Unit 2 Mystery And Suspense-Language Focus 1 教案-2025-2026学年高中英语人教版选修第三

Unit 2 Mystery And Suspense-Language Focus 1 内容导航 This section focuses on core vocabulary (e.g., pose, fascination), un- prefix word formation, key phrases (e.g., pose for, focus on) and typical sentence patterns (emphatic structure, no matter concessive clauses) in the context of mystery and suspense, laying a foundation for language application. 教学目标和重难点 1. 教学目标 Language Ability: Master key words, phrases and sentence patterns, and use them flexibly in listening, speaking, reading and writing. Cultural Awareness: Understand the expression of mystery and suspense in English culture and respect cultural differences. Thinking Quality: Develop analytical and applicative thinking through exploring word formation and sentence structure. Learning Ability: Cultivate autonomous and cooperative learning habits by summarizing rules and practicing application. 2. 教学重难点 Key Points: Master the meanings and usages of core vocabulary (pose, fascination) and key phrases; grasp the structures and usages of emphatic sentence pattern, partial inversion and no matter concessive clauses. Difficult Points: Flexibly using un- prefix to form words; correctly applying typical sentence patterns in practical communication and writing; avoiding mistakes in sentence structure and word collocation. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a short video clip of a classic mystery scene (e.g., a detective observing clues in a grocery store). After playing the video, the teacher asks students questions in English: “What did you see in the video? What kind of feeling did it give you? What words or phrases can you use to describe this scene?” Then, the teacher writes down the words and phrases mentioned by students on the blackboard, such as “mysterious”, “suspenseful”, “observe”, “clue”, and guides students to connect these words with the unit theme “Mystery And Suspense”. Next, the teacher presents two sentences from the textbook: “Nor was it a wide range of contacts and connections.” and “It was within their reality that Cunningham saw both beauty and potential.” The teacher asks students to observe the sentence structures and invites them to share their findings. Finally, the teacher introduces the topic of this lesson: Language Focus 1, which will help them master the key language points to better understand and express mystery and suspense themes. Design Intention: The short mystery video can quickly attract students’ attention and arouse their interest in the unit theme, as senior high school students have a natural interest in suspense and mystery topics. By asking questions and collecting students’ existing vocabulary, the teacher can activate their prior knowledge and lay a foundation for the new lesson. Presenting textbook sentences in advance can let students have a preliminary perception of the key sentence patterns, creating a natural transition to the new knowledge learning. Step 2: Presentation of New Knowledge (Vocabulary and Word Formation) 2.1 Core Vocabulary Teaching The teacher first presents the core vocabulary “pose” and “fascination” with context-based sentences from the textbook. For “pose”, the teacher shows the sentence: “Every member of New York’s wealthy high society wanted nothing more than to pose for this man.” Then, the teacher explains the meaning and usage of “pose”: as a verb, it means “to sit or stand in a particular position in order to be photographed or painted”, and the common collocation is “pose for sb./sth.”. The teacher gives additional examples to help students understand: “She posed for a group photograph with her classmates.” “He posed as a policeman to get information.” For “fascination”, the teacher presents the sentence: “His fascination with mystery stories started when he was a child.” Then, the teacher explains that “fascination” is a noun, meaning “a strong interest in something”, and its related word forms: “fascinate” (verb), “fascinating” (adjective, describing something interesting), “fascinated” (adjective, describing someone who is interested). The teacher also gives collocations: “fascination with sth.”, “be fascinated by sth.”, and examples: “Her fascination with ancient history is amazing.” “I am fascinated by the mystery of the universe.” After explaining each word, the teacher invites students to make sentences with the words and collocations, and corrects their mistakes in pronunciation and usage in time. For example, if a student says “I pose a photo”, the teacher corrects it to “I pose for a photo” and explains the correct collocation again. 