牛津译林版（2019）必修第一册Unit 3 Getting along with others>Welcome to the unit Reading同步教案
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| 名称 | 牛津译林版（2019）必修第一册Unit 3 Getting along with others>Welcome to the unit Reading同步教案 |  | |
| 格式 | docx | ||
| 文件大小 | 25.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-28 15:35:19 | ||
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《英语》（必修·第一册）
Unit 3 Getting along with others
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
1. learn about the friendship problems after watching the video;
2. get to know the main idea and details of the text;
3. analyze and understand the changes of Amy’s emotions;
4. discuss and reflect on how to get along with friends;
5. offer advice on how to maintain a friendship.
II. Key competence focus
1. Get to know the main idea and details of the text.
2. Discuss and reflect on how to get along with friends.
III. Predicted areas of difficulty
1. Understand the changes of emotions of Amy, the help seeker.
2. Offer advice on how to maintain a friendship.
IV. Teaching procedures
Step 1 Lead-in
1. Watch the video and finish the exercises.
Bill’s problem: He and his best friend Paul do not share the same interests now.
Jane’s problem: She misses her best friend at junior high very much.
Harry’s problem: He is too shy to make friends with the other boys in his class.
2. Have a discussion on the following questions.
What advice can you give these teenagers
Have you ever fallen out with your best friend If so, share your experience.
【设计意图：紧扣主题，用学生熟悉的话题作为预设教学目标的情境载体导入，创造生动活泼有趣的课堂氛围，激活学生已有的知识和经验，引入主题。】
Step 2 Global reading
1. Understanding the general idea
T guides Ss to the following question:
What is the problem facing Amy
Her best friend, Jenny, lied to her and broke her heart.
2. Understanding the details
(1) T asks Ss to go through the passage, find answers to the following questions and fill in the missing information of the chart.
(2) T asks Ss to read the passage again and answer the following questions:
How did Amy view her friend before
Amy thought her friend was almost like a sister to her.
What did Amy and her friend plan to do last Saturday afternoon
She wanted to see a film with her friend.
How did Amy learn that her friend went to a café
Her friend posted a message on social media saying she was ill.
What does Cindy mean by “her behaviour” in line 24
Amy’s friend said she was too ill to see the film with Amy but went to a café with another girl anyway.
In what case is it time to rethink a friendship, according to David
If one’s friend ignores their feelings or makes them suffer.
3. Further thinking
T guides Ss to reflect on the following questions:
What are the similarities and differences between Cindy’s and David’s advice
Whose advice do you prefer
What advice can you offer Amy Think carefully and then share your ideas in groups.
【设计意图：设计层层递进的“问题链”，引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇，培养学生分析问题、解决问题的能力。】
Step 3 In-depth reading
Understanding the language
T: In what ways can we make our advice convincing
T guides the students to analyze replies from Cindy and David from the following aspects:
Be polite and considerate
I’m so sorry! But this friendship is worth saving …
I definitely understand how you feel.
I’m sure you can solve this problem together.
It is sad to move on, but you have to accept that …
Be selective and persuasive
Perhaps ..., or maybe ... In any case ...
I also had a friend who ... (Support them with personal experiences or stories, if possible.)
【设计意图：引导学生学习提出建议的语言风格（style of language），为之后的“论坛”打好语言基础。】
2. Understanding the changes of emotions
T guides Ss to answer the following question by analyzing the changes of Amy’s emotions:
How did Amy feel when she discovered that her best friend lied to her
The changes of emotions: shocked (I received a horrible surprise. How stupid I was!) → angry (I was so angry that I avoided her during school all day, and I still don’t feel like responding to any of her online messages.) → confused (The stress of this situation is killing me. I’m at a loss what to do next.)
3. Further thinking
T guides Ss to further reflect on the lessons that can be learned from the forum exchange about friendship.
Friendship will no longer last if there is no trust.
Suggestion: Don’t ever lie.
Cold war won’t help to fix a broken friendship.
Suggestion: Have a face-to-face talk. Remember to be open-minded and frank and to be a good listener.
Friends come and go in life. Not every friend deserves to be cherished/treasured.
Suggestion: Let go of the past and move on.
【设计意图：引导学生感知并理解语篇承载的价值取向以及作者的观点态度，培养学生的批判性思维思维能力。】
Step 4 Practice
T guides Ss to offer advice for friendships in trouble.
T: Suppose you were attending a program called Friendship Forum Exchange on your school’s radio.
Planning
T: Tick the role you want to play.
Host□ Help seeker□ Experts (at least two)□
Preparing
Decide on a problem that has left the help seeker’s friendship on the rocks.
I fall out with my best friend because _______________________________________________
Write down your ideas and organize them in a logical way: (Apply as many words and expressions learnt in class as possible.)
Presenting
The host may begin and end his/her talk as follows:
Good afternoon, welcome back to our program—the Friendship Forum Exchange ... Let’s connect the first help seeker ... What advice can you give to him/her ... May you get over the problem soon. Goodbye!
So much for today’s program. Thank you for being with us. See you next time.
Requirements
The host is supposed to conclude the advice offered by the experts, and offer his/her advice.
Prepare some notes, if necessary.
Use proper language, show sympathy and respect.
Present the problem or advice in a logical way.
State your ideas with emotions.
