Unit 1 Learning for Life-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 It focuses on language competence, enabling students to master critical thinking-related expressions; cultivates cultural awareness to understand learning concepts at home and abroad; develops thinking quality to form rational analysis and evaluation ability; and improves learning ability to master critical reading strategies. 教学重难点 Key points: Master the core vocabulary and sentence patterns of critical thinking, and learn to analyze and evaluate the viewpoints in Reading B. Difficult points: Use critical thinking to question and comment on the text rationally and express personal views in fluent English. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class with a question-and-answer activity: “In the previous class, we learned Reading B, which is an excerpt from the English translation of the classic Chinese text Encouraging Learning. Who can briefly recall the core viewpoint of this text?” After 2-3 students answer, the teacher makes a brief summary: “The text emphasizes the importance of lifelong learning and the methods of learning, which lays a foundation for our today’s critical thinking activity. Today, we will use critical thinking to deeply analyze the viewpoints in Reading B, question, evaluate and reflect on them, and truly understand the connotation of ‘learning for life’.” Then, the teacher presents some key vocabulary and sentence patterns related to critical thinking on the screen, such as “question”, “analyze”, “evaluate”, “argue”, “support one’s viewpoint”, “from my perspective”, “I disagree with the idea that...”, “the strength of this viewpoint is...”, “the limitation is...”. The teacher leads the students to read them twice and briefly explains their usage in critical thinking, so as to lay a language foundation for the subsequent activities. Design Intention: The lead-in links the previous knowledge, helps students review the core content of Reading B, and naturally leads to the theme of critical thinking, which conforms to the students’ cognitive law. The presentation and explanation of key vocabulary and sentence patterns solve the language barrier for students to carry out critical thinking activities, ensure that students can express their views in English smoothly, and lay a solid foundation for the smooth development of the follow-up teaching process. Step 2: Pre-Critical Thinking (Text Analysis and Foundation Building) First, the teacher asks students to read Reading B again independently, and requires them to complete two tasks: 1. Underline the key viewpoints in the text (such as the importance of learning, the relationship between learning and effort, the methods of effective learning, etc.); 2. Mark the evidence or examples used by the author to support these viewpoints. After students finish reading and marking, the teacher organizes a group discussion (4 students in a group), and each group sorts out the key viewpoints and corresponding supporting evidence of the text, and records them in the notebook. After the group discussion, the teacher invites 2-3 groups to present their results. The teacher makes comments and supplements, and sorts out the core viewpoints and supporting evidence of the text on the blackboard or PPT, so that all students can have a clear understanding. For example, the author’s viewpoint 1: Learning is a lifelong process that cannot be interrupted; supporting evidence: The text mentions that “learning is not limited to the classroom, but exists in every aspect of life” and gives examples of people learning new skills in daily life. Viewpoint 2: Effort is the key to successful learning; supporting evidence: The text uses the analogy of “polishing a jade” to illustrate that only through continuous effort can we achieve progress in learning. Then, the teacher guides students to think: “The author puts forward these viewpoints and uses corresponding evidence to support them. Do you think these evidences are sufficient and reasonable? Are there any other angles to understand these viewpoints?” This question guides students to initially establish the awareness of critical thinking, and paves the way for the formal critical thinking activities. Design Intention: Re-reading the text and sorting out the viewpoints and evidence help students deepen their understanding of the text content, which is the premise of carrying out critical thinking. Group discussion can stimulate students’ learning enthusiasm, let students learn from each other, and improve their ability of cooperation and communication. The teacher’s guidance and question design can effectively guide students to jump out of the mode of passive acceptance of text viewpoints, and initially form the awareness of questioning and analysis, laying a foundation for the subsequent in-depth critical thinking. Step 3: In-Critical Thinking (Questioning, Analyzing and Evaluating) This link is the core part of the teaching process, which is carried out in the form of group cooperative exploration, and is divided into three sub-tasks to guide students to carry out critical thinking step by step. Sub-task 1: Questioning the text viewpoints. The teacher puts forward guiding questions: “Are all the viewpoints in the text absolutely correct? Can you find any viewpoints that may be questioned? For example, the author says that ‘effort is the only key to successful learning’. Do you agree with this viewpoint? Why or why not?” Each group focuses on this question to discuss, and can also put forward other questions about the text viewpoints. During the discussion, the teacher walks around the classroom, guides students to think from multiple angles, reminds students to combine their own learning experience and real life, and encourages students to put forward different opinions bravely. After the discussion, each group sends a representative to express their group’s questions and views. For example, some groups may put forward: “We do not fully agree that ‘effort is the only key to successful learning’. Because in addition to effort, learning methods, learning interest and learning environment also have a great impact on learning results. For example, some students study very hard, but they do not master scientific learning methods, so their learning effect is not good.” The teacher affirms the students’ questions and views, and guides other students to comment on these views, so as to form a positive interactive atmosphere. Sub-task 2: Analyzing the evidence and reasoning of the text. The teacher guides students to think: “The author uses some evidence to support his viewpoints. Is this evidence sufficient and typical? Is the reasoning process logical? For example, the author uses the analogy of ‘polishing a jade’ to illustrate the importance of effort. Is this analogy appropriate? Can it effectively support the viewpoint?” Students continue to discuss in groups, analyze the rationality and limitations of the evidence and reasoning in the text, and record their analysis results. In the presentation link, the teacher focuses on guiding students to express their analysis in English. For example, some groups may analyze: “The analogy of ‘polishing a jade’ is appropriate to a certain extent, because it can intuitively show that effort is a process of continuous accumulation and improvement, which is consistent with the characteristics of learning. However, this analogy also has limitations, because jade is a static object, while learning