Unit2 Success Topic Talk 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-Topic Talk 教学目标和重难点 教学目标 Language competence: Master success-related vocabulary and expressions to listen and talk about success. Cultural awareness: Understand diverse views on success across cultures. Thinking quality: Develop critical thinking about success’s true meaning. Learning ability: Cultivate autonomous and cooperative learning skills in topic exploration. 教学重难点 Key points: Master core vocabulary (determined, committed, etc.) and expressions about success; use them to discuss successful people and their qualities. Difficult points: Using complex sentences to express views on success and understanding its diverse connotations. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures of three representative figures from different fields: a renowned scientist who overcame numerous failures to make great inventions, an ordinary teacher who has devoted decades to rural education, and a young entrepreneur who built a social enterprise to help others. Then the teacher asks two open-ended questions: “What do you think makes these people successful? Is success only about wealth and fame?” After asking the questions, the teacher gives students 3 minutes to think independently and then invites 2-3 students to share their opinions freely. During the sharing, the teacher does not comment on the right or wrong of their answers, but only encourages them to express their true thoughts, and properly guides them to use simple English words related to success, such as “hard-working”, “persistent” and “helpful”. At the end of this part, the teacher summarizes: “Success means different things to different people. Today, we will explore the topic of success together, learn relevant words and expressions, and share our own views on success.” Design Intention: This lead-in links students’ real-life cognitive experience with the topic of success through familiar figures. The open-ended questions can stimulate students’ thinking enthusiasm, activate their existing vocabulary and knowledge reserve related to success, and lay a good emotional and cognitive foundation for the subsequent listening, speaking and other activities. Meanwhile, it subtly guides students to realize the diversity of success, which is conducive to cultivating their critical thinking and paving the way for the in-depth exploration of the theme later. Step 2: Vocabulary and Expression Learning (Input) First, the teacher presents the core vocabulary and expressions of this lesson on the screen, including adjectives (determined, committed, optimistic, enthusiastic, ambitious), nouns (determination, commitment, enthusiasm, ambition, success), verbs (persist, devote, strive, achieve) and key phrases (be determined to do sth., be committed to sth., persist in doing sth., devote oneself to sth., strive for success, make sense). For each word and expression, the teacher provides simple and easy-to-understand English definitions and typical example sentences closely related to the topic of success, avoiding complex explanations, so that students can understand and remember in the context. For example, when teaching “determined”, the teacher says: “Someone who is determined has a strong will to do something and will not easily give up. For example, She is determined to become a doctor to help more patients.” Then the teacher invites students to read the example sentences together twice to familiarize themselves with the pronunciation and usage. For key phrases such as “be committed to sth.”, the teacher guides students to replace the object in the example sentences with their own life experiences, such as “I am committed to learning English well” or “My teacher is committed to educating students”, so as to help students connect vocabulary with their own lives and deepen their memory. After presenting all the vocabulary and expressions, the teacher organizes a “quick response” game. The teacher says Chinese meanings or simple descriptions, and students quickly stand up and say the corresponding English words or expressions. For example, the teacher says “意志坚定的”, and students respond “determined”; the teacher says “致力于做某事”, and students respond “be committed to doing sth.”. This game lasts for 5 minutes, and the teacher rewards students who respond quickly and accurately with verbal praise, such as “Well done!”, “You are amazing!” to stimulate their learning enthusiasm. Design Intention: Vocabulary is the foundation of listening and speaking. This link adopts the teaching method of “definition + example + practice”, which conforms to the cognitive law of senior high school students. The example sentences closely related to the topic of success can help students understand the usage of vocabulary in context, and the “quick response” game can enhance the interactivity of the class, arouse students’ learning interest, and help them master the core vocabulary and expressions quickly and solidly, laying a solid language foundation for the subsequent listening and speaking activities. Step 3: Listening Practice (Comprehension and Consolidation) This part includes two listening tasks, from easy to difficult, to help students improve their listening comprehension ability and consolidate the vocabulary and expressions learned. Task 1: Listening for the main idea. The teacher plays a short dialogue (about 1 minute) between two students, Tom and Lucy, who are talking about their views on success. Tom thinks success is about achieving personal goals, while Lucy believes success is about helping others. After playing the recording once, the teacher asks students: “What is the main topic of the dialogue?” Then invites students to answer, and the teacher confirms the correct answer: “The dialogue is about Tom and Lucy’s different views on success.” Task 2: Listening for specific information. The teacher plays the same recording again, and asks students to finish the following exercises: 1. What does Tom think success is? (A. Earning a lot of money B. Achieving personal goals C. Helping others) 2. What does Lucy want to do to achieve her success? (A. Become a millionaire B. Be a volunteer to help children in poor areas C. Get good grades) 3. What words do they use to describe successful people? (At least two words) After students finish answering, the teacher checks the answers together, and focuses on explaining the key sentences and words in the recording, such as “I think success is about achieving what you set out to do” and “I want to devote myself to helping children in poor areas”, which are closely related to the vocabulary and expressions learned earlier, helping students consolidate their learning. In addition, the teacher plays the recording for the third time, and asks students to listen and repeat the dialogue sentence by sentence, paying attention to the pronunciation, intonation and stress. Then invites two students to role-play the dialogue, and the teacher corrects their pronunciation and intonation appropriately, and encourages them to add their own emotions to make the dialogue more natural. Design Intention: Listening is an important part of language input. Setting two listening tasks from easy to difficult conforms to the principle of progressive difficulty in teaching, which can help students gradually improve their listening comprehension ability. Listening for the main idea helps students grasp the core of the discourse, while listening for specific information can train students’ ability to capture