Unit 1 Knowing Me, Knowing You -Starting out 教案-2025-2026学年高中英语外研版必修第三册

Unit 1 Knowing Me, Knowing You -Starting out 内容导航 Starting out of Unit 1 focuses on interpersonal communication, activating students’ prior knowledge through pictures and videos, guiding them to discuss personality traits and impolite behaviors, and laying a solid foundation for the whole unit’s learning about understanding oneself and others. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and phrases about personality and communication, and express personal views simply. Cultural Awareness: They understand the importance of polite communication in different scenarios and form a respectful attitude towards others. Thinking Quality: They learn to analyze interpersonal phenomena and develop logical thinking. Learning Ability: They cultivate autonomous and cooperative learning habits through group activities and independent thinking. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., loose, fault, resolve) and phrases (e.g., let down, let off steam) related to interpersonal communication; being able to describe personality traits and discuss daily communication scenarios in simple English. Difficult Points: Using the learned vocabulary and sentence patterns flexibly to express personal opinions on interpersonal problems; understanding the implied meaning of communication behaviors in different contexts. 教学过程 Step 1: Warm-up & Lead-in (热身导入) Activity 1: Greeting and Free Talk The teacher greets the students in English: “Good morning, everyone! How are you today? I’m glad to see you all. Today, we are going to start a new unit—Knowing Me, Knowing You. As the title suggests, this unit is about understanding ourselves and the people around us. Now, I’d like to ask you a simple question: What kind of person are you? You can use some simple words to describe yourself, such as kind, outgoing, or quiet.” Invite 3-4 students to share their answers. After each student shares, the teacher gives positive feedback, such as “That’s a good description! You are really an outgoing person.” or “I agree with you. Being kind is a very good quality.” Design Intention: This activity aims to create a relaxed and pleasant English learning atmosphere, narrow the distance between teachers and students, and activate students’ prior knowledge about personality description. It helps students get into the learning state quickly and lays a foundation for the subsequent discussion about personality and interpersonal communication. By asking students to describe themselves, it also stimulates their learning interest and participation consciousness. Activity 2: Picture Observation and Discussion The teacher shows the pictures in the Starting out part on the screen. Then, guide the students to observe carefully: “Look at these pictures. There are different people in different scenarios. Please work in pairs to discuss two questions: First, what are the people doing in the pictures? Second, what kind of personality traits do you think they have? You can use the words we just talked about or any other words you know.” Give students 5 minutes to discuss in pairs. During the discussion, the teacher walks around the classroom, observes the students’ communication, and provides appropriate guidance for those who have difficulty expressing themselves. For example, if a student doesn’t know how to describe a person’s personality, the teacher can prompt: “Maybe you can use ‘patient’ or ‘impatient’ to describe him/her.” After the discussion, invite several pairs to share their opinions. For example, if a pair says, “In the first picture, a girl is talking to her friend happily. We think she is outgoing and friendly.” The teacher can reply: “Great observation! You described the scene and the personality clearly. Well done!” Design Intention: Pictures are intuitive and vivid, which can help students better understand the content and stimulate their thinking. Through pair discussion, students can practice their oral expression ability and cooperative learning ability. It also guides students to connect the pictures with personality traits, which is closely related to the unit theme and lays a foundation for the subsequent video learning and topic discussion. At the same time, it cultivates students’ ability to observe and analyze problems. Step 2: Presentation & Exploration (新知呈现与探究) Activity 1: Video Watching and Comprehension The teacher says to the students: “Now, we are going to watch a short video. The video shows three different communication scenarios. Please watch it carefully and try to answer two questions after watching: 1. What are the three scenarios in the video? 2. What do the three conversations have in common?” Play the video twice. The first time, let students watch it carefully to get the general idea. The second time, let students take notes briefly to help them answer the questions. After watching the video, invite students to answer the questions. For the first question, the teacher can guide students to sort out the scenarios: “The first scenario is about a person asking for help but being refused impolitely; the second scenario is about someone interrupting others when they are talking; the third scenario is about a person complaining about the gift he received.” For the second question, guide students to summarize: “All the three conversations are about impolite behaviors in daily communication.” Then, the teacher asks further: “What do you think of these impolite behaviors? If you were in these situations, what would you do?” Invite students to share their views freely. The teacher encourages students to express their true thoughts and gives positive affirmation. Design Intention: Video can present real communication scenarios, making students feel the importance of polite communication more intuitively. Watching videos and answering questions can train students’ listening comprehension ability and information extraction ability. The further discussion can guide students to think deeply about interpersonal communication behaviors, help them establish a correct concept of communication, and lay a foundation for the subsequent learning of how to handle interpersonal problems. It also cultivates students’ critical thinking ability. Activity 2: Key Vocabulary and Phrases Presentation The teacher says: “In the video and our previous discussion, we mentioned some behaviors and personality traits. Now, let’s learn some key vocabulary and phrases that are very useful for our unit learning. These words and phrases can help us describe people and communication behaviors more accurately.” Present the key vocabulary and phrases on the screen one by one, including: loose (adj. 