Unit 5 Learning Through Travel - Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language ability: Understand the travel-themed text and use related words and sentences.

Cultural awareness: Respect cultural diversity in travel.

Thinking quality: Analyze text structure and explore the meaning of travel.

Learning ability: Master reading strategies and form autonomous learning habits.

Key points: Grasp the text’s main idea and key details, master core vocabulary and sentence patterns about travel.

Difficult points: Analyze the author’s purpose and emotional tone, and apply reading strategies flexibly in similar texts.

Step 1: Lead-in (Lead-in and Activation of Prior Knowledge)

The teacher starts the class by showing a set of vivid travel pictures and short video clips, including famous scenic spots at home and abroad, such as the Great Wall in China, the Eiffel Tower in France, and the Great Barrier Reef in Australia. While playing the materials, the teacher asks simple and interactive questions in English: “Have you ever traveled to any interesting places? What did you see and learn during the trip? Do you think travel is just for fun?” After asking the questions, the teacher invites 3-4 students to share their own travel experiences briefly in English. Then, the teacher naturally leads to the topic of the unit: “Today, we will read a passage about travel. It will tell us how we can learn through travel and what valuable experiences travel can bring us. Let’s start our reading journey together.”

Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of travel. Asking students to share their own travel experiences can activate their prior knowledge and life experience related to travel, reduce the difficulty of understanding the text, and create a relaxed and active English learning atmosphere. At the same time, it can lay a foundation for students to understand the theme of “learning through travel” in the text, helping them connect their personal experiences with the text content and improve their participation in the follow-up teaching activities.

Step 2: Pre-reading (Vocabulary Preview and Reading Strategy Guidance)

First, the teacher presents the core vocabulary and phrases in the text on the blackboard or courseware, including “destination, explore, accumulate, broaden one’s horizons, gain insight into, reflect on, precious, unforgettable, cultural heritage” and so on. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences closely related to travel, and guides students to read them aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “broaden one’s horizons”, the teacher says: “If you travel to different countries, you will see different cultures and lifestyles, which can broaden your horizons. It means making your vision wider.” Then, the teacher asks students to make simple sentences with 2-3 of the words or phrases to consolidate their understanding and application.

Next, the teacher guides students to preview the reading strategy of this lesson—“Reading for Meaning”, which focuses on grasping the main idea of the text, identifying key details, and understanding the author’s intention and emotional attitude. The teacher explains: “When we read for meaning, we should not only pay attention to the specific words and sentences, but also focus on the overall meaning of the text. We can first read the title and the first and last paragraphs to get a general idea, then read the text carefully to find key information, and finally think about what the author wants to tell us through the passage.” The teacher also reminds students to mark key sentences and confusing points while reading.

Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabulary before reading can help students avoid obstacles in understanding the text due to unknown words, improve reading efficiency. Giving

example sentences related to travel can help students connect vocabulary with the theme of the unit, deepen their memory and understanding of vocabulary. Guiding students to master the “Reading for Meaning” strategy can help them form scientific reading habits, enable them to read purposefully, and lay a foundation for the follow-up intensive reading and deep understanding of the text. Asking students to make sentences can also test their mastery of vocabulary and improve their language application ability.

Step 3: While-reading (Intensive Reading and In-depth Understanding)

This step is divided into three parts: skimming, scanning and careful reading, to help students understand the text step by step from the overall to the local, from the surface to the depth.

First, Skimming: The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the passage? 2. What is the author’s attitude towards travel? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The main topic of the passage is learning through travel, and the author holds a positive attitude towards travel, believing that travel can bring us valuable learning experiences and help us grow.”

Design Intention: Skimming is a basic reading strategy that can help students quickly grasp the main idea of the text and form an overall understanding of the text. The two questions designed are closely related to the core theme of the text, which can guide students to focus on the key information during skimming, avoid blind reading, and cultivate their ability to extract the main idea quickly.

Second, Scanning: The teacher asks students to read the text again, this time focusing on scanning for key details, and fill in the following table (presented on the courseware):

After students finish filling in the table, the teacher organizes students to exchange their answers in groups of 4, check each other’s answers, and supplement and correct them. Then, the teacher invites a representative from each group to present the group’s answers on the blackboard, and comments and summarizes them, emphasizing the key details in the text, such as “Travel allows us to experience different cultures, taste local food, and understand the customs and traditions of different regions” (Cultural Learning); “Travel helps us become more independent, brave and confident, and learn to solve problems in unexpected situations” (Personal Growth); “During travel, we can learn about history, geography, biology and other knowledge that we can’t learn from books” (Knowledge Accumulation).

Design Intention: Scanning is a strategy to find specific information quickly. By asking students to fill in the table, it can guide students to read the text carefully, extract key details related to the theme of “learning through travel”, and deepen their understanding of the text content. Organizing group exchanges can promote the interaction between students, help them learn from each other, complement each other’s shortcomings, and improve their cooperative learning ability. At the same time, it can also test students’ mastery of key details and lay a foundation for the follow-up deep understanding of the text.

Third, Careful Reading: The teacher guides students to read the text paragraph by paragraph carefully, focusing on analyzing the structure of each paragraph, the function of key sentences, and the author’s emotional expression. For example, when reading the first paragraph, the teacher asks: “What is the function of the first paragraph? What does the author want to