key information. Listening and repeating, as well as role-playing, can not only consolidate the vocabulary and expressions learned, but also improve students’ oral expression ability and sense of language, laying a foundation for the subsequent speaking activities. Step 4: Speaking Practice (Application and Improvement) This part is divided into three levels of speaking activities, from individual practice to pair work and then to group discussion, to help students apply the learned vocabulary and expressions to practical communication and improve their oral expression ability. Activity 1: Individual Practice. The teacher asks students to think about the following question: “What does success mean to you? What qualities do you think a successful person should have?” Students are required to use at least 3 core vocabulary or expressions learned in this lesson to answer the question. The teacher gives students 4 minutes to prepare, and then invites 3-4 students to share their answers in front of the class. For example, a student might say: “To me, success means living a happy and meaningful life. A successful person should be determined, optimistic and committed. He should persist in his goals and devote himself to what he loves.” After each student shares, the teacher gives positive comments and appropriate guidance, such as “Your answer is very good! You used many key words we learned. You can also add an example to make your answer more vivid.” Activity 2: Pair Work. The teacher divides students into pairs, and asks them to have a dialogue according to the following situation: “Suppose you and your partner are talking about a successful person you admire (such as a celebrity, a teacher, a family member). You need to introduce the person’s experience and the qualities that make him/her successful, and share your own views on his/her success.” The teacher provides a dialogue template for reference: “A: Who is the successful person you admire most? B: I admire... most. A: Why do you admire him/her? B: Because he/she is... He/she once... A: What qualities do you think make him/her successful? B: I think he/she is determined, committed and... A: What do you learn from him/her? B: I learn that we should... to achieve our own success.” Students are required to use the vocabulary and expressions learned in this lesson as much as possible, and the teacher walks around the classroom to provide help and guidance for students who have difficulties in expression, such as reminding them of relevant words or correcting their sentence structures. Activity 3: Group Discussion. The teacher divides students into groups of 4-5, and puts forward a more in-depth discussion question: “Some people think that success is measured by wealth and status, while others think that success is about personal growth and helping others. What is your opinion? Please discuss and give your reasons.” Each group elects a recorder to record the key points of the discussion, and a spokesperson to report the group’s views to the whole class after the discussion. The teacher gives students 8 minutes to discuss, and during the discussion, the teacher guides students to think critically, encourages them to express different views, and reminds them to use the learned vocabulary and expressions correctly. After each group reports, the teacher summarizes and comments, affirming the advantages of each group, pointing out the areas that need improvement, and guiding students to realize that success has diverse connotations, and everyone can define success in their own way. Design Intention: Speaking is the key link of language output. Setting three levels of speaking activities from individual to pair to group can meet the needs of students with different oral levels, and help students gradually improve their oral expression ability. The dialogue template provides a scaffold for students with weak oral ability, enabling them to participate in the activity with confidence. The in-depth group discussion can not only help students apply the learned vocabulary and expressions flexibly, but also cultivate their critical thinking, cooperative learning ability and communication ability, which is in line with the requirements of core literacy cultivation. Step 5: Summary and Reflection First, the teacher invites students to summarize what they have learned in this lesson. The teacher can guide them from three aspects: vocabulary and expressions, listening and speaking skills, and views on success. For example, the teacher asks: “What new words and expressions have we learned today? What listening and speaking skills have we practiced? What new understanding do you have about success?” After students finish summarizing, the teacher supplements and combs, emphasizing the core vocabulary and expressions, the key points of listening for main ideas and specific information, and the diversity of success. Then, the teacher guides students to reflect on their own performance in this lesson: “Did you actively participate in the activities? Did you master the core vocabulary and expressions? What difficulties did you encounter in listening and speaking? How can you improve next time?” Students are asked to think silently for 2 minutes, and then invite 1-2 students to share their reflections. The teacher gives positive guidance and encouragement, such as “It’s normal to encounter difficulties in oral expression. As long as you practice more, you will make progress.” Finally, the teacher makes a final summary: “Today, we have learned a lot of vocabulary and expressions related to success, practiced listening and speaking skills, and discussed our views on success. Success is not only about wealth and status, but also about personal growth, hard work and helping others. I hope you can keep the qualities of being determined, optimistic and committed, strive for your own success, and define success in your own way.” Design Intention: Summary and reflection are important links to consolidate learning and improve learning ability. Inviting students to summarize what they have learned can help them sort out the knowledge system and deepen their memory. Guiding students to reflect on their own performance can help them find their own advantages and disadvantages, clarify the direction of improvement, and cultivate their autonomous learning ability and reflective ability, which is conducive to the long-term development of students’ language learning. Step 6: Homework Arrangement 1. Recite the core vocabulary and expressions learned in this lesson, and write 5 sentences with them, which are closely related to the topic of success. 2. Have a dialogue with your deskmate about success in English, record the dialogue (about 2 minutes), and submit it to the teacher the next day. 3. Think about a successful experience in your own life, and prepare a short speech (about 1 minute) to share in the next class, using the vocabulary and expressions learned. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. The first homework focuses on consolidating vocabulary and expressions, the second homework focuses on practicing oral expression, and the third homework combines students’ own life experience, which can not only deepen their understanding of the topic of success, but also lay a foundation for the next class’s speaking activity. The homework is diverse and closely related to the classroom content, which can effectively improve students’ language application 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 $