Unit 4 Achievements-A Reading and interaction 教案-2025-2026学年高中英语沪教版必修第二册

Unit 4 Achievements-A Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master core vocabularies and sentence patterns about achievements, improve reading and interactive communication ability. Cultural Awareness: Understand achievements in different fields and respect diverse values of success. Thinking Quality: Develop logical and critical thinking through text analysis and discussion. Learning Ability: Cultivate autonomous and cooperative learning skills for lifelong learning. 教学重难点 Key Points: Comprehend the main idea and details of the reading text, master the usage of core words (e.g., outstanding, achieve, struggle) and sentence patterns related to achievements. Difficult Points: Analyze the logical structure of the text and express personal views on achievements fluently in interactions. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures and short video clips of outstanding achievements in different fields, such as scientific inventions (e.g., the development of hybrid rice), sports (e.g., Olympic champions’ efforts), and cultural creation (e.g., classic literary works). Then the teacher asks open-ended questions to guide students to participate in the discussion: “What do you think is an achievement? Can you name some great achievements around you or in history? What qualities do people need to achieve their goals?” After students share their ideas freely, the teacher summarizes their answers, emphasizes the theme of “achievements” and connects it with the unit topic. Then the teacher introduces the reading text briefly, telling students that they will read a passage about remarkable achievements and the stories behind them, and guides students to predict the content of the text based on the title and pictures. Design Intention: The warm-up activity uses visual materials to arouse students’ interest in the topic of achievements, which is closely related to students’ daily life and cognitive level. Asking open-ended questions encourages students to express their own views, activates their existing knowledge and vocabulary reserve about achievements, and lays a solid foundation for the subsequent reading and interaction. Predicting the text content helps students form a preliminary cognitive framework, improve their reading initiative and predictability, which is in line with the requirements of cultivating students’ learning ability in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases of the reading text, including outstanding, achieve, struggle, defeat, maintain, dramatic, shortage, medal, institute, and key phrases such as make achievements, struggle against, break through, be committed to, in the face of. For each word and phrase, the teacher explains the meaning and usage with simple English, combines them with example sentences related to the topic of achievements, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “struggle”, the teacher says: “Struggle means to try very hard to do something when it is difficult. For example, many scientists struggle against difficulties to make great achievements.” Then, the teacher introduces the necessary background knowledge related to the reading text, such as the background of the achievements mentioned in the text, the life stories of the people who made the achievements, and the social significance of these achievements. The teacher uses simple and concise English to avoid too much difficult information, ensuring that students can understand the background and better grasp the text content. At the same time, the teacher asks students to think about the question: “What difficulties do you think people may encounter when pursuing achievements?” to further deepen their understanding of the topic. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies and phrases helps students reduce reading obstacles, improve reading speed and comprehension ability, which is an important part of cultivating students’ language competence. Introducing background knowledge helps students understand the cultural and social context of the text, broaden their horizons, and enhance their cultural awareness. Asking guiding questions enables students to establish a connection between the background knowledge and the text content, laying a foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and detailed reading, to help students understand the text from the overall to the local, and gradually deepen their comprehension. First, skimming: The teacher asks students to read the text quickly within a certain range, and then answer two questions: 1. What is the main idea of the text? 2. What fields of achievements are mentioned in the text? After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text introduces several remarkable achievements in different fields, tells the stories of the people who made these achievements, and highlights the qualities and efforts required to achieve success. At the same time, the teacher sorts out the structure of the text with students, helping them understand that the text is divided into several parts: introduction of achievements, stories behind achievements, and enlightenment from achievements. