Unit3 Getting along with others 单元教案（表格式）-译林版（2019）必修第一册
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| 名称 | Unit3 Getting along with others 单元教案（表格式）-译林版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 54.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-08 05:54:41 | ||
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文档简介
Book 1 Unit 3 Getting along with others
Welcome to the unit
教学目标
By the end of the section, students will be able to:
1. describe the two interviewees’ feelings and plans about senior high school life;
2. illustrate possible opportunities and challenges they will meet at senior high school;
3. adopt a positive attitude towards study in senior high school and enhance understanding of the importance of senior high school education.
教学重难点
To describe the two interviewees’ feelings and plans about senior high school life.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 Students read the quotation at the beginning of this unit and answer the questions: What does Ralph think is the glory of friendship What do you think is the glory of friendship 引入单元主题，打开学习思路。 3’ Individual Work Class Work
Summary of the problems
Step 2 1. Students share opinions in class about the questions: Teenagers may have difficulties maintaining their friendships. Do you think so Why 2. Students watch the video and finish the blank-filling exercise next to the preview of the video clip. 通过分析他人问题，帮助学生意识到朋友相处中出现矛盾不可避免，帮助他们正视问题，摆脱焦虑。 10’ Individual Work
Advice
Step 3 Students give advice to the characters in the video. 1. What advice can you give these teenagers For Bill: For Jane: For Harry: Students share their own problems in groups. 2. What friendship problems have you had Share the experience within groups of four and give advice to each other. Record each problem in your group. 通过给他人建议，引导学生积极寻求与朋友化解矛盾的方法，培养他们与人友好相处的能力，帮助他们建立积极向上的交友观。 20’ Class Work Group Work
Discussion
Step 4 Students think about the questions and share opinions in class. Do you agree with Ralph that trust is the most important thing in friendship Why or why not 引导学生深入思考维系友谊最重要的因素，为Reading部分做准备。 10’ Class Work
Homework 1. Collect all the problems of friendship discussed in the class and find out the most common problem. 2. Write a report about the most common problem of friendship that teenagers have in your class and give some advice. 2’
Book 1 Unit 3 Getting along with others
Reading 1
Friendship on the rocks: please advise!
教学目标
By the end of this section, students will be able to:
1. give advice and provide an end to the story;
2. adopt a positive attitude and practical solutions to deal with real-life friendship problems.
教学重难点
1. To understand Amy’s problems in making friends and clarify the suggestions given by Cindy and David;
2. To express problems in making friends and discuss the solutions;
3. To learn the structure of “forum exchange”, grasp the main point of the new media discourse, and understand the essence of Amy’s problems.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 Students think about these questions: 1. Do you think there are “friends for life” 2. Do you have someone who once was your friend but never talks to you any more now If so, would you mind sharing your experiences 通过交流经历引入话题。 3’ Class Work
While reading
Step 2 First reading Students read the title and think: 1. What could “on the rocks” in the title possibly mean How can you tell that 2. Can you predict what will be talked about in the text Students scan the forum exchange and finish A1 on Page 32. 通过分析标题预测文章内容，为阅读做准备，快读了解文章大意。 10’ Individual Work
Step 3 Second reading Students read the text again and answer the questions in A2 on Page 32. 细读获取细节信息。 10’ Individual Work
Post-reading
Step 4 Discussion Students discuss the following question in pairs. Imagine your friend has lied to you. How would you respond 深入思考文中主人公交友问题的根源，并给予适当建议，锻炼处理问题的能力。 5’ Pair Work
Step 5 Students think about the following questions about the story: (1) Is there any solid evidence that Amy’s friend has lied to her (2) Do you think Amy should have asked her friend about that afternoon before being angry Why do you think she did not 4’ Individual Work
Step 6 The teacher leads students to review the quotation at the beginning of this unit: The glory of friendship is not the outstretched hand, nor the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes to one when he discovers that someone else believes in him and is willing to trust him. —Ralph Waldo Emerson 4’ Group Work
Step 7 Students discuss in groups about the following question: What helpful advice can you offer Amy Draw on your own experiences to give a reply to her post. 4’ Group Work
Step 8 Extension Students discuss in groups and provide an ending to the story between Amy and her best friend. AmyAmy’s best friend
3’ Group Work
Homework 1. Write a reply to Amy’s post to offer her some advice. 2. Finish the ending of the story. 2’
Book 1 Unit 3 Getting along with others
Reading 2
Friendship on the rocks: please advise!
教学目标
By the end of this section, students will be able to:
1. summarize the main idea of the forum exchange;
2. apply elements of a typical plot line and contrastive linking devices in the story.
