Unit 1 Learning Strategies and Habits-Reading Further 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 Further 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and sentences about learning strategies to understand and express related content. Cultural Awareness: Understand Chinese and foreign learning concepts and form a positive learning attitude. Thinking Quality: Analyze and evaluate learning strategies logically. Learning Ability: Master practical reading and learning strategies to improve autonomous learning ability. 教学重难点 Key Points: Grasp the main idea and details of the reading passage, master core vocabulary (e.g., strategy, concentrate, efficient) and sentence patterns about learning strategies. Difficult Points: Apply reading strategies flexibly and evaluate learning strategies critically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with an open question: “What learning strategies do you usually use when you learn English? Do they work well for you?” Then, invite 3-4 students to share their own learning experiences, such as making flashcards, taking notes, or listening to English songs. After the sharing, the teacher summarizes: “Different students have different learning strategies, but some are more efficient than others. Today, we will read a passage about effective learning strategies and habits, which will help us improve our learning efficiency.” Then, the teacher presents the title of the Reading Further passage and asks students to predict: “What do you think the passage will talk about? List 2-3 possible contents.” Students write down their predictions on the exercise books and exchange them with their deskmates. Finally, the teacher collects 2-3 typical predictions and writes them on the blackboard for later verification. Design Intention: This lead-in links the teaching content with students’ real learning life, which can quickly arouse students’ interest and enthusiasm for learning. By asking students to share their own learning strategies, it activates their prior knowledge and lays a foundation for understanding the new passage. Predicting the content of the passage before reading helps students form a preliminary cognitive framework, cultivate their predictive ability, and make their reading more purposeful. At the same time, it conforms to the requirements of learning ability in core literacy, guiding students to reflect on their own learning methods. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the passage, including strategy, habit, efficient, concentrate, timetable, take notes, focus on, make full use of, etc. For each word and phrase, the teacher explains the meaning and usage with simple English and combines them with sentences related to learning. For example, “Efficient means working well without wasting time. A good learning strategy can make our study more efficient.” Then, the teacher arranges a quick matching exercise: match the words with their meanings, and ask students to complete it individually first, then check the answers in pairs. After that, the teacher introduces the background knowledge briefly: “In senior high school, learning tasks become heavier, so mastering effective learning strategies is very important for us. The passage we will read today introduces some practical learning strategies and good learning habits, which are summarized from the experience of top students. It can help us solve the problems we meet in our study.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading fluency. Explaining vocabulary with simple English and combining with learning-related sentences can help students understand and remember the words better, and lay a foundation for their subsequent reading and expression. Introducing background knowledge helps students understand the purpose and significance of the passage, narrow the distance between students and the text, and prepare for the in-depth understanding of the passage. This link focuses on cultivating students’ language ability and learning ability, guiding students to master scientific vocabulary learning methods. Step 3: While-reading (In-depth Reading and Strategy Guidance) This step is divided into three parts: skimming, scanning and careful reading, which guides students to understand the passage step by step and master reading strategies. Skimming: The teacher asks students to read the passage quickly and answer two questions: (1) What is the main idea of the passage? (2) How many parts can the passage be divided into? What is the main content of each part? Students read the passage independently for the first time, and then discuss with their group members to sort out the main idea and structure of the passage. Finally, the teacher invites group representatives to share their opinions and summarizes: The main idea of the passage is to introduce some effective learning strategies and good learning habits for senior high school students. The passage can be divided into three parts: the first part (Para. 1) introduces the importance of learning strategies and habits; the second part (Para. 2-4) introduces specific learning strategies and habits, including time management, note-taking and concentration training; the third part (Para. 5) encourages students to form their own learning strategies and habits. Design Intention: Skimming is an important reading strategy, which helps students grasp the main idea of the passage quickly. By asking students to read quickly and sort out the structure of the passage, it cultivates their ability to extract key information and sort out the logical relationship of the text, which is in line with the requirements of thinking quality and language ability. Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and improve their cooperative learning ability. Scanning: The teacher presents specific questions and asks students to scan the passage quickly to find the answers. The questions are as follows: (1) Why are learning strategies and habits important for senior high school students? (2) What time management strategy does the passage recommend? (3) How to take effective notes according to the passage? (4) What methods can help us concentrate on study? Students read the passage again, scan for key information, and write down the answers on their exercise books. After that, the teacher checks the answers one by one, and explains the key sentences and key information points in the passage, such as “Good learning strategies and habits can help us save time and improve learning efficiency.” “We should make a reasonable timetable and stick to it.” Design Intention: Scanning is a strategy to find specific information quickly. By setting specific questions, it guides students to read with purpose, improves their ability to find and extract specific information, and lays a foundation for in-depth understanding of the passage. Explaining key sentences and information points helps students grasp the core content of the passage, master the correct expression of related sentences, and further consolidate their vocabulary and grammar knowledge. Careful Reading: The teacher asks students to read the passage carefully and complete two tasks: (1) Underline the key sentences in each paragraph and explain their meanings briefly. (2) Discuss in groups: What are the advantages of the learning strategies mentioned in the passage? Are there any shortcomings? Can you put forward your own suggestions? First, students read the passage carefully, underline key sentences and think about their meanings. Then, they discuss in groups of 4-5, and record their opinions. Finally, the teacher invites several groups to share their discussions, and comments and summarizes: The learning strategies mentioned in the passage are practical and operable, which can help us improve learning efficiency. However, different students have different learning characteristics, so we should adjust these strategies according to our own situation and form our own learning methods. Design Intention: Careful reading is the key link to in-depth understanding of the passage. By