Unit 3 Adventuring-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 3 Adventuring-Reading A-Digging in 教学目标和重难点 教学目标 Language Competence: Master key words and phrases about adventure and perseverance, understand the narrative structure and long difficult sentences, and improve reading ability of grasping main ideas and key details. Cultural Awareness: Understand the spirit of adventure and teamwork reflected in the text, respect the diversity of human spirits, and establish a positive attitude towards challenges. Thinking Quality: Cultivate logical thinking by analyzing the plot development and character traits, and develop critical thinking by evaluating the characters’ behaviors and choices. Learning Ability: Master reading strategies such as skimming, scanning and inferring, and form the habit of independent learning and cooperative inquiry. 教学重难点 Key Points: Master key vocabulary (e.g., adventure, perseverance, survive, tough) and phrases related to the text; understand the main content, plot development and the author’s writing purpose; grasp the narrative sequence and structure of the text. Difficult Points: Understand and analyze long and difficult sentences in the text; deeply comprehend the connotation of the adventure spirit and the value of teamwork reflected in the text; apply reading strategies flexibly to solve reading problems. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students some pictures and short videos about famous adventures in history, such as Shackleton’s Antarctic adventure, the exploration of the Amazon rainforest, and the climbing of Mount Everest. Then the teacher asks two questions: “Have you ever had an adventure experience? What do you think an adventurer needs to have?” The teacher invites 3-4 students to share their ideas freely. After that, the teacher introduces the topic of this lesson: “Today we will read a text about an amazing adventure—Digging in, which will show us the courage, perseverance and teamwork of adventurers.” Design Intention: The lead-in activity uses multi-modal materials (pictures and videos) to arouse students’ interest in the topic of adventure, activate their existing knowledge and experience about adventure, and lay a good emotional and cognitive foundation for the subsequent reading. By asking interactive questions, the teacher can guide students to think actively, stimulate their desire to participate in the class, and naturally lead to the theme of the text, realizing the connection between students’ life experience and the teaching content. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the text on the screen, including adventure, perseverance, survive, tough, set out, in trouble, give up, team up with, etc. For each word and phrase, the teacher provides simple English definitions and example sentences related to the adventure theme, and guides students to read them aloud to familiarize themselves with the pronunciation and usage. For example, for “perseverance”, the teacher explains: “Perseverance is the quality of continuing to do something even when it is difficult or takes a long time.” and gives the example sentence: “His perseverance helped him finish the difficult adventure.” Then, the teacher briefly introduces the background of the text: The text tells the story of a group of adventurers who set out to explore a remote area, encountered many difficulties and dangers during the journey, but finally overcame all obstacles with their perseverance and teamwork. The teacher reminds students that the text is a narrative, which mainly tells a story through the sequence of events, so they should pay attention to the time, characters, events and other elements when reading. Finally, the teacher asks students to predict the content of the text based on the title “Digging in” and the background introduction: “What do you think the adventurers will do in the text? What difficulties may they encounter?” Students discuss in groups of 4 for a while, and then each group sends a representative to share their predictions. Design Intention: The pre-reading link focuses on solving the vocabulary barrier that may affect students’ reading, helping students master the key words and phrases in advance, so as to improve their reading fluency. The background introduction enables students to have a preliminary understanding of the text content and narrative type, which is conducive to their better grasp of the text structure. Predicting the text content can stimulate students’ reading motivation, cultivate their predictive ability, and make them read with questions, improving the efficiency of reading. Step 3: While-reading (Intensive Reading and Comprehension) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. Who are the main characters in the text and what do they do? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text together with the students: The text narrates the adventure experience of a group of adventurers who set out to explore a remote mountain area, encountered harsh natural conditions and unexpected dangers, but finally successfully completed the exploration task with their perseverance, courage and close teamwork. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main idea of the text, understand the core content of the text, and cultivate their ability to extract key information from the whole text. The simple questions can guide students to focus on the key points of the text during skimming, avoid aimless reading, and lay a foundation for the subsequent intensive reading. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully (scanning) and complete the following table, which includes four columns: Time, Events, Difficulties Encountered, and Solutions. The teacher gives a sample in the table to guide students to fill in. After students finish filling in, the teacher checks the answers with the whole class, corrects the wrong information, and emphasizes the key details, such as the specific difficulties encountered by the adventurers (severe cold, lack of food and water, sudden snowstorm) and how they solved these difficulties (helping each other, using the skills they mastered, never giving up). At the same time, the teacher guides students to mark the long and difficult sentences in the text, such as “When they set out, they never thought that the journey would be so tough and dangerous, but they still insisted on moving forward with firm determination.” The teacher analyzes the sentence structure together with the students: “When they set out” is a time adverbial clause, “they never thought that...” is the main clause, and “that the journey would be so tough and dangerous” is an object clause. The teacher explains the meaning of the sentence and guides students to read it repeatedly to understand its usage. Design Intention: Scanning helps students extract specific details from the text, deepen their understanding of the text content, and sort out the plot development of the text through the form of a table, which is conducive to students’ grasp of the narrative sequence. Analyzing long and difficult sentences can help students break through the language difficulties in reading, improve their ability to understand complex sentences, and lay a foundation for their accurate understanding of the text