Unit 1 Knowing Me, Knowing You -Presenting 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 -Presenting ideas 内容导航 This section centers on interpersonal communication and self-understanding. It guides students to reflect on real-life conflicts, use key words and sentence patterns, present personal ideas through speeches or discussions, and learn to resolve conflicts and build harmonious relationships. 教学目标和重难点 1. 教学目标 Language Ability: Students master words like resolve, fault and phrases such as let off steam, and use related sentence patterns to express opinions fluently. Cultural Awareness: They understand cultural differences in interpersonal communication and cultivate cross-cultural communication awareness. Thinking Quality: They develop critical thinking by analyzing conflicts and reasoning about solutions. Learning Ability: They improve autonomous and cooperative learning skills through group discussions and presentation practices. 2. 教学重难点 Key Points: Mastering core vocabulary and sentence patterns related to interpersonal conflicts and solutions; being able to present personal ideas clearly and logically in English. Difficult Points: Using learned language knowledge flexibly to analyze real-life conflicts; expressing opinions coherently and appropriately in public presentations; understanding and dealing with cultural differences in communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Conflict Sharing The teacher starts the class by asking open-ended questions: “Have you ever had a conflict with your friends, classmates or family members? What caused the conflict? How did you deal with it?” Then, invite 2-3 students to share their own experiences briefly in English. After each sharing, the teacher gives simple comments, such as “That’s a common situation in daily life. It’s brave of you to share it.” or “Your way of solving the conflict is very smart.” Design Intention: This activity is designed to connect the teaching content with students’ real life, arouse their emotional resonance and learning interest. By sharing personal conflict experiences, students can naturally enter the theme of interpersonal communication and self-understanding, which lays a foundation for the following learning. At the same time, it provides students with an opportunity to practice oral expression in a relaxed atmosphere, reducing their anxiety about speaking English in public. Activity 2: Vocabulary and Phrase Review The teacher presents the core vocabulary and phrases of the unit on the screen, including agony, fault, resolve, strategy, let off steam, let down, pull one’s weight, by accident, apologise to sb, etc. For each word and phrase, the teacher gives a simple explanation and an example sentence related to interpersonal conflicts. For example, “Let off steam means to express your anger or frustration in a way that is not harmful. For example, when you are angry with your friend, you can go for a run to let off steam.” Then, organize students to do a quick match exercise: match the words/phrases with their definitions. Students can complete it individually first, then check the answers in pairs. Finally, the teacher checks the answers with the whole class and explains the difficult points. Design Intention: Reviewing the core vocabulary and phrases in advance helps students remove language obstacles in the following teaching process. By combining the words and phrases with real-life conflict scenarios, students can better understand their meanings and usage, and lay a solid language foundation for presenting their ideas later. The pair work also cultivates students’ cooperative learning ability. Step 2: Presentation and Input (Language and Skill Guidance) Activity 1: Text Analysis (Model Learning) The teacher presents the model text of Presenting ideas on the screen. The text is about a student’s experience of resolving a conflict with his best friend. First, ask students to read the text silently and answer the following questions: 1. What was the conflict between the student and his best friend? 2. What caused the conflict? 3. How did they resolve the conflict? 4. What did the student learn from the experience? After students finish reading, invite some students to answer the questions. The teacher corrects and supplements their answers to ensure that all students understand the main content of the text. Then, guide students to analyze the structure of the text: introduction (presenting the conflict), main body (describing the process of resolving the conflict), and conclusion (summarizing the experience and enlightenment). At the same time, highlight the key sentence patterns in the text, such as “I was just letting off steam really, because I was so angry.” “As far as I am concerned, communication is the key to resolving conflicts.” “We should learn to forgive others and take responsibility for our own mistakes.” Design Intention: The model text provides students with a clear example of how to present ideas about conflict resolution. By analyzing the text structure and key sentence patterns, students can learn the logical way of expressing ideas and master the useful language expressions, which helps them build a framework for their own presentations. Silent reading and question answering also improve students’ reading comprehension ability and information extraction ability. Activity 2: Sentence Pattern Practice Based on the key sentence patterns extracted from the model text, the teacher designs targeted practice activities. 