Unit 3 Welcome to the unit and Reading 教学设计-2022-2023学年高中英语（牛津译林版2020必修第一册）

2019新译林版高中英语必修一Unit2GettingalongwithothersPeriodIWelcometotheunitandReading教学设计◆课时内容Friendshipontherocks:pleaseadvise文本分析：[What]“Friendshipontherocks:pleaseadvise”是一篇网络论坛帖子，该贴按照事件发展顺序展开，首先发帖人Amy讲述了从小学开始认识八年亲如姐妹、形影不离的一位好朋友友谊发展过程，接着讲述了上周星期六她们之间发生了一件不愉快的事情，使她心烦，最后在网络发帖，寻求建议。此外还包括两个回复，第一个回复人Cindy认为她们的友谊值得保存，建议找机会和好朋友真诚的谈谈，第二个回复人David讲述了自己被朋友伤害，放弃友谊的经历，建议Amy重新考虑她们的友谊，和朋友谈一谈，再决定友谊是否继续，不管继续与否，让Amy接受一个事实：在生活中朋友总会有来有去。[Why]一名高中生的友谊出现危机，在网络论坛发帖求助，并得到两种不同观点的回复，引发青少年重新思考友谊，对友谊形成新的认知。[How]该语篇内容丰富，十分贴近现代高中学生的生活实际。网络论坛帖子按事情发展顺序讲述了发帖人友谊成长和出现危机的过程，在网络论坛发帖寻求建议，收到两个不同观点但合理的回复。该语篇标题和配图独具匠心，有效促进对主题的理解。文本的语言简洁明了，选词地道，逻辑性强，适合高一学生的阅读水平。◆课时目标1.获取与梳理出Amy友谊发展、出现危机的过程、两个回复的具体内容等信息。2.阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。3.推理论证真正的友谊，重新思考友谊，理性表达自己对友谊的观点和态度，对友谊形成新的认知。◆重点难点重点：Amy友谊发展、出现危机的过程、两个回复的具体内容等信息。阐释作者的心理感受，理解作者的困境，描述自己友谊的经历和感受。难点：理性表达自己对友谊的观点和态度。◆教学准备教师准备：学生准备：预习本课词汇和课文内容。反思自己对友谊的观点。◆教学过程StepI学习理解活动一：感知与注意1.Watchavideo(1)Playthevideoforstudentstowatchandaskthemtrytofinishthefollowingquestions.Henry’sproblem:______________________________Jane’sproblem:______________________________Bill’sproblem:______________________________2.DiscussionAskstudentstoworkingroupsoffouranddiscussthefollowingtwoquestions:Q1：Whatadvicecanyougivetheseteenagers?Q2:Whatfriendshipproblemshaveyouhad?ShareyourexperienceQ3:Doyouthinkthereare“friendsforlife”?Whyorwhynot?Q4:Wouldyouturntoonlinecommunitiesforadviceaboutmaintainingfriendships?Whyorwhynot?3.Talkaboutthetitle.(1)Askstudentstoguessthemeaningofthephrase“ontherock”.Firstaskthemwhatisontherock?(friendship)Thenaskthemtolookatthepictureandwhatcantheyfind?(Theymayfinditcracks)Andthenreadthecolon,exclamation,andguesstheirfunctions.Lastlyaskstudentstoguesswhatthephrase“ontherock”means.(Itmeansarelationshipexperiencingproblems)(2)Askstudentstoaskasmanyasquestionsaspossibleaboutthetitle,thentheteachercollectssomeofvaluablequestionsandwriteontheblackboardforstudentstosolvelater.Thequestionsmaybeasfollows?Q1：Whatdoesfriendshipreallymean?Q2：Whatcanfriendshipdotous?Q3：Howcanwedeveloptruefriendship?Q4：Whatcanwedoiftherearesomecracksinfriendship?【设计意图】在阅读前，通过观看一段视频，理解三个学生在友谊方面出现的不同问题，让学生根据自己的生活经历和认知给出建议，然后分享自己生活中遇到的友谊方面的问题，并讨论是否有终生的朋友，给出自己的理由，激活自己对个人成长过程的认知。通过让学生小组讨论课文的标题，并提出预期的问题，形成阅读期待，为提高阅读效率奠定基础。活动二：获取与梳理1.Readtheforumexchangeandcompletethechartbelow.(SB.P32,A1)Suggestedanswers：(1)Amy’sfriendchattedwithanothergirlinacaféonSaturdayafternoon.(2)Amywassoangrythatsheavoidedherfriendduringschoolallday,andshestilldidn’tfeellikerespondingtoanyofheronlinemessages.Thestressofthissituationiskillingme,(3)Thisfriendshipisworthsavingandtrytofindanopportunitytohaveafullandfranktalkwithher.(4)Davidsharehisexperienceandadvisehertorethinkherfriendship,talktoheranddecidewhetherthisfriendshipisstillimportanttoherandmakeheracceptthefactthatfriendscomeandgoinlife.2.Readfordetailedinformation.(SB.P32,A2)Readtheforumexchangeagaincarefullyandanswerthefollowingquestions.Inpairs,discussthefollowingquestions.(1)HowdidAmyviewherfriendbefore?(2)WhatdidAmyandherfriendplantodolastSaturdayafternoon?(3)HowdidAmylearnthatherfriendwenttoacafé?(4)WhatdoesCindymeanby“herbehaviour”inline24?