Unit 1 Knowing me, knowing you 单元作业设计 -2023-2024学年高中英语外研版（2019）必修第三册

必修三 Unit 1 Knowing me, knowing you作业设计 作业涉及教科书版本：外语教育研究出版社 年级及册次：高一 必修第三册 作业涉及单元、章节（或主题、任务）：Unit 1 Knowing me, knowing you 一、单元主题内容与学习目标 1. 主题内容：本单元的主题语境是“人与自我”，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。 2. 学习目标：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。 二、单元作业内容、课时安排 本单元设计理念是 “基于大概念的高中英语单元整体教学设计” ，设计团队根据《普 通高中英语课程标准》，围绕本单元主题，对教材等教学资源进行深入解读、分析、整合 和重组后，结合学习主体的需求，搭建了一个由单元大概念统领、各语篇小概念相互关联、 逻辑清晰的完整教学单元，使教学能够围绕一个单元大概念设定单元目标和课时目标，引 导学生基于对各单独语篇的小概念的学习和提炼，逐步建构基于该单元主题的大概念，同 时也设计出了基于大概念的各课时课前、课中、课后相关作业， 旨在实现本单元的育人目 标。本单元作业设计分成了五个课时。 第一课时：基于小概念 “ 三思而后言”（Think before you speak. ）设计课时作业 第二课时：基于小概念 “ 三思而后行”（Think twice before you do. ）设计课时作业 第三课时：基于小概念 “婉拒他人”（Say no politely. ）设计课时作业 2 学科网（北京）股份有限公司 第四课时：基于小概念 “ 以诚待人”（We should not tell lies even if they are white lies. ） 第 五课 时 ： 基 于小概 念 “ 懂 得 界 限 ”（ There should be boundaries in interpersonal relationship） 三、课时作业间的整体逻辑关系 基于大概念的高中英语单元整体教学设计思路和以下单元内容关联图，分别提炼出各 课时 “小概念”， 再提炼出单元 “大概念”，再设计出本单元课时作业。 各课时的逻辑关系如下图所示： ( 大概念 ) ( 待人得体、交往适度 ) 小概念 三 思 而 后 言 三思而后行 婉拒他人 以诚待人 懂得界限 ( Grammar ) ( Presenting Ideas ) ( Starting Out ) ( Absolute Agony ) ( Speaking & Listening ) ( Little White Lies ) ( The Porcupine Dilemma ) ( 建立 “解答疑惑”工作坊（扮演知心姐姐或知心哥哥，帮助同伴解决烦） ) 四、单元作业目标 课时 1：理解两封信的主要内容，明确处理人际关系和情绪管理的基本理念； 课时 2：探究过去分词作状语的形式和意义，并在实际语境中运用；思考如何帮助 Anne 摆脱她因为一念之差在学校造成的窘境；正确看待自己的各种情绪； 课时 3：概括与人际交往有关的具体情境并讨论应对方案；了解情商的重要性，体会婉 拒他人是维持良好关系的一种不可或缺的方式的，是高情商的表现之一；关注情绪管理， 完善自我，尊重他人，理性判断是否应该拒绝他人的请求； 课时 4：分析说明善意的谎言可能会带来负面效应的事实，养成积极的道德品质——以 诚待人，树立正确的价值观； 课时 5：领悟其寓意，探究路说文写作框架，完成写作任务；辩证看待人际交往中的“界 限”问题，利用 “心理距离效应”，恰当得体地处理现实生活中的人际交往问题。 第 1 课时 3 学科网（北京）股份有限公司 使 用 时段 作业 内容 作业设计 设计意图 使用 者 预计 时长 预 估 难 度 系 数 课前 基础 性作 业 学生收集关于“表情”、“心理”和“性 格”方面的英语单词。 为 本 单 元 starting out 部分作词汇方面 的准备，也为后续内 容的学习打下词汇 基础。 高一 年级 全体 学生 10 分 钟 0.7 发展 性作 业 通过对一个大家熟悉的人（ 同学， 老师或者名人）的外貌、性格或者 语言特征的描述，让其他同学猜测 所描述的人物是谁。 旨在让学生能够把 相关词汇用于具体 的人物，提高口语表 达能力，同时调动学 习气氛。 高一 年级 口语 能力 较强 的学 生 10 分 钟 0.4 课中 基础 性作 业 总结 understanding ideas 部分 Ben 所面临的问题和 Agony Aunt 给出 的建议。（ 参看教材 understanding ideas 部分 Activity 4） 旨在让学生通过阅 读，找到相关信息， 并能对信息进行初 步的归纳和总结。 高一 年级 全体 学生 6 分 钟 0.7 发展 性作 业 假设在某次考试之前，你最好的朋 友因为准备不充分，希望你在考试 中能把你的答案传抄给他（她），你 当时并没有明确拒绝，但考试中却 没有把答案给他（她）。最终他（她） 考试不及格，为此非常生气。你怎 么处理这种情况。 旨在通过学习课本 上的案例，训练学生 如何处理生活中可 能遇到的真实事件。 高一 年级 全体 学生 10 分 钟 0.4 课后 基础 性作 业 1. 通过学习课本和与同学的交流 互动，归纳总结关于人物“表情” 、 “心理”和“性格”方面的英语词汇， 丰富自己的词汇库。 巩固基础词汇，内化 解决问题的能力。 高一 年级 全体 学生 10 分 钟 0.8 4 学科网（北京）股份有限公司 2. 总结解决人际交往中的矛盾的 基本原则和方法，并在班级分享。 高一 年级 综合 能力 较好 的学 生 15 分 钟 0.3 发展 性作 业 A Leia was fresh out of college when she began working as a member of a business-development team at a mid- size tech company. Though her skills had earned her the job, she was the youngest person in the team. “Everybody else was pretty much twice my age,” she says. “I heard about comments being made behind my back. There were a couple of times when my superiors referred to my age right in front of me, saying I was too young, ‘What does a 23- year-old know about these things?’” Leia tried to change things by altering her appearance at work. “I changed the way I dressed. I tried to dress older, more ‘ladylike ’. I changed my mannerisms and tried to act older,” she says. “It worked, to an extent.” The comments about her age and perceived ( 认 定 的 ) inexperience lessened, but Leia says she still felt like her growth potential was limited. She left the company soon after. 通过群文阅读，拓宽 学生的视野，增加相 关知识的储备。 高一 年级 全体 学生 15 分 钟 0.5 5 学科网（北京）股份有限公司 What Leia experienced was ageism traditionally seen as something only older people face. For instance, older workers might be judged based on assumptions that they won’t fit into a progressive office dynamics or learn technology as quickly. A US study showed that nearly two-thirds of workers aged 45 and older had seen or experienced age discrimination. But younger workers face age discrimination, too. In fact, new research shows it may actually be the youngest team members who are bearing the impact of workplace ageism right now. Leia says removing ageism entirely will ultimately require a fundamental change to corporate culture, which has long tied seniority ( 资 历 ) to skill. “We prize years of experience a little too much, and I don’t think years of experience and skill are necessarily related,” she says. “ Steve Jobs was 21 when he founded Apple. We don’t know how much younger people actually have to contribute. Hopefully, more employers are realizing it.” 1．