Unit1 Road to Success-Reading A-Digging in 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-Digging in 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express themes of success, cultivating cultural awareness of diverse success values, developing logical and critical thinking, and fostering independent and cooperative learning abilities for lifelong learning. 教学重难点 Key points: Master core vocabularies and complex sentences in the text; grasp its main idea and structural features. Difficult points: Understand the deep meaning of “digging” and accurately express personal views on success with learned language. 教学过程 Lead-in The teacher starts the class with an open question: “What do you think is the most important factor for success? Is it talent, hard work, opportunity or something else?” Then, the teacher shows pictures of three people from different fields: a scientist who has made breakthroughs after years of research, an athlete who won the championship through daily training, and an entrepreneur who overcame numerous failures to build a business. The teacher asks students to discuss in pairs: “What do these successful people have in common? What efforts have they made to achieve success?” After 5 minutes of discussion, invite 2-3 groups to share their views. Finally, the teacher summarizes: “All these successful people have one thing in common—they insist on their goals and keep working hard, just like the protagonist in our today’s reading text. Let’s walk into Digging in and explore the secret of success in it.” Design Intention: The lead-in links the theme of “Road to Success” with students’ real life, activating their existing knowledge and life experience about success. The open question and picture display arouse students’ interest in learning, guide them to think about the connotation of success, and lay a good emotional and cognitive foundation for the subsequent reading teaching. Pair discussion enables students to初步 express their views in English, exercising their oral expression ability and cooperative learning awareness. Pre-reading Vocabulary Preview The teacher presents the core vocabularies and phrases in the text on the screen, including “perseverance”, “persist”, “obstacle”, “overcome”, “commitment”, “dig in”, “in spite of”, “end up with” and so on. For each vocabulary, the teacher explains its meaning and usage with simple English, combines it with the context of the unit theme, and gives example sentences related to success. For example, for “perseverance”, the teacher says: “Perseverance means continuing to do something even when it is difficult. If you have perseverance, you will not give up easily when facing difficulties on the road to success.” Then, the teacher organizes a quick memory game: show the Chinese meaning of the vocabulary, and ask students to stand up and say the corresponding English words quickly; or show the English words, and ask students to explain their meanings in simple English. After the game, the teacher checks the mastery of vocabulary by asking random questions. Text Prediction The teacher shows the title “Digging in” and the picture of the text to the students, and asks: “What do you think the text will talk about? Who is digging? What are they digging for? How is it related to success?” Guide students to make bold predictions based on the title and picture. Some students may guess that it is about a farmer digging the land, and finally achieves success through hard work; some students may think that it is a metaphor, referring to people’s efforts to pursue their goals. The teacher affirms all reasonable predictions and says: “Let’s read the text to verify your guesses and find out the real meaning of ‘digging in’.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies helps students reduce reading obstacles and improve reading efficiency. The example sentences related to the unit theme enable students to understand the usage of vocabulary in context, laying a foundation for their subsequent language output. Text prediction can stimulate students’ reading desire, cultivate their ability to infer information based on clues, and make their reading more targeted. While-reading Fast Reading Ask students to read the text quickly, skip the new words they don’t understand temporarily, and finish two tasks: First, confirm their predictions about the text, and answer the question: “What is the text mainly about?” Second, divide the text into three parts according to the structure and summarize the main idea of each part. After reading, organize students to exchange their answers in groups. The teacher summarizes and sorts out the structure of the text: The first part (Paragraph 1) introduces the background of the story and the protagonist’s initial confusion; the second part (Paragraphs 2-5) describes the protagonist’s process of “digging in” and overcoming difficulties; the third part (Paragraph 6) summarizes the meaning of “digging in” and the protagonist’s harvest. Careful Reading Guide students to read the text carefully paragraph by paragraph, and design targeted questions for each part to help students deeply understand the text content and language points. For Paragraph 1: What was the protagonist’s situation at the beginning? How did he feel? What made him feel confused? Through these questions, let students understand that the protagonist was once confused about his future and didn’t know what to do, which paves the way for his subsequent “digging in”. For Paragraphs 2-5: Who inspired the protagonist to “dig in”? What obstacles did he encounter in the process of “digging in”? How did he overcome these obstacles? What details in the text can show the protagonist’s perseverance? Let students find key sentences and details in the text, such as the protagonist’s daily efforts, his attitude when facing failures, and the encouragement from others. Guide students to analyze these details and understand the protagonist’s spirit of perseverance and never giving up. For Paragraph 6: What is the meaning of “digging in” in the text? What did the protagonist gain from “digging in”? What can we learn from the protagonist’s experience? Let students understand that “digging in” is not only the action of digging the land, but also a metaphor for persisting in one’s goals, working hard, and never giving up in the face of difficulties. The protagonist not only achieved his own goals, but also gained growth and a deeper understanding of success. In the process of careful reading, the teacher focuses on explaining the difficult language points in the text, such as complex sentences, fixed collocations and rhetorical devices. For example, for the sentence “In spite of all the difficulties he faced, he persisted in digging in, and finally ended up with a fruitful harvest.”, the teacher explains the usage of “in spite of” and “end up with”, and asks students to make sentences with these phrases. For the metaphor of “digging in”, the teacher guides students to analyze its connotation, helping them understand the deep meaning of the text. Design Intention: Fast reading helps students grasp the main idea and structure of the text quickly, cultivating their ability to obtain key information efficiently. Careful reading guides students to dig deep into the text details, understand the character’s spirit and the theme of the text, and at the same time master the key language points, realizing the integration of reading comprehension and language learning. The