Unit3 Travel Reading B Self-assessment 教学设计-2025-2026学年高中英语沪外版必修第一册

Unit 3 Travel-Reading B-Self-assessment 教学目标和重难点 教学目标 Language Competence: Master key words, phrases and sentence patterns related to travel advice and letters, and be able to understand the genre characteristics of column letters, read for specific information and express personal views on travel advice in simple English. Cultural Awareness: Understand the significance of travel in personal growth, respect different travel concepts and cultural backgrounds, and initially form cross-cultural communication awareness. Thinking Quality: Develop logical thinking by sorting out the young dreamer’s problems and Shannon’s suggestions, and cultivate critical thinking by discussing the advantages and disadvantages of traveling at a young age. Learning Ability: Master skimming and scanning reading strategies, form the habit of self-assessment and self-reflection, and improve independent learning and cooperative inquiry abilities. 教学重难点 Key Points: Understand the main content of Reading B, including the young dreamer’s troubles and Shannon’s corresponding suggestions; master core vocabulary and phrases about travel and advice; grasp the genre characteristics of column letters. Difficult Points: Using the learned vocabulary and sentence patterns to express personal opinions on travel advice accurately; understanding the logical relationship between the young dreamer’s problems and suggestions; conducting in-depth thinking and discussion on the significance of travel. 教学过程 Step 1: Lead-in (Warm-up and Preview Check) The teacher starts the class with a question: “Have you ever had a travel plan but didn’t know how to carry it out? Or have you met some troubles when traveling?” Ask students to think for 1 minute and then invite 2-3 students to share their experiences or confusion in English. After that, the teacher shows some key vocabulary and phrases of Reading B on the screen, such as “column letter, dilemma, suggestion, broaden one’s horizons, take advantage of”, and asks students to read them aloud together. Then, the teacher checks the preview homework by asking: “Who can briefly introduce what Reading B is about?” Guide students to summarize that it is a letter from a young dreamer asking for advice and a reply from Shannon, a column writer. Design Intention: The lead-in question is closely related to students’ real life, which can arouse their interest in the topic and activate their existing knowledge and experience about travel troubles. Checking the preview helps teachers understand students’ prior understanding of the text, lay a foundation for the follow-up reading teaching, and consolidate the memory of core vocabulary through collective reading, which is conducive to reducing students’ difficulty in understanding the text. Step 2: Pre-reading (Genre Introduction and Prediction) First, the teacher introduces the genre of the text to students: “Today we will learn a column letter. It is a kind of letter that readers write to the column of a newspaper or website to ask for help or advice, and the column writer replies to them. Compared with ordinary letters, it has a fixed format, including salutation, body and signature.” The teacher shows a sample of a column letter on the screen, points out its structure and format characteristics, and asks students to observe and summarize the differences between column letters and ordinary letters they have learned before. Then, the teacher asks students to look at the title and the first paragraph of Reading B, and predict: “What problems may the young dreamer have? What kind of advice will Shannon give?” Students discuss in pairs for 2 minutes, and then each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard and encourages students to verify them in the process of reading. Design Intention: Introducing the genre of column letters helps students grasp the structural characteristics of the text in advance, which is conducive to their better understanding of the logical context of the text. Prediction activities can stimulate students’ reading motivation, cultivate their ability to infer information based on existing clues, and make students read with clear goals, improving reading efficiency. Step 3: While-reading (Text Analysis and Reading Strategies Training) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and complete two tasks: 1. Divide the text into three parts and summarize the main idea of each part. 2. Answer the question: “What is the main purpose of the young dreamer’s letter and Shannon’s reply?” After students finish reading, the teacher invites students to share their answers, and then summarizes and sorts out the main idea of the text: Part 1 (Paragraph 1-2): The young dreamer writes to Shannon, talking about his dilemma—he wants to travel but is worried about affecting his studies and doesn’t know how to make a reasonable plan. Part 2 (Paragraph 3-6): Shannon gives specific suggestions on the young dreamer’s troubles, including how to balance travel and study, how to make a travel plan and how to gain growth from travel. Part 3 (Paragraph 7): Shannon encourages the young dreamer to bravely pursue his travel dream and emphasizes the significance of travel for personal growth. The main purpose of the young dreamer’s letter is to ask for advice on balancing travel and study, and Shannon’s reply is to give practical suggestions and encouragement. Design Intention: Skimming training helps students master the reading strategy of grasping the main idea quickly, which is an important part of improving students’ reading ability. Dividing the text into parts and summarizing the main idea of each part can help students sort out the logical structure of the text, deepen their understanding of the overall content of the text, and lay a foundation for the detailed reading of the text. Activity 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and complete a table about the young dreamer’s problems and Shannon’s suggestions. The table is as follows: The Young Dreamer’s Problems Shannon’s Suggestions 1. Wants to travel but is worried about affecting his studies. 