Unit 3 Exploring the Unknown-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language competence via grasping key vocabularies and discourse structure, cultivating thinking quality through critical exploration, fostering cultural awareness by understanding global unknown-exploring practices, and improving learning ability via independent and cooperative learning. 教学重难点 Key points: Master core vocabularies and complex sentences about unknown exploration; understand the discourse logic and main ideas. Difficult points: Analyze the author’s attitude and logical connections, and apply the learned content to express personal views on exploration. 教学过程 Lead-in The teacher starts the class by showing multi-modal materials, including short video clips of scientists exploring the deep sea, pictures of the Bermuda Triangle, and audio clips about the mystery of the Maya civilization. After playing the materials, the teacher asks two guiding questions: “What unknown phenomena have you heard of? What do you think drives people to explore the unknown?” Then, invite 3-4 students to share their answers freely. During the sharing process, the teacher guides students to use simple English expressions related to exploration, such as “explore”, “mystery”, “curiosity” and so on. After the sharing, the teacher makes a brief summary: “Human beings’ exploration of the unknown has never stopped. It is curiosity and courage that drive us to step into the unknown world. Today, we will learn Reading B Further Exploration to understand more about human’s exploration journey and the spirit behind it.” Design Intention: The multi-modal materials can quickly attract students’ attention and arouse their interest in the theme of “exploring the unknown”, which is in line with the multi-modal teaching concept. The guiding questions connect students’ prior knowledge and life experience with the text content, laying a foundation for the subsequent reading. Meanwhile, guiding students to use simple exploration-related words can activate their existing vocabulary reserve and pave the way for grasping new words in the text. Pre-reading Vocabulary Preview: The teacher presents the core vocabularies and phrases in the text on the screen, including “further exploration”, “mystery”, “hypothesis”, “evidence”, “confirm”, “challenge”, “breakthrough”, “perseverance”, “controversial” and “in spite of”. For each word, the teacher provides the phonetic symbol, part of speech and simple English explanation, and combines with the context of the text to give example sentences. For example, for “hypothesis”, the teacher says: “A hypothesis is an idea or explanation that you test through study and experimentation. In the text, scientists put forward a hypothesis about the origin of the unknown phenomenon.” Then, organize students to read the words and example sentences aloud in groups of two, and ask them to guess the meaning of the words according to the example sentences and their own understanding. After that, the teacher checks the mastery of the words by asking random questions, such as “What does ‘breakthrough’ mean? Can you make a sentence with it?” Background Introduction: The teacher briefly introduces the background of the text. The text mainly focuses on human’s exploration of several controversial unknown phenomena, including the mystery of the Loch Ness Monster and the exploration of outer space. It introduces the different hypotheses put forward by scientists, the evidence they collected, and the difficulties and challenges they encountered in the exploration process. The teacher emphasizes: “The text is a narrative-expository article, which not only tells the process of exploration but also explains the scientific principles and attitudes behind it. This will help us understand the spirit of scientists’ perseverance in exploring the unknown.” Design Intention: Previewing core vocabularies helps students remove language obstacles in reading, so that they can focus more on understanding the text content. The way of combining example sentences with text context helps students master the usage of words in specific contexts, improving their language application ability. Brief background introduction enables students to have a preliminary understanding of the text theme and structure, laying a foundation for in-depth reading. At the same time, it implicitly conveys the scientific exploration spirit, which is in line with the requirement of integrating value guidance into teaching. While-reading This part is divided into three stages: skimming, scanning and intensive reading, to guide students to understand the text step by step from the overall to the local, and cultivate their reading ability. Skimming: Ask students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) How many unknown phenomena are mentioned in the text, and what are they? After students finish reading, invite them to share their answers. The teacher makes a summary: “The main topic of the text is human’s further exploration of unknown phenomena. Three unknown phenomena are mentioned: the Loch Ness Monster, the mystery of UFOs and the exploration of Mars.” Then, guide students to sort out the overall structure of the text: the first paragraph introduces the significance of further exploration; the middle paragraphs respectively introduce the exploration process of the three unknown phenomena; the last paragraph summarizes the spirit of exploration. Design Intention: Skimming training helps students quickly grasp the main idea and overall structure of the text, cultivate their ability to obtain key information quickly. The design of questions guides students to read with goals, avoiding aimless reading. Sorting out the text structure helps students establish a clear discourse