1、Book 3 Unit 1 Knowing me, knowing you教案設(shè)計(jì)單元主題本單元的主題語境是“人與社會(huì)”，涉及的主題語境內(nèi)容是如何 建立并保持良好的人際關(guān)系與開展社會(huì)交往。學(xué)習(xí)如何建立和保 持良好的人際關(guān)系是青少年成長(zhǎng)過程中的重要話題。本單元介紹 了青少年常見的情緒表現(xiàn)和性格特點(diǎn)，幫助學(xué)生認(rèn)識(shí)到自己和同 齡人在成長(zhǎng)過程中會(huì)遇到的人際關(guān)系問題， 并學(xué)會(huì)止確看待和解 決這些問題。通過本單元的學(xué)習(xí)，學(xué)生能夠?qū)μ幚砣穗H關(guān)系有正確的態(tài)度，初步掌握處理人際關(guān)系的方法。單元目標(biāo)學(xué)學(xué)生能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的多模態(tài) 語篇，綜合運(yùn)用各種語言技能，讀懂語篇內(nèi)容，挖掘深層信息，

2、描述止確處理人際關(guān)系的方法；能夠恰當(dāng)使用動(dòng)詞的過去分詞作 狀語描述個(gè)人經(jīng)歷；能夠通過讀懂寓言、總結(jié)其寓意并聯(lián)系自身 實(shí)際，深化對(duì)單元主題的理解；能夠運(yùn)用單元所學(xué)知識(shí)指導(dǎo)生活 實(shí)際，關(guān)注自己的性格特點(diǎn)和情緒管理方式，認(rèn)識(shí)和完善自己， 尊重他人，建立并維護(hù)良好的人際關(guān)系，理解和尊重中外文化差 異；通過運(yùn)用各種學(xué)習(xí)策略，在自主、合作與探究式學(xué)習(xí)的過程 中，結(jié)合單元所提供的反思性和評(píng)價(jià)性問題，不斷監(jiān)控、評(píng)價(jià)、 反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，提高自己的理解和表達(dá)能力， 最終促進(jìn)自身諦言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的綜合 提升。Starting out板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)10-1吩鐘，教師可根據(jù)

3、教學(xué)實(shí)際酌情調(diào)整。）課型Viewing + Speaking主題語境人與自我認(rèn)識(shí)自我內(nèi)容分析本板塊旨在激活學(xué)生已有的諦言、背景知識(shí)，為接下來整個(gè)單元的 學(xué)習(xí)活動(dòng)做鋪墊和預(yù)熱。本單元首先用圖片展現(xiàn)了特定場(chǎng)景下不同 人物的不同表現(xiàn)，引導(dǎo)學(xué)生通過現(xiàn)象體會(huì)人物不同的性格特征, 使 用相關(guān)語言進(jìn)行描述，順勢(shì)引入本單元的主題?；顒?dòng)2通過視頻展 現(xiàn)人際交往中一些不禮貌的行為，引導(dǎo)學(xué)生分析這些行為的不當(dāng)之 處及改正方法，從而進(jìn)一步加深對(duì)主題的探討。教學(xué)目標(biāo)1 .通過觀察圖片，選擇恰當(dāng)?shù)闹B言描述圖中人物的行為，總結(jié)并 判斷人物的性格特點(diǎn)；2 .大致理解視頻內(nèi)容，指出三段對(duì)話中所涉及的不當(dāng)行為，思考 并表達(dá)自己在

4、相似情況下應(yīng)該怎么做。教學(xué)重點(diǎn)1 .鼓勵(lì)學(xué)生用完整的句子描述人物特點(diǎn)并表達(dá)自己的觀點(diǎn)；2 .激活話題詞匯，并對(duì)-ed分詞的使用進(jìn)行必要的復(fù)習(xí)，為新的 語百學(xué)習(xí)做鋪墊。教學(xué)難點(diǎn)1 .引導(dǎo)學(xué)生將自身生活的真實(shí)體驗(yàn)與諦言學(xué)習(xí)相結(jié)合，獲得真實(shí) 的表達(dá)欲望和學(xué)習(xí)需求,同時(shí)加深對(duì)自己的了解；2 .引導(dǎo)學(xué)生對(duì)人際交往中的不當(dāng)行為進(jìn)行總結(jié)，能舉一反三，并盡量在實(shí)際生活中避免。教學(xué)策略視聽教學(xué)法Teaching contentsProceduresPurposesTeacher' s activityStudents ' activityActivity 11. T presents some

