Unit1 Knowing me, Knowing you Understanding ideas Absolute agony!教学设计 2024-2025学年高中英语外研版(2019)必修第三册

该高中英语教学设计聚焦“人际关系问题处理”核心知识点，涵盖相关词汇、-ed分词作状语及求助信/建议信写作。课前用数字技术收集学生烦恼，课上以“青少年树洞”直播情境导入，学生扮演知心阿姨解答弹幕问题，连接已有认知，搭建情境支架，梳理书信文本“问题-分析-建议”逻辑脉络。 资料亮点在于融合AI技术创设真实语境，如数字人知心阿姨对话、虚拟来电互动，以英语活动观提升语言能力，通过书信结构分析培养思维品质，小组合作写真实烦恼建议信发展学习能力，助力学生形成健康人际价值观，为教师提供高效情境化教学方案。

附件4： 教学设计 基本信息 姓名 王兴乐 联系电话 16622971876 学段学科 高中英语 主题 Absolute Agony 单元教学设计 单元名称 Knowing me, knowing you. 1. 单元教学设计说明 一、单元学习对学生核心素养发展的价值 依据《普通高中英语课程标准（2020年修订版）》，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。通过帮助学生认识到自己和同龄人在成长过程中可能会遇到的人际关系问题和处理方式，学生能够树立对待人际关系的正确的态度，初步掌握处理人际关系的方法并实现以下核心素养的发展： 1. 语言能力（Language Competence） 本单元通过多样化的语言实践活动（如通过听读等活动初步感知文本并内化文本，通过说和写迁移应用文本以及分析语法等），帮助学生掌握与“人际关系”相关的词汇（如 “apologize”“criticize”“complain about”等）、语法结构（-ed 分词作状语）和语用知识（如求助信、建议信的写作格式与技巧等）。学生在真实情境中运用语言解决问题（如设计Ben和Agony aunt/uncle之间的对话，撰写建议信等），提升语言理解与表达的准确性和得体性，形成跨情境的语言迁移能力。 2. 文化意识（Cultural Awareness） 单元主题聚焦 “人与自我”，引导学生理解人际交往中尊重、信任、坦诚等普适价值观，培养同理心和跨文化沟通的基本素养，理解并尊重中外文化差异。 3. 思维品质（Thinking Quality） 本单元通过问题分析（如辨别不礼貌行为的危害）、辩证思考（如善意谎言的利弊）和解决方案设计（如何解答成长中的困惑），训练学生的逻辑思维、批判性思维和创造性思维。例如，在 “Understanding Ideas”中，学生通过对比求助信与建议信的结构，学习 “问题-感受-求助和共情-分析-建议”的逻辑框架；在 “Developing Ideas” 中，通过议论文的学习，掌握“论-论据-结论”的论证方法，提升理性表达观点的能力。 4. 学习能力（Learning Ability） 单元设计强调自主学习与合作探究，通过“Project”的活动，学生需自主查找资料、收集求助信、小组讨论解决方案，培养目标设定、资源整合和反思评估的能力。此外，“Reflection”板块引导学生总结学习收获，形成元认知策略，提升终身学习的意识。 2、 教学设计与实践的理论基础 本单元的教学设计基于我校特色“听说领先，读写跟上”的理念，强调在实际教学过程中首先提升学生的听力和口语技能，为后续的阅读和写作奠定坚实的基础；践行英语活动观，即在教学活动中注重学生的参与性和互动性，使学生能够在真实的语境中运用所学知识进行交流和表达；此外，从单元大观念出发，聚焦于英语学科核心素养的发展，确保每一项教学活动都能够有效地促进学生综合素质的提升。例如，在课堂导入环节中引入解决成长烦恼话题，让学生分享自己对学校生活中遇到的问题的理解与建议；通过角色扮演、写信等活动形式，增强学生的体验感和参与感，从而更好地理解实践如何建立健康的人际关系。 2. 单元目标与重点难点 一、语言能力目标 学生能围绕 “人际关系” 主题，通过图片、视频、书信、寓言等多模态语篇，综合运用听、说、读、写技能提读懂语篇内容，挖掘深层信息；能够恰当使用动词的过去分词做状语描述个人经历；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。 二、文化意识目标 学生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，认识并完善自己，尊重他人，建立并维护良好的人际关系，理解和尊重跨文化差异，形成包容开放的社交态度，主动维护多元文化背景下的和谐关系。 3、 思维品质目标 学生能够通过分析多模态语篇，并结合自身经历将文本内涵转化为指导生活的行为准则，培养批判性思维与归纳迁移能力；围绕“如何处理人际关系”等反思性问题，对自身的情绪管理方式、性格特点及人际关系状态进行持续审视，通过对比语篇中的正面案例，形成理性的自我认知与改进策略，发展反思性思维；在自主探究与小组合作中，针对学习活动主动调整分工、优化方法，切实提升创新思维与逻辑推理能力。 四、学习能力目标 学生能够熟练运用单元提供的预测、泛听、精读、等学习策略，自主规划学习路径，如在阅读语篇前通过标题预测内容，阅读中通过圈画关键词梳理人物情感等，提高自主学习能力；在小组合作中，主动承担任务分工，提升沟通协作能力；结合单元中的反思评价表对学习效果进行自我评价，逐步形成自主反思、持续优化的终身学习能力。 单元重点： 1.掌握人际交往的相关词汇和表达方式，以及过去分词做状语的正确应用。 2.通过多种学习活动读懂语篇内容，挖掘深层信息，深化对单元主题的理解。 3.理解并掌握求助信、建议信、论说文的文体特征和写作方法。 4.开展自主、合作和研究性学习，学会自评和他评，促进自我监督式学习和相互间的反思总结。 单元难点： 1.通过问题分析、辩证思考和解决方案设计等学习活动培养学生的逻辑思维、批判性思维和创造性思维。 2.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，认识并完善自己，建立并维护良好的人际关系，理解和尊重跨文化差异，从而提升解决问题的能力，增强理解和表达能力。 3. 单元整体教学思路 课时教学设计 课题 Absolute Agony 1. 教学内容分析 【What】 本课文的主题语境是“人与自我”，主题语境内容为建立并保持良好的人际关系与开展社会交往。本课文介绍了高中生Ben由一场篮球比赛引发的一系列人际关系问题和他的个人感受，以及Agony aunt就Ben的问题给出的分析和建议. 