Unit 1 Life Choices Reading Club 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Reading Club 教学目标和重难点 1. 教学目标 Language Competence: Master core words and complex sentences in the text, improve reading strategies like skimming and scanning, and express views on life choices in simple English. Cultural Awareness: Understand life choices in different cultural contexts, respect diverse lifestyles, and form a rational attitude towards cultural differences. Thinking Quality: Develop logical thinking by analyzing text structure and reasoning about the authors’ intentions, and cultivate critical thinking through discussing life choices. Learning Ability: Learn to use reading strategies independently, cooperate with peers in group activities, and reflect on personal learning to improve learning efficiency. 2. 教学重难点 Key Points: Comprehend the main idea and key details of the Reading Club texts, master core vocabulary and phrases related to life choices, and grasp basic reading strategies (skimming, scanning, inferring). Difficult Points: Understanding the deep meaning of the texts and the authors’ implied attitudes towards life choices, using the learned language to express personal views on life choices fluently and logically, and analyzing cultural connotations in the texts. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures of different life scenes: a student studying hard for exams, a young person traveling around the world, a volunteer helping others in remote areas, and an old man enjoying a quiet life with books and tea. Then the teacher asks the whole class open-ended questions in English: “What do you see in these pictures? What kind of life do you think these people are living? If you have a chance to choose, which kind of life will you pick and why?” After asking the questions, the teacher gives students 3 minutes to think independently, then invites 3-4 students to share their opinions with the class. When students share, the teacher listens carefully, gives positive feedback (such as “That’s a wonderful choice!” “I can understand your idea clearly.”), and writes down key words they use (e.g., choice, dream, effort, happiness, responsibility) on the blackboard. Finally, the teacher connects the students’ sharing to the unit theme: “Today, we will enter the Reading Club of Unit 1 Life Choices. Through two short passages, we will learn about different life choices and the reasons behind them, and we will also have the chance to think more about our own life choices.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the class topic. The open-ended questions provide students with the opportunity to express their true thoughts, activating their prior knowledge and life experience related to “life choices”. Writing down key words helps students build a vocabulary foundation for the subsequent reading activities. Meanwhile, the lead-in naturally connects students’ personal experience to the text content, laying a good emotional and cognitive foundation for the reading teaching. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the Reading Club texts on the screen, including both new words and key phrases related to life choices: combine...with..., turn...into..., come up with, wash down, weary, digestion, social occasion, custom, trend, etc. For each word and phrase, the teacher provides simple and easy-to-understand English definitions, example sentences (closely related to the text content), and appropriate gestures or pictures to help students understand. For example, when explaining “combine...with...”, the teacher says: “If you combine tea with snacks, it means you put tea and snacks together. Just like the people in the text combine tea with different food.” Then the teacher asks students to read the words and phrases after him/her twice to ensure correct pronunciation and intonation. Next, the teacher briefly introduces the background knowledge related to the texts. He/she says: “The two passages in the Reading Club are about teatime in different cultures. One is about afternoon tea in Britain, and the other is about yum cha in China. Do you know anything about British afternoon tea or Chinese yum cha? You can share your knowledge with your deskmate.” After 2 minutes of pair discussion, the teacher invites 2-3 pairs to share their ideas, then supplements the background information: “Afternoon tea originated in Britain in the 18th century, and it was first introduced by a duchess to solve the hunger between breakfast and supper. Yum cha is a traditional custom in southern China, which is not only about drinking tea but also a time for family and friends to gather and relax.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students reduce reading obstacles and improve reading efficiency. The example sentences closely related to the text enable students to connect vocabulary with the subsequent reading content, laying a foundation for understanding the text. The background introduction helps students understand the cultural context of the texts, which is conducive to cultivating their cultural awareness and better grasping the deep meaning of the texts. Pair discussion also encourages students to actively participate in the class and activate their existing cultural knowledge. Step 3: While-reading (Text Analysis and Reading Strategies Training) This step is divided into two parts: reading the first passage “More Than Just a Nice Warm Drink” and reading the second passage about yum cha. The teacher guides students to use different reading strategies to understand the texts step by step. Part 1: Reading the first passage (Afternoon Tea in Britain) 1. Skimming: The teacher asks students to read the first passage quickly and answer two questions: “What is the main topic of this passage?” “What did the Duchess of Bedford do to solve the hunger between meals?” After students finish reading, the teacher invites students to answer the questions. The correct answers are: “The main topic is British afternoon tea.” “She invited her friends to join her for an afternoon meal with cakes, sandwiches and tea.” Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text. The two simple questions guide students to focus on the core content of the passage, training their ability to extract key information quickly. 