Unit 1 What's Being Gifted-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第三册

Unit 1 What's Being Gifted-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language competence: Master core words and complex sentences about giftedness. Cultural awareness: Understand different cultural views on giftedness. Thinking quality: Develop critical thinking to analyze the nature of giftedness. Learning ability: Improve autonomous and cooperative reading skills. 教学重难点 Key points: Grasp the main idea and key details of the reading passage; master core vocabulary and sentence structures related to giftedness. Difficult points: Understand the deep meaning of giftedness and use critical thinking to evaluate related views. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an open question: “Do you think you are gifted? What kind of people do you think are gifted?” Then, the teacher shows some pictures of people with different gifts, such as a child who is good at playing the piano, a student who excels in mathematics, and an artist who is skilled at painting. After showing the pictures, the teacher asks students to discuss in pairs for a while and share their opinions on “what is being gifted”. During the sharing session, the teacher guides students to use simple English to express their ideas, and records some key words mentioned by students on the blackboard, such as “talent”, “skill”, “intelligence”, “hard work” and so on. Design Intention: This lead-in activity is designed to activate students’ prior knowledge and life experience related to “giftedness”. By asking open questions and showing vivid pictures, it can quickly arouse students’ interest in the topic, reduce their psychological pressure in English learning, and create a relaxed and active classroom atmosphere. At the same time, the process of students’ discussion and sharing can help the teacher understand students’ initial understanding of “giftedness”, lay a foundation for the subsequent reading teaching, and also subtly cultivate students’ oral expression ability and cooperative learning awareness. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher focuses on teaching the core vocabulary and phrases in the reading passage that are necessary for understanding the text, including “giftedness”, “potential”, “nurture”, “innate”, “acquire”, “excel in”, “be born with” and so on. For each word and phrase, the teacher explains its meaning in simple English, gives typical example sentences combined with the topic of “giftedness”, and guides students to read aloud to remember. For example, when teaching “giftedness”, the teacher says: “Giftedness refers to the special ability or talent that a person is born with or develops through hard work. For example, some people have a gift for music, which means they are good at music easily.” Then, the teacher arranges a quick vocabulary matching exercise: students match the words with their corresponding definitions, and check the answers together to ensure that students have a preliminary grasp of the core vocabulary. Next, the teacher briefly introduces the background of the reading passage. The passage mainly discusses the nature of giftedness, whether it is innate or acquired, and the views of different experts on giftedness. The teacher tells students: “Today we will read a passage about giftedness. It will help us understand what giftedness really is, and whether it is something we are born with or something we can develop through learning and hard work. This will help us have a more comprehensive and in-depth understanding of ourselves and others.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading speed and comprehension efficiency. The way of combining explanation, example sentences and reading aloud helps students remember words more firmly and understand their usage in context. The brief background introduction can help students clarify the theme and main content of the reading passage, establish a connection between the text and the real life, and lay a good foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and careful reading, to guide students to understand the text from shallow to deep. First, Skimming: The teacher asks students to read the passage quickly, without paying too much attention to details, and then answer two questions: 1. What is the main topic of the passage? 2. What are the two main views on giftedness mentioned in the passage? After students finish reading, the teacher invites several students to share their answers, and then summarizes together: The main topic of the passage is the nature of giftedness; the two main views are that giftedness is innate and that giftedness can be nurtured and developed. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and establish the overall framework of the text. By setting simple and targeted questions, it can guide students to focus on the key information during skimming, avoid aimless reading, and cultivate students’ ability to extract the main idea quickly. Second, Scanning: The teacher asks students to read the passage again, this time focusing on finding specific details, and completes the following information form: 1. The view that giftedness is innate: What evidence do the experts provide? 2. The view that giftedness can be nurtured: What methods do the experts suggest? 3. What is the author’s attitude towards giftedness? Students read independently first, then discuss in groups of four to check and supplement their answers. Finally, the teacher invites each group to send a representative to present their answers, and corrects and supplements them to ensure that students grasp the key details of the text. Design Intention: Scanning is a skill to find specific information quickly. By completing the information form, it can guide students to read the text more carefully, extract key details accurately, and improve their ability to obtain specific information. Group discussion can help students complement each other’s ideas, solve problems encountered in reading together, and cultivate their cooperative learning ability and communication ability. Third, Careful Reading: The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing difficult sentences and exploring the deep meaning of the text. For example, in the first paragraph, the sentence “Giftedness is often thought of as a rare talent that only a few people possess, but this is not necessarily true.” The teacher asks students to analyze the structure of the sentence, understand the meaning of “not necessarily true”, and guide students to think: Why does the author say this? What is the author’s purpose? Then, in the paragraphs that introduce the two views on giftedness, the teacher guides students to analyze the logical relationship between sentences, such as the use of transitional words like “however”, “on the other hand”, “in addition”, and helps students understand the logical structure of the text. At the same time, the teacher asks students to think about the following questions: Do you agree with the view that giftedness is innate? Why or why not? Do you think hard work is more important than innate talent? Through these questions, guide students to think deeply about the theme of the text. Design Intention: Careful reading is the key link to in-depth understanding of the text. By analyzing difficult sentences and logical relationships, it can help students break through the difficulties in reading, improve their ability to understand complex sentences and text structure. The guiding questions can stimulate students’ critical thinking, make them not only understand the content of the text, but also think independently, form their own views, and cultivate their thinking quality. Step 4: Post-reading (Consolidation and Extension) This step includes three activities: vocabulary consolidation, text retelling and discussion, to help students consolidate what they have learned and apply it flexibly. First, Vocabulary Consolidation: The teacher arranges a fill-in-the-blank exercise. The exercise uses the core vocabulary and phrases learned in the pre-reading and while-reading steps, and the sentences are closely related to the content of the reading passage. For example: 1. Some people are ______ (born with) a gift for language, which makes it easier for them to learn a new language. 2. We can ______ (nurture) our potential through hard work and continuous learning. 3. She ______ (excels in) playing the violin, and has won many awards. Students complete the exercise independently, then check the answers together. For the wrong answers, the teacher explains again and guides students to correct them. Design Intention: Vocabulary consolidation is an important link to strengthen memory and improve the ability of word usage. The fill-in-the-blank exercise closely combined with the text content can help students review the core vocabulary in context, avoid mechanical memory, and improve their ability to use vocabulary flexibly. Second, Text Retelling: The teacher asks students to retell the main content of the passage in their own words, with the help of the key words and the logical framework of the text. First, the teacher gives a brief prompt: “First, the passage introduces the common misunderstanding of giftedness; then it puts forward two different views on giftedness: innate and nurtured; finally, it expresses the author’s view that giftedness is a combination of innate talent and acquired effort.” Then, students practice retelling in pairs, and then invite several students to retell in front of the whole class. The teacher gives comments and guidance, focusing on whether the retelling is complete, logical and fluent. Design Intention: Text retelling can help students sort out the logical structure of the text, consolidate the main content and key details of the text, and improve their oral expression ability and logical thinking ability. Practicing in pairs can reduce students’ anxiety and make them more confident to express themselves in English. The teacher’s comments and guidance can help students find their own deficiencies and improve their retelling ability. Third, Discussion: The teacher puts forward a discussion topic: “Combined with your own experience and the content of the passage, discuss: What is the most important factor in becoming a gifted person—innate talent or acquired hard work? How can we develop our own potential?” Students discuss in groups of four, and each group selects a recorder to record the main views of the group. After the discussion, each group sends a representative to share their views with the whole class. During the sharing session, the teacher guides students to use the vocabulary and sentence structures learned in the class to express their views, and encourages students to listen to the views of other groups and put forward their own opinions. Finally, the teacher summarizes: “Giftedness is not just innate talent, but also requires acquired hard work and persistence. Everyone has potential, and we can develop our own gifts through continuous learning and efforts.” Design Intention: Discussion is an important way to cultivate students’ critical thinking and oral expression ability. The discussion topic is closely related to the text content and students’ real life, which can stimulate students’ enthusiasm for participation and make them apply the knowledge learned in the class to practice. Group discussion can cultivate students’ cooperative learning ability and communication ability, and the teacher’s summary can help students form a correct understanding of giftedness, guide them to pay attention to the importance of hard work, and realize the value of self-development. Step 5: Summary and Homework First, Summary: The teacher leads students to review the content of the class together. They review the core vocabulary and phrases, the main idea and key details of the reading passage, and the two views on giftedness. The teacher emphasizes that through this class, we should not only master the relevant language knowledge, but also have a more comprehensive understanding of giftedness, and realize that everyone has potential, which can be developed through hard work. Design Intention: The summary can help students sort out the knowledge system of the class, consolidate the key content, and make them have a clear understanding of what they have learned in the class, so as to achieve the teaching goals. Second, Homework: 1. Read the passage aloud for 15 minutes every day, and try to recite the key paragraphs. 2. Write a short passage of 150-200 words about your own view on giftedness, using the core vocabulary and sentence structures learned in the class. 3. Find an English article about giftedness after class, read it and write a short reading report (about 100 words) to share in the next class. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in the class. Reading aloud and reciting can help students improve their sense of language and memory of the text. Writing a short passage can help students apply the vocabulary and sentence structures flexibly, improve their writing ability. Finding and reading extracurricular articles can expand students’ reading scope, improve their reading ability, and cultivate their autonomous learning 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 $