Unit 2 Out of This World-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 2 Out of This World-Welcome to the unit 教学目标和重难点 1. 教学目标 It cultivates students’ language ability to talk about space exploration, develops their cultural awareness of global space cooperation, fosters logical thinking about space issues, and improves their autonomous learning ability in related English exploration. 2. 教学重难点 Key: Master space-related core vocabulary and simple expressions; talk about space topics. Difficulty: Use proper English to express opinions on space exploration and connect vocabulary with practical communication. 教学过程 Step 1: Lead-in (Lead-in to Arouse Interest) The teacher starts the class by showing a 3-minute short video about space, which includes scenes of the universe, the Earth from space, astronauts’ spacewalks, and spacecraft launches. After playing the video, the teacher asks two simple and interactive questions: “What did you see in the video?” and “Have you ever dreamed of traveling to space? Why or why not?” Then, invite 3-4 students to share their answers freely. During the students’ sharing, the teacher listens carefully, gives positive comments, and naturally leads to the unit theme “Out of This World” by saying, “Today, we will start our journey to explore the mysterious space and learn how to talk about space exploration in English.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their curiosity and interest in space topics. The simple and open questions lower the threshold of expression, encourage students to participate in classroom interaction actively, and lay a relaxed and pleasant foundation for the subsequent teaching. At the same time, it naturally connects the students’ life experience with the unit theme, realizing the smooth transition from daily life to English learning. Step 2: Vocabulary Preview (Lay a Foundation for Communication) First, the teacher presents 10 core space-related words and phrases on the blackboard or multimedia courseware, including astronaut, space station, spacecraft, gravity, orbit, spacewalk, universe, planet, radiation, and carry out a mission. For each word and phrase, the teacher pronounces it clearly and slowly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then, the teacher explains the basic meaning of each word and phrase with simple English and combines it with the scenes in the lead-in video to help students understand. For example, when explaining “astronaut”, the teacher says, “The people who work in space are astronauts. We saw them in the video when they did spacewalks.” When explaining “gravity”, the teacher demonstrates briefly: “When you drop a pen, it falls to the ground. That’s because of gravity. But in space, there is almost no gravity, so things will float.” After explaining all the words and phrases, the teacher organizes a “Quick Match” activity. The teacher shows the Chinese meanings of the words and phrases on the screen, and asks students to stand up and say the corresponding English quickly. Those who answer correctly will get verbal praise such as “Great!” “Perfect!” This activity lasts for 5 minutes, and the teacher pays attention to guiding students who are not proficient in pronunciation and meaning to keep up with the rhythm. Design Intention: Vocabulary is the foundation of English communication. Previewing core vocabulary before formal communication can help students avoid language barriers in subsequent activities and improve the efficiency of classroom interaction. The combination of pronunciation guidance, simple explanation and video scene connection helps students understand and remember words in a specific context, rather than rote memorization. The “Quick Match” activity increases the fun of vocabulary learning, mobilizes students’ enthusiasm, and helps teachers check students’ mastery of vocabulary in time, so as to adjust the teaching progress and focus. Step 3: Picture Discussion (Practice Simple Expression) The teacher presents 4 pictures related to space on the multimedia courseware. Picture 1: Astronauts working in the space station; Picture 2: A spacecraft orbiting the Earth; Picture 3: Astronomers observing the universe with a telescope; Picture 4: The surface of the moon. Then, the teacher divides students into groups of 4, and assigns tasks to each group: Discuss the pictures in groups, and answer the following questions with the words and phrases learned just now: 1. What can you see in the picture? 2. What do you think the people in the picture are doing? 3. How do you feel about the scene in the picture? During the group discussion, the teacher walks around the classroom, observes the communication situation of each group, and provides timely guidance. For example, if a group has difficulty expressing “astronauts are carrying out a mission”, the teacher can prompt: “We just learned ‘carry out a mission’. Can you use it to describe what the astronauts are doing?” If students use simple sentences, the teacher encourages them to enrich their expressions, such as guiding them to say “The astronauts are working hard in the space station and carrying out an important mission” instead of just “The astronauts are working”. After the group discussion, each group selects a representative to share the group’s views. The teacher listens carefully, records the key expressions used by students, and gives comments. For the advantages, the teacher affirms them in time, such as “You used the phrase ‘carry out a mission’ correctly, very good!” For the deficiencies, the teacher corrects them gently and guides students to express them correctly. For example, if a student says “The spacecraft is fly around the Earth”, the teacher corrects it: “It should be ‘The spacecraft is flying around the Earth’. Pay attention to the present continuous tense.” Design Intention: Picture discussion is a common and effective classroom activity, which can provide a specific context for students to use vocabulary and expressions. Group cooperation can reduce the pressure of individual expression, make every student have the opportunity to participate in communication, and improve their oral expression ability and cooperative learning ability. The teacher’s on-site guidance can help students solve problems in time, standardize their language expression, and ensure that students can apply the learned knowledge to practical