教学重难点
1. To retell the story through clarifying the context of the story;
2. To learn to use contrastive linking words to connect paragraphs.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 Students review the text and tell Amy’s problem and the two pieces of advice in their own words. 复习课文内容，为总结阅读策略做好准备。 2’ Class Work
Reading strategy
Step 2 Recognizing elements Students read the definition of the elements of a story’s plot line and complete the diagram with these elements. ① Exposition provides the background information that is needed to understand the story, such as the main character, the setting, the basic conflict (冲突), and so on. ② Rising action is a series of elements and actions that move the story to a climax. ③ Climax is the turning point in the story. ④ Falling action occurs after the climax as things start to work themselves out in the story. ⑤ Resolution is the solution to the conflict. 指导学生分析文体特征，厘清故事发展脉络，以便更好地理解文本。 5’ Individual Work
Step 3 Reading Students read the text and work out the elements of the forum exchange. The first element has been given. (1) Exposition: Amy and her best friend have been close for eight years. However, last Saturday Amy felt betrayed by her friend. (2) Rising action: (3) Climax: (4) Falling action: (5) Resolution: 5’ Individual Work
Step 4 Summary Students work together and write a short summary of what happened between Amy and her best friend and the two replies. Originally Saturday morning Today During school all day Others’ suggestions: Cindy David 指导学生在厘清文章脉络的基础上复述文章，锻炼学生按时间顺序叙述故事的能力。 5’ Class Work
Words and sentences
Step 5 Students finish B1 and B2 on Page 33. 帮助学生熟悉文中生词及搭配。 10’ Individual Work
Step 6 Students learn about contrastive linking words and phrases. 1. Read the instructions in B3 and know what contrastive linking words and phrases are. 2. Underline all contrastive linking words and phrases in the text. 3. Can you name more contrastive linking words and phrases 4. Could you try to improve the short paragraph in B3 通过学习课文中转折连词的用法，帮助学生掌握记叙类文体的语言表达方式。 5’ Individual Work
Step 7 Students understand difficult sentences. 1. When I was an awkward primary school student, she was the popular girl who was willing to make friends with me. She was a popular girl. The popular girl _________ willing to make friends with me. 2. Whether we’re walking to school, doing homework or just hanging out at the weekend, we’re hardly out of each other’s sight. Sometimes we _____________ to school, doing homework. Sometimes we ____________ out at the weekend. Whatever, we’re hardly out of each other’s sight. We hang out at the weekend. We ________________________ at the weekend. 3. But last Saturday, she broke my trust, and I’m still picking up the pieces. I’m still ___________________________. 4. But in the morning, my friend posted a message on social media saying she had a cold. But in the morning, my friend posted a message on social media _______ _________ she had a cold. 5. The stress of this situation is killing me, and I’m at a loss what to do next. The stress of this situation is ___________ me. I ________________ what to do next. 6. I also had a friend whom I trusted a lot. I also had a friend. I trusted _______ _________ a lot. I also had a friend _______/________ I trusted a lot. 7. When I found out that I was tricked by him, I was really hurt and let go of our friendship. I was really hurt and ___________ our friendship. 帮助学生理解文中长难句，扫清阅读障碍。 5’ Individual Work
Extension
Step 8 1. The teacher shares more quotations about friendship with students. No man is an island, entire of itself. Every man is a piece of the continent, a part of the main. —John Donne It’s not enough to be friendly. You have to be a friend. —R. J. Palacio If you can get through middle school without hurting anyone’s feelings, that’s really cool beans. —R. J. Palacio 2. Discuss in groups of four about the two questions and write a short passage. (1) What does friendship means to you Why (2) How to get along with friends (at least two points) 通过分享其他有关友谊的名言，让学生进一步体会友谊的内涵。 6’ Group Work
Homework Finish the short passage about friendship. 2’
Book 1 Unit 3 Getting along with others
Grammar and usage
Restrictive relative clauses with relative pronouns
教学目标
By the end of this section, students will be able to:
1. understand the meaning of restrictive relative clauses with relative pronouns;
2. summarize the grammatical rules of the restrictive clauses with relative pronouns;
3. apply the appropriate restrictive relative clauses with relative pronouns to describe their friends.
