Unit 3 Shaping The World-Reading and Thinking 教案-2025-2026学年高中英语人教版选修第三册

Unit 3 Shaping The World-Reading and Thinking 内容导航 The Reading and Thinking part of Unit 3 Shaping The World mainly focuses on the theme of how humans shape the world and how the world influences humans. It includes texts that introduce global environmental issues, cross-cultural communication, and the efforts made by individuals and groups to promote world progress. Through the texts, students can understand the complex relationship between humans and the world, recognize the significance of global cooperation, and cultivate a sense of responsibility for shaping a better world. The texts integrate factual narration and subjective comments, helping students improve their reading comprehension and critical thinking abilities. 教学目标和重难点 1. 教学目标 Language Ability: Students will master core vocabularies and sentence patterns related to environmental protection, cross-cultural communication and global cooperation, and improve their abilities in reading comprehension, information extraction and language expression. Thinking Quality: They will learn to analyze the logical structure of texts, judge and evaluate the viewpoints in the articles, and develop critical thinking and logical reasoning abilities. Cultural Awareness: They will understand the diversity of world cultures, recognize the importance of cross-cultural tolerance and cooperation, and enhance their sense of global citizenship. Learning Ability: They will master effective reading strategies, develop the habit of independent reading and cooperative learning, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master the core vocabularies (such as advocate, conserve, cooperate, promote) and difficult sentence patterns (such as complex compound sentences, inverted sentences related to environmental protection) in the texts; understand the main ideas and logical structure of the texts. Difficult Points: Understand the deep connotation of the texts, especially the relationship between human activities and world development; accurately use the learned vocabularies and sentence patterns to express views on shaping the world; cultivate critical thinking ability to evaluate the viewpoints and measures in the texts. 教学过程 Step 1: Pre-reading (Lead-in and Preview) Activity 1: Theme Lead-in The teacher starts the class by showing a series of pictures and short videos, including scenes of global environmental pollution (such as plastic waste in the ocean, deforestation), scenes of cross-cultural exchanges (such as international cultural festivals, global cooperation projects), and deeds of individuals who have made contributions to shaping the world (such as environmentalists, volunteers). Then the teacher asks the following questions: “What do you see in these pictures and videos? How do you think humans shape the world? What can we do to make the world a better place?” The teacher invites 3-4 students to share their views freely, and then makes a brief summary, leading to the theme of this unit — Shaping The World. After that, the teacher introduces the Reading and Thinking part, telling students that they will read two texts about how humans influence and shape the world, and learn to think deeply about the relationship between humans and the world. Design Intention: The use of pictures and short videos can intuitively present the theme-related content, stimulate students' interest in learning, and arouse their existing knowledge and life experience. By asking open-ended questions, students are guided to think actively, their thinking is activated, and a good foundation is laid for the subsequent reading link. At the same time, it helps students establish a preliminary understanding of the theme of “shaping the world”, and cultivate their sense of concern for global issues. Activity 2: Vocabulary Preview The teacher presents the core vocabularies and phrases of this reading part on the blackboard or courseware, including advocate, conserve, sustainable, cooperate, promote, take action, play a role in, be responsible for, in harmony with, etc. For each vocabulary and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to the theme of shaping the world. For example, for “advocate”, the teacher says: “Advocate means to publicly support or recommend something. For example, we should advocate protecting the environment to shape a greener world.” Then the teacher asks students to read the words and phrases aloud twice, and invites several students to make sentences with the key words and phrases to check their mastery. In addition, the teacher prompts students to predict the content of the text according to the vocabularies and the title of the reading, and writes down their predictions on the blackboard for verification in the subsequent reading. Design Intention: Previewing core vocabularies and phrases can help students reduce the difficulty of reading, avoid being blocked by new words during reading, and improve reading efficiency. By explaining the usage of words in combination with the unit theme, students can better connect words with the text content, laying a solid language foundation for text understanding. Predicting the text content can stimulate students' curiosity and initiative in reading, and make them read with goals and focus. Step 2: While-reading (Text Comprehension and Analysis) Activity 1: Skimming for Main Ideas The teacher asks students to read the two texts quickly (skimming) and complete the following tasks: 1. Summarize the main idea of each text in one sentence. 