Unit 1 Back to School-Project 教案-2025-2026学年高中英语译林版必修第一册

Unit 1 Back to School-Project 教学目标和重难点 1. 教学目标 Language Ability: Students can master and use campus-related words and sentences to complete booklet creation and oral presentation. Cultural Awareness: They understand the similarities and differences of campus life at home and abroad, enhance respect for diverse cultures and build cultural confidence. Thinking Quality: They develop logical and innovative thinking through sorting out information and designing booklets. Learning Ability: They cultivate autonomous and cooperative learning abilities by participating in group activities and solving practical problems in project implementation. 2. 教学重难点 Key Points: Mastering campus-related vocabulary and sentence patterns; grasping the basic steps of making a school guide booklet (determining themes, collecting information, organizing content, designing layout); completing group cooperation and booklet creation. Difficult Points: Flexibly using learned language knowledge to express campus-related content accurately and vividly; reasonably designing the structure and layout of the booklet to make it practical and attractive; effectively cooperating in groups to solve problems in the project process. 教学过程 Step 1: Lead-in & Warm-up The teacher starts the class by showing a short video about senior high school campus life, including scenes of campus facilities, after-school activities, teachers and students’ interactions. After playing the video, the teacher asks students the following questions: “What do you see in the video? How do you feel about your new senior high school life? If a new student comes to our school, what information do you think he or she needs to know most?” Then, the teacher invites 3-4 students to share their answers in front of the class. After the sharing, the teacher summarizes: “Our senior high school life is colorful and full of new challenges. Today, we will work together to complete a meaningful project - making a school guide booklet to help new students quickly adapt to campus life.” Design Intention: The video can quickly attract students’ attention and arouse their emotional resonance, as it is closely related to their real life. Asking questions guides students to think actively and recall the campus information they have observed and experienced since entering high school, laying a foundation for the subsequent project implementation. Meanwhile, the clear introduction of the project theme helps students clarify the learning goal of this class and stimulate their enthusiasm for participating in the project. Step 2: Review & Language Preparation First, the teacher leads students to review the key vocabulary and sentence patterns related to campus life learned in this unit. The teacher presents the vocabulary on the blackboard or PPT, including campus facilities (library, laboratory, stadium, canteen, dormitory), school activities (sports meeting, English corner, cultural festival), and daily campus expressions (How do I get to the library? When is the English corner held? What subjects do we have this semester?). For each vocabulary and sentence pattern, the teacher invites students to read it aloud and make a sentence combined with their own campus life. For example, when reviewing “library”, a student can say: “Our school library is very big, and there are many kinds of books in it. We can read books there after class.” Then, the teacher supplements some extended vocabulary and sentence patterns to help students better complete the booklet creation, such as “campus culture”, “extracurricular club”, “school rules and regulations”, “It is convenient for students to do...”, “There are various activities held in our school, such as...”, “We strongly recommend that you...”. The teacher explains the meaning and usage of these extended contents with simple examples, and organizes students to do pair work: each pair uses the extended vocabulary and sentence patterns to make 2-3 sentences about their school. Finally, the teacher checks the pair work results, selects several groups to present their sentences, and corrects the wrong expressions in time, ensuring that students can master and use these language materials flexibly. Design Intention: Reviewing the learned vocabulary and sentence patterns helps students consolidate the knowledge they have mastered and lay a solid language foundation for the subsequent project implementation. Supplementing extended content enriches students’ language reserve, enabling them to express campus-related content more comprehensively and accurately. Pair work increases students’ opportunities to practice speaking, improves their oral expression ability, and creates a positive classroom atmosphere. Step 3: Project Introduction & Task Assignment First, the teacher introduces the specific requirements of the project in detail: Students need to work in groups to make a school guide booklet. The booklet should include at least 4 parts: campus overview, key facilities introduction, school activities, and tips for new students. The language of the booklet should be simple, clear and accurate, and the layout should be beautiful and practical. It can also include hand-drawn pictures, photos or simple illustrations to make the booklet more attractive. Then, the teacher introduces the basic steps of making the booklet: 1. Determine the theme and division of labor (each group determines the focus of the booklet and assigns tasks to each member); 2. Collect information (through observation, interview, inquiry and other ways to collect relevant information about the school); 