Unit 3 Getting along with others Integrated skills教学设计(表格式）-译林版（2019）必修第一册
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| 名称 | Unit 3 Getting along with others Integrated skills教学设计(表格式）-译林版（2019）必修第一册 |  | |
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| 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 23:18:49 | ||
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1027430010820400B1U3 Integrated skills
Describing the qualities of a good friend
一、教材解读
译林牛津（2020年）版教材包括三本必修教材、四本选择性必修教材和四本选择性选修教材，每个单元包括Warming up,Reading,Grammar,Integrated skills,Extended reading 和Project七个板块，围绕“人与自我”“人与自然”和“人与社会”的主题语境，依托话题丰富、文体多样的语篇，引领学生通过一系列的英语学习活动，发展英语学科核心素养，培养综合技能。其中Integrated skills板块综合运用听说读看写的技能，完成语言技能融合的活动。我们认为利用好这部分教材来开展英语写作序列化训练，能多维度、深层次、全方位地解决应用文写作、概要写作和读后续写的写作技巧，能解决目前农村高中跨年级师资变动、学生动态发展不平衡等问题。高一的新生刚离开父母的庇护独立生活，必修一四个单元的主题均贴近学生的生活，旨在教会学生怎么学习、怎么处理亲子关系、怎么交友、怎么保持身心健康。本单元主题为“友谊”，旨在让学生了解什么是真正的友谊、什么样的人才是好朋友，学会怎么交友。本板块围绕单元话题，以“描述好朋友的品质”创设情境，引导学生获取听力材料中Tim遇到问题及他的好朋友Patrick给他的建议和帮助，学习如何给与积极的建议；再通过Patrick的日记了解他心目中好朋友应当具备的品质；最后组织学生开展讨论，写一篇有关好朋友品质的日记，掌握日记的写作特征。
二、学情分析
通过问卷星高一英语写作情况调查（ID:332627439）所设的15个小题的调查，我们发现学生在完成写作任务时，通常感到困难的是知道内容但不知如何用英语表达，语法和词汇错位太多，其中70%以上的学生词汇搭配不当，大部分学生时态、语态使用错误，主谓不一致，冠词、介词等虚词使用不当，句子结构混乱。对比《中学生英语能力等级量表》的要求，我们的学生还达不到四级，需要我们引导感知、理解、整合、内化语言和文化知识，获取信息、分析问题、解决问题、鉴赏评价、自主表达，使这一过程成为学生语言能力的发展过程、思维品质的提升过程、文化意识的建构过程和学习能力的形成过程。就友谊这一主题，学生有自己的亲身体验，乐于交流自己的感受，教师重点指导学生如何表达自己的观点，评判性地评价自己和同学的作品。努力让学生达到四级中所描述的能掌握具有多词性的常见词（support,balance)的句法功能和差异；能使用正确的语言形式(定语从句）表达观点、态度、情感等。
三、教学工具
希沃软件 问卷星 豆包 即梦AI Deepseek
四、教学目标
By the end of the section, students will be able to :
1. aquire the good qualities of a good friend;
2.complete writing a diary entry about what makes a good friend.
3. reflect on their own behaviors in current friendships.
五、教学重难点
本版块的教学重点：完成一篇主题为“怎样才算好朋友”的日记。
教学难点：如何通过听说读看等微技能，完成表达性技能导向，为学生搭建一个脚手架。
六、教学方法
1. 产出导向法
2.分层教学法
3. 教学评一体化
4.英语学习活动观
5. 支架式教学
七、教学过程
Step 1? Motivating
(导入语：Who is your?good friend? Can you use some adjectives to describe him or her? ）
运用即梦数字人，产出让好朋友互相拥抱的视频。
Q: What makes a good friend??
A: A good friend is someone who is_________________________.
【设计意图 ：运用AI激发学生的兴趣，紧扣主题，引导学生对友谊的思考】
Main task: To write a diary entry about what makes a good friend.
Step2 Enabling
Task round 1 We listen
?Tim is talking to his friend Patrick about his problems. Listen to the convesation and fill in the blanks.
Tim's problems
Patrick's_(4)______________
Not having enough time for (1) ____________ ? ? ? ? ? ? ?
Cheer Tim up by using? positive languages
?Ask him not to(5)________________.
?Express his confidence in him.
Having find his Maths homework_(2)_________recently ?
Offering to (6) ________________________ together with Tim.
?Find out how much time Tim should spend on his project.
Find out how much time Tim should spend on Maths and Chinese.
Not?understanding some key points in his (3)______________.
Planning to help Tim with his school work.
?Meet after school and go over? (7)_______________ together.
