资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 1 Assessing Your Progress & Project & Video Time
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
巩固gentle、patent、circumstance等单元核心词汇，熟练运用定语从句关系代词、关系副词，能完成词汇变形、语法填空题型。
读懂孙中山人物语篇，梳理人物生平与三民主义核心思想，提取文本关键信息并规范作答阅读理解题。
区分传记（biography）与自传（autobiography）文体，掌握读书报告标准写作框架，完成完整人物读书报告并进行课堂展示。
观看梅兰芳京剧专题视频，匹配生平时间与对应事件，梳理其艺术成就与爱国品格，能用英文简单介绍梅兰芳。
结合单元全部杰出人物素材辩证思考“何为伟大”，培养信息提取、合作探究、书面与口头综合表达能力。
二、教学设计依据
（一）教材分析
本课为单元收尾综合拓展课，整合词汇语法检测、孙中山拓展阅读、传记读书报告写作、梅兰芳影视赏析四大模块，对本单元所学内容进行巩固与升华。
语言板块：Assessing Your Progress集中复盘单元词汇与定语从句核心语法，依托孙中山人物语篇实现语法落地练习，查漏补缺学生薄弱点；
写作板块：Project板块对比传记与自传两种文体，提供经典传记范文与标准化读书报告模板，完成“阅读人物—书写人物”教学闭环；
视听板块：Video Time以京剧大师梅兰芳为素材，落实中华优秀传统文化育人目标；
前后关联：串联屠呦呦、爱因斯坦、孙中山、梅兰芳等全部单元人物素材，汇总描述生平、品质、贡献的全套语料，为单元检测做好铺垫。
（二）学情分析
知识基础：学生初步掌握基础定语从句结构，但whose、where等引导词易混淆；对biography、autobiography概念陌生；对孙中山、梅兰芳生平了解有限。
能力短板：长难句中先行词判断容易出错；写作只会罗列人物事迹，缺少个人感悟评价；视听材料提取时间、事件信息速度较慢，小组展示逻辑零散。
兴趣特点：学生对短视频、人物故事、分组展示活动参与度更高，本土历史、文艺名人更容易引发情感共鸣，适合匹配任务、范文仿写、影视赏析类课堂活动。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 识记gentle, sum up, patent等核心词汇，掌握固定搭配与词形变换；
② 辨析which/who/whose/where/when等定语从句引导词，能在人物语篇中准确选用；
③ 抓取孙中山短文关键信息，完整回答配套阅读理解问题；
④ 掌握读书报告写作结构，独立完成观点清晰、层次完整的英文读书报告；
⑤ 从梅兰芳视频中提取关键时间与事件，撰写简短人物英文介绍。
2. 思维品质
① 归纳单元词汇、定语从句解题规律，形成分类整理文本信息的逻辑思维；
② 对比孙中山、屠呦呦、梅兰芳、海伦·凯勒等不同领域伟人，归纳杰出人物共有品质，辩证分析个人努力与时代成就的联系；
③ 区分传记、自传写作逻辑，学会客观评价人物与书籍；
④ 结合梅兰芳蓄须明志史实，形成关于艺术从业者家国情怀的独立判断。
3. 文化意识
① 了解孙中山与三民主义，认识近代革命先驱的历史价值；
② 知晓梅兰芳对京剧的传承与国际传播贡献，体会其民族气节，建立传统戏曲文化自信；
③ 对比中外杰出人物，理解坚守、奉献、爱国是所有伟大人物的共同特质。
4. 学习能力
① 掌握单元知识归纳方法，能自主梳理词汇、语法核心考点；
② 小组分工完成写作构思、互评、展示任务，提升合作学习效率；
③ 学会借助表格、清单梳理视听文本关键信息；
④ 养成课后单元复盘、自主查漏补缺的学习习惯。
（二）教学重难点
教学重点
巩固单元核心词汇，正确选用各类定语从句引导词，完成词汇、语法填空练习；
区分传记与自传，掌握读书报告写作框架，完成习作并课堂展示；
梳理梅兰芳人生时间线，概括其艺术成就与爱国精神，能用英文介绍京剧大师。
教学难点
在复杂人物长难句中精准识别先行词，灵活选用定语从句引导词；
读书报告融合事迹叙述、人物评价、个人感悟三层内容，避免单纯复述故事；
结合梅兰芳相关史实，有理有据地输出对“伟大”的深度个人观点。
四、教学准备
多媒体素材：孙中山、梅兰芳、海伦·凯勒、乔布斯四张人物肖像；梅兰芳专题短视频、《贵妃醉酒》戏曲片段；
纸质学习资料：词形填空、定语从句填空、孙中山阅读问答题、传记自传区分要点、读书报告写作提纲、范文摘抄区；
前置任务：背诵本单元gentle、patent、circumstance等核心单词；搜集一位自己感兴趣的中外名人传记名称。
五、教学过程设计
Step 1 Assessing Your Progress
Task 1 Word form filling
1. The teacher leads students to look through all the target words first.
2. The teacher asks students to finish the word filling exercise independently, and invites several students to share their answers one by one.
