Unit 2 Out of This World-Reading 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 2 Out of This World-Reading 教学目标和重难点 1. 教学目标 Language competence: Master space-related vocabulary and complex sentences to understand and express the astronaut’s life in space. Cultural awareness: Cultivate respect for space exploration and national pride in China’s space cause. Thinking quality: Develop logical and critical thinking through analyzing text structure and exploring the significance of space exploration. Learning ability: Improve autonomous and cooperative learning skills in reading and discussion activities. 2. 教学重难点 Key points: Grasp the main content of the lecture about an astronaut’s daily life in space; master core vocabulary (e.g., gravity, mission, radiation) and sentence structures (e.g., as-clause, so that-clause). Difficult points: Understand the deep meaning of space exploration and the astronauts’ qualities; use the learned knowledge to express personal views on space exploration. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a 3-minute short video about the Chinese space station Tiangong and astronauts’ daily work in space, including scenes of sleeping, working and doing physical exercise. After playing the video, the teacher asks two questions: “What did you see in the video?” and “What do you want to know about life on a space station?” Then, invite 3-4 students to share their answers freely. After that, the teacher introduces the topic of the reading passage: “Today we will read a lecture by an astronaut who has stayed on a space station for six months, and we will learn about his real life in space.” Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the topic of space life. By asking questions, the teacher can activate students’ prior knowledge about space exploration and astronauts, build a connection between students’ existing experience and the new lesson, and lay a solid foundation for the subsequent reading activity. Meanwhile, introducing the background of the reading passage helps students have a preliminary understanding of the text type and main content, guiding them to enter the reading context smoothly. Step 2: Pre-reading (Vocabulary and Text Type Preview) First, the teacher presents 10 core vocabulary words related to the reading passage on the screen, including gravity, float, mission, radiation, maintenance, leisure, crew, telescope, crucial, exposure. For each word, the teacher provides the pronunciation, part of speech and simple definition, and combines the video content to give example sentences, such as “Due to the near absence of gravity in space, astronauts have to attach themselves to avoid floating around.” Then, organize students to read the words aloud in groups of 4, and ask them to try to use 2-3 words to make simple sentences related to space life. After that, the teacher briefly introduces the text type: “This passage is a lecture given by an astronaut. It follows a total-subordinate structure, introducing the topic of space life first and then elaborating on different aspects of daily life in space. It is both logical and vivid.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students remove language obstacles, avoid being distracted by new words during reading, and improve reading efficiency. Combining the video content to explain vocabulary makes the words more vivid and easy to remember, and helps students connect vocabulary with practical scenarios. Introducing the text type enables students to grasp the structural characteristics of the lecture in advance, which is conducive to their ability to extract key information and sort out the text structure during reading. Step 3: While-reading (Intensive Reading and Information Extraction) This step is divided into three parts: fast reading, careful reading and deep reading, guiding students to understand the text from shallow to deep. 3.1 Fast Reading Ask students to read the passage quickly and finish two tasks: 1. Find out the main idea of the passage. 2. Divide the passage into three parts and summarize the main content of each part. After students finish reading, invite several students to share their answers. The teacher then summarizes: “The passage mainly tells about the astronaut’s six-month experience on the space station, introducing the strangeness and challenges of daily life in space as well as the significance of space research. It can be divided into three parts: Part 1 (Paragraph 1) introduces the overall experience of the astronaut’s stay on the space station; Part 2 (Paragraphs 2-4) details different aspects of daily life in space, including sleeping, working, spacewalks, etc.; Part 3 (Paragraph 5) expresses the astronaut’s feelings about space life and the value of the mission.” Design Intention: Fast reading aims to train students’ ability to grasp the main idea and text structure quickly. By dividing the text and summarizing the main content of each part, students can form a clear framework of the passage, which helps them understand the logical relationship between paragraphs and lay a foundation for careful reading. 3.2 Careful Reading Ask students to read the passage carefully and fill in the following table, which covers the key details of different aspects of space life. The table is as follows: Aspects of Space Life Key Details Sleeping Attach themselves to avoid floating; sleep in private quarters or sleeping bags attached to walls/ceiling; no pressure against the back Working Main mission: scientific research (biological experiments, tracking lightning, etc.); do maintenance work and cleaning Spacewalks Put on spacesuits; perform tasks outside the station for hours; beautiful view of Earth but dangerous (e.g., electric shocks) Eating & Exercising Special food (e.g., tube food, pills); exercise regularly to keep fit in low gravity Leisure Time Read books, watch videos, communicate with family and friends After students finish filling in the table, organize group discussions to check the answers. Each group selects a representative to present their table, and the teacher corrects mistakes and supplements key points. For example, emphasize that the purpose of biological experiments is to evaluate the effects of low gravity on creatures, and the lightning tracking experiment is to cast new light on Earth’s climate. Design Intention: Careful reading focuses on training students’ ability to extract specific details. The table is designed to help students sort out key information systematically, making the scattered details in the text more organized. Group discussion not only helps students check their answers but also promotes mutual learning and communication, improving their cooperative learning ability. Emphasizing key details helps students deepen their understanding of the text content. 3.3 Deep Reading The teacher puts forward three critical thinking questions and guides students to read the passage again to think and discuss: 1. Why does the astronaut say space life is “challenging but magical”? 