Unit 10 Connections-Topic talk Connections 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Topic talkConnections 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master connection-related vocabulary and expressions, understand cross-cultural communication differences, develop critical thinking and form effective cooperative learning strategies. 教学重难点 Key points: Master core vocabulary and sentence patterns about connections, and express personal views on interpersonal and social connections fluently. Difficult points: Use learned knowledge to analyze connection types and reflect on their significance in real life. 教学过程 Lead-in: Activate Background and Arouse Interest The lead-in link is designed to activate students' existing knowledge reserve about "connections", arouse their learning interest, and naturally lead to the theme of this lesson. At the beginning of the class, the teacher will show students a series of pictures and short video clips through multimedia. The pictures include daily scenes such as family gatherings, friends chatting, classmates cooperating in group work, and online video calls between people in different countries. The short video is a 2-minute clip that briefly shows the various connections in modern society, such as the connection between people, the connection between regions, and the connection between humans and nature. After watching, the teacher will ask open-ended questions to guide students to think and express, such as "What connections can you find in the pictures and videos?" "Can you share a connection that is important to you in your daily life?" "How do these connections affect our life?" In this link, the teacher will encourage students to speak freely, not limit their thinking, and give positive feedback and guidance to their answers. For example, if a student says, "I have a close connection with my best friend, and we often help each other when we are in trouble", the teacher can respond, "That’s a precious interpersonal connection. It brings warmth and support to our life. Can you briefly talk about how you maintain this connection?" Through such interactions, students can fully mobilize their life experience, realize that connections are everywhere in life, and lay a good foundation for the in-depth study of the subsequent content. At the same time, the teacher will naturally lead to the topic of this lesson: "Today, we will focus on exploring the theme of 'Connections', learning relevant English vocabulary and expressions, and discussing the types, significance and influences of connections." Pre-listening: Preview Vocabulary and Lay a Foundation Before listening, it is necessary to help students master the core vocabulary and key sentence patterns related to the listening material, so as to reduce the difficulty of listening and improve the efficiency of listening comprehension. First, the teacher will present the core vocabulary of this lesson on the blackboard or multimedia, including nouns such as connection, relationship, communication, interaction, link, bond, and verbs such as connect, associate, contact, maintain, strengthen. For each vocabulary, the teacher will explain its pronunciation, meaning and common collocations, and give simple example sentences to help students understand and remember. For example, for the word "connection", the teacher will explain: "Connection means a relationship between two or more people or things. Common collocations are 'establish a connection', 'maintain a connection', 'break a connection'. For example, We should establish a good connection with our classmates." After explaining the vocabulary, the teacher will organize a quick memory activity. Students will work in pairs to take turns to read the vocabulary and example sentences, and try to make new sentences with the vocabulary combined with their own life experience. For example, one student says, "I often contact my parents by phone to maintain our family bond", and the other student responds, "I strengthen my connection with my friends by playing basketball together". This activity not only helps students consolidate the newly learned vocabulary, but also enables them to initially use the vocabulary to express relevant meanings, laying a solid language foundation for the listening link. In addition, the teacher will briefly introduce the background of the listening material: the listening material is a dialogue between two students, Tom and Lily, who are talking about the connections around them, including family connections, friend connections and social connections, as well as their views on these connections. This brief introduction helps students have a preliminary understanding of the listening content and improve their ability to predict the listening content. While-listening: Grasp Key Information and Improve Listening Ability The while-listening link is divided into two parts: first listening and second listening, which aims to help students gradually grasp the key information of the listening material and improve their listening comprehension ability. In the first listening, the teacher will ask students to listen carefully and answer two general questions: "What are Tom and Lily talking about?" "How many types of connections do they mention?" After listening, students will be invited to answer the questions. The teacher will check the answers and give guidance. For example, if a student fails to clearly point out the types of connections mentioned, the teacher can prompt: "Listen again carefully, and pay attention to the words such as family, friends and society in the dialogue." In the second listening, the teacher will let students listen more carefully and complete a detailed information form. The form includes the following contents: the types of connections mentioned in the dialogue, the characteristics of each type of connection, and Tom and Lily’s views on each type of connection. Students need to fill in the form according to the listening content. During the listening process, the teacher will play the listening material twice appropriately to ensure that most students can grasp the key information. After filling in the form, students will work in groups of four to check their answers with each other, discuss the unclear points, and the teacher will walk around the classroom to provide guidance and help. For example, if students have different views on "Tom’s view on family connection", the teacher will play the relevant part of the listening material again to help them confirm the correct answer. After the group check, the teacher will invite a representative of each group to present the group’s answers, and comment and correct them. At the same time, the teacher will emphasize the key sentences and difficult sentences in the listening material, such as "Family connection is the most important connection in our life, which gives us a sense of belonging." "With the development of science and technology, we can easily maintain connections with people far away." The teacher will explain the structure and meaning of these sentences, and let students read them aloud to consolidate their understanding. Through this link, students can not only improve their listening ability of grasping general information and detailed information, but also further consolidate the core vocabulary and sentence patterns learned in the pre-listening link. Post-listening: Expand and Extend, Improve Speaking Ability The post-listening link is mainly to help students apply the knowledge learned in the listening link to oral expression, expand the theme content, and improve their oral communication ability. This link is divided into two activities: group discussion and role-play. First, group discussion. The teacher will put forward three discussion topics for students to discuss in groups of four: 1. What are the most important connections in your life? Why? 2. How do you maintain the important connections around you? 3. With the development of the Internet and science and technology, how have the ways of people’s connections changed? What are