Unit 1 Wish You were Here-Extended reading 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 1 Wish You were Here-Extended reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to master travel-related words and discourse; cultivates cultural awareness to understand diverse travel cultures; develops thinking quality through analyzing emotional clues; and enhances learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Grasp the main idea and details of the extended reading text, master core travel-related words and sentence patterns. Difficult points: Analyze the author’s emotions and writing purpose, and flexibly use what is learned to express travel experiences. 教学过程 I. Pre-reading: Lead-in and Preview (Lead students into the topic and lay a foundation for reading) Activity 1: Warm-up Interaction The teacher starts the class with an open question: “Have you ever had an unforgettable travel experience? What impressed you most during the trip — the beautiful scenery, the local customs, or the companions you traveled with?” Then, invite 2-3 students to share their experiences in simple English. After each sharing, the teacher gives positive comments, such as “Your experience sounds amazing! The scenery you described is vivid.” Then, the teacher shows some pictures of famous scenic spots at home and abroad (e.g., Niagara Falls, Lijiang Ancient Town) and asks: “What do you think people can gain from traveling? Besides beautiful scenery, what else can travel bring us?” Guide students to think about the significance of travel, such as broadening horizons, understanding diverse cultures, and strengthening friendships. Design Intention: The warm-up interaction is closely related to students’ real life, which can arouse their interest in the topic of travel quickly. By sharing personal experiences, students can activate their existing language knowledge and emotional experience about travel, reducing their psychological pressure in English expression. Showing scenic pictures can intuitively stimulate students’ sensory experience, lay an emotional foundation for understanding the extended reading text which focuses on travel experience, and naturally lead to the core content of the lesson. Activity 2: Preview Check Ask students to take out their preview notes and check the mastery of key words and phrases in the extended reading text. The teacher randomly invites students to read and explain the core words and phrases, such as “sunbathe, trek, sightseeing, unforgettable, in harmony with, take a glance at” and so on. For difficult words, the teacher supplements explanations with simple sentences, for example, “‘Trek’ means to travel a long distance on foot, especially in mountainous areas. We can say ‘We trekked through the mountains last summer.’” Then, the teacher presents 2-3 simple sentences with these words and asks students to translate them into English orally, such as “这是一次难忘的旅行经历” (It was an unforgettable travel experience) and “他们在海边晒太阳” (They sunbathed by the sea). Design Intention: Preview check helps the teacher grasp students’ pre-class learning situation in time, understand which words and phrases students have not mastered, and make targeted guidance in the following teaching. At the same time, it can consolidate students’ preview results, activate their vocabulary reserve, and avoid obstacles in understanding the text due to unfamiliar words, laying a solid language foundation for the while-reading link. Activity 3: Predict the Text The teacher presents the title of the extended reading text and the first sentence, and asks students to predict the content of the text: “The title of our extended reading is ‘In Plane Sight’ (or the actual title of the textbook). Combining the title and the first sentence, can you predict what the text will talk about? Who is the author? What kind of travel experience will he/she share?” Let students discuss in groups of 4 for 2 minutes, then invite each group to send a representative to share their predictions. The teacher does not judge the right or wrong of the predictions, but only records them, and says: “Let’s read the text together to check whether your predictions are correct.” Design Intention: Predicting the text content can stimulate students’ curiosity and reading motivation, make students read with a clear purpose, and improve their reading efficiency. Group discussion can cultivate students’ cooperative learning ability, and let them learn from each other’s ideas, which is conducive to developing their divergent thinking. II. While-reading: In-depth Reading and Comprehension (Help students grasp the text content and improve reading ability) Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What is the author’s overall feeling about the travel experience described in the text? After students finish reading, invite them to answer the questions. The teacher summarizes and supplements: “The text mainly talks about the author’s travel experience with his family during the holiday, including the scenery he saw and the feelings he had. The author feels happy and unforgettable about this travel experience.” Then, guide students to divide the text into several parts according to the logical structure, and summarize the main idea of each part. For example, Part 1 (Paragraph 1): The background of the travel (when and where they traveled); Part 2 (Paragraphs 2-3): The specific travel experiences and scenery description; Part 3 (Paragraph 4): The author’s feelings and insights from the travel. Design Intention: Skimming is a basic reading skill that can help students quickly grasp the core content of the text and establish the overall framework of the text. By dividing the text and summarizing the main idea of each part, students can understand the logical structure of the text, improve their ability of text analysis and induction, and lay a foundation for in-depth understanding of the text details. Activity 2: Scanning for Key Details Ask students to read the