Unit 3 Adventuring-Reading B-Critical Thinking 教案-2025-2026学年高中英语沪外版选择性必修第一册

Unit 3 Adventuring-Reading B-Critical Thinking 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ ability to analyze and comment on adventure-related texts in English. It develops thinking quality by guiding critical analysis of explorers’ behaviors. It strengthens cultural awareness by comparing adventure spirits across cultures and promotes learning ability through independent exploration and cooperative discussion. 教学重难点 Key points: Master the methods of critical thinking in reading, such as analyzing explorers’ motives and evaluating their choices. Difficult points: Express critical views logically in English and connect text content with real-life exploration to form rational judgments. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures and short video clips of famous explorers, including Ernest Shackleton’s Antarctic expedition and Yang Liwei’s space adventure, which are closely related to the unit theme “Adventuring”. After playing the video, the teacher asks students two questions in English: “What do you know about these explorers? What qualities do you think an excellent explorer should have?” Then, the teacher invites 3-4 students to share their answers in English, and guides the class to supplement and discuss. Finally, the teacher summarizes: “Today, we will focus on Reading B and use critical thinking to analyze the explorers’ experiences, motives and choices, so as to have a deeper understanding of the meaning of adventure.” Design Intention: This lead-in links the unit theme and the content of Reading B, activating students’ prior knowledge about adventure and explorers. The visual materials (pictures and videos) can arouse students’ interest in learning and create a good English learning atmosphere. Asking questions and organizing discussions can stimulate students’ thinking, guide them to focus on the core of the lesson — critical thinking, and lay a solid foundation for the subsequent teaching links. Step 2: Text Review (Recall and Consolidation) First, the teacher asks students to review Reading B independently, and reminds them to pay attention to the key information: the main characters, the adventure process, the difficulties they encountered and their responses. After 5 minutes of independent review, the teacher organizes a group competition. Each group sends a representative to retell the main content of Reading B in English within 1 minute. The teacher comments on the representatives’ retelling, points out the advantages and deficiencies, and supplements the key details that are easily overlooked, such as the psychological changes of the characters in the adventure process and the key decisions they made. Then, the teacher asks: “After reviewing the text, do you think all the choices made by the explorers in the text are correct? Why or why not?” This question guides students to initially think critically and transition naturally to the core part of the lesson — critical thinking training. Design Intention: Reviewing the text helps students consolidate the key information of Reading B, clarify the context and character relationships, and lay a foundation for the subsequent critical analysis. The group competition form can stimulate students’ enthusiasm and participation, and make the review link more vivid and effective. The guiding question at the end of the link can effectively arouse students’ critical thinking awareness, connect the text review with the core teaching content, and realize the smooth transition of teaching links. Step 3: Critical Thinking Explanation (Knowledge Input) The teacher first explains the concept of critical thinking in simple English, avoiding obscure professional terms, so that students can easily understand: “Critical thinking is not just opposing or criticizing others’ views, but analyzing and evaluating the information, views and behaviors we see in a rational and objective way, and forming our own correct judgments.” Then, the teacher combines the unit theme “Adventuring” and the content of Reading B, and introduces four core steps of critical thinking in reading adventure texts: 1. Analyze the background and motives of the explorers’ adventure; 2. Evaluate the rationality of the explorers’ choices and behaviors; 3. Think about the positive and negative impacts of the adventure; 4. Combine real life to think about the enlightenment of the adventure experience. In the process of explanation, the teacher takes examples from Reading B to help students understand. For example, when talking about “analyzing motives”, the teacher asks: “Why did the explorers in Reading B decide to take the adventure? Were their motives based on curiosity, personal dreams, or social responsibilities?” When talking about “evaluating choices”, the teacher guides students to think: “When the explorers encountered difficulties, what choices did they make? Were these choices the best? What other choices could they have made?” At the same time, the teacher writes these four steps on the blackboard in English, so that students can refer to them at any time in the subsequent activities. Design Intention: The explanation of critical thinking is the premise of students’ subsequent practice. Using simple and easy-to-understand language and combining the text content can help students quickly grasp the core of critical thinking and avoid the abstraction of knowledge. The combination of theory and examples enables students to connect the learned knowledge with the text, deepen their understanding, and lay a theoretical foundation for the subsequent group discussion and independent practice. Step 4: Group Discussion (Critical Thinking Practice 1) The teacher divides the students into groups of 4-5, and assigns group tasks based on the four core steps of critical thinking explained earlier. The task content is as follows (written on the blackboard or displayed on the PPT in English): Analyze the motives of the explorers in Reading B. What are their main motives? Do you think these motives are reasonable? Evaluate the key choices made by the explorers in the adventure process. Are these choices rational? What are the advantages and disadvantages of these choices? Discuss the positive and negative impacts of the explorers’ adventure. What contributions did it bring? What problems did it cause? Combine your own life experience, talk about what enlightenment you can get from the explorers’ adventure experience. The teacher reminds students that in the process of discussion, they should use English as much as possible, listen to the views of other group members carefully, and put forward their own opinions bravely. Each group selects a recorder to record the key views of the group, and a reporter to prepare to share the group’s discussion results. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides timely guidance for groups with slow discussion progress or insufficient English expression, helps them sort out their ideas, and reminds students to focus on the core of the task and avoid irrelevant discussions. After the discussion, each group sends a reporter to share the group’s discussion results in English. Each reporter speaks for 2-3 minutes, and other groups can ask questions or supplement after the speech. The teacher comments on each group’s sharing, affirms the advantages (such as clear logic, rich views, fluent English expression), points out the deficiencies (such as incomplete analysis, inaccurate vocabulary use), and guides the students to further think deeply. For example, if a group only mentions the positive impact of the adventure, the teacher guides: “Are there any potential negative impacts of this adventure? For example, the impact on the natural environment or the safety of the explorers themselves?” Design Intention: Group discussion is an important way to practice critical thinking. It can not only let students express their views freely, but also learn from each other and complement each other’s strengths, improving their ability of cooperative learning and English expression. The task design is closely combined with the four core steps of critical thinking, which can guide students to carry out targeted discussions and avoid blind discussion. The teacher’s on-site guidance and post-discussion comments can help students correct their mistakes in time, deepen their understanding of critical thinking, and improve their ability of critical analysis and expression. Step 5: Individual Practice (Critical Thinking Practice 2) On the basis of group discussion, the teacher arranges individual practice tasks for students. The task is: Write a short passage (about 100 words) in English, expressing your own critical views on the explorers in Reading B. The passage should include the following points: 1. Your evaluation of the explorers’ motives and choices; 2. Your views on the meaning of their adventure; 3. The enlightenment you get from them. The teacher reminds students to use the critical thinking methods learned earlier, ensure the logic of the passage, and use appropriate connecting words (such as however, therefore, in my opinion, etc.) to make the expression more fluent. During the individual practice, the teacher walks around the classroom, answers students’ questions in time, and provides guidance for students with difficulties in writing. For example, some students may not know how to express “rational choice” in English, and the teacher can prompt them to use “reasonable choice” or “rational decision”; some students may have unclear logic, and the teacher can help them sort out the writing ideas. After the students finish writing, the teacher collects 5-6 compositions randomly, reads them out in class, and comments on them. The comments focus on two aspects: the rationality of critical views and the fluency and accuracy of English expression. For excellent compositions, the teacher affirms and praises them, and asks the students to learn from them; for compositions with deficiencies, the teacher puts forward specific improvement suggestions, such as supplementing more details to support their views, correcting incorrect sentence structures, etc. Design Intention: Individual practice is a further consolidation of critical thinking and English expression ability. On the basis of group discussion, students can sort out their own views independently and express them in writing, which can effectively improve their ability of independent thinking and English writing. The teacher’s on-site guidance and post-writing comments can help students find their own deficiencies in time, improve their writing level, and ensure that each student can participate in the practice and gain progress. Step 6: Expansion and Extension (Connecting with Real Life) The teacher starts with the question: “In addition to the explorers in the text, what other famous explorers do you know? What adventures have they had?” Then, the teacher introduces two more explorers (such as Columbus and Xu Xiake) with simple English and pictures, and briefly introduces their adventure experiences. After that, the teacher asks students to think and discuss in pairs: “In modern society, do we still need adventure spirit? What is the significance of adventure spirit for us? How can we apply the adventure spirit and critical thinking in our study and life?” After 3 minutes of pair discussion, the teacher invites several students to share their views in English. The teacher guides students to realize that adventure spirit is not only the courage to explore unknown areas, but also the courage to challenge themselves and pursue their dreams in study and life. Critical thinking can help us make more rational choices, avoid blind following, and improve our ability to solve problems. Finally, the teacher summarizes: “Adventure spirit and critical thinking are important qualities for us to grow up. We should learn from the explorers, keep the spirit of exploration, and use critical thinking to look at everything around us, so as to make greater progress in study and life.” Design Intention: The expansion and extension link connects the text content with real life, which can enrich the teaching content, expand students’ horizons, and make students realize the practical significance of the knowledge they have learned. Pair discussion can further stimulate students’ thinking, and let students apply critical thinking to analyze practical problems, realizing the combination of knowledge learning and practical application. The teacher’s summary can help students sort out the core views of the lesson, enhance their understanding of adventure spirit and critical thinking, and achieve the teaching goal of cultivating students’ core literacy. Step 7: Summary and Homework First, the teacher leads the students to summarize the key content of the lesson in English. The summary focuses on two aspects: 1. The four core steps of critical thinking in reading adventure texts; 2. The understanding of adventure spirit and critical thinking. The teacher invites students to take turns to summarize, and supplements and improves their summaries to ensure that each student can grasp the key points of the lesson. Then, the teacher assigns homework, which is divided into two parts (written in English): Revise the short passage written in the individual practice link according to the teacher’s comments, and improve the rationality of the views and the fluency of the expression. Hand it in the next class. Search for information about an explorer you like, write a short critical comment (about 150 words) in English, and use the critical thinking methods learned in this lesson to analyze the explorer’s adventure experience and spirit. Prepare to share it in the next class. Design Intention: The summary link helps students sort out the knowledge and skills learned in the lesson, deepen their memory and understanding, and form a complete knowledge system. The homework design is closely combined with the teaching content of the lesson, which can not only consolidate the critical thinking and English writing ability trained in the class, but also encourage students to carry out independent exploration after class, expand their knowledge, and realize the extension of teaching from class to after 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 $