2. What good qualities do astronauts need to have to adapt to space life? 3. What is the significance of space exploration according to the passage? First, give students 5 minutes to think independently, then organize group discussions (4 students in a group) for 10 minutes. During the discussion, the teacher walks around the classroom to guide students, reminds them to find evidence from the text to support their views. After the discussion, invite representatives from different groups to share their opinions. The teacher summarizes and supplements: 1. “Challenging” refers to the difficulties brought by low gravity (e.g., floating while sleeping, dangerous spacewalks) and the demanding work; “magical” refers to the strange experience of space life and the beautiful view of Earth. 2. Astronauts need qualities such as perseverance, courage, sense of responsibility, teamwork spirit and self-discipline. 3. Space exploration helps us learn more about the universe, promote scientific progress (e.g., understanding Earth’s climate), and lay the foundation for future space development. Design Intention: Deep reading aims to cultivate students’ critical thinking and logical reasoning ability. The questions are designed to guide students to go beyond the surface meaning of the text and explore the deep connotation. Independent thinking and group discussion enable students to express their views freely, improve their ability to analyze and solve problems, and understand the value of space exploration and the noble qualities of astronauts, which integrates the cultivation of thinking quality and cultural awareness. Step 4: Post-reading (Consolidation and Application) This step includes three activities: vocabulary consolidation, sentence structure analysis and theme discussion, to help students consolidate the knowledge learned and improve their language application ability. 4.1 Vocabulary Consolidation The teacher designs a “vocabulary matching” activity: present 10 core words on the left and their definitions on the right, and ask students to match them quickly. Then, carry out a “sentence making” activity: ask students to use 3-5 core words to make a short passage (about 30 words) describing a scene of space life. Invite 2-3 students to share their passages, and the teacher comments and modifies them, emphasizing the correct use of words and sentence coherence. Design Intention: Vocabulary consolidation activities help students deepen their memory and understanding of core vocabulary, and the sentence making activity enables students to apply the vocabulary flexibly in practical language scenarios, improving their language expression ability. Teacher’s comments and modifications help students correct mistakes in time and master the correct use of vocabulary. 4.2 Sentence Structure Analysis The teacher selects 3 key sentences from the passage and guides students to analyze their structure and meaning: 1. “Due to the near absence of gravity in space, we have to attach ourselves so that we don’t float around.” (Analysis: “Due to” guides a reason状语, “so that” guides a purpose状语从句.) 2. “Splendid as the view of the Earth is, spacewalking is not as exciting as you might think.” (Analysis: “As” guides a concession状语从句, using inversion; “as...as...” is a comparative structure.) 3. “It is through our research into space that we have confirmed that the Earth is round and that it orbits the Sun.” (Analysis: It is a stressed sentence, emphasizing “through our research into space”; the latter two “that” guide object clauses.) After analyzing the sentences, ask students to make 1-2 sentences using each sentence structure. Then, organize students to exchange their sentences in pairs and check each other’s mistakes. The teacher randomly checks several students’ sentences and gives guidance. Design Intention: Sentence structure analysis helps students master key grammatical structures in the passage, improve their ability to understand complex sentences, and lay a foundation for their own writing. The sentence making activity enables students to apply the learned sentence structures flexibly, realizing the transformation from input to output. 4.3 Theme Discussion The teacher puts forward the discussion topic: “With the development of space technology, more and more countries are carrying out space exploration. What do you think of space exploration? Do you want to be an astronaut in the future? Why or why not?” Organize students to have a group discussion (6 students in a group) for 15 minutes. During the discussion, the teacher guides students to combine the text content and their own views, and encourages them to express their opinions in English as much as possible. After the discussion, hold a class report: each group selects a representative to give a 2-minute speech, sharing the group’s views. The teacher makes a summary, affirms students’ positive views, emphasizes the importance of space exploration for human progress, and encourages students to learn from astronauts’ spirit of courage and exploration, and strive to contribute to the country’s space cause. Design Intention: Theme discussion is an important link to realize the application of language and the infiltration of values. It not only helps students consolidate the knowledge learned and improve their oral expression ability but also guides students to think deeply about the significance of space exploration, cultivate their sense of social responsibility and national pride, and integrate the cultivation of cultural awareness and thinking quality into practical activities. Step 5: Summary and Homework 5.1 Summary The teacher invites a student to summarize the main content of the lesson, including the main idea of the reading passage, key vocabulary, key sentence structures and the significance of space exploration. Then, the teacher makes a supplementary summary: “In this lesson, we read a lecture about an astronaut’s life on a space station, mastered some core vocabulary and sentence structures, understood the challenges and magic of space life, and realized the significance of space exploration. We also learned the noble qualities of astronauts, which are worth learning from.” Design Intention: Letting students summarize the lesson helps them sort out the knowledge learned in the class, strengthen memory and understanding, and improve their ability to summarize and generalize. Teacher’s supplementary summary helps students form a complete knowledge system and deepen their understanding of the theme of the lesson. 5.2 Homework Assign three levels of homework to meet the needs of different students: 1. Basic homework: Copy the core vocabulary and key sentences, and write a 50-word summary of the reading passage. 2. Intermediate homework: Write a short passage (80-100 words) about “My Dream of Space Exploration”, using the vocabulary and sentence structures learned in this lesson. 3. Advanced homework: Search for information about China’s space achievements (e.g., Shenzhou spacecraft, Tianwen probe), and prepare a 3-minute oral report for the next class. Design Intention: Hierarchical homework takes into account the differences in students’ English level, ensuring that every student can complete the homework and gain a sense of accomplishment. Basic homework helps students consolidate the basic knowledge; intermediate homework focuses on training students’ writing ability; advanced homework encourages students to expand their knowledge and improve their information collection and oral expression ability, which is conducive to the improvement of students’ 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 $