Unit 2 Mystery And Suspense-Language Focus 2 教案-2025-2026学年高中英语人教版选修第三册

Unit 2 Mystery And Suspense-Language Focus 2 内容导航 Language Focus 2 of Unit 2 Mystery And Suspense mainly focuses on the application of complex sentences and key vocabulary related to mystery and suspense. It helps students master the usage of attributive clauses and adverbial clauses to describe plots and characters, laying a solid foundation for listening, speaking, reading and writing in the theme. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and phrases about mystery and suspense, and use complex clauses flexibly to express ideas. Cultural Awareness: Understand the characteristics of Western mystery and suspense works and respect cultural differences in narrative styles. Thinking Quality: Cultivate logical thinking through analyzing sentence structures and reasoning plot clues, and improve critical thinking ability. Learning Ability: Develop autonomous learning habits by summarizing grammatical rules and practicing independently, and enhance the ability to apply knowledge comprehensively. 2. 教学重难点 Key Points: Master the usage of attributive clauses (restrictive and non-restrictive) and adverbial clauses (time, condition, reason) in the context of mystery and suspense; memorize and use key vocabulary such as clue, suspect, witness, investigate and mystery. Difficult Points: Distinguish the usage of restrictive and non-restrictive attributive clauses; flexibly use complex clauses to describe suspenseful plots and logical relationships, and avoid grammatical errors in practical application. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Mystery Picture Guessing. Show students a set of pictures related to mystery and suspense, such as a locked room, a broken window, a mysterious footprint, and a detective holding a magnifying glass. Ask students to look at the pictures and answer the following questions in English: “What can you see in the picture?” “What do you think happened here?” “If you were a detective, what would you do first?” After students give their answers, the teacher summarizes and leads in the theme of this lesson: “Today we will continue to learn Language Focus 2, and master more language skills to talk about mystery and suspense stories.” Activity 2: Review of Language Focus 1. The teacher reviews the key vocabulary and simple sentences learned in Language Focus 1, such as “mystery”, “suspense”, “detect”, “The story is full of suspense.” “She detected a strange smell in the room.” Then, ask students to make 2-3 sentences with the reviewed vocabulary and sentences, and invite 3-4 students to share their sentences in front of the class. The teacher corrects mistakes in pronunciation and grammar and gives positive comments. Design Intention: The mystery picture guessing activity can arouse students’ interest in the theme of mystery and suspense, stimulate their enthusiasm for participation, and let them quickly enter the learning state. Reviewing Language Focus 1 helps students connect the previous knowledge with the current lesson, lay a solid foundation for the new knowledge learning, and realize the continuity and systematicness of knowledge. Step 2: Presentation of New Knowledge (Key Vocabulary and Grammar) 2.1 Presentation of Key Vocabulary The teacher presents the key vocabulary of this lesson with pictures, videos and example sentences, focusing on explaining the meaning, pronunciation, part of speech and usage of each word, and guides students to master them in the context of mystery and suspense. 1. Clue: n. something that helps you find the answer to a mystery or problem. Example sentence: The detective found an important clue in the old box — a blood-stained handkerchief. The teacher explains: “Clue is a very important word in mystery stories. It refers to the clues that help solve the case. We can use it in sentences like ‘There is no clue about the missing girl.’” Then, ask students to make sentences with “clue” in pairs, and check their answers. 2. Suspect: n. a person who is thought to have committed a crime or done something wrong; v. to think that someone has done something wrong or committed a crime. Example sentences: (n.) The police interviewed all the suspects in the murder case. (v.) I suspect that he is hiding something from us. The teacher emphasizes the different pronunciations and usages of “suspect” as a noun and a verb, and asks students to read the example sentences aloud to feel the difference. 3. Witness: n. a person who sees an event happening, especially a crime or an accident; v. to see something happen. Example sentences: (n.) The witness told the police what he had seen that night. (v.) She witnessed the car accident on her way to school. The teacher explains the collocations of “witness”, such as “be a witness to sth”, “witness an event”, and guides students to make collocations and sentences. 4. Investigate: v. to try to find out the facts about something, such as a crime or an accident. Example sentence: The police are investigating the cause of the fire. The teacher adds the noun form “investigation” and the collocation “carry out an investigation”, and asks students to convert the example sentence into a sentence with “investigation” (The police are carrying out an investigation into the cause of the fire.). 