is a dynamic process involving subjective initiative and thinking activities.” The teacher comments on the students’ analysis, emphasizes the importance of logical reasoning in critical thinking, and guides students to learn to analyze problems objectively and comprehensively. Sub-task 3: Evaluating the value and significance of the text. The teacher guides students to think: “What is the positive significance of the viewpoints in the text for our study and life? Are there any limitations or inappropriate parts? How can we combine the viewpoints in the text with our own learning practice to form a more scientific learning concept?” Students discuss in groups, evaluate the value of the text from the positive and negative aspects, and put forward their own suggestions for improving learning. For example, students may put forward: “The text emphasizes the importance of lifelong learning and effort, which can encourage us to keep learning and make progress, and help us establish a correct learning attitude. However, the text does not mention the importance of learning methods and learning efficiency, which may make some students ignore scientific learning methods and only pay attention to blind effort. In our daily study, we should combine effort with scientific methods to improve learning efficiency.” The teacher affirms the students’ evaluation, and guides students to realize that critical thinking is not to deny the text, but to understand the text more comprehensively and objectively, and to apply the useful viewpoints in the text to their own study and life. Design Intention: This link is designed to guide students to carry out critical thinking in three levels: questioning, analyzing and evaluating, which conforms to the law of the development of critical thinking ability. Group cooperative exploration can give full play to the main role of students, let students express their views freely, and improve their ability of independent thinking and cooperative communication. The teacher’s guiding questions and comments can help students grasp the direction of critical thinking, avoid blind questioning and analysis, and effectively improve students’ critical thinking ability. At the same time, combining with students’ own learning experience and real life makes critical thinking activities more practical and meaningful. Step 4: Post-Critical Thinking (Application, Reflection and Promotion) First, the teacher organizes a class debate activity. The debate topic is: “In learning, effort is more important than method VS In learning, method is more important than effort”. The class is divided into two groups: the positive group holds the view that “effort is more important than method”, and the negative group holds the view that “method is more important than effort”. Each group has 5 minutes to prepare, and then each group sends 3 representatives to speak in turn. The positive and negative groups debate with each other, and other students can supplement their views after the representatives finish speaking. During the debate, the teacher reminds students to use the critical thinking-related vocabulary and sentence patterns learned in this class, and to support their own views with sufficient evidence and reasonable reasoning. After the debate, the teacher makes a summary, affirms the advantages of both groups, points out the problems in the debate (such as insufficient evidence, illogical reasoning, etc.), and guides students to realize that effort and method are equally important in learning, and only by combining the two can we achieve better learning results. This activity not only tests the effect of students’ critical thinking training, but also improves their oral expression ability and logical reasoning ability. Then, the teacher guides students to carry out self-reflection. The teacher asks students to think and write down their gains and reflections in this class: “What have you learned in this class? How has your critical thinking ability been improved? What problems do you still have in carrying out critical thinking? How will you apply the critical thinking skills learned today to your future study and life?” After students finish writing, the teacher invites 2-3 students to share their reflections, and the teacher makes comments and guidance, encouraging students to keep practicing critical thinking and improve their comprehensive quality. Finally, the teacher assigns after-class tasks: 1. Write a short passage (150-200 words) about your own views on “the relationship between effort and method in learning”, using the critical thinking-related expressions learned in this class, and providing sufficient evidence to support your views; 2. Read an English article about learning, and use the critical thinking skills learned today to analyze and evaluate the viewpoints in the article, and write down your analysis and evaluation results. Design Intention: The debate activity is a practical application of critical thinking, which can effectively test the effect of students’ critical thinking training, and at the same time improve students’ oral expression ability and logical reasoning ability. Self-reflection helps students sort out the knowledge and skills learned in this class, find their own problems, and improve their learning ability. The after-class tasks extend the teaching content to the after-class, guide students to apply the critical thinking skills learned in class to practice, realize the connection between classroom learning and daily life, and promote the continuous improvement of students’ critical thinking ability. Step 5: Summary and Extension The teacher makes a summary of the whole class: “In today’s class, we took Reading B as the carrier, carried out a series of critical thinking activities, including questioning, analyzing and evaluating the viewpoints in the text, and applied the critical thinking skills to the debate and self-reflection. We not only deepened our understanding of the theme of ‘learning for life’, but also improved our critical thinking ability and English expression ability. It should be emphasized that critical thinking is a kind of thinking quality that needs long-term training. In our future study and life, we should always keep a rational and critical attitude, not blindly accept all viewpoints, but learn to analyze and evaluate independently, so as to become lifelong learners with independent thinking ability.” Then, the teacher extends the teaching content: “In addition to the learning theme, critical thinking is also widely used in other fields, such as news comment, social phenomenon analysis, etc. You can pay more attention to these fields in your daily life, practice critical thinking consciously, and improve your comprehensive quality. At the same time, you can also read more English articles about critical thinking, learn more related expressions and skills, and lay a better foundation for your future English learning and personal development.” Design Intention: The summary of the class helps students sort out the key content of the whole class, consolidate the knowledge and skills learned, and deepen their understanding of critical thinking. The extension of the teaching content broadens students’ horizons, lets students realize the wide application of critical thinking, and encourages students to practice critical thinking in daily life, so as to achieve the goal of cultivating students’ core literacy. 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 $