大單元整體學(xué)習(xí)學(xué)程FriendshipandInterpersonalRelationship導(dǎo)學(xué)案高考英語人教版一輪復(fù)習(xí)

高三英語大單元整體學(xué)習(xí)學(xué)程FriendshipandInterpersonalrelationship友情和人際關(guān)系，幫助學(xué)生學(xué)會(huì)與他人交往友情和人際關(guān)系，幫助學(xué)生學(xué)會(huì)與他人交往writeastoryaboutourfriends（B1U4&B3U1）單元大任務(wù)，單元大任務(wù)，將整個(gè)單元的知識(shí)與能力包裹進(jìn)來，形成最終的輸出任務(wù)。__________________________________審批：_________________包科領(lǐng)導(dǎo)：_____________班級(jí)：_________________小組：_________________姓名：_________________單元概述【單元內(nèi)容】Thethemeofthisunitisfriendshipandinterpersonalrelationship.Itbelongstothetopicofmanandsociety.Thisthemeismainlyaboutgoodinterpersonalrelationsandsocialmunication,specificallythefriendshipbetweenpeople,beginningwiththecognitionofthefriendship.Thepoem,Friendsforeverandkeywordsoffriendshipexpresswhattruefriendis.Thenyouwillreadthepassageaboutthedisadvantagesandadvantagesofmakingfriendsonline,shapetheircorrectviewofmakingfriendsandunderstandtheconnotationandvalueoffriendship,writeastoryaboutyourfriends.Throughthisunit，youwillreflectyourselvesandformstudentscorrectviewoflife,valueandmakingfriendsbyfurtherunderstandingtheconnotationandvalueoffriendship.單元內(nèi)容圍繞課程大概念，對(duì)單元核心內(nèi)容進(jìn)行簡要概述，通過單元內(nèi)容的閱讀可以激活學(xué)生的學(xué)習(xí)興趣，讓學(xué)生對(duì)本單元有一個(gè)基本的了解。單元內(nèi)容圍繞課程大概念，對(duì)單元核心內(nèi)容進(jìn)行簡要概述，通過單元內(nèi)容的閱讀可以激活學(xué)生的學(xué)習(xí)興趣，讓學(xué)生對(duì)本單元有一個(gè)基本的了解?！菊n標(biāo)要求】課標(biāo)要求如何寫？1.按學(xué)科核心素養(yǎng)的四個(gè)維度：語言能力、學(xué)習(xí)能力、文化意識(shí)、思維品質(zhì)，結(jié)合本單元的具體內(nèi)容來寫。2.按照表格的形式，參考但不照搬教參上每個(gè)單元的“教學(xué)目標(biāo)與要求”表。課標(biāo)要求如何寫？1.按學(xué)科核心素養(yǎng)的四個(gè)維度：語言能力、學(xué)習(xí)能力、文化意識(shí)、思維品質(zhì)，結(jié)合本單元的具體內(nèi)容來寫。2.按照表格的形式，參考但不照搬教參上每個(gè)單元的“教學(xué)目標(biāo)與要求”表。3.主題不用寫，詞匯不用具體列出來，泛泛的談，比方說“用和XXX主題相關(guān)的單詞和詞塊理解和表達(dá)”4.語法、語篇列出來，如本單元有雜志、健康冊等，學(xué)生不僅需要讀懂文章內(nèi)容，更需能夠分析文章的幾個(gè)要素、寫作手法等。語用就是單元的功能用于“表達(dá)同意與不同意等”。（語言知識(shí)范圍）5.教參上的語篇、表達(dá)放在語言技能中（聽說讀寫看）參考的幾個(gè)表格1. 表2普通高中英語課程主題語境內(nèi)容要求2. 表3普通高中英語課程語篇類型內(nèi)容要求3. 表4普通高中英語課程語音知識(shí)內(nèi)容要求4.表5普通高中英語課程詞匯知識(shí)內(nèi)容要求5. 表6普通高中英語課程語法知識(shí)內(nèi)容要求6. 表7普通高中英語課程語篇知識(shí)內(nèi)容要求7. 表8普通高中英語課程語用知識(shí)內(nèi)容要求8. 表9普通高中英語課程文化知識(shí)內(nèi)容要求9. 表10普通高中英語課程語言技能內(nèi)容要求10. 表11普通高中英語課程學(xué)習(xí)策略內(nèi)容要求11. 表12，13，14高中英語學(xué)業(yè)質(zhì)量水平一、二、三核心素養(yǎng)課標(biāo)要求語言能力語言知識(shí)語音能夠理解升調(diào)的使用規(guī)律及其表達(dá)意義詞匯能正確使用與“FriendshipandInterpersonalrelationship”主題相關(guān)的詞和詞塊來理解和表達(dá)。語法能夠恰當(dāng)?shù)倪\(yùn)用定語從句及了解定語從句的功能及意義。語篇能夠讀懂詩歌，論說文,網(wǎng)絡(luò)論壇帖子,小說等語篇結(jié)構(gòu)特征及語言特點(diǎn)；能夠讀懂小說文體的基本特征和常見的閱讀方法，了解“o.Henry小說的主題和歐.亨利式”結(jié)尾的特點(diǎn)，使學(xué)生能夠運(yùn)用所學(xué)為小說續(xù)寫結(jié)尾。語用能夠正確使用表示友誼的關(guān)鍵和句式來表達(dá)關(guān)于友誼的觀點(diǎn)。語言技能聽聽兩個(gè)好友關(guān)于"helpingourfriends"的對(duì)話，探討真正的友誼就是朋友身處困難那當(dāng)中，能及時(shí)給予他們幫助，讓他們深切的感受到友誼的偉大。說能夠用自己的語言恰當(dāng)?shù)谋磉_(dá)友誼的內(nèi)涵和價(jià)值意義，且能夠根據(jù)語境的需要正確使用升調(diào)，使口頭表達(dá)更加準(zhǔn)確、自然。讀1.閱讀論說文—Clickforafriend,了解網(wǎng)絡(luò)交友的利弊，初步形成自己的交友觀"；2.閱讀兩封書信，了解同學(xué)之間出現(xiàn)的問題和建議的解決方法；寫能夠運(yùn)用所學(xué)，為小說續(xù)寫結(jié)尾看觀看友誼天長地久這首詩的視頻，理解友誼的內(nèi)涵和價(jià)值意義。觀看人際交往中一些不禮貌的行為的視頻，引發(fā)學(xué)生思考并分析這些行為的不當(dāng)之處學(xué)習(xí)能力能依據(jù)說話人表述的內(nèi)容及其語音、語調(diào)、語速、停頓等分辨其態(tài)度。能通過閱讀從文章中提取事實(shí)和細(xì)節(jié)，并基于這些信息推導(dǎo)出合理的結(jié)論。3.能夠明確故事中的人物形象和特點(diǎn)，評(píng)價(jià)人物的行為。4.