外研版（2019）必修第三册 Unit 1 Knowing me, knowing you Starting out+ Understanding ideas 作业设计
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| 名称 | 外研版（2019）必修第三册 Unit 1 Knowing me, knowing you Starting out+ Understanding ideas 作业设计 |  | |
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| 更新时间 | 2024-08-07 08:57:58 | ||
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学科： 英语 年级及册次：高一 必修三 教科书版本： 外研社 2019
作业涉及单元、章节（或主题、任务）：Unit 1 Knowing me, knowing you
单元、章节（或主题、任务）整体性作业设计思路说明（500 字以内） 首先，参照《课标》对主题语境的描述对单元主题进行整体分析，主要包括单元主题 语境和主题语境内容要求。本单元话题为青少年的人际交往，参照《课标》对三大主题的 描述，确定单元主题语境内容要求： 良好的人际关系与社会交往，以及认识自我，丰富自 我，完善自我。（见表 1 ） 其次，根据单元多模态语篇分析，主要包括语篇类型、语篇内容、语篇主题意义（ 见 表 2），梳理出单元整体教学主题发展脉络和单元大观念，根据《课标》中关于英语学科核 心素养级别的描述，按照 “理解、发展、实践” 三层次制定单元总目标。（见表 3 ） 再次，以单元总目标为导向，结合语篇分析和学情分析，把单元总目标拆分到各课时， 包括课时教学目标和作业目标，后者是前者的继承、巩固和延伸。 同时，课时目标的制定 体现出英语学习活动观的层次性。（见表4） 最后，结合作业目标和作业设计原则，设计详细作业内容。基于学生差异性和学科特 点，作业内容的设计以英语学科“六要素整合”为原则，作业类型多样化，基于教学目标， 面向全体兼顾个体。其中，基础性作业主要为复习巩固类，增强学生对必备知识的掌握。 发展类作业主要为拓展延伸类和综合实践类，以发展学生关键能力和学科素养为主。 同时 统筹作业时长和难度系数，兼顾作业情境化、关联性、趣味性和综合性的听说读写看等多 样化作业类型。
(
拆分单元总目
标到课时教学
目标和课时作
业目标
) (
设计
作业
评价
) (
根据《课标》
确定单元主
题语境内容
要求
) (
进
行
单
元 多
模
态
语
篇
分析
) (
设计
作业
内容
) 梳理单元主题 发展脉络、确定 单元大观念、制 定单元总目标
第 1 课时 Starting out+ Understanding ideas
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
1
基 础 性 作 业 作业一 1. 请与同伴合作，借助录音，练习以下 单词的发音，注意相互纠错。 2. 请听句子或短文，勾出你所听到的单 词。 3. 请根据音标写出正确的单词。 通过互纠互助， 提高单词发音准 确性，过拼读关， 过拼写关。 两 人 5m ★★
作业一
课 前 发 展 性 作 Level A（英语学习基础一般） 通过观看《生活大爆炸》的视频片段， 描述角色的个性特征，分析角色间的互 动，探讨不同个性对关系的影响。 激活主题相关词 块，尝试描述角 色性格， 比较不 同性格对人际交 往的影响。 两 人 10m ★★★
业 Level B（英语学习基础较好） 搜索获取九型人格理论的相关资料并反 思自己在社交场合中的行为表现，将其 与九型人格理论中的类型进行关联， 比 较不同性格对人际交往的影响。 加深对自己性格 的了解， 比较不 同性格对人际交 往的影响。 两 人 10 m ★★★★
课 中 基 础 性 作 业 作业一 1.识别和记录课文中的关键信息，完成 课本第 4 页的图表内容。 引导学生整理、 归纳获取到的信 息，进一步理解 文意。 个 人 5m ★★
发 展 性 作 业 作业一 1.学生三人一组根据提示以 Ben、Ben 的 好友以及 Ben 的队友的身份展开模拟谈 话。 在情境中实践和 应用所学的知识 和技巧。 小 组 15m ★★★★
课 后 基 础 性 作 业 作业一 1.选择合适的单词和短语完成语篇内 容。 在同主题新语篇 中巩固运用主题 相关词汇和表 达。 个 人 3m ★★
发 展 性 作 业 作业一 1.完成课本 73 页长周期作业project 的 investigate 和 plan 部分。 扮演 Agony Aunt 或 uncle 的 角 色，将在工作坊 中为同学提供解 决问题的建议和 倾 听 他 们 的 困 扰。 小 组 10m ★★★
作业二 1.撰写反思报告，回顾角色扮演活动的 经验和收获， 思考和总结角色 扮演的体验和个 人经验，加深对 解决人际关系问 题的理解和洞 察。 个 人 15m ★★★★
一、课前作业：
（一）基础性作业一
1.请与同伴合作，借助录音，练习以下单词的发音，注意相互纠错。 agony, steam, loose, lip, fault, resolve, strategy, signal, breathe, concern 2.请听句子或短文，勾出你所听到的单词
loose, lip, strategy, signal, breathe, weight, concern, annoyed 3.请根据音标写出正确的单词
( 1)[sti m] (2)[l p] (3)[ s ɡn l]
(4)[bri: ] (5)[ str t d i] (6)[k n s n]
（二）发展性作业一
Level A
Watch a video clip and discuss the following question with your partners.
1.Discuss the relationship between the characters.
2.Describe the characters ’ personality traits using two or three adjectives. Provide specific actions or dialogues from the video to support
your idea.
3.Analyze the interaction between the characters. How do their different personalities affect their relationship
Level B
1.Conduct online research and gather information about the Enneagram personality theory.
2.Reflect on your own behavior during social gatherings or other social activities and consider which Enneagram type best agrees with your behavioral patterns.
3.Share ideas with your group members on how the Enneagram influences your interactions in social settings.
二、课中作业：
（一）基础性作业一
1. Complete the sentences with the expressions from the passage.
（Keys：1.the team were let down 2. to let off steam 3. went and told everyone else what I’d said 4. apologize to your teammate 5. communicating with each other clearly 6. resolving conflicts 7. repeating what you said 8. making the situation worse 9. say too much 10.think first, speak later）
（二）发展性作业一
Role Play--Imagine you are Ben, and you will have a conversation with your friend and teammate based on the content of the letters. One student will play the role of Ben's friend, and another student will play the role of Ben's teammate. Follow the prompts below,
engage in the role play and act it out .
Prompts:
Ben: Apologize to your friend and teammate, explain your emotions and behavior, and express your anger towards your friend.
Friend: Respond to Ben's apology, explain your actions, and express understanding and regret towards Ben.
Teammate: Share your perspective on the basketball team member's behavior and provide suggestions for resolving the issue.
Ben: Respond to your friend and teammate, discuss their viewpoints, and work together to find a solution.
Criteria 评价量表
Items Contents Total ( 1-5points) Suggestion
Role Understanding have a clear understanding oftheir assigned roles and accurately portray them
Language Accuracy express their ideas clearly and properly
Conflict Resolution propose constructive suggestions for resolving the conflicts
Overall Performance effectively capture the attention and interest ofthe audience
三、课后作业：
（一）基础性作业一
Fill in the blanks with the correct forms of the given words. There is one extra word in the box.
in a mess communication let down conflictannoyembarrasspull one’s weight let off steam loose lips sink shipsapologizeconcern
Ben, a 17-year-old basketball player, finds himself 1. .
Disappointed by their recent loss, he felt the team 2. by the team's point
guard, who seemed absent during the match. He told his best friend that his teammate
was to blame, hoping to 3. . However, his friend betrays his trust by
spreading the information to others, leaving Ben4. and ashamed. Ben
turns to Agony Aunt for guidance.
Agony Aunt reminds Ben of the saying "5. ,"
emphasizing the importance of thinking before speaking. She advises Ben to
6. with his teammate and work towards resolving 7.
through clear communication. Winning future basketball games requires teamwork
and effective communication.Then, he needs to 8. to his friend,
emphasizing the importance of trust and the need to move on.
In addition, Agony Aunt highlights the significance of thinking about his own
behavior. When 9. , don’t say too much. If he feels one of his teammate s isn’t
10. , then raised concerns in a professional way with the coach.By
doing the above, he can repair his friendships and grow from this experience.
