Unit 3 Getting Along with Others-Integrated skills 教案-2025-2026学年高中英语译林版必修第一册

Unit 3 Getting Along with Others-Integrated skills 教学目标和重难点 1. 教学目标 This lesson focuses on the four-dimensional core literacy of English subject. Language competence is developed through integrating listening, speaking, reading and writing skills to understand and express ideas about interpersonal communication. Cultural awareness is cultivated by guiding students to respect diverse communication styles and establish a positive view of friendship. Thinking quality is promoted via analyzing communication problems and putting forward solutions. Learning competence is enhanced by encouraging students to cooperate in groups, reflect on learning processes and master practical communication strategies, laying a solid foundation for their lifelong English learning and interpersonal development. 2. 教学重难点 Key points include mastering core vocabulary and phrases related to friendship and communication, such as “awkward”, “cherish friendship”, “respond to” and polite suggestion patterns; understanding the main content of listening materials and extracting key information; and learning to write a diary entry about good friend qualities. Difficult points lie in using polite and appropriate language to put forward suggestions in real communication scenarios, organizing logical and coherent language to describe good friend qualities in diary writing, and applying communication strategies flexibly to solve practical interpersonal problems. 教学过程 Step 1: Lead-in (Warm-up & Preview) Activity 1: Daily Talk & Theme Introduction The teacher starts the class with an open question: “Do you have a good friend? What qualities do you think a good friend should have?” Then, invite 3-4 students to share their opinions freely. After that, the teacher shows some pictures of different friendship scenarios (e.g., helping each other when in trouble, chatting happily, resolving conflicts peacefully) and asks: “What are they doing in the pictures? How do these actions help maintain friendship?” Finally, the teacher summarizes: “Today, we will learn Integrated Skills about getting along with others, focusing on understanding friendship problems, learning communication strategies and expressing our views on good friend qualities.” Design Intention: This activity connects students’ real life with the unit theme, arousing their learning interest and enthusiasm. By asking open questions and showing pictures, students can activate their prior knowledge about friendship and communication, lay a foundation for the subsequent listening and speaking activities, and naturally lead into the core content of the lesson. It also helps students initially establish a positive attitude towards friendship, which is in line with the requirements of cultural awareness and thinking quality. Activity 2: Vocabulary & Phrase Preview The teacher presents the core vocabulary and phrases of this lesson on the blackboard or multimedia courseware, including nouns (friendship, conflict, suggestion), adjectives (awkward, reliable, patient), verbs and phrases (cherish, respond to, get along with, put forward a suggestion). For each word and phrase, the teacher provides simple and vivid examples related to friendship and communication, such as “True friendship lasts for a long time.” “It was awkward when I forgot his name.” “We should respond to our friends’ needs in time.” Then, organize students to read the words and phrases together twice, and ask individual students to read them to check their pronunciation and understanding. Finally, arrange a short matching game: match the words and phrases with their Chinese meanings, and invite students to complete it on the blackboard. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary and phrases in advance helps students reduce difficulties in understanding listening materials and expressing their views later. The combination of examples and matching games makes vocabulary learning more interesting and practical, avoiding mechanical memorization. It also helps students master the usage of words and phrases in specific contexts, laying a solid foundation for improving their language competence. Step 2: Listening Practice (Skill Training & Information Extraction) Activity 1: Pre-listening — Prediction The teacher tells students: “We will listen to a conversation between Tim and his good friend Patrick. Tim is facing a problem in his school life. Please look at the pictures on Page XX (textbook page) and predict: What problem do you think Tim has? What suggestions will Patrick give him?” Then, give students 2 minutes to discuss in pairs and share their predictions. The teacher comments on students’ predictions positively, encouraging them to think boldly. Design Intention: Pre-listening prediction can activate students’ thinking, help them establish a connection between the listening content and their prior knowledge, and improve their listening efficiency. By discussing in pairs, students can exchange ideas and enhance their cooperative learning ability, which is conducive to the development of learning competence. At the same time, it can arouse students’ curiosity about the listening content and lay a foundation for the subsequent listening activities. Activity 2: While-listening — First Listening (Main Idea) The teacher plays the listening material for the first time and asks students to answer two simple questions: 1. What is Tim’s problem? 