【How】 在语篇类型方面，本文的体裁是应用文，分别属于求助信和建议信。在语篇结构方面，两封信都采用了总分总的结构。在语篇内容方面，第一封信用富有情绪感染力的语言描述了Ben的求助-问题+感受-再次求助。第二封信则以引言开篇，是Agony aunt针对第一封信的理解-分析-建议-鼓励。在语言细节方面，作者在文章中作者使用了大量的情感形容词和动词短语，逻辑连词，以及过去分词做状语等，对Ben出于人际关系问题中的困境进行了深刻的刻画，并层层递进且简明直接地列出了Agony aunt的建议，有助于学生归纳梳理文章细节，启发学生深入思考语篇的主题意义。 【Why】 本文聚焦单元主题意义的深层建构，引导学生通过深度解构Ben与Agony aunt的书信对话，系统分析青少年人际关系中的典型问题（如冲突误解、情绪失控等）、应对态度（如回避 VS 直面、抱怨 VS 反思）及处理策略（如情绪调节、沟通选择）。学生将在真实的书信情境中习得 "先冷静觉察情绪、再理性分析成因、最后主动沟通解决" 的问题处理范式，又体悟真诚坦率的沟通态度对修复关系的关键作用，通过书信文本的深度解读与情感共鸣，学生不仅能将文本中的情绪管理理念转化为应对成长困惑的实践路径，更能在理解他人的过程中反照自我，逐步形成以真诚为基石、以尊重为准则的人际交往价值观，为建立健康持久的人际关系奠定认知与行动基础。 2. 学情分析 【语言知识】本课授课对象为我校高一年级学生，作为继必修一之后“人与自我”主题的第二篇课文，学生虽对“建立良好的人际关系”话题有初步认知，但相关英语表达的丰富性和准确性仍需提升；在语法层面，学生已掌握非谓语动词的基本概念，却难以将过去分词作状语的语法规则灵活运用于语境理解与自然表达；在文本应用方面，学生熟悉求助信、建议信的基本格式和语言特征，但尚不能熟练迁移此类文本结构进行问题分析与观点表达的写作实践，需在语篇解构、语法情境化运用及写作策略指导中强化针对性训练。 【语言技能】学生具备一定的知识储备和阅读文章的能力，能够读懂人际关系相关的话题，恰当使用所学表述进行语言输出，但学生基础存在个性差异，在听说和阅读能力上分层较为明显。在班级中，学生普遍能够初步梳理文章结构并通过听读提取直接信息，而只有部分同学形成能够自主分析文章、进行合理推断。此外，大部分学生在口语表达上稍有欠缺，存在逻辑混乱，句式单一等问题。 【文化知识】学生目前处于人生中的“拔节孕穗”期，对如何建立良好的人际关系的理解仍然停留在表层，难以将情绪管理能力与个人成长建立有效联结。对于沟通，学生仅仅把它当作信息传递的手段，并未深刻领悟沟通在情感交流、化解矛盾、促进理解等方面的重要意义。在这些关键领域的认知局限，需要教师发挥积极引导作用，帮助学生突破认知瓶颈，实现全面成长。 【学习策略】学生具有较强的学习参与意愿，能主动参与小组讨论和角色扮演等互动活动，但在自主学习方面存在策略单一的问题：多数学生依赖教师讲解获取知识，缺乏“问题驱动式学习”的主动性；在合作学习中，小组成员间存在任务分配不均现象，部分学生过度依赖他人成果，未能形成“分工协作-批判性反馈-成果共享”的良性循环。 3.目标确定 At the end of the lesson, students are able to: 1.generalize the main idea and analyze the structure of the passage by skimming the passage and master the key expressions related to interpersonal relationship. 2.comprehend detailed information of the passage, including what occurred to Ben, his emotional state, and the dilemmas he faced, the agony aunt’s analysis and suggestions, and explore the key structures and elements of the letter for help and the letter of advice. 3.apply the structure of the passage, typical sentence patterns and the key expressions learned in class to conduct a dialogue between Ben and agony aunt and write a letter of advice to classmates in trouble in real situations, so as to build up their ability of cross-cultural communication by studying collaboratively. 4. cultivate the awareness of managing emotions, facing problems rationally, communicating sincerely and thinking before speaking, so as to reflect on themselves while understanding others, and lay the foundation for establishing healthy interpersonal relationships. 4.学习重点难点 Important Points: 1.Guide students to generalize the main idea, analyze the structure of the article and identify the writing features of the letter for help and the letter of advice. 2. Lead students to comprehend detailed information of the passage, including what occurred to Ben, his emotional state, and the dilemmas he faced, the agony aunt’s analysis and suggestions. Difficult Points: 1.Enable students to apply the expressions and structures of the context to conduct a dialogue between Ben and agony aunt and write a letter of advice. 