Unit 3 Exploring the Unknown-Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 3 Exploring the Unknown-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 It focuses on developing students’ language competence in using exploration-related words and expressions, cultural awareness of global exploration civilizations, thinking quality through analyzing mysteries and reasoning, and learning ability via independent and cooperative exploration activities. 教学重难点 Key points: Master core words/phrases about exploration, understand Reading A’s logical structure and Listening/Viewing materials. Difficult points: Use appropriate language to express assumptions and guesses, and integrate listening/viewing information into oral expression. 教学过程 Lead-in: Stimulate Interest and Activate Prior Knowledge The teacher starts the class by showing pictures and short video clips of mysterious phenomena around the world, such as Stonehenge, Easter Island statues, and the far side of the moon. Then the teacher asks open-ended questions to guide students to share their own knowledge and opinions: “Have you ever heard of these mysterious places? What do you know about them? What mysteries would you like to explore most?” After students share freely, the teacher summarizes and leads to the unit theme: “Today, we will focus on Reading A, Listening, Viewing and Speaking of Unit 3 Exploring the Unknown. We will explore these mysteries together, learn relevant English expressions, and improve our comprehensive English ability.” Design Intention: The visual materials (pictures and video clips) can quickly attract students’ attention and arouse their curiosity about exploring the unknown, which is in line with the psychological characteristics of senior high school students who are eager to understand new things. Asking open-ended questions helps activate students’ prior knowledge about exploration and mysterious phenomena, lay a foundation for the subsequent learning of Reading A and listening/viewing materials, and also create a relaxed and interactive classroom atmosphere, encouraging students to actively participate in classroom activities. Reading A: Comprehend the Text and Master Key Knowledge Pre-reading: Predict the Text Content The teacher presents the title of Reading A and the picture of Stonehenge, and asks students to predict the main content of the text: “Look at the title and the picture. What do you think this passage will talk about? What questions may it answer?” Students are invited to write down their predictions on the draft paper, and then several students are asked to share their ideas in class. The teacher writes down the key prediction points on the blackboard, such as “the location of Stonehenge”, “how it was built”, “the purpose of building it” and so on. Design Intention: Predicting the text content before reading can effectively stimulate students’ reading motivation and make them have a clear purpose in reading. It helps students develop the reading strategy of predicting, which is an important part of improving reading ability. At the same time, it can connect students’ prior knowledge with the new text, reducing the difficulty of understanding the text. While-reading: Grasp the Text Structure and Key Information First, students read the text silently by themselves, and are required to finish two tasks: one is to check whether their predictions are correct, and the other is to find out the main idea of each paragraph and sort out the logical structure of the text. After silent reading, the teacher organizes students to discuss in groups of 4, share their understanding of each paragraph’s main idea, and sort out the text structure together. Then, the teacher invites representatives of each group to share the discussion results, and summarizes the text structure: the first paragraph introduces the basic information of Stonehenge (location, scale, etc.); the middle paragraphs list several theories about the origin and purpose of Stonehenge; the last paragraph puts forward questions, guiding people to continue exploring the mystery of Stonehenge. After clarifying the text structure, the teacher leads students to read the text paragraph by paragraph, focusing on analyzing key sentences and core vocabulary. For core vocabulary such as “mystery”, “construct”, “theory”, “hypothesis”, “observatory”, the teacher explains their meanings, parts of speech and usage in combination with the context of the text, and gives example sentences to help students understand and remember. For difficult sentences, such as “No one knows for sure how or why Stonehenge was built, but there are many theories about its purpose.”, the teacher analyzes the sentence structure (compound sentence, “but” connecting two coordinate clauses), and guides students to translate and understand, ensuring that students can grasp the key information of each sentence. In addition, the teacher guides students to pay attention to the question sentences in the text, such as “What was Stonehenge used for?” and “How did ancient people move such huge stones?”, and asks students to think about the function of these question sentences in the text. Finally, the teacher summarizes that these question sentences can arouse readers’ thinking and promote the development of the text, which is a typical feature of expository writing. Design Intention: Silent reading helps students concentrate on understanding the text and grasp the overall content. Group discussion can give full play to students’ subjective initiative, let students learn from each other and complement each other, and improve their ability of cooperation and communication. Paragraph-by-paragraph analysis helps students deeply understand the text content, master key vocabulary and difficult sentences, and at the same time, guide students to understand