What was the main topic of Leia’s superiors about her? A．Her job skills. B．Her young age. C．Her cute appearance. 6 学科网（北京）股份有限公司 D．Her family background. 2．Why didn’t Leia stay any longer at the company? A. She failed to dress more lady-like. B. She received more negative comments. C．She felt pressure from her work to an extent. D ． She wanted more space for her growth potential. 3 ．Which statement agrees with the US study the most? A ． Young workers are seriously affected by ageism. B ． Young workers can’t fit into a progressive office. C ． Older workers are very slow technology learners. D ． Only older people face age discrimination at work. 4 ． Why does Leia mention Steve Jobs? A ． To offer information about the Apple Company. B．To tell about Steve Jobs ’ unknown contribution. C ．To say that skill does not always come with age. D．To show that skill alone matters to young people. B The bell rang. Jada sighed, slowly moved from the lockers where she had been leaning, and headed down the hall to her 7 学科网（北京）股份有限公司 chemistry class. Honors Chemistry! Jada couldn’t believe that her mom was making her take the class because Jada’s counselor had said that she had real talent in science. Jada had to admit that she liked science and that last year’s class was a breeze, but come on Honors Chemistry? She wouldn’t know anyone in the class, and they probably wouldn’t know anyone like her. The good thing about being late is that it shortened the period a bit. The bad thing is that it made her seem like she was making a grand entrance. To make matters worse, the only two seats left in class were at the lab table at the very front of the room. Jada held her breath and walked in. Everyones eyes were on her. She just knew it. They were staring at her coal black hair (freshly dyed) , her black lipstick, her black fingernail polish, and her thrift-store black leather jacket. All she saw were polo shirts and khaki pants. This can’t get any worse, Jada thought. But at least she didn’t get shouted at by the teacher. He was too busy talking to a new kid. A HUGE new kid, maybe 6'4". He had to weigh at least 250 pounds. A football player, probably. She hated football 8 学科网（北京）股份有限公司 players. They thought they were so great. That group of jocks that hung out by the cafeteria always made fun of her. The new kid made his way over to her table with his head down. He had to squeeze into the seat, and his legs wouldn’t fit under the lab table. He shot Jada a glance and turned red. Mr. Martin, the teacher, began class with this announcement: Okay, everyone. I know most of you know each other from last year’s Honors Physical Science class. Jada sighed loudly. “But just take a minute and introduce yourself to the person sitting at your table. You’ll be partners. You’ll be working closely together all year.” Jada rolled her eyes and stared straight ahead. Then she heard a surprisingly soft voice from next to her. “Hi. I’m Robert. I’m new here.” 5 ． What can be learned about Jada from the first two paragraphs? A．She thought this year’s chemistry class would be a breeze. B ． She wasn’t willing to take the Honors Chemistry class. C ． She was angry that her mother made her go to school D．She found she didn’t like science as she thought. 6 ． The writer described Jada’s appearance in paragraph 4 in order to 9 学科网（北京）股份有限公司 . ______ A．reveal how different she was from her classmates B ． explain why she was late for school that morning. C．