Unit 3 Back to the Past-Project 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 3 Back to the Past-Project 教学目标和重难点 1. 教学目标 Language competence: Master words and sentences related to historical events and cultural relics to describe and comment on the past. Cultural awareness: Understand the diversity of world history and inherit excellent historical and cultural heritage. Thinking quality: Develop critical thinking by analyzing the connection between the past and the present. Learning ability: Improve cooperative learning and independent inquiry ability through project-based learning. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns about historical themes; learn to collect and sort out historical materials and complete project design. Difficult points: Use English accurately to express historical views and cultural connotations; integrate historical knowledge with English expression in project practice. 教学过程 1. Lead-in: A Glimpse of the Past The teacher starts the class by showing a series of pictures and short video clips, including the Ruins of Pompeii, the Great Wall, the USS Arizona Memorial and other world-famous historical sites and relics. While playing the materials, the teacher asks simple guiding questions in English: “Have you ever heard of these places? What do you know about their past? Why is it important for us to look back at the past?” After the video, invite 2-3 students to share their views briefly. The teacher then summarizes: “The past is not a distant memory but a mirror that reflects our present and guides our future. Today, we will start a special project—looking back at the past through English, and finish a wonderful historical theme project together.” Design Intention: The combination of pictures and video materials can quickly attract students' attention, stimulate their interest in historical topics, and lay an emotional and situational foundation for the smooth development of the project. The guiding questions can activate students' existing knowledge reserve, arouse their desire to express, and naturally lead to the theme of the project. At the same time, it helps students initially establish the awareness of connecting the past with the present, which is in line with the requirements of cultural awareness and thinking quality in core literacy. 2. Pre-project: Input and Preparation 2.1 Vocabulary and Sentence Pattern Consolidation First, the teacher combs and expands the core vocabulary and sentence patterns related to the project. On the blackboard or courseware, list key words and phrases such as “historical relics, ruins, civilization, preserve, inherit, witness, date back to, have a profound impact on” and key sentence patterns such as “It is believed that..., The reason why... is that..., As a symbol of..., it has witnessed the development of...”. For each word and sentence pattern, the teacher gives example sentences closely related to historical themes. For example, “The Great Wall, which dates back to the Qin Dynasty, is a symbol of Chinese civilization and has witnessed the changes of history.” Then, organize students to do group exercises: each group is given a historical site (such as the Forbidden City, the Ruins of Pompeii), and use the learned vocabulary and sentence patterns to make 2-3 sentences to describe it. After the exercise, each group sends a representative to present the results, and the teacher comments and corrects them, focusing on the accuracy and fluency of expression. Design Intention: Vocabulary and sentence patterns are the basis of English expression. By consolidating and expanding the core language knowledge related to historical themes, students can be provided with sufficient language support for the subsequent project practice, which helps improve their language competence. Group exercises can not only enhance students' participation, but also cultivate their cooperative learning ability, which is in line with the requirements of learning ability in core literacy. 2.2 Project Task Introduction and Group Division The teacher clearly introduces the project task in English: “Our project theme is ‘Back to the Past—A Glimpse of World Historical Civilizations’. Each group will choose a historical event, historical site or historical figure that they are interested in, collect relevant materials, and finally complete a project report and a 5-minute English presentation. The project report should include the background of the historical theme, its main content and historical significance; the presentation should be vivid and logical, and can interact with the audience appropriately.” Then, the teacher divides the students into groups of 4-5 people, adopting the way of voluntary grouping and teacher adjustment to ensure that each group has students with different strengths (such as students good at collecting materials, students good at writing, students good at speaking). After grouping, each group elects a group leader, who is responsible for coordinating the division of labor within the group (such as material collector, writer, speaker, editor). The teacher reminds the students: “Each member should actively participate, clarify their own responsibilities, and cooperate closely to complete the project.” Design Intention: Clear project tasks can help students clarify their learning goals and avoid blindness in the process of project implementation. Reasonable group division and division of labor can give full play to the advantages of each student, cultivate their sense of responsibility and cooperative spirit, and improve their learning ability. At the same time, letting students choose the historical theme they are interested in can stimulate their enthusiasm for inquiry and lay a foundation for the smooth development of the project. 