外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you学案设计

这是一份外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you学案设计，共14页。
Unit 1 Knowing me, knowing youPeriod 2 Using languages(Grammar & Vocabulary& Listening)导学案1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly. 2. Guide students to learn how to politely decline requests and master interpersonal skills.3. Guide the students to use appropriate verbs to describe the behavior and make suggestions in appropriate communicative terms. 4. Guide students to learn about what the communicative emotional quotient is and enhance interpersonal skills. 1. Help the students to master the rules of using the past participle, and correctly use the past participle as adverbials. 2. Train students’ listening skills to understand the general idea and details of the listening material. 3. Create situations and use communication skills learned in this period to refuse requests politely. New words and expressions for Period One1  annoyed  adj.9  criticize  v. 2  adjust  v. 10  embarrassment  n. 3  duty  n. 11  boxing  n.4  accident  n.12  emotion  n.5  core   n.13  measurement  n. 6  ensure  v.14  refusal  n. 7  complexity  n.15  by accident 8  forgive  v. 16  adjust to  Step 1. Grammar--ed as adverbial  Activity 1 1. Review adverbial clauses: read the following sentences and observe the common features of main sentences and clauses.① Because I was disappointed by his behaviour, I said all this to my best friends. ② If it is approached in this way, your friendship will soon be repaired. ③ When you are filled with anger, you tend to say whatever comes to your mind. Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause. (2) The predicate of the subordinate clause is constructed in the passive voice—(be +v-ed).  2. Rewrite the sentences as follows.  ④ (Because I was) Disappointed by his behaviour, I said all this to my best friends. ⑤ (If it is) Approached in this way, your friendship will soon be repaired. ⑥ (When you are) Filled with anger, you tend to say whatever comes to your mind. 3. Guide the students to summarize the usage of adverbials in the past participle. (1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate. (3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.Step 2 Practice: Do Activity 2 and Activity 3 Activity 2 The students read a diary on Page 5 and rewrite the underlined sentences with the v-ed form. ①. Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it. ②. Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed. ③. Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do. Activity 3 Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly. ① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones. ② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.  ③ ________ (prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.    ④ ________ (separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school.  ⑤ ________ (realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.  ⑥ ________ (move) to a new city, Riley has a hard time adjusting to her new surroundings. Step 3: Tips for good interpersonal relationshipsTalk about interpersonal relationships and do Activity 4, 5 & 6. Activity 41. Read the tips and find out the words describing behaviour towards others.  Tip 1Tip 2Tip 3Tip 4Tip 5 Activity 5 2. Use the words to describe the different situation on Page 6. Situation 1> Situation 4>Situation 2>Situation 5>Situation 3>Situation 6>Activity 63. Discuss what you react in some different situations of Activity 6 on Page 6 and put forward reasonable suggestions. Step 4: Listening 1. Before listening Before listening, guide the students to read “Did you know?” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence. 2. While listeningActivity 7:  ① Listen to the tape for the first time and understand the general idea. Then match three conversations to the pictures on Page 7. Conversation 1Picture a Conversation 2Picture bConversation 3Picture cActivity 8:② Play the tape again. Students take notes of the necessary information and fill in the table on Page 7.  RequestRefusal1Tina has to leave her flat 1________. She wants to stay at Kerry’s place.  Kerry thinks that 2 ________ is too long. Tina is welcome to stay for 3 __________.2Mike invites Ryan to 4__________ and on 5____________Ryan cannot come, because he has to 6______ to New York at the weekend. 3Jane would like to see Beck’s 7___________ for some ideas. Becky refuses because she thinks it is better for Jane to 8 ___________. ③ After checking the answers, have students talk about how the speakers make requests and refusals. Step 5: Post -listening  Activity 9 or Activity 10Student A:Student B:Student A:Student B:Student A:Student B:Student A:Student B:1. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations.       2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues. 3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely. Step 6  Language appreciation:•          1. To complete her homework quickly, she copied part of the article without thinking. •          [句式分析] 不定式短语 “To complete her homework quickly” 在句中作________(成分)，表示_________ (逻辑关系) •          [尝试翻译] 为了快速完成作业，她不假思索地抄了文章的一部分。•          2. She has a hard time adjusting to her new surroundings. •          [句式分析] have a hard time意为：________________; have a hard time 后接动词时用____________; 类似结构的还有：have a good time in doing sth; have trouble /difficulty/ problems in doing sth 等等。 •          [尝试翻译] 她很难适应新环境。•          3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life. •          [句式分析] 动名词短语 “Accepting sadness as part of life”在句中作________(成分)， deal with意为：__________; settle down 意为：___________.  •          [尝试翻译] 接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。Step 7: Homework     1. Review the usage of v-ed form as adverbial.      2. Go over the words and expressions learned in this period. 【参考答案】Step 1. Grammar--ed as adverbial  Activity 1: 1. Review adverbial clauses: read the following sentences and observe the subject characteristics of main sentences and clauses.① Because I was disappointed by his behaviour, I said all this to my best friends. ② If it is approached in this way, your friendship will soon be repaired. ③ When you are filled with anger, you tend to say whatever comes to your mind. Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause. (2) The predicate of the subordinate clause is constructed in the passive voice—(be +v-ed).  2. Rewrite the sentences as follows.  ④ (Because I was) Disappointed by his behaviour, I said all this to my best friends. ⑤ (If it is) Approached in this way, your friendship will soon be repaired. ⑥ (When you are) Filled with anger, you tend to say whatever comes to your mind. 3. Guide the students to summarize the usage of adverbials in the past participle. (1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate. (3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.Step 2 Step 2  Practice: Do Activity 2 and Activity 3 Activity 2: The students read a diary on Page 5 and rewrite the underlined sentences with the -ed form. ①. Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it. ②. Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed. ③. Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do. 【答案】①. Attracted by a particular article in a magazine, ②. Praised in class, ③. Shocked by the decision, Activity 3: Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly. ① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones. ② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.  ③ ________ (prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.    ④ ________ (separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school.  ⑤ ________ (realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.  ⑥ ________ (move) to a new city, Riley has a hard time adjusting to her new surroundings. ⑦ ________(worry) about Riley all the time, Joy and Sadness try together to ensure she gets her core memories back. 【答案】①Influenced     ②Believing     ③Prevented  ④Separated      ⑤Realizing     ⑥Moving   ⑦Worried Step 3: Expressions used for tips and behaviourActivity 4:1. Read the tips and find out the words describing behaviour towards others.  Tip 1 Tip 2Tip 3Tip 4Tip 5 【答案】         Tip 1  forgive / apologize;Tip 2  criticize; Tip 3  lie;Tip 4  judge;Tip 5  complain;  Activity 5: 2. Use the words to describe the different situation on Page 6. Situation 1>  Situation 4>  Situation 2>  Situation 5>  Situation 3>  Situation 6> 【答案】 Situation 1> apologize;Situation 4> judge;Situation 2> criticize;Situation 5> complain;Situation 3> forgiveSituation 6> lie;Activity 6:3. (1) Discuss what you react in some different situations and explain your reasons. Pay attention to describing the behavior in different communicative situations and put forward reasonable suggestions. (2) Take Situation 1 for example and ask students to talk about other situations after model. 【答案】Situation 1You forgot your best friend’s birthday, and you feel bad about it. Your reaction I am really sorry to tell you that I didn’t go to celebrate your birthday personally and  missed a wonderful chance to enjoy myself with you. Your reasons Last week, our school held an important English speech contest. I was so busy writing a draft and practising speech that I forgot your birthday. Now I hope you could understand and forgive me. Step 4: Listening 1. Before listening Guide the students to read “Did you know?” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence. 2. While listeningActivity7： ① Listen to the tape for the first time and understand the general idea. Then match three conversations to the pictures on Page 7. Conversation 1Picture a Conversation 2Picture bConversation 3Picture c【答案】Conversation 1Picture a Conversation 2Picture bConversation 3Picture cActivity 8： ② Play the tape again. Students take notes of the necessary information and fill in the table on Page 7.   RequestRefusal1Tina has to leave her flat 1________. She wants to stay at Kerry’s place.  Kerry thinks that 2 ________ is too long. Tina is welcome to stay for 3 __________.2Mike invites Ryan to 4__________ and on 5____________Ryan cannot come, because he has to 6______ to New York at the weekend. 3Jane would like to see Beck’s 7___________ for some ideas. Becky refuses because she thinks it is better for Jane to 8 ___________. 【答案】12345678③ After checking the answers, have students talk about how the speakers make requests and refusals. 【答案】(possible answers:)(1)  It’ better to begin with a statement of regret, such as “I’m sorry, but...” (2)  Then explain why you make refusals, eg. I choose to.... because I am engaged in ... Step 5: Post -listening  Do Activity 9 or Activity 101. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations.  2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues. 3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely. 【答案】3. (suggested answers as follows: )Student A: Good morning,Tom! Have you got a minute? Student B: Hi! Kate, what’s up? Student A: Huh, I will go on a trip with my family for two weeks, but I can’t bring my pet cat together with us. I’m wondering if you could take care of it while we are away? Student B: Yeah. Oh, you mean that I will be its owner? I’m sorry, but I have never looked after any pets.Student A: Don’t worry! I promise my cat is well-behaved and won’t make any trouble. Student B: En, let me see! Maybe I have to ask my parents who won’t allow me to keep pet.    Step 6  Language appreciation:【答案】 •          1. To complete her homework quickly, she copied part of the article without thinking. •          [句式分析] 不定式短语 “To complete her homework quickly” 在句中作 状语 (成分)，表示 目的(逻辑关系) •          [尝试翻译] 为了快速完成作业，她不假思索地抄了文章的一部分。【答案】 •          2. She has a hard time adjusting to her new surroundings. •          [句式分析] have a hard time意为：过得困难; have a hard time 后接动词时用现在分词(v-ing形式); 类似结构的还有：have a good time in doing sth; have trouble /difficulty/ problems in doing sth 等等。 •          [尝试翻译] 她很难适应新环境。【答案】 •          3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life. •          [句式分析] 动名词短语 “Accepting sadness as part of life”在句中作主语(成分)， deal with意为：处理; settle down 意为：安定下来.  •          [尝试翻译] 接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。Step 7: Homework     1. Review the usage of v-ed form as adverbial.      2. Go over the words and expressions learned in this period.