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

Unit 3 Getting Along with Others-Assessment 教学目标和重难点 1. 教学目标 This assessment focuses on the four core competencies of English subject. Language competence is cultivated through listening, speaking, reading and writing tasks related to interpersonal communication. Cultural awareness is developed by guiding students to understand the similarities and differences of interpersonal norms in different cultures. Thinking quality is improved by encouraging students to analyze interpersonal problems logically and put forward reasonable solutions. Learning ability is enhanced by helping students summarize communication skills and reflect on their own learning process, enabling them to form autonomous learning habits in interpersonal English learning. 2. 教学重难点 The key points of this assessment are mastering core vocabulary (such as apologize, forgive, cooperate, misunderstand) and sentence patterns related to interpersonal communication, and being able to use English to express opinions, make apologies and give suggestions in daily interpersonal scenarios. The difficult points lie in accurately understanding the implied meaning in interpersonal conversations, flexibly using appropriate language strategies to resolve conflicts, and correctly applying the usages of infinitive and gerund in communication contexts, as well as avoiding cultural misunderstandings in cross-cultural communication. 教学过程 1. Lead-in: Warm-up and Review (Lead-in to Assessment) Activity 1: Daily Talk & Vocabulary Review The teacher greets students in English and starts with a casual conversation: “Good morning, everyone. In our daily life, we often communicate with friends, classmates and family members. Sometimes we get along well, but sometimes we may have small conflicts. Who can share a small story about how you solved a conflict with your friend? You can use simple English to describe it.” After 2-3 students share their stories, the teacher writes down the key words and phrases they mentioned on the blackboard, such as “misunderstand”, “apologize”, “forgive”, “communicate”, “solve a problem”, etc. Then, the teacher leads students to read these words and phrases together, and briefly reviews their meanings and usages, especially the collocations like “apologize to sb. for sth.”, “forgive sb. for doing sth.”, “communicate with sb.”. Design Intention: The warm-up conversation is closely linked to the unit theme “Getting Along with Others”, which can arouse students’ life experience and quickly focus their attention on the class. Reviewing core vocabulary through real-life stories helps students consolidate the knowledge they have learned before, lays a solid foundation for the subsequent assessment tasks, and reduces the difficulty of students’ participation in the assessment. At the same time, it creates a relaxed and harmonious classroom atmosphere, making students more willing to participate in the following activities. Activity 2: Clarify Assessment Objectives The teacher says to students: “Today we will have an assessment about Unit 3 Getting Along with Others. The purpose of this assessment is not to test your scores, but to help you find out your strengths and weaknesses in learning this unit, especially in using English to deal with interpersonal communication. The assessment will include listening, speaking, reading and writing parts, which are all closely related to our daily interpersonal communication. I hope everyone can take it seriously and show your best performance.” Then, the teacher briefly introduces the process and requirements of each part of the assessment, so that students have a clear understanding of the assessment content and avoid confusion during the assessment. Design Intention: Clarifying the assessment objectives and process in advance helps students establish a correct attitude towards the assessment, reduce their anxiety, and make them better prepared for each assessment task. Emphasizing that the assessment is for self-improvement rather than just scoring can help students pay more attention to the process of learning and communication, rather than just the results, which is in line with the concept of quality-oriented education. 2. Listening Assessment: Understand Interpersonal Communication Scenarios Activity 1: Pre-listening Preparation Before playing the listening material, the teacher guides students to do pre-listening preparation. First, the teacher shows students 5 pictures on the screen, which are scenarios of interpersonal communication, such as “apologizing to a friend”, “asking a classmate for help”, “refusing an invitation politely”, “comforting a sad friend” and “discussing a problem with a partner”. Then, the teacher asks students to look at the pictures and guess what the people in the pictures might be talking about, and write down the possible key words and sentences. For example, for the picture of “apologizing to a friend”, students may write “I’m sorry”, “I made a mistake”, “Please forgive me”, etc. After students finish, the teacher invites several students to share their guesses and corrects and supplements them appropriately. Design Intention: Pre-listening preparation is an important link in listening teaching. By looking at pictures and guessing the content of the conversation, students can activate their existing knowledge and experience, predict the listening content, and improve their listening efficiency. At the same time, it can help students quickly enter the listening scenario and reduce the difficulty of understanding the listening material. The key words and sentences guessed by students are also closely related to the core vocabulary and sentence patterns of the unit, which further consolidates the knowledge they have learned. Activity 2: Listening Tasks (Two Times) The teacher plays