Unit1 Road to Success-Reading A-Listening and Viewing 讲义-2025-2026学年高中英语沪外版必修第三册

Unit 1 Road to Success-Reading A-Listening and Viewing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to understand and express success-related themes, cultural awareness to recognize diverse views on success, thinking quality to analyze and evaluate success factors, and learning ability to master effective listening and reading strategies. 教学重难点 Key points: Grasp the main idea and details of Reading A and listening/viewing materials; master core vocabularies and sentence patterns about success. Difficult points: Analyze the logical structure of the speech and infer implied meanings in listening/viewing materials. 教学过程 Lead-in The teacher starts the class by showing three famous quotes about success on the screen: “Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.” — Albert Schweitzer; “Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” — Benjamin Franklin; “Success usually comes to those who are too busy to be looking for it.” — Henry David Thoreau. Then the teacher asks students to work in pairs to discuss the following questions: What do you think success is? What qualities do successful people usually have? After 5 minutes of discussion, invite 2-3 pairs to share their opinions with the whole class. The teacher makes simple comments and leads to the unit theme “Road to Success”, then introduces that today they will learn Reading A, a commencement speech by Steve Jobs, and listen to and watch materials about success to explore the secrets of success together. Design Intention: The quotes about success are closely related to the unit theme, which can quickly attract students’ attention and arouse their interest in discussing the topic of success. Pair discussion provides students with opportunities to express their own views in English, exercises their oral expression ability, and lays a foundation for the study of subsequent reading and listening/viewing materials. At the same time, it helps students establish a preliminary understanding of the concept of success, which is conducive to their better understanding of the connotation of the subsequent texts. Pre-reading Background Introduction: The teacher briefly introduces Steve Jobs and the background of the speech to the students. Steve Jobs was the co-founder of Apple Inc., who made great contributions to the development of the computer and digital industry. The speech was delivered at the commencement of Stanford University in 2005, where he shared three stories from his life to inspire the graduates. The teacher also mentions that Reading A is this famous speech titled “Stay Hungry, Stay Foolish”, which is full of wisdom and inspiration. Vocabulary Preview: The teacher presents the core vocabularies and phrases in Reading A on the screen, including commencement, calligraphy, typography, connect the dots, look forward, look backwards, loss, perseverance, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to the speech context. For example, when explaining “connect the dots”, the teacher says: “In the speech, Steve Jobs uses ‘connect the dots’ to mean that all the experiences in our life will be connected in the future, even if we can’t see the connection now.” Then the teacher asks students to read the words and phrases aloud twice to familiarize themselves with their pronunciation and spelling. Design Intention: Introducing the background of the speaker and the speech helps students understand the context and connotation of the speech, reducing the difficulty of reading comprehension. Previewing core vocabularies and phrases can help students eliminate language barriers in reading, improve reading efficiency, and lay a solid foundation for the understanding of the text. The example sentences combined with the speech context make it easier for students to master the usage of words and phrases, and realize the connection between vocabulary learning and text understanding. While-reading Skimming: Ask students to read the speech quickly and answer the following questions: (1) How many stories does Steve Jobs tell in the speech? (2) What is the main idea of the speech? After students finish reading, invite them to answer the questions. The teacher confirms the answers: Steve Jobs tells three stories in the speech, and the main idea is that he shares his life experiences to inspire the graduates to stay hungry for knowledge and stay foolish to pursue their dreams, and to believe that all life experiences will help them achieve success in the future. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and form an overall understanding of the speech. The designed questions are simple and targeted, which can guide students to focus on the key information in the process of skimming, and cultivate their ability to extract key information quickly. Scanning: Ask students to read the speech again carefully and fill in the table about the three stories. The table includes three columns: Story 1, Story 2, Story 3, and each column requires students to fill in the main content and the enlightenment from the story. The teacher walks around the classroom to guide students who have difficulties, and after students finish filling in the table, invites a student to present his/her answers on the screen. The teacher corrects and supplements the answers together with the whole class. For example, Story 1 is about connecting the dots: Steve Jobs took a calligraphy class in college, which seemed useless at that time, but it helped him design the first Macintosh computer with beautiful typography ten years later. The enlightenment is that we should trust that all our experiences will connect in the future. Story 2 is about love and loss: Steve Jobs was fired from Apple, which he co-founded, but he found new passion in other fields and eventually returned to Apple to achieve greater success. The enlightenment is that we should not be defeated by loss, but should adhere to our love and keep moving forward. Story 3 is about death: Steve Jobs thought about death every day, which made him cherish life and focus on what is really important. The enlightenment is that we should face death correctly and live every day with a positive attitude. Design Intention: Scanning is a strategy to extract specific information from the text. By filling in the table, students can sort out the details of each story in the speech, deepen their understanding of the text content, and at the same time exercise their ability to extract and organize information. The teacher’s guidance ensures that students can complete the task smoothly, and the class presentation and correction help students check their own understanding and learn from each other. Deep Analysis: The teacher leads students to analyze the logical structure