Unit 2 Out of This World-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to understand and use space-related vocabulary and complex sentences, cultural awareness of the value of space exploration, thinking quality of logical analysis and critical thinking, and learning ability of independent reading and cooperative inquiry. 2. 教学重难点 Key points: Master space-related core vocabulary and sentence patterns, grasp the main idea and logical structure of the extended reading text. Difficult points: Understand the deep meaning of space exploration and flexibly use reading strategies to analyze long and difficult sentences. 教学过程 I. Lead-in: Arousing Interest and Activating Prior Knowledge The teacher starts the class by showing a 3-minute short video about space exploration, including scenes of astronauts working in space stations, the launch of rockets, and the beautiful scenery of the Earth viewed from space. After playing the video, the teacher asks two guiding questions: “What do you see in the video? ” and “What do you know about space exploration? ” Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher summarizes and leads to the theme of the extended reading: “Today, we will read a passage about why we explore space and the significance of space exploration, which will help us have a deeper understanding of the mysterious universe. ” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their curiosity about space exploration. The guiding questions can activate students’ prior knowledge about space, such as relevant vocabulary, historical events of space exploration, etc., laying a foundation for the smooth development of the subsequent reading teaching. At the same time, it helps students establish a connection between their existing knowledge and the new text, improving their enthusiasm for participating in the class. II. Pre-reading: Previewing Vocabulary and Predicting the Text 1. Vocabulary Preview: The teacher presents the core vocabulary of the extended reading text on the blackboard or multimedia, including key words and phrases such as “motive, exposure, orbit, cast new light on, lay the foundation for, make sense of ”. For each vocabulary, the teacher explains its pronunciation, part of speech and basic meaning, and gives example sentences combined with the context of space exploration. For example, when explaining “cast new light on ”, the teacher gives the sentence: “Space exploration casts new light on the origin of the universe. ” Then, the teacher asks students to read the vocabulary aloud twice and practice making simple sentences with 2-3 of them in pairs. After 3 minutes of pair practice, the teacher invites several groups to present their sentences to check the mastery of vocabulary. 2. Text Prediction: The teacher shows the title of the extended reading text “Why We Explore ” and the first paragraph of the text. Then, the teacher asks students to work in groups of 4 to predict the main content of the text based on the title and the first paragraph. The teacher guides students to think from the following aspects: “What are the possible reasons for human beings to explore space? ” “What benefits can space exploration bring to human beings? ” After 5 minutes of group discussion, each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard and encourages students to verify whether their predictions are correct in the subsequent reading process. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce difficulties in understanding the text, avoid being blocked by unknown words, and improve reading efficiency. The pair practice of making sentences can help students deepen their memory and flexible application of vocabulary. Text prediction is an important reading strategy. It can stimulate students’ thinking, make students read with purpose and focus, and cultivate their ability to infer and predict text content based on existing information. III. While-reading: In-depth Reading and Comprehension This part is divided into three stages: skimming, scanning and intensive reading, which helps students understand the text from the overall to the local, and from the surface to the deep. 1. Skimming: The teacher asks students to read the entire text quickly within 5 minutes, focusing on the main idea of each paragraph and the overall structure of the text. After reading, the teacher asks students to complete the following task: Match each paragraph with its main idea. The teacher presents the main ideas of each paragraph on the multimedia (mixed up), and students complete the matching individually. Then, the teacher checks the answers with the whole class and summarizes the overall structure of the text: The text starts with people’s wrong expectations of space exploration, then discusses the reasons why human beings insist on exploring space, and finally introduces the contributions and significance of space exploration to human beings. It adopts a “problem-introduction-analysis-conclusion ” structure, which is logical and clear. Design Intention: Skimming is a fast reading strategy that helps students grasp the overall framework and main content of the text in a short time, cultivate their ability to extract key information quickly, and lay a foundation for in-depth reading. The matching task can test students’ understanding of the main idea of each paragraph, and help students sort out the logical relationship between paragraphs. 2. Scanning: The teacher asks students to read the text again, this time focusing on specific details and completing a detailed information form. The form includes the following columns: “Reasons for space exploration ”, “Contributions of space exploration ”, “Examples of space technology applied in daily life ”. Students need to find relevant information in the text and fill in the form accurately. During the reading process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as reminding them of the location of key information and how to extract effective information. After 8 minutes, students exchange their forms in pairs to check and correct each other’s mistakes. Then, the teacher invites a student to present his/her form on the multimedia, and comments and supplements it, emphasizing the key details that need to be mastered. Design Intention: Scanning is a targeted reading strategy that helps students find specific information quickly and accurately, improving their ability to process detailed information. The information form can guide students to read with purpose, avoid blind reading, and help students sort out and organize the key details of the text systematically. Pair exchange and teacher comment can help students find their own mistakes and deepen their understanding of the text details. 