Unit 2 Out of This World-Project 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-Project 教学目标和重难点 1. 教学目标 Language competence: Master space-exploration words and expressions, and improve comprehensive language skills. Thinking quality: Cultivate critical and innovative thinking in exploring space topics. Cultural awareness: Understand global space exploration achievements and enhance cross-cultural communication awareness. Learning ability: Develop autonomous and cooperative learning skills in project practice. 2. 教学重难点 Key points: Master core words (e.g., astronaut, gravity) and phrases related to space exploration; complete the project by integrating listening, speaking, reading and writing. Difficult points: Conduct in-depth discussion on space topics and logically present project results in English. 教学过程 1. Lead-in: Stimulate Interest and Activate Prior Knowledge The teacher starts the class by showing a 3-minute short video about space exploration, which includes scenes of astronauts’ spacewalk, the operation of space stations, and the launch of rockets. After playing the video, the teacher asks two guiding questions: “What did you see in the video?” and “What do you know about space exploration?”. Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher summarizes and leads to the theme of this lesson: “Today, we will work on a project related to space exploration, which will help us learn more about outer space and improve our English ability through practice.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in space exploration. The guiding questions can activate students’ prior knowledge about space, such as relevant vocabulary, famous space events and astronauts, laying a foundation for the subsequent project practice. Meanwhile, asking students to share in English can help the teacher understand their current English expression level and create opportunities for them to practice oral English at the beginning of the class. 2. Pre-project: Input and Preparation 2.1 Vocabulary and Phrase Learning The teacher presents the core vocabulary and phrases related to the project on the blackboard or PPT, including astronaut, gravity, radiation, shuttle, rocket, maintenance, cast new light on, lay the foundation for, protect...from..., in view of, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with space exploration scenarios. For example, when explaining “gravity”, the teacher says: “Gravity is the force that pulls things towards the center of the Earth. In space, there is almost no gravity, so astronauts will float.” Then, the teacher organizes a quick memory game: the teacher reads the Chinese meaning, and students respond with the corresponding English word or phrase quickly; or students work in pairs to make sentences with the new words and phrases, and then share their sentences with the whole class. The teacher corrects the mistakes in students’ sentences in time and gives positive comments. Design Intention: Vocabulary is the foundation of language learning. By focusing on teaching core vocabulary and phrases related to space exploration, it can help students remove language barriers in the subsequent project practice. The memory game and pair work make the vocabulary learning more interesting and interactive, which can deepen students’ memory of new words and phrases and improve their ability to use them flexibly. 2.2 Text Analysis and Skill Guidance The teacher guides students to review the reading materials of this unit, especially the extended reading part related to space exploration. The teacher asks students to read the text again and discuss the following questions in groups: “What is the main idea of the text?”, “What methods does the author use to introduce space exploration?”, and “What useful expressions can we learn from the text for our project?”. After the group discussion, each group sends a representative to share their discussion results. The teacher summarizes the key points of the text, sorts out the useful expressions (such as “It is crucial that...”, “There is no doubt that...”, “With the development of...”) and analyzes the structure of the text, helping students learn how to organize and present information logically. Then, the teacher introduces the requirements and forms of the project: students will work in groups to complete a project about “Space Exploration: Achievements and Challenges”, which can be presented in the form of a speech, a poster, a short video or a PPT. The project should include three parts: the major achievements of global space exploration, the challenges faced by space exploration, and their own views on the future of space exploration. The teacher also explains the evaluation criteria of the project, including language accuracy, logicality, content richness and team cooperation. Design Intention: Reviewing the unit reading materials can help students connect the new project with the learned knowledge, realize the integration of knowledge, and extract useful language expressions and text structures for the project. Introducing the project requirements and evaluation criteria in detail can make students clear about the direction and goals of their work, avoid blindness in the project process, and lay a foundation for the smooth development of the project. 3. In-project: Group Cooperation and Practice 3.1 Group Division and Task Allocation The teacher divides students into groups of 4-5 people, and requires each group to elect a group leader. The group leader is responsible for coordinating the group work and reporting the progress of the project to the teacher. Then, each group discusses and allocates tasks according to the project requirements. The tasks can be divided into four parts: collecting information, organizing content, designing the presentation form, and practicing the presentation. For example, some students are responsible for collecting information about the major achievements of space exploration (such as the launch of China’s Shenzhou spacecraft, the construction of the International Space Station), some are responsible for collecting information about the challenges (such as radiation, gravity, resource shortage), some are responsible for organizing the collected information into a logical text, and some are responsible for designing the presentation form (making PPT, drawing posters, etc.) and practicing oral expression. The teacher walks around the classroom, observes the situation of each group, and provides guidance and help when necessary. For example, if a group has difficulty collecting information, the teacher can recommend some English websites or materials; if a group has problems in task allocation, the teacher can give suggestions. Design Intention: Group cooperation is an important part of project-based learning. Dividing students into groups and allocating tasks reasonably can cultivate their team cooperation awareness and ability. Each student has a clear task, which can ensure that everyone participates in the project and gives full play to their strengths. The teacher’s guidance and help can solve the difficulties encountered by students in the process of cooperation and ensure the smooth progress of the project. 