Unit 1 Feeling good-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 1 Feeling good-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Enable students to master vocabulary and sentence patterns related to emotional expression, understand the main idea and details of the reading passage, and improve their ability to read for information and express emotions in English. Thinking Quality: Guide students to analyze the causes and expressions of different emotions, develop critical thinking and logical reasoning skills, and learn to view emotional issues from multiple perspectives. Cultural Awareness: Help students understand the similarities and differences in emotional expression between different cultures, cultivate respect for cultural diversity, and enhance cross-cultural communication awareness. Learning Ability: Train students to use effective reading strategies, develop autonomous learning and cooperative learning skills, and cultivate the awareness of actively applying English to express emotions in daily life. 教学重难点 Key Points: Master core vocabulary (e.g., emotion, cheerful, anxious, relieved) and sentence patterns about emotional expression; understand the structure of the reading passage, grasp its main idea and key details; complete interactive activities to improve the ability of emotional expression in English. Difficult Points: Comprehend the implied meaning and emotional tone in the passage; use the learned vocabulary and sentence patterns flexibly to express personal emotions in real contexts; understand the cultural differences in emotional expression and apply them properly in communication. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a warm-up activity. First, show students some pictures of different facial expressions (e.g., smiling, frowning, crying, looking relaxed) on the screen, and ask them to guess the emotions expressed in the pictures in English. Then, the teacher asks two simple questions: “How do you feel when you get good grades?” and “What do you usually do when you feel sad?” to guide students to express their own emotions in simple English. After 3-4 students share their answers, the teacher summarizes: “Emotions are an important part of our daily life. Today, we will learn a passage about feelings and explore how to express and deal with different emotions properly through reading and interaction.” Design Intent: This lead-in activity is closely related to the unit theme “Feeling good” and students’ daily life. By observing facial expression pictures and answering simple questions, students can quickly enter the theme of emotional expression, activate their existing vocabulary and experience related to emotions, and arouse their interest in learning the new lesson. At the same time, it lays a foundation for the subsequent reading and interactive activities, helping students build a connection between their own life experience and the teaching content. Step 2: Pre-reading (Pre-reading Preparation) First, the teacher presents the new words and phrases in the reading passage on the screen, including core vocabulary such as emotion, cheerful, anxious, relieved, frustrated, cope with, and cheer up, as well as key phrases like be full of, take pride in, and in trouble. For each new word and phrase, the teacher explains its meaning with simple English, combines it with simple example sentences (e.g., “She felt relieved when she heard the good news.”), and guides students to read it aloud twice to ensure they master the pronunciation and basic usage. Then, the teacher briefly introduces the background of the reading passage: “The passage is about a student named Li Ming who meets some difficulties in his study and life, and how he adjusts his emotions and feels good again with the help of his friends and teachers. Now, let’s predict: What difficulties may Li Ming meet? How will he deal with his bad emotions?” Students are invited to discuss in pairs for a short time and share their predictions. Design Intent: Pre-reading preparation is an important link to help students overcome reading obstacles. By teaching new words and phrases in advance, students can avoid being hindered by unknown vocabulary during reading, which helps them focus on understanding the content of the passage. Predicting the passage content can stimulate students’ curiosity and initiative, guide them to form a preliminary understanding of the passage, and lay a foundation for the subsequent intensive reading. Pair discussion also cultivates students’ cooperative learning ability and oral expression ability in a subtle way. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the passage from the overall to the local, from the surface to the deep. First, skimming: The teacher asks students to read the passage quickly (skimming) and answer two questions: 1. Who is the main character of the passage? 