牛津译林版(2019)必修第一册Unit 3 Getting along with others Section A Welcome to the unit & Reading教案
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| 名称 | 牛津译林版(2019)必修第一册Unit 3 Getting along with others Section A Welcome to the unit & Reading教案 |  | |
| 格式 | doc | ||
| 文件大小 | 222.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-12 13:18:08 | ||
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Unit 3 Getting along with others
Welcome to the unit & Reading教学设计
科目：英语 课题：Welcome to the unit & Reading 课时：1课时
教学目标与核心素养：
知识目标：获取与梳理出Amy友谊发展、出现危机的过程，两个回复的具体内容等信息。
能力目标：阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。
情感目标：推理论证真正的友谊，重新思考友谊，理性表达自己对友谊的观点和态度，对友谊形成新的认知。
教学重难点
教学重点：Amy友谊发展、出现危机的过程，两个回复的具体内容等信息；阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。
教学难点：理性表达自己对友谊的观点和态度。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师向学生展示视频 Welcome to the unit，并让学生讨论：
Q1: What advice can you give these teenagers
Q2: What friendship problems have you had Share your experience.
Q3: Do you think there are "friends for life" Why or why not
Q4: Would you turn to online communities for advice about maintaining friendships Why or why not
学生活动：根据教师问题讨论对人际关系的感受和看法。
活动目的：调动学生学习积极性，同时引入文章主题。
2、 While-reading
1. 教师活动：读论坛帖子，然后完成下列表格。
参考答案：
(1) Amy's friend chatted with another girl in a café.
(2) Amy was so angry that she avoided her friend during school all day, and she still didn't feel like responding to any of her friend's online messages. The stress of this situation was killing her.
(3) This friendship is worth saving. Try to find an opportunity to have a full and frank talk with her.
(4) David shares his experience and advises Amy to rethink her friendship. He also asks Amy to talk to her friend and decide whether this friendship is still important to her. Ask her to accept the fact that friends come and go in life.
学生活动：通过完成表格，学生理清文章脉络，掌握文章主要内容。
2.教师活动：仔细阅读文章，回答下列问题。
（1）How did Amy view her friend before
Amy thought she was her lifelong and close friend and they must do everything together.
（2）What did Amy and her friend plan to do last Saturday afternoon
They planned to see a film at the cinema.
（3）How did Amy learn that her friend went to a café
A classmate told her.
（4）What does Cindy mean by "her behaviour" in line 20
She means their original plan was to see a film at the cinema that afternoon. But in the morning Amy's friend posted a message on social media saying she had a cold. When Amy called her, she said she might not be able to make it to the cinema. On Monday a classmate told Amy that she had seen her friend chatting with another girl in a café on Saturday afternoon.
（5）In what case is it time to rethink a friendship, according to David
If your friend ignores your feelings or makes you suffer, it's time to rethink the relationship.
活动目的：引导学生关注文本内容，充分理解文章细节。
3.学生活动：讨论教师提出的问题，整合文章具体内容。
Fill in the graphic organizer.
·Setting: When and where did the story take place
The story happened in a café on a Saturday afternoon.
·Conflict: Describe the conflict in the story.
Two good friends misunderstood each other.
Rising Action: List some events that occurred before the climax.
(1) Their original plan was to see a film at the cinema that afternoon.
(2) But in the morning, Amy's friend posted a message on social media saying she had a cold.
(3) When Amy called her, she said she might not be able to make it to the cinema.
·Climax: The turning point.
on Monday, Amy received a horrible surprise. A classmate told her that she had seen her friend chatting with another girl in a café on Saturday afternoon.
·Falling Action: List some events that occurred after the climax.
Amy was very angry.
·Solution: How is the conflict solved
(1) Cindy thinks that this friendship is worth saving and tells Amy to find an opportunity to have a full and frank talk with her friend.
(2) David shares his experience and advises Amy to rethink her friendship. He also asks Amy to talk to her friend and decide whether this friendship is still important to her. He asks Amy to accept the fact that friends come and go in life.
4. 教师活动：引导学生发表自己的感想。
Have you found anything you feel sorry, puzzled or worried
What are the similarities and differences between Cindy's and David's advice
活动目的：通过对文本的再次深入解读，感受文章所传达的思想，并通过自我反思，体会文章内涵，促进学生对人际关系的正确认识。
三、After-reading
1. 学生活动：完成B1练习，并与同伴核对答案。
参考答案：Suggested answers:
(1) horrible (2) at a loss (3) recovering (4) ignoring (5) responded (6) let go of (7) apologize (8) in the wrong
2. 完成B2表格。
①v. +friendship: develop a friendship; lose a friendship; value a friendship
②friendship +v. : a friendship disappears; a friendship deepens
③adj. +friendship: lasting friendship; lifelong friendship
④adj. +friend: good friend; reliable friend; honest friend; true friend
⑤v. +friend: lose friends; miss friends; meet friends
3. 学生讨论下列问题：
(1) What is the purpose of the forum exchange
The author describes her problems about friendship in order to ask for some advice.
(2) How does Amy make her purpose clear
Amy writes the forum exchange in the following order to make her purpose clearly: Setting-Conflict-Rising Action-Climax-Falling Action.
