Unit 1 Wish You were Here-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 1 Wish You were Here-Welcome to the unit 教学目标和重难点 1. 教学目标 It cultivates students’ language ability to express wishes and travel experiences, develops cultural awareness of cross-cultural communication, fosters critical thinking, and shapes positive aesthetic taste for natural and cultural beauty. 2. 教学重难点 Key: Master core words/phrases about travel and wishes, and the usage of subjunctive mood for wishes. Difficulty: Use subjunctive mood flexibly and understand cross-cultural differences in expressing wishes. 教学过程 1. Lead-in: Spark Interest and Connect with Real Life The teacher starts the class with a warm-up activity: showing students a set of vivid pictures on the screen, including famous scenic spots at home and abroad such as the Rocky Mountains in Canada, Niagara Falls, the Great Wall of China, and Lijiang Ancient Town. Then the teacher asks open-ended questions in English: “Have you ever traveled to a beautiful place? If you could go anywhere in the world right now, where would you go? And why?” The teacher invites 3-4 students to share their answers freely, encouraging them to use simple English to express their true thoughts. After the sharing, the teacher sums up: “Travel is a wonderful experience that allows us to see different scenery and feel different cultures. Today, we will start our new unit — Wish You were Here, which is closely related to travel and wishes. Let’s explore the beauty of language and travel together.” Design Intention: The lead-in links students’ real-life travel experiences with the unit theme, which not only stimulates students’ learning interest and enthusiasm but also lays a foundation for the subsequent learning of travel-related vocabulary and sentence patterns. The visual pictures can help students quickly enter the theme, and the open-ended questions provide students with opportunities to speak, helping them build confidence in oral English expression. At the same time, it naturally leads to the unit title and guides students to have a preliminary understanding of the unit content. 2. Vocabulary and Phrase Learning: Lay a Solid Language Foundation First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including travel-related words (glacier, territory, cuisine, souvenir, strait) and wish-related expressions (wish, hope, desire, would like to, if only). For each word and phrase, the teacher pronounces it clearly and standardly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then, the teacher explains the meaning and usage of each word and phrase with simple and easy-to-understand English, combining with specific examples related to travel and wishes. For example, when explaining “wish”, the teacher gives three typical examples: “I wish I could travel around the world. (I wish I could travel around the world.)” “I wish you were here with me. (I wish you were here with me.)” “She wishes she had more time to visit the scenic spot. (She wishes she had more time to visit the scenic spot.)” Then the teacher guides students to observe the sentence structure and summarizes: “When we use ‘wish’ to express a wish that is impossible or unlikely to come true at present or in the past, we need to use the subjunctive mood. For present wishes, we use the past tense; for past wishes, we use the past perfect tense.” For travel-related words such as “glacier” and “cuisine”, the teacher matches them with the pictures shown in the lead-in part, helping students associate the words with specific images and deepen their memory. For example, pointing to the picture of the Rocky Mountains, the teacher says: “There are many glaciers in the Rocky Mountains. A glacier is a large mass of ice that moves slowly over land.” For “cuisine”, the teacher says: “Different countries have different cuisines. For example, Chinese cuisine is famous for its delicious taste and rich variety, while Western cuisine pays more attention to nutrition and appearance.” After the explanation, the teacher organizes a quick memory game: the teacher shows the Chinese meaning of the words or phrases, and students compete to answer the English expressions; or the teacher says the English words, and students spell them aloud. This game not only helps students consolidate the newly learned vocabulary and phrases but also enriches the classroom atmosphere and improves students’ participation. Design Intention: Vocabulary is the foundation of language learning. This link focuses on the core vocabulary and phrases related to the unit theme, combining pronunciation, meaning, usage and examples to help students master them in a comprehensive way. The combination of pictures and examples makes abstract words more specific and vivid, which is conducive to students’ understanding and memory. The quick memory game mobilizes students’ enthusiasm and initiative, making vocabulary learning no longer boring, and lays a solid language foundation for the subsequent listening, speaking, reading and writing activities. 