Unit 3 Delving into History-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 It focuses on developing students’ language ability to analyze historical texts in English, cultural awareness to respect cultural diversity along the Silk Road, thinking quality to conduct critical analysis of historical records, and learning ability to master reading strategies for historical materials. 教学重难点 Key points: Grasping the logical structure of the historical text and core historical information; mastering critical thinking skills to comment on historical events. Difficult points: Using English to express critical views and analyzing the reliability of historical records. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class by showing multimodal materials, including short video clips of the Silk Road relics (such as Mogao Grottoes) and pictures of ancient cultural exchanges. After playing the video, the teacher asks guiding questions in English: “Have you ever heard of the Silk Road? What role did it play in connecting the East and the West? How do we know about the history of the Silk Road?” Then, the teacher invites 2-3 students to share their answers freely. During the sharing process, the teacher guides students to think about “what materials can record history” and writes key words such as “historical records, murals, cultural relics” on the blackboard. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will read a historical text about the Silk Road and learn to think critically about historical records, exploring how to distinguish the authenticity and rationality of historical information.” Design Intention: This link adopts multimodal teaching resources to create a vivid historical context, which can effectively activate students’ existing background knowledge about the Silk Road and arouse their interest in historical exploration. By asking open-ended questions, it guides students to initially establish the connection between historical materials and historical facts, lays a foundation for the subsequent critical thinking training, and conforms to the requirements of cultivating students’ cultural awareness and learning ability in core literacy. Pre-reading: Preview Vocabulary and Clarify Reading Objectives Vocabulary Preview: The teacher presents key vocabulary in the text on the screen, including core words (such as “relic, testimony, manuscript, authenticate, interpret”) and phrases (such as “date back to, be testament to, in the light of”). For each word and phrase, the teacher provides English definitions and example sentences related to historical contexts, and invites students to guess the meaning of the words according to the context of the example sentences. For example, for the word “testimony”, the teacher gives the example sentence: “The murals in Mogao Grottoes are testimony to the cultural exchanges between the East and the West.” Then asks students: “What does ‘testimony’ mean here? It refers to something that proves a fact, right?” After explaining the vocabulary, the teacher organizes a quick matching activity: students match the words with their definitions in pairs, and the teacher checks the results and explains the confusing points. At the same time, the teacher reminds students to pay attention to the usage of complex sentences in the text, such as inversion sentences mentioned in the unit learning objectives, so as to lay a foundation for smooth reading. Clarify Reading Objectives: The teacher presents the reading objectives in English on the screen, so that students can clearly know the learning tasks of this lesson: (1) Understand the main content of the text and sort out the logical structure of the text; (2) Master the methods of critical thinking and learn to analyze the reliability of historical records; (3) Express personal views on historical events in English and improve language application ability. Design Intention: Vocabulary is the foundation of reading. Previewing key vocabulary in advance can help students reduce reading obstacles and improve reading efficiency. Combining historical context to explain vocabulary not only helps students remember words, but also deepens their understanding of historical themes. Clarifying reading objectives can make students have a clear direction in the reading process, enhance the pertinence of learning, and help students develop good learning habits, which is in line with the requirements of cultivating learning ability. While-reading: In-depth Text Analysis and Critical Thinking Guidance This link is divided into three stages: fast reading, careful reading and critical thinking exploration, which is carried out step by step to guide students to deepen their understanding of the text and cultivate critical thinking ability. Fast Reading: Students read the text quickly within a certain range, and complete two tasks: (1) Write down the main idea of the text in one sentence; (2) Sort out the structure of the text and fill in the framework (main part: introduction of historical relics → analysis of historical value → discussion on the reliability of records). After reading, students complete the tasks independently first, then discuss in groups of 4, and finally the teacher invites several groups to present their results and make comments. The teacher emphasizes that when sorting out the text structure, students should pay attention to the connection words in the text (such as “firstly, besides, however”), which helps to grasp the logical relationship between paragraphs. At the same time, the teacher supplements and improves the text structure framework, making it clear for students to see the context of the text. Design Intention: Fast reading aims to train students’ ability of skimming and information extraction, help students quickly grasp the core content and overall structure of the text, and lay a foundation