译林版（2019）必修一：Unit 3 Getting along with others 单元教案（表格式）

Unit
3
Getting
along
with
others
Welcome
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
attitude
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-in
Step
1
Students
read
the
quotation
at
the
beginning
of
this
unit
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。
3’Individual
WorkClass
Work
Summary
of
the
problems
Step
2
1.
Students
share
opinions
in
class
about
the
questions:Teenagers
may
have
difficulties
maintaining
their
friendships.
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。
10’Individual
Work
Advice
Step
3
Students
give
advice
to
the
characters
in
the
video.1.
What
advice
can
you
give
these
teenagers 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。
20’Class
WorkGroup
Work
Discussion
Step
4
Students
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。
10’Class
Work
Homework
1.
Collect
all
the
problems
of
friendship
discussed
in
the
class
and
find
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.
2’
Reading
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;
2.
adopt
a
positive
attitude
and
practical
solutions
to
deal
with
real-life
friendship
problems.
教学重难点
1.
To
understand
Amy’s
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
“forum
exchange”,
grasp
the
main
point
of
the
new
media
discourse,
and
understand
the
essence
of
Amy’s
problems.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Pre-reading
Step
1
Students
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
you
any
more
now
If
so,
would
you
mind
sharing
your
experiences
通过交流经历引入话题。
3’Class
Work
While
reading
Step
2
First
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
scan
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。
10’Individual
Work
Step
3
Second
readingStudents
read
the
text
again
and
answer
the
questions
in
A2
on
Page
32.
细读获取细节信息。
10’Individual
Work
Post-reading
Step
4
Discussion
Students
discuss
the
following
question
in
pairs.Imagine
your
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。
5’Pair
Work
Step
5
Students
think
about
the
following
questions
about
the
story:(1)
Is
there
any
solid
evidence
that
Amy’s
friend
has
lied
to
her
(2)
Do
you
think
Amy
should
have
asked
her
friend
about
that
afternoon
before
being
angry
Why
do
you
think
she
did
not
4’Individual
Work
Step
6
The
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
to
one
when
he
discovers
that
someone
else
believes
in
him
and
is
willing
to
trust
him.—Ralph
Waldo
Emerson
4’Group
Work
Step
7
Students
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.
4’Group
Work
Step
8
ExtensionStudents
discuss
in
groups
and
provide
an
ending
to
the
story
between
Amy
and
her
best
friend.AmyAmy’s
best
friend
3’Group
Work
Homework1.
Write
a
reply
to
Amy’s
post
to
offer
her
some
advice.2.
Finish
the
ending
of
the
story.
2’
Grammar
and
usage
Restrictive
relative
clauses
with
relative
pronouns
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
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-in
Step
1
Lead
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
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。
5’Class
Work
Exploring
the
rules
Step
2
Have
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
3
Have
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
antecedentWho
is
in
red:
the
relative
clauseThe
girl
is
my
sister:
the
main
clauseWho:
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
4
Functions
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
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
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
can’t
remember
her
name.→He
has
a
sister
whose
name
I
can’t
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。
10’Class
Work
Step
5
Rules1.
Explain
to
students
that
in
some
cases,
only
“that”
can
be
used
as
the
relative
pronouns
while
“which”
or
“who”
can’t
be.
They
are:(1)
When
the
antecedent
is
an
indefinite
pronoun
such
as
“all,
everything,
nothing,
something,
anything,
little,
much”.e.g.
I’m
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)
I’m
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
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
don’t
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。
10’Class
Work
Applying
the
rules
Step
6
Practice1.
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
WorkGroup
WorkClass
Work
Homework
Write
a
short
passage
to
describe
one
of
your
friends.
2’
Integrated
skills
Describing
the
qualities
of
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
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
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
WorkClass
Work
Listening
Step
2
Have
students
listen
to
the
recording
in
Part
A
on
Page
36
and
find
out
what
the
relationship
between
Tim
and
Patrick
is
and
the
topic
of
their
conversation.