give readers a general impression of science students. D ． imply that she felt sorry for making a grand entrance 7 ． In paragraph 5, the phrase “that group of jocks” refers to . A．the new kid B．Jada’s classmates C．Jada’s teacher D．football players 8 ．According to the passage, which of the following statements is true of the new kid? A．He was shy. B．He liked sports. C．He was rude. D．He looked sad. 参考答案：BDAC BDDA 第 2 课时 使 用 时段 作业 内容 作业设计 设计意图 使 用 者 预计 时长 预估 难度 系数 课前 基础 性作 业 1. Review “-ing as adverbial” . ( 1)（填空）______ (date) back to the 18th century, Peking Opera has over two hundred years of history. 旨在引导学生利 用教 材 和 笔记 回 顾所学知识，搞清 现在分词做状语 高 一 年 级 12 分 钟 0.5 10 学科网（北京）股份有限公司 (2)（填空） (see) quite a few productions of Hamlet and read the play many times, I was full of confidence—until the Peking Opera came to town. (3) 句 1, 2 括号内所给词的逻辑主语 分别是______ , 且与其是______ 关 系。 (4) 第______句的动词与谓语动词的 动作同时发生。 (5) 第______句的动作发生在谓语动 词的动作前。 (6) 基本的形式意义， 以及什么 情 况 下 需 要用现 在 分 词 作状语。同时在语 境中进行应用。培 养学生复习的习 惯，同时为新知识 过去分词做状语 的学习奠定基础。 全 体 学 生 形式 主动 语态 被动语态 一般式 完成式 参考答案： 1. Dating 3. Peking Opera, I, 主谓 2. Having seen 4. 1 5. 2 形式 主动语态 被动语态 一般式 doing being done 完成式 having done having been 2. 用现在分词做状语进行句型转化 ( 1) When they left the airport, they waved again and again to us. , they waved again and again to us. (2) Because he had worked among the workers for many years, he knew them very well. among the workers for many years, he knew them very 11 学科网（北京）股份有限公司 well. (3) His parents died and left him an orphan. His parents died, . _______________ 参考答案： 1. When leaving the airport 2. Having worked 3. leaving him an orphan 发展 性作 业 1. Read the following sentences, and figure out the differences between “-ing as adverbial” and “-ed as adverbial” . Eg: Seeing from the hill, you will find the city looks like a big garden. Seen from the hill, the city looks like a big garden. 旨在让学生通过 所 给例句 预 习 并 自主探究过去分 词做 状语的基本 用法并对比过去 分词作状语和现 在 分 词 作 状语的 区别。然后在语境 中进 一 步 感 知现 在分词和过去分 词作状语，初步检 验预习效果。既培 养学生自主学习， 自我探究与归纳 的能力，也为学生 在课堂学习过去 分词作状语进行 有效的铺垫。 高 一 年 级 全 体 学 生 10 分 钟 0.6 语法 逻辑 关系 时间 概念 现在分词作状语 过去分词作状语 2. 单句语法填空 ( 1)______ , (found) in 1613, Harvard is one of the most famous universities in the US. (2)______ (hear) the good news, he jumped with joy. (3)______(give) more attention, the tree would have grown better. (4) The snow lasted a week, thus ______ (result) in a serious traffic jam 12 学科网（北京）股份有限公司 in the whole area. (5) ______(close) all the doors and windows, the students left the classroom. (6) ______(surround) by a river, the park had a central pond with flowers floating in it. (7)______(offer) an important role in a new movie concerning love and family, Andy got a chance to become famous. (8) He suddenly appeared in class one day, ______ (wear) sunglasses. (9) ______(bring) up in a poor family, what she needs most is working hard. ( 10) ______(design) very cleverly to fit into corners, the shelf doesn’t take up much room. 参考答案： 1. Founded 2. Hearing 3. Given 4. Resulting 5. Having closed 6. Surrounded 7. Offered 8. wearing 9. Brought 10. Designed 课中 基础 性作 业 1. Find all the sentences in the reading passage with -ed as adverbial. 2. Read the sentences from the passage and answer the questions. a. Disappointed by his behaviour, I said all this to my best friend. 旨在让学生在熟 悉的课文熟悉的 语境中感知新的 知识点---过去分 词作状语，掌握 其基本的形，与 高 一 年 级 全 体 10 分 钟 0.5 13 学科网（北京）股份有限公司 b. Approached in this way, your friendship will soon be repaired. ( 1) Who was disappointed in sentence (a)? What is approached in sentence (b)? (2) Why does the author use -ed instead of-ing here? 3. Read the following sentences and answer the questions. ( 1) Praised by his teacher, the boy was happy. (2) Greatly inspired by the teacher’s words, he made up his mind to work harder. (3) Given more time,we could help the injured man out. (4) The president went into the lobby, accompaied by the high officials and reporters. (5) Defeated by his opponent, he never gave up any hope. 