Unit 3 Shaping The World-Exploring the Theme 教案-2025-2026学年高中英语人教版选修第三册

Unit 3 Shaping The World-Exploring the Theme 内容导航 Exploring the Theme in Unit 3 Shaping The World focuses on the ways humans shape the world and how the world influences humans in return. It covers global cooperation, cultural exchange, environmental protection and technological progress, integrating various materials such as texts, pictures and videos to guide students to explore the relationships between individuals, societies and the world, and inspire them to take responsibility for shaping a better world. It also lays a foundation for subsequent language learning and theme exploration. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to shaping the world, and improve abilities in listening, speaking, reading and writing to express views fluently. Cultural Awareness: Understand cultural diversity and global common values, respect different cultures, and enhance cross-cultural communication awareness and cultural confidence. Thinking Quality: Develop logical, critical and innovative thinking through analyzing and discussing themes. Learning Ability: Cultivate autonomous and cooperative learning habits, master effective learning strategies, and improve the ability to explore and solve problems independently in theme-related learning. 2. 教学重难点 Key Points: Master core vocabulary (e.g., cooperate, promote, advocate, sustainable) and sentence patterns (e.g., passive voice, conditional clauses) in the theme; understand the main content and logical structure of theme-related materials; be able to express views on world-shaping topics in simple English. Difficult Points: Use target language accurately and flexibly to discuss complex topics such as global cooperation and environmental protection; understand the deep connotation of the theme and establish a correct view of the world; improve cross-cultural communication ability in theme exploration. 教学过程 Step 1: Lead-in (Theme Introduction) The teacher starts the class with a question: “What do you think are the ways that humans shape the world? And how has the world changed because of human actions?” Then, the teacher shows a set of pictures and short videos, including the construction of the Great Wall, the launch of the high-speed rail, the protection of the Amazon rainforest, and the global fight against COVID-19. After watching, the teacher invites 3-4 students to share their views in English, and then makes a brief summary: “Humans shape the world through labor, creation, cooperation and other ways, and the world also provides us with living space and development opportunities. Today, we will explore the theme of ‘Shaping The World’ and learn how to express these contents in English.” Design Intention: The question-and-answer method and multi-modal materials (pictures and videos) are used to arouse students' interest in learning and activate their existing knowledge and life experience. The selected materials cover historical heritage, technological progress, environmental protection and global cooperation, which are closely related to the unit theme, helping students initially establish the cognitive framework of the theme. Inviting students to share their views can not only exercise their oral expression ability but also lay a foundation for the subsequent in-depth exploration of the theme. Step 2: Vocabulary and Sentence Pattern Foundation (Theme-related Language Input) 2.1 Core Vocabulary Learning The teacher presents the core vocabulary of the theme on the screen, including verbs (cooperate, promote, advocate, protect, innovate), nouns (cooperation, progress, technology, environment, culture), adjectives (sustainable, global, mutual, harmonious) and phrases (work together, contribute to, take measures to, be committed to, in harmony with). For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences closely related to the theme. For example, for “cooperate”, the example sentence is “Countries around the world need to cooperate to solve environmental problems.”; for “sustainable development”, the example sentence is “We should pursue sustainable development to protect our planet for future generations.” After the explanation, the teacher organizes a group activity: divide the students into 4 groups, each group is assigned 5-6 words or phrases, and the group members work together to make 2-3 sentences related to the theme of “Shaping The World”. Then, each group sends a representative to present their sentences to the whole class, and the teacher comments and corrects them, emphasizing the accurate use of vocabulary and the rationality of sentences. Design Intention: Vocabulary is the foundation of language learning. By focusing on theme-related core vocabulary, we can help students build a language framework closely related to the unit theme, laying a foundation for subsequent listening, speaking, reading and writing activities. The group activity not only enhances students' cooperative learning ability but also enables them to apply the learned vocabulary in practice, deepening their memory and understanding of vocabulary. The teacher's comments and corrections can help students find and correct their mistakes in time, ensuring the accuracy of language use. 2.2 Key Sentence Pattern Learning Combined with the theme of “Shaping The World”, the teacher focuses on explaining two key sentence patterns: passive voice and conditional clauses, which are frequently used in discussing world-shaping topics. For the passive voice, the teacher first reviews its basic structure (am/is/are/was/were + done), then explains its usage in the theme: it is often used to describe objective facts, events and measures related to shaping the world, emphasizing the object of the action. For example, “Many old buildings have been protected to preserve cultural heritage.” “Measures have been taken to reduce environmental pollution.” The teacher gives more examples, guides students to analyze the structure and usage of the passive voice in the examples, and then lets students practice making sentences with the passive voice according to the given topics (such as cultural protection, technological innovation). For conditional clauses, the teacher focuses on the first and second conditional clauses. The first conditional clause (if + present tense, ... will + verb原形) is used to describe possible situations and their results in shaping the world, such as “If we take more measures to protect the environment, the world will become more beautiful.” The second conditional clause (if + past tense, ... would + verb原形) is used to describe hypothetical situations and their results, such as “If everyone paid more attention to cultural exchange, the world would be more harmonious.” The teacher explains the differences between the two conditional clauses, gives example sentences, and organizes students to practice in pairs: each pair discusses a topic related to shaping the world and makes 2 sentences with each conditional clause. Design Intention: Key sentence patterns are an important part of language expression. Passive voice and conditional clauses are closely related to the theme of “Shaping The World” and are often used in formal discussions and written expressions. By focusing on the explanation and practice of these two sentence patterns, we can help students master the correct way of expressing complex meanings, improve their language expression ability, and lay a foundation for subsequent reading and writing tasks. Pair practice can increase the frequency of students' language practice and make them more proficient in using sentence patterns. Step 3: Theme Exploration (Reading and Comprehension) 3.1 Pre-reading (Prediction and Question Raising) The teacher presents the title of the reading passage “Shaping Our World Together” and a picture of global cooperation (such as countries working together to build a bridge). Then, the teacher guides students to predict the content of the passage: “Look at the title and the picture, what do you think the passage will talk about? What aspects of shaping the world will it cover?” Students are invited to express their predictions freely, and the teacher writes down the key points of their predictions on the blackboard (such as global cooperation, technological progress, cultural exchange). Then, the teacher asks students to raise questions about the theme: “What do you want to know about shaping the world? You can ask questions about global cooperation, environmental protection, cultural exchange, etc.” The teacher collects students' questions and sorts them out, such as “How do countries cooperate to shape the world?”, “What role does technology play in shaping the world?”, “How can we protect our culture while promoting cultural exchange?” These questions will be used as the guide for students' reading. Design Intention: Pre-reading activities (prediction and question raising) can arouse students' reading interest and motivation, and help them establish a clear reading goal. By predicting the content of the passage, students can activate their existing knowledge related to the theme and form a preliminary cognitive expectation. Asking questions can stimulate students' thinking and make them read more actively and purposefully, improving reading efficiency. 3.2 While-reading (Skimming and Scanning, Detailed Reading) First, the teacher asks students to skim the passage quickly (skimming) and complete two tasks: 1. Find the main idea of the passage; 2. Check whether their predictions are correct. After skimming, the teacher invites students to share their answers. The main idea of the passage is: Humans shape the world through global cooperation, technological innovation, cultural exchange and environmental protection, and all countries and individuals should work together to create a better world. Then, the teacher comments on students' predictions, affirming the correct parts and supplementing the missing parts. Next, the teacher asks students to scan the passage (scanning) to find the key information corresponding to the questions raised before reading. For example, for the question “How do countries cooperate to shape the world?”, students need to find the relevant paragraphs and key sentences in the passage (such as “Countries cooperate in areas such as economy, technology and environmental protection, signing agreements and carrying out joint projects.”). After scanning, students are organized to discuss in groups, share the key information they found, and sort out the answers to each question. Then, the teacher guides students to read the passage in detail (detailed reading). The teacher divides the passage into three parts: 1. The importance of global cooperation in shaping the world; 2. The role of technological innovation and cultural exchange; 3. The responsibility of individuals and countries in environmental protection. For each part, the teacher asks guiding questions to help students understand the details and logical structure of the passage. For example, for the first part, the teacher asks: “What examples does the passage give to show global cooperation? What are the benefits