Unit 3 Shaping The World-Language Focus 2 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 2 内容导航 This section focuses on the key vocabulary, phrases and complex sentence structures related to "shaping the world", integrating the theme of global cooperation and cultural exchange. It guides students to master language usage through practice, laying a foundation for practical communication and theme-based expression. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence structures, and improve the ability to express views on global issues in English. Cultural Awareness: Understand the diversity of global cultures and the significance of cross-cultural cooperation, enhancing cultural confidence and cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing and using language, and learn to think dialectically about global issues. Learning Ability: Master effective language learning strategies, develop autonomous learning and cooperative learning abilities, and form good learning habits. 2. 教学重难点 Key Points: Master the usage of core vocabulary (such as promote, advocate, cooperate, make a difference) and phrases (such as take action, contribute to, in harmony with), and grasp the application of complex sentences (such as attributive clauses and adverbial clauses) in the theme context. Difficult Points: Flexibly use the learned language knowledge to express views on global cooperation and cultural exchange accurately and fluently; understand the subtle differences in language expression in cross-cultural communication and avoid misunderstandings. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video (3-5 minutes) that collects typical cases of global cooperation in recent years, such as the joint response to environmental pollution, cultural exchange activities between countries, and international assistance in public health. After playing the video, the teacher asks two guiding questions: "What do you think these cases have in common?" and "How do these actions help shape a better world?" Then, invite 2-3 students to share their views freely in English. After the sharing, the teacher summarizes and leads to the theme of this lesson: Today we will learn the key language points in Unit 3 Shaping The World, which will help us better express our views on global cooperation and cultural exchange. Design Intention: The short video is used to stimulate students' interest in learning, closely combining the theme of "shaping the world" and allowing students to have an intuitive understanding of the practical significance of the unit theme. The guiding questions guide students to think actively, activate their existing knowledge reserve related to global issues, and lay a foundation for the learning of subsequent language points. At the same time, free sharing can exercise students' oral expression ability and create a relaxed and active classroom atmosphere. Step 2: Vocabulary Learning (Key Vocabulary Explanation and Practice) First, the teacher presents the core vocabulary of this lesson on the blackboard or courseware, including promote, advocate, cooperate, conflict, harmony, contribute to, take action, in harmony with, make a difference, etc. For each word and phrase, the teacher explains it in the following steps: 1. Pronunciation guidance: Correct the pronunciation of students, especially the stress of multi-syllabic words (such as promote /prəˈməʊt/, advocate /ˈædvəkeɪt/) and the collocation of phrases. 2. Meaning explanation: Combine the theme of "shaping the world" to explain the meaning of words and phrases, and give example sentences closely related to the unit context. For example, when explaining "promote", the example sentence is "We should promote cross-cultural communication to build a harmonious world."; when explaining "contribute to", the example sentence is "Everyone's efforts can contribute to shaping a better future for the world." 3. Collocation and usage: Emphasize the common collocations of words and the usage scenarios of phrases, such as the collocation of "promote" with "cooperation, communication, development", and the difference between "contribute to" (followed by noun/gerund) and "contribute...to..." (followed by object). 4. Synonym and antonym discrimination: For easily confused words, such as "cooperate" and "collaborate", "conflict" and "dispute", briefly explain their differences in meaning and usage to help students distinguish and use them accurately. After explaining each group of words and phrases, the teacher designs immediate practice activities: 1. Fill in the blanks: Provide sentences related to the theme, and let students fill in the blanks with the learned words and phrases. For example, "Countries around the world should ______ with each other to solve global environmental problems." (cooperate) "Every small action we take can ______ protecting the earth." (contribute to) 2. Sentence making: Ask students to make sentences with the learned words and phrases according to their own understanding, requiring the sentences to be closely related to the theme of "shaping the world". Each student makes 1-2 sentences, and then invites several students to present their sentences in class. The teacher comments and corrects them, emphasizing the accuracy of collocation and the rationality of context. Design Intention: Vocabulary is the foundation of language learning. By explaining pronunciation, meaning, collocation and usage in combination with the unit theme, students can not only master the basic usage of words and phrases, but also understand their practical application scenarios