Unit 2 Out of This World-Integrated skills 讲义-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-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Master space-related vocabulary and sentence patterns, improve listening, speaking, reading and writing integration skills. Thinking Quality: Cultivate logical analysis and critical thinking through information processing. Cultural Awareness: Understand global space exploration achievements and enhance cross-cultural communication awareness. Learning Ability: Develop autonomous and cooperative learning habits to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master space-related core vocabulary (e.g., gravity, orbit, mission) and key sentence patterns; skillfully complete listening information extraction, oral discussion and writing tasks. Difficult Points: Integrate listening, speaking, reading and writing skills to express views on space exploration logically and accurately; use complex sentence patterns flexibly. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by showing a 3-minute short video about space exploration, which includes scenes of astronauts working in space, the operation of space shuttles and the beautiful scenery of the Earth from space. After playing the video, the teacher asks two guiding questions: “What did you see in the video? Do you have any interest in space exploration?” Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher briefly summarizes and leads to the theme of this lesson: “Today, we will focus on Integrated skills related to space exploration, and we will improve our comprehensive language skills through listening, speaking, reading and writing tasks.” 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 stimulate students’ thinking, activate their existing knowledge reserve about space, and lay a good emotional and knowledge foundation for the smooth development of subsequent teaching tasks. At the same time, the free sharing link can encourage students to dare to speak English and cultivate their oral expression awareness. Step 2: Pre-listening (Vocabulary & Background Preview) First, the teacher presents the core vocabulary and phrases related to this lesson on the blackboard or PPT, including astronaut, gravity, orbit, mission, carry out a mission, float, radiation, maintenance, crucial, evaluate, exposure and so on. For each word and phrase, the teacher explains its pronunciation, meaning and usage, and gives simple example sentences combined with space exploration scenarios, such as “Astronauts need to adapt to the absence of gravity in space.” “Scientists are constantly evaluating the risks of space exploration.” Then, the teacher organizes students to read the words and phrases together twice to ensure that students can pronounce them correctly and master their basic meanings. Next, the teacher briefly introduces the background knowledge of space exploration: “In recent years, with the rapid development of science and technology, more and more countries have carried out space exploration activities. We have made great achievements in space exploration, such as launching space stations and sending astronauts into space. Today’s listening material will introduce the life and work of astronauts in space and the challenges they face.” Finally, the teacher guides students to predict the content of the listening material according to the title and the previewed vocabulary: “Based on the words we just learned and the background introduction, what do you think the listening material will talk about? You can discuss with your deskmate for a while.” After 2 minutes of discussion, the teacher invites several groups to share their predictions. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before listening can help students eliminate language barriers in the listening process and improve their listening efficiency. The background introduction can help students understand the context of the listening material, narrow the distance between students and the theme, and make it easier for students to understand the content of the listening material. Predicting the listening content can cultivate students’ logical reasoning ability and lay a foundation for accurate information extraction in the listening process. Step 3: While-listening (Listening Practice & Information Extraction) The listening practice is carried out in two rounds to ensure that students can fully grasp the information in the listening material. In the first round, the teacher plays the listening material once, and asks students to listen carefully and get the main idea of the material. After listening, the teacher invites students to answer: “What is the main idea of the listening material?” The teacher guides students to summarize: The listening material mainly introduces the daily life and work of astronauts in the space station, including the impact of zero gravity on their life, the tasks they need to complete, and the challenges they face, such as radiation and maintenance work. In the second round, the teacher plays the listening material again, and asks students to complete the listening task sheet prepared in advance. The task sheet includes two parts: filling in the blanks and answering questions. The filling-in-the-blank part mainly involves core vocabulary and key information, such as “Astronauts have to attach themselves to the walls to avoid floating around because of the near absence of ______ in space.” “The space station needs a lot of ______ to ensure its normal operation.” The question part includes: 1. What tasks do astronauts need to carry out in the space station? 