Unit 1 Life Choices-Lesson 3 Your Life Is What You Make It 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Lesson 3 Your Life Is What You Make It 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use related words and sentences to express life choices; cultural awareness to understand life values in diverse contexts; thinking quality to analyze and evaluate life choices critically; and learning ability to master effective reading and cooperative learning strategies. 2. 教学重难点 Key points: Master core vocabulary (e.g., opportunity, effort, challenge) and if-clause; understand the text’s main idea and the protagonist’s life choices. Difficult points: Use if-clause flexibly and reflect on personal life choices combined with the text. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by presenting an English quotation on the whiteboard: “Life is 10% what happens to us and 90% how we react to it.” (Charles R. Swindoll) Then the teacher asks students two questions in English: “Do you agree with this quotation? Why or why not?” “What do you think determines our life?” After asking the questions, the teacher gives students 3 minutes to think independently and then invites 2-3 students to share their opinions. During the sharing, the teacher responds positively, corrects minor language mistakes gently, and guides students to focus on the theme of “life choices”. Finally, the teacher naturally leads to the lesson title: “Today, we will learn a story about a young man’s life choices and explore the meaning of ‘Your Life Is What You Make It’.” Design Intention: The quotation is closely related to the lesson theme, which can quickly attract students’ attention and arouse their interest in thinking about life choices. Asking open-ended questions provides students with opportunities to express their own views, activates their prior knowledge and life experience, and lays a foundation for the subsequent text learning. Meanwhile, this link helps cultivate students’ oral expression ability and initial thinking about the theme, which is in line with the requirements of language ability and thinking quality in core literacy. Step 2: Pre-reading (Vocabulary and Prediction) First, the teacher introduces the core vocabulary of the lesson. Combining the theme of life choices, the teacher presents words and phrases such as opportunity, effort, challenge, volunteer, devote, tough, overcome, make a difference, and cope with. For each word or phrase, the teacher provides simple English definitions and example sentences related to life choices, such as “Opportunity means a chance to do something important or useful. For example, going to college is a good opportunity to improve ourselves.” Then, the teacher organizes a quick matching activity: students match the words with their English definitions in pairs, and the teacher checks the answers and explains the difficult words in detail. After that, the teacher shows a picture of the protagonist Zhang Tian (the volunteer teacher in the text) and asks students to predict: “Look at the picture. What do you think the young man does? What difficulties may he meet? What choices will he make?” Students are encouraged to use the newly learned vocabulary to express their predictions, and the teacher writes down the key prediction points on the blackboard. Design Intention: Vocabulary is the foundation of text understanding. By introducing vocabulary related to the theme and providing context-based example sentences, students can better grasp the meaning and usage of words, avoiding isolated vocabulary memorization. The prediction activity based on the picture can stimulate students’ curiosity about the text, guide them to use the newly learned knowledge to carry out logical reasoning, and cultivate their predictive ability and thinking quality. At the same time, pair work promotes students’ cooperative learning and improves their learning ability. Step 3: While-reading (Text Analysis and Skill Training) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text step by step and master reading strategies. First, skimming: The teacher asks students to read the text quickly and answer two questions: 1. Who is the protagonist of the text? 2. What is the main idea of the text? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea together: The text tells the story of Zhang Tian, a college graduate, who chooses to be a volunteer teacher in a remote village in Guizhou, overcomes various difficulties, and makes a difference to the village and the children. The teacher emphasizes that skimming is a strategy to grasp the main idea quickly by reading the title, first paragraph, last paragraph and topic sentences of each paragraph. Design Intention: Skimming training helps students master the basic reading strategy of grasping the main idea quickly, which is an important part of improving students’ reading ability. By answering simple questions, students can quickly get the core information of the text, build a preliminary framework of the text, and lay a foundation for in-depth reading. This link focuses on cultivating students’ language ability and learning ability. Second, scanning: The teacher asks students to read the text again carefully and complete a table about Zhang Tian’s life choices and the reasons behind them. The table includes three columns: “Life Choices”, “Reasons” and “Challenges”. The teacher gives students appropriate guidance, such as reminding them to pay attention to signal words like “however”, “because” and “so” in the text. After students finish filling in the table, the teacher invites a student to present the table, and then corrects and supplements it together with the whole class. For example, Zhang Tian’s first choice is to be a volunteer teacher after graduation, the reason is that he wants to help children in remote areas and realize his own value, and the challenge is the tough living and working conditions in the village. Design Intention: Scanning training helps students master the strategy of finding specific information quickly. The table is a visual tool that can help students sort out the key information of the text clearly, understand the logical relationship between Zhang Tian’s choices, reasons and challenges, and lay a foundation for subsequent analysis of the protagonist’s qualities. This link not only improves students’ reading ability but also cultivates their logical thinking ability. Third, intensive reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, the protagonist’s emotional changes and the author’s writing techniques. For example, in Paragraph 3, the sentence “Although the conditions were tough, Zhang Tian never gave up.” The teacher asks students: “What does this sentence show us about Zhang Tian’s character?” Students are encouraged to discuss in groups and share their views. The teacher summarizes that this sentence reflects Zhang Tian’s perseverance and determination. Then, the teacher asks students to find other sentences in the text that can show Zhang Tian’s qualities (such as