3.2 Information Collection and Content Organization Each group collects relevant information through various channels, such as English textbooks, reference books, English websites, and news reports. When collecting information, students are required to pay attention to the authenticity and accuracy of the information, and record the source of the information if necessary. After collecting the information, the group members gather together to sort out and organize the information. They need to screen the useful information, delete the irrelevant or redundant content, and arrange the information in a logical order according to the three parts required by the project. In the process of organizing the content, students should use the vocabulary, phrases and expressions learned in this unit and the reading materials, and pay attention to the accuracy and fluency of the language. The teacher checks the content organized by each group, points out the existing problems (such as illogical structure, incorrect word usage, grammatical errors) and gives suggestions for revision. For example, if a group’s content about space exploration achievements is not comprehensive, the teacher can remind them to add some typical cases; if there are grammatical errors in the text, the teacher can help them correct them and explain the relevant grammatical knowledge. Design Intention: Information collection and content organization are important links in project practice, which can cultivate students’ ability to obtain, screen and process information. Requiring students to use the learned language knowledge can consolidate their learning achievements and improve their comprehensive language application ability. The teacher’s inspection and guidance can help students correct mistakes in time, improve the quality of the project content, and ensure that the project meets the requirements. 3.3 Presentation Design and Practice After organizing the content, each group designs the presentation form according to their own characteristics and preferences. If the group chooses to make a PPT, they need to design the layout of the PPT, add appropriate pictures and videos to make the PPT more vivid and attractive; if they choose to make a poster, they need to arrange the text and pictures reasonably, pay attention to the beauty and readability of the poster; if they choose to give a speech or make a short video, they need to practice their oral expression repeatedly, pay attention to the pronunciation, intonation and speed of speech, and ensure that the audience can understand their content clearly. During the design and practice process, group members cooperate closely, discuss and revise together. The teacher walks around the classroom, observes the practice situation of each group, and gives guidance on presentation skills. For example, the teacher can remind students to pay attention to eye contact with the audience when giving a speech, control the speed of speech, and use appropriate body language; for groups making PPT, the teacher can suggest that they simplify the text on the PPT and use key words to express the core content. Design Intention: Designing and practicing the presentation form can cultivate students’ innovation ability and practical ability. Different presentation forms can meet the needs of different students and give full play to their advantages. Repeated practice can improve students’ oral expression ability and presentation skills, enhance their confidence, and lay a foundation for the subsequent project presentation. 4. Post-project: Presentation, Evaluation and Reflection 4.1 Project Presentation Each group sends 1-2 representatives to present their project to the whole class. The presentation time of each group is controlled within 5-8 minutes. During the presentation, other students listen carefully, take notes, and record the advantages and deficiencies of each group’s project. After each group’s presentation, the teacher invites 2-3 students to comment on the presentation, including the content richness, language accuracy, logicality, and presentation form. Then, the teacher makes a comprehensive comment on each group’s project, affirms their advantages (such as rich content, fluent oral expression, creative presentation form), and points out the deficiencies that need to be improved (such as incomplete content, grammatical errors, unclear expression). The teacher also gives specific suggestions for revision, so that students can know how to improve their projects. Design Intention: Project presentation is an important link to show the results of students’ project practice. It can not only improve students’ oral expression ability and presentation skills, but also cultivate their ability to listen carefully and evaluate others. Students’ mutual evaluation and teacher’s comments can help students recognize their own advantages and deficiencies, and learn from each other’s strengths, so as to improve their comprehensive ability. 4.2 Evaluation and Feedback The teacher evaluates each group’s project comprehensively according to the evaluation criteria, and gives a score and a written comment. The evaluation includes four aspects: language accuracy (30%), logicality (25%), content richness (25%), and team cooperation (20%). The teacher also collects the feedback from students, asks them to fill in a simple evaluation form, which includes their feelings about the project, the difficulties encountered in the process, and suggestions for the lesson. After collecting the feedback, the teacher sorts out and summarizes the problems reflected by students, and explains and solves them in the next class if necessary. For example, if many students reflect that they have difficulty in collecting English information, the teacher can recommend more English learning resources to them; if students think that the project time is tight, the teacher can adjust the teaching arrangement appropriately. Design Intention: Comprehensive evaluation can make students clearly understand their own learning results and the level of their group’s project, which is conducive to stimulating their learning motivation. Collecting students’ feedback can help the teacher understand the effect of the lesson, find out the existing problems in the teaching process, and adjust the teaching plan and method in time to improve the teaching effect. 4.3 Summary and Reflection The teacher summarizes the whole project process, reviews the key knowledge and skills learned in this lesson, including the core vocabulary and phrases related to space exploration, the method of organizing project content, and the skills of project presentation. Then, the teacher asks students to reflect on their own performance in the project, including what they have learned, what difficulties they have encountered, how they solved the difficulties, and what they need to improve in the future. Students can write a short reflection in English, which is submitted to the teacher after class. The teacher reads the students’ reflections and gives individual feedback, helping students clarify their learning goals and directions for improvement. Design Intention: Summary and reflection can help students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory, and form a systematic knowledge structure. Asking students to write a reflection in English can not only practice their writing ability, but also cultivate their self-reflection ability, which is conducive to their long-term learning and development. 5. Extension Activity: Consolidate and Expand After the project presentation and reflection, the teacher arranges an extension activity: students are required to choose one of the following tasks to complete after class. Task 1: Write a short English article about “My Dream of Space Exploration”, which includes their understanding of space exploration and their own dreams related to space. Task 2: Search for more information about a famous astronaut, and make a short English introduction about him/her. Task 3: Discuss with their family members about space exploration in English, and record the main content of the discussion. The teacher requires students to submit their completed tasks in the next class, and selects some excellent works to share with the whole class. Design Intention: The extension activity is an extension and consolidation of the project practice, which can help students further consolidate the knowledge and skills learned in this lesson, and expand their knowledge about space exploration. Different tasks can meet the needs of different students, and stimulate their interest in continuous learning. Sharing excellent works can encourage students to learn from each other and improve their learning enthusiasm. 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 $