资源简介

Unit 2 Getting along
单元教学目标
【Language Abilities】 Use words and expressions in the unit to talk about relationships. Use the present perfect tense to tell stories of sharing. Share your thoughts on how to get along with others.
【Culture Awareness】 Understand the importance of sharing. Establish correct values in building good interpersonal relationships.
【Quality of Thinking】 Analyse the passage from different perspectives and infer deep meanings of the passage. Reflect on personal behaviour in social interactions and develop positive interpersonal skills.
【Learning Abilities】 Guide students to examine and improve their learning methods. Be able to actively cooperate with others in learning activities and complete learning tasks.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：与人相处。该主题属于“人与社会”主题范畴下的“社会服务与人际沟通”主题群，对应“良好的人际关系与人际交往”这一子主题内容。本单元围绕话题secrets of good relationship, 学习和完成11个语篇，通过多样化的学习活动，帮助学生理解与人相处的核心价值，包括分享、包容、表达与理解。通过学习，学生将逐步掌握和谐相处的技巧，培养良好的人际关系，为未来的社会交往奠定坚实基础。
Starting out：本部分通过分享与人相处的名言和讨论相处中的难题，激活学生对人际关系的已有认知。学生将思考并分享自己在与人相处中遇到的挑战，为后续学习奠定基础。
Understanding idea：本部分的阅读文章为《The Selfish Giant》，讲述了一个自私的巨人因赶走孩子而使花园终年冰封，最终在孩子们的回归中悔悟并学会分享的故事。文章通过巨人的转变，传递了分享与包容的重要性，引导学生反思自己在人际关系中的行为。
Developing ideas：本部分包含听力和阅读两个模块。听力部分通过情境对话，帮助学生学会在与人相处中清晰表达自己的想法；阅读部分则讲述了安徽桐城六尺巷的故事，展现了谦让与宽容在化解矛盾中的重要作用。这部分内容旨在提升学生的沟通技巧和同理心。
Presenting ideas：学生需要结合本单元所学内容，创作一份与人相处的指南。通过这一任务，学生不仅能够巩固所学知识，还能将理论应用于实践，进一步提升人际交往能力。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Discuss the quotes about healthy interpersonal relationships.
2.Understand the story and analyze the change of the Giant’s attitude.
3.Analyze the story structure using a story mountain.
3.Tell stories of sharing.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 18 to students, then ask them to answer the questions.
①What do you think this picture shows
②What do you think of their relationship
2.Let some students share their answers.
Starting out
Page 19，1
1.Ask students to read the quotes and make sure they understand the meaning of each quote.
2.Let students answer the questions.
①What are the quotes about
②Which quote do you agree with most Why
3.Check the answers with the class.
Possible answers:①The quotes are about how people should get along with others.
②For example: I agree the second quote. Because everyone is different, we should understand others in getting along with others.
Page 19，2
1.Ask students to watch a video and answer the questions.
①What is the problem in each conversation
②What would you do in similar situations
2.Invite some students to share their answers.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 20，1
Ask students to look at the title and the picture. Then predict what the passage is about.
Show the words to help students.
garden selfish play children angry spring
★Step 3 While-task【过程任务】
Page 20，2
Ask students to read the passage, then answer the question.
What does the Giant do to his garden
Check the answer with the class.
Answer: At first, the Giant closes the gate and builds a high wall around the garden. In the end, he knocks down the wall.
Page 22，3
1.Ask students to choose the message of the passage.
2.Present the right answer and explain the reason.
Answer: C
Page 22，4
1.Ask students to complete the reading chart with the words and expressions from the passage.
2.Check the answers with the class.
Answers:①garden ②play ③angry ④children ⑤look outside ⑥selfish
⑦knocks down ⑧the children
★Step 4　Post-task【后续任务】
Page 22，Think and share
1.Ask students to think about the following questions:
①Why doesn’t spring come to the Giant’s garden
②Why do you think the Giant changes his mind
③Do you know a story with a similar message, either from a book or from your own life Share it with the class.
2.Give some prompts to the students.
3.Let some students share their answers.
Further thinking
1.Ask students to answer the questions.
