Unit 1 Learning for Life-Reading B-Writing 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-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to master argumentative writing features, thinking quality to analyze learning views, cultural awareness to understand Chinese and Western learning concepts, and learning ability to apply reading strategies and writing skills independently. 教学重难点 Key: Grasp the structure and argumentation methods of Reading B (Excerpts from Encouraging Learning) and master the writing framework of argumentative essays with personal experiences. Difficulty: Using proper logical connections and personal examples to support views. 教学过程 Lead-in: Activate Prior Knowledge and Guide Topic Entry The teacher starts the class by asking open-ended questions: “What is your understanding of ‘learning for life’? Can you think of any famous sayings or stories about learning?” Then, the teacher shows pictures of ancient Chinese scholars studying and excerpts of English proverbs about learning, such as “Live and learn” and “Learning is a lifelong journey”. After that, students are invited to share their own learning experiences or the learning stories of people around them in pairs. Finally, the teacher introduces the topic of this class: Reading B is an English translation of excerpts from the classic Chinese work Encouraging Learning, which will help us understand the ancient Chinese concept of learning, and then we will apply what we have learned to writing an argumentative essay about learning. Design Intention: This lead-in activity combines students’ prior knowledge and life experience, which can effectively activate their thinking and arouse their interest in the topic of “learning”. By presenting Chinese and Western learning-related materials, it lays a foundation for cultivating students’ cultural awareness, helping them realize the common value of learning across cultures. The pair-sharing activity also provides opportunities for students to practice oral expression, laying a foundation for the subsequent reading and writing links. Reading B: In-depth Comprehension and Strategy Training Pre-reading: Predict and Preview Vocabulary Before reading, the teacher presents the title “Excerpts from Encouraging Learning” and asks students to predict: “What do you think the author will talk about in this article? What kind of views on learning will be put forward?” Then, the teacher lists key vocabulary in the text, such as cease, indigo, plumb line, grindstone, wisdom, conduct, pile up, etc. For each word, the teacher guides students to guess the meaning according to the word formation, context tips or pictures, and explains the usage of key words and phrases, such as “cease doing sth.”, “pile up”, “examine oneself”, etc. After that, students read the text quickly to check their predictions and get the general idea of the article. Design Intention: Predicting the text content before reading can help students establish a reading goal and improve reading efficiency. Previewing key vocabulary can reduce students’ reading obstacles, help them focus on the understanding of the text content and logical structure, and lay a solid foundation for in-depth reading. At the same time, guiding students to guess word meanings independently can cultivate their learning ability and improve their vocabulary learning strategies. While-reading: Analyze Text Structure and Argumentation Methods First, students read the text carefully and complete the following tasks in groups: (1) Find the topic sentence of the article and each paragraph. (2) Sort out the arguments and supporting examples in the text. (3) Analyze the argumentation methods used in the text, such as analogy, example, etc. Then, the teacher invites each group to share their results, and makes comments and supplements. The teacher emphasizes that the topic sentence of the article is “Learning should never cease”, and the author uses a series of analogies, such as “Blue comes from the indigo plant but is bluer than the plant itself”, “Ice is made of water but is colder than water ever is”, to illustrate the importance of learning; uses examples such as “climbing to a high place to see farther” and “using carriages or boats to travel far” to explain that people can achieve more through learning and making use of external conditions. In the process of analysis, the teacher guides students to pay attention to the logical connections in the text, such as “Thus”, “If”, “Yet”, etc., which help to connect the arguments and make the text structure more rigorous. Design Intention: The group cooperative learning method is adopted to encourage students to communicate and cooperate actively, so as to improve their ability of analyzing and sorting out information. By analyzing the topic sentences, arguments and argumentation methods of the text, students can deeply understand the structure and characteristics of argumentative essays, which lays a foundation for the subsequent writing link. At the same time, guiding students to pay attention to logical connection words can help them master the logical expression skills in argumentative essays and cultivate their thinking quality. Post-reading: Deepen Understanding and Expand Thinking After in-depth reading, the teacher designs a series of questions to guide students to think deeply: (1) What is the core view of the author in the text? Do you agree with this view? Why? (2) What enlightenment can we get from the analogies and examples in the text for our own learning? (3) Combine the cultural link in the unit (Ancient Greek Philosophers’ Views on Learning) and compare the similarities and differences between ancient Chinese and Western views on learning. Then, students are asked to discuss these questions in groups, and each group selects a representative to make a class report. The teacher makes a summary, emphasizing that both ancient Chinese and Western cultures attach great importance to learning, and learning is a lifelong process, which helps students establish a correct view of learning. Design Intention: The in-depth thinking questions can guide students to go beyond the surface understanding of the text and form their own views on learning, which is conducive to cultivating their critical thinking ability and independent thinking ability. The cross-cultural comparison activity can help students understand the diversity of cultural views on learning, enhance their cultural confidence and cross-cultural awareness, and realize the integration of cultural awareness and thinking quality. The class report link also provides students with opportunities to practice oral expression and improve their ability to organize and express language. Writing: Guide Practice and Improve Writing Ability Writing Guide: Clarify Requirements and Build Framework First, the teacher introduces the writing task: According to the requirements of online submission, write an argumentative essay about “the importance of lifelong learning”, using personal experiences or examples to support the view, with a clear structure and fluent language. Then, the teacher guides students to review the structure and argumentation methods of Reading B, and summarizes the framework of argumentative essays: (1) Introduction: Put forward the topic and core view clearly. (2) Body: Use 2-3 arguments to support the core view, and each argument is supported by specific examples (personal experiences, famous stories, etc.). Pay