asking students to underline key sentences and explain their meanings, it helps students understand the details and deep meaning of the passage, and improve their ability to analyze and understand sentences. Group discussion on the advantages and shortcomings of learning strategies cultivates students’ critical thinking ability, which is the core requirement of thinking quality. At the same time, it guides students to combine the content of the passage with their own learning practice, and lays a foundation for the application of learning strategies in the later stage. Step 4: Post-reading (Consolidation and Application) This step includes three activities: language consolidation, group discussion and individual practice, to help students consolidate the knowledge they have learned and apply it to practice. Language Consolidation: The teacher arranges a sentence-making exercise. Students use the core vocabulary and phrases learned in the passage (such as strategy, efficient, concentrate, take notes, make full use of) to make sentences related to learning. Each student makes 3-4 sentences, then exchanges them with their deskmates to check for errors. The teacher selects some typical sentences (including correct and incorrect ones) to present to the whole class, comments on them, and corrects the errors. For example, correct the sentence “I often concentrate my study” to “I often concentrate on my study” and explain the usage of “concentrate on”. Then, the teacher asks students to retell the passage briefly with their own words, using the key vocabulary and sentences they have learned. Students can retell it individually or in pairs, and the teacher gives guidance and evaluation. Design Intention: Sentence-making exercise helps students consolidate the usage of core vocabulary and phrases, and improve their ability to use language. Retelling the passage helps students sort out the structure and content of the passage again, improve their ability to summarize and express in English, and further consolidate their understanding of the passage. This link focuses on cultivating students’ language ability, guiding them to apply the learned language knowledge to practical expression. Group Discussion: The teacher puts forward the discussion topic: “Combine the learning strategies mentioned in the passage and your own learning experience, discuss how to form good learning habits and improve your English learning efficiency.” Students discuss in groups of 4-5, and each group appoints a recorder to record the key points of the discussion. The discussion points can include: time management, note-taking methods, concentration training, how to review and preview, etc. After the discussion, each group sends a representative to make a 2-3 minute report to the whole class, sharing the group’s opinions and suggestions. The teacher listens carefully, comments on each group’s report, affirms the advantages, and puts forward guiding suggestions. Design Intention: Group discussion combines the content of the passage with students’ real learning life, which can stimulate students’ thinking and enthusiasm for participation. By discussing how to form good learning habits and improve learning efficiency, it guides students to apply the learning strategies learned in the passage to their own learning practice, and cultivates their ability to solve practical problems. The group report helps students improve their oral expression ability and cooperative learning ability, and also provides an opportunity for students to learn from each other. This link reflects the requirements of learning ability and thinking quality, guiding students to form scientific learning methods. Individual Practice: The teacher assigns an individual practice task: Ask students to write a short passage (about 80-100 words) titled “My Effective Learning Strategies and Habits”, using the core vocabulary and sentences learned in the passage, and combining their own learning experience. Students complete the writing task independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish writing, the teacher collects some works (including excellent works and works with common errors), presents them to the whole class, comments on them, affirms the advantages of excellent works, and corrects the errors in the works. Then, students exchange their works with their deskmates, read and comment on each other’s works, and put forward revision suggestions. Design Intention: Writing practice is an important way to test students’ language application ability. By asking students to write a short passage about their own learning strategies and habits, it guides students to integrate the learned knowledge into their own expression, and improves their writing ability. Teacher’s guidance and comments help students find their own problems and improve their writing level. Peer evaluation can promote students’ mutual learning and communication, and cultivate their ability to evaluate and revise their own works. This link focuses on cultivating students’ language ability and learning ability, guiding students to form the habit of using English to express their own ideas. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this class: “Today, we read a passage about effective learning strategies and habits, mastered the core vocabulary and sentences related to learning strategies, learned skimming, scanning and other reading strategies, and discussed how to form good learning habits. We also completed sentence-making, retelling and writing tasks to consolidate the knowledge we learned.” Then, the teacher asks students to reflect on their own learning in this class: “What have you learned in this class? What problems do you still have? How will you apply the learning strategies you learned today to your future study?” Students think independently for a few minutes, then share their reflections with the whole class. Finally, the teacher makes a summary and encouragement: “Learning strategies and habits are very important for our senior high school study. I hope you can apply the strategies you learned today to your daily study, constantly sum up experience, form your own effective learning methods, and make progress in your English study.” Design Intention: Summarizing the class content helps students sort out the knowledge system of this class and consolidate the knowledge they have learned. Asking students to reflect on their own learning helps them find their own advantages and disadvantages, and improve their self-evaluation ability and learning reflection ability, which is an important part of learning ability. Teacher’s encouragement can stimulate students’ learning motivation and help them establish confidence in learning English well. This link integrates the requirements of four-dimensional core literacy, guiding students to form a positive learning attitude and scientific learning methods. Step 6: Homework Arrangement 1. Read the Reading Further passage again, recite the core vocabulary and key sentences, and write them down twice. 2. Revise the short passage written in class according to the teacher’s comments and peers’ suggestions, and hand it in the next class. 3. Observe and record your own learning habits for a week, and analyze which habits are good and which need to be improved, then put forward improvement plans combined with the learning strategies learned in this class. 4. Preview the next part of the unit, and look up the new words in advance. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. Reciting vocabulary and key sentences helps students consolidate their language knowledge. Revising the short passage helps students improve their writing ability. Observing and recording their own learning habits and putting forward improvement plans guides students to apply the learning strategies learned in class to their daily study, and cultivate their ability to self-manage and reflect on their learning. Previewing the next part helps students lay a foundation for the next class, 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 $