Unit 1 Learning for Life-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master reading skills, understand lifelong learning culture, develop critical thinking and form autonomous and cooperative learning habits. 教学重难点 Key: Grasp the main idea and key details of the passage, master core vocabulary and complex sentence structures. Difficulty: Analyze the logical structure and deeply understand the connotation of lifelong learning. 教学过程 Pre-reading: Lead-in and Preview (Warm-up and Preparation) Activity 1: Daily Discussion The teacher starts the class with an open question: “What does ‘learning for life’ mean to you? Do you think learning only happens in school? Please share your own experiences or opinions with your deskmate.” After 3 minutes of pair discussion, invite 2-3 students to share their ideas in front of the class. Some students may say that learning for life means learning new skills constantly, while others may think it refers to learning from daily life experiences. The teacher listens carefully and gives positive comments, such as “Your idea is very insightful” or “I agree with your point of view, and it reminds me of a real story.” Design Intention: This activity is designed to activate students’ prior knowledge and arouse their interest in the topic of “lifelong learning”. By connecting the topic with students’ own life experiences, it reduces the distance between students and the text, makes the abstract concept of “learning for life” more concrete, and lays a good emotional and cognitive foundation for the subsequent reading. At the same time, it exercises students’ oral expression ability and cooperative communication ability, which is in line with the requirements of language competence and learning ability in core literacy. Activity 2: Vocabulary Preview The teacher presents 8-10 core vocabulary and phrases related to the passage on the screen, including “lifelong”, “acquire”, “adapt to”, “overcome”, “perseverance”, “commitment”, “explore” and “potential”. For each word or phrase, the teacher provides a simple and easy-to-understand English explanation and a sample sentence related to the topic of learning. For example, “Lifelong means continuing for the whole of a person’s life, e.g., Lifelong learning is essential in modern society.” Then, ask students to read the words and phrases aloud after the teacher, and check their pronunciation and intonation. After that, organize students to do a quick matching exercise: match the words with their corresponding explanations. Finally, invite a student to check the answers and correct mistakes if there are any. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading efficiency, and lay a solid language foundation for understanding the text. By providing English explanations and topic-related sample sentences, it helps students understand the meaning and usage of words in context, rather than just memorizing the Chinese meaning mechanically, which is conducive to improving students’ language competence. The matching exercise can test students’ mastery of vocabulary in time and help the teacher grasp students’ preview situation. Activity 3: Background Introduction The teacher briefly introduces the background of the passage: “The passage we are going to read today is a further exploration of the topic ‘learning for life’. It mainly tells the stories of several people who insist on lifelong learning and how they benefit from it. These stories will help us have a deeper understanding of the importance of lifelong learning and learn from their spirits of perseverance and exploration.” At the same time, the teacher shows a few pictures related to lifelong learning, such as an old man learning to use a smartphone, a young person learning a new language after work, and a scientist doing scientific research, to help students intuitively feel the connotation of lifelong learning. Design Intention: Brief background introduction can help students understand the theme and content of the passage in advance, clarify the reading direction, and reduce the difficulty of reading. The pictures can stimulate students’ visual perception, make the background introduction more vivid and interesting, and further arouse students’ interest in reading the passage. At the same time, it subtly conveys the concept of lifelong learning, lays a foundation for cultivating students’ cultural awareness and thinking quality, and guides students to establish a correct view of learning. While-reading: In-depth Reading and Comprehension (Text Analysis and Skill Training) Activity 1: Skimming for Main Idea Ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main topic of the passage? 2. How many people’s stories are mentioned in the passage? 3. What is the author’s attitude towards lifelong learning? After students finish reading, organize them to discuss in groups of 4 for 2 minutes, then invite each group to send a representative to answer the questions. The teacher summarizes and supplements: The main topic of the passage is the importance of lifelong learning and the stories of people who insist on it; there are 3 people’s stories mentioned; the author holds a positive and supportive attitude towards lifelong learning. Design Intention: Skimming is an important reading skill that helps students quickly grasp the main idea of the passage and form an overall understanding of the text. By setting simple and targeted questions, it guides students to focus on the key information during skimming, avoids aimless reading, and improves reading efficiency. Group discussion allows students to exchange ideas, complement each other’s deficiencies, and exercise their cooperative learning ability and thinking ability. The teacher’s summary helps students clarify the main idea of the passage and lay a foundation for in-depth reading. Activity 2: Scanning for Key Details Ask students to read the passage again (scanning) and fill in the following table, which includes three columns: Name, Background, and Achievements/Benefits from Lifelong Learning. The teacher provides a blank table on the screen, and students need to find relevant information from the passage and fill it in. 