高中英语外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you优秀教学设计

这是一份高中英语外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you优秀教学设计，共11页。

单元主题
本单元的主题语境是“人与社会”，涉及的主题语境内容是如何建立并保持良好的人际关系与开展社会交往。学习如何建立和保持良好的人际关系是青少年成长过程中的重要话题。本单元介绍了青少年常见的情绪表现和性格特点，帮助学生认识到自己和同龄人在成长过程中会遇到的人际关系问题，并学会正确看待和解决这些问题。通过本单元的学习，学生能够对处理人际关系有正确的态度，初步掌握处理人际关系的方法。
单元目标
学学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容，挖掘深层信息，描述正确处理人际关系的方法；能够恰当使用动词的过去分词作状语描述个人经历；能够通过读懂寓言、总结其寓意并联系自身实际，深化对单元主题的理解；能够运用单元所学知识指导生活实际，关注自己的性格特点和情绪管理方式，认识和完善自己，尊重他人，建立并维护良好的人际关系，理解和尊重中外文化差异；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与自我——认识自我
内容分析
本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。本单元首先用图片展现了特定场景下不同人物的不同表现，引导学生通过现象体会人物不同的性格特征，使用相关语言进行描述，顺势引入本单元的主题。活动2通过视频展现人际交往中一些不礼貌的行为，引导学生分析这些行为的不当之处及改正方法，从而进一步加深对主题的探讨。
教学目标
通过观察图片，选择恰当的语言描述图中人物的行为，总结并判断人物的性格特点；
大致理解视频内容，指出三段对话中所涉及的不当行为，思考并表达自己在相似情况下应该怎么做。
教学重点
鼓励学生用完整的句子描述人物特点并表达自己的观点；
激活话题词汇，并对-ed分词的使用进行必要的复习，为新的语言学习做铺垫。
教学难点
引导学生将自身生活的真实体验与语言学习相结合，获得真实的表达欲望和学习需求, 同时加深对自己的了解；
引导学生对人际交往中的不当行为进行总结，能举一反三，并尽量在实际生活中避免。
教学策略
视听教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T presents sme pictures t help Ss review sme tpic-related wrds which can be used t describe peple’s persnalities.
2. T presents the picture n page 1 t Ss and let them talk abut what kind f persn they might be.
3. T picks ut all the -ed adjectives used in students’ sentences.
1. Ss read pictures and get prepared with the tpic-related wrds and knw that these wrds wuld be used in later activities.
2. Ss read the picture n page 1 and describe peple and their persnalities.
1. T guide Ss t understand that a persn’s uter actins can shw their inner minds.
2. T prepare fr later language learning.
Activity 2
1. T plays the vide and asks Ss t figure ut what prblems are shwn in the situatins.
2. T asks Ss what they wuld d in the same situatins.
1. Ss watch the vide, and figure ut the prblems.
2. Ss wrk in pairs and talk abut what they wuld d in the same situatin.
T guide the students t aware prper manners in interpersnal cmmunicatin.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自我——完善自我；人与社会——良好的人际关系
内容分析
本板块呈现两封信，体裁为应用文。第一封是求助信，写信人Ben描述了因为一场篮球比赛而引发的一系列的人际关系问题。第二封是针对第一封信的回复，Agny Aunt对Ben的问题给出了三点建议。读前的导入活动引导学生讨论他们在人际交往中比较关注的问题，从而引出话题，为课文学习做好铺垫；读中活动主要考查学生对语篇内容的把握和对文章脉络的梳理能力；读后活动通过主旨大意归纳、细节信息理解和联系自身的开放性问答等活动，启发学生深入思考，初步探究主题意义。
教学目标
理解求助信和回信的主要内容，并形成处理人际关系问题和情绪管理问题的一个基本态度——Think befre we speak；
学生能够在使用本单元所学语言的基础上，描述自己在成长过程中遇到的人际关系问题，能够表达自己情绪的变化和对情绪管理的认识。
教学重点
帮助学生理解语篇内容，梳理文章脉络；
引导学生描述生活中的人际交往的更多实例，阐述对Think befre we speak和对Lse lips sink ships的理解。
教学难点
基于对篇章内容的理解，并结合学生各自的生活实际，对回信中所列举的建议进行增补，从而加深对主题意义的理解；
基于对篇章的理解，结合真实的生活体验，总结个人合理的交际策略。
教学策略
任务型教学法、P–W–P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T guides Ss t talk abut what prblems they wuld face in their daily life and t whm they can turn t fr help when facing a certain kind f prblem and why.