2. Who gives him suggestions? After listening, invite students to share their answers. The teacher corrects mistakes and summarizes the main idea of the listening material: Tim has difficulty balancing his hobby (playing basketball) and his studies, so he turns to his good friend Patrick for help, and Patrick gives him some practical suggestions. Design Intention: The first listening focuses on the main idea, helping students grasp the overall content of the listening material and avoid getting bogged down in details. This activity trains students’ ability to extract key information quickly, which is an important part of listening competence. The simple questions are designed to reduce students’ listening pressure and enhance their confidence in listening. Activity 3: While-listening — Second Listening (Key Details) The teacher plays the listening material for the second time and asks students to complete the following tasks: 1. Fill in the blanks with the key information from the listening material (e.g., Tim’s hobby is ______, his problem is that he spends too much time on ______ and his grades are ______, Patrick’s suggestions are ______). 2. Mark the key sentences that express suggestions, such as “Why not...?”, “You should...”, “It’s better to...”. After listening, organize students to check their answers in pairs, then the teacher explains the key points and corrects mistakes. For the suggestion sentences, the teacher asks students to read them aloud and analyze their usages, emphasizing the politeness and appropriateness of these sentences in communication. Design Intention: The second listening focuses on key details, helping students deepen their understanding of the listening material. Filling in the blanks and marking key sentences can train students’ ability to capture specific information and pay attention to the language forms of suggestion. Analyzing the usage of suggestion sentences helps students master practical communication language, which is conducive to improving their language competence and laying a foundation for the subsequent speaking activities. Pair work also enhances students’ cooperative learning ability. Activity 4: Post-listening — Retelling & Discussion First, ask students to retell the conversation between Tim and Patrick in pairs, using the key information and suggestion sentences they have learned. Then, invite 2-3 groups to present their retelling in front of the class, and the teacher comments positively, pointing out their advantages and areas for improvement. After that, organize a class discussion: “Do you think Patrick’s suggestions are helpful? What other suggestions would you give to Tim? If you were Tim, how would you balance your hobby and studies?” Encourage students to express their views freely, using the suggestion sentences they have learned. Design Intention: Retelling helps students consolidate the listening content and improve their oral expression ability. Class discussion provides students with a platform to express their own views, training their speaking competence and thinking quality. By discussing practical problems, students can apply the learned language and communication strategies to real scenarios, realizing the combination of learning and application. It also helps students think about how to balance hobby and studies, which has practical guiding significance for their daily life. Step 3: Reading Practice (Text Analysis & Language Absorption) Activity 1: Pre-reading — Lead-in to the Text The teacher says: “Patrick not only gave Tim suggestions, but also wrote a diary about what makes a good friend. Now, let’s read his diary and find out what qualities Patrick thinks a good friend should have.” Then, ask students to look at the title of the diary and the pictures beside it, and predict the main content of the diary. Design Intention: Connecting the reading text with the previous listening activity ensures the continuity of the teaching process. Pre-reading prediction helps students establish a preliminary understanding of the text, improve their reading interest and efficiency, and train their ability to infer information based on clues, which is conducive to the development of thinking quality. Activity 2: While-reading — First Reading (Structure & Main Idea) Ask students to read the diary silently and complete two tasks: 1. Divide the diary into three parts and summarize the main idea of each part. 2. Underline the key sentences that express Patrick’s views on good friend qualities. After reading, organize students to discuss in groups and share their answers. The teacher summarizes the structure of the diary: Part 1 (Paragraph 1): Introduction — Patrick thinks good friends are important in life. Part 2 (Paragraphs 2-3): Main body — The qualities of a good friend (reliable, patient, willing to help others, able to listen). Part 3 (Paragraph 4): Conclusion — Patrick is grateful for his good friends and hopes to be a good friend to others. Design Intention: The first reading focuses on the structure and main idea of the text, helping students grasp the overall framework of the diary and understand the core content. Dividing the text into parts and summarizing the main idea trains students’ ability to sort out and generalize information, which is an important part of thinking quality. Underlining key sentences helps students quickly find the core views of the text, laying a foundation for the subsequent detailed reading. Activity 3: While-reading — Second Reading (Detailed Understanding & Language Points) Ask students to read the diary again carefully and complete the following tasks: 1. Answer the detailed questions: ① What did Patrick do when Tim felt sad? ② Why does Patrick think a good friend should be patient? ③ What does Patrick hope to do for his friends? 