Unit3 Adventuring-Reading B-Further Exploration 讲义-2025-2026学年高中英语沪外版选择性必修第一册

Unit 3 Adventuring-Reading B-Further Exploration 教学目标和重难点 教学目标 Language Ability: Master adventure-related vocabulary and complex sentences, improve reading comprehension and expressive ability. Cultural Awareness: Understand global adventure cultures and cultivate respect for diverse exploration spirits. Thinking Quality: Develop logical, critical and innovative thinking through text analysis and exploration. Learning Capacity: Master effective reading strategies and enhance independent and cooperative learning abilities. 教学重难点 Key Points: Grasp the main idea and structure of the Further Exploration text, master key vocabulary and sentence patterns about adventure and exploration. Difficult Points: Analyze the author’s emotional changes and implied meanings, and apply the learned knowledge to practical expression and exploration planning. 教学过程 Pre-reading: Lead-in and Preparation Activity 1: Warm-up and Theme Introduction The teacher starts the class by showing a set of pictures and short videos about famous adventures around the world, such as Ernest Shackleton’s Antarctic adventure and the first sea voyage stories, which are closely related to the unit theme “Adventuring” and the content of Reading B. After playing the videos, the teacher asks students two open-ended questions: “What do you think an adventure is?” and “Have you ever had an adventure experience, or do you dream of having one? If so, what is it?” Then, invite 3-4 students to share their ideas in front of the class, and give positive comments and guidance, such as “Your adventure experience is very interesting, and it reflects the courage to explore” or “Your dream adventure is full of imagination, which is the beginning of exploration”. After the sharing, the teacher summarizes: “Adventure is not only a kind of experience full of challenges, but also a spirit of daring to explore the unknown. Today, we will continue to explore the theme of adventure through Reading B’s Further Exploration, and learn how to plan an exploration activity and understand the deeper meaning behind adventure.” Design Intent: The warm-up activity uses visual materials such as pictures and videos to stimulate students’ interest in learning, arouse their existing knowledge and experience about adventure, and lay a emotional and cognitive foundation for the subsequent text learning. The open-ended questions encourage students to express their own views, exercise their oral expression ability, and naturally lead to the theme of the lesson, realizing the connection between students’ life experience and textbook content. At the same time, by introducing famous adventure cases, it helps students initially establish a correct understanding of adventure spirit, which is conducive to the cultivation of cultural awareness and thinking quality. Activity 2: Vocabulary and Background Preview First, the teacher presents the key vocabulary of the Further Exploration part on the blackboard or multimedia courseware, including core words such as “exploration”, “expedition”, “survive”, “challenge”, “perseverance”, “equipment” and phrases such as “set out”, “in the face of”, “overcome difficulties”, “adapt to”. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of adventure, gives example sentences, and guides students to read aloud to consolidate their memory. For example, when explaining “perseverance”, the teacher says: “Perseverance means the quality of continuing to do something even when it is difficult. For example, Shackleton showed great perseverance in his Antarctic expedition, never giving up even in extreme difficulties.” Then, the teacher briefly introduces the background of the Further Exploration text: it is closely connected with Reading B, which mainly talks about the exploration experience of a group of adventurers and guides students to learn how to make an exploration plan, including the preparation of equipment, the arrangement of routes, the response to possible challenges, etc. The teacher also reminds students: “In the process of reading, we should pay attention to how the author arranges the content of the exploration plan and what key points are involved, which will help us complete the subsequent practical tasks.” Design Intent: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before class can help students reduce obstacles in reading, improve reading efficiency, and lay a foundation for understanding the text. By explaining vocabulary in combination with adventure context and example sentences, students can not only master the meaning and usage of words, but also connect vocabulary with the theme of the unit, realizing the integration of language knowledge and theme learning. The brief introduction of the text background helps students clarify the focus of reading, establish a preliminary framework for text understanding, and cultivate students’ ability to grasp the key points of reading, which is conducive to the improvement of learning ability. While-reading: Text Exploration and Analysis Activity 1: Skimming for Main Idea The teacher asks students to read the Further Exploration text quickly, and requires them to finish reading within a certain time (without specifying the specific time, but guiding students to read quickly). After reading, students are asked to answer two questions: “What is the main content of this text?” and “What is the author’s purpose in writing this text?” Then, organize students to discuss in groups of 4, exchange their answers, and summarize the main idea of the text together. After