教学重难点
1. To understand the functions of different relative pronouns in the restrictive relative clauses;
2. To know the restrictions of different relative pronouns.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 Lead students to compare the following sentences and read them aloud. (1) People have close friends. People naturally enjoy their company. →People who have close friends naturally enjoy their company. (2) He is rich enough. He has true friends. →He is rich enough who has true friends. (3) Friendship is a precious wealth. One searches for it all his life. →Friendship is a precious wealth (that) one searches for all his life. 通过比较，引导学生关注定语从句是如何通过关系代词与主句连接的，为引入关系代词做准备。 5’ Class Work
Exploring the rules
Step 2 Have students read a magazine article in Part A on Page 34 and find out the restrictive relative clauses with relative pronouns. 创设情境，激活学生原有背景知识，引导学生关注关系代词。 5’ Individual Work
Step 3 Have students focus on the use of who, whose, whom, that, which. They are relative pronouns. Show students the structure of a sentence containing a relative clause. The girl who is in red is my sister. The girl: the antecedent Who is in red: the relative clause The girl is my sister: the main clause Who: the relative pronoun 通过分析句子结构，让学生充分理解关系代词在定语从句中的位置和作用。 2’ Class Work
Step 4 Functions of relative pronouns 1. Explain to the students that in relative clauses, relative pronouns can function as many different sentence elements. (1) The trees are in front of the library. They have lost their leaves. →The trees which are in front of the library have lost their leaves. Which functions as the subject in the relative clause. (2) We saw the worker just now. He is the best engineer in our factory. →The worker (whom) we saw just now is the best engineer in out factory. Whom functions as the object in the relative clause. (We can leave out who, whom, which and that when they are the objects in the relative clause.) (3) It used to be a farm. It is no longer a farm. →It is no longer the farm that it used to be. That functions as the predicative in the relative clause. (4) He has a sister. I can’t remember her name. →He has a sister whose name I can’t remember. Whose functions as the attributive in the relative clause. 2. Lead students to finish the table below. 人物主语that, whothat, which宾语that, who, whomthat, which定语whosewhose
3. Ask students to finish “Working out the rules” on Page 34. 通过举例，让学生理解关系代词引导限制性定语从句的核心规则。 10’ Class Work
Step 5 Rules 1. Explain to students that in some cases, only “that” can be used as the relative pronouns while “which” or “who” can’t be. They are: (1) When the antecedent is an indefinite pronoun such as “all, everything, nothing, something, anything, little, much”. e.g. I’m sure she has something (that) you want. (2) When the antecedent is a noun or noun phrase with such determiners as “all, every, no, some, any, little, much”. e.g. I have read all the books (that) you wrote. (3) When the antecedent takes a premodifier in the superlative degree or an ordinal numeral. e.g. This is the best movie (that) I have ever seen. (4) When the antecedent is a noun or noun phrase modified by “the only, the very, the same, the last, the right”. e.g. This is the very book (that) I’m looking for. (5) When the antecedent includes both persons and things. e.g. Do you know the persons and things (that) they are talking about (6) When the main clause begins with “which” or “who”. Which is the dress (that) you like best Who is the girl that won the gold medal (7) When the antecedent functions as the predicative in the relative clause. e.g. My hometown is no longer the village that it used to be. 2. Show students that after a preposition, the relative pronoun can only be “which” or “whom”. The park is a place which/that I often go to. = The park is a place to which I often go. This is the woman the daughter of whom is a famous teacher. = This is the woman whose daughter is a famous teacher. 3. Show students that the relative pronoun after “the way” can be “that” “in which” or no relative pronoun. I don’t like the way (that/in which) you talk with me. 通过分析关系代词的使用限制，让学生掌握关系代词的用法。 10’ Class Work
Applying the rules
Step 6 Practice 1. Have students rewrite the sentences using restrictive relative clauses in Part B1 on Page 35. 2. Have students complete the passage in B2 with correct relative pronouns where necessary. 3. Have students work in pairs to describe a classmate of theirs, using relative clauses where necessary. Then ask them to share their descriptions in class without telling the name of the person who is described and let the other students guess who he or she is talking about. 通过句子、语篇两个层面的巩固练习，使学生学会使用关系代词引导的限制性定语从句。让学生准确、得体地使用关系代词引导的限制性定语从句来描述一位同学，与同学形成友好关系，学会珍爱友谊。 11’ Individual Work Group Work Class Work
Homework Write a short passage to describe one of your friends. 2’
Book 1 Unit 3 Getting along with others
Integrated skills 1
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. acquire the good qualities of a good friend;
2. grasp the features of a diary entry.
教学重难点
1. To list the good qualities which are important to a friend;
2. To learn the features of a diary entry.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend 2. Why do you think he/she is your favourite friend 3. What does friendship mean in your eyes The teacher lets students talk about their friends, and asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends. 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Listening
Step 2 Have students listen to the recording in Part A on Page 36 and find out what the relationship between Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tim’s problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言技能；激发学生的输出动机。 5’ Individual Work Class Work
Step 3 Students listen to the recording again and complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。 5’ Individual Work Class Work
Reading
Step 4 The teacher has students read the first paragraph of Patrick’s diary entry on Page 37 and answer the following questions: 1. What’s the topic of this diary entry (What does it really mean to be a “good friend” ) 2. What’s the function of Paragraph 1 of the diary (It functions as an introduction to the whole diary entry.) 通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。 3’ Individual Work Class Work
Step 5 The teacher has students read the rest of the diary entry and think about the question: How is each paragraph developed (The first paragraph is used as a topic paragraph, which is followed by supporting details.) 总结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。 7’ Individual Work Class Work
Speaking
Step 6 The teacher has students conclude the good qualities of a good friend using relative clauses according to Patrick’s diary entry: A good friend is one who . 运用所学总结归纳个人观点，为后续写作积累素材。 8’ Individual Work Group Work
Step 7 The teacher gives students a question to discuss and encourage as many students as possible to speak out their opinions and feelings: If your friends come across some difficulties in life or study, what will you do and why 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。 10’ Group Work Class Work
Homework Preview Part D on Page 38. 2’
Book 1 Unit 3 Getting along with others
Integrated skills 2
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. use adjectives and attributive clauses to describe a good friend;
2. write a diary entry about what makes a good friend.
