Unit4 Words Reading and interaction 教学设计-2025-2026学年高中英语沪教版选择性必修第三册

Unit 4 Words-Reading and interaction 教学目标和重难点 教学目标 It focuses on developing students’ language competence by mastering Unit 4 core words and reading skills. It cultivates cultural awareness through understanding cross-cultural connotations in the text, fosters thinking quality via analytical and critical thinking activities, and promotes learning ability by guiding autonomous and cooperative learning strategies. All these aim to help students apply English comprehensively in practical communication. 教学重难点 Key points: Master core words such as estimate, evolve, cybercrime and their collocations; understand the main idea, structure and key details of the reading text; grasp basic interaction skills in English. Difficult points: Flexibly use core words in context; analyze the logical relationship of the text and the author’s attitude; conduct effective English interaction around the text theme. 教学过程 Step 1: Lead-in and Word Preview The teacher starts the class by showing a set of multi-modal materials, including pictures of Silk Road, modern digital nomads, and news clips about cybercrime. Then the teacher asks open-ended questions in English: “Have you ever traveled to other places? What cultural customs have you encountered? Do you know any illegal activities related to the Internet?” After that, the teacher invites 3-4 students to share their ideas freely. During the sharing, the teacher naturally leads out core words of Unit 4, such as “alternative”, “cybercrime”, “combine” and “extend”, and writes them on the blackboard or shows them on the screen with simple English definitions and example sentences related to the lead-in theme. For example, when a student mentions “choosing different travel routes”, the teacher can say: “That’s an alternative. Alternative means a thing that you can choose out of two or more possibilities.” Then the teacher guides students to read the words aloud twice, correcting their pronunciation and stress, especially for words like “estimate” /ˈestɪmeɪt/ and “evolve” /ɪˈvɒlv/. Design Intent: The lead-in links students’ real life experiences with the unit theme, which can quickly arouse their learning interest and enthusiasm. By integrating core words into the lead-in context, students can understand the meaning and usage of words in a specific scenario, avoiding mechanical memorization. Meanwhile, oral sharing helps students practice their spoken English and lays a foundation for the subsequent reading and interaction activities. The multi-modal materials also conform to the cognitive characteristics of senior high school students, making the input of new knowledge more vivid and intuitive. Step 2: Word Learning and Consolidation This step focuses on in-depth learning and consolidation of Unit 4 core words, divided into three parts: core word explanation, collocation memory and situational application. First, the teacher selects 8-10 key words that are closely related to the reading text and daily communication, including estimate (v./n.), evolve (v.), superior (adj.), elegant (adj.), hack (v.), cybercrime (n.), combine (v.) and universally (adv.). For each word, the teacher first explains its core meaning in simple English, then expands its collocations and usage, and combines it with the unit theme and real life to give typical example sentences. For example, when explaining “evolve”, the teacher says: “Evolve means to develop gradually, especially from a simple to a more complicated form. For example, the Internet has evolved rapidly in the past 20 years, and it has changed our way of life greatly. In the reading text, we will learn how travel culture has evolved over time.” For “cybercrime”, the teacher adds: “Cybercrime is a crime done using the Internet, such as hacking others’ computers or stealing personal information. It’s a serious problem in modern society.” Then, the teacher organizes a “word collocation matching” activity. The teacher prepares two groups of cards: one group is core words, and the other group is their common collocations. For example, “estimate” matches with “cost/size/value”, “evolve” matches with “gradually/from...to...”, “combine” matches with “with/together”, “cybercrime” matches with “prevent/fight against”. Students are divided into groups of 4, and each group competes to match the words and collocations correctly. The teacher checks the results, explains the wrong matches, and emphasizes the fixed collocations that are easy to make mistakes. Finally, the teacher designs a situational speaking task: “Suppose you are a travel blogger, please introduce a travel destination you like, using at least 5 core words we just learned.” Students prepare for 3 minutes individually, then each group selects one representative to present. The teacher gives positive feedback, pays attention to the correct use of words and collocations, and corrects inappropriate expressions in time. Design Intent: Focusing on key words ensures that students grasp the core vocabulary needed for reading and interaction. Explaining words in English helps students form an English thinking habit and avoid the interference of mother tongue. The collocation matching activity increases the趣味性 of word learning, strengthens students’ memory of word collocations, and lays a foundation for their flexible use of words. The situational speaking task connects word learning with practical communication, realizing the application of knowledge and improving students’ language competence. Group cooperation also cultivates students’ cooperative learning ability. Step 3: Pre-reading and Prediction Before reading the text, the teacher first introduces the background of the reading material briefly in English. The reading text of this unit is closely related to travel culture and cross-cultural communication, which may involve the evolution of travel ways, the comparison between traditional travel and modern travel, or the impact of the Internet on travel. The teacher says: “Today we will read a text about travel and culture. It will talk about how travel has changed and what we can learn from different travel experiences. Before reading, let’s look at the title and the pictures of the text, and try to predict the main content of the text.” The teacher shows the title of the reading text and the supporting pictures on the screen. Then the teacher asks guiding questions: “What do you think the text will talk about according to the title? What differences do you think there are between traditional travel and modern travel? Do you think the Internet has an impact on our travel? If yes, what kind of impact is it?” Students can discuss in pairs for 2 minutes, then share their predictions with the