2. Scanning: The teacher asks students to read the passage again carefully and fill in the following table. The table includes four columns: Time, Background, Action of the Duchess, and Influence. The teacher gives students 5 minutes to complete the table, then checks the answers with the whole class, and explains the key details that students may miss. For example, when talking about the background, the teacher emphasizes: “In the 18th and 19th centuries, most English people ate only two main meals a day—breakfast and supper, so they were very hungry between the two meals.” When talking about the influence, the teacher points out: “Afternoon tea parties soon became popular social occasions and still play an important part in modern British social life.” Design Intention: Scanning helps students find specific details in the text accurately. The table is designed to help students sort out the logical structure of the passage clearly, understand the development of the event, and lay a foundation for analyzing the text structure later. Checking answers with the whole class ensures that all students grasp the key details and corrects their misunderstandings in time. 3. Close reading: The teacher guides students to read some key sentences in the passage and analyze their structure and meaning. For example, the teacher presents the sentence: “Different cultures combine tea with different food or snacks, turning teatime into a social occasion.” He/she asks students: “What is the function of the phrase ‘turning teatime into a social occasion’ in this sentence?” After students discuss in pairs, the teacher explains: “It is a present participle phrase used as a result adverbial, showing the result of combining tea with different food or snacks.” Then the teacher presents another sentence: “It is believed that the custom began thousands of years ago when teahouses started cropping up along the Silk Road to provide rest for weary travellers.” The teacher analyzes the sentence structure: “It is believed that... is a common sentence structure, meaning ‘People believe that...’; ‘when’ guides an attributive clause modifying ‘thousands of years ago’; ‘to provide rest for weary travellers’ is an infinitive phrase used as a purpose adverbial.” At the same time, the teacher asks students to find other complex sentences in the passage and analyze them in pairs. After 3 minutes, the teacher invites several pairs to share their analysis results and gives comments and supplements. In addition, the teacher guides students to think about the author’s attitude towards British afternoon tea: “What does the author think of British afternoon tea? How can you tell?” Students can find clues from the text, such as “more than just a nice warm drink” and “play an important part in the social life in modern Britain”, which show that the author thinks afternoon tea is an important social occasion with great significance. Design Intention: Close reading helps students deeply understand the text, master the structure of complex sentences, and improve their language competence. Analyzing the author’s attitude helps students cultivate their ability to infer the author’s intention, which is conducive to the development of their thinking quality. Pair discussion encourages students to cooperate and communicate, improving their learning ability and expression ability. Part 2: Reading the second passage (Yum Cha in China) 1. Skimming: The teacher asks students to read the second passage quickly and answer the question: “What is yum cha? What is the main function of yum cha in southern China?” After students finish reading, the teacher invites students to answer. The correct answers are: “Yum cha literally means ‘drinking tea’, but it actually refers to going to a restaurant to eat dim sum. In southern China, it is a time for family and friends to relax and catch up with each other in a casual environment.” Design Intention: Continuing to use the skimming strategy helps students consolidate the ability to quickly grasp the main idea of the text. The question is designed to let students focus on the core definition and function of yum cha, laying a foundation for the subsequent detailed reading. 2. Scanning: The teacher asks students to read the passage again and find the answers to the following questions: “When did the custom of yum cha begin? Why did teahouse owners start offering snacks with their tea?” Students read the passage carefully and find the answers: “The custom began thousands of years ago when teahouses started cropping up along the Silk Road. Because it was discovered that tea aids digestion, teahouse owners started offering snacks with their tea.” Design Intention: Scanning training is continued to help students further improve their ability to find specific information. The questions are closely related to the origin and development of yum cha, helping students understand the background and reasons of this custom, and laying a foundation for the subsequent cultural comparison. 3. Close reading: The teacher guides students to pay attention to the key phrases and sentences in the passage, such as “crop up”, “aid digestion”, “catch up with each other”, and asks students to explain their meanings in their own words. Then the teacher asks students to think about the similarities and differences between yum cha and British afternoon tea based on the two passages. The teacher writes the following two questions on the blackboard: “What are the similarities between yum cha and British afternoon tea?” “What are the differences between them?” Students discuss in groups of 4 for 5 minutes, then each group sends a representative to share their opinions. The teacher summarizes the students’ opinions: “Similarities: Both combine tea with food or snacks, and both are social occasions for people to gather. Differences: British afternoon tea originated from solving hunger between meals, while yum cha originated from providing rest for travellers; British afternoon tea is more formal with fine china and silver tableware, while yum cha is more casual and focuses on family and friends gathering.” Design Intention: Close reading helps students deeply understand the details of the second passage and master the key phrases. Group discussion on the similarities and differences between the two customs helps students cultivate their logical thinking and comparative thinking ability, and also deepens their understanding of the cultural connotations of the two texts, which is conducive to the cultivation of cultural awareness. Step 4: Post-reading (Consolidation and Extension) This step includes three activities: vocabulary consolidation, group discussion, and writing practice, to help students consolidate the learned knowledge and apply it to practice. Activity 1: Vocabulary Consolidation The teacher presents the following exercises on the screen: Fill in the blanks with the correct form of the given words and phrases (combine...with..., come up with, wash down, weary, digestion, social occasion). The sentences are closely related to the text content and daily life. For example: 1. We often ________ tea ________ snacks in our daily life. 2. The Duchess ________ a clever idea to solve the hunger problem. 