2.2 Word Formation: un- Prefix The teacher presents the word “uncomplicated” from the textbook and asks students: “Do you know the meaning of this word? Can you find its root?” Then, the teacher leads students to find that the root is “complicated” (adj., meaning “difficult to understand or deal with”), and the prefix “un-” is added to form “uncomplicated”, which means “not complicated, simple”. The teacher then summarizes the function of the un- prefix: it is a common negative prefix, which can be added to adjectives to form their opposites. The teacher provides more examples to help students master the rule: “fortunate → unfortunate”, “fit → unfit”, “fair → unfair”, “happy → unhappy”. Then, the teacher organizes a small activity: students work in pairs to list more words with the un- prefix, and share their lists with the whole class. The teacher comments on their answers and supplements more common words if necessary. Design Intention: Teaching vocabulary in context helps students understand the meaning and usage of words more deeply, rather than memorizing them in isolation. The combination of textbook sentences and additional examples can help students connect new knowledge with practical application. The un- prefix teaching adopts the inductive method: guiding students to find the rule by themselves, which can cultivate their analytical thinking and autonomous learning ability. The pair activity can enhance students’ participation and help them consolidate the word formation rule through interaction. Step 3: Presentation of New Knowledge (Key Phrases) The teacher presents the key phrases in groups, combining textbook contexts and practical examples, to help students master their meanings and usages. The first group includes “pose for”, “a wide range of”, “focus on”. For “pose for”, the teacher reviews the previous example and adds a new one: “The model posed for the painter for two hours.” For “a wide range of”, the teacher presents the sentence: “The store sells a wide range of mystery books.” and explains that it means “many different types of something”. The teacher gives another example: “There are a wide range of activities for students after class.” For “focus on”, the teacher presents the sentence: “We should focus on the key points of this lesson.” and explains its meaning: “to give special attention to something”. The example: “She focused on her study and got good grades.” The second group includes “nothing more than”, “rather than”, “not once”. For “nothing more than”, the teacher presents the sentence: “It was nothing more than a coincidence.” and explains that it means “only, just”. Example: “His words were nothing more than a lie.” For “rather than”, the teacher presents the sentence: “He chose to stay at home rather than go out.” and explains that it is used to show preference, meaning “instead of”. Example: “I prefer to read books rather than watch TV.” For “not once”, the teacher presents the sentence: “Not once did he mention his difficulty.” and reminds students that it is used to emphasize “never”, and when it is placed at the beginning of a sentence, the sentence needs partial inversion. Example: “Not once have I seen him late for class.” After explaining each phrase, the teacher asks students to complete simple fill-in-the-blank exercises to consolidate their understanding. For example: 1. She ______ (pose for) the camera with a smile. 2. The school offers ______ (a wide range of) courses. 3. We should ______ (focus on) our goals. The teacher checks the answers together with students and explains the mistakes in detail. Design Intention: Grouping phrases helps students classify and memorize them systematically. Combining textbook contexts and practical examples makes the phrases more vivid and easy to understand. The fill-in-the-blank exercises can timely test students’ mastery of the phrases, help the teacher find out the weak points of students’ learning, and lay a foundation for the subsequent sentence pattern teaching. Step 4: Presentation of New Knowledge (Typical Sentence Patterns) 4.1 Partial Inversion The teacher presents the textbook sentence: “Nor was it a wide range of contacts and connections.” and asks students to observe the sentence structure. The teacher explains that this is a partial inversion sentence. When negative adverbs or adverbial phrases such as “nor”, “neither”, “not only”, “never”, “not once” are placed at the beginning of a sentence, the auxiliary verb, modal verb or be verb should be placed before the subject. The teacher breaks down the sentence: The original sentence is “It was nor a wide range of contacts and connections.”, but “nor” is placed at the beginning, so “was” (be verb) is moved before “it”. The teacher gives more examples to help students understand: “Never have I seen such a beautiful place.” “Not only does he study hard, but also he is helpful.” “Neither do I like coffee nor do I like tea.” Then, the teacher guides students to practice converting normal sentences into partial inversion sentences. For example: 1. I have never heard of this story. → Never have I heard of this story. 2. He does not like mystery books. Nor do I. 3. She can speak English well. Not only can she speak English well, but also she can speak French. Students complete the exercises in pairs, and the teacher walks around to guide and correct. 