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

Unit 3 On the move-Project 教学目标和重难点 1. 教学目标 Language competence: Master transport-related vocabulary and expressions to communicate and write. Cultural awareness: Understand global transport development and China’s high-speed rail achievements. Thinking quality: Develop critical and innovative thinking. Learning ability: Cultivate autonomous and cooperative learning skills. 2. 教学重难点 Key points: Master transport-related vocabulary, phrases and sentence patterns; complete a leaflet about futuristic transport. Difficult points: Use learned knowledge flexibly to describe transport features and design a logical, practical leaflet. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing a short video about different means of transport, including traditional ones like bicycles, cars and trains, and futuristic ones such as flying hoverboards and self-driving cars. After playing the video, the teacher asks students two questions: “What means of transport do you usually use in daily life?” and “What do you think future transport will be like?” Then, invite 3-4 students to share their answers with the whole class. After the sharing, the teacher summarizes: “Today, we will focus on the Project of Unit 3 On the move. Our task is to work in groups to collect information about futuristic means of transport and make a leaflet to introduce it. Through this project, we will not only improve our English skills but also broaden our horizons about transport development.” Design Intention: The video can attract students’ attention quickly and arouse their interest in the topic of transport. The two questions connect students’ daily life with the teaching content, helping them activate their prior knowledge about transport. Meanwhile, the teacher clearly puts forward the teaching task of this lesson, letting students know the learning goals in advance, which lays a solid foundation for the follow-up teaching activities. Step 2: Knowledge Review and Consolidation First, the teacher reviews the key vocabulary and phrases related to transport learned in the previous periods, such as “high-speed rail”, “self-driving car”, “hoverboard”, “spacious”, “swift”, “perseverance”, “revival” and “operation”. The teacher presents these words and phrases on the screen, and asks students to read them aloud together twice to strengthen their memory. Then, the teacher designs a fill-in-the-blank exercise to check students’ mastery: 1. With the development of technology, ________ (高速的) trains have become the first choice for many travelers. 2. The new self-driving car can change direction ________ (迅速地) to avoid dangers. 3. His ________ (坚持不懈) helped him realize his dream of inventing a new means of transport. After students finish the exercise, the teacher checks the answers together with the whole class, explains the usage of difficult words and corrects students’ pronunciation and spelling mistakes if necessary. Next, the teacher reviews the key sentence patterns, especially those used to describe the features and advantages of transport, such as “It has the advantage of...”, “Compared with..., it is more...”, “It can help people... by...”. The teacher gives some examples: “High-speed rail has the advantage of being fast and comfortable. Compared with cars, it is more environmentally friendly.” Then, ask students to make 2-3 sentences with these sentence patterns, using the transport they are familiar with. Invite several students to share their sentences, and the teacher gives appropriate comments and guidance. Design Intention: Reviewing key vocabulary and sentence patterns can help students consolidate the knowledge they have learned before, laying a language foundation for their subsequent group work and leaflet making. The fill-in-the-blank exercise and sentence-making activity can not only check students’ mastery of knowledge but also improve their ability to use language flexibly. At the same time, the teacher’s guidance and correction can help students avoid common mistakes and improve their language accuracy. Step 3: Project Task Explanation and Group Division First, the teacher explains the specific requirements of the Project task in detail: Students need to work in groups of 4-5 to collect information about a kind of futuristic means of transport (such as flying cars, underwater trains, solar-powered vehicles, etc.). The information should include its appearance, working principle, advantages, disadvantages and development prospects. Then, based on the collected information, each group needs to make a leaflet, which should be concise, clear and attractive. The leaflet should include a title, pictures (if possible) and key introduction of the futuristic transport. Finally, each group will send a representative to present their leaflet to the whole class. Then, the teacher divides the students into groups of 4-5. To ensure the rationality of group division, the teacher considers students’ English level, communication ability and interest, so that each group has students with different strengths, which is conducive to mutual help and cooperation in the group. After grouping, each group elects a group leader, who is responsible for organizing the group activities, assigning tasks and coordinating the relationship among group members. The teacher reminds the group leaders to record the progress of the group work and timely feedback the problems encountered to the teacher. Design Intention: Clear task explanation helps students understand the requirements and goals of the Project, avoiding confusion in the process of completing the task. Rational group division and role assignment can give full play to the advantages of each student, cultivate their sense of teamwork and cooperation ability. The group leader system can improve the efficiency of group work and ensure that the task can be completed smoothly. Step 4: Group Work (Information Collection and Discussion) After the group division, each group starts to carry out group work. First, the group members have a discussion to decide which kind of futuristic means of transport they will focus on. During the discussion, the group leader encourages each member to express their opinions, and the group makes a decision through consultation. Then, the group leader assigns tasks to each member: some members are responsible for collecting information about the appearance and working principle of the transport, some are responsible for collecting information about its advantages and disadvantages, and some are responsible for sorting out the information and designing the leaflet. In the process of information collection, students can use various ways, such as searching the Internet, reading English magazines and books, or consulting relevant materials. The teacher walks around the classroom, observes the progress of each group’s work, and provides timely help when students encounter