kindness, responsibility, creativity) and analyze them. In addition, the teacher explains the key grammar point of the lesson—if-clause. Combining the sentences in the text, such as “If we work hard, we can make our dreams come true.”, the teacher explains the usage of if-clause to express assumptions, and guides students to find more if-clauses in the text and analyze their meanings and usages. Finally, the teacher leads students to appreciate the writing characteristics of the text: it is a narrative text with a clear structure, including the background of the story, the protagonist’s choices, the challenges faced and the changes brought about. The author uses contrast (the contrast between the ideal and the reality of the village) and emotional description to show the protagonist’s image. Design Intention: Intensive reading is the key link to in-depth understanding of the text. By analyzing key sentences and the protagonist’s qualities, students can deeply understand the theme of the text and the connotation of “Your Life Is What You Make It”. The explanation of if-clause combines the text context, which helps students master grammar knowledge in practical use, avoiding mechanical grammar teaching. Guiding students to appreciate the writing techniques of the text can improve their literary appreciation ability and language application ability. Group discussion in this link can promote students’ cooperative learning and cultivate their communication ability and thinking quality. Step 4: Post-reading (Consolidation and Application) This step includes three activities to help students consolidate the knowledge learned and apply it to practical situations. Activity 1: Role-play. The teacher divides students into groups of 4. Each group designs a dialogue between Zhang Tian and his friend. The friend asks Zhang Tian about his volunteer experience, including his choices, the difficulties he met, how he overcame them and his feelings. Students need to use the core vocabulary and if-clause learned in the lesson. After 10 minutes of preparation, each group invites 2 students to perform the dialogue in front of the class. The teacher evaluates the performances from the aspects of language accuracy, fluency and the use of learned knowledge, and gives positive comments and suggestions. Design Intention: Role-play is a practical language application activity that can help students consolidate the core vocabulary and grammar knowledge learned, improve their oral expression ability and communication ability. By simulating real communication scenarios, students can better understand and use the language, and deepen their understanding of the protagonist’s experience and choices. At the same time, group cooperation in role-play can cultivate students’ cooperative learning ability and team spirit. Activity 2: Group Discussion. The teacher asks students to discuss the following question in groups: “What can we learn from Zhang Tian’s life choices? How can we make our own life choices wisely in the future?” During the discussion, the teacher walks around the classroom, guides students to express their views freely, and reminds them to combine their own life experience and the text content. After the discussion, each group sends a representative to share the group’s views. The teacher summarizes the students’ views, emphasizes the importance of positive life attitude and persistent effort, and guides students to establish correct life values. Design Intention: Group discussion guides students to connect the text content with their own life experience, reflect on their own life choices, and deeply understand the theme of the lesson. This link not only cultivates students’ critical thinking ability and expression ability but also helps students establish correct life values, which is in line with the requirements of cultural awareness and thinking quality in core literacy. The teacher’s guidance and summary can help students sort out their ideas and deepen their understanding of the theme. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 80-100 words) with the title “My Life Choice”. Students need to talk about a small life choice they have made or will make, the reasons for the choice, and how they will strive to realize it. They should use at least 3 core vocabulary words and 1 if-clause learned in the lesson. After students finish writing, the teacher collects some compositions, comments on them in class, affirms the advantages, and corrects the mistakes in language and logic. Then, the teacher invites a few students to read their compositions aloud. Design Intention: Writing practice is an important way to consolidate and apply language knowledge. By writing about their own life choices, students can not only practice the use of core vocabulary and grammar but also express their own views and feelings, which helps improve their writing ability. The teacher’s comments and guidance can help students find their own problems and improve their writing level. This link integrates listening, speaking, reading and writing, and comprehensively cultivates students’ language ability. Step 5: Summary and Homework First, summary: The teacher invites students to summarize what they have learned in this lesson, including core vocabulary, key grammar points, the main content of the text and the theme of the lesson. Then, the teacher makes a final summary: “In this lesson, we learned about Zhang Tian’s life choices and his efforts to make a difference. We also mastered some core vocabulary and if-clause. Remember, your life is what you make it. Every choice you make and every effort you put in will shape your life. I hope you can keep a positive attitude and make wise choices in your life.” Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of the lesson, deepen their memory and understanding of the knowledge. The teacher’s final summary not only consolidates the knowledge but also elevates the theme of the lesson, guides students to establish a positive life attitude, and realizes the educational value of the lesson. Then, homework: 1. Review the core vocabulary and if-clause learned in this lesson, and make 5 sentences with if-clause. 2. Polish the short passage written in class and hand it in the next day. 3. Think about a big life choice you may face in the future (such as choosing a major, choosing a career) and write down your thoughts and plans. 4. Read the text again and find out the sentences that impress you most, and write down your feelings. Design Intention: Homework is an extension of classroom teaching. The first and second assignments help students consolidate the language knowledge learned in class and improve their language application ability. The third and fourth assignments guide students to continue to reflect on life choices, connect the lesson content with their own future, and further deepen their understanding of the theme. At the same time, these assignments can cultivate students’ independent learning ability and thinking 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 $