in life?” Each group is divided into 4-5 students, and they discuss freely for 8 minutes. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and gives appropriate guidance when necessary. For example, if a group has no clear direction, the teacher can prompt: “You can talk about the people or things around you that make you feel the meaning of life, or talk about your own pursuit of life.” After the discussion, each group sends a representative to share the group’s views. Some groups may think that health is the most important thing in life, some may think that love and responsibility are the most important, and others may think that pursuing dreams and realizing self-worth is the most important. The teacher listens carefully to each group’s sharing, summarizes and comments, and emphasizes that there is no fixed answer to the meaning of life, as long as we cherish life and live actively, our life is meaningful. Design Intention: Post-reading discussion connects the text content with students’ real life, which not only helps students deepen their understanding of the text theme but also enables them to express their own views on life in English. Group discussion can cultivate students’ cooperation awareness and communication ability, and let them learn from each other’s views, which is conducive to expanding their thinking. The teacher’s guidance and comments can help students sort out their ideas and establish a positive and healthy view of life. Step 4: Language Focus Practice (Consolidate the learned language knowledge and improve language application ability) This step mainly focuses on the key grammar and difficult sentences in the text, through targeted practice to help students master the use of language knowledge and improve their ability to use language accurately. First, grammar practice. The key grammar of this unit is the attributive clause and the present perfect continuous tense. The teacher first reviews the usage of these two grammars with students, and then designs practice exercises. For the attributive clause, the teacher gives several incomplete sentences and asks students to fill in the appropriate relative pronouns or adverbs. For example: 1. The book ______ tells the story of life is very popular among students. 2. The place ______ we can feel the beauty of life is our hometown. 3. The person ______ has a positive attitude towards life will always be happy. After students finish filling in, the teacher checks the answers and explains the usage of relative pronouns and adverbs in detail, especially the difference between “that” and “which”, “who” and “whom”. For the present perfect continuous tense, the teacher designs a situational practice: students are asked to describe what they have been doing recently to show their attitude towards life. For example, “I have been reading books about life recently, which makes me understand the meaning of life better.” “I have been helping my parents do housework recently, and I feel the warmth of family and the value of dedication.” Students take turns to speak, and the teacher corrects their mistakes in tense use and gives positive feedback. Second, difficult sentence translation. The teacher selects several difficult sentences from the text and asks students to translate them into English, so as to consolidate their understanding and application of the text language. For example: 1. 生命的本质在于不断成长、奋斗和奉献。(The essence of life lies in continuous growth, struggle and dedication.) 2. 面对困难时，我们应该坚持希望，因为生命充满了无限可能。(In the face of difficulties, we should hold on to hope, because life is full of infinite possibilities.) 3. 每一个生命都值得被珍惜，无论它多么渺小。(Every life is worth cherishing, no matter how small it is.) Students translate independently, and then the teacher invites several students to write their translations on the blackboard, comments on them, points out the advantages and disadvantages, and teaches them more accurate and natural expression methods. Design Intention: Grammar and difficult sentence practice is an important link to consolidate language knowledge. Through targeted exercises, students can master the key grammar and difficult sentences in the unit, and improve their ability to use language accurately. Situational practice and translation exercises connect language learning with real life, which makes the practice more meaningful and helps students apply the learned language knowledge to practical communication. Step 5: Speaking Task (Improve oral expression ability and deepen understanding of the theme) The teacher designs a speaking task with the theme “My View on Life”. Students are asked to prepare a 2-minute speech, introducing their own views on life, combined with specific examples (such as their own experience, the experience of people around them, or the examples in the text). Before the speech, students are given 10 minutes to prepare individually, and they can write a short speech draft. During the preparation, the teacher provides help to students who have difficulties, such as guiding them to sort out their ideas, providing appropriate vocabulary and sentences. After the preparation, students take turns to give speeches in front of the class. The teacher evaluates each speech from three aspects: content (whether the view is clear, whether the example is appropriate), language (whether the vocabulary and grammar are used correctly, whether the expression is fluent), and pronunciation and intonation (whether the pronunciation is correct, whether the intonation is natural). For example, if a student says: “In my opinion, life is like a journey. We will meet all kinds