problems. For example, if some students have difficulty finding relevant English information, the teacher can give them some useful websites or English articles; if some students do not know how to express a certain concept in English, the teacher can provide appropriate vocabulary and sentence patterns. At the same time, the teacher reminds students to take notes while collecting information and pay attention to the authenticity and accuracy of the information. After collecting the information, each group holds a discussion to sort out and analyze the collected information. The group members discuss which information is the key content to be included in the leaflet, how to organize the information logically, and how to use appropriate English expressions to introduce the transport. During the discussion, the group leader guides the members to express their opinions freely, and helps the group reach a consensus. The teacher participates in the discussion of some groups when necessary, guides students to think deeply, and helps them solve the problems encountered in the discussion. Design Intention: Group work is the core part of the Project teaching. Through information collection and discussion, students can not only improve their ability to collect and sort out information but also enhance their communication and cooperation ability. The teacher’s guidance and help can ensure that students can carry out the group work smoothly and solve the problems encountered in the process in time. At the same time, this link can also cultivate students’ autonomous learning ability and innovative thinking, as they need to think about how to collect useful information and design an attractive leaflet. Step 5: Leaflet Making and Improvement After sorting out the information, each group starts to make the leaflet. The students responsible for designing the leaflet organize the information according to the discussion results, and use appropriate fonts, colors and pictures (if possible) to make the leaflet more attractive. The other group members assist in checking the content of the leaflet, correcting spelling, grammar and expression mistakes, and ensuring that the leaflet is concise, clear and accurate. The teacher continues to walk around the classroom, observes the leaflet making of each group, and gives targeted guidance. For example, if some groups’ leaflets have unclear logic, the teacher can guide them to adjust the structure of the content; if some groups’ English expressions are not appropriate, the teacher can help them modify and improve. At the same time, the teacher reminds students to pay attention to the format of the leaflet, ensuring that it has a clear title and reasonable layout. After the initial completion of the leaflet, each group exchanges their leaflets with other groups, and puts forward suggestions for improvement. The group members refer to the suggestions and revise and improve their leaflets. Design Intention: Leaflet making is a process of applying the learned knowledge to practice. Through this link, students can improve their ability to use English comprehensively, including writing, editing and designing. Exchanging leaflets and putting forward suggestions can help students learn from each other, find their own shortcomings and improve the quality of the leaflet. The teacher’s targeted guidance can help students solve the problems encountered in the leaflet making process and improve their ability to complete the practical task. Step 6: Group Presentation and Evaluation Each group sends a representative to present their leaflet to the whole class. The representative introduces the futuristic means of transport in detail according to the leaflet, including its appearance, working principle, advantages, disadvantages and development prospects. The presentation time of each group is controlled appropriately, and other students listen carefully and take notes. After each group’s presentation, the teacher invites other students to ask questions or put forward suggestions, and the representative of the group answers the questions. Then, the teacher makes comments on each group’s presentation and leaflet, affirming their strengths and pointing out the areas that need improvement. The evaluation focuses on the accuracy of the information, the fluency of the English expression, the logic of the leaflet and the cooperation of the group. After all groups finish their presentations, the teacher summarizes the results of the group work, praises the groups that have done well, and encourages the groups that need improvement. At the same time, the teacher selects several excellent leaflets to display in the classroom, so that students can learn from each other and improve their own ability. Design Intention: Group presentation can not only exercise students’ oral expression ability but also enhance their confidence in speaking English in public. The question-and-answer session and evaluation link can help students deepen their understanding of the content, find their own shortcomings and learn from others. The teacher’s evaluation and encouragement can stimulate students’ learning motivation and enhance their sense of achievement. Displaying excellent leaflets can set an example for students and promote their common progress. Step 7: Summary and Extension First, the teacher summarizes the content of this lesson: In this lesson, we reviewed the key vocabulary and sentence patterns related to transport, completed the group work of collecting information about futuristic means of transport, made leaflets and carried out group presentations. Through this lesson, we not only improved our English skills but also learned a lot about futuristic transport and cultivated our cooperation and innovation ability. Then, the teacher carries out the extension activity: Ask students to write a short passage (about 80-100 words) to introduce their favorite futuristic means of transport, using the vocabulary and sentence patterns learned in this lesson. After students finish writing, invite several students to share their passages with the whole class, and the teacher gives appropriate comments and guidance. Finally, the teacher assigns the homework: 1. Revise and improve the leaflet made in group, and hand it in the next class. 2. Finish the short passage about the favorite futuristic means of transport. 3. Collect more information about global transport development and share it in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, strengthening their memory and understanding. The extension activity can further consolidate the knowledge learned in this lesson and improve students’ writing ability. The homework assigns tasks that are closely related to the teaching content, which can help students review and consolidate the knowledge after class, and also cultivate their ability to collect information independently. 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 $