2. Analyze the key language points in the text, such as “be willing to do sth”, “listen to sb carefully”, “be grateful for”, and the sentence patterns “I think a good friend should...”, “When..., he/she...”. The teacher explains the usage of these language points and provides additional examples to help students understand and master them. For example, “She is willing to help everyone in our class.” “We should be grateful for our parents’ love.” Design Intention: The second reading focuses on detailed understanding and language points, helping students deepen their understanding of the text and absorb useful language knowledge. Answering detailed questions trains students’ ability to extract specific information from the text. Analyzing language points helps students master the usage of key words, phrases and sentence patterns, which is conducive to improving their language competence. The additional examples make the language points more concrete and practical, helping students apply them flexibly in subsequent writing and speaking activities. Activity 4: Post-reading — Discussion & Reflection Organize a group discussion: “Do you agree with Patrick’s views on good friend qualities? What other qualities do you think a good friend should have? Share a story about your good friend that reflects these qualities.” Each group selects a representative to share their views and stories after discussion. The teacher comments positively, affirming students’ unique views and encouraging them to cherish their friendships. Then, ask students to reflect: “What can you learn from Patrick’s diary? How can you be a good friend to others?” Design Intention: Group discussion provides students with a platform to exchange ideas and share experiences, training their speaking competence and cooperative learning ability. Sharing personal stories connects the text with students’ real life, making the teaching content more vivid and practical. Reflection helps students internalize the views on friendship and communication, cultivate a positive view of friendship, and promote the development of cultural awareness and thinking quality. Step 4: Speaking Practice (Communication & Language Application) Activity 1: Role-play — Solving Communication Problems The teacher sets up three real communication scenarios related to friendship: Scenario 1: Your friend borrowed your favorite book and lost it. How would you communicate with him/her? Scenario 2: Your friend often cancels your appointment at the last minute. How would you talk to him/her? Scenario 3: Your friend is upset because he/she failed the exam. How would you comfort him/her and give suggestions? Divide students into groups of 2-3, assign a scenario to each group, and ask them to design a dialogue based on the scenario. Require them to use the suggestion sentences, key words and phrases learned in this lesson. Give students 5 minutes to prepare, then invite 2-3 groups to perform their dialogues in front of the class. The teacher comments on their performances, focusing on the appropriateness of language, the fluency of the dialogue and the rationality of the solution. Design Intention: Role-play is a practical way to train students’ speaking competence. Setting real communication scenarios helps students apply the learned language and communication strategies to practical situations, realizing the goal of “using language to do things”. Preparing and performing dialogues in groups enhances students’ cooperative learning ability and oral expression ability. The teacher’s comments help students find their own shortcomings and improve their communication skills, which is conducive to the development of language competence and thinking quality. Activity 2: Group Debate — “What is the most important quality of a good friend?” Divide students into two groups. Group A holds the view that “reliability is the most important quality of a good friend”, and Group B holds the view that “willingness to help others is the most important quality of a good friend”. Each group has 3 minutes to prepare their arguments and supporting examples. Then, the debate begins: each group sends representatives to state their views and refute the opposite group’s views. The teacher acts as the host and judge, guiding the debate to proceed in an orderly manner. After the debate, the teacher summarizes, affirming the advantages of both groups and emphasizing that all good friend qualities are important, and we should strive to have these qualities ourselves. Design Intention: Debate trains students’ oral expression ability, logical thinking ability and critical thinking ability, which is conducive to the development of thinking quality. By debating, students can deepen their understanding of good friend qualities and learn to express their views clearly and persuasively. It also enhances students’ cooperative learning ability and sense of competition, making the speaking activity more interesting and challenging. The teacher’s summary helps students establish a comprehensive view of good friend qualities, which is in line with the requirements of cultural awareness. Step 5: Writing Practice (Skill Integration & Output) Activity 1: Pre-writing — Guidance & Planning The teacher says: “We have learned about Tim’s problem, Patrick’s suggestions and his views on good friend qualities. Now, it’s your turn to write a diary entry about your good friend. You can write about his/her qualities, a story between you and him/her, and your feelings about friendship.” Then, the teacher guides students to make a writing plan: 1. Determine the main content of the diary (e.g., the qualities of your good friend, a specific story). 