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1、Book 3 Unit 1 Knowing me, knowing you 教案设计单元主题单元目标本单元的主题语境是“人与社会，涉及的主题语境内容是如何 建立并保持良好的人际关系与开展社会交往。学习如何建立和保 持良好的人际关系是青少年成长过程中的重要话题。本单元介绍 了青少年常见的心情表现和性格特点，关心同学熟识到自己和同 龄人在成长过程中会遇到的人际关系问题，并学会正确看待和解 决这些问题。通过本单元的学习，同学能够对处理人际关系有正 确的态度，初步把握处理人际关系的方法。学同学能够围绕本单元的主题语境内容，基于单元供应的多模态 语篇，综合运用各种语言技能，读懂语篇内容，挖掘深层信息，
2、描述正确处理人际关系的方法；能够恰当使用动词的过去分词作 状语描述个人经受；能够通过读懂寓言、总结其寓意并联系自身 实际，深化对单元主题的理解；能够运用单元所学学问指导生活 实际，关注自己的性格特点和心情管理方式，熟识和完善自己， 敬重他人，建立并维护良好的人际关系，理解和敬重中外文化差 异；通过运用各种学习策略，在自主、合作与探究式学习的过程 中，结合单元所供应的反思性和评价性问题，不断监控、评价、 反思和调整自己的学习内容和进程，提高自己的理解和表达力量, 最终促进自身语言力量、文化意识、思维品质和学习力量的综合 提升。Starting out板块教学设计（建议时长10-15分钟，老师可依
3、据教学实际酌情调整。）课型Viewing + Speaking主题语境人与自我一一熟识自我内容分析本板块旨在激活同学已有的语言、背景学问，为接下来整个单元的 学习7舌动做铺垫和预热。本单元首先用图片呈现了特定场景下不同 人物的不同表现，引导同学通过现象体会人物不同的性格特征，使 用相关语言进行描述，顺势引入本单元的主题。活动2通过视频呈 现人际交往中一些不礼貌的行为，引导同学分析这些行为的不当之 处及改正方法，从而进一步加深对主题的探讨。教学目标1 .通过观看图片，选择恰当的语言描述图中人物的行为，总结并 推断人物的性格特点；2 .大致理解视频内容，指出三段对话中所涉及的不当行为，思索 并表达
4、自己在相像状况下应当怎么做。教学重点1 .鼓舞同学用完整的句子描述人物特点并表达自己的观点；2 .激活话题词汇，并对ed分词的使用进行必要的复习，为新的 语言学习做铺垫。教学难点1 .引导同学将自身生活的真实体验与语言学习相结合，获得真实 的表达欲望和学习需求，同时加深对自己的了解；2 .引导同学对人际交往中的不当行为进行总结，能举一反三，并Activity 1T introduces the three old sayings to Ss and check their understandings of them.Ss share their understandings with eac
5、h 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 notekeeper and 2-4 idea providers.2. T asks students to work in groups, and choose on
6、e to discuss further.1. Students take different roles in their group and decide which sentence they are going to present.2. Students work in groups, share their ideas with real life examples and prepare a short presentation together.To strengthen Ss abilities to integrate what they learnt and organi
7、se 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 ones thinking while presenting and paring.2. To encourage peer evaluation and selfassessmentReflection1. T guides Ss to recal
8、l what theyve learnt in this unit.2. T asks Ss to plete “Reflection” on page 12.Ss rate their performance in this unit, summarize what theyve learnt and think about what they need to improve.Rate performance, review what Ss have learnt and to think about ways to improve.Project板块教学设计此局部老师可依据教学实际酌情调整
9、。）课型Speaking主题语境人与自我一一熟识自我，完善自我；人与社会一一良好的人际关系 与社会交往内容分析本板块为工程实践活动，要求同学以小组为单位，组建一个“答疑 解惑工作坊，扮演“知心哥哥 “知心姐姐，关心同学解决 学习和生活中的实际问题。借助工程的推动，同学能够将人际交往 策略应用在工作坊搭建和运转中，从而提升自己，关心他人。教学目标1 . 了解困扰青少的主要问题，运用本单兀所学论述问题所在；2 .通过小组合作分工，完成工作坊的搭建；3.运转工作坊，通过同伴间合作共同完成答疑解惑，并能够总结 阅历，向他人介绍工作坊的运转状况。教学重点1 .引导同学多多扫瞄国外的素材，借助国外比拟成熟
10、的peer mediation机制，完善自己的工作坊；2 .引导同学在运转工作坊过程中回忆所学，学以致用。教学难点引导同学明确小组分工合作，相互协作完成工作坊的建设。教学策略任务型教学法TeachingProceduresPurposescontentsTeachers activityStudents9 activitynvestigateTo set up problemsolving workshop, T divides Ss into groups to investigate the problems they monly face.Ss collect problems and
11、group them into categories.1. To develop skill in searching information.2. To improve their metacognition level by sharing, paring and reflecting.Plan1. T encourages Ss to carry out detailed plans.2. T asks students to make a poster of their workshop with its name, form, focus and etc. on it.Finish