2. Guide students to gain a deeper insight into the importance of emotional management and thinking before speaking and establish healthy interpersonal relationships in their life. 5.学习活动设计 教师活动 学生活动 环节一：Step1 Lead-in & Duty-report 教师活动 1. Before the class, T utilizes digital technology to gather the growth concerns of the students in the class. 2. T creates a situation and invites a student to act as the agony aunt in the live broadcast program "Tree Hole of Teenagers!". The agony aunt will analyze and answer the troubles raised by the students in the bullet comments. 学生活动 1. The student, taking on the role of the agony aunt, conducts a live broadcast, introduces her/his profession, and randomly selects the students' troubles to provide on-site answers. 设计意图 Purpose: 1.To introduce the identity of an agony aunt and help students understand the key word “agony”. 2. To guide students to perceive the theme and enhance their interest in exploring the text. 环节二：Step2 Pre-listening 教师活动 1. T asks Ss to observe the pictures and the title of the passage: Q1：How to understand the title “Absolute agony”? Q2: Can you predict the main idea of the passage? 学生活动 1. Ss observe the pictures and the title, trying to make a prediction. 设计意图 Purpose: To assist students in gaining a preliminary understanding of what’s wrong with Ben and who he turned to for help, perceiving Ben’s problems and feelings, and laying the foundation for the subsequent learning process. 环节三：Step 3 Skimming and checking 教师活动 1. T leads Ss to skim the whole passage, check their prediction. 2. T guides Ss to figure out the main idea and the genre of the passage. 学生活动 1. Ss skim the whole passage and clarify the main idea of the passage. 2. Ss recognize that the text contains a letter asking for help and a letter of suggestion. 设计意图 Purpose: To help students extract the main idea and clarify the textual feature of the passage. 环节四：Intensive listening and reading 教师活动 1. T creates a situation: Ss answer Ben's phone call, and through the interaction in the real-life situation, Ss are enabled to choose the difficulties that Ben is currently facing. Q1:What kind of problems is Ben facing? A. Disappointment in his teammate’s behavior. B. His own bad performance in basketball match. C. Conflict with his best friend. D. Pressure to get along well with roommates. E. Lack of concentration on life. Q2:Who is to blame? 2. T asks Ss to read Ben’s letter and fill in the blanks about his problems. 