in the theme context. Immediate practice activities can help students consolidate the learned knowledge in time, check the learning effect, and find and correct mistakes in time. Sentence making activities can stimulate students' initiative and creativity, and connect vocabulary learning with practical expression, laying a foundation for subsequent sentence structure learning and comprehensive application. Step 3: Sentence Structure Learning (Complex Sentence Explanation and Application) This section focuses on the application of two types of complex sentences closely related to the unit theme: attributive clauses (especially non-restrictive attributive clauses) and adverbial clauses of condition. The teacher starts with the example sentences in the textbook, analyzes the structure and usage of the two types of clauses step by step. For non-restrictive attributive clauses: 1. The teacher presents the example sentence in the textbook: "The United Nations, which was founded in 1945, plays an important role in shaping the world." 2. Analyze the structure: Point out that "which was founded in 1945" is a non-restrictive attributive clause, which modifies the antecedent "The United Nations", and explain the function of the non-restrictive attributive clause (supplementing information, which can be separated from the main clause by a comma). 3. Key points explanation: Emphasize the usage of relative pronouns (which, who, whom, whose) in non-restrictive attributive clauses, and the difference between non-restrictive attributive clauses and restrictive attributive clauses (non-restrictive attributive clauses cannot use that, and cannot be omitted). 4. Example expansion: Combine the theme of "shaping the world" to give more example sentences, such as "Cultural exchange, which promotes mutual understanding between countries, is an important way to shape a harmonious world." "Environmental protection, which requires the joint efforts of all countries, is crucial to the future of the world." For adverbial clauses of condition: 1. Present the example sentence: "If all countries work together, we can solve many global problems and shape a better world." 2. Analyze the structure: Point out that "If all countries work together" is the adverbial clause of condition, and the main clause is "we can solve many global problems and shape a better world", explaining the function of the adverbial clause of condition (expressing the condition under which the action in the main clause occurs). 3. Key points explanation: Emphasize the common guiding conjunctions (if, unless, as long as) and their usage differences, such as the difference between "if" (if) and "unless" (unless, equivalent to if not), and the usage of "as long as" (as long as, emphasizing the sufficiency of conditions). 4. Example expansion: Combine the theme to give example sentences, such as "Unless we take immediate action to protect the environment, the world will face more serious ecological problems." "As long as we advocate mutual respect and cooperation, we can build a more inclusive world." After explaining each type of clause, the teacher designs practice activities: 1. Sentence analysis: Provide several complex sentences related to the theme, and ask students to analyze the type of clause, the antecedent (for attributive clauses) or the guiding conjunction (for adverbial clauses), and the function of the clause. For example, "The project, which aims to promote educational equity in poor areas, has helped thousands of children go to school." (non-restrictive attributive clause, modifying "The project", supplementing information about the project) 2. Sentence transformation: Ask students to transform simple sentences into complex sentences using the learned clauses. For example, transform "We should protect cultural heritage. It can help us understand the history and culture of different countries." into "We should protect cultural heritage, which can help us understand the history and culture of different countries." (non-restrictive attributive clause) Transform "We make unremitting efforts. We can achieve the goal of shaping a better world." into "If we make unremitting efforts, we can achieve the goal of shaping a better world." (adverbial clause of condition) 3. Contextual writing: Provide a short context related to global cooperation, and ask students to complete the passage using the learned complex sentences. For example, "______ (non-restrictive attributive clause, modifying 'Global cooperation') is essential for solving global challenges. ______ (adverbial clause of condition), we can build a world where all people live in harmony." Design Intention: Complex sentences are an important part of English expression, especially in formal writing and oral expression. By taking the example sentences in the textbook as the starting point, students can better connect with the existing knowledge in the textbook and reduce the difficulty of learning. Step-by-step analysis helps students clarify the structure and usage of complex sentences, and example expansion combines with the unit theme to let students understand the practical application of complex sentences in the theme context. Practice activities from sentence analysis to sentence transformation and contextual writing are gradually progressive, helping students consolidate the learned knowledge, improve the ability to use complex sentences flexibly, and lay a foundation for subsequent comprehensive language application. Step 4: Theme-based Integrated Practice (Comprehensive Application of Language