资源简介

Unit 2 Getting along -Developing ideas
【教学目标】
Language Competence: Apply complex sentence structures (relative clauses, object clauses) to discuss relationship issues, and use persuasive language (modal verbs: should, ought to) to propose solutions.
Cultural Awareness: Compare communication styles in different contexts (e.g., online vs. offline interactions) and appreciate the role of cultural empathy.
Thinking Ability: Critique interpersonal strategies in texts through logical analysis and design creative solutions for real-life conflicts.
Learning Ability: Collaboratively organize information from multi-source materials (articles, interviews) and transfer knowledge to writing persuasive essays.
【教学重难点】
Key Points: Writing skills (outline structuring, argument development) and academic vocabulary (compromise, collaboration, emotional intelligence).
Difficult Points: Using "not only... but also..." for sentence emphasis and avoiding logical fallacies in argumentation. Practice through debate activities and structured writing tasks.
【教学过程】
Teacher: Good morning, class! Today, we are going to continue our exploration of Unit 2, “Getting along”. In this Developing ideas part, we will have some interesting activities to do. First, let’s start with a listening task.
(Play the recording of the conversation among three friends about the roller coaster)
Teacher: Okay, class. Now, I want you to listen carefully to this conversation. After that, you need to choose the main idea from the three options on the screen. Option A: Three friends are researching the highest roller coaster in the city. Option B: Three friends are discussing going on a roller coaster at the weekend. Option C: Three friends are trying to find out the bravest one among them. Listen attentively and make your choice.
(After the first play of the recording)
Teacher: Time’s up. Who wants to share their answer Raise your hands. [Call on a student]
Student: I think the answer is B. Three friends are discussing going on a roller coaster at the weekend.
Teacher: Very good. That’s correct. Now, let’s listen to the conversation again. This time, I want you to complete the students’ thoughts about the roller coaster and choose the correct feelings. Here on the screen, we have Linda’s thought: The new park is open. The Cloud Coaster sounds 1__________! And Tom says: It has the 2________roller coaster in our city, and it can make you feel like 3________the clouds! Listen carefully and fill in the blanks.
(Play the recording for the second time)
Teacher: Alright, let’s check the answers. For the first blank, what did Linda think the Cloud Coaster sounded like [Call on a student]
Student: She thought it sounded exciting.
Teacher: Exactly. How about the second blank What did Tom say about the roller coaster [Call on another student]
Student: He said it has the highest roller coaster in our city.
Teacher: Great. And for the third blank, what did it make you feel like [Call on a student]
Student: Flying through the clouds.
Teacher: Perfect. Now, let’s move on to another part of this listening. We are going to listen to the conversation once more and this time, focus on Paul’s worries and Ms Thomson’s suggestions. On the screen, you can see some blanks to fill. Paul’s worries: My friends were excited about riding the roller coaster and I didn’t want to 1_______. Ms Thomson’s suggestions: You should probably tell your friends that you’re afraid of 2_______. They’ll understand you. You can’t always hide 3_______to please others. What if they never 4_______again You can still 5_______together. Just 6_______and explain why. True friends will 7_______your decision. Listen carefully and complete these notes.
(Play the recording for the third time)
Teacher: Let’s check the answers. For the first blank, what didn’t Paul want to do [Call on a student]
Student: He didn’t want to let them down.
Teacher: Right. For the second blank, what was Paul afraid of [Call on a student]
Student: He was afraid of heights.
Teacher: Good. For the third blank, what can’t he always do to please others [Call on a student]
Student: He can’t always hide his feelings.
Teacher: Correct. How about the fourth blank What if they never do what again [Call on a student]
Student: What if they never invite him again.
Teacher: Exactly. For the fifth blank, what can they still do together [Call on a student]
Student: They can still have fun together.
Teacher: Great. For the sixth blank, what should Paul do [Call on a student]
Student: Just be honest.
Teacher: Perfect. And for the seventh blank, what will true friends do to Paul’s decision [Call on a student]
Student: True friends will respect his decision.
Teacher: Well done, everyone. Now, let’s think about how the teacher, Ms Thomson, offers comfort. We know that when someone is unhappy, it’s important to comfort them. It shows that you understand how they feel. Some helpful expressions are “I’m sorry to hear that”, “That sounds difficult” and “I see”. Listen to the relevant part of the conversation again and talk about how the teacher offers comfort. [Play the relevant part of the recording]
Teacher: Now, turn to your partner and discuss how Ms Thomson offers comfort. [Give students some time to discuss]
Teacher: Okay, let’s share. Who wants to start [Call on a pair of students]
Student A: Ms Thomson said “I see” when Paul told her his problem. This shows that she was listening and understood his situation.