教学重难点
1. To express personal opinions concerning good qualities of a friend in oral English;
2. To write a diary entry about what makes a good friend in organized language.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: Who is your favourite friend Can you use some adjectives to describe him/her 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Speaking
Step 2 The teacher organizes the students into small groups. Based on the information from Patrick’s diary, students are encouraged to express their true feelings and own opinions by answering the following questions: 1. What qualities are important to you in a friend Can you brainstorm as many adjectives as you can to describe the qualities of a good friend 2. Include examples from your personal experiences to support your idea. During the discussion, the teacher had better take part in the students’ discussion and offer them some language help if necessary. Then, the teacher gets small groups to report their ideas to the whole class. 话题讨论的延伸，吸引学生积极参与、多元输出，在真实的交流中强化形式、拓展意义、体验情感。 10’ Group Work Class Work
Writing
Step 3 Have students read Part D on Page 38 and pay attention to the three characteristics of diary-writing in terms of text type, format and language. 引导学生梳理写作思路，掌握写作技巧。 8’ Individual Work
Step 4 Have students finish writing a diary entry about what makes a good friend. Remind students to use ideas and vocabulary from Part A, B and C. 在运用听、读等理解性技能输入的基础上，通过写作让学生输出本节课所学。 10’ Individual Work
Step 5 1. After students finish writing, have them check their writings and exchange drafts with their partners for review. 2. Encourage students to share their writings in class and evaluate which diary entry they prefer. 通过讨论、交流和分享，加深学生思维宽度、深度与层次，从而进一步提升语言运用能力，完善写作能力。 10’ Group Work Class Work
Homework 1. Finish writing your diary and share it with other students. 2. Finish the workbook. 2’
Book 1 Unit 3 Getting along with others
Extended reading
Of Friendship
教学目标
By the end of the section, students will be able to:
1. identify the argument and structure of the essay;
2. summarize Bacon’s ideas of friendship;
3. explain the importance of friendship and support their viewpoint;
4. appreciate the language and understand the meaning of some classical sentences.
教学重难点
1. To read an essay and summarize its main argument;
2. To appreciate the importance of friendship and know how to use it to guide one’s life.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students to look at the titles and pictures on Page 39 and answer the following questions: 1. What may be the topic of the article 2. Who is the writer Do you know anything about him 3. What’s your definition of “friendship” 引导学生阅读标题，获取信息，激发学生好奇心，同时开发激活话题相关背景语言知识，为话题探讨做好准备。 3’ Individual Work Class Work
Reading
Step 2 Get students to read the article quickly and find out the argument of the author. Meanwhile, students identify the structure of the essay and divide the whole passage into several parts. The teacher encourages some students to share their opinions. 指导学生迅速阅读文本，归纳梳理其主要内容，并有策略地提取细节信息，掌握“看”和“读”的语言技能。 5’ Individual Work Class Work
Step 3 The teacher divides students into small groups and asks students to draw a mind map of the essay. Meanwhile, every group should choose one representative to show their mind map and try to summarize the essay accordingly. The following two questions will be helpful: 1. What are the three “fruits” of friendship 2. Why are they important Students can also refer to the “Tip” on Page 40. Benefits of friendshipFruit 1: Comfort the heartFruit 2: Advise the headFruit 3: Help us achieve the goalsshare joy, sadness, success and failure; respect our feelings; treasure these moments of closenessoffer advice on important decisions; help make our thoughts clearer and bring us a more thorough understanding of our problemsbe known as “second self”; help us achieve what we want
引导学生总结归纳与表达运用。鼓励学生基于文本内容，有理有据表达观点，训练学生思维的条理性，并在交流中强化学生的语言表达能力和情感体验。 15’ Group Work
Appreciation
Step 4 Get students to appreciate the literature value of the essay by answering the following question: Though the essay is written 500 years ago, why is it still meaningful to read nowadays 延伸话题讨论，吸引学生积极参与思考阅读文学经典的意义，在交流中体验文化情感。 5’ Individual Work Class Work
Step 5 Get students to appreciate some classical sentences and discuss their deep meanings based on their own understanding. Below are some examples: Close friendship will help smooth out the sometimes rocky road that we are all meant to travel. Here, friendship has a double advantage—happiness takes on a greater meaning and a trouble shared becomes a trouble halved! Friends may have many different ideas and skills. They can help us achieve what we want during life and, perhaps, even after death. (The teacher can ask students questions like: Are there any figure of speech Can you use an example or your personal experience to explain the meaning of the sentence ) 引用经典来呈现新知，引导学生再认与再现。通过对经典语句的思考与讨论，拓展学生思维的宽度、深度，从而提升语言运用能力。 10’ Individual Work Class Work
Discussion
Step 6 Get students to think about the question in Part B on Page 40. 延伸话题，培养学生独立思考与批判性思维能力。 5’ Group Work
Homework 1. Write an article based on the topic of “The importance of friendship and how to manage friendship effectively”. 2. Finish the workbook. 2’
Welcome to the unit
教学目标
By the end of the section, students will be able to:
1. describe the two interviewees’ feelings and plans about senior high school life;
2. illustrate possible opportunities and challenges they will meet at senior high school;
3. adopt a positive attitude towards study in senior high school and enhance understanding of the importance of senior high school education.