能夠區(qū)分一些近義詞在語用上的差異，并根據(jù)語境正確使用這些詞匯。文化意識(shí)1.進(jìn)一步的深入理解友誼的意義和內(nèi)涵。2.辯證的思考情與法的關(guān)系，樹立正確的交友觀。思維品質(zhì)能夠基于單元所學(xué)內(nèi)容提煉描述友誼的美好詞匯能夠辨證的思考情與法之間的關(guān)系，客觀分析和推理身處困境的人的不同選擇可能產(chǎn)生的結(jié)果和影響，從而打破二元對(duì)立的思維模式，學(xué)會(huì)全面地、客觀地、理性地看待問題，進(jìn)而對(duì)道德和人性及友誼有更加深入的思考和理解?！締卧繕?biāo)】單元目標(biāo)是課程總目標(biāo)（核心價(jià)值培養(yǎng)）的有機(jī)組成部分；要以發(fā)展英語學(xué)科核心素養(yǎng)為宗旨，圍繞主題意義的探究，課程大概念的形成整體設(shè)計(jì)單元目標(biāo)是課程總目標(biāo)（核心價(jià)值培養(yǎng)）的有機(jī)組成部分；要以發(fā)展英語學(xué)科核心素養(yǎng)為宗旨，圍繞主題意義的探究，課程大概念的形成整體設(shè)計(jì)Bytheendoftheunit,wewillbeableto:1.reconstructthefriendshipandinterpersonalrelationshiptopicwordsbydrawingatopicwordmindmapandthinkaboutwaystomakefriends;2.constructthepassagestructureandfindouttheadvantagesanddisadvantagesofmakingfriendsonlineafterrereadingthepassageClickforafriend;3.developmoredeeperideasaboutfriendshipandinterpersonalrelationshipbyreadingmorepassagesaboutthetopicandfinishingthetopicrelatedexercises；4.reconstructthetopicrelatedmindmapandwriteanendingofastoryaboutfriendship【單元任務(wù)】1.立足單元主題意義：單元是承載主題意義的基本單位，要立足單元主題意義，制定單元整體教學(xué)目標(biāo)，引領(lǐng)學(xué)生在深度學(xué)習(xí)中發(fā)展核心素養(yǎng)（教育部2018）。2.以學(xué)生為主體：從學(xué)生出發(fā)來描述學(xué)習(xí)表現(xiàn)，學(xué)習(xí)目標(biāo)要可達(dá)成、可操作、可檢測。3.體現(xiàn)意義探究過程：體現(xiàn)語言、文化、思維的融合發(fā)展，呈現(xiàn)學(xué)生主動(dòng)探究意義的思維進(jìn)階過程，促進(jìn)其新知識(shí)的建構(gòu)和高階思維發(fā)展。4.關(guān)注素養(yǎng)表現(xiàn)：關(guān)注學(xué)生在完成課時(shí)學(xué)習(xí)后的素養(yǎng)表現(xiàn)，落實(shí)單元學(xué)習(xí)大觀念。單元任務(wù)與應(yīng)用遷移階段的任務(wù)保持一致1.立足單元主題意義：單元是承載主題意義的基本單位，要立足單元主題意義，制定單元整體教學(xué)目標(biāo)，引領(lǐng)學(xué)生在深度學(xué)習(xí)中發(fā)展核心素養(yǎng)（教育部2018）。2.以學(xué)生為主體：從學(xué)生出發(fā)來描述學(xué)習(xí)表現(xiàn)，學(xué)習(xí)目標(biāo)要可達(dá)成、可操作、可檢測。3.體現(xiàn)意義探究過程：體現(xiàn)語言、文化、思維的融合發(fā)展，呈現(xiàn)學(xué)生主動(dòng)探究意義的思維進(jìn)階過程，促進(jìn)其新知識(shí)的建構(gòu)和高階思維發(fā)展。4.關(guān)注素養(yǎng)表現(xiàn)：關(guān)注學(xué)生在完成課時(shí)學(xué)習(xí)后的素養(yǎng)表現(xiàn)，落實(shí)單元學(xué)習(xí)大觀念。單元任務(wù)與應(yīng)用遷移階段的任務(wù)保持一致Doyouwanttomakenewfriend?Doyouwantdodevelopfriendship?Doyouknowhowtogetalongwellwithyourfriends?Doyouwanttoexpressyourfeelingtoyourfriends?eon!Makeaspeechtointroducetheimportantofthefriendshipandintroduceoneofyourmostimpressivefriendshipyouhaveexperiencedandfurtherunderstandtheconnotationandvalueoffriendship.【學(xué)習(xí)導(dǎo)航&評(píng)價(jià)預(yù)設(shè)】以學(xué)生的持久理解為目標(biāo)，超越對(duì)零散知識(shí)的關(guān)注，有效依托多種類型語篇，從不同的角度或深度圍繞同一主題進(jìn)行多元化解析，引導(dǎo)學(xué)生在意義的探究和問題解決的過程中建構(gòu)整合的、系統(tǒng)的、完整的單元知識(shí)體系，促進(jìn)其核心素養(yǎng)的發(fā)展。構(gòu)建單元整體結(jié)構(gòu)圖的步驟：（1）研讀單元內(nèi)容：逐一研讀單元內(nèi)的語篇（從開篇頁到workbook里的每一個(gè)語篇），分析明確各語篇類型、子主題（育人價(jià)值）；以學(xué)生的持久理解為目標(biāo)，超越對(duì)零散知識(shí)的關(guān)注，有效依托多種類型語篇，從不同的角度或深度圍繞同一主題進(jìn)行多元化解析，引導(dǎo)學(xué)生在意義的探究和問題解決的過程中建構(gòu)整合的、系統(tǒng)的、完整的單元知識(shí)體系，促進(jìn)其核心素養(yǎng)的發(fā)展。構(gòu)建單元整體結(jié)構(gòu)圖的步驟：（1）研讀單元內(nèi)容：逐一研讀單元內(nèi)的語篇（從開篇頁到workbook里的每一個(gè)語篇），分析明確各語篇類型、子主題（育人價(jià)值）；（2）建立各語篇關(guān)聯(lián)：圍繞單元主題，提煉單元大概念，整合、拓展、重構(gòu)單元內(nèi)容，找到單元內(nèi)容的內(nèi)在邏輯關(guān)系。（3）形成單元整體結(jié)構(gòu)圖。注意：（1）單元內(nèi)的邏輯不是唯一的，只要整合、拓展、重構(gòu)的單元內(nèi)容是符合邏輯的、有意義的即可。（2）單元整體結(jié)構(gòu)圖為學(xué)生提供一個(gè)清晰的單元學(xué)習(xí)路徑，可幫助學(xué)生更好的理順單元內(nèi)在邏輯，開展單元整體學(xué)習(xí)。