Unit 3 Delving into History-Reading B-Writing 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-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use historical vocabulary and complex sentences, cultural awareness to respect cultural diversity and inherit history, thinking quality to analyze historical texts and conduct logical reasoning, and learning ability to master reading and writing strategies independently. 教学重难点 Key points: Master core historical vocabulary and sentence patterns in Reading B; grasp the structure of expository writing about history. Difficult points: Apply reading strategies to analyze historical texts deeply and write a logical, coherent historical exposition with specific details. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short video clips related to the historical theme of Reading B, such as ancient cultural relics, historical events or historical figures mentioned in the text. Then the teacher asks open-ended questions in English: “Have you ever visited a historical site? What historical stories do you know about it? Why is it important to delve into history?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher gives positive feedback in time, such as “Your answer is very interesting.” “I appreciate your careful observation.” At the same time, the teacher properly guides students to use simple historical vocabulary, such as “historical relics”, “ancient civilization”, “heritage” and so on, laying a foundation for the subsequent reading and writing. Design Intention: This link combines audio-visual materials to create a vivid historical context, which can quickly attract students’ attention and arouse their interest in learning historical themes. By asking questions and encouraging students to share, it can activate students’ prior knowledge of history, help students establish a connection between their existing experience and the teaching content of this lesson, and cultivate students’ initial ability to express historical topics in English. In addition, the proper guidance of historical vocabulary can pave the way for students to understand Reading B smoothly. Pre-reading: Preview Vocabulary and Clarify Reading Objectives First, the teacher presents the core vocabulary and phrases in Reading B on the blackboard or courseware, including nouns, verbs and adjectives related to history, such as “archaeology”, “excavation”, “preserve”, “inherit”, “ancient”, “precious”, “historical significance” and so on. For each vocabulary, the teacher explains its pronunciation, meaning and usage with simple English sentences, and gives example sentences combined with historical contexts, such as “Archaeology helps us understand ancient civilizations better.” “We should preserve historical relics for future generations.” Then, the teacher organizes students to do a quick vocabulary matching exercise: match the vocabulary with its corresponding Chinese meaning, and invite students to complete it on the blackboard. After checking the answers, the teacher asks students to read the vocabulary aloud twice to strengthen memory. Next, the teacher clarifies the reading objectives in English: “After reading this passage, you should be able to grasp the main idea of the text, understand the key details about the historical event/ relic, and master the reading strategy of skimming and scanning.” Design Intention: Vocabulary is the foundation of understanding the text. By previewing the core vocabulary before reading, students can reduce the difficulty of understanding the text and improve reading efficiency. The explanation of vocabulary combined with historical context helps students understand the usage of vocabulary in specific scenarios, which is conducive to their subsequent application in writing. The vocabulary matching exercise and reading aloud can enhance students’ memory of vocabulary. Clarifying the reading objectives can make students have a clear direction in the reading process, improve their reading pertinence, and lay a foundation for the cultivation of reading ability in core literacy. While-reading: Guide Students to Analyze the Text and Master Reading Strategies This link is divided into three steps: skimming, scanning and intensive reading, to guide students to understand the text from shallow to deep and master relevant reading strategies. Skimming: The teacher asks students to read the whole text quickly, and then answer two questions: “What is the main topic of this passage?” “What is the author’s attitude towards the historical event/ relic mentioned in the text?” After students finish reading, the teacher organizes a group discussion (4 students in a group) for 5 minutes, and then invites representatives of each group to share their answers. The teacher summarizes and corrects, helping students grasp the main idea of the text and the author’s emotional attitude. Design Intention: Skimming is an important reading strategy for quickly grasping the main idea of the text. By asking students to skim the text and answer questions, it can cultivate students’ ability to capture key information quickly. Group discussion can stimulate students’ thinking, let students exchange ideas with each other, and improve their ability of cooperative learning and oral expression. The teacher’s summary and correction can help students form a correct understanding of the main idea of the text. Scanning: The teacher asks students to read the text again, and find out the key details according to the following questions: “When did the historical event happen?” “Where did