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

Unit 3 Getting Along with Others-Project 教学目标和重难点 1. 教学目标 This Project focuses on the theme of interpersonal communication, aiming to comprehensively develop students’ four-dimensional core literacy. For language competence, students will master key vocabulary and sentence patterns related to friendship and conflict resolution, and improve their ability to express opinions and cooperate in English. For cultural awareness, it guides students to understand the similarities and differences of interpersonal concepts in different cultures, and cultivate respect and tolerance for cultural diversity. For thinking quality, it encourages students to analyze interpersonal problems critically, think logically and put forward reasonable solutions. For learning ability, it trains students to learn independently, cooperate with others, and apply what they have learned to solve practical problems, laying a foundation for lifelong learning. It integrates language learning with life practice, reflecting the educational value of English subject. 2. 教学重难点 The key points of this Project are: mastering key vocabulary (such as friendship, awkward, respond, cherish) and sentence patterns about interpersonal communication; understanding the procedures and methods of completing the Project (such as making a scrapbook or formulating a class harmony convention); being able to express personal views on friendship and conflict resolution in simple English. The difficult points are: flexibly using the learned language knowledge to communicate and cooperate in group activities; accurately analyzing the causes of interpersonal conflicts and putting forward practical solutions; integrating the learned content of the unit (Reading, Grammar, Integrated Skills) into the Project, realizing the transfer and application of knowledge; and cultivating the ability to think critically and innovatively in the process of completing the Project. 教学过程 1. Lead-in: Activate Prior Knowledge and Introduce the Project (Lead-in Stage) Teacher’s Activities: Begin the class with a warm-up activity. Show students some pictures about different interpersonal scenes, such as students chatting happily, having a small conflict, helping each other, etc. Then ask students to discuss in pairs: “What do you think of these scenes? Have you ever met similar situations in your daily life? How did you deal with them?” After 5 minutes of pair discussion, invite 3-4 groups to share their opinions. Then, introduce the Project of this unit: “Today, we will start our Project. We will work in groups to complete a meaningful task related to getting along with others—making a scrapbook about friendship or formulating a class harmony convention. This Project will help us better understand friendship and learn how to get along well with others.” Finally, briefly introduce the requirements and steps of the Project, and emphasize the importance of group cooperation. Students’ Activities: Observe the pictures carefully, actively participate in pair discussion, share their own experiences and views on interpersonal communication. Listen carefully to the teacher’s introduction of the Project, clarify the task requirements and steps, and put forward questions if there is any confusion. Design Intention: The warm-up activity with pictures is close to students’ daily life, which can quickly arouse students’ interest in learning and activate their prior knowledge about interpersonal communication. Pair discussion provides students with opportunities to express themselves in English, which is helpful to improve their oral expression ability. Introducing the Project clearly helps students establish a clear learning goal, understand the significance of the Project, and lay a foundation for the smooth development of the follow-up activities. Emphasizing group cooperation is to cultivate students’ awareness of teamwork, which is an important part of completing the Project. 2. Pre-Project: Input and Preparation (Preparation Stage) 2.1 Review and Consolidate Unit Knowledge Teacher’s Activities: First, review the key knowledge of the unit. Show some key vocabulary (friendship, awkward, sight, respond, cherish, forgive, misunderstand) and sentence patterns (It is important to...; We should learn to...; When we have conflicts, we can...; It is awkward that...) on the blackboard or PPT. Ask students to read the vocabulary and sentence patterns aloud together, and then explain the usage of difficult words and sentence patterns with simple examples. For example, “respond” can be used with “respond to sb/sth”, and give an example: “She responded to my letter quickly.” Then, ask students to make sentences with the given vocabulary and sentence patterns in pairs, and invite some students to share their sentences. Next, review the main content of the Reading part “The Road to Respect” and the Grammar part “Indirect Speech”. Ask students: “What did we learn from the Reading text? How can we use indirect speech to report others’ opinions when we communicate with others?” Guide students to review the core content of the unit, and emphasize that these knowledge will help them complete the Project. Students’ Activities: Read the key vocabulary and sentence patterns aloud actively, listen carefully to the teacher’s explanation, and master the usage of difficult words and sentence patterns. Cooperate with partners to make sentences, actively share their sentences, and correct mistakes in time. Review the Reading and Grammar content, answer the teacher’s questions, and consolidate the learned knowledge of the unit. Design Intention: Reviewing the key knowledge of the unit helps students consolidate the vocabulary, sentence patterns and grammar they have learned, and lay a solid language foundation for the smooth development of the Project. Making sentences in pairs can not only test students’ mastery of knowledge, but also improve their language application ability. Reviewing the Reading and Grammar content helps students connect the Project with the previous learning content, realize the integration of knowledge, and lay a foundation for the transfer and application of knowledge in the follow-up Project. 