Unit 2 Being a Good Language Learner-Reading Actively 教案-2025-2026学年高中英语重大版必修第一册

Unit 2 Being a Good Language Learner-Reading Actively 教学目标和重难点 教学目标 Language competence: Master key words and sentence patterns about active reading strategies. Cultural awareness: Understand cross-cultural learning differences. Thinking quality: Develop critical thinking through analyzing reading methods. Learning ability: Cultivate autonomous learning by applying active reading skills. 教学重难点 Key points: Grasp the main idea of the text, master core vocabulary and active reading strategies. Difficult points: Flexibly apply reading strategies in practice and understand the logical connection of the text deeply. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with an interactive question: “Do you often read English articles? What problems do you meet when reading? How do you solve them?” Then, invite 3-4 students to share their own reading experiences and difficulties, such as “I can’t understand long sentences”, “I read very slowly” or “I can’t find the key information quickly”. After listening to their sharing, the teacher summarizes: “Many of us have similar problems in English reading. Today, we will learn a passage about active reading strategies, which can help us solve these problems and become better language learners.” Next, the teacher presents 5 key vocabulary words on the screen: active, strategy, focus, comprehend, reflect. For each word, the teacher gives a simple definition and a sentence related to reading, such as “Active means doing things actively, not passively. We should be active readers.” Then, ask students to read the words aloud twice and make a short sentence with one of them, checking their preliminary understanding of the vocabulary. Design Intention: The lead-in links students’ real reading situations, which can arouse their learning interest and enthusiasm quickly. By asking questions and sharing, students can realize their own reading problems, laying a foundation for the study of the text. Previewing key vocabulary helps students remove language obstacles in reading, ensuring they can focus on understanding the text and active reading strategies in the following links. Step 2: Pre-reading (Predict and Guide) First, the teacher shows the title of the passage “Reading Actively” and asks students to predict: “What do you think this passage will talk about? What kinds of active reading strategies will be mentioned?” Guide students to brainstorm and write down their predictions on the blackboard, such as “Taking notes while reading”, “Asking questions about the text” or “Reading with a purpose”. Then, the teacher shows the picture related to the text (e.g., a student reading and taking notes carefully) and asks: “Look at the picture. What is the student doing? How does it relate to active reading?” After that, the teacher briefly introduces the background of the passage: “This passage is written for senior high school students who have difficulties in English reading. It introduces several practical active reading strategies to help us read more efficiently and comprehend better.” Then, the teacher explains the concept of “active reading”: “Active reading is not just reading the words on the page passively; it means reading with a clear purpose, thinking actively, and interacting with the text during the reading process.” Design Intention: Predicting the text content based on the title and picture can cultivate students’ ability of logical reasoning and prediction, which is an important active reading strategy. Introducing the background and the concept of active reading helps students establish a preliminary understanding of the text, clarify the learning focus, and lay a theoretical foundation for their in-depth reading. Step 3: While-reading (Comprehend and Analyze) This step is divided into three parts: skimming, scanning and intensive reading, guiding students to understand the text step by step and master active reading strategies. First, Skimming: Ask students to read the passage quickly and answer two questions: 1. What is the main idea of the passage? 2. How many active reading strategies are mentioned in the passage? After students finish reading, invite them to share their answers. The teacher summarizes: “The main idea of the passage is to introduce several active reading strategies to help us become better readers. There are four main strategies mentioned: setting a purpose, asking questions, taking notes and reflecting.” Design Intention: Skimming is a basic active reading strategy. Through skimming, students can quickly grasp the main idea of the text and the overall structure, training their ability to obtain key information efficiently. The simple questions guide students to read with a purpose, avoiding aimless reading. Second, Scanning: Ask students to read the passage again, scan for specific information, and fill in the following table. The table includes two columns: “Active Reading Strategies” and “Specific Methods”. Students need to find the specific operation methods of each strategy mentioned in the passage and fill them in the table. For example, for the strategy “setting a purpose”, the specific method is “Before reading, decide what you want to get from the text, such