Unit 1 Wish You were Here-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to express travel experiences and wishes, cultivating cultural awareness of respecting diverse customs, developing logical and critical thinking, and fostering autonomous and cooperative learning abilities in language practice. 2. 教学重难点 Key: Mastering vocabulary related to travel and non-restrictive attributive clauses; using modal verbs to express wishes and regrets. Difficulty: Applying non-restrictive attributive clauses flexibly and understanding cross-cultural differences in travel. 教学过程 1. Lead-in: Warm-up and Review (Full English) The teacher starts the class with a multimedia presentation, showing beautiful pictures of famous scenic spots around the world, such as the Great Barrier Reef in Australia, the Pyramids in Egypt, and the West Lake in China. Then the teacher asks students questions orally: “Have you ever traveled to any of these places? If you could travel anywhere in the world, where would you go and why?” Students are invited to share their ideas freely in pairs first, and then several groups are selected to present their answers to the whole class. After that, the teacher briefly reviews the key contents of the unit: the core vocabulary (distinct, carve, mighty, ancestor, sample, etc.), the basic structure of non-restrictive attributive clauses, and the usage of modal verbs to express wishes and regrets. For example, the teacher says: “Last class, we learned that non-restrictive attributive clauses are used to supplement explanations of antecedents, and they are separated from the main clause by commas. Who can give an example?” A student answers: “My hometown, which is in the south of China, is famous for its beautiful scenery.” The teacher affirms the answer and makes a brief supplement. Design Intention: The warm-up activity with scenic pictures can quickly attract students’ attention, arouse their interest in travel topics, and lay an emotional foundation for the subsequent assessment and teaching. Pair discussion and class presentation can not only help students review the unit’s key language points in a relaxed atmosphere but also improve their oral expression ability. The brief review of key knowledge can consolidate students’ memory, make them clear about the core content to be assessed, and pave the way for the formal teaching process. 2. Knowledge Consolidation: Vocabulary and Grammar Drills (Full English) 2.1 Vocabulary Drill The teacher distributes a vocabulary exercise sheet to each student, which includes three parts: fill in the blanks with the correct form of the given words, complete the sentences with proper phrases, and translate the following sentences into English. The given words include the core vocabulary of the unit, such as distinct, carve, mighty, ancestor, sample, etc. The phrases include related expressions such as “wish for”, “in sight”, “watch out for”, etc. For example, the fill-in-the-blank questions: “The two cultures have distinct (distinct) differences in customs.” “We should sample (sample) the local food when traveling to a new place.” The translation questions: “这座古老的寺庙里有许多雕刻精美的佛像。(There are many exquisitely carved Buddha statues in this ancient temple.)” “他盼望有一天能去国外旅行。(He wishes for a chance to travel abroad one day.)” After students finish the exercises independently, the teacher checks the answers together with the whole class, explains the difficult and error-prone points in detail, and asks students to correct their mistakes in time. For students who make more mistakes, the teacher communicates with them individually after class to understand their difficulties and provide targeted guidance. Design Intention: Vocabulary is the foundation of language learning. Through diversified exercises such as fill-in-the-blank, sentence completion and translation, students can consolidate the memory and usage of the unit’s core vocabulary and phrases, and improve their ability to use vocabulary flexibly in context. Independent completion of exercises can cultivate students’ autonomous learning ability, while collective correction and individual guidance can help students find their own deficiencies in time, ensure that each student masters the key vocabulary, and lay a solid foundation for the subsequent listening, speaking, reading and writing activities. 2.2 Grammar Drill First, the teacher focuses on explaining the key and difficult points of non-restrictive attributive clauses: the difference between restrictive and non-restrictive attributive clauses, the usage of relative pronouns (who, whom, which, whose, as) and relative adverbs (when, where) in non-restrictive attributive clauses, and the taboo of using “that” in non-restrictive attributive clauses. The teacher gives typical examples to help students understand, such as: “Tom, who is my best friend, will go to Beijing next week. (non-restrictive attributive clause, which supplements Tom)” “The book that I bought yesterday is very interesting. (restrictive attributive clause, which restricts the book)” Then, the teacher arranges grammar exercises: combine two simple sentences into one sentence with non-restrictive attributive clauses, and correct the wrong sentences. For example, combine “She has a brother. He is a doctor.” into “She has a brother, who is a