StageOverallConstructionExploration&TransferExtension&TestPeriod222【單元學(xué)習(xí)目標(biāo)追求】引領(lǐng)學(xué)生自己制定和管理自己的學(xué)習(xí)目標(biāo)引領(lǐng)學(xué)生自己制定和管理自己的學(xué)習(xí)目標(biāo)OverallOverallConstructionFriendshipandInterpersonalrelationship Constructthethemerelatedwordstotelltheadvantagesanddisadvantagesofmakingfriendsonline【LearningObjectives】1.立足單元主題意義：單元是承載主題意義的基本單位，要立足單元主題意義，制定單元整體教學(xué)目標(biāo)，引領(lǐng)學(xué)生在深度學(xué)習(xí)中發(fā)展核心素養(yǎng)（教育部2018）。2.以學(xué)生為主體：從學(xué)生出發(fā)來描述學(xué)習(xí)表現(xiàn)，學(xué)習(xí)目標(biāo)要可達(dá)成、可操作、可檢測。3.體現(xiàn)意義探究過程：體現(xiàn)語言、文化、思維的融合發(fā)展，呈現(xiàn)學(xué)生主動(dòng)探究意義的思維進(jìn)階過程，促進(jìn)其新知識(shí)的建構(gòu)和高階思維發(fā)展。4.關(guān)注素養(yǎng)表現(xiàn)：關(guān)注學(xué)生在完成課時(shí)學(xué)習(xí)后的素養(yǎng)表現(xiàn)，落實(shí)單元學(xué)習(xí)大觀念。1.立足單元主題意義：單元是承載主題意義的基本單位，要立足單元主題意義，制定單元整體教學(xué)目標(biāo)，引領(lǐng)學(xué)生在深度學(xué)習(xí)中發(fā)展核心素養(yǎng)（教育部2018）。2.以學(xué)生為主體：從學(xué)生出發(fā)來描述學(xué)習(xí)表現(xiàn)，學(xué)習(xí)目標(biāo)要可達(dá)成、可操作、可檢測。3.體現(xiàn)意義探究過程：體現(xiàn)語言、文化、思維的融合發(fā)展，呈現(xiàn)學(xué)生主動(dòng)探究意義的思維進(jìn)階過程，促進(jìn)其新知識(shí)的建構(gòu)和高階思維發(fā)展。4.關(guān)注素養(yǎng)表現(xiàn)：關(guān)注學(xué)生在完成課時(shí)學(xué)習(xí)后的素養(yǎng)表現(xiàn)，落實(shí)單元學(xué)習(xí)大觀念。1.Writedownthemainideaofeachlisteningmaterialandfigureoutthefunctionalwordsandexpressionsbytakingdownthekeywords.2.ConstructthetopicrelatedvocabularyofFriendshipandInterpersonalrelationshipbymakingamindmap.3.VoiceourideasonourunderstandingaboutFriendshipandInterpersonalrelationship.【ContextandTask】遵循英語學(xué)習(xí)活動(dòng)觀的三個(gè)層級(jí)學(xué)習(xí)理解應(yīng)用實(shí)踐遵循英語學(xué)習(xí)活動(dòng)觀的三個(gè)層級(jí)學(xué)習(xí)理解應(yīng)用實(shí)踐遷移創(chuàng)新1.構(gòu)建和運(yùn)動(dòng)與健康相關(guān)的主題詞匯；2.用自己的話闡釋運(yùn)動(dòng)與健康的關(guān)系；3.介紹自己最喜歡的一項(xiàng)體育運(yùn)動(dòng)或體育賽事并說明原因。Asthesayingsaid”afriendinneedisafriendindeed”.Goodfriendshipplaysanimportantpartinyourdailylife.Whateverdifficultiesyouface,youalwayshavethecouragetodealwiththembecauseofthepoweroffriendship.Friendshipisthehopeforyoutogothroughthedarkness.Owninggoodfriendshipismeaningfultoyourlife,sopleasecherishourfriendship.Activity1.Listentothefollowingmaterialsandfinishthetasksbelow.呼應(yīng)的本單元的標(biāo)題和主題意義，引導(dǎo)學(xué)生進(jìn)入狀態(tài)呼應(yīng)的本單元的標(biāo)題和主題意義，引導(dǎo)學(xué)生進(jìn)入狀態(tài)Listentoconversation1andsummarizethemainidea._________________________________________________________________Listenagainandfilltheblanksaccordingtothedialogue.SuggestionmentWecouldsendhim1__________oftheplaceswevisit.Thatmightmakehim2__________Howaboutsendinghim3__________fromeveryplacewevisit?Theymay4__________arrive.Howabouthavinga(n)5__________withhimatdifferentplaces?Theyaren't6__________insomeplaces.WecanprintMatt'sphotoona7__________cardboardcutoutandtakephotoswithiteverywherewego.Itwillfeellikehe'stherewithusandMattwill8__________atthephotos.Listentotheconversationagainandfillintheblanks.Andy:Hello!Clara:Hi,Andy!ThisisClara.Mattjustcalledme.Hesaidhe1hislegandcouldn'tmakeourtriptoLondonthisweek.Andy:2!He'sbeen3itforages.Whydon'twewaituntilhe'sbetter?Clara:Hesaidweshouldgo4him.Itwilltakequiteawhileforhimtogetwellagain.Hedoesn'twantusto5ourholiday6him.Andy:ButMattisourfriend.Heneedsourfortandsupport.Let'sthinkaboutwaysto7!Clara:You'reright!Wecouldsendhimphotosoftheplaceswevisit.Andy:Wecould,butthatmightmakehimfeeleven8.Iwanttomakehimlaugh.Clara:Howaboutsendinghimfunny9fromeveryplacewevisit?Andy:Maybe,butpostcardscantakedaystoarrive.Howabout10withhimwhereverwego?Thatwayhecansee11,too.Clara:That'sagoodidea.Butyouaren'tallowedtotakevideosinsomeplaces.OK,I'vegotitwhydon'twetakeMattwithus?Andy:Whatabouthis12?Clara:NottherealMatt.Let'smakea“FlatMatt”!Andy:What?!Clara:Wecan13Matt'sphotoonalifesizedcardboardcutout.We'llthentakeitwithusandwheneverwetakephotosinLondon...Andy:Mattwillbeinthephotos,too,14heweretherewithus.Clara:That'sright!