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

Unit 1 Knowing Me, Knowing You -Understanding ideas 内容导航 This section presents two letters: Ben asks for help after his friend reveals his complaint about a teammate, and Agony Aunt gives advice on communication and conflict resolution, focusing on interpersonal relationships and emotional management for teenagers. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentences, and understand the structure and meaning of letters. Cultural Awareness: Understand the importance of honest communication in Western culture and compare it with Chinese interpersonal communication norms. Thinking Quality: Analyze Ben’s dilemma and Agony Aunt’s advice to develop critical and logical thinking. Learning Ability: Learn strategies for solving interpersonal conflicts and independently expanding related language materials. 2. 教学重难点 Key Points: Grasp the main idea and details of the two letters, master core words (e.g., agony, loose, fault, resolve) and phrases (e.g., let off steam, loose lips sink ships, apologize to), and understand the structure of advice letters. Difficult Points: Analyze the emotional changes of Ben, understand the deep meaning of the proverb, and apply the communication strategies in real-life interpersonal conflicts. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks students the following questions: “Have you ever had a conflict with your friends or teammates? How did you feel at that time? What did you do to solve it?” Students are invited to share their own experiences in pairs. After 3 minutes of pair discussion, 2-3 groups are invited to present their ideas to the whole class. The teacher listens carefully and responds positively, guiding students to focus on the emotions and solutions in interpersonal conflicts. Design Intention: This activity connects the teaching content with students’ real life, stimulates students’ learning interest and emotional resonance. By sharing personal experiences, students can naturally enter the theme of interpersonal relationships, laying a foundation for understanding Ben’s dilemma in the letters. At the same time, it exercises students’ oral expression ability and cooperative learning ability. Activity 2: Theme Introduction. The teacher writes the unit theme “Knowing Me, Knowing You” on the blackboard and says: “Today we will read two letters about a teenager’s interpersonal trouble and the corresponding advice. Through these letters, we will learn how to deal with conflicts with friends and teammates, and master useful communication strategies.” Then the teacher presents the title of the section “Understanding Ideas” and briefly introduces that this section mainly focuses on reading and understanding two letters, guiding students to clarify the learning objectives of this class. Design Intention: This step helps students clarify the theme and learning objectives of the class, establish a clear learning direction. By briefly introducing the content of the letters, students can form a preliminary understanding of the teaching content, reducing the difficulty of subsequent reading. Step 2: Pre-reading (Preparatory Activity) Activity 1: Vocabulary Preview. The teacher presents the core words and phrases in the letters through PPT, including nouns (agony, fault, strategy), adjectives (loose, embarrassed, ashamed), verbs (resolve, apologize), and phrases (let off steam, loose lips sink ships, let down, help out). For each word and phrase, the teacher provides the pronunciation, Chinese meaning and simple example sentences related to the text. For example, “let off steam” is explained as “to express one’s anger or frustration freely”, and the example sentence is “Ben was just letting off steam when he complained about his teammate”. Students read after the teacher and take notes. Then the teacher asks students to match the words and phrases with their meanings to check their mastery. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core words and phrases in advance helps students avoid obstacles in understanding the text, improve reading speed and efficiency. The example sentences closely related to the text can help students better understand the usage of words and phrases, laying a solid foundation for subsequent text reading and analysis. Activity 2: Predicting the Text. The teacher shows the pictures of the two letters (if available) or the titles of the letters (Dear Agony Aunt and Dear Ben) and asks students to predict: “Who is writing the letter? What might the letter be about? What problems might the writer have?” Students are encouraged to express their guesses freely. The teacher records students’ guesses on the blackboard and says: “Let’s read the letters to check whether your guesses are correct.” Design Intention: Predicting the text can stimulate students’ reading motivation and curiosity, and cultivate their ability to infer and predict based on existing information. It also helps students form a preliminary framework of the text in their minds, which is conducive to grasping the main idea of the text in the subsequent reading process. Step 3: While-reading (Reading and Understanding Activity) Activity 1: Fast Reading. Students read the two letters quickly and complete the following tasks: 1. Identify the writer and recipient of each letter. 2. Summarize the main idea of each letter in one sentence. After reading, students complete the tasks independently and then check the answers with their partners. The teacher invites several students to share their answers and makes comments and corrections, ensuring that students can grasp the main content of the letters. Design Intention: Fast reading focuses on training students’ ability to obtain key information quickly. Through this activity, students can quickly understand the basic framework of the letters, including the writer, recipient and main idea, laying a foundation for in-depth reading. Independent completion and pair checking can also cultivate students’ independent learning ability and cooperative spirit. Activity 2: Detailed Reading (First Letter - Ben’s Letter). Students read Ben’s letter carefully and answer the following questions: 1. How old is Ben? What is his identity? 2. Why was Ben mad after the basketball match? 3. What did Ben do after he felt disappointed? 4. What happened after Ben told his friend his feelings? 