whole class. The teacher writes down the reasonable predictions on the blackboard, and encourages students to keep their own predictions in mind and check whether they are correct during reading. At the same time, the teacher reminds students of the pre-reading strategy: paying attention to the title, pictures, and key words in the text to predict the main idea, which can help them improve their reading efficiency. The teacher also briefly reviews the core words learned earlier, especially those related to travel and culture, such as “alternative”, “extend”, “elegant”, to help students remove the language barriers in reading. Design Intent: Pre-reading background introduction helps students understand the context of the text and lay a foundation for in-depth reading. Prediction activities can stimulate students’ reading motivation and curiosity, making them more active in the reading process. Guiding students to master pre-reading strategies is conducive to improving their independent reading ability, which is an important part of cultivating students’ learning ability. Reviewing core words before reading can help students connect new knowledge with old knowledge and realize the integration of knowledge. Step 4: While-reading and Text Analysis This step is the core of the teaching process, aiming to help students understand the text in depth, master reading skills, and cultivate their thinking quality. It is divided into three stages: skimming, scanning and intensive reading. First, skimming. The teacher asks students to read the text quickly, without paying too much attention to the new words and difficult sentences, and try to grasp the main idea of the text. After reading, the teacher invites several students to summarize the main idea in their own words. The teacher then makes a summary: the text mainly talks about the evolution of travel culture, the different forms of travel in different periods, and the impact of cross-cultural communication on travel, as well as the importance of respecting cultural diversity in travel. The teacher also checks the students’ predictions and affirms the correct parts, which enhances their sense of achievement. Design Intent: Skimming training helps students master the skill of quickly grasping the main idea of the text, which is an important reading skill for senior high school students. Letting students summarize the main idea in their own words can test their understanding of the text and improve their oral expression ability. Affirming students’ predictions can enhance their learning confidence and stimulate their enthusiasm for in-depth reading. Second, scanning. The teacher assigns specific reading tasks to students: “Read the text again quickly, and find out the answers to the following questions: 1. What are the two main forms of travel mentioned in the text? 2. How has travel evolved over time? 3. What is the author’s attitude towards cross-cultural communication in travel? 4. What are the key factors that affect modern travel?” Students read the text independently, find the relevant information and mark it. After that, the teacher checks the answers with the whole class, guides students to find the key sentences in the text that support the answers, and explains the difficult sentences briefly. For example, if a student can’t find the answer to the second question, the teacher can guide them to read the third paragraph, find the sentence “Travel has evolved from a simple way of survival to a kind of cultural experience, and from a luxury for a few people to a common activity for the public”, and explain the meaning of the sentence. Design Intent: Scanning training helps students master the skill of quickly finding specific information in the text, which is very practical in daily reading and examination. Specific reading tasks can make students’ reading more targeted, avoid aimless reading, and improve reading efficiency. Explaining difficult sentences in time can help students remove reading barriers and lay a foundation for intensive reading. Third, intensive reading. The teacher guides students to read the text paragraph by paragraph, analyze the structure of the text, the logical relationship between paragraphs, and the author’s expression skills. For the first paragraph, the teacher asks: “What is the function of the first paragraph? What kind of opening method does the author use?” Students discuss and conclude that the first paragraph uses a question to lead out the theme of travel culture, which can attract readers’ attention. The teacher then explains the key sentence “Travel is not only a journey of distance, but also a journey of culture and soul”, and guides students to understand the connotation of the sentence: travel is not only about visiting places, but also about experiencing different cultures and improving oneself. For the body paragraphs (2-5), the teacher guides students to analyze the logical relationship between paragraphs. The second paragraph introduces the traditional form of travel, the third paragraph talks about the evolution of travel, the fourth paragraph discusses the impact of the Internet on modern travel, and the fifth paragraph emphasizes the importance of cross-cultural communication in travel. The teacher uses a mind map to show the structure of the text on the screen, helping students clarify the logical context of the text. At the same time, the teacher points out the key words and sentences in each paragraph, such as “traditional travel”, “modern travel”, “Internet”, “cultural diversity”, and guides students to understand the usage of these words and sentences in the text. For example, in the fourth paragraph, the sentence “The Internet has extended the scope of travel, making it easier for people to book tickets, hotels and understand local customs” uses the word “extend”, which we learned earlier. The teacher guides students to review the meaning and collocation of “extend” and understand its correct use in the sentence. For the last paragraph, the teacher asks: “What is the author’s purpose of writing the last paragraph? What message does the author want to convey to us?” Students discuss and conclude that the last paragraph summarizes the main content of the text, emphasizes the importance of respecting cultural diversity in travel, and calls on people to experience different cultures with an open mind. The teacher guides students to think about: “Why is it important to respect cultural diversity in travel? What should we do when we encounter cultural differences during travel?” This question guides students to connect the text with real life and cultivate their cultural awareness. During the intensive reading process, the teacher also guides students to pay attention to the