“FlatMatt"willgotoLondonwithus,andtherealMattwilllaughatthephotosAndy:OK,Clara.Let'sdoit!Activity2.Constructthethemerelatedvocabulary通過271bay資源，課本構(gòu)建與主題有關(guān)的主題詞匯，形成詞匯網(wǎng)絡(luò)通過271bay資源，課本構(gòu)建與主題有關(guān)的主題詞匯，形成詞匯網(wǎng)絡(luò)Previewthetextsandthesupplieson271BAYtoactivateyourvocabularyaboutFriendshipandInterpersonalrelationship.Friendship&InterpersonalrelationshipWaystomakefriendsQualitiestomakefriendsHowtomaintaininterpersonalrelationship【Reflection】自我反思設(shè)計(jì)意圖：在單個(gè)課時(shí)的評(píng)價(jià)中，教師可以根據(jù)學(xué)生課堂上的外顯行為確定評(píng)價(jià)要點(diǎn)。教師還可以采用學(xué)生自評(píng)表引導(dǎo)學(xué)生根據(jù)學(xué)習(xí)目標(biāo)評(píng)價(jià)和反思自己的學(xué)習(xí)成效，為總結(jié)和改進(jìn)學(xué)習(xí)提供支架。評(píng)價(jià)的形式多樣不受限制。自我反思設(shè)計(jì)意圖：在單個(gè)課時(shí)的評(píng)價(jià)中，教師可以根據(jù)學(xué)生課堂上的外顯行為確定評(píng)價(jià)要點(diǎn)。教師還可以采用學(xué)生自評(píng)表引導(dǎo)學(xué)生根據(jù)學(xué)習(xí)目標(biāo)評(píng)價(jià)和反思自己的學(xué)習(xí)成效，為總結(jié)和改進(jìn)學(xué)習(xí)提供支架。評(píng)價(jià)的形式多樣不受限制。ThingsIlearnedaboutfriendship:____________________________________________________________ThemostimpressivesentenceI’dliketorememberandusefromthisclass:____________________________________________________________ExplorationExploration&TransferFriendshipandInterpersonalrelationshipConstructthepassagestructureandexplorethelanguagefeatures【LearningObjectives】通過本階段的學(xué)習(xí)，學(xué)生能夠：1．通過小組合作能夠根據(jù)興趣選擇展示的話題并明確完成項(xiàng)目所需的材料、人員及分工；2．通過多樣化的形式探索通過本階段的學(xué)習(xí)，學(xué)生能夠：1．通過小組合作能夠根據(jù)興趣選擇展示的話題并明確完成項(xiàng)目所需的材料、人員及分工；2．通過多樣化的形式探索人際關(guān)系和友情的多個(gè)方面。ConstructthepassagestructureandfeaturesafterrereadingthepassageClickforafriendIntroducetheadvantagesanddisadvantagesofmakingfriendsonlinewelearnfromthepassages.3.Analysetheusagesoftheimportantsentencesandimitatethem.【ContextandTask】It’sgoodtogetafriend.Ourfriendshipisjustlikeakindofgoodsoup.Itwon’tfailtomakeyousmilewhenyou’refeelingdown.Allyouneedtogetstartedisaboxoflove,sowhatelsedoyouneedtomakethesoupdelicious?Activity3.SummarizethemainideaofeachparagraphandanalyzethestructureofthepassageClickforafriend設(shè)計(jì)意圖：通過思考各個(gè)不同的方面，回顧探究建構(gòu)階段的學(xué)習(xí)內(nèi)容，與學(xué)生已有的知識(shí)和經(jīng)驗(yàn)建立聯(lián)系，引導(dǎo)學(xué)生盡可能多的從多個(gè)角度展示運(yùn)動(dòng)的多個(gè)方面。課堂實(shí)施建議：教師引導(dǎo)學(xué)生看活動(dòng)中提供的話題，設(shè)計(jì)意圖：通過思考各個(gè)不同的方面，回顧探究建構(gòu)階段的學(xué)習(xí)內(nèi)容，與學(xué)生已有的知識(shí)和經(jīng)驗(yàn)建立聯(lián)系，引導(dǎo)學(xué)生盡可能多的從多個(gè)角度展示運(yùn)動(dòng)的多個(gè)方面。課堂實(shí)施建議：教師引導(dǎo)學(xué)生看活動(dòng)中提供的話題，.Activity4.Analysethefollowingsentencesaboutfriendship.讓學(xué)生快速完成學(xué)成任務(wù)，進(jìn)行展示交流，掌握課本重點(diǎn)句子的句式結(jié)構(gòu)和重點(diǎn)詞組讓學(xué)生快速完成學(xué)成任務(wù)，進(jìn)行展示交流，掌握課本重點(diǎn)句子的句式結(jié)構(gòu)和重點(diǎn)詞組1.I’mcrazyaboutbasketball,andprettygoodatittoo,whichisprobablywhyIwassomadwhenwelostourlastmatch.(P2)翻譯：【句式解析】I’mcrazyaboutbasketball,andprettygoodatittoo,whichisprobablywhyIwassomadwhenwelostlastmatch.