（Keys:1.in a mess 2. let down 3.let off steam 4.embarrassed 5.loose lips sink ships 6.communicate 7.conflicts 8.apologize 9.annoyed 10.pulling their weight）
（二）发展性作业一
（三）发展性作业二
Write a reflective report on the role play activity.Please individually answer the following questions in your reflective report:
①What role did you play in the role play
②Through the role play, what new understanding or insights have you gained regarding solving interpersonal relationship issues
③Have you ever had similar experiences to Ben in your daily life If yes, how would you handle similar situations
④What skills or strategies have you learned from this role play, and how will you apply them to real-life interpersonal interactions
第 2 课时 Using language 1--grammar
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.用括号内适当的动词填空。 通过 完成 V-ing 做状语练习题激 活 学 生 已 有 知 识 。 为 本 节课 V-ed 做状语的学 习做准备。 个 人 3m ★★
作业二 1.两人互助复习归纳现在分词做状语的 判断方法。 通过同桌互助归 纳现在分词做状 语题型的解题步 骤。 两 人 2m ★★★
课 中 基 础 性 作 业 作业一 1.观察比较从 understanding ideas 文 章的摘取的两个句子，回答相关问题。 学习和理解 V-ed 状语的用法。通 过实际例子的分 析，促使学生思 考语言的表达方 式，理解作者在 表达意思时选择 用词的影响 个 人 5m ★★
作业二 1. 小组合作梳理归纳过去分词做状语 通过小组探究， 整理V-ed作状语 的常见用法和句 小 组 5m ★★★
的基本用法。 型结构。
发 展 性 作 业 作业一 1.根据本节课所学，观察并判断下面所 给句子是否正确。 2.小组合作，思考订正所给句子的方法。 深 度 探 索 V-ed 做状语时的特殊 用法－ － 当非谓 语动词的逻辑主 语和句子的逻辑 主语不一致时的 处理办法：独立 主格，with 的复 合结构，相应的 状语从句。 小 组 10m ★★★★
作业二 1. 阅读第 5 页练习 2 所给段落并用 V-ed 形式改写划线部分句子。 2. 请在小组内分享你在学习生活中遇 到的相似经历。 引导学生在真实 语境中巩固并应 用过去分词做状 语， 同时认识诚 实的重要性，进 一步思考单元主 题。 个 人 / 小 组 10m ★★★★
作业三 阅读第 5 页练习 3 中《头脑特工》的情 节介绍短文，选择所给单词的正确形式。 在真实语境中区 分 V-ed 和 V-ing 做状语并作出正 确判断， 同时引 导学生正确看待 各种情绪，进一 步 探 究 单 元 主 体。 个 人 5m ★★★
课 后 基 础 性 作 业 作业一 1.阅读所给语篇并用所给单词的正确形 式填空。 引导学生复习巩 固本节课所学语 法知识， 同时通 过主题相关的练 习深化主题探 究。 个 人 5m ★★★
发 展 性 作 业 作业一 Level A（英语学习基础一般） 小组合作，结合自身经历和经验给第 5 页练习 2 中的主人公 Anne 几条切实可 行的建议。其中需涉及过去分词和现在 分词做状语的语法结构。 Level B（英语学习基础较好） 小组合作，设计一份关于如何合理应对 各种情绪的情绪管理手册。其中需涉及 过去分词和现在分词做状语的语法结 构。 引导学生运用本 部分所学语法结 构和词汇知识， 联系实际为人际 交往中可能遇到 的问题给出合理 建议。 小 组 10m ★★★★
一、课前作业：
（一）基础性作业一
Finish the following exercises with the correct forms of the given words .
1. I didn’t mind what we were doing, as long as we were together, (have) fun.
2. (not finish) the work, they have to stay there for another two weeks.
3.“What a beautiful flower！”said Bob, (look) at the red rose in the yard.
4.The tiger left finally, (kill) one ofthe farmer’s sheep.
5. (wait) for an hour, Tom suddenly realized he hadn’t taken his ID cared.
(Keys: 1.having 2.Not having finished 3.looking 4.having killed 5. Having waited)
（二）基础性作业二
Work in pairs and conclude the rules of V-ing as adverbial.
二、课中作业：
（一）基础性作业一
Look at the following sentences from the reading passage and answer the questions.
A. Disappointed by his behaviour, I said all this to my best friend.
B.Approached in this way, your friendship will soon be repaired.
①Who was disappointed in sentence (A)
②What is approached in sentence (B)
③Why does the author choose to use V-ed instead of an adverbial clause in the
reading passage
Keys:
①-② Because V-ing is used when the action is done by the subject of the sentence, while -edis used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
③ Because V-ed makes the sentences shorter and sound more formal as written language.
（二）基础性作业二
Work in groups and work out the basic rules of V-ed as adverbial.
（三）发展性作业一
1.Look at the following sentence and decide whether it is right.
Finished their homework, the children went out to play football.（判断正误）
2.Work in groups and work out the ways to correct the sentence.
Keys: 1. wrong
2. ①Their homework finished, the children went out to play football.
②After the children finished their homework, they went out to play football.
③With their homework finished, the children went out to play football.
（四）发展性作业二
1. Rewrite the underlined sentences on Page 5 with the V-ed form.
2. Work in groups and share your similar experience.
Keys:
1.Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
2.Open
（五）发展性作业三
Read the plot summary on page 5 and choose the correct form of the words.
Keys:
Influenced Believing Prevented separated realizing
三、课后作业：
（一）基础性作业一
Read the passage and finish the blanks with the correct form of the given words.
Last weekend, I 1. (walk) into our local bookshop.2. (buy)
a book, I decided 3. (take) the bus home, because it was quite a long walk
home.
When 4. (get) on the bus, I was 5. (surprise) to see an old
friend of mine. We started 6. (talk) and I hardly realized that I had arrived
at my stop. 7. (stand) up, I cried, “Please wait! This is my stop! ” I got
off the bus, 8. (smile) happily. Then, suddenly 9. (realize)
I had left my book behind on the bus, I shouted, “Stop, please! ” But it was too late.
The bus had gone away, 10. (take) my book with it.
(Keys:1. walked 2. Having bought 3. to take 4. getting 5. surprised 6. talking/to talk 7. Standing 9. realizing 10. taking)
（二）发展性作业一
Level A：Please give Anne some practical suggestions on how to settle the situation and try to apply V-ed and V-ing to your sentences.
Level B ： Work in groups and design a manual on how to manage emotions rationally.Try to apply V-ed and V-ing to your sentences.
第 3 课时 Using language2--vocabulary+listening&speaking
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度系 数
课 前 基 础 性 作 业 作业一 Level A 根据语境，猜测粗体单词的含 义。 复习上一课时部分 单词，并提前预习 本课时可能有困难 的单词，为听力做 准备。 个 人 3m ★
发 展 性 作 业 作业二 Level A 收集有关建立良好人际关系的 表达 Level B 观看关于 IQ 和 EQ 的视频，思 考什么是EQ，以及人际关系中 哪个更重要 提前预习课堂内 容，并形成良好人 际 关系 的 初 步 认 知。 感知本课话题，并 训练信息提取能力 和独立思考能力 个 人 个 人 4m 5m ★★ ★★★
课 中 基 础 性 作 业 作业一 1.阅读练习 4 中的建议，找出 描述行为的单词，并将其与练 习 5 中的情景匹配 获取健康人际关系 的内涵及强化重点 词汇 个 人 3m ★★
作业二 1.听三段对话两到三次，分别 完成练习 7 和练习 8，并记下 关键表达 通过听力训练提高 学生整体感知和关 键信息提取能力， 并获取礼貌提要求 和拒绝的相关表达 两 人 10m ★★★
发 展 性 作业一 1. 讨论面对练习 6 中的情形时 应该做什么，并解释原因 通过情景演练，初 步应用所学词汇 两 人 6m ★★★
作 业 作业二 1.对听力材料中的关键表达进 行分类，并思考如何才能高情 商地提要求和拒绝 梳理和分析相关表 达方式，并总结礼 貌提要求和拒绝的 要点 小 组 5m ★★★
作业三 1.角色扮演：在课本给定的情 境下编演对话 通过情景代入和角 色扮演，应用实践 作业七中总结的表 达方式 两 人 10m ★★★★
课 后 基 础 性 作 业 作业一 Level A 凭借回忆，补全听力文本对话 再次巩固课堂上所 学的礼貌提要求和 拒绝的表达方式 个 人 5m ★★
发 展 性 作 业 作业二 Level A 联系生活实际，运用课堂上所 学的表达， 以 “ 礼貌说不”为 主题自创情景自编对话 Level B 选择生活中高情商解决人际关 系难题的实例，编演对话，录 制视频 迁移运用本课所学 知识，提升语用能 力和迁移能力 主题深化和拓展， 礼貌说不只是高情 商的表现之一，为 单元项目作业提供 思路 两 人 小 组 15m 25m ★★★★ ★★★★★
一、课前作业：
（一）基础性作业一
Level A
Guess the Chinese meaning of the bold words in the sentences according to the context.