2.2 Introduce the Task and Group Division Teacher’s Activities: Clearly introduce the two optional tasks of the Project to students: Task 1: Make a scrapbook about friendship. The scrapbook should include pictures, short stories, famous quotes, songs or poems about friendship, and each part should be accompanied by a short English introduction. Task 2: Formulate a class harmony convention. The convention should include rules about getting along with classmates, teachers and other people in the class, and each rule should be explained briefly in English. Then, let students choose their favorite task freely, and divide them into groups of 4-5 students. After grouping, ask each group to elect a group leader, who is responsible for organizing group activities, assigning tasks and coordinating the relationship between group members. Then, guide each group to discuss and determine the specific division of labor: for Task 1, some students are responsible for collecting materials (pictures, stories, quotes, etc.), some are responsible for writing English introductions, some are responsible for designing the layout of the scrapbook; for Task 2, some students are responsible for putting forward convention rules, some are responsible for explaining the rules in English, some are responsible for sorting out and revising the convention. Finally, provide some reference materials for students, such as some famous quotes about friendship, examples of class conventions, etc., to help students complete the preparation work. Students’ Activities: Listen carefully to the introduction of the two tasks, choose the task they like, and form groups actively. Elect the group leader, discuss with group members, clarify their own tasks and responsibilities, and make a preliminary plan for completing the task. Browse the reference materials provided by the teacher, collect relevant information according to their own tasks, and communicate with group members in time if they have any questions. Design Intention: Providing two optional tasks can meet the different interests and needs of students, stimulate their enthusiasm for participating in the Project. Group division and task assignment help students clarify their own responsibilities, avoid the phenomenon of idleness in group activities, and improve the efficiency of completing the task. Electing a group leader can cultivate students’ organizational ability and leadership. Providing reference materials can help students solve the problem of insufficient materials, reduce their learning pressure, and ensure the smooth progress of the preparation work. 2.3 Guide Students to Collect and Sort Out Materials Teacher’s Activities: Walk around the classroom, observe the situation of each group, and provide timely guidance. For groups choosing Task 1 (scrapbook), guide students to collect materials from different channels, such as the Internet, books, newspapers, or their own photos and stories. Remind students that the materials should be positive and in line with the theme of friendship, and the English introduction should be simple, accurate and fluent. For example, when writing an introduction to a friendship story, students should briefly introduce the main content of the story and express their feelings about friendship. For groups choosing Task 2 (class harmony convention), guide students to combine their own daily life experience, put forward practical and operable rules. For example, “We should respect our classmates’ opinions and not laugh at others’ mistakes.” Remind students that the explanation of each rule should be concise and clear, and use the learned vocabulary and sentence patterns. At the same time, guide students to communicate with group members in English as much as possible during the process of collecting and sorting out materials, and solve problems together. If students encounter difficulties in writing English introductions or explanations, the teacher should give timely help and guidance, such as providing some sentence patterns for reference. Students’ Activities: Collect relevant materials according to the task requirements and the teacher’s guidance, sort out the materials, and screen out the most suitable ones. Communicate with group members in English, discuss the selection of materials and the writing of English introductions or explanations, and solve problems together. Ask the teacher for help in time when encountering difficulties, and revise and improve the materials and writing content according to the teacher’s suggestions. Design Intention: Guiding students to collect and sort out materials can cultivate their ability to obtain and process information, which is an important part of learning ability. Reminding students of the requirements of materials and writing helps students ensure the quality of the task. Encouraging students to communicate in English during the process can improve their oral expression ability and language application ability. Providing timely help and guidance can help students solve difficulties in a timely manner, enhance their confidence in completing the task, and ensure the smooth progress of the preparation work. 3. While-Project: Group Cooperation and Task Implementation (Implementation Stage) 3.1 Group Discussion and Plan Improvement Teacher’s Activities: Guide each group to hold a group discussion, based on the collected materials and the preliminary division of labor, to improve the plan for completing the task. For groups choosing Task 1 (scrapbook), guide students to discuss the layout of the scrapbook, such as the order of each part, the color matching, the size of the pictures, etc. Discuss the content of the English introduction, ensure that each introduction is in line with