Student B: And she also said “That sounds difficult” which is a way of showing empathy and comforting Paul.
Teacher: Excellent. You both made very good points. Now, it’s your turn to practice using these skills. Work in pairs. Choose a situation from the two on the screen and act out a conversation. Situation 1: I’m busy with my homework but my best friend keeps texting me! Situation 2: I really want to join the dance club, but all my friends want me to join the skating club with them. You can use the useful expressions on the screen like “I have a problem with my friends. It sounds... Why not try... I am afraid of... Don’t worry. You’ll be fine.” Start your conversations.
(Give students enough time to act out their conversations. Walk around the classroom to monitor and offer help if needed)
Teacher: Time’s up. Let’s invite some pairs to come to the front and show us their conversations. [Invite pairs to perform]
(After the pairs perform)
Teacher: Great job, everyone! You all did really well in using the language and showing different emotions in the conversations. Now, let’s move on to the reading part. Look at the picture on the screen. What can you see in the picture Use the words and expressions on the side to help you. We have “reach an agreement”, “argue over”, “dividing line”, “neighbour”, “give up”, “kindness”. Talk to your partner and share your ideas.
(Give students a short time to discuss)
Teacher: Okay, let’s share. What can you see in the picture [Call on a student]
Student: I can see two men standing on either side of a dividing line. They are bowing to each other.
Teacher: Good. And what do you think the story is about [Call on another student]
Student: I think this is a story about the dividing line between neighbours. And in the end, due to people’s kindness, they gave up the argument and reached an agreement.
Teacher: Very good prediction. Now, let’s read the story to check your answers. Read it carefully and we will answer some questions about the story later.
(Students read the story silently)
Teacher: Alright, let’s start answering some questions about the story. First question: Where is Liu Chi Xiang in the story [Call on a student]
Student: Liu Chi Xiang is in Tongcheng, Anhui.
Teacher: Correct. Second question: Why is it famous [Call on a student]
Student: It is famous for its story of kindness and compromise between two families.
Teacher: Great. Third question: What did the two families argue about [Call on a student]
Student: They argued over the dividing line between their houses.
Teacher: Exactly. Fourth question: What suggestion did the Zhang family receive [Call on a student]
Student: They received a poem advising them to yield three chi to their neighbor.
Teacher: Right. Fifth question: What did the Zhang family do after receiving the suggestion [Call on a student]
Student: They stepped back three chi for their neighbor.
Teacher: Well done. Now, let’s think about some deeper questions. What do the people of Tongcheng remember as they walk down the lane [Call on a student]
Student: They remember the story of kindness and compromise between the two families.
Teacher: Good. Another question, why do you think the writer uses a poem in the story [Call on a student]
Student: The poem conveys the moral lesson in a concise, memorable way, emphasizing that yielding to others is not a loss but a meaningful act of kindness. It also adds cultural depth to the story.
Teacher: Excellent answer. Now, let’s analyze some language points in the story. Look at this sentence: “They wrote him a letter, asking for advice.” This is a very interesting sentence structure. It is “主谓 + 双宾语 + 现在分词短语” structure. The present - participle phrase here mainly functions as an adverbial, used to supplement information. For example, “Walking along the street, I heard a strange noise.” This is equivalent to “When I was walking along the street, I heard a strange noise.” Can you give me another example like this [Call on a student]
Student: The children ran out of the classroom, laughing and talking.
Teacher: Great example. Now, let’s look at some phrases in the story. We have “be busy with sth.” which means being in a busy state with something. For example, “The workers are busy with the project.” And “in return” means as a reward or repayment. For example, “In return, I will offer you some useful advice.” Another one is “keep... in mind”, which means to remember something. For example, “Keep these important dates in mind.” Now, I want you to use these phrases to make sentences. Work with your partner and create some sentences using these phrases.
(Give students some time to make sentences and then call on some to share)
Teacher: Now, it’s time for you to think and create on your own. I want you to write a short story about understanding between people. First, organize your ideas by answering the following questions. When does the story happen Where does it happen Who are the characters What is the problem How is the problem solved Then, start writing your short story. You can use the words and expressions we have learned today and try to make your story as interesting as possible.
(Students start writing. Walk around to offer guidance and answer questions)
Teacher: Time’s almost up. Finish up your stories. When everyone is done, we will share some of the stories in class.
(After students finish writing)
Teacher: Okay, let’s start sharing. Who wants to be the first to share their story Raise your hands. [Call on students to share their stories one by one and give positive feedback and suggestions for improvement]
Teacher: Today, we have learned a lot about getting along with others through listening, reading and writing. Remember, in our daily lives, understanding, kindness and communication are very important in building good relationships. I hope you can apply what we have learned today to your real life. That’s all for today’s class. See you next time!

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