1. His brother, an excellent athlete, attended a boxing competition held in Wuhan, Hubei.
2. A total of 19 people were punished for failing in their duty of prevention and control of the spread of the virus.
3. He called for global efforts to ensure fair competition and promote innovation.
4. She advised the company to take the lead in the innovation in core technologies.
5. I'll never forgive you for what you said to me last night.
6. His mother had rarely criticized him or any of her other children.
7. They are renting a furnished flat on the third floor.
8. I was just beginning to wonder where you were.
(keys: 1. 拳击；2. 责任，义务；3. 确保，保证；4. 核心的； 5. 原谅，宽恕；6.
批评，指责；7. 公寓，单元房；8. 想知道）
（二）发展性作业一
Level A
Please collect some expressions for happy and healthy relationships.
Possible answers: Sentences:
1. It is of great importance to resolve conflicts respectfully.
2. It is wise never to lie.
3. It’s a good idea to be generous with others. This can help create a lasting friendship.
4. Try to communicate openly with your friends. Don’t always keep things to yourself.
5. It’s important to laugh. Smiling and laughing will make you and others feel better.
6. ...
Vocabulary: generous; complain; lie; understand; honest...
（三）发展性作业二
Level B
Watch a video and answer the following questions.
1. What is EQ
2. Which one is more important in interpersonal relationships, EQ or IQ
3. And why do you think so
二、课中作业：
（一）基础性作业一
Describe the situations with the words you underlined just now.
1.I’m really sorry. I didn’t mean it. 2.You’re so selfish!
3. I know you’re sorry. It’s OK. Don’t worry about it.
4. I can tell he is not easy to get along with.
5. I don’t want to wait for him all the time.
6. My pet parrot flew away with my homework.
(keys: 1. apologize; 2. criticize; 3. forgive; 4. judge; 5. complain; 6. lie)
（二）基础性作业二
Listen to three conversations and match them to the pictures.
(keys:a-Conversation 2 b-Conversation 3 c-Conversation 1)
(Keys:1.next week 2.one month 3.a few days 4. come to the party 5. Saturday
6.prepare for the trip 7. project 8.do her project by herself)
（三）发展性作业一
（四）发展性作业二
Put expressions into two columns and think how people make requests and refusals with high EQ. Add other ideas based on your own experience.
Possible answers：
Function Expressions The way
Make requests Have you got a minute The thing is, ... Come on, please. Just the person i wanted to see. I’m just wondering if you could... I promise... Speak in an honest way; be polite
Make refusals I’m afraid... I’m sorry, but... I’d love to, but... How about next time, OK I’m not sure, it would be better to... I’m sorry that it just doesn’t feel right. Maybe we can … Excuse yourself plainly;make a counter-offer; make another suggestion; speak in an honest way.
（五）发展性作业三
三、课后作业：
（一）基础性作业一
Level A
Complete the dialogue by using the given sentences in the box.
Conversation 1
Tina: Hi Kerry, 1.
Kerry: Yeah, sure, Tina. What's up
Tina: 2. , I've got to leave my flat next week, but my new place
won't be ready until next month. Could I stay at your place for a while Kerry: You mean for a couple of days
Tina: Er... not exactly. For a month.
Kerry: A month 3.
Tina: Oh, come on, please...
Kerry: 4. . You're welcome to stay for a few days, though.
Conversation 2
Mike: Hello Ryan! 5.
Ryan: Hi Mike. How's it going
Mike: I'm having a party at my house on Saturday. You'll come, won't you
Ryan: On Saturday 6. and I have to spend the weekend
preparing for the trip.
Mike:That's too bad. I'm sorry you miss it. Ryan:Yes, I'm sorry, too. Next time,OK Conversation 3
Jane: Becky, have you done your project yet
Becky: Hi Jane. You
Jane: Yes, that's the one.
Becky: Of course I have. Haven't you finished yours yet
Jane: No, I haven't. The thing is, I've been rally busy and. 7. , just
to give me some ideas, you know...
Becky: 8. .
Jane: I promise I won't copy it or anything like that.
Becky: I'm sorry, Jane, it just doesn't fell right. I'd be happy to talk about your project with you, though, ifyou need my help.
(
A.
Well
,
the
thing
is
,
B. I’
d
love
to
,
but
I
'
m
visiting
my
cousin
in
New
York
on
Monday
C. I’
m
sorry
,
but
my
room
is
just
too
small
for
two
people
D.
Just
the
person
I
wanted
to
see
!
E. Well, I was
just wondering if
you could let me
see your project
F. I'
m
not
sure
...
It
would
be
better
to
do
your
project
by
yourself
G. I'
m
afraid
one
month
is
just
too
long
H.
Have
you
got
a
minute
)
17
(Keys:1.H; 2.A; 3.G; 4.C; 5.D; 6.B; 7.E; 8.F)
（二）发展性作业一
Level A
Based on daily life, use the expressions learned in class to create a similar dialogue about saying no politely.
（三）发展性作业二
Level B
Choose examples of solving interpersonal problems with high EQ in life, design dialogues and record videos.
第 4 课时 Developing ideas：Little White Lies
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.请跟读 Understanding ideas 版块 词汇录音，进行正音练习。 2.Understanding ideas 版块生词翻 译或拼写。 通过反复朗读，进 行发音练习和意 义理解，为课堂上 语篇的理解扫清 词汇障碍。 个 人 5m ★★
课 中 基 础 性 作 业 作业一 1.识别和记录课文中的关键信息，完 成课本第 10 页的思维导图。 引导学生整理、归 纳获取信息，进一 步理解文意。 个 人 10m ★★★
发 展 性 作 业 作业一 电视谈话：学生两人一组根据提示以 主持人和作者的身份模拟电视谈话节 目。 在新情境中就原 文话题进行运用 巩固。 两 人 7m ★★★★
作业二 口头论说：小组就人际交往中诚实的 重要性进行论说 在情境中就新主 题相关话题运用 论说文结构口头 表达个人看法、阐 释、例证。 小 组 6m ★★★★
课 后 基 础 性 作 业 作业一 语篇填空：选择合适的主题词块用正 确形式完成语篇。 在同主题新语篇 中巩固运用主题 相关词汇和表达。 个 人 5m ★★
发 展 性 作 业 作业一 Level A. 概要写作：用论说文结构就 原文进行概要写作，10 句话以内。 Level B. 视频制作：就诚实的重要性 发表演讲论说。 Level A 巩固运用 主题相关词块和 论说文语篇结构 知识，为下一课时 论说文写作做铺 垫。 Level B 就主题相 关话题进行视频 演讲论说，巩固运 用论说文语篇结 构知识，为下一课 时论说文写作做 铺垫。 个 人 15m ★★★★
作业二 完成课本 73 页长周期作业project 的 create 部分 通过运营工作坊， 用实际行动帮助 身边的青少年分 析人际交往中的 问题，并解决问题 小 组 15m ★★★★
一、课前作业：
（一）基础性作业一
Preview the vocabulary related to the article(P.8-9) “Little White lies” , read aloud and master their pronunciation ，meanings and spellings.
1. tangled 2. weave 3. deceive 4. 蜘蛛网，错综复杂的事物 5. 证明有道理 6.后者 7.坦率的 8.眼泪，泪水 9.此外，而且
Keys:
1. 紊乱的；缠结的 2. 编织 3.欺骗 4.web 5. justify 6.latter 7.frank 8.tear 9.moreover
二、课中作业：
（一）基础性作业一
Complete the diagram with details about reasons, examples, analysis and conclusion on page 10.
Keys:
（二）发展性作业一
Pair work. Make a television talk show based on the ideas of the article.
Student A: the author, Dr. Brown
Student B: the host
①Greet the audience and introduce the topic and the guest; ②Ask some questions prepared;
③Make a conclusion in the end.
Role-play Checklist for Self-assessment
Items Contents Good Average Poor
Role Act my role vividly
Cooperate with each other closely
Content Show my attitude clearly
Give reasons and support them with examples
Language Use the words and the expressions learned today
Express myself clearly and effectively
Good pronunciation and intonation
（三）发展性作业二
Group work. Give a talk on the importance of honesty following the steps below.
①Explain what honesty is.
②Give reasons for the importance of being honest.
③Support your reasons with examples.