12、the poster after class.To improve their cooperative awareness.CreateT encourages students to carry it out, providing guidance to them if necessary.Let the class know how to use their workshop and encourage them to take part in.To apply what Ss have learnt to real life.PresentT sets a certain period
13、of time aside to share their workshops profits & values.Each group shows the value of their workshop and the experiences of setting it up.To practise skill in presentation, and learn from each other.尽量在实际生活中防止。教学策略视听教学法Teaching contentsProceduresPurposesTeachers activityStudents5 activityActivity 11
14、. T presents some pictures to help Ss review some topicrelated words which can be used to describe peoples 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 pict
15、ures and get prepared with the topicrelated words and know that these 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 persons outer actions can show their inner minds.2. To prepare for later lang
16、uage 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 gu
17、ide the students to aware proper manners in interpersonal munication.Understanding ideas板块教学设计课型主题语境内容分析（建议时长40-45分钟，老师可依据教学实际酌情调整。）Reading + Speaking人与自我一一完善自我；人与社会一一良好的人际关系一本板块呈现两封信，体裁为应用文。第一封是求助信，写信人Ben 描述了由于一场篮球竞赛而引发的一系列的人际关系问题。其次封 是针对第一封信的回复，Agony Aunt对Ben的问题给出了三点建 议。读前的导入活动引导同学争论他们在人际交往中比拟关注的问
18、 题，从而引出话题，为课文学习做好铺垫；读中活动主要考查同学 对语篇内容的把握和对文章脉络的梳理力量;读后活动通过主旨大 意归纳、细节信息理解和联系自身的开放性问答等活动，启发同学深化思索，初步探究主题意义。教学目标1 .理解求助信和回信的主要内容，并形成处理人际关系问题和心 情管理|可题的一个根本态度Think before we speak；2 .同学能够在使用本单元所学语言的根底上，描述自己在成长过 程中遇到的人际关系问题，能够表达自己心情的变化和对心情 管理的熟识。教学重点1 .关心同学理解语篇内容，梳理文章脉络；2 .引导同学描述生活中的人际交往的更多实例，阐述对Think befo
19、re we speak 和对 Loose lips sink ships 的理解。教学难点1 .基于对篇章内容的理解，并结合同学各自的生活实际，对回信 中所列举的建议进行增补，从而加深对主题意义的理解；2 .基于对篇章的理解，结合真实的生活体验，总结个人合理的交 际策略。教学策略任务型教学法、P-W-P阅读模式Teaching contentsProceduresPurposesTeachers activityStudents9 activityActivity 1T guides Ss to talk about what problems they would face in their
20、 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 Ss to the topic, and
21、 help Ss review the topicrelated words.Activity 21. T asks Ss to read through the passage, focusing on the pictures, addresses, signatures and pare the two letters.2. T guides Ss to predict what1. Ss realise the relations between the two letters and can locate in the certain part of the passage to f
22、ill in blanks of Bens problems on page 4.2. Ss pick out three suggestions1. To train students9 reading skill in locating certain information.2. To train Ss skill in getting specific information and understanding the language in context.suggestions would be given in Agony Aunts letter.mentioned in th
23、e part and fill in blanks of Agony Aunts suggestions on page 4.Activity 3T asks Ss to share their opinions about Bens problem and Agony Aunts suggestions.Ss share with others their understanding of the passage and finish exercise 3 on page 4.To train students9 reading skill in getting the main idea.
