Unit 1 Learning for Life-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第一册

Unit 1 Learning for Life-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language ability via text reading and expression, cultural awareness by understanding lifelong learning concepts, thinking quality through critical analysis, and learning ability by mastering effective learning strategies. 教学重难点 Key: Grasp the text’s main idea and key details, master core vocabularies and complex sentence structures. Difficulty: Analyze the author’s viewpoint and apply learning strategies in practice. 教学过程 Lead-in The teacher starts the class with an open-ended question: “What does ‘learning for life’ mean to you? Do you think learning only happens in school?” Then, the teacher shows some pictures about different forms of learning, such as online courses, self-study in the library, and learning from peers. After that, the teacher invites 2-3 students to share their opinions on the pictures and the question. Finally, the teacher introduces the topic of the lesson: “Today, we will read an article titled Digging in, which talks about the importance of lifelong learning and effective learning methods. Let’s explore what we can learn from it.” Design Intention: The open-ended question and pictures are used to activate students’ prior knowledge and life experience, arouse their interest in the topic of lifelong learning, and create a relaxed English communication atmosphere. By inviting students to share their opinions, the teacher can guide students to think actively and lay a foundation for the subsequent text reading. Meanwhile, the brief introduction of the article helps students have a preliminary understanding of the reading content, reducing their reading pressure. Pre-reading Vocabulary Preview The teacher presents the core vocabularies and phrases in the text on the screen, including “dig in”, “self-motivation”, “critical thinking”, “perseverance”, “acquire”, “accumulate”, “overcome obstacles”, “adjust strategies” and so on. For each vocabulary, the teacher provides the English definition, phonetic symbol and a sample sentence related to the text theme. For example, for “dig in”, the teacher says: “‘Dig in’ here means to devote oneself wholeheartedly to learning or a task. For example, if you dig in and keep practicing, you will make great progress in English.” Then, the teacher asks students to read the vocabularies and sample sentences aloud together, and corrects their pronunciation and intonation if necessary. After that, the teacher organizes a quick matching game: students are divided into groups of 4, and each group is given a list of vocabularies and their definitions. The group that finishes the matching correctly in the shortest time wins a small reward. Design Intention: Previewing core vocabularies helps students remove language barriers in reading, ensuring that they can understand the text smoothly. Providing English definitions and sample sentences is in line with the requirements of English teaching, helping students grasp the usage of vocabularies in context. The group matching game not only increases the interactivity of the class but also strengthens students’ memory of vocabularies, making the vocabulary learning process more interesting and efficient. Background Introduction The teacher briefly introduces the background of the article: “With the rapid development of society, lifelong learning has become an important concept in modern life. People need to keep learning new knowledge and skills to adapt to the changing world. The author of this article shares his own experience and views on lifelong learning, telling us how to dig in and learn effectively. This article is closely related to our daily study and life, and we can learn a lot from it.” Design Intention: The background introduction helps students understand the social and practical significance of the article, deepen their understanding of the theme of lifelong learning, and enable them to better resonate with the author’s views. It also helps students establish a correct learning concept and realize the importance of lifelong learning, laying a foundation for the in-depth understanding of the text. While-reading Skimming The teacher asks students to read the text quickly and answer two questions: (1) What is the main idea of the article? (2) What are the two key points mentioned by the author about effective learning? After students finish reading, the teacher invites several students to share their answers. Then, the teacher summarizes the main idea of the article: “The article mainly discusses the importance of lifelong learning and introduces two key methods of effective learning: self-motivation and critical thinking. The author also shares his own experience to illustrate how to apply these methods in learning.” For the second question, the teacher guides students to find the key sentences in the text and underline them. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and the key information, improving their reading speed and efficiency. By asking targeted questions, the teacher can guide students to focus on the core content of the text, avoid aimless reading, and lay a foundation for the subsequent intensive reading. Scanning The teacher asks students to read the text again carefully and complete a table about the details of the article. The table includes three columns: “Key Points of Effective Learning”, “Specific Explanations” and “Author’s Examples”. Students need to find relevant information from the text and fill in the table. During the process, the teacher walks around the classroom, observes students’ performance, and provides help for students who have difficulties. After students finish filling in the table, the teacher invites a student to present the table on the blackboard, and then corrects and supplements it together with the whole class. For example, for “self-motivation”, the specific explanation is “Self-motivation is the inner drive that pushes us to keep learning, even when we face difficulties or setbacks.” The author’s example is “When the author was learning a new language, he kept motivating himself by setting small goals and rewarding himself after achieving them.” Design Intention: Scanning helps students find specific details in the text accurately, improving their ability to obtain detailed information. The table is a visual way to organize information, which helps students sort out the logical relationship of the text and deepen their understanding of the key points. The teacher’s guidance and help ensure that every student can participate in the activity and master the detailed content of the text. Intensive Reading The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, complex sentence structures and the author’s emotional attitude. (1) For the first paragraph, the teacher asks students to pay attention to the sentence “Learning is not a one-time task but a lifelong journey.” The teacher analyzes the sentence structure: “not...but...” is used to emphasize the latter part. Then, the teacher asks students to discuss: “What does the author want to tell us through this sentence?” After discussion, the teacher summarizes: “The author wants to emphasize that learning is a long-term process, and we should keep learning throughout our lives.” (2) For the paragraphs about self-motivation and critical thinking, the teacher selects several complex sentences, such as “Only when we have strong self-motivation can we overcome the difficulties in learning and keep moving forward.” The teacher analyzes the inverted sentence structure and explains its usage and function. Then, the teacher asks students to translate the sentence into Chinese and make similar sentences by themselves. (3) During the intensive reading, the teacher also guides students to pay attention to the author’s emotional attitude, such as the use of positive