text again carefully (scanning) and complete the following chart. The chart includes four columns: Time, Place, Events, and Feelings. Students need to find relevant information from the text and fill in the chart. During the process, the teacher walks around the classroom to guide students who have difficulties, reminds them to pay attention to key time adverbs, place nouns and emotional words. After students finish filling in the chart, invite 1-2 students to show their charts, and the teacher corrects and supplements the wrong or missing information. For example, if students miss the specific time of the travel or the author’s emotional changes, the teacher guides them to find the corresponding sentences in the text and mark them. Design Intention: Scanning can help students accurately find specific information in the text, improve their ability of information extraction. The chart is a visual teaching tool, which can help students sort out the key details of the text clearly, make the text content more intuitive, and help students understand the connection between events and feelings in the text. At the same time, it can cultivate students’ careful reading habits and attention to details. Activity 3: Analyzing Language Points and Sentence Patterns The teacher selects several key sentences and language points from the text for in-depth analysis, combining with the text context. For example: 1. “It was an unforgettable experience to hike up the mountain, and the view from the top was breathtaking.” The teacher analyzes the sentence structure “It was + adj. + to do sth.”, and asks students to make sentences with this structure. 2. “We spent the whole afternoon sunbathing on the beach, chatting and laughing with each other.” The teacher points out the present participle phrases “sunbathing, chatting and laughing” used as adverbial of accompanying, and explains its usage with simple examples. 3. “I really respect the way they live in harmony with nature.” The teacher explains the phrase “in harmony with” and its extended usage, such as “live in harmony with others” (live in harmony with others). Then, ask students to find other difficult sentences in the text, discuss in groups to analyze their structure and meaning, and the teacher provides guidance when necessary. Design Intention: Combining the text context to analyze language points and sentence patterns can help students understand the meaning and usage of language more deeply, avoid mechanical memory. Letting students make sentences and discuss difficult sentences can not only consolidate the learned knowledge, but also improve their language application ability and cooperative learning ability. At the same time, it can help students break through the difficult points of language learning and lay a foundation for the post-reading application link. Activity 4: Exploring Author’s Emotions and Writing Purpose The teacher asks students to read the text again, focus on the emotional words and sentences in the text (such as “unforgettable, amazing, precious, respect”), and discuss in groups: 1. What emotional changes did the author have during the travel? 2. Why did the author write this text? What does he/she want to convey to the readers? After the discussion, each group sends a representative to share their views. The teacher summarizes: “The author’s emotions changed from expectation to happiness and then to reverence. The author wrote this text to record his unforgettable travel experience with his family, and to convey his love for nature, his appreciation for diverse cultures, and his understanding of the importance of family and friendship.” Then, guide students to think: “What can we learn from the author’s travel experience? How can we express our own travel feelings in English?” Design Intention: Exploring the author’s emotions and writing purpose can help students go beyond the surface of the text, understand the deep connotation of the text, and improve their ability of text appreciation and emotional perception. Group discussion can stimulate students’ thinking, let them express their views freely, and cultivate their critical thinking and language expression ability. Connecting the text content with students’ own experience can help students realize the practical significance of the text and lay a foundation for the post-reading writing and sharing activities. III. Post-reading: Consolidation and Application (Help students consolidate what they have learned and improve their language application ability) Activity 1: Text Retelling Ask students to retell the text according to the chart they filled in and the logical structure of the text. The teacher gives some prompts, such as key words, phrases and sentence patterns. Students can retell the text individually or in pairs. For students who have difficulties, the teacher provides appropriate guidance, such as reminding them of the order of events and the expression of emotions. After retelling, the teacher gives comments, affirming the advantages of students (such as fluent expression, accurate use of words) and putting forward suggestions for improvement (such as adding more emotional descriptions). Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review the key details, language points and logical structure of the text, and improve their oral expression ability and logical thinking ability. Pair retelling can help students help each other, reduce the pressure of individual expression, and improve their cooperative learning ability. Teacher’s comments can help students find their own advantages and disadvantages, and clarify the direction of improvement. Activity 2: Group Discussion and Sharing Divide students into groups of 4-5, and set the discussion topic: “If you were the author, what would you do differently during the trip? What kind of travel experience do you want to have in the future? Please describe your ideal travel in detail, including the destination, activities, companions and feelings.” Each group discusses for 5 minutes, and then each group sends a representative to share their discussion results with the whole class. The teacher listens carefully, gives positive comments, and guides students to use the words, phrases and sentence patterns learned in the text in their sharing. For example, if a student says “I want to travel to Japan”, the teacher can remind him/her to use phrases like “sightseeing, try local food, experience traditional culture” and sentence patterns like “It will be an unforgettable experience to...” Design Intention: Group discussion and sharing can stimulate students’ imagination and creativity, and let them apply the knowledge learned in the text to practical communication. It can not only consolidate the language knowledge, but also improve students’ oral expression ability and cooperative learning ability. The discussion topic is closely related to students’ life, which can arouse their enthusiasm and participation, and help them deepen their understanding of the theme of travel. Activity 3: Writing Practice Ask students to write a short passage about their own unforgettable travel experience (about 100-120 words). The requirements are: 1. Include key elements such as time, place, events and feelings; 2. Use at least 3 words, phrases or sentence patterns learned in the extended reading text; 3. The logic is clear and the emotions are true. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them sort out the writing ideas, correcting the wrong use of language points. After students finish writing, invite 2-3 students to read their passages aloud, and the teacher comments and corrects them, focusing on the use of language points, logical structure and emotional expression. Then, ask students to exchange their passages with their deskmates, correct each other’s mistakes, and put forward suggestions for improvement. Design Intention: Writing practice is an important link to test students’ language application ability. It can help students consolidate the words, phrases and sentence patterns learned in the text, and improve their written expression ability. The writing requirements are clear, which can help students grasp the key points of writing and avoid aimless writing. Teacher’s guidance and peer evaluation can help students find their own mistakes in time, improve their writing level, and cultivate their ability of self-evaluation and mutual evaluation. Activity 4: Cultural Expansion The teacher introduces some travel cultures of different countries and regions, such as the taboos of traveling in Japan, the customs of traveling in France, and the characteristics of traveling in Canada. Then, ask students to discuss: “What should we pay attention to when traveling in different countries and regions? How can we respect the local culture and customs?” After the discussion, the teacher summarizes: “When traveling abroad, we should understand and respect the local cultural customs, abide by the local rules, and be a civilized traveler. This is not only a respect for the local people, but also a manifestation of our own quality.” Then, recommend some English travel blogs or documentaries to students, such as “Lonely Planet” and “Travel Channel”, and encourage them to read and watch after class to broaden their horizons. Design Intention: Cultural expansion can help students understand diverse travel cultures, broaden their international horizons, and cultivate their cultural awareness and cross-cultural communication ability. It is in line with the requirements of the four-dimensional key competencies, helping students establish a correct cultural view and develop the awareness of respecting and tolerating diverse cultures. Recommending English travel resources can encourage students to learn English in real contexts, improve their autonomous learning ability. IV. Summary and Homework (Consolidate the learning results and extend the learning content) Activity 1: Class Summary The teacher leads students to summarize the content of this lesson: “In this class, we have read the extended reading text about travel experience, grasped the main idea and key details of the text, mastered some core words, phrases and sentence patterns related to travel, explored the author’s emotions and writing purpose, and practiced oral expression and writing through retelling, discussion and writing activities. We also learned about some travel cultures of different countries and regions, which helps us better understand the theme of ‘Wish You were Here’.” Then, ask students to share what they have learned and felt in this class, and the teacher makes appropriate supplements and affirmations. Design Intention: Class summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Letting students share their gains and feelings can help the teacher understand students’ learning effect, and also cultivate students’ ability of induction and expression. Activity 2: Homework Arrangement 1. Revise the short passage written in class according to the teacher’s comments and peer suggestions, and hand it in the next class. 2. Read the extended reading text again, recite the key sentences and language points, and finish the exercises related to the text in the workbook. 3. Surf the Internet to find information about a foreign scenic spot, and write a short introduction (about 80 words) in English, which will be shared in the next class. 4. Watch an English travel documentary and take notes of the key words and sentences. Design Intention: Homework arrangement is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and improve their autonomous learning ability. The homework is diverse, including written practice, recitation, information collection and watching documentaries, which can meet the needs of different students and help them learn English in multiple ways. At the same time, it can lay a foundation for the next class’s sharing activity. 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 $