Knowledge) This link is designed to integrate the learned vocabulary, phrases and sentence structures, and carry out comprehensive practice around the theme of "shaping the world", so as to improve students' comprehensive language application ability. The practice is carried out in the form of group cooperation, and the class is divided into groups of 4-5 students. Each group is assigned a task, and the groups complete the task through discussion and cooperation, and then present the results in class. Task 1: Topic Discussion and Expression. The teacher puts forward the discussion topic: "What can we do as senior high school students to contribute to shaping a better world?" Each group discusses the topic for a certain period of time, and requires each member to express their views, using at least 3 of the learned vocabulary, 2 phrases and 1 complex sentence. During the discussion, the teacher walks around the classroom, guides the students to use the learned language knowledge, and helps the students who have difficulties in expression. After the discussion, each group sends a representative to present the group's views in class, with a speech time of 1-2 minutes. After the presentation, the teacher comments, affirming the advantages of each group, pointing out the problems in language usage (such as incorrect collocation, improper use of complex sentences), and putting forward suggestions for improvement. Task 2: Short Passage Writing. On the basis of the group discussion, each group completes a short passage (80-100 words) with the title "My Contribution to Shaping the World". The passage should include the views discussed by the group, and require the correct use of the learned vocabulary, phrases and complex sentences, with clear logic and coherent context. During the writing process, the teacher provides guidance to the groups, helps the students sort out their ideas, and corrects the mistakes in language expression. After the writing is completed, each group submits the passage, and the teacher selects 2-3 representative passages (including excellent passages and passages with common problems) to comment in class, emphasizing the accuracy and fluency of language expression and the rationality of context. Task 3: Role-play. Design a situational dialogue: "A group of students from different countries are having a discussion on how to promote cross-cultural exchange and shape a harmonious world." Each group assigns roles (students from different countries), and designs a dialogue of 3-5 minutes according to the situation. The dialogue should use the learned vocabulary, phrases and complex sentences, and reflect the views on cross-cultural exchange and global cooperation. After the groups complete the dialogue design, they perform the dialogue in class. The teacher evaluates the performance of each group from the aspects of language accuracy, fluency, role adaptation and theme expression, and puts forward suggestions for improvement. Design Intention: Group cooperation learning can cultivate students' cooperative learning ability and communication ability, and make students learn from each other in the process of cooperation. The three tasks are closely related to the unit theme, and gradually progress from oral discussion to written expression and situational performance, which can comprehensively examine students' mastery of the learned language knowledge and their comprehensive application ability. The teacher's guidance and comments in the process can help students find their own problems in time, correct mistakes, and improve their language expression ability. At the same time, the situational role-play can make students better understand the application of language in real communication scenarios, enhance their cross-cultural communication awareness, and realize the integration of language learning and theme education. Step 5: Error Correction and Consolidation (Summarization and Improvement) First, the teacher summarizes the key content of this lesson, including the core vocabulary, phrases and complex sentence structures, and emphasizes the key and difficult points again, helping students sort out the knowledge system and strengthen memory. Then, the teacher presents some common errors in students' practice (collected in the previous practice links), such as incorrect collocation of words (e.g., "promote a plan" instead of "put forward a plan"), incorrect use of phrases (e.g., "contribute to do" instead of "contribute to doing"), and incorrect use of complex sentences (e.g., using that in non-restrictive attributive clauses). For each error, the teacher analyzes the reasons for the error, explains the correct usage, and asks students to correct the error by themselves. After the error correction, the teacher asks students to summarize the precautions for using the learned language knowledge to avoid making similar errors again. Next, the teacher designs a consolidation exercise: Provide a short passage related to the theme of "shaping the world", which contains some blanks (including vocabulary, phrases and sentence structures) and some errors. Ask students to complete the blanks and correct the errors independently. After the students finish, the teacher checks the answers, explains the key and difficult points in the exercise, and helps students consolidate the learned knowledge again. Finally, the teacher asks students to reflect on their own learning in this lesson, sort out the knowledge they have mastered and the problems they still have, and put forward their own learning plans for the next step. Design