Unit 3 Back to the Past-Integrated skills 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 3 Back to the Past-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to ancient civilizations and historical relics, and improve comprehensive skills in listening, speaking, reading and writing. Cultural Awareness: Understand the charm of world ancient civilizations, respect cultural diversity and enhance the awareness of protecting historical heritage. Thinking Quality: Develop logical thinking and critical thinking through analyzing historical materials and expressing personal views. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities, and form good learning strategies in integrated skill training. 2. 教学重难点 Key Points: Grasp the key information of listening materials about popular history books, master the ways to express opinions on historical topics, and complete writing tasks related to historical views. Difficult Points: Accurately extract and integrate listening information, use appropriate language to express personal views on historical events, and improve the logicality and coherence of oral and written expressions. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of world-famous historical relics, such as the Great Pyramid of Giza, the Terracotta Army, and the Ruins of Pompeii, and asks students the following questions in English: “Have you ever seen these historical relics? What do you know about them? Do you like reading popular history books to learn about the past?” After asking the questions, the teacher invites 3-4 students to share their answers freely. Then, the teacher briefly introduces that this class will focus on popular history books, guiding students to listen to an introduction about a favorite popular history book, read related articles, and discuss and write about their views on popular history books. Finally, the teacher presents the learning objectives of this class clearly, letting students know what they will learn and achieve. Design Intention: The lead-in activity uses intuitive historical relic pictures to arouse students' interest in the unit topic “Back to the Past”, activate their existing background knowledge about historical civilizations and history books, and create a relaxed English learning atmosphere. By asking questions and inviting students to share, it not only exercises students' oral expression ability initially but also naturally leads to the core content of the Integrated Skills lesson, laying a solid foundation for the subsequent listening, reading, speaking and writing activities. Presenting learning objectives helps students clarify their learning direction and improve learning efficiency. Step 2: Listening Practice (Listening Skill Training) First, the teacher introduces the background of the listening material: Alan, a senior high school student, is introducing his favorite popular history book to his classmates. The teacher reminds students to pay attention to the key information such as the name of the book, the main content, the reason why Alan likes it, and the features of the book when listening. Then, the teacher plays the listening material for the first time, and asks students to listen carefully and get a general idea of the content, then completes a simple true or false exercise to check whether they have grasped the main information. The exercise includes questions like: 1. Alan’s favorite popular history book is about the history of ancient Rome. (T/F) 2. The book uses simple language to explain historical events. (T/F) 3. Alan thinks the book is boring because it has too many details. (T/F) After students finish the exercise, the teacher checks the answers together, explains the wrong questions in detail, and points out the key words and phrases in the listening material that help judge the answers, such as “ancient Greece”, “simple and vivid language”, “full of interesting details”. Then, the teacher plays the listening material for the second time, and asks students to fill in the blanks according to what they hear. The blanks involve core vocabulary and key information, such as: Alan’s favorite popular history book is called The Story of Ancient Greece. It mainly talks about the __________ (history and culture) of ancient Greece. The book is popular because it uses __________ (simple and vivid) language and tells __________ (interesting stories) instead of boring facts. Alan thinks it helps him understand ancient Greek civilization better. After the filling-in-the-blank exercise, the teacher invites students to read their answers aloud, corrects the pronunciation and grammar mistakes, and leads students to read the key sentences in the listening material repeatedly to help them master the correct expression. Finally, the teacher organizes a pair work activity: students work in pairs to retell the main content of Alan’s introduction according to the listening material, using the key information and sentences they have grasped. Each pair has a few minutes to prepare, and then 2-3 pairs are invited to present their retelling in front of the class. Design Intention: Listening practice is carried out in three steps: listening for general idea, listening for specific information, and retelling, which conforms to the law of listening skill training and helps students gradually improve their listening ability. The true or false exercise and filling-in-the-blank exercise are designed to guide students to focus on key information, improve their ability to extract and integrate listening information. The pair retelling activity not only consolidates the listening content but also exercises students' oral expression ability, realizing the integration of listening and speaking. At the same time, the key vocabulary and sentences in the listening material are highlighted to lay a foundation for the subsequent reading and writing activities. Step 3: Reading Practice (Reading Skill Training) First, the teacher presents a reading passage about popular history books, and asks students to read the passage quickly (skimming) and answer the following questions: 1. What are popular history books? 2. Why are popular history books popular among people? 