Unit1 Road to Success-Reading A-Moving Forward 讲义-2025-2026学年高中英语沪外版必修第三册

Unit 1 Road to Success-Reading A-Moving Forward 教学目标和重难点 教学目标 It focuses on developing students’ language competence via text analysis, cultural awareness by understanding diverse success views, thinking quality through logical reasoning and critical thinking, and learning ability by guiding independent and cooperative learning to explore the road to success. 教学重难点 Key points: Grasp the text’s main idea and structure, master core vocabularies and sentence patterns about success and perseverance. Difficult points: Understand the metaphorical meaning in the text and express personal views on success fluently in English. 教学过程 Lead-in The teacher starts the class with an open question: “What does success mean to you? Is it achieving a goal, overcoming a difficulty, or making progress little by little?” Then, the teacher shows some pictures of people from different walks of life pursuing success, such as a student making progress in studies, an athlete persisting in training, and a scientist exploring unknown fields. After showing the pictures, the teacher invites 2-3 students to share their opinions on success and their own experiences of moving forward towards a small goal. Finally, the teacher naturally leads to the topic of the lesson: “Today, we will read a text titled Moving Forward, which tells us stories about perseverance and progress on the road to success. Let’s explore how the writer moves forward and gains growth.” Design Intention: The open question and vivid pictures can arouse students’ interest in the topic of “success” and “moving forward”, activate their prior knowledge and life experience, and help them establish a connection between the text content and their own lives. Inviting students to share their experiences not only exercises their oral expression ability but also lays a emotional and cognitive foundation for understanding the text’s core meaning, making students more willing to participate in the subsequent teaching activities. Pre-reading Vocabulary Preview: The teacher presents the core vocabularies and phrases in the text, including perseverance, obstacle, motivation, commit, overcome, adjust, embrace, setback, strive, and make progress. For each vocabulary, the teacher provides simple and easy-to-understand definitions and example sentences closely related to the topic of “moving forward”, such as “Perseverance is the quality of continuing to do something even when it is difficult.” and “We should overcome obstacles bravely to move forward.” Then, the teacher organizes a quick matching activity: students match the vocabularies with their definitions in pairs, and the teacher checks the results and explains the difficult ones in detail, especially the usage of verbs such as commit and adjust, and the collocation of phrases such as strive for and embrace challenges. Background Briefing: The teacher briefly introduces the background of the text: the writer shares his own experiences of pursuing goals, encountering setbacks, adjusting strategies, and finally moving forward continuously. The text combines personal stories with philosophical insights, which is close to students’ life and easy to arouse resonance. The teacher emphasizes that the text focuses on the process of “moving forward” rather than the result of success, guiding students to pay attention to the growth and progress in the process. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabularies helps students reduce reading obstacles and improve reading efficiency. The example sentences closely related to the topic can help students understand the usage of vocabularies in context and lay a foundation for subsequent text analysis. The brief background introduction enables students to have a preliminary understanding of the text’s content and style, helps them quickly enter the text context, and improves their ability to predict the text’s main idea. While-reading This part is divided into three steps: skimming, scanning and careful reading, guiding students to understand the text from shallow to deep, and cultivating their reading strategies and logical thinking ability. Skimming: The teacher asks students to read the text quickly, ignoring the new words they don’t know temporarily, and answer two questions: (1) What is the main topic of the text? (2) What is the writer’s attitude towards “moving forward”? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The text mainly talks about the writer’s experiences of encountering setbacks on the road to pursuing goals and how he adjusts himself to move forward continuously; the writer holds a positive and active attitude towards moving forward, believing that moving forward itself is a kind of success. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the text’s main idea and overall framework, cultivate their ability to extract key information quickly, and lay a foundation for in-depth reading. The two simple questions guide students to focus on the core content of the text and avoid being distracted by trivial details. Scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following form: the writer’s goals, the obstacles he encountered, the measures he took to overcome obstacles, and the results he achieved. Students complete the form independently first, then discuss and correct with their group members. Finally, the teacher invites a representative from each group to present the group’s answers, comments on the results, and emphasizes the key details in the text, such as the specific obstacles the writer encountered (lack of motivation, failure in attempts) and the specific measures he took (adjusting goals, seeking help, encouraging himself). Items Details The writer’s goals To achieve his dreams in study and personal growth Obstacles Lack of motivation, failure in attempts, self-doubt Measures Adjusted goals, sought help from teachers and friends, encouraged himself, persisted in trying Results Made steady progress, gained confidence, realized that moving forward is a kind of success Design Intention: Scanning helps students extract specific information accurately, improve their ability to locate information quickly, and deepen their understanding of the text’s details. Completing the form in groups not only promotes students’ cooperative learning but also enables them to learn from each other, make up for their own deficiencies, and cultivate their sense of teamwork. The teacher’s comments help students clarify the key details and lay a foundation for careful reading and in-depth analysis. Careful Reading: The teacher guides students to read the text paragraph by paragraph, analyze the key sentences, and explore the deep meaning of the text. Paragraph 1: The teacher asks students to read the first paragraph carefully and think about the question: “Why does the writer say ‘moving forward is not always easy, but it is always worth it’?” Students discuss in pairs, and then the teacher summarizes: The writer uses this sentence to open the text, pointing out the characteristics of moving forward—difficult but valuable, laying the emotional tone of the whole text, and leading to the following personal stories. Paragraphs 2-3: These paragraphs describe the writer’s first attempt to achieve his goal and the failure he encountered. The teacher asks students to find the key sentences that reflect the writer’s mood and attitude, such as “I felt frustrated and wanted to give up” and “But I knew I couldn’t quit so easily”. Then, the teacher guides students to analyze: “What does the writer’s mood change show? What can we learn from it?” The teacher summarizes: The writer’s mood changes from frustration to determination, which reflects his perseverance. It tells us that setbacks are inevitable on the road to moving forward, and the key is to have the courage to face them instead of giving up. Paragraphs 4-5: These paragraphs talk about how the writer adjusts himself and moves forward again. The teacher asks students to find the measures the writer took and analyze the meaning of the sentence “Adjusting our goals is not giving up; it is a wise way to move forward better”. Students express their opinions freely, and the teacher explains: Adjusting goals does not mean abandoning dreams, but adapting to reality, making goals more practical, so as to continue moving forward, which reflects the writer’s flexible thinking and positive attitude. Paragraph 6: This is the concluding paragraph of the text. The teacher asks students to read it carefully and think about the question: “What is the writer’s main point in this paragraph? What enlightenment can we get from it?” The teacher summarizes: The writer emphasizes that success is not the end, but the process of moving forward continuously; every step of progress is a kind of success. It enlightens us that we should focus on the process of pursuing goals, embrace setbacks, persist in moving forward, and grow in the process. In the process of careful reading, the teacher also guides students to pay attention to the usage of some key sentence patterns, such as complex sentences with adverbial clauses of condition and concession, and the use of transitional words (however, therefore, besides), helping students understand the logical connection between paragraphs and improve their language expression ability. Design Intention: Careful reading is the key link of text analysis, which helps students deeply understand the text’s connotation, grasp the writer’s emotional attitude and core ideas. By analyzing key sentences and guiding students to think and discuss, it cultivates students’ critical thinking ability and logical reasoning ability. At the same time, combining the analysis of sentence patterns with text understanding, it integrates language knowledge learning with text analysis, achieving the goal of improving students’ language competence. Post-reading This part includes three activities: group discussion, language practice and emotional sublimation, aiming to consolidate the text content, improve students’ language application ability and realize the infiltration of core literacy. Group Discussion: The teacher divides students into groups of 4-5, and sets the discussion topic: “Combined with the text and your own experience, talk about what you can do to keep moving forward when you encounter setbacks in study or life?” Each group elects