牛津译林版（2019） 必修 第一册Unit 3 Getting along with otheys 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 otheys Welcome to the unit & Reading教案 |  | |
| 格式 | docx | ||
| 文件大小 | 19.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-03 10:04:35 | ||
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U3 Getting along with others
Welcome to the unit & Reading 教案
教材分析：
本课时通过三段网络论坛咨询与回复，介绍了Amy遇到的友情问题与Cindy和David所提供的建议。重点表达主要涉及事件描述、建议询问与提出等话题。重点句式主要为连接词的使用。本文的价值取向在于学生通过学习，学习朋友与友谊的意义与内涵，学会正确看待与朋友间的关系，学会整理友情问题并正确处理。
教学策略与设计说明：
1. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及事件描述、建议询问与提出等话题的重点词组，如apologize，respond；习得涉及连接词的重点句式，如 on the other hand, however。
思维品质上，梳理事件发展时间与脉络，归纳对话涉及的主要信息（包括Cindy与David提供的建议），学习寻求问题解决方法的基本思路。
文化品格上，体会朋友与友情的意义与内涵，感受友情的幸福与珍贵，学会以积极心态与正确方法应对友情问题。
学习能力上，归纳与学习选词填空题目基本解题方法与步骤；形成词组搭配意识，提升语块意识。
教学重点：
学生读懂阅读文本大意，能就友情等关系话题进行相关输入与输出。
教学难点：
学生能形成词组搭配意识，并归纳常见重点单词常见词组。
学生能归纳学习并使用重点连接词。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for the unit: Ss are asked to watch the video and tell the name and topic of the song Auld Lang Syne. Ss are also asked to think about which line of lyrics impresses them the most and why. 利用歌曲视频，激活学生已有知识，引出主题。 3’ CW
Step 2 Warm-up for the unit: Ss are asked the question to think about the question “What do you think a friend mean ” Then, T could show Ralph’s answer to the question and introduce him. Suggested answers: It might mean that he or she will be our company no matter what happen. 加深上一步活动，引导学生学前思考友情的意义。 5’ IW/CW
Step 3 Welcome to the unit: Ss are asked to watch the video and finish the tasks. Ss are invited to discuss the following questions: What advice can you give these teenagers What friendship problems have you had Share your experience. Suggested answers: I think we should always try to communicate with our friends if we encounter any problems … I had misunderstood one of my closest friends last year. We were ... 创设语境，进一步导入主题。 5’ CW/GW
Step 4 Warm-up for the reading: T introduces the background of the reading material, especially the forum exchange including its purpose, forms and regular procedures. 介绍文章背景，提升学生文化品格。 8’ CW/IW
Step 5 Warm-up for the reading: Ss are asked to answer the following questions before reading. Do you think there are “friends for life” Why or why not Will you turn to online communities for advice about managing friendships Why or why not Before their discussion, T could lead Ss to think about the definition of “a friend of mine” by appreciating a poem and evaluate the pros and cons of online forum. Suggested answers: Yes and my best friend Lily is the example. We have known each other for more than eight years ... I will probably not turn to the e-pals for help because I don’t think they are reliable for providing useful suggestions and ... 结合文学减鉴赏回答读前问题，对比讨论各类论坛优缺点，,提升学生思维品质与文化品格。 6’ CW/GW
Step 6 Understanding the text: Ss read through the reading material and complete the table. Before reading, T could introduce the skills for accomplishing the task. T lead Ss to check the answers together and explore some complex sentences in the passage. 引导读文章完成表格任务，引导学生总结归纳补充表格技巧，随后进行长难句讲解，提升学生语言能力与学习能力。 10’ CW/IW
Step 7 Understanding the text: Ss are asked to answer the following questions and T could lead Ss to think about the key information that they need to grasp. How did Amy view her friend before What did Amy and her friend plan to do last Saturday afternoon How did Amy learn that her friend went to a cafe What does Cindy mean by “her behavior” in line 20 In what case is it time to rethink a friendship, according to David In checking the answers, T could lead Ss to know some key words and complex sentences together. 巩固所学语言与内容，应用所学内容，全方位训练语言技能。 10’ CW/IW
