Unit 5 Education-Lesson 3 Understanding 教案-2025-2026学年高中英语北师大版选择性必修第二册

Unit 5 Education-Lesson 3 Understanding 教学目标和重难点 教学目标 Language Competence: Master key words and expressions, understand the argumentative text structure. Cultural Awareness: Learn the spirit of pursuing truth from great scientists. Thinking Quality: Develop critical thinking and logical induction. Learning Ability: Improve cooperative learning and autonomous reading skills. 教学重难点 Key Points: Grasp core vocabulary and sentence structures, understand the methods of acquiring knowledge and the text’s main ideas. Difficult Points: Analyze the argumentative writing features and express personal views on knowledge acquisition in English. 教学过程 The teaching process is carried out around the concept of "student-centered, theme-led, and competency-oriented", following the logical sequence of "Lead-in → Pre-reading → While-reading → Post-reading → Summary and Homework", integrating the four-dimensional key competencies into each link, and guiding students to deeply understand the theme of "understanding and acquiring knowledge". Lead-in To arouse students’ interest and connect their prior knowledge with the lesson theme, the lead-in activity is designed to be interactive and situational. First, the teacher asks open questions to guide students to think and express: “How do you usually acquire knowledge in daily life? Do you always believe what the authorities or books tell you? Have you ever doubted a common view and tried to find the truth by yourself?” These questions are closely related to students’ daily learning and life, making it easy for them to participate in the discussion actively. Then, the teacher shows a short video clip about Galileo’s experiment on the Leaning Tower of Pisa, which briefly introduces how Galileo challenged the traditional view of Aristotle and proved the law of free fall through experiments. After watching the video, the teacher asks follow-up questions: “What do you think of Galileo’s behavior? Why is it important to doubt and explore?”, guiding students to initially realize the significance of pursuing truth and scientific exploration. Finally, the teacher naturally leads to the topic of the lesson: “Today, we will learn a passage titled Understanding, which will tell us how to acquire knowledge and achieve true understanding, and show us the spirit of great scientists in pursuing truth.” This lead-in activity not only stimulates students’ learning interest but also lays a foundation for the cultivation of cultural awareness and thinking quality, and guides students to enter the theme of the lesson actively. Pre-reading The pre-reading stage aims to help students remove language barriers, predict the text content, and lay a solid foundation for in-depth reading. It mainly includes two parts: vocabulary preview and text prediction. In the vocabulary preview link, the teacher focuses on the core vocabulary and phrases related to the theme of the text, such as analysis, inefficient, primitive, assumption, civilization, acquire knowledge, challenge authority, seek truth, and verify answers. The teacher presents these words and phrases in context: for example, “Francis Bacon advocated that people should acquire knowledge through practice and analysis, not just rely on assumptions.” “Galileo dared to challenge authority and verify his ideas through experiments.” By combining the context of the lesson, students can not only remember the spelling and meaning of the words but also understand their usage in specific situations, which helps improve their language competence. At the same time, the teacher encourages students to guess the meaning of new words according to word formation and context, cultivating their autonomous learning ability. In the text prediction link, the teacher asks students to look at the title “Understanding” and the pictures in the textbook (such as the portraits of Francis Bacon and Galileo), and predict the main content of the passage. The teacher guides students to put forward their predictions: “What do you think the passage will talk about? Will it introduce the methods of understanding the world? Or will it tell stories of scientists who pursued understanding?” After students express their opinions freely, the teacher summarizes their predictions and tells them: “Let’s read the passage to check whether your predictions are correct, and find out the methods of acquiring knowledge and the spirit of the scientists mentioned in the passage.” This link not only trains students’ ability to predict text content but also mobilizes their learning initiative, laying a foundation for the while-reading stage. While-reading The while-reading stage is the core part of the teaching process, aiming to guide students to read the text in layers, grasp the main content, analyze the text structure, and understand the author’s views, so as to improve their language competence and thinking quality. This stage is divided into three parts: fast reading, careful reading, and deep reading. First, fast reading. The teacher asks students to read the passage quickly, skip the new words that do not affect understanding, and complete two tasks: 1. Divide the passage into three parts and summarize the main idea of each part; 2. Find out the key sentence that expresses the author’s core view. After