Unit 3 Exploring the Unknown-Reading B-Writing 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 3 Exploring the Unknown-Reading B-Writing 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ skills in understanding exploration-themed texts and writing argumentative essays. It develops thinking quality, inspires critical and logical thinking. It strengthens cultural awareness and learning ability through independent and cooperative exploration. 教学重难点 Key points: Master core vocabularies and sentence patterns about exploration; grasp the structure of Reading B and write a coherent exploration-themed argumentative essay. Difficult points: Use complex sentences flexibly and express viewpoints logically in writing. 教学过程 Lead-in: Stimulate Interest and Connect with Prior Knowledge The teacher starts the class by showing a series of pictures and short video clips about unknown exploration, including the exploration of the deep sea, outer space, and ancient civilizations. The pictures show the mysterious deep-sea creatures, the vast universe, and the ruins of ancient civilizations, while the video clip is a 2-minute excerpt of China’s Chang’e-4 Probe landing on the moon’s far side, which is closely related to the unit theme. After playing the video, the teacher asks two guiding questions: “What unknown areas have humans explored so far?” and “Why do humans keep exploring the unknown?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher makes a brief comment, emphasizing that exploration is an important driving force for human progress, and naturally leads to the theme of this class—Exploring the Unknown, and introduces that they will first learn Reading B to understand more stories about exploration, and then practice writing to express their own views on exploration. Design Intention: The visual materials (pictures and video) can quickly attract students’ attention and arouse their interest in the theme of exploration. The guiding questions can guide students to recall their existing knowledge and experience about exploration, activate their prior cognitive reserve, and lay a good foundation for the subsequent reading and writing links. At the same time, the video about Chang’e-4 Probe is closely combined with the unit’s supporting materials, which can enhance students’ sense of identity and stimulate their enthusiasm for learning. Reading B: Comprehend the Text and Master Key Language Points Pre-reading: Predict the Text Content The teacher presents the title of Reading B—“The Most Unknown and Mysterious Places on Earth” and the key pictures in the text (such as the Bermuda Triangle, the Nazca Lines). Then, the teacher asks students to work in pairs to discuss: “What do you know about these mysterious places?” “What do you think the text will talk about?” Each pair has a short discussion for a few minutes, and then the teacher invites 2-3 pairs to share their predictions. After that, the teacher introduces the background of the text briefly: the text mainly introduces several mysterious places on Earth, explains their unsolved mysteries, and discusses humans’ exploration and thinking about these mysteries. This link helps students form a preliminary understanding of the text content and lays a foundation for in-depth reading. Design Intention: Predicting the text content before reading is an important reading strategy. It can help students activate their thinking, improve their reading initiative, and make them more targeted in the subsequent reading process. Working in pairs to discuss can also cultivate students’ cooperative learning ability and oral expression ability, and create a positive classroom atmosphere. While-reading: In-depth Comprehension and Language Acquisition First, students read the text independently and complete two tasks: Task 1: Underline the key words and phrases related to exploration and mystery, such as “mysterious”, “unsolved”, “explore”, “phenomenon”, “puzzle”, “investigate”; Task 2: Answer the following questions: How many mysterious places are introduced in the text? What are they? What are the unsolved mysteries of these places? What efforts have humans made to explore these mysteries? After students finish reading and completing the tasks, the teacher checks the answers one by one. For Task 1, the teacher invites students to list the underlined key words and phrases, and explains the usage of difficult words and phrases, such as “unsolved” (adj. unsolved, unresolved), “investigate” (v. investigate, survey), and gives example sentences to help students understand and master. For Task 2, the teacher guides students to find the corresponding information in the text, sort out the key points, and ensure that students have a clear understanding of the main content of the text. Then, the teacher guides students to read the text again, focusing on the structure of the text. The teacher asks: “What is the structure of this text?” Students discuss in groups and summarize that the text adopts a “total-subtotal” structure: the first paragraph introduces the existence of many mysterious places on Earth and humans’ curiosity about them; the middle paragraphs introduce several specific mysterious places in detail, including their characteristics and unsolved mysteries; the last paragraph summarizes humans’ attitude towards these mysteries and the significance of exploration. After summarizing the structure, the teacher asks students to find the topic sentence of each paragraph, and analyzes how the topic sentence supports the main idea of the text, helping