Unit 2 Being a Good Language Learner-Reading Further 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 Further 教学目标和重难点 教学目标 It focuses on cultivating students’ language competence by grasping the text’s main idea and key expressions, cultural awareness by understanding global language learning perspectives, thinking quality by analyzing and evaluating learning strategies, and learning ability by applying effective methods in practice. 教学重难点 Key points: Master core vocabulary and sentences about language learning strategies; understand the text’s structure and main content. 、 Difficult points: Analyze the logical relationship in the text and apply the learned strategies to personal language learning. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with an interactive question: “What difficulties do you usually meet when learning English? And what strategies do you use to solve them?” Then, invite 3-4 students to share their experiences in English. After that, the teacher shows some pictures about different language learning scenarios, such as students reading English books, practicing oral English in groups, and using dictionaries to look up new words. Then the teacher says: “Today, we will read a passage about global perspectives on language acquisition, which will tell us more effective language learning strategies. Let’s explore it together.” Design Intention: The lead-in links students’ real language learning experiences with the text theme, which can arouse students’ learning interest and enthusiasm quickly. By asking questions and showing pictures, students can activate their prior knowledge about language learning strategies, lay a foundation for the following reading activities. Meanwhile, it helps students switch to English thinking mode and create a good English learning atmosphere. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the Reading Further passage, including “acquisition”, “metacognitive”, “perseverance”, “collaboration”, “spaced repetition”, “contextualize” and so on. For each word, the teacher explains its meaning in simple English, gives example sentences related to language learning, and invites students to make their own sentences. For example, when explaining “spaced repetition”, the teacher says: “Spaced repetition means reviewing what you have learned at regular intervals, which can help you remember new words better. For example, you can review new words every morning and evening.” Then, students practice making sentences in pairs and share their sentences with the whole class. Next, the teacher briefly introduces the background of the text: “The passage mainly discusses different language learning strategies from a global perspective, introducing some scientific and effective methods that are widely used in different countries. It also mentions the importance of combining personal needs with learning strategies, which is very helpful for our English learning.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. By explaining words in English and letting students make sentences, it not only helps students master the usage of vocabulary but also improves their language expression ability. The brief background introduction enables students to have a preliminary understanding of the text content, clarify the reading direction, and lay a solid foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three parts: skimming, scanning and intensive reading, aiming at training students’ different reading skills and helping them understand the text comprehensively. First, Skimming: The teacher asks students to read the passage quickly and answer two questions: 1. What is the main topic of the passage? 2. What is the author’s attitude towards effective language learning strategies? After students finish reading, the teacher invites several students to share their answers, then summarizes: “The main topic of the passage is different effective language learning strategies from a global perspective. The author holds a positive attitude, believing that choosing suitable strategies can improve language learning efficiency.” Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly. By setting simple and targeted questions, it guides students to focus on the core content of the text, avoids blind reading, and trains their ability to extract key information quickly. Second, Scanning: The teacher asks students to read the passage again, scan for specific information, and fill in the following table. The table includes three columns: “Learning Strategies”, “Specific Explanations” and “Advantages”. Students need to find the relevant information in the text and complete the table independently. After that, students check their answers in groups of four, discuss and correct the wrong answers together. Finally, the teacher invites a group representative to present the group’s answers and makes comments and supplements. Design Intention: Scanning training helps students improve their ability to find specific information quickly. The form of a table makes the information more organized and clear, which is convenient for students to sort out and memorize the key content of the text. Group discussion not only promotes students’ communication and cooperation but also helps students find their own mistakes and deepen their understanding of the text. Third, Intensive Reading: The teacher guides students to read the passage paragraph by paragraph, analyze the key sentences and logical relationships, and solve the difficult points in reading. For the first paragraph, the teacher asks: “What is the significance of learning a second language according to the passage?” Students read the paragraph carefully and find the key sentence: “Learning a second language is not only a tool for communication but also a way to understand different cultures and broaden one’s horizons.” Then the teacher analyzes the sentence structure: “Not only...but also...” is used to connect two parallel clauses, emphasizing the dual significance of learning a second language. The teacher invites students to make sentences with “not only...but also...” to consolidate the usage of this structure. For the second and third paragraphs, which introduce specific learning strategies, the teacher asks students to find the topic sentence of each paragraph, analyze the supporting details, and discuss the logical relationship between the topic sentence and the supporting details. For example, the topic sentence of the second paragraph is “Metacognitive strategies are very important for language learners”, and the supporting details include the definition of metacognitive strategies and specific examples such as “planning learning goals, monitoring learning process and evaluating learning effect”. The teacher guides students to understand that the supporting details are used to explain and prove the topic sentence, which makes the paragraph more persuasive. For the difficult sentences in the passage, such as “It is important for language learners to realize that there is no one-size-fits-all strategy, and they need to choose the most suitable one according to their own learning habits and needs”, the teacher helps students analyze the sentence structure: “It is + adj. + for sb. to do sth.” is the basic structure, and “that” guides an object clause. The teacher explains the meaning of the sentence in simple English and invites students to translate it into Chinese to ensure that students understand the meaning of the sentence. Design Intention: Intensive reading is the key link to help students deeply understand the text. By analyzing key sentences and logical relationships, students can not only grasp the details of the text but also improve their ability to analyze and understand complex sentences. Guiding students to find topic sentences and supporting details helps them master the structure of the text and cultivate their logical thinking ability. Solving difficult sentences in time can help students eliminate reading obstacles and lay a foundation for the following post-reading activities. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, role-play and writing, aiming at helping students consolidate the learned knowledge, apply the reading strategies to practice, and improve their comprehensive language ability. First, Group Discussion: The teacher divides students into groups of 4-5, and sets the discussion topic: “Which learning strategy mentioned in the passage do you think is the most suitable for you? Why? And how will you apply it to your English learning?” Students discuss the topic in groups for a period of time, and each group selects a representative to share the group’s opinions. When students share, the teacher listens carefully, makes appropriate comments and supplements, and guides students to combine their own learning experiences to talk about the application of strategies. For example, if a student says that “spaced repetition” is suitable for him, the teacher can ask: “How will you use spaced repetition to remember new words? Can you give a specific example?” Design Intention: Group discussion can stimulate students’ thinking, promote the exchange and sharing of ideas between students, and help students deepen their understanding of learning strategies. By combining their own learning experiences, students can better apply the learned strategies to practice, realize the connection between learning and application, and improve their learning ability. Second, Role-play: The teacher sets a scenario: “Suppose you are a language learning consultant, and your classmate is worried about his English learning and doesn’t know which strategy to use. Please give him some advice according to the strategies mentioned in the passage.” Students prepare in pairs for a few minutes, then invite 2-3 pairs to perform the role-play in front of the class. After the performance, the teacher comments on their performance, focusing on whether they can use the key vocabulary and strategies correctly, and whether their expression is fluent and appropriate. Design Intention: Role-play is a vivid and interesting language practice activity, which can improve students’ oral expression ability and practical application ability. By setting real scenarios, students can better apply the learned knowledge and strategies to communication, enhance their confidence in using English, and at the same time consolidate the key vocabulary and sentences in the text. Third, Writing: The teacher asks students to write a short passage titled “My Effective English Learning Strategy”, requiring them to use at least 3 strategies mentioned in the passage, and combine their own learning experiences to explain how to apply these strategies. Before writing, the teacher gives a brief guide: first, introduce the strategy you choose; second, explain the advantages of the strategy; third, talk about how you apply it to your English learning. After students finish writing, they exchange their passages with their deskmates and make comments and revisions. Then, the teacher selects several excellent passages to read in class and makes comments, affirming the advantages of the passages and putting forward suggestions for improvement. Design Intention: Writing is an important way to consolidate and apply the learned knowledge. By writing a short passage, students can not only consolidate the key vocabulary and strategies in the text but also improve their writing ability. Peer review helps students find their own mistakes and learn from each other’s advantages, while teacher’s comments can guide students to improve their writing level and deepen their understanding of the text theme. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize what they have learned in this class, including the main content of the passage, key vocabulary and phrases, and important language learning strategies. Then the teacher makes a supplement and summary: “In this class, we have learned a passage about global language learning strategies, mastered some key vocabulary and sentences, and understood the importance of choosing suitable learning strategies. We also practiced applying these strategies to our own learning through discussion, role-play and writing. I hope you can apply these strategies to your daily English learning and improve your English level.” Second, Extension: The teacher assigns an after-class task: 1. Review the key vocabulary and sentences learned in this class and make a vocabulary card; 2. Read an English article about language learning strategies and write a 50-word summary; 3. Try to use one of the strategies learned in this class to learn English for a week and record your learning experience. Design Intention: Summary helps students sort out the knowledge learned in class, form a systematic knowledge framework, and deepen their memory and understanding. The after-class extension task connects classroom learning with after-class practice, helps students consolidate the learned knowledge, and guides students to apply the learning strategies to daily learning, so as to improve their learning ability and form good learning habits. At the same time, reading extracurricular articles can expand students’ horizons and enrich their knowledge about language learning. Step 6: Evaluation and Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in lead-in activities, mastery of vocabulary, performance in reading activities, participation in group discussion and role-play, and the quality of writing. The teacher gives timely feedback to students, affirms their progress and advantages, and puts forward targeted suggestions for improvement. For example, if a student is not active in group discussion, the teacher can encourage him: “I believe you have good ideas. Don’t be shy, try to share your opinions with your group members.” For students who have mistakes in writing, the teacher can point out the mistakes and guide them to correct them. After class, the teacher collects students’ writing assignments and after-class records, conducts a comprehensive evaluation, understands students’ mastery of the knowledge and strategies learned in this class, and adjusts the teaching plan according to the evaluation results to better meet students’ learning needs. Design Intention: Formative evaluation runs through the whole teaching process, which can help the teacher timely understand students’ learning status and adjust the teaching progress and methods. Timely feedback and encouragement can enhance students’ learning confidence and enthusiasm, while targeted suggestions can help students find their own shortcomings and improve their learning effect. After-class evaluation helps the teacher master the overall learning effect of students and lay a foundation for subsequent teaching. 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 $