reading, students are invited to share their answers. The teacher corrects and summarizes: The first part (Paragraph 1) introduces the correct way to acquire knowledge and understand the world: putting forward questions, observing and researching facts to find answers, and thinking and verifying answers. The second part (Paragraphs 2-3) takes Francis Bacon and Galileo as examples to illustrate how great men used scientific methods to break through traditional ideas and pursue truth. The third part (Paragraphs 4-5) points out that human understanding of the world is constantly growing and changing, and we should always keep the spirit of exploring and pursuing knowledge. The key sentence of the passage is: “The process of understanding the world around us is a never-ending journey, and it requires courage, curiosity and perseverance.” Through fast reading, students can quickly grasp the overall structure and core content of the text, training their fast reading ability and logical induction ability. Second, careful reading. On the basis of fast reading, the teacher guides students to read the text carefully, focusing on the details and key information, and completes the following tasks to deepen their understanding of the text. Task 1: Read Paragraph 1 carefully and fill in the blanks about the steps of acquiring knowledge: First, we need to ______; then, to find answers, we ______; after that, we ______. Task 2: Read Paragraphs 2-3 carefully and complete the table about Francis Bacon and Galileo: their views on acquiring knowledge, the traditional views they challenged, and their contributions. Task 3: Underline the key sentences in each paragraph and analyze their functions (such as topic sentences, supporting sentences, and concluding sentences). During the process, the teacher walks around the classroom, answers students’ questions in time, and guides students to find key information from the text. After completing the tasks, the teacher organizes students to exchange and discuss their answers, and makes comments and supplements. For example, when analyzing the views of Bacon and Galileo, the teacher emphasizes: “Bacon believed that knowledge comes from practice and observation, while Galileo insisted on verifying ideas through experiments. Both of them dared to challenge the traditional authority and pursue the truth bravely, which is worth learning from.” This link not only helps students grasp the details of the text and master the key vocabulary and sentence structures but also lets them feel the spirit of the scientists, laying a foundation for the cultivation of cultural awareness. Third, deep reading. On the basis of careful reading, the teacher guides students to conduct in-depth analysis and thinking, focusing on the argumentative features of the text and the author’s writing purpose, so as to develop their critical thinking ability. The teacher puts forward the following questions for students to discuss in groups: 1. What is the author’s purpose of writing this passage? 2. How does the author support his view? (Hint: the use of examples) 3. Do you agree with the author’s view that “our understanding of the world is constantly growing and changing”? Why or why not? 4. What can we learn from Bacon and Galileo in terms of acquiring knowledge and pursuing truth? After group discussion, each group sends a representative to share their views. The teacher listens carefully, makes comments and guidance, and guides students to think deeply. For example, when discussing the author’s writing purpose, the teacher guides students to realize: “The author hopes that through this passage, we can understand the correct way to acquire knowledge, learn the spirit of scientists who pursue truth bravely, and cultivate the awareness of questioning and exploring.” When discussing the use of examples, the teacher points out: “The author uses the examples of Bacon and Galileo to make his view more persuasive and credible, which is a common method in argumentative writing.” This link not only helps students understand the argumentative features of the text but also cultivates their critical thinking ability and cooperative learning ability, and further deepens their understanding of the theme of the lesson. Post-reading The post-reading stage aims to help students consolidate the knowledge and skills learned, apply the language and ideas in the text to practical communication, and realize the transfer and innovation of knowledge, so as to comprehensively improve their four-dimensional key competencies. This stage includes three activities: language practice, theme discussion, and writing exercise. First, language practice. The teacher designs targeted exercises to help students consolidate the key vocabulary and sentence structures learned in the lesson. Exercise 1: Fill in the blanks with the correct forms of the given words (analysis, assumption, verify, challenge, civilization). Exercise 2: Rewrite the sentences using the key phrases (acquire knowledge, rely on, seek truth, break through). For example, “We should learn knowledge through practice.” can be rewritten as “We should acquire knowledge through practice.” After students complete the exercises, the teacher checks and explains the key points, emphasizing the usage of vocabulary and phrases in context, so as to improve students’ language application