3. T asks Ss to circle the adjectives describing Ben’s feelings and think about the reasons why he felt so. 4. T leads Ss to summarize the structure and key elements of a letter asking for help. 5. T puts forwards a leading question: If you were the agony aunt, what advice would you give Ben? 6. T uses AI technology to create a digital character of the agony aunt,allowing students to listen to para 1 to 3 of the second letter through real-life scenarios and answer the question: Which of the following is NOT mentioned by the agony aunt as a reason for Ben's problem? A. His close friend was "loose lips" . B. It's partly because of Ben’s act of letting off steam. C. Cultural differences in understanding the American saying. D. Not thinking carefully before speaking. 7. T uses AI technology to create a digital character of the agony aunt,asking students to listen to para 4 to 6 of the second letter and complete the sentences about Agony Aunt’s advice. 8. T leads Ss to summarize the structure and key elements of a letter of advice. 学生活动 1. Ss answer Ben’s phone call, complete the multiple-choice and answer the following questions. 2. Ss read Ben’s letter and find detailed information about his problems. 3. Ss find out Ben’s different feelings and think about the reasons why he felt so. 4. Ss perceive and summarize the basic characteristics and structure of letters for help. 5. Ss think about the leading question and express their own ideas by using the given sentence patterns. 6. Ss listen to para1-3 of the second letter and complete the multiple-choice question about agony aunt’s analysis. 7. Ss listen to para4-6 and complete the sentences about Agony Aunt’s advice. 8. Ss perceive and summarize the basic characteristics and structure of letters of advice. 设计意图 Purpose: 1.To guide students to comprehend the content of the text through intensive listening and reading and improve their ability of listening and reading. 2. To help students master the structure and features of letters for help and letters of advice. 3. To guide students to think deeply about how to face and deal with the problems about interpersonal relationship in daily life. 4. To enhance students' comprehension and interest in the context by using AI technology to improve their listening and speaking experience. 环节五：Step5 Post-listening 教师活动 1. T asks Ss to choose the best summary of the letters and puts forward a question: What other advice would you give to Ben? 2. T asks Ss to act out as agony aunt or Ben in groups to conduct an dialogue in the live broadcast room. Then T invites other Ss to evaluate the performance of the presentation group based on the evaluation form. 3. T guides Ss to think about a question: How did this article inspire you? What should we do when facing interpersonal relationship problems? 4. T leads Ss to finish a writing task: Working in groups, Ss draw the troubles from their classmates' lives that were collected before the class. Then they analyze the problems and write a letter of advice by applying what they have learned. 