Unit 1 Wish You were Here-Project 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-Project 教学目标和重难点 1. 教学目标 Language competence: Master travel-related words and the subjunctive mood to express wishes. Cultural awareness: Understand cross-cultural travel customs. Thinking quality: Develop logical and critical thinking through project design. Learning ability: Cultivate autonomous and cooperative learning skills. 2. 教学重难点 Key points: Use travel vocabulary and the subjunctive mood (I wish...) correctly; complete a travel project design. Difficult points: Integrate language knowledge into practical project; understand the implied emotions in travel contexts. 教学过程 1. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of vivid travel pictures, including exotic landscapes, local customs of different regions, and scenes of travelers exploring. Then the teacher asks questions in English: “Have you ever had a travel dream? Where do you wish to go most? If you could travel anywhere in the world, what would you do there?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher pays attention to guiding students to use simple subjunctive expressions, such as “I wish I could go to Paris” or “I wish I could see the Great Barrier Reef”, and timely supplements travel-related words like “destination”, “adventure”, “backpack” and “local cuisine” to help students express themselves more accurately. Design Intention: This lead-in activity is closely linked to the unit theme “Wish You were Here” and the core content of the Project. By showing intuitive travel pictures, it can quickly attract students’ attention and arouse their interest in travel topics. Asking open questions encourages students to combine their own life experiences to express their travel wishes, which not only activates their prior knowledge of travel vocabulary and simple subjunctive mood, but also lays a good emotional and language foundation for the subsequent project design. At the same time, supplementing key vocabulary in the interaction helps students accumulate language materials in advance, reducing the difficulty of subsequent learning. 2. Pre-Project: Master Core Knowledge and Clarify Requirements 2.1 Vocabulary and Grammar Consolidation First, the teacher organizes a “Travel Vocabulary Brainstorming” activity. Students are divided into groups of 4, and each group is required to list as many travel-related words and phrases as possible within 5 minutes, including words about destinations, transportation, accommodation, activities and emotions. After the time is up, each group sends a representative to present their list, and the teacher comments and supplements, focusing on the key words in the unit, such as “distinct”, “carve”, “mighty”, “ancestor”, “sample”, “off the beaten track”, “dream destination” and “a sense of adventure”. Then, the teacher focuses on reviewing the subjunctive mood in the unit—“I wish + clause”, explaining the usage of the subjunctive mood to express wishes contrary to the present, past and future, and gives typical examples: “I wish I were on a beautiful beach now (contrary to the present)”, “I wish I had traveled to Africa last summer (contrary to the past)”, “I wish I could travel around the world next year (contrary to the future)”. After the explanation, the teacher arranges an interactive exercise: students work in pairs to make sentences with “I wish...” according to different travel scenarios, and the teacher walks around to guide and correct mistakes in time. Design Intention: Vocabulary and grammar are the basis for completing the Project. Through the brainstorming activity, students can consolidate and expand travel-related vocabulary in a relaxed and interactive atmosphere, improving their ability to use vocabulary flexibly. Focusing on reviewing the subjunctive mood helps students master the key grammatical points of the unit, which is crucial for them to express wishes in the subsequent project design. The pair exercise allows students to apply the grammar knowledge they have learned immediately, deepening their understanding and memory of the subjunctive mood and avoiding mechanical memorization. 2.2 Introduce Project Requirements The teacher distributes the Project task sheet and explains the requirements in detail in English: “Today, we will work in groups to complete a travel project called ‘My Dream Travel Plan’. Each group needs to choose a dream destination (it can be a city, a country or a scenic spot in the world), and design a detailed travel plan, including the travel time, transportation, accommodation, daily itinerary, local customs to experience, necessary preparations and travel wishes. Finally, each group will make a 5-8 minute English presentation to show your travel plan to the whole class. During the design process, you need to use the vocabulary and subjunctive mood we have learned, and pay attention to the logic and practicality of the plan.” Then, the teacher shows a sample travel plan (simplified version) on the screen, including the destination (Kyoto, Japan), daily itinerary, local customs and travel wishes, to help students understand the specific form and requirements of the project. Design Intention: Clarifying the project requirements and showing samples can help students establish a clear goal and know what to do in each link. The sample travel plan is intuitive and specific, which can provide a reference for students’ project design, avoid confusion in the design process, and ensure that the project is carried out in an orderly manner. At the same time, emphasizing the use of learned vocabulary and grammar in the project connects the knowledge learning with practical application, reflecting the teaching concept of “applying what you have learned”. 