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, invite a student to present the table on the blackboard, and other students check and correct their own tables. The teacher emphasizes the key details and corrects any mistakes in students’ answers. Design Intention: Scanning is another important reading skill that helps students quickly find specific information in the passage. The table is designed to make the key details of the passage more systematic and clear, which is conducive to students’ understanding and memory of the text content. By asking students to fill in the table independently, it exercises their ability to extract key information and improves their language competence. The teacher’s guidance and correction ensure that students can grasp the key details correctly, laying a foundation for further analyzing the text. Activity 3: Close Reading for Sentence Structures and Logical Relationships First, the teacher selects 3-4 complex sentences from the passage that are difficult for students to understand, such as “Despite facing great difficulties in his study, he never gave up and finally acquired the skills he needed to change his life.” and “Lifelong learning not only helps us adapt to the changing society but also enables us to realize our potential and live a more meaningful life.” For each sentence, the teacher guides students to analyze the sentence structure: point out the subject, predicate, object, attributive clause, adverbial clause, etc., and explain the meaning of the sentence in simple English. Then, ask students to read the sentences aloud and try to paraphrase them in their own words. Next, guide students to analyze the logical structure of the passage. Ask students: “How is the passage organized? What is the logical relationship between each paragraph?” Organize students to discuss in groups, and then invite representatives to share their opinions. The teacher summarizes: The passage is organized in a “general-specific-general” structure. The first paragraph puts forward the theme of lifelong learning; the middle paragraphs introduce the stories of three people to support the theme; the last paragraph summarizes the importance of lifelong learning and calls on people to insist on lifelong learning. The logical relationship between paragraphs is clear, which is helpful for us to understand the theme of the passage. Design Intention: Close reading is the key link to in-depth understanding of the text. By analyzing complex sentences, it helps students break through the language difficulties in reading, master the usage of complex sentence structures, and improve their ability to understand and analyze sentences, which is an important part of improving language competence. Analyzing the logical structure of the passage helps students grasp the overall framework of the text, develop their logical thinking ability, and cultivate their thinking quality. Paraphrasing sentences exercises students’ language expression ability and helps them deepen their understanding of the meaning of the sentences. Activity 4: Emotional Experience and Theme Understanding Ask students to read the passage again carefully and think about the following questions: 1. What qualities do the three people in the passage have in common? 2. What can we learn from their stories? 3. Combine your own life, talk about how to practice lifelong learning in daily life. Organize students to have a group discussion for 5 minutes, and each group selects a recorder to record the key points of the discussion. After the discussion, invite 2-3 groups to share their discussion results. The teacher comments and guides: The three people all have the qualities of perseverance, courage to overcome difficulties, and a strong desire to learn; we can learn from their spirit of never giving up and actively exploring; in daily life, we can practice lifelong learning by reading more books, learning new skills, and keeping an open mind to accept new things. Design Intention: This activity guides students to go beyond the surface of the text, deeply understand the emotional connotation and theme of the passage, and realize the value of lifelong learning. By combining their own life experiences, it helps students connect the text with real life, make the theme of the passage more vivid and practical, and cultivate their cultural awareness and thinking quality. Group discussion allows students to express their opinions freely, exercise their cooperative communication ability and critical thinking ability, and lay a foundation for the subsequent output link. Post-reading: Consolidation and Application (Output and Extension) Activity 1: Vocabulary and Sentence Consolidation Vocabulary Exercise: Ask students to complete the following sentences with the core vocabulary and phrases previewed before reading. The sentences are closely related to the text content and daily life. For example: (1) We should have the spirit of __________ to overcome all difficulties in learning. (2) Lifelong learning helps us __________ the changing society. (3) He spent a lot of time __________ the new technology. After students finish the exercise, the teacher checks the answers and explains the usage of the words and phrases in the sentences. Sentence Making: Ask students to make sentences with the complex sentence structures analyzed in the close reading link, such as the “despite” clause and the “not only...but also...” structure. Each student makes 2 sentences, then exchanges their sentences with their deskmates and checks each other’s mistakes. Invite a few students to share their sentences in front of the class, and the teacher gives comments and corrections. Design Intention: This activity is designed to consolidate the core vocabulary and sentence structures learned in the class, help students master the usage of words and sentences in context, and improve their language application ability. The sentences are closely related to the text and daily life, which can help students connect the knowledge learned in class with real life, realize the practical value of language, and further improve their language competence. Exchanging and