Unit 3 Back to the Past-Extended reading 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-Extended reading 教学目标和重难点 1. 教学目标 Language Ability: Improve students’ ability to obtain, sort out and summarize key information from historical narrative texts, and master core words and complex sentence structures related to historical events. Cultural Awareness: Help students understand the historical background and far-reaching impact of the Pearl Harbor attack, cultivate respect for history and cross-cultural understanding. Thinking Quality: Guide students to analyze the causes and consequences of historical events logically, develop critical thinking and the ability to evaluate historical events objectively. Learning Ability: Enable students to form effective reading strategies such as skimming and scanning, and improve their ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master core vocabulary (e.g., panic, astonish, survive, chaos) and key sentence structures (e.g., non-restrictive attributive clauses, appositive clauses) in the text; understand the main plot, character experiences and historical significance of the Pearl Harbor attack. Difficult Points: Comprehend the emotional connotation in the text and the author’s narrative purpose; use the learned language knowledge to express personal views on historical events and cultivate historical thinking. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a short video clip (3-5 minutes) about the Pearl Harbor attack, which includes scenes of the peaceful morning on the USS Arizona and the sudden attack. After playing the video, the teacher asks two guiding questions: “What did you see in the video? How did you feel when watching the scenes of the attack?” Then, invite 2-3 students to share their views. After that, the teacher briefly introduces the background of the Pearl Harbor attack: “On December 7, 1941, Japan launched a surprise attack on Pearl Harbor in the United States, which led to the United States’ entry into World War II. Today, we will read an extended reading text about this historical event and feel the experiences of the survivors on the USS Arizona.” Finally, the teacher writes the title of the extended reading “Hell comes to Pearl Harbor” on the blackboard and guides students to predict the content of the text based on the title: “What do you think the text will talk about? Who will be the main characters in the text?” Design Intention: The video clip can quickly attract students’ attention and arouse their emotional resonance, laying an emotional foundation for the understanding of the text. The guiding questions and background introduction help students establish a preliminary connection with the text, activate their prior knowledge of historical events, and improve their enthusiasm for participating in the class. Predicting the text content based on the title can cultivate students’ ability of logical speculation and lay a foundation for the subsequent reading activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to sort out the core vocabulary and phrases in the text. The teacher provides a vocabulary list in advance, including key words such as panic, astonish, survive, chaos, crash, violent, horror, deafening, burn, abandon, remarkable, and phrases such as in panic, come to oneself, rush up to, suffer from, in chaos and confusion. For each word and phrase, the group needs to find its pronunciation, part of speech, Chinese meaning and the original sentence in the text. Then, each group sends a representative to share the sorting results, and the teacher corrects and supplements them, focusing on the usage of difficult words: for example, “panic” can be used as a noun (in panic) and a verb (panic sb. into doing sth.); “insist” has different usages of subjunctive mood and indicative mood in attributive clauses. At the same time, the teacher supplements the relevant background knowledge of the USS Arizona: “The USS Arizona was a battleship of the United States Navy. During the Pearl Harbor attack, it was hit by a bomb and sank quickly, killing more than 1,000 soldiers on board. It has become a symbol of the Pearl Harbor attack and a memorial to the soldiers who sacrificed their lives.” Design Intention: Vocabulary is the foundation of reading comprehension. Sorting out vocabulary in groups can improve students’ cooperative learning ability and deepen their memory of vocabulary through mutual discussion and sharing. Focusing on the usage of difficult words can help students avoid mistakes in subsequent language application. Supplementing the background knowledge of the USS Arizona can help students better understand the characters’ experiences and the significance of the event in the text, reducing the difficulty of reading comprehension. Step 3: While-reading (In-depth Reading and Information Sorting) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text layer by layer. 1. Skimming: Ask students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) Who are the main characters in the text and what happened to them? After students finish reading, invite them to answer the questions. The teacher summarizes: “The text mainly tells the experience of two survivors, Russell Warriner and Louis Conter, on the USS Arizona during the Pearl Harbor attack. They experienced the sudden attack, suffered injuries and tried their best to save others.” Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text and the core characters, establish the overall framework of the text, and lay a foundation for in-depth reading. 2. Scanning: Ask students to read the text again and fill in the following table about the time, events and characters’ experiences. The table is as follows: Time Events Russell’s Experiences Louis’s Experiences 5:45 a.m., December 7, 1941 Wake-up call, soldiers get up and prepare for breakfast Was awakened by Louis, made his bed and helped clean the room Awakened Russell, prepared for breakfast with other soldiers When soldiers were about to eat breakfast Japanese planes launched a surprise attack, dropped bombs on Pearl Harbor Felt terrified, rushed to the deck, was thrown by the bomb and suffered serious burns Was on the deck, slightly injured, helped severely burnt soldiers After the attack Chaos and confusion, US Navy sent wrong message to Louis’s family Was saved, badly burnt, refused to talk about the attack for many years Saved other soldiers, got in touch with family in time, didn’t think he was a hero After students finish filling in the table, the teacher checks the answers and asks students to correct their mistakes. Then, the teacher guides students to summarize the development of the plot: “The text develops in the order of time, from the peaceful morning to the sudden attack, and then to the chaos after the attack, showing the horror of the war and the bravery of the survivors.” Design Intention: Scanning can help students quickly find specific information in the text and improve their ability of information sorting. Filling in the table can make the characters’ experiences and the development of the plot more clear, helping students deepen their understanding of the text. Summarizing the plot development can cultivate students’ ability of logical induction. 