Unit 3 Times Change！-Using language 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！-Using language 内容导航 This section integrates grammar, vocabulary, listening and speaking, focusing on the Past Continuous Passive Voice. It presents social changes through short passages and interviews, helping students master related expressions and use the grammar to describe changes in real contexts. 教学目标和重难点 1. 教学目标 Language Ability: Master the Past Continuous Passive Voice and change-related vocabulary, and improve listening, speaking, reading and writing skills. Thinking Quality: Cultivate logical thinking by analyzing grammar rules and critical thinking by discussing social changes. Cultural Awareness: Understand China’s reform and opening-up achievements and enhance national pride. Learning Ability: Develop autonomous and cooperative learning skills through group activities and self-summary. 2. 教学重难点 Key Points: Grasp the structure and usage of the Past Continuous Passive Voice, master core vocabulary and phrases about social changes, and learn to describe changes by comparison. Difficult Points: Flexibly use the Past Continuous Passive Voice in real communication, distinguish it from the Simple Past Passive Voice, and effectively express personal views on social changes in English. 教学过程 Step 1: Lead-in (Lead students into the unit topic and activate prior knowledge) Teacher’s Activities: First, show students two groups of contrast pictures on the screen. The first group is about an old market and a modern shopping mall, and the second group is about traditional face-to-face interviews and online interviews in the news industry. Then ask students two questions: “What changes do you find in the pictures?” and “How would you describe these changes in English?” After students give simple answers, the teacher summarizes and leads in the topic of this lesson: “Today we will learn Using language of Unit 3 Times Change!, focusing on how to use proper grammar and expressions to describe changes around us.” Students’ Activities: Observe the pictures carefully, discuss with their deskmates about the changes in the pictures, try to express their findings in simple English, and listen to the teacher’s introduction to the lesson topic. Design Intention: The contrast pictures can visually present the theme of “changes”, which is closely related to the unit topic and the content of this section. Asking questions can stimulate students’ interest in learning, activate their prior knowledge about describing changes, and lay a foundation for the subsequent learning of grammar and vocabulary. Meanwhile, it can cultivate students’ observation ability and initial oral expression ability. Step 2: Grammar Learning — Past Continuous Passive Voice (Master the structure and basic usage of the grammar) Activity 1: Discover the grammar rules independently Teacher’s Activities: Distribute learning materials to students, which include two short passages. The first passage describes the process of an old market being transformed into a modern shopping mall, and the second passage introduces the changes in the news industry. Ask students to read the passages carefully, underline the sentences with the Past Continuous Passive Voice, and then discuss in groups to summarize the structure of the grammar. After the group discussion, invite several groups to share their findings. The teacher corrects and supplements, and finally summarizes the structure of the Past Continuous Passive Voice: Affirmative form: Subject + was/were + being + done; Negative form: Subject + was/were + not + being + done; Interrogative form: Was/Were + Subject + being + done?. Students’ Activities: Read the passages carefully, underline the target sentences, discuss with group members to analyze the structure of the sentences, summarize the grammar rules, and actively share the group’s findings with the whole class. Design Intention: Let students discover grammar rules independently through reading and group discussion, which conforms to the student-centered teaching concept. This way can deepen students’ understanding of the grammar structure, improve their ability of independent thinking and cooperative learning, and avoid the boringness of direct grammar explanation. Activity 2: Understand the usage of the grammar Teacher’s Activities: Present several typical example sentences on the screen, such as “At this time yesterday, the old market was being pulled down.” “When we passed by, the walls were being painted.” Then ask students to discuss the usage of these sentences in groups, and guide students to summarize two main usages of the Past Continuous Passive Voice: 1. It indicates a passive action that was happening at a specific moment in the past; 2. It indicates a passive action that was ongoing during a certain period in the past. At the same time, the teacher emphasizes the difference between the Past Continuous Passive Voice and the Simple Past Passive Voice: the former emphasizes the process of the action, while the latter emphasizes the result of the action. The teacher gives contrast examples to help students understand, such as “The bridge was built last year.” (Simple Past Passive Voice, emphasizing the result) and “The bridge was being built last year.” (Past Continuous Passive Voice, emphasizing the process). Students’ Activities: Analyze the example sentences, discuss the usage of the grammar in groups, listen to the teacher’s explanation and supplement, and take notes on the key points. Through the contrast examples, clearly distinguish the differences between the two tenses and voices. Design Intention: Through example sentences and group discussion, students can deeply understand the usage of the Past Continuous Passive Voice, and the contrast between the two tenses and voices can help students avoid confusion in use. This link can cultivate students’ ability of analyzing and summarizing, and lay a foundation for the subsequent application of the grammar. Activity 3: Consolidate grammar through exercises