④End with you conclusion.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Have a clear topic sentence
Use transitional words and expressions
Content Give reasons and support them with examples
Language Express oneself clearly and effectively
三、课后作业：
（一）基础性作业一
Read and complete the passage using proper words and expressions from the box.
tell lies tell the truth comfort protect majority to what extent in advance say for example even if despite instead of moreover
Telling lies is a common human behavior. While some lies are harmless, others
can have serious consequences. The ofpeople tell lies to
themselves or others, or to someone. However, lying can also be used
to deceive and manipulate （操纵）others.
should we tell the truth We should decide what values we want to
uphold and what kind ofperson we want to be .
We should strive to always tell the truth, even if it's difficult or uncomfortable.
"I'm sorry, I can't do that" making up an excuse is a
small but important step towards being honest.
, we should always justify our actions with honesty. we
make mistakes or fail, we should be truthful about it. the fear of judgement
or consequences, honesty is always the best policy. Instead of to
cover up our mistakes, we should own up to（承认；坦白）them and learn from them. In conclusion, while telling lies can sometimes be necessary to protect or co
mfort others, it should never be used to deceive or manipulate. We should strive to
to the best of our ability, even if it's difficult. Honesty is the foundation of
trust and respect, and we should always justify our actions with it.
keys：majority; protect; comfort; To what extent; in advance; Saying for example; instead of; Moreover; Even if; Despite; telling lies; tell the truth
（二）发展性作业一
Level A. Summary writing:
Write a summary of the article "Little White Lies"following the structure of an essay within 10 sentences.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Follow the structure of IBC
Have a clear topic sentence
Use transitional words and expressions
Content Summarize the article briefly and to the point
Within 10 sentences
Language Avoid grammatical mistakes or spelling errors
Handwriting Neat and beautiful
Level B. Give a talk and make a video.
Voice your opinion, give a talk on the importance of honesty following the structure of an essay, and record it in a video:
①Explain what honesty is.
②Give reasons for the importance of being honest.
③Support your reasons with examples.
④End with you conclusion.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Follow the structure of IBC
Have a clear topic sentence
Use transitional words and expressions
Content Give reasons and support them with examples
Language Express myself clearly and effectively
Good pronunciation and intonation
Overall performance Look confident in the video
Sounds clear and persuasive in the video
（三）发展性作业二
第 5 课时 Writing
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.请与同伴合作，借助录音，练习以下 单词的发音，注意相互纠错。 2.请翻阅字典查出下列单词的英文释 通过互纠互助， 提高单词发音准 确性，并训练借 助字典进行词汇 学习。 两 人 5m ★★
义 :fable, dilemma, porcupine, quill ， boundary, interpersonal。
发 展 性 作 业 作业一 1.反复阅读 Developing Ideas 部分的文 章，总结论说文的结构特征并以思维导 图的形式呈现，并学习举例论证的方法。 再次复习巩固论 说文的结构及语 言特征，为写作 课的实施做好铺 垫。 个 人 10 m ★★★
课 中 基 础 性 作 业 作业一 向小组同学复述本则寓言故事的主要内 容并结合自身实例谈谈对寓意的理解。 复述寓言故事主 要内容并结合自 身实例谈谈对寓 意的理解，为后 面的写作做铺 垫 。 小 组 8m ★★★
发 展 性 作 业 作业一 1. 完成本版块 Exercise 6 部分的信息 填写。 2. 按照论说文结构完成寓言故事读后 感并根据评价量表进行自评互评。 实践利用论说文 结构完成寓言故 事读后感并学会 利用评价量表进 行自评互评。 个 人 18m ★★★★
课 后 基 础 性 作 业 作业一 1.根据评价量表，结合本单元所学语法 知识点修改完善文章。 利用评价量表的 指导作用打磨文 章，并实践非谓 语动词做状语的 写作功能。 个 人 8m ★★★
发 展 性 作 业 作业一 Level A 在网上查找一则与人际交往话题相关的 寓言故事并总结寓意。 Level B 自 己创作一则与人际交往话题相关的寓 言故事并总结寓意。 查找一则寓言故 事并获取更多人 际交往的策略。 创作一则寓言故 事并获取更多人 际交往的策略。 个 人 个 人 6m 10m ★★★ ★★★★
一、课前作业：
（一）基础性作业一
1.请与同伴合作，借助录音，练习以下单词的发音，注意相互纠错。
fable, dilemma, porcupine, quill ，boundary, interpersonal 2.请翻阅字典查出下列单词的英文释义。
Fable: Dilemma: Porcupine: Quill: Boundary: Interpersonal：
（ Keys ： Fable: a short story, typically with animals as characters, conveying a moral; Dilemma: a situation in which a difficult choice has to be made between two or more alternatives, especially ones that are equally undesirable; Porcupine:a large rodent with defensive spines or quills on the body and tail; Quill:the long sharp points on the body of a porcupine; Boundary: a real or imagined line that marks the limits or edges of sth. and separate it from other things or places; a dividing line; Interpersonal: being, relating to, or involving relations between persons.）
（二）发展性作业一
Read the passage in developing ideas and draw a layout of an essay according to the passage and figure out how to use examples to prove ideas.
Keys：
二、课中作业：
（一）基础性作业一
Retell the story to group members and share with them the lesson you learn from the fable and your example related to it.
（二）发展性作业一
1. Make notes based on the layout with students ’ own opinions and examples added.
(Keys:
)
2. Write an essay with the "Introduction -Main Body -Conclusion"structure, using notes in Activity 5 and use the expressions in the following box to help you.
3. Edit and evaluate your draft on your own and in pairs according to the following assessment chart.
三、课后作业：
（一）基础性作业一
Polish the essay written in class according to the items in the assessment chart and improve sentences by using V-ed as adverbial if necessary.
（二）发展性作业一
Level A：Search for fables related to interpersonal relationship on the Internet and try to figure out their moral lessons to share with classmates in the next class.
Level B: Create a fable related to interpersonal relationship and convey its moral lessons. Classmates can guess the moral lessons of the created fables in the next class.
第 6 课时 Presenting ideas+ Project
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度系 数
课 前 基 础 性 作 业 作业一 1. 理解并思考三则智慧箴言的 含义和意义。 2. 探索这些箴言在日常生活中 的运用价值。 通过理解箴言的含 义，引导学生从中 汲取智慧哲理，并 思考如何将其应用 于 日常生活。 两 人 5m ★★
发 展 性 作 业 作业一 1.查找阅读相关资料， 了解三则 箴言的作者及其时代背景。 进一步理解箴言的 含义和意义。 两 人 5m ★★★
作业二 1.为 即将在课上陈述工作坊的 进展情况和成果列一个简短的 概述。 通过准备简明扼要 的概述，学生将练 习梳理重要信息并 以清晰的方式讲述 工作坊的进展和成 果。 小 组 10m ★★★
课 后 基 础 性 作 业 作业一 Level A 制作海报，回忆并总结本单元学 到的人际交往知识和技巧。 Level B 撰写个人日记，概括和总结有效 人际交往的策略，并思考如何将 这些策略应用到日常生活中。 通过制作海报或撰 写个人日记的方 式，帮助学生巩固 对 所学 知识 的 理 解，概括和总结有 效人际交往的策 略，并思考如何将 这些策略应用到日 常生活中。 小 组 个 人 10m ★★★ ★★★★
发 展 性 作 业 作业一 1.深入研究某一种特定的人际 交往方法或技巧，并分析考虑其 在实际情境中的有效性和适用 性。 通过信息收集和小 组讨论，分析某一 特定人际交往的方 法或技巧的优点、 局限性和适用范 围，使学生能够从 理论和实践的角度 审视人际交往，并 将所学应用到现实 生活不同情境中。 小 组 15m ★★★★
一、课前作业：
（一）基础性作业一
1.Read and understand the given three quotations and reflect on their meanings.
2.Explore how these quotations can be applied in everyday life and prepare examples to share with classmates.
（二）发展性作业一
1.Conduct further research on the background and authors of the selected quotations,
understanding their historical and cultural context.
（三）发展性作业二
1.Prepare a brief overview of the outcomes and achievements ofyour problem-solving workshop.
二、课后作业：
（一）基础性作业一
Level A:Create a poster summarizing key steps and strategies for effective interpersonal communication. Include examples to enhance understanding.
Level B:Write a personal journal, reviewing the content of this unit on interpersonal communication. Include the following points:
l Summarize the key interpersonal communication skills and strategies learned in the unit.
l Reflect on the suggestions received from others and consider how to apply them to interpersonal interactions in daily life.