本句為主從復(fù)合句。主句：I’mcrazyaboutbasketball,andgoodatit.【考點(diǎn)一】which引導(dǎo)從句，修飾主句所描述的事情，在從句中作主語。【考點(diǎn)二】whyIwassomad引導(dǎo)，在從句中作?！究键c(diǎn)三】when引導(dǎo)時(shí)間狀語從句，“當(dāng)...時(shí)候...”?！驹~塊點(diǎn)撥】becrazyaboutbemadaboutbe/getmad（at）madwithjoy2.Iwasjustlettingoffsteamreally,becauseIwassoangry,butthenmyfriendwentandtoldeveryoneelsewhatI’dsaid.(P2)翻譯：【句式解析】Iwasjustlettingoffsteamreally,becauseIwassoangry,butmyfriendwentandtoldeveryoneelsewhatI’dsaid本句為主從復(fù)合句。主句：Iwasjustlettingoffsteam.【考點(diǎn)一】because引導(dǎo)從句，其中but為并列連詞，連接從句中兩個(gè)并列句。【考點(diǎn)二】what引導(dǎo)從句,在tellsbsth雙賓語結(jié)構(gòu)中作賓語?！驹~塊點(diǎn)撥】letoffsteamletoff/setofffireworks3.Ifyoueverwanttowinanymorebasketballgames(andI’msureyoudo！),ndthatmeansmunicatingwitheachotherclearlyandresolvingconflicts.(P3)翻譯：【句式解析】Ifyoueverwanttowinanymorebasketballgames(andI’msureyoudo！),youneedtoworktogndthatmeansmunicatingwitheachotherclearlyandresolvingconflicts.本句為主從復(fù)合句。主句:Youneedtoworkandthatmeansmunicatingwith...andresolvingconflicts.【考點(diǎn)一】if引導(dǎo)從句?！究键c(diǎn)二】and為并列連詞，第二個(gè)并列的主句中的that為代詞作主語，而不是從屬連詞?！驹~塊點(diǎn)撥】worktogethermunicatewithsbresolveconflicts4.Filledwithanger,youtendtosaywhateverestoyourmind.(P3)翻譯：【句式解析】Filledwithanger,youtendtosaywhateverestoyourmind.本句為主從復(fù)合句。主句：Youtendtosay.【考點(diǎn)一】Filledwithanger為過去分詞短語，在句中作狀語，表示狀態(tài)，修飾句子的主語。【考點(diǎn)二】whatever引導(dǎo)名詞性從句做動(dòng)詞say的賓語同時(shí)做es的主語?！驹~塊點(diǎn)撥】befilledwithetoone’smind5.AcceptingsadnessaspartoflifehelpsRileydealwiththeemotionalplexityofgrowingup,andsettledowninhernewlife.(P5)翻譯：?！揪涫浇馕觥緼cceptingsadnessaspartoflifehelpsRileydealwiththeemotionalplexityofgrowingup,andsettledowninhernewlife.本句為簡單句。主干：AcceptingsadnesshelpsRileydealwiththeemotionalplexity,andsettledown.【考點(diǎn)一】Acceptingsadness為動(dòng)名詞作語?！究键c(diǎn)二】and為并列連詞，連接helpsbdo短語中的兩個(gè)并列動(dòng)詞dealwith和settledown。【詞塊點(diǎn)撥】emotionalplexityaspartoflifesettledownsettleinspsettleinto6.ItisbelievedthatEQplaysanevenmoreimportantrolethanIQ(intelligencequotient)inpeople'slives.(P7)翻譯：【句式解析】ItisbelievedthatEQplaysanevenmoreimportantrolethanIQinpeople'slives.本句為主從復(fù)合句。主句：Itisbelievedthat.....；【考點(diǎn)一】it作形式主語，that引導(dǎo)主語從句為真正主語。【考點(diǎn)二】even修飾比較級(jí)more...than?！驹~塊點(diǎn)撥】playanimportantrolemore...than...ItisbelievedthatItissaidthat...Itisreportedthat...Itispointedoutthat...7.Afterrepeatingthisprocessafewtimes,theyeventuallyfoundtheidealdistancewheretheycouldfeelwarmwhilemanagingnottohurteachother.(P11)翻譯：?！揪涫浇馕觥緼fterrepeatingthisprocessafewtimes,theyeventuallyfoundtheidealdistancewheretheycouldfeelwarmwhilemanagingnottohurteachother本句為主從復(fù)合句。主句：Theyeventuallyfoundtheidealdistance.【考點(diǎn)一】where引導(dǎo)定語從句修飾distance，where在從句中作地點(diǎn)狀語?！究键c(diǎn)二】while引導(dǎo)時(shí)間狀語從句省略了相同的主語和be動(dòng)詞：theywere?！驹~塊點(diǎn)撥】eventually/ultimately/finallyidealdistancemanagetodo【巧學(xué)助記】單句語法填空(1)It_________(believe)thatlooselipssinkships.(2)Theboywasbelieved_____________(resolve)thedifficultproblemallbyhimself.(3)It________(say)thathisbirthdaycelebrationwentonallday.(4)It_________(report)thatanewstudiowillopennextyear.(5)Themusicianalongwithhisbandmembers______(give)tenperformancesinthelastthreemonths.(6)Amy,aswellasherbrothers,__________(give)awarmwelewhenreturningtothevillagelastweek.