Unit 3 Times Change Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 3 Times Change！-Understanding ideas 内容导航 This part takes "A New Chapter" as the core text, telling the story of Rainbow Bookstore’s closure crisis and its creative revival with community support. It shows the impact of times change on small businesses and conveys the significance of adaptation and innovation in the changing era. 教学目标和重难点 1. 教学目标 Language Ability: Students can master core vocabularies and sentence patterns about changes, and understand and express the theme of times change. Cultural Awareness: They realize the commonness of social changes globally and cultivate a positive attitude towards changes. Thinking Quality: They develop logical and critical thinking by analyzing the plot and the author’s attitude. Learning Ability: They improve autonomous and cooperative learning skills through reading, discussion and practice, laying a foundation for lifelong learning. 2. 教学重难点 Key Points: Mastering core vocabularies (e.g., decade, elderly, sympathy, reconstruction) and sentence patterns (e.g., the day guiding adverbial clause, adverbial clause ellipsis); understanding the text’s main idea, plot development and the author’s emotional changes. Difficult Points: Analyzing the deep meaning of the bookstore’s revival, understanding the relationship between individual efforts and social changes; using the learned language to express personal views on times change accurately and fluently. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Brainstorming and Visual Aids Display. The teacher shows pictures and short video clips of changes in daily life, such as the change from traditional bookstores to online book shopping, from letter writing to instant messaging, and from brick-and-mortar stores to e-commerce. Then the teacher asks students to discuss in pairs: "What changes have you found in your daily life? How do these changes affect you?" After 5 minutes of discussion, invite 3-4 groups to share their views. The teacher summarizes and leads to the unit theme "Times Change!" and introduces the core text of this lesson—"A New Chapter", which tells the story of a bookstore’s changes in the changing times. Design Intention: This activity uses familiar life scenarios and visual materials to arouse students’ interest in the theme of "times change". Brainstorming and pair discussion can activate students’ prior knowledge and existing vocabulary related to changes, laying a foundation for the subsequent text reading. At the same time, it guides students to pay attention to the impact of times change on small things around them, which is closely connected with the core content of the text and helps students better understand the text’s background. Step 2: Pre-reading (Vocabulary and Background Preview) Activity 1: Vocabulary Preview. The teacher presents the core vocabularies and phrases of this lesson on the screen, including decade, elderly, sympathy, reconstruction, pave the way, pop up, for good, etc. For each word, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the text context. For example, for "sympathy", the teacher gives the sentence from the text: "I tried to think of some words of sympathy, but I had to admit that the Rainbow Bookstore couldn’t stay in business much longer." Then ask students to make simple sentences with these words in pairs to consolidate their memory and usage. After that, the teacher checks the students’ mastery by asking random questions. Activity 2: Background Introduction. The teacher briefly introduces the background of the text: In the era of rapid development of e-commerce and digital reading, many independent bookstores are facing the crisis of closure. The Rainbow Bookstore in the text is one of them, but it finally achieves revival with the help of the community and creative transformation. The teacher also mentions that such phenomena are common in both China and foreign countries, which reflects the impact of times change on traditional industries and leads students to think about how traditional industries can adapt to changes. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies can help students reduce reading obstacles and improve reading efficiency. Combining the text context to explain words and ask students to make sentences can help students master the usage of words in specific contexts, rather than mechanical memory. The background introduction helps students understand the social environment of the text, deepen their understanding of the text’s theme, and lay a foundation for analyzing the deep meaning of the text later. Step 3: While-reading (Text Reading and Comprehension) Activity 1: Fast Reading. Ask students to read the text quickly and complete two tasks: ① Summarize the main idea of the text in one sentence. ② Divide the text into three parts and write down the main content of each part. After reading, invite students to share their answers. The teacher summarizes and sorts out: The text mainly tells the story of the Rainbow Bookstore’s closure crisis, the author’s memories of the bookstore, and its final revival with community support and creative transformation. The text can be divided into three parts: Part 1 (Paragraphs 1-2): The author hears the news of the Rainbow Bookstore’s closure and feels heartbroken; Part 2 (Paragraph 3): The author recalls his childhood memories related to the bookstore; Part 3 (Paragraphs 4-5): The author finds the bookstore revived during his spring break and learns about the reason for its revival. Design Intention: Fast reading aims to train students’ ability to grasp the main idea of the text and the overall structure quickly. Dividing the text into parts and summarizing the main content of each part helps students sort out the text’s logical structure, lay a foundation for detailed reading, and cultivate students’ ability of induction and generalization. Activity 2: Detailed Reading (Paragraphs 1-2). Ask students