Unit 3 Getting Along with Others-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第一册

Unit 3 Getting Along with Others-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentences about interpersonal communication and improve oral expression ability. Cultural Awareness: Understand the similarities and differences of interpersonal communication in different cultures and cultivate respect for cultural diversity. Thinking Quality: Develop logical thinking and critical thinking through discussing communication problems. Learning Ability: Cultivate the habit of cooperating with others in learning and improve the ability of independent thinking and problem-solving in interpersonal communication. 2. 教学重难点 Key Points: Master key vocabulary and sentence patterns related to interpersonal communication, such as friendship, communication, misunderstanding and apology; be able to express personal opinions and experiences about getting along with others in simple English. Difficult Points: Use appropriate English to describe interpersonal conflicts and put forward basic solutions; correctly understand and use polite expressions in communication to achieve effective communication. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Dialogue The teacher greets the students and starts a casual dialogue with them: “Good morning, everyone. How are you today? Did you have a good time with your friends yesterday? Do you often talk with your friends when you have troubles?” The teacher invites 2-3 students to share their answers freely, and then leads to the theme: “Today, we will start to learn Unit 3 Getting Along with Others. We will talk about how to get along well with our friends, classmates and family members together.” Design Intention: The warm-up dialogue is close to the students’ daily life, which can quickly arouse the students’ interest and enthusiasm for learning. By asking questions related to friendship and communication, it can naturally activate the students’ prior knowledge and life experience, let them enter the theme of interpersonal communication unconsciously, and lay a good emotional and cognitive foundation for the subsequent teaching activities. Activity 2: Picture Observation and Discussion The teacher shows four pictures on the screen (consistent with the textbook pictures): Picture 1: Two students are talking happily in the classroom; Picture 2: A student looks sad because he has a quarrel with his friend; Picture 3: A group of students are working together on a group project; Picture 4: A student is helping his classmate with his homework. Then the teacher asks the following questions and guides the students to discuss in pairs: 1. What can you see in each picture? 2. What do you think happened in Picture 2? Why do you think so? 3. Do you have similar experiences to the people in the pictures? Can you share them briefly? After the pair discussion, the teacher invites several groups to share their views. When students share, the teacher listens carefully, gives positive comments, and appropriately guides them to use simple English expressions related to interpersonal communication, such as “talk with each other”, “have a quarrel”, “help each other”, “work together”. Design Intention: Pictures are intuitive and vivid, which can help students quickly understand different scenarios of interpersonal communication. Pair discussion can provide students with more opportunities to speak, encourage them to express their own views and experiences, and further activate their thinking. At the same time, in the process of students’ sharing, the teacher can timely find out the students’ existing language foundation and cognitive level, so as to adjust the subsequent teaching progress and content appropriately. Step 2: Presentation (Key Knowledge Presentation) Activity 1: Key Vocabulary Presentation Based on the students’ discussion in the lead-in part, the teacher presents the key vocabulary of this section one by one, combines the pictures and students’ life experiences to explain the meaning and usage of the words, and gives simple example sentences to help students understand and remember. 1. Friendship (n.): The relationship between friends. Example: True friendship lasts for a long time. (Combined with Picture 1, guide students to understand that the happy communication between the two students is a manifestation of friendship.) 2. Communication (n.): The act of talking or writing to someone. Example: Good communication is important for getting along with others. (Guide students to think about the importance of communication in friendship according to Picture 1 and Picture 3.) 3. Misunderstanding (n.): A situation where someone does not understand something correctly. Example: They had a misunderstanding because they didn’t talk to each other. (Combined with Picture 2, explain that the quarrel between friends may be caused by misunderstanding.) 4. Apologize (v.): To say sorry to someone. Example: If you make a mistake, you should apologize to others. (Guide students to think about what to do if there is a misunderstanding or quarrel with friends.) 5. Cooperate (v.): To work together with someone to achieve something. Example: We need to cooperate with each other to finish the task. (Combined with Picture 3, let students understand the meaning of cooperation.) After explaining each word, the teacher leads the students to read the words several times to help them master the pronunciation. Then, the teacher asks students to make simple sentences with these words in pairs, and invites some students to share their sentences to check their mastery. Design Intention: Combining the pictures and students’ life experiences to present key vocabulary can make the vocabulary learning more vivid and specific, avoid the boring memory of isolated words. Asking students to make sentences can help them apply the learned vocabulary in practice, deepen their understanding and memory of the words, and lay a foundation for the subsequent oral expression and communication activities. Activity 2: Key Sentence Patterns Presentation On the basis of vocabulary learning, the teacher presents the key sentence patterns of this section, which are mainly used to express opinions, describe experiences and put forward suggestions in interpersonal communication. The teacher explains the structure and usage of the sentence patterns, gives example sentences, and guides students to practice. 1. I think it’s important to... (Expressing opinions) Example: I think it’s important to communicate with friends regularly. 2. I once had an experience that... (Describing experiences) Example: I once had an experience that I had a quarrel with my best friend because of a small thing. 3. If you have a problem with..., you should... (Putting forward suggestions) Example: If you have a problem with your friend, you should talk to him/her honestly. 