doctor.” Correct the wrong sentence: “My hometown, that is a small city, is very beautiful.” (correct: My hometown, which is a small city, is very beautiful.) Students complete the exercises in groups of four, discuss and correct each other’s answers, and then the teacher selects several groups to present their results and comments on them. In addition, the teacher also arranges exercises about modal verbs expressing wishes and regrets, such as filling in the blanks with “would, could, should” and other modal verbs. For example: “I wish I could (can) travel around the world with my family.” “If only I had (have) more time to visit the scenic spot.” Design Intention: Grammar is the framework of language. Through focused explanation and targeted drills, students can deepen their understanding of the structure and usage of non-restrictive attributive clauses, master the key points and avoid common mistakes. Group discussion can promote students’ cooperative learning, let them learn from each other, and improve their ability to analyze and solve problems. The drills of modal verbs can help students consolidate the usage of expressing wishes and regrets, which is closely related to the unit theme “Wish You were Here” and lays a foundation for the subsequent writing and speaking activities. 3. Comprehensive Application: Listening, Speaking, Reading and Writing (Full English) 3.1 Listening Practice The teacher plays the listening material twice. The listening content is a dialogue between two students talking about their travel plans and wishes. The first time, students listen to get the main idea of the dialogue: what places they plan to travel to, what they want to do there, and what wishes they have. The second time, students listen carefully and complete the listening task sheet, which includes filling in the blanks with key information and answering simple questions. For example, the fill-in-the-blank question: “Lucy plans to travel to Paris, where she wants to visit the Eiffel Tower.” The question: “What is Tom’s wish?” (Answer: He wishes he could go to the Great Barrier Reef to see the beautiful coral.) After listening, the teacher checks the answers, plays the difficult parts of the listening material again, and explains the listening skills, such as catching key words (time, place, people, etc.) and understanding the context. Then, the teacher invites students to retell the main content of the dialogue according to the key information they heard. Design Intention: Listening is an important part of language input. Through listening practice closely related to the unit theme, students can improve their listening comprehension ability, master listening skills, and at the same time consolidate the unit’s key vocabulary and sentence patterns. Retelling the dialogue can help students deepen their understanding of the listening content, improve their oral expression ability, and realize the connection between listening and speaking. 3.2 Speaking Practice The teacher designs a speaking task with the theme “My Dream Travel”. Students are divided into groups of five, and each group chooses a scenic spot they are interested in (it can be domestic or foreign). They need to discuss the following contents in the group: the location of the scenic spot, its characteristics, the things they want to do there, and their wishes related to the travel. Each group is required to prepare a 3-minute group report, and each member of the group should speak at least once. During the preparation process, the teacher walks around the classroom, provides guidance for students who have difficulties in expression, helps them use the unit’s key vocabulary and sentence patterns (such as non-restrictive attributive clauses and modal verbs expressing wishes), and reminds them to pay attention to the logic and fluency of the speech. After the preparation, each group takes turns to present their report to the whole class. After each group’s presentation, the teacher and other students make comments, affirming their advantages and putting forward suggestions for improvement. For example, the teacher says: “Your group’s report is very fluent, and you have used many key words and sentences in the unit. If you can add some specific details about the scenic spot, it will be better.” Design Intention: Speaking is an important way to output language. The speaking task with the theme of “My Dream Travel” is closely combined with the unit theme, which can stimulate students’ enthusiasm and participation. Group cooperation can cultivate students’ cooperative learning ability and communication ability. The teacher’s guidance and class comments can help students improve their oral expression ability, flexibly use the learned knowledge, and enhance their confidence in speaking English. 