Unit 3 The way we are-A Reading and interaction 教案-2025-2026学年高中英语沪教版必修第三册

Unit 3 The way we are-A Reading and interaction 教学目标和重难点 教学目标 It focuses on language ability by mastering topic-related words and reading skills, cultivates thinking quality through text analysis and critical discussion, develops cultural awareness by understanding diverse lifestyles, and enhances learning ability via independent and cooperative learning. 教学重难点 Key points: Understand the text’s main idea and logical structure, master core vocabulary and phrases about lifestyles. Difficult points: Analyze the text’s deep meaning and logical relationships, and use target language to express personal views on lifestyles. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The teacher starts the class by showing a series of pictures and short video clips related to "lifestyles". The pictures include different scenes such as students’ daily study and life, people’s work styles in different occupations, and family life in different regions. The video clip is a 1-minute short film that briefly shows the diverse lifestyles of teenagers around the world—some are busy with academic tasks, some are committed to extracurricular hobbies, some live in nuclear families, and some grow up in extended families. After playing the video, the teacher asks two guiding questions: “What lifestyles do you see in the pictures and video? How is your daily lifestyle different from or similar to those shown?” Then, the teacher organizes a free discussion activity. Students are encouraged to share their own daily schedules, hobbies, family routines, and views on their own lifestyles. For example, some students may talk about their habit of getting up early to exercise, some may share their after-school reading time, and others may mention the communication mode with their parents. During the discussion, the teacher listens carefully, gives positive feedback in time, and guides students to use simple English expressions related to lifestyles, such as “get up early”, “do homework”, “spend time with family”, “develop hobbies” and so on. At the same time, the teacher writes down the key words and phrases mentioned by students on the blackboard for later use. Design Intent: The lead-in link combines visual materials (pictures and videos) and oral discussion, which can quickly attract students’ attention and arouse their learning interest. By showing diverse lifestyles, students can have a preliminary understanding of the theme of the unit, activate their existing life experience and language reserves related to lifestyles, and lay a solid foundation for the subsequent reading link. The free discussion activity not only provides students with the opportunity to practice oral expression, but also helps the teacher understand students’ prior knowledge level, so as to adjust the teaching progress and content in a targeted manner. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher focuses on explaining the core vocabulary and phrases related to the reading text. According to the text content, the key vocabulary includes “lifestyle”, “routine”, “priority”, “balance”, “adjust”, “adapt”, “pressure”, “leisure”, “responsibility” and phrases such as “keep a balance between... and...”, “adapt to”, “take priority over”, “deal with pressure”. For each word and phrase, the teacher first pronounces it correctly and guides students to follow along, then explains its basic meaning and usage, and gives simple and easy-to-understand example sentences combined with students’ daily life. For example, when explaining “keep a balance between study and leisure”, the teacher gives the example sentence: “We should keep a balance between study and leisure to avoid being too tired.” When explaining “adapt to”, the example sentence is: “It takes time for new students to adapt to the new school life.” After the vocabulary explanation, the teacher organizes a quick memory game. The teacher says the Chinese meaning of the word or phrase, and students quickly respond with the corresponding English; or the teacher says the English word, and students explain its meaning and make a simple sentence. This game can help students consolidate the newly learned vocabulary in a relaxed and pleasant atmosphere, improve their memory efficiency, and lay a foundation for smooth reading. Next, the teacher guides students to predict the content of the reading text. The teacher shows the title of the text “The way we are” and the pictures in the text (such as pictures of teenagers studying, communicating with friends, and participating in family activities). Then, the teacher asks students to work in groups of 4 to discuss and predict: “What do you think the text will talk about? Who may be the main characters in the text? What aspects of lifestyles will be mentioned?” Each group is given a few minutes to discuss, and then each group sends a representative to share their prediction results. The teacher writes down the reasonable prediction points of each group on the blackboard, and then says: “Let’s read the text to check whether your predictions are correct.” Design Intent: Vocabulary is the foundation of reading. Previewing core vocabulary before reading can help students avoid obstacles in understanding the text due to unfamiliar words, improve reading speed and comprehension efficiency. The memory game makes vocabulary learning no longer boring, stimulates students’ learning enthusiasm, and enhances their ability to use vocabulary flexibly. Predicting the text content can stimulate students’ reading desire, cultivate their ability of logical reasoning and prediction, and make students read with purpose, which is conducive to improving the effect of reading comprehension. Step 3: While-reading (In-depth Reading and Skill Training) This link is divided into three parts: skimming, scanning and close reading, which gradually guides students to understand the text from shallow to deep, and trains their reading skills at the same time. First, skimming. The teacher asks students to read the text quickly (skimming) and complete two tasks: Find out the main idea of the text; Divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher invites several students to share their answers. The main idea of the text is: It introduces the lifestyles of several teenagers, discusses the factors