Fr example:
When yu have cnflicts with classmates, yu wuld like t turn t ( ) fr help.
Parents.
Online frums.
Ss share with each ther the prblems they face at schl.
T lead Ss t the tpic, and help Ss review the tpic-related wrds.
Activity 2
1. T asks Ss t read thrugh the passage, fcusing n the pictures, addresses, signatures and cmpare the tw letters.
2. T guides Ss t predict what suggestins wuld be given in Agny Aunt’s letter.
1. Ss realise the relatins between the tw letters and can lcate in the certain part f the passage t fill in blanks f Ben’s prblems n page 4.
2. Ss pick ut three suggestins mentined in the part and fill in blanks f Agny Aunt’s suggestins n page 4.
1. T train students’ reading skill in lcating certain infrmatin.
2. T train Ss’ skill in getting specific infrmatin and understanding the language in cntext.
Activity 3
T asks Ss t share their pinins abut Ben’s prblem and Agny Aunt’s suggestins.
Ss share with thers their understanding f the passage and finish exercise 3 n page 4.
T train students’ reading skill in getting the main idea.
Think & Share
1. T guides Ss t think abut what ther advices wuld they give t Ben?
2. T asks Ss t share their pinins abut “Lse lips sink ships”.
Ss talk freely and extend their thinking and talking int real life.
1. T prvide chances fr Ss t use the language learnt in this unit t express their ideas.
2. T guide Ss t summarize the skill in cnflict-reslving.
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Grammar + Vcabulary + Listening + Speaking
主题语境
人与自我——认识自我、完善自我；人与社会——良好的人际关系
内容分析
本板块包括语法部分–ed as adverbial、词汇部分Interpersnal relatinships和听说部分Saying n plitely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生学会如何运用恰当的语言有礼貌地拒绝，提高自己的人际交往能力。
教学目标
1. 能够在教师的引导下，从已知的过去分词用法迁移到-ed分词做状语；
2. 学习并运用与人际交往相关的词汇描述正确处理人际关系的方法；
3. 听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地拒绝。
教学重点
1. 引导学生熟悉-ed做状语的结构特点，并加以运用；
2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认识到恰当的语言表达可以助力人际关系的维护和改善。
教学难点
1. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去；
2. 认识到所学语法项目的功能所在，并在生活实际中恰当运用。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t lk at the sentences a&b in exercise 1 n page 5 and answer questins 1-2.
Ss answer the questins in exercise 1 and review the basic rules f –ed participles and finish exercise 3 n page 5.
T base the new language learning n the fundatin f what we have already knwn.
Activity 2
T asks Ss t lk at the sentences c&d in exercise 1 n page 5 and answer questins 3-4.
Ss think abut why we have t use –ed participles as adverbials and finish exercise 2 n page 5.
T prmte the way f expressing neself and encurage Ss t practise using it.
Activity 3
T guides Ss t underline key wrds f exercise 4 and intrduce them as tips fr gd relatinships, such as aplgise, frgive etc.
Ss describe the situatins in exercise 5 n page 6 and apply the tips in exercise 4 t practise and explain why it helps
T guide Ss t knw that prper actins makes a big difference in healthy relatinships.
Activity 4
T guides Ss t talk mre abut hw they wuld react under the certain situatins in exercise 6.
Ss share their pinins with each ther and make cmments n thers’ pinins.
T make a cmbinatin with real life experiences.
Activity 5
1. Befre listening, T asks students abut their experiences f refusing thers and asks Ss t read the pictures n page 7 and predict what may happen.
2. T plays the recrdings and guides Ss t listen.
1. Ss read pictures and predict what may happen and get prepared befre listening.
2. Ss listen and match the cnversatins with the pictures and finish exercise 7 n page 7.
T enhance the skill in getting key infrmatin while listening.
Did yu knw?
T asks Ss t read the shrt passage in “Did yu knw?” n page 7.
Ss are encuraged t put frward mre examples t shw their pinins.
T guide Ss t knw that saying n plitely is anther way f keeping healthy relatinships.
Activity 6
T plays the recrding again and asks Ss t fill in the blanks in exercise 8 n page 7.
Wrk in pairs with ne student fcusing n the request and the ther n the refusal.
T train Ss t get specific infrmatin while listening and get t knw the functinal expressins abut refusal.
Learning t learn
&
Activity 7
T intrduces the sentence pattern f saying n plitely, such as “I’m srry… but…” “If pssible, hw abut…?”