5、pictures to help Ss review some topic-related words which can be used to describe people ' personalities.2. T presents the picture on page 1 to Ss and let them talk about what kind of person they might be.3. T picks out all the -ed adjectives used in students ' sentences.1. Ss read pictures

6、and get prepared with the topic-related words and know that these s words would be used in later activities.2. Ss read the picture on page 1 and describe people and their personalities.1. To guide Ss to understand that a person ' s outer actio can show their inner minds.2. To prepare for later l

7、anguage learning.Activity 21. T plays the video and asks Ss to figure out what problems are shown in the situations.2. T asks Ss what they would do in the same situations.1. Ss watch the video, and figure out the problems.2. Ss work in pairs and talk about what they would do in the same situation.To

8、 guide the students to aware proper manners in interpersonal communication.Understanding ideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40-4吩鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading + Speaking主題語境人與自我一一完善自我；人與社會(huì)一一良好的人際關(guān)系內(nèi)容分析本板塊呈現(xiàn)兩封信，體裁為應(yīng)用文。 第一封是求助信，寫信人Ben 描述了因?yàn)橐粓?chǎng)籃球比賽而引發(fā)的一系列的人際關(guān)系問題。第二封是針對(duì)第,封信的回復(fù)，Agony Aunt對(duì)Ben的問題給出了二點(diǎn)建 議。讀前的導(dǎo)入活動(dòng)引導(dǎo)學(xué)生討論他們?cè)谌穗H交往中比較

9、關(guān)注的問 題，從而引出話題，為課文學(xué)習(xí)做好鋪墊；讀中活動(dòng)主要考查學(xué)生 對(duì)語篇內(nèi)容的把握和對(duì)文章脈絡(luò)的梳理能力； 讀后活動(dòng)通過主旨大意歸納、細(xì)節(jié)信息理解和聯(lián)系自身的開放性問答等活動(dòng)， 啟發(fā)學(xué)生 深入思考，初步探究主題意義。教學(xué)目標(biāo)1 .理解求助信和回信的主要內(nèi)容，并形成處理人際關(guān)系問題和情 緒管理問題的一個(gè)基本態(tài)度Think before we speak;2 .學(xué)生能夠在使用本單元所學(xué)諦言的基礎(chǔ)上，描述自己在成長(zhǎng)過 程中遇到的人際關(guān)系問題，能夠表達(dá)自己情緒的變化和對(duì)情緒 管理的認(rèn)識(shí)。教學(xué)重點(diǎn)1 .幫助學(xué)生理解語篇內(nèi)容，梳理文章脈絡(luò)；2 .引導(dǎo)學(xué)生描述生活中的人際交往的更多實(shí)例，闡述對(duì)Think

10、before we speakj口又寸 Loose lips sink ships 的理解。教學(xué)難點(diǎn)1 .基于對(duì)篇章內(nèi)容的理解，并結(jié)合學(xué)生各自的生活實(shí)際，對(duì)回信 中所列舉的建議進(jìn)行增補(bǔ)，從而加深對(duì)主題意義的理解；2 .基于對(duì)篇章的理解，結(jié)合真實(shí)的生活體驗(yàn)，總結(jié)個(gè)人合理的交 際策略。教學(xué)策略任務(wù)型教學(xué)法、p- W P閱讀模式Teaching contentsProceduresPurposesTeacher' s activityStudents ' activityActivity 1T guides Ss to talk about what problems they wo

11、uld face in their daily life and to whom they can turn to for help when facing a certain kind of problem and why. For example: When you have conflicts with classmates, you would like to turn to ()for help. A. Parents.B. Online forums.Ss share with each other the problems they face at school.To lead

12、Ss to the topic, and help Ss review the topic-related words.Activity 21. T asks Ss to read through the passage, focusing on the pictures, addresses, signatures and compare the two letters.1. Ss realise the relations between the two letters and can locate in the certain part of the passage to fill in

13、 blanks of Ben' s problems on page 4.2. Ss pick out three1. To train students reading skill in locating certain information.2. To train Ss ' sk getting specific information and understanding the language in context.川in2. T guides Ss to predict what suggestions would be given in Agony Aunt le

14、tter.suggestions mentioned in the part and fill in blanks of Agony Aunt ' s suggestions on page 4.Activity 3T asks Ss to share their opinions about Ben' s problem and Agony Aunt ' s suggestions.Ss share with others their understanding of the passage and finish exercise 3 on page 4.To tra

15、in students ' reading skill in getting the main idea.Think & Share1. T guides Ss to think about what other advices would they give to Ben?2. T asks Ss to share their opinions about“ Loose lips sink ships ” .Ss talk freely and extend their thinking and talking into real life.1. To provide cha