（二）发展性作业一
Conduct a further research on a specific interpersonal communication method or technique (such as active listening or nonviolent communication). Write a report analyzing its effectiveness and application in different contexts.
作业涉及单元、章节（或主题、任务）：Unit 1 Knowing me, knowing you
单元、章节（或主题、任务）整体性作业设计思路说明（500 字以内） 首先，参照《课标》对主题语境的描述对单元主题进行整体分析，主要包括单元主题 语境和主题语境内容要求。本单元话题为青少年的人际交往，参照《课标》对三大主题的 描述，确定单元主题语境内容要求： 良好的人际关系与社会交往，以及认识自我，丰富自 我，完善自我。（见表 1 ） 其次，根据单元多模态语篇分析，主要包括语篇类型、语篇内容、语篇主题意义（ 见 表 2），梳理出单元整体教学主题发展脉络和单元大观念，根据《课标》中关于英语学科核 心素养级别的描述，按照 “理解、发展、实践” 三层次制定单元总目标。（见表 3 ） 再次，以单元总目标为导向，结合语篇分析和学情分析，把单元总目标拆分到各课时， 包括课时教学目标和作业目标，后者是前者的继承、巩固和延伸。 同时，课时目标的制定 体现出英语学习活动观的层次性。（见表4） 最后，结合作业目标和作业设计原则，设计详细作业内容。基于学生差异性和学科特 点，作业内容的设计以英语学科“六要素整合”为原则，作业类型多样化，基于教学目标， 面向全体兼顾个体。其中，基础性作业主要为复习巩固类，增强学生对必备知识的掌握。 发展类作业主要为拓展延伸类和综合实践类，以发展学生关键能力和学科素养为主。 同时 统筹作业时长和难度系数，兼顾作业情境化、关联性、趣味性和综合性的听说读写看等多 样化作业类型。
(
拆分单元总目
标到课时教学
目标和课时作
业目标
) (
设计
作业
评价
) (
根据《课标》
确定单元主
题语境内容
要求
) (
进
行
单
元 多
模
态
语
篇
分析
) (
设计
作业
内容
) 梳理单元主题 发展脉络、确定 单元大观念、制 定单元总目标
第 1 课时 Starting out+ Understanding ideas
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
1
基 础 性 作 业 作业一 1. 请与同伴合作，借助录音，练习以下 单词的发音，注意相互纠错。 2. 请听句子或短文，勾出你所听到的单 词。 3. 请根据音标写出正确的单词。 通过互纠互助， 提高单词发音准 确性，过拼读关， 过拼写关。 两 人 5m ★★
作业一
课 前 发 展 性 作 Level A（英语学习基础一般） 通过观看《生活大爆炸》的视频片段， 描述角色的个性特征，分析角色间的互 动，探讨不同个性对关系的影响。 激活主题相关词 块，尝试描述角 色性格， 比较不 同性格对人际交 往的影响。 两 人 10m ★★★
业 Level B（英语学习基础较好） 搜索获取九型人格理论的相关资料并反 思自己在社交场合中的行为表现，将其 与九型人格理论中的类型进行关联， 比 较不同性格对人际交往的影响。 加深对自己性格 的了解， 比较不 同性格对人际交 往的影响。 两 人 10 m ★★★★
课 中 基 础 性 作 业 作业一 1.识别和记录课文中的关键信息，完成 课本第 4 页的图表内容。 引导学生整理、 归纳获取到的信 息，进一步理解 文意。 个 人 5m ★★
发 展 性 作 业 作业一 1.学生三人一组根据提示以 Ben、Ben 的 好友以及 Ben 的队友的身份展开模拟谈 话。 在情境中实践和 应用所学的知识 和技巧。 小 组 15m ★★★★
课 后 基 础 性 作 业 作业一 1.选择合适的单词和短语完成语篇内 容。 在同主题新语篇 中巩固运用主题 相关词汇和表 达。 个 人 3m ★★
发 展 性 作 业 作业一 1.完成课本 73 页长周期作业project 的 investigate 和 plan 部分。 扮演 Agony Aunt 或 uncle 的 角 色，将在工作坊 中为同学提供解 决问题的建议和 倾 听 他 们 的 困 扰。 小 组 10m ★★★
作业二 1.撰写反思报告，回顾角色扮演活动的 经验和收获， 思考和总结角色 扮演的体验和个 人经验，加深对 解决人际关系问 题的理解和洞 察。 个 人 15m ★★★★
一、课前作业：
（一）基础性作业一
1.请与同伴合作，借助录音，练习以下单词的发音，注意相互纠错。 agony, steam, loose, lip, fault, resolve, strategy, signal, breathe, concern 2.请听句子或短文，勾出你所听到的单词
loose, lip, strategy, signal, breathe, weight, concern, annoyed 3.请根据音标写出正确的单词
( 1)[sti m] (2)[l p] (3)[ s ɡn l]
(4)[bri: ] (5)[ str t d i] (6)[k n s n]
（二）发展性作业一
Level A
Watch a video clip and discuss the following question with your partners.
1.Discuss the relationship between the characters.
2.Describe the characters ’ personality traits using two or three adjectives. Provide specific actions or dialogues from the video to support
your idea.
3.Analyze the interaction between the characters. How do their different personalities affect their relationship
Level B
1.Conduct online research and gather information about the Enneagram personality theory.
2.Reflect on your own behavior during social gatherings or other social activities and consider which Enneagram type best agrees with your behavioral patterns.
3.Share ideas with your group members on how the Enneagram influences your interactions in social settings.
二、课中作业：
（一）基础性作业一
1. Complete the sentences with the expressions from the passage.
（Keys：1.the team were let down 2. to let off steam 3. went and told everyone else what I’d said 4. apologize to your teammate 5. communicating with each other clearly 6. resolving conflicts 7. repeating what you said 8. making the situation worse 9. say too much 10.think first, speak later）
（二）发展性作业一
Role Play--Imagine you are Ben, and you will have a conversation with your friend and teammate based on the content of the letters. One student will play the role of Ben's friend, and another student will play the role of Ben's teammate. Follow the prompts below,
engage in the role play and act it out .
Prompts:
Ben: Apologize to your friend and teammate, explain your emotions and behavior, and express your anger towards your friend.
Friend: Respond to Ben's apology, explain your actions, and express understanding and regret towards Ben.
Teammate: Share your perspective on the basketball team member's behavior and provide suggestions for resolving the issue.
Ben: Respond to your friend and teammate, discuss their viewpoints, and work together to find a solution.
Criteria 评价量表
Items Contents Total ( 1-5points) Suggestion
Role Understanding have a clear understanding oftheir assigned roles and accurately portray them
Language Accuracy express their ideas clearly and properly
Conflict Resolution propose constructive suggestions for resolving the conflicts
Overall Performance effectively capture the attention and interest ofthe audience
三、课后作业：
（一）基础性作业一
Fill in the blanks with the correct forms of the given words. There is one extra word in the box.
in a mess communication let down conflictannoyembarrasspull one’s weight let off steam loose lips sink shipsapologizeconcern
Ben, a 17-year-old basketball player, finds himself 1. .
Disappointed by their recent loss, he felt the team 2. by the team's point
guard, who seemed absent during the match. He told his best friend that his teammate
was to blame, hoping to 3. . However, his friend betrays his trust by
spreading the information to others, leaving Ben4. and ashamed. Ben
turns to Agony Aunt for guidance.
Agony Aunt reminds Ben of the saying "5. ,"
emphasizing the importance of thinking before speaking. She advises Ben to
6. with his teammate and work towards resolving 7.
through clear communication. Winning future basketball games requires teamwork
and effective communication.Then, he needs to 8. to his friend,
emphasizing the importance of trust and the need to move on.
In addition, Agony Aunt highlights the significance of thinking about his own
behavior. When 9. , don’t say too much. If he feels one of his teammate s isn’t
10. , then raised concerns in a professional way with the coach.By
doing the above, he can repair his friendships and grow from this experience.
