（2021新教材）牛津译林版必修第一册英语Unit3教案（8份）.zip

第 1 页 共 4 页 Book 1 Unit 3 Getting along with others Extended reading Of Friendship 教学目标教学目标 By the end of the section, students will be able to: 1. identify 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. 教学重难点教学重难点 1. To read an essay and summarize its main argument; 2. To appreciate the importance of friendship and know how to use it to guide ones life. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间 respect our feelings; treasure these moments offer advice on important decisions; help make our thoughts clearer and bring us a more thorough understanding be known as “second self”; help us achieve what we want 引导学生 总结归纳与表 达运用。鼓励 学生基于文本 内容，有理有 据表达观点， 训练学生思维 的条理性，并 在交流中强化 学生的语言表 达能力和情感 体验。 15 Group Work 第 3 页 共 4 页 of closeness of our problems Appreciation Step 4Get students to appreciate the literature value of the essay by answering the following question: Though the essay is written 500 years ago, why is it still meaningful to read nowadays? 延伸话题 讨论，吸引学 生积极参与思 考阅读文学经 典的意义，在 交流中体验文 化情感。 5 Individual Work Class Work Step 5Get students to appreciate some classical sentences and discuss their deep meanings based on their own understanding. Below are some examples: Close friendship will help smooth out the sometimes rocky road that we are all meant to travel. Here, friendship has a double advantagehappiness takes on a greater meaning and a trouble shared becomes a trouble halved! Friends may have many different ideas and skills. They can help us achieve what we want during life and, perhaps, even after death. (The teacher can ask students questions like: Are there any figure of speech? Can you use an example or your personal experience to explain the meaning of the sentence?) 引用经典 来呈现新知， 引导学生再认 与再现。通过 对经典语句的 思考与讨论， 拓展学生思维 的宽度、深度， 从而提升语言 运用能力。 10 Individual Work Class Work Discussion Step 6Get students to think about the question in Part B on Page 40. 延伸话题， 培养学生独立 思考与批判性 5 Group Work 第 4 页 共 4 页 思维能力。 Homework 1. Write an article based on the topic of “The importance of friendship and how to manage friendship effectively”. 2. Finish the workbook. 2第 1 页 共 5 页 Book 1 Unit 3 Getting along with others Grammar and usage Restrictive relative clauses with relative pronouns 教学目标教学目标 By the 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 describe their friends. 教学重难点教学重难点 1. To understand the functions of different relative pronouns in the restrictive relative clauses; 2. To know the restrictions of different relative pronouns. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1Lead students to compare the following sentences and read them aloud. (1) People have close 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) one searches 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。 5 Class Work 第 2 页 共 5 页 for all his life. Exploring the rules Step 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。 5 Individual Work Step 3Have students 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 antecedent Who is in red: the relative clause The girl is my sister: the main clause Who: the relative pronoun 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。 2 Class Work Step 4Functions of relative pronouns 1. 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 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 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。 10 Class Work 第 3 页 共 5 页 engineer in out factory. Whom functions as the object in the relative clause. (We can leave 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 whose 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whosewhose 3. Ask students to finish “Working out the rules” on Page 34. Step 5 Rules 1. 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”. 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。 10 Class Work 第 4 页 共 5 页 e.g. Im sure she has something (that) you want. (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 ever 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) 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 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 第 5 页 共 5 页 famous teacher. = This is the woman whose daughter is a famous teacher. 3. Show students that the relative 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. Applying the rules Step 6Practice 1. Have students rewrite the sentences using restrictive relative clauses in Part B1 on Page 35. 2. Have 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 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。 11 Individual Work Group Work Class Work Homework Write a short passage to describe one of your friends. 2第 1 页 共 3 页 Book 1 Unit 3 Getting along with others Integrated skills 1 Describing the qualities of a good friend 教学目标教学目标 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. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1The 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 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。 5 Individual Work Class Work Listening Step 2Have students listen to the recording in Part A on Page 36 and find out what the relationship between Tim and 指导学生 听录音，归纳 5 Individual Work 第 2 页 共 3 页 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. 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。 