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea and overall structure of the text, cultivate their ability to extract key information, and lay a foundation for in-depth reading. Sorting out the text structure helps students form a clear logical framework, which is conducive to improving their logical thinking ability, in line with the requirements of cultivating students’ thinking quality. Second, scanning: The teacher asks students to read the text again, scan for specific information, and complete an information form. The form includes the following columns: Field of Achievement, Specific Achievement, Person/Group Involved, Difficulties Encountered, and Qualities Reflected. Students need to find relevant information from the text and fill in the form independently. After completing, students can exchange their forms with their deskmates to check and correct each other. Then the teacher invites several groups to share their forms, and comments on the accuracy and completeness of the information, correcting the wrong information and supplementing the missing information. Design Intention: Scanning training helps students improve their ability to find specific information quickly and accurately, which is an important reading skill in daily and academic English. Completing the information form makes the text information more systematic and clear, helping students deepen their understanding of the details of the text. Exchanging and checking with deskmates cultivates students’ cooperative learning ability and communication ability, which is conducive to improving their learning ability and language competence. Third, detailed reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on analyzing key sentences, difficult sentences and the logical relationship between paragraphs. For example, for the sentence “Despite great difficulties and countless failures, they never gave up and finally achieved their goals”, the teacher guides students to analyze the meaning of “despite”, and discusses with students: “What does this sentence tell us about the people who made the achievements? What can we learn from them?” For difficult sentences, the teacher explains them in simple English, breaks down the sentence structure, and helps students understand the meaning. At the same time, the teacher guides students to pay attention to the transitional words in the text, such as however, therefore, besides, which help to connect paragraphs and clarify the logical relationship. After analyzing each paragraph, the teacher asks students to summarize the main content of the paragraph in their own words. Design Intention: Detailed reading helps students understand the deep meaning of the text, grasp the key and difficult points, and improve their ability to analyze and understand complex sentences. Analyzing key sentences and logical relationships helps students develop logical thinking and critical thinking ability, which is the core of cultivating students’ thinking quality. Asking students to summarize paragraphs in their own words helps them consolidate the text content and improve their language expression ability. Step 4: While-interaction (Discussion and Expression) Based on the reading content, the teacher designs interactive activities to guide students to use the knowledge and vocabulary they have learned to express their own views, realizing the combination of reading and interaction. First, group discussion: The teacher divides students into groups of 4-5, and assigns discussion topics: 1. Which achievement mentioned in the text impresses you the most? Why? 2. What qualities do you think are the most important for achieving success? Give examples to support your views. 3. What achievements do you want to make in your study and life? How will you achieve them? Before the discussion, the teacher reminds students to use the core vocabularies and sentence patterns learned in the class, such as “I think... because...”, “The most important quality is...”, “I want to achieve... by...”. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, provides guidance and help for students who have difficulties in expression, and encourages students to speak actively. Design Intention: Group discussion is an important form of interactive teaching, which can stimulate students’ enthusiasm for participation, cultivate their cooperative learning ability and communication ability. The discussion topics are closely related to the text content and students’ actual life, which helps students connect the text knowledge with their own experience, deepen their understanding of the theme of achievements, and improve their language expression ability. The teacher’s guidance and encouragement can help students build confidence in speaking English, which is conducive to cultivating students’ language competence and learning ability. Second, class presentation: After the group discussion, each group selects a representative to present the group’s discussion results to the whole class. The presentation time of each group is 2-3 minutes, and other students can ask questions or put forward different views after the presentation. The teacher comments on each group’s presentation, affirming their advantages, pointing out their deficiencies, and guiding students to use English more accurately and fluently. For example, if a student uses the word “achieve” incorrectly, the teacher corrects it in time and gives example sentences to help students master the usage. Design Intention: Class presentation provides students with a platform to show themselves, helps them improve their oral expression ability and public speaking ability. Asking questions and putting forward different views encourages students to think critically, cultivate their critical thinking ability. The teacher’s comments help students find their own deficiencies, improve their language use ability, and promote the improvement of their language competence. Third, interactive Q&A: The teacher asks students some open-ended questions related to the text and the theme of achievements, such as “Do you think failure is necessary for achieving achievements? Why or why not?”, “How should we deal with difficulties when pursuing our goals?”, and guides students to answer freely. At the same time, students are encouraged to ask questions about the text or the theme, and the teacher and other students answer them together. This link not only tests students’ understanding of the text, but also encourages students to think independently and express their own views. Design Intention: Interactive Q&A can enhance the interaction between teachers and students, and between students and students, create a relaxed and active classroom atmosphere. Open-ended questions can stimulate students’ thinking, cultivate their critical thinking and independent thinking ability. Encouraging students to ask questions helps them develop the habit of active thinking, which is conducive to improving their learning ability. Step 5: Post-reading (Consolidation and Extension) This step aims to help students consolidate the knowledge learned in the class, extend the theme of the text, and realize the transfer and application of knowledge. First, vocabulary and sentence pattern consolidation: The teacher arranges some exercises to help students consolidate the core vocabularies and sentence patterns learned in the class. For example, fill in the blanks with the correct form of the given words, or rewrite sentences with the required sentence patterns. After students finish the exercises, the teacher checks the answers with them, explains the key and difficult points, and helps students master the usage of vocabularies and sentence patterns. For example, the teacher gives the sentence “He worked hard and finally achieved his dream.” and asks students to rewrite it with “struggle against” and “make achievements”, so that students can flexibly use the learned knowledge. Design Intention: Vocabulary and sentence pattern consolidation is an important link to improve students’ language competence. Through targeted exercises, students can consolidate the knowledge learned, master the usage of vocabularies and sentence patterns, and lay a foundation for their future language use. The exercise design is closely related to the text content, which helps students realize the connection between knowledge and context. Second, text retelling: The teacher asks students to retell the main content of the text in their own words, either individually or in pairs. When retelling, students need to use the core vocabularies and sentence patterns learned, and sort out the logical structure of the text clearly. The teacher invites several students to retell the text in front of the class, and comments on their retelling, affirming their advantages, such as clear logic and accurate vocabulary use, and pointing out the places that need improvement, such as incomplete content or incorrect sentence structure. Design Intention: Text retelling helps students consolidate the text content, improve their language expression ability and logical thinking ability. Retelling in their own words requires students to understand the text deeply and convert the text language into their own language, which is conducive to the transfer and application of knowledge. The teacher’s comments help students improve their retelling ability and language use ability. Third, theme extension: The teacher guides students to extend the theme of “achievements” to their own study and life. The teacher asks students to write a short passage (about 80-100 words) about their own small achievements or the achievements they want to make in the future, including the difficulties they may encounter and the measures they will take. After students finish writing, they can exchange their passages with their deskmates, and help each other revise and improve. Then the teacher selects some excellent passages to read to the whole class, and comments on them, encouraging students to keep working hard to achieve their own achievements. Design Intention: Theme extension connects the text content with students’ actual life, helps students realize the practical significance of the theme of achievements, and guides students to establish correct values and life goals. Writing a short passage helps students improve their writing ability, and exchanging and revising with deskmates cultivates their cooperative learning ability and ability to find and correct mistakes. Reading excellent passages can stimulate students’ learning motivation and enhance their confidence in learning English. Fourth, summary and reflection: The teacher summarizes the content of the class, reviews the core vocabularies, sentence patterns and key points of the text, and emphasizes the importance of perseverance, courage and hard work in achieving achievements. Then the teacher asks students to reflect on their own performance in the class: What have you learned in this class? What are your strengths and deficiencies? What should you improve in the future? Students can think independently or share their reflections with their deskmates. Design Intention: Summarizing the class helps students sort out the knowledge learned, form a systematic knowledge framework, and consolidate the learning results. Reflection helps students understand their own learning situation, find their own deficiencies, and put forward improvement measures, which is conducive to cultivating their learning ability and self-evaluation ability. At the same time, it can also guide students to think about the theme of achievements deeply, and cultivate their positive attitude towards life. 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 $