it happen?” “What are the important details of the event?” “What is the historical significance of the event/ relic?” The teacher asks students to mark the relevant sentences in the text while reading, and then invites students to answer the questions one by one. For the key sentences marked by students, the teacher guides them to analyze the sentence structure, such as attributive clauses, adverbial clauses, etc., helping students understand the usage of complex sentences. Design Intention: Scanning is a strategy to find specific information quickly. By guiding students to scan the text to find key details, it can cultivate students’ ability to locate information accurately. Marking key sentences and analyzing sentence structure can help students deepen their understanding of the text, master the usage of complex sentences, and improve their language ability. At the same time, understanding the key details of historical events/ relics helps students accumulate materials for subsequent writing. Intensive reading: The teacher guides students to read the key paragraphs of the text intensively, such as the paragraph introducing the historical significance of the event/ relic. The teacher asks questions such as “How does the author explain the historical significance?” “What words and sentences does the author use to emphasize the importance of the event/ relic?” Then the teacher organizes students to discuss in groups, analyze the author’s writing methods and the logical relationship of the text, and summarize the structure of the text (such as “introduction - details - significance”). Design Intention: Intensive reading helps students understand the deep meaning of the text, grasp the author’s writing skills and the logical structure of the text. By analyzing the writing methods and logical relationship, it can cultivate students’ thinking quality, especially logical thinking ability. Summarizing the text structure helps students understand the framework of expository writing about history, which lays a foundation for their subsequent writing. Post-reading: Consolidate Text Content and Connect with Writing Text retelling: The teacher asks students to retell the main content of the text in their own words, using the core vocabulary and sentence patterns learned in this lesson. First, students retell independently for 3 minutes, then invite 2-3 students to retell in front of the class. The teacher gives feedback and guidance, such as reminding students to use correct sentence structures and rich vocabulary, and encouraging students to add their own understanding appropriately. Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review the core vocabulary and sentence patterns, improve their oral expression ability and language organization ability. Allowing students to add their own understanding can stimulate their thinking and cultivate their innovative thinking ability. Discussion and extension: The teacher raises a discussion question: “Combined with the text, what should we do to protect historical relics and inherit historical culture?” Students discuss in groups, and each group puts forward 2-3 suggestions. After the discussion, representatives of each group share their suggestions, and the teacher summarizes and supplements, guiding students to establish a sense of protecting historical heritage and enhancing their cultural awareness. Design Intention: This link connects the text content with real life, which can help students deepen their understanding of the significance of delving into history, cultivate their sense of social responsibility and cultural awareness. Group discussion can further improve students’ cooperative learning ability and oral expression ability, and let students learn to think about practical problems from a historical perspective. Writing guidance: The teacher guides students to connect Reading B with the writing task of this unit. First, the teacher summarizes the writing requirements: write an expository essay about a historical relic or historical event, which should include the basic information of the relic/ event, key details and historical significance, and require logical coherence, correct grammar and rich vocabulary. Then, the teacher analyzes the writing framework with students, combining the structure of Reading B: (1) Introduction: Briefly introduce the historical relic/ event, and put forward the theme of the article; (2) Body: Introduce the basic information, key details of the relic/ event, and explain its historical significance; (3) Conclusion: Summarize the importance of the relic/ event, and put forward suggestions or feelings. Next, the teacher presents some useful sentence patterns for writing, such as “The historical relic has a history of... years.” “It is located in... and is famous for... ” “The historical significance of it lies in... ” “We should make great efforts to protect it because... ” Then, the teacher gives an example paragraph, analyzes its advantages in structure, vocabulary and sentence patterns, and guides students to learn from it. Design Intention: The writing guidance link connects reading and writing, which is in line with the teaching concept of “reading to promote writing”. By analyzing the writing framework and useful sentence patterns, it can help students clarify the writing ideas, master the writing methods of expository essays about history, and reduce the difficulty of writing. The example paragraph can let students have a more intuitive understanding of the writing requirements, which is conducive to their