the advantages and disadvantages of these changes? Before the discussion, the teacher will give students 3 minutes to think about their own views and organize their language. During the discussion, the teacher will ask students to use the core vocabulary and sentence patterns learned in this lesson as much as possible, and encourage each student to speak actively, express their own views, and listen to the views of their group members carefully. The teacher will walk around the classroom, observe the discussion situation of each group, and provide guidance and help when necessary. For example, if a student has difficulty expressing his views, the teacher can prompt with simple sentences, such as "You can use the sentence 'I think... because...' to express your opinion." After the group discussion, each group will select a representative to make a 2-minute report to share the group’s discussion results. The teacher will give positive comments on the reports of each group, affirm their advantages, such as fluent expression, accurate use of vocabulary, and unique views, and put forward suggestions for improvement, such as "You can add more specific examples to make your report more persuasive." This activity not only improves students’ oral expression ability, but also cultivates their cooperative learning ability and critical thinking ability. Then, role-play. The teacher will design a situational dialogue task: Suppose you and your partner are talking about the connections between you and your classmates, friends or family. You need to use the vocabulary and sentence patterns learned in this lesson to complete the dialogue, including introducing the connections, talking about the characteristics of the connections and how to maintain them. Students will work in pairs to prepare for 5 minutes, and then invite several pairs to perform the dialogue in front of the class. The teacher will evaluate their performance from the aspects of language accuracy, fluency and situational adaptability, and give guidance and encouragement. For example, if a pair of students can use the collocations such as "maintain a connection" and "strengthen the bond" correctly in the dialogue, the teacher will praise them: "You use the learned vocabulary very well, and your dialogue is very natural and fluent." Through role-play, students can better apply the learned knowledge to practical communication scenarios, and further improve their oral communication ability. Reading and Consolidation: Deepen Understanding and Expand Vision In this link, the teacher will provide a short passage related to the theme of "Connections". The passage mainly introduces the concept of "Six Degrees of Separation", which means that any person on Earth can be connected to any other person through a chain of no more than five other people. The passage also briefly introduces the influence of this theory on people’s understanding of connections and social communication. First, the teacher will let students read the passage silently and answer the following questions: 1. What is "Six Degrees of Separation"? 2. How does this theory affect people’s understanding of connections? 3. Do you agree with this theory? Why or why not? After students finish reading and answering the questions, the teacher will check the answers and explain the key points in the passage, such as new vocabulary (separation, chain, theory), difficult sentences ( "Six Degrees of Separation refers to the theory that any person on Earth can be connected to any other person through a chain of no more than five other people." ) and the logical structure of the passage. Then, the teacher will let students read the passage aloud in groups, and ask them to pay attention to the pronunciation, intonation and rhythm, so as to improve their reading ability. In addition, the teacher will organize a discussion activity: "Do you think 'Six Degrees of Separation' is true in real life? Can you give an example to prove it?" This activity not only helps students deepen their understanding of the theme of "connections", but also expands their vision and cultivates their critical thinking ability. Writing Practice: Integrate Knowledge and Improve Writing Ability The writing practice link aims to help students integrate the vocabulary, sentence patterns and theme knowledge learned in this lesson, and improve their writing ability. The teacher will assign a short writing task: Write a short passage of about 120 words about "The Importance of Connections in My Life". The requirements are: 1. Briefly introduce the most important connection in your life; 2. Explain why it is important to you; 3. Talk about how you maintain this connection. Before writing, the teacher will give students some writing tips: use the core vocabulary and sentence patterns learned in this lesson, such as connection, maintain, strengthen, bond, sense of belonging; pay attention to the logical connection between sentences, and use conjunctions such as and, but, so, because; ensure the accuracy and fluency of the language. Students will have 15 minutes to complete the writing task. During the writing process, the teacher will walk around the classroom to provide guidance and help for students who have difficulties in writing. For example, if a student does not know how to start the passage, the teacher can prompt: "You can start with 'In my life, there is a very important connection that affects me deeply - the connection with my...'". After students finish writing, they will exchange their works with their deskmates and check each other’s works, focusing on whether the vocabulary and sentence patterns are used correctly, whether the logic is clear, and whether there are grammatical errors. Then, the teacher will select several typical works (including excellent works and works with common problems) to comment on in class. For excellent works, the teacher will praise their advantages and let students learn from them; for works with problems, the teacher will point out the problems and give suggestions for modification, so as to help students improve their writing ability. Summary and Homework: Consolidate and Extend In the summary link, the teacher will lead students to review the key content of this lesson: the core vocabulary and sentence patterns related to connections, the main content of the listening material, the discussion on the theme of connections, and the writing requirements. The teacher will emphasize that connections are an important part of our life, which bring us warmth, support and help. We should cherish and maintain the important connections around us. At the same time, the teacher will summarize the performance of students in this class, affirm their efforts and progress, and encourage them to continue to work hard. In the homework link, the teacher will assign two types of homework: 1. Basic homework: Review the core vocabulary and sentence patterns of this lesson, copy and recite them, and complete the exercises related to listening and vocabulary in the textbook; 2. Extended homework: Interview your family members or friends about the most important connection in their life, take notes, and write a short interview report (about 80 words) in English; 3. Preview the next part of the unit, understand the main content and preview the relevant vocabulary. The design of homework not only helps students consolidate the knowledge learned in this class, but also extends the theme of the lesson to real life, encouraging students to apply the learned English knowledge to practical scenarios, and further improve their comprehensive language application ability. Throughout the teaching process, the teacher always adheres to the student-centered concept, pays attention to the cultivation of students' four-dimensional core literacy, integrates various teaching activities, makes the class lively and interesting, and enables students to learn in practice, improve in interaction, and truly master the knowledge and skills related to the theme of "Connections". 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 $