?Compare notes?to make sure Tim doesn't miss anyting important.
?Do some reading together? (8)_______________.
【设计意图 ：通过听Tim和?Patrick的对话，了解Tim遇到的问题和?Patrick的帮忙，帮助学生学会解决问题】
Task round 2 We read
（过渡语：Do you think?Patrick is Tim's good friend? Why do you think so ? ）
Let's read?Patrick 's diary entry and learn how to write a diary entry and what makes a good friend.
1. Read for structure
What is the funtion of paragraph1 of the diary entry?
What are the topic sentences of the rest three paragraphs?
2. Read for topic sentences and match right supporting details with them.?
qualities of a good friend
topic sentences
Supporting details
Para1
In my opinion, the following qualities form the basis of a friendship.
?A. I should do all I can to help him become a more efficient learner.
B. I must respect and support the choices he makes.
C. I will always value these qualities? of a good friend.
D. I 'm selfless to encourage him to take action to get over his?difficulties.
Para2
A? good friend needs to be (2)____________
Para3
A ?good friend needs to be (3)____________
Para4
A ?good friend brings out (4)________?in a person.
3. Read for useful expressions
(1)Tim has trouble________________(balance) his project and his schoolwork, so Patrick encourages him ______________(采取行动来克服这些困难).
(2)When Tim is struggling with his school work, Patrick does what he can to help him to become a more efficient?learner _______________________(在他的空闲时间).
(3)In Patrick’s opinion,??????????????（一个好的朋友需要是）be supportive?and? selfless , who ____________________________(表现出最好的一面) in a person.
【设计意图 ：通过读?Patrick的日记，了解日记的格式，通过找关键词、表达形式来熟悉好朋友要具备的品质，为完成写作任务搭建支架。】
Task round 3 We discuss
（过渡语：What do you think makes a good friend?? Please share your opinion and personal experience?with your deskmate.?）
In pairs, discuss what qualities are important to you in a friend. Using the following ideas and expressions to help you. Include examples from your personal experience.
Qualities of a good friend
Selfless
Honest
Trustworthy
Supportive
Helpful
Humorous
...
First, a good friend should be ??_______________??. ? …… ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Second, a close friend should also be_______________?. ?…… ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Finally, a true friend should be ??______________? . ……
For instance, when?_________________(我感到沮丧)?that I got a low?mark in Maths,?_________________(我最好的朋友提醒我)?that I had spent too much time?playing games on my phone instead of studying.?_________________(起初我非常生气)?, but then?_________________(我意识到她想让我)??be serious about my studies.
【设计意图 ：通过与同桌的讨论，学着表达自己的观点，描述自己的经历，内化对好朋友的理解。】
Task round 4 We write
（过渡语：As an old saying goes, ' A good friend in need is a firend indeed.' What kind of good friend are you anxious for?
Write a diary entry about what makes a good friend.）
Dear Diary,
Friendship is very important to me. In my opinion, there are certain qualities that are very important in a friend.
First, a good friend should be?____________.__________________________????_
_____________________________________________________________________
_______________________________________________________________________
Second, a close friend should also be?____________.?________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Finally, a true friend should be?____________.?_______________________________________________________________________________________________________________________________________________
?Generally speaking, a true friend will have all three of these qualities，which will enrich the lives of both friends.
【设计意图 ：通过写日记，学生表达自己对好朋友的渴望，直击自己灵魂深处对友谊的思考。】
Step3 Assessing?
（过渡语：In my opinion,? a good friend? will always bring? your best,??especially? in your writing. Now please share your writing in groups of four and find the highlights )
Students make some comments on their deskmate's essay , mainly about the structure and supporting information.
(过渡语：You are good friend,?and deepseek is? your honest friend.?Let's use deepseek to assess your? writing. Is there any volunteer? )?
Use deepseek to assess ?the diary entry.
(过渡语：As we all know,??Two heads are better than one. Please try to correct? the mistakes and errors??in groups of three.)Students try to?correct ?the mistakes and errors in groups of three.
【设计意图 ：通过生生互评，AI赋能评价，合作修改，践行英语活动观，把真正的友谊落实到行动上。】
Step 4 Homework
Polish up your writing.
Write a letter to your friend thanking him/her for?……
【设计意图 ：豆包提示将朋友话题与真实生活、思辨思维结合，提升写作的“应用性和创新性。与导入呼应，增加写作的真实感与互动性。】
?
