Unit3Gettingalongwithothers（必修第一冊）單元整體分析單元主題本單元的主題語境是“人與社會”，話題是友誼。涉及的語篇類型有：論壇交流帖、視頻、報刊文章、日記、名家散文和剪貼簿。本單元的教學(xué)旨在幫助學(xué)生形成正確的友誼觀，習(xí)得有效的溝通交流技能，促進(jìn)人際交往的健康發(fā)展，建立良好的人際關(guān)系。核心素養(yǎng)(1)語言能力：掌握和運用與常見的友誼相關(guān)的詞匯、語法等知識，學(xué)習(xí)論壇交流的基本語篇結(jié)構(gòu)和語言特征；(2)文化意識：理解不同文化背景下的友誼觀，從而實現(xiàn)有效的跨文化交際；(3)思維品質(zhì)：正確認(rèn)識并能客觀比較、分析、思考、區(qū)別和鑒別與他人的友誼，反思自己交友情況；(4)學(xué)習(xí)能力：就友誼這一話題，通過小組合作，用英語分享自己的日記，能正確表達(dá)自己對“青少年良好友誼關(guān)系”這一話題的見解，完成以友誼為主題的剪貼簿合集。第一部分語言知識問題：本單元有哪些與主題話題相關(guān)的核心詞匯？這些詞匯有多少是課標(biāo)中必須掌握的？這些詞匯學(xué)生應(yīng)該掌握到什么程度？詞匯教學(xué)該如何與高考對接？活動一核心詞匯請根據(jù)句意或所給提示詞用適當(dāng)形式填空。1.Hereceivedtheawardin________________(recognize)ofhissuccessoverthepastyear.2.Another____________(benefit)aspectofgroupexerciseistheusefulinformationthatyoucanreceive.3.Beyondourexpectations,weweretreatedwith________________(generous)andthoughtfulness.4.Youowedhiman______________(apologize)forwhatyoudidandthenhewaslikelytoforgiveyou.5.Hehadtosaveenoughmoneysothathecouldmakehisparentslive____________(fort).6.Therearestrongwinds________________(pany)byheavyrain.7.Helitupacigarette,________________(ignore)allthe“NoSmoking”signs.8.Theybegantorecoverslowlyfromtheirnightmareofpainand____________(suffer).9.Studentsaswellastheirteachertalkabouttheoriesaboutthe____________(original)oflife.10.It’stimethathe____________(seek)professionaladvicefromhisteacher.【答案】1.recognition 2.beneficial 3.generosity 4.apology 5.fortably6.acpanied 7.ignoring 8.suffering 9.origin 10.sought活動二重點短語問題：本單元中有哪些重要短語和固定搭配？這些短語和搭配在高考試卷中有什么樣的體現(xiàn)？根據(jù)句意選擇方框中所給短語并用適當(dāng)形式填空。bringout,ataloss,ontherocks,infullmeasure,getover,throughthickandthin,eatawayat1.Withtruefriends,wefeelfreetoshareourjoyandsadness__________________.2.Hisparentswereneversatisfiedwithhim,which__________________hisselfconfidence.3.Hevolunteered__________________thedifficultytohelptheyouthintheadventure.4.Wecanseethatfriendsarepeoplewhosupportyou__________________.5.Peopleoftenavoid__________________theworstinthemselves.【答案】1.infullmeasure 2.ateawayat 3.togetover4.throughthickandthin 5.bringingout活動三必備句型問題：本單元有哪些必備句型？這些句型該如何梳理出來？又該如何學(xué)會使用這些句型？課文原句(1)友誼有雙重優(yōu)勢—幸福呈現(xiàn)更大的意義，分擔(dān)的煩惱減半。______________________________________________________________________________________________________________________________________________________________(2)不管我們是步行去學(xué)校還是周末去閑逛，我們幾乎都不離開彼此的視線。______________________________________________________________________________________________________________________________________________________________仿寫句子Idon’tfeellikerespondingtoanyofheronlinemessages.我不想回復(fù)她的任何在線信息。仿寫：______________________________________________________________________________________________________________________________________________________________每當(dāng)你想要放棄時，用這個故事激勵自己。(4)Inanycase,findanopportunitytohaveafullandfranktalkwithher.無論如何，找個機(jī)會和她深入坦誠地談一談。