for in-depth reading. Group discussion can promote the exchange and cooperation between students, let students learn from each other, and improve their ability of cooperative learning. Paying attention to connection words helps students master the logical thinking of the text and lay a foundation for critical thinking. Careful Reading: Students read the text carefully paragraph by paragraph, and complete the following tasks under the guidance of the teacher: Paragraph 1-2: (1) What historical relics are mentioned in the text? (2) What information can these relics provide us with? The teacher guides students to find key information in the text, such as “Mogao Grottoes, Library Cave, manuscripts, murals” and other relics, and summarizes that these relics record the cultural and commercial exchanges of the Silk Road. At the same time, the teacher asks: “Why are these relics important for studying the history of the Silk Road?” Guide students to think about the value of historical relics as first-hand materials. Paragraph 3-4: (1) What views do historians hold on the reliability of the manuscripts in the Library Cave? (2) What evidence do they use to support their views? The teacher guides students to find different views in the text: some historians believe that the manuscripts are reliable because they are first-hand records; some historians hold a skeptical attitude because some manuscripts may be modified later. Then, the teacher invites students to mark the evidence supporting different views in the text, and guides students to analyze the rationality of the evidence. Paragraph 5: (1) What is the author’s attitude towards the reliability of historical records? (2) What suggestions does the author put forward for us to view historical records? The teacher guides students to grasp the author’s viewpoint: historical records are valuable, but we should view them critically, combine multiple materials for verification, and avoid blind belief. At the same time, the teacher asks students to find the sentences reflecting the author’s attitude in the text, and analyze the author’s expression skills. During the careful reading process, the teacher pays attention to guiding students to use reading strategies such as annotation and underlining, and reminds students to pay attention to the usage of inversion sentences in the text, such as “In a sealed cave, now known as the famous Library Cave, were hidden thousands of manuscripts”, and briefly reviews the structure and usage of inversion, which implements the unit grammar learning objectives. Design Intention: Careful reading is the key link to deepen the understanding of the text. By setting hierarchical tasks, it guides students to extract detailed information from the text, analyze the views of different people and the supporting evidence, and gradually cultivate students’ ability of information sorting and analysis. Guiding students to pay attention to the author’s attitude and expression skills helps students understand the connotation of the text more comprehensively, and lays a foundation for the subsequent critical thinking exploration. Combining grammar points in reading conforms to the unit learning objectives and realizes the integration of language knowledge and reading ability. Critical Thinking Exploration: On the basis of careful reading, the teacher designs a series of critical thinking questions to guide students to think deeply and express their own views: (1) Do you think the manuscripts in the Library Cave are completely reliable? Why or why not? (2) If you were a historian, what methods would you use to verify the authenticity of historical records? (3) What role does critical thinking play in studying history? (4) In our daily life, how should we use critical thinking to view the information we get? The teacher organizes students to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, guides students who have difficulty expressing their views, and reminds students to combine the text content and their own life experience to express their views. After the discussion, each group sends a representative to speak in English, and other groups can supplement or put forward different views. The teacher makes comments on students’ speeches, affirms their reasonable views, points out the problems in expression, and guides students to improve their language expression and critical thinking ability. For example, when a student says “I think the manuscripts are not completely reliable, because some may be modified by later people”, the teacher guides: “Can you find evidence in the text to support your view? How can we distinguish which manuscripts are modified?” Through such guidance, students are helped to connect their views with the text content and improve the rationality of their views. Design Intention: This link is the core of cultivating students’ thinking quality. By designing open-ended and exploratory questions, it guides students to break through the limitations of the text, think independently and critically, and express their own views in English. Group discussion provides a platform for students to exchange and collision ideas, which helps to broaden students’ thinking perspective. The teacher’s guidance and comments can help students correct their thinking deviations, improve their critical thinking ability and language expression ability, and realize the organic combination of language ability and thinking quality. Post-reading: Consolidation and Application, Migration and Innovation This link is divided into two parts: language consolidation and theme expansion, aiming to help students consolidate the knowledge and skills learned, and realize the migration and application of critical thinking. Language Consolidation: (1) Sentence Rewriting: The teacher presents several simple sentences related to the text, and asks