（Keys:1.in a mess 2. let down 3.let off steam 4.embarrassed 5.loose lips sink ships 6.communicate 7.conflicts 8.apologize 9.annoyed 10.pulling their weight）
（二）发展性作业一
（三）发展性作业二
Write a reflective report on the role play activity.Please individually answer the following questions in your reflective report:
①What role did you play in the role play
②Through the role play, what new understanding or insights have you gained regarding solving interpersonal relationship issues
③Have you ever had similar experiences to Ben in your daily life If yes, how would you handle similar situations
④What skills or strategies have you learned from this role play, and how will you apply them to real-life interpersonal interactions
第 2 课时 Using language 1--grammar
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.用括号内适当的动词填空。 通过 完成 V-ing 做状语练习题激 活 学 生 已 有 知 识 。 为 本 节课 V-ed 做状语的学 习做准备。 个 人 3m ★★
作业二 1.两人互助复习归纳现在分词做状语的 判断方法。 通过同桌互助归 纳现在分词做状 语题型的解题步 骤。 两 人 2m ★★★
课 中 基 础 性 作 业 作业一 1.观察比较从 understanding ideas 文 章的摘取的两个句子，回答相关问题。 学习和理解 V-ed 状语的用法。通 过实际例子的分 析，促使学生思 考语言的表达方 式，理解作者在 表达意思时选择 用词的影响 个 人 5m ★★
作业二 1. 小组合作梳理归纳过去分词做状语 通过小组探究， 整理V-ed作状语 的常见用法和句 小 组 5m ★★★
的基本用法。 型结构。
发 展 性 作 业 作业一 1.根据本节课所学，观察并判断下面所 给句子是否正确。 2.小组合作，思考订正所给句子的方法。 深 度 探 索 V-ed 做状语时的特殊 用法－ － 当非谓 语动词的逻辑主 语和句子的逻辑 主语不一致时的 处理办法：独立 主格，with 的复 合结构，相应的 状语从句。 小 组 10m ★★★★
作业二 1. 阅读第 5 页练习 2 所给段落并用 V-ed 形式改写划线部分句子。 2. 请在小组内分享你在学习生活中遇 到的相似经历。 引导学生在真实 语境中巩固并应 用过去分词做状 语， 同时认识诚 实的重要性，进 一步思考单元主 题。 个 人 / 小 组 10m ★★★★
作业三 阅读第 5 页练习 3 中《头脑特工》的情 节介绍短文，选择所给单词的正确形式。 在真实语境中区 分 V-ed 和 V-ing 做状语并作出正 确判断， 同时引 导学生正确看待 各种情绪，进一 步 探 究 单 元 主 体。 个 人 5m ★★★
课 后 基 础 性 作 业 作业一 1.阅读所给语篇并用所给单词的正确形 式填空。 引导学生复习巩 固本节课所学语 法知识， 同时通 过主题相关的练 习深化主题探 究。 个 人 5m ★★★
发 展 性 作 业 作业一 Level A（英语学习基础一般） 小组合作，结合自身经历和经验给第 5 页练习 2 中的主人公 Anne 几条切实可 行的建议。其中需涉及过去分词和现在 分词做状语的语法结构。 Level B（英语学习基础较好） 小组合作，设计一份关于如何合理应对 各种情绪的情绪管理手册。其中需涉及 过去分词和现在分词做状语的语法结 构。 引导学生运用本 部分所学语法结 构和词汇知识， 联系实际为人际 交往中可能遇到 的问题给出合理 建议。 小 组 10m ★★★★
一、课前作业：
（一）基础性作业一
Finish the following exercises with the correct forms of the given words .
1. I didn’t mind what we were doing, as long as we were together, (have) fun.
2. (not finish) the work, they have to stay there for another two weeks.
3.“What a beautiful flower！”said Bob, (look) at the red rose in the yard.
4.The tiger left finally, (kill) one ofthe farmer’s sheep.
5. (wait) for an hour, Tom suddenly realized he hadn’t taken his ID cared.
(Keys: 1.having 2.Not having finished 3.looking 4.having killed 5. Having waited)
（二）基础性作业二
Work in pairs and conclude the rules of V-ing as adverbial.
二、课中作业：
（一）基础性作业一
Look at the following sentences from the reading passage and answer the questions.
A. Disappointed by his behaviour, I said all this to my best friend.
B.Approached in this way, your friendship will soon be repaired.
①Who was disappointed in sentence (A)
②What is approached in sentence (B)
③Why does the author choose to use V-ed instead of an adverbial clause in the
reading passage
Keys:
①-② Because V-ing is used when the action is done by the subject of the sentence, while -edis used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
③ Because V-ed makes the sentences shorter and sound more formal as written language.
（二）基础性作业二
Work in groups and work out the basic rules of V-ed as adverbial.
（三）发展性作业一
1.Look at the following sentence and decide whether it is right.
Finished their homework, the children went out to play football.（判断正误）
2.Work in groups and work out the ways to correct the sentence.
Keys: 1. wrong
2. ①Their homework finished, the children went out to play football.
②After the children finished their homework, they went out to play football.
③With their homework finished, the children went out to play football.
（四）发展性作业二
1. Rewrite the underlined sentences on Page 5 with the V-ed form.
2. Work in groups and share your similar experience.
Keys:
1.Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
2.Open
（五）发展性作业三
Read the plot summary on page 5 and choose the correct form of the words.
Keys:
Influenced Believing Prevented separated realizing
三、课后作业：
（一）基础性作业一
Read the passage and finish the blanks with the correct form of the given words.
Last weekend, I 1. (walk) into our local bookshop.2. (buy)
a book, I decided 3. (take) the bus home, because it was quite a long walk
home.
When 4. (get) on the bus, I was 5. (surprise) to see an old
friend of mine. We started 6. (talk) and I hardly realized that I had arrived
at my stop. 7. (stand) up, I cried, “Please wait! This is my stop! ” I got
off the bus, 8. (smile) happily. Then, suddenly 9. (realize)
I had left my book behind on the bus, I shouted, “Stop, please! ” But it was too late.
The bus had gone away, 10. (take) my book with it.
(Keys:1. walked 2. Having bought 3. to take 4. getting 5. surprised 6. talking/to talk 7. Standing 9. realizing 10. taking)
（二）发展性作业一
Level A：Please give Anne some practical suggestions on how to settle the situation and try to apply V-ed and V-ing to your sentences.
Level B ： Work in groups and design a manual on how to manage emotions rationally.Try to apply V-ed and V-ing to your sentences.
第 3 课时 Using language2--vocabulary+listening&speaking
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度系 数
课 前 基 础 性 作 业 作业一 Level A 根据语境，猜测粗体单词的含 义。 复习上一课时部分 单词，并提前预习 本课时可能有困难 的单词，为听力做 准备。 个 人 3m ★
发 展 性 作 业 作业二 Level A 收集有关建立良好人际关系的 表达 Level B 观看关于 IQ 和 EQ 的视频，思 考什么是EQ，以及人际关系中 哪个更重要 提前预习课堂内 容，并形成良好人 际 关系 的 初 步 认 知。 感知本课话题，并 训练信息提取能力 和独立思考能力 个 人 个 人 4m 5m ★★ ★★★
课 中 基 础 性 作 业 作业一 1.阅读练习 4 中的建议，找出 描述行为的单词，并将其与练 习 5 中的情景匹配 获取健康人际关系 的内涵及强化重点 词汇 个 人 3m ★★
作业二 1.听三段对话两到三次，分别 完成练习 7 和练习 8，并记下 关键表达 通过听力训练提高 学生整体感知和关 键信息提取能力， 并获取礼貌提要求 和拒绝的相关表达 两 人 10m ★★★
发 展 性 作业一 1. 讨论面对练习 6 中的情形时 应该做什么，并解释原因 通过情景演练，初 步应用所学词汇 两 人 6m ★★★
作 业 作业二 1.对听力材料中的关键表达进 行分类，并思考如何才能高情 商地提要求和拒绝 梳理和分析相关表 达方式，并总结礼 貌提要求和拒绝的 要点 小 组 5m ★★★
作业三 1.角色扮演：在课本给定的情 境下编演对话 通过情景代入和角 色扮演，应用实践 作业七中总结的表 达方式 两 人 10m ★★★★
课 后 基 础 性 作 业 作业一 Level A 凭借回忆，补全听力文本对话 再次巩固课堂上所 学的礼貌提要求和 拒绝的表达方式 个 人 5m ★★
发 展 性 作 业 作业二 Level A 联系生活实际，运用课堂上所 学的表达， 以 “ 礼貌说不”为 主题自创情景自编对话 Level B 选择生活中高情商解决人际关 系难题的实例，编演对话，录 制视频 迁移运用本课所学 知识，提升语用能 力和迁移能力 主题深化和拓展， 礼貌说不只是高情 商的表现之一，为 单元项目作业提供 思路 两 人 小 组 15m 25m ★★★★ ★★★★★
一、课前作业：
（一）基础性作业一
Level A
Guess the Chinese meaning of the bold words in the sentences according to the context.
