Unit 1 Fighting Stress-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 1 Fighting Stress-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language competence via stress-related vocabulary and reading skills, develops thinking quality through critical analysis, strengthens cultural awareness of stress management, and improves learning ability by independent and cooperative learning. 教学重难点 Key: Master stress-related vocabulary and phrases, understand the text’s main idea and structure. Difficulty: Analyze the deep meaning of “digging” and apply reading strategies flexibly in practice. 教学过程 Step 1: Lead-in The teacher starts the class by showing a series of pictures and short video clips related to stress in teenagers’ daily life, such as students staying up late to finish homework, feeling anxious before exams, and struggling with interpersonal relationships. Then the teacher asks two open-ended questions in English: “Have you ever felt stressed like the people in the pictures? What do you usually do when you are stressed?” The teacher invites 3-4 students to share their own experiences and ways of dealing with stress freely. After that, the teacher naturally leads to the topic of this lesson: “Today we will read a text titled Digging in, which tells us a special way to fight stress through the author’s personal experience. Let’s explore how the author relieves stress and what we can learn from it.” Design Intention: The lead-in uses multi-modal materials (pictures and videos) to arouse students’ interest in the topic of fighting stress quickly. By connecting the topic with students’ own life experiences, it activates their existing knowledge and emotional resonance, making them more willing to participate in the subsequent learning activities. Meanwhile, it lays a good emotional and cognitive foundation for understanding the text, as students can easily relate their own stress experiences to the author’s story in the text. Step 2: Pre-reading First, the teacher presents the key vocabulary and phrases in the text on the screen, including “dig”, “straining”, “gravelly”, “turf”, “squelch”, “perseverance”, “relieve stress” and so on. For each word and phrase, the teacher provides simple and easy-to-understand definitions, example sentences related to the text, and pronounces them clearly, asking students to follow and read twice. For example, when explaining “turf”, the teacher says: “Turf is a layer of earth with grass and its roots on it, which can be used as fuel in some places, just like what the author’s grandfather dug in the text.” Then the teacher shows some pictures of “gravelly ground” and “turf” to help students understand the meaning more intuitively. Next, the teacher briefly introduces the background of the author Seamus Heaney and the text. He tells students: “Seamus Heaney is a famous Irish poet. In this poem-like prose Digging in, he describes the scene of his father and grandfather digging, and finally realizes that he can ‘dig’ with his pen to relieve stress and express his emotions. This text combines personal memory with the theme of fighting stress, which is full of warmth and depth.” Design Intention: The pre-reading link focuses on solving the language barriers for students to read the text. By explaining key vocabulary and phrases in context and combining with pictures, it helps students master the basic language knowledge needed for reading, avoiding difficulties in understanding the text due to unfamiliar words. The brief introduction of the author and the text background enables students to have a preliminary understanding of the text’s style and core connotation, laying a foundation for in-depth reading and analysis later. Step 3: While-reading Activity 1: Skimming The teacher asks students to read the text quickly and answer two questions: 1. What scenes does the author describe in the text? 2. What does the author mean by “I’ll dig with it” at the end of the text? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The author describes the scenes of his father digging potatoes and his grandfather digging turf. ‘Dig with it’ means he will use his pen to write, which is his way of ‘digging’ to relieve stress and inherit the perseverance from his father and grandfather.” Design Intention: Skimming is a basic reading strategy that helps students grasp the main idea and key information of the text quickly. Through this activity, students can form a general framework of the text, understand the core content of the text, and lay the foundation for detailed reading. At the same time, it trains students’ ability to extract key information quickly, which is an important part of improving their reading ability. Activity 2: Scanning The teacher asks students to read the text again carefully and fill in the following table, which is displayed on the screen: Characters What They Dig Details of Digging Father Potatoes Stooping in rhythm, levering the spade firmly, rooting out tall tops, burying the bright edge deep Grandfather Turf Cutting more turf in a day, nicking and slicing neatly, heaving sods over his shoulder The Author Emotions and Thoughts (with his pen) Resting the squat pen between finger and thumb, deciding