What is the character of the Giant
What can you learn from the story
2.Let some students share their answers with the class.
★Step 5　Language points　【语言要点】
1.Here and there, over the grass, stand beautiful flowers, like stars.
(1)英语中为了强调句子的某个成分或者保持句子的平衡，有时会把状语和谓语全部放在主语前面。例如:
Under the tree sat an old man.一位老人坐在树下。
On the bed lies a child. 床上躺着一个孩子。
(2) here and there意为“到处;各处;零散地”。例如:
She left her toys here and there.她把玩具丢得四处都是。
2. “I cannot understand why spring has not come since last year,” says the Giant. “I hope the weather changes soon.”
hope意为“希望，期望，指望”。例如:
I hope everything is okay.我希望一切顺利。
hope后面也可以接动词不定式。例如:
Amy hopes to be a teacher. Amy希望成为一名教师。
3.But spring never comes, nor summer.
nor常用于列举两个或更多相同性质的否定事物或情况，意为“也不”。nor summer的原句应该是nor does summer come。
4.I haven't heard that beautiful birdsong for a while.
句中that作副词用，用于强调其后面形容词beautiful的程度，意为“那么”。例如:
She didn't think the test would be that difficult.她没想到这个测试会那么难。
5. And the trees are so glad that they have covered themselves with flowers.
so... that...意为“如此……以至于……”。例如:
He was so tired that he fell asleep very quickly.他累得马上就睡着了。
She sang so well that everyone knew her name.她唱得非常好，每个人都知道她的名字。
6.The birds fly about and sing with joy.
fly about意为“四处飞翔”，其中about意为“到处”。例如:
The kids run about in the park.孩子们在公园里到处奔跑。
7.“Fear not, little ones,” the Giant says. “It's your garden now.”
句中fear not相当于现代英语中的Don't be afraid或Do not fear，构成祈使句。这种“实义动词+not”的句型常出现在一些固定的，尤其是较古老的表达方式中。除fear之外，能直接与not连用的还有其他动词，如be，worry, doubt等。例如:
Be not afraid, I am with you. 别害怕，我和你在一起。
Worry not about the future, live in the present.别为将来担心，活在当下。
Doubt not, for you have the strength within you.别怀疑，因为你有内在的力量
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about quotes about interpersonal relationships.
I can understand the story and analyze the change of the Giant’s attitude.
I can analyze the story using the story mountain.
I can tell stories of sharing.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this reading lesson, I found students were engaged. However, some students had difficulty with analyzing the giant's character. Next time, I'll provide more guiding questions and group discussions. Also, I'll use more vivid ways to help them understand the theme of the story.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Use for and since correctly in present perfect tense.
2.Have a better understanding of the present perfect tense.
3.Discuss the experience of sharing.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to read the sentences from the reading passage and pay attention to the bold words.
(a) The Giant has been away for a long time.
(b) Since then, he hasn't seen a child there.
2.Then ask students to answer the question.
What tense are they in
3.Ask students to find more sentences with the same structures in the reading passage.
4.Check answers with the class.
Answers: I haven’t heard that beautiful birdsong for a while.
I cannot understand why spring has not come since last year.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
现在完成时(2)
用法
现在完成时还可以表达某一行为或状态从过去某时间一直持续到现在。
E.g. I have had the dog for three months now.
We have played football for a year now.
I have been like this since Friday.
I have not done much exercise since I got my computer last year.