教学反思
B1U1 Integrated skills教学反思
本堂课围绕“Friendship”这一主题展开的英语写作课，以“写一篇关于好朋友应具备的品质的日记”为核心任务，遵循产出导向法“Motivating-Enabling-Assessing”三步教学流程，试图通过听、读、议、写的连贯活动搭建写作支架。通过多案的对比和豆包对课堂设计的评价，我们不断优化教学过程，针对豆包评价中提出的不足，我们努力改进并完善。如针对听力填空的8个空均为直接信息抓取，缺乏“同义替换”“推断总结”类的进阶设问，我们重新审视这个部分，把教材上的两个听力习题进行整合，改成表格形式。在实际课堂落地中，我们觉得有几处可复用、推荐的亮点，当然也暴露了需优化的问题，现反思如下：
（一）、教学亮点：支架搭建贴合学生认知，任务链凸显“以用促学”。
1. 情境与生活紧密联结，激发学习主动性。Motivating(驱使）环节描述自己的好朋友，并通过豆包数字人展示好朋友在一起的场景，唤起学生对好朋友的向往。
2. 读写结合搭建阶梯，降低写作难度。考虑到域内高中的学生英语基础差，高一学生在写作方面几乎动不了笔，Enabling（促成）环节我们着手搭建写作支架，听的过程抓关键词发现问题Tim的问题和Patrick的帮助，读的过程了解日记的框架和表达方式，说的过程整体把握写作的内容，最后写起来就知道如何连句成文。
3. 评价方式多元互动，落实“学生主体”。Assessing(评估)环节融合“生生互评（小组内找亮点）”“AI赋能（用DeepSeek辅助评价）”，“合作修改（三人组纠错）”，既让学生在互评中学会欣赏他人、反思自己，也借助AI工具拓展了评价维度，最后通过合作修改将“友谊互助”的主题从认知层面落实到行动层面，呼应了教学目标，也让评价过程更具趣味性和实效性。
?
（二）、教学不足：细节设计需更精准，差异关注待加强
这个问题主要体现在讨论环节，时间把控失衡，个体表达机会不均。小组讨论以“同桌”为单位，未考虑到性格内向或口语较弱的学生，存在“少数学生主导，多数学生被动倾听”的情况，未能充分实现“人人参与表达”的目标。
?
?
本次课让我深刻意识到，好的教学设计不仅需要清晰的逻辑框架，更需要在细节处关注学生的真实需求与个体差异。后续教学中，我们需更精准地把控任务难度、优化课堂组织、强化个性化指导，让每个学生都能在“Motivating-Enabling-Assessing”的过程中，真正提升语言能力，同时深化对主题的认知。
Describing the qualities of a good friend
一、教材解读
译林牛津（2020年）版教材包括三本必修教材、四本选择性必修教材和四本选择性选修教材，每个单元包括Warming up,Reading,Grammar,Integrated skills,Extended reading 和Project七个板块，围绕“人与自我”“人与自然”和“人与社会”的主题语境，依托话题丰富、文体多样的语篇，引领学生通过一系列的英语学习活动，发展英语学科核心素养，培养综合技能。其中Integrated skills板块综合运用听说读看写的技能，完成语言技能融合的活动。我们认为利用好这部分教材来开展英语写作序列化训练，能多维度、深层次、全方位地解决应用文写作、概要写作和读后续写的写作技巧，能解决目前农村高中跨年级师资变动、学生动态发展不平衡等问题。高一的新生刚离开父母的庇护独立生活，必修一四个单元的主题均贴近学生的生活，旨在教会学生怎么学习、怎么处理亲子关系、怎么交友、怎么保持身心健康。本单元主题为“友谊”，旨在让学生了解什么是真正的友谊、什么样的人才是好朋友，学会怎么交友。本板块围绕单元话题，以“描述好朋友的品质”创设情境，引导学生获取听力材料中Tim遇到问题及他的好朋友Patrick给他的建议和帮助，学习如何给与积极的建议；再通过Patrick的日记了解他心目中好朋友应当具备的品质；最后组织学生开展讨论，写一篇有关好朋友品质的日记，掌握日记的写作特征。
二、学情分析
通过问卷星高一英语写作情况调查（ID:332627439）所设的15个小题的调查，我们发现学生在完成写作任务时，通常感到困难的是知道内容但不知如何用英语表达，语法和词汇错位太多，其中70%以上的学生词汇搭配不当，大部分学生时态、语态使用错误，主谓不一致，冠词、介词等虚词使用不当，句子结构混乱。对比《中学生英语能力等级量表》的要求，我们的学生还达不到四级，需要我们引导感知、理解、整合、内化语言和文化知识，获取信息、分析问题、解决问题、鉴赏评价、自主表达，使这一过程成为学生语言能力的发展过程、思维品质的提升过程、文化意识的建构过程和学习能力的形成过程。就友谊这一主题，学生有自己的亲身体验，乐于交流自己的感受，教师重点指导学生如何表达自己的观点，评判性地评价自己和同学的作品。努力让学生达到四级中所描述的能掌握具有多词性的常见词（support,balance)的句法功能和差异；能使用正确的语言形式(定语从句）表达观点、态度、情感等。
三、教学工具
希沃软件 问卷星 豆包 即梦AI Deepseek
四、教学目标
By the end of the section, students will be able to :
1. aquire the good qualities of a good friend;
2.complete writing a diary entry about what makes a good friend.
