Unit 1 School Life-Reading A-Digging in 教案-2025-2026学年高中英语沪外版必修第一册

Unit 1 School Life-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on improving students’ language ability via text reading, cultivating their thinking quality through analyzing campus life differences, developing learning ability by mastering reading strategies, and shaping cultural awareness by understanding diverse school cultures to respect cultural diversity. 教学重难点 Key points: Master core vocabularies and expressions about school life, grasp the text’s main idea and structure, and learn skimming and scanning skills. Difficult points: Understand the deep meaning of the text and flexibly use new expressions in communication. 教学过程 Step 1: Lead-in (Warm-up and Prediction) The teacher starts the class by showing a series of vivid pictures about different school lives, including Chinese high school campuses, foreign high school campuses, students having classes, participating in extracurricular activities, and communicating with teachers and classmates. Then the teacher asks questions in English: “Look at these pictures. What do you see? How is your school life different from the ones in the pictures? What do you think this passage will talk about?” After that, the teacher writes the title “Digging in” on the blackboard and guides students to predict the content of the text. The teacher can prompt: “The phrase ‘digging in’ usually means starting to do something seriously. Combined with the unit theme ‘School Life’, what do you think the author will ‘dig in’ to? Is it the details of school life, the feelings about school life, or the differences between different school lives?” Students are encouraged to express their predictions freely, and the teacher takes notes of their key ideas on the blackboard without correcting them temporarily. Design Intent: This lead-in links students’ real-life experiences with the text theme, activating their prior knowledge about school life. Showing pictures can arouse students’ interest in learning and reduce their psychological distance from the English text. Predicting the text content helps cultivate students’ reading anticipation ability, lays a foundation for the subsequent reading link, and also stimulates their initiative to explore the text actively. Step 2: Pre-reading (Vocabulary and Background Supplementary) First, the teacher arranges students to work in groups of 4 to sort out the new vocabularies and difficult expressions in the text that they are not familiar with. Each group collects 3-5 new words or phrases, writes them on the group’s whiteboard, and then shares them with the whole class. For example, words like “curriculum”, “extracurricular”, “seminar”, “facility” and phrases like “dig in”, “participate in”, “take advantage of” may be mentioned. For the key vocabularies and phrases, the teacher explains them in English with specific contexts. For example, when explaining “curriculum”, the teacher says: “Curriculum refers to all the courses offered in a school. For example, our school’s curriculum includes Chinese, English, Math and other subjects.” When explaining “dig in”, the teacher combines the title: “In this passage, ‘dig in’ means the author begins to focus on and explore the details of school life carefully.” At the same time, the teacher guides students to make sentences with these new words and phrases to ensure they understand and can use them initially. Then, the teacher briefly supplements the background knowledge related to the text: “This passage is written by a student who just entered high school. He records his feelings and experiences of adapting to high school life, and also mentions some differences between his school life and that of other students. This is very similar to your current situation, so you can easily resonate with the author.” Design Intent: Pre-reading vocabulary learning helps students remove language obstacles in the process of reading, ensuring that they can focus on understanding the text content instead of being troubled by new words. Group cooperation in sorting out new words can cultivate students’ cooperative learning ability and autonomous learning ability. Supplementing background knowledge enables students to better understand the author’s writing background and emotional tendency, laying a foundation for in-depth reading. Step 3: While-reading (Comprehension and Reading Strategies Training) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of this passage? 2. What aspects of school life does the author mainly talk about? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The main idea of this passage is the author’s experience and feelings of adapting to high school life. The author mainly talks about the school curriculum, extracurricular activities, school facilities and the communication with teachers and classmates.” At the same time, the teacher explains the skimming skill to students: “Skimming means reading quickly to get the main idea of the text. When skimming, you don’t need to pay attention to every word and sentence. You can focus on the topic sentences of each paragraph, the beginning and the end of the text, which can help you get the main idea quickly.” Design Intent: Skimming training helps students master basic reading strategies, improve their reading efficiency, and enable them to grasp the overall framework of the text in a short time. Asking questions guides students to read with purpose, avoiding aimless reading, and also tests their ability to grasp the main idea. Activity 2: Scanning for Key Details On the basis of skimming, the teacher asks students to read the text again carefully (scanning) and complete the following task: Fill in the blanks according to the text. The blanks involve the key details of each part of the text, such as: 1. The author’s new school has a variety of ________, including a big library and a modern gym. 2. The author participates in the ________ club to improve his oral English. 3. The teachers in the school are very ________, and they are always ready to help students. After students finish filling in the blanks, the teacher checks the answers with the whole class, and asks students to point out the sentences in the text that support the answers. For example, when checking the first blank, the teacher asks: “Which sentence in the text tells us about the school’s facilities? Please read it aloud.” Students find the relevant sentence and read it, which helps them further confirm the key details. In addition, the teacher guides students to analyze the structure of the text: “The text is divided into three parts. The first part (Paragraph 1) introduces the author’s initial feeling of entering high school. The second part (Paragraphs 2-4) details the author’s school life from different aspects. The third part (Paragraph 5) expresses the author’s love for his new school life.” Design Intent: Scanning training helps students accurately find key information in the text, improve their ability to obtain specific details. Filling in the blanks is a targeted task that can test students’ understanding of the text details. Analyzing the text structure helps students sort out the logical relationship of the text, cultivate their logical thinking ability, and lay a foundation for in-depth understanding of the text. Activity 3: In-depth Reading for Emotional Connotation The teacher designs a series of in-depth questions to guide students to read the text carefully again and explore the author’s emotional changes and the deep meaning of the text. The questions are as follows: 1. How did the author feel when he first entered high school? And how did his feelings change later? 