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

Unit 1 Knowing Me, Knowing You -Using language 内容导航 This section focuses on integrating listening, speaking, reading and writing skills around interpersonal communication. It covers the -ed form as adverbial, interpersonal relationship tips and polite refusal skills, helping students apply language to solve real communication problems and deepen their understanding of self and others. 教学目标和重难点 1. 教学目标 Language Competence: Master key vocabulary and the -ed form as adverbial, and use English to communicate politely and effectively. Cultural Awareness: Understand cross-cultural differences in interpersonal communication and develop cultural equality awareness. Thinking Quality: Cultivate logical and critical thinking through analyzing communication scenarios and solving practical problems. Learning Ability: Form good learning strategies, improve self-directed learning and cooperative learning abilities in interactive activities. 2. 教学重难点 Key Points: Master the meaning and usage of the -ed form as adverbial, grasp key vocabulary such as annoyed, adjust and forgive, and learn practical skills of polite refusal and maintaining good interpersonal relationships. Difficult Points: Correctly use the -ed form as adverbial in different contexts, distinguishing it from the -ing form; flexibly apply polite refusal skills in real communication without causing embarrassment. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Emotional Guess Game. Show students pictures of people with different expressions (disappointed, annoyed, delighted, embarrassed) from the textbook or related materials. Ask students to look at the pictures and guess the people’s emotions, then express their guesses in English. For example, “He looks disappointed because he might have failed the exam.” After students share their ideas, the teacher summarizes the emotions and leads in the topic: “In our daily life, we often have different emotions when communicating with others. Today, we will learn how to express these emotions and communicate better with others through Using Language.” Design Intention: This activity is closely related to the unit theme of interpersonal communication and emotional expression. By guessing emotions through pictures, students can quickly enter the learning state, activate their existing vocabulary related to emotions, and lay a foundation for the subsequent learning of the -ed form (which is often used to express emotions) and interpersonal communication skills. It also stimulates students’ learning interest and creates a relaxed classroom atmosphere. Activity 2: Daily Communication Talk. Ask students two questions and organize group discussions (4 students in a group): ① What do you do when you feel annoyed with your friend? ② How do you refuse a friend’s request politely without hurting his or her feelings? After 5 minutes of discussion, invite 2-3 groups to share their ideas. The teacher listens carefully and writes down key expressions or problems students encounter on the blackboard, such as “I don’t know how to say no politely” or “I feel embarrassed to refuse others.” Then the teacher says: “Today, we will solve these problems together. We will learn grammar, vocabulary and practical communication skills to help us become better communicators.” Design Intention: This activity connects the teaching content with students’ real life, making students realize the practical significance of the knowledge to be learned. Group discussion encourages students to express their opinions freely, improves their oral expression ability, and helps the teacher understand students’ existing level of interpersonal communication skills, so as to carry out targeted teaching in the following links. Step 2: Grammar Learning – The -ed Form as Adverbial Activity 1: Present Typical Sentences. Show students the following sentences on the screen, all from the textbook’s Using Language section: ① Disappointed by his behavior, I decided not to talk to him anymore. ② Influenced by his parents, he has developed a good habit of reading. ③ Separated from his friends, he felt very lonely. Ask students to read the sentences carefully and discuss the following questions in groups: ① What is the structure of the first part of each sentence? (The -ed form + prepositional phrase/adverb) ② What is the logical relationship between the first part and the main clause? (The first part describes the state or reason of the subject in the main clause) ③ What is the relationship between the -ed form and the subject of the main clause? (Passive or emotional relationship) Design Intention: By presenting typical sentences from the textbook, students can directly contact the target grammar point in the context of the unit theme. Group discussion allows students to explore the characteristics and usage of the -ed form as adverbial independently, which is more conducive to their understanding and memory than direct explanation by the teacher. It also cultivates students’ ability of observation and cooperative exploration. Activity 2: Summarize the Usage. After students’ discussion, the teacher summarizes the usage of the -ed form as adverbial: ① The -ed form is