Unit2 Challenging Yourself A-Utilising Resources 讲义-2025-2026学年高中英语重大版必修第一册

Challenging Yourself A-Utilising Resources 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use resource-related words and sentences, cultural awareness to understand resource utilisation at home and abroad, thinking quality to analyze resource problems critically, and learning ability to explore and use resources independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about resource utilisation; understand the text’s main idea and logical structure. Difficult points: Use target language to express views on resource utilisation and apply learning strategies to explore resources. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a question-and-answer activity: “What resources do we use in our daily life?” Then, show students pictures and short videos about different types of resources, including natural resources (water, coal, oil) and man-made resources (books, electronic materials, online courses). After watching, ask students to work in pairs to discuss two questions: “What role do these resources play in our study and life?” and “How do we usually utilise these resources?” After 3 minutes of discussion, invite 2-3 pairs to share their opinions in front of the class. Finally, the teacher summarizes: “Resources are closely related to our life and study. Today, we will learn how to utilise resources effectively through the text in Challenging Yourself A.” Design Intention: This lead-in links the teaching content with students’ daily life, activating their prior knowledge about resources. The use of pictures and videos makes abstract resource concepts more intuitive, which helps arouse students’ learning interest and enthusiasm. The pair discussion activity provides students with opportunities to practice oral expression, lays a foundation for the subsequent text learning, and also reflects the cultivation of students’ learning ability and language ability. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of the text on the screen, including utilise, resource, available, access, effective, benefit, challenge, solution, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to resource utilisation, such as “We should utilise water resources wisely.” and “There are many available resources for English learning.” Then, ask students to read the example sentences aloud twice to familiarize themselves with the usage of the words. After that, the teacher shows the title of the text “Utilising Resources” and the first paragraph, and asks students to predict the main content of the text: “What do you think the text will talk about? Please list 2-3 possible points.” Students can write down their predictions on the exercise books, and then share them with the whole class. The teacher writes down the reasonable predictions on the blackboard, such as “Different types of resources”, “The importance of utilising resources”, “How to utilise resources effectively”. Design Intention: Vocabulary is the foundation of text reading. Previewing core vocabulary helps students remove language obstacles in subsequent reading, improving reading efficiency. By asking students to predict the text content, it can stimulate their thinking, cultivate their ability to infer and predict, and also let students form a preliminary understanding of the text structure, which is conducive to the in-depth understanding of the text later. This link focuses on the cultivation of students’ language ability and thinking quality. While-reading: In-depth Understanding of the Text and Mastery of Key Points This link is divided into three steps: fast reading, careful reading and intensive reading, to help students understand the text from shallow to deep. First, fast reading: Ask students to read the whole text quickly, and complete two tasks: 1. Check whether their predictions are consistent with the actual content of the text; 2. Summarize the main idea of the text in one sentence. After reading, invite students to share their answers. The teacher corrects and summarizes: The text mainly introduces the importance of utilising resources, different types of resources available for students’ study, and practical methods to utilise resources effectively. Design Intention: Fast reading aims to train students’ skimming ability, enable them to grasp the main idea of the text quickly, and check the prediction effect, which can enhance students’ sense of achievement and stimulate their enthusiasm for in-depth reading. At the same time, it helps students form the habit of reading quickly, which is an important part of cultivating students’ learning ability. Second, careful reading: Ask students to read the text carefully paragraph by paragraph, and complete the following tasks in groups of 4: Underline the key sentences of each paragraph and summarize the main content of each paragraph. Answer the following questions: Why is utilising resources important for students? What types of resources are mentioned in the text? What are their characteristics? What methods does the text suggest to utilise resources effectively? During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties, such as reminding students to find key information from the text and helping students understand difficult sentences. After the discussion, each group sends a representative to report the discussion results. The teacher comments on the results, emphasizes the key points, and explains the difficult sentences in the text, such as “With the rapid development of science and technology, more and more