句 1—5 的过去分词分别作 状 语， 状语， 状语， 状语, 状语。 参考答案： 作业 1： 1. Disappointed by his behaviour, I said all this to my best friend. 2. Treated this way, you are sure to feel hurt. 3. Approached in this way, your friendship will soon be repaired. 4. Filled with anger, you tend to say whatever come to your mind. 现在分词作状语 的 区别以及理解 分词的主语必须 与句子主语保持 一致。进而体会 并掌握过去分词 做状语的意义及 类型。 学 生 14 学科网（北京）股份有限公司 作业 2： 1. “I” was disappointed in sentence a, “your friendship” is approached in sentence b. 2. Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here both “disappoint” and “approach” are actions done to the subjects. 作业 3： 时间，原因，条件，伴随，让步 发展 性作 业 1. Rewrite the underlined sentences with the -ed form. Last week, Anne was attracted by a particular article in a magazine, so she bought it. Three days ago, to complete her homework quickly, she grabbed the magazine from her desk drawer and copied part of the article without thinking. Her teacher was very satisfied with her homework. Anne was praised in class, and she felt happy as well as ashamed. Then, the teacher wanted to enter her homework into a writing competiotion. Anne was shocked by the decision and did not know what to do. If she told the truth, the whole class would find out and accuse her of cheating. They would look down on her. If she kept silent, 作业 1 在语境中操 练过去分词作状 语。 旨在让学生熟 练掌握过去分词 作 状语的 不 同 类 型，并为从形式意 义 到使用打 下 坚 实基础。同时选文 符合本单元主题 目标“人与自我”， 引导学生学会“ 三 思而后行”。 高 一 年 级 全 体 学 生 10 分 钟 0.6 15 学科网（北京）股份有限公司 maybe no one would ever find out...? 2. Eg: Filled with anger, you tend to say whatever come to your mind. 观察例句发现，有的过去分词已经形 容词化，作状语时表示状态。四人合 作回顾常见的过去分词表示状态的 词或短语。 参考答案： 作业 1： 1. Last week, attracted by a particular article in a magazine, Anne bought it. 2. Praised in class, Anne felt happy as well as ashamed. 3. Shocked by the decision, Anne didn’t know what to do. 作业 2： be lost in, be absorbed in, be dressed in, be seated, be addicted to, be buried in, be determined to, be devoted to, be faced with, be accustomed to... 作业 2 通过在团队 合作进行头脑风 暴。 旨在让学生更 全 面 了 解使用过 去 分 词 作 状语的 情况，同时培养学 生团队合作，归纳 总结的能力。 课后 基础 性作 业 1. 单句语法填空 ( 1) The new technology, if______(apply) to rice growing, will help increase the giant output. (2) China has wasted no time in sharing the full gene sequence of the COVID-19 with the WHO, ______ (earn) valuable time for the world. (3) Clearly and thoughtfully ______ (write), the book inspires confidence in students who wish to seek their own answers. 旨在夯实基础，让 学生熟练掌握分 词作状语基本的 形意并逐步过渡 到应用。 高 一 年 级 全 体 学 生 8 分 钟 0.6 16 学科网（北京）股份有限公司 (4)______ (disappoint) at the examination results, the girl stood there without saying a word. (5) ______ (bite) by a black dog, he began to be afraid of dogs. (6) ______ (feel) hungry, we built a fire by the lake and barbecued the fish. (7)______ （ seperate) from other continents for millions of years, Australia has many plants and animals not found in any other country in the world. (8) A British runner has won a 268-mile-long race, ______ (break) the previous record by more than 12 hours. (9) Though ______ (lack) money, his parents managed to send him to university. ( 10) ______ (compare) with our small flat, Bill’s house seemed like a palace. 2. Translate Chinese into English. ( 1) 这条铁路建成后，this railway will link many industrial cities to a seaport. (2)虽然被对方打败，the players were not discouraged. (3) 一旦失去，such a chance might never come again. (4) 沐 浴 在 阳 光 中 ,we jumped and cheered with joy. (5) 献身于科学研究，he has enjoyed fame all over the world. 参考答案： 17 学科网（北京）股份有限公司 1. 作业 1： ( 1) applied (2) earning (3) written (4) Disappointed (5) Having been bitten (6) Feeling (7) Having been seperated (8) breaking (9) lacking ( 10) Compared 作业 2： ( 1) When completed (2) Beaten by the opposite team (3) Once lost (4) Bathed in the sunshine (5) Devoted to his scientific reseach 发展 性作 业 1. Translate Chinese into English. Back in 2015, my partner and I were travelling around Europe. .（被认为是一 个好的语言项目，Angloville 被推荐 给 了 我们。）