connotation. Activity 3: Analyzing Character Traits The teacher divides students into groups of 4 and asks them to discuss the following question: “What character traits do the adventurers show in the text? Please find the supporting details in the text to prove your views.” The teacher gives some hints, such as courage, perseverance, teamwork, wisdom, etc. After the discussion, each group sends a representative to share their views and supporting details. For example, some groups may say: “The adventurers are brave. When they encountered a sudden snowstorm, they did not panic, but tried their best to find a safe place to take shelter.” The teacher affirms the students’ views and supplements and summarizes the character traits of the adventurers together with the students, emphasizing that perseverance and teamwork are the key factors for their success. Design Intention: This activity guides students to conduct in-depth reading and analysis of the text, not only to understand the surface content of the text, but also to dig out the character traits reflected in the text. Group discussion can cultivate students’ cooperative learning ability and communication ability, and enable students to learn from each other’s views, deepen their understanding of the text. Finding supporting details can help students develop the habit of seeking evidence from the text, improve their logical thinking ability. Step 4: Post-reading (Consolidation and Extension) Activity 1: Vocabulary and Sentence Practice First, the teacher arranges a vocabulary filling exercise. The teacher presents several sentences on the screen, and the blanks are the key words and phrases learned in the pre-reading link. Students need to fill in the blanks with the correct words and phrases, and change the form if necessary. For example: 1. We need great ______ to finish this difficult task. (perseverance) 2. They ______ to explore the unknown area early in the morning. (set out) After students finish the exercise, the teacher checks the answers and explains the key points of usage. Then, the teacher asks students to imitate the long and difficult sentences analyzed in the while-reading link to make their own sentences. The teacher gives an example: “When I started learning English, I never thought it would be so difficult, but I still insisted on practicing every day.” Students write their own sentences and share them with their deskmates. The teacher selects several representative sentences to comment on, affirming the correct sentences and correcting the wrong ones. Design Intention: Vocabulary and sentence practice is an important link to consolidate the knowledge learned. Through filling in the blanks and sentence imitation, students can further master the usage of key words and phrases, and improve their ability to use language flexibly. This activity connects the input of language knowledge with the output, helping students internalize the language knowledge and lay a foundation for their subsequent language expression. Activity 2: Theme Discussion The teacher asks students to discuss the following question in groups: “What can we learn from the adventurers in the text? How can we apply the spirit of adventure and teamwork in our daily study and life?” The teacher guides students to combine their own experiences to talk about their views. For example, in study, when we encounter difficult problems, we should have perseverance and not give up easily; in group activities, we should cooperate with our teammates and help each other to complete the task. After the discussion, the teacher invites several students to share their views with the whole class, and then makes a summary: The spirit of adventure is not reckless, but the courage to challenge oneself and pursue dreams; teamwork is the key to overcoming difficulties. We should learn from the adventurers, cultivate our perseverance and teamwork ability, and face the challenges in life and study bravely. Design Intention: The theme discussion helps students deeply understand the connotation of the text, connect the text content with their own life experience, and realize the educational value of the text. Through this activity, students can not only improve their oral expression ability, but also establish a positive attitude towards life and study, which is in line with the requirements of cultural awareness and thinking quality in the core literacy. Activity 3: Text Retelling The teacher asks students to retell the text according to the plot development and the key details they have sorted out. The teacher gives some hints, such as the key words and phrases, the sequence of events, and the character traits. Students can retell the text individually or in pairs. The teacher invites 2-3 students to retell the text in front of the class, and then comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as adding more details or using more accurate words. Design Intention: Text retelling is an effective way to consolidate the understanding of the text. It can help students sort out the logical structure of the text, master the key details, and improve their oral expression ability and logical thinking ability. Retelling in pairs or individually can meet the needs of different students, enable each student to participate in the activity, and improve their learning enthusiasm. Step 5: Summary and Homework Summary The teacher summarizes the whole lesson with the students: In this lesson, we read the text Digging in, which tells us an amazing adventure story. We have mastered the key words and phrases related to adventure, understood the main content and plot development of the text, analyzed the character traits of the adventurers, and deeply comprehended the spirit of adventure and teamwork. At the same time, we have also practiced reading strategies such as skimming, scanning and inferring, and improved our reading and oral expression ability. Design Intention: The summary helps students sort out the knowledge and skills learned in the lesson, form a systematic understanding of the lesson content, and consolidate the learning results. It also enables students to have a clear understanding of what they have learned, which is conducive to their review and consolidation after class. Homework 1. Read the text aloud for 15 minutes every day, and recite the key paragraphs and key sentences. 2. Write a short passage (about 150 words) about your own adventure experience or an adventure story you know, using the key words and phrases learned in this lesson. 3. Think about another question: “If you were one of the adventurers in the text, what would you do when you encountered difficulties?” Write down your thoughts and share them in the next class. Design Intention: The homework is designed to consolidate the knowledge and skills learned in the class. Reading aloud and reciting can help students familiarize themselves with the text and consolidate the vocabulary and sentence patterns. Writing a short passage can improve students’ writing ability and flexibly apply the knowledge learned. The thinking question can stimulate students’ critical thinking and enable them to think deeply about the theme of the text, which is conducive to the development of their 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 $