3. reflect on their own behaviors in current friendships.
五、教学重难点
本版块的教学重点：完成一篇主题为“怎样才算好朋友”的日记。
教学难点：如何通过听说读看等微技能，完成表达性技能导向，为学生搭建一个脚手架。
六、教学方法
1. 产出导向法
2.分层教学法
3. 教学评一体化
4.英语学习活动观
5. 支架式教学
七、教学过程
Step 1? Motivating
(导入语：Who is your?good friend? Can you use some adjectives to describe him or her? ）
运用即梦数字人，产出让好朋友互相拥抱的视频。
Q: What makes a good friend??
A: A good friend is someone who is_________________________.
【设计意图 ：运用AI激发学生的兴趣，紧扣主题，引导学生对友谊的思考】
Main task: To write a diary entry about what makes a good friend.
Step2 Enabling
Task round 1 We listen
?Tim is talking to his friend Patrick about his problems. Listen to the convesation and fill in the blanks.
Tim's problems
Patrick's_(4)______________
Not having enough time for (1) ____________ ? ? ? ? ? ? ?
Cheer Tim up by using? positive languages
?Ask him not to(5)________________.
?Express his confidence in him.
Having find his Maths homework_(2)_________recently ?
Offering to (6) ________________________ together with Tim.
?Find out how much time Tim should spend on his project.
Find out how much time Tim should spend on Maths and Chinese.
Not?understanding some key points in his (3)______________.
Planning to help Tim with his school work.
?Meet after school and go over? (7)_______________ together.
?Compare notes?to make sure Tim doesn't miss anyting important.
?Do some reading together? (8)_______________.
【设计意图 ：通过听Tim和?Patrick的对话，了解Tim遇到的问题和?Patrick的帮忙，帮助学生学会解决问题】
Task round 2 We read
（过渡语：Do you think?Patrick is Tim's good friend? Why do you think so ? ）
Let's read?Patrick 's diary entry and learn how to write a diary entry and what makes a good friend.
1. Read for structure
What is the funtion of paragraph1 of the diary entry?
What are the topic sentences of the rest three paragraphs?
2. Read for topic sentences and match right supporting details with them.?
qualities of a good friend
topic sentences
Supporting details
Para1
In my opinion, the following qualities form the basis of a friendship.
?A. I should do all I can to help him become a more efficient learner.
B. I must respect and support the choices he makes.
C. I will always value these qualities? of a good friend.
D. I 'm selfless to encourage him to take action to get over his?difficulties.
Para2
A? good friend needs to be (2)____________
Para3
A ?good friend needs to be (3)____________
Para4
A ?good friend brings out (4)________?in a person.
3. Read for useful expressions
(1)Tim has trouble________________(balance) his project and his schoolwork, so Patrick encourages him ______________(采取行动来克服这些困难).
(2)When Tim is struggling with his school work, Patrick does what he can to help him to become a more efficient?learner _______________________(在他的空闲时间).
(3)In Patrick’s opinion,??????????????（一个好的朋友需要是）be supportive?and? selfless , who ____________________________(表现出最好的一面) in a person.
【设计意图 ：通过读?Patrick的日记，了解日记的格式，通过找关键词、表达形式来熟悉好朋友要具备的品质，为完成写作任务搭建支架。】
Task round 3 We discuss
（过渡语：What do you think makes a good friend?? Please share your opinion and personal experience?with your deskmate.?）
In pairs, discuss what qualities are important to you in a friend. Using the following ideas and expressions to help you. Include examples from your personal experience.
Qualities of a good friend
Selfless
Honest
Trustworthy
Supportive
Helpful
Humorous
...
First, a good friend should be ??_______________??. ? …… ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Second, a close friend should also be_______________?. ?…… ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Finally, a true friend should be ??______________? . ……
For instance, when?_________________(我感到沮丧)?that I got a low?mark in Maths,?_________________(我最好的朋友提醒我)?that I had spent too much time?playing games on my phone instead of studying.?_________________(起初我非常生气)?, but then?_________________(我意识到她想让我)??be serious about my studies.
