Unit 1 School Life-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修第一册

Unit 1 School Life-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on improving students’ language ability via topic-related expression, cultivating cultural awareness through comparing school lives, developing thinking quality by critical analysis, and fostering learning ability through independent and cooperative exploration. 教学重难点 Key points: Master core vocabularies and sentence patterns about school life; understand the logical structure of the text. Difficult points: Conduct cross-cultural comparison of school lives and express personal views fluently and logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video clip that presents different school life scenes from various countries, including Chinese high school morning reading, British high school debates, Japanese high school club activities and Finnish outdoor classes. After playing the video, the teacher asks two guiding questions: “What do you think of the school life in the video? How is it different from or similar to your own senior high school life?” Then, the teacher invites 3-4 students to share their views freely in English. After each sharing, the teacher gives positive comments and supplements appropriate vocabulary, such as “extracurricular activities”, “academic pressure”, “holistic education” and “cultural differences”, to lay a foundation for the subsequent teaching. Design Intention: The video clip can visually present diverse school life scenes, which helps to activate students’ prior knowledge about school life and arouse their interest in the topic. The guiding questions guide students to connect the video content with their own life experience, encouraging them to express themselves actively in English. Meanwhile, the teacher’s timely vocabulary supplement helps students accumulate key words related to the unit theme, paving the way for the further exploration of Reading B. Text Analysis: Deepen Understanding and Master Key Points Fast Reading: Grasp the Main Idea The teacher distributes the text of Further Exploration (focusing on the comparison of school lives in different countries and the reflection on personal school experience) to students and asks them to read the text quickly within a certain time. Then, students are required to finish two tasks: first, summarize the main idea of the text in one sentence; second, divide the text into several parts and briefly describe the main content of each part. After students finish the tasks independently, the teacher organizes a class discussion, invites several students to share their answers, and then sorts out and summarizes the main idea and text structure with the whole class: the text first introduces different school life styles in various countries, then shares personal experience of adapting to school life, and finally summarizes the value and significance of school life. Design Intention: Fast reading is an important reading strategy that helps students quickly grasp the core content of the text and improve their reading speed. By summarizing the main idea and dividing the text structure, students can form an overall understanding of the text, which is conducive to their in-depth analysis of the text later. The class discussion link can promote the exchange and communication between students, and help the teacher timely grasp the students’ understanding of the text. Intensive Reading: Analyze Details and Master Key Language Points The teacher guides students to conduct intensive reading paragraph by paragraph, focusing on analyzing key vocabularies, sentence patterns and logical relationships, and combining with the content to cultivate students’ thinking quality and cultural awareness. In the first paragraph, which introduces school life in different countries, the teacher focuses on explaining the key words and phrases such as “definite”, “difficulty”, “catch up with”, “fruitful” and “confidence”. For example, when explaining “catch up with”, the teacher gives example sentences related to school life, such as “I tried my best to catch up with my classmates in math”, and asks students to make their own sentences to consolidate their understanding and application of the phrase. At the same time, the teacher guides students to think: “What are the differences between the school lives described in the text and our own? What are the reasons for these differences?” to guide students to initially form a cross-cultural comparison awareness. In the second paragraph, which describes personal school experience, the teacher focuses on analyzing the complex sentence: “I hope you'll realise early that we are most often held back by the limitations we put on ourselves—by the stories we tell ourselves about who and what we are.” The teacher breaks down the sentence structure, explains the usage of the object clause and attributive clause, and guides students to understand the deep meaning of the sentence: we should not be limited by our own inherent cognition, but should bravely challenge ourselves and make progress. Then, the teacher asks students to share their own experiences of overcoming difficulties in school life, combining the sentence meaning, to realize the connection between the text and real life. In the third paragraph, which summarizes the significance of school life, the teacher guides students to analyze the logical relationship between sentences, such as the transitional function of “however” and “therefore”, and helps students master the method of organizing language with logical connectives. At the same time, the teacher guides students to think: “What is the most valuable thing you have learned from your own school life?” to stimulate students’ deep thinking about school life and cultivate their critical thinking ability. Design Intention: Intensive reading is the key link to help students master key language points and understand the deep meaning of the text. By explaining key vocabularies and sentence patterns in combination with specific context, students can better grasp their usage and improve their language ability. Guiding students to conduct cross-cultural comparison and deep thinking can not only cultivate their cultural awareness and thinking quality, but also make students realize the practical significance of the text, enhancing their sense of identity and resonance with the text content. Text Retelling: Consolidate Understanding and Improve Expression Ability The teacher divides students into groups of 4-5, and asks each group to retell the text according to the text structure and key points they have mastered. When retelling, students are required to use the key vocabularies and sentence patterns learned in the intensive reading link, and can properly add their own understanding and comments. Each group selects a representative to present their retelling in front of the class. After each group’s presentation, the teacher and other students give comments, focusing on evaluating whether the retelling is complete, whether the key points are prominent, and whether the language is accurate and fluent. For the problems existing in the retelling, such as incorrect use of vocabulary and inappropriate sentence structure, the teacher corrects them in time and gives guidance. Design Intention: Text retelling is an effective way to consolidate students’ understanding of the text and improve their oral expression ability. Through group cooperation, students can learn from each other, complement each other’s advantages, and cultivate their cooperative learning ability. The evaluation link can help students find their own shortcomings in oral expression, and the teacher’s timely correction and guidance can help students improve their language application ability. Further Exploration: Expand Thinking and Cultivate Comprehensive Competencies Group Discussion: Deepen Understanding of the Topic The teacher puts forward two discussion topics for students to discuss in groups: “What are the advantages and disadvantages of the different school life styles mentioned in the text? If you can choose, what kind of school life do you want?” “Combined with your own senior high school life experience, what suggestions would you like to give to junior high school students who are about to enter senior high school?” Before the discussion, the teacher reminds students to use the key vocabularies and sentence patterns learned in the class, and to express their views clearly and logically. During the discussion, the teacher walks around each group, listens to the students’ discussion, and gives appropriate guidance and help to the groups with insufficient ideas or poor expression. After the discussion, each group sends a representative to share the group’s views, and the teacher makes a summary and comment, guiding students to form a dialectical view of different school life styles and cultivate their critical thinking ability. Design Intention: Group discussion can provide students with more opportunities to express themselves in English, improve their oral communication ability and cooperative learning ability. The discussion topics are closely related to the text content and students’ real life, which can stimulate students’ thinking, deepen their understanding of the theme of school life, and at the same time cultivate their ability to analyze and solve problems. The teacher’s guidance and summary can help students sort out their ideas and form a correct cognitive view. Cross-Cultural Exploration: Cultivate Cultural Awareness The teacher shows students some pictures and materials about school life in different countries, such as the curriculum setting, extracurricular activities and campus culture of American high schools, British high schools and Chinese high schools. Then, the teacher asks students to work in groups to complete a “Cross-Cultural School Life Comparison Form”, which includes the items of “country, curriculum, extracurricular activities, cultural characteristics and personal comments”. After students finish the form, the teacher invites several groups to show their forms and share their views on cross-cultural school life. The teacher then summarizes: different countries have different school life styles due to different cultural backgrounds, and there is no absolute good or bad. We should respect cultural differences, learn from each other’s advantages, and form a global perspective. Design Intention: This activity combines the text content with cross-cultural knowledge, which helps to expand students’ horizons and cultivate their cultural awareness. By completing the comparison form and sharing views, students can further improve their ability to compare and analyze, and establish a correct view of cultural diversity. At the same time, it can also deepen students’ understanding of their own school culture and enhance their sense of cultural identity. Writing Practice: Apply Knowledge and Improve Writing Ability The teacher asks students to write a short passage with the title “My Ideal Senior High School Life” according to the text content and their own experience. The requirements are as follows: Use at least 5 key vocabularies and 2 key sentence patterns learned in the class; The passage should have a clear structure, including the opening (describing the ideal school life), the main body (introducing the specific content of the ideal school life, such as curriculum, extracurricular activities, etc.) and the ending (expressing their determination to realize the ideal); The language should be accurate, fluent and logical. After students finish writing independently, they exchange their works in pairs, and put forward revision suggestions for each other from the aspects of vocabulary use, sentence structure and logical coherence. Then, the teacher selects several typical works (including excellent works and works with common problems) to comment on in class, affirming the advantages of excellent works and correcting the problems in the works, so as to help students improve their writing ability. Design Intention: Writing practice is an important link to test students’ language application ability. By combining the text content with their own experience, students can apply the knowledge learned in class to practical writing, realizing the transformation from input to output. Peer review can help students learn from each other, find their own shortcomings, and cultivate their ability to evaluate and revise articles. The teacher’s class comment can further guide students to master writing skills and improve their writing level. Summary and Extension: Consolidate Knowledge and Promote Independent Learning Class Summary The teacher invites students to summarize the key points of this class independently, including key vocabularies, sentence patterns, text structure and the exploration of the theme. Then, the teacher makes a comprehensive summary, emphasizing the importance of mastering the key language points, understanding the theme of school life, and cultivating cross-cultural awareness and critical thinking ability. At the same time, the teacher combs the logical context of the class, helping students form a systematic knowledge framework. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in the class, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher’s comprehensive summary can make up for the deficiencies in students’ summary, help students form a systematic knowledge system, and lay a foundation for their subsequent learning. After-Class Extension The teacher assigns three after-class tasks: Review the key vocabularies and sentence patterns learned in this class, and make a vocabulary card to consolidate memory; Read an English article about foreign school life independently, and write a 100-word reading reflection, focusing on expressing their own feelings and insights; Interview their foreign teachers (if any) or search for information online to learn more about the school life in other countries, and share their findings in the next class. Design Intention: After-class extension tasks are an important supplement to classroom teaching, which can help students consolidate the knowledge learned in class and expand their learning scope. The vocabulary card task helps students consolidate key words; the reading reflection task helps students improve their reading ability and thinking ability; the interview and information search task encourages students to carry out independent learning and explore knowledge actively, which is conducive to cultivating their learning ability and expanding their horizons. 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 $