5. Mystery: n. something that is difficult to understand or explain. Example sentence: The mystery of the ancient castle has not been solved for hundreds of years. The teacher connects it with the unit theme and asks students to talk about a mystery they know, using the word “mystery”. In addition, the teacher also presents other key words and phrases, such as “evidence”, “crime”, “solve”, “break into”, “take place”, and explains them briefly with simple example sentences, ensuring that students can understand and use them in simple contexts. Design Intention: Presenting vocabulary through multi-modal materials such as pictures and videos can make abstract words more concrete and vivid, helping students understand their meanings and usages quickly. Combining example sentences with the theme of mystery and suspense makes vocabulary learning closely related to the unit content, which is conducive to students’ application of vocabulary in practical scenarios. The interactive activities such as making sentences and pairing discussions can enhance students’ participation and deepen their memory of vocabulary. 2.2 Presentation of Key Grammar — Attributive Clauses The teacher first reviews the basic knowledge of attributive clauses learned in junior high school, such as the definition of attributive clauses, relative pronouns (who, whom, which, that, whose) and their basic usages. Then, based on the theme of mystery and suspense, presents new example sentences to introduce restrictive and non-restrictive attributive clauses, and guides students to summarize their characteristics and usages. 1. Presentation of Restrictive Attributive Clauses. The teacher presents the example sentence: “The man who is wearing a black coat is a detective.” Ask students to analyze the sentence structure: “The man” is the antecedent, “who is wearing a black coat” is the attributive clause, which modifies “the man”, and “who” is the relative pronoun, which acts as the subject in the clause. The teacher explains: “A restrictive attributive clause is closely connected with the antecedent, and it is indispensable for the meaning of the sentence. If we remove it, the meaning of the sentence will be incomplete. In mystery stories, we often use restrictive attributive clauses to describe the characteristics of people or things, such as the suspect, the clue, etc.” Then, the teacher gives another example sentence: “The box which is on the desk contains important clues.” Ask students to analyze the sentence structure by themselves, and invite a student to share the analysis result. The teacher corrects and supplements. 2. Presentation of Non-restrictive Attributive Clauses. The teacher presents the example sentence: “The detective found a clue, which helped him solve the case.” Ask students to compare it with the restrictive attributive clause just learned, and find the differences. The teacher summarizes: “A non-restrictive attributive clause is separated from the antecedent by a comma, and it is an additional explanation of the antecedent. Even if we remove it, the meaning of the main sentence is still complete. In this sentence, ‘which helped him solve the case’ is an additional explanation of ‘a clue’, telling us what the clue did.” Then, the teacher gives another example sentence: “His sister, who is a lawyer, helped him collect evidence.” Ask students to read the sentence aloud, feel the pause between the antecedent and the clause, and analyze the usage of the relative pronoun “who” in the clause. 3. Summary of the Differences Between Restrictive and Non-restrictive Attributive Clauses. The teacher guides students to summarize the differences from three aspects: punctuation, connection with the antecedent, and the function of the clause. The teacher writes the summary on the blackboard or shows it on the screen: (1) Punctuation: Restrictive attributive clauses have no comma; non-restrictive attributive clauses have a comma between the antecedent and the clause. (2) Connection: Restrictive attributive clauses are closely connected with the antecedent, and cannot be separated; non-restrictive attributive clauses are loosely connected with the antecedent, and can be separated. (3) Function: Restrictive attributive clauses are used to restrict and modify the antecedent, making the meaning of the sentence complete; non-restrictive attributive clauses are used to supplement and explain the antecedent, adding additional information. 4. Key Points of Relative Pronouns in Attributive Clauses. The teacher emphasizes the usage of relative pronouns in restrictive and non-restrictive attributive clauses: (1) Who/whom: used to refer to people; who acts as the subject or object in the clause, and whom acts as the object. (2) Which: used to refer to things or animals; acts as the subject or object in the clause. (3) That: can be used to refer to people or things; acts as the subject or object in the clause; it cannot be used in non-restrictive attributive clauses. (4) Whose: used to refer to the possessive relationship of people or things; acts as the attributive in the clause. The teacher gives example sentences for each relative pronoun, and asks students to identify the antecedent, relative pronoun and its function in the clause. Design Intention: Reviewing the basic knowledge of attributive clauses helps students connect with the previous learning and lay a foundation for the new knowledge. Presenting grammar through example sentences related to the theme of mystery and suspense makes grammar learning no longer boring, and helps students understand the practical application of grammar. Guiding students to summarize the differences between restrictive and non-restrictive attributive clauses can cultivate their logical thinking ability and autonomous learning ability, and make them master grammar rules more deeply. 