Unit 2 Cherishing Friendship-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 2 Cherishing Friendship-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to understand and use friendship-related vocabulary and sentences. It develops thinking quality by analyzing text logic and emotional connotation, strengthens cultural awareness of valuing friendship, and improves learning ability through independent and cooperative reading. 教学重难点 Key points: Master core vocabulary and phrases about friendship, grasp the text’s main idea and narrative clues. Difficult points: Understand the implied meaning of the text, analyze the emotional changes of characters, and apply reading strategies flexibly. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of multi-modal materials, including short video clips about true friendship stories, pictures of friends interacting happily, and some familiar English proverbs about friendship, such as “A friend in need is a friend indeed.” After playing the video and displaying the materials, the teacher asks students two guiding questions in English: “What do you think friendship means to you? Can you share a small story about your own friendship?” Then, the teacher organizes a pair work activity. Students discuss the two questions with their deskmates freely, using simple English to express their opinions and feelings. During the discussion, the teacher walks around the classroom, observes students’ performance, provides appropriate guidance for those who have difficulty expressing themselves, and encourages them to speak bravely regardless of the accuracy of their language. After the pair discussion, the teacher invites 3-4 groups of students to share their views with the whole class. When students share, the teacher writes down key words and phrases related to friendship on the blackboard, such as “trust”, “support”, “understanding”, “companionship” and “mutual help”. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will read a text titled Digging in, which tells a touching story about friendship. Let’s explore what happened in the story and what we can learn about friendship from it.” Design Intention: The multi-modal materials (videos, pictures and proverbs) are closely related to the unit theme “Cherishing Friendship” and the content of Reading A. They can quickly attract students’ attention, arouse their emotional resonance and interest in the topic of friendship. The guiding questions and pair work activate students’ prior knowledge and life experience about friendship, helping them establish a connection between their own life and the text content. Inviting students to share their views not only provides them with opportunities to practice oral English, reduces their anxiety about speaking English in public, but also lays a good emotional and cognitive foundation for the subsequent reading teaching. Writing down key words and phrases on the blackboard helps students sort out their ideas and pave the way for mastering core vocabulary in the text later. Step 2: Pre-reading (Prediction and Vocabulary Preview) First, the teacher shows the title of Reading A “Digging in” and the related pictures in the textbook to the students. Then, the teacher asks students to predict the content of the text: “Look at the title and the pictures, what do you think the text will talk about? Who are the characters in the story? What kind of friendship story will it be?” Students are allowed to think independently for 1-2 minutes, and then share their predictions with the whole class. The teacher affirms students’ reasonable predictions and guides them to focus on the key word “Digging in” — asking them to guess the possible meaning of this phrasal verb in the context of friendship, combining their prior knowledge of phrasal verbs with “dig”. Next, the teacher focuses on the core vocabulary and phrases in the text that are necessary for understanding the text. The teacher presents these words and phrases on the screen, including “dig in”, “bond”, “comfort”, “overcome”, “misunderstand”, “apologize”, “treasure”, “in need” and some complex sentences, such as “It was through that difficult experience that we realized how precious our friendship was.” For each word and phrase, the teacher explains its meaning in simple English, gives example sentences related to friendship, and guides students to read them aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “dig in”, the teacher combines its figurative meaning — “to start or continue to do something in a determined way, especially when facing difficulties” — and connects it with friendship: “When our friends are in trouble, we should dig in to help them overcome difficulties together.” In addition, the teacher briefly introduces the background of the text (if any) to help students better understand the context of the story, such as the living environment of the characters and the social background related to friendship. Finally, the teacher asks students to read the text quickly to check their predictions and get a general idea of the text. Design Intention: Predicting the text content based on the title and pictures can cultivate students’ ability of logical reasoning and prediction, stimulate their desire to read and explore the text. Previewing core vocabulary and phrases helps students remove language obstacles in reading, improve reading efficiency, and lay a solid foundation for in-depth understanding of the text. Explaining vocabulary in English and combining it with the theme of friendship helps students master the usage of words in context, rather than just memorizing the literal meaning. Briefly introducing the text background helps students understand the context of the story more comprehensively, which is conducive to their in-depth grasp of the emotional connotation of the text. Step 3: While-reading (In-depth Comprehension and Strategy Training) This step is divided into three parts: skimming, scanning and careful reading, which aims to guide students to understand the text from shallow to deep, master reading strategies and improve their reading ability. Skimming: Grasp the Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: “What is the main idea of the text? Who are the main characters in the story and what is their relationship?” 