affecting people’s lifestyles (such as family, study, hobbies, pressure, etc.), and expresses the view that everyone should have a positive lifestyle and keep a balance between various aspects of life. The text can be divided into three parts: the first part (Paragraph 1) introduces the theme of lifestyles and points out that everyone’s lifestyle is different; the second part (Paragraphs 2-4) introduces the lifestyles of three teenagers with different characteristics and their troubles and efforts; the third part (Paragraph 5) summarizes the importance of a positive lifestyle and puts forward suggestions. During the sharing process, the teacher corrects and supplements students’ answers in time, guides students to grasp the core information of the text, and trains their ability to extract the main idea quickly. At the same time, the teacher explains the skills of skimming: when skimming, you don’t need to read every word and sentence carefully, but focus on the title, topic sentence, beginning and ending of each paragraph, so as to quickly grasp the main content of the text. Second, scanning. The teacher asks students to read the text again (scanning) and complete a detailed information form. The form includes the following contents: the name of the teenager, his/her daily routine, his/her hobbies, the pressure he/she faces, and the way he/she deals with the pressure. Students need to find the corresponding information in the text quickly and fill in the form accurately. After completing the form, students exchange their answers in pairs, check each other for errors, and then the teacher randomly invites several students to show their forms and explains the key points and difficult points in the form filling process. For example, when filling in the information of “the way to deal with pressure”, students need to find sentences such as “I often talk to my friends when I feel stressed” and “She tries to adjust her schedule to reduce pressure” in the text. The teacher guides students to pay attention to the key words in the text, such as “however”, “for example”, “so” and other conjunctions, which can help them locate information quickly. At the same time, the teacher explains the skills of scanning: scanning is to find specific information in the text quickly according to the given task, which requires students to have a clear goal and focus on the key words related to the task. Third, close reading. The teacher guides students to read the text carefully paragraph by paragraph, analyze the key sentences, logical relationships and the author’s emotional attitude, and deeply understand the deep meaning of the text. The teacher puts forward targeted questions for each paragraph to guide students to think in depth: Paragraph 1: “Everyone has their own way of living, and it is shaped by many factors.” What factors do you think will shape a person’s lifestyle? (Guide students to combine their own experience and the following content of the text to think, and lay a foundation for understanding the following content.) Paragraph 2: What is Li Ming’s daily routine? Why does he feel stressed sometimes? How does he deal with it? (Guide students to analyze Li Ming’s lifestyle, understand the pressure faced by teenagers in study, and cultivate their ability to care about others.) Paragraph 3: What is Wang Hong’s hobby? How does her hobby affect her lifestyle? What can we learn from her? (Guide students to realize the importance of hobbies in life and encourage them to develop positive hobbies.) Paragraph 4: Why does Zhang Wei feel confused about his lifestyle? What does he plan to do? (Guide students to think about the problems that may be encountered in the process of forming their own lifestyle, and cultivate their ability to solve problems.) Paragraph 5: What is the author’s suggestion on lifestyle? Do you agree with it? Why? (Guide students to grasp the author’s view and form their own understanding and views on lifestyles.) During the close reading process, the teacher focuses on analyzing the key sentences and difficult sentences in the text. For example, the sentence “It is important to keep a balance between study and leisure, because both are necessary for our growth.” The teacher guides students to analyze the structure of the sentence (it is + adj. + to do sth.), explains the meaning of the sentence, and lets students make similar sentences according to this structure. Another example is the sentence “Although we may face many pressures in life, we can adjust our attitude and find ways to deal with them.” The teacher guides students to understand the logical relationship of “although...”, and explains the usage of the conjunction “although”. In addition, the teacher guides students to analyze the logical relationship between paragraphs. For example, the first paragraph puts forward the theme, the second to fourth paragraphs give specific examples to illustrate the theme, and the fifth paragraph summarizes and puts forward suggestions. This kind of logical structure makes the text coherent and clear, and guides students to learn to sort out the logical structure of the text, which is conducive to improving their reading comprehension ability and writing ability. Design Intent: The while-reading link adopts the progressive mode of skimming, scanning and close reading, which conforms to the law of students’ cognitive development. Skimming trains students’ ability to extract the main idea quickly; scanning trains students’ ability to locate specific information quickly; close reading guides students to deeply understand the text, analyze key sentences and logical relationships, and cultivate their critical thinking ability. The design of targeted questions can guide students to think in depth, stimulate their thinking enthusiasm, and make them actively participate in the reading process. At the same time, the analysis of key sentences and difficult sentences helps students master the language knowledge in the text and improve their language application ability. Step 4: Post-reading (Consolidation, Application and Expansion) This link is mainly to help students consolidate the knowledge and skills learned in the reading process, apply the target language to practice, and expand their thinking and vision. First, Text Retelling. The teacher asks students to retell the text in their own