外研版（2019）必修第三册Unit 1 Knowing me，Knowing you—Using language（教案，无答案）
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| 名称 | 外研版（2019）必修第三册Unit 1 Knowing me，Knowing you—Using language（教案，无答案） |  | |
| 格式 | zip | ||
| 文件大小 | 20.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-22 20:58:30 | ||
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Unit 1 Knowing me, knowing you
Using language
【教材分析】
The grammar focus in this unit is the verb-ed form as adverbial, which often refers to a past action or expresses a passive meaning. Students are expected to learn how to use it. As for the vocabulary learning part, students will learn words to describe behaviour towards different people.
In listening part, students will be instructed to get detailed information and decide on different conversational situations. While listening, students take notes of key expressions and learn how to politely decline others’ requests.
【教学目标】
1. Guide students to master the basic usage of the past participle and use the past participle instead of the adverbial clauses properly.
2. Guide students to learn how to politely decline requests and master interpersonal skills.
3. Guide students to use appropriate verbs to describe the behaviour and make suggestions in appropriate communicative terms.
4. Guide students to learn about communicative emotional quotient and enhance interpersonal skills.
【教学重难点】
1. Guide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbial.
2. Improve students’ listening skills to understand the general idea and details of the listening material.
3. Create situations and use communication skills learned in this period to decline requests politely.
【教学过程】
Step 1 Grammar: -ed as adverbial
1. Review adverbial clauses: read the following sentences and observe the characteristics of the subjects in main sentences and clauses.
① Because I was disappointed by his behaviour, I said all this to my best friend.
② If it is approached in this way, your friendship will soon be repaired.
③ When you are filled with anger, you tend to say whatever comes to your mind.
Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause.
(2) The predicate of the subordinate clause is constructed in the passive voice (be +v-ed).
2. Rewrite the sentences as follows.
④ (Because I was) Disappointed by his behaviour, I said all this to my best friend.
⑤ (If it is) Approached in this way, your friendship will soon be repaired.
⑥ (When you are) Filled with anger, you tend to say whatever comes to your mind.
3. Guide students to summarize the usage of adverbial in the past participle.
(1) Students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbial.
(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.
(3) When a participle is used as adverbial, it can indicate the time, reason, degree and result of the predicate action.
Step 2 Practice
1. Students read a diary on Page 5 and rewrite the sentences with -ed form.
① Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it.
② Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed.
③ Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do.
2. Read the plot summary and use the correct form of the words to complete the following sentences. Students are supposed to distinguish verb-ed from verb-ing correctly.
① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.
② ________ (believe) that she is Riley’s most important emotion, Joy always tries to take the lead.
③ ________ (prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.
④ ________ (separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school.
⑤ ________ (realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.
⑥ ________ (move) to a new city, Riley has a hard time adjusting to her new surroundings.
Step 3 Tips for good interpersonal relationships
Talk about interpersonal relationships and do Activities 4, 5 & 6.
1. Read the tips and find out the words describing behaviour towards others and do Activity 4.
Tip 1 Tip 2 Tip 3
Tip 4 Tip 5
2. Use the words to describe the different situations on Page 6 and do Activity 5.
Situation 1> Situation 4>
Situation 2> Situation 5>
Situation 3> Situation 6>
3. Discuss what you would react in some different situations in Activity 6 on Page 6. Put forward reasonable suggestions.
Take Situation 1 for example and ask students to talk about other situations after model.
Situation 1 You forgot your best friend’s birthday, and you feel bad about it.
Your reaction
Your reasons
Step 4 Listening
1. Before listening, guide students to read “Did you know ” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence.
2. While listening, do Activities 7 & 8.
① Listen to the audio for the first time and understand the general idea. Then match three conversations to the pictures on Page 7.
② Play the audio again. Students take notes of the necessary information and fill in the table on Page 7.
③ After checking the answers, have students talk about how the speakers make requests and refusals.
Step 5 Post-listening
Do Activities 9 & 10.
1. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations.
2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues.
3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely.
Step 6 Language appreciation
1. To complete her homework quickly, she copied part of the article without thinking.
[句式分析] 不定式短语 “To complete her homework quickly”在句中作________（成分），表示_________（逻辑关系）。
[尝试翻译]为了快速完成作业，她不假思索地抄了文章的一部分。
2. She has a hard time adjusting to her new surroundings.
[句式分析] have a hard time意为：________________；have a hard time后接动词时用____________；类似结构的还有：have a good time in doing sth; have trouble/difficulty/problems in doing sth等等。
[尝试翻译]她很难适应新环境。
3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.