hierarchical questions design conforms to the students’ cognitive law, from shallow to deep, guiding students to think step by step and improving their logical thinking ability. Post-reading Discussion After careful reading, organize students to have a group discussion on the following topics: Do you agree with the protagonist’s understanding of success? Why or why not? What does “digging in” mean to you in your study and life? What difficulties have you encountered in your pursuit of goals? How did you overcome them? If you were the protagonist, would you stick to “digging in” when facing difficulties? Why? Each group chooses a recorder and a speaker. After 10 minutes of discussion, each group sends a speaker to share their views with the whole class. The teacher listens carefully, gives positive comments and guidance, and guides students to establish a correct view of success: success is not achieved overnight, but requires perseverance, hard work and the courage to overcome difficulties. Design Intention: Post-reading discussion connects the text content with students’ own study and life, enabling students to deeply understand the theme of the text and internalize the spirit of “digging in”. Group discussion provides students with more opportunities to express their views in English, improving their oral expression ability and cooperative learning ability. The teacher’s comments and guidance help students correct their wrong views and establish a positive and correct outlook on life and values. Language Consolidation Sentence Rewriting The teacher presents several simple sentences related to the text theme on the screen, and asks students to rewrite them into complex sentences using the key phrases and sentence patterns learned in the text, such as “in spite of”, “persist in”, “not only...but also...”, etc. For example, the simple sentence “He worked hard. He achieved his goal.” can be rewritten as “In spite of many difficulties, he persisted in working hard and finally achieved his goal.” After students finish rewriting, invite some students to show their answers on the blackboard, and the teacher comments and corrects them, emphasizing the correct usage of sentence patterns and phrases. Vocabulary Application Organize a vocabulary filling exercise. The teacher designs a short passage related to success, which contains blanks that need to be filled with the core vocabularies and phrases learned in the text. Students fill in the blanks according to the context and their mastery of vocabulary. After finishing, the teacher checks the answers together with the students, explains the reasons for the blanks, and strengthens the students’ memory and application of vocabulary. For example: “Success requires ______ (perseverance/persist). We must ______ (persist/insist) in our goals and overcome all ______ (obstacle/obstacles) in the process. Only in this way can we ______ (end up with/result in) success.” Design Intention: Sentence rewriting and vocabulary filling exercises help students consolidate the key language points learned in the text, improve their ability to use language flexibly, and realize the transformation from input to output. The exercises closely focus on the text theme, making the language consolidation more targeted and effective. Reading Strategy Guidance The teacher summarizes the reading strategies used in this lesson: Predicting the text content based on the title and pictures, which can help us improve reading efficiency and make reading more targeted; Fast reading to grasp the main idea and structure of the text, focusing on the key information such as the beginning and end of the text and topic sentences; Careful reading to dig deep into the text details, understand the character’s emotions and the deep meaning of the text; Combining the text with personal experience to deeply understand the theme of the text. Then, the teacher asks students to share their own reading experience and summarize the reading strategies they usually use. The teacher supplements and guides them, helping students form a scientific and effective reading method. Design Intention: Reading strategy guidance is an important part of improving students’ learning ability. By summarizing and guiding reading strategies, students can master scientific reading methods, which is conducive to improving their reading ability and laying a foundation for their lifelong learning. Encouraging students to share their own reading experience can stimulate their learning initiative and enhance their sense of achievement. Extension and Application The teacher assigns a practical task: Ask students to write a short passage (about 150 words) with the title “My ‘Digging In’ Experience”. The passage should include the following contents: What is your goal? What difficulties have you encountered in pursuing the goal? How did you “dig in” to overcome these difficulties? What have you gained from it? Before writing, the teacher guides students to sort out their ideas, and reminds them to use the key vocabularies and sentence patterns learned in the text. After students finish writing, organize them to exchange their passages in pairs, and help each other revise and improve them. Then, invite some students to read their passages in front of the class, and the teacher gives comments and guidance, focusing on the correctness of language, the clarity of logic and the authenticity of content. Design Intention: The extension and application task connects the text learning with students’ practical life, enabling students to apply the learned language knowledge and the spirit of “digging in” to their own writing, realizing the integration of reading and writing. Pair revision helps students find their own mistakes and learn from each other, improving their writing ability and cooperative learning ability. The teacher’s comments and guidance help students improve their writing level and enhance their confidence in English writing. Summary and Reflection First, the teacher leads students to summarize the content of this lesson: We have learned the text Digging in, understood the protagonist’s experience of “digging in” to pursue success, mastered the core vocabularies and key sentence patterns in the text, and learned the relevant reading strategies. Then, the teacher asks students to reflect on their own learning in this lesson: What have you learned in this lesson? What do you think you did well in this lesson? What are the deficiencies and how to improve them? Students can answer these questions freely, and the teacher listens carefully and gives positive guidance. Finally, the teacher makes a summary: “Success is a road full of difficulties and challenges. Only by digging in, persisting in our goals and working hard, can we achieve our dreams. I hope you can apply the spirit of ‘digging in’ to your study and life, and move forward bravely on the road to success.” Design Intention: Summary helps students sort out the knowledge and skills learned in this lesson, forming a systematic knowledge structure. Reflection enables students to realize their own advantages and deficiencies, and clarify the direction of improvement, which is conducive to improving their learning ability and self-reflection ability. The teacher’s final summary sublimates the theme of the lesson, guides students to apply the spirit of “digging in” to their daily life, and realizes the educational significance of the 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 $