2023新牛津译林版（2019）《高中英语》必修第一册Unit 3 Getting along with others 单元教案（表格式）.doc

1、Unit 3 Getting along with othersWelcome to the unit教学目标By the end of the section, students will be able to:1. describe the two interviewees feelings and plans about senior high school life;2. illustrate possible opportunities and challenges they will meet at senior high school;3. adopt a positive at

2、titude towards study in senior high school and enhance understanding of the importance of senior high school education. 教学重难点To describe the two interviewees feelings and plans about senior high school life.教学过程步 骤教学活动设计意图互动时间&模式Lead-inStep 1Students read the quotation at the beginning of this unit

3、and answer the questions: What does Ralph think is the glory of friendship? What do you think is the glory of friendship?引入单元主题，打开学习思路。3Individual WorkClass WorkSummary of the problemsStep 21. Students share opinions in class about the questions:Teenagers may have difficulties maintaining their frie

4、ndships. Do you think so? Why?2. Students watch the video and finish the blank-filling exercise next to the preview of the video clip.通过分析他人问题，帮助学生意识到朋友相处中出现矛盾不可避免，帮助他们正视问题，摆脱焦虑。10Individual WorkAdviceStep 3Students give advice to the characters in the video.1. What advice can you give these teenage

5、rs?For Bill:For Jane:For Harry:Students share their own problems in groups.2. What friendship problems have you had? Share the experience within groups of four and give advice to each other. Record each problem in your group.通过给他人建议，引导学生积极寻求与朋友化解矛盾的方法，培养他们与人友好相处的能力，帮助他们建立积极向上的交友观。20Class WorkGroup W

6、orkDiscussionStep 4Students think about the questions and share opinions in class.Do you agree with Ralph that trust is the most important thing in friendship? Why or why not?引导学生深入思考维系友谊最重要的因素，为Reading部分做准备。10Class WorkHomework 1. Collect all the problems of friendship discussed in the class and fi

7、nd out the most common problem. 2. Write a report about the most common problem of friendship that teenagers have in your class and give some advice.2Reading Friendship on the rocks: please advise!教学目标By the end of this section, students will be able to:1. give advice and provide an end to the story

8、;2. adopt a positive attitude and practical solutions to deal with real-life friendship problems.教学重难点1. To understand Amys problems in making friends and clarify the suggestions given by Cindy and David;2. To express problems in making friends and discuss the solutions;3. To learn the structure of

9、“forum exchange”, grasp the main point of the new media discourse, and understand the essence of Amys problems.教学过程步 骤教学活动设计意图互动时间&模式Pre-reading Step 1Students think about these questions:1. Do you think there are “friends for life”?2. Do you have someone who once was your friend but never talks to

10、you any more now? If so, would you mind sharing your experiences?通过交流经历引入话题。3Class WorkWhile readingStep 2First readingStudents read the title and think:1. What could “on the rocks” in the title possibly mean? How can you tell that?2. Can you predict what will be talked about in the text?Students sc

11、an the forum exchange and finish A1 on Page 32.通过分析标题预测文章内容，为阅读做准备，快读了解文章大意。10Individual WorkStep 3 Second readingStudents read the text again and answer the questions in A2 on Page 32.细读获取细节信息。10Individual WorkPost-readingStep 4Discussion Students discuss the following question in pairs.Imagine you

12、r friend has lied to you. How would you respond? 深入思考文中主人公交友问题的根源，并给予适当建议，锻炼处理问题的能力。5Pair WorkStep 5Students think about the following questions about the story:(1) Is there any solid evidence that Amys friend has lied to her? (2) Do you think Amy should have asked her friend about that afternoon be

13、fore being angry? Why do you think she did not?4Individual WorkStep 6The teacher leads students to review the quotation at the beginning of this unit:The glory of friendship is not the outstretched hand, nor the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes t

14、o one when he discovers that someone else believes in him and is willing to trust him.Ralph Waldo Emerson4Group WorkStep 7Students discuss in groups about the following question:What helpful advice can you offer Amy? Draw on your own experiences to give a reply to her post.4Group WorkStep 8Extension

15、Students discuss in groups and provide an ending to the story between Amy and her best friend.AmyAmys best friend3Group WorkHomework1. Write a reply to Amys post to offer her some advice.2. Finish the ending of the story.2Grammar and usageRestrictive relative clauses with relative pronouns教学目标By the