to dig with it After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes, and guides students to pay attention to the detailed descriptions in the text, such as “the straining rump”, “the coarse boot nestled on the lug” and “the cold smell of potato mould”. The teacher asks: “What do these details show us?” Then guides students to conclude that these details show the hard work and perseverance of the father and grandfather. Design Intention: Scanning helps students locate specific information accurately in the text, which is an important reading skill. By filling in the table, students can sort out the key details of the text clearly, understand the differences and connections between the three characters’ “digging”, and lay a foundation for analyzing the theme of the text. At the same time, guiding students to pay attention to detailed descriptions helps them feel the author’s writing skills and understand the emotional connotation behind the text. Activity 3: In-depth Analysis The teacher divides students into groups of 4-5 and asks them to discuss the following questions in groups: 1. What is the relationship between the author’s father and grandfather’s digging and the author’s “digging with a pen”? 2. Why does the author say “But I’ve no spade to follow men like them”? 3. How does the text reflect the theme of “fighting stress”? 4. What kind of emotions does the author express in the text? During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides appropriate guidance when students encounter difficulties. For example, if students can’t understand the relationship between the two kinds of “digging”, the teacher can prompt: “What does the father and grandfather’s digging represent? What does the author’s ‘digging with a pen’ represent? Do they have something in common?” After the group discussion, each group sends a representative to share their discussion results. The teacher summarizes and supplements: “The father and grandfather’s digging represents hard work, perseverance and the spirit of inheriting family traditions. The author’s ‘digging with a pen’ is a way to relieve stress, express emotions and inherit the perseverance from his family. The author says he has no spade because he can’t dig like his father and grandfather physically, but he finds his own way of ‘digging’—writing. The text reflects the theme of fighting stress by showing that the author finds a suitable way to release his emotions and relieve stress through recalling his father and grandfather’s digging, which is a positive way to fight stress. The author expresses respect and admiration for his father and grandfather, as well as determination to find his own way to fight stress and inherit the family spirit.” Then the teacher focuses on analyzing the key sentence “Between my finger and my thumb / The squat pen rests; snug as a gun.” The teacher asks: “Why does the author compare the pen to a gun? What is the meaning of this metaphor?” Students are invited to express their opinions freely, and then the teacher explains: “The gun is a powerful tool, and the author compares the pen to a gun, which shows that the pen is a powerful tool for him to fight stress, express emotions and inherit the family spirit. It also reflects the author’s determination to use writing to face and solve the stress in life.” Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and critical thinking ability. By discussing in-depth questions, students can have a deeper understanding of the text’s theme, the author’s emotions and the connotation of “digging”. The teacher’s guidance and summary help students sort out their ideas, correct misunderstandings, and improve their ability to analyze and interpret the text. The analysis of key sentences helps students appreciate the author’s writing skills and understand the deep meaning of the text, which is conducive to improving their literary appreciation ability. Step 4: Post-reading Activity 1: Vocabulary and Sentence Practice The teacher presents some exercises on the screen to help students consolidate the key vocabulary and sentences learned in the text: 1. Fill in the blanks with the correct form of the given words (dig, strain, squelch, perseverance). 2. Rewrite the following sentences with the phrases learned in the text (e.g., “He worked hard and finally achieved his goal” can be rewritten as “With perseverance, he finally achieved his goal”). 3. Translate the key sentences in the text into Chinese, such as “The cold smell of potato mould, the squelch and slap of soggy peat, the curt cuts of an edge through living roots awaken in my head.” Students finish the exercises independently, and then the teacher checks the answers with the whole class, explains the difficult points, and asks students to read the sentences aloud to strengthen their memory and application ability. Design Intention: Vocabulary and sentence practice is an important link to consolidate the language knowledge learned in the text. Through various forms of exercises, students can master the usage of key vocabulary and phrases, and improve their ability to use language flexibly. Translating key sentences helps students deepen their understanding of the