Unit4 Traveller's tales-A Reading and interaction 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 4 Traveller's tales-A Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master travel-related vocabulary and complex sentences, improve reading comprehension and interactive communication skills. Cultural Awareness: Understand diverse cultural customs in travel tales, respect cultural differences. Thinking Quality: Develop logical analysis and critical thinking through text exploration. Learning Ability: Cultivate autonomous and cooperative learning habits in reading and interaction. 教学重难点 Key Points: Grasp the main idea and structure of travel narratives, master key vocabulary (e.g., backpacker, destination, adventure) and sentence patterns about travel experiences. Difficult Points: Analyze the author’s emotional tone and writing purpose, and use target language to interact and share travel views. 教学过程 Pre-reading: Lead-in and Activation (Interactive and Exploratory) Activity 1: Warm-up Discussion The teacher starts the class by showing pictures of different travel destinations (e.g., the Quirimbas National Park in Mozambique, the Sahara Desert in Morocco, the Alps), and asks students the following questions: “Have you ever traveled to a place that impressed you deeply? What did you see and experience there? What do you think makes a travel experience meaningful?” Students are divided into groups of 4 to discuss these questions freely. After 5 minutes of discussion, each group selects one representative to share their opinions with the whole class. The teacher listens carefully, gives positive feedback, and guides students to use simple travel-related words (e.g., travel, visit, beautiful, interesting) during their sharing. Design Intention: This activity aims to activate students’ prior knowledge and life experience about travel, arouse their interest in the unit topic “Traveller's tales”. By discussing their own travel experiences, students can naturally enter the English learning context, reduce their anxiety about new text learning, and lay a foundation for the subsequent reading and interaction. Meanwhile, it helps cultivate students’ cooperative learning ability and oral expression skills in simple English. Activity 2: Vocabulary Preview The teacher presents key vocabulary of the text on the screen, including nouns (backpacker, destination, lodge, foundation), verbs (volunteer, employ, set up, appeal to), adjectives (poor, enthusiastic, determined, typical) and phrases (take a gap year, get off the beaten track, soak up, blow away). For each word or phrase, the teacher provides simple definitions, example sentences related to travel, and combines pictures or short video clips to help students understand. For example, when explaining “get off the beaten track”, the teacher shows a picture of a remote village and says, “This is a place that few tourists go to, so we can say it’s off the beaten track.” Then, the teacher asks students to make simple sentences with these words or phrases in pairs, and checks their mastery randomly. Design Intention: Previewing key vocabulary in advance helps students remove language obstacles in reading, so that they can focus more on understanding the text content and logical structure. Combining definitions, examples and visual materials makes vocabulary learning more vivid and easy to remember, avoiding mechanical memorization. Pair work also provides students with more opportunities to practice using new words, laying a solid language foundation for the while-reading stage. Activity 3: Text Prediction The teacher shows the title of the reading text “A road less travelled” and the picture of Amy Carter-James (the protagonist of the text), and asks students to predict: “What do you think the text will talk about? Who is the protagonist? What kind of travel experience will she have?” Students can express their predictions freely, and the teacher writes down some reasonable predictions on the blackboard (e.g., The protagonist may have a special travel experience. She may help local people during her travel.). Then, the teacher says, “Let’s read the text to find out whether your predictions are correct.” Design Intention: Predicting the text content based on the title and pictures can stimulate students’ curiosity and reading motivation, and help them form a preliminary cognitive framework of the text. It also cultivates students’ ability to infer and predict information, which is an important reading strategy. In the process of prediction, students can also use the newly learned vocabulary, further consolidating their vocabulary mastery. While-reading: Text Analysis and Comprehension (In-depth and Hierarchical) Activity 1: Skimming for Main Idea Students are asked to read the text quickly (skimming) and answer two questions: 1. Who is the protagonist of the text? 2. What is the main thing she did during her travel? After reading, students answer the questions individually, and the teacher checks the answers and summarizes the main idea of the text: Amy Carter-James took a gap year in Africa, volunteered in Kenya, then traveled to Mozambique with her boyfriend, built a beach lodge, set up a charitable foundation, and helped improve the lives of local people through tourism. Design Intention: Skimming is a basic reading skill that helps students grasp the core content of the text quickly. By setting simple and direct questions, students can focus on the key information during skimming, avoid being distracted by trivial details. This activity also helps students form an overall understanding of the text, laying a foundation for in-depth analysis in the next step. Activity 2: Scanning for Specific Information Students are asked to read the text again carefully (scanning) and complete a table about Amy’s travel experience and actions. The table includes the following columns: Time, Place, Actions, and Purpose. For example, “After finishing university” in the Time column, “Kenya” in the Place column, “Volunteered in a poor countryside school” in the Actions column, and “To experience and understand poverty” in the Purpose column. Students complete the table independently first, then check and correct with their group members. Finally, the teacher invites several students to present their tables to the whole class, and makes supplements and explanations. Design Intention: Scanning is another important reading skill that helps students find specific information quickly and accurately. The table design makes the text information more organized and clear, helping students sort out the logical context of the text. Independent completion and group check not only cultivate students’ autonomous learning ability, but also enhance their cooperative learning awareness. Meanwhile, it helps students deeply understand the details of Amy’s travel experience, laying a foundation for analyzing the author’s writing purpose and the protagonist’s characteristics. Activity 3: Text Structure Analysis The teacher guides students to analyze the structure of the text. First, ask students to divide the text into several parts and summarize the main content of each part. Then, the teacher helps students sort out the text structure: Part 1 (Paragraph 1-2): The background of Amy’s travel—she took a gap year in Africa and had the idea of using tourism to promote community development. Part 2 (Paragraph 3-4): Amy and her boyfriend’s travel in Mozambique—they found a poor village, communicated with local people, built a beach lodge and set up a charitable foundation. Part 3 (Paragraph 5): The introduction of the beach lodge and the impact of their work—though it is hard to get there, the lodge is worth visiting, and it has helped improve local people’s lives. After analyzing the structure, the teacher asks students: “What kind of writing style is this text? (Narrative) What is the writing order? (Chronological order)” Design Intention: Analyzing the text structure helps students understand the logical connection between each part of the text, improve their ability to sort out and organize information. By identifying the writing style and order, students can master the characteristics of narrative texts, which is helpful for their future reading and writing of similar texts. This activity also cultivates students’ logical thinking ability, which is an important part of thinking quality. Activity 4: Language Points Analysis Combined with the text, the teacher focuses on explaining key language points that students may find difficult. For example: 1. “It all started when Amy took a gap year in Africa after she finished university.” (The usage of “it” as a formal subject, and the attributive clause guided by “when”). 2. “Mozambique had two qualities which appealed to them: great attraction as a travel destination and local people who badly needed help.” (The attributive clause guided by “which” and “who”). 3. “They talked to the villagers about their plan to create a small beach resort, which would provide employment for people so that they could have a better life.” (The infinitive “to create” as an attributive, and the purpose clause guided by “so that”). For each language point, the teacher explains the usage, gives examples in the text, and asks students to find similar sentences in the text to practice. Then, the teacher designs simple exercises for students to practice, such as completing sentences with the correct form of the given words or rewriting sentences. Design Intention: Combining the text to explain language points can make students understand the usage of language in a specific context, avoiding isolated language learning. By finding similar sentences and doing exercises, students can consolidate their mastery of language points, improve their language competence. This activity also helps students solve the difficult points in reading, ensuring that they can understand the text more thoroughly. Activity 5: Emotional Tone and Author’s Purpose Analysis The teacher asks students to read the text again, focus on the description of Amy’s actions and words, and discuss the following questions in groups: 1. What kind of person is Amy? (Enthusiastic, determined, kind, responsible) 2. What is the author’s attitude towards Amy’s behavior? (Positive, praiseworthy) 3. What is the author’s writing purpose? (To tell Amy’s travel story, show the power of tourism to promote community development, and encourage readers to pay attention to the connection between travel and social responsibility) During the discussion, the teacher walks around the classroom, guides students to find evidence from the text to support their views, such as Amy’s words “We wanted to show the world the power of tourism, that it could be a vehicle for change.” After the discussion, each group shares their views, and the teacher makes a summary and evaluation. Design Intention: Analyzing the emotional tone and author’s purpose helps students go beyond the surface meaning of the text, understand the deep connotation of the text. It cultivates students’ critical thinking ability and the ability to infer the author’s intention from the text. Group discussion provides students with more opportunities to exchange and express their views, improving their oral expression skills and cooperative learning ability. Meanwhile, it