① To our surprise, he was actually the gentle and caring father of three children.
② To sum up, his fame and wealth were gained through hard work and his in-depth knowledge of his business.
③ A genius for invention, Thomas Edison obtained scores of patents.
④ Under no circumstances should we do terrible things to other people.
⑤ As a botanist, he takes notes on the properties of any plant he encounters.
⑥ The first-person narrator is a stylistic device that has been used by many novelists and poets throughout the ages.
3. The teacher guides students to analyze the collocations and word families of gentle, sum up, patent, circumstance, encounter, novelist.
Task 2 Reading & Grammar: Passage about Sun Yat-sen
1. The teacher leads students to skim the whole passage to get the general idea of Sun Yat-sen and the Three Principles of the People.
2. The teacher asks students to read the text carefully again and fill blanks with proper relative pronouns or adverbs.
Sun Yat-sen (1866 -1925) was widely considered to be the founder and forerunner of modern China. He was only in power for a short time, when he was president of the country in 1912. So it may seem odd to some people whose knowledge of China may be limited that he is such an important figure. However, his influence is not based on his time in office, but on his continuous struggle for a better society and his concern for all Chinese people. He also put forward many advanced ideas which brought the Chinese people together, in particular, the Three Principles of the People. These principles were inspired by Lincoln, who/whom he admired, and were developed when he was travelling overseas, where he went to find support for his country. The first principle is about nationalism, which indicates that China should never be divided and should not be under any foreign control. The second is about people’s rights. It means that all people have great value and should also have the same rights. The third is about people’s livelihood, which means that the government should create opportunities for people to make a good living.
3. The teacher guides students to summarize the rules of choosing attributive clause connectives after checking all answers together.
Task 3 Comprehension questions about Sun Yat-sen
The teacher puts forward six reading questions , and guides students to find supporting details from the text to answer each question.
① Why is Sun Yat-sen considered an important figure in modern China, despite his short time in power
His importance is based on his continuous struggle for a better society and his concern for all Chinese people, not on his time in office.
② What did Sun Yat-sen put forward that helped unite the Chinese people
He put forward many advanced ideas, especially the Three Principles of the People.
③ Who inspired Sun Yat-sen’s Three Principles of the People
Lincoln, whom he admired.
④ Where did Sun Yat-sen develop the Three Principles of the People
When he was travelling overseas, where he went to find support for his country.
⑤ What does the principle of nationalism mean according to the passage
China should never be divided and should not be under any foreign control.
⑥ What does the principle of people’s livelihood require the government to do
Create opportunities for people to make a good living.
Task 4 Reflecting
1. The teacher divides the whole class into groups of four. Ask students to discuss four reflective questions about the whole unit. Students need to combine figures they have learned in this unit to express their real thoughts.
Did this unit cause you to change your thoughts about greatness If so, how
Will what you have learnt in this unit inspire you to improve yourself If so, how
What was the most important idea that you learnt in this unit
Overall, I thought this unit was inspiring useful so-so difficult.
2. The teacher leads students to exchange group opinions and makes a general conclusion about students’ gains from this unit.
Step 2 Project — Prepare a book report
Task 1 Group discussion: Tell biography and autobiography apart
1. The teacher divides the whole class into groups of four, and asks students to discuss three questions in groups.
① Have you ever read a biography or an autobiography of a great person Would you recommend this book Why or why not
② Which great person would you like to read more about
③ Where can you find recommendations for good biographies or autobiographies
2. The teacher shows clear definitions of biography and autobiography.
A biography is a detailed third person account of another person’s life story. It contains basic information about the subject’s life—like their place of birth, education, interests, various accomplishments and life events of a real person.
An autobiography is a life story written by the person about their own life. The writer tells their own experiences, feelings and life events, mostly using the first person.
Students need to list the differences between the two writing styles on their worksheet.
3. The teacher guides students to analyze three classic book examples: Biography of Cao Xueqin, The Story of My Life, Steve Jobs.
