Unit 1 Learning for Life-Reading A-Listening,Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第一册

Unit 1 Learning for Life-Reading A-Listening,Viewing and Speaking 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to understand and use relevant vocabulary and sentences. It develops thinking quality, guides critical thinking about learning. It strengthens cultural awareness and learning ability to form a lifelong learning concept. 教学重难点 Key points: Master core vocabulary and sentence patterns about learning experiences; understand the theme of “learning is everywhere”. Difficult points: Apply what is learned to listening, speaking and communication; express personal learning experiences fluently. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an open question: “Do you think learning only happens in the classroom? What other places can we learn from?” Then, the teacher shows pictures of famous people such as Marie Curie, Charles Darwin and Nelson Mandela, and briefly introduces their learning experiences that are not limited to classrooms—for example, Darwin’s exploration in nature and Marie Curie’s experiments in simple labs. After that, the teacher asks students to work in pairs to discuss: “What can we learn from these famous people’s learning experiences?” and invites 2-3 pairs to share their opinions. Design Intention: This lead-in links the theme of “Learning for Life” with students’ existing knowledge and life experiences. By introducing famous people’s learning stories, it not only stimulates students’ interest in learning but also implicitly conveys the core view of “learning is everywhere” in Reading A. The pair discussion provides students with an opportunity to express their initial views, laying a foundation for the subsequent reading, listening, viewing and speaking activities. At the same time, it helps activate students’ relevant vocabulary and sentences about learning experiences, reducing the difficulty of subsequent language input. Step 2: Reading A (Intensive Reading and Comprehension) First, the teacher asks students to read Reading A silently and complete two tasks: 1. Underline the core vocabulary and difficult sentences in the passage; 2. Summarize the main content of each paragraph. After students finish reading, the teacher checks the results. For core vocabulary such as “radioactivity”, “evolutionary biology”, “democracy” and key sentences such as “Marie Curie, a Polish-born French physicist, is famous for her work on radioactivity and twice a winner of the Nobel Prize”, the teacher explains their meanings and usages in combination with the context, and asks students to make simple sentences with these words and sentences to consolidate their mastery. Then, the teacher guides students to conduct intensive reading. For each paragraph, the teacher designs targeted questions to help students deeply understand the content. For example, for the part about the author’s childhood experience, the teacher asks: “Why was it a great trial for the author to recite in front of visitors?” “What did the author learn through the experience with a donkey?” For the part about the three famous people, the teacher asks: “What are the main learning experiences of Marie Curie, Charles Darwin and Nelson Mandela?” “How did these learning experiences affect their lives?” Students answer the questions independently first, then discuss in groups to supplement and improve their answers. The teacher walks around the classroom to guide students who have difficulties in answering, and summarizes the key points after the discussion. After that, the teacher organizes a group activity: Each group chooses one of the three famous people, combs their learning experiences in detail, and analyzes what qualities these experiences reflect (such as perseverance, curiosity, courage). Each group sends a representative to make a 2-minute report, and the teacher makes comments and supplements, focusing on guiding students to understand the connection between learning experiences and personal growth. Design Intention: Silent reading helps students grasp the overall content of the passage and cultivate their ability to extract key information. Underlining vocabulary and difficult sentences guides students to pay attention to language points, laying a foundation for language application. Intensive reading with targeted questions helps students deeply understand the details of the passage and the logical relationship between paragraphs, improving their reading comprehension ability. Group activities not only cultivate students’ cooperative learning ability but also enable students to deeply understand the connotation of the passage, connect the content of the passage with the theme of “Learning for Life”, and lay a foundation for the subsequent listening, viewing and speaking activities. Step 3: Listening (Listening Comprehension and Practice) Before listening, the teacher briefly introduces the background of the listening material: It is a speech about “30 Days to Develop a New Learning Habit”, which is closely related to the theme of “Learning for Life”. Then, the teacher presents 3 pre-listening questions to guide students to predict the content of the listening material: 1. What is the main topic of the speech? 2. What suggestions will the speaker put forward to develop a new learning habit? 3. Why is it important to develop a new learning habit? Then, the teacher plays the listening material twice. For the first time, students listen carefully to grasp the main idea of the speech and answer the first pre-listening question. For the second time, students listen for details and complete a gap-filling exercise. The gap-filling exercise mainly involves core vocabulary and key sentences related to learning habits, such as “persistence”, “consistency”, “set a clear goal”, “make a daily plan”. After listening, the teacher checks the answers with students, explains the difficult points in the listening material, and plays the key parts again to help students understand. After that, the teacher organizes a listening retelling activity: Students work in pairs, and each pair retells the main content of the speech according to the gap-filling exercise and their own memory. The teacher invites 2-3 pairs to retell in front of the class, and makes comments, focusing on evaluating students’ pronunciation, intonation and the completeness of the content. For students who have difficulties in retelling, the teacher gives appropriate prompts and guidance. Design Intention: Pre-listening questions help students predict the content of the listening material, improve their listening efficiency, and activate their relevant background knowledge and vocabulary. Playing the listening material twice conforms to the law of listening teaching: the first time to grasp the main idea, the second time to extract details, which helps students gradually improve their listening comprehension ability. The gap-filling exercise focuses on core vocabulary and sentences, which not only consolidates the language points learned in Reading A but also lays a foundation for subsequent speaking activities. The retelling activity helps students internalize the listening content, improve their oral expression ability, and realize the connection between listening and speaking. Step 4: Viewing (Video Viewing and Discussion) The teacher plays a video clip about “A 93-Year-Old Pianist” (as mentioned in the teaching material), which tells the story of a 93-year-old elderly person who insists on practicing the piano every day and regards learning piano as a lifelong pursuit. Before playing the video, the teacher puts forward viewing tasks: 1. What does the elderly person do every day? 2. What is the elderly person’s attitude towards learning? 