Unit 3 Delving into History-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 3 Delving into History-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master historical English expressions, understand cultural connotations, develop critical thinking and form autonomous and cooperative learning habits through historical exploration. 教学重难点 Key points: Grasp the main idea and details of Reading B, master core vocabulary and complex sentence structures related to history. Difficult points: Analyze the logical structure of the text and explore the historical and cultural significance behind it in English. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class by showing pictures and short video clips related to the theme of Reading B (such as historical relics, historical events or historical figures mentioned in the text). Then the teacher asks guiding questions in English: “Have you ever wondered how ancient civilizations communicated with each other? What historical relics do you know that can reflect the connection between different cultures?” After that, invite 2-3 students to share their ideas in simple English. The teacher gives positive comments and supplements relevant background information briefly, focusing on connecting the students’ existing historical knowledge with the content of Reading B. Design Intention: This link combines audio-visual materials to create a vivid historical context, which helps to activate the students’ prior knowledge reserve of history and English. By asking questions and encouraging students to speak, it not only stimulates their interest in learning the text, but also lays a foundation for the subsequent reading and exploration. At the same time, it subtly cultivates students’ language expression ability and cultural awareness, enabling them to initially realize the connection between history and language. Pre-reading: Preview Vocabulary and Clear Obstacles First, the teacher presents the core vocabulary and phrases in Reading B on the blackboard or courseware, including both common words related to history (such as “relic, civilization, dynasty, inherit”) and difficult words and phrases in the text (such as “delve into, shed light on, in conjunction with”). For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read aloud to familiarize themselves with the pronunciation and usage. Then, the teacher arranges a small group activity: students work in groups of 4 to discuss the possible meaning of the text title and predict the main content of the text based on the vocabulary they have just learned and the background information in the lead-in link. Each group sends a representative to report their predictions, and the teacher writes down the key points of the predictions on the blackboard. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. Explaining vocabulary in English and combining it with the text context helps students master the usage of vocabulary in specific situations and cultivate their language application ability. Group discussion and prediction activities can not only stimulate students’ thinking enthusiasm, but also cultivate their cooperative learning ability and logical reasoning ability, making them more active in the subsequent reading process. While-reading: In-depth Reading and Comprehension This link is divided into three steps: skimming, scanning and careful reading, guiding students to understand the text from shallow to deep. Skimming: The teacher asks students to read the text quickly, focusing on the beginning and end of each paragraph, and then answer two questions: “What is the main topic of the text?” and “What is the author’s purpose in writing this text?” After students finish reading, invite them to answer the questions independently. The teacher summarizes and corrects, helping students grasp the main idea of the text: the text delves into a specific historical event or cultural phenomenon, explores its origin, development and influence, and reflects the value and significance of historical exploration. Design Intention: Skimming training helps students develop the ability to quickly grasp the main idea of the text, which is an important reading skill. By setting simple and direct questions, it guides students to focus on the core content of the text, avoids blind reading, and lays a foundation for in-depth understanding of the text details. Scanning: The teacher presents a list of specific questions related to the text details, such as “When did the historical event mentioned in the text happen?”, “What are the key factors affecting the development of this historical phenomenon?”, “What evidence does the author provide to support his view?” Students are required to read the text again quickly, find the corresponding information in the text and answer the questions. In the process, the teacher walks around the classroom to provide guidance for students who have difficulty finding information, and reminds students to mark the key sentences and information in the text. Design Intention: Scanning training focuses on cultivating students’ ability to find specific information quickly, which is crucial for improving reading efficiency and accuracy. By setting detailed questions, it guides students to pay attention to the key details of the text, deepen their understanding of the text content, and at the same time cultivate their ability to extract and sort out information. Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on analyzing the logical structure of the text and the usage of complex sentence structures. For difficult sentences in the text (such as attributive clauses, adverbial clauses, and passive voice sentences related to historical descriptions), the teacher decomposes the sentence structure, explains the grammatical points in simple English, and combines the context to help students understand the meaning of the sentences. At the same time, the teacher asks guiding questions to stimulate students’ critical thinking, such as “Do you agree with the author’s view on this historical event? Why or why not?”, “What other factors may have affected the development of this historical phenomenon that the author did not mention?” Students discuss these questions in groups, and then the teacher organizes the whole class to exchange and discuss. Design Intention: Careful reading is the key link to in-depth understanding of the text. By analyzing the logical structure and difficult sentences, it helps students break