students grasp the logical connection of the text. In addition, the teacher focuses on analyzing the complex sentences in the text, such as “Although scientists have conducted a lot of research on the Bermuda Triangle, they still cannot explain all the phenomena that have occurred there.” The teacher parses the sentence structure (adverbial clause of concession + main clause), explains the usage of “although”, and asks students to imitate the sentence structure to make sentences, so as to help students master the use of complex sentences and lay a foundation for subsequent writing. Design Intention: The independent reading link can cultivate students’ independent reading ability and ability to obtain key information. Underlining key words and phrases helps students accumulate vocabulary and lay a foundation for language application. Analyzing the text structure and topic sentences can help students improve their ability to grasp the overall structure of the text and understand the logical connection of the text. Parsing and imitating complex sentences can help students break through the difficult points of grammar, improve their language expression ability, and connect reading with writing closely. Post-reading: Deepen Understanding and Expand Thinking First, the teacher organizes a group discussion: “Do you believe the unsolved mysteries of these mysterious places? Why or why not? What do you think is the significance of exploring these mysterious places?” Each group selects a representative to record the discussion results, and then invites 2-3 groups to share their views. The teacher makes comments on the students’ views, emphasizing that exploration is not only to solve mysteries, but also to promote the progress of science and technology, broaden human horizons, and cultivate the spirit of courage and innovation. Then, the teacher asks students to retell the text in their own words, using the key words and sentence patterns they have just mastered. Students can retell independently first, and then invite 2-3 students to retell in front of the class. The teacher corrects the mistakes in their retelling and gives positive encouragement. Finally, the teacher summarizes the content of Reading B: the text introduces several mysterious places on Earth and humans’ exploration of them, which reflects humans’ curiosity and courage to explore the unknown. At the same time, the teacher leads students to sort out the key language points and text structure again, and connects them with the subsequent writing link: “In the following writing link, we will learn to write an argumentative essay about exploration, and we can use the vocabulary, sentence patterns and text structure we have learned in Reading B to enrich our writing content.” Design Intention: Group discussion can cultivate students’ critical thinking ability and cooperative learning ability, and guide students to think deeply about the significance of exploration, which is in line with the requirements of cultivating thinking quality and cultural awareness in core literacy. Retelling the text can help students consolidate the content of the text and the key language points, and improve their oral expression ability and language application ability. Connecting reading with writing can help students realize the integration of reading and writing, and lay a good foundation for the subsequent writing practice. Writing: Guide Practice and Improve Writing Ability Writing Guide: Clarify Requirements and Master Methods First, the teacher introduces the writing task: Write an argumentative essay about “The Importance of Exploring the Unknown”, with a requirement of 120-150 words. The essay should include: The significance of exploring the unknown; Specific examples to support the viewpoint; Your own views on how to explore the unknown. Then, the teacher guides students to analyze the writing requirements, emphasizing that an argumentative essay should have a clear viewpoint, sufficient arguments and a clear logical structure. The teacher combines the structure of Reading B to guide students to determine the structure of the writing: the opening paragraph puts forward the viewpoint (exploring the unknown is very important); the middle paragraph uses specific examples to support the viewpoint (such as the exploration of outer space, the exploration of the deep sea); the closing paragraph puts forward their own views and prospects. Then, the teacher leads students to sort out the available vocabulary and sentence patterns related to the writing task, including the key words and phrases learned in Reading B (such as “explore”, “mysterious”, “unsolved”, “investigate”) and the complex sentence structures (such as adverbial clauses of concession, attributive clauses). The teacher also supplements some relevant vocabulary and sentence patterns, such as “play an important role in”, “promote the development of”, “not only...but also...”, “in my opinion”, to enrich students’ writing materials. In addition, the teacher gives a model essay, reads it aloud to students, and analyzes the structure, viewpoints and arguments of the model essay, so that students have a clear understanding of how to write the essay. Design Intention: Clarifying the writing requirements and structure can help students write with a clear goal and avoid aimless writing. Sorting out vocabulary and sentence patterns can help students solve the problem of insufficient language materials in writing, and improve the richness and accuracy of language expression. The model essay