words like “important”, “valuable”, “effective” and the tone of persuasion, helping students understand the author’s views and intentions. Design Intention: Intensive reading is the key link of text reading, which helps students deeply understand the meaning of the text, master complex sentence structures and the author’s expression skills. By analyzing key sentences and sentence structures, the teacher can improve students’ language analysis ability and lay a foundation for their writing. Asking students to discuss and make similar sentences can stimulate their thinking and improve their language application ability. Paying attention to the author’s emotional attitude helps students better understand the theme of the text and resonate with the author. Post-reading Group Discussion The teacher divides students into groups of 4-5 and assigns a discussion topic: “Combine the content of the article and your own study experience, discuss how to apply self-motivation and critical thinking in your daily study. What difficulties may you encounter and how to overcome them?” The teacher gives students enough time to discuss, and walks around the classroom to listen to their discussions, guide them to express their views clearly in English, and help them solve the problems encountered in the discussion. After the discussion, each group selects a representative to share the group’s views with the whole class. The teacher comments on each group’s performance, affirms their advantages, and puts forward suggestions for improvement. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. The discussion topic is closely related to the text content and students’ daily study, which helps students apply the knowledge learned in the text to practice, realize the connection between theory and practice. The teacher’s guidance and comments can help students improve their oral expression ability and deepen their understanding of the text content. Text Retelling The teacher asks students to retell the text in their own words, with the help of the key points and details sorted out in the scanning link. The teacher can give some hints, such as “First, the author emphasizes that... Then, he introduces two key methods of effective learning:... Finally, he shares his own experience to illustrate...”. Students can retell the text individually or in pairs. The teacher invites several students to retell the text in front of the class, and corrects their mistakes in grammar, vocabulary and expression, and encourages them to use the new vocabularies and sentence structures learned in the lesson. Design Intention: Text retelling helps students consolidate the content of the text, improve their ability to organize language and express ideas in English. It also helps the teacher check students’ understanding of the text and find out the problems existing in students’ language expression, so as to carry out targeted guidance. The hints given by the teacher can help students sort out their ideas and reduce the difficulty of retelling. Theme Extension The teacher presents a topic for students to think and express: “In the era of information explosion, what other effective learning methods do you know? How can we keep lifelong learning in daily life?” The teacher invites students to share their views freely, and supplements some common lifelong learning methods, such as online learning, reading books, attending training courses, and learning from others. Then, the teacher summarizes: “Lifelong learning is very important for our personal development. We should establish the concept of lifelong learning, master effective learning methods, and keep learning to adapt to the changing society.” Design Intention: Theme extension helps students expand their thinking, connect the text content with the real life, and deepen their understanding of the theme of lifelong learning. It also helps students master more effective learning methods, which is beneficial to their long-term study and development. Encouraging students to share their views freely can stimulate their learning enthusiasm and cultivate their independent thinking ability. Language Focus Vocabulary Consolidation The teacher arranges some vocabulary exercises to help students consolidate the core vocabularies learned in the lesson. (1) Fill in the blanks with the correct form of the given vocabularies: “dig in”, “acquire”, “perseverance”, “overcome”, “adjust”. For example, “We need to ______ the habit of reading every day.” (2) Translate the following sentences into English using the core vocabularies: “只有通过坚持不懈的努力，我们才能克服学习中的困难。” “他全身心投入到学习中，最终取得了优异的成绩。” Students complete the exercises individually, and then the teacher checks the answers together with the whole class, explaining the key points and difficulties in the exercises. Design Intention: Vocabulary consolidation exercises help students master the usage of core vocabularies, improve their ability to use vocabularies in context. The combination of fill-in-the-blank and translation exercises can comprehensively test students’ mastery of vocabularies, and help the teacher find out the weak links of students in vocabulary learning, so as to carry out targeted review. Sentence Structure Analysis The teacher focuses on analyzing the complex sentence structures in the text, such as inverted sentences, “not...but...” structure, and attributive clauses. The teacher gives more examples to help students understand the usage of these sentence structures. For example, for inverted sentences, the teacher gives another example: “Only in this way can we improve our English quickly.” Then, the teacher asks students to make sentences using these sentence structures, and checks their sentences to ensure that they can use them correctly. Design Intention: Analyzing complex sentence structures helps students improve their ability to understand and use English sentences, laying a foundation for their reading and writing. Making sentences by themselves can help students consolidate the sentence structures learned, improve their language application ability, and avoid mechanical memory. Summary and Homework Summary The teacher summarizes the content of the lesson with the students: “Today, we read the article Digging in, which tells us the importance of lifelong learning and introduces two key methods of effective learning: self-motivation and critical thinking. We also learned some core vocabularies and complex sentence structures, and discussed how to apply the learning methods in our daily study. I hope you can keep these in mind and apply them to your own study.” Design Intention: The summary helps students sort out the content of the lesson, consolidate the knowledge learned, and form a systematic understanding of the lesson. It also helps students review the key points and difficulties of the lesson, deepening their memory. Homework The teacher assigns two types of homework: (1) Written homework: Write a short passage of 150-200 words about your own lifelong learning plan, using the vocabularies and sentence structures learned in the lesson. (2) Practical homework: Choose one effective learning method mentioned in the article or your own, and try to use it in your study for a week, then write a short reflection about your experience. The teacher reminds students to pay attention to the logic and coherence of the passage, and use the language correctly. Design Intention: Written homework helps students consolidate the vocabularies and sentence structures learned, improve their writing ability, and apply the knowledge learned in the text to practice. Practical homework helps students combine theory with practice, experience the effect of effective learning methods, and deepen their understanding of the theme of lifelong learning. It also helps students develop good learning habits and improve their learning ability. 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 $