16、 end of this section, students will be able to:1. understand the meaning of restrictive relative clauses with relative pronouns;2. summarize the grammatical rules of the restrictive clauses with relative pronouns;3. apply the appropriate restrictive relative clauses with relative pronouns to describ

17、e their friends.教学重难点1. To understand the functions of different relative pronouns in the restrictive relative clauses;2. To know the restrictions of different relative pronouns.教学过程步 骤教学活动设计意图互动时间&模式Lead-inStep 1Lead students to compare the following sentences and read them aloud.(1) People have cl

18、ose friends. People naturally enjoy their company.People who have close friends naturally enjoy their company.(2) He is rich enough. He has true friends.He is rich enough who has true friends.(3) Friendship is a precious wealth. One searches for it all his life.Friendship is a precious wealth (that)

19、 one searches for all his life.通过比较，引导学生关注定语从句是如何通过关系代词与主句连接的，为引入关系代词做准备。5Class WorkExploring the rulesStep 2Have students read a magazine article in Part A on Page 34 and find out the restrictive relative clauses with relative pronouns.创设情境，激活学生原有背景知识，引导学生关注关系代词。5Individual WorkStep 3Have students

20、focus on the use of who, whose, whom, that, which. They are relative pronouns.Show students the structure of a sentence containing a relative clause.The girl who is in red is my sister.The girl: the antecedentWho is in red: the relative clauseThe girl is my sister: the main clauseWho: the relative p

21、ronoun通过分析句子结构，让学生充分理解关系代词在定语从句中的位置和作用。2Class WorkStep 4Functions of relative pronouns1. Explain to the students that in relative clauses, relative pronouns can function as many different sentence elements.(1) The trees are in front of the library. They have lost their leaves.The trees which are in

22、front of the library have lost their leaves.Which functions as the subject in the relative clause.(2) We saw the worker just now. He is the best engineer in our factory.The worker (whom) we saw just now is the best engineer in out factory.Whom functions as the object in the relative clause.(We can l

23、eave out who, whom, which and that when they are the objects in the relative clause.)(3) It used to be a farm. It is no longer a farm.It is no longer the farm that it used to be.That functions as the predicative in the relative clause.(4) He has a sister. I cant remember her name.He has a sister who

24、se name I cant remember.Whose functions as the attributive in the relative clause.2. Lead students to finish the table below.人物主语that, whothat, which宾语that, who, whomthat, which定语whosewhose3. Ask students to finish “Working out the rules” on Page 34.通过举例，让学生理解关系代词引导限制性定语从句的核心规则。10Class WorkStep 5Rul

25、es1. Explain to students that in some cases, only “that” can be used as the relative pronouns while “which” or “who” cant be. They are:(1) When the antecedent is an indefinite pronoun such as “all, everything, nothing, something, anything, little, much”.e.g. Im sure she has something (that) you want

26、.(2) When the antecedent is a noun or noun phrase with such determiners as “all, every, no, some, any, little, much”.e.g. I have read all the books (that) you wrote.(3) When the antecedent takes a premodifier in the superlative degree or an ordinal numeral.e.g. This is the best movie (that) I have e

27、ver seen.(4) When the antecedent is a noun or noun phrase modified by “the only, the very, the same, the last, the right”.e.g. This is the very book (that) Im looking for.(5) When the antecedent includes both persons and things.e.g. Do you know the persons and things (that) they are talking about?(6

28、) When the main clause begins with “which” or “who”. Which is the dress (that) you like best? Who is the girl that won the gold medal?(7) When the antecedent functions as the predicative in the relative clause.e.g. My hometown is no longer the village that it used to be.2. Show students that after a

29、 preposition, the relative pronoun can only be “which” or “whom”. The park is a place which/that I often go to.= The park is a place to which I often go. This is the woman the daughter of whom is a famous teacher.= This is the woman whose daughter is a famous teacher.3. Show students that the relati

30、ve pronoun after “the way” can be “that” “in which” or no relative pronoun. I dont like the way (that/in which) you talk with me.通过分析关系代词的使用限制，让学生掌握关系代词的用法。10Class WorkApplying the rulesStep 6Practice1. Have students rewrite the sentences using restrictive relative clauses in Part B1 on Page 35.2. H