2.3 Material Collection Guidance The teacher guides students on how to collect and sort out materials in English. First, recommend reliable information sources, such as English versions of historical websites, academic databases, English documentaries and textbooks. Then, teach students the methods of material collection: focus on collecting information related to the background, process, influence and other aspects of the selected historical theme, and screen out useful information, avoiding irrelevant or inaccurate content. In addition, the teacher reminds students to record the source of materials when collecting them to avoid plagiarism. At the same time, guide students to classify and sort out the collected materials, such as sorting them into “background information”, “key events” and “historical significance”, so as to facilitate the subsequent writing of the project report. The teacher can show a sample of material sorting to help students understand better. Design Intention: Many students may not know how to collect and sort out English materials effectively. Guiding them in this link can help them master scientific learning methods, improve their independent inquiry ability and information processing ability, which is an important part of cultivating learning ability. At the same time, reminding students to pay attention to academic norms can help them develop good learning habits. 3. In-project: Implementation and Exploration 3.1 Group Discussion and Plan Formulation Each group holds a group discussion in English under the leadership of the group leader. First, determine the specific historical theme of the group (such as “The Industrial Revolution”, “The Attack on Pearl Harbor”, “Zheng He's Voyages to the Western Seas”). Then, discuss the specific content of the project report and presentation, such as which aspects to introduce, the key points to highlight, and the form of presentation (such as PPT, video, picture display). During the discussion, the teacher walks around each group, listens to their opinions, and gives appropriate guidance when necessary. For example, if a group is unsure about the selection of historical themes, the teacher can put forward suggestions according to their interests and knowledge reserve; if there are differences within a group, the teacher can guide them to communicate and negotiate to reach a consensus. After the discussion, each group formulates a detailed project implementation plan and submits it to the teacher for review. The teacher reviews the plan and puts forward revision suggestions to ensure the rationality and feasibility of the plan. Design Intention: Group discussion can stimulate students' thinking, let them express their views freely, and improve their ability of language expression and communication. Formulating a detailed implementation plan can help students clarify the steps and tasks of the project, ensure the orderly progress of the project, and cultivate their planning ability and logical thinking ability, which is in line with the requirements of thinking quality. 3.2 Material Sorting and Report Writing According to the determined plan, each group starts to sort out the collected materials and write the project report. The material collectors sort out the classified materials and provide them to the writers; the writers organize the materials according to the structure of the report (introduction, main body, conclusion) and use the learned vocabulary and sentence patterns to write the report in English. During the writing process, the writers can consult other members of the group and the teacher if they encounter difficulties in expression. The teacher focuses on guiding students to pay attention to the logic and accuracy of the report. For example, the introduction part should briefly introduce the selected historical theme and the purpose of the project; the main body part should elaborate on the background, process and historical significance of the historical theme in detail, with clear layers; the conclusion part should summarize the main content of the report and put forward their own views on the historical theme (such as the enlightenment of the past to the present). At the same time, the teacher reminds students to pay attention to the correct use of grammar and punctuation, and avoid spelling mistakes. After the first draft of the report is completed, each group organizes members to read and revise it together, check for errors in expression, logic and other aspects, and improve the quality of the report. The teacher collects the first draft of the report, reviews it one by one, puts forward targeted revision suggestions, and guides students to revise and improve the report. Design Intention: The process of material sorting and report writing is an important part of project-based learning, which can help students consolidate the learned language knowledge, improve their English writing ability and logical thinking ability. Through group cooperation and teacher guidance, students can solve problems in the writing process, enhance their confidence in English expression, and at the same time understand the historical theme more deeply, which is conducive to the cultivation of language competence and thinking quality. 3.3 Presentation Preparation and Rehearsal While revising the project report, each group starts to prepare for the English presentation. The speakers are responsible for familiarizing themselves with the content of the report, practicing their oral expression, and designing the form of the presentation (such as PPT production, picture display, scene simulation). Other members of the group assist the speakers in preparing materials for the presentation, such as making PPT, collecting pictures and videos related to the historical theme, and designing interactive links (such as asking questions to the audience). The teacher guides students on the skills of English presentation: pay attention to the speed of speech, pronunciation and intonation, and maintain eye contact with the audience; the content of the presentation should be concise and focused, highlighting the key points; the PPT should be simple and clear, with appropriate pictures and text, which can assist the presentation. Then, organize each group to conduct preliminary rehearsal in the class. After each group's rehearsal, the teacher and other groups put forward suggestions for improvement, such as adjusting the speed of speech, enriching the content of the presentation, and improving the interactive links. Design Intention: The presentation link can effectively improve students' oral expression ability and on-site performance ability, which is an important part of cultivating language competence. Rehearsal and mutual evaluation can help students find their own deficiencies and improve the quality of the presentation. At the same time, the process of preparing for the presentation requires close cooperation among group members, which can further enhance their cooperative learning ability. 