Unit 3 The Story of Success-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第三册

Unit 3 The Story of Success-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabularies and sentence patterns related to success stories, improve reading skills such as skimming, scanning and intensive reading, and express views on success in simple English. Cultural Awareness: Guide students to understand the connotation of success in diverse cultural backgrounds, respect different definitions of success, and cultivate cross-cultural communication awareness. Thinking Quality: Help students analyze the causes of success in the text, develop logical thinking and critical thinking, and form their own correct views on success. Learning Ability: Cultivate students' autonomous learning and cooperative learning abilities, guide them to master effective reading strategies and form good learning habits. 教学重难点 Key Points: Master the core vocabularies (e.g., ambition, perseverance, overcome, achievement) and difficult sentence patterns in the text; understand the main content, structure and logical relationship of the reading passage; grasp the basic information of the successful person in the text. Difficult Points: Understand the implied meaning and deep connotation of the text; analyze the personality qualities of successful people and the factors leading to their success; use the learned knowledge to express their own views on success fluently. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with an open question: “What do you think success is? Can you name some successful people around you or in history and briefly introduce their stories?” Then, the teacher shows pictures of three representative successful people (such as Stephen Hawking, Steve Jobs and a Chinese successful person with positive energy) on the screen, and asks students to discuss in pairs for a while, then invites 2-3 groups to share their views. After that, the teacher makes a brief comment: “Different people have different understandings of success. Some people think success is achieving great achievements, while others think success is sticking to their dreams and making unremitting efforts. Today, we will read a story about success and explore what leads to success through the life experience of the protagonist.” Finally, the teacher writes the title of the unit and the section on the blackboard, and leads students to read it twice to arouse their interest in reading. Design Intent: The lead-in link takes the topic of “success” which is closely related to students' life as the starting point. By asking questions and showing pictures, it can quickly activate students' existing knowledge reserve and life experience, stimulate their enthusiasm for participation and learning interest. Pair discussion provides students with opportunities to practice oral expression, lays a foundation for the follow-up reading and discussion activities, and naturally leads to the theme of the reading passage, realizing the smooth transition from daily life to classroom learning. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview The teacher presents the core vocabularies and phrases in the reading passage on the PPT, including ambition, perseverance, overcome, obstacle, achievement, devote...to..., in spite of, give up, etc. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences combined with the theme of success (e.g., “Perseverance is very important for success. Only by sticking to our dreams can we achieve our goals.”). Then, the teacher asks students to read the words and example sentences after him/her twice, and invites individual students to read them to check their mastery. For some difficult words, such as “perseverance” and “obstacle”, the teacher can guide students to guess the meaning through word formation or context tips, and help students remember them by associating with life scenes. Design Intent: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies before reading can help students reduce reading obstacles, improve reading speed and comprehension efficiency. By explaining words with example sentences related to the theme, it can not only help students master the usage of words, but also further deepen their understanding of the theme of “success”, laying a solid language foundation for the follow-up intensive reading activity. Guiding students to guess word meanings can cultivate their learning ability and autonomous learning awareness. Activity 2: Predicting the Text The teacher asks students to look at the title of the reading passage and the pictures (if any) in the text, and invites them to predict: “What do you think the story is about? Who is the protagonist of the story? What difficulties did he/she encounter? How did he/she achieve success?” Students can express their predictions freely, and the teacher does not give correct or incorrect judgments, but only records the key points of their predictions on the blackboard. Then, the teacher says: “Let's read the text together to check whether your predictions are correct, and find out the answers to these questions.” Design Intent: Predicting the text based on the title and pictures is an important reading strategy. It can stimulate students' curiosity and reading motivation, make students have a clear purpose in reading, and help them focus on the key content of the text in the follow-up reading process. At the same time, it can cultivate students' logical reasoning ability and imagination, and lay a foundation for understanding the structure and content of the text. Step 3: While-reading (In-class Reading) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and requires them to finish the following tasks: 1. Find out the protagonist of the story and his/her identity; 2. Summarize the main idea of the text in one sentence. After students finish reading, the teacher invites several students to share their answers, and then makes a summary: The text mainly tells the life story of [protagonist's name], who overcame many difficulties with perseverance and ambition, and finally achieved great success in [his/her field]. At the same time, the teacher guides students to analyze the structure of the text, and points out that the text is a narrative, which is mainly developed in the order of time, including the protagonist's childhood, growth experience, difficulties encountered and the process of achieving success. Design Intent: Skimming is a reading skill that focuses on grasping the main idea of the text. Through this activity, students can quickly understand the overall content of the text, grasp the core information such as the protagonist and the main plot, and form a preliminary framework of the text in their minds. Analyzing the text structure can help students master the writing characteristics of narrative texts, improve their ability to sort out the logical relationship of the text, and lay a foundation for the follow-up intensive reading. Activity 2: Scanning for Specific Information On the basis of skimming, the teacher asks students to read the text again (scanning) and complete a detailed information form. The form includes the following contents: 1. The protagonist's childhood dream; 2. The main difficulties he/she encountered in the process of pursuing success; 3. The ways he/she used to overcome the difficulties; 4. His/her main achievements; 5. The key qualities that helped him/her achieve success. Students can read the text carefully, find relevant information and fill in the form independently. After that, students can exchange their answers in groups, check and correct each other. Finally, the teacher invites a group to show their form, and makes comments and supplements, emphasizing the key information in the text and helping students grasp the details of the text. Design Intent: Scanning is a reading skill that focuses on finding specific information. This activity can help students further understand the details of the text, extract key information accurately, and improve their ability to find and sort out information. Completing the form independently can cultivate students' autonomous learning ability, and group exchange can provide students with opportunities to communicate and cooperate, help them find their own mistakes and make up for their deficiencies, and enhance their sense of participation and cooperation. Activity 3: Intensive Reading for Deep Understanding The teacher selects 2-3 difficult sentences and key sentences in the text, and guides students to analyze and understand them in depth. For example, 1. “In spite of all the difficulties he faced, he never gave up his dream and kept working hard.” The teacher guides students to analyze the structure of the sentence (in spite of leading adverbial clause of concession), and understand the meaning of the sentence, emphasizing the protagonist's perseverance. 