2.3 Presentation of Key Grammar — Adverbial Clauses On the basis of attributive clauses, the teacher continues to present adverbial clauses related to the theme of mystery and suspense, focusing on time adverbial clauses, condition adverbial clauses and reason adverbial clauses, which are commonly used in describing suspenseful plots. 1. Time Adverbial Clauses. The teacher presents example sentences: (1) When the detective arrived at the scene, the police had already started the investigation. (2) While the witness was describing what he had seen, the suspect was trying to escape. (3) After they found the evidence, they arrested the suspect immediately. The teacher explains the conjunctions used in time adverbial clauses, such as when, while, after, before, until, as soon as, and their usages: (1) When can be used to refer to a point in time or a period of time, and the predicate verb can be a continuous verb or an instantaneous verb. (2) While can only be used to refer to a period of time, and the predicate verb is usually a continuous verb. (3) After and before indicate the sequence of events, and the tense should be paid attention to in the clause. Then, ask students to make time adverbial clauses with the conjunctions mentioned, combined with the theme of mystery and suspense. 2. Condition Adverbial Clauses. The teacher presents example sentences: (1) If we find more evidence, we can solve the case quickly. (2) Unless the suspect tells the truth, he will be punished by the law. (3) As long as we follow the clues, we will find the real criminal. The teacher explains the conjunctions used in condition adverbial clauses, such as if, unless, as long as, and their usages: (1) If means “if”, and it can be used to express a possible condition. (2) Unless means “unless”, which is equivalent to “if not”. (3) As long as means “as long as”, which emphasizes the condition that must be met. The teacher reminds students of the tense agreement in condition adverbial clauses: the present tense is used in the clause, and the future tense is used in the main clause (the principle of “主将从现”). Then, ask students to make condition adverbial clauses in pairs, and share their sentences with the class. 3. Reason Adverbial Clauses. The teacher presents example sentences: (1) Because the witness was afraid of being retaliated, he refused to testify at first. (2) Since the clue was too vague, the investigation made little progress. (3) As he had a criminal record, he became the main suspect. The teacher explains the conjunctions used in reason adverbial clauses, such as because, since, as, and their differences: (1) Because emphasizes the direct reason, and it can be answered with “why”. (2) Since and as emphasize the known reason, and they are usually placed at the beginning of the sentence. Then, ask students to distinguish the usage of these conjunctions by analyzing example sentences, and make reason adverbial clauses by themselves. Design Intention: Adverbial clauses are very important for describing the sequence, condition and reason of plots in mystery and suspense stories. Presenting adverbial clauses through theme-related example sentences helps students understand their practical application value. Explaining the conjunctions and their usages in detail, and emphasizing the tense agreement can help students avoid grammatical errors. The interactive activities such as making sentences and pairing discussions can enhance students’ ability to apply adverbial clauses flexibly. Step 3: Practice (Consolidation of New Knowledge) 3.1 Vocabulary Practice Activity 1: Fill in the Blanks. The teacher designs a passage related to a mystery story, with some blanks where students need to fill in the key vocabulary learned in this lesson. The passage is as follows: “Last night, a robbery took place in a jewelry store. The police arrived at the scene quickly and started to ______ (investigate) the case. They found a ______ (clue) — a strand of long hair, which belonged to a woman. The police interviewed several ______ (witness) and identified three ______ (suspect). The ______ (mystery) is that the jewelry store’s door was not broken into, which made the investigation more difficult. With the help of more evidence, the police finally ______ (solve) the case.” Students complete the blanks independently, and then the teacher checks the answers, explains the mistakes, and asks students to read the passage aloud to consolidate the vocabulary. Activity 2: Word Matching. The teacher writes the key vocabulary on the left side of the blackboard, and the corresponding Chinese meanings or English explanations on the right side. Ask students to come to the blackboard to match them, and other students check and correct. For example: clue — something that helps you find the answer to a mystery; suspect — a person who is thought to have committed a crime; witness — a person who sees an event happening. Design Intention: The fill-in-the-blank activity combines vocabulary with a coherent mystery passage, which helps students apply vocabulary in context and improve their ability to use vocabulary comprehensively. The word matching activity can help students consolidate the meaning of vocabulary, deepen their memory, and enhance the interactivity of the class. 