教学重难点
To describe the two interviewees’ feelings and plans about senior high school life.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 Students read the quotation at the beginning of this unit and answer the questions: What does Ralph think is the glory of friendship What do you think is the glory of friendship 引入单元主题，打开学习思路。 3’ Individual Work Class Work
Summary of the problems
Step 2 1. Students share opinions in class about the questions: Teenagers may have difficulties maintaining their friendships. Do you think so Why 2. Students watch the video and finish the blank-filling exercise next to the preview of the video clip. 通过分析他人问题，帮助学生意识到朋友相处中出现矛盾不可避免，帮助他们正视问题，摆脱焦虑。 10’ Individual Work
Advice
Step 3 Students give advice to the characters in the video. 1. What advice can you give these teenagers For Bill: For Jane: For Harry: Students share their own problems in groups. 2. What friendship problems have you had Share the experience within groups of four and give advice to each other. Record each problem in your group. 通过给他人建议，引导学生积极寻求与朋友化解矛盾的方法，培养他们与人友好相处的能力，帮助他们建立积极向上的交友观。 20’ Class Work Group Work
Discussion
Step 4 Students think about the questions and share opinions in class. Do you agree with Ralph that trust is the most important thing in friendship Why or why not 引导学生深入思考维系友谊最重要的因素，为Reading部分做准备。 10’ Class Work
Homework 1. Collect all the problems of friendship discussed in the class and find out the most common problem. 2. Write a report about the most common problem of friendship that teenagers have in your class and give some advice. 2’
Book 1 Unit 3 Getting along with others
Reading 1
Friendship on the rocks: please advise!
教学目标
By the end of this section, students will be able to:
1. give advice and provide an end to the story;
2. adopt a positive attitude and practical solutions to deal with real-life friendship problems.
教学重难点
1. To understand Amy’s problems in making friends and clarify the suggestions given by Cindy and David;
2. To express problems in making friends and discuss the solutions;
3. To learn the structure of “forum exchange”, grasp the main point of the new media discourse, and understand the essence of Amy’s problems.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Pre-reading
Step 1 Students think about these questions: 1. Do you think there are “friends for life” 2. Do you have someone who once was your friend but never talks to you any more now If so, would you mind sharing your experiences 通过交流经历引入话题。 3’ Class Work
While reading
Step 2 First reading Students read the title and think: 1. What could “on the rocks” in the title possibly mean How can you tell that 2. Can you predict what will be talked about in the text Students scan the forum exchange and finish A1 on Page 32. 通过分析标题预测文章内容，为阅读做准备，快读了解文章大意。 10’ Individual Work
Step 3 Second reading Students read the text again and answer the questions in A2 on Page 32. 细读获取细节信息。 10’ Individual Work
Post-reading
Step 4 Discussion Students discuss the following question in pairs. Imagine your friend has lied to you. How would you respond 深入思考文中主人公交友问题的根源，并给予适当建议，锻炼处理问题的能力。 5’ Pair Work
Step 5 Students think about the following questions about the story: (1) Is there any solid evidence that Amy’s friend has lied to her (2) Do you think Amy should have asked her friend about that afternoon before being angry Why do you think she did not 4’ Individual Work
Step 6 The teacher leads students to review the quotation at the beginning of this unit: The glory of friendship is not the outstretched hand, nor the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes to one when he discovers that someone else believes in him and is willing to trust him. —Ralph Waldo Emerson 4’ Group Work
Step 7 Students discuss in groups about the following question: What helpful advice can you offer Amy Draw on your own experiences to give a reply to her post. 4’ Group Work
Step 8 Extension Students discuss in groups and provide an ending to the story between Amy and her best friend. AmyAmy’s best friend
3’ Group Work
Homework 1. Write a reply to Amy’s post to offer her some advice. 2. Finish the ending of the story. 2’
Book 1 Unit 3 Getting along with others
Reading 2
Friendship on the rocks: please advise!
教学目标
By the end of this section, students will be able to:
1. summarize the main idea of the forum exchange;
2. apply elements of a typical plot line and contrastive linking devices in the story.