4.2 Emphatic Sentence Pattern (It is/was + emphasized part + that/who...) The teacher presents the textbook sentence: “These things were real, and it was within their reality that Cunningham saw both beauty and potential.” The teacher asks students: “Which part of the sentence is emphasized?” Then, the teacher explains that this is an emphatic sentence pattern, which is used to emphasize a certain part of the sentence (subject, object, adverbial, etc.). The structure is “It is/was + the emphasized part + that (for people, who can be used instead of that) + the rest of the sentence.” The teacher also reminds students of the key points: when the emphasized part is a person, both “that” and “who” can be used; when it is other parts, only “that” can be used; the tense of “is/was” should be consistent with the tense of the main clause. Then, the teacher organizes a practice activity: students work in groups, write an emphatic sentence according to a given situation (e.g., emphasize the time when you read a mystery book, emphasize the place where you found a clue), and share their sentences with the whole class. The teacher comments on their sentences and corrects mistakes in structure and tense. 4.3 “No matter + wh-” Concessive Clauses The teacher presents the textbook sentence: “He valued his integrity and would not be bought by anyone, no matter how many free clothes or flights to faraway destinations he was offered.” The teacher explains that this is a concessive clause guided by “no matter + wh-” (e.g., no matter who, no matter what, no matter how, no matter where), which means “regardless of...”, and it can be used to express a concession. The teacher breaks down the sentence: “no matter how many” guides the concessive clause, meaning “regardless of how many”, and the clause uses the normal word order. The teacher gives more examples: 1. No matter who you are, you must obey the rules. 2. No matter what happens, I will stand by you. 3. No matter how difficult the problem is, we will try our best to solve it. 4. No matter where you go, remember to keep in touch with me. The teacher also compares “no matter + wh-” with “wh- + ever” (e.g., whoever, whatever, however, wherever) to help students distinguish: they have the same meaning in concessive clauses and can be used interchangeably. For example: No matter how difficult it is = However difficult it is. But “wh- + ever” can also be used to guide nominal clauses, while “no matter + wh-” cannot. Example: Whoever comes is welcome. (nominal clause, cannot be replaced by “No matter who”) Then, the teacher asks students to complete sentences with “no matter + wh-” or “wh- + ever”: 1. ______ (no matter what/whatever) you do, do it well. 2. ______ (no matter how/however) cold it is, he goes for a run every morning. 3. ______ (no matter who/whoever) calls, tell them I am not in. Students complete the exercises independently, and the teacher checks the answers and explains the differences between the two structures. Design Intention: The teaching of sentence patterns adopts the “presentation - explanation - practice” mode, which is in line with the cognitive law of senior high school students. By breaking down textbook sentences, students can better understand the structure and usage of sentence patterns. The combination of examples and practice helps students consolidate the knowledge. The pair and group activities can enhance students’ participation and cooperation ability, and the comparison of similar structures helps students avoid confusion and improve the accuracy of language use. Step 5: Consolidation Practice (Comprehensive Application) 5.1 Single-Sentence Practice Students complete the exercises independently. After finishing, the teacher checks the answers one by one, explains the difficult and error-prone points in detail, and asks students to correct their mistakes. For example, if a student makes a mistake in the tense of the emphatic sentence, the teacher reminds them of the consistency between the tense of “is/was” and the main clause. If a student confuses “fascinating” and “fascinated”, the teacher explains the difference between the two adjectives again. 5.2 Dialogue Practice The teacher designs a dialogue scenario related to mystery and suspense: Two students are talking about a mystery book they have read. The dialogue should include at least 3 core vocabulary words, 2 key phrases and 1 typical sentence pattern learned in this lesson. The teacher provides a simple outline: Student A: What mystery book have you read recently? Student B: I have read a book called... It is very fascinating. Student A: What is the story about? Student B: ... No matter how difficult the case was, the detective focused on finding clues... Student A: ... Students work in pairs to complete the dialogue. After 10 minutes, several pairs are invited to perform their dialogues in front of the class. The teacher comments on their performance, affirming their strengths in vocabulary and sentence pattern use, and pointing out the areas that need improvement (e.g., pronunciation, intonation, collocation mistakes). 5.3 Short Passage Writing The teacher asks students to write a short passage (about 80-100 words) with the theme “A Mysterious Experience”. The passage should include at least 4 core vocabulary words, 3 key phrases and 2 typical sentence patterns learned in this lesson. The teacher provides some tips: 1. Describe the time and place of the experience. 2. Describe what happened. 