Intention: Summarizing the key content helps students form a systematic knowledge structure and strengthen the memory of the learned knowledge. Error correction links can help students find their own weak points, understand the common errors and their causes, and avoid making similar errors in future learning. Independent consolidation exercises can test students' learning effect comprehensively, and help students consolidate and deepen the learned knowledge. Self-reflection can cultivate students' autonomous learning ability, let students understand their own learning status, and make targeted improvements, which is conducive to the long-term development of students' language learning. Step 6: Extension and Application (Connecting with Real Life and Future Learning) In this link, the teacher guides students to connect the learned language knowledge with real life and future learning, expanding the scope of language application and improving students' learning ability. First, the teacher introduces some real-life cases related to the theme, such as the "Belt and Road" initiative advocated by China, which promotes international cooperation and cultural exchange, and the global joint response to climate change. Then, the teacher asks students to think: "How can we use the language knowledge learned today to introduce these cases to foreign friends?" Invite students to share their ideas, and guide students to use the learned vocabulary, phrases and complex sentences to express their views. Then, the teacher assigns after-class tasks: 1. Collect 2-3 cases about global cooperation or cultural exchange, and write a short introduction (100-120 words) for each case, using the learned language knowledge. 2. Have a dialogue with classmates in English after class, discussing the ways for teenagers to contribute to shaping the world, and record the dialogue (can be in the form of text or audio). 3. Preview the next section of the unit, and sort out the new vocabulary and sentence structures in advance, using the learning strategies mastered in this lesson. Finally, the teacher encourages students: Language is a tool for communication and expression. The language knowledge we learn today not only helps us complete the learning tasks of the textbook, but also enables us to better understand the world, communicate with the world, and make our own contributions to shaping a better world. I hope you can apply the learned knowledge to real life, keep learning and making progress. Design Intention: Connecting with real-life cases can let students realize the practical value of language learning, enhance their interest in learning, and at the same time cultivate their sense of social responsibility and global vision. After-class tasks are designed to consolidate the learned knowledge, extend the learning context, and guide students to apply the learned language knowledge to real communication. Preview tasks can cultivate students' autonomous learning ability, lay a foundation for future learning, and form a good learning cycle. Encouraging words can stimulate students' learning motivation and enhance their confidence in learning English. Step 7: Summary and Reflection (Class Closure) The teacher invites 2-3 students to summarize the content of this lesson, including the key vocabulary, phrases, sentence structures and the gains in learning. After the students' summary, the teacher makes a supplementary summary, emphasizing that this lesson focuses on the learning and application of language knowledge related to the theme of "shaping the world", and the core is to master the accurate use of language and apply it to practical communication. At the same time, the teacher comments on the performance of the whole class in this lesson, affirming the efforts and progress of the students, and pointing out the areas that need to be improved (such as the flexible use of complex sentences, the accuracy of oral expression, etc.). Then, the teacher guides students to carry out self-reflection: "What have you learned in this lesson? What problems do you still have? How will you improve in the future?" Let students think quietly for a while, and then invite a few students to share their reflection results. The teacher listens carefully to the students' reflections, gives positive feedback and guidance, and helps students clarify their learning goals and improvement directions. Finally, the teacher concludes the class: Today we have mastered the key language points related to shaping the world, and have carried out a lot of practical activities. I hope you can keep practicing, apply the learned knowledge to real life, and use English to spread Chinese voices and contribute to building a better world. Class is over. Design Intention: Letting students summarize the lesson by themselves can cultivate their ability to sort out and summarize knowledge, and deepen their understanding of the key content of the lesson. Teacher's supplementary summary can help students make up for the omissions in their summary and form a complete knowledge system. Self-reflection can help students realize their own problems and deficiencies, and clarify the direction of future efforts, which is conducive to improving the efficiency of learning. The final conclusion not only summarizes the content of the lesson, but also combines the theme of the unit to carry out value guidance, cultivating students' sense of responsibility and global vision, and realizing the integration of language teaching and moral education. 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 $