3.3 Reading Practice The teacher provides a reading passage about a traveler’s experience in a foreign country. The passage is closely related to the unit theme, involving travel scenery, local customs, and the traveler’s wishes and regrets. The passage includes the unit’s key vocabulary and non-restrictive attributive clauses. First, students read the passage quickly to get the main idea: the traveler’s travel route, the interesting things he encountered, and his feelings and wishes. Then, students read the passage carefully and complete the reading tasks: choose the best answer for each question, fill in the blanks with the correct words according to the passage, and find out the non-restrictive attributive clauses in the passage and analyze their structure and usage. After students finish the tasks, the teacher checks the answers, explains the difficult sentences and key points in the passage, and guides students to summarize the main content of the passage. For example, the teacher asks: “What is the traveler’s biggest regret during the trip?” (Answer: He regretted not having more time to stay in the small town and understand the local customs better.) Then, the teacher guides students to discuss: “If you were the traveler, what would you do to avoid this regret?” Design Intention: Reading is an important way of language input and an effective way to improve students’ language comprehension ability. The reading passage closely related to the unit theme can help students consolidate the learned vocabulary and grammar, and at the same time understand the cultural differences in travel, which is conducive to cultivating their cultural awareness. Diversified reading tasks can train students’ reading skills (skimming, scanning, careful reading, etc.), and group discussion can develop students’ critical thinking ability and ability to express their own views. 3.4 Writing Practice The teacher assigns a writing task: Write a letter to your friend, telling him/her about your travel experience (or your dream travel plan), including the place you traveled to (or want to travel to), the things you did (or want to do) there, the feelings you had (or expect to have), and your wishes related to the travel. The teacher requires students to use the unit’s key vocabulary, non-restrictive attributive clauses, and modal verbs to express wishes and regrets, and pay attention to the format of the letter, the logic of the content, and the fluency of the language. Before writing, the teacher gives a sample letter, analyzes its structure and language characteristics, and reminds students of the key points of writing. For example, the sample letter starts with a greeting, then introduces the travel experience, expresses wishes, and ends with a closing. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, helps them sort out their ideas, corrects grammatical mistakes, and reminds them to use the learned language points flexibly. After students finish writing, they exchange their letters with their deskmates, check and correct each other’s mistakes, and put forward suggestions for improvement. Then, the teacher selects several excellent letters and common wrong letters to comment on in class, affirming the advantages of excellent letters and pointing out the common mistakes and correction methods. Design Intention: Writing is a comprehensive reflection of students’ language ability. The writing task of writing a letter is closely combined with the unit theme, which can let students apply the learned vocabulary, grammar and sentence patterns to practical writing, and improve their writing ability. The sample letter can provide a reference for students, help them master the writing structure and methods. Peer review can cultivate students’ ability to evaluate and correct, and class comments can help students find their own deficiencies in writing, improve their writing level, and realize the integration of listening, speaking, reading and writing. 4. Summary and Assessment Feedback (Full English) First, the teacher leads the students to summarize the key contents of this class: the unit’s core vocabulary and phrases, the usage of non-restrictive attributive clauses, the usage of modal verbs to express wishes and regrets, and the application of listening, speaking, reading and writing skills. The teacher emphasizes that students should not only master the basic knowledge but also be able to apply it flexibly in practical language communication. Then, the teacher conducts a brief assessment feedback: according to the performance of students in this class (vocabulary and grammar drills, listening, speaking, reading and writing activities), the teacher affirms the progress made by students, such as “Most of you have mastered the usage of non-restrictive attributive clauses and can use them flexibly in speaking and writing”, and points out the deficiencies that need to be improved, such as “Some students still make mistakes in the use of modal verbs to express wishes, and need to practice more after class”. Finally, the teacher assigns after-class homework: review the key knowledge of the unit, complete the remaining exercises in the workbook, and revise the letter written in class according to the comments. Design Intention: The summary can help students sort out the knowledge system of this class, consolidate the learned content, and form a clear knowledge framework. Assessment feedback can let students understand their own learning situation, know their advantages and deficiencies, and clarify the direction of subsequent learning. After-class homework can further consolidate the knowledge and skills learned in class, and help students make up for their deficiencies, so as to achieve the teaching goals of the unit assessment. 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 $