to read Paragraphs 1-2 carefully and answer the following questions: ① How did the author feel when he heard the news that the Rainbow Bookstore was closing? Why? ② What difficulties did the Rainbow Bookstore face? (Please find the relevant sentences in the text) ③ What can we know about the Rainbow Bookstore from the text? After students finish answering, the teacher checks the answers and explains the key sentences, such as "The day I heard that the Rainbow Bookstore was closing after 50 years of business, I was heartbroken." (the day guiding adverbial clause) and "Most people preferred reading e-books on tablets. More and more customers were being attracted by chain stores and online discounts." (passive voice). The teacher also guides students to feel the author’s sad emotion through the description of the text. Design Intention: Detailed reading of the first two paragraphs helps students understand the background of the bookstore’s closure and the author’s emotional changes. Answering specific questions can guide students to find key information in the text and improve their ability of extracting information. Explaining key sentences helps students master important grammatical structures and lay a foundation for language application. Guiding students to feel the author’s emotion helps students resonate with the text and deepen their understanding of the text’s content. Activity 3: Detailed Reading (Paragraph 3). Ask students to read Paragraph 3 carefully and complete the following tasks: ① List the childhood memories of the author related to the Rainbow Bookstore. ② Analyze the author’s emotion when recalling these memories. ③ Underline the descriptive sentences in the paragraph and explain their functions. After students finish, the teacher organizes the students to discuss in groups and share their views. The teacher summarizes: The author’s childhood memories include dropping by the store after school, looking at new books, chatting with Old Casey, reading on the old furniture, and writing comments on the board. These memories are warm and precious, reflecting the author’s deep affection for the bookstore. The descriptive sentences, such as "Childhood memories came back to me so clearly, as if the events had happened only yesterday." and "We spent hours reading, seated on the store’s old but comfortable furniture.", help to show the warmth of the bookstore and the author’s affection for it. Design Intention: Paragraph 3 is the key part to reflect the author’s affection for the bookstore. Through listing memories, analyzing emotions and underlining descriptive sentences, students can deeply understand the emotional connection between the author and the bookstore, which lays a foundation for understanding the significance of the bookstore’s revival later. Group discussion can stimulate students’ thinking, let students learn from each other, and improve their ability of analyzing and expressing. Activity 4: Detailed Reading (Paragraphs 4-5). Ask students to read Paragraphs 4-5 carefully and answer the following questions: ① What surprised the author when he came back during his spring break? ② What changes have taken place in the Rainbow Bookstore? (Compare the interior and exterior of the bookstore) ③ Why could the Rainbow Bookstore be revived? ④ What does the author mean by "Clearly, the Rainbow Bookstore was in good, creative hands."? After students answer, the teacher checks and explains. The teacher emphasizes that the bookstore’s exterior has not changed, but the interior has been innovated, such as adding a book reading area, selling stationery and gifts, and replacing the board with a big screen. The revival of the bookstore is due to the joint efforts of the community and the creative transformation. The sentence "Clearly, the Rainbow Bookstore was in good, creative hands." shows the author’s relief and joy for the bookstore’s revival. Design Intention: Paragraphs 4-5 are the climax and ending of the text. Through detailed reading and answering questions, students can understand the process and reason of the bookstore’s revival, and grasp the key information of the text. Analyzing the changes of the bookstore and the author’s emotion helps students understand the theme of the text—adaptation and innovation can help things survive and develop in the changing times. At the same time, it guides students to think about the significance of innovation and cooperation. Step 4: Post-reading (Consolidation and Expansion) Activity 1: Text Retelling. Ask students to retell the text according to the following clues: The author heard the news of the Rainbow Bookstore’s closure → felt heartbroken and recalled childhood memories → found the bookstore revived during spring break → knew the reason for its revival and felt relieved. Students can retell the text in pairs first, and then invite 2-3 students to retell it in front of the class. The teacher gives comments and guidance, emphasizing the use of the core vocabularies and sentence patterns learned in this lesson. Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ oral expression ability. Through retelling, students can review the text’s plot and key information, and flexibly use the learned vocabularies and sentence patterns. Pair retelling gives every student a chance to practice, while class retelling can check students’ mastery and provide guidance for their oral expression. Activity 2: Group Discussion. Divide students into groups of 4-5 and ask them to discuss the following questions: ① What do you think of the revival of the Rainbow Bookstore? ② In the era of rapid times change, what should traditional industries (such as independent bookstores, traditional handicrafts) do to adapt to the changes? ③ Have you ever experienced or seen similar changes around you? Please share your stories. Each group selects a recorder and a spokesman. After 10 minutes of discussion, each group’s spokesman shares the group’s views. The