2. What is the main idea of the passage? After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea: The passage mainly tells the story of Li Ming, who feels frustrated and anxious because of his poor exam results and difficulty in getting along with his classmates, but finally adjusts his emotions and feels cheerful again with the help of his friend Wang Hong and his teacher. Design Intent: Skimming training helps students master the reading strategy of grasping the main idea quickly. By asking simple questions, students can focus on the key information of the passage during skimming, avoid being distracted by trivial details, and improve their reading efficiency. At the same time, it helps students form an overall understanding of the passage structure and lay a foundation for the subsequent detailed reading. Second, scanning: The teacher asks students to read the passage again carefully (scanning) and complete a table about Li Ming’s emotions and the reasons for them. The table is as follows: Time/Event Li Ming’s Emotions Reasons After the exam Frustrated and anxious He got poor exam results. When talking with Wang Hong Relieved Wang Hong listened to him patiently and encouraged him. After talking with the teacher Cheerful and confident The teacher gave him some useful suggestions and praised his progress. After students finish filling in the table, the teacher checks the answers with the whole class, corrects the mistakes, and asks students to read the relevant sentences in the passage aloud to strengthen their understanding of the key details. Design Intent: Scanning training helps students master the reading strategy of finding specific information quickly. By filling in the table, students can sort out the key information of the passage clearly, understand the changes of Li Ming’s emotions and the reasons behind them, and deepen their understanding of the passage content. At the same time, it helps students cultivate the ability of extracting and organizing information, which is an important part of language competence. Third, intensive reading: The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing the key sentences and emotional tone in each paragraph, and helping students understand the implied meaning of the passage. For the first paragraph, the teacher asks: “What does the sentence ‘I felt like the whole world was against me’ mean?” Guide students to understand that this sentence expresses Li Ming’s strong sense of frustration and helplessness after failing the exam. Then, the teacher asks: “Why did Li Ming feel that way?” Let students find the reasons from the passage (poor exam results, being laughed at by some classmates) and understand the connection between events and emotions. For the second paragraph, focus on analyzing the dialogue between Li Ming and Wang Hong. The teacher asks: “What did Wang Hong do to help Li Ming?” (Listened patiently, encouraged him, told him that everyone has bad days) and “How did Li Ming’s emotion change after talking with Wang Hong?” (From frustrated to relieved). Then, the teacher guides students to read the dialogue aloud in pairs, requiring them to express the appropriate emotional tone (Li Ming’s sadness and helplessness, Wang Hong’s kindness and encouragement), so as to experience the emotional communication between the two characters. For the third paragraph, analyze the conversation between Li Ming and the teacher. The teacher asks: “What suggestions did the teacher give Li Ming?” (Make a study plan, ask for help when meeting difficulties, take part in after-school activities) and “Why did Li Ming feel cheerful and confident after talking with the teacher?” (The teacher’s understanding and encouragement made him realize his own advantages and regain confidence). Then, the teacher asks students to think: “What can we learn from the teacher’s words?” Guide students to understand that we should treat others’ mistakes and difficulties with a tolerant attitude and give help and encouragement to others. For the last paragraph, the teacher asks: “What does Li Ming learn from his experience?” Let students find the key sentence in the passage: “I realized that feeling good is not about being perfect, but about accepting ourselves and knowing how to cope with our emotions.” Then, the teacher guides students to discuss the meaning of this sentence, helping them understand the core idea of the passage: everyone will have bad emotions, and the key is to accept themselves and find appropriate ways to deal with emotions, so as to feel good. Design Intent: Intensive reading is the key link to help students deeply understand the passage. By analyzing key sentences and emotional tone paragraph by paragraph, students can not only master the language knowledge in the passage, but also deeply understand the emotional changes of the characters and the core idea of the passage. Reading dialogue in pairs and discussing key sentences can not only improve students’ oral expression ability and reading comprehension ability, but also cultivate their thinking quality, guide them to think deeply about emotional issues and form correct emotional attitudes. Step 4: During-interaction (Interactive Activities) After intensive reading, the teacher organizes interactive activities to help students apply the learned knowledge to practice, improve their ability of emotional expression and communication, and realize the interaction between students and students, students and teachers. Activity 1: Role-play. Divide students into groups of three, and assign roles: Li Ming, Wang Hong and the teacher. Let students act out the dialogue in the passage, requiring them to pay attention to the emotional tone and body language, and try to add their own words appropriately to make the dialogue more natural and real. After each group finishes the performance, the teacher comments on their performance, affirming their advantages and putting forward suggestions for improvement (e.g., paying more attention to the emotional expression, making the body language more appropriate). Design Intent: Role-play is a practical and interesting interactive activity. By acting out the dialogue in the passage, students can not only consolidate the vocabulary and sentence patterns learned in the passage, but also deeply experience the emotional communication between the characters, improve their oral expression ability and performance ability. At the same time, group cooperation can cultivate students’ cooperative learning ability and team spirit, and make the classroom atmosphere more active. Activity 2: Group discussion. The teacher puts forward the discussion topic: “What do you usually do when you feel sad, anxious or frustrated? How can we help our friends who are in bad emotions?” Divide students into groups of 4-5, and let them discuss the topic freely. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance and help when necessary (e.g., reminding students to use the vocabulary and sentence patterns learned in the lesson). After the discussion, each group sends a representative to share their views with the whole class. The teacher summarizes the students’ views, and adds some practical methods to deal with bad emotions (e.g., doing sports, listening to music, talking to friends or family, writing diaries), guiding students to form a positive attitude towards emotional management. Design Intent: Group discussion is an important way to cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic is closely related to students’ daily life, which can stimulate students’ enthusiasm for participation, let them combine their own life experience to share their views, and apply the learned vocabulary and sentence patterns to practical communication. At the same time, through sharing and communication, students can learn from each other’s experience, understand different ways of dealing with emotions, and cultivate their ability of caring for others and communicating with others. Activity 3: Sentence making. The teacher presents the core vocabulary and sentence patterns learned in the lesson (e.g., cope with, cheer up, be full of, take pride in, I feel... because..., When I feel..., I usually...), and asks students to make sentences according to their own experience. Each student makes 2-3 sentences, then shares them with their deskmates, and finally the teacher invites several students to share their sentences with the whole class, correcting mistakes and affirming good sentences. Design Intent: Sentence making is a simple and effective way to consolidate the learned language knowledge. By making sentences combined with their own experience, students can flexibly use the core vocabulary and sentence patterns, improve their language expression ability, and deepen their understanding of the meaning and usage of the vocabulary and sentence patterns. Sharing sentences with deskmates and the whole class can also enhance students’ confidence in speaking English and stimulate their interest in learning English. Step 5: Post-reading (Summary and Extension) First, summary: The teacher invites students to summarize the main content of the lesson, including the main idea of the passage, the key vocabulary and sentence patterns, and the methods of dealing with bad emotions. Then, the teacher makes a final summary: “In this lesson, we have learned a passage about Li Ming’s emotional changes, mastered some core vocabulary and sentence patterns related to emotional expression, and discussed how to deal with bad emotions and help friends in need. We should remember that feeling good is not about being perfect, but about accepting ourselves and knowing how to cope with our emotions. I hope everyone can apply what we have learned today to our daily life, maintain a positive attitude, and care for others around us.” Design Intent: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. Letting students summarize by themselves can cultivate their ability of organizing and expressing information, and enhance their sense of participation and achievement. Second, extension: The teacher introduces some Western cultural customs about emotional expression, such as “In Western countries, people usually express their emotions directly, while in China, people are more reserved in expressing their emotions sometimes.” Then, the teacher asks students to think: “What are the differences in emotional expression between Chinese and Western cultures? Why are there such differences?” Let students discuss briefly, and the teacher makes a supplement and explanation. Finally, the teacher assigns a homework: Write a short passage (80-100 words) about your own emotional experience, including what made you feel happy/sad/anxious, and how you dealt with it. Require students to use the vocabulary and sentence patterns learned in the lesson. Design Intent: Cultural extension helps students understand the cultural differences in emotional expression, cultivate their cultural awareness and cross-cultural communication ability, which is in line with the requirements of core literacy. Assigning writing homework can consolidate the knowledge learned in the lesson, improve students’ writing ability, and let students apply the learned knowledge to practical writing, realizing the combination of reading and writing. At the same time, writing about their own emotional experience can also help students sort out their own emotions and cultivate a positive emotional attitude. 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 $