(5)Inwhatcaseisittimetorethinkafriendship,accordingtoDavid?Suggestedanswers：(1)Amythoughtshewasherlifelongandclosefriendandtheymustdoeverythingtogether.(2)Theyplannedtoseeafilmatthecinemathatafternoon.(3)Aclassmatetoldher.(4)Itmeanstheiroriginalplanwastoseeafilmatthecinemathatafternoon.Butinthemorningherfriendpostedamessageonsocialmediasayingshehadacold,butintheafternoonaclassmatetoldAmyshehadseenherfriendchattingwithanothergirlinacafé.(5)Inthecasewherefriendshipdistrusts.3.OrderingAskstudentstogettherightorderofthefollowingsentences.A.we’rewalkingtoschool,doinghomeworkorjusthangingoutattheweekend,we’rehardlyoutofeachother’ssight..B.IMadeanewfriendwhenIwasinprimaryschool.C.MyfriendchattingwithanothergirlinacaféonSaturdayafternoon..D.Weplannedtoseeafilmatthecinemathatafternoon.E.Iigoredmyfriend.F.Myfriendtoldmethatshehadacoldandshecan’tgotoseethefilmwithme.G.Amydidn’tknowwhattodo.Suggestedanswers：BADFCEG【设计意图】在阅读的过程中，通过完成文章结构的表格、回答问题、排序等不同形式的活动，让学生加深对课文意义的理解，通过解决这些问题，从语篇中获得新知，感知和理解语篇中语言所表达的意义。活动三：概括与整合1.FillinthegraphicorganizerA.Setting:Whenandwheredoesthestorytakeplace?____________________________________________________________________________B.Conflict:Describetheconflictinthestory.____________________________________________________________________________C.RisingAction:Listsomeeventsthatoccurbeforetheclimax.1.________________________________________________________________________________________2.________________________________________________________________________________________3.________________________________________________________________________________________D.Climax:Theturningpoint________________________________________________________________________________________E.FallingAction:Listsomeeventsthatoccuraftertheclimax.__________________________________________________________________________________F.Resolution:Whentheconflictissolved1.________________________________________________________________________________________.2.________________________________________________________________________________________Suggestedanswers：A.Setting:ThestoryhappenedononeSaturdayafternoonB.Conflict:Twogoodfriendsmisunderstoodeachother.C.RisingAction:1.Theiroriginalplanwastoseeafilmatthecinemathatafternoon.2.Butinthemorning,herfriendpostedamessageonsocialmediasayingshehadacold.3.Whenthewritercalledher,shesaidshemightnotbeabletomakeittothecinema.D.Climax:ButonMonday,thewriterreceivedahorriblesurprise.AclassmatetoldherthatshehadseenherfriendchattingwithanothergirlinacaféonSaturdayafternoon.E.FallingAction:Sothewriterwasveryangry.F.Resolution:1.Cindythinksthatthisfriendshipisworthsavingandtrytofindanopportunitytohaveafullandfranktalkwithher.2.Davidsharehisexperienceandadvisehertorethinkherfriendship,talktoheranddecidewhetherthisfriendshipisstillimportanttoherandmakeheracceptthefactthatfriendscomeandgoinlife.2.ShareFeelingsofReadingAskstudentstosharethefeelingsofreadingbyansweringthefollowingquestion:Haveyoufoundanythingyoufeelsorry,puzzled,worried,sympathic?3.SummaryWriting(概要写作）Askstudentstowriteasummaryofthepassageinlessthan60words.【设计意图】本活动一改平常以问题链推动学生进行概括和整合信息的方式，而是采用结构组织图，让学生阅读课文从记叙文六要素出发，概括文本的背景、故事冲突、发展、高潮、结果整合信息，又以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。