Unit 3 Shaping The World-Language Focus 1 教案-2025-2026学年高中英语人教版选修第三册

Unit 3 Shaping The World-Language Focus 1 内容导航 This section focuses on core vocabulary (e.g., foreground, threshold, prosperity) and key phrases (e.g., bring along, drive down) in Unit 3, combining context to explain their meanings and usages, aiming to help students master basic language knowledge and lay a foundation for practical communication about shaping the world. 教学目标和重难点 1. 教学目标 Language Competence: Master the meanings, word formations and usages of core vocabulary and phrases, and use them correctly in simple contexts. Thinking Quality: Cultivate logical thinking through analyzing word usage and context, and develop the ability to summarize language rules. Cultural Awareness: Understand the connection between language and social development, and perceive the role of language in shaping the world’s culture and society. Learning Ability: Form effective vocabulary memory methods and develop the habit of independent exploration and cooperative learning in language study. 2. 教学重难点 Key Points: Master the core vocabulary (foreground, threshold, prosperity, fusion, etc.) and their derivative forms, and grasp the usage of key phrases (bring along, drive down, on the threshold of, etc.). Difficult Points: Distinguish the usage of similar words (e.g., prosperity vs. prosperous), correctly apply the phrases in specific contexts, and understand the flexible use of adverbs (e.g., drastically, overnight) to express degrees and states. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Theme-related Discussion. The teacher shows pictures of urban development, cultural integration and technological progress (e.g., a city with both traditional buildings and modern skyscrapers, a restaurant with fusion cuisine, and an automated factory assembly line), and asks students the following questions: “What changes have you seen in our world in recent years? How do these changes shape our life? Can you use some English words to describe these changes?” Then invite 3-4 students to share their answers freely. Activity 2: Vocabulary Preview Check. The teacher presents 5 core words from this section (foreground, threshold, prosperity, fusion, automate) on the screen, and asks students to guess their meanings based on the pictures and their existing knowledge. After students’ guesses, the teacher briefly gives the Chinese meanings without detailed explanation, and tells students that these words are closely related to the theme of “shaping the world” and will be the key content of this lesson. Design Intention: The lead-in links the language learning with the unit theme “Shaping The World” through visual pictures and interactive discussions, which can arouse students’ interest in learning and activate their existing knowledge reserve. Guessing the meaning of words in advance helps students establish a preliminary cognitive connection with new vocabulary, laying a foundation for the subsequent in-depth learning of vocabulary and phrases. At the same time, it guides students to perceive the connection between language and real life, and initially cultivates their cultural awareness and thinking quality. Step 2: Presentation and Explanation of Core Vocabulary (Vocabulary Teaching) This part focuses on the detailed explanation of 12 core vocabulary words in Language Focus 1, including their pronunciation, part of speech, core meaning, word formation, collocation and example sentences, combining the unit theme and specific contexts to help students understand and master them in depth. 1. Foreground (n.) The teacher first reads the word twice, emphasizing the stress (ˈfɔːɡraʊnd), then writes the part of speech and core meanings on the blackboard: “1. The part of a picture or view that is nearest to the viewer (前景); 2. A position of importance or attention (瞩目地位)”. Then explains the common collocations: “in the foreground” and “bring to the foreground”, and gives example sentences combined with the theme: “The modern buildings are in the foreground of the city photo, showing the rapid development of the city.” “The problem of environmental protection has been brought to the foreground in recent years as people pay more attention to shaping a better world.” After that, ask students to make one sentence with each collocation, and the teacher corrects and comments on their sentences in time. 2. Threshold (n.) Pronunciation guidance: ˈθreʃhəʊld. Core meanings: “1. The floor or ground at the entrance to a building or room (门口); 2. The start or beginning of something (起点; 入门)”. Key collocations: “on the threshold of” (即将……) and “cross the threshold” (跨过门槛). Example sentences: “She is on the threshold of a new life after graduating from high school, which will shape her future.” “When we cross the threshold of the new museum, we can feel the integration of history and modernity.” The teacher asks students to discuss in pairs: “What are you on the threshold of in your life now?” and invites several pairs to share their dialogues. 