For a whole week, we talked in English with the participants who were Chinese adults. . (有了母语使用者教 他们，所有参与者的口语技巧都得到 了提升。） . (被不断和 我们交谈的人们包围着，我们非常的 累。） However, . (当 被告知参与者取得了很大进步时，我 们非常激动。） We made very strong connections and developed friendships, which is why it’s such an 作业 1 旨在提升学 生在语境中应用 过去分词作状语 的能力。同时作业 的题材符合本单 元主题语境内容： 如何建立并保持 良好的人际关系 与开展社会交往。 高 一 年 英 语 能 力 较 强 学 生 15 分 钟 0.8 18 学科网（北京）股份有限公司 amazing experience. . （对我们自己所做的一切非常满意， 在课程后我们 去拜访 了 我们的朋 友。） 2. Self - assessment for -ing as adverbial and -ed as adverbial. (good/average/poor) 作业 2 让学生从形 式 意 义 和 应用三 个维度评价自己 对现在分词作状 语和过去分词作 状语的掌握程度， 有利于进 一 步提 升。 高 一 年 级 全 体 学 生 语法 形 式 意 义 应 用 现 在分 词 作状语 过去分词 作状语 参考答案： 作业 1： Considered as an English languag programme, Angloville was recommended to us. Taught by native speakers, all the participants developed their English speaking skills. Surrounded by people who were constantly talking with us, we were extremely exhausted. Having beenn told how much progress the participants had made, we were excited. Satisfied with what we did, we visited our friends in Europe after the course. 19 学科网（北京）股份有限公司 第 3 课时 使用 时段 作业 内容 作业设计 设计意图 使用 者 预计 时长 预估 难度 系数 课前 基础 性作 业 1. 阅读并勾画教材 P7 Activity 4 中 与人际交往相关的句子中描述对待 别人的行为动词。 2. 阅读教材 P8 Did you know?部分， 理解在人际交往中情商的重要性以 及礼貌得体的拒绝他人的要求也是 高情商的表现之一。 3. 收集在人际交往中具有高情商表 现的英文故事。 1. 作业 1 旨在通过 预习让学生初步感 知 主 题 词 汇 ： forgive, apologize, criticize, lie, judge, complain。 2.作业 2 、3 旨在让 学生了解情商的重 要性，体会婉拒他 人是维持良好关系 的一种不可或缺的 方式的，是高情商 的表现之一。 高一 年级 全体 学生 10 分 钟 0.8 发展 性作 业 1. 收集其它有关建立良好人际关系 的词汇与表达。 2. 思考并回答：In what situations is it necessary to say no？ 1. 让学生提前积累 有关建立 良好人际 关 系 的 词 汇 与 表 达，为课堂的语言 能力实践活动做好 铺垫。 2. 让学生在课堂上 能有的放矢地学 习，提升课堂学习 效率。 高一 年级 全体 学生 10 分 钟 0.7 课中 基础 性作 业 1. 说出更多与人际交往相关的表 达，并按照有助于或有悖于建立良 好人际关系的标准进行归类。 2.针对第四中情境，思考并回答以 下问题： Is it good to say no to others？ 1. 作业 1 旨在通过 归纳、分享有关建 立良好人际关系的 话题词汇，让学生 为之后活动做好语 言上的准备。 高一 年级 全体 学生 9 分 钟 0.5 20 学科网（北京）股份有限公司 3. 独立阅读 Learning to learn 部分 的内容，讨论并在班级交流在明确 表达个人意见的同时兼顾礼貌得体 性的重要性。 2.作业 2 、3 旨在通 过问题探究，发展 学生核心素养中深 度思考问题的思维 品质，及形成己见、 用英语表达自己观 点的语言运用能 力。 发展 性作 业 1.分小组讨论六种与人际交往相关 的的在不同场合下使用的表达方式 所带来的不同效果，并在全班分享 交流。 2.两人一组，任选教材 P8 Activity 6 中的其中一种情境，讨论并在全班 交流以下问题： What would you react in the situation? Explain your reasons. 3.分小组讲述在日常生活中拒绝他 人的经历，回忆当时的表达是否得 体，是否有可以改进的地方。 4.两人一组，根据 P9 Activity 9 中提 供的情境编演一个有关请求和拒绝 的对话，在全班展示。 1. 作业 1 旨在引导 学生更全面地理解 与人际交往相关的 表达。 2. 作业 2 旨在发展 学生的思维品质及 语言能力。 3. 作业 3 旨在让学 生反思自身经历 ， 学习正确处理人际 关系的方法。 4. 作业 4 旨在让学 生实现英语知识向 交际素养及交际策 略的迁移。 高一 年级 全体 学生 5 分 钟 4 分 钟 3 分 钟 6 分 钟 0.5 0.6 0.6 0.7 课后 基础 性作 业 设计一个展板，展示在人际交往中 收集到的具有高情商表现的英文故 事。展板要求： （ 1 ）尺寸：1 米×2.4 米 （2）版面：布局合理，色彩搭配美 观 （3 ）文字书写工整优美 本作业是跨学科的 长作业， 既可以锻 炼 学 生 的 阅 读 能 力、动手能力，让 学生阅读更多的高 情商故事， 同时彰 显学科魅力, 提升 学生的学科素养和 高一 年级 全体 学生 周 0.5 21 学科网（北京）股份有限公司 审美能力。 发展 两人一组， 自创一个有关请求和拒 性作 绝的情境，编演对话，在班级展示， 业 其他同学根据以下量表进行评价。 Maximum= 10 points Item Score (1-10) contents Pronunciation & intonation Fluency Expressiveness Manners & gestures Overall performance 通过自创贴近生活 的真实情景，关注情 绪管理，完善自我， 尊重他人，理性判断 是否应该拒绝他人 的请求；借助课堂学 到的语言，灵活运用 所学知识表达个人 观点，并在交流中向 同伴学习，提高自己 的理解和表达能力， 实现语言知识与思 维能力的迁移。 同 时，通过评价使学生 不断体验进步与成 功，认识自我，调控 学习策略，建立 自 信，促进核心素养的 发展。 高 一 年 级 全 体 学 生 12 分 钟 0.6 第 4 课时 使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预 计 时 长 预 估 难 度 系 数 22 学科网（北京）股份有限公司 课 前 基 础 性 作 业 1.预习本板块主题关键词汇，熟悉其读音、词形及语 义: 单词 词块 ( 1) honesty (2) lie (3) deceive (4) trust (5) justify (6) latter (7) moreover (8) tear (9) weave a tangled web ( 10) frank comments ( 11) in advance ( 12) to … extent ( 13) protect …from … ( 14) improve a situation ( 15) tell the truth ( 16) one’s concern for 帮助学生做 好阅读前的 词汇准备。 高 一 年 级 全 体 学 生 5 分 钟 0.7 2.通过回忆自身经历，思考什么是“善意的谎言”。 从学生个人 经历出发， 做好话题热 身。 3 分 钟 0.6 发 展 性 作 业 小组合作，开展关于“善意谎言”的调查，梳理总结， 做好课堂小组呈现的准备。 A research on white lies: 1. What are the most common everyday white lies? 2. In what situations are these white lies told? 3. Why do people tell white lies? 通过对实际 生 活 的 调 查，培养学 生合作学习 的能力，充 分 预 热 话 题。 高 一 年 级 较 好 班 级 15 分 钟 0.5 课 中 基 础 性 作 业 1. 两人一组，看图确认情境、人物表情和心理反应等 信息，设想恰当的回答。 