text and improve their bilingual conversion ability. Activity 2: Theme Extension The teacher asks students to think about the following question: “The author uses writing to fight stress. What other ways can we use to fight stress in our daily life? Please combine your own experiences and the text to share your ideas.” Then the teacher invites students to share their opinions freely. Some students may say they relieve stress by doing sports, listening to music, talking to friends, or reading books. The teacher affirms all the positive ways and summarizes: “Stress is an inevitable part of our life. What is important is that we can find suitable ways to fight it, just like the author finds writing. We should learn to face stress bravely, use positive ways to relieve it, and keep a healthy and optimistic attitude towards life.” Then the teacher assigns a small group task: Each group designs a “Stress-Relief Plan” in English, which includes at least 3 ways to relieve stress, and explains the reasons why these ways are effective. After the groups finish designing, each group sends a representative to present their plan to the whole class, and the teacher comments and evaluates each plan positively. Design Intention: Theme extension connects the text with students’ real life, helps students apply the knowledge and inspiration learned from the text to their own life, and realizes the practical value of the text. The “Stress-Relief Plan” task not only cultivates students’ cooperative learning ability and language expression ability, but also guides students to pay attention to their own mental health and learn to use positive ways to fight stress, which is in line with the core literacy requirement of cultural awareness and learning ability. Activity 3: Text Retelling The teacher asks students to retell the text in their own words, with the help of the key information in the table filled in during the scanning activity. The teacher can first invite a student to retell the text briefly, and then ask another student to supplement and improve it. The teacher reminds students to use the key vocabulary and phrases learned in the text, and pay attention to the logical connection of the retelling. After the retelling, the teacher makes comments, affirms the advantages of the students, and points out the places that need to be improved, such as the use of vocabulary, the fluency of sentences and the completeness of the content. Then the teacher plays the audio of the text, and asks students to follow the audio to read the text aloud, paying attention to the intonation and emotion, so as to feel the author’s emotions more deeply. Design Intention: Text retelling helps students consolidate the content of the text, improve their language expression ability and logical thinking ability. Following the audio to read aloud helps students correct their pronunciation and intonation, improve their listening and speaking ability, and at the same time deepen their understanding of the author’s emotions in the text. Step 5: Summary and Homework Summary The teacher summarizes the whole lesson: “In today’s class, we learned the text Digging in. We mastered the key vocabulary and phrases related to stress and digging, understood the main content and structure of the text, and analyzed the deep meaning of ‘digging’ and the theme of fighting stress. We also discussed the ways to fight stress in our daily life and designed our own stress-relief plans. Through this lesson, we not only improved our reading ability and language application ability, but also learned to face stress bravely and use positive ways to relieve it. We should also learn the perseverance spirit from the author’s father and grandfather, and find our own way to fight stress and pursue a better life.” Design Intention: The summary helps students sort out the key content of the whole lesson, consolidate the knowledge and skills learned, and deepen their understanding of the theme of the text. It also helps students form a complete knowledge system and realize the teaching goals of the lesson. Homework 1. Read the text aloud for 15 minutes every day, and recite the key sentences. 2. Finish the exercises in the textbook related to Reading A. 3. Write a short passage (150-200 words) in English, titled “My Way to Fight Stress”, which should include the stress you often encounter and the ways you use to relieve it, and use at least 5 key vocabulary and phrases learned in the text. 4. Share your “Stress-Relief Plan” with your family and friends, and ask for their opinions to improve it. Design Intention: The homework is designed to consolidate the knowledge and skills learned in the class, and extend the learning content to daily life. Reading aloud and reciting help students strengthen their memory of the text and improve their listening and speaking ability. Writing a short passage helps students improve their writing ability and apply the key vocabulary and phrases flexibly. Sharing the “Stress-Relief Plan” with family and friends helps students apply the knowledge learned to real life and enhance their ability to communicate and cooperate with others. 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 $