24、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 chances for Ss to use the language learnt in this unit to express th
25、eir ideas.2. To guide Ss to summarize the skill in conflictresolving.Using Language板块教学设计（建议时长60-70分钟，老师可依据教学实际酌情调整。）课型主题语境内容分析Grammar + Vocabulary + Listening + Speaking人与自我一一熟识自我、完善自我；人与社会一一良好的人际关系本板块包括语法局部-ed as adverbial词汇局部Interpersonal relationships和听说局部Saying no politelyo语法局部旨在引导同学 基于对课文的学习感知
26、，发觉-ed做状语的用法，引导同学在对过 去分词已有把握的根底上，总结规律，比照分词作做状语与一般表 达的异同，并鼓舞同学在真实语境中对该语法工程加以运用；词汇 局部呈现了更多与人际交往相关的词汇，并引导同学恰当处理人际 交往中消失的不同状况；在听说局部，同学能够了解礼貌地拒绝他 人也是高情商的表现，并引导同学学会如何运用恰当的语言有礼貌 地拒绝，提高自己的人际交往力量。教学目标L能够在老师的引导下，从的过去分词用法迁移到ed分词做状语;2 .学习并运用与人际交往相关的词汇描述正确处理人际关系的方 法；3 .听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地 拒绝。教学重点L引导同学熟识e
27、d做状语的结构特点，并加以运用;4 .引导同学通过阅读材料和听力录音材料了解获得健康、欢乐的 人际关系的要义，并熟识到恰当的语言表达可以助力人际关系的维 护和改善。教学难点1.引导同学将课堂的所学、所思运用到对现实生活问题的解决中 去；2.熟识到所学语法工程的功能所在，并在生活实际中恰当运用。教学策略交际教学法、任务型教学法2.熟识到所学语法工程的功能所在，并在生活实际中恰当运用。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposesTeachers activityStudents9 activityActivity 1T asks Ss to
28、 look at the sentences a&b in exercise 1 on page 5 and answer questions 12.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 have already known.Activity 2T asks Ss to look
29、 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.Activity 3T guides Ss to underline key words of exercis
30、e 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 makes a big difference in healthy relationships.Activi
31、ty 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 ments on others5 opinions.To make a bination with real life experiences.Activity 51. Before listening, T asks students about their experiences of refusi
32、ng others and asks Ss to read the pictures on page 7 and predict what may happen.2. T plays the recordings and guides Ss to listen.1. Ss read pictures and predict what may happen and get prepared before listening.2. Ss listen and match the conversations with the pictures and finish exercise 7 on pag
33、e 7.To enhance the skill in getting key information while listening.Did you know?T asks Ss to read the short passage in “Did you know?” on page 7.Ss are encouraged to put forward more examples to show their pinions.To guide Ss to know that saying no politely is another way of keeping healthy relatio
34、nships.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 get to know the functional expressions about refusal.
35、Learning to learn &Activity 7T introduces the sentence pattern of saying no politely, such as Tm sorry. but “If possible, how about. ？”Work in pairs and act out the conversations on page 81 & page 84 with the sentence patterns provided by T.To encourage Ss to practice the proper way of refusing othe
36、rs in daily lives.Developing ideas板块教学设计（建议时长80-90分钟，老师可依据教学实际酌情调整。）课型Reading + Writing主题语境人与自我一一熟识自我，完善自我；人与社会一一良好的人际关系 与社会交往内容分析本板块呈现了本单元的其次个主要阅读语篇,文章围绕善意的谎话 绽开论述，属于谈论文。文章结构清楚，规律严谨，从三个方面论 述了为什么即使是善意的谎话也会造成严峻的危害,从而引发同学 对老实的思索。写作局部供应了一那么寓言，通过几个问题关心同 学理解其大意并引发对寓言的寓意一一人与人之间保持适宜距离 的思索。通过完成活动任务，同学理解和把握谈
37、论文的文章结构和 观点论述的方法，进一步加深对熟识自我、敬重他人、维护良好人 际关系的思索。教学目标1 .能够阅读课文，理解并把握谈论文的特点、文章的组织方式等， 并完成从句到段，从段到篇的表达训练；2 .能够选用合理、恰当的实例来论证自己的观点；教学重点1.引导同学基于语篇学习，理解并把握谈论文的文体特点和组织 方式；2.熬炼同学结合语境思索的力量和在语境中运用语言的力量。教学难点1 .借助谈论文结构的学习，促进同学的分析力量、思辨力量和思 维严谨性的提升；2.引导同学联系生活实际，学习分析问题、解决问题的方法，从 而反向促进语言学习。教学策略任务型教学法Teaching contentsP
38、roceduresPurposesTeachers activityStudents9 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 provides some similar situations for Ss to talk about.Ss talk freely to warm up thei
39、r reallife experiences and Ss are expected to talk more about their opinions on white lies.1. To lead in the topic and activate the students9 reallife experiences and arouse their interests to read.2. To introduce the idea of white lies to students and get them prepared for the later reading.Activit
40、y 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 e up with their own definitions of “white lies.2. Ss read the passage and check.To skim and get the main idea of the passage.Activity 3 &Learn
41、ing 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, though its wrong? What examples are mentioned in this part? What is the1. Ss understand the frame o
42、f 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, which may be applied to the writing tasks later.1. To learn to make a mind map of the information
43、 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.analysis of the writer?Think & ShareT gets Ss to go back to the poem lines and think about its me
44、aning 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 Scotfs poem.To arouse Ss deep understanding and the thinking of the passage.Activity 4T asks Ss to work in groups
45、 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 support their opinions.Activity 5T asks Ss to read the fable. While reading, T reminds Ss to pay special attention
46、 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 being independent.3. Finish exercise 5 on page 11.To get the main idea of the fable and understand the message it
47、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 pleting the notes in exercise 6 on page 11.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 bine their viewpoints and their examples together and write it into a passage.1. Ss work together, list examples and pick out the most reasonable one