2.班级汇集分享多种可能回答并探讨回答背后的心理 活动和原因。 鼓励学生在 情境中运用 语言进行思 考、交际， 引出阅读话 题 “ 善 意的 谎言”。 高 一 年 级 全 体 学 生 4 分 钟 0.7 阅读课文，理解关于“善意谎言”的信息和作者的写作 意图及观点。 培养学生带 任务快速阅 高 一 5 分 0.6 23 学科网（北京）股份有限公司 Read the passage and answer the following questions: 1. What is the meaning of “white lies”? 2. What message was conveyed in the essay? Suggested answers: 1. Little lies that are told to protect from others the truth. 2. The author writes the article to express the reasons to tell white lies and prove even white lies will cause trouble. 读的能力， 收集、理解 文章关键信 息，并归纳 主旨大意。 年 级 全 体 学 生 钟 学习 Learning to learn ，精读课文，完成思维导图的填 写。 Read the essay again and complete the diagram in activity 3 on P10 with information from the passage. 帮助学生基 于语篇，学 习论说文的 整体结构和 论证过程， 发展学生分 析和思辨的 能力，并将 思 维 可 视 化。 7 分 钟 0.6 阅读课文，完成核心词汇学习： 1. Find a word in paragraph 1 with the same meaning of “tell a lie” . 2. Conclude the rule of how words such as justify, simplify and beautify are formed. 3. Think out the opposite phrase of “the latter” . 4. What is the past form and past participle of “tear”? 5. Find a word which means “in addition” in paragraph 8. 6. Find a phrase meaning “ahead of time” in paragraph 8. Suggested answers: 1. deceive 2. n./adj + ify→ v. 3. the former 4. tore-torn 5. moreover 6. in advance 以课文语境 为依托，引 导学生学习 和理解核心 词汇在特定 语境下的词 义、词性、 语法性质及 构词技巧， 提高其语言 能力。 7 分 钟 0.6 发 运用思维导图和核心词汇复述课文。 帮助学生归 高 7 0.5 展 纳 总 结 语 一 分 性 篇，凝练所 年 钟 24 学科网（北京）股份有限公司 作 业 学。 级 全 体 学 生 1.再读文章，回答下列问题： ( 1) What methods are used to present the argument in the passage? (2) What other writing strategies can be used to support the argument? 2.小组就 “诚实的重要性”话题展开讨论，定义内涵， 运用多种写作手法论证观点，最后分享并评价。 Activity 4 on P10 给学生搭脚 手架，通过 问题链引导 学生深入思 考，深度学 习论说文的 写作手法， 并通过小组 合作学习， 团体评价让 学生体会学 以致用的乐 趣。 高 一 年 级 较 好 班 级 15 分 钟 0.5 课 后 基 础 性 作 业 1.在语篇中，写出划线词汇的中文含义和词性： Read the following paragraphs and give a definition of the underlined word(s)in the brackets. ( 1) Forest fires can influence climate to a large extent, apart from doing great damage to trees. (2) Frankly speaking, I’m concerned about Tom’s situation. (3) You will be at an advantage if you have thought about the interview questions in advance. (4) Her tears were just a trick to deceive others. Suggested answers: ( 1) 很大程度上 (2) 坦白说 (3) 提前 (3) 眼泪；欺骗 基 于 新 语 境，帮助学 生巩固核心 词汇的词义 和词性及词 汇的语法性 质，构建主 题相关词汇 网。 高 一 年 级 普 通 班 级 5 分 钟 0.7 使用括号词的正确形式填空。 Fill in the blanks with the right form of the words in the brackets. 1. The young lady (tear) the letter open and tried to 帮助学生在 新语境下， 操练核心词 汇的语义、 高 一 年 级 5 分 钟 0.6 25 学科网（北京）股份有限公司 hold back her (tear). 2. If you put your (trust) in me, I will not let you down. 3. (lie) is something that I will not stand. 4. His (honest) has never been called into question. Suggested answers: 1. tore; tears 2. trust 3. Lying 4. honesty 词性和及语 法性质，构 建主题相关 词汇网。 全 体 学 生 1. 阅读《常见的善意谎言》文章， 匹配善意谎言和其 最可能出现的场景。 Read the passage and match white lies with the situations where they’re most likely to appear. ( 1) It can be embarrassing when we realize the person we’re talking to, who seems like a complete stranger, is someone we’ve supposedly met at least once in the past. (2) It’s embarrassing to be late to the office. Who hasn’t known the misery of sitting in your car on the highway and nobody is moving? This white lie is so easy to believe, it's the most popular excuse for showing up late. (3) Employees often repeat this lie to their coworkers because they’re eager to please, but it sets up false expectations for what you’re actually able to deliver. (4) If you’ve ever pretended to be a fan of Game of Thrones or The Big Bang Theory in front of a group of strangers because you don’t want to be left out of the conversation and want to fit in. (5) This lie is a version of my dog ate my homework when you didn’t finish something. A. It was almost done, and then my computer just died on 通过拓展阅 读相关话题 的语篇，复 习、巩固并 扩展话题词 汇，提升语 用能力；同 时 深 化 主 题，帮助学 生树立正确 的价值观和 人生观，培 养其诚实的 品质。 