【设计意图：引导学生综合运用语言，创造性地解决陌生情境中的问题，运用语言表达自己的观点态度。培养其创新性思维能力，实现能力向素养的转化，实现“深度学习”。】
V. Homework
Write a reply to Amy’s post, offering your advice and helping her out of trouble.
3第
页
Unit 3 Getting along with others
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
1. learn about the friendship problems after watching the video;
2. get to know the main idea and details of the text;
3. analyze and understand the changes of Amy’s emotions;
4. discuss and reflect on how to get along with friends;
5. offer advice on how to maintain a friendship.
II. Key competence focus
1. Get to know the main idea and details of the text.
2. Discuss and reflect on how to get along with friends.
III. Predicted areas of difficulty
1. Understand the changes of emotions of Amy, the help seeker.
2. Offer advice on how to maintain a friendship.
IV. Teaching procedures
Step 1 Lead-in
1. Watch the video and finish the exercises.
Bill’s problem: He and his best friend Paul do not share the same interests now.
Jane’s problem: She misses her best friend at junior high very much.
Harry’s problem: He is too shy to make friends with the other boys in his class.
2. Have a discussion on the following questions.
What advice can you give these teenagers
Have you ever fallen out with your best friend If so, share your experience.
【设计意图：紧扣主题，用学生熟悉的话题作为预设教学目标的情境载体导入，创造生动活泼有趣的课堂氛围，激活学生已有的知识和经验，引入主题。】
Step 2 Global reading
1. Understanding the general idea
T guides Ss to the following question:
What is the problem facing Amy
Her best friend, Jenny, lied to her and broke her heart.
2. Understanding the details
(1) T asks Ss to go through the passage, find answers to the following questions and fill in the missing information of the chart.
(2) T asks Ss to read the passage again and answer the following questions:
How did Amy view her friend before
Amy thought her friend was almost like a sister to her.
What did Amy and her friend plan to do last Saturday afternoon
She wanted to see a film with her friend.
How did Amy learn that her friend went to a café
Her friend posted a message on social media saying she was ill.
What does Cindy mean by “her behaviour” in line 24
Amy’s friend said she was too ill to see the film with Amy but went to a café with another girl anyway.
In what case is it time to rethink a friendship, according to David
If one’s friend ignores their feelings or makes them suffer.
3. Further thinking
T guides Ss to reflect on the following questions:
What are the similarities and differences between Cindy’s and David’s advice
Whose advice do you prefer
What advice can you offer Amy Think carefully and then share your ideas in groups.
【设计意图：设计层层递进的“问题链”，引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇，培养学生分析问题、解决问题的能力。】
Step 3 In-depth reading
Understanding the language
T: In what ways can we make our advice convincing
T guides the students to analyze replies from Cindy and David from the following aspects:
Be polite and considerate
I’m so sorry! But this friendship is worth saving …
I definitely understand how you feel.
I’m sure you can solve this problem together.
It is sad to move on, but you have to accept that …
Be selective and persuasive
Perhaps ..., or maybe ... In any case ...
I also had a friend who ... (Support them with personal experiences or stories, if possible.)
【设计意图：引导学生学习提出建议的语言风格（style of language），为之后的“论坛”打好语言基础。】
2. Understanding the changes of emotions
T guides Ss to answer the following question by analyzing the changes of Amy’s emotions:
How did Amy feel when she discovered that her best friend lied to her
The changes of emotions: shocked (I received a horrible surprise. How stupid I was!) → angry (I was so angry that I avoided her during school all day, and I still don’t feel like responding to any of her online messages.) → confused (The stress of this situation is killing me. I’m at a loss what to do next.)
3. Further thinking
T guides Ss to further reflect on the lessons that can be learned from the forum exchange about friendship.
Friendship will no longer last if there is no trust.
Suggestion: Don’t ever lie.
Cold war won’t help to fix a broken friendship.
Suggestion: Have a face-to-face talk. Remember to be open-minded and frank and to be a good listener.
Friends come and go in life. Not every friend deserves to be cherished/treasured.
Suggestion: Let go of the past and move on.
【设计意图：引导学生感知并理解语篇承载的价值取向以及作者的观点态度，培养学生的批判性思维思维能力。】
Step 4 Practice
T guides Ss to offer advice for friendships in trouble.
T: Suppose you were attending a program called Friendship Forum Exchange on your school’s radio.
Planning
T: Tick the role you want to play.
Host□ Help seeker□ Experts (at least two)□
Preparing
Decide on a problem that has left the help seeker’s friendship on the rocks.
I fall out with my best friend because _______________________________________________
Write down your ideas and organize them in a logical way: (Apply as many words and expressions learnt in class as possible.)
Presenting
The host may begin and end his/her talk as follows:
Good afternoon, welcome back to our program—the Friendship Forum Exchange ... Let’s connect the first help seeker ... What advice can you give to him/her ... May you get over the problem soon. Goodbye!
So much for today’s program. Thank you for being with us. See you next time.
Requirements
The host is supposed to conclude the advice offered by the experts, and offer his/her advice.
Prepare some notes, if necessary.
Use proper language, show sympathy and respect.
Present the problem or advice in a logical way.
State your ideas with emotions.
【设计意图：引导学生综合运用语言，创造性地解决陌生情境中的问题，运用语言表达自己的观点态度。培养其创新性思维能力，实现能力向素养的转化，实现“深度学习”。】
V. Homework
Write a reply to Amy’s post, offering your advice and helping her out of trouble.
3第
页