16、nces for Ss to use the language learnt in this unit to express their ideas.2. To guide Ss to summarize the skill in conflict-resolving.Using Language板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)60-7孫鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Grammar + Vocabulary + Listening + Speaking主題語境人與自我一一認(rèn)識(shí)自我、完善自我；人與社會(huì)一一良好的人際關(guān)系內(nèi)容分析本板塊包括語法部分edas adverbial、詞匯部分 Interpe

17、rsonalrelationships和聽說部分Saying no politely。語法部分旨在引導(dǎo)學(xué)生 基于對(duì)課文的學(xué)習(xí)感知，發(fā)現(xiàn)-ed做狀語的用法，引導(dǎo)學(xué)生在對(duì)過 去分詞已有掌握的基礎(chǔ)上，總結(jié)規(guī)律，對(duì)比分詞作做狀語與普通表 達(dá)的異同，并鼓勵(lì)學(xué)生在真實(shí)語境中對(duì)該語法項(xiàng)目加以運(yùn)用；詞匯部分呈現(xiàn)了更多與人際交往相關(guān)的詞匯，并引導(dǎo)學(xué)生恰當(dāng)處理人際 交往中出現(xiàn)的/、同狀況；在聽說部分，學(xué)生能夠了解禮貌地拒絕他 人也是高情商的表現(xiàn)，并引導(dǎo)學(xué)生學(xué)會(huì)如何運(yùn)用恰當(dāng)?shù)恼Z言有禮貌 地拒絕，提高自己的人際交往能力。教學(xué)目標(biāo)1 .能夠在教師的引導(dǎo)下，從已知的過去分詞用法遷移到-ed分詞做 狀語；2 .學(xué)習(xí)并運(yùn)用與

18、人際交往相關(guān)的詞匯描述止確處理人際關(guān)系的方 法；3 .聽懂對(duì)話并整合信息，懂得拒絕并能夠運(yùn)用恰當(dāng)語言有禮貌地 拒絕。教學(xué)重點(diǎn)1 .引導(dǎo)學(xué)生熟悉-ed做狀語的結(jié)構(gòu)特點(diǎn)，并加以運(yùn)用；2 .引導(dǎo)學(xué)生通過閱讀材料和聽力錄音材料了解獲得健康、快樂的 人際關(guān)系的要義，并認(rèn)識(shí)到恰當(dāng)?shù)恼Z言表達(dá)可以助力人際關(guān)系的維 護(hù)和改善。教學(xué)難點(diǎn)1 .引導(dǎo)學(xué)生將課堂的所學(xué)、所思運(yùn)用到對(duì)現(xiàn)實(shí)生活問題的解決中去；2 .認(rèn)識(shí)到所學(xué)語法項(xiàng)目的功能所在，并在生活實(shí)際中恰當(dāng)運(yùn)用。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法Teaching contentsProceduresPurposesTeacher' s activityStude

19、nts ' activityActivity 1T asks Ss to look at the sentences a&b in exercise 1 on page 5 and answer questions 1-2.Ss answer the questions in exercise 1 and review the basic rules of - ed participles and finish exercise 3 on page 5.To base the new language learning on the foundation of what we

20、have already known.Activity 2T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 34.Ss think about why we have to use - ed participles as adverbials and finish exercise 2 on page 5.To promote the way of expressing oneself and encourage Ss to practise using it.Acti

21、vity 3T guides Ss to underline key words of exercise 4 and introduce them as tips for good relationships, such as apologise, forgive etc.Ss describe the situations in exercise 5 on page 6 and apply the tips in exercise 4 to practise and explain why it helpsTo guide Ss to know that proper actions mak

22、es a big difference in healthy relationships.Activity 4T guides Ss to talk more about how they would react under the certain situations in exercise 6.Ss share their opinions with each other and make comments on others opinions.To make a combination with real life experiences.，Activity 51. Before lis

23、tening, T asks students about their experiences of refusing others and asks Ss to read the pictures on page 7 and predict what may happen.2. T plays the1. Ss read pictures and predict what may happen and get prepared before listening.2. Ss listen and match the conversations with the pictures andTo e

24、nhance the skill in getting key information while listening.recordings and guides Ss to listen.finish exercise 7 on page 7.Did you know?T asks Ss to read the short passage in“ Did you know? ” page 7.Ss are encouraged to put forward more oexamples to show their pinions.To guide Ss to know that saying

25、 no politely is another way of keeping healthy relationships.Activity 6T plays the recording again and asks Ss to fill in the blanks in exercise 8 on page 7.Work in pairs with one student focusing on the request and the other on the refusal.To train Ss to get specific information while listening and

