Unit 1 Achieving My Best-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 1 Achieving My Best-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabularies and sentence patterns related to "achieving one’s best", and improve their abilities to understand the main idea, details and logical structure of the reading text. Thinking Quality: Guide students to analyze the author’s views and argumentation methods, develop critical thinking and the ability to reflect on their own growth. Cultural Awareness: Help students understand the attitudes towards personal growth and success in diverse cultures, and cultivate respect for cultural diversity. Learning Ability: Equip students with reading strategies such as prediction, reasoning and induction, and foster their habits of independent learning and cooperative exploration. 教学重难点 Key Points: Understand the main idea and key details of the reading text, master core vocabularies (e.g., achieve, motivation, determination, goal) and sentence patterns, and grasp the logical structure of the text. Difficult Points: Deeply understand the author’s emotional attitude and the profound meaning of "achieving one’s best", flexibly apply reading strategies to analyze the text, and connect the text content with personal experiences to express personal views in English. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of students making efforts in different fields, such as a student studying hard in the library, an athlete persisting in training, and a volunteer devoting himself to public welfare. Then the teacher asks two guiding questions: “What do these people have in common? What does ‘achieving your best’ mean to you?” After that, the teacher invites 2-3 students to share their views freely in English. Finally, the teacher makes a brief summary and leads to the topic of the lesson: “Today, we will read a passage about achieving one’s best, and explore how to pursue excellence and realize self-value through the text.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their emotional resonance, as the scenes in the pictures are closely related to their daily study and life. The guiding questions guide students to think about the theme of “achieving one’s best” in advance, activate their existing knowledge and experience, and lay a good foundation for the subsequent reading activities. Meanwhile, the free sharing session provides students with opportunities to practice oral expression, which is in line with the requirements of cultivating students’ language ability and helps to create a relaxed and active classroom atmosphere. Step 2: Pre-reading (Vocabulary and Prediction) Vocabulary Preview The teacher presents the core vocabularies and phrases of the text on the screen, including achieve, motivation, determination, goal, strive for, overcome difficulties, keep going, etc. For each word and phrase, the teacher provides simple English definitions and example sentences related to the theme of “achieving one’s best”, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. Then, the teacher organizes a small group activity: each group is given 3-4 words or phrases, and they need to make a short sentence or a small dialogue related to personal growth within 3 minutes. After the group discussion, each group sends a representative to present their results, and the teacher makes appropriate comments and corrections. Text Prediction The teacher shows the title of the reading text and the first paragraph to the students, and asks them to predict the main content of the text according to the title and the first paragraph. The teacher guides students to think from the following aspects: “Who may be the main character in the text? What difficulties may he/she encounter? How does he/she achieve his/her best?” Students can discuss in pairs for 2 minutes, then share their predictions with the whole class. The teacher records the key points of students’ predictions on the blackboard, and tells students to verify their predictions in the subsequent reading process. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies in advance can help students reduce reading obstacles and improve reading efficiency. The example sentences and group sentence-making activities make students understand the usage of words and phrases in specific contexts, which is conducive to cultivating their language application ability. Text prediction is an important reading strategy. By guiding students to predict the content of the text, we can stimulate their reading interest, cultivate their ability of logical reasoning, and help them form a good reading habit of active thinking before reading. Step 3: While-reading (Comprehension and Analysis) Fast Reading (Skimming) The teacher asks students to read the whole text quickly, and complete two tasks: (1) Check their predictions and correct the wrong ones; (2) Summarize the main idea of the text in one sentence. After reading, the teacher invites several students to share their summaries, and then makes a summary: The text tells a story about the author’s experience of striving to achieve his best in a certain field, and expresses the author’s view that achieving one’s best requires motivation, determination and persistent efforts. Careful Reading (Scanning) The teacher divides the text into 3-4 paragraphs according to its logical structure, and asks students to read each paragraph carefully, completing the corresponding comprehension tasks: Paragraph 1: What was the author’s initial state and goal? What difficulties did he/she face at the beginning? Paragraph 2: What measures did the author take to achieve his/her goal? Who gave him/her help and encouragement? Paragraph 3: What setbacks did the author encounter in the process of striving? How did he/she overcome them? Paragraph 4: What results did the author achieve in the end? What enlightenment did he/she get from this experience? Students read the text independently and complete the tasks, then discuss their answers in groups of 4. After the discussion, the teacher invites each group to answer one question, and makes detailed explanations and supplements for the key and difficult points in the text. For example, when analyzing the sentences about the author’s setbacks and solutions, the teacher guides students to pay attention to the transitional words (such as however, but, therefore) in the text, helping them understand the logical relationship between paragraphs. Deep Reading (Analysis of Emotional Attitude and Logical Structure) The teacher guides students to read the text again, focusing on analyzing the author’s emotional changes and the logical structure of the text. First, the teacher asks students to find the words and sentences in the text that reflect the author’s emotional changes (such as confused, determined, frustrated, excited) and sort out the author’s emotional development line. Then, the teacher leads students to analyze the logical structure of the text: the author first puts forward his/her initial goal and difficulties, then describes the process of striving and setbacks, and finally talks about the achievements and enlightenment. The teacher uses a mind map to show the logical structure of the text on the screen, helping students form a clear understanding of the text structure. At the same time, the teacher asks