Step 8 Discuss the questions: Ss are asked to discuss the following questions. T could give some hints and tips for answering them if necessary. What are the advantages and disadvantages of Cindy’s and David’s advice 2. What are the similarities and differences between their advices 3. What helpful advice can you offer Amy Draw on your own experiences to give a reply to her post. 4. Imagine your friend has lied to you. How would you respond Suggested answers: 1.For Cindy’s advice, it is good to hold a positive mind for a talk but it might not be very okay to make too much excuses for Amy’s friend because ... 2. For both, they encourage a conversation for know more about what really happened. However, in terms of Cindy’s suggestions, ... On the other hand, David prefers to ... 巩固所学语言与内容，应用所学内容，引导学生总结归纳问题解决技巧，提升学生思维品质。 10’ CW/GW
Step 9 Building your language: Ss are asked to complete the conversation with the correct forms of the words and phrases in the box. Before that, T could introduce several key words and the strategy in completing the conversation. Then, T leads Ss to check the answers together. Key words: apologize: apology (n.) ignore: ignorance(n.); neglect horrible: horribly (adv.) recover: recovery (n.) respond: response (n.) 介绍文中重点单词，引导学生总结归纳做题技巧，提升学生语言能力与学习能力。 10’ CW/IW
Step 10 Building your language: Ss are asked to learn the definition and purpose of collocations and figure out more collocations of the examples and some other commonly used words. Then Ss are asked to paraphrase the sentences with linking words. 引导学生学习词组搭配的定义与意义，熟悉不同词组搭配，提升语块意识，提升学生学习能力。 7’ CW/IW
Step 11 Homework: Watch a film about “friendship”, think about the following questions. What is the friendship in the movie about Do you support the friendship in the film Why or why not 通过影视素材，引起学生对于友情话题的兴趣。并达到复习本节课内容的目的。 2’ CW/IW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否加深对朋友与友谊的理解，并对可能出现的问题有清晰的解决方法生成思路。
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出Amy所面临的问题与Cindy和David提出的解决建议。
Welcome to the unit & Reading 教案
教材分析：
本课时通过三段网络论坛咨询与回复，介绍了Amy遇到的友情问题与Cindy和David所提供的建议。重点表达主要涉及事件描述、建议询问与提出等话题。重点句式主要为连接词的使用。本文的价值取向在于学生通过学习，学习朋友与友谊的意义与内涵，学会正确看待与朋友间的关系，学会整理友情问题并正确处理。
教学策略与设计说明：
1. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及事件描述、建议询问与提出等话题的重点词组，如apologize，respond；习得涉及连接词的重点句式，如 on the other hand, however。
思维品质上，梳理事件发展时间与脉络，归纳对话涉及的主要信息（包括Cindy与David提供的建议），学习寻求问题解决方法的基本思路。
文化品格上，体会朋友与友情的意义与内涵，感受友情的幸福与珍贵，学会以积极心态与正确方法应对友情问题。
学习能力上，归纳与学习选词填空题目基本解题方法与步骤；形成词组搭配意识，提升语块意识。
教学重点：
学生读懂阅读文本大意，能就友情等关系话题进行相关输入与输出。
教学难点：
学生能形成词组搭配意识，并归纳常见重点单词常见词组。
学生能归纳学习并使用重点连接词。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for the unit: Ss are asked to watch the video and tell the name and topic of the song Auld Lang Syne. Ss are also asked to think about which line of lyrics impresses them the most and why. 利用歌曲视频，激活学生已有知识，引出主题。 3’ CW
Step 2 Warm-up for the unit: Ss are asked the question to think about the question “What do you think a friend mean ” Then, T could show Ralph’s answer to the question and introduce him. Suggested answers: It might mean that he or she will be our company no matter what happen. 加深上一步活动，引导学生学前思考友情的意义。 5’ IW/CW
Step 3 Welcome to the unit: Ss are asked to watch the video and finish the tasks. Ss are invited to discuss the following questions: What advice can you give these teenagers What friendship problems have you had Share your experience. Suggested answers: I think we should always try to communicate with our friends if we encounter any problems … I had misunderstood one of my closest friends last year. We were ... 创设语境，进一步导入主题。 5’ CW/GW
