Unit 3 On the move-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第一册

Unit 3 On the move-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to talk about transportation, cultural awareness of global transport differences, thinking quality through analyzing transport pros and cons, and learning ability to explore transport-related knowledge independently. 2. 教学重难点 Key: Master transport-related vocabulary and sentences; talk about transport modes freely. Difficulty: Use proper expressions to analyze advantages and disadvantages of different transports and predict future transport trends. 教学过程 Step 1: Lead-in (Lead students into the unit topic naturally) The teacher starts the class with a question: “How did you come to school today? By bike, by bus, or on foot?” Invite 3-4 students to answer freely in English. After their answers, the teacher shows a set of pictures on the screen, including various means of transport from ancient times to modern times, such as horse-drawn carriages, steam trains, high-speed trains, airplanes, and self-driving cars. Then the teacher says: “From horse-drawn carriages to self-driving cars, transport has changed greatly over time. Today, we will start our unit ‘On the move’ and explore the wonderful world of transportation together.” Design Intention: The lead-in is closely connected with students’ daily life, which can quickly arouse their learning interest and activate their existing knowledge about transportation. Showing pictures of different transport modes helps students form a preliminary understanding of the unit topic, lay a foundation for the following teaching activities, and also cultivate their ability to observe and connect life with knowledge. Step 2: Vocabulary Input (Help students master core vocabulary related to transportation) First, the teacher presents the core vocabulary of this part on the screen, including nouns (transport, means of transport, carriage, train, high-speed train, airplane, subway, ship, bicycle, motorcycle, self-driving car, radar, lidar, accelerator, brake), verbs (travel, commute, accelerate, brake, transport), and adjectives (convenient, efficient, fast, safe, environmentally friendly, crowded, expensive). For each word, the teacher pronounces it clearly twice, and asks students to follow along. Then, the teacher explains the key words with simple English and combines them with the pictures shown in the lead-in part. For example, when explaining “high-speed train”, the teacher points to the picture of the high-speed train and says: “A high-speed train is a fast train that can run at a speed of more than 200 kilometers per hour. It is very convenient for long-distance travel in China.” For “self-driving car”, the teacher says: “A self-driving car is a car that can run without a driver, using AI, cameras and sensors like radar and lidar to ‘see’ the road.” After explaining the vocabulary, the teacher organizes a quick memory game: “I say the Chinese meaning, you say the English word; I show the picture, you say the English word.” For example, the teacher says “高铁”, students answer “high-speed train”; the teacher shows the picture of a subway, students answer “subway”. Those who answer correctly in time will get verbal praise. Then, the teacher asks students to work in pairs, take turns to say a transport mode and describe it with the adjectives they just learned. For example, one student says “bicycle”, the other says “It is cheap, environmentally friendly but slow.” Design Intention: Vocabulary is the foundation of language communication. By pronouncing together, explaining with pictures and simple English, students can master the pronunciation and meaning of core vocabulary quickly. The quick memory game and pair work can enhance the interactivity of the class, help students consolidate the vocabulary they have learned, and lay a solid foundation for their subsequent oral expression and discussion. At the same time, it cultivates students’ cooperative learning ability and reaction ability. Step 3: Discussion and Practice (Improve students’ oral expression ability and thinking quality) First, the teacher divides students into groups of 4-5. Each group is given a discussion task: “Discuss the means of transport you usually use in daily life, their advantages and disadvantages, and when you will choose them.” The teacher provides some guiding questions on the screen to help students carry out the discussion: 1. What means of transport do you often use? 2. What are the advantages of this transport? 3. What are the disadvantages of this transport? 4. In what situations do you choose this transport? During the discussion, the teacher walks around the classroom, observes the performance of each group, and provides timely guidance for students who have difficulties in expression. For example, if a student cannot express “environmentally friendly”, the teacher can remind them: “You can say ‘It is good for the environment’.” If a student does not know how to describe the disadvantage of a bus, the teacher can prompt: “Is the bus often crowded during rush hour?” After the discussion, each group selects a representative to report the discussion results to the whole class. The teacher listens carefully, records the key points of each group’s report, and gives positive comments and supplements. For example, if a group reports about the subway, the teacher can say: “Your report is very clear. You mentioned that the subway is fast and convenient. Besides, it is also environmentally friendly because it doesn’t produce exhaust gas.” Then, the teacher changes the discussion topic: “With the development of science and technology, what changes will happen to transportation in the future? What kind of future transport do you expect?” The teacher shows some pictures of future transport (such as flying cars, maglev trains, underwater trains) to inspire students’ imagination. Students continue to discuss in groups and share their ideas. For example, some students may say: “I think there will be more self-driving cars in the future, which can make our travel safer and more convenient.” Some students may say: “I hope there will be flying cars, so we don’t have to worry about traffic jams.” Design Intention: Group discussion is an effective way to improve students’ oral expression ability and cooperative learning ability. The guiding questions help students