教学重难点
1. To retell the story through clarifying the context of the story;
2. To learn to use contrastive linking words to connect paragraphs.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 Students review the text and tell Amy’s problem and the two pieces of advice in their own words. 复习课文内容，为总结阅读策略做好准备。 2’ Class Work
Reading strategy
Step 2 Recognizing elements Students read the definition of the elements of a story’s plot line and complete the diagram with these elements. ① Exposition provides the background information that is needed to understand the story, such as the main character, the setting, the basic conflict (冲突), and so on. ② Rising action is a series of elements and actions that move the story to a climax. ③ Climax is the turning point in the story. ④ Falling action occurs after the climax as things start to work themselves out in the story. ⑤ Resolution is the solution to the conflict. 指导学生分析文体特征，厘清故事发展脉络，以便更好地理解文本。 5’ Individual Work
Step 3 Reading Students read the text and work out the elements of the forum exchange. The first element has been given. (1) Exposition: Amy and her best friend have been close for eight years. However, last Saturday Amy felt betrayed by her friend. (2) Rising action: (3) Climax: (4) Falling action: (5) Resolution: 5’ Individual Work
Step 4 Summary Students work together and write a short summary of what happened between Amy and her best friend and the two replies. Originally Saturday morning Today During school all day Others’ suggestions: Cindy David 指导学生在厘清文章脉络的基础上复述文章，锻炼学生按时间顺序叙述故事的能力。 5’ Class Work
Words and sentences
Step 5 Students finish B1 and B2 on Page 33. 帮助学生熟悉文中生词及搭配。 10’ Individual Work
Step 6 Students learn about contrastive linking words and phrases. 1. Read the instructions in B3 and know what contrastive linking words and phrases are. 2. Underline all contrastive linking words and phrases in the text. 3. Can you name more contrastive linking words and phrases 4. Could you try to improve the short paragraph in B3 通过学习课文中转折连词的用法，帮助学生掌握记叙类文体的语言表达方式。 5’ Individual Work
Step 7 Students understand difficult sentences. 1. When I was an awkward primary school student, she was the popular girl who was willing to make friends with me. She was a popular girl. The popular girl _________ willing to make friends with me. 2. Whether we’re walking to school, doing homework or just hanging out at the weekend, we’re hardly out of each other’s sight. Sometimes we _____________ to school, doing homework. Sometimes we ____________ out at the weekend. Whatever, we’re hardly out of each other’s sight. We hang out at the weekend. We ________________________ at the weekend. 3. But last Saturday, she broke my trust, and I’m still picking up the pieces. I’m still ___________________________. 4. But in the morning, my friend posted a message on social media saying she had a cold. But in the morning, my friend posted a message on social media _______ _________ she had a cold. 5. The stress of this situation is killing me, and I’m at a loss what to do next. The stress of this situation is ___________ me. I ________________ what to do next. 6. I also had a friend whom I trusted a lot. I also had a friend. I trusted _______ _________ a lot. I also had a friend _______/________ I trusted a lot. 7. When I found out that I was tricked by him, I was really hurt and let go of our friendship. I was really hurt and ___________ our friendship. 帮助学生理解文中长难句，扫清阅读障碍。 5’ Individual Work
Extension
Step 8 1. The teacher shares more quotations about friendship with students. No man is an island, entire of itself. Every man is a piece of the continent, a part of the main. —John Donne It’s not enough to be friendly. You have to be a friend. —R. J. Palacio If you can get through middle school without hurting anyone’s feelings, that’s really cool beans. —R. J. Palacio 2. Discuss in groups of four about the two questions and write a short passage. (1) What does friendship means to you Why (2) How to get along with friends (at least two points) 通过分享其他有关友谊的名言，让学生进一步体会友谊的内涵。 6’ Group Work
Homework Finish the short passage about friendship. 2’
Book 1 Unit 3 Getting along with others
Grammar and usage
Restrictive relative clauses with relative pronouns
教学目标
By the end of this section, students will be able to:
1. understand the meaning of restrictive relative clauses with relative pronouns;
2. summarize the grammatical rules of the restrictive clauses with relative pronouns;
3. apply the appropriate restrictive relative clauses with relative pronouns to describe their friends.
教学重难点
1. To understand the functions of different relative pronouns in the restrictive relative clauses;
2. To know the restrictions of different relative pronouns.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 Lead students to compare the following sentences and read them aloud. (1) People have close friends. People naturally enjoy their company. →People who have close friends naturally enjoy their company. (2) He is rich enough. He has true friends. →He is rich enough who has true friends. (3) Friendship is a precious wealth. One searches for it all his life. →Friendship is a precious wealth (that) one searches for all his life. 通过比较，引导学生关注定语从句是如何通过关系代词与主句连接的，为引入关系代词做准备。 5’ Class Work
Exploring the rules
Step 2 Have students read a magazine article in Part A on Page 34 and find out the restrictive relative clauses with relative pronouns. 创设情境，激活学生原有背景知识，引导学生关注关系代词。 5’ Individual Work
Step 3 Have students focus on the use of who, whose, whom, that, which. They are relative pronouns. Show students the structure of a sentence containing a relative clause. The girl who is in red is my sister. The girl: the antecedent Who is in red: the relative clause The girl is my sister: the main clause Who: the relative pronoun 通过分析句子结构，让学生充分理解关系代词在定语从句中的位置和作用。 2’ Class Work