2. Organize the structure of the diary (introduction: introduce your good friend; main body: describe his/her qualities and a story; conclusion: your feelings about friendship). 3. List the key words, phrases and sentence patterns to be used (e.g., reliable, patient, be willing to help, I remember that..., I think...). Then, show a sample diary on the multimedia courseware, analyze its structure and language features, and guide students to learn from it. Design Intention: Pre-writing guidance helps students clarify their writing ideas and make full preparations for writing. Making a writing plan trains students’ logical thinking ability and planning ability, which is conducive to the development of learning competence. Showing a sample diary helps students understand the writing requirements and language features of a diary entry, reducing their writing difficulties and enhancing their confidence in writing. It also integrates the listening, speaking and reading skills learned earlier into writing, realizing the integration of language skills. Activity 2: While-writing — Independent Writing Ask students to write a diary entry independently, with the title “My Good Friend”. Require them to write at least 80 words, use the key words, phrases and sentence patterns learned in this lesson, and ensure that the content is true, the structure is clear and the language is fluent. The teacher walks around the classroom, provides guidance to students who have difficulties, such as helping them think of ideas, correct grammatical mistakes and improve sentence expression. Design Intention: Independent writing is an important way to test students’ language competence and integrate the skills learned in this lesson. Writing about their own good friends makes the writing content more real and emotional, which is conducive to students’ expression. The teacher’s guidance helps students solve problems in the writing process, improve their writing level, and enhance their learning confidence. It also trains students’ independent learning ability and writing skills. Activity 3: Post-writing — Evaluation & Revision First, organize students to check their own compositions according to the evaluation criteria (content: whether the content is true and complete; structure: whether the structure is clear; language: whether the language is fluent and correct, whether the key words and phrases are used properly). Then, ask students to exchange their compositions with their deskmates and check each other’s works, put forward revision suggestions. After that, invite 2-3 students to read their compositions in front of the class, and the teacher comments on them positively, pointing out their advantages and areas for improvement. Finally, ask students to revise their own compositions according to the teacher’s comments and their deskmates’ suggestions. Design Intention: Self-evaluation and peer evaluation help students improve their ability to judge and revise their own works, which is conducive to the development of learning competence. By checking each other’s compositions, students can learn from each other’s strengths and find their own shortcomings. The teacher’s comments provide professional guidance for students’ writing, helping them improve their writing level. Revision helps students consolidate the language knowledge and writing skills learned, and improve the quality of their compositions. Step 6: Summary & Homework Activity 1: Lesson Summary The teacher summarizes the lesson with the help of students: “In this lesson, we have learned a lot about getting along with others. We listened to a conversation about solving friendship problems, read a diary about good friend qualities, practiced speaking through role-play and debate, and wrote a diary about our own good friends. We have mastered many key words, phrases and suggestion sentences, and learned some practical communication strategies. I hope you can apply what you have learned in this lesson to your daily life, cherish your friendships and be a good friend to others.” Design Intention: The summary helps students sort out the key content of the lesson, consolidate the knowledge and skills learned, and form a systematic understanding of the lesson. Inviting students to participate in the summary enhances their sense of participation and independent learning ability, which is conducive to the development of learning competence. It also strengthens the connection between the lesson content and students’ daily life, realizing the educational significance of the lesson. Activity 2: Homework Arrangement 1. Revise the diary entry you wrote in class and hand it in the next class. 2. Listen to the listening material again and retell it to your family or friends in English. 3. Interview one of your good friends, ask him/her what qualities he/she thinks a good friend should have, and take notes. 4. Preview the next lesson and learn the new vocabulary and phrases in advance. Design Intention: Homework is an extension of classroom teaching, helping students consolidate the knowledge and skills learned in class. Revising the diary entry helps students improve their writing level. Retelling the listening material helps students consolidate the listening content and improve their oral expression ability. Interviewing friends connects the lesson content with real life, enhances students’ practical communication ability. Previewing the next lesson helps students lay a foundation for the subsequent learning, improving their learning efficiency and learning competence. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $