Unit 1 Road to Success-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修三册

Unit 1 Road to Success-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to understand and express success-related themes, cultural awareness to recognize diverse success definitions, thinking quality to analyze cases critically, and learning ability to explore independently and cooperate collaboratively. 教学重难点 Key: Mastering core vocabularies and complex sentences about success, grasping the text’s structure and authors’ viewpoints. Difficulty: Analyzing cross-cultural success connotations and applying learned knowledge to express personal opinions. 教学过程 Lead-in The teacher starts the class with an open question: “What does success mean to you? Is it wealth, fame, happiness, or something else?” Then, show students three short pictures: one is a Kenyan herdsman with his cattle, one is a Nordic employee enjoying a relaxed work-life balance, and one is a Chinese student achieving their academic goals. Ask students to discuss in pairs: “Why do these people think they are successful? Are their definitions of success the same?” After 5 minutes of discussion, invite 2-3 groups to share their ideas. Finally, the teacher summarizes: “Success is not a single concept; it has different meanings in different cultures and for different people. Today, we will explore further about success through Reading B’s Further Exploration and understand the diverse tapestry of success around the world.” Design Intention: This lead-in links students’ real-life experiences and prior cognition of success, stimulating their learning interest and enthusiasm. By presenting cross-cultural pictures, it subtly introduces the core theme of the text—diverse definitions of success, laying a foundation for students to understand the cultural connotations in the text. The pair discussion activity also helps cultivate students’ cooperative learning ability and initial expression ability, which is in line with the requirements of learning ability and language ability in core literacy. Pre-reading Vocabulary Preview The teacher presents the core vocabularies and phrases in the text on the screen, including “perseverance”, “resilience”, “Ubuntu philosophy”, “hygge lifestyle”, “collectivist society”, “individual achievement”, “navigate obstacles”, “achieve milestones”. For each word and phrase, the teacher provides simple English explanations and example sentences related to the text theme. For example, “Ubuntu philosophy refers to the African concept that ‘I am because we are’, emphasizing mutual help and community harmony.” “Hygge lifestyle is a Nordic way of life focusing on comfort, warmth and contentment.” Then, ask students to read the words and phrases aloud twice, and invite individual students to read them to check their pronunciation and understanding. After that, organize a small activity: match the words and phrases with their corresponding explanations, and the group that finishes correctly first wins a small reward. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabularies before reading helps students remove language barriers, improve reading efficiency, and lay a solid foundation for grasping the text content. By providing English explanations and theme-related examples, students can not only remember the words but also understand their usage in specific contexts, which is conducive to cultivating their language awareness and language ability. The matching activity increases the interactivity of vocabulary learning, making the learning process more interesting and enhancing students’ participation. Background Introduction The teacher briefly introduces the background of the text: “Reading B’s Further Exploration mainly focuses on three successful people from different regions—India, Northern Europe and Latin America. It explores how different cultural backgrounds shape people’s definitions of success. Unlike Reading A, which focuses on individual struggle, this part pays more attention to the impact of social and cultural factors on success. For example, the Ubuntu philosophy in Africa emphasizes collective well-being, while the Nordic hygge lifestyle pursues a balanced and happy life. Understanding these cultural backgrounds will help us better understand the characters’ choices and viewpoints in the text.” At the same time, the teacher shows a simple world map and marks the three regions, helping students establish a spatial concept. Design Intention: The text involves rich cross-cultural content, and appropriate background introduction can help students understand the cultural connotations behind the text, avoid cultural misunderstandings, and cultivate their cultural awareness. By comparing Reading A and Reading B, students can clarify the logical connection between the two texts, form a holistic understanding of the unit theme “Road to Success”, and lay a foundation for in-depth reading. While-reading Skimming Ask students to read the text quickly and answer two questions: (1) How many cases are mentioned in the text? Who are they? (2) What is the main idea of the text? After students finish reading, invite them to answer the questions. The teacher corrects and summarizes: “There are three cases in the text, including a social worker from India, an entrepreneur from Northern Europe and an artist from Latin America. The main idea of the text is to explore the diverse definitions of success in different cultural contexts, showing that success is not only about individual achievement but also related to cultural values and social needs.” Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main content of the text and establish the overall framework of the text. The two questions are designed to guide students to focus on the core information of the text, avoid being distracted by trivial details, and cultivate their ability to extract key information quickly, which is an important part of language ability training. Scanning Ask students to read the text again carefully and fill in the following table. The table includes four columns: “Characters”, “Regions”, “Their Achievements” and “Their Definitions of Success”. Students can work in groups of four to complete the table, and the teacher walks around the classroom to provide guidance for students who have difficulties. After all groups finish, invite one group to present their answers on the blackboard, and other groups to supplement and correct. Finally, the teacher summarizes the key information of each case, emphasizing the differences in their definitions of success caused by cultural differences. Design Intention: Scanning helps students locate specific information accurately in the text, improve their reading precision and efficiency. The group cooperation form allows students to help each other, exchange ideas, and cultivate their cooperative learning ability and communication ability. The table form makes the text information more intuitive and clear, helping students sort out the logical relationship of the text and lay a foundation for in-depth analysis of the text. Close Reading The teacher guides students to conduct in-depth analysis of key paragraphs and sentences, focusing on language points and logical relationships, and combining cultural background to help students understand the connotation of the text. First, focus on the paragraph about the Indian social worker. Ask students: “What did the Indian social worker do? Why did she think she was successful?” Guide students to find key sentences: “She devoted herself to helping poor women in rural areas gain economic independence by teaching them handicraft skills. For her, success is not about personal wealth, but about enabling more people to live a decent life.” Then, analyze the sentence structure: “Having grown up in a collectivist society, she deeply understands the importance of mutual assistance and community development.” Explain the non-finite verb “having grown up” as an adverbial of reason, and guide students to imitate the sentence structure to make sentences. At the same time, combine the collectivist culture in India to help students understand why the social worker’s definition of success focuses on the collective. Second, focus on the paragraph about the Nordic entrepreneur. Ask students: “What is the Nordic entrepreneur’s business philosophy? How does it reflect the hygge lifestyle?” Guide students to find key information: “He runs a small coffee shop and insists on providing a comfortable and warm environment for customers. He refuses to expand the business blindly, believing that success is to have a stable life, a happy family and the respect of others.” Analyze the key phrase “slow rivers run deep” quoted in the text, explain its meaning and cultural connotation, and let students discuss: “What is the difference between the Nordic entrepreneur’s success view and the traditional success view we know?” Third, focus on the paragraph about the Latin American artist. Ask students: “What is the Latin American artist’s artistic pursuit? Why does she think her art is a kind of success?” Guide students to understand: “She uses local folk art forms to express the life and emotions of ordinary people, and her works have been recognized by people all over the world. For her, success is to inherit and develop folk culture and let more people understand the beauty of Latin American culture.” Analyze the cultural load words in the paragraph, such as “folk art”, “cultural heritage”, and guide students to think about the relationship between personal success and cultural inheritance. In the process of close reading, the teacher also guides students to pay attention to the logical connection of the text. Ask students: “How does the author connect the three cases? What is the author’s attitude towards diverse success views?” Guide students to find the transitional sentences in the text and summarize the author’s viewpoint: “The author connects the three cases through the discussion of cultural differences, and holds a positive attitude towards diverse success views, believing that everyone can define success in their own way according to their own cultural background and life pursuit.” Design Intention: Close reading is the key link of in-depth understanding of the text. By analyzing key paragraphs and sentences, students can not only master the language points such as non-finite verbs and cultural load words, but also deeply understand the connotation of the text and the author’s viewpoints. Combining cultural background analysis helps students recognize the impact of culture on values, cultivate their cultural awareness and cross-cultural communication ability. The sentence imitation activity helps students apply the learned language knowledge, improving their language expression ability. Guiding students to analyze the logical connection of the text helps cultivate their logical thinking ability and critical thinking ability. Post-reading Group Discussion Organize students to discuss the following topics in groups of four: (1) What do you think of the three characters’ definitions of success? Do you agree with them? Why or why not? (2) Combining your own cultural background and life experience, what is your definition of success? (3) How can we achieve our own success in the future? Each group designates a recorder to record the key points of the discussion and a spokesman to present the group’s views. The teacher walks around the classroom to guide the discussion, reminds students to use the vocabularies and sentence structures learned in the text, and encourages students to express their own opinions boldly. After the discussion, invite 3-4 groups to present their views. The teacher comments on each group’s presentation, affirms the positive views, corrects the inappropriate expressions, and guides students to form a correct view of success: “Success is diverse and there is no fixed standard. It can be personal achievement, family happiness, or contribution to society. What matters is that we have a clear goal, keep working hard, and pursue what we really love.” Design Intention: Group discussion provides a platform for students to express their opinions, helps them deepen their understanding of the text theme, and applies the learned language knowledge to practical communication, improving their language expression ability and cooperative learning ability. The discussion topics are closely related to students’ real life, which can stimulate their thinking, help them establish a correct view of success, and realize the educational value of the text. The teacher’s guidance and comments help students standardize their language expression and improve their thinking quality. Language Application Assign two language application tasks to students, and they can choose one to complete: (1) Write a short passage (80-100 words) about your own definition of success, using at least 5 core vocabularies and 2 sentence structures learned in the text. (2) Make a short speech (1-2 minutes) about “My Road to Success”, introducing your own success goals and the ways to achieve them. Students complete the task independently, and the teacher walks around to provide guidance for students who have difficulties. After students finish, invite some students to present their works or speeches. The teacher comments on their works, focusing on the use of language, the clarity of viewpoints and the fluency of expression, and puts forward suggestions for improvement. Design Intention: Language application tasks aim to help students consolidate the learned language knowledge, transform the input of language into output, and improve their language writing and speaking ability. The optional task design takes into account the differences in students’ learning ability and interests, allowing each student to show their strengths. The teacher’s comments help students find their own shortcomings and improve their language application ability. Text Extension The teacher introduces some other examples of diverse success views to students, such as a Chinese farmer who insists on planting organic vegetables and provides healthy food for people, a volunteer who devotes himself to public welfare causes and helps those in need, and a scientist who insists on scientific research and makes contributions to the country’s technological progress. Ask students: “What do these people have in common? What can we learn from them?” Guide students to summarize: “Although their fields and ways of success are different, they all have perseverance, sense of responsibility and pursuit of dreams. We should learn from them, establish a correct view of success, and strive to realize our own value.” At the same time, the teacher recommends some related reading materials and videos to students, such as articles about diverse success views and interviews with successful people from different fields, encouraging students to explore more about success after class. Design Intention: Text extension helps students expand their horizons, deepen their understanding of the theme of success, and realize that success is diverse and inclusive. Introducing Chinese cases helps students combine their own cultural background, enhance their cultural identity and sense of responsibility, and cultivate their cultural awareness and Chinese feelings. Recommending after-class reading materials and videos helps students develop the habit of autonomous learning, improve their learning ability, and realize the continuity of learning. Summary and Reflection Summary The teacher leads students to summarize the key points of the class: “In this class, we have learned Reading B’s Further Exploration, understood three cases of successful people from different cultural backgrounds, mastered the core vocabularies and sentence structures related to success, and explored the diverse definitions of success. We also discussed our own views on success and learned how to apply the learned language knowledge to express our own opinions. Through this class, we should realize that success is not a single concept, but is closely related to cultural background and personal pursuit. We should respect diverse views of success and strive to realize our own value.” Design Intention: Summarizing the key points of the class helps students sort out the knowledge they have learned, form a systematic understanding, and consolidate the learning effect. At the same time, it helps students review the core theme of the text and deepen their understanding of the view of success. Reflection Ask students to reflect on their own learning in this class independently, and think about the following questions: (1) What have I learned in this class? (2) What are my strengths and weaknesses in this class? (3) What do I need to improve in the next learning? Students can write down their reflections in their study notebooks, and the teacher collects some notebooks to check students’ learning status and put forward targeted guidance suggestions. Design Intention: Reflection is an important part of learning ability training. It helps students understand their own learning status, find their own shortcomings, and adjust their learning strategies, so as to improve their learning efficiency. The teacher’s check and guidance help students better carry out self-reflection and promote their continuous progress. Homework Finish the language application task not completed in class, and revise it according to the teacher’s comments. Read the text again and recite the key paragraphs and sentences. Collect one example of a successful person with a unique view of success, and write a short introduction (50-80 words) about him/her, which will be shared in the next class. Preview the next part of the unit and finish the related preview exercises. Design Intention: Homework is an extension of classroom learning, which helps students consolidate the knowledge and skills learned in class, and develop the habit of autonomous learning. The design of homework is hierarchical, including basic tasks (reciting, previewing) and improved tasks (collecting examples, writing introductions), which takes into account the differences in students’ learning ability and helps each student make progress. Collecting examples of successful people helps students further explore the theme of success and lay a foundation for the next class. 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 $