1. Make a detailed study plan before traveling, bring necessary study materials, and spend a certain amount of time studying every day during the trip. 2. Doesn’t know how to make a reasonable travel plan. 2. Determine the travel destination and time according to the holiday and study schedule; learn about the local culture, customs and scenic spots in advance; make a detailed daily schedule. 3. Is confused about the significance of travel. 3. Treat travel as a way to broaden horizons, learn new knowledge and experience different cultures; record travel experiences and feelings in a diary to gain spiritual growth. After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes and supplements key points. At the same time, the teacher asks students to find out the key words and phrases in the text that express suggestions, such as “I suggest that you..., You’d better..., It’s a good idea to..., Why not...”, and explains their usage and differences briefly. Design Intention: Scanning training helps students master the reading strategy of finding specific information quickly, which is conducive to improving students’ ability to extract key information from the text. Filling in the table can make the relationship between the young dreamer’s problems and Shannon’s suggestions more clear, help students understand the details of the text deeply. Explaining the key phrases for expressing suggestions can consolidate students’ language knowledge and lay a foundation for their subsequent language output. Activity 3: Close Reading for Logical Relationship The teacher guides students to read the body part of Shannon’s reply (Paragraph 3-6) carefully and asks the following questions to help students analyze the logical relationship of the text: 1. What is the logical relationship between Paragraph 3 and Paragraph 4? 2. Why does Shannon mention “travel can help you relax and improve your study efficiency” when giving advice on balancing travel and study? 3. What is the order of Shannon’s suggestions? Is it logical? Students discuss these questions in groups of 4 for 5 minutes. After the discussion, each group selects a representative to share their views. The teacher summarizes: Paragraph 3 puts forward the suggestion of balancing travel and study, and Paragraph 4 explains the reason for this suggestion, which is a causal relationship. Shannon mentions that travel can help relax and improve study efficiency to let the young dreamer realize that travel and study are not contradictory, but can promote each other. Shannon’s suggestions are put forward in the order of “solving the problem of balancing travel and study → solving the problem of making a travel plan → explaining the significance of travel”, which is in line with the logical order of “solving practical problems first and then guiding ideological understanding”, and is very logical. Design Intention: Close reading and logical analysis can help students go deep into the text, understand the internal logical relationship of the text, and cultivate their logical thinking ability. Group discussion can stimulate students’ thinking, let them exchange ideas with each other, and improve their cooperative inquiry ability and oral expression ability. Explaining the logical relationship of the text can help students master the writing skills of argumentative text, which is conducive to their subsequent writing practice. Step 4: Post-reading (Language Consolidation and Critical Thinking Training) Activity 1: Vocabulary and Sentence Pattern Practice The teacher arranges two practice tasks to help students consolidate the learned vocabulary and sentence patterns. Task 1: Fill in the blanks with the key words and phrases learned in the text. The sentences are as follows: 1. Travel can help us _______ (broaden our horizons) and learn new knowledge. 2. When you are in a _______ (dilemma), you can ask your teachers or friends for help. 3. We should _______ (take advantage of) every opportunity to improve our English. 4. _______ (Why not) make a travel plan with your best friend? Task 2: Ask students to use the phrases for expressing suggestions (I suggest that you..., You’d better..., etc.) to write 3 sentences about giving travel advice to their classmates. After students finish the practice, the teacher checks the answers, corrects the mistakes in vocabulary usage and sentence structure, and invites some students to read their sentences aloud. Design Intention: Vocabulary and sentence pattern practice is an important link to consolidate language knowledge. Through filling in the blanks and sentence writing, students can flexibly use the learned vocabulary and sentence patterns, improve their language application ability, and lay a solid foundation for their subsequent oral and written expression. Activity 2: Critical Thinking Discussion The teacher puts forward the discussion topic: “Do you agree with all of Shannon’s suggestions? Why or why not? What other travel advice would you give to the young dreamer?” Students discuss in groups for 6 minutes. During the discussion, the teacher walks around the classroom, guides students to think deeply, and helps students express their