the listening material for the first time. The listening material includes 5 short conversations, each corresponding to one of the pictures shown before. The requirements for students are: listen carefully and match each conversation with the corresponding picture. After the first listening, students have 1 minute to check their answers with their deskmates. Then, the teacher plays the listening material for the second time, and asks students to listen again to confirm their answers and fill in the blanks in the listening task sheet. The blanks are mainly core words and phrases in the unit, such as “misunderstanding”, “cooperate”, “respond”, “in case”. After the second listening, the teacher checks the answers with the whole class. For the wrong answers, the teacher plays the corresponding part of the listening material again, guides students to listen carefully again, and analyzes the reasons for the mistakes. For example, if a student fails to hear the word “misunderstanding”, the teacher can ask students to pay attention to the pronunciation of the word and its context, so that students can understand how to catch key information in listening. Design Intention: Playing the listening material twice is in line with the characteristics of senior high school students’ listening ability. The first listening focuses on the overall understanding of the conversation, and the second listening focuses on details, which can help students gradually deepen their understanding of the listening content. Matching conversations with pictures can test students’ ability to connect listening content with specific scenarios, while filling in the blanks can test students’ mastery of core vocabulary and phrases. Checking answers and analyzing mistakes can help students find their own deficiencies in listening, and master skills of catching key information, which is conducive to improving their listening ability. Activity 3: Post-listening Reflection The teacher asks students to think about the following questions: “What difficulties did you encounter in the listening task? Did you catch all the key information? What can you do to improve your listening ability in the future?” Students can discuss these questions in groups of 4 for 3 minutes, then each group sends a representative to share their group’s views. The teacher summarizes students’ views, and puts forward some practical suggestions, such as listening to English materials related to interpersonal communication regularly, paying attention to the pronunciation and intonation of native speakers, and accumulating core vocabulary and sentence patterns. Design Intention: Post-listening reflection is an important part of improving students’ learning ability. By thinking and discussing, students can self-evaluate their listening performance, find out their own problems, and put forward corresponding improvement measures. This not only helps students improve their listening ability, but also cultivates their ability of self-reflection and autonomous learning, which is in line with the requirements of core literacy. 3. Speaking Assessment: Express Opinions and Solve Interpersonal Problems Activity 1: Group Discussion (Scenario-based Task) The teacher divides students into groups of 4, and assigns a specific interpersonal scenario to each group. The scenarios are closely related to students’ daily life, such as: · Scenario 1: You borrowed a book from your friend, but you accidentally lost it. How will you apologize to your friend and solve the problem? · Scenario 2: Your classmate always copies your homework. You don’t want to hurt his feelings, but you also don’t want to let him copy. How will you communicate with him? · Scenario 3: You and your partner had a quarrel because of different opinions on a group project. How will you resolve the conflict and continue to cooperate? · Scenario 4: Your friend is in a bad mood because he failed the exam. How will you comfort him and encourage him? Each group gets a scenario, and the teacher asks students to discuss in groups: what to say, how to say it, and what language strategies to use. During the discussion, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance when students encounter difficulties. For example, if a group doesn’t know how to apologize politely, the teacher can remind them to use sentence patterns like “I’m really sorry for...”, “I apologize for...”, “I hope you can forgive me.” Design Intention: Scenario-based group discussion is in line with the characteristics of speaking teaching. The scenarios are close to students’ daily life, which can stimulate students’ desire to speak and make them have something to say. Discussing in groups can reduce students’ pressure of speaking alone, and enable students to learn from each other and improve their speaking ability together. The teacher’s guidance can help students use appropriate language strategies and core sentence patterns, ensuring that the speaking task is closely linked to the unit’s key points. Activity 2: Role-play Performance After the group discussion, each group sends 2-3 representatives to perform the scenario they got in front of the class. The performance time of each group is 2-3 minutes. During the performance, other students need to listen carefully and fill in the evaluation form. The evaluation criteria include: whether the language is correct and fluent, whether the content is in line with the scenario, whether the language strategies are appropriate, and whether the performance is natural. After each group’s performance, the teacher and other students give comments. The teacher mainly affirms the advantages of the group, such as correct use of core vocabulary and sentence patterns, natural performance, etc., and puts forward suggestions for improvement, such as paying attention to pronunciation and