3. What are the attitudes of historians towards popular history books? After students finish reading, the teacher invites students to answer the questions, and sorts out the main idea of the passage together: Popular history books are books that introduce historical knowledge in a simple and interesting way, which are popular because they make history accessible to ordinary people; historians have different attitudes towards them—some think they are helpful to popularize historical knowledge, while others think they may distort historical facts. Then, the teacher asks students to read the passage carefully (scanning) and complete a detailed information table. The table includes the following columns: Features of Popular History Books, Reasons for Popularity, Positive Attitudes of Historians, Negative Attitudes of Historians. Students need to find relevant information from the passage and fill in the table. After completing the table, students exchange their answers in groups of four, check and correct each other, and then the teacher presents the standard answers on the blackboard, explaining the key points and difficult points in the passage. Next, the teacher focuses on the key vocabulary and sentence patterns in the reading passage, such as “accessible”, “popularize”, “distort”, “in a ... way”, “some ... while others ...”. The teacher explains the meaning and usage of these words and sentences, gives example sentences, and asks students to make sentences by themselves to consolidate their mastery. For example, for the sentence pattern “some ... while others ...”, the teacher gives an example: “Some students like reading history books, while others prefer watching historical documentaries.” Then, students are asked to make sentences related to historical topics. Finally, the teacher organizes a group discussion activity: Students discuss in groups of four the question “Do you think popular history books are good for us to learn about the past? Why or why not?” During the discussion, students need to use the information from the reading passage and their own experiences to express their views, and the teacher walks around the classroom to guide and help students who have difficulties in expression. After the discussion, each group selects a representative to present their group’s views in front of the class, and the teacher makes comments and summaries, affirming the reasonable views of each group and guiding students to form a comprehensive and objective understanding of popular history books. Design Intention: Reading practice combines skimming and scanning skills, which helps students improve their ability to obtain general information and specific information quickly. The information table is designed to help students sort out the structure and key content of the passage, improve their ability to organize and summarize information. The explanation and practice of key vocabulary and sentence patterns help students master the language knowledge needed for subsequent expression, laying a solid foundation for oral and written output. The group discussion activity not only exercises students' oral expression ability and cooperative learning ability but also guides students to think critically, cultivating their thinking quality. At the same time, it deepens students' understanding of the topic of popular history books, connecting reading with speaking. Step 4: Speaking Practice (Speaking Skill Training) On the basis of listening and reading, the teacher carries out targeted speaking training. First, the teacher introduces the topic of the speaking activity: “Talk about your favorite popular history book (or a historical book you have read), and share its main content and your feelings about it.” Then, the teacher gives a sample dialogue to guide students to master the way of expression. The sample dialogue is as follows: A: Have you read any popular history books recently? B: Yes, I have read a book called The History of the Tang Dynasty. A: What is it mainly about? B: It mainly talks about the history of the Tang Dynasty, including its politics, economy, culture and famous figures. A: Why do you like this book? B: Because it uses simple and vivid language to tell historical stories, and I can learn a lot of historical knowledge from it. What about you? Do you have a favorite popular history book? A: Yes, my favorite is Stories of Ancient China. It introduces many interesting historical events and figures, which makes me more interested in Chinese history. After presenting the sample dialogue, the teacher leads students to read it repeatedly, and analyzes the key sentence patterns used in the dialogue, such as “Have you read ...?”, “It mainly talks about ...”, “Because ...”, “What about you?”. Then, students are asked to practice the dialogue in pairs, imitating the sample and replacing the content with their own experiences. The teacher walks around the classroom to observe and guide, corrects students' pronunciation, intonation and grammar mistakes, and helps students improve their oral expression fluency and accuracy. After the pair practice, the teacher organizes a class speaking activity: “Historical Book Sharing Meeting”. Each student has 1-2 minutes to share their favorite historical book, including its name, main content, reasons for liking it and their feelings. The teacher encourages students to express their views freely, and gives positive comments and encouragement to each speaker, focusing on affirming their courage to speak and the rationality of their views, rather than just pursuing the accuracy of language. After the sharing, the teacher makes a summary, emphasizing the importance of expressing personal views clearly and fluently, and summarizing the good expressions used by students in the sharing. Design Intention: The speaking practice is based on the previous listening and reading activities, which realizes the organic connection of listening, reading and speaking, and conforms to the requirements of integrated skills training. The sample dialogue provides a model for students' oral expression, helping students master the basic sentence patterns and ways of expression, reducing their speaking