subsequent writing practice. Writing Practice: Conduct Independent Writing and Improve Writing Ability The teacher arranges the writing task: Ask students to write an expository essay about a historical relic or historical event they are familiar with, with reference to the writing framework and sentence patterns learned. During the writing process, the teacher walks around the classroom, answers students’ questions in time, and gives guidance to students who have difficulties in writing, such as helping them sort out writing ideas, reminding them to use correct vocabulary and sentence patterns, and guiding them to add specific details. For students who finish writing in advance, the teacher asks them to check their own articles according to the following checklists: (1) Is the structure complete? (2) Are the key details clear? (3) Are the vocabulary and sentence patterns correct and rich? (4) Is the logic coherent? (5) Are there any grammar or spelling mistakes? Design Intention: Independent writing practice is an important link to improve students’ writing ability. It can let students apply the reading strategies, vocabulary and writing methods learned in this lesson to practice, and consolidate the learning results. The teacher’s on-site guidance can help students solve the problems encountered in the writing process in time, and ensure that each student can make progress in writing. The self-check checklist can cultivate students’ learning ability, let them learn to check and revise their own articles independently, and improve their writing quality. Writing Evaluation and Revision: Improve Writing Quality and Summarize Experience Peer evaluation: The teacher organizes students to exchange their articles in groups, and evaluate each other according to the self-check checklist. Each student should put forward 2 advantages and 1 suggestion for improvement of the partner’s article. During the peer evaluation process, the teacher guides students to focus on the structure, vocabulary, sentence patterns and logic of the article, and encourages students to communicate and discuss with each other. Teacher evaluation: The teacher collects some representative articles (including excellent articles and articles with common problems), comments on them in class. For excellent articles, the teacher reads them aloud, analyzes their advantages, and encourages other students to learn from them. For articles with common problems, the teacher points out the existing problems, such as incomplete structure, incorrect vocabulary usage, incoherent logic, etc., and gives specific revision suggestions. Article revision: After the peer evaluation and teacher evaluation, the teacher asks students to revise their own articles according to the suggestions put forward, and then submit the revised articles to the teacher for review. The teacher reviews each student’s revised article, gives further feedback, and helps students improve their writing ability. Design Intention: Peer evaluation can let students learn from each other, find their own shortcomings through evaluating others’ articles, and improve their ability of appreciation and evaluation. Teacher evaluation can help students clearly understand their own problems in writing, and get targeted guidance. The revision link can let students correct their mistakes in time, improve the quality of their articles, and deepen their understanding of writing requirements. This whole process of evaluation and revision is conducive to cultivating students’ learning ability and thinking quality, and promoting the improvement of their writing ability. Summary and Extension: Consolidate Learning Results and Expand Horizons Class summary: The teacher summarizes the content of this lesson in English, including the core vocabulary and sentence patterns in Reading B, the reading strategies of skimming, scanning and intensive reading, and the writing framework and skills of expository essays about history. At the same time, the teacher reviews the performance of students in this lesson, affirms their progress, and puts forward expectations for their future learning. After-class extension: The teacher arranges after-class tasks: (1) Read more English articles about historical themes, accumulate historical vocabulary and writing materials; (2) Revise the final version of the writing and recite the core vocabulary and sentence patterns of this lesson; (3) With the group as a unit, collect information about a historical relic, and prepare a short English report for the next class. Design Intention: Class summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and consolidate the learning results. After-class extension tasks can extend the teaching content from the classroom to after class, help students expand their horizons, accumulate more historical knowledge and writing materials, and further improve their language ability and learning ability. The group task can continue to cultivate students’ cooperative learning ability and lay a foundation for the next class. Throughout the teaching process, every link is closely combined with the four-dimensional core literacy, focusing on the cultivation of students’ language ability, cultural awareness, thinking quality and learning ability. Each teaching link is equipped with corresponding design intentions, which ensures the scientificity and rationality of the teaching process, and helps students improve their English comprehensive ability while delving into historical themes. 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 $