checking sentences with deskmates exercises students’ cooperative learning ability and error correction ability. Activity 2: Oral Expression Practice Organize students to carry out a group debate. The debate topic is: “Is lifelong learning necessary for teenagers?” Divide students into two groups: the affirmative group (lifelong learning is necessary for teenagers) and the negative group (lifelong learning is not necessary for teenagers). Each group has 5-6 students. Give students 10 minutes to prepare: collect arguments and examples to support their own views, and arrange the speaking order. Then, start the debate: each group sends representatives to speak in turn, and the other group can refute. After the debate, the teacher summarizes the advantages and disadvantages of both sides, and guides students to realize that lifelong learning is very necessary for teenagers, because it can help them improve their abilities, adapt to the future society, and realize their own values. Design Intention: Oral expression practice is an important way to improve students’ language competence. The debate activity not only exercises students’ oral expression ability and logical thinking ability but also deepens their understanding of the theme of lifelong learning. By arranging a debate topic closely related to students’ own development, it stimulates students’ enthusiasm for participation, makes them think deeply about the importance of lifelong learning, and cultivates their critical thinking ability and cultural awareness. The teacher’s summary helps students establish a correct view of learning and further highlight the theme of the class. Activity 3: Writing Practice Ask students to write a short passage with the title “My View on Lifelong Learning”. The requirements are: 1. Express your own understanding of lifelong learning; 2. Combine the stories in the passage or your own life experiences to support your views; 3. Use the core vocabulary and sentence structures learned in the class; 4. The passage is about 120-150 words. Before writing, the teacher gives a brief guide: how to start the passage (put forward the view), how to develop the passage (support the view with examples), and how to end the passage (summarize the view and put forward suggestions). During writing, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as how to organize sentences and how to use words correctly. After students finish writing, collect some students’ works, read them aloud in class, and give comments and suggestions on their strengths and weaknesses. Encourage students to revise their own works according to the comments. Design Intention: Writing practice is a comprehensive test of students’ language competence. By writing a short passage on the theme of lifelong learning, it helps students consolidate the knowledge learned in class, improve their writing ability, and express their views and feelings in English. The guide given by the teacher helps students master the writing method and structure, reduce the difficulty of writing, and improve their writing confidence. Reading and commenting on students’ works can let students learn from each other, find their own deficiencies, and further improve their writing ability. At the same time, it deepens students’ understanding of the theme of lifelong learning and cultivates their thinking quality and cultural awareness. Summary and Reflection (Summary d Improvement) Activity 1: Class Summary Invite students to summarize what they have learned in this class. Ask students: “What have you learned in this class? What do you think is the most important thing?” After 2-3 students share their summaries, the teacher makes a comprehensive summary: In this class, we read the passage about lifelong learning, grasped the main idea and key details of the passage, mastered the core vocabulary and complex sentence structures, and had a deeper understanding of the importance of lifelong learning. We also exercised our reading, speaking and writing abilities through various activities. At the same time, we learned the spirit of perseverance and exploration from the stories of the three people in the passage, which will help us establish a correct view of learning and practice lifelong learning in daily life. Design Intention: Letting students summarize the class content by themselves helps them sort out the knowledge learned in the class, deepen their memory and understanding, and exercise their ability to summarize and induce. The teacher’s comprehensive summary helps students clarify the key points of the class, form a systematic knowledge framework, and further highlight the theme of the class, laying a foundation for students’ subsequent learning. Activity 2: Self-Reflection Ask students to think about the following questions and write a short reflection in their exercise books: 1. What did I do well in this class? 2. What difficulties did I encounter in this class? 3. What should I do to improve my learning in the next class? Students can write their reflections freely, and the teacher will check them after class and give targeted guidance to students who have difficulties. At the same time, the teacher asks students to put forward suggestions on the class, such as what activities they like and what needs to be improved, to help the teacher optimize the teaching design in the future. Design Intention: Self-reflection is an important part of improving students’ learning ability. By guiding students to reflect on their own learning situation, it helps them find their own strengths and weaknesses, clarify the direction of improvement, and cultivate their autonomous learning ability and self-evaluation ability. Checking students’ reflections after class allows the teacher to grasp students’ learning situation in time, understand their difficulties and needs, and provide targeted guidance, which is conducive to improving the quality of teaching. Asking students for suggestions on the class reflects the teacher’s respect for students, improves students’ enthusiasm for participation, and promotes the continuous optimization of teaching. 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 $