Unit 3 Delving into History-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四册

Unit 3 Delving into History-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to history, improve listening comprehension of historical themed materials, and express historical views clearly in English. Cultural Awareness: They understand the historical and cultural connotations behind the text, respect diverse historical civilizations, and enhance cross-cultural communication ability. Thinking Quality: They develop logical thinking by analyzing historical events and causal relationships, and form critical thinking through evaluating historical materials. Learning Ability: They master effective listening, reading and speaking strategies, and cultivate the habit of independent learning and cooperative exploration in historical English learning. 教学重难点 Key Points: Mastering core vocabulary (e.g., relic, civilization, inherit, preserve) and complex sentences in Reading A; understanding the main idea and key details of the reading text; improving listening ability to grasp key information in historical themed materials; expressing personal views on historical events fluently. Difficult Points: Analyzing the logical structure of the reading text and the author’s writing purpose; inferring implied information in listening materials; using appropriate language to express and discuss historical topics accurately and coherently. 教学过程 Lead-in (Warm-up) The teacher starts the class by showing students high-definition pictures of world-famous historical relics, such as the Great Canal in China, the Pyramids in Egypt, and the Colosseum in Rome. Then the teacher asks questions in English: “Have you ever seen these relics? What do you know about them? Why are these historical relics important to us?” After that, the teacher invites 3-4 students to share their ideas freely. Then, the teacher briefly introduces the theme of this unit—“Delving into History” and tells students that today they will learn Reading A, listen to historical themed materials, and discuss historical topics, guiding students to enter the historical and cultural context. Design Intention: This lead-in activity uses visual pictures to arouse students’ interest in historical relics and historical topics, which is in line with the cognitive characteristics of senior high school students who are visual and intuitive. By asking open questions, it encourages students to use existing knowledge and experience to express their views in English, laying a foundation for the subsequent listening, reading and speaking activities. At the same time, it naturally introduces the unit theme, helping students establish a connection between the new knowledge and their prior experience, and improving their learning initiative. Pre-reading (Preparation for Reading A) Vocabulary Preview: The teacher presents the core vocabulary of Reading A on the screen, including relic, civilization, inherit, preserve, historical, monument, excavate, survive, etc. For each word, the teacher provides accurate English definitions, example sentences related to historical themes, and phonetic symbols. For example, for “relic”, the definition is “an object, building, etc., that has survived from the past, especially one of historical or cultural interest”, and the example sentence is “The Great Wall is a precious historical relic of China.” Then, the teacher asks students to read the words aloud after him/her, corrects their pronunciation and intonation, and invites students to make simple sentences with these words according to their own understanding. For difficult words such as “excavate” and “inherit”, the teacher uses root affix analysis and context association to help students memorize and understand. Background Introduction: The teacher briefly introduces the background of Reading A—taking the Great Canal as the main content, introducing its historical origin, construction process, historical value and its influence on modern society. The teacher uses simple and concise English to avoid too many complex expressions, and combines with a short video clip (1-2 minutes) about the Great Canal to help students understand the relevant historical background. After the video, the teacher asks a simple question: “What do you know about the Great Canal after watching the video?” to check students’ understanding. Design Intention: Vocabulary is the foundation of reading and communication. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. By providing definitions, example sentences and pronunciation guidance, students can master the usage of words in context, which is conducive to their subsequent reading and speaking. The background introduction helps students understand the historical context of the text, lays a foundation for grasping the main idea of the text, and at the same time enriches students’ historical knowledge and enhances their cultural awareness. The short video makes the background introduction more vivid and intuitive, which can further arouse students’ interest in reading the text. While-reading (Reading A Comprehension) Skimming: The teacher asks students to read Reading A quickly and answer two questions: (1) What is the main topic of the text? (2) What are the main parts of the text? After students finish reading, the teacher invites students to answer the questions, and summarizes the main idea of the text together with students: The text mainly introduces the Great Canal, including