3. Electronics (n.) Pronunciation: ɪˌlekˈtrɒnɪks. Tips: It is an uncountable noun without a singular form. Core meaning: “The branch of science and technology concerned with electronic devices and circuits (电子学; 电子电路; 电子器件)”. Derivatives: “electronic (adj. 电子的)” and “electron (n. 电子)”. Collocations: “electronic equipment”, “study electronics”, “electronics industry”. Example sentences: “He majors in electronics at university, and he hopes to use his knowledge to shape the development of the electronic industry.” “Electronic devices have become an important part of our life, changing the way we communicate and work.” The teacher shows pictures of common electronic equipment (mobile phones, computers, electronic watches) and asks students to describe them using the word “electronic” and its collocations. 4. Prosperity (n.) Pronunciation: prɒˈsperəti. Core meaning: “The state of being successful, especially financially (兴旺; 繁荣; 成功)”. Derivatives: “prosper (vi. 繁荣)” and “prosperous (adj. 繁荣的)”. Collocations: “economic prosperity”, “era of prosperity”, “achieve prosperity”. Example sentences: “The city has experienced great prosperity in recent years, with more jobs and better living conditions for people.” “Hard work and cooperation can help a country achieve prosperity and shape a better future for its people.” The teacher guides students to distinguish the difference between “prosperity” (noun) and “prosperous” (adjective) by comparing example sentences: “The country is prosperous.” vs. “The country enjoys prosperity.” 5. Overnight (adv. / adj.) Pronunciation: ˌəʊvəˈnaɪt. As an adverb: “During the night; suddenly (在晚上; 突然; 一夜之间)”; as an adjective: “Happening or done during the night; happening very quickly (夜间的; 很快的; 一夜之间的)”. Collocations: “overnight success”, “overnight stay”, “change overnight”. Example sentences: “He became famous overnight after his song went viral, which changed his life completely.” “The small town changed overnight after the new policy was implemented, showing the power of policy in shaping the world.” The teacher asks students to think of a thing that can change overnight and describe it in one sentence. 6. Drastically (adv.) Pronunciation: ˈdræstɪkli. Core meaning: “In a way that is extreme and sudden (彻底地; 激烈地)”. Derivative: “drastic (adj. 激烈的)”. Collocations: “change drastically”, “reduce drastically”, “improve drastically”. Example sentences: “The policy has drastically improved people’s living conditions, bringing great changes to their lives.” “The environment will be drastically damaged if we don’t take protective measures, which reminds us of the importance of shaping a green world.” The teacher asks students to use “drastically” to describe a change in the world around them. 7. Fusion (n.) Pronunciation: ˈfjuːʒn. Core meaning: “The process of combining two or more things to form a single thing (融合; 混合)”; also “Nuclear fusion (核聚变)”. Derivative: “fuse (vt. 融合)”. Collocations: “cultural fusion”, “nuclear fusion”, “fusion of Chinese and Western cultures”. Example sentences: “The restaurant offers a fusion of Chinese and Western cuisines, showing the cultural integration in shaping a diverse world.” “Nuclear fusion technology may bring a new energy revolution, changing the way we use energy.” The teacher shows a picture of fusion cuisine and asks students to talk about their understanding of “cultural fusion”. 8. Blur (vi. / vt. / n.) Pronunciation: blɜː(r). As a verb: “To make or become unclear or less distinct (使变得模糊不清; 使难以区分)”; as a noun: “An unclear shape or image (模糊形状; 模糊的记忆)”. Derivatives: “blurry (adj. 模糊的)”, “blurrily (adv. 模糊地)”. Collocations: “blur the line”, “a blur of”, “blur one’s eyes”. Example sentences: “Tears blurred her eyes when she saw the great changes in her hometown, which was shaped by the efforts of all people.” “The rapid development of technology has blurred the line between online and offline life.” The teacher asks students to make sentences with the verb and noun forms of “blur” respectively. 9. Sphere (n.) Pronunciation: sfɪə(r). Core meaning: “A particular area of activity, interest, or knowledge (范围; 界)”; also “A round object (球)”. Derivative: “spherical (adj. 球形的)”. Collocations: “in the sphere of”, “social sphere”, “scientific sphere”. Example sentences: “He has made great achievements in the sphere of science, contributing to shaping the development of technology.” “Women play an important role in the social sphere, promoting social progress and change.” The teacher asks students to list different spheres of life and describe their importance in shaping the world. 10. Automate (vt.) Pronunciation: ˈɔːtəmeɪt. Core meaning: “To make a process or system work automatically (使自动化)”. Derivatives: “automation (n. 自动化)”, “automatic (adj. 