Unit 2 Things that matter-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter-Reading and interaction 教学目标和重难点 教学目标 It focuses on language competence by improving students’ ability to understand and use texts about “things that matter” and related vocabulary. It cultivates cultural awareness by helping students understand the diversity of values across cultures. It develops thinking quality through guiding students to analyze, judge and express their own views. It fosters learning ability by encouraging autonomous and cooperative learning in reading and interaction activities. 教学重难点 Key points: Master core vocabulary and sentence patterns related to life values and important things; understand the main idea, structure and key details of the reading text; grasp the interactive skills in English discussions. Difficult points: Accurately understand the implied meaning of the text; express personal views on “things that matter” fluently and logically in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing some pictures and playing a short audio clip. The pictures include a family photo, a handwritten letter, a volunteer badge, and a book with notes. The audio clip is a 1-minute recording of different people talking about the most important thing in their lives, such as “My family is the most important thing to me because they always support me.” “Helping others makes my life meaningful, so kindness matters most.” After playing the audio, the teacher asks students to work in pairs and discuss two questions: “What can you see in the pictures? ” and “What do you think is the most important thing in your life? Why? ” Then, the teacher invites 3-4 pairs to share their discussions with the whole class, and gives positive feedback, such as “Your idea is very touching.” “You expressed your opinion clearly.” Finally, the teacher summarizes: “Today, we will read a passage about things that matter in life. Through this lesson, we will not only understand what the author thinks is important, but also learn to express our own views in English.” Design Intention: The lead-in combines visual and auditory stimuli to quickly attract students’ attention and arouse their learning interest. By connecting the teaching content with students’ real life experiences, it activates their prior knowledge and emotional resonance, making them naturally enter the theme of “things that matter”. The pair discussion provides students with opportunities to practice oral expression initially, laying a foundation for the subsequent reading and interaction activities. Meanwhile, it helps the teacher understand students’ current views on life values, which is conducive to adjusting the teaching focus in the follow-up links. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the reading text on the screen, including sentimental, significance, cherish, prioritize, accompany, possess, virtue, etc. For each word, the teacher explains its meaning, pronunciation and usage with simple English sentences, and combines it with the theme of “things that matter”. For example, for “sentimental”, the teacher says: “If something is sentimental, it makes you feel emotional, such as a gift from your best friend. It is not expensive, but it is very important to you because it carries your memories.” For “prioritize”, the teacher gives an example: “We should prioritize our health, because without good health, we cannot do anything else.” Then, the teacher organizes a small vocabulary game: “Word Matching”. The teacher writes the words on one side of the blackboard and their definitions on the other side, and invites students to come to the blackboard to match them. After the game, the teacher checks the answers and explains the difficult words again. Next, the teacher briefly introduces the background of the reading text. The text is an article about the author’s reflection on “things that matter” in life, which mainly discusses the importance of family, friendship, kindness and inner peace, and criticizes the wrong idea of pursuing material wealth blindly. The teacher says: “In modern society, many people are busy pursuing money, fame and fortune, and ignore the most important things in life. The author of this passage will tell us what really matters. Let’s read the passage together and find out.” Design Intention: Vocabulary is the foundation of reading comprehension. By previewing core vocabulary, students can reduce the difficulty of understanding the text and improve their reading efficiency. The combination of word explanation and theme-related examples helps students connect vocabulary with the teaching content, deepening their memory and understanding of words. The vocabulary game increases the fun of learning, stimulates students’ enthusiasm for participation, and avoids the tediousness of simple vocabulary memorization. The brief background introduction helps students understand the context and theme of the text in advance, laying a good foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and careful reading, to help students understand the text from shallow to deep. First, skimming. The teacher asks students to read the passage quickly and answer two questions: 1. What is the main idea of the passage? 2. What are the “things that matter” mentioned by the author? After students finish reading, the teacher invites several students to answer the questions. The teacher summarizes the main idea: The passage mainly talks about the author’s views on things that matter in life, emphasizing that family, friendship, kindness and inner peace are more important than material wealth. The “things that matter” mentioned by the author include family love, friendship, kindness, inner peace and good virtues. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and form an overall understanding. By setting simple and direct questions, it guides students to focus on the core content of the text during skimming, avoiding aimless reading. At the same time, it trains students’ ability to extract key information quickly. Second, scanning. The teacher asks students to read the passage again, scan for specific information, and fill in the following table. The table includes three columns: “Things that matter”, “Reasons mentioned by the author” and “Examples in the text”. The teacher gives an example first: “Things that matter: Family love; Reasons: Family is our warm harbor, and family members always support us; Examples: The author’s parents took care of him when he was ill.” Then, students work in groups of four to complete the table. After the groups finish, the teacher invites one group to present their answers, and other groups to supplement and correct. The teacher finally combs and summarizes the content of the table to ensure that all students understand the specific information of the text. Design Intention: Scanning is a skill to find specific information quickly. By completing the table, students can systematically sort out the key details of the text, deepen their understanding of the content of “things that matter” and their reasons. Group cooperation enables students to help each other, learn from each other, and improve their ability to cooperate and communicate. At the same time, it can also help students who have difficulty in reading to keep up with the teaching progress. Third, careful reading. The teacher asks students to read the passage carefully, focus on the key sentences and difficult sentences, and discuss the following questions in groups: 1. What does the author mean by “We often chase the wrong things in life”? 