Unit3 Travel Reading B Further Exploration 教学设计-2025-2026学年高中英语沪外版必修第一册

Unit 3 Travel-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on improving students’ language ability via text analysis, cultivating cultural awareness through cross-cultural travel comparison, developing critical thinking by exploring travel significance, and fostering learning ability with autonomous and cooperative learning activities. 教学重难点 Key: Master core vocabularies and complex sentences in the text, understand its structure and main idea. Difficulty: Analyze the author’s attitude and writing purpose, and apply the learned to express personal travel views in English. 教学过程 Lead-in: Activate Prior Knowledge and Guide Topic Entry The teacher starts the class by showing a set of diverse travel pictures, including ancient silk road caravans, modern city tours, and natural scenery explorations. Then the teacher asks open-ended questions in English: “Have you ever had a memorable travel experience? What did you gain from it? Do you think travel only means visiting scenic spots?” After asking, the teacher invites 2-3 students to share their ideas freely in English, and gives positive comments and appropriate guidance, such as correcting simple grammatical errors gently and expanding their expressions properly. After the student sharing, the teacher naturally leads to the topic: “Today, we will learn Reading B Further Exploration in Unit 3 Travel. This text will take us to explore the deeper significance of travel beyond sightseeing, and let us understand how travel enriches our life and broadens our horizons.” Then the teacher writes the title on the blackboard and spells the key word “exploration” together with the students, explaining its meaning and usage briefly combined with the context of travel. Design Intention: The lead-in links students’ real-life experiences with the text topic, which can quickly arouse students’ learning interest and enthusiasm. Showing diverse travel pictures can activate students’ prior knowledge about travel, help them enter the English learning context quickly. The open-ended questions provide students with opportunities to express themselves in English, lay a foundation for the subsequent text learning and language output. Meanwhile, the explanation of the key word “exploration” paves the way for students to understand the core theme of the text. Pre-reading: Preview Vocabulary and Remove Reading Barriers First, the teacher arranges students to work in groups of 4 to review the new words and phrases in the text that they have previewed before class, including core vocabularies such as “journey, destination, inspire, broaden, perspective, challenge” and phrases such as “set off, take on, in the process of, open one’s eyes to”. Each group is responsible for explaining 2-3 words or phrases, including pronunciation, part of speech, Chinese meaning and simple example sentences related to travel. For example, when explaining “broaden one’s horizons”, a student can make a sentence: “Travel can broaden our horizons and help us know more about different cultures.” After the group sharing, the teacher focuses on explaining the difficult words and phrases that students may not master well, such as “perspective” and “take on”. For “perspective”, the teacher combines the context of the text and gives two example sentences: “From a traveler’s perspective, every place has its unique charm.” and “We should look at things from different perspectives.” to help students understand its meaning of “viewpoint” or “angle”. For “take on”, the teacher lists its common meanings in travel context, such as “undertake” and “show”, and makes sentences respectively to let students distinguish and master. Then, the teacher asks students to predict the main content of the text according to the title “Further Exploration” and the pictures attached to the text. The teacher guides students to think: “What do you think the author will talk about in this text? Will it introduce specific travel experiences or discuss the significance of travel? What kind of ‘further exploration’ will it involve?” Students can express their predictions freely, and the teacher does not give the correct answer immediately, but encourages students to keep their questions and verify them in the process of reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing and reviewing vocabulary in groups can cultivate students’ autonomous learning ability and cooperative learning awareness. Letting students explain words by themselves can deepen their memory and understanding of vocabulary. The teacher’s key explanation of difficult words can effectively remove the barriers for students to read the text. Predicting the main content of the text can stimulate students’ reading motivation, make them read with purpose and improve reading efficiency. While-reading: Layered Reading and Deep Text Comprehension This link is divided into three stages: skimming, scanning and careful reading, guiding students to understand the text from shallow to deep, and gradually grasp the structure, main idea and key details of the text. Skimming: Grasp the Main Idea and Text Structure The teacher asks students to read the text quickly, not paying attention to the specific details and new words they don’t know, and completes two tasks: First, find out the main idea of the text; Second, divide the text into several parts and summarize the main idea of each part. After reading, students are invited to share their answers. The teacher guides students to sort out the text structure together: The first part (Paragraph 1) leads to the topic by talking about people’s different understandings of travel; The second part (Paragraphs 2-4) discusses the deeper significance of travel through specific examples, including broadening horizons, gaining new perspectives and facing challenges; The third part (Paragraph 5) summarizes the value of travel and calls on people to explore the world through travel. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea and text structure of the text, establish a overall understanding of the text, and lay a foundation for further careful reading. Letting students divide the text and summarize the main idea of each part can cultivate their ability of text induction and generalization, which is in line with the requirements of core literacy for thinking quality. Scanning: Locate Key Details and Consolidate Vocabulary On the basis of skimming, the teacher asks students to read the text again, scan for specific details, and complete the following tasks in groups: (1) What are the different understandings of travel mentioned in the text? (2) What examples does the author use to illustrate the significance of travel? (3) What benefits can people get from travel according to the text? Each group is responsible for one task, and after completing it, they share their answers with the whole class. When students share, the teacher guides them to find the original sentences in the text, underline the key words and phrases, and connect them with the vocabulary learned in the pre-reading link, such as when talking about the benefits of travel, guide students to find the sentence “Travel not only broadens our horizons, but also inspires us to think differently and take on new challenges”, and review the words “broaden, inspire, take on”. In the process of sharing, the teacher also pays attention to guiding students to understand the logical connection between paragraphs. For example, the author uses “However” at the beginning of Paragraph 2 to transition, which reflects the turn from people’s superficial understanding of travel to the deeper significance. The teacher asks students to find other transition words in the text, such as “In addition”, “Finally”, and analyze their roles in connecting the context. Design Intention: Scanning can help students quickly locate key information, improve their ability of information extraction. Completing tasks in groups can enhance students’ cooperative awareness and communication ability. Connecting key details with vocabulary review can consolidate students’ mastery of vocabulary and realize the integration of vocabulary learning and text reading. Analyzing transition words can help students understand the logical structure of the text and improve their text analysis ability. Careful Reading: Analyze the Author’s Attitude and Writing Purpose After grasping the main idea and key details, the teacher guides students to read the text carefully again, focusing on analyzing the author’s attitude and writing purpose. The teacher puts forward the following guiding questions: (1) What is the author’s attitude towards travel? How do you know? (2) What is the author’s writing purpose of this text? (3) Do you agree with the author’s view on travel? Why? Students first think independently, then discuss in groups, and finally share their views with the whole class. When students share, the teacher guides them to find the basis in the text. For example, the author uses positive words such as “wonderful”, “valuable”, “inspiring” to describe travel, which reflects the author’s positive and supportive attitude towards travel. The last sentence of the text “So, don’t hesitate to set off and explore the world around you—it will be an unforgettable journey of growth.” clearly shows the author’s writing purpose: to encourage people to travel, explore the world and gain growth through travel. In addition, the teacher guides students to analyze the rhetorical devices used in the text, such as metaphor and parallelism. For example, the sentence “Travel is like a mirror, which shows us different worlds and helps us know ourselves better.” uses metaphor, which makes the description more vivid and vivid. The teacher asks students to find other rhetorical devices in the text and analyze their roles, so as to deepen their understanding of the text’s language characteristics. Design Intention: Careful reading is the key link to deepen text understanding. Guiding students to analyze the author’s attitude and writing purpose can cultivate their critical thinking ability and text appreciation ability. Independent thinking and group discussion can give full play to students’ subjectivity, let students express their views freely, and improve their ability of language expression and logical thinking. Analyzing rhetorical devices can help students feel the beauty of the text’s language and improve their language literacy. Post-reading: Consolidate and Extend, Realize Language Application This link is divided into two parts: language consolidation and theme extension, aiming to help students consolidate the knowledge learned, apply the language to practice, and extend the theme of the text, so as to realize the improvement of core literacy. Language Consolidation: Sentence Imitation and Error Correction First, the teacher arranges students to imitate the complex sentences in the text. The teacher selects several typical sentences, such as “While many people think travel is just about visiting famous scenic spots and taking photos, I believe it is much more than that.” and “Travel not only broadens our horizons, but also inspires us to think differently and take on new challenges.” Students are required to imitate these sentences and make their own sentences combined with their own travel