ability. Second, theme discussion. The teacher expands the theme of the lesson and designs a practical discussion topic: “In the information age, there are a lot of information and views around us. How should we distinguish right from wrong, acquire true knowledge, and achieve real understanding?” Students are divided into groups of 4-5 to discuss this topic. During the discussion, the teacher guides students to combine the content of the text and their own life experience to express their views. For example, some students may say: “We should not blindly believe in the information on the Internet. We should verify it through practice and research, just like Galileo.” Some students may say: “We should keep a curious attitude and dare to question the wrong views, so as to acquire true knowledge.” After the discussion, each group shares their discussion results, and the teacher makes a summary: “In the information age, acquiring true knowledge and achieving real understanding requires us to have the spirit of questioning, the ability of discrimination, and the courage to practice. We should learn from the great scientists, keep humble and curious, and pursue the truth unremittingly.” This discussion not only helps students apply the ideas in the text to practical life but also cultivates their critical thinking ability and oral expression ability, and further strengthens their cultural awareness. Third, writing exercise. On the basis of language practice and theme discussion, the teacher arranges a short writing task: Write a short passage of 80-100 words about “How to Acquire Knowledge and Achieve Understanding”, requiring students to use the key vocabulary and phrases learned in the lesson and combine their own views. Before writing, the teacher gives a sample passage to guide students to clarify the writing structure: first, put forward the importance of acquiring knowledge and understanding; then, introduce the correct methods; finally, express their own determination. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, and reminds students to pay attention to the correct use of vocabulary and sentence structures, as well as the coherence and logic of the passage. After writing, students exchange their passages in pairs, make comments and revisions, and then the teacher selects several representative passages to comment on, affirming the advantages and pointing out the areas that need improvement. This writing exercise not only helps students consolidate the language knowledge learned but also improves their writing ability and the ability to express personal views in English, realizing the transfer and application of knowledge. Summary and Homework First, summary. The teacher invites students to summarize the content of the lesson by themselves, including the key points of the text, the methods of acquiring knowledge, the spirit of the scientists, and the key vocabulary and phrases. Then, the teacher makes a comprehensive summary: “In this lesson, we have learned an argumentative passage about understanding and acquiring knowledge. We have mastered the key vocabulary and phrases related to the theme, understood the correct way to acquire knowledge, and learned the spirit of Bacon and Galileo who dared to challenge authority and pursue truth. At the same time, we have also improved our reading, speaking and writing abilities, and developed our critical thinking and cooperative learning abilities. I hope you can apply what you have learned in this lesson to your daily study and life, keep the spirit of exploring and pursuing truth, and become a person who loves learning and seeks truth.” Second, homework. The homework is designed to be hierarchical, meeting the needs of different students, and helping students consolidate the knowledge and skills learned in the lesson, and extend their learning. Homework 1 (Compulsory): Review the key vocabulary and phrases of the lesson, and recite the key sentences. Finish the exercises in the textbook related to the lesson. Homework 2 (Optional): Collect more stories about scientists who pursued truth, and write a short introduction (about 100 words) in English. Homework 3 (Extension): Discuss with your family or friends about the way to acquire knowledge, and write a short report on the discussion results. This hierarchical homework not only helps students consolidate the basic knowledge but also encourages students to extend their learning, improve their autonomous learning ability and comprehensive language application ability. Throughout the teaching process, the four-dimensional key competencies are closely integrated into each link: language competence is improved through vocabulary learning, reading practice and writing exercise; cultural awareness is cultivated through understanding the spirit of scientists and discussing the theme of knowledge acquisition; thinking quality is developed through text analysis, group discussion and critical thinking training; learning ability is enhanced through autonomous reading, cooperative learning and homework extension. The teaching process adheres to the student-centered concept, guides students to participate in various activities actively, and realizes the organic combination of knowledge learning, ability training and literacy cultivation. 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 $