Teacher’s Activities: Design three types of exercises to consolidate the grammar. The first type is filling in the blanks, such as “At 8 o’clock last night, the room ______ (clean) by my mother.” “The letters ______ (not write) when I arrived.” The second type is sentence transformation, asking students to change active sentences into passive sentences in the Past Continuous Tense, such as “The workers were repairing the road at this time yesterday.” → “The road was being repaired by the workers at this time yesterday.” The third type is error correction, such as correcting “The book was being read by him yesterday.” into “The book was being read by him at this time yesterday.” After students finish the exercises, the teacher checks the answers, explains the common errors, and emphasizes the key points needing attention in the use of the grammar. Students’ Activities: Finish the exercises independently, check the answers with the teacher, correct their own errors, and further consolidate the structure and usage of the Past Continuous Passive Voice through practice. Design Intention: Different types of exercises can comprehensively test students’ mastery of the grammar, help students find their own weak points, and consolidate the knowledge learned in time. Error correction exercises can help students avoid common mistakes in use, improve the accuracy of grammar application, and lay a solid foundation for the subsequent comprehensive language application. Step 3: Vocabulary and Phrase Learning (Master core vocabulary and phrases related to social changes) Activity 1: Learn new vocabulary and phrases through context Teacher’s Activities: Present the two short passages used in the grammar learning link again, and mark the core vocabulary and phrases in the passages, such as emphasise, reconstruction, journalist, era, reform, socialist, alongside, initiative, solid, economic, occupation, reform and opening-up, pave the way for, in favour of, face to face, start out, have an influence on, without doubt, apply to, figure out. For each vocabulary and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the theme of social changes. For example, when explaining “pave the way for”, the teacher gives the example sentence “The reform and opening-up policy paved the way for China’s rapid development.” When explaining “have an influence on”, the example sentence is “Technology has a great influence on people’s daily life.” At the same time, the teacher guides students to find the collocation of vocabulary and phrases in the passages, and helps students memorize them in context. Students’ Activities: Listen to the teacher’s explanation, take notes on the meaning and usage of vocabulary and phrases, read the example sentences carefully, and try to make simple sentences with the new vocabulary and phrases. Discuss with deskmates to check each other’s mastery. Design Intention: Learning vocabulary and phrases in context can help students understand their specific usage, avoid mechanical memorization, and improve the efficiency of vocabulary learning. Combining with the theme of social changes, it can also connect vocabulary learning with the unit topic, laying a foundation for the subsequent listening, speaking and reading activities. The collocation analysis can help students use vocabulary and phrases more accurately. Activity 2: Consolidate vocabulary and phrases through interactive practice Teacher’s Activities: Organize a “vocabulary matching” activity. Prepare cards with vocabulary/phrases on one side and their meanings on the other side, and divide students into groups. Each group sends a representative to draw cards and match the vocabulary/phrases with their meanings. The group with the highest correct rate wins. Then, design a “sentence making competition” activity. The teacher says a vocabulary or phrase, and students compete to make sentences related to social changes. The teacher comments on the sentences, corrects the wrong usages, and encourages students to use the vocabulary and phrases flexibly. Students’ Activities: Participate in the vocabulary matching activity actively, cooperate with group members to complete the task, and participate in the sentence making competition, trying to make correct and appropriate sentences. Listen to the teacher’s comments and correct their own mistakes. Design Intention: The interactive activities can stimulate students’ interest in vocabulary learning, make the boring vocabulary consolidation more interesting, and improve students’ ability to use vocabulary and phrases flexibly. Group competition can also cultivate students’ cooperative spirit and competitive awareness, and enhance the participation of the whole class. Step 4: Listening Practice (Improve listening ability and understand the theme of social changes) Activity 1: Pre-listening preparation Teacher’s Activities: Introduce the background of the listening material to students: the listening material is an interview about the great changes in Shenzhen since the reform and opening-up, with an interviewer and a Shenzhen citizen sharing his personal experience. Then, present some key words and phrases related to the listening material, such as Shenzhen, reform and opening-up, opportunity, development, building, life, etc. Guide students to predict the content of the listening material according to the background introduction and key words, and ask students to discuss with their deskmates: “What changes do you think will be mentioned in the interview?” Students’ Activities: Listen to the background introduction, memorize the key words and phrases, discuss with deskmates to predict the listening content, and express their own views. Design Intention: Pre-listening preparation can help students understand the background of the listening material, reduce the difficulty of listening, and improve listening efficiency. Predicting the listening content can stimulate students’ interest in listening, activate their prior knowledge about Shenzhen’s changes, and help students