pressure. Pair practice and class sharing activities provide students with sufficient opportunities to speak, exercise their oral expression fluency and accuracy, and cultivate their ability to express personal views. The teacher's guidance and encouragement help students build confidence in speaking English, and create a positive learning atmosphere. Step 5: Writing Practice (Writing Skill Training) On the basis of the previous listening, reading and speaking activities, the teacher guides students to carry out writing practice. The writing task is: Write a short passage (about 120-150 words) titled “My View on Popular History Books”, expressing your views on popular history books, including their advantages, possible disadvantages and your suggestions. First, the teacher guides students to sort out the writing ideas. The teacher asks students to think about the following questions: 1. What are the advantages of popular history books? (e.g., simple language, interesting content, easy to understand, helpful to popularize historical knowledge) 2. What are the possible disadvantages of popular history books? (e.g., may distort historical facts, lack in-depth analysis) 3. What are your suggestions? (e.g., choose formal and authoritative popular history books, read with critical thinking) Then, the teacher helps students sort out the structure of the passage: Introduction (put forward the topic of popular history books), Body (introduce the advantages and disadvantages of popular history books), Conclusion (put forward personal suggestions and views). Next, the teacher presents some key words and sentences that can be used in writing, such as advantages: “simple and vivid language”, “easy to understand”, “help popularize historical knowledge”; disadvantages: “may distort historical facts”, “lack in-depth analysis”; suggestions: “choose authoritative books”, “read with critical thinking”; sentence patterns: “In my opinion...”, “On the one hand..., on the other hand...”, “Therefore...”, “It is important to...”. The teacher encourages students to use these words and sentences flexibly in their writing, and reminds them to pay attention to the coherence and logicality of the passage, as well as the correct use of grammar and punctuation. Then, students start to write independently. The teacher walks around the classroom to provide individual guidance, helping students who have difficulties in thinking or expression to sort out their ideas, and correcting obvious grammar and spelling mistakes. After students finish writing, they exchange their compositions in pairs, check each other's works according to the evaluation criteria (content completeness, logicality, language accuracy, coherence), and put forward revision suggestions. Then, the teacher selects 2-3 compositions (including excellent ones and those with common problems) to comment on in class. For excellent compositions, the teacher affirms their advantages, such as clear structure, accurate language and distinct views, and asks students to learn from them; for compositions with problems, the teacher points out the existing problems and gives specific revision suggestions, guiding students to improve their writing level. Finally, students revise their own compositions according to the teacher's comments and their partners' suggestions, and submit their revised works to the teacher for further review. Design Intention: Writing practice is the comprehensive application of listening, reading and speaking skills, which helps students improve their written expression ability and integrate the language knowledge and skills mastered in this class. Guiding students to sort out writing ideas and providing key words and sentences helps students break through the difficulty of writing, reduce their writing pressure, and ensure that they can complete the writing task smoothly. Pair evaluation and teacher's comment help students find their own problems in writing, learn from each other's advantages, and continuously improve their writing level. The revision link helps students consolidate their learning achievements and form a good writing habit of revising and improving their works. Step 6: Summary and Homework First, the teacher makes a summary of the whole class. The teacher reviews the key content of this class, including the listening material about Alan’s favorite popular history book, the reading passage about popular history books, the oral expression of historical book sharing, and the writing task of expressing views on popular history books. The teacher emphasizes that this class focuses on the integration of listening, speaking, reading and writing skills, and reminds students to master the key vocabulary, sentence patterns and expression methods, and apply them flexibly in future English learning. At the same time, the teacher encourages students to read more historical books in English, expand their horizons, and improve their comprehensive English ability and historical literacy. Then, the teacher assigns homework: 1. Listen to the listening material again after class, and retell the content to your family or friends in English. 2. Read the reading passage again, and recite the key sentences. 3. Revise your composition again, and hand it in the next class. 4. Find a popular history book in English, read it, and write a short reading note (about 80 words) to introduce the book and your feelings. Design Intention: The summary link helps students sort out the knowledge and skills mastered in this class, consolidate their learning achievements, and form a systematic understanding of the class content. The homework is designed to consolidate the knowledge and skills learned in class, extend the learning content to after class, and promote the continuous improvement of students' comprehensive English ability. Listening retelling and reading recitation help consolidate the listening and reading content; composition revision helps students improve their writing level; reading notes encourage students to read more English materials related to historical topics, expanding their learning channels and improving their 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 $