4. Why not...? (Putting forward suggestions) Example: Why not apologize to your friend and explain everything? The teacher first reads the example sentences aloud, emphasizing the intonation and stress, then leads the students to read together, and then asks students to practice the sentence patterns in pairs, using the vocabulary learned just now. For example, let students talk about their own experiences of getting along with friends, and use the sentence patterns to put forward suggestions for solving communication problems. Design Intention: Key sentence patterns are the basis of oral expression. By explaining and practicing sentence patterns, students can master the basic ways of expressing their views and suggestions in English, and improve their oral expression ability. Combining vocabulary and sentence patterns for practice can realize the integration of knowledge and use, and make students able to use the learned knowledge flexibly in communication. Step 3: Practice (Consolidation and Application Practice) Activity 1: Role-Play — Solve Communication Problems The teacher divides the students into groups of 4, and assigns different communication scenarios to each group. Each group needs to complete the role-play according to the scenario, using the vocabulary and sentence patterns learned in this section. The scenarios are as follows: Scenario 1: You and your best friend made an appointment to go to the cinema, but he/she didn’t show up and didn’t tell you the reason. The next day, you met him/her at school. How would you communicate with him/her? Scenario 2: Your classmate borrowed your favorite book, but he/she lost it. He/she feels very sorry. How would you comfort him/her and solve the problem? Scenario 3: You had a quarrel with your deskmate because of a misunderstanding in class. After class, you realize that you are also wrong. How would you apologize to him/her and rebuild your friendship? Scenario 4: Your group is working on a group project, but one of your group members doesn’t cooperate and doesn’t finish his/her task. How would you communicate with him/her to promote the smooth progress of the project? Each group has 10 minutes to discuss and prepare. During the preparation process, the teacher walks around the classroom, provides guidance for the groups that have difficulties, helps them sort out their ideas, and reminds them to use the learned vocabulary and sentence patterns. After the preparation, each group sends a representative to perform the role-play in front of the class. After each performance, the teacher and other students make comments, pointing out the advantages and areas for improvement, such as whether the vocabulary and sentence patterns are used correctly, whether the communication is polite and effective, etc. Design Intention: Role-play is a practical and interesting teaching activity, which can simulate real communication scenarios, let students apply the learned vocabulary and sentence patterns in real situations, and improve their oral communication ability and problem-solving ability. Working in groups can cultivate students’ cooperative learning ability and communication ability among team members. Comments after the performance can help students find their own shortcomings, learn from each other’s advantages, and further consolidate the learned knowledge. Activity 2: Group Discussion — Summarize Communication Skills After the role-play, the teacher guides the students to carry out group discussion: “Through the role-play just now, we have solved many communication problems. Now, let’s discuss with our group members: what good skills do we need to master to get along well with others? Please list at least 3 skills and explain them briefly.” During the discussion, the teacher guides the students to think from multiple angles, such as being honest, listening carefully, being patient, apologizing bravely, cooperating actively, etc. After the discussion, each group sends a representative to share their summarized communication skills. The teacher writes the key points on the blackboard, combs and supplements them, and finally summarizes the important communication skills with the students: 1. Be honest and sincere in communication; 2. Listen carefully to others’ opinions and feelings; 3. Learn to apologize when making mistakes; 4. Cooperate with others actively; 5. Respect others’ differences and opinions. Design Intention: Group discussion can guide students to think deeply, summarize the communication skills from the role-play practice, and realize the sublimation of knowledge. Letting students summarize by themselves can improve their ability of induction and summary, and make them better understand and master the methods of getting along with others. At the same time, this activity can also cultivate students’ logical thinking ability and cooperative learning ability. Activity 3: Individual Writing — My Communication Experience The teacher asks the students to write a short passage about their own communication experience. The requirements are as follows: 1. Use at least 3 key vocabulary and 2 key sentence patterns learned in this section; 2. Briefly describe a communication experience (happy, sad, or a problem solved); 3. Express your own feelings or insights about this experience. After the students finish writing, the teacher collects some compositions, reads them aloud in class, and makes comments, focusing on whether the vocabulary and sentence patterns are used correctly, whether the content is coherent, and whether the feelings are true. Design Intention: Writing practice is an important part of consolidating the learned knowledge, which can help students integrate the vocabulary and sentence patterns into written expression, and improve their written expression ability. Letting students write about their own communication experience can make the writing content more real and vivid, and also help students reflect on their own communication behavior, deepen their understanding of the theme of getting along with others. Step 4: Summary and Homework (Summary and Homework Arrangement) Activity 1: Class Summary The teacher leads the students to summarize the content of this class together: “Today, we learned the key vocabulary and sentence patterns about interpersonal communication, discussed different communication scenarios through role-play, summarized the important communication skills, and also understood some differences in cross-cultural communication. We know that good communication is important for getting along with others, and the core of communication is respect, sincerity and understanding. I hope everyone can apply the knowledge and skills learned today to their daily life, and get along well with their friends, classmates and family members.” Design Intention: The class summary can help students sort out the knowledge system of this class, deepen their understanding and memory of the key content, and form a complete cognitive structure. At the same time, the teacher’s earnest exhortation can guide students to apply the learned knowledge to real life, realize the practical value of learning, and achieve the goal of moral education infiltration. Activity 2: Homework Arrangement The teacher assigns the following homework, which is divided into three levels to meet the needs of different students: 1. Basic Homework: Review the key vocabulary and sentence patterns learned in this class, copy each word 5 times and each sentence pattern 3 times, and make 2 sentences with each word. 2. Intermediate Homework: Complete the writing task in the practice part, revise and improve it according to the teacher’s comments, and write a short passage of about 80 words. 3. Advanced Homework: Interview your foreign teacher or a foreign friend (if possible), ask them about the way of interpersonal communication in their country, and write a short report of about 100 words to share in the next class. Design Intention: The hierarchical homework can meet the learning needs of different levels of students. The basic homework is mainly to consolidate the learned knowledge, the intermediate homework is to improve the students’ written expression ability, and the advanced homework is to expand the students’ horizons and improve their cross-cultural communication ability and practical ability. This kind of homework arrangement is conducive to the all-round development of students and the improvement of their English comprehensive 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 $