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Book 3 Unit 1 Knowing me, knowing you教案设计
单元主题 本单元的主题语境是“人与社会”，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。
单元目标 学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。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自我——认识自我
内容分析 本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。本单元首先用图片展现了特定场景下不同人物的不同表现，引导学生通过现象体会人物不同的性格特征，使用相关语言进行描述，顺势引入本单元的主题。活动2通过视频展现人际交往中一些不礼貌的行为，引导学生分析这些行为的不当之处及改正方法，从而进一步加深对主题的探讨。
教学目标 通过观察图片，选择恰当的语言描述图中人物的行为，总结并判断人物的性格特点； 大致理解视频内容，指出三段对话中所涉及的不当行为，思考并表达自己在相似情况下应该怎么做。
教学重点 鼓励学生用完整的句子描述人物特点并表达自己的观点； 激活话题词汇，并对-ed分词的使用进行必要的复习，为新的语言学习做铺垫。
教学难点 引导学生将自身生活的真实体验与语言学习相结合，获得真实的表达欲望和学习需求, 同时加深对自己的了解； 引导学生对人际交往中的不当行为进行总结，能举一反三，并尽量在实际生活中避免。
教学策略 视听教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some pictures to help Ss review some topic-related words which can be used to describe people’s personalities. 2. T presents the picture on page 1 to Ss and let them talk about what kind of person they might be. 3. T picks out all the -ed adjectives used in students’ sentences. 1. Ss read pictures and get prepared with the topic-related words and know that these words would be used in later activities. 2. Ss read the picture on page 1 and describe people and their personalities. 1. To guide Ss to understand that a person’s outer actions can show their inner minds. 2. To prepare for later language learning.
Activity 2 1. T plays the video and asks Ss to figure out what problems are shown in the situations. 2. T asks Ss what they would do in the same situations. 1. Ss watch the video, and figure out the problems. 2. Ss work in pairs and talk about what they would do in the same situation. To guide the students to aware proper manners in interpersonal communication.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——完善自我；人与社会——良好的人际关系
内容分析 本板块呈现两封信，体裁为应用文。第一封是求助信，写信人Ben描述了因为一场篮球比赛而引发的一系列的人际关系问题。第二封是针对第一封信的回复，Agony Aunt对Ben的问题给出了三点建议。读前的导入活动引导学生讨论他们在人际交往中比较关注的问题，从而引出话题，为课文学习做好铺垫；读中活动主要考查学生对语篇内容的把握和对文章脉络的梳理能力；读后活动通过主旨大意归纳、细节信息理解和联系自身的开放性问答等活动，启发学生深入思考，初步探究主题意义。
教学目标 理解求助信和回信的主要内容，并形成处理人际关系问题和情绪管理问题的一个基本态度——Think before we speak； 学生能够在使用本单元所学语言的基础上，描述自己在成长过程中遇到的人际关系问题，能够表达自己情绪的变化和对情绪管理的认识。
教学重点 帮助学生理解语篇内容，梳理文章脉络； 引导学生描述生活中的人际交往的更多实例，阐述对Think before we speak和对Loose lips sink ships的理解。
教学难点 基于对篇章内容的理解，并结合学生各自的生活实际，对回信中所列举的建议进行增补，从而加深对主题意义的理解； 基于对篇章的理解，结合真实的生活体验，总结个人合理的交际策略。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T guides Ss to talk about what problems they would face in their daily life and to whom they can turn to for help when facing a certain kind of problem and why. For example: When you have conflicts with classmates, you would like to turn to ( ) for help. Parents. Online forums. Ss share with each other the problems they face at school. To lead Ss to the topic, and help Ss review the topic-related words.
Activity 2 1. T asks Ss to read through the passage, focusing on the pictures, addresses, signatures and compare the two letters. 2. T guides Ss to predict what suggestions would be given in Agony Aunt’s letter. 1. Ss realise the relations between the two letters and can locate in the certain part of the passage to fill in blanks of Ben’s problems on page 4. 2. Ss pick out three suggestions mentioned in the part and fill in blanks of Agony Aunt’s suggestions on page 4. 1. To train students’ reading skill in locating certain information. 2. To train Ss’ skill in getting specific information and understanding the language in context.
Activity 3 T asks Ss to share their opinions about Ben’s problem and Agony Aunt’s suggestions. Ss share with others their understanding of the passage and finish exercise 3 on page 4. To train students’ reading skill in getting the main idea.