and language features of the speech. First, the teacher asks students: “What is the structure of the speech?” Guide students to conclude that the speech adopts a “total-subtotal” structure: the opening part expresses the honor of being invited to give the speech and puts forward the main content (three stories); the body part tells the three stories in detail and reveals the enlightenment contained in each story; the ending part summarizes the core idea of the speech and sends blessings to the graduates. Then, the teacher selects some typical sentences in the speech for analysis, such as “You can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future.” The teacher asks students to discuss the meaning of this sentence and its role in the speech. Guide students to understand that this sentence is the core enlightenment of the first story, which conveys the idea that we should trust the arrangement of life and persist in our efforts, and it also lays a foundation for the subsequent stories. In addition, the teacher also guides students to pay attention to the rhetorical devices used in the speech, such as metaphor (treating life experiences as “dots”), which makes the speech more vivid and easy to understand. Design Intention: Deep analysis of the text helps students not only understand the surface meaning of the speech, but also grasp its logical structure and language features, improving their ability to analyze and appreciate the text. The discussion of typical sentences and rhetorical devices enables students to deeply understand the connotation of the speech and learn the skills of English speech writing, which is conducive to the improvement of their language ability and thinking quality. Post-reading Group Discussion: Divide students into groups of 4-5, and ask them to discuss the following questions: (1) What do you think of Steve Jobs’ three stories? Which story impresses you the most and why? (2) What qualities of Steve Jobs can you find from the speech? (3) How can we apply the enlightenment from the speech to our study and life? Give specific examples. The teacher assigns a group leader to each group, who is responsible for organizing the discussion and recording the key points. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher makes comments and summaries, affirming the reasonable views of each group and guiding students to establish a correct view of success. Design Intention: Group discussion provides students with more opportunities to express their views in English, exercises their oral communication ability and cooperative learning ability. The designed questions are closely related to the text and students’ actual life, which can guide students to think deeply about the connotation of success and the qualities needed to achieve success, and realize the connection between text learning and practical life. The teacher’s comments and summaries help students sort out their ideas and deepen their understanding of the speech. Vocabulary and Sentence Pattern Practice: The teacher presents some exercises on the screen to help students consolidate the core vocabularies and sentence patterns learned in Reading A. For example, fill in the blanks with the correct form of the given words: (1) We should have the (persevere) to pursue our dreams. (2) When we look (backward), we will find that all our efforts are worthwhile. (3) The (commence) of our school will be held in the playground next week. In addition, the teacher asks students to make sentences with the phrase “connect the dots” and “stay hungry, stay foolish”, and invite some students to share their sentences. The teacher corrects the mistakes in the sentences and gives guidance. Design Intention: Vocabulary and sentence pattern practice is an important link to consolidate the knowledge learned. Through filling in the blanks and making sentences, students can master the usage of core vocabularies and sentence patterns more firmly, and improve their ability to use language flexibly. The teacher’s correction and guidance helps students find their own mistakes and improve their language accuracy. Pre-listening and Pre-viewing Topic Lead-in: The teacher connects Reading A with the listening and viewing materials, saying: “Steve Jobs shared his views on success through his own life experiences. In our daily life, different people have different understandings of success. Next, we will listen to a report about teens’ understanding of success and watch a talk about a significant predictor of success, to learn more about the different views and key factors of success.” Preview of Listening and Viewing Strategies: The teacher introduces the listening and viewing strategies to the students. For listening, the teacher emphasizes that students should first read the questions and options carefully before listening, predict the main content of the report, and focus on extracting key information such as time, place, characters and views while listening. For viewing, the teacher reminds students to pay attention to both the language content and the body language and expression of the speaker, which can help them better understand the speaker’s views and emotions. In addition, the teacher presents some new vocabularies and phrases in the listening and viewing materials, such as predictor, motivation, perseverance, self-discipline, etc., and explains their meanings and usage briefly. Design Intention: Connecting Reading A with listening and viewing materials helps students form a coherent understanding of the unit theme and realize the connection between different learning contents. Previewing listening and viewing strategies can help students master scientific learning methods, improve their listening and viewing efficiency. Previewing new vocabularies and phrases can eliminate language barriers in listening and viewing, ensuring that students can better understand the materials. While-listening and While-viewing Listening: The teacher plays the listening material (Teens’ Understanding of Success) twice. For the first time, ask students to listen carefully and answer the following question: What is the main content of the report? After the first playing, invite students to answer the question, and the teacher confirms the answer: The report mainly introduces the different understandings of success among teenagers, including some teenagers who think success is getting good grades, some who think success is having a happy family, and some who think success is realizing their own value. For the second time, ask students to listen again and fill in the blanks according to the listening material. The blanks include key information such as the percentage of teenagers who think success is getting good grades, the reasons why teenagers have different views on