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

Unit 3 Travel-Reading A-Moving Forward 教学目标和重难点 教学目标 Language Competence: Enable students to master core words and sentence patterns related to travel, and use them to understand the text, express travel experiences and opinions. Cultural Awareness: Help students understand the cultural connotation behind travel, respect cultural differences and cultivate a global perspective. Thinking Quality: Guide students to analyze the text structure, infer implied information and develop logical and critical thinking. Learning Ability: Cultivate students’ abilities of autonomous reading, cooperative learning and summarizing, laying a foundation for lifelong learning. 教学重难点 Key Points: Master core vocabulary (e.g., obstacle, setback, practical) and sentence patterns about travel plans and experiences; understand the main idea and structure of the text; grasp reading strategies such as skimming and scanning. Difficult Points: Flexibly use tenses to describe travel experiences; analyze implied information in the text; express personal views on travel meaning logically and accurately in English. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Warm-up and Brainstorming The teacher starts the class by showing pictures of different famous scenic spots around the world (e.g., the Colosseum in Rome, the Great Wall in China) and asks students the following questions: “Have you ever traveled to any interesting places? What did you do during your trip? What preparations did you make before the trip?” Then, the teacher organizes students to have a free discussion in groups of 4, sharing their own travel experiences and preparation details. After 5 minutes of discussion, invite 2-3 groups to present their ideas to the whole class. During the presentation, the teacher writes down key words and expressions mentioned by students on the blackboard, such as “travel plan, schedule, pack luggage, place of interest, experience, excited”. Design Intention: This activity is closely connected with students’ real life, which can quickly arouse students’ learning interest and enthusiasm. By sharing travel experiences, students can activate their existing vocabulary and knowledge related to travel, laying a solid foundation for the subsequent reading of the text. Meanwhile, group discussion helps cultivate students’ cooperative learning ability and oral expression ability, which is in line with the requirements of learning ability and language competence in core literacy. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of the text (obstacle, setback, practical, determine, insist, make up one’s mind, can hardly wait to do, ever since) on the screen. For each word, the teacher provides the English definition, example sentences and phonetic symbols, and guides students to read aloud correctly. Then, the teacher designs simple matching exercises: match the words with their corresponding definitions. After students finish the exercises, the teacher checks the answers and explains the usage of difficult words in detail. For example, for “insist”, the teacher emphasizes its common structure “insist that sb. (should) do sth.”; for “ever since”, the teacher explains that it is usually used with the present perfect tense. In addition, the teacher combines the pictures shown in the warm-up activity to make sentences with these words, helping students understand and memorize them in context. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, improve reading efficiency. By providing definitions, example sentences and context, students can not only master the basic meaning of words, but also understand their usage in specific situations, which is conducive to improving their language competence. The matching exercises can test students’ mastery of vocabulary in time, helping the teacher grasp students’ learning situation and adjust the teaching progress appropriately. Activity 3: Predict the Text The teacher shows the title of the text “Moving Forward” and the picture in the text, and asks students: “What do you think this text is about? Who is the main character? What may happen in the text?” Students are encouraged to express their guesses freely. The teacher writes down students’ reasonable guesses on the blackboard, such as “It may be about a person’s travel experience”, “The main character may encounter some difficulties during the trip and finally overcome them”, “It may talk about the meaning of travel”. Then, the teacher tells students: “Let’s read the text to check your guesses and find out the real content of the text.” Design Intention: Predicting the text based on the title and pictures can stimulate students’ curiosity and reading motivation, making students read the text with a clear purpose. This activity can also cultivate students’ reasoning ability and imaginative thinking, which is in line with the requirements of thinking quality in core literacy. At the same time, it can help students form a good reading habit of active thinking before reading. While-reading: Comprehend and Analyze the Text Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. Who is the main character of the text? 2. What is the main content of the text? After students finish reading, the teacher invites several students to answer the questions. Then, the teacher summarizes the main idea of the text: The text mainly tells the story of Eleanor’s travel experience in Rome, including the preparations before the trip, the difficulties she encountered during the trip, how she overcame the difficulties, and her feelings and gains from the trip. Meanwhile, the teacher guides students to divide the text into three parts according to the main content: Part 1 (Paragraph 1-2): Preparations for the trip; Part 2 (Paragraph 3-5): Difficulties and solutions during the trip; Part 3 (Paragraph 6): Feelings and gains from the trip. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text and the overall structure, which helps improve their reading speed and reading comprehension ability. Dividing the text into parts according to the main content can help students clarify the logical relationship of the text, cultivate their logical thinking ability, and lay a foundation for the detailed analysis of the text later. Activity 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and complete the following table. The table includes four columns: Paragraphs, Main Content, Difficulties Encountered, and Solutions. Students need to find relevant information from the text and fill in the table. During the reading process, the teacher walks around the classroom, provides help for students who have difficulties, and reminds students to mark key information in the text. After students finish filling in the table, the teacher invites a student to present the table on the blackboard, and then checks and corrects it with the whole class. For example, in Paragraph 3, the difficulty Eleanor encountered is that she got lost in Rome, and the solution is that she asked a local person for help and used the map to find her way. Design Intention: Scanning is another important reading strategy, which helps students find specific information quickly and accurately. Completing the table can guide students to read the text carefully, deepen their understanding of the details of the text, and at the same time cultivate their ability to sort out and summarize information. The teacher’s guidance and help can ensure that every student can participate in the activity, and the class check can help students find their own mistakes and consolidate their understanding of the text. Activity 3: Analyze Key Sentences and Language Points The teacher selects several key sentences from the text and guides students to analyze them in detail, focusing on the sentence structure, grammar and the usage of key words. For example: 1. “Ever since I decided to travel to Rome, I have been looking forward to it.” The teacher explains the usage of “ever since” and the present perfect tense, and asks students to make sentences with “ever since” and the present perfect tense. 2. “I insisted that I should go to Rome alone, and my parents finally agreed.” The teacher explains the structure “insist that sb. (should) do sth.”, and emphasizes that “should” can be omitted. 3. “Although I encountered many obstacles, I never gave up, and finally I finished my trip successfully.” The teacher analyzes the usage of the adverbial clause of concession led by “although”, and guides students to understand the logical relationship between the two clauses. In addition, the teacher guides students to pay attention to the emotional color of the sentences, such as the excitement and determination expressed in the sentences, and asks students to read the sentences with appropriate emotions. Design Intention: Key sentences are the core of the text, and analyzing key sentences can help students master important grammar and vocabulary, improve their language competence. Making sentences can help students apply the learned knowledge flexibly, realizing the combination of input and output. Paying attention to the emotional color of sentences can help students understand the author’s emotional attitude and the theme of the text more deeply, which is conducive to cultivating students’ emotional awareness and cultural awareness. Activity 4: Explore the Theme and Implied Information The teacher asks students to read the text again and discuss the following questions in groups: 1. What kind of person is Eleanor? Please find evidence from the text to support your view. 2. What does Eleanor learn from her travel experience? 3. What is the meaning of “Moving Forward” in the title? After the discussion, each group selects a representative to express their views. The teacher summarizes and supplements students’ views: Eleanor is a determined, brave and independent person. She insists on traveling alone, overcomes many difficulties during the trip, and never gives up. From the travel experience, she learns that setbacks and obstacles are part of life, and we should face them bravely and keep moving forward. The title “Moving Forward” not only refers to Eleanor’s physical movement during the trip, but also refers to her spiritual growth and progress, which embodies the positive life attitude of bravely facing difficulties and never giving up. Design Intention: This activity guides students to go deep into the text, explore the theme and implied information, which helps improve their critical thinking ability and reading comprehension ability. Group discussion allows students to exchange ideas, learn from each other, and improve their cooperative learning ability and oral expression ability. Exploring the meaning of the title can help students grasp the core of the text and understand the author’s writing purpose, which is conducive to cultivating students’ thinking quality and cultural awareness. Post-reading: Consolidate and Extend Activity 1: Retell the Text The teacher asks students to retell the text with the help of the key words and the table completed earlier. First, students retell the text individually, then retell it in pairs. After that, invite 2-3 students to retell the text in front of the whole class. The teacher evaluates