resources are available to us, but how to utilise them effectively has become a great challenge.” The teacher analyzes the sentence structure, explains the meaning of “available” and “challenge” in the sentence, and lets students read the sentence aloud to master its usage. Design Intention: Careful reading is the key link to understand the text in depth. By arranging group discussion activities, it can cultivate students’ cooperative learning ability and communication ability. Letting students underline key sentences and summarize the main content of each paragraph helps them grasp the logical structure of the text and improve their ability to extract and sort out information. Explaining difficult sentences can help students remove reading obstacles and master the key sentence patterns, which is conducive to the improvement of their language ability. This link also reflects the cultivation of students’ thinking quality, such as logical thinking and cooperative thinking. Third, intensive reading: Focus on the key paragraphs and sentences in the text, and carry out in-depth analysis and practice. The teacher selects the third paragraph (which introduces the methods of utilising resources effectively) and the fifth paragraph (which talks about the challenges of utilising resources and solutions) as the key paragraphs. For the third paragraph, ask students to read it aloud, and then analyze the logical relationship between sentences: the first sentence is the topic sentence, and the following sentences list specific methods. Then, ask students to list the methods mentioned in the paragraph and explain their own understanding of each method. For the fifth paragraph, the teacher guides students to analyze the challenges and corresponding solutions, and asks students to discuss: “Do you think these solutions are practical? Can you put forward other solutions?” After the discussion, invite students to share their views. In addition, the teacher selects some key sentence patterns from the text, such as “It is important for us to utilise resources effectively.”, “We can not only... but also... to utilise resources.”, and asks students to make sentences with these sentence patterns, combining their own study and life. Design Intention: Intensive reading helps students deeply understand the key content of the text, master the logical relationship between sentences and key sentence patterns. By asking students to discuss and put forward their own solutions, it can stimulate their critical thinking and innovative thinking, and cultivate their ability to solve practical problems. Making sentences with key sentence patterns can help students consolidate the language knowledge they have learned and improve their language application ability, which fully reflects the cultivation of students’ language ability and thinking quality. Post-reading: Consolidate and Apply, Expand and Extend This link is divided into two parts: language practice and theme expansion, to help students consolidate the knowledge they have learned and apply it to practical situations. First, language practice: Organize students to carry out a fill-in-the-blank exercise. The teacher presents a short passage related to resource utilisation, which contains the core vocabulary and sentence patterns learned in the text, and some blanks are left for students to fill in. For example: “As senior high school students, we should ______ (utilise) all available resources to improve our study. We can ______ (access) online resources to learn new knowledge, and we can also use books and dictionaries to solve problems. Utilising resources effectively can bring us many ______ (benefit) and help us overcome learning ______ (challenge).” After students finish filling in the blanks, the teacher checks the answers, explains the wrong questions, and asks students to read the completed passage aloud to consolidate the vocabulary and sentence patterns. Then, carry out a role-play activity. Divide students into groups of 3, and assign roles: Student A is a student who has difficulty in utilising learning resources, Student B is a classmate who is good at utilising resources, and Student C is the host. The task is to have a dialogue about how to utilise learning resources effectively. Student A puts forward his own confusion, such as “I don’t know how to find suitable online resources for English learning.”, Student B gives specific suggestions, and Student C organizes the dialogue and summarizes the key points. After preparing for 5 minutes, each group performs the role-play in front of the class. The teacher evaluates the performance of each group from the aspects of language accuracy, fluency and content richness, and puts forward suggestions for improvement. Design Intention: The fill-in-the-blank exercise is a simple and effective way to consolidate vocabulary and sentence patterns, which can help students review the knowledge they have learned in time. The role-play activity creates a real communication scenario for students, allowing them to apply the language knowledge they have learned to practical communication, improving their oral expression ability and language application ability. At the same time, it can cultivate students’ cooperative learning ability and communication ability, which reflects the cultivation of students’ language ability and learning ability. Second, theme expansion: The teacher leads students to discuss the theme of “utilising resources in the digital age”. Ask students to think about the following questions: “What new resources have appeared