the group discussion, invite each group to send a representative to report the discussion results. The teacher comments and sorts out: “The main content of this text is to introduce the key points of making an exploration plan, including the determination of exploration goals, the preparation of equipment, the arrangement of routes, the prediction and response of risks, etc. The author’s purpose is to guide us to master the method of making an exploration plan and cultivate our spirit of exploration and ability to solve problems.” At the same time, the teacher guides students to sort out the structure of the text, and writes the text structure on the blackboard: Introduction (the significance of exploration planning) → Main body (key points of exploration planning: goal, equipment, route, risk response) → Conclusion (the importance of scientific exploration planning). Then, ask students to confirm whether the structure is consistent with their own understanding, and supplement and correct it if there is any deviation. Design Intent: Skimming is an important fast reading strategy. Through skimming activities, students can quickly grasp the main idea and structure of the text, improve their reading speed and overall understanding ability, which is in line with the requirements of learning ability cultivation. Group discussion allows students to exchange ideas, learn from each other, and improve their cooperative learning ability. Guiding students to sort out the text structure helps them establish a clear logical framework of the text, cultivate their logical thinking ability, and lay a foundation for in-depth text analysis. Activity 2: Scanning for Key Details On the basis of skimming, the teacher asks students to read the text again carefully, scan for key details, and complete the following tasks: 1. List the key points of determining exploration goals mentioned in the text; 2. What equipment does the text suggest preparing for exploration? Classify these equipment and explain the reasons for preparation; 3. What factors should be considered when arranging the exploration route? 4. What methods does the text propose to deal with possible risks in exploration? Students complete the tasks independently first, and then exchange their answers in groups. The teacher walks around the classroom, observes students’ completion, and provides timely guidance for students who have difficulties. For example, for students who cannot classify the equipment, the teacher can prompt: “We can classify the equipment according to its function, such as survival equipment, communication equipment, navigation equipment, etc.” After the group exchange, the teacher invites students to share their answers one by one, and makes comments and supplements, emphasizing the key details. For example, when talking about the determination of exploration goals, the teacher reminds students: “The text emphasizes that exploration goals should be specific, feasible and in line with their own actual ability, which is the premise of a successful exploration.” In the process of sharing, the teacher also guides students to pay attention to the key sentences in the text, such as complex sentences and transition sentences, and briefly analyzes their structure and meaning. For example, the sentence “No matter what kind of exploration you are going to carry out, a scientific and detailed plan is the key to success, which can help you avoid unnecessary risks and ensure the smooth progress of the exploration.” The teacher analyzes: “This is a complex sentence with a relative clause. ‘No matter what kind of exploration you are going to carry out’ is a concession adverbial clause, and ‘which can help you...’ is a non-restrictive relative clause modifying ‘a scientific and detailed plan’. This sentence emphasizes the importance of a scientific exploration plan.” Design Intent: Scanning is a key strategy for extracting key details. Through this activity, students can deeply understand the content of the text, master the key information of exploration planning, and improve their ability to extract and sort out information. Independent completion of tasks can cultivate students’ independent learning ability, while group exchange can make up for the deficiencies of individual learning and improve learning efficiency. Analyzing key sentences helps students master complex sentence structures, improve their language analysis ability, and lay a foundation for the application of language knowledge, which is conducive to the improvement of language ability. Activity 3: In-depth Analysis of Emotional Meaning and Theme After grasping the main idea and key details of the text, the teacher guides students to conduct in-depth exploration, and asks the following questions: 1. What emotions and attitudes does the author express towards exploration in the text? How do you know? 2. What is the deeper meaning of exploration mentioned in the text? Is it just to challenge yourself, or is there other significance? 