author’s attitude and emotional tendency. For example, the author uses positive words such as “wonderful”, “valuable”, “important” when talking about cross-cultural communication, which shows that the author supports and advocates cross-cultural communication and respecting cultural diversity. The teacher asks students to find the words and sentences that reflect the author’s attitude and analyze the reasons, cultivating their critical thinking ability. Design Intent: Intensive reading helps students understand the text in depth, grasp the structure and logical relationship of the text, and improve their text analysis ability. Using a mind map to show the text structure helps students form a systematic understanding of the text and cultivate their logical thinking ability. Guiding students to connect the core words with the text context strengthens their memory and flexible use of words. Analyzing the author’s attitude and emotional tendency helps students cultivate critical thinking ability and cultural awareness, which is in line with the requirements of core literacy. Step 5: Post-reading and Interaction This step aims to consolidate the understanding of the text, improve students’ oral interaction ability, and realize the application of knowledge. It is divided into two parts: text retelling and group interaction. First, text retelling. The teacher divides students into groups of 3, and asks each group to retell the text according to the mind map of the text structure. Each student in the group is responsible for retelling one part of the text (beginning, body, ending). Students prepare for 5 minutes, then each group presents their retelling. The teacher gives feedback, pays attention to the accuracy of the content, the fluency of the expression, and the correct use of core words and sentences. For students who have difficulties in retelling, the teacher gives appropriate guidance, such as reminding them of key words and sentences. Design Intent: Text retelling helps students consolidate the understanding of the text, sort out the logical structure of the text, and improve their oral expression ability. Group cooperation enables students to help each other, learn from each other, and cultivate their cooperative learning ability and communication ability. Second, group interaction. The teacher designs an interactive topic closely related to the text theme: “With the development of the Internet, more and more people choose to travel. What are the advantages and disadvantages of modern travel compared with traditional travel? How should we respect cultural diversity during travel?” Students discuss in groups of 4, and each group selects a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the core words and sentences learned in the class, and helps students solve the problems encountered in the discussion. For example, if students don’t know how to express “cultural shock” in English, the teacher can remind them of the relevant words and help them organize their language. After the discussion, each group selects a representative to present the results of the discussion to the whole class. The representative should clearly state the group’s views, and other groups can ask questions or put forward different opinions. The teacher guides students to conduct in-depth discussions, encourages students to express their own views boldly, and emphasizes the importance of respecting different opinions. For example, when a group talks about the advantages of modern travel, such as convenience and efficiency, another group may put forward the disadvantage of lacking the sense of experience. The teacher guides students to analyze the rationality of both views and cultivate their critical thinking ability. During the interaction, the teacher also pays attention to correcting students’ pronunciation, grammar and expression errors, and guides them to use English more accurately and fluently. At the same time, the teacher affirms the positive performance of each group, such as active participation, clear expression, and correct use of words, to enhance their sense of achievement. Design Intent: Group interaction connects the text content with real life, enables students to apply the knowledge they have learned to practical communication, and improves their oral interaction ability. The interactive topic involves the comparison between modern travel and traditional travel, as well as cultural diversity, which helps students deepen their understanding of the text theme and cultivate their cultural awareness and critical thinking ability. Group discussion also cultivates students’ cooperative learning ability and communication ability, which is in line with the requirements of core literacy. Step 6: Summary and Extension First, the teacher summarizes the content of the class with the students. The teacher guides students to review the core words learned in the class, the main idea and structure of the reading text, and the key points of interaction. The teacher emphasizes that this class not only helps us master the core words and reading skills, but also lets us understand the evolution of travel culture and the importance of cross-cultural communication. The teacher also reminds students to apply the knowledge and skills learned in the class to daily English learning and communication. Then, the teacher designs extended tasks to consolidate and expand the knowledge learned in the class. The extended tasks are divided into two parts: individual tasks and group tasks. Individual task: Write a short passage (80-100 words) about your own travel experience, using at least 6 core words learned in the class, and express your views on cross-cultural communication in travel. Group task: Collect information about a foreign travel destination, including its culture, customs and travel tips, and prepare a 5-minute group presentation for the next class. Finally, the teacher assigns homework: 1. Recite the core words and their collocations of Unit 4. 2. Finish the individual extended task. 3. Prepare for the group presentation with group members. Design Intent: Summarizing the class content helps students sort out the knowledge system and strengthen their memory of the knowledge learned. Extended tasks connect classroom learning with after-class practice, realizing the consolidation and application of knowledge. Individual tasks help students improve their writing ability and apply core words flexibly. Group tasks cultivate students’ information collection ability, cooperative learning ability and presentation ability. The homework is designed to consolidate the knowledge and skills learned in the class and lay a foundation for the next class. 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 $