its historical origin, construction process, historical functions and its status and value in modern society. The text is divided into three parts: the introduction of the Great Canal, its historical development and its modern significance. Scanning: The teacher asks students to read the text again carefully and complete the following tasks: (1) Underline the key information about the historical origin of the Great Canal. (2) Circle the important events in the construction process of the Great Canal. (3) List the historical functions of the Great Canal mentioned in the text. After students finish the tasks, the teacher organizes students to exchange their answers in groups of 4, and then invites each group to send a representative to share their results. The teacher corrects and supplements the answers, and emphasizes the key information and difficult sentences in the text. For example, for the sentence “The Great Canal, which stretches over 1,700 kilometers, is one of the longest artificial waterways in the world.”, the teacher analyzes the attributive clause, explains the usage of “which” and guides students to understand the structure of the sentence. 3. Deep Reading: The teacher asks students to read the text for the third time and think about the following questions: (1) Why was the Great Canal built in ancient times? (2) What difficulties did people encounter in the construction of the Great Canal? (3) What is the significance of the Great Canal for modern society? (4) What can we learn from the construction of the Great Canal? The teacher gives students enough time to think, and then organizes a class discussion. During the discussion, the teacher guides students to express their views clearly, uses appropriate English to supplement and guide students, and helps students deepen their understanding of the text. For example, when students talk about the significance of the Great Canal, the teacher guides them to connect it with cultural inheritance and economic development, and encourages students to put forward their own unique views. Design Intention: Skimming helps students quickly grasp the main idea of the text and establish the overall framework of the text, which is an important reading strategy. Scanning enables students to accurately locate key information, improve their ability to extract information, and lay a foundation for deep reading. Deep reading and class discussion guide students to think deeply about the text, analyze the author’s writing purpose and the connotation of the text, and cultivate their logical thinking and critical thinking ability. At the same time, in the process of analyzing difficult sentences, students’ language ability is improved, and they can better master the usage of complex sentences. Group exchange and class discussion also help students cultivate their cooperative learning ability and oral expression ability. Post-reading (Consolidation and Extension of Reading A) Vocabulary and Sentence Pattern Consolidation: The teacher designs two exercises to help students consolidate the vocabulary and sentence patterns learned in Reading A. Exercise 1: Fill in the blanks with the core vocabulary learned. The sentences are closely related to the text, such as “The Great Canal is a precious historical ______ that we should protect and inherit.” (relic) “We should ______ the historical culture left by our ancestors.” (preserve) Exercise 2: Rewrite the sentences using the attributive clause learned in the text. For example, rewrite “The Great Canal is one of the longest artificial waterways in the world. It stretches over 1,700 kilometers.” into “The Great Canal, which stretches over 1,700 kilometers, is one of the longest artificial waterways in the world.” After students finish the exercises, the teacher checks the answers, corrects the mistakes, and emphasizes the key points again. Text Retelling: The teacher asks students to retell the main content of Reading A in their own words. The teacher gives a brief outline to help students, including the origin, construction process, historical functions and modern significance of the Great Canal. Students can retell the text individually or in pairs. The teacher invites several students to retell in front of the class, and gives comments and guidance, focusing on whether the retelling is complete, the logic is clear, and the language is accurate and fluent. For students who have difficulties in retelling, the teacher gives appropriate prompts and help. Theme Discussion: The teacher raises the topic: “What historical relics are there in your hometown? What is their historical value? How should we protect them?” Students discuss this topic in groups of 4. During the discussion, students need to use the vocabulary and sentence patterns learned in Reading A. After the discussion, each group sends a representative to share their views. The teacher listens carefully, gives positive comments, and guides students to realize the importance of protecting historical relics and inheriting historical culture. The teacher also supplements relevant examples of historical relic protection, helping students establish a sense of cultural responsibility. Design Intention: Vocabulary and sentence pattern consolidation exercises help students consolidate the knowledge learned, deepen their understanding and memory of vocabulary and sentence patterns, and improve their ability to use language. Text retelling can test students’ understanding