Unit 3 Delving into History-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第四册

Unit 3 Delving into History-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language ability via text reading and expression, cultural awareness by understanding historical exploration, thinking quality through critical analysis, and learning ability by guiding independent and cooperative learning. 教学重难点 Key: Grasping the text’s main idea, key details and historical connotation; mastering core vocabulary and complex sentences. Difficulty: Analyzing the theme and the author’s emotional tendency deeply. 教学过程 Pre-reading: Lead-in and Preview Guidance Activity 1: Theme Lead-in The teacher starts the class by showing pictures and short videos about historical exploration, such as archaeologists digging cultural relics, ancient ruins and historical sites. Then the teacher asks questions in English: “Have you ever wondered how we know about the past? What ways can we use to explore history? Do you think ‘digging’ is only about digging soil?” After that, invite 2-3 students to share their answers freely. Then the teacher naturally leads to the topic of this lesson: “Today, we will learn a text about ‘digging’—but it is not only about digging soil, but also about digging into history and memories. Let’s enter Reading A Digging in together.” Design Intention: This activity uses multi-modal materials such as pictures and videos to create a vivid historical exploration context, which can quickly attract students’ attention and arouse their interest in the lesson. By asking open-ended questions, it guides students to think about the connotation of “digging” beyond its literal meaning, lays a foundation for understanding the theme of the text, and also helps activate students’ existing knowledge and experience related to historical exploration, paving the way for the smooth development of follow-up reading activities. Activity 2: Preview Check First, the teacher arranges students to check the preview results in pairs. The checking contents include: the pronunciation and meaning of core vocabulary (such as dig, relic, uncover, preserve, historical, exploration, civilization, trace), and the understanding of key phrases (such as dig into, uncover the truth, preserve cultural relics, trace back to). Then, the teacher randomly invites several students to read the vocabulary and explain their meanings, and corrects their pronunciation and expression errors in time. For difficult words, the teacher gives simple examples to help students understand and remember, such as “preserve: to keep something safe or in its original state. For example, we should preserve cultural relics to remember our history.” In addition, the teacher asks students to share the questions they encountered during preview, such as unclear sentences or confusing concepts, and sorts out the key and difficult points together, which will be focused on in the follow-up reading process. Design Intention: Preview is an important link to cultivate students’ learning ability. By checking the preview results in pairs, it can promote students’ mutual help and communication, and enhance their sense of participation. Checking vocabulary and phrases helps students eliminate language barriers in reading, ensures that they can understand the text smoothly, and also consolidates their vocabulary accumulation. Collecting students’ preview questions can make the teaching more targeted, avoid blind teaching, and help teachers grasp students’ learning needs in a timely manner. While-reading: In-depth Reading and Skill Training 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 content of the text? 2. What does “digging” refer to in the text? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The text mainly tells about the process of archaeologists digging historical relics, shows the hard work and persistence of archaeologists in exploring history, and reveals that “digging” not only refers to digging soil to find relics, but also refers to exploring the truth of history and inheriting historical civilization. At the same time, the teacher guides students to divide the text into several parts according to the logical structure: the beginning (introducing the scene of digging), the main body (the process of digging and the discovery of relics) and the ending (the significance of digging). Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly and form a general framework of the text. By answering key questions, it guides students to focus on the core content of the text and understand the double connotation of “digging”, which lays a foundation for in-depth reading. Dividing the text structure helps students understand the logical connection of the text and improve their ability to sort out text information. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully (scanning) and fill in the following table. The table is displayed on the screen, including the columns: Time, Place, People, Digging Process, Discoveries, and Feelings of Archaeologists. Students are required to find relevant information in the text and fill in the table accurately. During the process, the teacher walks around the classroom to guide students who have difficulties, reminds them to pay attention to key sentences and signal words (such as first, then, finally, however, therefore), and helps them locate information quickly. After students finish filling in the table, the teacher invites a student to present the table, and other students supplement and correct it. Then the teacher focuses on analyzing the key details: such as the description of the digging process (the tools used, the steps of digging, the difficulties encountered) and the description of the discoveries (the type, appearance and historical value of the relics). For example, the teacher can ask: “What difficulties did the archaeologists encounter during digging? How did they solve them? What does this show us?” Guide students to conclude that archaeologists encountered difficulties such as bad weather and hard soil, but they persisted in their work, which shows their dedication to historical exploration. 