focus on the key points during listening. Activity 2: While-listening practice Teacher’s Activities: Play the listening material twice. For the first time, ask students to listen carefully and get the main idea of the interview, and answer the question: “What is the main content of the interview?” For the second time, ask students to listen carefully and complete the interview record, which includes filling in the blanks about the changes in Shenzhen’s buildings, people’s lives and employment opportunities. During the listening process, the teacher can pause appropriately for students to take notes. After playing the listening material, the teacher checks the answers with students, explains the difficult points in the listening material, and plays the relevant parts again if necessary. Students’ Activities: Listen to the listening material carefully, take notes, answer the question about the main idea after the first listening, complete the interview record after the second listening, and check the answers with the teacher. Put forward their own questions about the difficult points in the listening material. Design Intention: Listening twice with different tasks can help students gradually deepen their understanding of the listening material. The first listening focuses on the main idea, cultivating students’ ability to grasp the overall information; the second listening focuses on specific details, improving students’ ability to capture key information. Taking notes can help students improve their listening efficiency and cultivate good listening habits. Activity 3: Post-listening discussion Teacher’s Activities: After the listening practice, ask students to discuss in groups around the following questions: “What changes in Shenzhen are mentioned in the interview?” “How do you feel about these changes?” “What other changes have you seen in your hometown since the reform and opening-up?” Encourage students to express their views freely, use the vocabulary, phrases and grammar learned in this lesson as much as possible. After the group discussion, invite several students to share their views with the whole class, and the teacher makes comments and supplements, guiding students to realize the great achievements of China’s reform and opening-up and enhance their national pride. Students’ Activities: Discuss the questions in groups, express their own views, use the knowledge learned in this lesson to organize language, and actively share the group’s views with the whole class. Listen to the teacher’s comments and other students’ views, and supplement their own views if necessary. Design Intention: Post-listening discussion can help students deepen their understanding of the listening content, consolidate the knowledge learned in this lesson, and improve their oral expression ability. The discussion about the changes in their hometown can connect the teaching content with students’ real life, stimulate students’ sense of participation, and cultivate their cultural awareness and sense of national pride. Step 5: Speaking Practice (Improve oral expression ability and flexibly use the knowledge learned) Activity 1: Model dialogue practice Teacher’s Activities: Present a model dialogue on the screen, which is about two students discussing the changes in their school. The dialogue uses the Past Continuous Passive Voice and the core vocabulary and phrases learned in this lesson, such as “Our school library was being rebuilt last month.” “The reform of education has a great influence on our study.” The teacher reads the dialogue with students twice, explains the key sentences and expressions in the dialogue, and guides students to understand the structure and language points of the dialogue. Then, ask students to practice the dialogue in pairs, and the teacher walks around to guide, correct the wrong pronunciation and expression, and help students improve their oral expression. Students’ Activities: Listen to the teacher’s reading, read the dialogue with the teacher, understand the key points in the dialogue, practice the dialogue in pairs, and correct their own mistakes according to the teacher’s guidance. Design Intention: Model dialogue can provide a sample for students’ oral expression, help students master the way of using the knowledge learned to carry out communication, and reduce the difficulty of speaking practice. Pair practice can make every student have the opportunity to speak, improve their oral expression ability and cooperative learning ability. Activity 2: Topic discussion and presentation Teacher’s Activities: Assign a speaking task to students: “Work in groups of 4, choose a topic related to social changes, such as changes in your hometown, changes in people’s daily life, changes in technology, etc. Discuss the changes, describe the process of the changes using the Past Continuous Passive Voice, and express your views on the changes. Each group prepares for 10 minutes, then sends a representative to present the group’s discussion results to the whole class, and the presentation time is 3-5 minutes.” During the preparation process, the teacher walks around to guide, helps students organize language, corrects mistakes, and reminds students to use the vocabulary, phrases and grammar learned in this lesson. After the presentation, the teacher makes comments on each group’s performance, affirms the advantages, points out the deficiencies, and gives suggestions for improvement. Students’ Activities: Work in groups to choose a topic, discuss the changes, organize language, prepare the presentation content, use the knowledge learned in this lesson as much as possible. The group representative presents the discussion results to the whole class, and other students listen carefully and put forward questions or suggestions. Listen to the teacher’s comments and summarize their own gains and deficiencies. Design Intention: Group discussion and presentation can comprehensively test students’ mastery of the knowledge learned in this lesson, improve their oral