clarify the direction of discussion and avoid aimless discussion. By discussing the advantages and disadvantages of daily transport, students can cultivate their critical thinking quality and learn to analyze problems from multiple angles. The discussion about future transport can stimulate students’ imagination and innovation consciousness, and also connect the unit topic with the development of science and technology, which is in line with the requirements of core literacy cultivation. Step 4: Text Exploration (Combine the textbook content to deepen students’ understanding of the topic) The teacher asks students to open the textbook and look at the “Welcome to the unit” part. First, guide students to observe the pictures in the textbook: there are pictures of different transport modes, including traditional transport and modern transport. The teacher asks: “Look at the pictures in the textbook. What transport modes can you see? What do you think the unit will talk about?” Invite students to answer freely. Then, the teacher asks students to read the quote in the textbook: “Transport is the lifeblood of a modern society. It connects people, places and possibilities.” The teacher explains the quote in simple English: “This sentence means that transport is very important for a modern society. It helps people connect with each other, connect different places, and bring more possibilities to our life.” Then, the teacher asks students to discuss: “Do you agree with this sentence? Why? Please combine your own experience to explain.” After the discussion, the teacher invites several students to share their views. For example, a student may say: “I agree. Because my grandparents live in another city, I can go to see them by high-speed train easily. If there is no transport, it will be very difficult for us to meet them.” The teacher affirms students’ views and summarizes: “Transport plays an important role in our daily life and social development. It not only brings convenience to our travel, but also promotes the exchange and development of different regions. This is the core theme of our unit ‘On the move’.” Then, the teacher guides students to complete the small exercise in the textbook: match the transport modes with their descriptions. Students finish the exercise independently first, then check the answers with their deskmates. The teacher explains the key points and difficult points in the exercise, and helps students consolidate the vocabulary and knowledge they have learned. Design Intention: This step combines the textbook content, which helps students connect the classroom activities with the textbook, and deepen their understanding of the unit topic. Reading and explaining the quote can help students understand the importance of transport, cultivate their sense of social responsibility and cultural awareness. Completing the textbook exercise can help students consolidate the knowledge they have learned, and lay a foundation for the following learning of the unit. At the same time, it cultivates students’ independent learning ability and ability to analyze and solve problems. Step 5: Consolidation and Extension (Strengthen students’ knowledge application ability) First, the teacher organizes a role-play activity: “Suppose you are a travel guide, and you need to introduce the best transport modes for a trip from your city to Beijing to a group of foreign tourists. You should introduce the advantages of each transport mode and give suggestions.” Students are divided into groups of 3, one as the travel guide, the other two as foreign tourists. The teacher provides some useful expressions on the screen: “I suggest you take... because it is...”, “The advantage of... is that...”, “You can also take... if you want to...”. Students prepare for 5 minutes, then each group performs the role-play in front of the class. After the role-play, the teacher comments on each group’s performance, affirming their advantages and pointing out areas for improvement. For example, the teacher can say: “Your role-play is very vivid. The travel guide introduced the transport modes clearly, but you can use more adjectives to make the introduction more attractive.” Then, the teacher assigns an extension task: “After class, please collect information about a kind of transport that you are interested in (such as high-speed trains in China, self-driving cars, etc.), and write a short introduction (about 50 words) in English, introducing its features and advantages. We will share it in the next class.” Design Intention: Role-play activity can create a real language communication situation for students, improve their oral expression ability and practical application ability, and also cultivate their ability to cooperate and communicate with others. The extension task can guide students to explore knowledge independently after class, expand their horizons, and consolidate the knowledge they have learned in class. It also lays a foundation for the subsequent learning of the unit, and cultivates students’ learning ability and information collection ability. Step 6: Summary and Reflection (Help students sort out knowledge and reflect on learning) The teacher summarizes the content of this class: “Today, we started the unit ‘On the move’. We learned some core vocabulary related to transportation, discussed the advantages and disadvantages of different transport modes, explored the importance of transport, and also did a role-play activity. I hope you can master the knowledge we learned today and apply it to your daily life.” Then, the teacher asks students to reflect on their own learning: “What did you learn today? What do you think you did well? What do you need to improve?” Invite 2-3 students to share their reflections. The teacher listens carefully and gives encouragement and guidance. For example, if a student says: “I learned a lot of transport-related words, but I am not good at oral expression. I need to practice more.” The teacher can say: “It’s very good that you can realize your own shortcomings. As long as you practice more in daily life, your oral expression ability will be improved.” Finally, the teacher ends the class with a sentence: “Transport connects our life and the world. Let’s continue to explore the wonderful world of transportation in the following classes. Class is over.” 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 $