2. Judge whether the predictions made in the pre-reading link are correct. After students finish reading, the teacher organizes them to exchange their answers in groups of 4. Each group selects a representative to share the group's opinions, and the teacher makes comments and corrections, and summarizes the main ideas of the two texts: Text 1 mainly introduces the serious problems of global environmental degradation and the efforts made by various countries and organizations to protect the environment, emphasizing the importance of global cooperation in shaping a sustainable world; Text 2 focuses on cross-cultural communication, introducing how different cultures interact and integrate, and how cross-cultural understanding and tolerance help shape a more harmonious world. Design Intention: Skimming is an important reading strategy that can help students quickly grasp the main idea of the text and form an overall understanding of the text. By completing the tasks of summarizing the main idea and verifying predictions, students' reading ability and information extraction ability are trained. Group exchange can promote students' mutual learning and communication, and help students supplement and improve their understanding of the text. Activity 2: Scanning for Key Information On the basis of skimming, the teacher asks students to read the text again carefully (scanning) and complete the following information forms. For Text 1, the form includes “Environmental Problems Mentioned in the Text”, “Measures Taken by Countries and Organizations”, and “Significance of These Measures”; for Text 2, the form includes “Examples of Cross-Cultural Communication Mentioned in the Text”, “Challenges in Cross-Cultural Communication”, and “Ways to Promote Cross-Cultural Understanding”. Students complete the form independently first, and then check and correct it with their group members. The teacher walks around the classroom to guide students who have difficulties, and after all groups finish, the teacher invites representatives of each group to present the completed forms, and makes comments and supplements, emphasizing the key information in the text. Design Intention: Scanning can help students accurately find specific information in the text, improve their ability to extract key information, and lay a foundation for in-depth analysis of the text. The use of information forms can make the key information of the text more systematic and clear, helping students sort out the logical context of the text. Independent completion and group checking can not only cultivate students' independent learning ability, but also enhance their sense of cooperation. Activity 3: Text Structure Analysis The teacher guides students to analyze the structure of each text. For Text 1, the teacher asks: “How is Text 1 structured? What is the logical relationship between each paragraph?” Students are invited to discuss in groups, and then the teacher summarizes: Text 1 adopts the structure of “putting forward problems — analyzing problems — solving problems”. The first paragraph puts forward the problem of global environmental degradation; the middle paragraphs introduce the specific environmental problems and the measures taken by various countries and organizations; the last paragraph summarizes the significance of global cooperation. For Text 2, the teacher guides students to find out the topic sentence of each paragraph, and analyze the logical connection between the topic sentences, so as to let students understand that Text 2 adopts the structure of “total — sub — total”: the first paragraph puts forward the importance of cross-cultural communication; the middle paragraphs use specific examples to illustrate the challenges and solutions of cross-cultural communication; the last paragraph summarizes the role of cross-cultural understanding in shaping a harmonious world. During the analysis process, the teacher marks the key transition words in the text (such as however, therefore, for example, in addition) to help students understand the logical relationship between paragraphs. Design Intention: Analyzing the text structure can help students understand the logical thinking of the author, grasp the overall framework of the text, and improve their ability to analyze and organize texts. By identifying topic sentences and transition words, students can better understand the connection between paragraphs and sentences, and lay a foundation for subsequent critical thinking and language expression. Group discussion can stimulate students' thinking and make them have a deeper understanding of the text structure. Activity 4: Key Sentence Analysis The teacher selects several key and difficult sentences in the text and guides students to analyze them, including vocabulary, grammar and meaning. For example, in Text 1: “Only by working together can we solve the environmental problems and shape a sustainable future for our planet.” The teacher guides students to analyze the inverted structure of this sentence, explains the usage of “only + adverbial clause” leading to inverted sentences, and lets students understand the emphasis of the sentence — the importance of global cooperation. Another example, in Text 2: “Cultural differences are not obstacles to communication, but bridges to mutual understanding and respect.” The teacher guides students to understand the structure of “not...but...”, and analyzes the connotation of the sentence — cultural differences can promote cross-cultural communication rather than hinder it. After analyzing each key sentence, the teacher asks students to read the sentence aloud and make similar sentences according to the structure, so as to deepen their understanding and mastery of the sentence structure. Design Intention: Key and difficult sentences are the key to understanding the text. Analyzing these sentences can help students break through the difficulties in reading, master important grammar structures and language expressions, and improve their language ability. By making similar sentences, students can apply the learned language knowledge flexibly, realizing the transformation from input to output, and laying a foundation for subsequent language expression. Step 3: Post-reading (Deep Thinking and Language Application) Activity 1: Critical Thinking Discussion The teacher puts forward the following discussion questions, and guides students to discuss in groups of 4: 1. Do you agree with the viewpoints in the text that “global cooperation is the key to solving environmental problems”? Why or why not? 2. What are the main challenges in cross-cultural communication in today's world? How can we solve these challenges? 3. As senior high school students, what can we do to help shape a better world? During the discussion, the teacher walks around the classroom, guides students to express their views clearly, encourages them to put forward different opinions, and reminds them to combine the content of the text and their own life experience to support their views. After the discussion, each group selects a representative to make a speech, sharing the group's discussion results. The teacher makes comments on the students' speeches, affirms their positive views, and guides them to think more deeply. For example, if a student says that global cooperation is difficult to achieve due to national interests, the teacher can guide them to think: “Although there are differences in national interests, environmental protection and world peace are the common interests of all mankind. How can we balance national interests and common interests?” Design Intention: This activity aims to cultivate students' critical thinking ability, guide them to not only understand the viewpoints in the text, but also evaluate and reflect on them. By combining the text content and life experience, students can deepen their understanding of the theme of “shaping the world”, and enhance their sense of responsibility and mission. Group discussion and speech can improve students' oral expression ability and cooperative learning ability, and stimulate their enthusiasm for participation. Activity 2: Vocabulary and Sentence Pattern Consolidation The teacher designs two consolidation tasks: Task 1: Fill in the blanks with the core vocabularies and phrases learned in this lesson. The sentences are closely related to the theme of shaping the world, such as “We should ______ (advocate) environmental protection and live in harmony with nature.” “All countries should ______ (cooperate) to solve global environmental problems.” Task 2: Rewrite the following sentences using the key sentence structures learned in this lesson. For example, rewrite “We must work together to solve environmental problems.” into an inverted sentence using “only + adverbial”. Students complete the tasks independently, and then the teacher checks the answers, explains the common mistakes, and emphasizes the key points of vocabulary and sentence pattern usage. In addition, the teacher invites several students to read their rewritten sentences aloud to check their mastery. Design Intention: Consolidation tasks can help students consolidate the core vocabularies and sentence patterns learned in this lesson, and improve their ability to use language flexibly. The design of the tasks is closely related to the unit theme, which can help students connect language learning with theme understanding, and realize the organic combination of language ability and theme perception. Independent completion and teacher's explanation can help students find their own deficiencies and make up for them in time. Activity 3: Text Retelling The teacher asks students to retell the content of the two texts in their own words. They can choose to retell one of the texts or the main content of both texts. The teacher gives some hints, such as key vocabularies, main events and logical structures. Students prepare independently for a few minutes, and then invite 2-3 students to retell in front of the whole class. The teacher makes comments on the students' retelling, affirming their advantages (such as clear logic, accurate use of vocabulary), and putting forward suggestions for improvement (such as adding more details, using more complex sentence patterns). After that, students retell the text in pairs, and check and help each other. Design Intention: Text retelling is an important way to test students' understanding of the text and their language expression ability. By retelling the text in their own words, students can deepen their understanding of the text content, flexibly use the learned vocabularies and sentence patterns, and improve their oral expression ability and logical thinking ability. Pair retelling can provide more opportunities for students to practice, and promote mutual learning and progress between students. Activity 4: Writing Practice The teacher assigns a writing task: “As a senior high school student, write a short passage (about 150 words) titled ‘My Role in Shaping the World’”. The teacher guides students to clarify the writing ideas: first, briefly introduce the importance of shaping the world; second, talk about what they can do to help shape the world (combining environmental protection, cross-cultural communication, etc.); finally, express their determination and expectations. The teacher reminds students to use the vocabularies, sentence patterns and viewpoints learned in this lesson, and pay attention to the logical structure and language fluency of the passage. Students complete the writing task independently, and then exchange their passages in groups, and put forward revision suggestions for each other. The teacher collects some representative passages, comments on them in class, points out the advantages and deficiencies, and guides students to revise their own passages. Design Intention: Writing practice is an important link to realize the transformation from input to output, which can help students comprehensively apply the language knowledge and viewpoints learned in this lesson, and improve their writing ability. The theme of the writing task is closely related to the unit theme and students' actual life, which can stimulate students' writing interest and let them realize that they can also play a role in shaping the world, thus enhancing their sense of responsibility. Group exchange and teacher's comments can help students find their own problems in writing and improve their writing level. Step 4: Summary and Extension Activity 1: Class Summary The teacher leads students to summarize the content of this lesson: first, review the main ideas and key information of the two texts, emphasizing the importance of global cooperation, environmental protection and cross-cultural understanding in shaping the world; second, sort out the core vocabularies and key sentence patterns learned in this lesson, and remind students to strengthen memory and flexible application; finally, summarize the four-dimensional core literacy goals achieved in this lesson, and encourage students to apply the learned knowledge and viewpoints to their daily life, and actively participate in shaping a better world. Design Intention: Class summary can help students sort out the knowledge and content learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory. By summarizing the core literacy goals, students can clearly understand their own gains and deficiencies, and enhance their motivation for further learning. Activity 2: After-class Extension The teacher assigns the following after-class tasks: 1. Review the vocabularies and sentence patterns learned in this lesson, and make a vocabulary card, which includes the meaning, pronunciation, usage and example sentences of each key word and phrase. 2. Read more articles about environmental protection and cross-cultural communication, and extract the key information and viewpoints, and write a short reading note (about 100 words). 3. Discuss with family members or friends about “how to shape a better world”, and record their views and their own feelings. 4. Revise the writing task completed in class according to the teacher's comments and group members' suggestions, and hand it in the next class. Design Intention: After-class extension tasks can help students consolidate the knowledge learned in class, expand their horizons, and connect classroom learning with daily life. Making vocabulary cards can help students strengthen their memory of vocabularies; reading notes can improve students' reading ability and information extraction ability; discussing with family members and friends can enhance students' sense of participation and deepen their understanding of the theme; revising the writing can help students improve their writing level. These tasks are designed to cultivate students' learning ability and lifelong learning awareness. Activity 3: Emotional Education and Value Guidance At the end of the class, the teacher makes a short speech: “Shaping the world is not the responsibility of a few people, but the common responsibility of every one of us. As senior high school students, we may not be able to make earth-shaking changes, but we can start from small things: protecting the environment around us, respecting different cultures, and cooperating with others. Every small effort we make will contribute to shaping a better world. Let's work together to become responsible global citizens and make our world a more beautiful place.” Design Intention: Emotional education and value guidance are important parts of English teaching. Through this speech, students are guided to establish a correct sense of global citizenship, enhance their sense of responsibility and mission, and stimulate their enthusiasm for contributing to shaping the world. It helps to realize the organic integration of language teaching and value education, and promote the all-round development of students. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, pays attention to the cultivation of students' four-dimensional core literacy, and combines knowledge teaching, ability training and value guidance. Through a variety of teaching activities, students are guided to actively participate in the teaching process, improve their language ability, thinking quality, cultural awareness and learning ability, and truly understand the connotation of “shaping the world” and take action to contribute their own strength. 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 $