through the reading difficulties and improve their language comprehension ability. Guiding students to think critically about the text content not only cultivates their thinking quality, but also enables them to have a more comprehensive and in-depth understanding of historical events and cultural phenomena, rather than just passively accepting the author’s views. Group discussion and class exchange can also enhance students’ language expression ability and cooperative learning ability. Post-reading: Expand and Apply, Deepen Understanding This link includes three parts: language consolidation, theme exploration and practical application, to help students consolidate the knowledge they have learned and apply it flexibly. Language Consolidation: The teacher arranges a vocabulary and sentence making activity. First, students are asked to use the core vocabulary and phrases learned in the pre-reading link to make sentences related to the text theme. Then, the teacher selects some typical sentences made by students to display and comment on, pointing out the advantages and deficiencies, and guiding students to correct and improve. In addition, the teacher arranges a sentence transformation exercise, asking students to transform the complex sentences in the text into simple sentences or rewrite them with other sentence structures, so as to help students master the flexible use of sentence structures. Design Intention: Language consolidation activities help students consolidate the vocabulary and sentence structures they have learned, and improve their language application ability. By making sentences and transforming sentences, students can flexibly use the knowledge they have learned in the text, and lay a foundation for subsequent writing and speaking activities. At the same time, the teacher’s comments and guidance can help students find their own deficiencies and improve their language accuracy. Theme Exploration: The teacher guides students to carry out Further Exploration around the text theme. First, the teacher asks: “What can we learn from the historical exploration in the text? How does historical exploration help us understand the present and look forward to the future?” Then, the teacher introduces relevant extended materials (such as short English passages about other historical exploration activities or the influence of historical events on modern society) and asks students to read the materials independently. After that, students work in groups to discuss the topic “The Significance of Historical Exploration in Modern Society”, and each group compiles a short discussion report. Finally, each group sends a representative to present the report to the whole class, and the teacher makes a summary and comment, emphasizing the importance of historical exploration and cultivating students’ cultural awareness and sense of responsibility. Design Intention: Theme exploration is the core of Further Exploration. By connecting the text content with real life, it helps students deepen their understanding of the theme of historical exploration, and realize the connection between history and the present. Extended materials can enrich students’ knowledge reserve and broaden their horizons. Group discussion and report presentation not only cultivate students’ cooperative learning ability and language expression ability, but also help students form their own views on historical exploration, and cultivate their critical thinking and cultural awareness. Practical Application: The teacher arranges a practical writing task: ask students to write a short English passage (about 150 words) titled “My Understanding of Historical Exploration”, requiring students to combine the content of Reading B and their own views, use the core vocabulary and sentence structures learned in the class. Before writing, the teacher guides students to sort out their ideas, such as the definition of historical exploration, the significance of historical exploration, and their own feelings about historical exploration. In the process of writing, the teacher walks around the classroom to provide guidance for students who have difficulty writing, and reminds students to pay attention to the coherence and accuracy of the passage. After students finish writing, the teacher selects some excellent works to display and comment on, and asks students to exchange and revise their works in pairs. Design Intention: Practical writing is an important way to test students’ language application ability. By letting students write about their understanding of historical exploration, it not only consolidates the knowledge they have learned, but also enables students to express their own views in English, improving their writing ability. Pair exchange and revision can help students learn from each other, find their own deficiencies, and improve their writing level. At the same time, this task also helps students deepen their understanding of the theme of historical exploration and integrate the four-dimensional core literacy into practical application. Summary and Reflection First, the teacher leads students to summarize the key content of this class: the main idea and details of Reading B, core vocabulary and sentence structures, and the significance of historical exploration. Then, the teacher asks students to reflect on their own learning process in English: “What have you learned in this class? What difficulties have you encountered? How can you solve these difficulties in future learning?” Invite 2-3 students to share their reflection, and the teacher gives positive comments and guidance. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and sentence structures learned in this class and finish the vocabulary exercises; 2. Revise the practical writing task and submit it; 3. Collect English materials about historical exploration and prepare for the next class discussion. Design Intention: Summary helps students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their memory and understanding. Reflection link enables students to realize their own learning status, find their own deficiencies, and put forward corresponding improvement measures, which is conducive to cultivating their autonomous learning ability. After-class tasks not only help students consolidate the knowledge they have learned, but also lay a foundation for the subsequent teaching, forming a virtuous circle of teaching and learning. 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 $