3. In-Project: Group Cooperation and Project Design 3.1 Group Division and Task Allocation Students are divided into groups of 4-5 (according to the actual number of students in the class), and each group elects a group leader. The group leader is responsible for coordinating the group’s work and recording the progress of the project. Then, the teacher guides each group to allocate tasks reasonably: one student is responsible for collecting information about the destination (including local customs, scenic spots, food, etc.), one student is responsible for designing the daily itinerary and arranging transportation and accommodation, one student is responsible for writing the travel wishes and necessary preparations, and the remaining students are responsible for sorting out the information, optimizing the language expression and preparing for the presentation. The teacher reminds students that during the task allocation process, they should fully consider their own strengths and cooperate with each other to ensure that every student participates in the project. Design Intention: Reasonable group division and task allocation can improve the efficiency of project completion and ensure that every student has the opportunity to participate in the project, avoiding the phenomenon of “some students working hard while others doing nothing”. Electing a group leader to coordinate the work helps to enhance the sense of responsibility of students and cultivate their organizational and coordination abilities. Guiding students to allocate tasks according to their strengths can give full play to their advantages, make the project design more efficient and professional, and at the same time cultivate students’ awareness of cooperation and team spirit. 3.2 Group Discussion and Project Design Each group starts the project design under the guidance of the group leader. The teacher walks around the classroom, observes the progress of each group, and provides timely help and guidance. For groups that have difficulty choosing a destination, the teacher gives suggestions, such as recommending some representative destinations with distinct cultural characteristics, such as丽江 (Lijiang), Bali Island, Switzerland, etc.; for groups that have problems in designing the itinerary, the teacher guides them to consider the rationality of the itinerary, such as the distance between scenic spots, the arrangement of time, and the combination of relaxation and experience; for groups that have difficulties in using vocabulary and grammar, the teacher reminds them to review the key vocabulary and subjunctive mood learned, and helps them correct inappropriate language expressions. During the discussion, the teacher encourages students to put forward their own opinions, discuss and communicate with each other, and cultivate their critical thinking and problem-solving abilities. For example, when a group is discussing the travel time, some students think that traveling in spring is better because the weather is pleasant, while others think that traveling in autumn is more suitable because the scenery is more beautiful. The teacher guides them to analyze the advantages and disadvantages of different travel times according to the characteristics of the destination, and finally reach a consensus. Design Intention: The in-project discussion and design link is the core of the Project teaching. It allows students to apply the language knowledge and skills they have learned to practical activities, realizing the integration of knowledge and application. The teacher’s on-site guidance can timely solve the problems encountered by students in the design process, ensuring the smooth progress of the project. Encouraging students to put forward different opinions and discuss with each other helps to cultivate their critical thinking and innovative thinking, and at the same time enhances their ability to communicate and cooperate in English. This link also fully reflects the student-centered teaching concept, allowing students to become the main body of learning and experience the fun of autonomous exploration and cooperation. 3.3 Preliminary Improvement and Revision After each group completes the initial draft of the travel plan, the teacher organizes a “Group Mutual Evaluation” activity. Each group exchanges their travel plans with another group, and evaluates each other according to the evaluation criteria (including the rationality of the plan, the correct use of vocabulary and grammar, the richness of content, and the clarity of logic). The evaluators need to put forward positive suggestions for improvement, such as “You can add more local food to the itinerary” or “You can use more subjunctive sentences to express your travel wishes”. After the mutual evaluation, each group revises and improves their travel plan according to the suggestions put forward by the other group and the guidance of the teacher. The teacher focuses on checking the use of the subjunctive mood and key vocabulary in the plan, and helps students correct grammatical errors and inappropriate expressions to ensure that the language of the plan is accurate and fluent. Design Intention: The mutual evaluation and revision link helps students find their own deficiencies and learn from the advantages of other groups, improving the quality of the project. Through mutual evaluation, students can not only improve their ability to evaluate and appreciate works, but also enhance their sense of responsibility and cooperation. The teacher’s key check on vocabulary and grammar ensures that students can consolidate and apply the knowledge they have learned in the project, avoiding the occurrence of a large number of language errors. At the same time, this link also cultivates students’ ability to reflect and improve, helping them form a good learning habit of constantly revising and improving their works. 