3.2 Grammar Practice — Attributive Clauses Activity 1: Choose the Correct Relative Pronoun. The teacher designs 10 multiple-choice questions, focusing on the usage of relative pronouns (who, whom, which, that, whose) in restrictive and non-restrictive attributive clauses. For example: (1) The detective ______ solved the case is very famous in our city. A. who B. which C. whose D. whom (2) The box ______ we found in the old house contains a lot of evidence. A. who B. which C. what D. where (3) His brother, ______ is a policeman, helped him collect information. A. that B. which C. who D. whom Students complete the questions independently, and then the teacher explains the answers one by one, emphasizing the key points and easily confused points. Activity 2: Combine Two Sentences into One with Attributive Clauses. The teacher gives two simple sentences, and asks students to combine them into one sentence with an attributive clause. For example: (1) The man is a suspect. He was seen near the crime scene last night. (Combined: The man who was seen near the crime scene last night is a suspect.) (2) The book is very interesting. It tells a story about a detective. (Combined: The book which tells a story about a detective is very interesting.) (3) She has a sister. Her sister is a witness in the case. (Combined: She has a sister whose sister is a witness in the case.) Students complete the exercise in pairs, and then the teacher invites several groups to share their answers, corrects mistakes, and explains the key points of combination. Activity 3: Correct the Mistakes. The teacher designs some wrong sentences about attributive clauses, and asks students to find and correct the mistakes. For example: (1) The woman whom is talking to the police is a witness. (Mistake: whom → who) (2) This is the house where we found the clue. (Correct) (3) He gave me a book, that is about mystery stories. (Mistake: that → which) (4) The boy whose father is a detective wants to be a detective too. (Correct) Students correct the mistakes independently, and then the teacher checks the answers, explains the reasons for the mistakes, and helps students avoid similar errors in the future. Design Intention: The multiple-choice questions help students consolidate the usage of relative pronouns, and test their mastery of basic grammar knowledge. The sentence combination activity helps students practice the application of attributive clauses, and improve their ability to connect sentences and express ideas coherently. The mistake correction activity helps students find out the common mistakes in the use of attributive clauses, deepen their understanding of grammar rules, and improve their ability to use grammar correctly. 3.3 Grammar Practice — Adverbial Clauses Activity 1: Fill in the Blanks with Correct Conjunctions. The teacher designs a passage related to a suspense story, with some blanks where students need to fill in the correct conjunctions of adverbial clauses (when, while, after, if, unless, because, since). The passage is as follows: “______ the detective was checking the crime scene, he found a strange footprint. ______ he saw the footprint, he realized that the criminal was a tall man. ______ the witness could provide more information, they would be able to find the criminal quickly. ______ the witness was too scared to speak, the detective tried to comfort her. ______ she felt safe, she began to describe the criminal’s appearance. ______ the detective got the information, he immediately arranged for the police to search for the criminal.” Students complete the blanks independently, and then the teacher checks the answers, explains the usage of each conjunction in the context, and asks students to read the passage aloud. Activity 2: Make Sentences with Given Conjunctions. The teacher gives some conjunctions of adverbial clauses, such as when, while, if, unless, because, and asks students to make sentences with them, combined with the theme of mystery and suspense. Each student needs to make at least 3 sentences, and then share their sentences in groups. The group members check each other’s sentences, correct mistakes, and select the best sentences to share with the class. The teacher gives comments and encouragement. Activity 3: Role-play. Divide students into groups of 4-5, and assign roles: detective, witness, suspect, police officer. Ask students to make up a short dialogue about investigating a mystery case, using at least 3 adverbial clauses (time, condition, reason) and some key vocabulary learned in this lesson. The teacher gives an example dialogue: Detective: When did you see the suspect last night? Witness: I saw him near the bank while I was walking my dog. Detective: Why didn’t you call the police at that time? Witness: Because I was too scared. Detective: If you can tell us more details, we will be able to catch him soon. Students prepare the dialogue in groups for a few minutes, and then invite 2-3 groups to perform their dialogues in front of the class. The teacher comments on their performance, focusing on the correct use of adverbial clauses and vocabulary, and the fluency of the dialogue. Design Intention: The fill-in-the-blank activity combines adverbial clauses with a coherent suspense story, helping students apply grammar in context and improve their ability to use grammar flexibly. The sentence-making activity allows students to practice the application of adverbial clauses independently, and enhance their ability to express ideas. The role-play activity integrates vocabulary, grammar and oral expression, making students apply the knowledge learned in practical communication, improving their oral English ability and cooperative learning ability. 