1. Sentence imitation: Ask students to imitate the key sentence patterns to make sentences related to their own conflict experiences. For example, imitate “I was just letting off steam really, because I was so angry.” to make a sentence like “I was just talking casually really, because I didn’t know it would hurt her feelings.” 2. Sentence reconstruction: Give students some incomplete sentences and ask them to complete them with the learned sentence patterns. For example, “______ is the key to resolving conflicts.” (Communication/Understanding/Forgiveness) 3. Group discussion: Ask students to discuss in groups of 4-5: “What are the effective ways to resolve interpersonal conflicts? Use the key sentence patterns we have learned to express your opinions.” Each group selects a recorder to take notes of the group’s ideas. Design Intention: Sentence imitation and reconstruction help students consolidate the usage of key sentence patterns and improve their ability to use language flexibly. Group discussion provides students with more opportunities to practice oral expression, and enables them to learn from each other’s ideas, enrich their own understanding of conflict resolution. The recorder role also cultivates students’ ability to summarize and organize information. Step 3: Practice and Consolidation (Group Collaboration and Idea Construction) Activity 1: Group Task - Conflict Resolution Plan Divide students into groups of 4-5. Each group is given a specific interpersonal conflict scenario (see the following scenarios for reference): Scenario 1: You and your best friend planned to go to the cinema together on weekends, but your friend forgot the appointment and went to play with others. You felt very angry. How would you resolve this conflict? Scenario 2: You accidentally broke your classmate’s favorite cup. Your classmate was very angry with you and refused to talk to you. What would you do? Scenario 3: Your parents don’t allow you to play computer games after school, because they think it will affect your study. You feel misunderstood and want to communicate with them. How would you present your ideas? Each group needs to discuss the given scenario, analyze the cause of the conflict, put forward effective solutions, and then organize the language to present their conflict resolution plan. The teacher walks around the classroom to guide each group, helps them solve language problems, and reminds them to use the learned vocabulary, phrases and sentence patterns. Each group is required to prepare a 3-5 minute presentation, and assign roles: a presenter, a recorder, a timekeeper and a question responder. Design Intention: This activity combines language practice with practical scenarios, enabling students to apply the learned language knowledge to real-life situations. Group collaboration helps students develop cooperative learning ability, communication ability and problem-solving ability. Assigning different roles ensures that every student participates in the activity actively, and improves their sense of responsibility. The teacher’s guidance helps students correct mistakes in time and improve the quality of their presentation plans. Activity 2: Group Presentation Preparation After the group discussion, each group starts to prepare their presentation. The presenter practices the presentation repeatedly, and other group members give suggestions to improve the fluency and logic of the presentation. The teacher checks each group’s preparation situation, and provides targeted guidance. For example, if a group’s presentation is not logical, the teacher can remind them to adjust the structure according to the model text (introduction - main body - conclusion); if a group uses too few key words and sentence patterns, the teacher can remind them to add related expressions. At the same time, the teacher reminds students to pay attention to their pronunciation, intonation and body language when presenting, such as making eye contact with the audience, speaking clearly and confidently. Design Intention: The preparation process is an important link to improve students’ presentation ability. By practicing repeatedly and getting suggestions from group members and the teacher, students can improve the fluency, logic and accuracy of their presentation. Paying attention to pronunciation, intonation and body language helps students develop good speaking habits and enhance their confidence in public speaking. Step 4: Show and Evaluate (Presentation and Feedback) Activity 1: Group Presentations Invite each group to present their conflict resolution plan in front of the whole class. Each group’s presentation time is 3-5 minutes. After each presentation, the question responder answers the questions raised by other students or the teacher. For example, other students may ask: “Why do you think this solution is effective?” or “What will you do if your solution doesn’t work?” The teacher encourages students to ask questions actively and give positive comments to the presenting groups, such as “Your presentation is very clear and logical. You used a lot of key sentence patterns we learned.” or “Your solution is very practical and creative.” Design Intention: Group presentations provide students with a platform to show their learning achievements and practice public speaking. Answering questions helps students improve their ability to respond flexibly and think critically. Positive comments from the teacher and