1. His brother, an excellent athlete, attended a boxing competition held in Wuhan, Hubei.
2. A total of 19 people were punished for failing in their duty of prevention and control of the spread of the virus.
3. He called for global efforts to ensure fair competition and promote innovation.
4. She advised the company to take the lead in the innovation in core technologies.
5. I'll never forgive you for what you said to me last night.
6. His mother had rarely criticized him or any of her other children.
7. They are renting a furnished flat on the third floor.
8. I was just beginning to wonder where you were.
(keys: 1. 拳击；2. 责任，义务；3. 确保，保证；4. 核心的； 5. 原谅，宽恕；6.
批评，指责；7. 公寓，单元房；8. 想知道）
（二）发展性作业一
Level A
Please collect some expressions for happy and healthy relationships.
Possible answers: Sentences:
1. It is of great importance to resolve conflicts respectfully.
2. It is wise never to lie.
3. It’s a good idea to be generous with others. This can help create a lasting friendship.
4. Try to communicate openly with your friends. Don’t always keep things to yourself.
5. It’s important to laugh. Smiling and laughing will make you and others feel better.
6. ...
Vocabulary: generous; complain; lie; understand; honest...
（三）发展性作业二
Level B
Watch a video and answer the following questions.
1. What is EQ
2. Which one is more important in interpersonal relationships, EQ or IQ
3. And why do you think so
二、课中作业：
（一）基础性作业一
Describe the situations with the words you underlined just now.
1.I’m really sorry. I didn’t mean it. 2.You’re so selfish!
3. I know you’re sorry. It’s OK. Don’t worry about it.
4. I can tell he is not easy to get along with.
5. I don’t want to wait for him all the time.
6. My pet parrot flew away with my homework.
(keys: 1. apologize; 2. criticize; 3. forgive; 4. judge; 5. complain; 6. lie)
（二）基础性作业二
Listen to three conversations and match them to the pictures.
(keys:a-Conversation 2 b-Conversation 3 c-Conversation 1)
(Keys:1.next week 2.one month 3.a few days 4. come to the party 5. Saturday
6.prepare for the trip 7. project 8.do her project by herself)
（三）发展性作业一
（四）发展性作业二
Put expressions into two columns and think how people make requests and refusals with high EQ. Add other ideas based on your own experience.
Possible answers：
Function Expressions The way
Make requests Have you got a minute The thing is, ... Come on, please. Just the person i wanted to see. I’m just wondering if you could... I promise... Speak in an honest way; be polite
Make refusals I’m afraid... I’m sorry, but... I’d love to, but... How about next time, OK I’m not sure, it would be better to... I’m sorry that it just doesn’t feel right. Maybe we can … Excuse yourself plainly;make a counter-offer; make another suggestion; speak in an honest way.
（五）发展性作业三
三、课后作业：
（一）基础性作业一
Level A
Complete the dialogue by using the given sentences in the box.
Conversation 1
Tina: Hi Kerry, 1.
Kerry: Yeah, sure, Tina. What's up
Tina: 2. , I've got to leave my flat next week, but my new place
won't be ready until next month. Could I stay at your place for a while Kerry: You mean for a couple of days
Tina: Er... not exactly. For a month.
Kerry: A month 3.
Tina: Oh, come on, please...
Kerry: 4. . You're welcome to stay for a few days, though.
Conversation 2
Mike: Hello Ryan! 5.
Ryan: Hi Mike. How's it going
Mike: I'm having a party at my house on Saturday. You'll come, won't you
Ryan: On Saturday 6. and I have to spend the weekend
preparing for the trip.
Mike:That's too bad. I'm sorry you miss it. Ryan:Yes, I'm sorry, too. Next time,OK Conversation 3
Jane: Becky, have you done your project yet
Becky: Hi Jane. You
Jane: Yes, that's the one.
Becky: Of course I have. Haven't you finished yours yet
Jane: No, I haven't. The thing is, I've been rally busy and. 7. , just
to give me some ideas, you know...
Becky: 8. .
Jane: I promise I won't copy it or anything like that.
Becky: I'm sorry, Jane, it just doesn't fell right. I'd be happy to talk about your project with you, though, ifyou need my help.
(
A.
Well
,
the
thing
is
,
B. I’
d
love
to
,
but
I
'
m
visiting
my
cousin
in
New
York
on
Monday
C. I’
m
sorry
,
but
my
room
is
just
too
small
for
two
people
D.
Just
the
person
I
wanted
to
see
!
E. Well, I was
just wondering if
you could let me
see your project
F. I'
m
not
sure
...
It
would
be
better
to
do
your
project
by
yourself
G. I'
m
afraid
one
month
is
just
too
long
H.
Have
you
got
a
minute
)
17
(Keys:1.H; 2.A; 3.G; 4.C; 5.D; 6.B; 7.E; 8.F)
（二）发展性作业一
Level A
Based on daily life, use the expressions learned in class to create a similar dialogue about saying no politely.
（三）发展性作业二
Level B
Choose examples of solving interpersonal problems with high EQ in life, design dialogues and record videos.
第 4 课时 Developing ideas：Little White Lies
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.请跟读 Understanding ideas 版块 词汇录音，进行正音练习。 2.Understanding ideas 版块生词翻 译或拼写。 通过反复朗读，进 行发音练习和意 义理解，为课堂上 语篇的理解扫清 词汇障碍。 个 人 5m ★★
课 中 基 础 性 作 业 作业一 1.识别和记录课文中的关键信息，完 成课本第 10 页的思维导图。 引导学生整理、归 纳获取信息，进一 步理解文意。 个 人 10m ★★★
发 展 性 作 业 作业一 电视谈话：学生两人一组根据提示以 主持人和作者的身份模拟电视谈话节 目。 在新情境中就原 文话题进行运用 巩固。 两 人 7m ★★★★
作业二 口头论说：小组就人际交往中诚实的 重要性进行论说 在情境中就新主 题相关话题运用 论说文结构口头 表达个人看法、阐 释、例证。 小 组 6m ★★★★
课 后 基 础 性 作 业 作业一 语篇填空：选择合适的主题词块用正 确形式完成语篇。 在同主题新语篇 中巩固运用主题 相关词汇和表达。 个 人 5m ★★
发 展 性 作 业 作业一 Level A. 概要写作：用论说文结构就 原文进行概要写作，10 句话以内。 Level B. 视频制作：就诚实的重要性 发表演讲论说。 Level A 巩固运用 主题相关词块和 论说文语篇结构 知识，为下一课时 论说文写作做铺 垫。 Level B 就主题相 关话题进行视频 演讲论说，巩固运 用论说文语篇结 构知识，为下一课 时论说文写作做 铺垫。 个 人 15m ★★★★
作业二 完成课本 73 页长周期作业project 的 create 部分 通过运营工作坊， 用实际行动帮助 身边的青少年分 析人际交往中的 问题，并解决问题 小 组 15m ★★★★
一、课前作业：
（一）基础性作业一
Preview the vocabulary related to the article(P.8-9) “Little White lies” , read aloud and master their pronunciation ，meanings and spellings.
1. tangled 2. weave 3. deceive 4. 蜘蛛网，错综复杂的事物 5. 证明有道理 6.后者 7.坦率的 8.眼泪，泪水 9.此外，而且
Keys:
1. 紊乱的；缠结的 2. 编织 3.欺骗 4.web 5. justify 6.latter 7.frank 8.tear 9.moreover
二、课中作业：
（一）基础性作业一
Complete the diagram with details about reasons, examples, analysis and conclusion on page 10.
Keys:
（二）发展性作业一
Pair work. Make a television talk show based on the ideas of the article.
Student A: the author, Dr. Brown
Student B: the host
①Greet the audience and introduce the topic and the guest; ②Ask some questions prepared;
③Make a conclusion in the end.
Role-play Checklist for Self-assessment
Items Contents Good Average Poor
Role Act my role vividly
Cooperate with each other closely
Content Show my attitude clearly
Give reasons and support them with examples
Language Use the words and the expressions learned today
Express myself clearly and effectively
Good pronunciation and intonation
（三）发展性作业二
Group work. Give a talk on the importance of honesty following the steps below.
①Explain what honesty is.
②Give reasons for the importance of being honest.
③Support your reasons with examples.
④End with you conclusion.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Have a clear topic sentence
Use transitional words and expressions
Content Give reasons and support them with examples
Language Express oneself clearly and effectively
三、课后作业：
（一）基础性作业一
Read and complete the passage using proper words and expressions from the box.
tell lies tell the truth comfort protect majority to what extent in advance say for example even if despite instead of moreover
Telling lies is a common human behavior. While some lies are harmless, others
can have serious consequences. The ofpeople tell lies to
themselves or others, or to someone. However, lying can also be used
to deceive and manipulate （操纵）others.
should we tell the truth We should decide what values we want to
uphold and what kind ofperson we want to be .