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 systematically, deepen their understanding of the text content, and also exercise their ability to extract and organize information. Focusing on analyzing key details helps students feel the hard work of archaeologists and understand the connotation of the text more deeply, which also paves the way for analyzing the author’s emotional tendency. Activity 3: Close Reading for Language Points On the basis of grasping the main idea and key details, the teacher guides students to conduct close reading, focusing on analyzing the core vocabulary, complex sentences and rhetorical devices in the text, so as to improve students’ language ability. For core vocabulary, the teacher selects words and phrases closely related to the theme, such as uncover, preserve, trace back to, in search of, and guides students to find their usage in the text. For example, the sentence “Archaeologists are digging carefully in search of ancient relics that can uncover the truth of history” is extracted from the text. The teacher explains the usage of “in search of” (equivalent to “to look for”) and “uncover” (to find out something that was hidden), and asks students to make sentences with these phrases to consolidate their usage. For complex sentences, the teacher selects typical sentences in the text, such as “Although the work is tough and time-consuming, archaeologists never give up, because they know that every relic they find is a precious clue to understanding our history.” The teacher analyzes the sentence structure (although guiding the adverbial clause of concession, because guiding the adverbial clause of reason), and asks students to parse the sentence and translate it into Chinese, helping students master the usage of complex sentences and improve their ability to understand long and difficult sentences. For rhetorical devices, the teacher guides students to find personification, metaphor and other rhetorical devices in the text (if any). For example, if there is a sentence like “The relics are whispering the stories of the past to us”, the teacher explains that this is personification, which makes the relics more vivid and vivid, and conveys the author’s respect and affection for historical relics. Then the teacher asks students to find other rhetorical devices and analyze their effects, which helps students appreciate the beauty of the text language and improve their language appreciation ability. Design Intention: Close reading is the key link to improve students’ language ability. By analyzing vocabulary, sentences and rhetorical devices, it helps students master the key language points of the text, consolidate their language knowledge, and improve their ability to understand and use language. At the same time, guiding students to appreciate the language of the text can cultivate their language sense and aesthetic ability, which is in line with the requirements of core literacy for language ability. Activity 4: In-depth Analysis of Theme and Emotional Tendency The teacher divides students into groups of 4-5, and asks them to discuss the following questions in groups: 1. What is the author’s attitude towards archaeologists and historical exploration? How do you know? 2. What is the significance of “digging” mentioned in the text? 3. What can we learn from archaeologists? During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to think in depth, and reminds them to combine the text content to support their views. After the group discussion, each group sends a representative to share their discussion results. The teacher summarizes and comments on the students’ views, and guides students to reach a consensus: The author highly praises the dedication and persistence of archaeologists, and affirms the significance of historical exploration—digging into history can help us understand our roots, inherit excellent civilization, and avoid repeating mistakes. We should learn from archaeologists’ spirit of perseverance, carefulness and dedication. In addition, the teacher guides students to think about the connection between the text and real life: “In our daily life, how can we ‘dig into history’? For example, visiting museums, reading historical books, etc. What significance does this have for us?” Invite students to share their views, which helps students connect the text with real life and deepen their understanding of the theme. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. By discussing in-depth questions, it guides students to think critically and deeply, understand the theme of the text and the author’s emotional tendency, and improve their thinking quality. Connecting the text with real life helps students apply the knowledge they have learned to real life, realize the practical significance of historical exploration, and cultivate their sense of responsibility for inheriting historical civilization. Post-reading: Consolidation, Application and Expansion Activity 1: Text Retelling The teacher asks students to retell the text in their own words, with the help of the table filled in during scanning. The requirements are: clear logic, accurate key information, and proper use of the vocabulary and phrases learned in the text. Students can retell individually or in pairs. First, ask 2-3 students to retell individually, and the teacher comments on their retelling, affirming their advantages and pointing out the areas that need improvement (such as missing key information, improper use of vocabulary, etc.). Then, arrange students to retell in pairs, and help each other correct mistakes, so that every student can participate in the activity. Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ oral expression ability. By retelling, students can review the main idea and key details of the text, and flexibly use the vocabulary and sentences learned, which helps improve their language application ability. Retelling in pairs can promote students’ mutual help and communication, and ensure that every student can get exercise and improvement. Activity 2: Language Practice The teacher designs two language practice tasks for students to complete independently: Fill in the blanks with the core vocabulary and phrases learned in the text (such as dig, uncover, preserve, trace back to, in search of). The sentences are closely related to the theme of historical exploration, such as: (1) Archaeologists spent several years ______ the ancient city. (2) We should ______ cultural relics to pass them on to future generations. (3) This ancient relic can ______ to the Han Dynasty. Translate the following sentences into English, using the complex sentence structures learned in the text: (1) Although historical exploration is difficult, it is very meaningful. (2) Archaeologists persist in digging because they want to uncover the truth of history. After students finish the tasks, the teacher checks the answers, corrects the mistakes, and focuses on explaining the common errors (such as incorrect collocation of vocabulary, incorrect use of sentence structures, etc.), helping students consolidate the language knowledge learned. Design Intention: Language practice is an important link to consolidate the language points learned. By filling in the blanks and translating sentences, students can flexibly use the vocabulary, phrases and sentence structures learned in the text, improve their language application ability, and lay a foundation for their future English learning. Activity 3: Theme Expansion The teacher introduces some famous historical exploration events and cultural relics in the world (such as the discovery of the Terracotta Army in China, the exploration of the Egyptian pyramids) by showing pictures and short texts, and asks students to discuss in groups: “What do these historical exploration events and cultural relics mean to human civilization? What should we do to protect cultural relics and inherit historical civilization?” After the discussion, each group sends a representative to share their views. The teacher summarizes: Historical exploration helps us understand the course of human civilization, and cultural relics are the precious wealth of human beings. We should enhance our awareness of protecting cultural relics, actively learn historical knowledge, and inherit and carry forward excellent historical civilization. At the same time, the teacher encourages students to use the Internet to collect more information about historical exploration and cultural relics after class, and share it in the next class. Design Intention: Theme expansion can broaden students’ horizons, enrich their knowledge of historical exploration, and deepen their understanding of the theme of the text. By discussing the protection of cultural relics and the inheritance of historical civilization, it cultivates students’ cultural awareness and sense of social responsibility, which is in line with the requirements of core literacy for cultural awareness. Encouraging students to collect information after class can cultivate their independent learning ability and extend the teaching effect beyond the classroom. Summary and Homework Activity 1: Class Summary The teacher invites students to summarize the content of this lesson independently, including the main idea of the text, key language points, the theme and significance of the text. Then the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and reviewing the four-dimensional core literacy goals achieved in this lesson: improving language ability through reading and practice, enhancing cultural awareness through understanding historical exploration, cultivating thinking quality through in-depth analysis, and improving learning ability through independent and cooperative learning. Design Intention: Letting students summarize the lesson independently can help them sort out the knowledge learned in this lesson, strengthen their memory, and improve their ability to summarize and sort out information. The teacher’s supplementary summary can help students clarify the key and difficult points, and consolidate the learning effect, ensuring that the core literacy goals are effectively achieved. Activity 2: Homework Arrangement The teacher arranges three levels of homework to meet the needs of different students: Basic homework: Review the text and recite the core vocabulary and key sentences learned in this lesson; finish the language practice tasks that are not completed in class. Improved homework: Write a short passage (about 100 words) about “My Understanding of Historical Exploration”, using the vocabulary and sentence structures learned in this lesson. Challenging homework: Collect information about a famous historical exploration event or cultural relic, and prepare a short speech (about 2 minutes) to share in the next class. Design Intention: Designing hierarchical homework can take into account the differences of students’ learning levels, ensure that every student can complete the homework within their ability, and also provide room for improvement for students with strong learning ability. Basic homework helps students consolidate the knowledge learned; improved homework helps students improve their writing ability; challenging homework helps students improve their oral expression ability and independent learning ability, which is conducive to the all-round development of students. 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 $