4. Through three videos, the teacher presented students with the personal stories of Cao Xueqin, Helen Keller, and Steve Jobs.
Task 2 Learn the writing standards of a book report
The teacher leads students to read four key writing points, and guides students to mark the necessary parts of a complete book report.
Use the examples above to help you.
Write about how the book makes you feel or think about that person.
Write about your overall feelings about the book and its quality.
Give your opinion: Should others read this book as well Why or why not
Task 3 Sample report appreciation
1. The teacher puts the sample report of The Story of My Life and asks students to read the sample silently by themselves.
The Story of My Life, by Helen Keller, 1903
Helen Keller (1880-1968) was one of the most motivational figures in the 20th century. In many ways, she stood in the face of a great challenge, losing her sight and hearing at a very young age, and against all odds led a successful and long life. Helen Keller wrote this biography herself at the age of 22. She wrote at first about her family before her illness, and then continued with documenting her thoughts and feelings after the illness that caused her to become unable to hear and see. It is Helen Keller’s strength of character and determination demonstrated in this book that inspires me most. Anyone interested in her and in how to overcome challenges in life should read this book.
2. The teacher guides students to divide the sample into four parts: basic information, character experience, personal feeling and recommendation.
3. Students need to underline useful descriptive sentences they can use in their own writing.
Task 4 Draft writing & peer presentation
1. Students need to complete a short book report according to the writing frame.
2. The teacher guides students to exchange drafts and check each other’s writing with the evaluation checklist.
3. Each group selects one representative. Students need to stand up and present their book report to the whole class.
Step 3 Video Time
Task 1 Guess related information
The teacher displays a video of The Drunken Beauty and four guiding questions:
① What kind of opera is it （Beijing Opera.）
② What is the name of this opera （The Drunken Beauty.）
③ Who is the most famous opera actor （Mei Lanfang.）
④ What do you know about Mei Lanfang
Task 2 Before you watch: Match time phrases with Mei Lanfang’s life events
The teacher displays the matching exercise and asks students to finish the matching task alone.
① at age 8→F started to learn Beijing Opera
② in his 20s→G became known internationally for his acting skill
③ in 1919→E began to travel and perform abroad
④ after eight years of attempts→B succeeded in taking Beijing Opera to the USA
⑤ over 50 years on stage →D developed a style called the “Mei Lanfang School”
⑥ in 1961→C died of heart disease
⑦ in 1894→A born in Beijing
Task 3 While you watch: Complete the fill-in sentences
The teacher plays the complete video about Mei Lanfang. Asks students to fill in the missing information on their task sheet while watching.
① The great Indian author Rabindranath Tagore was inspired to write a poem about Mei Lanfang.
② In the USA, many fans stood in long queues after the performances to shake his hand.
③ Mei Lanfang brought Beijing Opera abroad so that more people could understand and appreciate the beauty of Chinese culture and art.
④ When Japanese troops invaded China, Mei Lanfang refused to do any performances for their entertainment.
2. If students miss some answers, the teacher leads students to replay key parts of the video to finish all blanks.
Task 4 Write a brief introduction
The teacher asks students to watch the video for the second time. Then the teacher puts forward the writing requirement: write a brief introduction to Mei Lanfang.
Mei Lanfang was born in Beijing in 1894. He started to learn the art of Beijing Opera when he was young and became a leading actor in Beijing Opera's dan role. He quickly became famous among Chinese audiences for his acting skill. He also spread the opera around the world and was recognised by foreigners. He dedicated his whole life to the art of Beijing Opera. Beijing Opera is now on the international list of art forms that make up the world's intangible cultural heritage, and is still enjoyed by young and old, men and women, around the world.
Task 5 After you watch: In-depth group discussion
The teacher puts forward three thinking questions related to Mei Lanfang and guides students to combine video details to discuss in groups.
① How did Mei Lanfang become a legend in the art of Beijing Opera
Because of his great acting skill and because he took traditions from the past and adapted the best parts to create new and enrich old forms of Beijing Opera.
② Why is Mei Lanfang greatly loved by so many people
Because of his great kindness to all people and his deep love for his country.
③ Who else can you think of that has committed himself/herself to the development of China’s art or music culture
There are many people who have committed themselves to the development of China’s art and music culture. One person I admire is Qi Baishi, a great traditional Chinese painter, who was most famous for painting simple and small things like shrimps, fish, flowers, etc.
Step 4 Exercise
The teacher distributes the cloze worksheet to every student. Ask students to finish the passage independently. Remind students to pay attention to verb tenses, non-finite verbs and logical conjunctions.