[句式分析]动名词短语“Accepting sadness as part of life”在句中作________（成分），deal with意为：__________；settle down 意为：___________。
[尝试翻译]接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。
Step 7 Homework
1. Review the usage of v-ed form as adverbial.
2. Go over the words and expressions learned in this period.
1/5
Using language
【教材分析】
The grammar focus in this unit is the verb-ed form as adverbial, which often refers to a past action or expresses a passive meaning. Students are expected to learn how to use it. As for the vocabulary learning part, students will learn words to describe behaviour towards different people.
In listening part, students will be instructed to get detailed information and decide on different conversational situations. While listening, students take notes of key expressions and learn how to politely decline others’ requests.
【教学目标】
1. Guide students to master the basic usage of the past participle and use the past participle instead of the adverbial clauses properly.
2. Guide students to learn how to politely decline requests and master interpersonal skills.
3. Guide students to use appropriate verbs to describe the behaviour and make suggestions in appropriate communicative terms.
4. Guide students to learn about communicative emotional quotient and enhance interpersonal skills.
【教学重难点】
1. Guide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbial.
2. Improve students’ listening skills to understand the general idea and details of the listening material.
3. Create situations and use communication skills learned in this period to decline requests politely.
【教学过程】
Step 1 Grammar: -ed as adverbial
1. Review adverbial clauses: read the following sentences and observe the characteristics of the subjects in main sentences and clauses.
① Because I was disappointed by his behaviour, I said all this to my best friend.
② If it is approached in this way, your friendship will soon be repaired.
③ When you are filled with anger, you tend to say whatever comes to your mind.
Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause.
(2) The predicate of the subordinate clause is constructed in the passive voice (be +v-ed).
2. Rewrite the sentences as follows.
④ (Because I was) Disappointed by his behaviour, I said all this to my best friend.
⑤ (If it is) Approached in this way, your friendship will soon be repaired.
⑥ (When you are) Filled with anger, you tend to say whatever comes to your mind.
3. Guide students to summarize the usage of adverbial in the past participle.
(1) Students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbial.
(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.
(3) When a participle is used as adverbial, it can indicate the time, reason, degree and result of the predicate action.
Step 2 Practice
1. Students read a diary on Page 5 and rewrite the sentences with -ed form.
① Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it.
② Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed.
③ Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do.
2. Read the plot summary and use the correct form of the words to complete the following sentences. Students are supposed to distinguish verb-ed from verb-ing correctly.
① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.
② ________ (believe) that she is Riley’s most important emotion, Joy always tries to take the lead.
③ ________ (prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.
④ ________ (separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school.
⑤ ________ (realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.
⑥ ________ (move) to a new city, Riley has a hard time adjusting to her new surroundings.
Step 3 Tips for good interpersonal relationships
Talk about interpersonal relationships and do Activities 4, 5 & 6.
1. Read the tips and find out the words describing behaviour towards others and do Activity 4.
Tip 1 Tip 2 Tip 3
Tip 4 Tip 5
2. Use the words to describe the different situations on Page 6 and do Activity 5.
Situation 1> Situation 4>
Situation 2> Situation 5>
Situation 3> Situation 6>
3. Discuss what you would react in some different situations in Activity 6 on Page 6. Put forward reasonable suggestions.
Take Situation 1 for example and ask students to talk about other situations after model.
Situation 1 You forgot your best friend’s birthday, and you feel bad about it.
Your reaction
Your reasons
Step 4 Listening
1. Before listening, guide students to read “Did you know ” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence.
2. While listening, do Activities 7 & 8.
① Listen to the audio for the first time and understand the general idea. Then match three conversations to the pictures on Page 7.
② Play the audio again. Students take notes of the necessary information and fill in the table on Page 7.
③ After checking the answers, have students talk about how the speakers make requests and refusals.
Step 5 Post-listening
Do Activities 9 & 10.
1. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations.
2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues.
3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely.
Step 6 Language appreciation
1. To complete her homework quickly, she copied part of the article without thinking.
[句式分析] 不定式短语 “To complete her homework quickly”在句中作________（成分），表示_________（逻辑关系）。
[尝试翻译]为了快速完成作业，她不假思索地抄了文章的一部分。
2. She has a hard time adjusting to her new surroundings.
[句式分析] have a hard time意为：________________；have a hard time后接动词时用____________；类似结构的还有：have a good time in doing sth; have trouble/difficulty/problems in doing sth等等。
[尝试翻译]她很难适应新环境。
3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.
[句式分析]动名词短语“Accepting sadness as part of life”在句中作________（成分），deal with意为：__________；settle down 意为：___________。
[尝试翻译]接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。
Step 7 Homework
1. Review the usage of v-ed form as adverbial.
2. Go over the words and expressions learned in this period.
1/5