can provide a reference for students, help them understand the writing methods and skills, and reduce their writing pressure. Writing Practice: Independent Writing and Individual Guidance Students start independent writing according to the writing requirements and guidance. During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students who have difficulty putting forward viewpoints, the teacher guides them to think from the aspects of science and technology, society, personal growth and other aspects, and helps them determine the core viewpoint; for students who lack examples, the teacher reminds them to combine the examples in Reading B or their own known examples (such as the exploration of Columbus, the research of scientists) to enrich the arguments; for students who have problems in language expression, the teacher helps them correct grammatical mistakes, adjust sentence structure, and improve the fluency and accuracy of writing. At the same time, the teacher reminds students to pay attention to the logical connection between paragraphs, use appropriate transitional words (such as “firstly”, “besides”, “finally”) to make the essay coherent. Design Intention: Independent writing can cultivate students’ independent thinking ability and writing ability. Individual guidance can take into account the differences of students, help students solve their own problems in writing, and ensure that each student can make progress in writing. Reminding students to pay attention to logical connection and transitional words can help students improve the coherence and fluency of their essays, which is in line with the requirements of cultivating thinking quality. Writing Evaluation: Mutual Evaluation and Teacher Evaluation First, the teacher organizes students to conduct peer evaluation. Students exchange their compositions in pairs, and evaluate each other according to the evaluation criteria: Whether the viewpoint is clear; Whether the arguments are sufficient and appropriate; Whether the language is accurate and fluent; ④ Whether the structure is clear and coherent. Students put forward modification suggestions for each other’s compositions, and then revise their own compositions according to the suggestions. After the peer evaluation and revision, the teacher collects some representative compositions (including excellent compositions and compositions with common problems), displays them in front of the class, and conducts collective evaluation. For excellent compositions, the teacher affirms the advantages (such as clear viewpoint, rich examples, fluent language) and asks students to learn from them; for compositions with common problems, the teacher points out the problems (such as unclear viewpoint, insufficient examples, grammatical mistakes) and guides students to put forward modification methods together. Then, the teacher returns all the compositions to the students, and makes individual comments on each composition, pointing out the advantages and deficiencies, and putting forward specific modification suggestions. The teacher emphasizes that students should carefully revise their compositions according to the comments and suggestions, and accumulate good vocabulary, sentence patterns and writing methods in the revision process. Design Intention: Peer evaluation can cultivate students’ ability to evaluate and modify compositions, and let students learn from each other’s strengths and make up for their own weaknesses. Collective evaluation can help students find common problems in writing, deepen their understanding of writing requirements and methods. Individual comments can let students clearly understand their own advantages and deficiencies, and provide targeted guidance for their subsequent revision and improvement, which is conducive to improving students’ writing ability in the long run. Summary and Extension: Consolidate and Expand First, the teacher summarizes the content of this class: in this class, we learned Reading B, understood the mysterious places on Earth and humans’ exploration of them, mastered the key vocabulary, sentence patterns and text structure; at the same time, we learned to write an argumentative essay about the importance of exploring the unknown, and improved our writing ability. Then, the teacher emphasizes the core literacy requirements of this class: through this class, we not only improved our language ability, but also developed our thinking quality, enhanced our awareness of exploring the unknown, and cultivated our learning ability of independent and cooperative exploration. Then, the teacher arranges the after-class extension task: Revise the composition written in class according to the comments and suggestions, and submit it in the next class; Collect one story about human exploration of the unknown (such as the exploration of Mars, the discovery of new species), and write a short English introduction (about 50 words) to share in the next class; Preview the relevant content of the unit, and further accumulate vocabulary and sentence patterns related to exploration. Design Intention: Summarizing the class content can help students sort out the knowledge and skills learned in this class, consolidate the learning effect. Arranging after-class extension tasks can extend the classroom learning to after-class, help students consolidate the knowledge and skills learned, expand their horizons, and further stimulate their interest in exploring the unknown, which is conducive to the long-term 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 $