intonation, using more polite expressions, etc. Design Intention: Role-play performance can test students’ ability to use English in real scenarios, and improve their oral expression ability and communication ability. Letting students evaluate each other can not only cultivate their ability of observation and evaluation, but also make them learn from each other’s strengths and make up for their own deficiencies. The teacher’s comments are focused on encouragement and guidance, which can protect students’ enthusiasm for speaking and help them improve their speaking ability in a positive atmosphere. Activity 3: Summary of Speaking Skills After all groups finish their performances, the teacher summarizes the speaking skills in interpersonal communication. The teacher says: “In today’s role-play, we used a lot of useful expressions and language strategies. For example, when apologizing, we can use ‘I’m sorry for...’; when comforting others, we can use ‘Don’t worry...’, ‘Everything will be better...’; when putting forward suggestions, we can use ‘Why not...?’, ‘You’d better...’. These expressions and strategies can help us communicate better with others. At the same time, we should also pay attention to our tone and body language when speaking, which can make our communication more effective.” Then, the teacher leads students to read these useful expressions together, and asks students to remember them and use them in daily communication. Design Intention: Summarizing speaking skills can help students sort out the knowledge and skills they have learned in the speaking task, and form a systematic understanding of interpersonal communication language strategies. Leading students to read and remember useful expressions can consolidate their memory and facilitate their use in future communication. This link also connects the speaking assessment with the daily learning of students, making the assessment more meaningful. 4. Reading Assessment: Analyze Interpersonal Communication Texts Activity 1: Pre-reading Prediction The teacher shows students a reading passage titled “How to Get Along Well with Your Classmates” on the screen. Before letting students read the passage, the teacher asks students to predict the content of the passage according to the title. The teacher can ask questions like: “What do you think the passage will talk about? What suggestions do you think the passage will give on getting along with classmates?” Students can think freely and share their predictions. The teacher writes down students’ predictions on the blackboard, then asks students to read the passage to check whether their predictions are correct. Design Intention: Pre-reading prediction can stimulate students’ interest in reading, activate their existing knowledge and experience about interpersonal communication, and help them quickly enter the reading scenario. By checking whether their predictions are correct after reading, students can improve their reading motivation and sense of accomplishment, and lay a foundation for the subsequent reading tasks. Activity 2: Reading Tasks (Skimming and Scanning) First, the teacher asks students to skim the passage quickly (skimming) and answer the following question: “What is the main idea of the passage?” After students finish skimming, the teacher invites several students to share their answers, and summarizes the main idea of the passage: The passage mainly gives some practical suggestions on how to get along well with classmates, such as being kind and helpful, communicating actively, respecting others, and resolving conflicts properly. Then, the teacher asks students to scan the passage (scanning) and complete the following tasks: 1. Find out the 5 suggestions given in the passage and write them down. 2. Underline the core words and phrases in the passage, such as “kind-hearted”, “helpful”, “active communication”, “respect others”, “resolve conflicts”, “compromise”, etc. 3. Answer the detailed questions: (1) Why is active communication important in getting along with classmates? (2) What should we do when we have conflicts with classmates? (3) How can we show respect to our classmates? After students finish the scanning tasks, the teacher checks the answers with the whole class. For the detailed questions, the teacher asks students to find the corresponding sentences in the passage and read them aloud, so that students can understand how to find key information in the passage. At the same time, the teacher explains the difficult words and sentences in the passage, such as “compromise” (meaning to give up something in order to reach an agreement), “mutual understanding” (meaning understanding each other), etc. Design Intention: Skimming and scanning are important reading skills for senior high school students. Skimming helps students grasp the main idea of the passage quickly, while scanning helps students find specific information accurately. The tasks designed are closely linked to the unit theme and key points, which can test students’ reading ability and mastery of core vocabulary and phrases. Explaining difficult words and sentences can help students overcome reading obstacles and improve their reading comprehension ability. Activity 3: Deep Reading and Discussion The teacher asks students to read the passage again carefully (deep reading) and think about the following questions: 1. Do you agree with the suggestions given in the passage? Why or why not? 2. What other suggestions can you give on getting along with classmates? 