of people and things on the way. Some are happy, some are difficult, but these experiences make our life colorful. Just like the seed in the video, it struggles to break through the soil and finally blooms beautifully. We should also face difficulties bravely and make our life meaningful.” The teacher will praise the student for clear views, appropriate examples and fluent expression, and encourage other students to learn from him. After all students finish their speeches, the teacher makes a summary: “All of you have expressed your unique views on life, which are very wonderful and touching. I hope you can keep your positive attitude towards life and strive to make your life more meaningful in the future.” Design Intention: The speaking task is designed to improve students’ oral expression ability and enable them to express their own views on life in English fluently and accurately. Preparing the speech draft can help students sort out their ideas and improve the fluency of their speech. The teacher’s evaluation can help students find their own advantages and disadvantages in oral expression, and stimulate their enthusiasm for improving their oral English. At the same time, the speech task also deepens students’ understanding of the theme of life and helps them establish a positive view of life. Step 6: Writing Task (Improve writing ability and consolidate the theme of the unit) The teacher assigns a writing task: write an essay with the title “What is Life?” with no less than 120 words. The requirements are: 1. Express your own views on the meaning of life; 2. Use at least 5 key words and 3 key phrases of the unit; 3. Use the attributive clause and the present perfect continuous tense learned in the unit; 4. The structure is clear, the logic is smooth, and the language is accurate. Before writing, the teacher guides students to sort out the writing outline: the first paragraph puts forward the question “What is life?” and briefly introduces their own views on life; the second paragraph uses specific examples to support their own views; the third paragraph summarizes and calls on everyone to cherish life. The teacher also reminds students to pay attention to the use of key words, phrases and grammar, and avoid spelling and grammatical mistakes. Students write independently, and the teacher walks around the classroom, providing help to students who have difficulties. For example, if a student doesn’t know how to use the present perfect continuous tense in writing, the teacher can give an example: “I have been learning to play the piano for two years, which makes my life more colorful.” After students finish writing, they exchange their compositions with their deskmates and correct each other’s mistakes (such as spelling, grammar, punctuation, etc.). Then, the teacher collects several representative compositions (including excellent compositions and compositions with common problems), comments on them in class, points out the advantages and areas for improvement, and provides guidance on how to improve the writing level. Design Intention: Writing is an important way to test students’ language application ability. The writing task closely follows the unit theme, which not only helps students consolidate the learned language knowledge but also enables them to express their own views on life in writing. Guiding students to sort out the writing outline can help them clarify the writing structure and ensure the logic of the composition. Peer correction can cultivate students’ ability to find and correct mistakes, and improve their writing awareness. The teacher’s comments can help students find their own problems in writing and master the skills of writing essays on the theme of life. Step 7: Summary and Homework (Consolidate the learning content and extend the theme of life) First, summary. The teacher summarizes the learning content of this class with the help of students: “Today, we have learned the key vocabulary, phrases and grammar of Unit 4, read the text about the meaning of life, discussed our views on life, and completed the speaking and writing tasks. Through today’s study, we not only improved our English language ability but also had a deeper understanding of life. We learned that life is precious, and we should cherish every moment of life, face difficulties bravely, and strive to make our life meaningful.” Then, the teacher assigns homework: 1. Review the key vocabulary, phrases and grammar of the unit, and recite 5 key sentences in the text; 2. Revise the composition according to the teacher’s comments and the deskmate’s suggestions, and hand it in the next class; 3. Interview your family members or friends, ask them “What is life?” and write a short report (no less than 80 words) to share their views on life; 4. Watch a documentary about life and write a short feeling (no less than 60 words). Design Intention: The summary helps students sort out the learning content of the class, consolidate the knowledge they have learned, and deepen their understanding of the unit theme. The homework is designed to consolidate the classroom learning content, extend the theme of life to daily life, and encourage students to explore the meaning of life in real life. Interviewing family members or friends and watching documentaries can enrich students’ life experience, broaden their horizons, and further cultivate their positive view of life. At the same time, the homework also helps to improve students’ comprehensive language ability, including listening, speaking, reading and writing. 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 $