(7)Ioftendosportsduringmysparetime,______iswhyIwassostrongandhealthy.(8)Ifyouwanttosucceed,youshouldhaveapositiveattitudetoyourlife,and______meansbeingexcitedaboutyourwork,yourlifeandyourco－workersandfindingmotivationinyourlife.(9)JustbecauseIdon’tplain,peoplethinkI’msatisfiedwith_______theyhavedone.(10)__________(embarrass)and______（shame）,Ican’tconcentrateonanything.2限時(shí)訓(xùn)練IdentifythespecificusagesofAttributiveclausesandchoosetherightanswer.1.Peoplespokehighlyofthedriver_____,inspiteoftheterribleweather,hadsavedhispassengersfromdanger.A.whichB.whoC.whomD.as2.Theisland_____helivedinhischildhoodisfarfromthetown.A.whichB.inwhichC.onwhichD.that3.Ihopetoget_____atool______herepairedthismachinewith.A.such;thatB.so;thatC.such;asD.as;as4.Thesoldiersstoppedattheedgeofawood,______wastherightplaceforanambush(埋伏).A.theythoughtwhereB.theythoughtwhichC.wheretheythoughtD.whichtheythought5.NathanHale,_____theBritishguardhadfoundthemapsoftheBritisharmy'sdefenceworks,facedhisenemybravely.A.inwhosebootB.inwhichbootC.whosebootD.whichboot6.Thefactoryhas500workers,40percent_____arewomen.A.ofwhichB.ofwhomC.ofthemD.ofthat7.Heoftentalkedabouttheartistsandpaintings_______impressedhimgreatly.A.whichB.whoC.thatD.不填8.Studentsaresuretobenefitfromeveryminute_______thebest(use)oftostudytheirlessons.A.whichmakesB.whattheymakeC.thatismadeD.whenismade9.Thiscookis_______wedroppedintheotherday.A.whomB.onwhomC.theoneD.theoneonwhom10.Iwillneverforgetthedays_______wespenttogetherand_____wemadefriendswithsomefarmers.A.when;thatB.that;whenC.when;whenD.which;which11._______isknowntoall,theXishaIslandsaretheterritories(領(lǐng)土)ofChina.A.AsB.ItC.WhichD.That12.Hisfamily,_______allmusiclovers,don'twanttomissMTVprogrammes.A.whoisB.whichisC.whoareD.whichare13.Whoistheperson_______askedformejustnow?A.whoB.thatC.whoseD.whom14.Heaskedmorethanoneelderforadvice,_______hehopedtomakeawiserdecision.A.whichB.bywhichC.bywhichmeansD.bythatmeans15.Histechniquehasdevelopedtothepoint_______hecanrepairmanyoftheelectricallypoweredfarmmachines.A.whenB.thatC.whereD.which16.Those______havenotgotbikesmaygobybus.A.thatB.whoC.不填D.which17.ThisisthefirsttimeI______here.A.havebeenB.havegoneC.amDe18.I,_______,willtrymybesttohelpyououtofthedifficulty.A.whoisB.thatisC.whoareD.whoam19.TheradeIsharetheroom________isayoungteacherfreshfromcollege.A.withhimB.withwhomC.withD.in20.Whatdoyouthinkofthematerial_______thecoatismade?A.whichB.ofwhichC.fromwhichD.inwhich21.Thefirestartedonthefirstfloorofthehospital,______patientswereelderlypeople.A.manyofwhoseB.whosemanyC.manywhoseD.manyofwhom22.The______whyAlicedidn'tturnupwasnotmadeclear.A.causeB.matterC.reasonD.truth23.Hewastheonlyoneoftheboyswho______willingtodothework.A.isB.wasC.areD.were24.Heisnottheman_______heusedtobe.A.whoB.whomC.whichD.that25.Whatdoesshedo______sodiffernt?A.thatisB.thatareC.whichisD.whichareActivity5.Usetheproperwordsortheproperformofthewordstofillintheblanks.DearAgonyAunt,I’mintotalmesshere—hopeyoucanhelpme!I’m17,andamemberofourschoolbasketballteam.I’mcrazybasketball,andprettygoodittoo,whichis(probable)whyIwassomadwhenwelostourlastmatch.Weplayedwell,butIfelttheteam(let)downbyonemember,ourpointguard.Thepointguardisakeyplayer,butitwaslikehewasn’teventhecourt!