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 tells a story about two good friends who overcame misunderstandings and difficulties together, and finally cherished their friendship more deeply. The main characters are two close friends, and their friendship is tested by difficulties but becomes stronger. At the same time, the teacher guides students to identify the narrative structure of the text — chronological order, and divides the text into three parts: the beginning (the establishment of friendship), the development (the occurrence of misunderstandings and difficulties) and the ending (the resolution of misunderstandings and the deepening of friendship). The teacher writes the structure on the blackboard to help students form a clear framework of the text. Design Intention: Skimming is an important reading strategy. Guiding students to skim the text can help them quickly grasp the main idea and narrative structure of the text, cultivate their ability to extract key information from the whole text. Dividing the text into parts according to the narrative structure helps students understand the logical connection of the text content, laying a foundation for in-depth reading. Scanning: Locate Key Details The teacher presents a list of detailed questions on the screen, and asks students to read the text again (scanning) to find the answers quickly. The questions are as follows: 1. How did the two friends get to know each other? 2. What caused the misunderstanding between them? 3. What difficulties did they encounter together? 4. How did they resolve the misunderstanding and overcome the difficulties? 5. What did they learn from the experience? Students are allowed to read the text independently and find the answers to the questions, underlining the key sentences and information in the text. Then, the teacher organizes a group discussion activity. Students discuss their answers in groups of 4, check each other’s answers, and supplement and correct them. After the group discussion, the teacher invites each group to send a representative to answer one question, and then comments and supplements the answers, emphasizing the key details and key sentences in the text. For example, when answering the question about “how they resolved the misunderstanding”, the teacher guides students to find the key sentence in the text, and analyzes the emotional changes of the characters in this part, helping students understand the importance of communication and understanding in friendship. Design Intention: Scanning is a strategy to locate specific information quickly. Through this activity, students can improve their ability to find key details in the text efficiently. Group discussion allows students to communicate and cooperate with each other, learn from each other’s strengths, and deepen their understanding of key details. The teacher’s comments and supplements help students correct their mistakes and grasp the key points of the text more accurately. Careful Reading: Analyze Emotional Connotation and Language Features On the basis of skimming and scanning, the teacher guides students to read the text carefully, focusing on analyzing the emotional changes of the main characters and the language features of the text. First, regarding the emotional changes of the characters: The teacher asks students to find the sentences in the text that describe the characters’ emotions (such as happiness, sadness, anger, regret, relief, etc.), and analyze the reasons for the emotional changes. For example, “At first, we were very happy to play together every day, but after the misunderstanding, we both felt sad and lonely.” The teacher guides students to discuss: “Why did the characters feel sad and lonely after the misunderstanding? How did their emotions change when they resolved the misunderstanding?” Through discussion, students can deeply understand the emotional bond between the two friends and the importance of friendship. Second, regarding the language features of the text: The teacher guides students to pay attention to the descriptive language and emotional expressions in the text. For example, the use of adjectives to describe emotions (happy, sad, precious), the use of compound sentences to express logical relationships (because, so, although), and the use of rhetorical devices (such as metaphor, personification) to enhance the emotional appeal of the text. The teacher takes typical sentences as examples to analyze, and guides students to read these sentences aloud, experience the emotional color in the language, and understand how the author uses language to express the theme of friendship. In addition, the teacher focuses on the key phrasal verb “dig in” in the title. The teacher guides students to find the sentences in the text where “dig in” appears, analyze its specific meaning in the context, and discuss: “Why does the author use ‘Digging in’ as the title of the text? What does it imply about friendship?” Through discussion, students understand that “dig in” in the text means that the two friends persisted in their friendship, helped each other and overcame difficulties together, which symbolizes the firmness and preciousness of friendship. Design Intention: Careful reading is the key link to in-depth understanding of the text. Analyzing the emotional changes of the characters helps students resonate emotionally with the text, deepen their understanding of the theme of friendship. Analyzing the language features of the text helps students master the methods of expressing emotions in English, improve their language appreciation ability and language application ability. Focusing on the title helps students understand the symbolic meaning of the title and grasp the core of the text theme. Step 4: Post-reading (Consolidation, Application and Extension) This step aims to help students consolidate the knowledge and skills learned in the class, apply the learned content to practical situations, and extend the theme of friendship, so as to achieve the goal of improving students’ comprehensive language ability and core literacy. Language Consolidation The teacher designs two language practice activities to help students consolidate the core vocabulary, phrases and sentence patterns learned in the text. Activity 1: Fill in the blanks. The teacher presents a short passage related to friendship on the screen, with some blanks in it (the blanks are the core vocabulary and phrases in the text, such as “dig in”, “treasure”, “overcome”, “misunderstand”). Students are asked to fill in the blanks according to the text content and their own understanding. After finishing, the teacher checks the answers with the students, explains the usage of the key words and phrases again, and emphasizes the points that students are easy to make mistakes. Activity 2: Sentence rewriting. The teacher presents some simple sentences related to friendship, and asks students to rewrite them using the complex sentence patterns learned in the text (such as attributive clauses, emphatic sentences). For example, “Friendship is precious. We should cherish it.” can be rewritten as “Friendship is so precious that we should cherish it.” or “It is friendship that we should cherish most.” Through this activity, students can master the usage of complex sentence patterns