Unit 3 Period 1 Welcome to the unit & Reading（表格式教学设计）英语译林版必修第一册

该高中英语教学设计聚焦“青少年友谊矛盾及解决”核心主题，通过真实生活问题（如交友、争吵）和视频导入激活学生经验，结合预测策略（猜测“on the rocks”含义）搭建阅读支架，引导学生梳理论坛文本（帖子+回复）的结构与细节信息。 这份资料以“学习理解—应用实践—迁移创新”为主线，特色在于主题贴近学生生活引发情感共鸣，分层阅读策略（预测、略读、精读）培养语言能力，思维导图整合信息提升思维品质，分层写作作业（基础/提升）促进迁移创新。既帮助学生掌握友谊沟通表达与问题解决能力，也为教师提供清晰教学路径和可操作活动，提升课堂效率。

Unit 3 Getting along with others Period 1 Welcome to the unit & Reading教学设计 教学基本信息 单元名称 必修第一册Unit 3 Getting along with others 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 精读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “青少年亲子关系” 为主题语境，通过青春期真实生活场景导入，激活学生背景知识与情感共鸣，快速切入单元主题。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的设计思路：引导学生通过略读、寻读梳理文章的论证结构与核心观点（学习理解）；通过分析成因逻辑、细化解决方案深化文本理解与语言内化（应用实践）；最终结合真实情境设计亲子沟通方案，实现知识的迁移创新。 3. 注重初高中衔接，培养学生自主学习能力，特别是利用思维导图归纳论证逻辑、运用目标词汇表达观点的能力。 教材分析 【What】本文是一篇面向青少年的杂志说明类议论文，围绕 “同一屋檐下的陌生人” 核心话题展开。开篇以连续设问描述青春期亲子矛盾的普遍现象，引发读者共鸣；主体部分从青少年生理变化、心理发展需求两个维度剖析亲子关系紧张的深层成因；随后提出 “定期真诚沟通” 的核心解决方案，并给出可落地的沟通步骤；结尾总结升华，指出亲子矛盾是青春期正常阶段，通过共同努力终将平稳度过。 【Why】通过学习本文，学生能够理性认知青春期亲子矛盾的普遍性与必然性，理解父母的关爱与顾虑，掌握科学的沟通方法，建立积极健康的亲子相处观念；同时熟悉说明性议论文的文体特征与论证逻辑，提升此类文本的阅读分析能力。 【How】文章遵循 “现象引入 — 原因分析 — 解决方案 — 总结展望” 的经典议论文结构，段落主题句多位于段首，论证脉络清晰；开篇运用设问修辞吸引读者兴趣，说理贴合青少年生活实际，感染力强；核心词块丰富，涵盖亲子相处、情绪调节、问题解决三大主题，如 see eye to eye with, result in, lead to, calm down, from one’s point of view, address concerns 等。 学情分析 1. What I know 词汇方面：初中阶段已掌握家庭关系、情绪表达类基础词汇，能理解简单的成长话题表达。 语法方面：熟悉基本句子结构，能识别定语从句、形式主语等常见句式，具备初步的长难句分析能力。 背景知识方面：正处于青春期，对亲子间的摩擦与矛盾有切身感受，对话题有较强共鸣与表达欲。 2. What I want to know 学生希望学习用地道、丰富的英语表达亲子间的情绪、矛盾与沟通想法。 学生好奇亲子矛盾背后的深层原因，想知道自己与父母频繁产生分歧的根源。 学生渴望获得切实可行的改善亲子关系的具体方法，能应用到日常相处中。 3. What I learned 主题内容方面：系统了解青春期亲子矛盾的生理、心理成因，掌握有效沟通的具体方法，理性看待亲子关系中的摩擦。 语言知识方面：掌握描述亲子关系、情绪调节、解决问题的核心词汇和句型；学会通过寻找主题句快速把握段落大意，梳理议论文的论证结构，能模仿建议类表达进行口头与书面输出。 教学目标 语言能力 掌握亲子关系、青少年成长话题的核心词汇、短语及重点句式，能在口语和书面表达中灵活运用；能通过略读、扫读等策略提取文章关键信息，完成主旨概括、细节查找、推理判断类阅读任务。 学习能力 熟练运用预测、略读、扫读、猜词等阅读策略，提升自主阅读效率；在小组合作中主动表达、认真倾听，提升协作学习与互评反思能力。 文化意识 理解青春期亲子矛盾的普适性，体会父母的关爱与不易，树立尊重、沟通、共情的家庭相处观念，培养健康的亲情认知。 思维品质 能梳理议论文的篇章结构，分析段落论证逻辑，用思维导图呈现知识框架；能批判性思考亲子矛盾的解决路径，结合自身设计个性化沟通方案，提升逻辑思维与问题解决能力。 教学重难点 教学重点 语言维度：掌握核心词汇和短语的用法，能在描述亲子关系、给出相处建议时准确运用。 阅读与文化维度：通过寻找主题句梳理文章论证结构，深入理解亲子矛盾的成因与解决思路，把握作者写作意图。 教学难点 语言深度运用：理解并辨析抽象词汇（如 tension, desire, concern）的深层含义及搭配。 思维拓展提升：将文中的沟通方法内化为自身行动指南，用英语自信表达改善亲子关系的具体做法，实现从 “学语言” 到 “用语言解决真实问题” 的跨越。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. Answer the following questions. ① Have you made any new friends in the first week? ②Do you still keep in touch with your best friends from junior high? ③ Have you ever had a small fight with a good friend? 2. Teenagers have difficulty maintaining friendship. Watch the video and finish the following exercises. Bill’s problem: 答案：Jane misses her best friend from junior high. Jane’s problem: 答案：Bill and his friend do not share the same interests now. Harry’s problem: 答案：Harry is too shy to make friends with the other boys in his class. 3. Discuss in pairs. What advice can you give to these teenagers? ●激活话题词汇与生活经验，通过真实场景引发情感共鸣，快速融入课堂情境，锻炼听说能力，为后续泛读做好情感与词汇铺垫。 8min Activity 2 Pre-reading Prediction: What could “on the rocks” possibly mean? How can you tell that? 答案：The title indicates that the friendship may be in trouble because “Friendship” is torn apart and the latter half of the title is “please advise!” ●激发阅读兴趣，培养预测阅读策略，帮助学生初步建立论坛文体认知，为深度泛读搭建方法支架。 3min Activity 3 While reading 1. Read for structure 答案：A post and two replies. 2. Skim the post and answers the following questions. ①Whose friendship is on the rocks? 答案：Amy. ②Where can you find the article? 答案：Social media. Online forum exchange. 