words. They can choose to retell the whole text or a part of it. Before retelling, the teacher gives students a few minutes to sort out the key information of the text with the help of the main idea and the information form filled in earlier. Then, the teacher invites several students to retell in front of the class. During the retelling process, the teacher encourages students to use the newly learned vocabulary and phrases, and corrects their pronunciation, intonation and grammatical errors in time. For students who have difficulty in retelling, the teacher gives appropriate prompts, such as key words and sentences, to help them complete the retelling task. Second, Group Discussion. The teacher divides students into groups of 4-5 and puts forward the discussion topic: “What kind of lifestyle do you think is a positive and healthy lifestyle? How can we keep a balance between study, family, hobbies and other aspects in our daily life? Share your own plans and suggestions.” Each group is given 10 minutes to discuss. During the discussion, the teacher walks around the classroom, guides students to use the target language to communicate, helps them solve the language problems encountered in the discussion, and ensures that every student participates in the discussion. After the discussion, each group sends a representative to share the group’s discussion results. The teacher gives positive comments and supplements, and guides students to form a correct view on lifestyles. Third, Language Practice. The teacher designs two language practice tasks: Fill in the blanks with the newly learned vocabulary and phrases. The sentences are closely related to the text and students’ daily life, such as “We should ______ a balance between study and leisure.” (keep), “She is trying to ______ to the new school life.” (adapt), “He often ______ with his parents when he feels stressed.” (talks). Write a short passage (about 80-100 words) about your own lifestyle, including your daily routine, hobbies, pressure and the way to deal with pressure. Students need to use the newly learned vocabulary and phrases and the sentence structures analyzed in the close reading link. After completing the task, students exchange their short passages in pairs, give comments and suggestions to each other, and then the teacher selects a few excellent short passages to read in class and comment on them, affirming the advantages and pointing out the areas that need improvement. Fourth, Expansion and Extension. The teacher introduces the lifestyles of teenagers in different countries and regions (such as the United States, Japan, Germany, etc.) through pictures and short introductions. For example, teenagers in the United States pay more attention to independent development and extracurricular activities; teenagers in Japan have a more rigorous daily routine and attach great importance to group cooperation; teenagers in Germany pay more attention to the combination of study and practice. Then, the teacher asks students to discuss: “What are the differences between the lifestyles of teenagers in different countries and ours? What can we learn from each other?” This activity can broaden students’ vision, cultivate their cultural awareness, and let them understand and respect diverse cultures. Design Intent: Text retelling helps students consolidate the content of the text, improve their oral expression ability and logical organization ability. Group discussion provides students with more opportunities to practice oral communication, cultivates their cooperative learning ability and critical thinking ability, and enables them to apply the target language to real communication scenarios. Language practice tasks (filling in the blanks and writing short passages) help students consolidate the newly learned vocabulary and sentence structures, improve their language application ability, and lay a foundation for subsequent writing. The expansion and extension link broadens students’ vision, cultivates their cultural awareness, and conforms to the requirements of core literacy training. Step 5: Summary and Homework First, Summary. The teacher leads students to summarize the content of this class together. The summary includes three aspects: The main content of the reading text: the introduction of diverse lifestyles and the importance of a positive lifestyle; The core vocabulary and phrases learned: such as “lifestyle”, “keep a balance between... and...”, “adapt to” and so on; The reading skills mastered: skimming, scanning and close reading. At the same time, the teacher emphasizes the key and difficult points of this class, and reminds students to review and consolidate in time. Second, Homework. The teacher assigns three levels of homework to meet the needs of different students: Basic homework: Review the core vocabulary and phrases learned in this class, copy each word and phrase 3 times and make 1 example sentence; read the text aloud for 10 minutes every day, and record the reading audio. Intermediate homework: Complete the language practice tasks (filling in the blanks and writing short passages) carefully, and revise the short passage according to the comments of the teacher and classmates; retell the text to your family or friends in English. Advanced homework: Collect information about the lifestyles of teenagers in a foreign country that you are interested in, write a short introduction (about 120 words), and prepare to share it in the next class; think about how to improve your own lifestyle and write a personal lifestyle improvement plan. Design Intent: The summary link helps students sort out the knowledge and skills learned in this class, form a systematic knowledge framework, and deepen their understanding and memory. The hierarchical homework design fully considers the differences in students’ learning levels, so that every student can complete the homework within their ability, and at the same time, it can stimulate students’ learning potential and meet the needs of their personalized development. Basic homework focuses on consolidating the basic knowledge and skills; intermediate homework focuses on applying the knowledge learned; advanced homework focuses on expanding and improving, cultivating students’ independent learning ability and innovation ability. 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 $