仿寫：______________________________________________________________________________________________________________________________________________________________無論如何，他都會立刻回復(fù)他所收到的郵件。翻譯句子(5)我們能夠看到朋友是不顧艱難險阻支持你的人。______________________________________________________________________________________________________________________________________________________________(6)當(dāng)Amy發(fā)現(xiàn)她被朋友欺騙了，她勃然大怒。______________________________________________________________________________________________________________________________________________________________【答案】(1)Friendshiphasadoubleadvantagehappinesstakesonagreatermeaningandatroublesharedbeesatroublehalved.(2)Whetherwe’rewalkingtoschoolorhangingoutattheweekend,we’rehardlyoutofeachother’ssight.(3)Wheneveryoufeellikegivingup,usethestorytoencourageyourself.(4)Inanycase,hewillimmediatelyrespondtoemailsthathereceives.(5)Wecanseethatfriendsarepeoplewhosupportyouthroughthickandthin.(6)WhenAmyfoundthatshewastrickedbyherfriend,sheexplodedwithanger.自選佳句______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________活動四單元語法：由關(guān)系代詞引導(dǎo)的限制性定語從句問題：與本單元語法“由關(guān)系代詞引導(dǎo)的限制性定語從句”相關(guān)的核心概念有哪些？關(guān)系代詞有哪些？分別有哪些功能？基礎(chǔ)知識(1)定語修飾名詞或代詞，說明其品質(zhì)或特征。單個詞位于被修飾詞的前面，短語或從句位于被修飾詞的后面。(2)定語從句：修飾一個名詞、代詞或句子的從句稱為定語從句。先行詞：被修飾的名詞、代詞或句子稱為先行詞。關(guān)系詞：引導(dǎo)定語從句的關(guān)聯(lián)詞稱為關(guān)系詞，包括關(guān)系代詞和關(guān)系副詞。(3)引導(dǎo)定語從句的關(guān)系代詞有who,whom,whose,that,which,as等。(4)who修飾人，在定語從句中可作主語、賓語，作賓語時可省略。whom修飾人，在定語從句中作賓語，可省略，但前面有介詞時不能省略。whose修飾人或物，在定語從句中作定語，后跟名詞。that修飾人或物，在定語從句中作主語或賓語，作賓語時可省略。which修飾物，在定語從句中作主語或賓語，作賓語時可省略。as修飾整個句子，意為“正如……”。2.根據(jù)句意，選用適當(dāng)?shù)年P(guān)系代詞填空。(1)IborrowedthebookSherlockHolmesfromthelibrarylastweek,____________myclassmatesremendedtome.(2)Englishisalanguagesharedbyseveraldiversecultures,eachof____________usesitdifferently.(3)Apany____________profitsfromhomemarketsaredecliningmayseekopportunitiesabroad.(4)We’llreachthesalestargetsinamonth____________wesetatthebeginningoftheyear.(5)Johninvitedabout40peopletohiswedding,mostof____________arefamilymembers.(6)Thereisnosimpleanswer,____________isoftenthecaseinscience.(7)Finallyhereachedalonelyisland____________waspletelycutofffromtheoutsideworld.(8)Thebooktellsstoriesoftheearthquakethroughtheeyesofthose____________liveswereaffected.(9)TheGPNPisintendedtoprovidestrongerprotectionforallthespecies____________livewithintheGiantPandaRange.(10)Thereisachildinthisclass____________Ibelieveisamusicalgenius.【答案】(1)Which (2)which (3)whose (4)which/that (5)whom(6)as (7)which/that (8)whose (9)that (10)who3.語篇填空WorldSleepDay,(1)________isobservedon21March,iscreatedtobringattentiontothegrowingnumberofsleepproblemsworldwide.In2021,scientistsconductedasurveyofover35,000peoplein10countriesaroundtheworld,among(2)________wereChina,BelgiumandSouthAfrica.Ofthepeople(3)________respondtothesurvey,mostpeoplesuffertheeffectsofpoorqualitysleep.Thereasonsforbadsleepcanbelistedasfollows:morepeopleslideintothesituation,(4)________theyhavesleeplossfornoisepollutionandlightpollution.Also,thepressurefromschoolorworkmakesthemunabletogetintosleep,(5)________shorttermeffectsarebeingtiredandhavingtroubleconcentrating.Ifthishappensforalongterm,theymayhavehealthproblemsinthefuture,(6)________itistoolate.Therearemanythingswecandotoimprovethesleepquality.First,weshouldhaveregularsleephabits,trytogotobed,andwakeuparoundthesametimeeachday,(7)________canguaranteethebasicsleeptimesoastogainenoughenergy.Second,createamildenvironment,(8)________ourbedroomsarecool,darkandquitesoasnottobedisturbed.Finally,lengthentheinterval(9)________weconsumecaffeine,coffee,chocolateandtea(10)________maykeepusfromsleeping.【答案】(1)which (2)which (3)who (4)where (5)whose(6)when (7)which (8)where (9)when (10)which/that建議1.梳理和復(fù)習(xí)與友誼主題相關(guān)的重點詞匯、短語，總結(jié)這些詞匯和短語的用法；2.模仿自選佳句，讓學(xué)生先內(nèi)化再應(yīng)用；3.語法復(fù)習(xí)讓學(xué)生搭建定語從句中關(guān)系代詞用法的框架，教師要精講精練；4.回歸課本，讀熟單元中的話題語篇，積累與友誼話題相關(guān)的素材，為應(yīng)用文寫作奠定基礎(chǔ)。第二講拓展閱讀問題1.本單元話題是友誼，如何通過互文閱讀形成正確的友誼觀、提升思維品質(zhì)？問題2.如何通過語篇閱讀，訓(xùn)練學(xué)生的解題策略？如詞義猜測、主旨大意。活動一閱讀理解A【語篇類型】說明文【核心素養(yǎng)】學(xué)習(xí)能力Teenswhohavegood,supportiverelationshipswiththeirteachersenjoybetterhealthasadults,accordingtoresearchpublishedbyanAmericanresearchcenter.“Thisresearchsuggeststhatimprovingstudents’relationshipswithteacherscouldhavepositiveandlonglastingeffectsbeyondjustacademicsuccess,”saidJinhoKim,aprofessoratKoreaUniversityandauthorofthestudy.“Itcouldalsobringabouthealthimplicationsinthelongrun.”Previousresearchhassuggestedthatteens’socialrelationshipsmightbelinkedtohealthoutesinadulthood.However,itisnotclearwhetherthelinkbetweenteenrelationshipsandlifetimehealthiscausal(因果的)—itcouldbethatotherfactors,suchasdifferentfamilybackgrounds,mightcontributetobothrelationshipproblemsinadolescenceandtopoorhealthinadulthood.Also,mostresearchhasfocusedonteens’relationshipswiththeirpeers(同齡人)ratherthanontheirrelationshipswithteachers.Toexplorethosequestionsfurther,Kimanalyzeddataonnearly20,000participantsfromtheAddHealthstudy,anationalstudyintheU.S.thatfollowedparticipantsfromseventhgradeintoearlyadulthood.Theparticipantpoolincludedmorethan3,400pairsofsiblings(兄弟姐妹).Asteens,participantsansweredquestions,like“Howoftenhaveyouhadtroublegettingalongwithotherstudentsandyourteachers?”Asadults,participantswereaskedabouttheirphysicalandmentalhealth.Kimfoundthatparticipantswhohadreportedbetterrelationshipswithboththeirpeersandteachersinmiddleandhighschoolalsoreportedbetterphysicalandmentalhealthintheirmid20s.However,whenhecontrolledforfamilybackgroundbylookingatpairsofsiblingstogether,onlythelinkbetweengoodteacherrelationshipsandadulthealthremainedsignificant.Theresultssuggestteacherrelationshipsaremoreimportantthanpreviouslyrealizedandthatschoolsshouldinvestintrainingteachersonhowtobuildwarmandsupportiverelationshipswiththeirstudents.“Thisisnotsomethingthatmostteachersreceivemuchtrainingin,”Kimsaid,“butitshouldbe.”1.Whatdoestheunderlinedword“implications”inParagraph2referto?A.Recipes. B.Habits. C.Benefits. D.Risks. 