framework, laying a foundation for subsequent intensive reading. Scanning: Ask students to read the text again carefully, and complete the following table. The table includes four columns: Unknown Phenomenon, Hypotheses, Evidence, Difficulties and Challenges. Students need to find relevant information in the text and fill in the table. During the process, the teacher walks around the classroom to guide students who have difficulties, reminds them to pay attention to key sentences and signal words, such as “firstly”, “secondly”, “however”, “in addition” and so on. After students finish filling in the table, invite several groups to present their results, and the teacher corrects and supplements them. For example, for the Loch Ness Monster, the hypotheses include “it is a surviving dinosaur” and “it is a large fish”; the evidence includes “some photos and videos” but “most of them are not clear”; the difficulties include “the deep water and complex environment of the lake make it difficult to collect accurate evidence”. Design Intention: Scanning training helps students accurately find specific information in the text, improve their ability to locate information. The form of the table makes the text information more systematic and clear, which is convenient for students to sort out and compare the exploration situation of different unknown phenomena. Guiding students to pay attention to signal words helps them understand the logical connection between paragraphs and sentences, improving their discourse analysis ability. Intensive Reading: Focus on analyzing key paragraphs and sentences, guiding students to understand the author’s attitude, logical connections and the connotation of the text. First, select the key sentence in the first paragraph: “Further exploration of the unknown is not only a pursuit of knowledge but also a reflection of human courage and perseverance.” Ask students to discuss: “What does this sentence mean? What role does it play in the text?” After discussion, the teacher summarizes: “This sentence points out the significance of further exploration, which is the topic sentence of the text, laying the emotional tone for the whole article.” Then, analyze the paragraphs about the exploration of Mars. Ask students to read the paragraphs carefully and answer the following questions: (1) What progress have scientists made in the exploration of Mars? (2) What challenges do they still face? (3) What can we learn from the exploration process? Guide students to find key information, such as “scientists have sent rovers to Mars and found traces of water”, “the harsh environment of Mars, such as low temperature and thin atmosphere, brings great challenges to exploration”, and “scientists never give up in the face of difficulties, which reflects their perseverance and scientific spirit”. Then, ask students to analyze the logical relationship of the paragraph: “The paragraph first introduces the progress of Mars exploration, then points out the challenges, and finally expresses the admiration for scientists’ spirit. This kind of logical structure makes the content more coherent and persuasive.” Next, focus on the difficult sentences in the text. For example, “In spite of the lack of sufficient evidence, many scientists still insist on their research, believing that further exploration will help us uncover the truth of the unknown.” Ask students to parse the sentence structure: “In spite of” guides the adverbial clause of concession, “believing that...” is the present participle phrase as adverbial. Then, ask students to translate the sentence into English orally (to consolidate the understanding of the sentence) and discuss: “Why do scientists insist on their research even without sufficient evidence?” Through discussion, guide students to realize that it is the spirit of perseverance and the pursuit of truth that drive scientists to move forward. Finally, guide students to analyze the author’s attitude towards further exploration. Ask students: “What is the author’s attitude towards human’s exploration of the unknown? How do you know?” Let students find relevant sentences in the text to support their views, such as “Further exploration is of great significance to human progress” and “We should admire the courage and perseverance of scientists”. The teacher summarizes: “The author holds a positive and supportive attitude towards further exploration, and expresses admiration for the spirit of scientists.” Design Intention: Intensive reading helps students deeply understand the connotation of the text, grasp the key sentences and difficult sentences, and improve their ability to analyze and understand the text. The design of discussion questions guides students to think deeply, cultivate their critical thinking and logical thinking ability. Analyzing the author’s attitude helps students understand the emotional tendency and value orientation of the text, and imperceptibly cultivate their scientific spirit and positive attitude towards exploration. Post-reading This part includes three activities: group discussion, language practice and theme extension, to help students consolidate the learned content, improve their language application ability and expand their thinking. Group Discussion: Divide students into groups of 4-5, and give the discussion topic: “Do you think it is necessary for humans to explore the unknown? Why or why not? What should we pay attention to in the process of exploration?” Before the discussion, the teacher reminds students to use the vocabularies and sentences learned in the text, such as “further exploration”, “perseverance”, “challenge”, “evidence”, “in spite of” and so on. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and guides students to express their views clearly and logically. After the discussion, each group sends a representative to present their views. For example, some groups think that it is necessary to explore the unknown because it can help humans obtain new knowledge and promote the progress of society; some groups think that exploration may bring risks, so we should be cautious and abide by scientific principles. After the presentation, the teacher makes a comment: “All your views are reasonable. Exploration is a double-edged sword. On the one hand, it brings new discoveries and progress to humans; on the other hand, it also faces many challenges and risks. What we need is the spirit of courage and perseverance, as well as a scientific and rigorous attitude.” Design Intention: Group discussion not only helps students consolidate the learned language knowledge but also cultivates their cooperative learning ability and oral expression ability. The discussion topic is closely related to the text theme and real life, which can stimulate students’ thinking and help them form a comprehensive understanding of exploration. The teacher’s comment guides students to establish a correct view of exploration, which is in line with the requirement of cultivating students’ core literacy. Language Practice: Design two exercises to help students consolidate the use of core vocabularies and complex sentences. Exercise 1: Fill in the blanks with the correct form of the given words. The words include “confirm”, “breakthrough”, “controversial”, “perseverance”, “challenge”. For example: (1) Scientists have made a great ______ in the exploration of the deep sea. (2) His ______ helped him overcome all the difficulties in his research. Exercise 2: Rewrite the following sentences using the structures learned in the text. For example: (1) Although there are many challenges, we will continue to explore. (Rewrite using “in spite of”) (2) Scientists believe that further exploration will help us uncover the truth. (Rewrite using “believing that...”) After students finish the exercises, the teacher checks the answers, explains the common mistakes, and asks students to correct their mistakes. For example, remind students of the collocation of words, such as “make a breakthrough”, “show perseverance”, and the usage of the structure “in spite of + noun/pronoun”. Design Intention: Language practice is an important link to consolidate the learned knowledge. The design of exercises is closely related to the core vocabularies and sentence structures in the text, which can help students master the usage of language knowledge in practice and improve their language application ability. Checking and correcting mistakes helps students find their own deficiencies and deepen their understanding of language knowledge. Theme Extension: The teacher introduces some recent achievements in human exploration of the unknown, such as the launch of China’s Tianwen-1 probe to Mars, the exploration of the Mariana Trench, and so on. Show relevant pictures and short video clips, and ask students: “What do these achievements mean to humans? What can we learn from the explorers?” Invite students to share their feelings. Then, the teacher makes a summary: “Human beings’ exploration of the unknown is an endless journey. Every breakthrough is the result of the efforts and perseverance of countless explorers. As senior high school students, we should learn from their spirit, keep curious and brave, and pursue knowledge and progress unceasingly.” Design Intention: Theme extension connects the text content with the latest scientific achievements, which not only enriches students’ knowledge but also enhances their sense of national pride and responsibility. Guiding students to share their feelings helps them internalize the exploration spirit, and realize the connection between the text and their own growth, which is conducive to cultivating their positive values and learning ability. Summary and Homework Summary: The teacher guides students to summarize the content of the class together. First, ask students to recall the main idea of the text, the core vocabularies and sentence structures learned, and then the teacher makes a systematic summary: “Today, we learned Reading B Further Exploration, which introduces human’s exploration of three unknown phenomena and the spirit of perseverance and courage behind it. We have mastered the core vocabularies and complex sentences related to exploration, and understood the significance of further exploration. At the same time, we have also discussed the necessity of exploration and formed a correct view of exploration.” Homework: Assign three levels of homework to meet the needs of different students. Level 1 (Basic): Read the text aloud for 15 minutes every day, recite the core vocabularies and key sentences, and copy the difficult sentences twice. Level 2 (Improvement): Write a short passage of 80-100 words about “My View on Exploring the Unknown”, using the vocabularies and sentences learned in the text. Level 3 (Challenge): Surf the Internet to collect information about one unknown phenomenon, and prepare a 2-minute oral report to introduce the phenomenon and the exploration progress. Design Intention: Summarizing the class helps students sort out the knowledge learned in the class and form a systematic knowledge framework. The hierarchical homework takes into account the differences of students’ learning levels, which can not only help students consolidate the basic knowledge but also stimulate the enthusiasm of advanced students to learn, improving their language application ability and independent learning ability. The challenge homework also helps students expand their horizons and cultivate their ability to collect and process information. 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 $