used as an adverbial to express the state, reason, condition, time or accompanying circumstance of the subject. ② The -ed form has a passive or emotional relationship with the subject of the main clause. ③ When the logical subject of the -ed form is the same as the subject of the main clause, the logical subject can be omitted; otherwise, the logical subject should be added. Then the teacher gives additional examples to help students understand: ① Excited by the good news, she jumped with joy. (emotion) ② Seen from the top of the mountain, the city looks more beautiful. (condition) ③ Asked about his plan, he said he would travel to Beijing. (time) Design Intention: The teacher’s summary helps students sort out the knowledge they have explored, forming a systematic understanding of the -ed form as adverbial. Additional examples cover different usages of the -ed form as adverbial, enabling students to master the grammar point more comprehensively. The examples are closely related to emotional expression and interpersonal communication, which is consistent with the unit theme. Activity 3: Distinguish between -ed Form and -ing Form as Adverbial. Show students contrast sentences on the screen: ① Annoyed by the noise, he couldn’t fall asleep. ② Annoying everyone around him, he kept talking loudly. Ask students to discuss the differences between the two sentences in groups, focusing on the relationship between the participle and the subject. After discussion, the teacher summarizes: The -ed form has a passive or emotional relationship with the subject, usually describing the subject’s state or feeling; the -ing form has an active relationship with the subject, usually describing the subject’s behavior or the characteristics of something. Then let students do the exercise on Page 5 of the textbook (Activity 3), asking them to fill in the blanks with the correct form of the given verbs. After students finish, check the answers together and explain the difficult ones in detail. Design Intention: Distinguishing the -ed form from the -ing form is a key and difficult point in this section. By contrasting sentences, students can clearly understand the differences between the two forms, avoiding confusion in use. Doing textbook exercises allows students to apply the grammar knowledge they have just learned to practice, consolidating their understanding and improving their ability to use the grammar point correctly. Activity 4: Sentence Making Practice. Ask students to make sentences with the -ed form as adverbial, using the following emotions or situations: disappointed, annoyed, excited, influenced, separated. Each student makes at least 2 sentences, then exchanges with their deskmate to check each other’s sentences. The teacher walks around the classroom to guide students, corrects mistakes in time, and invites several students to share their sentences with the whole class. For example, “Influenced by my English teacher, I became more interested in English.” “Disappointed by the result, she decided to try again.” Design Intention: Sentence making practice is a key link in applying grammar knowledge. It allows students to flexibly use the -ed form as adverbial according to their own understanding, transforming theoretical knowledge into practical language ability. Exchanging with deskmates not only improves students’ cooperative learning ability but also enables them to find and correct mistakes in time. The teacher’s guidance ensures that students can master the grammar point correctly. Step 3: Vocabulary Learning Activity 1: Present Key Vocabulary. Show students the key vocabulary of this section on the screen: annoyed, adjust, duty, accident, ensure, complexity, forgive, criticise, embarrassment, adjust to, by accident. For each word or phrase, the teacher pronounces it clearly, explains its meaning and usage, and gives example sentences related to interpersonal communication. For example: ① annoyed (adj.): feeling angry or upset because of something unpleasant. Example: She was annoyed with her brother for breaking her favorite cup. ② adjust to (phrasal verb): to get used to a new situation or environment. Example: It took him a long time to adjust to the new school life. ③ forgive (v.): to stop being angry with someone for something they have done wrong. Example: We should learn to forgive others’ mistakes. Design Intention: Key vocabulary is the foundation of language communication. By explaining the meaning and usage of words and phrases with example sentences related to interpersonal communication, students can not only remember the vocabulary but also know how to use them in real communication. The teacher’s correct pronunciation helps students improve their pronunciation and intonation. Activity 2: Vocabulary Matching. Prepare some cards with words on one side and their meanings or example sentences on the other side. Divide students into two groups and carry out a matching game. One student from each group comes to the front to pick a card, and then finds the corresponding meaning or example sentence card. The group that matches correctly gets one point. The group with the highest score at the end wins a small reward. After the game, the teacher reviews the