3. Basic elements for a online forum: 答案：ID for logging in A post for giving your questions and doubts Your attitude to the post such as a thumbs-up Comments as advice or suggestions 4. Read part 1 carefully and answer the following questions. ①1. What happened between Amy and Jenny? A Jenny made (1) _______ with Amy in primary school. Since then, a (2)_______ friendship has (3) _______ between them. B According to Jenny’s online post, she was ill and might not be able to (4) _______ it to the cinema. Therefore, Amy called Jenny and canceled the appointment. C Jenny was seen having (5) ____ with someone else in a cafe. D Amy received a (6) _______ surprise and found out what Jenny did last Saturday afternoon. E Amy thought Jenny (7) ____ to her. She didn’t feel like(8) _______ to her online messages. F Amy felt Jenny broke her (9) _____ and posted her problem online for (10) ______. Amy is still picking up the (11) ______. The (12) ______ of the situation is killing her. She is at a (13) ______ what to do next. 答案：(1) friends (2)close (3)grown (4)make (5) fun(6) horrible(7) (8)lied (9)responding (10)heart (11) advice (12)pieces (13) loss ② How has Amy’s feelings changed? 答案：happy, worried, shocked, angry, heartbroken, confused, stressed 5. Read the forum exchange again carefully and answer the following questions. ① How did Amy view her friend before? ②What did Amy and her friend plan to do last Saturday afternoon? ③ How did Amy learn that her friend went to a cafe? ④What does Cindy mean by "her behaviour" in line 20? ⑤In what case is it time to rethink a friendship, according to David? 答案：①Amy thought her friend was almost like a sister to her. ②They planned to see a film. ③Amy’s classmate told her about it. ④Amy’s friend said she was too ill to see the film with Amy but went to a cafe with another girl anyway. ⑤If one’s friend ignores their feelings or makes them suffer. 6. Read part 2 carefully and fill in the blanks. What are the pieces of advice from Cindy and David? 答案：Cindy: This friendship is worth saving. How: To have a full and frank talk. To listen to what she has to say. To explain how you feel. David: It’s time to rethink your friendship. How: If your friend ignores your feelings or makes you suffer, it's time to rethink your friendship. 7. What are the similarities and differences between Cindy’s and David’s advice? ●分层推进阅读过程，从整体结构到细节信息再到深层逻辑，帮助学生由浅入深理解文本；同时训练略读、精读策略，提升说明类议论文的阅读赏析能力。 25min Activity 4 Post reading 1. In pairs, discuss the following questions. ①What helpful advice can you offer Amy? Draw on your own experiences to give a reply to her post. ②Imagine your friend has lied to you. How would you respond? 2. After reading the passage, please fill in the following blanks. This is a forum exchange including a post written by Amy, a teenage girl 1. ________ had a problem with her best friend Jenny, and two replies. Amy and Jenny 2. _________(be) close friends for 8 years since primary school. Whether they’re walking to school, doing homework or just hanging out at the weekend, they’re hardly out 3.___each other’s sight. But things changed last Saturday. Their original plan was 4.______(see) a film that afternoon. But Jenny posted a message on social media 5.______ (say) she had a cold. Amy told her to have 6.__ rest at home. However, instead of recovering at home, Jenny was seen having fun with someone else. When Amy heard this, she was very 7._____ (anger). Now she is at a 8.