四、Summary
总结课上所学，梳理课堂内容。
Read and complete the chart.
Read for detailed information.
Fill in the graphic organizer.
Share feelings of reading.
作业布置：完成同步练习。
2
Welcome to the unit & Reading教学设计
科目：英语 课题：Welcome to the unit & Reading 课时：1课时
教学目标与核心素养：
知识目标：获取与梳理出Amy友谊发展、出现危机的过程，两个回复的具体内容等信息。
能力目标：阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。
情感目标：推理论证真正的友谊，重新思考友谊，理性表达自己对友谊的观点和态度，对友谊形成新的认知。
教学重难点
教学重点：Amy友谊发展、出现危机的过程，两个回复的具体内容等信息；阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。
教学难点：理性表达自己对友谊的观点和态度。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师向学生展示视频 Welcome to the unit，并让学生讨论：
Q1: What advice can you give these teenagers
Q2: What friendship problems have you had Share your experience.
Q3: Do you think there are "friends for life" Why or why not
Q4: Would you turn to online communities for advice about maintaining friendships Why or why not
学生活动：根据教师问题讨论对人际关系的感受和看法。
活动目的：调动学生学习积极性，同时引入文章主题。
2、 While-reading
1. 教师活动：读论坛帖子，然后完成下列表格。
参考答案：
(1) Amy's friend chatted with another girl in a café.
(2) Amy was so angry that she avoided her friend during school all day, and she still didn't feel like responding to any of her friend's online messages. The stress of this situation was killing her.
(3) This friendship is worth saving. Try to find an opportunity to have a full and frank talk with her.
(4) David shares his experience and advises Amy to rethink her friendship. He also asks Amy to talk to her friend and decide whether this friendship is still important to her. Ask her to accept the fact that friends come and go in life.
学生活动：通过完成表格，学生理清文章脉络，掌握文章主要内容。
2.教师活动：仔细阅读文章，回答下列问题。
（1）How did Amy view her friend before
Amy thought she was her lifelong and close friend and they must do everything together.
（2）What did Amy and her friend plan to do last Saturday afternoon
They planned to see a film at the cinema.
（3）How did Amy learn that her friend went to a café
A classmate told her.
（4）What does Cindy mean by "her behaviour" in line 20
She means their original plan was to see a film at the cinema that afternoon. But in the morning Amy's friend posted a message on social media saying she had a cold. When Amy called her, she said she might not be able to make it to the cinema. On Monday a classmate told Amy that she had seen her friend chatting with another girl in a café on Saturday afternoon.
（5）In what case is it time to rethink a friendship, according to David
If your friend ignores your feelings or makes you suffer, it's time to rethink the relationship.
活动目的：引导学生关注文本内容，充分理解文章细节。
3.学生活动：讨论教师提出的问题，整合文章具体内容。
Fill in the graphic organizer.
·Setting: When and where did the story take place
The story happened in a café on a Saturday afternoon.
·Conflict: Describe the conflict in the story.
Two good friends misunderstood each other.
Rising Action: List some events that occurred before the climax.
(1) Their original plan was to see a film at the cinema that afternoon.
(2) But in the morning, Amy's friend posted a message on social media saying she had a cold.
(3) When Amy called her, she said she might not be able to make it to the cinema.
·Climax: The turning point.
on Monday, Amy received a horrible surprise. A classmate told her that she had seen her friend chatting with another girl in a café on Saturday afternoon.
·Falling Action: List some events that occurred after the climax.
Amy was very angry.
·Solution: How is the conflict solved
(1) Cindy thinks that this friendship is worth saving and tells Amy to find an opportunity to have a full and frank talk with her friend.
(2) David shares his experience and advises Amy to rethink her friendship. He also asks Amy to talk to her friend and decide whether this friendship is still important to her. He asks Amy to accept the fact that friends come and go in life.
4. 教师活动：引导学生发表自己的感想。
Have you found anything you feel sorry, puzzled or worried
What are the similarities and differences between Cindy's and David's advice
活动目的：通过对文本的再次深入解读，感受文章所传达的思想，并通过自我反思，体会文章内涵，促进学生对人际关系的正确认识。
三、After-reading
1. 学生活动：完成B1练习，并与同伴核对答案。
参考答案：Suggested answers:
(1) horrible (2) at a loss (3) recovering (4) ignoring (5) responded (6) let go of (7) apologize (8) in the wrong
2. 完成B2表格。
①v. +friendship: develop a friendship; lose a friendship; value a friendship
②friendship +v. : a friendship disappears; a friendship deepens
③adj. +friendship: lasting friendship; lifelong friendship
④adj. +friend: good friend; reliable friend; honest friend; true friend
⑤v. +friend: lose friends; miss friends; meet friends
3. 学生讨论下列问题：
(1) What is the purpose of the forum exchange
The author describes her problems about friendship in order to ask for some advice.
(2) How does Amy make her purpose clear
Amy writes the forum exchange in the following order to make her purpose clearly: Setting-Conflict-Rising Action-Climax-Falling Action.
四、Summary
总结课上所学，梳理课堂内容。
Read and complete the chart.
Read for detailed information.
Fill in the graphic organizer.
Share feelings of reading.
作业布置：完成同步练习。
2