(disappoint)byhisbehaviour,Isaidallthistomybestfriend.Iwasjustlettingsteamreally,becauseIwassoangry,butthenmyfriendwentand(tell)everyoneelseI’dsaid.Thisisso(total)awkward.I’mreallyangrymyfriend—whatshouldIsaytohim?AndshouldIsayanythingatalltomyteammate?(embarrass)andashamed,Ican’tconcentrateanything.Pleasehelp!BenDearBen,ThereisanoldAmerican(say),“Looselipssinkships.”Thismeansthatifyouspeaktoomuchaboutsomething,especiallytopeopleyoudon’tknowsowell,it’llcauseall(kind)oftrouble.Thesituationhereissomuchworsebecausethe“l(fā)ooselips”wereyourbestfriend’s.(treat)thisway,you’resure(feel)hurt—weshouldalwaysbeable(trust)thoseclosesttous,andithurtsevenmorewhenwefindwecan’t.ButIhavetosaythatit’spartlyyour(過錯(cuò)）,isn’tit?Youadmitthatyouwere“l(fā)ettingoffsteam”.Itis(understand)inthatsituation,butweshouldalwaysthinkwespeak.Here’syouneedtodo.First,apologiseyourteammate.Ifyoueverwanttowinanymorebasketballgames(andI’msureyoudo!),youneedtoworktogether,andthatmeans(municate)witheachotherclearlyandresolvingconflicts.Sohavechatwithyourteammate.Tellhim(direct)andhonestlythatyouweretalkingwithout(think).Then,talktoyourfriend.Friendshipshouldbeoneofthegreatest(thing)intheworld,butsometimesitcanbedifficult.Again,your（策略；計(jì)謀）isclearmunication.Tellyourfriendyou’reangrywithhimforrepeatingyousaidandmakingthesituation(bad),butthatyouwanttomove.(approach)inthisway,yourfriendshipwillsoonberepaired.Thirdly,andperhapsmostimportantly,thinkyourownbehaviour.Don’tsaytoomuchwhenyou’reangry!(fill)withanger,youtend(say)whateveresyourmind.Thisgivespeoplethewrong（信號(hào)）.Takedeepbreath,calmdown,andalwaysremember:thinkfirst,speaklater.Ifyoufeeloneofyourteammatesisn’tpulling(they)weight,thenraiseyourconcernsa(profession)waywithyourteamcoach.Activity6TranslatethefollowingsentencesintoEnglish掌握課本重點(diǎn)句型，進(jìn)行背誦記憶，應(yīng)用到作文中掌握課本重點(diǎn)句型，進(jìn)行背誦記憶，應(yīng)用到作文中我酷愛打籃球，打得也很好，那可能就是在我們隊(duì)輸?shù)袅俗罱谋荣悤r(shí)，我惱怒的原因。我對(duì)他的行為感到失望，就把這些全部告訴了我最好的朋友。被這樣對(duì)待，你一定覺得受到了傷害。通過這個(gè)方式處理，你們的友誼很快就會(huì)被修復(fù)。滿腔怒火的時(shí)候，你往往想到什么就說設(shè)么。如果你覺得某個(gè)隊(duì)友沒有盡職盡責(zé)，那你要以專業(yè)的方式向教練提出你的擔(dān)心?！綬eflection】設(shè)計(jì)意圖：讓學(xué)生以友情和人際關(guān)系為中心，，從知識(shí)、能力、邏輯和價(jià)值意義出發(fā)，對(duì)本單元進(jìn)行設(shè)計(jì)意圖：讓學(xué)生以友情和人際關(guān)系為中心，，從知識(shí)、能力、邏輯和價(jià)值意義出發(fā)，對(duì)本單元進(jìn)行反思Tick“√”ifyouhaveachievedthem.Icancatchsomesentencepatternstomakinganinvitationtoasportsevent.Iknowhowtoacceptorrefuseaninvitationpolitely.Icanpredictthetopicandmainideaofthepassagebylookingthroughthepicturesandtitles;Ihavelearnedaboutthestoriesandsportsmanshipofthesportsmasters;IcandescribetheathleteIadmiremostandgivemyreasons.Icanexpressmyopinionsonsportsmanshipwithproperexpressions.2.WaysIlearnttokeepagoodrelationship:____________________________________________________________ThemostimpressivesentencesI’dliketorememberanduse:____________________________________________________________Usefulwordsandexpressionstomakeafriend:____________________________________________________________Extension&Extension&Test、FriendshipandInterpersonalrelationshipWriteanendingofastoryaboutfriendship.【LearningObjectives】1.Readthestoriesofprovidingfirstaidtohaveabetterunderstandingofsafetymonsenseanddisastersprevention.2.Writeanendingofastoryaboutthefriendship.3.Shareourstoriesbetweenyouandyourfriendstoshowhowtomaintainagoodrelationship.Activity7.Applythetopicrelatedwordlistofsafetymonsenseanddisasterspreventionintopractice.