Class Work Step 3Students listen to the recording again and 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。 5 Individual Work Class Work Reading Step 4The teacher has students read the first paragraph of Patricks diary entry on Page 37 and answer 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。 3 Individual Work Class Work Step 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 7 Individual Work Class Work 第 3 页 共 3 页 文体的写作特 点。 Speaking Step 6The teacher 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。 8 Individual Work Group Work Step 7The teacher gives students a question to discuss and encourage as many students as possible to speak out 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。 10 Group Work Class Work Homework Preview Part D on Page 38. 2第 1 页 共 3 页 Book 1 Unit 3 Getting along with others Integrated skills 2 Describing the qualities of a good friend 教学目标教学目标 By the end of the section, students will be able to: 1. use adjectives and attributive clauses to describe a good friend; 2. write a diary entry about what makes a good friend. 教学重难点教学重难点 1. To express personal opinions concerning good qualities of a friend in oral English; 2. To write a diary entry about what makes a good friend in organized language. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1The teacher gets students involved in the context by asking the following questions related to friends and friendship: Who is your favourite friend? Can you use some adjectives to describe him/her? 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。 5 Individual Work Class Work Speaking Step 2The teacher organizes the students into small groups. Based on the information from Patricks diary, students are encouraged to express their true feelings and own opinions by answering the following 话题讨论 的延伸，吸引 学生积极参与、 多元输出，在 10 Group Work Class Work 第 2 页 共 3 页 questions: 1. What qualities are important to you in a friend? Can you brainstorm as many adjectives as you can to describe the qualities of a good friend? 2. Include examples from your personal experiences to support your idea. During the discussion, the teacher had better take part in the students discussion and offer them some language help if necessary. Then, the teacher gets small groups to report their ideas to the whole class. 真实的交流中 强化形式、拓 展意义、体验 情感。 Writing Step 3Have students read Part D on Page 38 and pay attention to the three characteristics of diary-writing in terms of text type, format and language. 引导学生 梳理写作思路， 掌握写作技巧。 8 Individual Work Step 4Have students finish writing a diary entry about what makes a good friend. Remind students to use ideas and vocabulary from Part A, B and C. 在运用听、 读等理解性技 能输入的基础 上，通过写作 让学生输出本 节课所学。 10 Individual Work Step 51. After students finish writing, have them check their writings and exchange drafts with their partners for review. 2. Encourage students to share their writings in class and evaluate which diary entry they prefer. 通过讨论、 交流和分享， 加深学生思维 宽度、深度与 层次，从而进 一步提升语言 运用能力，完 善写作能力。 10 Group Work Class Work 第 3 页 共 3 页 Homework 1. Finish writing your diary and share it with other students. 2. Finish the workbook. 2第 1 页 共 3 页 Book 1 Unit 3 Getting along with others Project Making a scrapbook about friendship 教学目标教学目标 By the end of the section, students will be able to: 1. gather information about scrapbook from different sources; 2. create a scrapbook about friendship through cooperation and exploration; 3. present the scrapbook and evaluate each others project. 教学重难点教学重难点 1. To gather information about scrapbook from different sources; 2. To create a scrapbook about friendship through cooperation and exploration. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Preparation Step 1The teacher gets students to collect different samples of scrapbooks to get a general idea. Let students think about the following three questions: 1. What is a scrapbook? 2. Why do people make scrapbooks? 3. How do we make a scrapbook? 通过观察 实例，拉近师 生沟通距离， 引发学习兴趣 的同时，开发 话题资源，为 后续学习做好 准备。 5 Individual Work Class Work Step 2The teacher divides the students into small groups of four. Ask each group to pick one aspect about friendship to research. Students can turn to Part A on Page 41 for reference. 通过小组 讨论，激活学 生已有的背景 语言知识，自 5 Group Work 第 2 页 共 3 页 1. What aspect does your group choose to research? 2. What do your group members think of the stories, poems or other aspects that you choose? 然过渡到学习 内容。 Step 3Have students research their chosen aspects and search for detailed information from different sources. Remind students to check the date of the information and the source of their information. 加强学生 通过多渠道搜 集信息并对其 进行鉴别、分 析、归纳和整 合的能力。 5 Individual Work Group Work Implementation Step 4Get students to share the information about friendship they have gathered before class. And have them introduce their materials from the following aspects: 1. What aspect about friendship does your group choose and why? 2. How do you search for information on the chosen aspect of friendship? 3. How do you organize your ideas based on your content? 培养学生 归纳总结并有 策略地提取重 要信息的能力； 锻炼学生“读” “看” “说” 的语言技能， 激发其输出动 机。 5 Group Work Class Work Step 5Get students to study the sample scrapbooks page in the textbook and answer the following questions: 1. What does the sam