Unit 3 The Story of Success-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第三册

Unit 3 The Story of Success-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language competence: Master key words and sentences to express success-related themes. Cultural awareness: Understand success values in different cultures. Thinking quality: Develop critical thinking about success. Learning ability: Improve autonomous and cooperative learning skills in theme exploration. 教学重难点 Key points: Grasp the main content of the text, master core vocabulary and sentence patterns about success. Difficult points: Analyze the logical structure of the text and express personal views on success in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with an open question: “What does success mean to you? Is it wealth, fame, happiness, or something else?” Then, the teacher shows pictures of three successful people from different fields—Stephen King, Anita Roddick and James Dyson, and briefly introduces their rough experiences of pursuing success (e.g., Stephen King’s first novel Carrie was rejected 30 times before publication). After that, the teacher asks students to work in pairs to discuss two questions: What do you know about these successful people? What qualities do you think they have to achieve success? After 5 minutes of pair discussion, invite 2-3 groups to share their opinions with the whole class. Finally, the teacher summarizes: “Success is not easy for anyone. It requires perseverance, courage, innovation and other qualities. Today, we will learn Section 4 Expanding Our Horizons to explore more stories of success and have a deeper understanding of the true meaning of success.” Design Intention: The lead-in links students’ prior knowledge and life experience with the theme of the unit. By asking open questions and showing typical cases of successful people, it can quickly arouse students’ interest in the theme of success, activate their existing vocabulary and expressions related to success, and lay a good foundation for the subsequent text learning. At the same time, pair discussion can cultivate students’ cooperative learning ability and initial expression ability, making them quickly enter the English learning state. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in this section on the screen, including “perseverance”, “innovation”, “overcome”, “setback”, “determination”, “achieve one’s goal”, “in the face of”, “give up” and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the theme of success (e.g., “Perseverance is the key to success. No matter how many setbacks we meet, we should not give up easily.”). Then, the teacher invites students to read the example sentences aloud and make simple sentences with these words and phrases by themselves, checking their mastery in time. Next, the teacher briefly introduces the background of the text: This section mainly introduces the success stories of several ordinary people who achieved extraordinary results through their own efforts, which is different from the famous people we talked about in the lead-in. These stories tell us that success is not exclusive to celebrities, and everyone can pursue and achieve success through hard work. The teacher also reminds students to pay attention to the logical connection between paragraphs when reading and try to find out the qualities that help these ordinary people succeed. Design Intention: Vocabulary is the foundation of text reading and expression. Previewing core vocabulary before reading can help students reduce obstacles in text understanding, improve reading efficiency, and lay a foundation for subsequent reading and expression activities. The brief introduction of the text background can help students have a preliminary understanding of the text content and reading focus, guide them to read with questions, and improve their reading pertinence. At the same time, the practice of making sentences can help students consolidate the usage of vocabulary and phrases and improve their language application ability. Step 3: While-reading (Text Comprehension and Analysis) This step is divided into three parts: skimming, scanning and careful reading, to help students understand the text from shallow to deep. Skimming: The teacher asks students to read the text quickly and answer two questions: (1) What is the main idea of the text? (2) How many success stories are introduced in the text? After reading, invite students to answer the questions. The teacher summarizes: The main idea of the text is that ordinary people can also achieve success through perseverance, hard work and other qualities. There are three success stories in the text, which are about a street vendor, a student and a volunteer respectively. Design Intention: Skimming is a fast reading skill that helps students grasp the main idea of the text quickly, cultivate their ability to extract key information, and lay a foundation for in-depth reading. The two simple questions can guide students to read with purpose and avoid aimless reading. Scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following table. The table includes three columns: “Characters”, “Experiences” and “Qualities for Success”. The teacher gives students proper guidance, such as reminding them to pay attention to key words and sentences in each paragraph, and mark the relevant information. After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes in time, and supplements the missing information. Design Intention: Scanning is a reading skill to find specific information quickly. By filling in the table, students can sort out the key information of each success story clearly, understand the experiences of the characters and the qualities that help them succeed, and further deepen their understanding of the text content. At the same time, it can cultivate students’ ability to extract and sort out information, which is an important part of language competence. Careful reading: The teacher asks students to read the text carefully paragraph by paragraph, and guides them to analyze the details and logical structure of the text. For the first paragraph (introduction), the teacher asks: “What is the function of the first paragraph? How does it lead to the following content?” Students discuss and answer, and the teacher summarizes: The first paragraph puts forward the view that “success belongs to those who work hard”, and leads to the following success stories of ordinary people through a rhetorical question, which plays a role of leading and setting the theme. For the paragraphs introducing the three success stories, the teacher guides students to analyze the details: (1) For the street vendor, why did he succeed? What difficulties did he meet and how did he overcome them? (2) For the student, what was his goal and how did he achieve it? (3) For the volunteer, what did she do to help others, and why was her behavior regarded as a kind of success? For each question, the teacher invites students to answer, and guides them to find the relevant sentences in the text to support their views. At the same time, the teacher helps students analyze the key sentences in the text, such as complex sentences and transitional sentences, and explains their structure and meaning, helping students master the usage of these sentences. For the last paragraph (conclusion), the teacher asks: “What is the main idea of the last paragraph? How does it echo the first paragraph?” Students discuss and answer, and the teacher summarizes: The last paragraph summarizes the views of the whole text, emphasizes that success is not about how much wealth or fame one has, but about making efforts to realize one’s own value and help others, which echoes the theme put forward in the first paragraph and forms a complete logical structure. Design Intention: Careful reading is the key link to understand the text in depth. By analyzing the function of each paragraph, key details and logical structure, students can have a comprehensive and in-depth understanding of the text content, grasp the author’s viewpoint and attitude, and improve their text analysis ability. At the same time, analyzing key sentences can help students consolidate their grammar knowledge and improve their ability to understand complex sentences, which is conducive to improving their language competence. The discussion link can also cultivate students’ critical thinking and cooperative learning ability. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, language practice and writing, to help students consolidate the knowledge learned and improve their language application ability. Group Discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Combined with the success stories in the text and your own experience, what do you think are the most important qualities for success? If you encounter setbacks in pursuing your goals, how will you deal with them?” The teacher requires each group to elect a recorder and a spokesman. During the discussion, the teacher walks around the classroom, guides students to express their views in English, helps them solve the language difficulties encountered in the discussion, and encourages students to put forward different opinions. After the discussion, each group’s spokesman gives a 2-3 minute report to share the group’s views. The teacher makes comments on each group’s report, affirms the advantages, points out the deficiencies, and guides students to have a more comprehensive understanding of the qualities of success. Design Intention: Group discussion can provide students with more opportunities to speak English, improve their oral expression ability and cooperative learning ability. The discussion topic is closely related to the text content and students’ life experience, which can stimulate students’ thinking, help them integrate the knowledge learned with their own experience, and deepen their understanding of the theme of success. At the same time, the teacher’s guidance and comments can help students correct their mistakes in expression and improve their language application level. Language Practice: The teacher presents several exercises on the screen to help students consolidate the core vocabulary, phrases and sentence patterns learned in this section. Exercise 1: Fill in the blanks with the correct form of the given words and phrases (perseverance, overcome, setback, achieve one’s goal, in the face of). For example: (1) We should have the ________ to keep trying even when we fail. (2) He finally ________ all the difficulties and became a successful man. (3) ________ many challenges, she never gave up her dream. Exercise 2: Rewrite the following sentences with the given sentence patterns. For example: Original sentence: He worked hard, so he achieved his goal. Rewritten sentence: He achieved his goal because he worked hard. The teacher asks students to finish the exercises independently first, then checks the answers with the whole class, explains the difficult points in time, and helps students consolidate the usage of vocabulary, phrases and sentence patterns. Design Intention: Language practice is an important link to consolidate the knowledge learned. Through filling in the blanks and rewriting sentences, students can further master the usage of core vocabulary, phrases and sentence patterns, and improve their ability to use language flexibly. Independent completion of exercises can cultivate students’ autonomous learning ability, and collective correction can help students find their own mistakes and make progress together. Writing: The teacher asks students to write a short passage with the title “My View on Success”, which requires: (1) Express their own understanding of success; (2) Combine with their own experience or the examples in the text to illustrate their views; (3) Use at least 5 core vocabulary and phrases learned in this section; (4) The logic is clear and the expression is fluent. Before writing, the teacher gives students proper guidance, such as helping them sort out the writing outline (introduction: put forward their own view on success; body: illustrate the view with examples; conclusion: summarize and express their determination to pursue success). During writing, the teacher walks around the classroom, provides help for students who have difficulties in writing, and reminds students to pay attention to the correct use of vocabulary, grammar and sentence patterns. After writing, invite 2-3 students to read their passages aloud, and the teacher makes comments on their passages, affirming their advantages in content and language, and putting forward suggestions for improvement. Then, students exchange their passages with their deskmates and revise them according to the teacher’s comments and their deskmates’ suggestions. Design Intention: Writing is an important way to test students’ language application ability. Through writing a short passage about their own views on success, students can integrate the knowledge learned in this section, improve their written expression ability, and at the same time, further deepen their understanding of the theme of success. The guidance of the writing outline can help students sort out their ideas and ensure the clarity of the passage’s logic. Mutual revision between deskmates can cultivate students’ ability to evaluate and revise their own and others’ works, and improve their writing level together. Step 5: Summary and Extension Summary: The teacher invites students to summarize what they have learned in this class, including the main content of the text, core vocabulary and phrases, and their own understanding of success. Then, the teacher makes a comprehensive summary: In this class, we learned the success stories of three ordinary people, mastered the core vocabulary and phrases related to success, analyzed the logical structure of the text, and expressed our own views on success through discussion and writing. We also realized that success is not exclusive to celebrities, but belongs to every person who works hard, persists and dares to overcome difficulties. Extension: The teacher assigns after-class tasks: (1) Read the text again and recite the key sentences; (2) Collect one more success story of an ordinary person and write a 100-word introduction to it; (3) Think about your own goals and write a short plan on how to achieve them, using the knowledge learned in this class. At the same time, the teacher encourages students to apply the qualities of success learned in this class to their daily study and life, and bravely pursue their own dreams. Design Intention: Summary can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge framework. Extension tasks can extend the learning content from the classroom to daily life, help students consolidate the knowledge learned, improve their autonomous learning ability and information collection ability, and at the same time, guide students to connect the theme of success with their own life, so as to achieve the goal of moral education and cultivate their positive life attitude. Step 6: Homework Feedback and Reflection (After-class) After class, the teacher carefully checks the students’ homework, including the writing task and the after-class extension task, records the common problems of students in vocabulary use, grammar application and content expression, and feedbacks to students in the next class. At the same time, the teacher reflects on the teaching process of this class, including whether the teaching links are reasonable, whether the teaching activities can effectively stimulate students’ interest, whether the students’ learning needs are met, and whether the teaching goals are achieved. According to the reflection results, the teacher adjusts and improves the teaching plan for the next class. Design Intention: Homework feedback can help the teacher understand the students’ mastery of the knowledge learned, find out the existing problems, and provide targeted guidance for students. Teaching reflection can help the teacher sum up experience and lessons, continuously improve the teaching level, and better meet the students’ learning needs, so as to improve the teaching effect. 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 $