从以上例句可以看出，在表示行为或状态从过去一直持续到现在时，通常要与表示一段时间的时间状语连用，这类状语通常由for或since引导。需要注意的是，for后接一段时间，如for a long time, for five years等;而since后多接时间点，如since August 2023, since yesterday, since two o'clock等。
对现在完成时的时间状语提问
在对现在完成时的时间状语进行提问时，我们常用how long。
E.g. How long have you played football 你踢足球踢了多长时间了
How long have you been like this 你这个样子有多久了
How long have you had the dog 这条狗你养了多久了
注意
1.在表示某一行为或状态持续多长时间时，根据终止时间的不同，需要使用不同的时态。
E.g. I stayed in the hotel for a week last summer.去年夏我在这个酒店住了一周。(一般过去时)
I have stayed in the hotel for a week now.迄今为止，我已经在这个酒店住了一周。(现在完成时)
I will stay in the hotel for a week next month.下个月我将会在这个酒店住一周。(一般将来时)
2.在现在完成时的句子中，表示持续的动作或状态时，动词通常与表示时间段的时间状语连用;而表示动作已经完成时，动词不能与表示时间段的时间状语连用。试比较:
Tom has been here for two hours. Tom已经来了两小时了。
Tom has just come. Tom刚到。
3.除表示经历、持续至今的行为或状态外，现在完成时还表示到目前为止量的累积。
E.g.I have learnt 20 English songs.我已经学会了20首英文歌曲。
I have collected 300 stamps.我已经收集了300枚邮票。
★Step 3　While-task【过程任务】
Page 23,6
1.Ask students to complete the sentences with for or since.
2.Check the answers with the class.
Answers: ①since ②for ③Since
Page 23,7
1.Ask students to complete the news article with for, since and the correct form of the
words in brackets.
2.Check the answers with the class.
Answers: ①for ②offers ③Since ④have been ⑤for ⑥enjoys ⑦since ⑧since
3.Ask students to answer the following questions according to the passage.
①What different things has Uncle Jimmy done
②What can you learn from Uncle Jimmy's actions described in the article
Possible answers:①Every year,on his birthday,he has offered free ice creams.
②We can learn the importance of sharing.
★Step 4　Post-task【后续任务】
1.Ask students to work in pairs. Then discuss their experience of sharing.
2.Ask students to use the words and expressions from the reading passage and show the thinking map on the book to the students.
What did you share
Who did you share it with
When did it happen
What did other people say to you
How did you feel about it
What have you learnt from it
3.Show the useful expressions to help them to organise their ideas.
Useful expressions:
I have shared... with... for / since...
... I said, ...
Sharing has allowed / shown / taught me...
One day,...
How does sharing make you feel
It makes me feel... because...
4.Choose some students to share their answers.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can use for and since correctly in present perfect tense.
I can understand the present perfect tense well.
I can talk about my experience of sharing.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
We always get the students to learn grammar by summing up the sentences they have learned. Students can practice grammar by using. After they know how to use the present perfect tense to make sentences, the students should practice in different activities. And we can give them some written work after speaking and reading.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /h/ correctly and remember the letters and letter combinations that represent it.
3.Talk about what you have learnt about expressing your thoughts.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture on page 25 to students, then ask them to answer the questions.
What kind of fear does the girl on the right in the picture have
How do you know
★Step 2　Pre-task【准备任务】
Many people have some kind of fear. Examples include a fear of heights and a fear of attending social events. It is often difficult for people to talk about their fears
with others. This sometimes influences their personal relationships.
★Step 3　While-task【过程任务】
Page 25,1
1.Show the picture and the students’ thought about the roller coaster on page 26 to students, then ask them to predict what the conversation is about.
2.Ask students to listen to the conversation and choose the main idea.
3.Check the answers with the class.
Page 26,2
1.Ask students to listen again. Then complete the students’ thoughts about the roller coaster and choose the correct feelings.
3.Check the answers with the class.
Page 27,3
1.Ask students to read the notes and predict what the conversation is about.
2.Ask students to listen to the conversation and complete the notes.
3.Check the answers with the class.
Page 27
1.Ask students to listen again. Then talk about how the teacher offers comfort.
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 25, and then ask them to pay attention to the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /h/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 27，4
1.Ask students to work in pairs,choose a situation and act out a conversation about those provided in exercise 4. Encourage students to create new situations.
2.Invite some students to perform their conversations in front of the class.
3.Let students talk about what they have learned about expressing their thoughts in this section.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the listening material and grasp the key information.
I can pronounce /h/ correctly and remember the related letters and letter combinations.
I can talk about what I have learnt about expressing my thoughts.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should teach students how to grasp the key information during the listening tasks. In addition, we should encourage them to talk about what they have learned about expressing their thoughts in this section.