3. Organize content (sort out the collected information, determine the structure and content of each part of the booklet); 4. Design and create (write the text, design the layout, and complete the production of the booklet); 5. Display and evaluate (each group displays their booklet and evaluates each other). Next, the teacher divides students into groups of 4-5 people. It is suggested that students with different strengths be divided into the same group to help each other. After grouping, each group elects a group leader, who is responsible for organizing the group activities and coordinating the division of labor. The teacher guides each group to carry out the division of labor: some students are responsible for collecting information about campus overview and key facilities, some are responsible for collecting information about school activities, some are responsible for writing the text of the booklet, and some are responsible for designing the layout and drawing illustrations. The teacher reminds students that the division of labor should be reasonable, and each member should actively participate in the group activities. Finally, the teacher answers the questions raised by students about the project, such as “What if we can’t collect enough information?”, “How to design a beautiful layout?”, and gives corresponding suggestions, such as “You can interview teachers and senior students to collect information”, “You can use simple colors and patterns to design the layout, and pay attention to the neatness of the text.” Design Intention: Introducing the project requirements and steps in detail helps students clarify the specific tasks and operation methods, avoiding confusion in the process of project implementation. Group division and task assignment cultivate students’ cooperative learning awareness and sense of responsibility, enabling each student to play their own advantages and participate in the project actively. Answering students’ questions in time solves their possible doubts and provides support for the smooth development of the project. Step 4: Group Work & Guidance After the task assignment, each group starts to carry out group work, and the teacher walks around the classroom to provide timely guidance for each group. For the information collection group: The teacher guides students to use various ways to collect information. For example, students responsible for collecting information about campus facilities can go to the campus to observe and take photos (with the teacher’s permission), record the location, functions and opening hours of each facility; students responsible for collecting information about school activities can interview the teacher in charge of student activities or senior students, and record the time, content and significance of various activities; students responsible for collecting tips for new students can summarize their own adaptation experience and the suggestions given by teachers and senior students. The teacher reminds students to record the collected information in detail, and pay attention to the accuracy and authenticity of the information. For the text writing group: The teacher guides students to use the learned vocabulary and sentence patterns to write the text of the booklet. The text should be simple and clear, suitable for new students to read. For example, when writing the introduction of the library, students can write: “Our school library is located in the east of the campus. It opens from 8:00 a.m. to 9:00 p.m. every day. There are a large number of books, newspapers and magazines in the library. You can borrow books with your student ID card, and each student can borrow up to 5 books at a time.” The teacher checks the text written by students, corrects the grammatical mistakes and inappropriate expressions, and guides students to improve the text to make it more accurate and vivid. For the layout design group: The teacher guides students to design a simple and beautiful layout. The layout should be reasonable, with clear sections and prominent key information. Students can use hand-drawn pictures, photos, color pens and other materials to decorate the booklet. For example, draw a simple map of the campus on the cover of the booklet, mark the location of key facilities; use different colors to distinguish different parts of the booklet, making it easier for new students to read. The teacher encourages students to give full play to their creativity and design a unique booklet. During the group work, the teacher pays attention to the interaction of each group, guides students to communicate and cooperate actively, and solves the problems encountered by students in time. For example, if a group has a dispute over the division of labor, the teacher guides them to communicate and adjust to ensure the smooth progress of the group work; if a group can’t collect enough information about school activities, the teacher provides them with relevant contact information of teachers or senior students to help them complete the information collection. Design Intention: Group work is the core part of the project. It can cultivate students’ cooperative learning ability, communication ability and problem-solving ability. The teacher’s on-site guidance can help students solve the problems encountered in the process of project implementation in time, ensure the smooth progress of the project, and help students master the methods of information collection, text writing and layout design. At the same time, it can also pay attention to the learning status of each student, and provide targeted guidance for students with weak abilities. Step 