Think & Share 1. T guides Ss to think about what other advices would they give to Ben 2. T asks Ss to share their opinions about “Loose lips sink ships”. Ss talk freely and extend their thinking and talking into real life. 1. To provide chances for Ss to use the language learnt in this unit to express their ideas. 2. To guide Ss to summarize the skill in conflict-resolving.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——认识自我、完善自我；人与社会——良好的人际关系
内容分析 本板块包括语法部分–ed as adverbial、词汇部分Interpersonal relationships和听说部分Saying no politely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生学会如何运用恰当的语言有礼貌地拒绝，提高自己的人际交往能力。
教学目标 1. 能够在教师的引导下，从已知的过去分词用法迁移到-ed分词做状语； 2. 学习并运用与人际交往相关的词汇描述正确处理人际关系的方法； 3. 听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地拒绝。
教学重点 1. 引导学生熟悉-ed做状语的结构特点，并加以运用； 2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认识到恰当的语言表达可以助力人际关系的维护和改善。
教学难点 1. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去； 2. 认识到所学语法项目的功能所在，并在生活实际中恰当运用。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the sentences a&b in exercise 1 on page 5 and answer questions 1-2. Ss answer the questions in exercise 1 and review the basic rules of –ed participles and finish exercise 3 on page 5. To base the new language learning on the foundation of what we have already known.
Activity 2 T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 3-4. Ss think about why we have to use –ed participles as adverbials and finish exercise 2 on page 5. To promote the way of expressing oneself and encourage Ss to practise using it.
Activity 3 T guides Ss to underline key words of exercise 4 and introduce them as tips for good relationships, such as apologise, forgive etc. Ss describe the situations in exercise 5 on page 6 and apply the tips in exercise 4 to practise and explain why it helps To guide Ss to know that proper actions makes a big difference in healthy relationships.
Activity 4 T guides Ss to talk more about how they would react under the certain situations in exercise 6. Ss share their opinions with each other and make comments on others’ opinions. To make a combination with real life experiences.
Activity 5 1. Before listening, T asks students about their experiences of refusing others and asks Ss to read the pictures on page 7 and predict what may happen. 2. T plays the recordings and guides Ss to listen. 1. Ss read pictures and predict what may happen and get prepared before listening. 2. Ss listen and match the conversations with the pictures and finish exercise 7 on page 7. To enhance the skill in getting key information while listening.
Did you know T asks Ss to read the short passage in “Did you know ” on page 7. Ss are encouraged to put forward more examples to show their pinions. To guide Ss to know that saying no politely is another way of keeping healthy relationships.
Activity 6 T plays the recording again and asks Ss to fill in the blanks in exercise 8 on page 7. Work in pairs with one student focusing on the request and the other on the refusal. To train Ss to get specific information while listening and get to know the functional expressions about refusal.
Learning to learn & Activity 7 T introduces the sentence pattern of saying no politely, such as “I’m sorry… but…” “If possible, how about… ” Work in pairs and act out the conversations on page 81& page 84 with the sentence patterns provided by T. To encourage Ss to practice the proper way of refusing others in daily lives.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——认识自我，完善自我；人与社会——良好的人际关系与社会交往
内容分析 本板块呈现了本单元的第二个主要阅读语篇，文章围绕善意的谎言展开论述，属于议论文。文章结构清晰，逻辑严谨，从三个方面论述了为什么即使是善意的谎言也会造成严重的危害，从而引发学生对诚实的思考。写作部分提供了一则寓言，通过几个问题帮助学生理解其大意并引发对寓言的寓意——人与人之间保持合适距离的思考。通过完成活动任务，学生理解和掌握议论文的文章结构和观点论述的方法，进一步加深对认识自我、尊重他人、维护良好人际关系的思考。
教学目标 能够独立阅读课文，理解并掌握议论文的特点、文章的组织方式等，并完成从句到段，从段到篇的表达训练； 能够选用合理、恰当的实例来论证自己的观点；
教学重点 引导学生基于语篇学习，理解并掌握议论文的文体特点和组织方式； 锻炼学生结合语境思考的能力和在语境中运用语言的能力。
教学难点 借助议论文结构的学习，促进学生的分析能力、思辨能力和思维严谨性的提升； 引导学生联系生活实际，学习分析问题、解决问题的方法，从而反向促进语言学习。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T uses questions to guide Ss to read pictures. For example: Who is doing better in the exam If you were student B, how would you like to response 2. T provides some similar situations for Ss to talk about. Ss talk freely to warm up their real-life experiences and Ss are expected to talk more about their opinions on white lies. 1. To lead in the topic and activate the students’ real-life experiences and arouse their interests to read. 2. To introduce the idea of white lies to students and get them prepared for the later reading.
Activity 2 1. T encourages Ss to explain what a “white lie” is. 2. T asks Ss to read the passage and find out the meaning of “white lies” according to the author. 1. Ss come up with their own definitions of “white lies”. 2. Ss read the passage and check. To skim and get the main idea of the passage.
Activity 3 & Learning to learn 1. T asks Ss to divide the passage into three parts with the help of exercise 3 on page 10. 2. T guides Ss to frame each part with the following questions: Why do we always tell white lies, though it’s wrong What examples are mentioned in this part What is the analysis of the writer Ss understand the frame of the passage and understand each part with its reasons, supporting examples and analysis. 2. Ss fill in the blanks in exercise 3 on page 10 and think about the writing pattern of an argumentative essay, which may be applied to the writing tasks later. 1. To learn to make a mind map of the information and the passage. 2. To encourage Ss to find more examples of white lies of their own and tell the differences between a lie and a white lie and inspire Ss to get further understanding of the theme value.