the characteristics of expository writing, which is conducive to improving their reading ability and language application ability. Paying attention to question sentences in the text can help students understand the logical structure of the text and cultivate their thinking quality. Post-reading: Deepen Understanding and Consolidate Knowledge First, the teacher designs some comprehension questions to test students’ understanding of the text: Where is Stonehenge located? What are the main theories about the purpose of Stonehenge? Why is Stonehenge still a mystery today? Students answer the questions one by one, and the teacher corrects and supplements them in time to ensure that all students have a clear understanding of the key information of the text. Then, the teacher organizes a group discussion activity: “Which theory about Stonehenge do you agree with most? Why? Do you have other hypotheses about the origin of Stonehenge?” Each group discusses for a period of time, and then sends a representative to express the group’s views. The teacher comments on the students’ views, encourages students to put forward their own unique ideas, and guides students to use the vocabulary and sentences learned in the text to express their views. Finally, the teacher arranges a short retelling task: students retell the main content of Reading A in their own words, using the key vocabulary and sentence patterns learned. Students can retell individually or in pairs, and the teacher randomly invites several students to retell in class, and gives feedback and guidance, focusing on correcting students’ wrong expressions and improving their oral expression ability. Design Intention: Comprehension questions can help teachers check students’ understanding of the text and find out the problems existing in students’ reading, so as to carry out targeted guidance. Group discussion can stimulate students’ thinking, encourage students to express their own views, and cultivate their critical thinking ability and innovative thinking ability. Retelling the text can help students consolidate the key vocabulary and sentence patterns learned, improve their ability of language organization and oral expression, and deepen their understanding of the text content. Listening, Viewing and Speaking: Integrate Input and Output, Improve Comprehensive Ability Listening: Master Listening Strategies and Grasp Key Information First, the teacher introduces the listening material: the listening material is a podcast about Easter Island statues, which mainly introduces the characteristics of Easter Island statues and several possible origins. Then the teacher guides students to predict the content of the listening material according to the theme of the unit and the title of the listening material: “What do you think the podcast will talk about? What key information may we hear, such as the size of the statues, the way they were made, etc.?” Then, the teacher plays the listening material twice. For the first time, students are required to listen carefully and grasp the main idea of the listening material. After listening, the teacher asks students to share the main idea, and summarizes it: the podcast introduces the mystery of Easter Island statues, including their appearance characteristics and several theories about their origin. For the second time, students are required to listen carefully and take notes, recording key information such as numbers, time, and key viewpoints (theories about the origin of the statues). After listening twice, the teacher checks students’ notes, invites several students to share their notes, and supplements and sorts out the key information of the listening material. Then the teacher designs some listening comprehension questions, such as How many Easter Island statues are there? What are the two main theories about the origin of the statues? Students answer the questions, and the teacher corrects them in time. At the same time, the teacher guides students to summarize the listening strategy: when listening to the podcast about mysterious phenomena, we should focus on recording key information such as numbers, time, and key viewpoints, which can help us better grasp the content of the listening material. Design Intention: Predicting before listening can help students have a clear purpose in listening and improve listening efficiency. Playing the listening material twice, with different requirements each time, conforms to the law of listening teaching, and helps students gradually grasp the listening content from the overall to the local. Taking notes can cultivate students’ listening ability and information sorting ability. Summarizing listening strategies can help students master scientific listening methods and improve their listening ability in the long run. Viewing: Understand the Video Content and Feel the Significance of Exploration The teacher plays a news report video about China’s Chang’e-4 probe successfully landing on the far side of the moon. Before playing the video, the teacher asks students to pay attention to two points: one is the main process of Chang’e-4’s landing, and the other is the significance of this event. Then the teacher plays the video twice. For the first time, students watch the video to get a general understanding of the content. For the second time, students watch the video carefully and take notes, recording key information such as the time of landing, the main tasks of Chang’e-4, and the significance of the event. After watching the video, the teacher organizes students to discuss in pairs: “What do you think of China’s Chang’e-4 mission? What significance does it have for human exploration of the moon? What inspirations can we get from it?” After the discussion, the teacher invites several students to share their views. The teacher comments