experiences or views. After completing, students exchange their sentences in pairs, correct each other’s errors, and then the teacher selects several representative sentences to comment on, focusing on the correct use of sentence structures and vocabulary. Then, the teacher designs an error correction exercise, which selects 5 sentences related to the text, including errors in vocabulary, grammar and sentence structure, such as “Travel can broadens our horizons.” (error: “broadens” should be “broaden”) and “I am looking forward to visit different places.” (error: “visit” should be “visiting”). Students are asked to complete the error correction independently, then check the answers with the whole class, and the teacher explains the reasons for the errors in detail, helping students consolidate the relevant grammar and vocabulary knowledge. Design Intention: Sentence imitation is an effective way to improve students’ language expression ability. It can help students master the correct sentence structure and apply the learned vocabulary and grammar to practice. Error correction can help students find out their own mistakes in language use, consolidate the knowledge learned, and avoid making the same mistakes again. Pair exchange and teacher comment can enhance the interaction between students and between teachers and students, and improve the effect of language consolidation. Theme Extension: Group Discussion and Speech The teacher puts forward the discussion topic: “Combined with the text and your own experience, what do you think is the most important significance of travel? If you have a chance to travel abroad, which country would you choose to go to? Why?” Students are divided into groups of 4 to discuss. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, gives appropriate guidance and help, such as prompting students to use the words and phrases learned in the text, and guiding students to express their views clearly and logically. After the discussion, each group selects a representative to give a 2-3 minute speech in English, sharing the group’s views. The teacher gives positive comments on each student’s speech, affirming their advantages in language expression and logical thinking, and putting forward suggestions for improvement, such as “Your speech is very fluent. If you can use more complex sentences learned in the text, it will be better.” In addition, the teacher extends the theme further and asks students to think: “In the process of travel, how should we respect the local culture and customs? What should we pay attention to when traveling to protect the environment?” Students express their views freely, and the teacher guides them to establish the awareness of cultural respect and environmental protection, which cultivates their cultural awareness and social responsibility. Design Intention: Group discussion and speech can provide students with more opportunities to express themselves in English, improve their oral expression ability and logical thinking ability. The discussion topic is closely related to the text and students’ real life, which can stimulate students’ interest in expression and realize the transfer and application of knowledge. Extending the theme to cultural respect and environmental protection can integrate the cultivation of cultural awareness and social responsibility into teaching, which is in line with the requirements of core literacy. Summary and Homework: Sort Out Knowledge and Expand Learning Summary The teacher invites students to summarize the content of this class independently, including the main idea of the text, key vocabulary and phrases, and the significance of travel. Then the teacher makes a supplementary summary, sorting out the knowledge system of this class, emphasizing the key and difficult points, and reviewing the reading strategies and language points learned. At the same time, the teacher encourages students to keep the habit of reading English articles, and actively explore the world through travel and reading, so as to broaden their horizons and improve their comprehensive quality. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in this class, deepen their understanding and memory, and cultivate their ability of induction and generalization. The teacher’s supplementary summary can help students form a systematic knowledge system, clarify the key and difficult points, and strengthen the effect of classroom teaching. Homework The teacher assigns three levels of homework to meet the needs of different students: Level 1 (Basic): Copy the core vocabulary and phrases in the text, and make one example sentence for each; Read the text aloud for 15 minutes every day, and record the reading audio. Level 2 (Improvement): Write a short passage of 80-100 words about your most memorable travel experience, using the words, phrases and sentence structures learned in the text. Level 3 (Challenge): Write a short article of 120-150 words discussing the significance of travel in modern life, and put forward your own views on how to make travel more meaningful. Design Intention: Designing hierarchical homework can take care of the differences of students’ learning levels, let every student can complete the homework within their ability, and gain a sense of accomplishment. The basic homework focuses on consolidating vocabulary and reading ability; the improvement homework focuses on training students’ writing ability; the challenge homework focuses on cultivating students’ critical thinking ability and deep thinking about the theme, which is conducive to the all-round development of students’ core literacy. 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 $