自动的)”. Collocations: “automate production”, “automate a process”, “automate the assembly line”. Example sentences: “The factory decided to automate its assembly line to improve efficiency, which is an important way to shape the modern industrial world.” “With the development of technology, more and more work will be automated, changing the way people work.” The teacher shows a video clip of an automated assembly line and asks students to describe what they see using the word “automate” and its derivatives. 11. Biotechnology (n.) Pronunciation: ˌbaɪəʊtekˈnɒlədʒi. Core meaning: “The use of living organisms or their parts to produce useful products or processes (生物技术)”. Derivatives: “biotechnological (adj. 生物技术的)”, “biotechnologist (n. 生物技术专家)”. Collocations: “biotechnology industry”, “modern biotechnology”, “biotechnology research”. Example sentences: “Biotechnology has brought new opportunities to medical research, helping to shape a healthier world.” “The biotechnology industry is developing rapidly, bringing great changes to agriculture and medicine.” The teacher introduces a simple case of biotechnology (e.g., genetically modified crops) and asks students to discuss the impact of biotechnology on shaping the world. 12. Nanotechnology (n.) Pronunciation: ˌnænəʊtekˈnɒlədʒi. Core meaning: “The branch of technology that deals with things smaller than 100 nanometers in size (纳米技术)”. Derivatives: “nanotechnological (adj. 纳米技术的)”, “nanotechnologist (n. 纳米技术专家)”. Collocations: “nanotechnology products”, “research in nanotechnology”, “nanotechnology in medical fields”. Example sentences: “Nanotechnology is widely used in the electronics and medical fields, shaping the future of technology.” “Research in nanotechnology may help solve many environmental problems, making the world a better place.” The teacher briefly explains what nanotechnology is (using simple language that students can understand) and asks students to imagine the possible applications of nanotechnology in the future. Design Intention: This step adopts the teaching method of “pronunciation + meaning + word formation + collocation + example + practice”, which conforms to the cognitive law of senior high school students in learning vocabulary. By combining the unit theme “Shaping The World” in example sentences and activities, students can not only master the basic usage of vocabulary, but also perceive the connection between language and the theme, which helps to cultivate their language competence. The interactive activities such as pair discussion, sentence making and picture description can stimulate students’ learning initiative, develop their cooperative learning ability and logical thinking ability, and lay a solid foundation for the subsequent learning of phrases and comprehensive application. At the same time, introducing technological and cultural related content in the explanation of vocabulary helps to expand students’ horizons and enhance their cultural awareness and learning ability. Step 3: Presentation and Practice of Key Phrases (Phrase Teaching) On the basis of mastering core vocabulary, this step focuses on the teaching of 5 key phrases, including their meaning, usage, collocation and example sentences, and designs targeted practice activities to help students flexibly apply the phrases in specific contexts. 1. Bring along Core meaning: “To take someone or something with you when you go somewhere (把某人或某物带来)”. Usage: It is a phrasal verb, and the object can be placed between “bring” and “along” or after “along”. Collocations: “bring along a friend”, “bring along documents”, “bring along one’s ID card”. Example sentences: “Don’t forget to bring along your notebook to the class, so that you can take notes on the key points of shaping the world.” “She brought along her little sister to the exhibition about urban development, letting her experience the changes of the world.” Practice activity: The teacher asks students to make a dialogue with their partners, using the phrase “bring along” to talk about what they will bring along when they go to a place related to “shaping the world” (e.g., a museum, a science and technology exhibition). After the dialogue, invite 2-3 pairs to perform their dialogues in front of the class, and the teacher comments on their usage of the phrase. 2. Drive down Core meaning: “To make something decrease; to drive south or down a street (压低; 向下/南开)”. Common usage in the unit: “drive down prices”, “drive down the unemployment rate”. Example sentences: “The new policy helped drive down the prices of daily necessities, improving people’s quality of life and shaping a more stable society.” “He drove down the street and saw many new buildings, which showed the rapid development of the city.” Practice activity: The teacher presents some situations (e.g., “The government wants to reduce the housing price”, “The company wants to reduce the cost of production”) and asks students to describe these situations using the phrase “drive down”. Students can answer individually, and the teacher corrects their sentences in time. 3. On the threshold of Core meaning: “About to experience or do something; at the beginning of something (即将……; 在……开端)”. It is often collocated with “be” verb. Example sentences: “We are on the threshold of a new era of technological development, which will greatly shape the world we live in.” “She is on the threshold of becoming a scientist, and she hopes to make contributions to environmental protection.” Practice activity: The teacher asks students to write a short sentence about themselves, using the phrase “on the threshold of” to describe their future plans or the changes they are about to experience. Then invite some students to share their sentences, and the teacher comments on their usage and content. 