Meanwhile,
the
teacher
asks
students
to
pay
attention
to
Tim’s
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。
5’Individual
WorkClass
Work
Step
3
Students
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
WorkClass
Work
Reading
Step
4
The
teacher
has
students
read
the
first
paragraph
of
Patrick’s
diary
entry
on
Page
37
and
answer
the
following
questions:1.
What’s
the
topic
of
this
diary
entry (What
does
it
really
mean
to
be
a
“good
friend” )2.
What’s
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
WorkClass
Work
Step
5
The
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。
7’Individual
WorkClass
Work
Speaking
Step
6
The
teacher
has
students
conclude
the
good
qualities
of
a
good
friend
using
relative
clauses
according
to
Patrick’s
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
WorkGroup
Work
Step
7
The
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
WorkClass
Work
HomeworkPreview
Part
D
on
Page
38.
2’
Extended
reading
Of
Friendship
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
Bacon’s
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.
To
appreciate
the
importance
of
friendship
and
know
how
to
use
it
to
guide
one’s
life.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Lead-in
Step
1
The
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
anything
about
him 3.
What’s
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。
3’Individual
WorkClass
Work
Reading
Step
2
Get
students
to
read
the
article
quickly
and
find
out
the
argument
of
the
author.
Meanwhile,
students
identify
the
structure
of
the
essay
and
divide
the
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。
5’Individual
WorkClass
Work
Step
3
The
teacher
divides
students
into
small
groups
and
asks
students
to
draw
a
mind
map
of
the
essay.
Meanwhile,
every
group
should
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
goalsshare
joy,
sadness,
success
and
failure;respect
our
feelings;treasure
these
moments
of
closenessoffer
advice
on
important
decisions;help
make
our
thoughts
clearer
and
bring
us
a
more
thorough
understanding
of
our
problemsbe
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
Appreciation
Step
4
Get
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
WorkClass
Work
Step
5
Get
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
advantage—happiness
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
WorkClass
Work
Discussion
Step
6
Get
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思维能力。
5’Group
Work
Homework1.
Write
an
article
based
on
the
topic
of
“The
importance
of
friendship
and
how
to
manage
friendship
effectively”.2.
Finish
the
workbook.
2’
Project
Making
a
scrapbook
about
friendship
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
other’s
project.
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
步
骤
教学活动
设计意图
互动时间&模式
Preparation
Step
1
The
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
WorkClass
Work
Step
2
The
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.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
通过小组讨论，激活学生已有的背景语言知识，自然过渡到学习内容。
5’Group
Work
Step
3
Have
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
4
Get
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
WorkClass
Work
Step
5
Get
students
to
study
the
sample
scrapbook’s
page
in
the
textbook
and
answer
the
following
questions:1.
What
does
the
sample
page
focus
on 2.
What’s
the
basis
of
their
friendship 3.
How
many
parts
does
this
scrapbook
page
consist
of 4.
What
do
you
think
of
the
sample
What’s
the
highlight
of
it
What
can
we
learn
from
the
sample
Can
you
make
some
improvements
or
be
more
creative
指导学生感知运用，基于案例内容，结合具体要求，表达个人看法。
15’Individual
WorkClass
Work
Evaluation
Step
6
1.
Put
together
all
the
information
to
make
a
page
of
the
scrapbook.
Pay
attention
to
the
layout
of
the
whole
page
and
proofread
the
draft.
Have
every
group
member
give
suggestions
on
it.
2.
Each
group
presents
the
scrapbook’s
page
to
the
whole
class
and
introduce
it
in
oral
English.
Other
groups
can
ask
questions
about
it
and
give
suggestions.
3.
Have
the
whole
class
vote
on
which
one
is
the
best.
通过学生亲手制作剪贴簿并讨论，吸引学生积极参与、多元输出，在真实的交流中强化形式、拓展意义、体验情感。
8’Group
WorkClass
Work
Homework1.
Polish
up
the
scrapbook
according
to
others’
suggestions.
2.
Finish
the
workbook.
2’