说话随便的), fault (n. 责任，过错), resolve (v. 解决), strategy (n. 策略), signal (n. 信号), breath (n. 一口气), concern (n. 忧虑), let down (使失望), let off steam (发泄怒火), take a breath (吸一口气), loose lips sink ships (祸从口出). For each word and phrase, the teacher explains the meaning clearly, gives simple and easy-to-understand examples, and reads the pronunciation correctly. For example, when explaining “let down”, the teacher says: “‘Let down’ means to make someone disappointed. For example, if you promise to help your friend but don’t do it, you let him/her down.” Then, ask students to read after the teacher to practice pronunciation. After explaining all the vocabulary and phrases, design a small activity: “Now, let’s play a matching game. I will say a word or phrase, and you need to match it with its meaning. Let’s see who is the fastest.” For example, the teacher says “let off steam”, and students need to answer “发泄怒火”. Design Intention: Vocabulary is the foundation of language learning. By presenting key vocabulary and phrases in combination with the previous video and discussion, students can better understand and remember them. The matching game makes the vocabulary learning more interesting, avoids the tediousness of rote memorization, and helps students master the words and phrases quickly. It also lays a solid language foundation for the subsequent speaking and writing activities. Activity 3: Sentence Pattern Learning On the basis of vocabulary learning, the teacher presents some key sentence patterns related to interpersonal communication. For example: 1. Embarrassed and ashamed, I can’t concentrate on anything. (Adjective phrases as adverbials) 2. Filled with anger, you tend to say whatever comes to your mind. (Whatever guides object clauses) 3. It is believed that EQ plays an even more important role than IQ in people’s lives. (It + be + past participle + that clause) For each sentence pattern, the teacher explains the structure and usage in detail, gives more examples, and guides students to understand. For example, when explaining the first sentence pattern, the teacher says: “In this sentence, ‘Embarrassed and ashamed’ is an adjective phrase used as an adverbial, which describes the state of the subject. We can also say ‘Tired and hungry, he went home quickly.’” Then, ask students to make sentences with the learned sentence patterns. Invite several students to share their sentences, and the teacher corrects mistakes and gives guidance. For example, if a student says “Happy and excited, I went to the park.” The teacher can praise: “That’s a perfect sentence! You used the sentence pattern correctly.” Design Intention: Sentence patterns are the basis of language expression. By learning key sentence patterns, students can improve their ability to express complex ideas. The sentence-making activity helps students consolidate the learned sentence patterns and apply them flexibly. It also connects vocabulary and sentence patterns, improving students’ comprehensive language application ability. Step 3: Practice & Consolidation (练习巩固) Activity 1: Group Discussion—Sharing Interpersonal Experiences The teacher divides the students into groups of 4-5. Then, assign the discussion task: “Now, work in groups to share a time when you had interpersonal problems, such as letting your friend down, having a quarrel with your classmates, or feeling embarrassed in communication. You can use the vocabulary, phrases and sentence patterns we just learned to describe the experience. After sharing, discuss together: What caused the problem? How did you solve it? If you encounter similar problems again, what will you do?” Give students 10 minutes to discuss in groups. During the discussion, the teacher walks around the classroom, participates in the students’ discussion appropriately, provides guidance for those who have difficulty expressing themselves, and reminds students to use the learned knowledge. For example, if a group is talking about a quarrel with a friend, the teacher can prompt: “You can use ‘let off steam’ to describe how you vented your anger, or ‘resolve the problem’ to talk about how you solved it.” After the discussion, invite 2-3 groups to share their discussion results. Each group sends a representative to speak, and the other members can supplement. After each group shares, the teacher gives comments and feedback, affirming the advantages and putting forward suggestions for improvement. For example: “Your group shared a very real experience. You used many key words and phrases we learned, such as ‘fault’ and ‘resolve’. If you can use the sentence pattern ‘Embarrassed and ashamed...’ to describe your feeling at that time, it will be better.” Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By sharing personal experiences, students can connect the learned knowledge with real life, deepen their understanding and memory of the knowledge. The discussion about problem-solving can guide students to think about how to handle interpersonal relationships correctly, which is in line with the unit theme. It also helps students improve their ability to analyze and solve problems in real life. Activity 2: Role-Play—Simulating Communication Scenarios The teacher says: “Now, we are going to do a role-play activity. I will give you three communication scenarios, and each group will choose one scenario to perform. You need to use the vocabulary, phrases and sentence patterns we learned to complete the dialogue. The scenarios are: 1. Scenario 1: You promised to help your friend with his homework, but you forgot it. Your friend is very disappointed. You need to apologize and explain. 2. Scenario 2: Your classmate often interrupts you when you are talking. You need to tell him/her politely not to interrupt. 