of the text, improve their oral expression ability and logical thinking ability, and help them master the structure of the text. Theme discussion connects the text with real life, enables students to apply the knowledge learned to practice, and at the same time enhances their cultural awareness and sense of social responsibility. Group discussion also cultivates students’ cooperative learning ability and communication ability. Listening (Listening Practice) Pre-listening: The teacher introduces the theme of the listening material—introducing the Forbidden City, including its historical background, architectural characteristics and historical value. The teacher presents some key vocabulary related to the listening material, such as Forbidden City, palace, imperial, architecture, dynasty, imperial family, etc. The teacher explains the meanings and usages of these words briefly, and asks students to read them aloud to be familiar with the pronunciation. Then, the teacher asks students to predict the content of the listening material according to the theme and vocabulary, and invites students to share their predictions. For example, students may predict that the listening material will introduce the history of the Forbidden City or its main buildings. While-listening: The teacher plays the listening material twice. For the first time, students listen carefully and answer the general question: “What is the main content of the listening material?” For the second time, students listen again and complete the detailed task: fill in the blanks with the key information heard. The blanks include the time when the Forbidden City was built, the dynasty it belonged to, the main functions of the Forbidden City, and its status in the world. After students finish the task, the teacher plays the listening material again to check the answers, and corrects the mistakes. For the key information that students may miss, the teacher pauses the listening material and explains it in detail, helping students understand the listening content. Post-listening: The teacher organizes students to discuss the listening material in pairs. The discussion questions are: (1) What do you know about the Forbidden City after listening? (2) What impresses you most about the Forbidden City? (3) How should we protect the Forbidden City? After the discussion, the teacher invites several pairs of students to share their discussion results. The teacher also asks students to summarize the listening strategy they used in this listening practice, such as grasping the key words, predicting the content before listening, and focusing on the main idea. Design Intention: Pre-listening preparation helps students familiarize themselves with the theme and key vocabulary of the listening material, reduce listening obstacles, and improve listening efficiency. Predicting the content of the listening material can arouse students’ listening interest and improve their listening initiative. While-listening tasks are designed from general to detailed, which is in line with the law of listening comprehension, helping students gradually grasp the listening content and improve their ability to extract key information. Post-listening discussion and strategy summary help students consolidate the listening content, improve their oral expression ability, and master effective listening strategies, which is conducive to their long-term listening learning. Viewing (Video Watching and Comprehension) Pre-viewing: The teacher tells students that they will watch a short video about “Building a Museum of Museums on the Web”, which introduces how to use the Internet to build a virtual museum to display historical relics and inherit historical culture. The teacher presents some key words related to the video, such as virtual museum, web, display, digital, technology, cultural heritage, etc. The teacher explains these words briefly and asks students to think about the question: “What are the advantages of building a virtual museum?” before watching the video. While-viewing: The teacher plays the video twice. For the first time, students watch the video carefully and get a general understanding of the content. For the second time, students watch the video again and take notes on the key points, including the purpose of building a virtual museum, the advantages of virtual museums, and the specific ways to display historical relics in virtual museums. After watching the video, the teacher invites students to share their notes, and summarizes the key content of the video together with students. Post-viewing: The teacher organizes a class discussion around the video. The discussion questions are: (1) What are the advantages of virtual museums compared with real museums? (2) Do you think virtual museums can replace real museums? Why or why not? (3) How can we use digital technology to protect and inherit historical culture? During the discussion, the teacher guides students to express their views clearly and coherently, encourages students to put forward different opinions, and helps students deepen their understanding of the role of digital technology in historical and cultural inheritance. The teacher also supplements relevant examples of virtual museums at home and abroad to enrich students’ knowledge. Design Intention: Viewing activities combine audio and video, which is more vivid and intuitive than listening and reading, and can better arouse students’ interest. Pre-viewing questions