students to think about the following question: “What qualities does the author have to achieve his/her best? Do you have similar qualities? If not, what should you do to cultivate them?” Students can express their views freely, and the teacher guides them to combine their own experiences to think deeply. Design Intention: Fast reading helps students grasp the main idea of the text quickly and improve their reading speed. Careful reading enables students to understand the key details of the text, master the core content, and lay a foundation for deep reading. Deep reading focuses on cultivating students’ thinking quality. By analyzing the author’s emotional attitude and the logical structure of the text, students can improve their ability of text analysis and logical reasoning. The mind map can visualize the text structure, which is conducive to students’ memory and understanding of the text. The guiding questions connect the text content with students’ personal experiences, helping students realize the practical significance of the text and stimulate their motivation to pursue excellence. Step 4: Post-reading (Consolidation and Application) Vocabulary and Sentence Pattern Consolidation The teacher designs two exercises to help students consolidate the vocabularies and sentence patterns learned in the text: Exercise 1: Fill in the blanks with the correct form of the given words and phrases (achieve, motivation, determination, strive for, overcome difficulties). The sentences are closely related to the text content and students’ daily life, so that students can apply the learned words and phrases flexibly. Exercise 2: Sentence transformation. The teacher gives several sentences from the text, and asks students to rewrite them with the learned sentence patterns, such as changing simple sentences into compound sentences, or using transitional words to connect sentences, so as to improve students’ ability of sentence structure application. After students complete the exercises independently, the teacher checks the answers and makes comments, focusing on correcting the common mistakes of students, such as the wrong form of verbs and the improper use of prepositions. Group Discussion The teacher divides students into groups of 5-6, and assigns the discussion topic: “Combined with the text and your own experience, talk about how you can achieve your best in study and life.” The teacher puts forward specific requirements for the discussion: each student must speak at least once, express their views clearly, and use the vocabularies and sentence patterns learned in the text as much as possible. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides timely guidance and help for students who have difficulties in expression. After the discussion, each group sends a representative to make a 2-3 minute report to the whole class, introducing the group’s views. The teacher makes comments on each group’s report, affirming the advantages and putting forward suggestions for improvement, such as encouraging students to use more complex sentence patterns and connect their views more closely. Reading Extension The teacher provides a short English passage about a famous person’s experience of achieving his best (such as a famous athlete, scientist or writer). The passage is similar in theme and difficulty to the textbook text. Students read the passage independently, and complete the following tasks: (1) Summarize the main idea of the passage; (2) Find the similarities and differences between the main character in the passage and the author in the textbook text; (3) Share what you can learn from the main character. After students complete the tasks, the teacher invites several students to share their answers, and guides students to summarize the common qualities of people who can achieve their best, such as persistence, determination, positive attitude, etc. Design Intention: Vocabulary and sentence pattern consolidation exercises help students consolidate the knowledge learned in the class and improve their language application ability. Group discussion provides students with more opportunities to practice oral expression, cultivates their cooperative learning ability and communication ability, and enables students to apply the learned knowledge to practical communication. Reading extension expands students’ reading scope, enriches their knowledge, and deepens their understanding of the theme of “achieving one’s best”. At the same time, it helps students learn from excellent people and cultivate positive values and life attitudes. Step 5: Summary and Reflection Class Summary The teacher invites students to summarize the key points of this lesson independently, including the main content of the text, core vocabularies and sentence patterns, reading strategies and the enlightenment from the text. Then the teacher makes a comprehensive summary: In this lesson, we read a passage about achieving one’s best, mastered the core vocabularies and sentence patterns related to the theme, learned reading strategies such as prediction, skimming and scanning, and understood that achieving one’s best requires motivation, determination and persistent efforts. We also combined our own experiences to discuss how to pursue excellence in study and life. Student Reflection The teacher asks students to reflect on their performance in this lesson and write a short reflection in English (3-5 sentences), including what they have learned in this lesson, what difficulties they have encountered, and what improvements they need to make in the future. Students write their reflections independently, and then some students can share their reflections with the whole class. The teacher encourages students to put forward their own questions and suggestions, and promises to help them solve the difficulties in learning. Homework Arrangement The teacher assigns three levels of homework to meet the needs of different students: Level 1 (Basic): Recite the core vocabularies and key sentences of the text, and retell the main content of the text in your own words (about 100 words). Level 2 (Improvement): Write a short passage about your own experience of striving to achieve a goal (about 150 words), using the vocabularies and sentence patterns learned in this lesson. Level 3 (Extension): Find an English article about “achieving one’s best” by yourself, read it, and write a reading report (about 200 words), including the main idea of the article and your own feelings. Design Intention: Class summary helps students sort out the knowledge learned in the class, form a systematic knowledge structure, and deepen their memory and understanding. Student reflection enables students to realize their own advantages and disadvantages, and cultivate their ability of self-reflection and self-improvement. The hierarchical homework takes into account the differences of students’ learning levels, ensures that each student can complete the homework within their ability, and at the same time provides opportunities for students with strong learning ability to further improve themselves. This is in line with the teaching concept of “teaching students in accordance with their aptitude” and helps to cultivate students’ learning ability and autonomous learning awareness. 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 $