Step 4 Warm-up for the reading: T introduces the background of the reading material, especially the forum exchange including its purpose, forms and regular procedures. 介绍文章背景，提升学生文化品格。 8’ CW/IW
Step 5 Warm-up for the reading: Ss are asked to answer the following questions before reading. Do you think there are “friends for life” Why or why not Will you turn to online communities for advice about managing friendships Why or why not Before their discussion, T could lead Ss to think about the definition of “a friend of mine” by appreciating a poem and evaluate the pros and cons of online forum. Suggested answers: Yes and my best friend Lily is the example. We have known each other for more than eight years ... I will probably not turn to the e-pals for help because I don’t think they are reliable for providing useful suggestions and ... 结合文学减鉴赏回答读前问题，对比讨论各类论坛优缺点，,提升学生思维品质与文化品格。 6’ CW/GW
Step 6 Understanding the text: Ss read through the reading material and complete the table. Before reading, T could introduce the skills for accomplishing the task. T lead Ss to check the answers together and explore some complex sentences in the passage. 引导读文章完成表格任务，引导学生总结归纳补充表格技巧，随后进行长难句讲解，提升学生语言能力与学习能力。 10’ CW/IW
Step 7 Understanding the text: Ss are asked to answer the following questions and T could lead Ss to think about the key information that they need to grasp. How did Amy view her friend before What did Amy and her friend plan to do last Saturday afternoon How did Amy learn that her friend went to a cafe What does Cindy mean by “her behavior” in line 20 In what case is it time to rethink a friendship, according to David In checking the answers, T could lead Ss to know some key words and complex sentences together. 巩固所学语言与内容，应用所学内容，全方位训练语言技能。 10’ CW/IW
Step 8 Discuss the questions: Ss are asked to discuss the following questions. T could give some hints and tips for answering them if necessary. What are the advantages and disadvantages of Cindy’s and David’s advice 2. What are the similarities and differences between their advices 3. What helpful advice can you offer Amy Draw on your own experiences to give a reply to her post. 4. Imagine your friend has lied to you. How would you respond Suggested answers: 1.For Cindy’s advice, it is good to hold a positive mind for a talk but it might not be very okay to make too much excuses for Amy’s friend because ... 2. For both, they encourage a conversation for know more about what really happened. However, in terms of Cindy’s suggestions, ... On the other hand, David prefers to ... 巩固所学语言与内容，应用所学内容，引导学生总结归纳问题解决技巧，提升学生思维品质。 10’ CW/GW
Step 9 Building your language: Ss are asked to complete the conversation with the correct forms of the words and phrases in the box. Before that, T could introduce several key words and the strategy in completing the conversation. Then, T leads Ss to check the answers together. Key words: apologize: apology (n.) ignore: ignorance(n.); neglect horrible: horribly (adv.) recover: recovery (n.) respond: response (n.) 介绍文中重点单词，引导学生总结归纳做题技巧，提升学生语言能力与学习能力。 10’ CW/IW
Step 10 Building your language: Ss are asked to learn the definition and purpose of collocations and figure out more collocations of the examples and some other commonly used words. Then Ss are asked to paraphrase the sentences with linking words. 引导学生学习词组搭配的定义与意义，熟悉不同词组搭配，提升语块意识，提升学生学习能力。 7’ CW/IW
Step 11 Homework: Watch a film about “friendship”, think about the following questions. What is the friendship in the movie about Do you support the friendship in the film Why or why not 通过影视素材，引起学生对于友情话题的兴趣。并达到复习本节课内容的目的。 2’ CW/IW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否加深对朋友与友谊的理解，并对可能出现的问题有清晰的解决方法生成思路。
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出Amy所面临的问题与Cindy和David提出的解决建议。