2. Why does the author say that “kindness is a virtue that never goes out of style”? 3. How can we keep inner peace in a busy society? 4. Do you agree with the author’s views? Why or why not? During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance when necessary. For example, if students have difficulty understanding the sentence “We often chase the wrong things in life”, the teacher can explain: “It means that many people spend a lot of time pursuing money, fame and other material things, but ignore the most important things such as family and friendship, which can really bring us happiness.” After the discussion, the teacher invites representatives from each group to share their views, and guides students to express their opinions clearly and logically. For the difficult sentences in the text, the teacher analyzes them in detail, including sentence structure, key words and implied meaning, to help students break through the reading difficulties. Design Intention: Careful reading is the key link to in-depth understanding of the text. By discussing in-depth questions, it guides students to think deeply about the theme of the text, understand the author’s emotional attitude and values, and cultivate their critical thinking ability. The analysis of difficult sentences helps students solve the obstacles in reading, improve their ability to understand complex sentences, and lay a foundation for the subsequent language application. The teacher’s guidance and guidance ensures that the discussion is carried out in an orderly manner and achieves the expected effect. Step 4: Post-reading (Interaction and Language Application) This step includes two interactive activities to help students apply the knowledge and skills learned in the reading to practice, and improve their oral expression and interaction ability. Activity 1: Role-play. The teacher divides students into groups of three. Each group assumes different roles: Role A is a person who pursues material wealth blindly and ignores family and friendship; Role B is a friend of Role A, who tries to persuade Role A to realize the importance of “things that matter”; Role C is an observer, who summarizes the views of both sides and puts forward his own opinions. The teacher provides some key sentences for reference, such as “I think money is the most important thing, because it can buy everything I want.” “Money can’t buy happiness. Family and friendship are more important.” “We should balance material pursuit and the pursuit of spiritual happiness.” Students have 10 minutes to prepare the role-play, and then each group performs in front of the class. After the performance, the teacher comments on each group’s performance, focusing on their oral expression, logicality and whether they can use the vocabulary and sentences learned in the lesson. Design Intention: Role-play is a vivid and interesting interactive activity that can stimulate students’ enthusiasm for participation. By simulating real communication scenarios, it provides students with opportunities to apply the language knowledge and communication skills learned in the lesson, improving their oral expression fluency and accuracy. At the same time, it helps students deepen their understanding of the theme of the text, establish correct values, and cultivate their ability to communicate and cooperate with others. Activity 2: Group Debate. The teacher sets the debate topic: “Material wealth is more important than spiritual wealth” vs. “Spiritual wealth is more important than material wealth”. Students are divided into two groups: the positive group supports the first view, and the negative group supports the second view. Each group has 5 minutes to prepare their arguments and evidence. During the debate, each group takes turns to state their views and refute the other group’s views. The teacher acts as the host and referee, guiding the debate to be carried out in an orderly manner, and reminding students to use the vocabulary and sentences learned in the lesson, and to express their views clearly and logically. After the debate, the teacher summarizes the debate, affirms the advantages of both groups, points out the existing problems, and guides students to realize that material wealth and spiritual wealth are not opposite. We should pursue material wealth rationally and attach importance to spiritual wealth, so as to realize the balance between material and spiritual life. Design Intention: Debate is an effective way to cultivate students’ critical thinking and oral expression ability. By debating the topic related to the text theme, it guides students to think from multiple angles, express their views clearly and logically, and improve their ability to refute and argue. At the same time, it helps students further understand the connotation of “things that matter”, establish correct values, and enhance their ability to think independently. The teacher’s guidance ensures that the debate is carried out in a positive and healthy atmosphere, and achieves the purpose of teaching. Step 5: Summary and Extension First, summary. The teacher invites students to summarize what they have learned in this lesson, including core vocabulary, key points of the text, and their own understanding of “things that matter”. Then, the teacher makes a final summary: In this lesson, we read a passage about things that matter in life, learned some core vocabulary and sentence patterns, understood the author’s views on life values, and practiced our oral expression and interaction ability through role-play and debate. We should remember that family, friendship, kindness and inner peace are the most important things in life. We should not pursue material wealth blindly, but should balance material and spiritual pursuit, and live a meaningful life. Next, extension. The teacher assigns two after-class tasks: 1. Write a short passage (80-100 words) about “The most important thing in my life”, using the vocabulary and sentences learned in this lesson, and express your own views and reasons. 2. Interview your family members or friends about “What matters most to you”, take notes, and share the interview results in the next class. Design Intention: Summary helps students sort out the knowledge learned in the lesson, strengthen memory and understanding, and form a systematic knowledge framework. The extension tasks connect classroom teaching with students’ real life, guide students to apply the knowledge and skills learned in the lesson to practice, and further deepen their understanding of the theme of “things that matter”. Writing tasks help improve students’ written expression ability, and interview tasks help improve their communication ability and practical application ability, laying a foundation for the sustainable development of their English learning 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 $