高 一 年 级 全 体 学 生 17 分 钟 0.6 26 学科网（北京）股份有限公司 me! B. Of course I remember you! C. Oh, yeah, I’ve seen [name of a popular TV show]. It’s my favorite! D. Traffic was horrible. E. I can have it done by tomorrow. Suggested answers: BDECA 语篇来源： https://bestlifeonline.com/white-lies/ 2. 完型填空：2020 年高考全国卷 I 发 展 性 作 业 综合运用单元话题词汇、论说文基本结构及论证方法， 撰写一篇“诚实重要性”的一轮文并根据评价量表进行 自评和互评。 Suggested rubrics for assessment: Structure (Tick if you have one ) Introduction Main body Conclusion Contents (Grade from A to C) Strong arguments Sound evidence Powerful writing strategies Language (Grade from A to C) The application of core words and phrases Grammar Handwriting (Grade from A to C) 帮助学生巩 固话题核心 词汇，培养 学生语言的 语用能力， 充分实践论 说 文 先 立 论、再论证 的 写 作 过 程，同时运 用 评 价 量 表，帮助学 生 评 估 所 学，进一步 发展学生高 阶思维，提 升其思维品 质。 高 一 年 级 较 好 班 级 20 分 钟 0.5 27 学科网（北京）股份有限公司 小组从拓展阅读《常见的“善意谎言”》 出发，思考如 何更坦诚地解决生活中一些实际问题，避免使用“善意 的谎言”。 围绕大单元 目标，基于 生活情境， 帮助学生提 升 分 析 问 题、解决问 题的能力， 延生课堂对 诚实品质的 学习。 15 分 钟 0.5 第 s 课时 使 用 时 段 作 业 内 容 作业设计 设计意图 使 用 者 预 计 时 长 预 估 难 度 系 数 课 前 基 础 性 作 业 1.预习本板块主题关键生词，熟悉其读音、词形及语 义: 单词 词块 ( 1) porcupine (2) dilemma (3) quill (4) gather together (5) manage not to do (6) adapted from 帮助学生做 好阅读前的 词汇准备,培 养学生主动 预 习 的 习 惯。 高 一 年 级 全 体 学 生 3 分 钟 0.8 2. 自主阅读，探索文章主旨，完成课本中的主旨选择 题。 Read the fable and choose the message you think it conveys. ( 1) Porcupines are not sociable animals. (2) The more independent you are, the better your life will be. 让学生养成 在阅读过程 中 思考作者 意 图，概括 文章主 旨 的 习惯。 4 分 钟 0.7 28 学科网（北京）股份有限公司 (3) There should be boundaries in interpersonal relationships. 参考答案：(3) 发 展 性 作 业 1. 了解学习英文中常见的 traditional literature types 的 含义及文体特点。 Fables are stories that are passed down, with a good lesson to be learned, and are about animals, plants, or forces of nature that are humanlike. Myths are stories that are passed down about how or why something came to be. Legends are designed to teach a lesson about a real person in history, with a few facts dramatically changed. Fairy tales are stories that are specifically for kids, involve magical characters, have good and evil characters, and generally start with “once upon a time.” 2. 根据自身经验， 思考并回答： What is the ideal distance in interpersonal relationships? Use your real-life experience to help explain your opinion. 作业 1 引 导 学生主动思 考 了解常见 traditional literature types， 如： fable, myth, legend, fairy tales 等 的 区 别。 学生需 认识到 fable 相较于其它 文体的特殊 性。Fable 是 要通过动植 物或者 自 然 力 量 的 描 写，传递给 读者一种经 验或教训 ， 读者在阅读 fable 时，尤 其需要挖掘 出 fable 通过 故事本身所 传 达 的 lesson。 作业 2 让学 生结合 自身 经验，提前 思考社交距 离在人际关 高 一 年 级 较 好 班 级 12 分 钟 0.5 29 学科网（北京）股份有限公司 系 中 的重要 性，为课堂 上对社交距 离, 亲密关系 等概念的深 入讨论做好 准备。 课 中 基 础 性 作 业 1. 阅 读 文 本 The Porcupine Dilemma, 梳 理 出 文 章 introduction，main body 和 conclusion 部分的内容，并 填写到教材 P15 页的表格中。 参考答案： Introduction Original author: Schopenhauer Summary of the fable: The fable is about a group of porcupines gathering together to keep warm. If they get too close their quills hurt each other while if they move apart they feel cold After trying several times they find the ideal distance. The fable tells us that there should be boundaries in interpersonal relationships. Main body Viewpoint: We need boundaries with our friends. Supporting examples in your real life: Ma Jing is the first friend I made at senior high. At first, thought since we were friends, she had to share the same ideas as mine. So l always followed her wanted to know her opinion on everything and tried to persuade her when she had a different idea. Soon we started quarrelling. You’re so annoying!” she shouted angrily after a quarrel. How could I become annoying? I felt hurt and discussed it with another friend. Then I realised it was my problem. I had been getting too close to her and leaving her no room for herself. Since then, I stopped following her so much and found our friendship repaired. Conclusion We have to find the proper distance between us and our 作业 1 、2 帮 助学生梳理 文章结构 ， 挖掘文章主 旨。 作业 3 培养 学生的评判 性思维，让 学生结合 自 身经验， 思 考作者的观 点在现实生 活中是否适 用，并与班 级同学进行 讨论。 