expression ability, cooperative learning ability and logical thinking ability. Choosing topics related to real life can stimulate students’ interest in speaking, make students willing to express, and realize the application of knowledge from learning to practice. Teacher’s guidance and comments can help students find their own deficiencies and improve their oral expression level. Step 6: Reading and Writing Practice (Integrate reading and writing, and further consolidate the knowledge learned) Activity 1: Reading comprehension Teacher’s Activities: Present a short passage about the changes in a small town, which uses the Past Continuous Passive Voice and the core vocabulary and phrases learned in this lesson. Ask students to read the passage carefully and answer the following questions: 1. What changes have taken place in the small town? 2. How were these changes carried out? 3. What impact have these changes had on the local people? After students finish answering, the teacher checks the answers, explains the difficult sentences in the passage, and guides students to analyze the structure of the passage and the use of grammar and vocabulary. Students’ Activities: Read the passage carefully, find the key information, answer the questions, listen to the teacher’s explanation, analyze the passage structure and the use of grammar and vocabulary, and further consolidate the knowledge learned. Design Intention: Reading comprehension can help students improve their reading ability, deepen their understanding of the theme of social changes, and consolidate the grammar and vocabulary learned in this lesson. Analyzing the passage structure can help students learn how to organize the content when writing about changes, laying a foundation for the subsequent writing practice. Activity 2: Writing practice Teacher’s Activities: Assign a writing task to students: “Write a short passage of 120-150 words about the changes in your hometown. You should use the Past Continuous Passive Voice and at least 5 core vocabulary and phrases learned in this lesson, describe the process of the changes, and express your views on the changes.” Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce the general situation of the hometown; second, describe the specific changes and their processes using the Past Continuous Passive Voice; third, express their own views on the changes. During the writing process, the teacher walks around to guide, helps students solve the problems encountered in writing, corrects mistakes, and reminds students to pay attention to the correctness of grammar, vocabulary and sentence structure. After students finish writing, collect some students’ works, comment on them in class, affirm the advantages, point out the deficiencies, and give suggestions for improvement. Then ask students to revise their own works according to the comments. Students’ Activities: Sort out the writing ideas according to the teacher’s guidance, complete the writing task independently, use the Past Continuous Passive Voice and core vocabulary and phrases flexibly. Listen to the teacher’s comments on the students’ works, revise their own works, and improve their writing level. Design Intention: Writing practice can integrate the grammar, vocabulary and reading skills learned in this lesson, improve students’ writing ability, and realize the comprehensive application of language knowledge. Guiding students to sort out writing ideas can help students write more logically and coherently. Teacher’s guidance and comments can help students find their own mistakes and deficiencies in writing, and improve their writing level. Step 7: Summary and Homework (Consolidate the knowledge learned and extend the learning content) Activity 1: Lesson summary Teacher’s Activities: Invite students to summarize the knowledge learned in this lesson, including the structure and usage of the Past Continuous Passive Voice, core vocabulary and phrases, and the skills of describing changes. The teacher supplements and combs, and emphasizes the key points and difficult points of this lesson, helping students form a systematic knowledge framework. At the same time, guide students to reflect on their own learning process, summarize their gains and deficiencies, and put forward suggestions for future learning. Students’ Activities: Summarize the knowledge learned in this lesson, reflect on their own learning process, and put forward their own learning suggestions. Design Intention: Let students summarize the lesson independently, which can help students consolidate the knowledge learned, form a systematic knowledge framework, and improve their ability of summarization and reflection. Reflecting on the learning process can help students find their own deficiencies, adjust their learning methods, and improve their learning efficiency. Activity 2: Assign homework Teacher’s Activities: Assign three types of homework: 1. Basic homework: Finish the grammar exercises and vocabulary exercises in the textbook, and review the key points of this lesson. 2. Practical homework: Interview your parents or grandparents about the changes in their lives, take notes, and use the knowledge learned in this lesson to write a short interview report. 3. Extended homework: Search for English articles about social changes, read them, and take notes on the key vocabulary and sentences. Students’ Activities: Listen to the teacher’s assignment, record the homework, and finish the homework independently after class. Complete the practical homework and extended homework actively, and expand their knowledge. Design Intention: Basic homework can help students consolidate the knowledge learned in class and ensure the mastery of key points. Practical homework can connect the teaching content with real life, improve students’ practical application ability and communication ability. Extended homework can expand students’ knowledge, improve their reading ability, and cultivate their autonomous learning 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 $