Step 4 Functions of relative pronouns 1. Explain to the students that in relative clauses, relative pronouns can function as many different sentence elements. (1) The trees are in front of the library. They have lost their leaves. →The trees which are in front of the library have lost their leaves. Which functions as the subject in the relative clause. (2) We saw the worker just now. He is the best engineer in our factory. →The worker (whom) we saw just now is the best engineer in out factory. Whom functions as the object in the relative clause. (We can leave out who, whom, which and that when they are the objects in the relative clause.) (3) It used to be a farm. It is no longer a farm. →It is no longer the farm that it used to be. That functions as the predicative in the relative clause. (4) He has a sister. I can’t remember her name. →He has a sister whose name I can’t remember. Whose functions as the attributive in the relative clause. 2. Lead students to finish the table below. 人物主语that, whothat, which宾语that, who, whomthat, which定语whosewhose
3. Ask students to finish “Working out the rules” on Page 34. 通过举例，让学生理解关系代词引导限制性定语从句的核心规则。 10’ Class Work
Step 5 Rules 1. Explain to students that in some cases, only “that” can be used as the relative pronouns while “which” or “who” can’t be. They are: (1) When the antecedent is an indefinite pronoun such as “all, everything, nothing, something, anything, little, much”. e.g. I’m sure she has something (that) you want. (2) When the antecedent is a noun or noun phrase with such determiners as “all, every, no, some, any, little, much”. e.g. I have read all the books (that) you wrote. (3) When the antecedent takes a premodifier in the superlative degree or an ordinal numeral. e.g. This is the best movie (that) I have ever seen. (4) When the antecedent is a noun or noun phrase modified by “the only, the very, the same, the last, the right”. e.g. This is the very book (that) I’m looking for. (5) When the antecedent includes both persons and things. e.g. Do you know the persons and things (that) they are talking about (6) When the main clause begins with “which” or “who”. Which is the dress (that) you like best Who is the girl that won the gold medal (7) When the antecedent functions as the predicative in the relative clause. e.g. My hometown is no longer the village that it used to be. 2. Show students that after a preposition, the relative pronoun can only be “which” or “whom”. The park is a place which/that I often go to. = The park is a place to which I often go. This is the woman the daughter of whom is a famous teacher. = This is the woman whose daughter is a famous teacher. 3. Show students that the relative pronoun after “the way” can be “that” “in which” or no relative pronoun. I don’t like the way (that/in which) you talk with me. 通过分析关系代词的使用限制，让学生掌握关系代词的用法。 10’ Class Work
Applying the rules
Step 6 Practice 1. Have students rewrite the sentences using restrictive relative clauses in Part B1 on Page 35. 2. Have students complete the passage in B2 with correct relative pronouns where necessary. 3. Have students work in pairs to describe a classmate of theirs, using relative clauses where necessary. Then ask them to share their descriptions in class without telling the name of the person who is described and let the other students guess who he or she is talking about. 通过句子、语篇两个层面的巩固练习，使学生学会使用关系代词引导的限制性定语从句。让学生准确、得体地使用关系代词引导的限制性定语从句来描述一位同学，与同学形成友好关系，学会珍爱友谊。 11’ Individual Work Group Work Class Work
Homework Write a short passage to describe one of your friends. 2’
Book 1 Unit 3 Getting along with others
Integrated skills 1
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. acquire the good qualities of a good friend;
2. grasp the features of a diary entry.
教学重难点
1. To list the good qualities which are important to a friend;
2. To learn the features of a diary entry.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: 1. Who is your favourite friend 2. Why do you think he/she is your favourite friend 3. What does friendship mean in your eyes The teacher lets students talk about their friends, and asks what they think friendship means to them. The teacher can encourage them to talk about their own good friends. 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Listening
Step 2 Have students listen to the recording in Part A on Page 36 and find out what the relationship between Tim and Patrick is and the topic of their conversation. Meanwhile, the teacher asks students to pay attention to Tim’s problems and tick the problems in the boxes in Part A1. 指导学生听录音，归纳其主要内容并有策略地提取细节信息；帮助学生掌握“听”的语言技能；激发学生的输出动机。 5’ Individual Work Class Work
Step 3 Students listen to the recording again and complete the notes in Part A2. In this process, ask students to pay attention to some detailed information: advice and suggestions. 进一步激发学生通过“听”输入语言信息，并进行整合归纳，为后续输出做好铺垫。 5’ Individual Work Class Work
Reading
Step 4 The teacher has students read the first paragraph of Patrick’s diary entry on Page 37 and answer the following questions: 1. What’s the topic of this diary entry (What does it really mean to be a “good friend” ) 2. What’s the function of Paragraph 1 of the diary (It functions as an introduction to the whole diary entry.) 通过问题设置，引导学生思考日记首段的引领作用，预测文本内容，为后续输出积累写作技巧。 3’ Individual Work Class Work
Step 5 The teacher has students read the rest of the diary entry and think about the question: How is each paragraph developed (The first paragraph is used as a topic paragraph, which is followed by supporting details.) 总结梳理文本脉络和宏观结构，了解主题句的重要性和日记这一文体的写作特点。 7’ Individual Work Class Work
Speaking
Step 6 The teacher has students conclude the good qualities of a good friend using relative clauses according to Patrick’s diary entry: A good friend is one who . 运用所学总结归纳个人观点，为后续写作积累素材。 8’ Individual Work Group Work
Step 7 The teacher gives students a question to discuss and encourage as many students as possible to speak out their opinions and feelings: If your friends come across some difficulties in life or study, what will you do and why 运用并巩固所学知识，通过过渡性问题引导学生思考“朋友”的内涵与品质。 10’ Group Work Class Work
Homework Preview Part D on Page 38. 2’
Book 1 Unit 3 Getting along with others
Integrated skills 2
Describing the qualities of a good friend
教学目标
By the end of the section, students will be able to:
1. use adjectives and attributive clauses to describe a good friend;
2. write a diary entry about what makes a good friend.
