Unit 1 Learning Strategies and Habits-Reading Actively 教案-2025-2026学年高中英语重大版必修第一册

Unit 1 Learning Strategies and Habits-Reading Actively 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use reading-related vocabulary and sentences, cultural awareness to understand learning habit differences, thinking quality to analyze active reading strategies, and learning ability to apply strategies in daily study. 教学重难点 Key: Master core vocabulary about active reading, grasp the main idea and structure of the text. Difficulty: Understand the essence of active reading strategies and flexibly apply them to practical reading tasks. 教学过程 Pre-reading: Lead-in and Activation (Warm-up and Lead-in) Activity 1: Free Talk and Question Raising The teacher starts the class with an open question: “How do you usually read an English passage? Do you just read the words one by one, or do you have some special methods?” Ask 3-4 students to share their own reading habits and experiences freely. After their sharing, the teacher summarizes: “Many of us have our own reading ways, but some are efficient while others are not. Today, we will learn a new reading method — active reading, which can help us read more efficiently and understand the text better.” Then, write the topic “Reading Actively” on the blackboard and guide students to predict: “What do you think the passage will talk about? What kinds of active reading strategies may be mentioned?” Design Intention: This activity connects students’ prior knowledge and real-life experience, making the abstract topic of “active reading” close to their daily study. By asking questions and encouraging sharing, it stimulates students’ learning interest and enthusiasm, activates their thinking, and lays a foundation for the subsequent text reading. Predicting the text content also helps students form a preliminary cognitive framework, which is conducive to improving their reading speed and comprehension ability. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of the text on the screen, including “active, strategy, focus, note-taking, preview, review, grasp, analyze, reflect”. For each word, the teacher provides simple English explanations and example sentences related to reading, such as “Active reading means reading with purpose and thinking, not just passing eyes over the words.” “Note-taking is a useful strategy to help us remember key information while reading.” Then, ask students to read the words aloud twice and work in pairs to make simple sentences with these words, using their own understanding of reading. After 3 minutes, invite 2-3 pairs to present their sentences to check their mastery of the vocabulary. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students avoid obstacles in understanding the text due to unfamiliar words, ensuring the smooth progress of the reading process. By providing English explanations and example sentences, it helps students understand the meaning and usage of words in context, rather than just memorizing the Chinese meaning mechanically. Pair work also enhances students’ cooperative learning ability and oral expression ability. While-reading: In-depth Exploration and Comprehension Activity 1: Skimming for Main Idea The teacher distributes the text to students and asks them to read the passage quickly (skimming) and answer two questions: What is the main topic of the passage? What is the author’s purpose in writing this passage? After students finish reading, ask them to answer the questions individually. The teacher checks the answers and summarizes: “The main topic of the passage is active reading and its important strategies. The author’s purpose is to tell us the importance of active reading and teach us how to read actively to improve our reading efficiency.” Then, guide students to divide the text into three parts according to the main idea: Part 1 (Paragraph 1): The definition and importance of active reading; Part 2 (Paragraphs 2-4): Specific active reading strategies; Part 3 (Paragraph 5): The benefits of active reading. Design Intention: Skimming is a basic active reading strategy. This activity aims to train students’ ability to grasp the main idea of the text quickly, help them form an overall understanding of the text structure, and lay a foundation for in-depth reading. Dividing the text into parts also helps students clarify the logical relationship of the text, which is conducive to cultivating their logical thinking ability. Activity 2: Scanning for Key Information Ask students to read the text again (scanning) and complete the following table about the specific active reading strategies mentioned in the text. The table is as follows: Active Reading Strategies Specific Explanations Preview before reading Read the title, subtitle, and first sentence of each paragraph to get a general idea. Take notes while reading Write down key points, questions, and personal thoughts to deepen understanding. Ask questions actively Raise questions about the text content and try to find answers while reading. Review after reading Go over the key points, organize the text structure, and reflect on what you have learned. Students work in groups of 4 to complete the table. After 5 minutes, each group sends a representative to present their answers. The teacher corrects and supplements the answers, and emphasizes the key points of each strategy. For example, when talking about note-taking, the teacher reminds students: “Note-taking is not copying the whole sentence, but extracting key words and sentences, which can save time and help us review quickly.” Design Intention: Scanning is another important active reading strategy. This activity guides students to find specific information in the text accurately and quickly, which not only helps them master the core content of the text but also strengthens their understanding of active reading strategies. Group work promotes students’ cooperative learning, allows them to exchange ideas with each other, and improves their ability to solve problems together. The teacher’s emphasis on key points helps students grasp the essence of each strategy. Activity 3: Close Reading for Details and Logical Relationship Ask students to read the text carefully paragraph by paragraph, focusing on the details and logical relationship between paragraphs. Then, ask the following questions to guide students to think in depth: Paragraph 1: What is the difference between active reading and passive reading? How does the author explain this difference? (Tips: The author uses a comparison to show that passive reading is just “reading words” while active reading is “reading with thinking”.) Paragraph 2: Why is previewing important before reading? What can we do when previewing? (Tips: Previewing helps us get a general idea of the text and prepare for in-depth reading; we can read the title, subtitle, first sentence of each paragraph, etc.) Paragraph 3: What are the benefits of taking notes while reading? Can you give an example of your own note-taking experience? (Tips: Taking notes helps us remember key information, deepen understanding, and raise questions; students can combine their own experience to answer.) Paragraph 4: Why should we ask questions actively while reading? What kinds of questions can we ask? (Tips: Asking questions can stimulate our thinking and help us understand the text better; we can ask about the author’s purpose, the meaning of difficult sentences, etc.) Paragraph 5: What benefits can active reading bring to us? (Tips: Improve reading efficiency, deepen understanding of the text, develop good learning habits, etc.) Students first think about these questions individually, then discuss them in groups. After the discussion, invite students to answer the questions one by one. The teacher guides students to analyze the text details and logical relationship, and helps them understand the author’s writing ideas. For difficult sentences, the teacher explains them in simple English, such as the sentence “Active reading requires us to engage with the text, not just read it passively.” The teacher can paraphrase it as “When we read actively, we need to think carefully and interact with the text, instead of just reading the words without thinking.” Design Intention: Close reading is the key link of in-depth text comprehension. This activity guides students to read the text carefully, pay attention to details, and analyze the logical relationship between paragraphs, which helps them deeply understand the content and writing characteristics of the text. The in-depth questions stimulate students’ critical thinking ability, and group discussion allows students to exchange different views, broaden their thinking. Explaining difficult sentences in simple English helps students break through the difficulties in text comprehension, ensuring that all students can keep up with the teaching progress. Post-reading: Consolidation, Application and Extension Activity 1: Text Retelling Ask students to retell the text according to the text structure and key information they have learned. The teacher provides a retelling outline on the screen: The definition and importance of active reading; Four specific active reading strategies (preview, note-taking, asking questions, review) and their explanations; The benefits of active reading. Students can work in pairs to practice retelling first, then invite 2-3 students to retell the text in front of the class. The teacher evaluates their retelling from the aspects of fluency, accuracy, and completeness, and gives positive feedback and guidance. Design Intention: Text retelling is an effective way to consolidate the text content. It helps students review the key information and text structure, and improves their oral expression ability and logical organization ability. Pair practice reduces students’ nervousness and allows them to help each other, while the teacher’s evaluation and feedback help students find their own shortcomings and improve their retelling ability. Activity 2: Strategy Application Practice The teacher provides a short English passage (related to learning strategies) and asks students to apply the active reading strategies they have learned to read the passage. The specific requirements are: Preview the passage (read the title and first sentence of each paragraph) and predict the main idea; Take notes while reading (write down key points and questions); Ask 2-3 questions about the passage; Review the passage and summarize the main idea. Students complete the task individually. After finishing, ask some students to share their notes, questions, and summaries. The teacher comments on their performance, affirms their correct application of strategies, and points out the areas that need improvement. Design Intention: The purpose of learning strategies is to apply them to practical reading. This activity connects the text knowledge with practical application, allows students to practice the active reading strategies they have learned in real reading tasks, and tests their mastery and application ability of the strategies. Sharing and commenting help students learn from each other, further deepen their understanding and application of active reading strategies. Activity 3: Group Discussion - My Active Reading Plan Ask students to work in groups of 4 to discuss: “How can we apply active reading strategies to our daily English study? Make a simple active reading plan for yourselves.” The discussion topics include: When do we need to use active reading? (e.g., reading textbooks, extracurricular articles, etc.) Which active reading strategies do we need to use most? How to make our active reading plan more practical? After 10 minutes of discussion, each group sends a representative to introduce their group’s active reading plan. The teacher comments on each group’s plan, puts forward suggestions for improvement, and encourages students to put the plan into practice. Design Intention: This activity extends the text content to students’ daily study, making the learning of active reading strategies more practical and meaningful. Group discussion stimulates students’ innovative thinking and cooperative ability, and helps them combine the learned strategies with their own actual situation to form personalized reading plans. The teacher’s comments and suggestions help students improve their plans, and encourage them to develop good reading habits, which is conducive to the cultivation of their learning ability. Activity 4: Summary and Reflection The teacher leads students to summarize the content of this class: “Today, we learned about active reading, mastered four specific active reading strategies (preview, note-taking, asking questions, review), and knew the benefits of active reading. We also practiced applying these strategies in reading tasks and made our own active reading plans.” Then, ask students to reflect on their own reading habits: “Before this class, what were your reading habits? After learning active reading strategies, what changes do you want to make to your reading habits? What difficulties do you think you may encounter when applying these strategies, and how to solve them?” Invite 2-3 students to share their reflections. Design Intention: Summary helps students sort out the knowledge they have learned in this class and form a systematic cognitive structure. Reflection guides students to connect the learned knowledge with their own actual situation, realize their own shortcomings, and clarify the direction of improvement. It also helps students develop the habit of self-reflection, which is an important part of cultivating their 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 $