2. What does the author want to express by describing his school life? 3. Combined with your own experience, do you have the same feelings as the author? Why? Students are arranged to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when necessary. For example, if students have difficulty finding the author’s emotional changes, the teacher can prompt: “Pay attention to the adjectives used by the author in the text, such as ‘nervous’, ‘excited’, ‘happy’.” After the discussion, each group sends a representative to share their group’s opinions. The teacher makes comments and summaries: “The author felt nervous and a little confused when he first entered high school, but with the understanding of the school and the help of teachers and classmates, he gradually felt excited and happy. The author wants to express his love for high school life and his positive attitude towards adapting to new life.” Design Intent: In-depth reading and group discussion help students go beyond the surface meaning of the text, understand the author’s emotional connotation and writing purpose, and cultivate their deep thinking ability. Combining students’ own experiences enables them to resonate with the text, which not only deepens their understanding of the text, but also helps them better express their own feelings about school life. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher arranges two tasks to consolidate the new vocabularies and sentence patterns learned in the text. Task 1: Match the new words with their definitions. For example, match “curriculum” with “all the courses offered in a school”. Task 2: Rewrite the following sentences with the new phrases learned in the text. For example, rewrite “I take part in the English corner every week” into “I participate in the English corner every week”. Students finish the tasks independently, and then the teacher checks the answers with the whole class. For the wrong answers, the teacher explains them in detail to ensure that each student masters the new vocabularies and sentence patterns. At the same time, the teacher encourages students to use these new words and sentence patterns to describe their own school life in a short paragraph (3-5 sentences). Design Intent: Vocabulary and sentence pattern consolidation is an important link to deepen students’ memory and improve their language application ability. Matching and rewriting tasks are simple and targeted, which can help students consolidate the knowledge they have learned. Describing their own school life with new words and sentence patterns enables students to apply the knowledge to practice, realizing the combination of input and output. Activity 2: Group Presentation - “My Ideal School Life” The teacher divides students into groups of 5, and asks each group to discuss “My Ideal School Life” based on the text and their own imagination. Each group needs to include the following aspects: curriculum, extracurricular activities, school facilities, and teacher-student relationship. After the discussion, each group prepares a 3-5 minute presentation in English, and selects one student as the speaker to present the group’s ideas to the whole class. During the presentation, the teacher asks other students to listen carefully and take notes, and after each group’s presentation, invites 1-2 students to make comments (such as advantages and suggestions). Finally, the teacher makes a summary comment, affirming the advantages of each group’s presentation, pointing out the areas that need improvement, and encouraging students to pursue their ideal school life and cherish the current school life. Design Intent: Group presentation is a comprehensive activity that integrates listening, speaking, reading and writing, which can effectively improve students’ oral expression ability and cooperative learning ability. Taking “My Ideal School Life” as the theme, it not only combines the text content, but also stimulates students’ imagination and creativity, and guides students to think about the meaning of school life, which is in line with the requirements of cultivating students’ core literacy. Activity 3: Text Extension and Reflection The teacher shares a short passage about the school life of foreign high school students (consistent with the text theme, with simple language), and asks students to read it quickly and compare it with the text and their own school life, then write a short reflection (50-80 words) in English, answering the question: “What can we learn from different school lives?” After students finish writing, the teacher collects some students’ reflections and reads them aloud to the whole class, then makes comments: “Different countries and regions have different school lives, each with its own characteristics. We should respect these differences, learn from the advantages of others, and make our own school life more colorful.” Design Intent: Text extension helps students expand their horizons, understand diverse school cultures, and cultivate their cultural awareness. Writing reflections enables students to sort out their own thoughts, deepen their understanding of the text theme, and also improve their writing ability. At the same time, it guides students to establish a correct attitude towards cultural diversity, which is an important part of cultivating core literacy. Step 5: Summary and Homework Summary The teacher guides students to summarize the content of this lesson together: “In this lesson, we learned the passage ‘Digging in’, which tells us the author’s experience and feelings of adapting to high school life. We mastered some new vocabularies and expressions about school life, learned skimming and scanning reading strategies, and also discussed our own school life and ideal school life. Through this lesson, we not only improved our reading ability, but also understood the diversity of school life.” At the same time, the teacher emphasizes the key and difficult points of this lesson again, reminding students to review and consolidate the knowledge they have learned after class. Design Intent: Summarizing the lesson together with students helps them sort out the knowledge system of this lesson, deepen their memory of the key content, and also cultivate their ability to summarize and induce. Homework 1. Review the new vocabularies and expressions learned in this lesson, and make 5 sentences with them. 2. Read the text aloud for 15 minutes every day, and try to recite the key paragraphs. 3. Write a short passage (100-120 words) about your own school life, using the new words and sentence patterns learned in this lesson. 4. Search for information about the school life of foreign high school students after class, and share it in the next class. Design Intent: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. The design of homework is hierarchical: reciting and making sentences focus on consolidating basic knowledge; writing a short passage focuses on improving writing ability; searching for information focuses on expanding students’ horizons and cultivating their autonomous learning ability, which is in line with the requirements of cultivating students’ 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 $