views in English. After the discussion, each group sends a representative to share their group’s views. For example, some students may think that “spending time studying every day during travel will affect the travel experience”, and put forward the suggestion of “focusing on travel during travel and making up for study after returning”; some students may suggest that “the young dreamer can choose a nearby travel destination to save time and cost”. The teacher affirms students’ positive thinking, encourages them to put forward different views, and guides them to realize that there is no absolute right or wrong in travel advice, and the key is to find a way that suits them. Design Intention: Critical thinking discussion can break the traditional mode of “passive acceptance of knowledge” for students, encourage them to think independently and put forward their own views, which is conducive to cultivating their critical thinking ability. Combining the text content with practical life, students can apply the learned knowledge to practice, improve their ability to analyze and solve problems, and at the same time deepen their understanding of the theme of travel. Activity 3: Text Retelling The teacher asks students to retell the text in their own words according to the structure of the text and the key information in the table. Students can choose to retell individually or in pairs. The teacher puts forward the retelling requirements: 1. Cover the main content of the text, including the young dreamer’s problems and Shannon’s suggestions. 2. Use the key words and phrases learned in the text as much as possible. 3. Express clearly and fluently. After students finish retelling, the teacher evaluates their performance, affirms their advantages, and puts forward suggestions for improvement, such as “pay attention to the logical connection of sentences” and “use more complex sentences appropriately”. Design Intention: Text retelling can help students consolidate the main content of the text, improve their ability to organize language and oral expression. Retelling in their own words can test students’ understanding of the text and their ability to use language flexibly, and at the same time help students deepen their memory of the text. Step 5: Self-assessment (Reflection and Improvement) The teacher guides students to carry out self-assessment according to the four-dimensional key competencies. The teacher shows the self-assessment form on the screen, and students fill it in independently. The self-assessment form includes the following items: 1. Language Competence: Can I understand the main content of the text? Can I master and use the key words and phrases in the text? Can I express personal views on travel advice in English? 2. Cultural Awareness: Do I understand the significance of travel in personal growth? Do I respect different travel concepts? 3. Thinking Quality: Can I sort out the logical structure of the text? Can I put forward my own views on Shannon’s suggestions? 4. Learning Ability: Did I master the skimming and scanning reading strategies? Did I actively participate in group discussions and practice activities? After filling in the form, students share their self-assessment results with their deskmates, exchange their gains and deficiencies in this class, and put forward improvement plans. Finally, the teacher summarizes the self-assessment results, affirms the gains of the students, points out the common deficiencies (such as insufficient flexibility in using sentence patterns, insufficient depth in critical thinking), and puts forward targeted improvement suggestions. Design Intention: Self-assessment is an important part of cultivating students’ learning ability. Through self-assessment, students can clearly understand their own learning status, find out their own gains and deficiencies, and form the habit of self-reflection. Exchanging self-assessment results with deskmates can help students learn from each other, promote mutual progress, and the teacher’s summary and suggestions can guide students to make targeted improvements, which is conducive to improving students’ learning efficiency and comprehensive quality. Step 6: Summary and Homework First, the teacher summarizes the content of this class: “In this class, we learned a column letter about travel advice. We mastered the key words and phrases related to travel and advice, understood the genre characteristics and logical structure of the text, and improved our reading ability and critical thinking ability through a series of reading and discussion activities. At the same time, we also realized the significance of travel in personal growth and learned how to balance travel and study.” Then, the teacher assigns the homework: 1. Read the text aloud twice and recite the key paragraphs (Paragraph 3-4). 2. Complete the exercise sheet about vocabulary and sentence patterns. 3. Write a short letter (80-100 words) to ask for travel advice from a column writer, describing your own travel troubles and asking for specific suggestions. 4. Preview the Further Exploration part and think about the theme of “travel and culture”. Design Intention: Summarizing the class content helps students sort out the knowledge system of this class and consolidate the learned knowledge. The homework is designed to consolidate the language knowledge and reading ability learned in class, and at the same time connect the classroom learning with the after-class practice, promote the transformation of students’ language knowledge into language application ability, and lay a foundation for the next class. 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 $