26、 get to know the functional expressions about refusal.Learning to learn &Activity 7T introduces the sentence pattern of saying no politely, such as"I'm sorbut ”“If possiblhow about ？”Work in pairs and act out the conversations on page 81& page 84 rwith the sentence epatterns provide

27、d byT.To encourage Ss to practice the proper way of refusing others in daily lives.Developing ideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)80-98鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading + Writing主題語境人與自我一一認(rèn)識(shí)自我，完善自我；人與社會(huì)一一良好的人際關(guān)系 與社會(huì)交往內(nèi)容分析本板塊呈現(xiàn)了本單元的第二個(gè)主要閱讀語篇， 文章圍繞善意的謊言 展開論述，屬于議論文。文章結(jié)構(gòu)清晰，邏輯嚴(yán)謹(jǐn)，從三個(gè)方面論 述了為什么即使是善意的謊言也會(huì)造成嚴(yán)重的危害， 從而引發(fā)學(xué)生 對(duì)誠(chéng)實(shí)的思考。寫作部分提供了

28、一則寓言，通過幾個(gè)問題幫助學(xué)生 理解其大意并引發(fā)對(duì)寓言的寓意一一人與人之間保持合適跑離的 思考。通過完成活動(dòng)任務(wù)，學(xué)生理解和掌握議論文的文章結(jié)構(gòu)和觀 點(diǎn)論述的方法，進(jìn)一步加深對(duì)認(rèn)識(shí)自我、尊重他人、維護(hù)良好人際 關(guān)系的思考。教學(xué)目標(biāo)1 .能夠獨(dú)立閱讀課文，理解并掌握議論文的特點(diǎn)、文章的組織方 式等，并完成從句到段，從段到篇的表達(dá)訓(xùn)練；2 .能夠選用合理、恰當(dāng)?shù)膶?shí)例來論證自己的觀點(diǎn)；教學(xué)重點(diǎn)1 .引導(dǎo)學(xué)生基于語篇學(xué)習(xí)，理解并掌握議論文的文體特點(diǎn)和組織 方式；2 .鍛煉學(xué)生結(jié)合語境思考的能型口在語境中運(yùn)用諦言的能力。教學(xué)難點(diǎn)1 .借助議論文結(jié)構(gòu)的學(xué)習(xí)，促進(jìn)學(xué)生的分析能力、思辨能力口思 維嚴(yán)謹(jǐn)性的提升

29、；2 .引導(dǎo)學(xué)生聯(lián)系生活實(shí)際，學(xué)習(xí)分析問題、解決問題的方法，從 而反向促進(jìn)語言學(xué)習(xí)。教學(xué)策略任務(wù)型教學(xué)法TeachingProceduresPurposescontentsTeacher' s activityStudents ' activityActivity 11. T uses questions to guide Ss to read pictures.For example:? Who is doing better in the exam? If you were student B, how would you like to response?2. T pro

30、vides some similar situations for Ss to talk about.Ss talk freely to warm up their rea-life experiences and Ss are expected to talk more about their opinions on white lies.1. To lead in the topic and activate the students ' -real experiences and arouse their interests to read.2. To introduce the

31、 idea of white lies to students and get them prepared for the later reading.Activity 21. T encourages Ss to explain what a“white lie is. ”2. T asks Ss to read the passage and find out the meaning of “white lies ” according to the author.1. Ss come up with their own definitions of “white lies ” .2. S

32、s read the passage and check.To skim and get the main idea of the passage.Activity 3 &Learning to learn1. T asks Ss to divide the passage into three parts with the help of exercise 3 on page 10.2. T guides Ss to frame each part with the following questions:? Why do we always tell white lies, tho

33、ugh it wrong? What examples are mentioned in this part?1. Ss understand the frame of the passage and understand each part with its reasons, supporting examples and analysis.2. Ss fill in the blanks in exercise 3 on page 10 and think about the writing pattern of an argumentative essay, w hich may be

34、applied to the writing tasks later.1. To learn to make a mind map of the information and the passage.2. To encourage Ss to find more examples of white lies of their own and tell the differences between a lie and a white lie and inspire Ss to get further understanding of the theme value.? What is the

35、 analysis of the writer?Think & ShareT gets Ss to go back to the poem lines and think about its meaning in the context.1. Ss think and share with the class what they would do in the situation described in the passage?2. Ss think and share with the class their understandings of Walter Scott '

