Unit 8 Literature-Lesson 3 20,000 Leagues Under the Sea 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 8 Literature-Lesson 3 20,000Leagues Under the Sea 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to understand and express literary texts, cultivating their thinking quality through analyzing characters and themes, fostering cultural awareness by exploring Western sci-fi literature, and developing their learning ability via independent and cooperative reading. 2. 教学重难点 Key points: Grasp the main plot and character traits in the text, master key words and expressions related to adventure and sci-fi. Difficult points: Understand the symbolic meaning of the text and the author’s views on science and exploration, and express personal opinions in English. 教学过程 Lead-in The lead-in link aims to arouse students’ interest in the text, activate their prior knowledge, and lay a foundation for the subsequent reading and learning. First, the teacher will show students pictures and short video clips related to the ocean and underwater exploration, including beautiful underwater landscapes, various marine organisms, and different types of submarines. Then, the teacher will ask students two guiding questions: “What do you know about the ocean? Have you ever imagined exploring the mysterious underwater world?” Let students freely express their views and feelings. Some students may talk about the vastness of the ocean, some may mention unique marine creatures, and others may share their understanding of underwater exploration. After that, the teacher will naturally lead to the topic of the lesson: “Today, we will walk into a classic science fiction novel that tells the story of underwater exploration—20,000 Leagues Under the Sea, and experience a wonderful and thrilling underwater adventure with the characters in the novel.” Next, the teacher will briefly introduce the author Jules Verne and the background of the novel in simple English. Jules Verne is a famous French science fiction writer, known as the “father of science fiction”. His works are full of rich imagination and scientific knowledge, which have influenced generations of readers. 20,000 Leagues Under the Sea, published in 1870, is one of his masterpieces. The novel tells the story of Professor Aronnax, his servant Conseil and the whaler Ned Land, who accidentally board the “Nautilus” submarine commanded by Captain Nemo and start a 20,000-league underwater journey. This brief introduction helps students have a preliminary understanding of the novel, reduces the difficulty of reading the text, and further stimulates their desire to read the text. Pre-reading The pre-reading link mainly focuses on helping students master key words and expressions, understand the basic structure of the text, and make reasonable predictions about the text content, so as to improve the efficiency of while-reading. First, the teacher will list the key words and expressions in the text on the blackboard or courseware, including nouns such as “submarine, ocean, adventure, creature”, verbs such as “explore, discover, survive, escape”, adjectives such as “mysterious, thrilling, dangerous, amazing”, and phrases such as “fall into, hold on, come across, take control of”. For each word and expression, the teacher will explain its meaning and usage, and give simple example sentences to help students understand and remember. For example, when explaining the phrase “fall into”, the teacher can give the example sentence “He fell into the river accidentally and was saved by a passer-by.”; when explaining the word “mysterious”, the teacher can describe it as “something that is difficult to understand or explain, full of secrets”. After explaining, the teacher will let students read the words and expressions aloud twice to consolidate their memory. Then, the teacher will ask students to look at the title of the text and the pictures in the textbook, and make predictions about the text content. The teacher can guide students to think: “What do you think the text will talk about? Who are the characters in the text? What adventures will they have underwater?” Students can discuss in pairs for a short time, and then share their predictions. Some students may predict that the text will describe the underwater scenery seen by the characters; some may think that the text will talk about the difficulties and dangers encountered by the characters during the underwater adventure; others may guess that the text will introduce the functions of the “Nautilus” submarine. The teacher will affirm students’ reasonable predictions and encourage them to verify their predictions in the subsequent reading process. This link not only exercises students’ predictive ability, but also makes students more targeted in reading. While-reading While-reading is the core part of the teaching process, which aims to help students understand the main content of the text, grasp the plot clues, analyze the character traits, and initially perceive the theme of the text. This link is divided into three steps: Skimming, Scanning and Intensive Reading. First, Skimming. The teacher asks students to read the text quickly, ignore the details, and grasp the main idea of the text. After reading, the teacher will ask students to answer two questions: “What is the main content of the text?” and “Who are the main characters in the text?” Through skimming, students can clearly know that the text is an excerpt from 20,000 Leagues Under the Sea, which mainly describes the experience of Professor Aronnax, Conseil and Ned Land falling into the sea after their ship is hit, being rescued by the “Nautilus” submarine, and meeting Captain Nemo for the first time. The main characters are Professor Aronnax, Conseil, Ned Land and Captain Nemo. This step helps students establish an overall understanding of the text. Second, Scanning. The teacher asks students to read the text again, focus on finding specific information, and complete the following tasks: 1. When and where did the story happen? 2. How did the three characters fall into the sea? 3. Who rescued them? 4. What did Captain Nemo look like? Students need to find the corresponding information in the text quickly and mark it. After completing the tasks, the teacher will check the answers with the students, and explain the difficult sentences in the process of checking. For example, the sentence “We had no time to think; the ship sank rapidly, and we were thrown into the sea.” The teacher will explain the structure of the sentence, and guide students to understand the urgency of the situation at that time. Through scanning, students can grasp the key details of the text, clarify the plot clues, and lay a foundation for intensive reading. Third, Intensive Reading. On the basis of skimming and scanning, the teacher guides students to read the text carefully, analyze the character traits and the author’s writing techniques, and deeply understand the connotation of the text. First, the teacher will guide students to analyze the character traits of the three main characters. For Professor Aronnax, the teacher can ask students to find the descriptions of him in the text, such as “I was a scientist, and I was eager to explore the unknown world.” “I tried to stay calm and think about how to survive.” Through these descriptions, students can summarize that Professor Aronnax is a curious, calm and knowledgeable scientist. For Conseil, the teacher can ask students to pay attention to his words and deeds, such as “Don’t worry, sir, I will stay with you and help you.” “He held me tightly and helped me keep afloat.” It can be seen that Conseil is a loyal, brave and helpful servant. For Ned Land, the teacher can guide students to find the descriptions such as “He was a strong whaler, and he was good at swimming.” “He shouted loudly for help and tried to find a way to survive.” It shows that Ned Land is brave, strong and has a strong desire to survive. Then, the teacher will guide students to analyze Captain Nemo’s image. The text describes Captain Nemo as “a tall man with a serious face, deep eyes and a calm expression.” “He spoke little, but his voice was firm and powerful.” From these descriptions, students can feel that Captain Nemo is a mysterious, calm and authoritative person. The teacher can ask students to think: “Why do you think Captain Nemo is mysterious? What do you think his identity might be?” Let students express their own views, which can exercise their thinking quality. In addition, the teacher will guide students to appreciate the author’s writing techniques. The text uses a lot of vivid descriptions, such as the description of the sea: “The sea was dark and rough, and the waves were crashing against each other.” The description of the characters’ feelings: “I felt terrified and hopeless, but I tried to calm down.” These descriptions make the story more vivid and touching, and let students feel the charm of literary language. At the same time, the teacher will explain some complex sentences in the text, such as attributive clauses, adverbial clauses, etc., to help students overcome language difficulties and improve their language ability. Post-reading The post-reading link aims to help students consolidate the knowledge learned, apply the language skills, deepen their understanding of the text theme, and develop their cooperative learning ability and thinking quality. This link includes three activities: Group Discussion, Role-play and Writing. First, Group Discussion. The teacher divides students into groups of 4-5, and puts forward the following discussion topics: 1. What do you think of Captain Nemo? Do you think he is a positive or negative character? Why? 2. What can we learn from the three main characters’ experience? 3. What is the author’s attitude towards science and exploration? 4. If you were Professor Aronnax, what would you do when you fell into the sea? Students need to discuss these topics in groups, express their own views, and listen to the opinions of their group members. During the discussion, the teacher will walk around the classroom, guide students to express their views in English, and help them solve the language problems encountered in the discussion. After the discussion, each group will send a representative to share the group’s views with the whole class. The teacher will comment on the students’ performances, affirm their advantages, and put forward suggestions for improvement. This activity not only exercises students’ oral expression ability and cooperative learning ability, but also deepens their understanding of the text theme. Second, Role-play. The teacher asks students to choose a scene from the text, such as the scene where the three characters fall into the sea, the scene where they are rescued by the “Nautilus” submarine, or the scene where they meet Captain Nemo for the first time. Students in each group will play different roles, such as Professor Aronnax, Conseil, Ned Land and Captain Nemo. They need to design their own lines and actions according to the text content, and add their own understanding. Before the performance, students can rehearse in groups for a short time. After the rehearsal, each group will perform their role-play in front of the whole class. The teacher and other students will score the performances from the aspects of line expression, role interpretation and teamwork. This activity makes the text content more vivid and intuitive, helps students better understand the characters’ feelings and personalities, and also stimulates students’ interest in learning English. Third, Writing. The teacher asks students to write a short passage of 100-120 words about “My Imagination of Underwater Adventure” according to the text and their own imagination. The teacher will give some guiding hints: 1. What kind of underwater world would you like to explore? 2. What adventures would you have there? 3. What would you learn from the adventure? Students need to use the key words and expressions learned in the lesson, and pay attention to the coherence and logic of the passage. After finishing writing, students can exchange their passages with their deskmates and correct each other’s mistakes. Then, the teacher will select several excellent passages and read them to the whole class, and comment on them, pointing out the advantages and deficiencies. This activity not only helps students consolidate the key words and expressions learned, but also exercises their writing ability and imagination. Summary and Homework First, Summary. The teacher will lead students to review the content of the lesson together. First, review the key words and expressions, then sort out the plot clues of the text, and finally summarize the character traits and the theme of the text. The teacher will emphasize that this lesson mainly tells the initial experience of the three main characters in the underwater adventure, shows their different personalities, and conveys the spirit of courage, exploration and loyalty. At the same time, the teacher will summarize the learning methods of literary texts, such as skimming, scanning and intensive reading, and encourage students to use these methods in future English reading. Then, Homework. The homework is divided into three levels to meet the needs of different students: 1. Basic homework: Copy the key words and expressions in the lesson, and make 5 sentences with them. Read the text aloud for 15 minutes every day and try to recite the key paragraphs. 2. Intermediate homework: Write a character analysis of one of the main characters in the text, about 150 words. 3. Advanced homework: Read the original English excerpt of 20,000 Leagues Under the Sea (provided by the teacher), and write a short reading report about your feelings and insights, about 200 words. This hierarchical homework not only helps students consolidate the knowledge learned in the lesson, but also encourages students to expand their reading and improve their comprehensive English ability. In the whole teaching process, the teacher always adheres to the student-centered concept, pays attention to the cultivation of students’ four-dimensional core literacy, and combines various teaching activities to make the classroom teaching more vivid and interesting. Through the interaction between teachers and students and between students and students, students’ enthusiasm and initiative in learning are fully mobilized, so that students can not only master the language knowledge and skills, but also improve their thinking quality, cultural awareness and learning ability, and achieve the teaching goals of the lesson. 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 $