3. Sentence Pattern Practice: Master the Subjunctive Mood for Wishes On the basis of vocabulary learning, the teacher focuses on guiding students to master the sentence patterns of expressing wishes, especially the usage of the subjunctive mood in “wish” clauses. First, the teacher combs the structure of the subjunctive mood in “wish” clauses again with a concise form on the screen: 1. Wish + (that) + subject + past tense (expressing present wishes that are impossible to realize); 2. Wish + (that) + subject + past perfect tense (expressing past wishes that cannot be changed). Then, the teacher organizes group practice. Students are divided into groups of 4-5, and each group is given a task: according to the given scenarios, use “wish” to make sentences. The scenarios include: 1. You want to travel to Canada but don’t have enough time; 2. You missed a wonderful travel experience last year; 3. You hope your friend can travel with you; 4. You want to see the glaciers in the Rocky Mountains. Each group discusses and makes 3-4 sentences, and then sends a representative to present the group’s sentences to the whole class. The teacher comments on the sentences made by each group, corrects the wrong usages, and affirms the good sentences, guiding students to use the subjunctive mood correctly. After the group practice, the teacher carries out individual practice. The teacher asks students to think about their own wishes (related to travel or life) and write 2-3 sentences with “wish” on their exercise books. Then the teacher randomly invites students to read their sentences aloud and checks the usage of the subjunctive mood. For students who have difficulties, the teacher gives timely guidance and help. In addition, the teacher extends the sentence patterns of expressing wishes, introducing “if only” which has a similar meaning to “wish”. The teacher explains: “‘If only’ also expresses a strong wish, which is similar to ‘wish’, but it is more emotional. It also uses the subjunctive mood. For example, ‘If only I could go to Canada with you!’ ‘If only I had not missed that travel!’” Then the teacher asks students to convert the sentences they just made with “wish” into sentences with “if only” to further consolidate the usage of the subjunctive mood. Design Intention: Sentence pattern practice is an important link to improve students’ language application ability. This link focuses on the key and difficult point — the subjunctive mood for wishes. Through the combination of teacher’s explanation, group practice and individual practice, students can gradually master the structure and usage of the subjunctive mood. The given scenarios are closely related to the unit theme and students’ real life, which helps students apply the learned knowledge to practical situations. The extension of “if only” enriches students’ expression ways and lays a foundation for their subsequent oral communication and writing. 4. Theme Exploration: Combine Pictures and Dialogues to Deepen Understanding The teacher presents the pictures in the textbook’s “Welcome to the unit” part on the screen. There are four pictures in total, showing different travel scenes: a student looking at a postcard of the Rocky Mountains, a group of people hiking in the mountains, a couple enjoying the scenery by the lake, and a family having a barbecue in the wild. The teacher asks students to observe the pictures carefully and answer the following questions: “What can you see in each picture? Where do you think these places are? What are the people doing? If you were in these pictures, what would you do?” After students answer the questions, the teacher guides students to have a dialogue practice based on the pictures. The teacher first gives a sample dialogue: Student A: “Look at this picture! There are many beautiful mountains and glaciers. Where do you think it is?” Student B: “I think it is the Rocky Mountains in Canada. It looks amazing!” Student A: “I wish I could go there and hike in the mountains.” Student B: “Me too! If only we had a long holiday.” Then the teacher asks students to work in pairs, choose one of the pictures, and make a dialogue with reference to the sample, using the newly learned vocabulary, phrases and sentence patterns of expressing wishes. During the dialogue practice, the teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulties in dialogue. For example, if a student cannot express a certain meaning, the teacher prompts with relevant vocabulary or sentence patterns; if there is a wrong usage of the subjunctive mood, the teacher corrects it patiently. After the practice, the teacher invites 2-3 pairs of students to perform their dialogues in front of the whole class, and comments on their performance, affirming their advantages and putting forward suggestions for improvement. After the dialogue practice, the teacher leads students to explore the theme of the unit. The teacher asks: “From the pictures and dialogues, we can see that people have different wishes about travel. What do you think the theme of this unit is? What do you want to learn from this unit?” Students express their opinions freely, and the teacher sums up: “The theme of this unit is ‘travel and wishes’. In this unit, we will learn how to express travel experiences and wishes in English, understand different cultures and scenic spots around the world, and cultivate our love for life and exploration spirit.” Design Intention: This link combines the pictures in the textbook to let students feel the unit theme intuitively. The question guidance helps students observe and think carefully, and the dialogue practice provides students with opportunities to apply the learned knowledge comprehensively, improving their oral communication ability. The theme exploration helps students have a deeper understanding of the unit content, clarify the learning goals, and stimulate their motivation for subsequent learning. At the same time, it cultivates students’ observation ability and thinking ability. 