3. Intensive Reading: Ask students to read the text carefully and focus on the following points: ① Analyze the descriptive sentences in the text and feel the author’s emotional expression. For example, “The ship shook violently and the men looked at each other in horror. Above their heads, hundreds of Japanese planes circled like eagles. They were diving down to drop bombs on Pearl Harbor. The scream of their engines was deafening.” Ask students: “What descriptive words are used in these sentences? What kind of scene do they show? How do you feel after reading these sentences?” Guide students to find descriptive words such as violently, horror, deafening, and understand that these sentences show the suddenness and cruelty of the attack, expressing the author’s condemnation of war and sympathy for the victims. ② Analyze the characters’ personalities through their behaviors. For example, “Louis, meanwhile, also standing on the deck, was lucky not to be thrown into the sea. With only minor injuries, he was able to help others who were severely burnt and in terrible pain. After receiving the order to abandon ship, Louis saved more men from the water, dragging them into the lifeboat.” Ask students: “What kind of person is Louis according to these sentences? What about Russell?” Guide students to conclude that Louis is brave, kind and humble, while Russell is tough and has a deep psychological shadow caused by the war. ③ Analyze the key sentence structures in the text and master their usage. For example, “In the chaos and confusion after the attack, the US Navy sent a message to his family that Louis had been killed in the attack.” This sentence contains an appositive clause. The teacher explains the structure and usage of the appositive clause, and asks students to find other appositive clauses or non-restrictive attributive clauses in the text, such as “The next day, President Roosevelt delivered his famous Pearl Harbor Speech, in which he described December 7 as ‘a date which will live in infamy’ and asked that the US Congress declare war on Japan.” Then, the teacher asks students to analyze the structure of these sentences and try to make sentences with similar structures. Design Intention: Intensive reading is the key to in-depth understanding of the text. Analyzing descriptive sentences can help students feel the emotional connotation of the text and improve their ability of literary appreciation. Analyzing characters’ personalities can cultivate students’ ability of character analysis and emotional experience. Analyzing key sentence structures can help students master the usage of complex sentences, improve their language application ability, and achieve the goal of language ability in core literacy. Step 4: Post-reading (Discussion, Expansion and Language Application) This step is divided into three parts: group discussion, theme expansion and language practice, to help students apply the learned knowledge and improve their comprehensive language ability. 1. Group Discussion: Arrange students to work in groups of 4 and discuss the following two topics: (1) Why did Russell refuse to talk about the attack for many years? What does this show us? (2) Louis said, “The heroes are the ones that gave their lives that day.” Do you agree with his view? Why? Each group is required to discuss for 5 minutes and then send a representative to share their views. The teacher comments on the students’ views, guides them to think deeply, and emphasizes: “Russell’s refusal to talk about the attack reflects the deep pain and psychological shadow caused by the war. Louis’s words show his humility and respect for the soldiers who sacrificed their lives. War brings great pain to human beings, and we should cherish peace.” Design Intention: Group discussion can improve students’ oral expression ability and cooperative learning ability. Through discussing the topics, students can deepen their understanding of the text’s theme, cultivate their critical thinking and emotional experience, and achieve the goal of thinking quality and cultural awareness in core literacy. 2. Theme Expansion: The teacher shows some pictures of the Pearl Harbor Memorial and introduces: “Today, the USS Arizona Memorial has become a place to remember the soldiers who sacrificed their lives in the Pearl Harbor attack. Every year, many people come here to pay their respects and pray for peace. What can we learn from the Pearl Harbor attack? How should we cherish the peaceful life now?” Invite students to share their views freely. The teacher summarizes: “The Pearl Harbor attack is a painful lesson in history. It tells us that war brings disaster to human beings, and peace is the most precious thing. As senior high school students, we should remember history, cherish peace, and strive to become messengers of peace.” Design Intention: Theme expansion can connect the text with real life, help students establish a correct view of history and peace, cultivate their sense of social responsibility, and further improve their cultural awareness and thinking quality. 3. Language Practice: Arrange two language practice tasks for students: ① Sentence Making: Ask students to make sentences with the core vocabulary and sentence structures learned in the text, such as panic, survive, in chaos and confusion, appositive clauses and non-restrictive attributive clauses. Each student needs to make at least 3 sentences, and then exchange their sentences with their deskmates for correction. ② Short Writing: Ask students to write a short passage (80-100 words) about their understanding of the Pearl Harbor attack, using the learned vocabulary and sentence structures, and expressing their views on war and peace. After students finish writing, the teacher selects 2-3 excellent passages to read and comment on, and points out the advantages and areas for improvement. Design Intention: Language practice is an important link to consolidate the learned knowledge. Sentence making can help students master the usage of vocabulary and sentence structures, and short writing can improve their written expression ability, realizing the application of language knowledge and achieving the goal of language ability in core literacy. Step 5: Summary and Homework 1. Summary: The teacher leads students to summarize the content of the class: “Today, we read the extended reading text about the Pearl Harbor attack, mastered the core vocabulary and key sentence structures, understood the experiences of the survivors and the historical significance of the event, and discussed the theme of war and peace. We should remember history, cherish peace, and improve our comprehensive language ability through continuous practice.” Design Intention: Summarizing the class content can help students sort out the knowledge learned in the class, strengthen memory, and form a systematic knowledge framework. 2. Homework: ① Review the core vocabulary and key sentence structures learned in the text, and recite 5 key sentences. ② Polish the short passage written in the class and hand it in the next class. ③ Search for more information about the Pearl Harbor attack after class, and write a short report (100-120 words) to introduce the historical background and impact of the event. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and sentences can consolidate the learned knowledge; polishing the short passage can improve students’ written expression ability; searching for extra-curricular information can expand students’ horizons, cultivate their independent learning ability, and further deepen their understanding of the theme of the text. 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 $