3. Combine your own experience, talk about how you apply these suggestions in your daily life. Students can discuss these questions in groups of 4 for 4 minutes, then each group sends a representative to share their views. The teacher listens carefully to students’ views, and guides students to think deeply. For example, if a student disagrees with a certain suggestion, the teacher asks him to explain his reasons, and encourages other students to express their own views, so as to cultivate students’ critical thinking ability. Design Intention: Deep reading and discussion can help students understand the passage more thoroughly, and connect the content of the passage with their own life experience. Encouraging students to express their own views and question the content of the passage can cultivate their critical thinking ability and independent thinking ability. At the same time, it can also help students deepen their understanding of the theme “Getting Along with Others”, and apply the knowledge and skills they have learned to real life. Activity 4: Post-reading Writing Preparation The teacher says to students: “The passage gives us a lot of useful suggestions on getting along with classmates. Now, let’s think about how to write a short passage about ‘How to Get Along Well with Friends’. First, we need to determine the structure of the passage: the opening part can introduce the importance of getting along well with friends; the body part can list some specific suggestions; the closing part can summarize and express our expectations. Then, let’s collect some useful words and sentences that we can use in the writing, such as the core vocabulary and sentence patterns we have learned in this unit.” The teacher leads students to collect and sort out useful words and sentences, and writes them on the blackboard, such as “friendship is very important in our life”, “we should be honest with our friends”, “we should help each other when we are in trouble”, “we should communicate with our friends regularly”, etc. Design Intention: Post-reading writing preparation is a link connecting reading and writing, which can lay a foundation for the subsequent writing assessment. By determining the structure of the passage and collecting useful words and sentences, students can reduce the difficulty of writing, and ensure that the writing task is closely linked to the unit’s key points and reading content. This also helps students improve their ability of integrating reading and writing, and promotes the development of their language competence. 5. Writing Assessment: Write About Interpersonal Communication Activity 1: Clarify Writing Requirements The teacher tells students the writing task: “Please write a short passage titled ‘How to Get Along Well with Friends’ with about 120-150 words. The requirements are: 1. The structure is clear, including opening, body and closing parts. 2. Use at least 5 core words and phrases of this unit, such as apologize, forgive, communicate, cooperate, understand, etc. 3. The content is true and practical, combined with your own experience or views. 4. The language is correct, fluent and appropriate. 5. Pay attention to the use of infinitive and gerund in the passage.” Then, the teacher shows a sample passage on the screen, and analyzes the structure, content and language of the sample passage, so that students have a clear understanding of the writing requirements. Design Intention: Clarifying the writing requirements and showing a sample passage can help students understand what to write and how to write, and avoid confusion during writing. The requirements of using core words and phrases and grammatical knowledge (infinitive and gerund) are closely linked to the unit’s key and difficult points, which can test students’ mastery of the knowledge they have learned. The requirement of combining their own experience makes the writing task more practical and can stimulate students’ writing enthusiasm. Activity 2: Students’ Independent Writing Students start to write independently. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides appropriate help to students who encounter difficulties. For example, if a student doesn’t know how to use the infinitive correctly, the teacher can give an example, such as “We should learn to communicate with our friends.”; if a student can’t think of appropriate words or sentences, the teacher can remind them of the useful words and sentences collected earlier. The teacher also reminds students to pay attention to the structure of the passage, the correctness of the language and the word count. Design Intention: Independent writing can test students’ ability of using English to express their own views and experiences, and improve their writing ability. The teacher’s guidance and help can help students overcome writing difficulties, ensure that students can complete the writing task smoothly, and protect their writing enthusiasm. Reminding students of the key points of writing can help them improve the quality of their writing. Activity 3: Peer Evaluation and Revision After students finish writing, the teacher asks students to exchange their compositions with their deskmates for peer evaluation. The peer evaluation criteria include: 1. Whether the structure is clear. 2. Whether the core words and phrases are used correctly and sufficiently. 3. Whether the language is correct and fluent. 4. Whether the infinitive and gerund are used correctly. 