4. Post-Project: Presentation, Evaluation and Summary 4.1 Group Presentation Each group sends 1-2 representatives to make an English presentation of their travel plan. The presentation time is 5-8 minutes. During the presentation, the representatives need to introduce the destination, daily itinerary, local customs, travel wishes and other contents in detail, and can use PPT, pictures, videos and other auxiliary materials to make the presentation more vivid and intuitive. The other students listen carefully, take notes, and can ask questions after the presentation, such as “Why did you choose this destination?” or “What preparations do you need to make before traveling?” The representatives of the group answer the questions in English. The teacher pays attention to the language expression, pronunciation and intonation of the presenters, and the clarity and logic of the presentation, and gives timely encouragement and guidance. Design Intention: The group presentation link is an important way to show the results of the project. It not only exercises students’ oral expression ability and public speaking ability, but also allows students to share their works with each other, enhancing their sense of achievement and confidence. Asking and answering questions after the presentation can stimulate students’ thinking, deepen their understanding of the travel plan, and at the same time exercise their ability to communicate in English in real scenarios. The teacher’s encouragement and guidance can help students find their own advantages and deficiencies in the presentation, and provide direction for their future improvement. 4.2 Comprehensive Evaluation The evaluation of the project adopts a “multi-dimensional evaluation” method, including student self-evaluation, group mutual evaluation and teacher evaluation. First, each student conducts self-evaluation, reflecting on their own performance in the project, including the completion of tasks, the degree of participation, the mastery of vocabulary and grammar, and the ability to cooperate with others. Then, each group conducts mutual evaluation again, combining the performance of the presentation and the quality of the travel plan, and scores according to the evaluation criteria. Finally, the teacher makes a comprehensive evaluation, combining the self-evaluation of students, the mutual evaluation of groups and the actual situation of the project, affirming the advantages of each group, such as “Your travel plan is very practical and the language is accurate” or “Your presentation is vivid and confident”, and putting forward targeted suggestions for improvement, such as “You can pay more attention to the pronunciation and intonation in the presentation” or “You can add more details to the itinerary to make it more rich”. At the same time, the teacher selects the “Excellent Travel Plan” and commends the corresponding group to stimulate the learning enthusiasm of all students. Design Intention: Multi-dimensional evaluation can comprehensively and objectively reflect the learning effect of students and the quality of the project. Student self-evaluation helps students cultivate the ability of self-reflection and self-awareness; group mutual evaluation enhances students’ sense of cooperation and evaluation ability; teacher evaluation provides professional guidance and affirmation for students, helping them clearly understand their own strengths and deficiencies. Commending excellent groups can stimulate students’ learning motivation and sense of competition, and create a positive learning atmosphere. 4.3 Summary and Extension First, the teacher summarizes the whole Project teaching process, emphasizing the key points of the unit: the correct use of travel-related vocabulary and the subjunctive mood, and the ability to design a practical travel plan. The teacher points out that through this Project, students not only consolidated the language knowledge they have learned, but also cultivated their ability to cooperate, explore and express. Then, the teacher extends the topic: “Travel is not only a kind of experience, but also a way to understand different cultures. We should respect the customs and cultures of different regions when traveling, and develop a sense of environmental protection and cultural protection.” Finally, the teacher assigns after-class tasks: each student revises their own group’s travel plan according to the evaluation suggestions, and writes a short passage about “My Travel Wish” in English, using the subjunctive mood to express their own travel expectations. Design Intention: The summary link helps students sort out the knowledge and skills they have learned in the class, forming a systematic knowledge structure. The topic extension connects the Project with real life and cultural awareness, guiding students to establish a correct view of travel and culture, and realizing the cultivation of cultural awareness in core literacy. The after-class task is a continuation of the in-class project, which helps students consolidate the knowledge and skills they have learned, and further improve their ability to use English to express their wishes and ideas. 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 $