teacher summarizes and comments, emphasizing the importance of adaptation, innovation and cooperation in the changing times. Design Intention: Group discussion connects the text content with real life, guides students to apply the learned knowledge to practice, and improves their ability of critical thinking and oral expression. Discussing the development of traditional industries helps students understand the theme of the text more deeply and cultivate their sense of innovation and responsibility. Sharing personal experiences makes the discussion more vivid and close to students’ life, which can arouse students’ enthusiasm and participation. Activity 3: Language Practice. Ask students to complete the following exercises to consolidate the core vocabularies and sentence patterns: ① Fill in the blanks with the correct form of the given words (decade, elderly, sympathy, reconstruct, pave the way). ② Rewrite the following sentences using the learned sentence patterns (the day guiding adverbial clause, adverbial clause ellipsis). For example, rewrite "When I arrived at the bookstore, I saw that the books were being packed into boxes." into "The day I arrived at the bookstore, I saw that the books were being packed into boxes." After students finish, the teacher checks the answers and explains the common mistakes. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through filling in the blanks and rewriting sentences, students can flexibly use the core vocabularies and sentence patterns, and improve their language application ability. Checking answers and explaining mistakes helps students find their own deficiencies and correct them in time, laying a solid foundation for future learning. Activity 4: Theme Exploration. The teacher asks students to think about the following question: "What does the text want to tell us through the story of the Rainbow Bookstore?" Invite students to express their views freely. The teacher summarizes: The text tells us that times change is an inevitable trend, and in the face of changes, we should not be afraid or give up, but actively adapt to changes, innovate and cooperate, so as to achieve survival and development. At the same time, it also conveys the warmth of the community and the importance of mutual help. Design Intention: Theme exploration helps students rise from understanding the text content to grasping the text’s deep meaning, and cultivate their ability of analyzing and summarizing. It also helps students establish a positive attitude towards times change, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 5: Summary and Homework Activity 1: Class Summary. The teacher leads students to review the key content of this lesson: ① The main plot and theme of the text "A New Chapter". ② The core vocabularies and sentence patterns learned. ③ The understanding of times change and the importance of adaptation and innovation. The teacher emphasizes that students should not only master the language knowledge, but also learn to think about the changes around them and cultivate a positive attitude towards life. Design Intention: Class summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the key content. Emphasizing the combination of language learning and life practice helps students realize the practical significance of English learning. Activity 2: Homework Arrangement. ① Read the text aloud for 15 minutes every day, and recite the key paragraphs (Paragraphs 3 and 5). ② Write a short passage (120-150 words) about a change you have experienced or seen, using the core vocabularies and sentence patterns learned in this lesson. ③ Surf the Internet to find more stories about traditional industries adapting to times change, and share them in the next class. Design Intention: Homework is an extension of classroom teaching. Reading aloud and reciting can help students consolidate the text content and improve their sense of language. Writing a short passage can train students’ written expression ability and flexibly use the learned language knowledge. Surfing the Internet to find relevant stories can expand students’ horizons, connect classroom learning with extracurricular learning, and further deepen their understanding of the theme of times change. Step 6: Teaching Reflection (for Teachers) This lesson takes the text "A New Chapter" as the carrier, closely around the theme of "Times Change!", and designs a series of teaching activities from lead-in, pre-reading, while-reading to post-reading, which basically achieves the teaching goals. The lead-in activity uses life scenarios to arouse students’ interest; the pre-reading activity lays a foundation for reading by previewing vocabulary and introducing background; the while-reading activity guides students to understand the text content and emotional changes through fast reading and detailed reading; the post-reading activity consolidates the learned knowledge and expands students’ thinking through retelling, discussion and language practice. However, there may be some deficiencies in the teaching process, such as some students’ insufficient participation in group discussion, and some students’ inaccurate use of passive voice and adverbial clauses. In the future teaching, more attention should be paid to the individual differences of students, guide every student to participate in the activities, and strengthen the training of difficult grammatical points to improve students’ language application ability. Design Intention: Teaching reflection is an important part of teaching practice. It helps teachers summarize the advantages and deficiencies of the lesson, adjust the teaching methods and strategies in time, and improve the teaching level. At the same time, it also helps teachers pay more attention to students’ learning status and meet the learning needs of different students, so as to better achieve the goal of cultivating students’ core literacy. 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 $