3. He drank a cup of tea to ________ the cake. 4. After a long journey, the travellers felt very ________. 5. Drinking tea after meals is good for ________. 6. Afternoon tea is an important ________ in Britain. Students complete the exercises independently, then check the answers with the whole class. For the wrong answers, the teacher explains the reasons and guides students to correct them. Design Intention: Vocabulary consolidation exercises help students consolidate the core vocabulary and phrases learned in the class, and apply them to specific sentences, improving their ability to use language. The sentences closely related to the text and daily life make it easier for students to understand and master the usage of vocabulary and phrases. Activity 2: Group Discussion The teacher puts forward the discussion topic: “In modern society, people have many different life choices. Some people choose a busy life with a lot of challenges, while others choose a quiet and simple life. What kind of life do you want to choose in the future? Why? Please discuss in groups of 4 and prepare a 2-minute group report.” The teacher gives students 8 minutes to discuss. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides help when necessary (such as helping students use the learned vocabulary and sentences to express their views). After the discussion, each group sends a representative to give a group report. The teacher listens carefully, gives positive comments and suggestions, and encourages students to express their views bravely. For example, if a student says: “I want to choose a busy life because I like challenges. I think challenges can make me grow faster.” The teacher can say: “Your idea is very good! You can use the phrase ‘come up with’ to talk about how you will face challenges, such as ‘I will come up with different ways to solve the problems in my busy life’.” Design Intention: Group discussion provides students with the opportunity to use the learned language to express their views on life choices, improving their oral expression ability and cooperative learning ability. The discussion topic is closely related to the unit theme and students’ future life, which can arouse students’ deep thinking and help them form a rational attitude towards life choices, cultivating their thinking quality and emotional attitude. Activity 3: Writing Practice The teacher asks students to write a short passage (80-100 words) with the title “My Ideal Life Choice”. The requirements are: 1. Clearly state your ideal life choice. 2. Explain the reasons for your choice. 3. Use at least 3 core words or phrases learned in the class. The teacher gives students 10 minutes to complete the writing. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing (such as guiding students to organize their ideas, using the correct sentence structure), and reminds students to pay attention to the spelling and grammar. After students finish writing, the teacher collects some students’ works, reads them aloud in the class, and gives comments and corrections. For the good works, the teacher praises them and invites the students to share their writing ideas. For the works with problems, the teacher points out the problems and guides students to correct them. Design Intention: Writing practice is an important way to consolidate the learned language and improve students’ writing ability. The requirements of the writing task guide students to apply the core vocabulary and phrases to the writing, and express their views on life choices clearly and logically. Commenting on students’ works helps students find their own advantages and disadvantages, and improve their writing level. At the same time, writing about their own ideal life choice helps students further clarify their life goals and form a positive life attitude. Step 5: Summary and Homework 1. Summary: The teacher invites students to summarize what they have learned in this class. The teacher guides students to summarize from three aspects: vocabulary and phrases, reading strategies, and cultural knowledge. For example, the teacher asks: “What new words and phrases have we learned today?” “What reading strategies have we used?” “What do we know about British afternoon tea and Chinese yum cha?” After students finish summarizing, the teacher makes a final summary: “Today, we have learned two passages about life choices in different cultural contexts—British afternoon tea and Chinese yum cha. We have mastered some core vocabulary and phrases, practiced skimming, scanning and close reading strategies, and discussed our own ideal life choices. We should respect different life choices and cultural differences, and think carefully about our own life choices.” Design Intention: Letting students summarize what they have learned helps them sort out the knowledge system of the class, deepen their understanding and memory of the knowledge, and improve their ability to summarize and sort out knowledge. The teacher’s final summary helps students form a complete knowledge framework and sublimates the theme of the class. 2. Homework: The teacher assigns two types of homework: ① Basic homework: Recite the core vocabulary and phrases learned in this class, and read the two passages aloud for at least 3 times. ② Extended homework: Interview your parents or friends about their life choices, ask them about their ideal life and the reasons for their choices, and write a short interview report (100-120 words) in English. The report should include the interviewee’s name, age, life choice and reasons. Design Intention: Basic homework helps students consolidate the vocabulary and text content learned in the class, and improve their reading and reciting ability. Extended homework connects the classroom knowledge with real life, encourages students to communicate with others in English, improves their oral expression and writing ability, and also helps students understand the life choices of different people, further cultivating their cultural awareness and thinking quality. 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 $