2. “His success is not only due to his talent, but also to his unremitting efforts and positive attitude towards life.” The teacher guides students to understand the usage of “not only...but also...”, and analyze the factors leading to the protagonist's success. Then, the teacher asks students to read these sentences carefully, and invites them to express their understanding and feelings. In addition, the teacher guides students to think about the implied meaning of the text: What can we learn from the protagonist's success story? What is the author's attitude towards the protagonist? Design Intent: Intensive reading is the key link to deepen the understanding of the text. By analyzing difficult sentences and key sentences, it can help students break through the language difficulties in reading, master the usage of complex sentence patterns, and improve their language analysis ability. Guiding students to think about the implied meaning of the text can help them understand the deep connotation of the text, develop their critical thinking and logical thinking ability, and realize the integration of language learning and thinking training. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling The teacher divides students into groups of 4-5, and asks them to retell the story of the protagonist according to the key information and text structure they have grasped. The retelling requires including the protagonist's dream, difficulties, ways to overcome difficulties and achievements, and can appropriately add their own feelings. Each group selects a representative to retell the story in front of the whole class. After the retelling, the teacher makes comments, affirming the advantages of each group, pointing out the deficiencies and putting forward suggestions for improvement (such as the use of vocabularies and sentence patterns, the fluency of retelling, etc.). Design Intent: Text retelling is an important way to consolidate the reading content and improve oral expression ability. Through retelling, students can review the key content of the text, flexibly use the learned vocabularies and sentence patterns, and improve their ability to organize language and express ideas. Group cooperation can cultivate students' cooperative learning ability and communication ability, and the teacher's comments can help students find their own problems and improve their oral expression level. Activity 2: Group Discussion The teacher puts forward the following discussion topics: 1. What qualities do you think are the most important for success? Give examples to illustrate. 2. Have you ever encountered difficulties in pursuing your dreams? How did you overcome them? 3. Combining the protagonist's success story, what inspirations can you get for your own study and life? Students discuss these topics in groups, and each student is required to express their own views. The teacher walks around the classroom, listens to the discussion of each group, and gives appropriate guidance and inspiration when necessary. After the discussion, each group selects a representative to share the group's views with the whole class. The teacher makes a summary after the sharing, guides students to establish a correct view of success, and encourages them to keep perseverance and work hard to pursue their dreams. Design Intent: Group discussion can stimulate students' thinking, let them combine their own life experience to think about the theme of success, and realize the connection between text learning and real life. Through discussion, students can express their own views freely, improve their oral expression ability and critical thinking ability, and cultivate their ability to cooperate and communicate with others. The teacher's guidance and summary can help students sort out their ideas, deepen their understanding of the theme of success, and achieve the goal of moral education infiltration. Activity 3: Language Application The teacher asks students to write a short passage (about 80-100 words) with the title “My View on Success” or “The Secret of Success”. The writing requires: 1. Express their own views on success; 2. Combine the protagonist's story or their own experience to illustrate; 3. Use at least 3 core vocabularies or sentence patterns learned in this class. Students write independently, and the teacher walks around to guide them, helping them solve the problems encountered in writing (such as the use of words and sentences, the organization of ideas, etc.). After students finish writing, the teacher collects some students' works, reads them in front of the whole class, and makes comments and revisions, affirming the advantages and pointing out the areas that need improvement. Design Intent: Language application is the ultimate goal of English learning. Writing a short passage can help students consolidate the learned vocabularies and sentence patterns, improve their written expression ability, and realize the transformation from input to output. Combining the theme of the text and their own experience to write can make students better apply the learned knowledge to practice, and deepen their understanding of the theme of success. The teacher's guidance and comments can help students improve their writing level and cultivate their ability to use language flexibly. Step 5: Summary and Homework Summary The teacher leads students to review the key content of this class: 1. The core vocabularies and sentence patterns learned; 2. The main content and structure of the reading passage; 3. The qualities of the protagonist and the factors leading to his/her success; 4. The views on success discussed in the class. Then, the teacher makes a final summary: “Today, we read a touching success story, understood the hardships and efforts behind success, and learned that success is not easy to achieve, which requires perseverance, ambition and unremitting efforts. I hope everyone can learn from the protagonist, keep their dreams, work hard, and pursue their own success in study and life.” Design Intent: Summarizing the class content can help students sort out the knowledge they have learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of the key content. The final summary can further strengthen the theme of the class, infiltrate moral education, and guide students to establish a positive life attitude and a correct view of success. Homework 1. Review the core vocabularies and sentence patterns learned in this class, and write 5 sentences with the key words (such as perseverance, overcome, devote...to...). 2. Read the reading passage again, and retell the story to your family or friends in English. 3. Complete the short passage written in class, and revise it according to the teacher's comments. 4. Collect a story of a successful person you admire, and prepare to share it in the next class. Design Intent: Homework is an important link to consolidate classroom learning and extend learning content. The first and second assignments are to consolidate the basic knowledge and reading content learned in class, help students review and master the key points; the third assignment is to improve students' written expression ability through revision; the fourth assignment is to extend the learning content, let students contact more success stories, enrich their knowledge reserve, and lay a foundation for the next class's sharing activity. At the same time, it can cultivate students' autonomous learning ability and collection and sorting ability. 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 $