of global cooperation?” For the second part: “How does technological innovation change our world? What is the significance of cultural exchange?” For the third part: “What measures does the passage mention to protect the environment? What can individuals do to contribute to environmental protection?” In the process of detailed reading, the teacher also guides students to pay attention to the use of core vocabulary and key sentence patterns in the passage, such as the passive voice (“Joint projects have been carried out by many countries.”) and conditional clauses (“If we continue to innovate technology, we will be able to solve more global problems.”). Students are asked to underline these words and sentences, and the teacher explains and expands them appropriately. Design Intention: Skimming helps students grasp the main idea of the passage quickly, improving their reading speed and overall comprehension ability. Scanning enables students to find key information accurately, training their ability to obtain specific information. Detailed reading helps students understand the details, logical structure and language features of the passage, deepening their understanding of the theme. Guiding questions can guide students' thinking direction, make them read more carefully and actively, and improve their ability to analyze and solve problems. Paying attention to the use of vocabulary and sentence patterns in the passage can help students integrate language learning with theme exploration, achieving the goal of improving language ability while understanding the theme. 3.3 Post-reading (Summary and Discussion) First, the teacher asks students to summarize the passage in their own words. Students can summarize individually first, then share their summaries in pairs, and finally, the teacher invites 2-3 students to present their summaries to the whole class. The teacher comments on their summaries, emphasizing the completeness and accuracy of the content and the correctness of language expression. Then, the teacher helps students sort out the logical structure of the passage, making it clear that the passage is developed from the importance of global cooperation to the role of technological innovation and cultural exchange, and finally to the responsibility of individuals and countries, forming a complete logical chain. Next, the teacher organizes a group discussion with the topic: “What can we do as senior high school students to help shape a better world?” The teacher divides the students into 6 groups, each group focuses on one aspect (such as environmental protection, cultural inheritance, technological learning, global awareness, etc.), and the group members discuss and put forward specific measures. For example, in the aspect of environmental protection, students can put forward “save water and electricity”, “reduce the use of plastic products”, “participate in tree planting activities”, etc.; in the aspect of cultural inheritance, students can put forward “learn traditional culture”, “promote Chinese culture to foreign friends”, etc. During the discussion, the teacher walks around the classroom, guides students to use the learned core vocabulary and key sentence patterns to express their views, and helps students solve the problems encountered in the discussion (such as lack of vocabulary, incorrect sentence structure). After the discussion, each group sends a representative to present their discussion results to the whole class, and other groups can ask questions or put forward supplementary opinions. The teacher makes a final summary, affirming the practical and feasible measures put forward by each group, and emphasizing that every individual can contribute to shaping the world. Design Intention: Summarizing the passage can help students sort out the key content of the passage, improve their ability to generalize and express. Group discussion is conducive to cultivating students' cooperative learning ability and critical thinking ability. The discussion topic is closely related to students' actual life, which can stimulate students' sense of responsibility and participation, and make them realize that they can also contribute to shaping the world. The teacher's guidance and comments can help students improve their language expression ability and ensure the depth and effectiveness of the discussion. Step 4: Theme Expansion (Listening and Speaking Practice) 4.1 Listening Practice The teacher plays a listening material related to the theme of “Shaping The World”. The listening material is a dialogue between two students, discussing the role of young people in shaping the world, including their views on technological innovation, environmental protection and cultural exchange. Before playing the listening material, the teacher presents the listening tasks to the students: 1. Listen to the dialogue and find out the two students' views on the role of young people; 2. Listen again and fill in the blanks with the key words and phrases learned in this class (such as cooperate, promote, protect, sustainable development). The teacher plays the listening material twice. After the first playing, students complete the first task and share their answers. After the second playing, students complete the second task, and the teacher checks the answers, explains the key points and corrects the mistakes. Then, the teacher plays the listening material again, and asks students to follow the recording to read aloud, imitating the pronunciation and intonation of the speakers, so as to improve their listening and speaking ability. Design Intention: Listening practice is an important part of language learning, which can improve students' listening comprehension ability and ability to obtain information from listening materials. The listening material is closely related to the theme and students' actual life, which can enhance the pertinence and effectiveness of listening practice. Filling in the blanks with key words and phrases can help students consolidate the learned vocabulary and sentence patterns, realizing the integration of listening and vocabulary learning. Following the recording to read aloud can help students improve their pronunciation and intonation, laying a foundation for oral expression. 