in the digital age?” “What advantages and disadvantages do these digital resources have?” “How can we utilise digital resources correctly and effectively?” Students can discuss freely in groups, and then share their views with the whole class. The teacher summarizes: In the digital age, we have more and more resources, such as online courses, e-books, learning apps, etc. These resources bring convenience to our study and life, but they also have some disadvantages, such as information redundancy and low quality. We should learn to screen and utilise these resources rationally, make full use of their advantages, and avoid their disadvantages. In addition, the teacher guides students to realize that we should also pay attention to protecting natural resources while utilising man-made resources, and establish the awareness of sustainable development. Design Intention: Theme expansion helps students expand their horizons, connect the text content with the real society, and deepen their understanding of the theme of “utilising resources”. By discussing the advantages and disadvantages of digital resources, it can cultivate students’ critical thinking ability and guide them to establish a correct view of resource utilisation. At the same time, it infiltrates the education of environmental protection and sustainable development, which is conducive to the cultivation of students’ cultural awareness and social responsibility. Summary and Homework: Consolidate and Extend, Reflect and Improve First, summary: The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns, the main content of the text and the methods of utilising resources. Then, the teacher makes a final summary: In this class, we have learned the importance of utilising resources, mastered the core vocabulary and sentence patterns related to resource utilisation, and understood the methods and skills of utilising resources effectively. We should apply these knowledge and skills to our daily study and life, improve our learning ability, and establish a correct view of resource utilisation. Design Intention: Letting students summarize the content of the class can help them sort out the knowledge system, deepen their understanding and memory of the knowledge they have learned, and improve their ability to summarize and sort out information. The teacher’s final summary can help students clarify the key points of the class and form a complete knowledge framework. Second, homework: Assign three levels of homework to meet the needs of different students: Basic homework: Read the text aloud for 15 minutes every day, recite the core vocabulary and key sentences, and copy the difficult sentences twice. This homework is aimed at helping students consolidate the basic language knowledge and improve their language sense. Intermediate homework: Write a short passage of 80-100 words about “How I Utilise Learning Resources”, using the vocabulary and sentence patterns learned in this class. This homework is aimed at training students’ writing ability and language application ability. Advanced homework: Survey the resource utilisation situation of your classmates, collect 3-5 effective resource utilisation methods, and make a small report. This homework is aimed at cultivating students’ investigation ability, information collection and sorting ability, and cooperative learning ability. Design Intention: Assigning hierarchical homework conforms to the principle of individualized teaching, which can meet the learning needs of different levels of students, let each student gain a sense of achievement in completing homework, and stimulate their learning motivation. Basic homework focuses on consolidating basic knowledge, intermediate homework focuses on improving language application ability, and advanced homework focuses on cultivating comprehensive abilities, which comprehensively reflects the cultivation of students’ four-dimensional core literacy. Teaching Reflection (Embedded in the Whole Teaching Process) Throughout the teaching process, the teacher pays attention to observing students’ learning status and feedback, and adjusts the teaching progress and methods in a timely manner. For example, if students have difficulty in understanding a certain difficult sentence during the careful reading link, the teacher will slow down the teaching speed, use more examples to explain, and ensure that students can understand. In the group discussion and role-play links, the teacher pays attention to the participation of each student, and encourages students who are shy to express their views, so as to ensure that every student can participate in the teaching activity. After the class, the teacher will reflect on the teaching effect, such as whether the teaching links are reasonable, whether the teaching methods are appropriate, whether students have mastered the key knowledge, and whether the four-dimensional core literacy has been effectively cultivated. According to the reflection results, the teacher will adjust the teaching plan for the next class to improve the teaching quality. Design Intention: Teaching reflection is an important part of improving teaching quality. By observing students’ learning status in real time and adjusting teaching strategies, it can ensure the effectiveness of teaching. Post-class reflection helps teachers sum up experience and lessons, continuously improve their teaching level, and better meet the learning needs of students, so as to better cultivate students’ four-dimensional core literacy. 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 $