attention to the use of logical connection words. (3) Conclusion: Summarize the views, emphasize the importance of the topic, and put forward suggestions or expectations. Next, the teacher presents a model essay about lifelong learning, and guides students to analyze its structure, argumentation methods and language features. The teacher focuses on analyzing how the model essay uses personal experiences to support the view, and the use of logical connection words such as “First of all”, “In addition”, “Finally”, which makes the text logical and coherent. Then, the teacher lists some useful words and sentences for writing, such as “As an old saying goes...”, “From my personal experience...”, “It is necessary for us to...”, “Only by... can we...”, etc., to provide language support for students’ writing. Design Intention: Clarifying the writing task and framework can help students establish a clear writing goal and avoid confusion in writing. Analyzing the model essay can let students intuitively understand the characteristics and writing skills of excellent argumentative essays, and learn from the advantages of the model essay. Providing useful words and sentences can reduce students’ writing difficulties, help them express their views more accurately and fluently, and improve their language ability. Pre-writing: Brainstorm and Outline Students are asked to brainstorm in groups: What arguments can be used to prove “the importance of lifelong learning”? What personal experiences or examples can be used to support these arguments? Then, students sort out their own ideas and complete the outline of the essay. The outline should include: (1) The core view of the essay. (2) 2-3 arguments and corresponding examples. (3) The structure of each paragraph (introduction, body, conclusion). The teacher walks around the classroom, provides guidance for students who have difficulties, and helps them sort out their ideas and improve their outlines. For example, for students who can’t think of personal experiences, the teacher can guide them to recall their own learning experiences, such as learning a new skill, overcoming learning difficulties, etc., to connect with the topic of lifelong learning. Design Intention: Brainstorming can help students open their thinking, enrich their writing materials, and avoid the problem of insufficient content in writing. Completing the outline can help students sort out their ideas, ensure the logicality and coherence of the essay, and improve writing efficiency. The teacher’s individual guidance can take care of students with different learning levels, help them solve their own difficulties, and cultivate their learning ability and independent thinking ability. While-writing: Independent Writing and Individual Guidance Students start to write independently according to their own outlines. The teacher reminds students to pay attention to the following points: (1) The structure is clear, and the introduction, body and conclusion are distinct. (2) The arguments are clear, and the examples are specific and appropriate, closely related to the core view. (3) Use logical connection words properly to make the text coherent. (4) Pay attention to the correct use of vocabulary and grammar, and avoid spelling and grammatical errors. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides targeted guidance for students who have difficulties. For example, for students who have problems in logical connection, the teacher can remind them to use the logical connection words learned in Reading B and the model essay; for students who have problems in vocabulary and grammar, the teacher can give appropriate prompts and corrections. Design Intention: Independent writing can cultivate students’ ability to express their views independently and apply the learned writing skills. The teacher’s individual guidance can timely solve the problems encountered by students in the writing process, help them correct mistakes, improve the quality of their essays, and ensure that each student can make progress in writing. At the same time, paying attention to the correct use of vocabulary and grammar can help students consolidate the language knowledge learned and improve their language ability. Post-writing: Evaluation and Revision First, adopt the peer evaluation method: students exchange their essays in pairs, and evaluate each other according to the evaluation criteria (structure clarity, argument clarity, example appropriateness, language fluency, grammar correctness). The evaluation form includes “advantages” and “suggestions for improvement”, and students are asked to put forward specific and feasible suggestions. Then, each student revises their own essay according to the peer’s suggestions and their own understanding. After revision, some students’ essays are selected for class display. The teacher makes comments on the displayed essays, affirming the advantages, pointing out the existing problems, and putting forward revision suggestions. Finally, the teacher summarizes the common problems in students’ writing, such as unclear arguments, inappropriate examples, lack of logical connection, and grammatical errors, and explains how to correct these problems, helping students sum up experience and improve their writing ability. Design Intention: Peer evaluation can let students learn from each other’s advantages, find their own problems, and improve their ability of evaluating and revising essays. The class display and teacher’s comments can help students have a clearer understanding of the standards of excellent essays, sum up common problems and solutions, and avoid making the same mistakes in future writing. The revision link can help students improve the quality of their essays, deepen their understanding of argumentative writing skills, and cultivate their learning ability and critical thinking ability. Summary and Extension: Consolidate and Apply The teacher summarizes the content of this class: In this class, we have in-depth understood the core views and argumentation methods of Reading B, mastered the framework and writing skills of argumentative essays about learning, and completed an argumentative essay through independent practice. The teacher emphasizes that learning is a lifelong process, and we should keep learning, apply the learning concepts and skills learned in this class to our daily study and life, and establish a correct view of learning. Then, the teacher assigns after-class tasks: (1) Revise the essay again according to the teacher’s comments and peer’s suggestions, and submit it on time. (2) Read more argumentative essays about learning, and collect useful words, sentences and argumentation methods. (3) Write a short reflection on “my lifelong learning plan”, combining with my own actual situation. Design Intention: The summary can help students sort out the knowledge and skills learned in this class, deepen their understanding and memory, and form a systematic knowledge structure. The after-class tasks can consolidate the learning results, expand students’ learning scope, and guide students to apply the learned knowledge and skills to practice, so as to achieve the goal of “learning for application”. The reflection task can help students combine the topic of learning with their own actual situation, establish a lifelong learning awareness, and realize the integration of learning ability and emotional attitude. 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 $