31、ave students complete the passage in B2 with correct relative pronouns where necessary.3. Have students work in pairs to describe a classmate of theirs, using relative clauses where necessary. Then ask them to share their descriptions in class without telling the name of the person who is described

32、and let the other students guess who he or she is talking about.通过句子、语篇两个层面的巩固练习，使学生学会使用关系代词引导的限制性定语从句。让学生准确、得体地使用关系代词引导的限制性定语从句来描述一位同学，与同学形成友好关系，学会珍爱友谊。11Individual WorkGroup WorkClass WorkHomework Write a short passage to describe one of your friends.2Integrated skills Describing the qualities of

33、a good friend教学目标By the end of the section, students will be able to:1. acquire the good qualities of a good friend;2. grasp the features of a diary entry.教学重难点1. To list the good qualities which are important to a friend;2. To learn the features of a diary entry.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1

34、The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend?2. Why do you think he/she is your favourite friend?3. What does friendship mean in your eyes?The teacher lets students talk about their friends, and

35、 asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends.创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。5Individual WorkClass WorkListening Step 2Have students listen to the recording in Part A on Page 36 and find out what the relationship between

36、 Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tims problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言技能；激发学生的输出动机。5Individual WorkClass WorkStep 3Students listen to the recording again an

37、d complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。5Individual WorkClass WorkReadingStep 4The teacher has students read the first paragraph of Patricks diary entry on Page 37 and a

38、nswer the following questions:1. Whats the topic of this diary entry?(What does it really mean to be a “good friend”?)2. Whats the function of Paragraph 1 of the diary? (It functions as an introduction to the whole diary entry.)通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。3Individual WorkClass WorkStep

39、 5The teacher has students read the rest of the diary entry and think about the question:How is each paragraph developed?(The first paragraph is used as a topic paragraph, which is followed by supporting details.)总结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。7Individual WorkClass WorkSpeakingStep 6The teacher

40、 has students conclude the good qualities of a good friend using relative clauses according to Patricks diary entry:A good friend is one who .运用所学总结归纳个人观点，为后续写作积累素材。8Individual WorkGroup WorkStep 7The teacher gives students a question to discuss and encourage as many students as possible to speak ou

41、t their opinions and feelings:If your friends come across some difficulties in life or study, what will you do and why? 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。10Group WorkClass WorkHomeworkPreview Part D on Page 38.2Extended readingOf Friendship教学目标By the end of the section, students will be able to:1. i

42、dentify the argument and structure of the essay;2. summarize Bacons ideas of friendship;3. explain the importance of friendship and support their viewpoint;4. appreciate the language and understand the meaning of some classical sentences. 教学重难点1. To read an essay and summarize its main argument;2. T

43、o appreciate the importance of friendship and know how to use it to guide ones life.教学过程步 骤教学活动设计意图互动时间&模式Lead-in Step 1The teacher gets students to look at the titles and pictures on Page 39 and answer the following questions:1. What may be the topic of the article?2. Who is the writer? Do you know

44、 anything about him?3. Whats your definition of “friendship”?引导学生阅读标题，获取信息，激发学生好奇心，同时开发激活话题相关背景语言知识，为话题探讨做好准备。3Individual WorkClass WorkReadingStep 2Get students to read the article quickly and find out the argument of the author. Meanwhile, students identify the structure of the essay and divide th

45、e whole passage into several parts. The teacher encourages some students to share their opinions.指导学生迅速阅读文本，归纳梳理其主要内容，并有策略地提取细节信息，掌握“看”和“读”的语言技能。 5Individual WorkClass WorkStep 3The teacher divides students into small groups and asks students to draw a mind map of the essay. Meanwhile, every group s

46、hould choose one representative to show their mind map and try to summarize the essay accordingly. The following two questions will be helpful:1. What are the three “fruits” of friendship?2. Why are they important?Students can also refer to the “Tip” on Page 40.Benefits of friendshipFruit 1: Comfort the heartFruit 2:Advise the headFruit 3:Help us achieve the goalsl share joy, sadness, success and failure;l respect our feelings;l treasure these moments of closenessl offer advice on important decisions;l help make our thoughts clearer and bring us