the theme, and the language is accurate and fluent. For example, discuss how to introduce a famous quote about friendship, and express their own understanding of the quote. For groups choosing Task 2 (class harmony convention), guide students to discuss the rationality and operability of each rule, revise and improve the rules, and ensure that the convention is in line with the actual situation of the class. Discuss the expression of the rule explanation, ensure that the language is concise and clear, and use the learned vocabulary and sentence patterns. During the discussion, the teacher should walk around the classroom, listen to the discussion of each group, put forward guiding suggestions in time, and help students solve the problems encountered in the discussion. For example, if a group has a dispute about the layout of the scrapbook, the teacher can guide them to put forward their own opinions and reach a consensus through negotiation. At the same time, remind students to take notes during the discussion, record important opinions and suggestions, and ensure that the discussion is effective. Students’ Activities: Participate in group discussion actively, put forward their own opinions and suggestions, and discuss with group members to improve the task plan. Take notes carefully, record important content, and adjust their own tasks according to the discussion results. Communicate with group members in English as much as possible, listen to the opinions of others, and learn to respect and accept different views. Solve the problems encountered in the discussion together with group members, and ask the teacher for help if necessary. Design Intention: Group discussion helps students exchange ideas, complement each other’s advantages, and improve the rationality and feasibility of the task plan. Taking notes can help students sort out their ideas and ensure the effectiveness of the discussion. Encouraging students to communicate in English can further improve their oral expression ability and language application ability. Guiding students to solve disputes through negotiation can cultivate their ability to communicate and cooperate, and enhance their awareness of teamwork. The teacher’s timely guidance can help students avoid going astray and ensure the smooth progress of the task implementation. 3.2 Task Completion and Process Guidance Teacher’s Activities: After the group discussion, guide each group to start completing the task according to the improved plan. For groups choosing Task 1 (scrapbook), guide students to make the scrapbook according to the determined layout. Remind students to stick the pictures, stories, quotes and other materials on the scrapbook neatly, and write the English introduction clearly. Guide students to revise the English introduction repeatedly, check for grammar mistakes, spelling mistakes and inappropriate expressions, and ensure that the language is accurate and fluent. For groups choosing Task 2 (class harmony convention), guide students to sort out the revised rules and explanations, write them neatly on the paper, and design a simple and beautiful layout. Remind students to check the content of the convention repeatedly, ensure that the rules are reasonable and operable, and the explanation is clear and concise. During the task completion process, the teacher should walk around the classroom, observe the progress of each group, and provide timely help and guidance. For example, if a student has difficulty in writing an English introduction, the teacher can guide them to use the learned sentence patterns, or provide some words and expressions for reference. If a group is slow in progress, the teacher can help them adjust the division of labor and improve the efficiency. At the same time, remind students to communicate with group members in the process of completing the task, help each other, and ensure that all members participate in the task. Encourage students to be innovative, such as designing a unique layout for the scrapbook, or putting forward some creative rules for the class harmony convention. Students’ Activities: Complete their own tasks according to the division of labor and the improved plan, and cooperate with group members to complete the whole task. Revise the English introduction or rule explanation repeatedly, check for mistakes, and improve the quality of the task. Communicate with group members actively, help each other, and solve the problems encountered in the task completion process together. Put forward their own innovative ideas, and try to make the task results more distinctive. Report the progress of the task to the group leader in time, and adjust the task plan according to the actual situation. Design Intention: Guiding students to complete the task step by step helps them clarify the task process and improve the efficiency of task completion. Reminding students to check and revise the task results helps them cultivate a rigorous learning attitude and improve the quality of the task. The teacher’s timely help and guidance can help students solve difficulties in a timely manner, enhance their confidence in completing the task. Encouraging students to communicate and help each other can further strengthen their awareness of teamwork and cultivate their ability to cooperate with others. Encouraging innovation can cultivate students’ innovative thinking and improve their ability to solve problems creatively. 