第四课时　Reading
Teaching Objects　【教学目标】
1.Learn the history of Liu Chi Xiang.
2.Discuss the meaning behind the poem.
3.Talk about what you learn from the story.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture about Liu Chi Xiang to students, then ask them to answer the questions.
What can you see in the picture
What place is the story about
What do you think the story is about
Show the words and expressions to help the students.
reach an agreement argue over dividing line neighbour give up kindness
Page 28,2
1.Ask students to read the story and check their answers.
Answers: Two families argued over the dividing line between their houses. Finally, each family decided to give up three chi for their neighbour out of kindness.
★Step 2　Pre-task【准备任务】
Play a video and help students to learn some background knowledge about Liu Chi Xiang.
★Step 3　While-task【过程任务】
Page 28
1.Ask students to summarize the main idea of each paragraph.
Paragraph 1:________________________________________________________
Paragraph 2:________________________________________________________
Paragraph 3:________________________________________________________
Paragraph 4:________________________________________________________
3.Check the answers with the class.
Paragraph 1:The introduction of Liu Chi Xiang.
Paragraph 2:The problem between the Zhangs and the Wus.
Paragraph 3:The solution to the problem between the two families.
Paragraph 4:The influence of Liu Chi Xiang.
Page 30,3
1.Ask students to read again, then answer the questions about the story.
Where is Liu Chi Xiang in the story
What’s special about it
What did the two families argue about
Who did the Zhang family ask for advice
What suggestion did the Zhang family receive
What did the Zhang family do then
How did the Wu family behave
What do the people of Tongcheng remember as they walk down the lane
2.Check the answers with the class.
Answers: ①In Tongcheng, Anhui.
②Because it’s perhaps the most famous narrow lane in China.
③They argued about the dividing line between their houses.
④They asked Zhang Ying who had a position high up in the government for advice.
⑤They received a poem which suggested that they should not quarrel over the three chi of land. Instead, they could give the three chi to their neighbour out of kindness.
⑥They stepped back three chi for their neighbour.
⑦They gave up another three chi.
⑧They remember how kindness encourages more kindness.
Page 30,4
1.Ask students to answer the questions.
①How do you understand “as a gift” and “as time continues to drift” in the poem
②What rhymes can you find in the poem
③What's the effect of these rhymes
2.Check the answers with the class.
Possible Answers: ①“As a gift” means giving three chi of space to the neighbour kindly, showing an act of generosity. “As time continues to drift” implies that as time passes by, small things like the land for the wall won't matter anymore.
②The rhymes are “wall” and “all”, “gift” and “drift”.
③The rhymes make the poem sound like music and easy to remember.
★Step 4　Post-task【后续任务】
Page 30 Think and share
1.Ask students to think and share:
①What is your understanding of the title
②Why does the writer use the poem in this story
③What have you learnt from the story
2.Give students some prompts.
3.Let some students share their answers.
★Step 5　Language points【语言要点】
1.Two local families, the Zhangs and the Wus, argued over the dividing line between their houses. They couldn’t reach an agreement.
(1)两个逗号间的the Zhangs and the Wus是对名词短语two local families进行具体解释说明。例如:
My friend, John, loves football.我的朋友，John，喜欢踢足球。
(2) argue over意为“就……争论”，其中over意为“与...…有关，关于”。例如:
They always argue over who should pay the bill.他们总是争论谁应该付账单。
(3) reach an agreement意为“达成协议”。例如:
The two countries reached an agreement after two weeks.两周后，两国达成了协议。
2.In return, they decided to do the same thing.
in return意为“作为……报酬，作为……回报”。例如:
I helped her move, and in return, she cooked me dinner.我帮她搬家，作为回报，她给我做了晚餐。
3.And so came the six-chi-wide lane between the two houses.
这句话主语比较长，为防止句子头重脚轻，谓语came提到了主语the six-chi-wide lane between the two houses前面。英文中有些句子没有宾语，且主语较长，可以把状语提前，而把主语放到谓语后面。例如:
On the table stood two glasses and an empty bottle.桌上有两个玻璃杯和一个空瓶子。
After the party came a fireworks display in the garden.聚会后花园里放起了烟花。
4.The people of Tongcheng still keep the poem in mind.
keep... in mind意为“把……放在心里, 把……记在心上。”例如:
Keep in mind to lock the door when you leave.离开时记得锁门。
He always keeps her advice in mind.他总是牢记她的忠告。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I know the history of Liu Chi Xiang.
