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

Unit 1 School Life-Reading A-Moving Forward 教学目标和重难点 教学目标 Language Ability: Master core words and sentences about school life, and improve reading and expression skills. Cultural Awareness: Understand school life differences at home and abroad and enhance cross-cultural communication awareness. Thinking Quality: Develop logical and critical thinking through text analysis. Learning Ability: Form effective learning strategies and cultivate independent learning awareness. 教学重难点 Key Points: Grasp the main idea and details of the text, master core vocabulary and sentence structures related to school life, and understand the text’s logical structure. Difficult Points: Use the learned language to express personal views on school life and deeply understand the connotation of “moving forward” in the text. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a free talk: “Good morning, everyone. As senior one students, you have been in the new school for some time. How do you feel about your new school life? Is it exciting, challenging or a little bit stressful? Please share your true feelings with your deskmate in 2 minutes.” After the pair work, invite 3-4 students to share their ideas with the whole class. Then, the teacher shows some pictures about different school activities, such as classroom learning, after-school clubs, sports meetings and group discussions, and asks: “Look at these pictures. What do you think these students are doing? Do you have similar activities in your school?” Guide students to express their opinions freely. Finally, the teacher leads in the topic: “Today, we will read a passage titled Moving Forward. It tells a story about a student’s school life and his growth. Let’s explore what happened to him and what we can learn from it.” Design Intentions: The free talk and picture display are closely related to students’ real life, which can quickly arouse students’ interest in the topic and activate their existing knowledge about school life. Pair work and class sharing provide students with opportunities to practice oral expression, help them adapt to the English classroom atmosphere, and lay a good foundation for the subsequent reading teaching. By leading in the topic naturally, students can have a preliminary understanding of the text’s theme and improve their enthusiasm for learning the text. Step 2: Pre-reading First, the teacher presents the core vocabulary and phrases of the text on the screen, including “adjust to, challenge, courage, overcome, progress, confident, take part in, deal with, in addition, as a result”. For each word and phrase, the teacher gives a simple explanation and example sentence related to school life, such as “adjust to: get used to something. For example, It takes time to adjust to the new school life.” Then, ask students to read the words and phrases aloud after the teacher twice, and then let them make simple sentences with 2-3 of them in pairs. After that, the teacher introduces the background of the text briefly: “The passage is about a student named Jim who just entered senior high school. He met some challenges in his new school life, but he tried his best to overcome them and made great progress. Now, let’s read the passage and find out more details.” Design Intentions: Pre-reading vocabulary teaching helps students remove language barriers in reading, so that they can focus more on understanding the text content. The example sentences related to school life make it easier for students to understand and remember the words and phrases, and lay a foundation for their subsequent use of the language. The brief introduction of the text background helps students establish a preliminary context, reduce the difficulty of reading comprehension, and enable them to enter the text reading with a clear purpose. Step 3: While-reading Task 1: Skimming Ask students to read the passage quickly and answer two questions: 1. Who is the main character of the passage? 2. What is the main idea of the passage? Give students enough time to read, and then invite students to answer the questions. The teacher comments and summarizes: “The main character is Jim, a senior one student. The passage mainly tells about Jim’s experience of adjusting to the new school life, overcoming challenges and making progress.” Design Intentions: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and improve their reading speed. The two simple questions guide students to read with purpose, avoid aimless reading, and help them establish a general framework of the text, which is conducive to the subsequent detailed reading. Task 2: Scanning Ask students to read the passage again carefully and complete the following table about Jim’s experiences and feelings: Experiences Feelings Just entered senior high school, couldn’t keep up with the lessons Worried, nervous Joined the English corner and made new friends Happy, relaxed Asked teachers and classmates for help when meeting difficulties Hopeful, determined Made great progress in exams Confident, proud After students finish the table, ask them to check their answers with their group members. Then, invite a group representative to present the group’s answers, and the teacher corrects and supplements them. At the same time, the teacher emphasizes some key sentences in the text that support the answers, such as “At first, I was worried because I couldn’t keep up with the lessons.” “Joining the English corner was a good choice for me. I made many new friends and improved my spoken English.” Design Intentions: Scanning helps students find specific information in the text quickly and improve their ability to obtain key details. The form design makes the information more organized and clear, which is convenient for students to sort out and remember the content of the text. Group cooperation enables students to learn from each other, solve problems together, and improve their cooperative learning ability. Emphasizing key sentences helps students deepen their understanding of the text and lay a foundation for the subsequent analysis of the text structure and language points. Task 3: Close Reading Divide the class into 4 groups, and assign each group a paragraph of the text to read carefully. Ask each group to discuss the following questions and prepare a group report: 1. What is the main content of this paragraph? 2. Are there any difficult sentences in this paragraph? If yes, try to analyze them. 3. What can we learn from this paragraph? After 10 minutes of group discussion, each group sends a representative to report their discussion results. The teacher listens carefully, comments on each group’s report, and focuses on analyzing the difficult sentences in the text, such as “It was not easy for me to adjust to the new school life at first, but with the help of my teachers and classmates, I gradually got used to it.” The teacher explains the sentence structure “It is + adj. + for sb. to do sth.” and the meaning of “adjust to”, and asks students to make similar sentences. In addition, the teacher guides students to analyze the logical relationship between paragraphs, helping them understand that the text develops in the order of “encountering difficulties — taking measures — making progress”, which reflects the theme of “moving forward”. Design Intentions: Close reading helps students deeply understand the content and language of each paragraph, and improve their ability to analyze and interpret the text. Group discussion encourages students to actively participate in the learning process, express their own views, and improve their ability to think and solve problems independently. Analyzing difficult sentences helps students master key language points and improve their language application ability. Guiding students to analyze the logical structure of the text helps them form a systematic understanding of the text and improve their logical thinking ability. Step 4: Post-reading Task 1: Text Retelling Ask students to retell the passage with the help of the key information in the scanning task (the table) and the core vocabulary and phrases. First, let students practice retelling in pairs for 3 minutes. Then, invite 2-3 students to retell the passage in front of the whole class. The teacher comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as “Your retelling is very clear, but you can use more connecting words, such as ‘at first, then, finally’ to make the retelling more fluent.” Design Intentions: Text retelling helps students consolidate the content of the text, improve their ability to organize language and express themselves orally. The key information and vocabulary provided as prompts reduce the difficulty of retelling, enhance students’ confidence in expression, and at the same time help them review and master the core vocabulary and phrases of the text. Task 2: Discussion and Sharing The teacher puts forward the discussion question: “Jim overcame many challenges and made great progress in his new school life. What can we learn from Jim? How can we ‘move forward’ in our own school life when we meet difficulties?” Divide students into groups of 5-6, and let them discuss the question freely for 5 minutes. During the discussion, the teacher walks around the classroom, guides students to think deeply, and helps them solve problems in the discussion. After the discussion, each group invites a representative to share their group’s views. The teacher summarizes the students’ views, emphasizes the spirit of courage, perseverance and active help-seeking reflected in Jim, and guides students to apply these spirits to their own study and life. Design Intentions: The discussion question is closely related to the theme of the text and students’ real life, which can guide students to think deeply about the connotation of “moving forward” and realize the educational significance of the text. Group discussion provides students with more opportunities to express themselves, improves their oral communication ability and cooperative learning ability. The teacher’s guidance and summary help students form correct values and cultivate their positive attitude towards life and study. Task 3: Language Practice Ask students to complete the following exercises to consolidate the core vocabulary and sentence structures learned in the text: Fill in the blanks with the correct form of the given words: adjust, challenge, courage, overcome, progress (1) It takes a lot of ______ to face difficulties bravely. (2) He has made great ______ in his English study since last term. (3) We should try our best to ______ the difficulties in our life. (4) It is not easy to ______ to a new environment. (5) The new job is a big ______ for him. Rewrite the following sentences using “It is + adj. + for sb. to do sth.”: (1) To learn English well is important for us. (2) To adjust to the new school life is not easy for the new students. After students finish the exercises, the teacher checks the answers with the whole class, explains the key points and common mistakes, and asks students to correct their mistakes in time. Then, ask students to write a short passage (80-100 words) about their own experience of “moving forward” in school life, using the core vocabulary and sentence structures learned in the text. Design Intentions: The exercises help students consolidate the core vocabulary and sentence structures, and improve their ability to use language flexibly. The short passage writing combines the text learning with students’ real life, enables students to apply the learned language to practical writing, and improves their writing ability. At the same time, it helps students further understand the theme of “moving forward” and deepen their emotional experience. Step 5: Summary and Extension First, the teacher guides students to summarize the content of this class: “Today, we read the passage Moving Forward, learned about Jim’s experience of adjusting to the new school life and overcoming challenges. We also mastered the core vocabulary and sentence structures related to school life, and discussed the connotation of ‘moving forward’. I hope everyone can learn from Jim’s spirit and bravely face the challenges in their own school life.” Then, the teacher puts forward the extension task: 1. Read the passage again after class and recite the key sentences. 2. Finish the short passage writing and hand it in the next class. 3. Interview your classmates about their experience of “moving forward” in school life, and prepare a short report for the next class sharing. Design Intentions: The summary helps students sort out the knowledge and content learned in this class, form a systematic understanding, and consolidate the learning effect. The extension tasks not only help students review and consolidate the knowledge learned in class, but also expand their learning space, improve their independent learning ability and practical ability. The interview task also helps students enhance their communication ability and understand the different experiences of their classmates, which enriches their understanding of the theme of “moving forward”. Step 6: Homework Arrangement 1. Recite the core vocabulary and key sentences of the text. 2. Finish the short passage writing (80-100 words) about your own “moving forward” experience. 3. Complete the after-class exercises in the textbook. 4. Prepare the interview report for the next class sharing. Design Intentions: The homework is designed to consolidate the knowledge and skills learned in class, and guide students to apply the learned language to practical situations. Reciting helps students master the basic knowledge firmly. Writing and interview tasks help students improve their comprehensive language application ability and independent learning ability, and lay a foundation for the subsequent teaching. 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 $