Unit 4 What is life-Project 教案-2025-2026学年高中英语译林版选修第三册

Language Ability: Master key vocabulary and sentence patterns related to the meaning of life, and be able to use English to discuss, express and write about life themes.

Cultural Awareness: Understand the views on life in different cultures, appreciate excellent English literary works, and form cross-cultural communication awareness.

Thinking Quality: Develop critical thinking and logical reasoning ability by analyzing and exploring the meaning of life.

Learning Ability: Cultivate autonomous learning and cooperative inquiry ability through completing project tasks, and form lifelong learning awareness.

Key Points: Master the key vocabulary and sentence structures about life significance and life value; be able to cooperate with group members to complete the project of making a scrapbook about the meaning of life.

Difficult Points: Use complex sentences and proper discourse coherence means to express views on life; integrate learned knowledge into practical project operation and realize knowledge transfer.

Step 1: Lead-in (Lead-in Activity)

The teacher starts the class with a famous quote: “Each man must look to himself to teach him the meaning of life. It is not something discovered: it is something molded.” —Antoine de Saint-Exupéry. Then the teacher asks students two questions in English: “What do you think of this quote? What does life mean to you?” The teacher invites 3-4 students to share their views freely, and gives positive comments and guidance, such as “Your idea is very unique. It reflects your positive attitude towards life.” After that, the teacher shows four pictures related to the meaning of life (such as a person helping others, a student studying hard, a family gathering, and a person pursuing dreams), and asks students to discuss in pairs: “What do you see in these pictures? What do these pictures tell us about the meaning of life?” After 5 minutes of discussion, each pair sends a representative to report the discussion results. Finally, the teacher summarizes: “Different people have different understandings of the meaning of life. Today, we will carry out a project activity—making a scrapbook about the meaning of life, to explore the beauty and value of life in depth.”

Design Intent: The famous quote and pictures are used to introduce the topic naturally, which can arouse students' interest in exploring the meaning of life and activate their existing knowledge and life experience. Pair discussion provides students with opportunities to practice oral expression, helps them open their minds, and lays a good foundation for the smooth development of the subsequent project. At the same time, it imperceptibly infiltrates the education of positive life attitude, which is in line with the requirements of cultural awareness and thinking quality in core literacy.

Step 2: Project Introduction and Task Arrangement (Project Overview & Task Assignment)

First, the teacher introduces the project in detail in English: “Our project today is to make a scrapbook about the meaning of life. A scrapbook is a book where you can collect and paste pictures, quotes, articles, poems and other materials related to the theme. Through this project, we will not only consolidate the knowledge we have learned in this unit, but also deepen our understanding of life.” Then the teacher clarifies the specific requirements of the project: 1. Each group consists of 4-5 students, and each group elects a group leader to be responsible for coordinating the work. 2. The scrapbook should include at least 5 parts: cover (with the theme of “What is life?”), quotes about life, introductions of people with positive life attitudes (such as Bertrand Russell and Helen Keller), short articles written by group members about their understanding of life, and a postscript (summarizing the gains of the group). 3. All contents in the scrapbook must be in English, and the layout

should be beautiful and reasonable, with clear logic. 4. Each group needs to prepare a 3-5 minute oral report to introduce their scrapbook.

After introducing the requirements, the teacher arranges students to form groups freely, and the group leader registers the list of group members. Then the teacher asks each group to discuss the division of labor within the group, such as who is responsible for collecting materials, who is responsible for writing articles, who is responsible for designing the layout, and who is responsible for preparing the oral report. The teacher walks around the classroom to guide the groups with unreasonable division of labor, and reminds students: “Each member should actively participate in the group work, give full play to their strengths, and cooperate closely with each other.”

Design Intent: The detailed introduction of the project helps students clarify the goals and requirements of the task, avoid blindness in the process of completing the project. Group cooperation and division of labor can cultivate students' cooperative awareness and team spirit, and let each student have the opportunity to participate in the project, which is conducive to the development of students' learning ability. At the same time, the requirements of the scrapbook are closely combined with the unit theme, which can help students consolidate the learned knowledge and realize the application of language knowledge.

Step 3: Knowledge Preview and Material Collection (Knowledge Preview & Material Collection)

First, the teacher leads students to review the key knowledge of this unit in English, focusing on the key vocabulary and sentence patterns related to life. For example, the teacher writes the following words and sentences on the blackboard: passion, pursue, significance, value, struggle, overcome difficulties, “Life is about setting a goal and trying my best to achieve it.” “The meaning of life varies from person to person.” Then the teacher asks students to read these words and sentences aloud, and explains the usage of difficult words and sentences in combination with specific examples. For example, “passion” is a noun, which means “strong feeling of love or enthusiasm”, and we can make a sentence: “Bertrand Russell had three passions in his life.”

After the review, the teacher guides students to collect materials for the scrapbook. The teacher provides some channels for collecting materials: 1. Use the reading materials in this unit, such as the excerpt from Bertrand Russell's Autobiography and the classic essay by Helen Keller, to extract quotes and character introductions. 2. Search for relevant English quotes, poems and articles about life through the Internet (under the guidance of teachers). 3. Combine their own life experience and write short articles about their understanding of life. The teacher reminds students: “When collecting materials, we should pay attention to the authenticity and appropriateness of the materials, and ensure that all materials are in standard English. At the same time, we should screen the materials and select the most representative ones to put into the scrapbook.”

In the process of material collection, students can ask the teacher for help if they encounter difficulties, such as not understanding the meaning of a certain quote or not knowing how to screen materials. The teacher answers students' questions patiently and guides them to think independently. For example, if a student asks how to choose quotes, the teacher can say: “You can choose quotes that can reflect positive life attitudes, such as quotes about perseverance, kindness and pursuit, which are more in line with the theme of our scrapbook.”

Design Intent: Reviewing the key knowledge of the unit can help students consolidate the language foundation and lay a solid foundation for the subsequent writing and material organization. Providing material collection channels can help students reduce the difficulty of collecting materials and improve the efficiency of completing the project. Guiding students to solve problems independently and ask for help actively is conducive to cultivating students' autonomous learning ability and problem-solving ability, which is in line with the requirements of learning ability in core literacy.

Step 4: Group Cooperation and Scrapbook Production (Group Cooperation & Scrapbook Making)

After collecting the materials, each group starts to make the scrapbook under the coordination of the group leader. The teacher walks around the classroom to observe the progress of each group, and provides timely guidance and help. For groups