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

Unit 4 What is life-Project 教学目标和重难点 1. 教学目标 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. 2. 教学重难点 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. 教学过程 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 with slow progress, the teacher asks about the reasons and gives targeted suggestions. For example, if a group does not know how to design the layout, the teacher can show some excellent scrapbook samples (in English) and guide them: “You can divide the scrapbook into several sections according to the requirements, and use different colors of paper and stickers to decorate it, which will make the layout more beautiful.” In the process of making the scrapbook, the teacher focuses on guiding students to pay attention to the following points: 1. The language of the content should be standard and fluent, avoiding grammatical errors. 2. The logical structure of the scrapbook should be clear, and the order of each part should be reasonable. 3. The layout should be beautiful and generous, with a strong sense of hierarchy. 4. Each member should participate in the production process and give full play to their own advantages. For example, students who are good at writing can be responsible for writing short articles and postscripts; students who are good at art can be responsible for designing the cover and layout; students who are good at collecting information can be responsible for sorting out quotes and character introductions. At the same time, the teacher guides students to communicate and cooperate effectively within the group. For example, if there are differences of opinion within a group, the teacher encourages students to express their own views and discuss together to find the best solution. The teacher says: “Different opinions can bring new ideas to the group. We should listen to each other's opinions and cooperate closely to complete the project better.” During the production process, the teacher also pays attention to cultivating students' critical thinking ability. For example, when students select materials, the teacher guides them to analyze: “Is this material suitable for our scrapbook? Does it reflect the theme of the meaning of life? Can we express our views more clearly through this material?” Design Intent: Group cooperation in making scrapbooks is the core part of the project. It can not only cultivate students' cooperative awareness and communication ability, but also let students apply the learned language knowledge to practice, improving their language ability. The teacher's timely guidance can help students solve problems in the production process and ensure the smooth progress of the project. Guiding students to think critically when selecting materials is conducive to the development of their thinking quality. At the same time, the process of making scrapbooks can also let students experience the joy of creation and enhance their confidence in learning English. Step 5: Group Presentation and Mutual Evaluation (Group Presentation & Peer Evaluation) After all groups complete the scrapbook production, the group presentation begins. Each group sends a representative to give a 3-5 minute oral report in English, introducing the content, design ideas and gains of their scrapbook. When the representative is reporting, other students listen carefully and take notes. The teacher reminds students: “When listening, pay attention to the fluency of the speaker's expression and the rationality of the scrapbook design, and put forward your own opinions and suggestions after the report.” After each group's presentation, the teacher invites other students to make comments first. Students can comment on the advantages and disadvantages of the scrapbook from the aspects of content, language, layout and oral report. For example, a student can say: “I think their scrapbook is very beautiful, and the quotes they selected are very classic. But there are some grammatical errors in the short article, which can be corrected.” Then the teacher makes a summary comment, affirming the advantages of each group, such as “All groups have made great efforts, and the scrapbooks are very distinctive. The oral reports are also very fluent, which reflects everyone's efforts and progress.” At the same time, the teacher points out the existing problems and puts forward improvement suggestions, such as “Some groups have unclear logical structure in the scrapbook, and we can adjust the order of each part to make it more reasonable. Some students have some mistakes in the use of complex sentences, and we need to strengthen practice after class.” After the mutual evaluation, the teacher organizes students to vote for the “Best Scrapbook” and “Best Oral Report” in the class, and awards small gifts to the winning groups to encourage students' enthusiasm. The teacher says: “Every group has performed very well. The winning groups have made more outstanding achievements in content, language and layout. I hope all groups can learn from each other and make progress together.” Design Intent: Group presentation provides students with opportunities to practice oral expression, which can improve their oral English ability and confidence in speaking English. Mutual evaluation can let students learn from each other's strengths and find their own shortcomings, which is conducive to improving their ability of appreciation and evaluation. The teacher's summary comment can help students clarify their own problems and put forward targeted improvement directions. Awarding small gifts can stimulate students' learning enthusiasm and enhance their sense of achievement, which is conducive to the development of their learning ability and positive learning attitude. Step 6: Summary and Reflection (Summary & Reflection) First, the teacher summarizes the whole project activity in English: “Today, we have completed the project of making a scrapbook about the meaning of life. Through this project, we have not only consolidated the key knowledge of this unit, but also deepened our understanding of the meaning of life. We have learned to cooperate with others, collect and sort out materials, and express our views in English. I am very proud of your performance.” Then the teacher guides students to reflect on their own performance in the project activity. The teacher asks students to think about the following questions in English: “What did you do in the project? What did you do well? What problems did you encounter? How did you solve them? What gains and experiences did you get from this project?” Students can think independently first, then share their reflections in pairs. After that, the teacher invites 2-3 students to share their reflections with the whole class. For example, a student can say: “In this project, I was responsible for collecting quotes. I encountered the problem of not knowing how to choose appropriate quotes. With the help of the teacher and group members, I finally selected some classic quotes. Through this project, I learned how to collect and screen materials, and also improved my cooperative ability.” Finally, the teacher makes a final summary: “This project activity is a valuable practice for us. It not only improves our English ability, but also makes us think about the meaning of life deeply. I hope you can apply the knowledge and experience learned in this project to your daily study and life, maintain a positive attitude towards life, and pursue a more meaningful life. At the same time, I hope you can continue to strengthen the practice of English, improve your comprehensive language ability, and lay a solid foundation for your future study and development.” Design Intent: Summarizing the project activity helps students sort out the knowledge and experience learned in the class, and deepen their understanding of the unit theme and project goals. Guiding students to reflect on their own performance can help them find their own advantages and disadvantages, and improve their self-awareness and self-evaluation ability, which is conducive to the development of their learning ability. The teacher's final summary not only sublimates the theme of the class, but also puts forward expectations for students, which is conducive to cultivating students' positive life attitude and sense of responsibility, and realizing the all-round development of core literacy. Step 7: Homework Arrangement (Homework Assignment) 1. Revise the scrapbook according to the comments of the teacher and classmates, and improve the content, language and layout of the scrapbook. 2. Write a short English essay (100-120 words) about your understanding of the meaning of life, combining the gains from this project and your own life experience. 3. Share the scrapbook and your essay with your family and friends, and try to introduce the content in English. 4. Preview the next unit and collect relevant materials about the unit theme. Design Intent: Assigning homework can help students consolidate the knowledge and skills learned in the class, and further improve their language ability and thinking ability. Revising the scrapbook can let students correct their mistakes and improve the quality of the project. Writing an essay can help students sort out their own views on life and improve their writing ability. Sharing with family and friends can expand the application scenario of English and improve students' enthusiasm for learning English. Previewing the next unit can lay a good foundation for the subsequent learning. 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 $