5. How did Ben feel at last? The teacher asks students to read the letter paragraph by paragraph, find the answers to the questions in the text, and underline the key sentences. Then the teacher invites students to answer the questions one by one, and explains the difficult sentences in the letter, such as “I’m in a total mess here—hope you can help me out!” and “Embarrassed and ashamed, I can’t concentrate on anything.” (adjective phrases as adverbials). Design Intention: Detailed reading helps students grasp the details of the text, understand Ben’s dilemma and emotional changes. By asking targeted questions, the teacher can guide students to read carefully and find key information. Explaining difficult sentences can help students break through the language difficulties in reading, deepen their understanding of the text, and at the same time consolidate the grammar knowledge learned before. Activity 3: Detailed Reading (Second Letter - Agony Aunt’s Letter). Students read Agony Aunt’s letter carefully and complete the following tasks: 1. What proverb does Agony Aunt quote? What does it mean? 2. What does Agony Aunt think of Ben’s behavior? 3. What advice does Agony Aunt give to Ben? (List at least two points). 4. What is the key to solving Ben’s problem according to Agony Aunt? Students complete the tasks in groups of four. After discussion, each group sends a representative to share their answers. The teacher comments on the students’ answers, focuses on explaining the proverb “Loose lips sink ships” (it means that if you speak too much about something, especially to people you don’t know well, it will cause all kinds of trouble), and sorts out Agony Aunt’s advice clearly, helping students understand the core content of the advice. Design Intention: Group discussion can stimulate students’ thinking, let students exchange ideas with each other, and improve their ability to analyze and solve problems together. By sorting out Agony Aunt’s advice, students can clearly grasp the key points of solving interpersonal conflicts, which lays a foundation for the subsequent application of communication strategies. Explaining the proverb helps students understand the cultural connotation contained in the text and improve their cultural awareness. Activity 4: Text Structure Analysis. The teacher guides students to analyze the structure of the two letters together. For Ben’s letter (help letter), the structure is: introducing himself and his trouble → describing the process of the trouble → expressing his confusion and appeal for help. For Agony Aunt’s letter (advice letter), the structure is: quoting a proverb to remind Ben → analyzing Ben’s problem (both Ben and his friend have faults) → putting forward specific advice → encouraging Ben. The teacher writes the structure on the blackboard and asks students to find the corresponding paragraphs in the text to consolidate their understanding. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text, improve their ability to sort out and summarize the text. At the same time, it helps students master the writing structure of help letters and advice letters, laying a foundation for subsequent writing tasks. Step 4: While-reading Extension (Language Focus and Consolidation Activity) Activity 1: Key Sentence Analysis and Imitation. The teacher selects several key sentences from the text and guides students to analyze their structure and usage, then asks students to imitate them to make sentences. 1. Sentence: Embarrassed and ashamed, I can’t concentrate on anything. (Adjective phrases as adverbials) Analysis: The adjective phrases “Embarrassed and ashamed” are used as adverbials to express the reason why Ben can’t concentrate. Imitation: Ask students to make sentences according to their own experiences, such as “Tired and hungry, I didn’t want to do any homework.” 2. Sentence: I was just letting off steam really, because I was so angry, but then my friend went and told everyone else what I’d said. (Because-clause and what-clause) Analysis: “Because” guides the adverbial clause of reason, and “what I’d said” is the object clause of “told”. Imitation: Ask students to make sentences, such as “I was just joking, because I didn’t mean to hurt her, but then she took it seriously.” 3. Sentence: If you ever want to win any more basketball games (and I’m sure you do!), you need to work together, and that means communicating with each other clearly and resolving conflicts. (If-clause and gerund phrases as objects) Analysis: “If” guides the adverbial clause of condition, and “communicating with each other clearly and resolving conflicts” are gerund phrases used as the object of “means”. Imitation: Ask students to make sentences, such as “If you want to improve your English, you need to practice more, and that means reading more and speaking more.” Students complete the imitation sentences independently, then share their sentences with their partners. The teacher selects several typical sentences to comment on, affirming the correct sentences and correcting the wrong ones. Design Intention: Key sentence analysis and imitation can help students master the structure and usage of complex sentences, improve their language expression ability. By combining with their own experiences to make sentences, students can better apply the language knowledge learned, realize the connection between language learning and real life, and consolidate the language points. Activity 2: Vocabulary Consolidation. The teacher designs a fill-in-the-blank exercise using the core words and phrases in the text. The exercise content is closely related to the text, such as: Ben is a 17-year-old student who is crazy about basketball. After his team lost the last match, he felt very (annoyed) because he thought the point guard (let down) the team. Disappointed, he (let off steam) to his best friend, but his friend told everyone else what he’d said. Ben felt (embarrassed) and (ashamed), so he wrote a letter to Agony Aunt for help. Agony Aunt told him it was partly his (fault) and advised him to (apologize to) his teammate and talk to his friend to (resolve) the conflict. Students complete the exercise independently, then check the answers with the teacher. For the wrong answers, the teacher explains the reasons and strengthens the students’ mastery of the words and phrases. Design Intention: Fill-in-the-blank exercise is a practical way to consolidate vocabulary. By combining the text context, students can better understand the usage of words and phrases, and deepen their memory. At the same time, it can help students review the main content of the text and achieve the effect of integrating language learning and text understanding. Step 5: Post-reading (Application and Expansion Activity) Activity 1: Role-play. Students are divided into groups of three, and each group assigns three roles: Ben, Agony Aunt and the point guard. According to the content