4. In full swing Core meaning: “Happening or being done actively and enthusiastically (在热烈进行中; 处于兴盛阶段)”. Example sentences: “The construction of the new city is in full swing, which will shape a more beautiful living environment for people.” “When we arrived at the science and technology exhibition, the activities were in full swing, attracting many visitors.” Practice activity: The teacher shows some pictures of activities in full swing (e.g., a construction site, a school sports meeting, a science and technology exhibition) and asks students to describe the pictures using the phrase “in full swing”. Students can work in groups of 3, and each group describes one picture, then reports to the class. 5. Blur the line Core meaning: “To make the difference between two things unclear (模糊界限)”. Example sentences: “The development of the Internet has blurred the line between work and life, changing people’s lifestyle and shaping a new social pattern.” “Cultural fusion has blurred the line between different cultures, promoting mutual understanding and communication.” Practice activity: The teacher asks students to discuss in groups: “What things in modern society have blurred the line between different fields?” (e.g., online and offline shopping, work and rest, different cultures). Each group selects one topic and discusses it, then sends a representative to share their views, using the phrase “blur the line” at least twice. The teacher comments on their discussions and the usage of the phrase. Design Intention: Phrasal verbs are an important part of English language learning and a key difficulty for senior high school students. This step adopts the teaching mode of “explanation + example + targeted practice”, which helps students understand the meaning and usage of phrases in depth. The practice activities are closely combined with the unit theme “Shaping The World”, so that students can not only master the phrases, but also apply them to describe the changes and phenomena in the world around them, which effectively improves their language application ability. Group discussions and dialogue performances can stimulate students’ learning enthusiasm, develop their cooperative learning ability and oral expression ability, and further cultivate their thinking quality and learning ability. At the same time, through the practice of phrases, students can deepen their understanding of the unit theme and enhance their cultural awareness of the connection between language and social development. Step 4: Comprehensive Practice (Integrated Application) This part designs three levels of comprehensive practice activities, from single-sentence practice to paragraph writing, and finally to group discussion and report, to help students comprehensively apply the vocabulary and phrases learned in this lesson, and realize the integration of language knowledge and practical application. Activity 1: Single-sentence Correction. The teacher presents 8 sentences on the screen, each containing a mistake in the usage of vocabulary or phrases learned in this lesson. Students are asked to find the mistakes and correct them individually. After students finish, the teacher checks the answers one by one, explains the reasons for the mistakes, and emphasizes the key points of vocabulary and phrase usage again. Sample sentences for correction: 1. The country is in the foreground of economic development. (Correct: The country is in the sphere of economic development.) 2. She is on the threshold to a new career. (Correct: She is on the threshold of a new career.) 3. The policy has drastically improved people’s life. (Correct: The policy has drastically improved people’s living conditions.) 4. The company decided to automate the production line to improve efficiency. (Correct) Activity 2: Paragraph Writing. The teacher gives a topic: “How Technology Shapes Our World”, and asks students to write a short paragraph (80-100 words) using at least 5 core vocabulary words and 2 key phrases learned in this lesson. Before writing, the teacher gives a brief outline: 1. The impact of technology on daily life; 2. The impact of technology on industry or society; 3. Your own views on technology shaping the world. Students write individually, and the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them choose appropriate vocabulary and phrases, and correcting their grammatical mistakes. After students finish writing, the teacher collects some excellent compositions and common problematic compositions, reads them out in class, and comments on them, emphasizing the correct usage of vocabulary and phrases and the coherence of the paragraph. Activity 3: Group Discussion and Report. Divide students into groups of 4-5, and give the discussion topic: “What Factors Help Shape the World?”