We should strive to always tell the truth, even if it's difficult or uncomfortable.
"I'm sorry, I can't do that" making up an excuse is a
small but important step towards being honest.
, we should always justify our actions with honesty. we
make mistakes or fail, we should be truthful about it. the fear of judgement
or consequences, honesty is always the best policy. Instead of to
cover up our mistakes, we should own up to（承认；坦白）them and learn from them. In conclusion, while telling lies can sometimes be necessary to protect or co
mfort others, it should never be used to deceive or manipulate. We should strive to
to the best of our ability, even if it's difficult. Honesty is the foundation of
trust and respect, and we should always justify our actions with it.
keys：majority; protect; comfort; To what extent; in advance; Saying for example; instead of; Moreover; Even if; Despite; telling lies; tell the truth
（二）发展性作业一
Level A. Summary writing:
Write a summary of the article "Little White Lies"following the structure of an essay within 10 sentences.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Follow the structure of IBC
Have a clear topic sentence
Use transitional words and expressions
Content Summarize the article briefly and to the point
Within 10 sentences
Language Avoid grammatical mistakes or spelling errors
Handwriting Neat and beautiful
Level B. Give a talk and make a video.
Voice your opinion, give a talk on the importance of honesty following the structure of an essay, and record it in a video:
①Explain what honesty is.
②Give reasons for the importance of being honest.
③Support your reasons with examples.
④End with you conclusion.
Criteria for Self-assessment
Items Contents Good Average Poor
Structure Follow the structure of IBC
Have a clear topic sentence
Use transitional words and expressions
Content Give reasons and support them with examples
Language Express myself clearly and effectively
Good pronunciation and intonation
Overall performance Look confident in the video
Sounds clear and persuasive in the video
（三）发展性作业二
第 5 课时 Writing
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度 系数
课 前 基 础 性 作 业 作业一 1.请与同伴合作，借助录音，练习以下 单词的发音，注意相互纠错。 2.请翻阅字典查出下列单词的英文释 通过互纠互助， 提高单词发音准 确性，并训练借 助字典进行词汇 学习。 两 人 5m ★★
义 :fable, dilemma, porcupine, quill ， boundary, interpersonal。
发 展 性 作 业 作业一 1.反复阅读 Developing Ideas 部分的文 章，总结论说文的结构特征并以思维导 图的形式呈现，并学习举例论证的方法。 再次复习巩固论 说文的结构及语 言特征，为写作 课的实施做好铺 垫。 个 人 10 m ★★★
课 中 基 础 性 作 业 作业一 向小组同学复述本则寓言故事的主要内 容并结合自身实例谈谈对寓意的理解。 复述寓言故事主 要内容并结合自 身实例谈谈对寓 意的理解，为后 面的写作做铺 垫 。 小 组 8m ★★★
发 展 性 作 业 作业一 1. 完成本版块 Exercise 6 部分的信息 填写。 2. 按照论说文结构完成寓言故事读后 感并根据评价量表进行自评互评。 实践利用论说文 结构完成寓言故 事读后感并学会 利用评价量表进 行自评互评。 个 人 18m ★★★★
课 后 基 础 性 作 业 作业一 1.根据评价量表，结合本单元所学语法 知识点修改完善文章。 利用评价量表的 指导作用打磨文 章，并实践非谓 语动词做状语的 写作功能。 个 人 8m ★★★
发 展 性 作 业 作业一 Level A 在网上查找一则与人际交往话题相关的 寓言故事并总结寓意。 Level B 自 己创作一则与人际交往话题相关的寓 言故事并总结寓意。 查找一则寓言故 事并获取更多人 际交往的策略。 创作一则寓言故 事并获取更多人 际交往的策略。 个 人 个 人 6m 10m ★★★ ★★★★
一、课前作业：
（一）基础性作业一
1.请与同伴合作，借助录音，练习以下单词的发音，注意相互纠错。
fable, dilemma, porcupine, quill ，boundary, interpersonal 2.请翻阅字典查出下列单词的英文释义。
Fable: Dilemma: Porcupine: Quill: Boundary: Interpersonal：
（ Keys ： Fable: a short story, typically with animals as characters, conveying a moral; Dilemma: a situation in which a difficult choice has to be made between two or more alternatives, especially ones that are equally undesirable; Porcupine:a large rodent with defensive spines or quills on the body and tail; Quill:the long sharp points on the body of a porcupine; Boundary: a real or imagined line that marks the limits or edges of sth. and separate it from other things or places; a dividing line; Interpersonal: being, relating to, or involving relations between persons.）
（二）发展性作业一
Read the passage in developing ideas and draw a layout of an essay according to the passage and figure out how to use examples to prove ideas.
Keys：
二、课中作业：
（一）基础性作业一
Retell the story to group members and share with them the lesson you learn from the fable and your example related to it.
（二）发展性作业一
1. Make notes based on the layout with students ’ own opinions and examples added.
(Keys:
)
2. Write an essay with the "Introduction -Main Body -Conclusion"structure, using notes in Activity 5 and use the expressions in the following box to help you.
3. Edit and evaluate your draft on your own and in pairs according to the following assessment chart.
三、课后作业：
（一）基础性作业一
Polish the essay written in class according to the items in the assessment chart and improve sentences by using V-ed as adverbial if necessary.
（二）发展性作业一
Level A：Search for fables related to interpersonal relationship on the Internet and try to figure out their moral lessons to share with classmates in the next class.
Level B: Create a fable related to interpersonal relationship and convey its moral lessons. Classmates can guess the moral lessons of the created fables in the next class.
第 6 课时 Presenting ideas+ Project
使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预计 时长 预估难度系 数
课 前 基 础 性 作 业 作业一 1. 理解并思考三则智慧箴言的 含义和意义。 2. 探索这些箴言在日常生活中 的运用价值。 通过理解箴言的含 义，引导学生从中 汲取智慧哲理，并 思考如何将其应用 于 日常生活。 两 人 5m ★★
发 展 性 作 业 作业一 1.查找阅读相关资料， 了解三则 箴言的作者及其时代背景。 进一步理解箴言的 含义和意义。 两 人 5m ★★★
作业二 1.为 即将在课上陈述工作坊的 进展情况和成果列一个简短的 概述。 通过准备简明扼要 的概述，学生将练 习梳理重要信息并 以清晰的方式讲述 工作坊的进展和成 果。 小 组 10m ★★★
课 后 基 础 性 作 业 作业一 Level A 制作海报，回忆并总结本单元学 到的人际交往知识和技巧。 Level B 撰写个人日记，概括和总结有效 人际交往的策略，并思考如何将 这些策略应用到日常生活中。 通过制作海报或撰 写个人日记的方 式，帮助学生巩固 对 所学 知识 的 理 解，概括和总结有 效人际交往的策 略，并思考如何将 这些策略应用到日 常生活中。 小 组 个 人 10m ★★★ ★★★★
发 展 性 作 业 作业一 1.深入研究某一种特定的人际 交往方法或技巧，并分析考虑其 在实际情境中的有效性和适用 性。 通过信息收集和小 组讨论，分析某一 特定人际交往的方 法或技巧的优点、 局限性和适用范 围，使学生能够从 理论和实践的角度 审视人际交往，并 将所学应用到现实 生活不同情境中。 小 组 15m ★★★★
一、课前作业：
（一）基础性作业一
1.Read and understand the given three quotations and reflect on their meanings.
2.Explore how these quotations can be applied in everyday life and prepare examples to share with classmates.
（二）发展性作业一
1.Conduct further research on the background and authors of the selected quotations,
understanding their historical and cultural context.
（三）发展性作业二
1.Prepare a brief overview of the outcomes and achievements ofyour problem-solving workshop.
二、课后作业：
（一）基础性作业一
Level A:Create a poster summarizing key steps and strategies for effective interpersonal communication. Include examples to enhance understanding.
Level B:Write a personal journal, reviewing the content of this unit on interpersonal communication. Include the following points:
l Summarize the key interpersonal communication skills and strategies learned in the unit.
l Reflect on the suggestions received from others and consider how to apply them to interpersonal interactions in daily life.
（二）发展性作业一
Conduct a further research on a specific interpersonal communication method or technique (such as active listening or nonviolent communication). Write a report analyzing its effectiveness and application in different contexts.