Unit 3 Dancing with Words-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第一册

Unit 3 Dancing with Words-Section 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on developing students’ language ability to understand and use reading texts and related vocabulary. It cultivates cultural awareness by exploring the connection between language and culture, fosters thinking quality through analytical and critical thinking, and improves learning ability via effective reading strategies. 教学重难点 Key points: Master core vocabulary and phrases about language and expression, grasp the text’s main idea and logical structure. Difficult points: Understand complex sentences and the deep meaning of the text, and apply reading strategies flexibly in practice. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an interactive activity. First, show students some pictures of different forms of language expression, such as poems, songs, dialogues and advertisements, and ask them to discuss in pairs: “What do these forms have in common? How do they convey meanings?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Then, the teacher says: “Language is like a dance—every word, every sentence moves with meaning. Today, we will explore the beauty of language through the text in Section 1 Reading for Meaning of Unit 3 Dancing with Words.” Finally, write the unit title and section title on the blackboard, and briefly introduce the topic of the text: it mainly talks about the diversity of language expression and how language carries emotions and culture. Design Intention: The warm-up activity uses visual materials to stimulate students’ interest in learning and activate their prior knowledge about language expression. Pair discussion encourages students to participate actively and express their views in English, laying a foundation for the follow-up reading. The introduction of the topic connects the activity with the text content, helping students form a preliminary understanding of the text theme and creating a good learning atmosphere. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the core vocabulary and phrases of the text on the multimedia, including “convey, emotion, diversity, vivid, rhyme, metaphor, idiom, reflect” and so on. For each word, the teacher explains its meaning with simple English, combines it with common collocations and example sentences related to the text, and invites students to read after the teacher to consolidate their pronunciation and memory. For example, when explaining “convey”, the teacher says: “Convey means to make someone understand a feeling or idea. We can convey our love through words.” Then, ask students to make simple sentences with the new words in pairs to check their mastery. Next, guide students to predict the text content. The teacher shows the title of the text “Dancing with Words” and the first paragraph of the text, and asks: “According to the title and the first paragraph, what do you think the text will talk about? What aspects of language will it involve?” Students can express their predictions freely, and the teacher writes down the key points of their predictions on the blackboard, such as “different forms of language”, “how language expresses emotions”, “the relationship between language and culture” and so on. Finally, the teacher summarizes: “Your predictions are very reasonable. Now let’s read the text to check whether your guesses are correct.” Design Intention: Vocabulary preview helps students remove language obstacles in reading, laying a solid foundation for smooth reading. Explaining vocabulary in English and combining with example sentences conforms to the requirements of high school English teaching, which is conducive to improving students’ English thinking ability. Prediction activity cultivates students’ predictive reading ability, stimulates their desire to read, and helps them form a good reading habit of active thinking before reading. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text from shallow to deep. First, fast reading. Ask students to read the text quickly, ignore the new words they don’t know temporarily, and finish two tasks: 1. Find out the main idea of the text; 2. Divide the text into several parts and summarize the main idea of each part. After reading, invite students to share their answers. The teacher corrects and summarizes: The text mainly introduces the diversity of language expression, including poems, idioms, metaphors and other forms, and explains how language conveys emotions and reflects cultural characteristics. The text can be divided into three parts: the first part (Paragraph 1) introduces the beauty of language and puts forward the theme; the second part (Paragraphs 2-4) introduces different forms of language expression and their characteristics; the third part (Paragraph 5) summarizes the importance of language and calls on people to cherish and use language well. Design Intention: Fast reading training helps students improve their reading speed and ability to grasp the main idea of the text quickly. Dividing the text and summarizing the main idea of each part helps students sort out the logical structure of the text and lay a foundation for further understanding of the text content. Second, careful reading. Ask students to read the text carefully paragraph by paragraph, and finish the following tasks with the help of the questions designed by the teacher: 1. Paragraph 1: What does the author compare language to? Why? 2. Paragraph 2: What is the characteristic of poetry? How does it convey emotions? 3. Paragraph 3: What are idioms? What role do they play in language expression? 4. Paragraph 4: What is a metaphor? Give an example in the text. 5. Paragraph 5: What is the importance of language according to the author? Students read independently first, then discuss in groups of 4 to exchange their answers. After discussion, the teacher invites representatives of each group to answer the questions, and explains the key and difficult points in the text in detail. For example, when analyzing Paragraph 2, the teacher emphasizes the sentence “Poetry is a beautiful way to convey emotions, with its unique rhyme and rhythm.”, and explains the meaning of “rhyme” and “rhythm” again, helping students understand the characteristics of poetry. When analyzing idioms in Paragraph 3, the teacher gives more common English idioms, such as “break a leg” and “piece of cake”, to let students understand the cultural connotation of idioms. Design Intention: Careful reading helps students grasp the key details of the text and understand the specific content of each paragraph. Group discussion encourages students to communicate and cooperate, learn from each other, and improve their ability to solve problems together. The teacher’s explanation of key and difficult points helps students break through the learning obstacles and deepen their understanding of the text. Third, deep reading. Guide students to read the text again, and think about the following questions: 1. What is the author’s attitude towards language? How do you know? 2. Combine with your own experience, what other forms of language expression are there? 