on the students’ views, emphasizes the significance of China’s space exploration, and guides students to feel the courage and perseverance of Chinese astronauts in exploring the unknown, so as to cultivate students’ patriotic feelings and sense of responsibility. In addition, the teacher guides students to learn the key expressions in the video, such as “make a historic landing”, “explore the far side of the moon”, “scientific research mission”, “make great progress”, and asks students to read these expressions aloud and practice using them in sentences. Design Intention: The news report video is closely related to the unit theme of “exploring the unknown”, and can let students understand the latest achievements of human space exploration, which is conducive to stimulating students’ interest in exploration. Watching the video twice and taking notes can help students grasp the key information of the video and improve their viewing ability. Pair discussion can encourage students to express their own views, and combining the video content with patriotic education can not only improve students’ language ability, but also cultivate their cultural awareness and sense of social responsibility. Learning key expressions in the video can help students consolidate their language knowledge and lay a foundation for subsequent oral expression. Speaking: Practice Oral Expression and Apply Knowledge Flexibly First, the teacher introduces the speaking task: students work in groups of 4 to carry out an interview activity. The theme of the interview is “Teenagers’ Curiosity about the Moon”. Each group designs 3-5 interview questions, such as “Do you have any questions about the moon?”, “What do you think is the most mysterious thing about the moon?”, “If you have the chance to go to the moon, what would you like to explore most?”. Then, each group member takes turns to be the interviewer and the interviewee, and carries out the interview activity in English. Before the interview activity, the teacher gives some language support to students, such as expressions for asking questions: “What do you think about...?”, “Would you like to...?”, “Do you have any ideas about...?”, and expressions for expressing assumptions and guesses: “I think... may...”, “It is possible that...”, “Maybe...”. The teacher asks students to read these expressions aloud and practice using them in simple dialogues. During the group interview activity, the teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulties in expression, such as reminding students to use the key expressions learned, correcting their wrong pronunciation and grammar, and encouraging students to speak boldly and fluently. After the interview activity, each group selects a pair of interviewer and interviewee to perform the interview in front of the whole class. After the performance, the teacher comments on the students’ performance, affirm their advantages, such as fluent expression, appropriate use of expressions, and puts forward suggestions for improvement, such as paying attention to pronunciation and intonation, enriching the content of the interview. At the same time, the teacher encourages other students to comment on the performance of the groups, so as to improve their ability of evaluation and appreciation. Then, the teacher organizes a class discussion: “What is the significance of exploring the unknown? What qualities do we need to have when exploring the unknown?” Students express their views freely, and the teacher guides students to summarize the significance of exploring the unknown: it can promote the progress of human society, expand human’s vision, and help us better understand the world. The qualities needed for exploring the unknown include curiosity, courage, perseverance, cooperation and so on. Design Intention: The interview activity is closely combined with the listening and viewing content, which can help students apply the key vocabulary and expressions learned in listening, viewing and reading to oral expression, realizing the integration of input and output. Giving language support can reduce the difficulty of students’ oral expression, help students build confidence in speaking English, and encourage them to speak boldly. Group cooperation can cultivate students’ ability of cooperation and communication. Performing in front of the whole class can improve students’ oral expression ability and adaptability. Class discussion can deepen students’ understanding of the unit theme, cultivate their thinking quality, and guide students to establish a positive attitude towards exploring the unknown. Summary and Consolidation: Sort Out Knowledge and Strengthen Memory The teacher summarizes the content of this class: in this class, we have learned Reading A about Stonehenge, understood the mystery of Stonehenge and the relevant theories; we have also learned the listening material about Easter Island statues and the video about Chang’e-4 mission, mastered the key information and relevant expressions; finally, we carried out the interview activity and discussed the significance of exploring the unknown. The teacher emphasizes the key knowledge of this class, such as core vocabulary, key sentences, listening strategies and oral expressions, and reminds students to review and consolidate after class. Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and strengthen their memory of key knowledge. After-class tasks are closely combined with the class content, which can help students consolidate the knowledge learned, improve their comprehensive English ability, and lay a foundation for the subsequent learning. At the same time, the task of searching for information and preparing a speech can stimulate students’ interest in independent exploration and improve 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 $