3.4 Comprehensive Practice Activity: Complete a Short Mystery Story. The teacher gives the beginning and ending of a short mystery story, and asks students to complete the middle part with the key vocabulary and grammar learned in this lesson (at least 3 attributive clauses and 2 adverbial clauses). The beginning: “One morning, Mary found that her favorite necklace was missing. She was very worried and called the detective.” The ending: “With the help of the detective, Mary got her necklace back, and the thief was arrested by the police.” Students complete the story independently, and then exchange their stories with their deskmates, check each other’s use of vocabulary and grammar, and give suggestions for revision. The teacher collects some students’ stories, reads them aloud in class, and gives comments and guidance, emphasizing the correct use of language and the coherence of the plot. Design Intention: The comprehensive practice activity integrates vocabulary and grammar, and combines reading and writing, helping students apply the knowledge learned in this lesson comprehensively. Completing the story can stimulate students’ imagination and creativity, and improve their writing ability. Exchanging and revising stories with deskmates can enhance students’ cooperative learning ability and critical thinking ability. Step 4: Consolidation and Extension 4.1 Summary The teacher guides students to summarize the key points of this lesson: (1) Key vocabulary: clue, suspect, witness, investigate, mystery, evidence, crime, solve, etc. (2) Key grammar: restrictive and non-restrictive attributive clauses, time adverbial clauses, condition adverbial clauses, reason adverbial clauses. The teacher asks students to share what they have learned in this lesson, and supplements and improves their summaries, helping students sort out the knowledge system and deepen their memory of the knowledge. Design Intention: Summarizing the lesson by students themselves can cultivate their ability to sort out and summarize knowledge, and help them form a systematic knowledge structure. The teacher’s supplement and improvement can ensure that students master the key points of the lesson correctly. 4.2 Extension Activity Activity 1: Introduce a Mystery Story. Ask students to introduce a mystery story they have read or watched, using the key vocabulary and grammar learned in this lesson. They can talk about the plot, the characters, the clues and the solution of the story. Each student speaks for 1-2 minutes, and the teacher gives comments and encouragement, focusing on the correct use of language and the clarity of expression. Activity 2: Group Discussion. Divide students into groups of 3-4, and ask them to discuss the question: “What qualities should a good detective have?” Students discuss in groups, and use the key vocabulary and grammar learned in this lesson to express their opinions. For example: “A good detective should be careful, because he needs to find every clue in the crime scene.” “A good detective should be smart, so that he can analyze the clues and find the real criminal.” After the discussion, each group sends a representative to share their opinions with the class. The teacher summarizes the students’ opinions and gives positive comments. Design Intention: The extension activity connects the classroom knowledge with real life and extracurricular reading, expanding students’ horizons and improving their ability to apply language in practical scenarios. The group discussion activity can enhance students’ cooperative learning ability and oral expression ability, and stimulate their thinking about the theme of mystery and suspense. Step 5: Homework Arrangement 1. Vocabulary Homework: Copy the key vocabulary of this lesson 5 times, and make 2 sentences with each word. 2. Grammar Homework: Complete 15 exercises about attributive clauses and adverbial clauses (including 5 multiple-choice questions, 5 sentence combination questions, and 5 mistake correction questions). 3. Writing Homework: Write a short mystery story (about 150-200 words), using at least 4 key vocabulary and 3 complex clauses (attributive clauses or adverbial clauses). 4. Extracurricular Homework: Read a short English mystery story, and write a 50-word summary of it. Design Intention: The homework arrangement is hierarchical, including vocabulary consolidation, grammar practice, writing training and extracurricular reading, which helps students consolidate the knowledge learned in class and improve their comprehensive language ability. The writing homework and extracurricular reading can stimulate students’ interest in learning English and expand their extracurricular knowledge. Step 6: Teaching Reflection (Teacher’s Internal Reflection) After the class, the teacher reflects on the teaching process from the following aspects: (1) Whether the lead-in activity effectively aroused students’ interest in learning, and whether the review link was in place. (2) Whether the presentation of new knowledge was clear and easy to understand, and whether students could master the key vocabulary and grammar. (3) Whether the practice activities were diverse and targeted, and whether they could help students consolidate the new knowledge. (4) Whether the extension activities were closely connected with the theme, and whether they could improve students’ ability to apply language. (5) Whether the homework arrangement was reasonable, and whether it could meet the needs of different students. According to the reflection, the teacher adjusts the teaching plan and methods for the next class, to improve the teaching effect. Design Intention: Teaching reflection is an important part of teaching, which helps teachers find out the advantages and disadvantages of the teaching process, summarize experience and lessons, and continuously improve their teaching level and ability, so as to better meet the needs of students’ 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 $