Wrk in pairs and act ut the cnversatins n page 81& page 84 with the sentence patterns prvided by T.
T encurage Ss t practice the prper way f refusing thers in daily lives.
Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我——认识自我，完善自我；人与社会——良好的人际关系与社会交往
内容分析
本板块呈现了本单元的第二个主要阅读语篇，文章围绕善意的谎言展开论述，属于议论文。文章结构清晰，逻辑严谨，从三个方面论述了为什么即使是善意的谎言也会造成严重的危害，从而引发学生对诚实的思考。写作部分提供了一则寓言，通过几个问题帮助学生理解其大意并引发对寓言的寓意——人与人之间保持合适距离的思考。通过完成活动任务，学生理解和掌握议论文的文章结构和观点论述的方法，进一步加深对认识自我、尊重他人、维护良好人际关系的思考。
教学目标
能够独立阅读课文，理解并掌握议论文的特点、文章的组织方式等，并完成从句到段，从段到篇的表达训练；
能够选用合理、恰当的实例来论证自己的观点；
教学重点
引导学生基于语篇学习，理解并掌握议论文的文体特点和组织方式；
锻炼学生结合语境思考的能力和在语境中运用语言的能力。
教学难点
借助议论文结构的学习，促进学生的分析能力、思辨能力和思维严谨性的提升；
引导学生联系生活实际，学习分析问题、解决问题的方法，从而反向促进语言学习。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T uses questins t guide Ss t read pictures.
Fr example:
Wh is ding better in the exam?
If yu were student B, hw wuld yu like t respnse?
2. T prvides sme similar situatins fr Ss t talk abut.
Ss talk freely t warm up their real-life experiences and Ss are expected t talk mre abut their pinins n white lies.
1. T lead in the tpic and activate the students’ real-life experiences and aruse their interests t read.
2. T intrduce the idea f white lies t students and get them prepared fr the later reading.
Activity 2
1. T encurages Ss t explain what a “white lie” is.
2. T asks Ss t read the passage and find ut the meaning f “white lies” accrding t the authr.
1. Ss cme up with their wn definitins f “white lies”.
2. Ss read the passage and check.
T skim and get the main idea f the passage.
Activity 3
&
Learning t learn
1. T asks Ss t divide the passage int three parts with the help f exercise 3 n page 10.
2. T guides Ss t frame each part with the fllwing questins:
Why d we always tell white lies, thugh it’s wrng?
What examples are mentined in this part?
What is the analysis f the writer?
Ss understand the
frame f the passage and understand each part with its reasns, supprting examples and analysis.
2. Ss fill in the blanks in exercise 3 n page 10 and think abut the writing pattern f an argumentative essay, which may be applied t the writing tasks later.
1. T learn t make
a mind map f the infrmatin and the passage.
2. T encurage Ss t
find mre examples f white lies f their wn and tell the differences between a lie and a white lie and inspire Ss t get further understanding f the theme value.
Think & Share
T gets Ss t g back t the pem lines and think abut its meaning in the cntext.
Ss think and share
with the class what they wuld d in the situatin described in the passage?
Ss think and share
with the class their understandings f Walter Sctt’s pem.
T aruse Ss’ deep understanding and the thinking f the passage.
Activity 4
T asks Ss t wrk in grups and talk abut the imprtance f hnesty.
Ss fllw the instructins n page 10 exercise 4 and make it int a mini speech.
T let Ss think further and learn t use the prper examples t supprt their pinins.
Activity 5
T asks Ss t read the fable. While reading, T reminds Ss t pay special attentin t the title and the ending.
Ss understand that
the passage is abut dilemma, and nt abut prcupine.
Ss understand that
the passage is abut finding ideal distance, and nt abut being independent.
3. Finish exercise 5 n page 11.
T get the main idea f the fable and understand the message it cnveys.
Activity 6
T guides Ss t g thrugh the passage in details.
Ss understand the fable and write dwn the summary and the viewpint by cmpleting the ntes in exercise 6 n page 11.
T summarize the viewpint and get prepared fr the writing task.
Activity 7
1. T encurages Ss t wrk in grups t share mre supprting examples f the same dilemma in their real lives.
2. T asks Ss t cmbine their viewpints and their examples tgether and write it int a passage.
1. Ss wrk tgether, list examples and pick ut the mst reasnable nes.
2. Ss fllw the useful expressins n page 11 while writing.
T practice writing an argumentative essay with the given structures and sentence patterns.