5: Booklet Display & Mutual Evaluation After each group completes the booklet production, the teacher organizes the booklet display activity. Each group sends a representative to present their booklet in front of the class. The representative needs to introduce the structure, content and design concept of the booklet, and read some key parts of the text. The presentation time of each group is 3-5 minutes. During the presentation, other students listen carefully and record the advantages and deficiencies of each group’s booklet. After all groups finish their presentation, the teacher organizes students to carry out mutual evaluation. The evaluation criteria include: 1. Language accuracy (whether the vocabulary and sentence patterns are used correctly); 2. Content comprehensiveness (whether the key information is included); 3. Layout beauty (whether the layout is reasonable and attractive); 4. Cooperation performance (whether the group members cooperate closely). Students can express their opinions freely, point out the advantages of each group’s booklet, and put forward reasonable improvement suggestions. Then, the teacher makes a summary evaluation. The teacher affirms the efforts and achievements of each group, praises the groups with excellent booklet production and good cooperation, and points out the common problems existing in each group, such as incorrect use of some sentence patterns, incomplete content, and simple layout. For each problem, the teacher gives specific improvement suggestions, helping students further improve their booklet. Finally, the teacher selects several excellent booklets to display in the classroom or the school library, encouraging students to learn from each other and improve their comprehensive abilities. Design Intention: The booklet display activity provides students with a platform to show their achievements, which can enhance their self-confidence and learning enthusiasm. Mutual evaluation enables students to learn from each other’s strengths and make up for their own deficiencies, and cultivates their critical thinking ability and evaluation ability. The teacher’s summary evaluation helps students clarify their advantages and deficiencies, and provides guidance for their subsequent improvement, further deepening their understanding and mastery of the project content. Step 6: Summary & Extension First, the teacher summarizes the whole teaching process: “In this class, we worked together to complete the project of making a school guide booklet. We reviewed the campus-related vocabulary and sentence patterns, mastered the steps of making a booklet, and exercised our cooperative learning ability and language application ability. Through this project, we not only understood our school better, but also learned how to use English to solve practical problems.” Then, the teacher puts forward the extension task: 1. According to the evaluation suggestions, each group revises and improves their booklet, and submits the revised booklet to the teacher; 2. Students can introduce their school guide booklet to their classmates in English after class, and practice their oral expression ability; 3. Students can collect information about foreign high school campus life, compare it with their own school life, and write a short passage about the differences between Chinese and foreign high school campus life, so as to enhance their cultural awareness. Finally, the teacher encourages students: “This project is a good start for our senior high school English learning. In the future, we will have more opportunities to participate in such practical projects. I hope you can keep your enthusiasm for learning English, actively participate in various activities, and continuously improve your comprehensive English ability.” Design Intention: The summary helps students sort out the knowledge and skills learned in this class, strengthen their memory and understanding. The extension task extends the classroom learning to after class, further consolidates the learning results, and enables students to apply the learned knowledge to more scenarios. Encouraging students can enhance their learning confidence and motivation, and lay a foundation for their future English learning. Step 7: Reflection & Feedback After the class, the teacher asks students to write a short reflection on the project, including their feelings about participating in the project, the difficulties encountered in the process, the solutions, and the gains and deficiencies. Students can write the reflection in English or Chinese according to their own level, but it is encouraged to use English as much as possible. The next class, the teacher collects the students’ reflections, reads and sorts them out, understands the students’ learning status and feelings, and summarizes the common problems. For the problems reflected by students, such as insufficient language reserve, difficulty in group cooperation, and unclear layout design, the teacher gives targeted guidance and help in the subsequent classes. At the same time, the teacher also reflects on his own teaching process, summarizes the advantages and deficiencies of the teaching design, and improves the teaching plan for future teaching. Design Intention: The reflection activity helps students sort out their own learning process, find their own deficiencies, and improve their learning ability. The teacher’s feedback based on the reflection helps students solve their problems in time, and also provides a basis for the teacher to improve the teaching design, realizing the mutual promotion 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 $