4.2 Oral Expression Practice Based on the listening material and the previous discussion, the teacher organizes an oral expression activity: “Make a dialogue with your partner about ‘How to Shape a Better World’”. The teacher provides some guiding questions to help students carry out the dialogue, such as: 1. What do you think is the most important way to shape the world? 2. What can we do as senior high school students to contribute to shaping the world? 3. Do you think global cooperation is necessary for shaping the world? Why? 4. How can we balance technological progress and environmental protection? Students practice in pairs first, and the teacher walks around the classroom to guide them, helping them use the learned core vocabulary and key sentence patterns correctly, and encouraging them to express their views freely. After the pair practice, the teacher invites 2-3 pairs of students to present their dialogues to the whole class. The teacher comments on their dialogues, affirming their advantages (such as fluent expression, accurate use of language) and putting forward suggestions for improvement (such as adding more details, using more complex sentence patterns). Then, the teacher organizes a class debate with the topic: “Technological progress is more important than environmental protection in shaping the world” vs. “Environmental protection is more important than technological progress in shaping the world”. The teacher divides the students into two groups: the affirmative group and the negative group. Each group has 5-6 students. The groups have 5 minutes to prepare, and then each group sends representatives to debate. The affirmative group argues that technological progress can solve environmental problems and promote global development, while the negative group argues that environmental protection is the foundation of human survival and development, and technological progress should be based on environmental protection. During the debate, the teacher guides students to express their views clearly and logically, use the learned language knowledge to support their arguments, and respect the views of the opposite side. After the debate, the teacher makes a summary, affirming the efforts of both groups, and emphasizing that technological progress and environmental protection are equally important in shaping the world, and we should pursue the coordinated development of the two. Design Intention: Oral expression practice can improve students' oral communication ability and ability to use language flexibly. Pair dialogue practice is close to real communication scenarios, which can help students adapt to oral expression in daily life. The debate activity can not only exercise students' oral expression ability but also cultivate their critical thinking ability, logical reasoning ability and ability to respond flexibly. The debate topic is closely related to the theme, which can deepen students' understanding of the relationship between technological progress and environmental protection, and help them establish a correct view of the world. Step 5: Theme Application (Writing Practice) 5.1 Writing Guidance The teacher guides students to carry out writing practice with the title “My Contribution to Shaping the World”. First, the teacher analyzes the writing requirements: 1. The article should focus on the theme of “shaping the world” and talk about the specific measures that senior high school students can take; 2. Use at least 5 core vocabulary and 2 key sentence patterns learned in this class; 3. The structure of the article should be clear, including the beginning (putting forward the topic), the body (introducing specific measures) and the ending (expressing aspirations); 4. The language should be fluent and accurate, without grammatical mistakes. Then, the teacher guides students to sort out the writing ideas. The beginning can introduce the importance of shaping the world and the responsibility of young people; the body can list 2-3 specific measures (such as environmental protection, cultural inheritance, learning knowledge and skills) and explain them in detail; the ending can express their determination and aspirations to contribute to shaping the world. The teacher also gives a writing outline and some example sentences to help students organize their ideas. For example, the beginning example sentence: “Shaping the world is the responsibility of every individual, especially young people. As senior high school students, we can make our own contributions in many ways.” The body example sentence: “First of all, we can take measures to protect the environment, such as saving water and electricity, reducing the use of plastic products. If we all do our part, the world will become more beautiful.” The ending example sentence: “I believe that as long as we work hard and cooperate with each other, we can help shape a better world for future generations.” Design Intention: Writing practice is an important way to test students' language comprehensive ability. The writing topic is closely related to the theme and students' actual life, which can stimulate students' writing enthusiasm and make them have something to write. Writing guidance (analyzing requirements, sorting out ideas, providing outlines and example sentences) can help students clarify the writing direction, avoid confusion in writing, and improve the quality of their compositions. Requiring students to use the learned vocabulary and sentence patterns can help them consolidate the language knowledge learned in this class and realize the integration of language learning and theme application. 