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《英语》（新标准）高中修订版必修第三册Unit 1 教学设计

以下为《《英语》（新标准）高中修订版必修第三册Unit 1 教学设计》的无排版文字预览，完整内容请下载

Book 3 Unit 1 Knowing me, knowing you教案设计

单元主题

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情绪表现和性格特点，帮助学生认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，学生能够对处理人际关系有正确的态度，初步掌握处理人际关系的方法。

单元目标

学学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容，挖掘深层信息，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历；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；能够运用单元所学知识指导生活实际，关注自己的性格特点和情绪管理方式，认识和完善自己，尊重他人，建立并维护良好的人际关系，理解和尊重中外文化差异；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，结合单元所提供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能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。

Starting out板块教学设计

（建议时长10–15分钟，教师可根据教学实际酌情调整。）

课型

Viewing + Speaking

主题语境

人与自我——认识自我

内容分析

本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。本单元首先用图片展现了特定场景下不同人物的不同表现，引导学生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通过视频展现人际交往中一些不礼貌的行为，引导学生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

通过观察图片，选择恰当的语言描述图中人物的行为，总结并判断人物的性格特点；

大致理解视频内容，指出三段对话中所涉及的不当行为，思考并表达自己在相似情况下应该怎么做。

教学重点

鼓励学生用完整的句子描述人物特点并表达自己的观点；

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

引导学生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；

引导学生对人际交往中的不当行为进行总结，能举一反三，并尽量在实际生活中避免。

教学策略

视听教学法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. T presents some pictures to help Ss review some topic-related words which can be used to describe people’s 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 and get prepared with the topic-related 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 person’s outer actions can show their inner minds.

2. To prepare for later language learning.

Activity 2

1. 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 guide the students to aware proper manners in interpersonal communication.

Understanding ideas板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

Reading + Speaking

主题语境

人与自我——完善自我；人与社会——良好的人际关系

内容分析

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描述了因为一场篮球比赛而引发的一系列的人际关系问题。第二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学生讨论他们在人际交往中比较关注的问题，从而引出话题，为课文学习做好铺垫；读中活动主要考查学生对语篇内容的把握和对文章脉络的梳理能力；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，启发学生深入思考，初步探究主题意义。

教学目标

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情绪管理问题的一个基本态度——Think before we speak；

学生能够在使用本单元所学语言的基础上，描述自己在成长过程中遇到的人际关系问题，能够表达自己情绪的变化和对情绪管理的认识。

教学重点

帮助学生理解语篇内容，梳理文章脉络；

引导学生描述生活中的人际交往的更多实例，阐述对Think before we speak和对Loose lips sink ships的理解。

教学难点

基于对篇章内容的理解，并结合学生各自的生活实际，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；

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 contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

T guides Ss to talk about what problems they would 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.

Parents.

Online forums.

Ss share with each other the problems they face at school.

To lead Ss to the topic, and help Ss review the topic-related words.

Activity 2

1. T asks Ss to read through the passage, focusing on the pictures, addresses, signatures and compare the two letters.

2. T guides Ss to predict what suggestions would be given in Agony Aunt’s letter.

1. Ss realise the relations between the two letters and can locate in the certain part of the passage to fill in blanks of Ben’s problems on page 4.

2. Ss pick out three suggestions mentioned in the part and fill in blanks of Agony Aunt’s suggestions on page 4.

1. To train students’ reading skill in locating certain information.

2. To train Ss’ skill in getting specific information and understanding the language in context.

Activity 3

T 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 train students’ reading skill in getting the main idea.

Think & Share

1. 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 their ideas.

2. To guide Ss to summarize the skill in conflict-resolving.

Using Language板块教学设计

（建议时长60–70分钟，教师可根据教学实际酌情调整。）

课型

Grammar + Vocabulary + Listening + Speaking

主题语境

人与自我——认识自我、完善自我；人与社会——良好的人际关系

内容分析

本板块包括语法部分–ed as adverbial、词汇部分Interpersonal relationships和听说部分Saying no politely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生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能力。

教学目标

1. 能够在教师的引导下，从已知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

1. 引导学生熟悉-ed做状语的结构特点，并加以运用；

2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认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. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去；

2. 认识到所学语法项目的功能所在，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 contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

T 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 have already known.

Activity 2

T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 3-4.

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 3

T 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 helps

To guide Ss to know that proper actions makes a big difference in healthy relationships.

Activity 4

T 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 5

1. Before listening, 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 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 page 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 relationships.

Activity 6

T 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.

Learning to learn

Activity 7

T introduces the sentence pattern of saying no politely, such as “I’m sorry… but…” “If possible, how about…?”

Work in pairs and act out the conversations on page 81& page 84 wi 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 mprove their cooperative awareness.

Create

T 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.

Present

T sets a certain period of time aside to share their workshop’s 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.

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