communication, realizing the transformation from knowledge input to language output. Step 4: Theme Expansion (Deepen Understanding of the Unit) On the basis of picture discussion, the teacher further expands the theme and puts forward more in-depth questions for students to think and discuss: “What do you think are the advantages of space exploration? Are there any challenges or risks?” “If you could be an astronaut, what would you do in space?” “What do you think humans will achieve in space exploration in the future?” First, ask students to think independently for 3 minutes, sort out their own ideas and organize their language. Then, invite students to share their views freely. The teacher does not limit the form of expression, and encourages students to use simple sentences or complex sentences according to their own level, as long as they can express their own views clearly. During the sharing process, the teacher guides students to think comprehensively. For example, when a student talks about the advantages of space exploration, the teacher can prompt: “Besides understanding the universe better, what other benefits can space exploration bring to humans? For example, in the field of science and technology?” When a student talks about the risks of space exploration, the teacher can ask: “What risks do astronauts may face in space? How can we reduce these risks?” After the free sharing, the teacher summarizes the students’ views, and supplements some simple knowledge about space exploration in English, such as “Space exploration helps us understand the origin of the universe and develop new technologies. But it also faces many challenges, such as radiation, lack of gravity and high cost.” At the same time, the teacher emphasizes the importance of space exploration and encourages students to keep their curiosity and desire to explore the unknown. Design Intention: The in-depth questions help students expand their thinking, from simple description of pictures to in-depth discussion of space exploration, which not only improves their oral expression ability, but also cultivates their logical thinking ability and critical thinking ability. Independent thinking before sharing enables students to have their own ideas, and free sharing provides a platform for students to express themselves, which is conducive to cultivating their confidence in oral English. The teacher’s summary and supplement enriches students’ knowledge of space, deepens their understanding of the unit theme, and integrates the cultivation of cultural awareness and thinking quality into the teaching process. Step 5: Interactive Game (Strengthen Knowledge Application) To make the classroom atmosphere more active and strengthen students’ mastery of knowledge, the teacher organizes an interactive game called “Space Knowledge Quiz”. The teacher prepares 15 questions related to space and the unit content, which are divided into three levels: Easy, Medium and Difficult. Easy questions are mainly about the meaning and pronunciation of vocabulary, such as “What is the English word for ‘宇航员’?” Medium questions are about simple sentence expression, such as “How to say ‘宇宙飞船正在绕地球飞行’ in English?” Difficult questions are about the understanding and expansion of the theme, such as “What are the challenges of space exploration?” The class is divided into two teams, and the teams take turns to answer questions. For each correct answer, the team gets 1 point. If the answer is wrong, the other team has the right to make up the answer and get 0.5 points. The teacher acts as the host and referee, and timely announces the answer and scores, and gives encouragement to both teams. At the end of the game, the team with higher scores wins, and the teacher gives small rewards (such as stickers with space patterns) to the winning team. For the losing team, the teacher encourages them: “You did very well too. Keep working hard, and you will win next time!” Design Intention: The game form is in line with the characteristics of senior high school students’ learning, which can mobilize the enthusiasm of the whole class, make students participate in the classroom actively in a relaxed and pleasant atmosphere, and strengthen their mastery of vocabulary, sentences and theme knowledge. The team competition not only improves students’ cooperative learning ability, but also cultivates their sense of collective honor. Small rewards can stimulate students’ learning motivation and make them feel the joy of learning English. Step 6: Summary and Homework (Consolidate and Extend) First, the teacher summarizes the content of this class: “Today, we started our journey of space exploration. We learned some core vocabulary and phrases related to space, discussed space-related pictures, shared our views on space exploration, and played an interesting space knowledge quiz. I hope everyone can remember the words and expressions we learned today and dare to use English to talk about space topics.” Then, the teacher assigns homework, which is divided into three levels to meet the needs of different students: 1. Basic homework: Copy the 10 core words and phrases learned today, and make one sentence for each word and phrase. 2. Intermediate homework: Write a short passage of 80-100 words about “My View on Space Exploration”, using the words and expressions learned today. 3. Advanced homework: Search for one interesting fact about space exploration, and prepare a 1-minute oral report to share in the next class. Finally, the teacher ends the class with a positive sentence: “Space is mysterious and wonderful. I believe that with your curiosity and efforts, you can learn more about space and even make contributions to space exploration in the future. Class is over. See you next time!” Design Intention: The summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory of the key content. The hierarchical homework takes into account the differences of students’ English level, so that every student can complete the homework according to their own ability, and consolidate the knowledge learned in class. The advanced homework encourages students to explore independently, expand their knowledge, and lay a foundation for the subsequent teaching. The positive ending can stimulate students’ enthusiasm for continuous learning and deepen their interest in the unit theme. 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 $