3. Intensive Reading: The teacher focuses on the long and difficult sentences in the text, helps students analyze and understand them, and guides students to grasp the deep meaning of the text. First, the teacher presents several key long and difficult sentences on the multimedia, such as: “The reality is that space exploration is extremely difficult and dangerous, can take a very long time and costs a huge amount of money. ” “It is through our research into space that we have confirmed that the Earth is round and that it orbits the Sun. ” For each sentence, the teacher first asks students to try to analyze the sentence structure by themselves, then explains the structure in detail (such as subject clause, emphasis sentence), and translates the sentence into Chinese to help students understand its meaning. Then, the teacher asks students to read the sentences aloud and imitate the sentence structure to make new sentences. After that, the teacher guides students to think and discuss the deep meaning of the text: “Why do human beings insist on exploring space even though it is difficult and dangerous? ” “What is the significance of space exploration for the development of human beings? ” Students discuss in groups of 4, and the teacher guides them to combine the content of the text and their own understanding to express their views. Design Intention: Long and difficult sentences are the key and difficult points in reading comprehension. Intensive analysis of long and difficult sentences can help students break through the reading barriers, improve their ability to understand complex sentence structures, and lay a foundation for the flexible use of language. The discussion on the deep meaning of the text can guide students to think beyond the surface of the text, cultivate their critical thinking and logical analysis ability, and help them understand the value and significance of space exploration, thus realizing the cultivation of cultural awareness and thinking quality. IV. Post-reading: Consolidation and Application This part includes three activities: retelling the text, group discussion and language application, which helps students consolidate the knowledge they have learned and improve their comprehensive language application ability. 1. Retelling the Text: The teacher asks students to retell the main content of the text with the help of the key words and the information form they filled in earlier. The teacher first gives a model retelling, emphasizing the logical connection between paragraphs and the use of core vocabulary and sentence patterns. Then, students retell the text individually for 2 minutes, and then invite 2-3 students to retell it in front of the whole class. The teacher comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as the use of connectives and the accuracy of key information. Design Intention: Retelling the text is an effective way to consolidate the understanding of the text. It can help students sort out the logical structure of the text again, memorize the core vocabulary and sentence patterns, and improve their oral expression ability. The teacher’s model and comment can guide students to retell more accurately and fluently. 2. Group Discussion: The teacher puts forward a discussion topic: “Do you think space exploration is a waste of money and resources? Why or why not? ” Students discuss this topic in groups of 4, and each group needs to put forward their own views and support them with reasons (combined with the content of the text and real-life examples). During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to express their views clearly and logically, and encourages students to listen to the views of others and put forward different opinions. After 10 minutes of discussion, each group sends a representative to make a speech in front of the whole class, and other groups can ask questions or supplement. The teacher summarizes the discussion, emphasizing that space exploration has both costs and great significance, and encourages students to view space exploration from a dialectical perspective. Design Intention: Group discussion can cultivate students’ cooperative inquiry ability and oral expression ability. The discussion topic is closely related to the text and real life, which can stimulate students’ thinking, guide them to use the knowledge they have learned to analyze and solve practical problems, and cultivate their critical thinking and dialectical thinking ability. At the same time, it can deepen students’ understanding of the significance of space exploration and enhance their sense of social responsibility. 3. Language Application: The teacher assigns a writing task: Write a short passage (about 100 words) titled “My View on Space Exploration ”, requiring students to use at least 5 core vocabulary and 2 key sentence patterns learned in this class. The teacher first gives a writing outline: ① Briefly introduce the significance of space exploration; ② Express your own views on space exploration; ③ Put forward your own expectations for the future of space exploration. Then, students complete the writing task individually. After 15 minutes, students exchange their passages in pairs, check each other’s vocabulary use, sentence structure and grammar, and put forward revision suggestions. Then, the teacher selects 2-3 typical passages (one excellent passage and one passage with common mistakes) to comment on, affirming the advantages of the excellent passage and correcting the mistakes in the other passage, guiding students to improve their writing ability. Design Intention: Writing is an important part of comprehensive language application ability. This writing task can help students consolidate the core vocabulary and sentence patterns learned in this class, and improve their ability to organize language and express views in writing. Pair revision and teacher comment can help students find their own mistakes in writing, learn from each other’s advantages, and continuously improve their writing level. V. Summary and Homework 1. Summary: The teacher summarizes the content of this class with the students. First, the teacher invites students to review the key points of this class, including core vocabulary, key sentence patterns, the main idea and structure of the text, and the significance of space exploration. Then, the teacher makes a final summary: “In this class, we have learned the extended reading text about space exploration, mastered the relevant vocabulary and sentence patterns, understood the reasons and significance of space exploration, and improved our reading and writing ability. I hope you can keep your curiosity about the universe, pay attention to the development of space exploration, and strive to learn knowledge to contribute to the progress of human beings. ” 2. Homework: ① Review the core vocabulary and key sentence patterns of this class, and recite 5 core vocabulary and 3 key sentence patterns; ② Read the extended reading text again and write down 3 questions you still have, and discuss them with your classmates in the next class; ③ Complete the writing task carefully, revise it according to the suggestions of your classmates and the teacher, and hand it in the next class; ④ Surf the Internet to collect one interesting fact about space exploration and share it in the next class. Design Intention: The summary helps students sort out the knowledge system of this class, deepen their memory and understanding of the key points, and form a complete knowledge framework. The homework is designed hierarchically, including basic review, deep thinking, writing improvement and extracurricular expansion. It not only helps students consolidate the knowledge they have learned, but also encourages students to expand their horizons, cultivate their independent learning ability and inquiry ability, and realize the connection between classroom learning and extracurricular practice. 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 $