students’ retelling from the aspects of completeness, accuracy and fluency, and gives positive comments and suggestions. For example, if a student misses some important details, the teacher reminds them to supplement; if a student makes a grammatical mistake, the teacher corrects it gently. Design Intention: Retelling the text is an effective way to consolidate the understanding of the text. It can help students review the main content and key details of the text, and at the same time exercise their oral expression ability and language organization ability. Retelling in pairs and individually can ensure that every student participates in the activity, and the teacher’s evaluation can help students find their own shortcomings and improve their oral expression ability. Activity 2: Group Discussion and Expression The teacher puts forward the following discussion topic: “What can we learn from Eleanor’s travel experience? How can we apply this spirit to our daily study and life?” Students are organized to discuss in groups of 4, and each group is required to put forward at least 3 points of view. During the discussion, the teacher walks around the classroom, guides students to think deeply, and helps students express their views in English correctly. After the discussion, each group selects a representative to make a report to the whole class. The teacher summarizes students’ views, and emphasizes that we should learn from Eleanor’s spirit of bravery, determination and perseverance, face difficulties bravely in study and life, and keep moving forward. Design Intention: This activity connects the text with students’ daily study and life, which helps students understand the practical significance of the text and internalize the spirit conveyed by the text. Group discussion can cultivate students’ cooperative learning ability, critical thinking ability and oral expression ability. Expressing views in English can help students apply the learned vocabulary and sentence patterns flexibly, improving their language competence. At the same time, this activity helps cultivate students’ positive life attitude, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Activity 3: Writing Practice The teacher asks students to write a short passage (about 100 words) with the title “My Unforgettable Travel Experience”. The requirements are as follows: 1. Briefly introduce the time, place and main content of the travel; 2. Describe the difficulties encountered during the travel and how to overcome them; 3. Express your feelings and gains from the travel. Students start writing, and the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to use the key words and sentence patterns learned in the text. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them from the aspects of content, grammar, vocabulary and fluency. At the same time, the teacher selects excellent works to share with the whole class, and encourages students to learn from each other. Design Intention: Writing practice is an important link to test students’ language competence. It can help students apply the learned vocabulary, grammar and sentence patterns to practical writing, realizing the combination of input and output. The writing topic is closely connected with the text and students’ real life, which can stimulate students’ writing enthusiasm and improve their writing ability. The teacher’s guidance and comment can help students find their own mistakes and deficiencies in writing, and improve their writing level continuously. Activity 4: Summary and Reflection The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns, reading strategies and the theme of the text. Then, the teacher makes a final summary: In this class, we have learned the text “Moving Forward”, mastered the core vocabulary and key sentence patterns related to travel, grasped the reading strategies of skimming and scanning, and understood the theme of the text that we should face difficulties bravely and keep moving forward. Finally, the teacher asks students to reflect on their own learning situation in this class: What have you learned? What are your shortcomings? What should you do to improve in the future? Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, consolidate the learning results, and form a systematic knowledge framework. Reflection can help students understand their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to cultivating students’ learning ability and autonomous learning awareness, laying a foundation for their lifelong learning. Homework 1. Review the core vocabulary and key sentence patterns learned in this class, and make 5 sentences with each key word. 2. Polish the short passage written in class and hand it in the next class. 3. Read the text aloud for 15 minutes every day, and record the reading audio. 4. Search for one travel story on the Internet, read it carefully, and write a short comment (about 50 words) on it. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and improve their language competence. Reviewing vocabulary and making sentences can help students master the usage of vocabulary and sentence patterns more firmly. Polishing the short passage can improve students’ writing ability. Reading aloud can help students improve their pronunciation and intonation, and cultivate their sense of language. Searching for travel stories and writing comments can expand students’ horizons, cultivate their reading ability and critical thinking ability, and at the same time enrich their knowledge about travel culture, which is conducive to cultivating their cultural awareness. 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 $