通過高考題的練習(xí)，快速有效將本單元復(fù)習(xí)內(nèi)容與高考進(jìn)行連接，掌握本單元在高考中的考查方式，提高自己的知識(shí)應(yīng)用水平通過高考題的練習(xí)，快速有效將本單元復(fù)習(xí)內(nèi)容與高考進(jìn)行連接，掌握本單元在高考中的考查方式，提高自己的知識(shí)應(yīng)用水平一·（2018·全國·高考真題）We’veallbeenthere:inalift,inlineatthebankoronanairplane,surroundedbypeoplewhoare,likeus,deeplyfocusedontheirsmartphonesor,worse,strugglingwiththeunfortablesilence.What’stheproblem?It’spossiblethatweallhavepromisedconversationalintelligence.It’smorelikelythatnoneofusstartaconversationbecauseit’sawkwardandchallenging,orwethinkit’sannoyingandunnecessary.Butthenexttimeyoufindyourselfamongstrangers,considerthatsmalltalkisworththetrouble.Expertssayit’saninvaluablesocialpracticethatresultsinbigbenefits.Dismissingsmalltalkasunimportantiseasy,butwecan’tforgetthatdeeprelationshipswouldn’tevenexistifitweren’tforcasualconversation.Smalltalkisthegrease(潤滑劑)forsocialmunication,saysBernardoCarducci,directoroftheShynessResearchInstituteatIndianaUniversitySoutheast.＂Almosteverygreatlovestoryandeachbigbusinessdealbeginswithsmalltalk,＂heexplains.＂Thekeytosuccessfulsmalltalkislearninghowtoconnectwithothers,notjustmunicatewiththem.＂Ina2014study,ElizabethDunn,associateprofessorofpsychologyatUBC,invitedpeopleontheirwayintoacoffeeshop.Onegroupwasaskedtoseekoutaninteraction(互動(dòng))withitswaiter;theother,tospeakonlywhennecessary.Theresultsshowedthatthosewhochattedwiththeirserverreportedsignificantlyhigherpositivefeelingsandabettercoffeeshopexperience.＂It’snotthattalkingtothewaiterisbetterthantalkingtoyourhusband,＂saysDunn.＂Butinteractionswithperipheral(邊緣的)membersofoursocialnetworkmatterforourwellbeingalso.＂Dunnbelievesthatpeoplewhoreachouttostrangersfeelasignificantlygreatersenseofbelonging,abondwithothers.Carduccibelievesdevelopingsuchasenseofbelongingstartswithsmalltalk.＂Smalltalkisthebasisofgoodmanners,＂hesays.1．Whatphenomenonisdescribedinthefirstparagraph?A．Addictiontosmartphones.B．Inappropriatebehavioursinpublicplaces.C．Absenceofmunicationbetweenstrangers.D．Impatiencewithslowservice.2．WhatisimportantforsuccessfulsmalltalkaccordingtoCarducci?A．Showinggoodmanners. B．Relatingtootherpeople.C．Focusingonatopic. D．Makingbusinessdeals.3．Whatdoesthecoffeeshopstudysuggestaboutsmalltalk?A．Itimprovesfamilyrelationships. B．Itraisespeople’sconfidence.C．Itmattersasmuchasaformaltalk. D．Itmakespeoplefeelgood.4．Whatisthebesttitleforthetext?A．ConversationCounts B．WaysofMakingSmallTalkC．BenefitsofSmallTalk D．UnfortableSilence（2017·全國·高考真題）IfirstmetPaulNewmanin1968,whenGeorgeRoyHill,thedirectorofButchCassidyandtheSundanceKid,introducedusinNewYorkCity.Whenthestudiodidn’twantmeforthefilmitwantedsomebodyaswellknownasPaul—hestoodupforme.Idon’tknowhowmanypeoplewouldhavedonethat;theywouldhavelistenedtotheiragentsorthestudiopowers.ThefriendshipthatgrewoutoftheexperienceofmakingthatfilmandTheStingfouryearslaterhaditsrootinthefactthatalthoughtherewasanagedifference,webothcamefromatraditionoftheaterandliveTV.Wewererespectfulofcraft(技藝)andfocusedondiggingintothecharactersweweregoingtoplay.BothofushadthequalitiesandvirtuesthataretypicalofAmericanactors:humorous,aggressive,andmakingfunofeachother—butalwayswithanunderlyingaffection.Thosewerealsoatthecore(核心)ofourrelationshipoffthescreen.Wesharedthebeliefthatifyou’ref