3. Combined with the content of the text, what qualities do you think an adventurer should have? Organize students to have a full discussion, encourage students to express their own views, and support their views with specific content in the text. For example, when discussing the author’s attitude towards exploration, students may say: “The author holds a positive attitude towards exploration, because the text says that exploration can help us understand the unknown world, exercise our will, and promote the progress of human society.” The teacher affirms this view and supplements: “Yes, the author not only emphasizes the challenges of exploration, but also highlights the value and significance of exploration, which reflects the author’s recognition and praise of the spirit of exploration.” Then, the teacher guides students to summarize the theme of the text: The text takes the exploration plan as the core, introduces the key points of making an exploration plan, and conveys the positive attitude towards exploration, emphasizing that exploration requires scientific planning, courage, perseverance and other qualities, and that exploration is of great significance to personal growth and human progress. At the same time, the teacher connects the theme with the four-dimensional core literacy, guides students to realize that adventure and exploration are not only a kind of activity, but also a kind of spirit, which requires us to have the courage to challenge, the ability to think and the quality of perseverance. Design Intent: In-depth analysis of emotional meaning and theme helps students understand the text from the surface to the deep, not only mastering the language knowledge in the text, but also understanding the ideological connotation contained in the text, which is conducive to the cultivation of thinking quality and cultural awareness. Through discussion, students can exercise their critical thinking ability and expressive ability, and learn to analyze and evaluate the text from multiple angles. Connecting the theme with core literacy helps students clarify the learning goal, realize the integration of language learning and quality improvement, and promote the all-round development of students. Post-reading: Consolidation, Application and Extension Activity 1: Vocabulary and Sentence Pattern Consolidation First, the teacher organizes a vocabulary consolidation activity: “Fill in the blanks with the key words and phrases we learned today”. The teacher presents the following sentences on the courseware: 1. We need to make a detailed plan before we ______ on our exploration. 2. In the face of difficulties, we should have the ______ to overcome them. 3. The explorers took a lot of necessary ______ to ensure their safety. 4. When arranging the exploration route, we should ______ the weather and terrain factors. Students complete the blanks independently, and then the teacher checks the answers and explains the usage of words and phrases again to consolidate students’ memory and application ability. Then, the teacher guides students to carry out sentence pattern imitation. The teacher takes the key complex sentences in the text as examples, such as “No matter what kind of exploration you are going to carry out, a scientific and detailed plan is the key to success.” Ask students to imitate this sentence pattern and make sentences related to adventure or daily life. For example, students may make sentences like “No matter what difficulties we encounter in our study, perseverance is the key to success.” The teacher invites students to share their sentences, and gives comments and guidance, encouraging students to use the learned sentence patterns flexibly. Design Intent: Vocabulary and sentence pattern consolidation is an important link to consolidate language knowledge. Through fill-in-the-blank and sentence imitation activities, students can flexibly apply the learned vocabulary and sentence patterns, improve their language application ability, and lay a foundation for subsequent oral expression and writing. At the same time, this activity helps students deepen their understanding of the text content and realize the integration of language knowledge and text learning. Activity 2: Group Cooperation - Make an Exploration Plan The teacher divides students into groups of 5-6, and assigns the task: “Combined with the content of the Further Exploration text, make a simple exploration plan. The plan should include the following parts: exploration goal, exploration route, equipment preparation, risk prediction and response methods. Each group can choose a type of exploration they are interested in, such as mountain climbing, desert exploration, coastal exploration, etc.” In the process of group cooperation, the teacher puts forward specific requirements: 1. Each member of the group should participate in the discussion and undertake corresponding tasks, such as one student is responsible for determining the exploration goal, one student is responsible for arranging the route, one student is responsible for listing the equipment, and one student is responsible for predicting risks and putting forward response methods; 2. The exploration plan should be scientific, feasible and in line with the key points mentioned in the text; 3. Each group should prepare a brief report to introduce their exploration plan, and the report should be expressed in English. The teacher walks around the classroom, observes the cooperation of each group, and provides timely guidance. For example, for groups that have no idea about the exploration goal, the teacher can prompt: “You can choose a nearby mountain or coastal area as the exploration place, and the goal can be to understand the local natural environment or complete a certain challenge.” For groups that have difficulties in predicting risks, the teacher can remind them to refer to the risk response methods mentioned in the text, such as preparing first-aid equipment, understanding the weather forecast in advance, etc. After the groups complete the exploration plan, each group sends a representative to give a report in front of the class, introducing their exploration plan in English. After each group’s