3. Express your feelings. The teacher also gives a sample passage to guide students: “Last weekend, I had a mysterious experience in a faraway village. When I was walking in the woods, I saw a stranger posing for a photo. His fascination with the old tree attracted my attention. It was not until I got closer that I found he was a detective. No matter how I asked, he refused to tell me his purpose. That experience was nothing more than a small episode, but it left a deep impression on me.” Students write the passage independently. After finishing, they exchange their passages with their deskmates and correct each other’s mistakes (e.g., vocabulary usage, sentence structure, grammar). Then, the teacher collects some excellent passages and some passages with common mistakes, reads them to the whole class, and comments on them in detail. For the excellent passages, the teacher affirms the flexible use of language points; for the passages with mistakes, the teacher helps students find and correct the mistakes, and summarizes the common error points. Design Intention: The consolidation practice is designed from single sentences to dialogues to short passages, which is gradual and in line with the law of language learning. Single-sentence practice helps students consolidate the basic knowledge; dialogue practice helps students apply the knowledge in oral communication, improving their speaking ability; short passage writing helps students integrate the knowledge and improve their writing ability. The peer correction link can cultivate students’ cooperative learning ability and error-detecting ability, and the teacher’s comment can help students further improve their language application level. Step 6: Summary and Extension 6.1 Lesson Summary The teacher invites students to summarize the key points of this lesson in English. Students take turns to share what they have learned, including core vocabulary, word formation, key phrases and typical sentence patterns. The teacher supplements and organizes the students’ answers, and makes a brief summary: In this lesson, we have learned some core vocabulary related to mystery and suspense, mastered the un- prefix word formation rule, some key phrases and three typical sentence patterns. These language points are very important for us to understand and express mystery and suspense themes. 6.2 Knowledge Extension The teacher introduces some English mystery and suspense works (e.g., short stories by Agatha Christie, the film “Rear Window”) and presents some sentences from these works that use the language points learned in this lesson. For example, from “Rear Window”: “It was through the window that he saw the mysterious murder.” (emphatic sentence) “No matter how hard he tried, he could not get the truth.” (“no matter + wh-” concessive clause). The teacher encourages students to read or watch these works after class, pay attention to the use of the language points learned, and expand their vocabulary and language sense. 6.3 Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns learned in this lesson, and make a vocabulary and sentence pattern notebook. 2. Complete the exercises in the textbook related to Language Focus 1. 3. Write a short passage (about 100 words) about “A Suspenseful Moment” , using at least 5 core vocabulary words, 4 key phrases and 2 typical sentence patterns. 4. Watch a short English mystery video and write down 3 sentences that use the language points learned. Design Intention: The student-led summary can enhance their memory and understanding of the knowledge, and cultivate their ability to sort out and summarize knowledge. The knowledge extension can broaden students’ horizons, connect classroom learning with extracurricular practice, and arouse their interest in English learning. The homework arrangement is designed to consolidate the knowledge learned in class, strengthen the application of language points, and promote students’ autonomous learning. Step 7: Feedback and Reflection (Teacher’s Side) After the class, the teacher reflects on the teaching process: 1. Check whether students have mastered the key language points, especially the difficult points such as partial inversion and emphatic sentence pattern. 2. Analyze the problems existing in students’ learning (e.g., confusion in word collocation, mistakes in sentence structure) and adjust the teaching strategy for the next class. 3. Evaluate the effectiveness of teaching activities (e.g., whether the pair and group activities are fully carried out, whether students are actively involved) and improve the teaching design. 4. Pay attention to the individual differences of students, and provide targeted guidance for students who have difficulty in learning. Design Intention: The teacher’s feedback and reflection is an important part of the teaching process, which helps the teacher find out the problems in teaching, adjust the teaching strategy, and improve the teaching quality. At the same time, it can also help the teacher better understand the learning situation of students and provide more targeted teaching guidance for them. 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 $