key vocabulary again, focusing on the words that students often match incorrectly. Design Intention: The vocabulary matching game makes the boring vocabulary learning more interesting, stimulates students’ learning enthusiasm, and helps students consolidate the meaning and usage of key vocabulary in a relaxed atmosphere. Group competition enhances students’ sense of teamwork and participation, making the classroom more active. Activity 3: Vocabulary Application. Ask students to complete the following sentences with the correct form of the key vocabulary: ① He felt ______ (annoy) because his friend forgot his birthday. ② We need to ______ (adjust) ourselves to the new learning rhythm. ③ She decided to ______ (forgive) her friend for his mistake. ④ I met my old friend ______ (by accident) on the street yesterday. ⑤ The ______ (embarrassment) of the situation made everyone feel uncomfortable. After students finish, check the answers together and explain the reasons for the choices. Then ask students to make sentences with 3 of the key vocabulary, and share them with the class. Design Intention: Vocabulary application exercises help students further master the usage of key vocabulary, including word form changes and collocations. Making sentences allows students to flexibly use vocabulary in specific contexts, improving their ability to use language comprehensively. This activity also connects vocabulary learning with the unit theme of interpersonal communication, ensuring the consistency of teaching content. Step 4: Listening Practice – Saying No Politely Activity 1: Pre-listening Preparation. Show students the pictures on Page 7 of the textbook, which show different scenarios of refusing others’ requests (e.g., refusing to lend a book, refusing to go to a party). Ask students to look at the pictures and guess what the conversations might be about. Then introduce the topic of polite refusal: “In our daily life, we often need to refuse others’ requests. Refusing politely is an important interpersonal skill, which can help us maintain good relationships with others. Today, we will listen to some conversations about polite refusal and learn how to do it.” Design Intention: Pre-listening preparation helps students predict the content of the listening material, reducing the difficulty of listening. Looking at pictures and guessing conversations activates students’ existing knowledge about refusal, laying a foundation for understanding the listening material. Introducing the topic of polite refusal connects the listening practice with the practical application of interpersonal communication skills. Activity 2: First Listening. Play the listening material (from the textbook) for the first time. Ask students to listen carefully and match the conversations to the corresponding pictures (Activity 8 on Page 7). After listening, check the answers together. If some students have difficulty matching, play the listening material again for the key parts. Design Intention: The first listening focuses on training students’ ability to grasp the main idea of the listening material. Matching conversations to pictures is a simple and intuitive task, which can help students build confidence in listening. Playing the key parts again ensures that most students can complete the task, laying a foundation for the next listening activity. Activity 3: Second Listening. Play the listening material again. Ask students to listen carefully and complete the table on Page 7 (Activity 9), which includes the request, the reason for refusal and the polite expression used. After students finish, check the answers together. Then ask students to read the completed table aloud, paying attention to the polite expressions, such as “I’m sorry, but I can’t...” “I’d love to, but I have to...” “I’m afraid I can’t because...” Design Intention: The second listening focuses on training students’ ability to extract specific information from the listening material. Completing the table helps students sort out the structure of the conversations, understanding how to refuse others politely by stating reasons. Reading the polite expressions aloud helps students remember and master these expressions, laying a foundation for oral practice. Activity 4: Listen and Repeat. Play the listening material sentence by sentence. Ask students to listen and repeat, paying attention to the pronunciation, intonation and emotional expression. The teacher guides students to imitate the polite tone in the conversations, especially the tone of apology and regret when refusing others. For example, when saying “I’m sorry, but I can’t help you with your homework,” students should use a gentle and sincere tone. Design Intention: Listen and repeat is an effective way to improve students’ listening and speaking ability. By imitating the pronunciation and intonation of the listening material, students can improve their oral expression level, and better grasp the polite tone in communication. This activity also helps students remember the polite refusal expressions more deeply. Step 5: Speaking Practice – Polite Refusal and Interpersonal Communication Activity 1: Role-play Practice (Pair Work). Divide students into pairs. Give each pair a