5.2 Writing Practice and Evaluation Students start to write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing (such as helping them sort out ideas, providing vocabulary and sentence pattern suggestions). After students finish writing, they exchange their compositions with their deskmates and carry out peer evaluation. The peer evaluation standards are: 1. Whether the theme is clear and closely related to “shaping the world”; 2. Whether the core vocabulary and key sentence patterns are used correctly and appropriately; 3. Whether the structure is clear and the logic is smooth; 4. Whether there are grammatical and spelling mistakes. After peer evaluation, students revise their own compositions according to the suggestions put forward by their deskmates. Then, the teacher collects some representative compositions (including excellent compositions and compositions with common problems), and comments on them in class. For excellent compositions, the teacher affirms their advantages and asks students to learn from them; for compositions with common problems, the teacher points out the mistakes and gives revision suggestions, helping students improve their writing ability. Finally, the teacher asks students to hand in their revised compositions, and the teacher will make a detailed evaluation after class, focusing on the students' mastery of language knowledge and their understanding and expression of the theme, and put forward targeted improvement suggestions for each student. Design Intention: Independent writing can exercise students' ability to use language independently and organize their ideas. Peer evaluation can not only help students find their own mistakes but also learn from each other's advantages, improving their ability to evaluate and revise compositions. Teacher's evaluation and guidance can help students find their own problems in writing, clarify the direction of improvement, and continuously improve their writing ability. The combination of peer evaluation and teacher evaluation can make the evaluation more comprehensive and effective, promoting the all-round development of students' language ability. Step 6: Summary and Extension 6.1 Class Summary The teacher makes a summary of the whole class: “In this class, we explored the theme of ‘Shaping The World’, learned the core vocabulary and key sentence patterns related to the theme, understood the ways humans shape the world through reading, improved our listening and speaking ability through listening and speaking practice, and applied the learned knowledge to writing. We also realized that every individual, including us senior high school students, can contribute to shaping a better world. I hope you can keep this in mind and put it into action in your daily life.” Then, the teacher asks students to share their gains and feelings in this class. Students can talk about their understanding of the theme, the mastery of language knowledge, or their thoughts on their own responsibilities. The teacher listens carefully to students' sharing and gives positive feedback and encouragement. Design Intention: Class summary helps students sort out the key content of the whole class, consolidate the learned knowledge and deepen their understanding of the theme. Inviting students to share their gains and feelings can not only let the teacher understand the effect of teaching but also help students reflect on their own learning process, improve their learning awareness and ability. Positive feedback and encouragement from the teacher can enhance students' learning confidence and enthusiasm. 6.2 After-class Extension The teacher assigns after-class tasks to help students further expand the theme and consolidate the learned knowledge: 1. Read an English article about “shaping the world” (provided by the teacher or found by students themselves), and write a 100-word summary; 2. Discuss with your family members about the ways to shape the world, and record the key points of the discussion in English; 3. Prepare a 2-minute English speech with the theme of “My Dream of Shaping the World” for the next class. Design Intention: After-class extension tasks can extend the teaching content from the classroom to daily life, helping students consolidate the learned knowledge and improve their language comprehensive ability. Reading and summarizing English articles can improve students' reading and writing ability; discussing with family members can enhance students' communication ability and deepen their understanding of the theme; preparing English speeches can exercise students' oral expression ability and confidence, and lay a foundation for subsequent oral activities. These tasks are diverse and closely related to the theme, which can meet the different learning needs of students and promote their all-round development. 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 $