and key vocabulary help students focus on the key content of the video. While-viewing note-taking helps students improve their ability to extract key information and cultivate their good learning habits. Post-viewing discussion guides students to think deeply about the theme of the video, connect digital technology with historical and cultural inheritance, and cultivate their innovative thinking and cultural awareness. At the same time, it also improves students’ oral expression ability and logical thinking ability. Speaking (Oral Expression Practice) Speaking Preparation: The teacher divides students into groups of 5, and assigns a speaking task to each group: Prepare a 3-5 minute speech on the topic “How to Inherit and Protect Historical Culture”. The speech should include the importance of inheriting and protecting historical culture, the current problems in historical culture protection, and specific measures to solve these problems. The teacher requires students to use the vocabulary, sentence patterns and knowledge learned in this class, and gives a brief outline to help students organize their speech content. Students have enough time to prepare in groups, and the teacher walks around to give guidance to each group, helping students solve the problems encountered in preparation, such as how to organize the content, how to use appropriate language, etc. Speech Presentation: Each group sends a representative to give a speech in front of the class. The other students listen carefully and take notes. After each speech, the teacher and other students give comments and suggestions, focusing on the content completeness, language accuracy, fluency and logicality of the speech. The teacher gives positive affirmation to the advantages of each speech, and puts forward targeted suggestions for improvement. For example, if a student’s speech is not fluent enough, the teacher suggests that he/she practice more and use simple and concise language; if the content is not complete, the teacher guides him/her to supplement relevant content. Debate Activity: On the basis of the speech, the teacher organizes a small debate. The debate topic is “Which is more important for historical culture inheritance: protecting physical historical relics or spreading historical culture through digital technology?” The class is divided into two teams: the affirmative team (protecting physical historical relics is more important) and the negative team (spreading through digital technology is more important). Each team selects 3 debaters, and the other students are the audience. The debate includes opening statements, free debate and closing statements. During the debate, the teacher guides students to express their views clearly, use appropriate evidence to support their own views, and respect the views of the opposite team. After the debate, the teacher summarizes the debate, affirms the advantages of both teams, and points out that protecting physical historical relics and spreading through digital technology are equally important, and they should complement each other. Design Intention: Speaking preparation in groups helps students cultivate cooperative learning ability and organize language ability. Speech presentation provides students with a platform to show themselves, improves their oral expression ability and self-confidence, and tests their mastery of the knowledge learned. Debate activity further improves students’ oral expression ability, logical thinking ability and critical thinking ability, and enables students to have a deeper understanding of the theme of historical culture inheritance. At the same time, it also cultivates students’ ability to listen to others’ views and respect different opinions, which is conducive to their all-round development. Summary and Homework Summary: The teacher summarizes the content of this class with students. The teacher reviews the core vocabulary, sentence patterns and key points of Reading A, the key content of listening and viewing materials, and the main points of speaking activities. The teacher emphasizes that through this class, students not only improve their language ability, but also enhance their cultural awareness and sense of responsibility for protecting historical culture. The teacher also encourages students to continue to learn historical knowledge in English and actively use English to communicate and discuss historical topics. Homework: (1) Read Reading A again and recite the key paragraphs. (2) Finish the listening exercises in the textbook related to this unit. (3) Write a short passage (80-100 words) about “My Favorite Historical Relic”, using the vocabulary and sentence patterns learned in this class. (4) Prepare for the next class: preview Reading B and collect relevant historical stories. Design Intention: Summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Homework is designed to consolidate the knowledge learned in class, extend the learning content, and lay a foundation for the next class. The homework combines reading, listening, writing and preview, which is conducive to improving students’ comprehensive language ability and cultivating their good learning habits. Writing a short passage enables students to apply the vocabulary and sentence patterns learned to writing, improving their writing ability. Previewing helps students better adapt to the next class and improve learning efficiency. 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 $