StepII应用实践活动四：分析与判断1.Askstudentstoworkingroupsoffourandanalyze:(1)WhatarethesimilaritiesanddifferencesbetweenCindy’sandDavid’sadvice?Cindy’sadviceDavid’sadvicesimilaritiesdifferences(2)DoyouthinkitisofgreatusetosolveAmy’sproblem?【设计意图】要分析Cindy和David建议异同，学生首先要深入理解他们建议的具体内容，然后才可以分其异同，在这个过程中，可以加深对文本内容的理解，也可以培养学生分析、综合等思维能力。活动五：描述与阐述(Retelling)Askstudentstoretellthestoryaccordingtothegraphicorganizerinthefollowingaspects:Setting,Conflict,RisingAction,Climax,FallingAction,FallingAction.【设计意图】以记叙文的六要素复述课文，可以降低复述的难度，也可以促进学生对课文内容的理解，更重要的是可以提高学生的语言表达能力。活动六：内化与运用1.Buildingyourlanguage:B1(1)IntroducethetaskJennyistalkingtoherclassmateCarlaboutAmy.Completetheconversationwiththecorrectformsofthewordsandphrasesintheboxbelow.apologizeapologizeignorehorribleinthewrongrecoverrespondletgoofataloss(2)AskstudentstodoExerciseonapage33B1.Suggestedanswers:Carl:Hi,Jenny!Itlookslikeyou’reunderalotofstress.What’swrong?Jenny:Ifeel(1)horrible.Amymisunderstoodme.SheisreallyangryandI’m(2)atalosswhattodo.Carl:Whathappenedbetweenyoutwo?Jenny:AmyfeltlikewatchingafilmlastSaturdaybuttheplanwascancelledbecauseIwasill.Ispentthemorning(3)recoveringathome.ThenIgotacallfromafriendwhomIhadn’tcontactedforalongtime.Sheaskedmeoutforcoffee.Carl:Soyouwenttomeether?Jenny:Yes,Idid.WhenAmyfoundout,sheexplodedwithanger.Iwantedtoexplain,butshejustkept(4)ignoringme.Isentherseveralmessages,butshenever(5)responded.Ireallydon’twantto(6)letgoofourfriendship.DoyouthinkIshould(7)apologize?Carl:No,youaren’t(8)inthewrong.Butyoushouldtalktoherfacetoface.Amyisagenerousperson.She’llunderstand.2.Buildingyourlanguage:B2(1)LearningstrategyGothroughthelearningstrategywithstudentsandmakesuretheyunderstanditsmeanings:Learningcollocations:Acollocationisagroupofwordswhichcommonlyappeartogether.Usingcollocationswillmakeyourspeechorwritingmorenatural.ReadEnglishbooks,watchEnglishfilmsorlistentoEnglishnews,andyouwilllearnmorecollocations.(2)Sharetheexample(3)AddmorecollocationsSuggestedanswers:1.v.+friendship:developfriendship;losefriendship;setupfriendship;valuefriendship;2.friendship+v.:friendshipdisappear;friendshipfadeout;friendshipenhanced3.adj.+friendship:goodfriendship;purefriendship;deepfriendship;4.adj.+friend:goodfriend;dependentfriend;reliablefriend;honestfriend;truefriend;respectedfriend;belovedfriend5.v.+friend:losefriend;missfriends;meetfriends;【设计意图】在学习理解类活动的基础上，教师引导学生完成与主题相关的词汇练习，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。StepIII迁移创新活动七:推理与论证Askstudentstoworkingroupsandexplorethefollowings:1.Whatisthepurposeoftheforumexchange?2.Howdoestheauthormakehispurposeclear?Suggestedanswers:1.Theauthordescribesherproblemsaboutfriendshipinordertoaskforsomeadvice.2.Theauthorwrotethepassageinthefollowingordertomakehispurposeclearly:Setting-Conflict-RisingAction-Climax-FallingAction-FallingAction.【设计意图】教师引导学生利用记叙文的六要素对作者的推断写作目的、引发学生对自己和同学关系的思考，加深学生对文本的深层理解，借助对写作手法的论证，理解作者的写作意图，帮助学生提高能力。活动八：批判与评价1.借助语义场，探究语言形式与主题意义的关联Askstudentstoworkingroupsanddiscussthequestions:(1)Whatwordsorexpressionsareusedbytheauthortodescribetherefriendship?(2)Whatwordsorexpressionsareusedbytheauthortodescribeherfeelings?Suggestedanswers:(1)best,close,foreightyears,closefriendshipgrows,likesister,walkingtoschool,doingho