success, etc. After the second playing, the teacher checks the answers with the whole class, and plays the key parts of the listening material again for students who have not filled in the blanks correctly. Design Intention: Playing the listening material twice is in line with the law of listening teaching. The first playing helps students grasp the main idea of the material, and the second playing helps students extract specific information. The designed questions and filling-in-the-blank exercises are targeted, which can guide students to focus on the key information in the listening process, and improve their listening ability of extracting main ideas and specific information. Replaying the key parts helps students make up for their deficiencies and ensure that all students can understand the listening material. Viewing: The teacher plays the viewing material (A Significant Predictor of Success) twice. For the first time, ask students to watch carefully and answer the following question: What is the significant predictor of success mentioned in the talk? After the first playing, invite students to answer the question, and the teacher confirms the answer: The significant predictor of success mentioned in the talk is self-discipline. For the second time, ask students to watch again and take notes on the reasons why self-discipline is a significant predictor of success and the ways to cultivate self-discipline mentioned in the talk. After the second playing, ask students to share their notes with their deskmates, and then invite some students to share their notes with the whole class. The teacher makes supplements and summaries, emphasizing that self-discipline can help people stick to their goals, overcome difficulties and finally achieve success, and the ways to cultivate self-discipline include setting clear goals, making plans and sticking to them, etc. Design Intention: Viewing is a comprehensive learning activity that combines listening and watching. Playing the viewing material twice helps students gradually deepen their understanding of the content. Taking notes can help students sort out the key information in the viewing material, exercise their ability to extract and organize information. Sharing notes with deskmates and the whole class promotes the exchange and learning between students, and helps students learn from each other, improving their viewing ability and cooperative learning ability. Post-listening and Post-viewing Comprehensive Discussion: Ask students to work in groups to discuss the following questions: (1) What are the different views on success mentioned in the listening and viewing materials? How are they different from or similar to Steve Jobs’ views on success in Reading A? (2) Do you agree that self-discipline is a significant predictor of success? Why or why not? (3) Combining Reading A, listening and viewing materials, what do you think are the key factors to achieve success? The teacher walks around the classroom to guide the discussion, and after the discussion, invites each group to share their views. The teacher makes comments and summaries, guiding students to realize that success has diverse definitions, and the key factors to achieve success include perseverance, self-discipline, love for what they do, trust in life experiences, etc. Design Intention: Comprehensive discussion integrates the content of Reading A, listening and viewing materials, helping students form a comprehensive and in-depth understanding of the theme of success. The designed questions guide students to compare and analyze different views on success, exercise their critical thinking ability, and at the same time combine the materials with their own views, realizing the integration of knowledge and thinking. The teacher’s guidance and summary help students sort out their ideas and form a correct view of success. Language Application: Ask students to write a short passage (about 100 words) titled “My View on Success”, combining the enlightenment from Reading A, listening and viewing materials. The teacher provides some tips: (1) What do you think success is? (2) What qualities do you need to achieve success? (3) How will you pursue success in your study and life? After students finish writing, invite some students to read their passages aloud. The teacher makes comments on the passages, affirming the advantages and pointing out the deficiencies, such as vocabulary and sentence pattern usage, logical structure, etc. Design Intention: Writing is an important way to test students’ language application ability. Combining the learned materials to write a short passage helps students integrate the knowledge and enlightenment learned, and improve their ability to express their views in English. The teacher’s comments help students find their own deficiencies and improve their writing level. Reading the passages aloud also provides students with opportunities to show themselves and improve their oral expression ability. Summary and Extension Summary: The teacher summarizes the content of this class with the students. In this class, we learned Steve Jobs’ commencement speech “Stay Hungry, Stay Foolish”, understood the three stories he shared and the enlightenment contained in them, mastered the core vocabularies and sentence patterns related to success, and learned the reading strategies of skimming and scanning. In addition, we listened to a report about teens’ understanding of success and watched a talk about self-discipline as a significant predictor of success, and discussed the diverse views and key factors of success. The teacher emphasizes that success is not a fixed concept, and everyone can define success in their own way, but to achieve success, we need to have perseverance, self-discipline, love for what we do and other good qualities. Extension: The teacher assigns after-class tasks: (1) Read Reading A again and recite the key sentences. (2) Listen to the listening material and watch the viewing material again, and finish the related exercises in the textbook. (3) Collect one story of a successful person you admire, and prepare to share it in the next class. (4) Revise the short passage “My View on Success” according to the teacher’s comments. Design Intention: Summary helps students sort out the knowledge and skills learned in this class, form a systematic understanding, and consolidate the learning effect. Extension tasks are closely related to the content of this class, which can help students consolidate the knowledge learned, expand their horizons, and lay a foundation for the study of the next class. Collecting successful stories and revising the short passage can further improve students’ language ability and understanding of the theme of success. 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 $