Unit1 Scientists-Reading B-Further Exploration 讲义-2025-2026学年高中英语沪外版选择性必修第二册

Unit 1 Scientists-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use scientific vocabulary and complex sentences, cultural awareness to respect scientific spirits, thinking quality to analyze scientists’ exploration, and learning ability to conduct independent and cooperative inquiry in English. 教学重难点 Key points: Master core scientific vocabulary and sentence patterns, understand the main content and details of the passage. Difficult points: Analyze the logical relationship in the text and express views on scientists’ spirit in fluent English. 教学过程 Pre-reading: Lead-in and Preview (Warm-up and Preparation) Activity 1: Brainstorming and Lead-in The teacher starts the class by showing pictures of famous scientists (such as Stephen Hawking, Marie Curie, and Albert Einstein) on the screen, and asks students to work in pairs to discuss the following questions in English: “Who are these scientists? What contributions have they made to the world? What qualities do you think a great scientist should have?” After 3-4 minutes of discussion, invite 2-3 pairs to share their answers with the whole class. The teacher gives positive comments and supplements relevant information about the scientists’ key achievements, especially connecting with the content of Reading B, which focuses on scientists’ further exploration in their research fields. Design Intention: This activity aims to activate students’ prior knowledge about scientists and their contributions, arouse their interest in the topic of “scientists’ exploration”, and create a relaxed English communication atmosphere. By discussing in pairs, students can practice their oral expression ability initially, and the pictures and guiding questions help students quickly enter the theme of the lesson, laying a foundation for the subsequent reading activity. Activity 2: Vocabulary Preview The teacher presents the core vocabulary and phrases in Reading B on the screen, including “exploration”, “breakthrough”, “perseverance”, “commitment”, “overcome obstacles”, “devote oneself to”, “make a difference” and some professional scientific terms related to the passage. For each word or phrase, the teacher provides the English definition, example sentences (combined with the context of the passage) and simple explanations. Then, organize students to read the words and phrases aloud together twice, and ask individual students to read them to check their pronunciation and understanding. After that, design a short matching exercise: match the words with their corresponding definitions, and ask students to finish it independently, then check the answers together. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading speed and efficiency. By providing definitions, example sentences and matching exercises, students can not only master the basic meaning and usage of the words, but also connect them with the text context in advance, which is conducive to their better understanding of the passage later. At the same time, reading aloud helps students consolidate their pronunciation and lay a foundation for accurate oral expression. Activity 3: Predicting the Passage The teacher shows the title of Reading B and the first paragraph of the passage, and asks students to predict the main content of the passage: “Based on the title and the first paragraph, what do you think this passage will talk about? What aspects of scientists’ exploration will it cover?” Students can think independently first, then share their predictions with their deskmates. The teacher summarizes students’ predictions and guides them to focus on the key points of “further exploration” — what difficulties scientists encountered in their exploration, how they overcame them, and what achievements they finally made. Finally, the teacher tells students to read the passage carefully to check whether their predictions are correct. Design Intention: Predicting the passage before reading can stimulate students’ reading motivation and cultivate their ability to infer information based on existing clues. It helps students establish a clear reading goal — to verify their predictions and find out the key content of the passage, which makes the reading process more targeted. At the same time, it can also cultivate students’ logical thinking ability, enabling them to learn to connect the title and the beginning of the passage to infer the main idea. While-reading: Comprehension and Analysis (In-depth Reading) Activity 1: Skimming for the Main Idea Ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main topic of the passage? 2. Which scientist(s) does the passage mainly introduce? 3. What is the core of their further exploration? After students finish reading, ask them to answer the questions individually. The teacher checks the answers and summarizes the main idea of the passage: The passage mainly introduces the process of some scientists’ further exploration in their research fields, including the difficulties they faced, their efforts and persistence, and the important breakthroughs they achieved, showing the great scientific spirit of perseverance and pursuit of truth. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the passage and form an overall understanding of the text. By designing simple and targeted questions, students can focus on the key information during skimming, avoid being distracted by trivial details, and improve their reading efficiency. At the same time, this activity can also check students’ initial understanding of the passage and lay a foundation for in-depth reading. Activity 2: Scanning for Key Details Ask students to read the passage again carefully (scanning) and complete the following table. The table includes four columns: Scientist, Field of Research, Difficulties Encountered, and Achievements of Further Exploration. Students need to find relevant information from the passage and fill in the table accurately. During the process, students can ask the teacher for help if they encounter difficulties in understanding words or sentences. After students finish filling in the table, invite several students to present their answers on the blackboard, and the teacher corrects mistakes and supplements missing information. Then, organize students to check their answers with their group members and discuss the details they missed. Design Intention: Scanning is a key strategy for extracting specific information from the passage. By filling in the table, students can systematically sort out the key details of the passage, deepen their understanding of the content, and cultivate their ability to find and organize information. Group discussion after filling in the table can help students complement each other’s information, solve individual doubts, and cultivate their cooperative learning ability. At the same time, the table can help students sort out the logical relationship of the passage, making the text structure clearer. Activity 3: Analyzing Sentence Structures and Logical Relationships The teacher selects several key and difficult sentences from the passage, such as complex sentences with attributive clauses, adverbial clauses, or non-finite verbs, and writes them on the blackboard. For example: “Despite the great difficulties and setbacks in his research, he never gave up and continued to explore the unknown field, which finally led to a major breakthrough in science.” First, ask students to analyze the sentence structure independently: identify the main clause, subordinate clause, and non-finite verbs, and understand the meaning of the whole sentence. Then, invite students to share their analysis results, and the teacher explains the key sentence structures and usages in detail, especially the usage of conjunctions such as “despite”, “although”, “because” and non-finite verbs, which help express logical relationships such as concession, cause and effect. After that, ask students to find other similar complex sentences in the passage, analyze them in pairs, and share their analysis with the class. In addition, the teacher guides students to analyze the logical relationship of the whole passage: How is the passage structured? (e.g., chronological order, logical order of “problem-difficulty-solution-achievement”) What transition words are used in the passage to connect paragraphs and sentences? (e.g., “firstly”, “besides”, “however”, “finally”) Ask students to underline the transition words in the passage and discuss their functions in groups. The teacher summarizes the logical structure of the passage and the usage of transition words, helping students understand how the passage is organized and how ideas are connected. Design Intention: Mastering complex sentence structures is the key to improving students’ language ability. By analyzing key and difficult sentences, students can deepen their understanding of the text content and master the usage of complex sentence structures, which is conducive to improving their reading and writing ability. Analyzing the logical relationship and transition words of the passage can help students grasp the overall structure of the text, cultivate their logical thinking ability, and learn how to organize their own writing logically. Group discussion in this activity can also enhance students’ cooperative learning ability and expression ability. Activity 4: Deep Understanding of Scientific Spirit The teacher asks students to read the passage again and think about the following questions: 1. What qualities did the scientists show in their further exploration? 2. Why did they insist on exploring even in the face of difficulties and setbacks? 3. What can we learn from their exploration process? Students can think independently first, then discuss in groups of 4-5. Each group selects a representative to share their group’s views with the whole class. The teacher makes comments and supplements, emphasizing the core scientific spirits reflected in the passage, such as perseverance, courage to explore, commitment to science, and pursuit of truth. At the same time, guide students to connect their own study and life, and think about how to apply these qualities in their daily study. Design Intention: This activity aims to connect the text content with students’ own experience, deepen their understanding of the scientific spirit, and cultivate their cultural awareness and correct values. By thinking and discussing, students can not only understand the connotation of the scientific spirit, but also learn to respect and inherit the scientific spirit, which is in line with the requirements of key competencies. Group discussion can also stimulate students’ thinking, make their views more comprehensive, and improve their oral expression and cooperative learning ability. Post-reading: Consolidation and Application (Extension and Practice) Activity 1: Vocabulary and Sentence Practice Vocabulary Practice: Design a fill-in-the-blank exercise using the core vocabulary and phrases previewed before reading. The sentences are closely related to the content of the passage and students’ daily life. For example: (1) The scientist devoted himself to the ______ of new energy, and finally made a major breakthrough. (exploration) (2) We should learn from the scientists’ ______ and never give up when facing difficulties. (perseverance) Students finish the exercise independently, then check the answers together. The teacher explains the usage of the words again and corrects students’ mistakes. Sentence Practice: Ask students to imitate the key complex sentences analyzed in the while-reading part and write 2-3 sentences about “scientists’ exploration” or “their own study experience”. For example, imitate the sentence “Despite the great difficulties, he never gave up and continued to explore” to write a new sentence. After students finish writing, invite several students to share their sentences with the class, and the teacher gives comments and guidance, helping students improve their sentence writing ability. Design Intention: Vocabulary and sentence practice is an important link to consolidate the knowledge learned in class. By designing fill-in-the-blank exercises and sentence imitation exercises, students can further master the usage of core vocabulary and complex sentences, and apply the knowledge they have learned to practical writing. This activity helps improve students’ language application ability, which is the core of language competence in key competencies. Activity 2: Group Discussion and Presentation Organize students to work in groups of 4-5 to carry out a discussion with the theme “If I were a scientist, what field would I explore and how would I overcome difficulties?”. Each group needs to discuss the following points: 1. The field of exploration and the reasons for choosing it. 2. Possible difficulties and solutions. 3. The expected achievements and their significance. During the discussion, students should use the vocabulary, phrases and sentence patterns learned in this lesson as much as possible. After 10 minutes of discussion, each group selects a representative to give a 2-3 minute presentation in English. The teacher evaluates each group’s presentation from the aspects of content, language expression, logicality and teamwork, and gives positive comments and suggestions for improvement. Design Intention: This activity integrates listening, speaking, reading and writing, and aims to improve students’ comprehensive language application ability. By simulating the scene of “being a scientist”, students can give full play to their imagination, deepen their understanding of the theme of “exploration”, and at the same time practice their oral expression and logical thinking ability. Group cooperation and presentation can also cultivate students’ teamwork spirit and self-confidence in speaking English, which is conducive to the development of their learning ability and thinking quality. Activity 3: Reading Extension The teacher provides a short English passage about another scientist’s further exploration (related to the theme of the unit, with appropriate difficulty). Ask students to read the passage independently and answer 2-3 simple comprehension questions. After that, invite students to share their answers and briefly talk about what they learned from the passage. The teacher summarizes the key points of the extension passage and connects it with the content of Reading B, helping students expand their knowledge and deepen their understanding of the theme of “scientists’ exploration”. Design Intention: Reading extension can help students expand their reading scope, accumulate more vocabulary and sentence patterns, and improve their reading ability. The extension passage with the same theme as the text can further consolidate the knowledge and skills learned in class, and help students form a more comprehensive understanding of the theme. At the same time, it can stimulate students’ interest in reading English materials about science and scientists, laying a foundation for their lifelong learning. Activity 4: Summary and Reflection First, the teacher invites students to summarize what they have learned in this lesson, including the main content of the passage, core vocabulary and sentence patterns, the scientific spirit reflected in the passage, and the reading strategies they have mastered. Then, the teacher makes a comprehensive summary, emphasizing the key points and difficulties of the lesson, and reviewing the four-dimensional key competencies cultivated in this lesson. Finally, ask students to reflect on their own performance in this lesson: What did they do well? What difficulties did they encounter? What should they improve in the future? Students can write a short reflection (3-5 sentences) in English, and some students can share their reflections with the class. Design Intention: Summary and reflection is an important link to consolidate the learning effect. By letting students summarize what they have learned, they can sort out the knowledge systematically and deepen their memory. Reflection helps students understand their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to cultivating their self-directed learning ability and learning strategy awareness. Writing a reflection in English also helps practice students’ writing ability. 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 $