students to rewrite them into complex sentences, including inversion sentences, attributive clauses, etc., so as to consolidate the grammar knowledge learned in the unit. For example, rewrite “The Library Cave hides thousands of manuscripts. It is a sealed cave.” into “In a sealed cave, now known as the famous Library Cave, were hidden thousands of manuscripts.” (2) Vocabulary Application: Students are asked to use 5-6 key words and phrases learned in the lesson to write a short paragraph (about 50 words) describing a historical relic, and then exchange their paragraphs in pairs for mutual evaluation. The teacher selects several representative paragraphs to comment on, focusing on the correct use of vocabulary and the fluency of sentences. Design Intention: Language consolidation is an important link to improve students’ language ability. Through sentence rewriting and vocabulary application, students can consolidate the grammar and vocabulary knowledge learned, and improve their ability of language organization and application. Mutual evaluation between students can help them find their own problems and learn from each other, which is conducive to improving their learning ability and cooperative learning ability. Theme Expansion: The teacher presents a real historical event: “The debate on the origin of Chinese civilization”. Then, the teacher provides two different historical records and related materials about this event, and asks students to use the critical thinking methods learned in this lesson to analyze the reliability of the two materials and express their own views. The specific requirements are: (1) Analyze the source and background of the two materials; (2) Find the evidence in the materials and evaluate the rationality of the evidence; (3) Put forward your own views and explain the reasons. Students complete this task independently first, then discuss in groups to improve their views, and finally write a short argumentative essay (about 100 words) to express their views. The teacher collects students’ works, selects several representative works to display and comment on, focusing on the rationality of students’ critical analysis and the fluency and accuracy of English expression. At the same time, the teacher guides students to think about: “In the process of studying history, why is it important to view historical records critically? How can we balance respect for history and critical thinking?” Through this discussion, students are helped to deepen their understanding of the theme of the lesson and cultivate their cultural awareness and historical thinking. Design Intention: Theme expansion aims to realize the migration and application of critical thinking. By setting real historical debate topics, it allows students to apply the critical thinking methods learned in the lesson to practice, which not only improves their critical thinking ability, but also deepens their understanding of historical research methods. Writing argumentative essays can improve students’ ability of language expression and logical thinking, and realizing the integration of language ability, thinking quality and cultural awareness. Guiding students to think about the significance of critical thinking in historical research helps to cultivate their correct historical view and cultural confidence. Summary and Homework Summary: The teacher invites students to summarize the key points of this lesson in English, including the main content of the text, the methods of critical thinking, and the key vocabulary and grammar. Then, the teacher makes a supplementary summary, emphasizing that critical thinking is an important ability in studying history and daily life, and encouraging students to use critical thinking to view all kinds of information in daily study and life. At the same time, the teacher combs the four-dimensional core literacy cultivated in this lesson, helping students clarify the gains of this lesson. Design Intention: Letting students summarize independently can help them sort out the knowledge and skills learned in this lesson, deepen their memory and understanding, and improve their ability of induction and summary. The teacher’s supplementary summary can help students make up for their omissions and clarify the key points of the lesson, and at the same time, it can help students establish the awareness of core literacy, realizing the goal of cultivating core literacy. Homework: (1) Basic Homework: Review the key vocabulary and grammar of this lesson, and recite the key sentences reflecting the author’s attitude and critical thinking; finish the exercises related to the text in the textbook to consolidate the reading and language knowledge. (2) Improved Homework: Continue to improve the argumentative essay written in the theme expansion link, and add more evidence to support your own views; search for a historical event and its related records, and use the critical thinking methods learned to write a short analysis report (about 150 words). (3) Extended Homework: Discuss with family or friends about “how to view historical records critically” in English, and record the main content of the discussion. Design Intention: The homework is designed hierarchically, which can meet the learning needs of students at different levels. Basic homework focuses on consolidating the knowledge learned in the lesson; improved homework focuses on the migration and application of critical thinking and language ability; extended homework combines learning with daily life, which helps to improve students’ oral expression ability and apply critical thinking to real life. This kind of homework design is conducive to cultivating students’ learning ability and autonomous learning awareness, and promoting the all-round development of students’ core literacy. 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 $