5. Consolidation and Extension: Expand Vision and Improve Comprehensive Ability First, the teacher organizes a “Wish Sharing” activity. Each student thinks about a travel wish that they most want to realize, and uses the learned vocabulary, phrases and sentence patterns to introduce their wish to the group. The introduction should include: where they want to go, why they want to go there, what they want to do there, and what difficulties they may encounter. Then, each group selects the most interesting wish and invites the student to share it with the whole class. The teacher comments on each student’s sharing, focusing on the correctness of language expression and the richness of content, and encourages students to bravely express their ideas. Then, the teacher carries out a cultural extension activity. The teacher introduces some famous scenic spots and cultural customs in Canada (the main country involved in this unit) in simple English, such as the Rocky Mountains, Niagara Falls, Vancouver’s Chinatown, and Montreal’s French-style streets. The teacher shows relevant pictures and short videos, and asks students: “What do you know about Canada? What are the differences between Canadian culture and Chinese culture in terms of travel and daily life?” Students discuss in groups and share their views. The teacher guides students to respect cultural differences and cultivate cross-cultural communication awareness. In addition, the teacher assigns a small homework: write a short passage (about 80-100 words) to introduce your travel wish, using the vocabulary, phrases and sentence patterns learned in this lesson. The passage should include where you want to go, why you want to go there, and what you wish to do there. This homework helps students consolidate the knowledge learned in class and improve their writing ability. Design Intention: The “Wish Sharing” activity not only consolidates the knowledge learned in class but also stimulates students’ imagination and expression desire, improving their oral expression ability and logical thinking ability. The cultural extension activity expands students’ vision, lets them understand the cultural background related to the unit, cultivates their cross-cultural communication awareness and cultural literacy, which is in line with the requirements of core literacy. The homework links classroom learning with after-class consolidation, helping students deepen their understanding and application of knowledge and improve their comprehensive language ability. 6. Summary and Reflection: Sort Out Knowledge and Clear Learning Direction At the end of the class, the teacher leads students to sort out the knowledge learned in this lesson. The teacher asks: “What have we learned today? What key words, phrases and sentence patterns have we mastered? What do we need to pay attention to when expressing wishes?” Students answer one by one, and the teacher supplements and summarizes: “Today, we have learned the core vocabulary and phrases related to travel and wishes, mastered the usage of the subjunctive mood in expressing wishes, and had dialogue and sharing activities related to travel wishes. We also understood some cultural knowledge about Canada. The key point of this lesson is to master the vocabulary, phrases and the subjunctive mood for wishes, and the difficulty is to use the subjunctive mood flexibly.” Then, the teacher invites students to reflect on their own learning situation: “Do you think you have mastered the knowledge learned today? What are your difficulties? What can you do to improve?” Students think and share their reflections, and the teacher gives targeted suggestions. For example, for students who have difficulties in the subjunctive mood, the teacher suggests that they do more practice after class and summarize the usage rules; for students who are not confident in oral expression, the teacher encourages them to practice more and dare to speak. Finally, the teacher looks forward to the next class: “In the next class, we will continue to explore the unit theme, learn more about travel experiences and related language knowledge. I hope you can review the knowledge learned today after class and complete the homework carefully. Let’s look forward to the next interesting English class together!” Design Intention: The summary link helps students sort out the knowledge learned in class, form a systematic knowledge framework, and deepen their understanding and memory of knowledge. The reflection link encourages students to think about their own learning, find out their own difficulties and shortcomings, and clarify the direction of subsequent improvement, which is conducive to cultivating students’ self-management ability and learning initiative. The expectation for the next class helps students maintain their learning interest and motivation, and lay a foundation for the smooth development of subsequent teaching. 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 $