作业 4 要求 学生阅读关 于人际交往 的 名 人 名 言，理解其 意义， 并将 其与 日 常生 活 联 系 起 来。 学生需 要，结合本 单元所学 内 容并运用学 高 一 年 级 全 体 学 生 20 分 钟 0.7 30 学科网（北京）股份有限公司 friends, close enough to understand each other, far enough to respect each other. 2. 班级共同探讨 porcupines 产生 dilemma 的原因以及 作者认为该如何有效解决这个dilemma。 3. 同桌讨论：结合自身经历，讨论你是否同意作者观 点，并邀请部分同学在全班分享。 4. 学习更多的人际交往经验; 四人为一个小组，阅读 以下三条 quotations: ( 1) Do not do to others what you do not want others to do to you. (2) Good fences make good neighbours. (3) The most basic of all human needs is the need to understand and be understood. 并选择其中一条进行深入讨论： ( 1) its meanings (2) how it applies to everyday life, giving examples (3) what we can learn from the quotation 生用书 中提 供的实用表 达在班内分 享个人的理 解。 教师要 引 导学生将 名言的含义 与 实际生活 相联系，体 会其在人际 交往中的实 用价值， 并 学会分析问 题 、解决问 题。 发 展 性 作 业 四人一组，根据自身经验，思考并回答(二选一)： ( 1) What is the ideal distance between roommates? Use your real-life experience to help explain your opinion. (2) What is the ideal distance between classmates? Use your real-life experience to help explain your opinion. 同学们结合 课堂所学 ， 思考讨论室 友和同学 间 相处的理想 界限， 帮助 新高 一 同 学 更好地处理 高中阶段非 常重要的室 友和同学关 系。 高 一 年 级 全 体 学 生 7 分 钟 0.4 课 后 基 础 性 作 业 结合寓言 The Porcupine Dilemma，按照课本 P15 页要 求的合适完成一篇 essay 并用评价量表进行自评和互 评： 帮助学生巩 interpersonal relationship 话题下的相 关语料， 实 践运用本单 高 一 年 级 全 体 25 分 钟 0.6 Rubrics for Essay Writing (Score from 1 to 5) Task Response 31 学科网（北京）股份有限公司 fully addresses all parts of the task presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas 元所学的论 文 写 作 方 式， 通过写 作加深对人 际交往中界 限 感 的 思 考。 写作完 成后， 学生 需要运用写 作 评 估 量 表， 思考和 评价 自 己及 同伴的写作 成果， 并进 行改进， 实 现教学评 一 体化。 学 生 Coherence and cohesion uses cohesion in such a way that it attracts no attention; skilfully manages paragraphing Lexical Resources uses a wide range of vocabulary with very natural and sophisticated control of lexical features Grammatical Range and Accuracy uses a wide range of structures with full flexibility and accuracy Handwriting The essay is handwritten in a neat and beautiful way 参考范文： The Porcupine Dilemma is written by German philosopher Schopenhauer. The fable describes a group of porcupines gathering together to keep warm. If they get too close, their quills hurt each other, while if they move apart they feel cold. After trying several times, they find the ideal distance. The fable teaches us that there should be boundaries in interpersonal relationships. Though it is an old fable, it casts a light on us even today. We all value friendship, but have you considered that we need boundaries with our friends? One example from real life is like this. Once thought friends should get close to each other the closer the better. Ma Jing is the first friend made at senior high. At first，I thought since we were friends, she had to share the same ideas as mine. So l always followed her wanted to know her opinion on everything and tried to persuade her when she had a different idea. Soon we started 32 学科网（北京）股份有限公司 quarrelling. “You're so annoying!" she shouted angrily after a quarrel. How could l become annoying? I felt hurt and discussed it with another friend. Then I realised it was my problem. I had been getting too close to her and leaving her no room for herself. Since then, I stopped following her so much and I found our friendship repaired. Now I have realised that friends need to have boundaries and respect each other no matter how close we are. In conclusion, in order to make our friendship last long, we have to find the proper distance between us and our friends, close enough to understand each other, far enough to respect each other. 发 展 性 作 业 四人一组，结合自己的高一生活和本单元所学，为新 高一的学弟学妹送上高一新生寝室相处或同学相处小 锦囊，帮助学弟学妹快速适应高中生活。每个小锦囊 至少包含 4 条锦囊妙计。 设计要求： ( 1) 锦囊妙计需为一句话，可以是原创也可以是名人 名言； (2) 需要阐释每条锦囊妙计的设计理念和思路； (3) 每一条锦囊妙计需要以真实生活经验为依据并体 现本单元所学内容； (4) 具有可实操性。 旨在让学生 在人际交往 方面反思问 题，分析问 题和解决问 题的能力 。 学生通过该 project，将自 己切身体会 和观察到 、 学 习到人际 交往的经验 总 结 为 知 识， 学 以致 用， 帮助学 弟学妹在人 家交往中学 会 待 人 得 体， 交往适 度， 尊重他 人，建立并 维护 良好的 高 一 年 级 较 好 班 级 15 分 钟 0.5 33 学科网（北京）股份有限公司 人际关系。 34 学科网（北京）股份有限公司 $$