scenario of refusing others’ requests, such as: ① Your friend asks you to lend him your new bike, but you are afraid he will break it. ② Your classmate asks you to help him copy his homework, but you know it’s wrong. ③ Your friend asks you to go to the cinema with him this evening, but you have to study for the exam. Ask students to make a dialogue according to the scenario, using the polite refusal expressions and key vocabulary they have learned. Each pair prepares for 5 minutes, then invites 2-3 pairs to perform their dialogues in front of the class. The teacher comments on their performance, focusing on the correctness of the polite expressions and the fluency of the dialogue. Design Intention: Role-play practice is a key link in applying oral communication skills. It allows students to simulate real communication scenarios, flexibly use the polite refusal expressions and key vocabulary they have learned, and improve their oral expression ability and interpersonal communication skills. Performing in front of the class enhances students’ confidence and expression ability, and the teacher’s comments help students find their own shortcomings and improve. Activity 2: Group Discussion – Tips for Happy and Healthy Relationships. Show students the tips for happy and healthy relationships on Page 6 of the textbook. Ask students to read the tips carefully, then discuss the following questions in groups (4 students in a group): ① Which tip do you think is the most important for maintaining good interpersonal relationships? Why? ② Do you have any other tips for maintaining good relationships with friends, classmates or family members? After 5 minutes of discussion, invite each group to send a representative to share their ideas. The teacher listens carefully, summarizes the key points, and encourages students to put these tips into practice in their daily life. Design Intention: This activity connects the speaking practice with the theme of interpersonal relationships, helping students understand the principles of maintaining good relationships. Group discussion encourages students to express their opinions freely, improves their ability of logical thinking and cooperative learning. Sharing ideas allows students to learn from each other, enriching their understanding of interpersonal communication. Activity 3: Situation Discussion. Present a real-life situation to students: “Your best friend often borrows your things but never returns them. You feel annoyed, but you don’t want to hurt your friendship. What should you do?” Ask students to discuss this situation in groups, and put forward solutions. Each group should use the knowledge and skills they have learned in this section, such as expressing emotions with the -ed form, using polite expressions to communicate, and applying the tips for interpersonal relationships. After discussion, invite each group to share their solutions. The teacher comments on the solutions, guiding students to use appropriate communication methods to solve problems. Design Intention: This activity combines the knowledge and skills learned in this section with real-life problems, allowing students to apply what they have learned to solve practical interpersonal problems. It cultivates students’ critical thinking and problem-solving ability, and helps students realize the practical value of the knowledge they have learned. The teacher’s guidance helps students form correct interpersonal communication concepts. Step 6: Reading and Writing Practice Activity 1: Reading Comprehension. Show students a short passage about interpersonal communication, which includes the -ed form as adverbial, key vocabulary and polite communication skills. The passage is as follows: “Disappointed by his friend’s broken promise, Tom felt very sad. He had planned to go hiking with his friend, but his friend forgot the appointment. However, Tom decided to forgive his friend. He called his friend and said politely, ‘I’m a little annoyed that you forgot our appointment, but I understand you may be busy. Let’s reschedule the hiking trip.’ His friend felt sorry and agreed immediately. With good communication, their friendship became stronger.” Ask students to read the passage carefully and answer the following questions: ① Why did Tom feel sad? ② What did Tom do after he felt annoyed? ③ What can we learn from Tom’s behavior? After students finish, check the answers together and analyze the key sentences in the passage, such as the -ed form as adverbial and polite expressions. Design Intention: Reading comprehension helps students consolidate the grammar, vocabulary and communication skills they have learned. The passage is closely related to the unit theme and the content of this section, allowing students to review and apply the knowledge in a coherent context. Answering questions helps students improve their ability to extract information and understand the main idea of the passage. Activity 2: Writing Practice. Ask students to write a short passage (80-100 words) about a time when they had a conflict with a friend or classmate, and how they solved it. Requirements: ① Use at least 2 sentences with the -ed form as adverbial. ② Use at least 3 key vocabulary words learned in this section. ③ Use polite communication expressions. Before writing, the teacher gives a sample passage to guide students: “Annoyed by my classmate’s carelessness, I had a quarrel with her. She accidentally broke my favorite pen, but she didn’t apologize. However, I realized that everyone makes mistakes. I talked to her politely and said, ‘I’m a little upset, but I forgive you. Let’s be good friends again.’ Influenced by my sincerity, she apologized to me. We became closer than before.” Then students start writing. The teacher walks around the classroom to guide students, helping them solve problems in writing, such as the correct use of the -ed form and vocabulary. Design Intention: Writing practice is a comprehensive application of listening, speaking and reading skills. It allows students to integrate the grammar, vocabulary and communication skills they have learned into writing, improving their writing ability. The sample passage helps students understand the requirements and structure of the writing task, reducing the difficulty of writing. The teacher’s guidance ensures that students can complete the writing task smoothly and correctly. Activity 3: Peer Evaluation. After students finish writing, ask them to exchange their passages with their deskmates. Ask deskmates to evaluate each other’s passages according to the following standards: ① Are the sentences with the -ed form used correctly? ② Are the key vocabulary used properly? ③ Are the polite expressions used appropriately? ④ Is the passage coherent and logical? Deskmates can put forward suggestions for revision. Then students revise their own passages according to the suggestions. The teacher collects some students’ passages, comments on them in class, and shows excellent passages to the whole class for appreciation. Design Intention: Peer evaluation helps students improve their ability of evaluation and revision. By evaluating others’ passages, students can find their own shortcomings and learn from others’ strengths. Revising their own passages according to suggestions helps students improve their writing level. Showing excellent passages encourages students to learn from each other and enhances their confidence in writing. Step 7: Summary and Extension Activity 1: Class Summary. Invite students to summarize what they have learned in this class, including grammar (the -ed form as adverbial), key vocabulary, listening and speaking skills (polite refusal), and tips for interpersonal communication. The teacher supplements and organizes the summary, forming a systematic knowledge framework for students. The teacher emphasizes: “Today, we have learned important grammar, vocabulary and communication skills. These skills are very useful in our daily life. We should use them to communicate better with others, understand ourselves and others better, and maintain good interpersonal relationships.” Design Intention: Letting students summarize the class content helps them sort out the knowledge they have learned, deepen their understanding and memory. The teacher’s supplement and organization ensures that students can form a systematic knowledge framework, avoiding fragmented learning. Emphasizing the practical application of the knowledge helps students realize the value of learning. Activity 2: Homework Assignment. Assign the following homework: ① Review the grammar (the -ed form as adverbial) and key vocabulary learned in this class, and make 5 sentences with the -ed form and 5 sentences with key vocabulary. ② Listen to the listening material again and practice the dialogues with a partner. ③ Write a letter to your friend, telling him or her about a communication problem you have encountered and how you solved it, using the knowledge and skills learned in this class. ④ Observe the communication between people around you, and record 2 examples of polite refusal. Design Intention: Homework assignment is an extension of classroom teaching, helping students consolidate the knowledge and skills learned in class. The homework covers grammar, vocabulary, listening, speaking and writing, ensuring the comprehensive development of students’ language ability. Observing real-life communication examples helps students connect classroom learning with real life, improving their ability to apply language in practice. Activity 3: Emotional Education. At the end of the class, the teacher says: “Interpersonal communication is an important part of our life. It is normal to have conflicts or misunderstandings with others. What matters is how we communicate and solve these problems. By learning the knowledge and skills in this class, we can better express ourselves, understand others, and maintain good relationships. I hope you can apply what you have learned today to your daily life, make more good friends, and grow up happily.” Design Intention: Emotional education is closely combined with the unit theme, helping students form correct interpersonal communication concepts and positive attitudes towards life. It enhances the educational value of the class, not only improving students’ language ability but also promoting their physical and mental health development. 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 $