教学重难点
1. To express personal opinions concerning good qualities of a friend in oral English;
2. To write a diary entry about what makes a good friend in organized language.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students involved in the context by asking the following questions related to friends and friendship: Who is your favourite friend Can you use some adjectives to describe him/her 创设互动情境，拉近沟通距离，引发学习兴趣的同时，开发话题资源，为单元学习做好准备。 5’ Individual Work Class Work
Speaking
Step 2 The teacher organizes the students into small groups. Based on the information from Patrick’s diary, students are encouraged to express their true feelings and own opinions by answering the following questions: 1. What qualities are important to you in a friend Can you brainstorm as many adjectives as you can to describe the qualities of a good friend 2. Include examples from your personal experiences to support your idea. During the discussion, the teacher had better take part in the students’ discussion and offer them some language help if necessary. Then, the teacher gets small groups to report their ideas to the whole class. 话题讨论的延伸，吸引学生积极参与、多元输出，在真实的交流中强化形式、拓展意义、体验情感。 10’ Group Work Class Work
Writing
Step 3 Have students read Part D on Page 38 and pay attention to the three characteristics of diary-writing in terms of text type, format and language. 引导学生梳理写作思路，掌握写作技巧。 8’ Individual Work
Step 4 Have students finish writing a diary entry about what makes a good friend. Remind students to use ideas and vocabulary from Part A, B and C. 在运用听、读等理解性技能输入的基础上，通过写作让学生输出本节课所学。 10’ Individual Work
Step 5 1. After students finish writing, have them check their writings and exchange drafts with their partners for review. 2. Encourage students to share their writings in class and evaluate which diary entry they prefer. 通过讨论、交流和分享，加深学生思维宽度、深度与层次，从而进一步提升语言运用能力，完善写作能力。 10’ Group Work Class Work
Homework 1. Finish writing your diary and share it with other students. 2. Finish the workbook. 2’
Book 1 Unit 3 Getting along with others
Extended reading
Of Friendship
教学目标
By the end of the section, students will be able to:
1. identify the argument and structure of the essay;
2. summarize Bacon’s ideas of friendship;
3. explain the importance of friendship and support their viewpoint;
4. appreciate the language and understand the meaning of some classical sentences.
教学重难点
1. To read an essay and summarize its main argument;
2. To appreciate the importance of friendship and know how to use it to guide one’s life.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher gets students to look at the titles and pictures on Page 39 and answer the following questions: 1. What may be the topic of the article 2. Who is the writer Do you know anything about him 3. What’s your definition of “friendship” 引导学生阅读标题，获取信息，激发学生好奇心，同时开发激活话题相关背景语言知识，为话题探讨做好准备。 3’ Individual Work Class Work
Reading
Step 2 Get students to read the article quickly and find out the argument of the author. Meanwhile, students identify the structure of the essay and divide the whole passage into several parts. The teacher encourages some students to share their opinions. 指导学生迅速阅读文本，归纳梳理其主要内容，并有策略地提取细节信息，掌握“看”和“读”的语言技能。 5’ Individual Work Class Work
Step 3 The teacher divides students into small groups and asks students to draw a mind map of the essay. Meanwhile, every group should choose one representative to show their mind map and try to summarize the essay accordingly. The following two questions will be helpful: 1. What are the three “fruits” of friendship 2. Why are they important Students can also refer to the “Tip” on Page 40. Benefits of friendshipFruit 1: Comfort the heartFruit 2: Advise the headFruit 3: Help us achieve the goalsshare joy, sadness, success and failure; respect our feelings; treasure these moments of closenessoffer advice on important decisions; help make our thoughts clearer and bring us a more thorough understanding of our problemsbe known as “second self”; help us achieve what we want
引导学生总结归纳与表达运用。鼓励学生基于文本内容，有理有据表达观点，训练学生思维的条理性，并在交流中强化学生的语言表达能力和情感体验。 15’ Group Work
Appreciation
Step 4 Get students to appreciate the literature value of the essay by answering the following question: Though the essay is written 500 years ago, why is it still meaningful to read nowadays 延伸话题讨论，吸引学生积极参与思考阅读文学经典的意义，在交流中体验文化情感。 5’ Individual Work Class Work
Step 5 Get students to appreciate some classical sentences and discuss their deep meanings based on their own understanding. Below are some examples: Close friendship will help smooth out the sometimes rocky road that we are all meant to travel. Here, friendship has a double advantage—happiness takes on a greater meaning and a trouble shared becomes a trouble halved! Friends may have many different ideas and skills. They can help us achieve what we want during life and, perhaps, even after death. (The teacher can ask students questions like: Are there any figure of speech Can you use an example or your personal experience to explain the meaning of the sentence ) 引用经典来呈现新知，引导学生再认与再现。通过对经典语句的思考与讨论，拓展学生思维的宽度、深度，从而提升语言运用能力。 10’ Individual Work Class Work
Discussion
Step 6 Get students to think about the question in Part B on Page 40. 延伸话题，培养学生独立思考与批判性思维能力。 5’ Group Work
Homework 1. Write an article based on the topic of “The importance of friendship and how to manage friendship effectively”. 2. Finish the workbook. 2’