a moderator and a recorder. The moderator organizes the discussion, and the recorder records the key points of the group’s opinions. After the discussion, each group sends a representative to share the group’s views, and the teacher comments and guides them, emphasizing the importance of perseverance, positive attitude and flexible adjustment when facing setbacks. Design Intention: Group discussion enables students to combine the text content with their own life experience, deepen their understanding of the text’s core ideas, and exercise their oral expression ability and cooperative learning ability. The discussion topic is close to students’ life, which can arouse their resonance, help them establish a positive attitude towards setbacks, and realize the infiltration of emotional attitude and values. Language Practice: This activity includes two parts: vocabulary and sentence pattern practice. Vocabulary Practice: The teacher provides some sentences, and students are required to fill in the blanks with the core vocabularies and phrases learned in the lesson. For example: (1) We need great ______ to overcome the difficulties in our study. (perseverance) (2) When we encounter obstacles, we should ______ them bravely instead of running away. (overcome) (3) He ______ himself to working hard every day to achieve his dream. (commits) Sentence Pattern Practice: The teacher asks students to imitate the key sentence patterns in the text to write sentences. For example, imitate the sentence “Moving forward is not always easy, but it is always worth it” to write sentences, such as “Learning English is not always easy, but it is always worth it” or “Pursuing our dreams is not always easy, but it is always worth it”. Then, students share their sentences in class, and the teacher comments and corrects them, helping students master the usage of sentence patterns and improve their language expression ability. Design Intention: Language practice is an important link to consolidate the knowledge learned in class. Vocabulary filling and sentence pattern imitation help students master the core vocabularies and sentence patterns, and improve their ability to use language in context. Sharing sentences in class can stimulate students’ learning enthusiasm and help the teacher understand students’ mastery of knowledge, so as to adjust the teaching progress and methods in time. Emotional Sublimation: The teacher plays a short video about people who persist in moving forward despite setbacks, such as a disabled athlete who persists in training and finally achieves success, and a student who overcomes learning difficulties and makes great progress. After watching the video, the teacher asks students to think about the question: “What do these people have in common? What can we learn from them?” Then, the teacher makes a summary: All these people have perseverance, positive attitude and the courage to face setbacks. They know that moving forward is not easy, but they never give up. Success is not about how great achievements we have made, but about whether we have the courage to move forward and make progress. The teacher encourages students to apply the insights from the text to their own study and life, keep moving forward, and pursue their own success. Design Intention: The short video can visually show the power of perseverance and moving forward, arouse students’ emotional resonance, and further sublimate the text’s core ideas. The teacher’s summary and encouragement help students establish a correct view of success and setbacks, cultivate their positive emotional attitude and values, and realize the goal of cultivating students’ cultural awareness and thinking quality. Summary and Homework Summary: The teacher invites students to summarize the main content of the lesson, including the text’s main idea, core vocabularies and key insights. Then, the teacher makes a final summary: In this lesson, we read the text Moving Forward, understood the writer’s experiences of moving forward despite setbacks, mastered the core vocabularies and sentence patterns about success and perseverance, and learned that moving forward itself is a kind of success. We should keep a positive attitude, face setbacks bravely, and keep moving forward in our study and life. Homework: (1) Read the text aloud fluently, and recite the key paragraphs (Paragraph 1 and Paragraph 6). (2) Write a short passage of about 100 words, talking about your own experience of moving forward when encountering setbacks, using the vocabularies and sentence patterns learned in the lesson. (3) Think about your own goals, and make a simple plan on how to move forward towards your goals. Design Intention: The summary helps students sort out the knowledge learned in class, consolidate the text content and language knowledge, and improve their ability to summarize and generalize. The homework is designed to consolidate the knowledge learned in class, combine language learning with students’ own life experience, exercise their writing ability, and guide students to apply the insights from the text to their own life, realizing the connection between teaching and life. 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 $