4. Post-project: Display and Evaluation 4.1 Project Presentation Each group takes turns to conduct the English presentation in the class, with each presentation lasting 5 minutes. During the presentation, other students listen carefully, take notes, and pay attention to the content, expression and form of the presentation. After each group's presentation, the speaker can interact with the audience, answer the questions raised by other students. For example, if a group presents “The Industrial Revolution”, other students can ask questions such as “What impact did the Industrial Revolution have on people's lives?” “What can we learn from the Industrial Revolution?” The teacher acts as a host and guide during the presentation, ensuring the smooth progress of the presentation, and appropriately prompting and supplementing when the speaker encounters difficulties. At the same time, the teacher records the performance of each group, focusing on the content of the report, the accuracy and fluency of oral expression, the form of presentation and the cooperation of the group. Design Intention: The project presentation is the display of the results of students' project learning, which can enhance their sense of achievement and confidence. Interactive links can stimulate students' enthusiasm for participation, improve their ability of thinking and expression, and help them understand different historical themes more comprehensively. The teacher's recording and guidance can lay a foundation for the subsequent evaluation. 4.2 Multi-dimensional Evaluation The evaluation adopts a multi-dimensional evaluation method, including teacher evaluation, group self-evaluation and inter-group mutual evaluation, to ensure the fairness and comprehensiveness of the evaluation. The evaluation content mainly includes the following aspects: language expression (accuracy, fluency, appropriateness of vocabulary and sentence patterns), project content (richness, accuracy, logicality), group cooperation (division of labor, cooperation degree), presentation effect (vividness, interactivity, on-site performance). First, inter-group mutual evaluation: each group scores other groups according to the evaluation standards, and puts forward 1-2 advantages and 1-2 suggestions for improvement. Then, group self-evaluation: each group summarizes the process of project implementation, analyzes their own advantages and deficiencies, and scores themselves. Finally, teacher evaluation: the teacher combines the performance of each group in the whole project process (material collection, report writing, presentation, etc.) to give a comprehensive score and evaluation, affirm the advantages of each group, point out the existing problems, and put forward targeted improvement suggestions. After the evaluation, the teacher announces the evaluation results, commends the excellent groups and individuals, and encourages all students to learn from each other and make progress together. At the same time, the teacher collects all the project reports and sorts them out for display in the class, so that students can learn from each other's works. Design Intention: Multi-dimensional evaluation can not only comprehensively reflect the learning effect of students, but also cultivate their ability of evaluation and reflection. Inter-group mutual evaluation and group self-evaluation can make students more clearly aware of their own advantages and deficiencies, and enhance their sense of self-management and responsibility. Teacher's evaluation and encouragement can stimulate students' learning motivation and help them continuously improve their comprehensive quality. 4.3 Summary and Reflection The teacher summarizes the whole project learning process in English: “In this project, each group actively participated, cooperated closely, and completed the project tasks excellently. Through this project, we not only mastered the English vocabulary and sentence patterns related to historical themes, but also understood many precious historical civilizations, and improved our cooperative learning ability and independent inquiry ability.” Then, guide students to reflect on their own performance in the project: “What did you learn from this project? What difficulties did you encounter? How did you solve them? What aspects do you need to improve in the future?” Invite 3-4 students to share their reflection and experience in English. The teacher finally emphasizes: “The past is a precious wealth. By looking back at the past, we can gain enlightenment, cherish the present and look forward to the future. I hope you can continue to use English to explore the mysteries of history and improve your comprehensive English ability.” Design Intention: Summary and reflection can help students sort out the knowledge and experience gained in the project learning, deepen their understanding of the project theme, and cultivate their ability of reflection and summary. The teacher's emphasis can further strengthen students' awareness of the connection between the past and the present, and guide them to establish a correct view of history, which is in line with the requirements of cultural awareness and thinking quality. 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 $