helps students understand the positive value of travel, which is conducive to the cultivation of their cultural awareness and personality. Post-reading: Consolidation and Interaction (Application and Extension) Activity 1: Text Retelling Students are asked to retell the text in their own words based on the text structure and the table they completed in the while-reading stage. They can work in pairs first, and then each pair selects one representative to retell the text to the whole class. The teacher reminds students to use the key vocabulary and sentence patterns they have learned. After each retelling, the teacher gives feedback, praises the advantages, and puts forward suggestions for improvement (e.g., “You used many key words correctly, but you can add more details about Amy’s feelings”). Design Intention: Text retelling is an effective way to consolidate the text content and language points. It helps students integrate the information they have learned, improve their oral expression ability and logical organization ability. Retelling in pairs reduces students’ pressure, and teacher’s feedback helps students find their own shortcomings and improve their language application ability. Activity 2: Group Interaction - Travel Story Sharing Students are divided into groups of 4, and each student shares a short travel story of their own or a travel story they have heard (it can be simple). When sharing, they need to use the key vocabulary and sentence patterns learned in this lesson, and talk about the feelings and gains from the travel. After each student shares, other group members can ask questions (e.g., “Where did you go? What did you do there? How did you feel?”) and give comments. The teacher walks around the classroom, guides students to use English to communicate, and helps them solve language problems encountered in the interaction. Design Intention: This activity combines the text content with students’ real life, providing students with an opportunity to apply the learned language to practical communication. It helps improve students’ oral interactive communication ability, and cultivates their ability to express their own views and listen to others’ opinions. Meanwhile, through sharing travel stories, students can understand different travel experiences and cultural customs, enhancing their cultural awareness. Activity 3: Discussion - The Value of Travel The teacher puts forward a discussion topic: “What is the value of travel? Besides enjoying the scenery, what else can we get from travel?” Students discuss this topic in groups. They can combine Amy’s story and their own travel experience to express their views. For example, some students may say that travel can help us understand different cultures, some may say that travel can make us more independent, and some may say that travel can help us make new friends. After the discussion, each group selects one representative to share their group’s views with the whole class. The teacher summarizes the discussion, emphasizing that travel is not only a kind of entertainment, but also a way to gain experience, understand the world and take social responsibility. Design Intention: This discussion topic extends the text content, guides students to think deeply about the value of travel, and cultivates their critical thinking ability and values. Combining Amy’s story and their own experience makes the discussion more practical and meaningful. It also helps students understand the connection between travel and personal growth, cultural exchange and social responsibility, which is conducive to the cultivation of their core literacy. Activity 4: Written Consolidation Students are asked to write a short passage (80-100 words) about their favorite travel experience or a travel experience they want to have. They need to use the key vocabulary and sentence patterns learned in this lesson, and clearly express the place, actions and feelings of the travel. After finishing writing, students exchange their passages with their deskmates, check each other’s grammar, vocabulary and logic, and give suggestions for revision. Then, the teacher selects several excellent passages and common mistakes to comment on in class. Design Intention: Written consolidation helps students consolidate the language points and writing skills learned in this lesson, improving their written expression ability. Peer review not only helps students find their own mistakes, but also improves their ability to evaluate and revise articles. Teacher’s comment focuses on the key points and common mistakes, helping students avoid making the same mistakes in the future and improve their writing level. Summary The teacher summarizes the content of this class with students: “In this class, we read a travel story about Amy, grasped the main idea and structure of the text, mastered some key vocabulary and sentence patterns about travel, analyzed Amy’s characteristics and the author’s writing purpose, and had interactive discussions and sharing about travel. We also learned that travel can be a vehicle for change, bringing help to others.” Then, the teacher asks students to think about what they have learned and gained in this class, and invites 1-2 students to share their feelings. Design Intention: Class summary helps students sort out the knowledge and skills learned in this class, form a systematic cognitive structure, and deepen their understanding of the unit topic. Inviting students to share their feelings helps the teacher understand students’ learning effect, and also enhances students’ sense of participation and achievement. 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 $