5. T guides Ss study President Xi Jinping's expression regarding the “Jointing and Booting stage,” realize the importance of establishing correct interpersonal values during the adolescent period, and think about what kind of ideological qualities one should possess in order to thrive and grow healthily. 学生活动 1. Ss choose the best summary of the letters and answer the question. 2. Ss act out a dialogue in groups and evaluate the performance of the presentation group based on the evaluation form. 3. Ss discuss and answer the question. 4. Ss try to be an agony aunt/uncle and draw out one trouble from the confession tree hole and write a letter of advice. 5. Ss learn from President Xi Jinping's ideas and consider what qualities should be possessed to deal with interpersonal relationship issues and establish correct values. 设计意图 Purpose:1. To deepen students’ understanding of the content by choosing the best summary of the letters. 2. To guide students to apply what they have learned to retell and rewrite the content of the letters to improve their pragmatic skills. 3. To improve students’ creative thinking by answering questions and improve their ability to apply what they have learned to solve problems in real situations. 4. To cultivate students’ the awareness of emotional management, facing problems rationally, communicating sincerely and thinking before speaking, so as to lay the foundation for establishing healthy interpersonal relationships. 6. 板书设计 7.作业与拓展学习设计 Compulsory assignment: ·Based on what you’ve learned in class, design a mind map of the two letters in the passage. ·Polish your letter of advice to classmates. Optional assignment: ·Writing task: Suppose you are Li Jin, your good friend Allen has written to tell you that he accidentally leaked the secret of his best friend,who is very angry and has not talked to him for a long time. He hopes that you can give him some suggestions. Please write a reply letter to Allen in English. 8.特色学习资源分析、技术手段应用说明 本课程紧扣“Absolute agony”主题，巧妙融合 AI 技术，全力打造沉浸式语言学习场景。课程构建了沉浸式直播间互动效果，实现课本人物来电互动，运用 AI 数字人技术模拟知心阿姨与学生展开跨时空对话，极大地强化了听说互动的真实感。同时，音视频剪辑技术为学生的听说活动赋能，重点内容得以突出展现。在备课环节，借助 AI 实时剖析课文重难点并辅助活动设计，进而生成个性化学习路径建议。活动设计基于任务驱动型项目，如角色扮演、撰写建议信等，结合数字技术从多个维度提供精准评价反馈。通过这些技术的应用，成功引导学生从 “被动学习者” 转变为 “数字叙事者”，有效增强了学习积极性与课堂活力。 9. 学习评价设计 10.课件设计 (1)课件设计理念 本课件的设计注重美观、突出重点以及多样化教学手段。通过使用和谐的色彩搭配和清晰的布局，使视觉效果既吸引学生又能减轻视觉疲劳，从而提升学习兴趣。每一个页面都强调核心知识点和学习目标，确保学生能够迅速抓住课堂的重点内容，促进有效学习。 (2)制作技术与应用方法 采用AI技术通过创设课本中的虚拟人物来电，观看直播和数字人交互等创建沉浸式互动体验，增强课程趣味性。同时，利用视频音频剪辑技术，精心挑选并编辑相关文本片段，直观帮助学生进行复述和记忆。此外，引入“点亮星星”的数字化评价手段，当学生完成任务时给予评价，增强学生表现力，激励他们不断进步。 (3)预期效果 提高学生的参与度和学习兴趣，增加知识的具体性和可理解性；通过精选剪辑的多媒体资料丰富感官体验，增强了记忆效果。同时新颖的评价方案促进自我管理和自主学习能力的发展，营造积极的学习氛围。整体上，课件美化了教学内容，突出了教学重点，提升了教学的有效性和趣味性。 学科网（北京）股份有限公司 $