3.3 Preliminary Evaluation and Revision Teacher’s Activities: When each group completes the initial task results, guide each group to conduct a preliminary self-evaluation and mutual evaluation. First, ask each group to evaluate their own task results according to the evaluation criteria (such as the accuracy of language, the rationality of content, the creativity of design, the participation of group members, etc.). Then, organize groups to exchange their task results, and conduct mutual evaluation between groups. Ask students to put forward positive suggestions for improvement, such as “The English introduction of your scrapbook is very fluent, but you can add some of your own feelings about friendship.” “The rules of your class harmony convention are very practical, but the explanation can be more concise.” After the self-evaluation and mutual evaluation, guide each group to revise and improve their task results according to the suggestions put forward. The teacher should also evaluate each group’s task results, affirm their advantages, and put forward targeted suggestions for improvement. For example, if a group’s scrapbook has a beautiful layout but the English introduction has some grammar mistakes, the teacher should affirm their design ability and guide them to correct the grammar mistakes. If a group’s class harmony convention has some impractical rules, the teacher should guide them to revise the rules according to the actual situation of the class. During the revision process, the teacher should continue to provide guidance and help to ensure that each group’s task results are improved. Students’ Activities: Conduct self-evaluation of their own group’s task results according to the evaluation criteria, find out their own advantages and disadvantages. Exchange task results with other groups, conduct mutual evaluation, listen carefully to the suggestions put forward by other groups, and learn from each other’s advantages. Revise and improve their own task results according to the self-evaluation, mutual evaluation and the teacher’s suggestions, and further improve the quality of the task. Communicate with group members during the revision process, discuss the revision plan, and complete the revision work together. Design Intention: Self-evaluation and mutual evaluation can help students cultivate their ability to evaluate themselves and others, and improve their critical thinking ability. Exchanging task results and learning from each other’s advantages can broaden students’ horizons and improve their ability to complete tasks. Revising and improving the task results according to the suggestions can further improve the quality of the task and help students form a rigorous learning attitude. The teacher’s evaluation and guidance can help students clearly understand their own advantages and disadvantages, and provide direction for their revision and improvement. 4. Post-Project: Presentation, Evaluation and Reflection (Summary and Reflection Stage) 4.1 Group Presentation of Task Results Teacher’s Activities: Organize a group presentation activity. Ask each group to send a representative to present their task results to the whole class. For groups choosing Task 1 (scrapbook), the representative should introduce the content of the scrapbook, such as the pictures, stories, quotes included, and explain the meaning of each part in English. For groups choosing Task 2 (class harmony convention), the representative should read out the rules of the convention and their explanations in English, and explain the purpose and significance of formulating the convention. The teacher should remind the representatives to speak loudly, clearly and fluently, and use the learned vocabulary and sentence patterns. After each group’s presentation, ask other students to ask questions or put forward suggestions, and the representative of the group should answer the questions and accept the suggestions. The teacher should also make appropriate comments on each group’s presentation, affirm their efforts and achievements, and put forward some suggestions for improvement. For example, “Your presentation is very wonderful, and the scrapbook is very beautiful. If you can speak more fluently, it will be better.” “Your class harmony convention is very practical, and the explanation is clear. I hope you can put it into practice in daily life.” During the presentation, the teacher should record the performance of each group and each student, which will be used as an important basis for the final evaluation. Students’ Activities: Prepare for the presentation actively, and the group representative rehearses the presentation content repeatedly to ensure that the speech is fluent and clear. Listen carefully to the presentation of other groups, take notes, and put forward questions or suggestions actively. Answer the questions raised by other students patiently, and accept the suggestions put forward by others. Learn from the advantages of other groups, and find out the deficiencies of their own group’s presentation and task results. Design Intention: Group presentation provides students with opportunities to show themselves, which can enhance their confidence and improve their oral expression ability. Asking questions and putting forward suggestions can cultivate students’ critical thinking ability and ability to communicate with others. The teacher’s comments and guidance can help students clearly understand their own performance and improve their presentation ability. Recording the performance of students helps the teacher conduct a comprehensive and objective evaluation of students. 4.2 Comprehensive Evaluation Teacher’s Activities: Conduct a comprehensive evaluation of each group and each student based on the whole process of the Project (preparation, implementation, presentation, etc.). The evaluation includes three parts: group evaluation, self-evaluation and teacher evaluation. Group evaluation: Each group evaluates the performance of other groups according to the evaluation criteria (language accuracy, content rationality, design creativity, group cooperation, presentation effect, etc.). Self-evaluation: Each student evaluates their own performance in the Project, such as their participation in group activities, the completion of their own tasks, the communication with group members, etc. Teacher evaluation: The teacher evaluates each group and each student comprehensively according to the observation during the whole teaching process, the task results and the presentation