____(lose) what to do next and turns to online communities for advice. Cindy thinks 9._____ (they) friendship is worth saving. They should find an opportunity to have a talk with each other to solve the problem. In David’s opinion, if Amy 10._________(trick) by her friend, she can let go of their friendship. It’s sad to move on, but she has to accept that friends come and go in life. 答案：1.who/ that 2.have been 3.of 4.to see 5.saying 6.a 7.angry 8.loss 9.their 10.was tricked ●将文本主题与学生真实生活结合，实现语言知识的输出运用，锻炼口语表达与辩证思考能力；语法填空强化语块记忆，巩固核心语言点。 15min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●聚焦核心语言点，通过讲练结合夯实基础，实现教考衔接，提升语言运用的精准度。 15min Activity 6 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●整合文本信息，梳理知识逻辑，帮助学生构建清晰的认知体系，强化泛读获取的核心内容。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 假定你是李华，你的美国笔友John来信说，他的一位好友未能参加他的生日聚会，他感到十分失望。请你给他写一封回信，内容包括： 1. 表达理解； 2. 提出建议。 注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 Dear John, ________________________________________________________________________________________ ________________________________________________________________________________________ I hope you feel better soon. Yours, Li Hua 参考范文： Dear John, I am sorry to hear your friend missed your party. I definitely understand how you feel, as you were looking forward to this special occasion and must have put so much thought into preparing for it—from picking the snacks to planning the activities, every detail was meant to share joy with those you care about. Sometimes things can go beyond our control and I have some suggestions for you. Why not have a full and frank talk with him? Maybe he has a simple explanation and wants to apologize. You could also give him a chance to make up for it. Anyway, your happiness shouldn’t depend on what others do. I hope you feel better soon. Yours, Li Hua 二选一 假定你是李华，你的外国朋友David和他最好的朋友因为一件小事发生了争吵而导致关系破裂。现在他很后悔，不想失去这个好友。请你给他写一封电子邮件，内容包括： 1.给予安慰； 2.给出建议。注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 Dear David, I’m sorry to know that your best friend and you broke up over a small thing, for which you feel regret. ________________________________________________________________________________________ ________________________________________________________________________________________ All the best. Yours, Li Hua 参考范文： Dear David, I’m sorry to know that your best friend and you broke up over a small thing, for which you feel regret. I understand quite well that you are upset and have a strong will to recover your friendship. I recommend that you take the first step actively. It is not unusual for teenagers of our age to have disagreements. But don’t let them affect your relationship unless they are very important. So, I think you should be the first to reach out the hand of friendship because it depends on you to be the icebreaker of you two. I am sure he will be more than glad to accept you from the bottom of heart. All the best. Yours, Li Hua ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 3 Getting along with others Friendship on the rocks: please advise! Text Structure ● Amy’s Post (Problem) Story: 8-year friendship → lie about illness → hang out with others Feelings: close → worried → angry → stressed & confused ● Two Replies (Solutions) Cindy: save the friendship → talk frankly & listen David: rethink the relationship → move on if necessary 教学反思 优点： 教学设计贴合泛读课定位，话题贴近学生真实生活，极易引发情感共鸣；泛读策略训练层层递进，从预测到略读再到寻读，有效提升学生的快速阅读能力；辩证讨论环节引导学生多元思考友谊问题，既落实了语言知识，又培养了学生的思维品质与人际交往认知，课堂参与度较高。 缺点： 泛读环节的节奏把控难度较大，部分阅读速度较慢的学生可能无法在规定时间内完成寻读任务；讨论与表达环节，部分基础薄弱的学生难以用英语完整表达自身观点，参与度有待提升。 改进： 今后设计精读任务时，为寻读环节提供更清晰的定位提示，设置梯度化阅读任务；为口语表达活动提供更充分的词汇、句型支架，设计分层表达任务；小组活动中进行异质分组，兼顾不同水平学生，通过互助学习让所有学生都能参与课堂，提升英语学习的信心与兴趣。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $