Unit3 Travel-Reading A-Digging in 讲义-2025-2026学年高中英语沪外版必修第一册

Unit 3 Travel-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language ability to master travel-related words and understand the text structure; develops their thinking quality through analyzing travel experiences; fosters cultural awareness by comparing different travel cultures; and improves their learning ability via reading strategies. 教学重难点 Key points: Master core words and phrases about travel, grasp the main idea and details of the text. Difficult points: Understand the logical relationship in the text and express personal travel experiences using the learned language. 教学过程 Lead-in The teacher starts the class by showing multi-modal materials, including pictures of famous scenic spots at home and abroad (such as the Colosseum in Rome, the Great Wall of China), short video clips of people’s travel experiences, and some common travel-related objects (such as a travel bag, a map, a camera). Then the teacher asks the students a series of guiding questions in English: “Have you ever traveled to any interesting places? What did you do during your trip? What do you usually prepare before a trip?” The teacher invites 3-4 students to share their answers freely, and gives positive comments and guidance, such as “Your travel experience sounds wonderful!”, “You have a good preparation for traveling.” After the students’ sharing, the teacher naturally leads to the topic of this lesson: “Today, we will read a passage about travel. It tells the author’s interesting travel experiences and some useful tips during the trip. Let’s dig into the passage together and learn more about travel.” Design Intention: The multi-modal materials can quickly attract students’ attention and arouse their interest in the topic of travel. The guiding questions are closely related to students’ real life, which can activate their existing life experience and language reserve, reduce their psychological pressure in English expression, and lay a good foundation for the subsequent reading link. At the same time, it can naturally introduce the theme of the lesson and guide students to enter the reading state quickly. Pre-reading Vocabulary Preview: The teacher presents the core vocabulary and phrases in the passage on the blackboard or PPT, including “destination, accommodation, route, scenery, local, bargain, souvenir, rely on, take advantage of, come across”. For each word and phrase, the teacher pronounces it clearly and explains its basic meaning and usage with simple and easy-to-understand English sentences. For example, “Destination means a place where you are going or where you want to reach. For example, My travel destination this summer is Beijing.” Then the teacher invites students to read after him/her, and organizes a quick response activity: the teacher says the Chinese meaning, and students quickly say the corresponding English word or phrase, so as to help students master the pronunciation and basic meaning of the vocabulary. In addition, the teacher guides students to guess the meaning of some difficult words according to the context clues, such as “digging in” in the title. The teacher asks: “What does ‘digging in’ mean? We know that ‘dig’ means to make a hole in the ground, but here it is related to travel. Can you guess its meaning?” Then the teacher gives hints and guides students to understand that “digging in” here means to study or explore something in depth, which implies that we will explore the travel experiences and tips in the passage in depth. Text Prediction: The teacher shows the title of the passage “Digging in” and the pictures in the text to the students, and asks them to predict the content of the passage: “Look at the title and the pictures, what do you think the passage will talk about? Will it talk about the author’s travel destination? Or the interesting things during the trip? Or some travel tips?” Students are allowed to discuss in groups of 4 for a few minutes, and then each group sends a representative to share their predictions. The teacher writes down the key points of the students’ predictions on the blackboard, and says: “Let’s keep your predictions in mind and check whether they are correct when we read the passage.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing the core vocabulary before reading can help students reduce the obstacles in reading, improve reading efficiency, and lay a foundation for understanding the text. Guessing the meaning of words according to context clues can cultivate students’ learning ability and help them master effective reading strategies. Text prediction can stimulate students’ reading motivation, make them read with purpose, and improve their ability to predict and infer text content. While-reading This link is divided into three parts: skimming, scanning and close reading, which are carried out step by step to help students understand the text from shallow to deep. Skimming: The teacher asks students to read the passage quickly, without paying too much attention to the details, and complete two tasks: (1) Find out the main idea of the passage. (2) Determine the structure of the passage. After reading, the teacher invites students to share their answers. The teacher summarizes and supplements: The main idea of the passage is that the author shares his travel experiences in a small town, including the process of choosing accommodation, exploring the local scenery and culture, and some useful travel tips. The structure of the passage is “introduction - body - conclusion”: the introduction introduces the travel background, the body describes the specific travel experiences and tips, and the conclusion expresses the author’s feelings about the trip. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea and structure of the passage, form an overall understanding of the text, and lay a foundation for the subsequent in-depth reading. At the same time, it can train students’ ability to read quickly and extract key information. Scanning: The teacher asks students to read the passage again, focusing on finding specific information, and completes the following table. The teacher presents the table on the PPT, and students fill in the blanks according to the text content. Aspects of Travel Specific Information Destination A small town in the countryside Accommodation A local family’s guesthouse, clean and comfortable, with kind hosts Scenery Green mountains, clear rivers, beautiful fields and ancient buildings Local Culture Traditional handicrafts, local food, folk songs and dances Travel Tips 1. Book accommodation in advance; 2. Talk with local people to learn more about local culture; 3. Take light luggage; 4. Respect local customs After students finish filling in the table, the teacher checks the answers with the whole class, corrects the wrong answers, and explains the key points. For example, when talking about accommodation, the teacher emphasizes the description of the guesthouse and the hosts in the text, and guides students to pay attention to the adjectives used to describe them, such as “clean, comfortable, kind”. Design Intention: Scanning is a reading strategy to find specific information quickly. By completing the table, students can systematically sort out the specific content of the passage, deepen their understanding of the text details, and at the same time exercise their ability to locate and extract specific information. The table form is clear and intuitive, which is convenient for students to organize and memory information. Close Reading: The teacher guides students to read the passage carefully, focuses on analyzing the key sentences, logical relationships and the author’s emotional changes, and carries out interactive activities. First, the teacher selects several key sentences in the passage and asks students to analyze them. For example, “When I first arrived in the small town, I was deeply attracted by its beautiful scenery and quiet atmosphere.” The teacher asks: “What kind of feeling does this sentence express? What adjectives does the author use to describe the town? What can we know about the author’s first impression of the town?” Students are invited to answer, and the teacher summarizes: This sentence expresses the author’s strong affection for the small town. The adjectives “beautiful” and “quiet” describe the town, which shows that the author’s first impression of the town is very good. Then, the teacher guides students to analyze the logical relationship in the passage. For example, the author uses “first, then, finally” to describe the process of exploring the town. The teacher asks: “What is the function of these connecting words? How do they help us understand the text?” Students discuss in groups, and the teacher explains: These connecting words show the sequence of events, making the text structure more clear and logical, and helping us better understand the author’s travel process. In addition, the teacher guides students to feel the author’s emotional changes in the passage. The teacher asks: “How does the author’s feeling change from the beginning to the end of the trip? Find the sentences in the text to support your answer.” Students find the relevant sentences and share their views. The teacher summarizes: At the beginning, the author was looking forward to the trip; when he arrived in the town, he was attracted by the scenery and atmosphere; during the trip, he felt happy and excited when communicating with local people and exploring the local culture; at the end, he felt reluctant to leave and cherished the memory of the trip. Finally, the teacher asks students to read the passage aloud with feeling, paying attention to the intonation and rhythm, so as to better feel the author’s emotions and the charm of the text. Design Intention: Close reading is the key link to deepen students’ understanding of the text. By analyzing key sentences, students can master the usage of important sentence patterns and vocabulary, and understand the connotation of the text. Analyzing the logical relationship can help students improve their logical thinking ability and understand the structure of the text more clearly. Feeling the author’s emotional changes can help students resonate with the author, improve their ability to perceive and express emotions, and lay a foundation for the subsequent language application. Post-reading This link is mainly to help students consolidate the knowledge they have learned, apply the language they have mastered, and improve their comprehensive language ability. It is divided into three activities: Vocabulary and Sentence Pattern Practice: The teacher designs some exercises to help students consolidate the core vocabulary and sentence patterns in the passage. Exercise 1: Fill in the blanks with the correct form of the given words and phrases. (destination, rely on, take advantage of, come across, bargain) My dream travel ______ is Paris. We should ______ every chance to practice our English. When I was traveling in the street, I ______ an old friend. You can ______ me if you have any problems. ⑤ He spent a long time ______ with the seller for the souvenir. Exercise 2: Rewrite the following sentences using the sentence patterns in the passage. The scenery is very beautiful. It attracts many tourists. (Use “so...that...”) I finished my homework. Then I went to bed. (Use “after”) She is kind. Everyone likes her. (Use “such...that...”) After students finish the exercises, the teacher checks the answers, explains the wrong questions, and emphasizes the key points of vocabulary and sentence patterns. For example, when explaining “bargain”, the teacher reminds students that it can be used as a verb and a noun, and gives examples to help students understand. Design Intention: Vocabulary and sentence pattern practice is an important way to consolidate the knowledge learned. Through filling in the blanks and rewriting sentences, students can flexibly use the core vocabulary and sentence patterns in the passage, improve their language application ability, and lay a foundation for subsequent speaking and writing activities. Group Discussion: The teacher divides students into groups of 4-5, and sets the discussion topic: “Share your most unforgettable travel experience with your group members, and talk about what you learned from the experience. You can use the vocabulary and sentence patterns we learned today.” The teacher gives some guiding questions to help students carry out the discussion: “Where did you travel? What did you do there? What interesting things did you meet? What tips can you share with us? How did you feel after the trip?” During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives timely guidance and help to students who have difficulties in expression. For example, if a student can’t express a certain idea in English, the teacher prompts him/her with the relevant vocabulary and sentence patterns. After the discussion, each group sends a representative to share the group’s discussion results with the whole class. The teacher gives positive comments and suggestions, such as “Your sharing is very detailed. You used many words we learned today.”, “You can add some details to make your sharing more interesting.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. The discussion topic is closely related to the text and students’ real life, which can stimulate students’ enthusiasm for participation, make them flexibly use the language they have learned, and improve their comprehensive language application ability. At the same time, it can also help students exchange ideas and learn from each other. Writing Practice: The teacher asks students to write a short passage about their own travel experience, with the title “My Unforgettable Travel”. The requirements are: (1) Use at least 5 core vocabulary and 2 sentence patterns learned today. (2) The passage should have a clear structure: introduction (travel destination and time), body (specific experiences and feelings), conclusion (gains and insights). (3) The content is true and vivid, with appropriate emotions. Before writing, the teacher gives a sample passage to guide students to understand the writing requirements and structure. For example: “My Unforgettable Travel Last summer, I traveled to Qingdao with my family. It was a beautiful coastal city, and my destination was the beach. We booked a hotel near the beach in advance. Every morning, I went to the beach to enjoy the beautiful scenery and fresh air. I also came across many friendly local people, who told me a lot about the local culture. I took advantage of the chance to try many local delicious foods. This trip was very unforgettable. It made me realize that traveling can not only let us enjoy the beautiful scenery, but also help us learn new things and broaden our horizons.” During writing, the teacher walks around the classroom, provides guidance to students who have difficulties in writing, and corrects the mistakes in students’ writing in time. After writing, students exchange their passages with their deskmates and give suggestions to each other. Then the teacher selects several excellent passages and reads them to the whole class, and comments on them, emphasizing the advantages and areas for improvement. Design Intention: Writing practice is an important way to test students’ language application ability. By writing a short passage about their own travel experience, students can flexibly use the vocabulary and sentence patterns learned in the lesson, improve their writing ability, and integrate the knowledge learned into practice. The sample passage can help students clarify the writing requirements and structure, and peer review can help students learn from each other and improve their writing level. Summary and Homework Summary: The teacher leads students to summarize the content of this lesson. The teacher asks: “What did we learn today? What are the key vocabulary and sentence patterns? What reading strategies did we master? What did we know about the author’s travel experience?” Students answer one by one, and the teacher summarizes and supplements: Today we read the passage “Digging in”, mastered the core vocabulary and sentence patterns about travel, learned skimming, scanning and close reading strategies, understood the author’s travel experience and useful travel tips, and improved our language ability, thinking quality, cultural awareness and learning ability. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in the lesson, form a systematic knowledge framework, deepen their understanding and memory of the knowledge, and cultivate their ability to summarize and sort out information. Homework: Review the core vocabulary and sentence patterns learned today, and recite them. Polish the short passage written in class, and hand it in the next class. Search for more travel tips online, and share them with the class in the next lesson. Preview the next part of the unit. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and sentence patterns can help students consolidate the knowledge learned; polishing the passage can improve students’ writing ability; searching for travel tips can expand students’ knowledge and cultivate their autonomous learning ability; previewing the next part can lay a foundation for the next lesson. 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 $