高中英语牛津译林版 (2019)必修 第一册Unit 3 Getting along with others教学设计

这是一份高中英语牛津译林版 (2019)必修 第一册Unit 3 Getting along with others教学设计，共5页。

Describing the qualities f a gd friend
教学目标
By the end f the sectin, students will be able t:
1. acquire the gd qualities f a gd friend;
2. grasp the features f a diary entry.
教学重难点
1. T list the gd qualities which are imprtant t a friend;
2. T learn the features f a diary entry.
教学过程
Bk 1 Unit 3 Getting alng with thers
Integrated skills 2
Describing the qualities f a gd friend
教学目标
By the end f the sectin, students will be able t:
1. use adjectives and attributive clauses t describe a gd friend;
2. write a diary entry abut what makes a gd friend.
教学重难点
1. T express persnal pinins cncerning gd qualities f a friend in ral English;
2. T write a diary entry abut what makes a gd friend in rganized 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 invlved in the cntext by asking the fllwing questins related t friends and friendship:
1. Wh is yur favurite friend?
2. Why d yu think he/she is yur favurite friend?
3. What des friendship mean in yur eyes?
The teacher lets students talk abut their friends, and asks what they think friendship means t them. The teacher can encurage them t talk abut their wn gd 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 Wrk
Class Wrk
Listening
Step 2
Have students listen t the recrding in Part A n Page 36 and find ut what the relatinship between Tim and Patrick is and the tpic f their cnversatin. Meanwhile, the teacher asks students t pay attentin t Tim’s prblems and tick the prblems in the bxes 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 Wrk
Class Wrk
Step 3
Students listen t the recrding again and cmplete the ntes in Part A2. In this prcess, ask students t pay attentin t sme detailed infrmatin: advice and suggestins.
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 Wrk
Class Wrk
Reading
Step 4
The teacher has students read the first paragraph f Patrick’s diary entry n Page 37 and answer the fllwing questins:
1. What’s the tpic f this diary entry?
(What des it really mean t be a “gd friend”?)
2. What’s the functin f Paragraph 1 f the diary?
(It functins as an intrductin t the whle 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 Wrk
Class Wrk
Step 5
The teacher has students read the rest f the diary entry and think abut the questin:
Hw is each paragraph develped?
(The first paragraph is used as a tpic paragraph, which is fllwed by supprting 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 Wrk
Class Wrk
Speaking
Step 6
The teacher has students cnclude the gd qualities f a gd friend using relative clauses accrding t Patrick’s diary entry:
A gd friend is ne wh .
运用所学总结归纳个人观点，为后续写作积累素材。
8’
Individual Wrk
Grup Wrk
Step 7
The teacher gives students a questin t discuss and encurage as many students as pssible t speak ut their pinins and feelings:
If yur friends cme acrss sme difficulties in life r study, what will yu d 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’
Grup Wrk
Class Wrk
Hmewrk
Preview Part D n Page 38.
2’
步 骤
教学活动
设计意图
互动时间&模式
Lead-in
Step 1
The teacher gets students invlved in the cntext by asking the fllwing questins related t friends and friendship:
Wh is yur favurite friend? Can yu use sme adjectives t 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 Wrk
Class Wrk
Speaking
Step 2
The teacher rganizes the students int small grups. Based n the infrmatin frm Patrick’s diary, students are encuraged t express their true feelings and wn pinins by answering the fllwing questins:
1. What qualities are imprtant t yu in a friend? Can yu brainstrm as many adjectives as yu can t describe the qualities f a gd friend?
2. Include examples frm yur persnal experiences t supprt yur idea.
During the discussin, the teacher had better take part in the students’ discussin and ffer them sme language help if necessary. Then, the teacher gets small grups t reprt their ideas t the whle 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’
Grup Wrk
Class Wrk
Writing
Step 3
Have students read Part D n Page 38 and pay attentin t the three characteristics f diary-writing in terms f text type, frmat and language.
引导学生梳理写作思路，掌握写作技巧。
8’
Individual Wrk
Step 4
Have students finish writing a diary entry abut what makes a gd friend. Remind students t use ideas and vcabulary frm 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 Wrk
Step 5
1. After students finish writing, have them check their writings and exchange drafts with their partners fr review.
2. Encurage students t 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’
Grup Wrk
Class Wrk
Hmewrk
1. Finish writing yur diary and share it with ther students.
2. Finish the wrkbk.
2’