Think & Share T gets Ss to go back to the poem lines and think about its meaning in the context. Ss think and share with the class what they would do in the situation described in the passage Ss think and share with the class their understandings of Walter Scott’s poem. To arouse Ss’ deep understanding and the thinking of the passage.
Activity 4 T asks Ss to work in groups and talk about the importance of honesty. Ss follow the instructions on page 10 exercise 4 and make it into a mini speech. To let Ss think further and learn to use the proper examples to support their opinions.
Activity 5 T asks Ss to read the fable. While reading, T reminds Ss to pay special attention to the title and the ending. Ss understand that the passage is about dilemma, and not about porcupine. Ss understand that the passage is about finding ideal distance, and not about being independent. 3. Finish exercise 5 on page 11. To get the main idea of the fable and understand the message it conveys.
Activity 6 T guides Ss to go through the passage in details. Ss understand the fable and write down the summary and the viewpoint by completing the notes in exercise 6 on page 11. To summarize the viewpoint and get prepared for the writing task.
Activity 7 1. T encourages Ss to work in groups to share more supporting examples of the same dilemma in their real lives. 2. T asks Ss to combine their viewpoints and their examples together and write it into a passage. 1. Ss work together, list examples and pick out the most reasonable ones. 2. Ss follow the useful expressions on page 11 while writing. To practice writing an argumentative essay with the given structures and sentence patterns.
Activity 8 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks students to show their essays to the class, and invites others to make comments. Ss share and perform peer evaluation. To improve writing skills through peer evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——完善自我；人与社会——良好的人际关系与社会交往
内容分析 Presenting ideas板块呈现三则关于人际交往的智慧箴言，要求学生结合本单元所学内容，理解这三则箴言的含义，并选择其中一则展开论述，联系自身，由此学以致用，并对主题意义进行更为深入的思考。Reflection板块为本单元的反思总结环节，旨在让学生反思、总结自己在这一单元中的所学与收获以及对今后生活的指导意义。
教学目标 1. 能够将名言的含义联系实际生活，体会其在真实人际交往中的运用价值； 2. 能够运用所学的语言知识分析问题、解决问题，并展开议论； 3. 能够在教师的指导下，进行自我反思、同伴互评，调整学习策略，提高学习效率。
教学重点 引导学生在理解箴言的基础上表达自己的观点，并联系自身； 引导学生客观地评价自己的学习和同伴的学习，并从中获益。
教学难点 1. 引导学生有根据、有条理地发表自己的观点并开展论述； 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T introduces the three old sayings to Ss and check their understandings of them. Ss share their understandings with each other and translate the sayings into Chinese. To understand the meanings of the quotations and prepare for further discussion.
Activity 2 1. T divides students into several groups, with each group having a leader, a note-keeper and 2–4 idea providers. 2. T asks students to work in groups, and choose one to discuss further. 1. Students take different roles in their group and decide which sentence they are going to present. 2. Students work in groups, share their ideas with real life examples and prepare a short presentation together. To strengthen Ss’ abilities to integrate what they learnt and organise a presentation in groups.
Activity 3 T asks Ss to present their ideas to the class. Ss present their group ideas with useful expressions on page 12. 1. To share and to promote one’s thinking while presenting and comparing. 2. To encourage peer evaluation and self-assessment
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 12. Ss rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. Rate performance, review what Ss have learnt and to think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——认识自我，完善自我；人与社会——良好的人际关系与社会交往
内容分析 本板块为项目实践活动，要求学生以小组为单位，组建一个“答疑解惑”工作坊”，扮演“知心哥哥”“知心姐姐”，帮助同学解决学习和生活中的实际问题。借助项目的推进，学生能够将人际交往策略应用在工作坊搭建和运转中，从而提升自己，帮助他人。
教学目标 1. 了解困扰青少的主要问题，运用本单元所学论述问题所在； 2. 通过小组合作分工，完成工作坊的搭建； 3. 运转工作坊，通过同伴间合作共同完成答疑解惑，并能够总结经验，向他人介绍工作坊的运转情况。
教学重点 1. 引导学生多多浏览国外的素材，借助国外比较成熟的peer mediation机制，完善自己的工作坊； 2. 引导学生在运转工作坊过程中回顾所学，学以致用。
教学难点 引导学生明确小组分工合作，相互协作完成工作坊的建设。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate To set up problem-solving workshop, T divides Ss into groups to investigate the problems they commonly face. Ss collect problems and group them into categories. To develop skill in searching information. To improve their metacognition level by sharing, comparing and reflecting.
Plan 1. T encourages Ss to carry out detailed plans. 2. T asks students to make a poster of their workshop with its name, form, focus and etc. on it. Finish the poster after class. To improve their cooperative awareness.
Create T encourages students to carry it out, providing guidance to them if necessary. Let the class know how to use their workshop and encourage them to take part in. To apply what Ss have learnt to real life.
Present T sets a certain period of time aside to share their workshop’s profits & values. Each group shows the value of their workshop and the experiences of setting it up. To practise skill in presentation, and learn from each other.
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