2. What challenges do astronauts face in space? After students complete the task sheet independently, the teacher plays the listening material for the third time, and checks the answers with the whole class, emphasizing the key points and difficult points in the listening material, such as the correct use of vocabulary and the understanding of long sentences. During the listening process, the teacher walks around the classroom to observe students’ performance, and provides timely guidance for students who have difficulties in listening, such as reminding them to focus on key words and sentences, and not to get stuck on a single word or sentence. Design Intention: Carrying out listening practice in two rounds conforms to the law of students’ listening comprehension. The first round focuses on grasping the main idea, which helps students establish an overall understanding of the listening material. The second round focuses on extracting specific information, which can train students’ ability to capture key information. The task sheet is designed to make the listening practice more targeted, help students consolidate the learned vocabulary and master the key content of the listening material. Playing the listening material for many times can ensure that most students can complete the task smoothly, enhance their learning confidence, and lay a foundation for the subsequent oral and writing tasks. Step 4: Post-listening (Oral Practice & Language Application) After the listening practice, the teacher organizes students to carry out oral discussion activities, which are divided into two links to gradually improve students’ oral expression ability. Link 1: Pair Discussion. The teacher asks students to discuss with their deskmates according to the listening content: “What do you think of the life and work of astronauts in space? Do you want to be an astronaut? Why or why not?” The teacher gives students 5 minutes to discuss, and reminds them to use the vocabulary and sentence patterns learned in this lesson, such as “I think astronauts’ life in space is very challenging because they have to adapt to zero gravity and face radiation.” “I want to be an astronaut because I am curious about the universe and want to explore the mysteries of space.” During the discussion, the teacher walks around the classroom, listens to students’ discussions, and corrects their wrong expressions in time, guiding them to use language accurately and fluently. Link 2: Group Presentation. After the pair discussion, the teacher divides students into groups of 4, and asks each group to summarize their discussion results and send a representative to make a 1-2 minute presentation in front of the whole class. The teacher evaluates students’ presentations from the aspects of content, language accuracy, fluency and pronunciation, affirms their advantages, and puts forward targeted suggestions for improvement, such as “Your presentation is very clear, but you can use more complex sentence patterns, such as ‘Splendid as the view of the Earth is, spacewalking is not as exciting as you might think’.” After all groups finish their presentations, the teacher makes a summary, emphasizing the key points of oral expression in this lesson, such as the correct use of space-related vocabulary and the flexible use of complex sentence patterns, and encourages students to dare to express their views and improve their oral expression ability through more practice. Design Intention: Oral discussion activities connect listening with speaking, which can help students consolidate the information and language learned in the listening process and realize the application of language. Pair discussion is relatively relaxed, which can help students who are not good at speaking build up confidence and dare to express themselves. Group presentation can train students’ cooperative learning ability and public speaking ability, and the teacher’s evaluation can help students find their own shortcomings and improve their oral expression level in a targeted way. Step 5: Pre-writing (Reading & Language Input) Before the writing task, the teacher provides students with a short reading passage related to space exploration. The passage mainly introduces the development of China’s space exploration and the spirit of space exploration, with a length of about 200 words. The passage includes a lot of core vocabulary and key sentence patterns learned in this lesson, such as “China has made great achievements in space exploration, laying the foundation for future space research.” “Astronauts adhere to the spirit of perseverance and courage, overcoming various difficulties in space exploration.” The teacher asks students to read the passage silently, and then completes two tasks: 1. Underline the core vocabulary and key sentence patterns in the passage; 2. Answer the following questions: ① What achievements has China made in space exploration? ② What is the spirit of space exploration? After students complete the tasks independently, the teacher organizes the whole class to check the answers, and explains the difficult sentences in the passage, such as “It is through our research into space that we have confirmed that the Earth is round and that it orbits the Sun.”, helping students understand the structure and usage of emphasis sentences. Then, the teacher guides students to analyze the structure of the reading passage: “The passage first introduces the achievements of China’s space exploration, then explains the spirit of space exploration, and finally expresses the expectation for the future of space exploration. This structure is clear and logical, which we can learn from in our writing.” Design Intention: The reading passage provides students with rich language input, which can help students consolidate the learned vocabulary and sentence patterns, and accumulate materials for writing. The tasks of underlining and answering questions can help students deeply understand the content and structure of the passage, and improve their reading comprehension ability. Analyzing the structure of the passage can guide students to master