Unit 1 Decisions-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master core vocabularies (gain, impress, loosen) and key structures (the to-infinitive as subject/predicative), and improve reading comprehension and interactive expression ability. Thinking Quality: Cultivate logical and critical thinking by analyzing the decision-making process in the text. Cultural Awareness: Understand decision-making concepts in different cultural contexts and enhance cross-cultural communication awareness. Learning Ability: Develop autonomous and cooperative learning skills through group interaction and self-reflection. 教学重难点 Key Points: Grasp the main idea and details of the reading passage, master the usage of core vocabularies and phrases (fend for oneself, in a nutshell), and use the to-infinitive correctly. Difficult Points: Analyze the logical relationship of long and difficult sentences in the text and express personal views on decision-making fluently and appropriately in interactions. 教学过程 Step 1: Lead-in (Lead-in and Topic Introduction) The teacher starts the class with an open question: “What important decisions have you made in your life? For example, choosing a hobby, a learning method, or a group activity.” Then, invite 3-4 students to share their decisions briefly in English. After that, the teacher shows some pictures related to different life decisions (such as choosing a job, continuing to study, or trying a new thing) and asks: “Do you think it is easy to make a wise decision? What factors will influence our decisions?” Guide students to discuss freely in pairs for a few minutes, and then invite several pairs to present their views to the whole class. Finally, the teacher summarizes: “Making decisions is an important part of our life. Today, we will read a passage about a person’s decision-making process in choosing a vocation, and explore how to make rational decisions through reading and interaction.” Design Intent: The lead-in question is closely connected to students’ real life, which can quickly arouse their interest and enthusiasm, and guide them to think about the theme of “decisions” actively. Pair discussion provides students with opportunities to practice oral expression initially, laying a foundation for subsequent interactive activities. Showing pictures helps students visualize the theme and deepen their understanding of the importance of decision-making, smoothly leading into the reading content of the unit. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases of the reading passage on the screen, including gain, impress, loosen, occupation, fend for oneself, in a nutshell, get the ball rolling, and loosen up. For each word and phrase, the teacher explains its meaning, pronunciation and usage with simple English, and gives example sentences combined with the context of the passage. For example, when explaining “gain a livelihood”, the teacher says: “Gain a livelihood means to make a living. In the passage, the writer says ‘I had gained a livelihood in various vocations’, which means he tried different jobs to make a living.” Then, the teacher organizes students to read the words and phrases aloud together twice to strengthen their memory and familiarity. Next, the teacher briefly introduces the background of the reading passage: “The passage is an excerpt from an autobiographical novel. The writer tried many different jobs in his early life, and finally made a decision to engage in writing. This passage mainly describes his experience of trying different vocations and his inner thoughts in the decision-making process.” At the same time, the teacher presents a simple introduction to autobiographical novels and the Virginia Daily Territorial Enterprise mentioned in the passage, helping students understand the cultural and background information related to the text and remove reading obstacles. Finally, the teacher puts forward pre-reading questions to guide students to predict the content of the passage: “1. What vocations did the writer try? 2. Why did he decide to change jobs repeatedly? 3. What decision did he finally make?” Ask students to write down their predictions on the exercise book, and then check whether their predictions are correct in the subsequent reading process. Design Intent: Previewing core vocabularies and phrases helps students lay a solid language foundation, avoid being blocked by new words in the reading process, and improve reading efficiency. Introducing background information enables students to understand the context of the passage better, which is conducive to in-depth understanding of the writer’s emotions and the theme of the text. Putting forward pre-reading questions can stimulate students’ reading motivation, guide them to read with goals, and cultivate their ability of predicting and inferring. Step 3: While-reading (In-depth Reading and Text Analysis) This step is divided into three parts: fast reading, careful reading and intensive reading, to help students understand the text from the overall to the local, and from the surface to the deep. careful reading: Ask students to read the passage carefully, and complete the following tasks in groups of 4: 1. Underline the key sentences that reflect the writer’s feelings and attitudes towards each vocation; 2. Fill in the table about the writer’s work experience (including the jobs he tried, his feelings about the jobs, and the reasons for leaving); 3. Discuss the factors that influenced the writer’s final decision. The teacher walks around the classroom, observes the group discussion situation, and provides guidance and help for students who have difficulties. After the group discussion, invite 2-3 groups to present their results to the whole class. The teacher comments and supplements, emphasizing the key points: “The writer felt unsatisfied with the jobs he tried because he didn’t find his interest and talent in those jobs. His interest in writing and the encouragement from the newspaper finally made him decide to engage in writing.” Design Intent: Careful reading helps students deeply understand the details of the text, grasp the writer’s emotional changes and decision-making process. Group discussion cultivates students’ cooperative learning ability and communication ability, and enables students to learn from each other and deepen their understanding of the text. The teacher’s guidance ensures that the discussion is carried out in the right direction and helps students solve difficulties in time. intensive reading: Focus on analyzing the long and difficult sentences in the passage to help students break through the reading difficulties. The teacher selects 3 key long and difficult sentences from the passage and analyzes them one by one: In addition, the teacher guides students to analyze the usage of the to-infinitive as subject or predicative in the passage, combining with the grammar points of the unit. For example, find sentences with the to-infinitive in the passage, such as “To make a wise decision needs careful consideration”, and analyze the function of the to-infinitive in the sentence, helping students consolidate the grammar knowledge while understanding the text. Design Intent: Intensive reading focuses on breaking through the difficulties in reading, helping students understand the structure and meaning of long and difficult sentences, and improving their ability to analyze and understand complex sentences. Combining with grammar points, it realizes the integration of reading and grammar learning, making grammar learning closely connected with the text context, which is conducive to students’ flexible application of grammar knowledge. Letting students make sentences and retell helps consolidate the learned knowledge and improve their language application ability. Step 4: Post-reading (Interaction and Consolidation) This step is designed to help students consolidate the knowledge learned, apply the language points flexibly, and extend the theme of the text, so as to achieve the goal of improving students’ comprehensive language ability. Activity 1: Vocabulary and Sentence Consolidation. The teacher presents some exercises on the screen: 1. Fill in the blanks with the core vocabularies and phrases learned (gain, impress, loosen, fend for oneself, in a nutshell); 2. Rewrite the sentences using the to-infinitive as subject or predicative. Ask students to complete the exercises independently, then check the answers together. For the wrong answers, the teacher explains the reasons and helps students correct them. Then, organize students to work in pairs to make dialogues using the learned vocabularies, phrases and sentence patterns, with the theme of “talking about their own decision-making experience”. For example, one student says: “I once decided to learn to play the piano. I gained a lot of happiness from it.” The other student responds: “That’s great. Was your family impressed with your progress?” Invite several pairs to perform their dialogues in front of the class, and the teacher comments and guides them to use the language points correctly. Design Intent: Vocabulary and sentence exercises help students consolidate the learned language knowledge and check their mastery. Dialogue practice provides students with opportunities to apply the language points flexibly, improves their oral expression ability, and connects the text content with their own life experience, enhancing the practicality of language learning. Activity 2: Theme Discussion. The teacher puts forward the discussion topic: “What can we learn from the writer’s decision-making process? What suggestions can you give to your classmates on how to make wise decisions in study and life?” Organize students to discuss in groups of 5, and ask each group to select a representative to record the key points of the discussion. During the discussion, the teacher guides students to think from multiple angles, such as combining their own experience, the content of the text and the factors influencing decision-making. After the discussion, each group’s representative presents the discussion results. The teacher summarizes and comments: “The writer’s decision-making process tells us that we should find our own interests and talents when making decisions, and not be blind to follow others. When making decisions, we should also consider various factors, listen to the opinions of others, and make rational choices.” Design Intent: Theme discussion helps students deeply understand the connotation of the text, extend the theme of “decisions”, and cultivate their critical thinking and logical expression ability. Group discussion enables students to exchange ideas and learn from each other, and the teacher’s summary helps students form a correct view of decision-making, realizing the integration of language learning and value shaping. Activity 3: Text Retelling. Ask students to retell the passage in their own words, focusing on the writer’s work experience, emotional changes and final decision. The teacher can give some key prompts (such as various vocations, not impressed, writing letters, surprised, decide to engage in writing) to help students retell. First, ask students to practice retelling in pairs, then invite 2-3 students to retell in front of the class. The teacher evaluates their retelling from the aspects of completeness, fluency and accuracy of language, and gives guidance and suggestions. Design Intent: Text retelling helps students consolidate the main content and details of the text, improve their ability of organizing language and oral expression. Giving key prompts can reduce the difficulty of retelling, help students build confidence, and ensure that more students can participate in the activity actively. Step 5: Summary and Extension First, summary: The teacher invites students to summarize what they have learned in this class, including core vocabularies, phrases, grammar points, the main content of the passage and the theme of decision-making. Then, the teacher makes a comprehensive summary: “In this class, we read a passage about the writer’s decision-making process in choosing a vocation, mastered the usage of core vocabularies and the to-infinitive as subject or predicative, and discussed how to make wise decisions. We also learned that making a wise decision requires us to understand ourselves, listen to others’ opinions and think rationally.” Then, extension: The teacher assigns after-class tasks: 1. Read the passage again and recite the key sentences; 2. Write a short passage (80-100 words) about a decision you made, introducing the decision-making process and your feelings; 3. Preview the grammar part of the unit and finish the related exercises. At the same time, the teacher recommends an English article about decision-making to students, encouraging them to read extracurricular materials to expand their horizons and improve their reading ability. Design Intent: Letting students summarize independently helps them sort out the knowledge learned in the class and improve their ability of induction and summary. The teacher’s summary helps students form a systematic knowledge framework. After-class tasks consolidate the knowledge learned in the class, extend the learning content, and connect classroom learning with extracurricular learning, helping students develop the habit of autonomous learning. Recommending extracurricular materials enriches students’ learning resources and lays a foundation for their long-term English learning. 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 $