performance. The teacher should affirm the efforts and achievements of each group and each student, and put forward targeted suggestions for improvement. For example, for students who are active in group activities but have poor oral expression ability, the teacher should affirm their enthusiasm and guide them to practice oral English more; for students who are not active in group activities, the teacher should encourage them to participate more actively and cultivate their awareness of teamwork. Finally, announce the evaluation results, and praise the outstanding groups and students, encouraging all students to learn from them. Students’ Activities: Participate in group evaluation actively, evaluate other groups objectively according to the evaluation criteria. Conduct self-evaluation seriously, reflect on their own performance in the Project, find out their own advantages and disadvantages. Listen carefully to the teacher’s evaluation and suggestions, and make up their own deficiencies. Learn from the outstanding groups and students, and set goals for their future learning. Design Intention: Comprehensive evaluation combining group evaluation, self-evaluation and teacher evaluation is more objective and fair, which can help students fully understand their own performance and the performance of other groups. Affirming the efforts and achievements of students can enhance their confidence and enthusiasm for learning. Putting forward targeted suggestions for improvement can help students find out their own deficiencies and improve their ability. Praising outstanding groups and students can set an example for other students, and stimulate their enthusiasm for learning and participating in group activities. 4.3 Summary and Reflection Teacher’s Activities: Summarize the whole Project. First, review the process of the Project, emphasize the key points and difficulties in completing the Project, and affirm the efforts and achievements of all groups and students. Then, guide students to reflect on the whole Project: “What did you learn from this Project? What difficulties did you encounter? How did you solve them? What improvements can you make in future group activities?” Ask students to share their reflection and feelings in pairs, and then invite some students to share their views with the whole class. Finally, summarize the significance of the Project: “This Project not only helps us master the knowledge of interpersonal communication, improve our English language ability, but also cultivates our ability to cooperate with others, think critically and solve practical problems. I hope you can apply what you have learned from this Project to your daily life, get along well with your classmates and teachers, and establish good interpersonal relationships.” Students’ Activities: Listen carefully to the teacher’s summary, review the whole process of the Project, and recall their own performance and feelings. Discuss with partners their reflection and feelings about the Project, and share their views with the whole class actively. Reflect on their own deficiencies in the Project, and make plans for future improvement. Understand the significance of the Project, and determine to apply what they have learned to daily life. Design Intention: Summarizing the Project helps students sort out the knowledge and experience gained in the Project, and deepen their understanding of the theme of interpersonal communication. Guiding students to reflect can help them cultivate the ability of self-reflection, find out their own deficiencies, and improve their learning ability and problem-solving ability. Sharing reflection and feelings can help students exchange ideas, learn from each other, and enhance their understanding of the Project. Emphasizing the significance of the Project helps students connect the learning content with daily life, realize the practical value of English learning, and cultivate their correct values and interpersonal awareness. 5. Extension Activity: Apply What You Have Learned (Extension Stage) Teacher’s Activities: Design an extension activity to help students apply what they have learned in the Project to daily life. Ask students to complete a small task after class: For students who chose Task 1 (scrapbook), ask them to share their scrapbook with their friends or family, and introduce the content of the scrapbook in English, so as to practice their oral expression ability and spread the concept of friendship. For students who chose Task 2 (class harmony convention), ask them to publicize the convention in the class, and urge the whole class to abide by the convention, so as to put the convention into practice. At the same time, ask students to write a short English reflection (about 100 words) about the extension activity, introducing what they did, what they learned and what feelings they had. The teacher will check the reflection after class and give feedback to students. Students’ Activities: Complete the extension activity after class, share the scrapbook or publicize the class harmony convention actively. Write a short English reflection, record their own experience and feelings in the extension activity. Hand in the reflection on time, and accept the teacher’s feedback. Design Intention: The extension activity connects the classroom learning with daily life, helps students realize the transfer and application of knowledge, and improves their ability to apply English to solve practical problems. Sharing the scrapbook or publicizing the convention can help students practice their oral expression ability and enhance their sense of responsibility. Writing a reflection can help students deepen their understanding of the Project and the theme of interpersonal communication, and cultivate their ability to summarize and express in English. The teacher’s feedback can help students improve their deficiencies and further improve their learning ability. 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 $