and improve their ability of language expression. Design Intention: Language consolidation activities help students consolidate the knowledge learned in the class, deepen their understanding and memory of core vocabulary, phrases and sentence patterns. Fill in the blanks and sentence rewriting are practical and operable, which can help students apply the learned language knowledge to specific contexts, laying a foundation for subsequent language output. Theme Discussion and Emotional Experience The teacher organizes a group discussion with the theme “How to Cherish Our Friendship in Daily Life”. The teacher puts forward guiding questions: “What should we do to maintain a good friendship? How should we deal with misunderstandings with friends? What can we learn from the story in the text?” Students discuss these questions in groups of 4-5, and each group selects a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, provides guidance and inspiration for students, and encourages students to combine their own life experience to express their views. After the discussion, each group sends a representative to make a 2-3 minute speech, sharing the group’s views. The teacher makes comments on each group’s speech, affirms the positive views, and guides students to establish a correct view of friendship — friendship needs mutual trust, understanding, support and tolerance, and only by cherishing each other can friendship last long. In addition, the teacher invites students to share their own experiences of cherishing friendship, such as how they helped their friends when they were in trouble, how they resolved misunderstandings with friends, etc. Through sharing, students can further experience the value of friendship and enhance their awareness of cherishing friendship. Design Intention: Theme discussion combines the text content with students’ real life, helps students transfer the emotional experience and life enlightenment from the text to their own life, and realizes the integration of language learning and emotional education. Group discussion and speech activities not only improve students’ oral English expression ability and cooperative learning ability, but also help students establish a correct view of friendship, which is in line with the requirements of cultural awareness and emotional education in core literacy. Extension Activity The teacher designs an extension activity to help students extend the theme of friendship and improve their comprehensive language application ability. The activity is: “Write a short passage (80-100 words) about your own friendship, introducing how you got to know your good friend, what precious memories you have together, and how you cherish your friendship. You can use the vocabulary, phrases and sentence patterns learned in the text.” Before writing, the teacher provides some writing tips for students, such as the structure of the short passage (beginning: how to get to know each other; middle: precious memories; ending: how to cherish friendship), and reminds students to use the language knowledge learned in the class. Students write independently, and after finishing, they exchange their short passages with their deskmates, comment on each other’s works, and put forward suggestions for revision. The teacher selects several typical works (both excellent works and works with common problems) to comment on in the whole class, affirming the advantages of excellent works, and pointing out and correcting the problems in the works, guiding students to improve their writing ability. Design Intention: The extension activity of writing helps students apply the language knowledge and emotional experience learned in the class to practical writing, improving their writing ability. Exchanging and commenting on each other’s works not only helps students learn from each other’s strengths, but also cultivates their ability of evaluation and revision. The teacher’s comments help students find their own problems and improve their writing level, realizing the organic combination of reading and writing. Step 5: Summary and Homework Summary The teacher summarizes the whole class with the students: First, review the main content of the text — the touching friendship story between the two friends, and the key points of the text (main idea, key details, emotional connotation). Then, review the core vocabulary, phrases and sentence patterns learned in the class, and emphasize the key reading strategies (skimming, scanning, careful reading). Finally, the teacher emphasizes the theme of the lesson again: Friendship is one of the most precious emotions in life, which needs us to cherish, maintain and care for with our hearts. We should learn from the characters in the text, treat our friends sincerely, help each other, and let friendship become a powerful force to help us grow. Design Intention: Summarizing the class helps students sort out the knowledge and skills learned in the class, form a systematic knowledge framework, and deepen their understanding and memory of the text theme and language knowledge. Emphasizing the theme of friendship again helps students strengthen their awareness of cherishing friendship, realizing the goal of emotional education. Homework The teacher assigns three levels of homework, which are suitable for students of different levels, so as to achieve the goal of hierarchical teaching and meet the needs of different students. Level 1 (Basic): 1. Read the text aloud for 15 minutes every day, and recite the key sentences in the text. 2. Copy the core vocabulary and phrases in the text, and make 1-2 example sentences for each word and phrase. Level 2 (Improvement): 1. Finish the extension writing task in the class, revise and improve it according to the comments of the teacher and deskmate. 2. Answer the after-class exercises related to the text, and check your understanding of the text. Level 3 (Challenge): 1. Collect 3-5 English proverbs or famous quotes about friendship, and write a short comment (50-60 words) on one of them, expressing your understanding of friendship. 2. Have a conversation with your good friend in English, talking about how to cherish your friendship, and record the conversation (you can record it in writing or audio). Design Intention: Hierarchical homework takes into account the differences of students’ learning levels, ensuring that every student can complete the homework within their ability, and at the same time providing space for students with strong learning ability to challenge themselves. The homework is closely related to the content of the class, which helps students consolidate the knowledge learned, improve their language application ability, and extend the theme of friendship to daily life. 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 $