36、 s poeTo arouse Ss ' deep understanding and the thinking of the passage.m.Activity 4T asks Ss to work in groups and talk about the importance of honesty.Ss follow the instructions on page 10 exercise 4 and make it into a mini speech.To let Ss think further and learn to use the proper examples to

37、 support their opinions.Activity 5T asks Ss to read the fable. While reading, T reminds Ss to pay special attention to the title and the ending.1. Ss understand that the passage is about dilemma, and not about porcupine.2. Ss understand that the passage is about finding ideal distance, and not about

38、 being independent.3. Finish exercise 5 on page 11.To get the main idea of the fable and understand the message it conveys.Activity 6T guides Ss to go through the passage in details.Ss understand the fable and write down the summary and the viewpoint by completing the notes in exercise 6 on page 11.

39、To summarize the viewpoint and get prepared for the writing task.Activity 71. T encourages Ss to work in groups to share more supporting examples of the same dilemma in their real lives.2. T asks Ss to combine their viewpoints and their1. Ss work together, list examples and pick out the most reasona

40、ble ones.2. Ss follow the useful expressions on page 11 while writing.To practice writing an argumentative essay with the given structures and sentence patterns.examples together and write it into a passage.Activity 81. T shows the criteria of a good composition and demonstrates how to judge a compo

41、sition.2. T asks students to show their essays to the class, and invites others to make comments.Ss share and perform peer evaluation.To improve writing skills through peer evaluation.Presenting ideas & Reflection 板塊教學(xué)設(shè)計(jì)（Presenting idea矯口 Reflection 部分建議總時(shí)長(zhǎng) 40 - 4吩鐘, 教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語

42、境人與自我一一完善自我；人與社會(huì)一一良好的人際關(guān)系與社會(huì)交往內(nèi)容分析Presenting ideasK塊呈現(xiàn)二則關(guān)于人際交往的智慧箴百,要求學(xué)生結(jié)合本單元所學(xué)內(nèi)容，理解這三則箴言的含義，并選擇其中一則展 開論述，聯(lián)系自身，由此學(xué)以致用，并對(duì)主題意義進(jìn)行更為深入的 思考。Reflection板塊為本單兀的反思總結(jié)劃、節(jié)， 旨在讓學(xué)生反思、 總結(jié)自己在這一單元中的所學(xué)與收獲以及對(duì)今后生活的指導(dǎo)意義。教學(xué)目標(biāo)1 .能夠?qū)⒚缘暮x聯(lián)系實(shí)際生活，體會(huì)其在真實(shí)人際交往中的 運(yùn)用價(jià)值；2 .能夠運(yùn)用所學(xué)的諦言知識(shí)分析問題、解決問題，并展開議論；3 .能夠在教師的指導(dǎo)下，進(jìn)行自我反思、同伴互評(píng)，調(diào)整學(xué)習(xí)策

43、略，提高學(xué)習(xí)效率。教學(xué)重點(diǎn)1 .引導(dǎo)學(xué)生在理解箴言的基礎(chǔ)上表達(dá)自己的觀點(diǎn)，并聯(lián)系自身；2 .引導(dǎo)學(xué)生客觀地評(píng)價(jià)自己的學(xué)習(xí)和同伴的學(xué)習(xí)，并從中獲益。教學(xué)難點(diǎn)1 .引導(dǎo)學(xué)生有根據(jù)、有條理地發(fā)表自己的觀點(diǎn)并開展論述；2 .引導(dǎo)學(xué)生養(yǎng)成自我評(píng)價(jià)的好習(xí)慣。教學(xué)策略元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略Teaching contentsProceduresPurposesTeacher' s activityStudents ' activityActivity 1T introduces the three old sayings to Ss and check their under

44、standings of them.Ss share their understandings with each other and translate the sayings into Chinese.To understand the meanings of the quotations and prepare for further discussion.Activity 21. T divides students into several groups, with each group having a leader, a note-keeper and 2 - idea prov

45、iders.2. T asks students to work in groups, and choose one to discuss further.1. Students take different roles in their group and decide which 4entence they are going to present.2. Students work in groups, share their ideas with real life examples and prepare a short presentation together.To strengt

46、hen Ss ' abilities to integrate what they learnt and organise a presentation in groups.Activity 3T asks Ss to present their ideas to the class.Ss present their group ideas with useful expressions on page 12.1. To share and to promote one ' s thinki while presenting and comparing.2. To encourage peer evaluation and self-assessmentReflection1. T guides Ss to recall what they ' learnt in this unit.2. T asks Ss to complete“ Reflection ” on 12.Ss rate their verformance in this unit, summarize what they ' ve learnt and think about what