as main ideas, specific details or new words.” During the process, the teacher walks around the classroom, guides students who have difficulties, and reminds them to mark the key sentences in the text. After students finish filling in the table, the teacher invites a student to present the table on the blackboard, and then checks and corrects it together with the whole class. For each strategy, the teacher asks students to read the corresponding sentences in the text aloud, ensuring they understand the specific methods. Design Intention: Scanning is another important active reading strategy, which helps students find specific information quickly. Filling in the table can help students sort out the key content of the text clearly, deepen their understanding of each active reading strategy, and cultivate their ability to extract and organize information. Third, Intensive Reading: Guide students to read the passage carefully paragraph by paragraph, analyze the sentence structure, key words and logical connections, and solve the difficult points in reading. Paragraph 1: The teacher asks students to read the paragraph aloud and find the topic sentence: “Active reading is a key skill that can help you get the most out of your reading.” Then, explain the sentence structure: “that can help you get the most out of your reading” is an attributive clause modifying “skill”. The phrase “get the most out of” means “make the best use of”. Ask students to make a sentence with this phrase, such as “We should get the most out of every class.” Paragraph 2-5: Each paragraph introduces one active reading strategy. For each paragraph, the teacher asks the following questions: 1. What is the main strategy of this paragraph? 2. What specific methods are mentioned? 3. Why is this strategy important? Guide students to discuss in pairs, then share their answers. For example, in Paragraph 2 (setting a purpose), the teacher asks: “Why is setting a purpose important for active reading?” Students may answer: “Because it can help us read with focus and avoid wasting time.” The teacher affirms their answers and supplements: “Setting a clear purpose can help us decide how to read and what to pay attention to, making our reading more efficient.” During the intensive reading, the teacher also focuses on solving difficult sentences, such as “By asking questions, you can keep your mind active and deepen your understanding of the text.” Explain the structure “by doing sth.”, which means “by means of doing sth.”, and ask students to make sentences. In addition, guide students to find the transition words in the text, such as “first”, “second”, “besides”, “finally”, helping them understand the logical structure of the text (总分结构: introducing the importance of active reading first, then introducing four strategies one by one). Design Intention: Intensive reading helps students understand the text in depth, master the key vocabulary, sentence patterns and logical structure. By asking questions and discussing in pairs, students can think actively, interact with the text and their classmates, and cultivate their ability of analysis and cooperation. Focusing on difficult points can help students remove reading obstacles and lay a foundation for applying the knowledge in the future. Step 4: Post-reading (Practice and Apply) This step aims to help students apply the active reading strategies they have learned to practice, deepen their understanding and improve their reading ability. Activity 1: Group Discussion. Divide students into groups of 4-5. Give each group a short English passage (related to daily life, about 150 words). Ask students to apply the four active reading strategies (setting a purpose, asking questions, taking notes, reflecting) to read the passage. The specific requirements are: 1. Set a reading purpose (e.g., find the main idea, find specific details about the author’s hobby); 2. Ask at least 2 questions about the passage; 3. Take notes of key information; 4. Reflect on whether the reading purpose is achieved and what problems are met. Each group appoints a recorder to record the group’s work and a reporter to present the results. During the discussion, the teacher walks around the classroom, observes each group’s performance, guides students to apply the strategies correctly, and helps students who have difficulties. For example, if a group doesn’t know how to set a purpose, the teacher reminds them: “You can decide to find the main idea of the passage, or find the reasons why the author likes a certain hobby.” After the discussion, each group’s reporter presents their reading process and results. The teacher comments on each group’s performance, affirms their advantages, and puts forward suggestions for improvement. For example: “Group 1 set a clear reading purpose and asked good questions, but their notes are not concise enough. Next time, you can take notes of key words instead of whole sentences.” Design Intention: Group discussion and practical reading can let students apply the learned active reading strategies to real reading scenarios, transforming theoretical knowledge into practical ability. Working in groups can cultivate students’ cooperative spirit and communication ability. The teacher’s comments help students