3. Why is it important to master different forms of language expression? Students think independently first, then express their views in class. The teacher guides students to think deeply, and encourages them to combine their own life experience to talk about their understanding of language expression. For example, some students may mention that we can convey emotions through WeChat messages, speeches and other forms; some students may talk about the importance of mastering idioms and metaphors in writing and speaking. The teacher summarizes: Language is a bridge for communication, and different forms of language expression make our communication more vivid and effective. We should learn to use different forms of language to express ourselves and understand others. Design Intention: Deep reading helps students understand the deep meaning of the text and the author’s emotional attitude, and cultivates their critical thinking and analytical ability. Combining with their own experience makes the text learning closer to students’ life, which is conducive to improving students’ ability to apply what they have learned and enhancing their sense of identity with the text content. Step 4: While-reading (Language Points Analysis) On the basis of understanding the text content, the teacher focuses on analyzing the key language points in the text, including key words, phrases and complex sentences, to help students master the language knowledge and improve their language application ability. 1. Key words and phrases: Review the core vocabulary previewed in the pre-reading part, and focus on explaining the usage of difficult words and phrases. For example, “reflect” is used as a verb, which can be collocated with “reflect sth. (in sth.)” or “reflect on/upon sth.”. The teacher gives example sentences: “The lake reflects the trees.” “We should reflect on our mistakes.”; “convey” can be collocated with “convey sth. to sb.”, such as “She conveyed her thanks to us.”. In addition, explain the differences between similar words, such as “vivid” and “lively”, to help students avoid confusion in use. 2. Complex sentences: Select 2-3 typical complex sentences in the text for analysis, including attributive clauses, adverbial clauses and so on. For example, the sentence “Language is like a dance, where every word and every sentence moves with meaning.” This is an attributive clause, where “where” refers to “a dance”, and the teacher explains the usage of “where” in attributive clauses and asks students to make similar sentences. Another example: “When we use metaphors, we compare one thing to another to make our expression more vivid.” This is an adverbial clause of time, and the teacher explains the usage of “when” and the structure of the sentence, helping students master the sentence pattern. After analyzing the language points, ask students to find other key language points in the text by themselves, and discuss with their deskmates to solve the problems they encounter. The teacher walks around the classroom to provide guidance for students who have difficulties. Design Intention: Analyzing language points helps students consolidate the language knowledge learned, master the usage of key words and sentences, and lay a foundation for their subsequent listening, speaking, reading and writing. Letting students find language points by themselves and discuss helps cultivate their autonomous learning ability and cooperative learning ability, and improves their ability to discover and solve problems. Step 5: Post-reading (Consolidation and Application) This step designs a variety of activities to help students consolidate the knowledge learned, apply it flexibly, and improve their comprehensive language application ability. Activity 1: Vocabulary and sentence practice. The teacher presents some exercises on the multimedia: 1. Fill in the blanks with the correct form of the core vocabulary; 2. Rewrite the sentences with the given words or phrases; 3. Translate the following sentences into English (combining the language points learned). Students finish the exercises independently, then check the answers with the teacher. For the wrong exercises, the teacher analyzes the reasons and explains them again to help students consolidate the knowledge. Activity 2: Group discussion and presentation. Divide students into groups of 5, and assign tasks: “Discuss the different forms of language expression mentioned in the text, and combine with your own experience, talk about how to use these forms in daily communication. Then, each group makes a 3-minute presentation in English.” Give students 10 minutes to prepare, then invite each group to present their results. The teacher evaluates the presentations from the aspects of content, language expression and teamwork, and gives positive comments and suggestions for improvement. Activity 3: Creative writing. Ask students to write a short passage (about 80-100 words) with the title “My Favorite Form of Language Expression”, using the vocabulary and sentence patterns learned in this lesson. Students write independently, then exchange their passages with their deskmates and put forward revision suggestions. The teacher selects several representative passages to comment on in class, affirming the advantages and pointing out the areas that need improvement. Design Intention: Vocabulary and sentence practice helps students consolidate the language knowledge learned and improve their ability to use language accurately. Group discussion and presentation not only improves students’ oral expression ability and cooperative learning ability, but also enables students to apply the text content to practical communication. Creative writing combines reading with writing, helps students transfer the language knowledge learned to writing, and improves their writing ability. At the same time, peer review and teacher evaluation help students find their own shortcomings and improve their learning effect. Step 6: Summary and Homework First, summary. The teacher invites students to summarize what they have learned in this lesson, including the main content of the text, core vocabulary and phrases, key language points and reading strategies. Then, the teacher makes a comprehensive summary: In this lesson, we read the text about the diversity of language expression, mastered the core vocabulary and language points, understood the different forms of language expression and their importance, and improved our reading ability and language application ability. We also realized that language is a beautiful and powerful tool, and we should learn to use it well to convey emotions and communicate with others. Then, assign homework: 1. Review the core vocabulary, phrases and language points learned in this lesson, and recite the key sentences; 2. Finish the after-class exercises in the textbook, and consolidate the knowledge learned; 3. Find 3-5 English idioms or metaphors by themselves, and write down their meanings and example sentences; 4. Write a short passage (about 100 words) about “The Importance of Language”, using the knowledge learned in this lesson. Design Intention: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. The design of homework is hierarchical, including basic review, exercise consolidation and extended application, which not only helps students consolidate the knowledge learned in class, but also expands their knowledge and improves their autonomous learning ability. At the same time, the extended homework is closely related to the text theme, which is conducive to students’ in-depth understanding of the importance of language. 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 $