Peking Opera actress Dong Yuanyuan proposed integrating the art of Peking Opera with digital technology to compete for more young audiences. 1. As a national treasure in China, the art form is becoming increasingly alienated, especially by younger generations. Her 2. proposal (propose) might be one of the most effective ways to help resolve the problem.
In November 2021, the “Digital Mei Lanfang” project 3. was launched (launch) in Beijing. The late Mei Lanfang (1894-1961) now, is once again able to “appear” in front of audiences thanks to digital technology. Dong saw that Master Mei was “really talking” on stage, 4. which made her get very excited and emotional.
Since then, she 5. has worked (work) hard to deeply integrate the traditional Chinese art with modern technology. In addition, Dong has adopted more flexible means 6. to promote (promote) Peking Opera and suggests that traditional artistic elements, such as tunes from Peking Opera, could also be used in pop songs in an ancient Chinese style. So far, a dozen of such songs have been very well-received by audiences, 7. including (include) young people. However, there are many obstacles to overcome.
A tech expert mentioned it was very difficult to imitate Master Mei’s facial expressions and voice as well as the materials of his costumes. This project was a process of technological implementation, 8. combined (combine) with traditional culture. So there is a 9. truly (true) long way to go before a digital Peking Opera human with real-time interaction capability is created.
A digital Mei Lanfang is a good beginning, a breakthrough in promoting Peking Opera 10. and other traditional art forms. Therefore, all levels of society should pay attention and lend their support to this endeavor.
Step 5 Summary
Use words like gentle, patent, circumstance correctly. Master relative pronouns/adverbs in passages.
Understand a video about Mei Lanfang, extract timeline/event details, and discuss his legacy in groups.
Draft book reports with clear opinions and structure.
Step 6 Homework
1. Sort out all vocabulary and grammar points of Unit 1 in notebooks for full review.
2. Preview the content of the next lesson in advance.
六、板书设计
Unit 1 People of Achievement (Assessing Your Progress & Project & Video Time)
1. Key Words: patent, circumstance, encounter, gentle, sum up
2. Grammar: Attributive clause (which / who / whose / where)
3. Text Types
Biography (3rd person) Autobiography (1st person)
4. Book Report Structure: Intro → Life story → Personal feeling → Recommendation
5. Mei Lanfang: Master of Beijing Opera, patriotic cultural messenger
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价
全程记录学生课堂参与状态与任务完成情况：词汇语法环节，观察学生自主完成习题的速度、主动举手分享解题思路的参与度；写作环节，巡查每位学生提纲、初稿完成情况，留意同伴互改时能否找准作文问题；视频环节，收集学生时间匹配、填空任务的完成情况，记录小组讨论中学生发言频次与观点丰富度。重点关注平时内向、基础薄弱学生是否愿意参与课堂交流，捕捉每位学生的课堂进步点，及时口头给予鼓励。
2. 书面成果综合评价
课后收集单元词汇语法习题、读书报告、视频配套任务单三份书面材料，整体查看学生对单元词汇、定语从句、传记写作、人物信息提取的整体掌握情况，汇总全班共性错误，梳理学生普遍存在的知识漏洞，作为后续查漏补缺的依据。
3. 发展性观察评价
对比学生本节课与单元开篇课堂表现，关注每位学生自身的进步变化：比如能否独立梳理人物时间线、是否敢于上台展示、能否自主运用单元品质词汇评价人物，以个人前后成长作为评价依据，不横向对比学生分数高低。
（二）教学反思
1. 课堂优势
采用“复习—写作—影视赏析”的闭环设计，兼顾语言巩固、写作输出与传统文化渗透。任务由易到难，兼顾不同基础学生；引入孙中山、梅兰芳等本土人物，增强学生文化自信。多模态课堂形式丰富，视频、讨论、写作结合，课堂氛围活跃，学生参与度较高。
2. 现存问题
词汇语法讲解耗时偏久，挤压视频赏析、写作练习的课堂时间；定语从句难点缺少专项小练习，部分学生仍混淆引导词用法；不少学生写读书报告只会复述故事，缺少个人感悟类语句；小组讨论时少数学生沉默，课堂参与不均衡。
3. 优化改进方案
课前布置单词、语法预习，课堂只集中讲解共性错题，节省课时；增加定语从句微型仿写练习，当堂巩固语法难点；板书多提供评价类万能句型，引导学生丰富作文感悟段落；采用强弱搭配分组，给学困生简单发言提示；补充梅兰芳蓄须明志相关素材，加深学生理解。

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