5. Whether the content is practical and in line with the theme. Students need to put a tick for the advantages and a cross for the deficiencies, and write down specific suggestions for revision. After peer evaluation, students revise their own compositions according to their deskmates’ suggestions. The teacher walks around the classroom, checks students’ revision situation, and provides appropriate guidance when necessary. Design Intention: Peer evaluation can help students learn from each other’s strengths and make up for their own deficiencies. By evaluating others’ compositions, students can improve their ability of observation and evaluation, and also deepen their understanding of the writing requirements. Revising their own compositions according to the suggestions can help students improve the quality of their writing and cultivate their ability of self-revision, which is conducive to the long-term development of their writing ability. Activity 4: Teacher Evaluation and Feedback The teacher collects some students’ compositions (including excellent compositions and compositions with common problems), and comments on them in class. For excellent compositions, the teacher reads them aloud, affirms their advantages, such as clear structure, correct use of language, rich content, etc., and encourages other students to learn from them. For compositions with common problems, the teacher points out the problems, such as incorrect use of words and sentences, unclear structure, insufficient use of core vocabulary, etc., and gives specific revision suggestions. Then, the teacher summarizes the overall situation of students’ writing, affirms the progress made by students, and puts forward suggestions for improvement, such as accumulating more useful words and sentences, practicing writing regularly, and paying attention to the use of grammar knowledge. Design Intention: Teacher evaluation and feedback are important links in writing teaching. By commenting on students’ compositions, the teacher can help students find their own advantages and deficiencies, and provide targeted guidance for their future writing. Reading excellent compositions aloud can stimulate students’ writing motivation, while pointing out common problems can help all students avoid making the same mistakes. Summarizing the overall situation can help students have a clear understanding of their own writing level, and make clear the direction of future efforts. 6. Summary and Reflection: Consolidate and Improve Activity 1: Class Summary The teacher summarizes the whole assessment class: “Today we have completed the assessment of Unit 3 Getting Along with Others, including listening, speaking, reading and writing parts. Through this assessment, we have reviewed the core vocabulary, sentence patterns and grammatical knowledge of this unit, and improved our ability of using English to deal with interpersonal communication. We also learned a lot of useful communication skills and writing skills. I hope everyone can remember what we have learned today and apply it to our daily life, so that we can get along better with others.” Then, the teacher leads students to review the key points of this unit again, including core vocabulary (apologize, forgive, communicate, cooperate, misunderstand, etc.), key sentence patterns (apologize to sb. for sth., forgive sb. for doing sth., Why not...?, You’d better...), and grammatical knowledge (infinitive and gerund). The teacher also emphasizes the importance of interpersonal communication, and encourages students to use English to communicate with others actively in daily life. Design Intention: Class summary can help students sort out the knowledge and skills they have learned in the assessment class, and form a systematic understanding. Reviewing the key points again can consolidate students’ memory and ensure that they have mastered the core content of the unit. Emphasizing the application of knowledge in daily life can make the assessment more meaningful, and help students realize the practical value of English learning. Activity 2: Self-reflection The teacher asks students to fill in the self-reflection form. The self-reflection form includes the following contents: 1. What are your strengths in this assessment? (e.g., listening well, speaking fluently, writing correctly, etc.) 2. What are your deficiencies in this assessment? (e.g., not mastering the infinitive well, not catching key information in listening, not using appropriate language strategies in speaking, etc.) 3. What measures will you take to improve your deficiencies? Students fill in the self-reflection form independently, and then submit it to the teacher after class. The teacher will read students’ self-reflection forms carefully and provide targeted guidance for each student according to their reflection. Design Intention: Self-reflection is an important way to improve students’ learning ability. By filling in the self-reflection form, students can clearly understand their own strengths and deficiencies, and put forward corresponding improvement measures. This not only helps students improve their learning efficiency, but also cultivates their ability of self-reflection and autonomous learning, which is in line with the requirements of core literacy. The teacher’s targeted guidance can help students solve their own problems and promote their all-round development. Activity 3: Homework Arrangement The teacher arranges the following homework: 1. Revise your composition according to the teacher’s and deskmates’ suggestions, and submit the revised version next class. 2. Recite the core vocabulary and key sentence patterns of this unit. 3. Write a short diary (about 80 words) about your communication with a friend today, using at least 3 core words and phrases of this unit. 4. Listen to an English passage about interpersonal communication and write a short summary (about 50 words). Design Intention: The homework arranged is closely linked to the content of the assessment class, which can help students consolidate the knowledge and skills they have learned. Revising the composition can further improve students’ writing ability; reciting core vocabulary and key sentence patterns can consolidate students’ memory; writing a diary and a listening summary can help students apply the knowledge they have learned to daily learning, and improve their comprehensive language ability. The homework is hierarchical and practical, which can meet the needs of different students. 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 $