of the letters, students are required to role-play the conversation between Ben and Agony Aunt, and the conversation between Ben and the point guard (after Ben apologizes to the point guard). Students can appropriately expand the content of the conversation according to their own understanding, paying attention to expressing their emotions and using the words and phrases learned in the class. After 10 minutes of preparation, 2-3 groups are invited to perform in front of the whole class. The teacher comments on the performance from the aspects of language expression, emotional expression and plot coherence, affirming the advantages and putting forward suggestions for improvement. Design Intention: Role-play can make students better understand the emotions and thoughts of the characters in the text, and improve their oral expression ability and emotional communication ability. By expanding the conversation, students can apply the language knowledge and communication strategies learned in the class to practical situations, realizing the transfer and application of knowledge. At the same time, role-play is interesting, which can stimulate students’ learning enthusiasm and participation. Activity 2: Group Discussion. The teacher asks students to discuss the following questions in groups of four: 1. Do you agree with Agony Aunt’s advice? Why or why not? 2. What other advice would you give to Ben to solve his problem? 3. What should we do when we have conflicts with our friends or teammates? Students discuss the questions fully, and the teacher walks around the classroom to guide and help students when necessary. After discussion, each group sends a representative to share their views. The teacher summarizes the students’ views, emphasizes the importance of honest communication, mutual understanding and forgiveness in interpersonal relationships, and guides students to establish correct interpersonal communication concepts. Design Intention: Group discussion can stimulate students’ critical thinking and creative thinking. By discussing the advice and solutions, students can deepen their understanding of the theme of the text, and at the same time combine their own experiences to put forward practical solutions, improving their ability to solve practical problems. The teacher’s summary helps students sort out their ideas and establish correct values of interpersonal communication. Activity 3: Writing Practice. Students are required to write a short advice letter. The topic is: One of your friends has a conflict with his/her deskmate because of a misunderstanding. He/she is very upset and asks for your help. Please write a letter to give him/her some advice. Requirements: 1. Use the structure of advice letters learned in the class. 2. Use at least 5 core words and phrases learned in the class. 3. Express your advice clearly and sincerely. Students complete the writing independently. After finishing, students exchange their letters with their partners and make comments and revisions according to the requirements. The teacher collects some students’ letters, comments on them in class, affirming the advantages and pointing out the problems that need to be improved, such as the structure of the letter, the usage of words and phrases, and the coherence of the content. Design Intention: Writing practice is an important way to test students’ language application ability. By writing advice letters, students can consolidate the structure of advice letters and the usage of core words and phrases, and improve their writing ability. Peer review can help students find their own problems and learn from each other, improving their ability to evaluate and revise their writing. The teacher’s comments can help students further improve their writing level and achieve the goal of integrating reading and writing. Step 6: Summary and Homework (Summary and Consolidation Activity) Activity 1: Class Summary. The teacher leads students to summarize the content of this class together: 1. We read two letters about Ben’s interpersonal trouble and Agony Aunt’s advice. 2. We mastered the core words, phrases and key sentences in the text. 3. We learned the structure of help letters and advice letters. 4. We discussed how to deal with conflicts in interpersonal relationships and mastered some useful communication strategies. The teacher emphasizes that interpersonal communication is very important in our daily life, and we should learn to communicate honestly, understand others and forgive others. Design Intention: Class summary helps students sort out the knowledge and skills learned in the class, form a systematic knowledge framework, and deepen their understanding of the teaching content. At the same time, it can strengthen the theme of the class and guide students to apply the knowledge learned to their daily life. Activity 2: Homework Arrangement. 1. Read the two letters again and recite the core words, phrases and key sentences. 2. Revise the advice letter written in class according to the teacher’s and partners’ comments, and hand it in the next class. 3. Think about a real interpersonal conflict you have encountered, and write a short passage (about 100 words) to describe the conflict and how you solved it, using the words and phrases learned in the class. 4. Preview the next section of the unit. Design Intention: Homework is an important way to consolidate the knowledge learned in class. Reciting words and sentences can help students strengthen their memory of language points. Revising the letter can help students improve their writing ability. Writing a short passage about their own experiences can help students apply the language knowledge and communication strategies learned to real life. Previewing the next section can help students lay a foundation for the next class and form a good learning habit. Step 7: Blackboard Design Unit 1 Knowing Me, Knowing You - Understanding Ideas 1. Core Vocabulary & Phrases: agony, loose, fault, resolve, apologize; let off steam, loose lips sink ships, let down, help out, apologize to 2. Key Sentences: (1) Embarrassed and ashamed, I can’t concentrate on anything. (2) I was just letting off steam really, because I was so angry, but then my friend went and told everyone else what I’d said. 3. Text Structure: Ben’s Letter (Help Letter): Introduction of trouble → Process of trouble → Confusion and appeal; Agony Aunt’s Letter (Advice Letter): Proverb reminder → Problem analysis → Specific advice → Encouragement 4. Communication Strategies: Be honest; Communicate clearly; Apologize sincerely; Forgive others 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 $