the writing method of clear logic, laying a foundation for the smooth completion of the writing task. Step 6: While-writing (Writing Practice & Guidance) The teacher assigns the writing task: “Write a short passage about your views on space exploration, with a length of 120-150 words. You can talk about the importance of space exploration, the achievements of space exploration, or your expectations for the future of space exploration. Remember to use the vocabulary and sentence patterns learned in this lesson.” Before students start writing, the teacher gives them writing guidance: 1. Determine the theme and structure of the passage, which can refer to the structure of the reading passage; 2. Use the core vocabulary and key sentence patterns learned in this lesson, such as gravity, mission, crucial, evaluate, as well as emphasis sentences and concession sentences; 3. Pay attention to the logic and fluency of the passage, and ensure that the content is coherent; 4. Check the spelling, grammar and punctuation after writing. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides timely guidance for students who have difficulties in writing, such as helping them sort out their ideas, reminding them of the use of vocabulary and sentence patterns, and correcting their spelling and grammar mistakes. For students who finish writing early, the teacher asks them to check their own passages and revise them according to the writing requirements. Design Intention: The writing task is closely combined with the theme of the lesson and the learned knowledge, which can test students’ comprehensive language application ability. The writing guidance can help students clarify their writing ideas, master writing skills, and avoid common mistakes in writing. The teacher’s on-site guidance can meet the individual needs of students, help them solve problems in the writing process in time, and improve the quality of their writing. Step 7: Post-writing (Evaluation & Revision) The post-writing evaluation is carried out in three links: self-evaluation, peer evaluation and teacher evaluation, to help students find their own shortcomings and improve their writing ability. Link 1: Self-evaluation. Students check their own passages according to the writing evaluation criteria (including content, language accuracy, fluency, structure and punctuation), and make revisions on the basis of finding problems. The evaluation criteria are clearly presented to students by the teacher in advance, so that students can have a clear direction for self-evaluation. Link 2: Peer Evaluation. Students exchange their passages with their deskmates, and evaluate each other’s passages according to the evaluation criteria. They need to underline the advantages and shortcomings of their deskmates’ passages, and put forward specific revision suggestions, such as “Your passage is logical, but you can use more space-related vocabulary to make it more vivid.” “There is a grammar mistake in this sentence; you should use ‘carries out’ instead of ‘carry out’.” The teacher guides students to carry out peer evaluation objectively and seriously, and learn from each other’s advantages. Link 3: Teacher Evaluation. The teacher collects several representative passages (including excellent passages and passages with common problems), displays them on the PPT, and evaluates them in detail with the whole class. For excellent passages, the teacher affirms their advantages, such as accurate use of language, clear structure and rich content, and encourages other students to learn from them. For passages with common problems, the teacher points out the problems and gives specific revision methods, such as how to correct grammar mistakes, how to improve the logic of the passage, and how to use language more accurately. Then, the teacher asks students to revise their own passages again according to the peer evaluation and teacher evaluation. Design Intention: Multi-dimensional evaluation can help students comprehensively understand their own writing level. Self-evaluation can cultivate students’ autonomous learning ability and self-reflection ability. Peer evaluation can let students learn from each other, improve their ability to appreciate and evaluate articles, and enhance their cooperative learning awareness. Teacher evaluation can provide targeted guidance for students, help them solve common problems in writing, and improve their writing level comprehensively. Step 8: Summary & Homework First, the teacher summarizes the whole lesson: “In this lesson, we have learned a lot of space-related vocabulary and key sentence patterns, and improved our listening, speaking, reading and writing skills through a series of tasks. We have also understood the life and work of astronauts in space and the importance of space exploration. I hope you can keep the enthusiasm for space exploration and continue to improve your English comprehensive ability.” Then, the teacher assigns the homework: 1. Recite the core vocabulary and key sentence patterns learned in this lesson; 2. Revise the writing passage according to the evaluation and suggestions, and hand it in the next class; 3. Search for an English article about space exploration after class, read it carefully, and write a 50-word summary; 4. Discuss with your family or friends about space exploration in English, and practice your oral expression ability. Design Intention: The summary can help students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory. The homework is designed to consolidate the knowledge learned in class, extend the learning content, and promote the continuous improvement of students’ listening, speaking, reading and writing skills. The combination of written homework and oral homework can help students achieve all-round development of comprehensive language 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 $