【设计意图 ：通过与同桌的讨论，学着表达自己的观点，描述自己的经历，内化对好朋友的理解。】
Task round 4 We write
（过渡语：As an old saying goes, ' A good friend in need is a firend indeed.' What kind of good friend are you anxious for?
Write a diary entry about what makes a good friend.）
Dear Diary,
Friendship is very important to me. In my opinion, there are certain qualities that are very important in a friend.
First, a good friend should be?____________.__________________________????_
_____________________________________________________________________
_______________________________________________________________________
Second, a close friend should also be?____________.?________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Finally, a true friend should be?____________.?_______________________________________________________________________________________________________________________________________________
?Generally speaking, a true friend will have all three of these qualities，which will enrich the lives of both friends.
【设计意图 ：通过写日记，学生表达自己对好朋友的渴望，直击自己灵魂深处对友谊的思考。】
Step3 Assessing?
（过渡语：In my opinion,? a good friend? will always bring? your best,??especially? in your writing. Now please share your writing in groups of four and find the highlights )
Students make some comments on their deskmate's essay , mainly about the structure and supporting information.
(过渡语：You are good friend,?and deepseek is? your honest friend.?Let's use deepseek to assess your? writing. Is there any volunteer? )?
Use deepseek to assess ?the diary entry.
(过渡语：As we all know,??Two heads are better than one. Please try to correct? the mistakes and errors??in groups of three.)Students try to?correct ?the mistakes and errors in groups of three.
【设计意图 ：通过生生互评，AI赋能评价，合作修改，践行英语活动观，把真正的友谊落实到行动上。】
Step 4 Homework
Polish up your writing.
Write a letter to your friend thanking him/her for?……
【设计意图 ：豆包提示将朋友话题与真实生活、思辨思维结合，提升写作的“应用性和创新性。与导入呼应，增加写作的真实感与互动性。】
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教学反思
B1U1 Integrated skills教学反思
本堂课围绕“Friendship”这一主题展开的英语写作课，以“写一篇关于好朋友应具备的品质的日记”为核心任务，遵循产出导向法“Motivating-Enabling-Assessing”三步教学流程，试图通过听、读、议、写的连贯活动搭建写作支架。通过多案的对比和豆包对课堂设计的评价，我们不断优化教学过程，针对豆包评价中提出的不足，我们努力改进并完善。如针对听力填空的8个空均为直接信息抓取，缺乏“同义替换”“推断总结”类的进阶设问，我们重新审视这个部分，把教材上的两个听力习题进行整合，改成表格形式。在实际课堂落地中，我们觉得有几处可复用、推荐的亮点，当然也暴露了需优化的问题，现反思如下：
（一）、教学亮点：支架搭建贴合学生认知，任务链凸显“以用促学”。
1. 情境与生活紧密联结，激发学习主动性。Motivating(驱使）环节描述自己的好朋友，并通过豆包数字人展示好朋友在一起的场景，唤起学生对好朋友的向往。
2. 读写结合搭建阶梯，降低写作难度。考虑到域内高中的学生英语基础差，高一学生在写作方面几乎动不了笔，Enabling（促成）环节我们着手搭建写作支架，听的过程抓关键词发现问题Tim的问题和Patrick的帮助，读的过程了解日记的框架和表达方式，说的过程整体把握写作的内容，最后写起来就知道如何连句成文。
3. 评价方式多元互动，落实“学生主体”。Assessing(评估)环节融合“生生互评（小组内找亮点）”“AI赋能（用DeepSeek辅助评价）”，“合作修改（三人组纠错）”，既让学生在互评中学会欣赏他人、反思自己，也借助AI工具拓展了评价维度，最后通过合作修改将“友谊互助”的主题从认知层面落实到行动层面，呼应了教学目标，也让评价过程更具趣味性和实效性。
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（二）、教学不足：细节设计需更精准，差异关注待加强
这个问题主要体现在讨论环节，时间把控失衡，个体表达机会不均。小组讨论以“同桌”为单位，未考虑到性格内向或口语较弱的学生，存在“少数学生主导，多数学生被动倾听”的情况，未能充分实现“人人参与表达”的目标。
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本次课让我深刻意识到，好的教学设计不仅需要清晰的逻辑框架，更需要在细节处关注学生的真实需求与个体差异。后续教学中，我们需更精准地把控任务难度、优化课堂组织、强化个性化指导，让每个学生都能在“Motivating-Enabling-Assessing”的过程中，真正提升语言能力，同时深化对主题的认知。