other students can enhance students’ confidence and motivation to learn, and make them more willing to participate in oral expression activities. Activity 2: Evaluation and Feedback After all groups finish their presentations, the teacher organizes the whole class to conduct a comprehensive evaluation. The evaluation criteria include: 1. Language usage: whether the vocabulary, phrases and sentence patterns are used correctly and flexibly; 2. Presentation logic: whether the conflict resolution plan is clear and logical; 3. Oral expression: whether the pronunciation and intonation are standard, and whether the speech is fluent; 4. Teamwork: whether the group members cooperate well. The teacher first gives a general evaluation of all groups’ performances, affirms their advantages, and points out the areas that need improvement. Then, invite students to evaluate their own group and other groups, share their gains and feelings. Design Intention: The evaluation and feedback link helps students understand their own strengths and weaknesses, and learn from each other’s advantages. By participating in the evaluation, students can improve their ability to evaluate and reflect, and enhance their awareness of self-improvement. The teacher’s targeted feedback helps students clarify the direction of improvement and lay a foundation for their future learning. Step 5: Consolidation and Extension (Knowledge Application and Emotional Enlightenment) Activity 1: Individual Writing - My Conflict Resolution Experience Ask students to write a short passage (about 100-120 words) about their own conflict resolution experience. The requirements are: 1. Describe the conflict briefly; 2. Explain how you resolved the conflict; 3. Share your feelings and enlightenment. Students can use the vocabulary, phrases and sentence patterns learned in this section. The teacher walks around the classroom to provide guidance for students who have difficulty in writing, such as helping them sort out their ideas or correct grammatical mistakes. Design Intention: Writing is an important way to consolidate language knowledge and improve language output ability. By writing about their own conflict resolution experience, students can further apply the learned language knowledge to practical situations, and deepen their understanding of the theme of interpersonal communication. At the same time, writing helps students sort out their emotions and thoughts, and achieve emotional enlightenment. Activity 2: Theme Discussion - How to Build Harmonious Relationships The teacher leads the whole class to have a theme discussion: “What can we do to build harmonious relationships with our friends, classmates and family members?” Invite students to express their opinions freely, and guide them to summarize the key points, such as effective communication, mutual understanding, forgiveness, sense of responsibility, etc. The teacher also shares some practical suggestions, such as “We should learn to listen to others’ opinions patiently.” “We should express our feelings honestly and politely.” “We should respect others’ differences and tolerate their mistakes.” Design Intention: This discussion helps students升华 the theme of the lesson, from resolving conflicts to building harmonious relationships. It enables students to combine the language learning with their own growth, and cultivate their ability to deal with interpersonal relationships in real life. At the same time, it helps students establish correct values and improve their emotional quotient. Activity 3: Homework Arrangement 1. Polish the short passage written in class and hand it in the next class. 2. Practice the group presentation again, and record a short video of the presentation (optional). 3. Observe the interpersonal relationships around you, and find out one way to improve interpersonal communication, then share it in the next class. 4. Review the core vocabulary, phrases and sentence patterns of this section, and finish the related exercises in the textbook. Design Intention: Homework is an extension of classroom teaching. Polishing the short passage helps students improve their writing ability. Practicing the presentation and recording the video helps students consolidate their oral expression ability. Observing and sharing interpersonal communication methods helps students apply the learned knowledge to real life. Reviewing and doing exercises helps students consolidate the language knowledge and lay a solid foundation for future learning. Step 6: Summary and Reflection The teacher summarizes the key points of this lesson: 1. Mastered the core vocabulary, phrases and sentence patterns related to interpersonal conflicts and solutions. 2. Learned to present personal ideas clearly and logically through group discussions and presentations. 3. Understood the importance of effective communication and mutual understanding in building harmonious relationships. Then, ask students to reflect on their own performance in this lesson: What did you learn? What did you do well? What do you need to improve? Students can share their reflections briefly in pairs. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, and strengthen their memory. Reflection helps students understand their own learning situation, and cultivate their ability to reflect and self-improve. Pair sharing makes the reflection more interactive and helps students learn from each other’s experiences. 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 $