report, the teacher and other students ask questions or give suggestions, such as “Why did you choose this exploration route? Is there any better choice?” or “Do you think your equipment preparation is complete? What other equipment do you think you need to add?” The teacher makes a summary comment on each group’s report, affirming the advantages of the plan, pointing out the deficiencies, and guiding students to improve their exploration plan. Design Intent: Group cooperation to make an exploration plan is a practical application activity, which can effectively connect the text knowledge with practical life, realize the transformation of knowledge from input to output, and improve students’ language application ability. In the process of group cooperation, students can exercise their cooperative learning ability, communication ability and problem-solving ability, which is conducive to the cultivation of learning ability. The report and evaluation link can exercise students’ oral expression ability, and let students learn from each other, improve their own plan, and cultivate their critical thinking ability. At the same time, this activity also helps students deeply understand the key points of exploration planning, and internalize the spirit of exploration and scientific attitude. Activity 3: Theme Extension and Thinking Expansion The teacher guides students to carry out theme extension activities, and asks the following questions: 1. In addition to the exploration activities mentioned in the text, what other famous exploration activities are there in the world? What contributions have these exploration activities made to human society? 2. What do you think is the relationship between exploration and innovation? 3. In modern society, what qualities do we need to have to carry out exploration activities? How can we cultivate these qualities in our daily study and life? First, students think independently, and then share their views in the whole class. The teacher guides students to expand their thinking, and supplements relevant cases, such as the exploration of space by astronauts, the exploration of the deep sea by scientists, etc., to help students understand the significance of exploration to human progress. For example, when talking about the relationship between exploration and innovation, the teacher says: “Exploration is the premise of innovation. Through exploring the unknown world, we can discover new problems and new needs, which promotes the generation of new technologies and new ideas. For example, the exploration of space has promoted the development of aerospace technology, which has been widely used in our daily life.” Then, the teacher guides students to think about their own growth: “In our daily study and life, we will also encounter various ‘exploration’ moments, such as learning a new knowledge, trying a new thing, etc. We need to have the courage to challenge, the perseverance to persist, and the scientific method to solve problems, which is the exploration spirit we need to cultivate. I hope you can apply the knowledge and spirit learned today to your daily life, dare to explore, and constantly improve yourself.” Design Intent: Theme extension and thinking expansion help students expand their horizons, connect the text theme with the real world and their own growth, deepen their understanding of the spirit of exploration, and cultivate their cultural awareness and thinking quality. Through thinking and sharing, students can form their own views on exploration, innovation and personal growth, and realize the educational value of the text. At the same time, this activity also helps students establish a correct outlook on life and values, and encourages them to cultivate the spirit of exploration and innovation in daily life. Activity 4: Summary and Homework Arrangement First, the teacher summarizes the whole lesson with the help of students: “Today, we learned the Further Exploration part of Reading B, mastered the key vocabulary and sentence patterns about exploration, understood the main content and structure of the text, and learned the key points of making an exploration plan. Through group cooperation, we applied the learned knowledge to practice and made our own exploration plan. At the same time, we also discussed the significance of exploration and the qualities needed for exploration, which helped us cultivate the spirit of exploration and the ability to solve problems.” Then, the teacher arranges the homework: 1. Review the key vocabulary and sentence patterns of this lesson, and write 5 sentences using the key words and phrases; 2. Improve the exploration plan made in the group, and write a short English report (about 100 words) to introduce the improved plan; 3. After class, look for information about a famous exploration activity, and prepare a 2-minute English speech to share in the next class. Design Intent: The summary link helps students sort out the knowledge and content learned in this lesson, consolidate the learning results, and form a complete knowledge system. The homework arrangement is hierarchical, including the consolidation of language knowledge, the application of practical skills and the expansion of extracurricular knowledge. It not only helps students consolidate the knowledge learned in class, but also encourages students to carry out extracurricular exploration and learning, improve their independent learning ability and language application ability, and realize the connection between in-class learning and extracurricular learning. 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 $