I know the meaning of the poem.
I can talk about what I learn from the story.
★Step 7　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this class, most students could answer the reading questions, but some students had trouble. Next time, I’ll explain more difficult words first and give more time for group talks to help them better understand the story.
第五课时　Writing
Teaching Objects　【教学目标】
1.Learn the structure of a story.
2.Write a short story about understanding between people.
3.Share your story about understanding between people with the class.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show students the mind map in Exercise 5, step 1, on P31. Ask them to analyze the structure of Liu Chi Xiang’s story.
2.Ask students if they have ever had or watched an argument or conflict, what it was about and how it was solved.
3. Select some students to share their experience with others.
★Step 2　Pre-task【准备任务】
1.Let each student think of an argument or conflict they have ever experienced.
2.Ask students to work in groups of four and share their experiences with their group members.
★Step 3　While-task【过程任务】
1.Let students organise their ideas and complete the mind map in Exercise 5, step 1. In order to help students better finish this task, the teacher can show them an example.
2.Ask students to write about their stories with the help of the questions in step 1. Before writing, present a sample story to students.
Sample writing: One Monday afternoon after school, Tom and Jerry were in the school library. They both wanted to borrow the only copy of their favorite book. Since the library couldn’t lend it to both of them at once, they started arguing about who should borrow it first.
Tom soon calmed down. He suggested they read the book together in the library that day. Jerry thought it was a good idea. Then they found a quiet corner and read the book together.
This story shows that in friendships, it’s important to be kind and think of each other. By working together, we can solve problems and keep our friendships strong. Sometimes, sharing isn’t just about giving something up—it’s about gaining something even better.
★Step 4　Post-task【后续任务】
1.Have students exchange their passages with a partner.
2.Ask students to check their stories as follows.
Did you include characters, a setting and events
Did you use the words and expressions from the reading passage
Did you give your opinion about the importance of understanding others
3.Invite some students read their writings to the class.
★Step 5　Summary　【课堂小结】
Ask students to use the students' self-assessment form to check what they have learned in this lesson.
I know the structure of a story.
I can write a short story about understanding between people.
I can share my story about understanding between people with the class.
★Step 6　Homework【家庭作业】
Further polish your writing according to the evaluation criteria.
Teaching reflection　【教学反思】
The mind map in Exercise 5 is very helpful for students because it shows the basic elements and the structure of a story clearly. Before the writing task, I asked students to analyze the structure of Liu Chi Xiang’s story, which helped them apply the mind map to organize the key elements of a story. During the writing exercise, most students could write the outline of their story; however, some of them had difficulties in connecting sentence and making their passages coherent. In the future, I will focus on helping them make their sentences more logical and coherent, such as by practicing the use of transition words and maintaining a clear narrative order.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Create a guide for getting along with others.
2.Talk about the secrets of good relationships.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Introduce the project to students: Create a guide for getting along with others.
★Step 2　Pre-task【准备任务】
Ask students to work in groups, and list common problems in getting along with others. Think about possible solutions. Then take a group vote to decide on the problem to focus on.
★Step 3　While-task【过程任务】
1.Let students create a guide with the help of the outline on page 32.
2.Ask students to use the language tips in the outline on page 32 or find useful expressions or sentences from this unit.
3.Ask some students to practise and present their guide to the class.
★Step 4　Post-task【后续任务】
1.Ask students to vote on the best three guides and the best three presentations.
2.Ask students to talk about the secrets of good relationships as the following mind map.
Secrets of good relationships
Share with others Express your thoughts Understand others
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can create a guide for getting along with others.
I can talk about the secrets of good relationships.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this class, I guided students to create a guide for getting along with others. Although some students actively shared ideas, many struggled with expressing complex thoughts. Next time, I'll offer more examples and group discussions to help them better.

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