find their own shortcomings and improve their reading strategies. Activity 2: Individual Practice. Ask students to read a short passage independently (about 200 words), apply the active reading strategies, and finish the following tasks: 1. Write down the reading purpose; 2. List 2-3 questions about the passage; 3. Summarize the main idea of the passage in 1-2 sentences. After students finish, the teacher collects some students’ works, presents them on the screen, and comments on them together with the whole class. Focus on checking whether students can apply the strategies correctly and whether their summaries are accurate and concise. Design Intention: Individual practice can test students’ ability to apply active reading strategies independently, helping the teacher understand each student’s learning effect. Summarizing the main idea can train students’ ability of generalization and expression, which is an important part of reading ability. Activity 3: Share and Reflect. Ask students to think about the following questions: 1. What active reading strategies have you learned today? 2. Which strategy do you think is the most useful for you? 3. How will you apply these strategies in your future English reading? Invite 3-4 students to share their thoughts. The teacher summarizes: “Today we have learned four practical active reading strategies. I hope you can apply them in your daily English reading, keep practicing, and gradually improve your reading ability. Remember, active reading is the key to becoming a good language learner.” Design Intention: Sharing and reflecting helps students sort out the knowledge they have learned, deepen their understanding of active reading strategies, and establish the awareness of applying these strategies in the future. It also helps the teacher understand students’ learning experience and adjust the teaching plan in time. Step 5: Consolidation and Extension First, Vocabulary Consolidation. The teacher presents 10 sentences, each with a blank. Students need to fill in the blanks with the key vocabulary learned today (active, strategy, focus, comprehend, reflect, purpose, detail, transition, efficient, deepen). For example: 1. We should be ______ readers to improve our reading ability. 2. Setting a clear ______ is important for active reading. After students finish, the teacher checks the answers together with the class, and explains the usage of the words again if necessary. Second, Sentence Pattern Practice. The teacher presents 3 key sentence patterns learned today: 1. Active reading is a key skill that can help you get the most out of your reading. (attributive clause) 2. By asking questions, you can keep your mind active and deepen your understanding of the text. (by doing sth. structure) 3. Besides setting a purpose, you should also ask questions while reading. (besides doing sth. structure) Ask students to make one sentence for each pattern, then invite some students to share their sentences, and the teacher corrects them. Third, Extension. The teacher introduces some other active reading strategies to students, such as “previewing the text before reading”, “guessing the meaning of new words according to the context”, “summarizing each paragraph while reading”. Then, recommend some English reading materials suitable for senior high school students, such as English newspapers, short stories, and ask students to practice active reading strategies after class. Design Intention: Vocabulary and sentence pattern practice helps students consolidate the language knowledge learned in class, improving their ability of language application. Extending other active reading strategies and recommending reading materials can broaden students’ horizons, encourage them to practice reading after class, and form a good reading habit. Step 6: Summary and Homework Summary: The teacher summarizes the whole class in English: “Today, we have learned the passage ‘Reading Actively’. We know the importance of active reading and mastered four key active reading strategies: setting a purpose, asking questions, taking notes and reflecting. We also practiced applying these strategies in reading. I hope you can remember these strategies and apply them in your future English learning, so as to become better language learners.” Homework: 1. Read the passage again carefully, recite the key sentences and vocabulary. 2. Choose an English article (about 200-300 words) from the recommended materials, apply the four active reading strategies to read it, and write a short reading report (about 100 words), including the reading purpose, questions, notes and reflection. 3. Discuss with your classmates about your reading experience and share your active reading strategies. Design Intention: Summarizing the class helps students sort out the key content of the whole class, strengthening their memory. The homework is designed to consolidate the knowledge and strategies learned in class, encourage students to practice after class, and promote the combination of classroom learning and after-class practice. The reading report can test students’ ability to apply the strategies, and the group discussion can further deepen their understanding of active reading. 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 $