. The teacher lists some tips for discussion: 1. Technology (e.g., biotechnology, nanotechnology, automation); 2. Culture (e.g., cultural fusion); 3. Policy (e.g., policies to promote economic prosperity, environmental protection policies); 4. Individuals (e.g., the efforts of scientists, ordinary people). Each group is required to discuss at least 3 factors, use at least 6 core vocabulary words and 3 key phrases learned in this lesson, and prepare a 3-5 minute group report. During the discussion, the teacher walks around each group to guide, helps students sort out their ideas, and reminds them to use the vocabulary and phrases correctly. After the discussion, each group sends a representative to give a report in front of the class. After each report, the teacher and other students can ask questions or give comments, and the teacher summarizes the advantages and shortcomings of each group’s report, focusing on the usage of vocabulary and phrases and the logicality of the discussion. Design Intention: The comprehensive practice activities are designed from easy to difficult, which conforms to the cognitive law of students and helps students gradually improve their language application ability. Single-sentence correction can help students consolidate the knowledge they have learned, find out their own mistakes in usage, and deepen their understanding of vocabulary and phrases. Paragraph writing can train students’ ability to organize language and apply vocabulary and phrases in a coherent context, improving their writing ability. Group discussion and report can not only improve students’ oral expression ability and cooperative learning ability, but also guide students to think deeply about the unit theme “Shaping The World”, combining language learning with real social phenomena, which helps to cultivate their thinking quality, cultural awareness and learning ability. The teacher’s guidance and comments in the process can help students correct their mistakes in time, clarify their learning objectives, and improve their learning efficiency. Step 5: Summary and Reflection (Summary and Reflection) 1. Summary: The teacher leads students to summarize the key content of this lesson: (1) Core vocabulary: 12 words including foreground, threshold, prosperity, fusion, etc., their meanings, word formations and collocations; (2) Key phrases: 5 phrases including bring along, drive down, on the threshold of, etc., their meanings and usages; (3) The connection between the learned language knowledge and the unit theme “Shaping The World”. The teacher emphasizes that mastering these language knowledge is helpful for students to better describe and understand the changes in the world, and lay a foundation for the subsequent learning of the unit. 2. Reflection: The teacher asks students to reflect on their own learning in this lesson, and think about the following questions: (1) Which vocabulary or phrases do you find most difficult to master? (2) In which part of the practice did you make mistakes? What are the reasons? (3) How can you improve your ability to apply these vocabulary and phrases in the future? Students can think independently first, then share their reflections with their partners, and finally the teacher invites 2-3 students to share their reflections in class. The teacher gives positive feedback and guidance, and encourages students to make targeted improvements in their subsequent learning. 3. Homework Arrangement: (1) Review the core vocabulary and key phrases learned in this lesson, and make a vocabulary card for each word and phrase, including pronunciation, part of speech, meaning, collocation and example sentences; (2) Write a 120-150 word short passage with the topic “How Culture Shapes the World”, using at least 6 core vocabulary words and 3 key phrases; (3) Preview the next part of Language Focus, and try to guess the meaning of the new vocabulary and phrases. Design Intention: The summary helps students sort out the knowledge system of this lesson, consolidate the key content, and form a clear cognitive framework. Reflection activities can help students understand their own learning status, find out their own shortcomings, and cultivate their self-reflection ability and learning ability. The homework arrangement is closely combined with the content of this lesson, which can help students review and consolidate the knowledge they have learned, and lay a foundation for the next lesson. Making vocabulary cards can help students form a good habit of accumulating vocabulary, and writing a short passage can further improve their writing ability and language application 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 $