Unit 2 Success-Lesson 1 Money vs Success 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 2 Success-Lesson 1 Money vs Success 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and phrases related to money and success, understand the interview text structure, and express their views on the relationship between money and success in fluent English. Cultural Awareness: Guide students to recognize the diverse connotations of success, respect different views on money and success, and establish a positive outlook on money and success. Thinking Quality: Cultivate students’ logical thinking by sorting out Jason Harley’s life changes and critical thinking by analyzing the relationship between money and success. Learning Ability: Help students master reading strategies such as skimming and scanning, and improve their abilities of independent learning, cooperative inquiry and knowledge transfer. 教学重难点 Key Points: Master key vocabulary (millionaire, fortune, guilty, drop out, etc.) and phrases, understand the main idea and details of the interview text, and clarify Jason Harley’s attitude towards money and success. Difficult Points: Analyze the deep reasons for Jason Harley’s lifestyle change, dialectically think about the relationship between money and success, and accurately express personal views on success in English with proper language and logical structure. 教学过程 Step 1: Lead-in (Warm-up and Preview Review) The teacher starts the class with an open question: “What does success mean to you? Do you think being rich is equal to being successful?” Then, the teacher shows some pictures on the screen, including a millionaire living a luxurious life, a volunteer helping the poor, a scientist devoting himself to research, and an ordinary person living a simple and happy life. The teacher asks students to discuss in pairs: “Which of these people do you think is successful? Why?” After 5 minutes of discussion, invite 2-3 groups to share their views. Finally, the teacher summarizes: “Different people have different understandings of success. Today, we will learn an interview about Jason Harley, an ex-millionaire, and explore the real meaning of success through his story.” Design Intention: The lead-in links students’ real life and existing cognitive experience, stimulates their interest in the topic of “money vs success” through pictures and group discussion, and naturally leads to the text content. At the same time, it helps students initially establish the awareness of the diversity of success, lays a foundation for the in-depth understanding of the text, and cultivates their oral expression ability and cooperative learning ability. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the text on the screen, including millionaire, professor, fortune, dormitory, furniture, appreciate, guilty, hunger, drop out, turn one’s back on, give away, get on. For each word and phrase, the teacher explains its meaning, pronunciation and usage with simple English, and combines simple sentences related to the text for illustration. For example, for “fortune”, the teacher says: “Fortune means a large amount of money. Jason Harley once had a fortune of two million dollars.” For “drop out”, the teacher explains: “Drop out means to leave a course of study or a group. Jason Harley decided to drop out of the wealthy lifestyle.” Then, the teacher asks students to read the words and phrases aloud twice, and invites several students to read them individually to correct their pronunciation and intonation. Next, the teacher briefly introduces the background of the text: “This text is an interview between Angela Johnson and Jason Harley, an ex-millionaire. Sixteen years ago, Jason was a wealthy college professor, but now he lives a simple life. He gave away all his money to charities. Let’s find out why he made such a big change.” Design Intention: Vocabulary is the foundation of understanding the text. By pre-teaching key words and phrases, the teacher helps students remove language obstacles in reading, improves their reading efficiency, and lays a solid foundation for the understanding of the text. The brief background introduction enables students to have a preliminary understanding of the main character and the core event of the text, arouses their curiosity about Jason’s story, and promotes their active participation in the subsequent reading activities. Step 3: While-reading (Text Comprehension and Reading Strategies Training) Activity 1: Skimming for the Main Idea The teacher asks students to read the text quickly and answer two questions: What is the main topic of this interview? What is Jason Harley’s attitude towards money and success? After students finish reading, the teacher invites students to answer the questions. The teacher summarizes and supplements: “The main topic of this interview is the relationship between money and success. Jason Harley believes that money is not equal to success; true success comes from helping others and finding the true meaning of life.” Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea of the text, improve their ability of extracting key information, and form an overall understanding of the text, which lays a foundation for the in-depth understanding of the text details. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully and fill in the following table about Jason Harley’s life changes sixteen years ago and now. Aspects Sixteen Years Ago Now Occupation A college professor Not mentioned (lives a simple life) Wealth A fortune of two million dollars Very little money Living Environment A huge six-bedroom house A small dormitory room with only second-hand furniture; a small garden with a few fruit trees, vegetables and flowers Lifestyle Living a wealthy life Living simply; getting clothes and other things from charity shops; taking care of the garden; helping others Attitude towards Money and Success Maybe regarded money as a symbol of success (implied) Money is not equal to success; true success comes from helping others and living simply After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes, and emphasizes the key details. For example, the teacher reminds students: “Jason Harley gave away all his money to charities because he felt guilty when he saw many people die of hunger and had no chance to go to school.” Design Intention: Scanning is a key strategy for extracting specific information. Through filling in the table, students can clearly sort out Jason Harley’s life changes, deepen their understanding of the text details, and lay a foundation for analyzing Jason’s attitude change and the theme of the text. At the same time, it helps students cultivate the habit of careful reading and improve their ability of extracting and organizing information. Activity 3: Analyzing Long and Difficult Sentences The teacher selects several long and difficult sentences in the text and guides students to analyze them, helping students break through the language difficulties in the text. “For a lot of people, becoming a millionaire is a symbol of success and they set this as their ultimate goal.” The teacher guides students to analyze: “Becoming a millionaire” is a gerund phrase used as the subject; “a symbol of success” is the predicative; “and” connects two coordinate clauses. The sentence means that many people regard being a millionaire as the ultimate goal of success. “He was tired of being regarded as living a successful life, as a person who had everything while many people had nothing.” The teacher explains: “Be tired of doing sth.” means “be bored with doing sth.”; “being regarded as” means “be considered as”; “who had everything” is an attributive clause modifying “a person”; “while” here means “whereas” to show contrast. The sentence expresses Jason’s dissatisfaction with the life that was regarded as successful but ignored the needs of others. “It was a kind of satisfaction and a real sense of success that I had never felt before.” The teacher points out that this is an emphatic sentence, which emphasizes “a kind of satisfaction and a real sense of success”; “that I had never felt before” is an attributive clause modifying the emphasized part. The sentence shows that Jason gained unprecedented satisfaction and a sense of success by helping others. After analyzing each sentence, the teacher asks students to read the sentences aloud and translate them into Chinese to ensure that students understand the meaning and structure of the sentences. Design Intention: Long and difficult sentences are the key obstacles for students to understand the text deeply. By analyzing long and difficult sentences, the teacher helps students master the sentence structure, improve their ability of understanding complex sentences, and lay a foundation for the in-depth understanding of the text theme and the correct use of language in the subsequent output links. Activity 4: Exploring the Theme The teacher puts forward a series of questions to guide students to think in depth and explore the theme of the text: Why did Jason Harley give away all his money to charities? What did Jason Harley gain from giving up his wealthy lifestyle? What is the real meaning of success in Jason Harley’s eyes? Do you agree with Jason Harley’s view on success? Why or why not? The teacher asks students to discuss these questions in groups of During the discussion, the teacher walks around the classroom, guides students to express their views, and helps students solve the problems they encounter. After the discussion, invite 3-4 groups to share their views. The teacher summarizes: “Jason Harley gave away his money because he felt guilty about living a wealthy life while many people were suffering. He gained happiness, satisfaction and a real sense of success by helping others. In his eyes, success is not about having a lot of money, but about living simply and being helpful to others. This helps us realize that success has diverse connotations, and money is just one of the external manifestations of success.” Design Intention: Through in-depth discussion, students can deeply understand Jason Harley’s inner world and the theme of the text, cultivate their critical thinking and logical thinking ability, and guide students to establish a correct outlook on money and success. At the same time, group discussion can improve students’ oral expression ability and cooperative learning ability, and let students learn from each other’s views to enrich their understanding of the theme. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary Consolidation The teacher designs fill-in-the-blank exercises to help students consolidate the key vocabulary and phrases learned in the text. The exercises are as follows: Many people think that becoming a __________ (百万富翁) is a symbol of success. Jason Harley once had a __________ (巨款) of two million dollars. He felt __________ (内疚的) because he lived a wealthy life while many people were hungry. Jason decided to __________ (放弃) his wealthy lifestyle and live a simple life. He __________ (捐赠) all his money to charities to help the poor. Students complete the exercises independently, and then the teacher checks the answers with the whole class. For the wrong answers, the teacher explains the reasons and guides students to correct them. Then, the teacher asks students to make sentences with 3 of the key words or phrases to ensure that students can flexibly use the vocabulary. Design Intention: Vocabulary consolidation is an important link to deepen students’ memory and improve their language application ability. Through fill-in-the-blank exercises and sentence-making, students can consolidate the key vocabulary and phrases, and gradually master their usage, laying a foundation for the subsequent language output. Activity 2: Retelling the Story The teacher asks students to retell Jason Harley’s story according to the table filled in during the while-reading activity. The teacher reminds students to use the key vocabulary and phrases learned in the text, and pay attention to the logical connection of the story. Students can retell the story individually or in pairs. First, invite 2-3 students to retell the story individually, and then ask students to retell the story in pairs to ensure that every student has the opportunity to practice. After the retelling, the teacher comments on the students’ performance, affirms their advantages, and puts forward suggestions for improvement. For example, the teacher says: “Your retelling is very fluent, but you can use more complex sentences to make it more vivid, such as the while-clause we learned just now.” Design Intention: Retelling the story can help students consolidate the text content, improve their ability of organizing language and oral expression, and at the same time, let students flexibly use the key vocabulary and sentence structures learned in the text, realizing the integration of input and output. Activity 3: Topic Discussion and Writing First, the teacher organizes a class discussion with the topic: “What is your definition of success? Do you think money is important for success?” During the discussion, the teacher encourages students to express their own views freely, and guides students to think dialectically about the relationship between money and success. The teacher reminds students to combine their own life experience and the content of the text to support their views. After the discussion, the teacher asks students to write a short passage with the title “My View on Success”, which requires 80-100 words. The teacher reminds students to: Clearly express their own views on success; Use the key vocabulary and phrases learned in the text; Have a clear logical structure; Be fluent in language. Students write the passage independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, and corrects the mistakes in students’ writing in time. After students finish writing, invite 2-3 students to read their passages aloud, and the teacher comments on them, affirming their advantages and putting forward suggestions for improvement. Design Intention: Topic discussion and writing are important links to realize language output. Through discussion, students can further clarify their views on success, and improve their oral expression ability and critical thinking ability. Through writing, students can consolidate the language knowledge learned, improve their writing ability, and realize the transformation from understanding to application. At the same time, it helps students deepen their understanding of the theme of the text and establish a positive outlook on life and values. Step 5: Summary and Homework Summary The teacher summarizes the content of this class: “In this class, we learned an interview about Jason Harley, an ex-millionaire. We sorted out his life changes, analyzed his attitude towards money and success, and explored the real meaning of success. We also mastered some key vocabulary and phrases related to money and success, and improved our reading, speaking and writing abilities. Through this class, we should realize that success is not only about money and material wealth, but also about spiritual satisfaction and helping others. I hope you can establish a correct outlook on money and success, and strive for your own success in the future.” Design Intention: The summary helps students sort out the knowledge and content learned in this class, form a systematic understanding, deepen their memory of the key points, and at the same time, further emphasize the theme of the text, guide students to integrate the knowledge learned into their own life, and achieve the goal of cultivating students’ core literacy. Homework Review the key vocabulary and phrases learned in this class, and make 5 sentences with them. Polish the short passage “My View on Success” written in class, and hand it in the next class. Read the text again and try to recite the key paragraphs (Paragraph 3 and Paragraph 4). Interview your family or friends about their views on success, and take notes. Share your findings in 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 $