Activity 8
1. T shws the criteria f a gd cmpsitin and demnstrates hw t judge a cmpsitin.
2. T asks students t shw their essays t the class, and invites thers t make cmments.
Ss share and perfrm peer evaluatin.
T imprve writing skills thrugh peer evaluatin.
Presenting ideas & Reflectin板块教学设计
（Presenting ideas和Reflectin部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——完善自我；人与社会——良好的人际关系与社会交往
内容分析
Presenting ideas板块呈现三则关于人际交往的智慧箴言，要求学生结合本单元所学内容，理解这三则箴言的含义，并选择其中一则展开论述，联系自身，由此学以致用，并对主题意义进行更为深入的思考。Reflectin板块为本单元的反思总结环节，旨在让学生反思、总结自己在这一单元中的所学与收获以及对今后生活的指导意义。
教学目标
1. 能够将名言的含义联系实际生活，体会其在真实人际交往中的运用价值；
2. 能够运用所学的语言知识分析问题、解决问题，并展开议论；
3. 能够在教师的指导下，进行自我反思、同伴互评，调整学习策略，提高学习效率。
教学重点
引导学生在理解箴言的基础上表达自己的观点，并联系自身；
引导学生客观地评价自己的学习和同伴的学习，并从中获益。
教学难点
1. 引导学生有根据、有条理地发表自己的观点并开展论述；
2. 引导学生养成自我评价的好习惯。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T intrduces the three ld sayings t Ss and check their understandings f them.
Ss share their understandings with each ther and translate the sayings int Chinese.
T understand the meanings f the qutatins and prepare fr further discussin.
Activity 2
1. T divides students int several grups, with each grup having a leader, a nte-keeper and 2–4 idea prviders.
2. T asks students t wrk in grups, and chse ne t discuss further.
1. Students take different rles in their grup and decide which sentence they are ging t present.
2. Students wrk in grups, share their ideas with real life examples and prepare a shrt presentatin tgether.
T strengthen Ss’ abilities t integrate what they learnt and rganise a presentatin in grups.
Activity 3
T asks Ss t present their ideas t the class.
Ss present their grup ideas with useful expressins n page 12.
1. T share and t prmte ne’s thinking while presenting and cmparing.
2. T encurage peer evaluatin and self-assessment
Reflectin
1. T guides Ss t recall what they’ve learnt in this unit.
2. T asks Ss t cmplete “Reflectin” n page 12.
Ss rate their perfrmance in this unit, summarize what they’ve learnt and think abut what they need t imprve.
Rate perfrmance, review what Ss have learnt and t think abut ways t imprve.
Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自我——认识自我，完善自我；人与社会——良好的人际关系与社会交往
内容分析
本板块为项目实践活动，要求学生以小组为单位，组建一个“答疑解惑”工作坊”，扮演“知心哥哥”“知心姐姐”，帮助同学解决学习和生活中的实际问题。借助项目的推进，学生能够将人际交往策略应用在工作坊搭建和运转中，从而提升自己，帮助他人。
教学目标
1. 了解困扰青少的主要问题，运用本单元所学论述问题所在；
2. 通过小组合作分工，完成工作坊的搭建；
3. 运转工作坊，通过同伴间合作共同完成答疑解惑，并能够总结经验，向他人介绍工作坊的运转情况。
教学重点
1. 引导学生多多浏览国外的素材，借助国外比较成熟的peer mediatin机制，完善自己的工作坊；
2. 引导学生在运转工作坊过程中回顾所学，学以致用。
教学难点
引导学生明确小组分工合作，相互协作完成工作坊的建设。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
T set up prblem-slving wrkshp, T divides Ss int grups t investigate the prblems they cmmnly face.
Ss cllect prblems and grup them int categries.
T develp skill
in searching infrmatin.
T imprve their
metacgnitin level by sharing, cmparing and reflecting.
Plan
1. T encurages Ss t carry ut detailed plans.
2. T asks students t make a pster f their wrkshp with its name, frm, fcus and etc. n it.
Finish the pster after class.
T imprve their cperative awareness.
Create
T encurages students t carry it ut, prviding guidance t them if necessary.
Let the class knw hw t use their wrkshp and encurage them t take part in.
T apply what Ss have
learnt t real life.
Present
T sets a certain perid f time aside t share their wrkshp’s prfits & values.
Each grup shws the value f their wrkshp and the experiences f setting it up.
T practise skill in presentatin, and learn frm each ther.