Unit 4 My space-A Reading and interaction 教案-2025-2026学年高中英语沪教版必修第一册

Unit 4 My space-A Reading and interaction 教学目标和重难点 教学目标 Language competence: Master key words and sentence patterns about "my space" to understand and express space - related meanings. Cultural awareness: Understand the cultural connotation of personal space and respect cross - cultural differences. Thinking quality: Develop logical and critical thinking through analyzing text structure and exploring themes. Learning ability: Cultivate autonomous and cooperative learning skills in reading and interaction activities. 教学重难点 Key points: Understand the main idea and details of the text The 1940s House, master compound adjectives with hyphens and adverbs in the text. Difficult points: Analyze the logical relationship of the text, use the learned language to discuss personal space and express personal views. 教学过程 Step 1: Lead - in (Lead - in Activity) The teacher starts the class by showing pictures of different personal spaces, including a teenager’s bedroom, a study room, a 1940s house, and a modern living room. Then the teacher asks students two questions: “What can you see in these pictures? ” and “What does your own space look like? ” Students are invited to share their answers freely in pairs first, and then several groups are selected to present their ideas to the whole class. After that, the teacher presents the title of the reading text The 1940s House and asks: “What do you think life was like in a 1940s house? Can you make a prediction? ” Design Intention: This lead - in activity is designed to arouse students’ interest in the topic of “my space” by connecting with their real life experiences. Showing pictures of different spaces, especially the 1940s house, helps students build a preliminary cognitive connection with the text content. Pair discussion and class presentation not only provide students with opportunities to practice oral expression, but also lay a foundation for the subsequent reading and understanding of the text. Predicting the text content can activate students’ prior knowledge and improve their reading initiative. Step 2: Pre - reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary in the text, including core nouns (e.g., coal - burning stove, ration, air - raid), adjectives (e.g., two - storey, handmade, rationed), adverbs (e.g., patiently, strictly, surprisingly) and compound adjectives with hyphens (e.g., coal - burning, hand - made, two - storey). For each word, the teacher explains its meaning with simple English, combines it with pictures or short sentences related to the 1940s life, and guides students to read and remember the words. For example, when explaining “coal - burning stove”, the teacher shows a picture of a coal - burning stove and says: “A coal - burning stove is a stove that uses coal to cook or keep warm, which was widely used in the 1940s. ” Then, the teacher briefly introduces the background of the 1940s, focusing on the social situation in Britain during World War II, such as food rationing, air raids and the living conditions of ordinary families. The teacher uses simple and easy - to - understand English to explain: “In the 1940s, World War II was happening. Many countries, including Britain, were affected. People’s daily life was hard. Food, clothes and other things were rationed, and they had to face air raids from time to time. ” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading helps students reduce reading obstacles and improve reading fluency. Combining words with pictures and context makes it easier for students to understand and remember the words. Introducing the historical background of the 1940s helps students understand the social environment reflected in the text, which is conducive to their in-depth understanding of the text content and the emotional connotation behind it. At the same time, it also infiltrates cultural knowledge and lays a foundation for the cultivation of cultural awareness. Step 3: While - reading (Comprehensive Reading and Interaction) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following question: “What is the main idea of the text? ” After students finish reading, they are asked to share their answers. The teacher summarizes and sorts out: “The text mainly tells the story of a British family participating in a life experiment in a 1940s house, describing their daily life and feelings in the house, and showing the living conditions of ordinary families in Britain in the 1940s. ” Design Intention: Skimming is an important reading skill. This activity aims to train students’ ability to quickly grasp the main idea of the text, help students form an overall understanding of the text, and lay a foundation for in-depth reading. Asking students to share their answers can check their reading effect and stimulate their participation. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully (scanning) and complete a detail - filling task. The task content is as follows: 1. The 1940s house is a ______ house with no modern appliances. 2. People in the 1940s had to wash clothes ______ because there was no washing machine. 3. Food was ______ strictly, so people could only get a small amount of food every week. 4. The family felt ______ at first, but they gradually got used to the life in the 1940s house. After students finish the task, the teacher checks the answers with the whole class, explains the key points in the task, and emphasizes the use of key words and sentence patterns. Design Intention: Scanning training helps students improve their ability to find key information quickly. The detail - filling task is closely combined with the text content, which can not only check students’ understanding of the text details, but also help students consolidate the key vocabulary and sentence patterns learned. Explaining the key points can help students deepen their understanding of the text and lay a foundation for the subsequent language application. Activity 3: Analyzing Text Structure The teacher divides the text into three parts according to the logical structure and asks students to discuss in groups: “What is the main content of each part? ” After the discussion, each group sends a representative to share their opinions. The teacher summarizes: Part 1 (Paragraph 1 - 2): Introduction of the 1940s house and the life experiment. Part 2 (Paragraph 3 - 5): Detailed description of the family’s daily life in the 1940s house, including housework, food and daily activities. Part 3 (Paragraph 6 - 7): The family’s feelings and insights after the experiment. Then, the teacher guides students to analyze the logical relationship between paragraphs. For example, the teacher asks: “How does the author connect Paragraph 3 and Paragraph 4? ” Students are guided to find the transitional words and sentences, and understand that the author uses “Besides” to connect the content of housework and food, showing the logical relationship of addition. The teacher also guides students to pay attention to the use of adverbs in the text, such as “patiently”, “strictly” and “surprisingly”, and asks: “What role do these adverbs play in the text? ” Students are invited to express their views, and the teacher summarizes: These adverbs can make the description more vivid and accurate, and help express the author’s feelings and attitudes. Design Intention: Analyzing the text structure helps students understand the logical arrangement of the text and improve their logical thinking ability. Group discussion can cultivate students’ cooperative learning ability and make them learn from each other. Guiding students to pay attention to transitional words and adverbs can help them master the writing skills of the text and lay a foundation for their own writing. At the same time, this activity also helps students deepen their understanding of the text content and improve their reading ability. Activity 4: Exploring Theme and Emotional Connotation The teacher asks students to read the text again and think about the following questions: 1. What did the family think of the life in the 1940s house at first and later? Why did their feelings change? 2. What can we learn from the family’s life experiment? 3. What is the author’s purpose in writing this text? Students are asked to discuss these questions in groups, and then the teacher organizes the whole class to exchange and discuss. The teacher guides students to realize that the family felt difficult and uncomfortable at first, but gradually got used to it and even found happiness in the hard life. The experiment made them cherish the present life more. The author’s purpose is to show the living conditions of ordinary families in the 1940s, let readers understand the hardships of the past, and cherish the happy life now. Design Intention: Exploring the theme and emotional connotation of the text is the key to in-depth reading. This activity aims to guide students to think deeply about the text content, understand the emotional expression of the author and the positive significance contained in the text, and cultivate their critical thinking ability and emotional perception ability. Group discussion and class exchange can stimulate students’ thinking and make them have a more comprehensive and in-depth understanding of the theme. Step 4: Post - reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Practice The teacher designs two practice tasks to help students consolidate the key vocabulary and sentence patterns learned. Task 1: Fill in the blanks with the correct form of the given words (coal - burn, ration, patient, surprise). 1. My grandmother used to wash clothes ______ by hand. 2. In the 1940s, food was ______ to every family. 3. The ______ stove in the old house is still in good condition. 4. We were ______ to find that he could speak English fluently. Task 2: Rewrite the sentences using compound adjectives with hyphens. 1. A stove that burns coal is called a coal - burning stove. 2. A dress that is made by hand is a handmade dress. 3. A house with two storeys is a two - storey house. After students finish the tasks, the teacher checks the answers, corrects the mistakes, and emphasizes the key points of usage. Design Intention: Vocabulary and sentence pattern practice is an important link to consolidate the learning effect. These two tasks are closely combined with the text content, which can help students flexibly use the key vocabulary and sentence patterns learned, improve their language application ability, and lay a foundation for the subsequent oral and written expression. Activity 2: Group Discussion and Interaction The teacher sets a discussion topic: “Compare the 1940s house with your own space, and talk about the differences and similarities. What do you think is the significance of personal space? ” Students are divided into groups of 4 - 5 to discuss the topic. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group selects a representative to make a report to the whole class. The teacher makes comments on the reports, affirms the advantages of each group, and puts forward suggestions for improvement. Design Intention: This activity combines the text content with students’ real life, which can stimulate students’ interest in expression and improve their oral expression ability and cooperative learning ability. Guiding students to compare the 1940s house with their own space helps them deepen their understanding of the theme of “my space” and cultivate their ability to think and analyze problems. The teacher’s comments can help students find their own shortcomings and improve their language expression ability. Activity 3: Writing Practice The teacher asks students to write a short passage about their own space. The requirements are as follows: 1. Introduce your own space (e.g., bedroom, study room). 2. Describe the layout and decorations of your space. 3. Explain why you like your space and what it means to you. 4. Use at least 3 key words and 2 compound adjectives with hyphens learned in the text. Students are asked to complete the writing independently. After finishing, students exchange their passages in pairs and help each other revise and improve them. Then the teacher selects several excellent passages and ordinary passages to comment on in the class, analyzes the advantages and disadvantages of the passages, and guides students to improve their writing ability. Design Intention: Writing practice is an important way to test students’ language application ability. This writing task is closely combined with the text content and the discussion topic, which can help students apply the learned vocabulary and sentence patterns to practical writing, improve their writing ability. Pair revision can cultivate students’ ability to evaluate and revise articles, and class comments can help students learn from each other and improve their writing level. Step 5: Summary and Extension First, the teacher summarizes the content of this class with the students: “In this class, we read the text The 1940s House, understood the main idea and details of the text, mastered the key vocabulary and sentence patterns, analyzed the text structure and theme, and also practiced oral expression and writing. We learned about the living conditions of ordinary families in the 1940s and realized the importance of cherishing the present life. ” Then, the teacher puts forward an extension task: “After class, please collect some information about the living spaces in different historical periods or different countries, and share it with the class in the next class. You can also write a short passage about the living space in a certain historical period or country. ” Design Intention: Summarizing the class content helps students sort out the knowledge learned in the class and strengthen their memory. The extension task can expand students’ vision, let them understand more knowledge about personal space and cultural differences, and further cultivate their cultural awareness and autonomous learning ability. At the same time, it also paves the way for the subsequent teaching content. 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 $