3. What can we learn from the elderly person? After playing the video twice, the teacher asks students to answer the viewing tasks independently first, then discuss in groups. The discussion topic is: “Combined with the video and Reading A, what do you think is the true meaning of ‘Learning for Life’? How can we practice ‘Learning for Life’ in our daily study and life?” During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to express their views freely, and helps students sort out their ideas. After the discussion, the teacher invites representatives from each group to share their group’s views. The teacher makes comments and summaries, emphasizing that “Learning for Life” is not only a concept but also a practice—it requires us to keep curious, persistent and willing to learn from every aspect of life, just like the famous people in Reading A and the elderly in the video. At the same time, the teacher guides students to connect the video content with their own lives, thinking about what new skills they can learn or what bad habits they can change in daily life. Design Intention: The video clip is vivid and intuitive, which can effectively attract students’ attention and deepen their understanding of the theme of “Learning for Life”. Viewing tasks guide students to watch the video with purpose, improve their ability to extract information from video materials. Group discussion provides students with a platform to exchange ideas, cultivate their critical thinking ability and cooperative learning ability. Connecting the video content with students’ own lives helps students internalize the theme, and lays a solid foundation for the subsequent speaking activity. Step 5: Speaking (Oral Expression and Communication) First, the teacher introduces the speaking task: Interview Activity—“My Out-of-Class Learning Experience”. Students work in groups of 4, and each group designs 5-6 interview questions around the topic of “out-of-class learning experience”, such as “What is your most impressive out-of-class learning experience?” “What did you learn from this experience?” “How did this experience help you grow?” “Do you have any plans for lifelong learning?” The teacher provides appropriate guidance for the design of interview questions, ensuring that the questions are closely related to the theme and easy to answer. After the groups finish designing the interview questions, the teacher invites each group to present their questions, and makes comments and revisions to ensure the rationality and pertinence of the questions. Then, the interview activity starts: In each group, students take turns to be interviewers and interviewees, conduct interviews seriously, and take notes of the key points of the interviewees’ answers. During the activity, the teacher walks around the classroom to guide students to use the core vocabulary and sentences learned in this class (such as “learning experience”, “persevere”, “gain”, “lifelong learning”) in the interview, and corrects their pronunciation and grammar mistakes in time. After the interview activity, the teacher organizes a class report: Each group chooses one of the most impressive interview contents, and the group representative makes a 3-minute report in front of the class, introducing the interviewee’s out-of-class learning experience and the enlightenment brought by it. After each report, the teacher and other students can ask questions, such as “Why do you think this experience is impressive?” “What can we learn from this experience?” to promote interactive communication. Finally, the teacher makes a summary of the speaking activity, affirming the performance of each group, emphasizing the key points of oral expression (such as fluency, accuracy, and appropriateness), and encouraging students to bravely express their views and actively participate in oral communication. At the same time, the teacher guides students to realize that oral expression is an important way to convey ideas, and only through more practice can they improve their oral English ability. Design Intention: The interview activity is closely related to the theme of this class and students’ life experiences, which can stimulate students’ enthusiasm for participation and make them have something to say. Designing interview questions helps students consolidate the core vocabulary and sentences learned, and cultivate their ability to design questions. The interview and class report activities not only improve students’ oral expression ability and communication ability but also enable students to share their own learning experiences, learn from each other, and deepen their understanding of the theme of “Learning for Life”. The teacher’s guidance and correction help students standardize their oral expression and improve their language application ability. Step 6: Summary and Extension First, the teacher leads students to summarize the content of this class: Review the core vocabulary and key sentences in Reading A, the main content of the listening material and the video clip, and the key points of the speaking activity. The teacher emphasizes that this class revolves around the theme of “Learning for Life”, and we have learned that learning is not limited to the classroom, but exists in every aspect of life; lifelong learning is an important quality for personal growth, and we should keep learning, keep progressing. Then, the teacher puts forward the extension task: 1. Write a short passage (80-100 words) about your own out-of-class learning experience, using the core vocabulary and sentences learned in this class; 2. After class, communicate with your classmates about your lifelong learning plans, and try to use the expressions learned in this class. The teacher explains the requirements of the extension task in detail, ensuring that students know how to complete it. Design Intention: The summary helps students sort out the knowledge and skills learned in this class, form a systematic knowledge framework, and deepen their understanding of the theme. The extension task connects classroom learning with after-class practice, enabling students to further consolidate the language points learned, and apply the knowledge and skills learned in the classroom to practical writing and communication. At the same time, it helps students develop the habit of lifelong learning and realize the practical significance of the theme of this class. Step 7: Homework Arrangement 1. Finish the extension task: Write a short passage about your own out-of-class learning experience (80-100 words), and submit it in the next class. 2. Review the core vocabulary and key sentences in Reading A, and recite 5 key sentences. 3. Watch the video clip again after class, and try to retell the main content of the video in English. 4. Prepare for the next class: Preview the relevant content of the unit, and collect one story about lifelong learning. Design Intention: The homework is closely related to the content of this class, which is helpful for students to consolidate the knowledge and skills learned, and improve their language application ability. Reciting key sentences helps students master the language points solidly. Previewing and collecting stories helps students lay a foundation for the next class and maintain their interest in learning the unit theme. 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 $