3. Scenario 3: You are angry because your brother broke your favorite book. You need to vent your anger properly and then resolve the problem.” Give students 8 minutes to prepare for the role-play. Each group assigns roles and designs the dialogue. During the preparation, the teacher provides guidance for each group, helps them sort out the dialogue context, and reminds them to use the learned knowledge flexibly. After the preparation, invite each group to perform their role-play in front of the class. After each performance, the teacher and other students give comments. The teacher focuses on evaluating whether the students use the learned vocabulary, phrases and sentence patterns correctly, whether the dialogue is natural and reasonable, and whether the communication behavior is polite. Other students can put forward their own suggestions. Design Intention: Role-play can simulate real communication scenarios, allowing students to apply the learned knowledge in practice. It helps students improve their oral expression ability and communication skills, and deepen their understanding of polite communication. Through the evaluation of teachers and peers, students can find their own shortcomings and improve them in time. It also stimulates students’ learning interest and participation enthusiasm. Activity 3: Written Practice—Short Passage Writing The teacher says: “Now, let’s do a written practice. Please write a short passage (about 80-100 words) to describe a time when you had an interpersonal problem and how you solved it. You need to use at least 3 key words or phrases and 1 key sentence pattern we learned today. Remember to write clearly and coherently.” Give students 10 minutes to write the short passage. During the writing process, the teacher walks around the classroom, provides help for students who have difficulty writing, such as guiding them to organize their ideas or choose appropriate words and sentences. After students finish writing, collect some passages and read them in class. Then, comment on the passages, affirming the advantages (such as correct use of vocabulary and sentence patterns, clear logic) and pointing out the problems (such as grammatical mistakes, unclear expression), and give suggestions for revision. Design Intention: Written practice can help students consolidate the learned vocabulary, phrases and sentence patterns, and improve their writing ability. By writing about personal experiences, students can combine the learned knowledge with real life, improving their comprehensive language application ability. The teacher’s comments and guidance help students find their own shortcomings in writing and improve their writing level. Step 4: Summary & Extension (总结拓展) Activity 1: Lesson Summary The teacher guides students to summarize the content of this lesson: “Today, we started the study of Unit 1 Knowing Me, Knowing You. We learned some key vocabulary and phrases about personality and interpersonal communication, such as ‘let down’, ‘resolve’ and ‘loose lips sink ships’. We also learned some useful sentence patterns. Through picture observation, video watching, group discussion and role-play, we discussed interpersonal communication scenarios and learned how to communicate politely and handle interpersonal problems correctly. Who can summarize what we have learned today?” Invite 2-3 students to summarize, and the teacher supplements and improves. Finally, the teacher emphasizes: “Interpersonal communication is very important in our daily life. We should learn to understand others, communicate politely, and solve interpersonal problems in a rational way. The knowledge we learned today will help us better communicate with others and establish good interpersonal relationships.” Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, deepen their understanding and memory, and form a systematic knowledge structure. By letting students summarize by themselves, it can cultivate their ability to sort out and summarize knowledge. The teacher’s emphasis on the importance of interpersonal communication helps students establish a correct concept of communication, which is in line with the unit theme and the cultivation of core literacy. Activity 2: Extension Activity The teacher assigns an after-class extension task: “After class, please do two things. First, review the key vocabulary, phrases and sentence patterns we learned today, and make a vocabulary card to help you remember them. Second, observe the interpersonal communication around you, record one polite communication behavior and one impolite communication behavior, and write a short comment (about 50 words) on each behavior, explaining why it is polite or impolite. We will share our observations and comments in the next class.” In addition, the teacher recommends a short English video about interpersonal communication to students, and asks them to watch it after class to learn more about polite communication skills. Design Intention: The after-class extension task helps students consolidate the knowledge they have learned in class and extend it to real life. Making vocabulary cards helps students remember vocabulary better. Observing and commenting on real communication behaviors helps students apply the learned knowledge to practice, deepen their understanding of polite communication, and cultivate their ability to observe and analyze real life. The recommended video enriches students’ learning resources and stimulates their learning interest. Step 5: Emotional Education & Reflection (情感教育与反思) The teacher says to the students: “Through today’s study, we have learned a lot about interpersonal communication. In our daily life, we will inevitably encounter some interpersonal problems, but as long as we are sincere, polite and rational, we can solve these problems well. We should learn to understand others, respect others, and care about others. Only in this way can we establish good interpersonal relationships and make our lives happier.” Then, ask students to reflect briefly: “Think about your own interpersonal communication. Do you have any behaviors that need to be improved? What will you do to improve your communication skills?” Invite 1-2 students to share their reflections, and the teacher gives positive guidance and encouragement. Design Intention: Emotional education is an important part of English teaching. Through this link, students can establish a correct attitude towards interpersonal communication, cultivate good moral qualities such as sincerity, politeness and respect, and realize the importance of good interpersonal relationships. The reflection link helps students realize their own shortcomings and make plans for improvement, which is conducive to the improvement of their communication skills and the cultivation of 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 $