2.WhatisParagraph3mainlyabout?A.Poorhealthinadolescence B.LimitationsofthepreviousresearchC.Teens’relationshipswiththeirpeers. D.Factorsaffectinghealthinadulthood.3.WhatdoesKim’sresearchshow?A.Goodadulthealthdependsonteens’goodteachers.B.GoodfamilybackgroundpromiseslongtermadulthealthC.Healthypeerrelationshipsleadstostudents’academicsuccess.D.Positivestudentteacherrelationshiphelpsstudents’adulthealth.4.Wheredoesthistextprobablyefrom?A.Ahealthmagazine. B.AmedicalreportC.Atermpaper D.Afamilysurvey.1.C。詞義猜測題。根據(jù)第二段中的improvingstudents'relationshipswithteacherscouldhavepositiveandlonglastingeffectsbeyondjustacademicsuccess可知，改善學(xué)生和老師的關(guān)系除了有助于學(xué)習(xí)，還有其他積極和持久的影響；最后一句Itcouldalsobringabouthealthimplicationsinthelongrun.中的also暗示了本句應(yīng)是說“從長遠(yuǎn)來看它也會帶來健康好處”。2.B。主旨大意題。第三段提到以前的研究可能表明了青少年的社交關(guān)系和成年期的健康有聯(lián)系，但是不確定這兩者之間有沒有因果關(guān)系，而且大部分的研究主要關(guān)注的是青少年和同齡人之間的關(guān)系，而不是和老師的關(guān)系。由此可知，本段主要介紹了以前的研究的局限。3.D。細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中的onlythelinkbetweengoodteacherrelationshipsandadulthealthremainedsignificant可知，好的師生關(guān)系有助于成年時的健康。4.A。推理判斷題。本文主要介紹了青少年有良好的師生關(guān)系有助于在成年時有更好的健康狀況，由此可知，本文可能選自有關(guān)健康的雜志。B【語篇類型】記敘文【核心素養(yǎng)】思維品質(zhì)Ithasalwaysbeenhorribleformetopicturemylifeinoldage.Myrecentvisitstotheseniorcarecenter,however,easedsomeofmyfearsandprovidedvaluablefoodforthought.Lookingformeaningfulwaystospendmyweekendsaftermyexams,Isigneduptoaprogramofartsandcraftsfortheelderlyrunbymyschoolmates.IwasinformedthattheRenciNursingHome,wheretheprogramwouldbeheld,housedsomeofthelessfortunateelderlyinSingapore.Somebackgroundresearchgavemetheimpressionthatmanyofthemsufferedfromphysicalissuesandhadlittlefamilysupport.Asaresult,Iexpectedtheatmospheretheretobediscouraging.And,judgingbythelackofinterestinthepaintingactivities,Itrulysensedafeelingofpurposelessnessthere.Giventhatweliveinasocietyinwhichthebondsbetweenthegenerationsareweakening,perhapsthedisappointingatmosphereinthehomewasn’tsurprising.Thepeoplewerecutofffromthetiesthatmakelifemeaningful.Isitsafetosaythenthatourlivesafterretirementwilllikelyfeelaimless?ButafterIspoketoaPortugueseChineseman,Ithoughtthatthiswasn’tnecessarilyso.Attheageof90,hedisplayedasurprisinglystrongsenseofcontroloverhislife.Hislivelinesswasexceptionalamongtheelderlypopulationinthehome.Hehadspenthislifeeithertravelingaroundtheworldasabackpacker,orworkinghardinSingaporetosaveupforhistrips.Hehadmadeitaruletolearnforeignlanguages,exerciseandeathealthily—somethinghecontinuedtododuringhisstayinthenursinghome.WhilehespoketomeabouthowhistimeinLondonhadshapedhisviewofculturaldifference.Ilookedintohiseyes.IknewthatthiswasthekindofcontroloverlifethatIwantedformyself.Idon’twanttospendhalfofmytimewanderingaboutinforeigncountrieslikehedid,butIdowanttoappreciatetherichnessthatlifehastooffer.5.WhydidtheauthorgototheRenciNurseryHome?A.Becauseitwasrunbyhisschoolmates. B.Becausehemeanttolearnartsandcrafts.C.Becausehewantedasignificantweekend. D.Becauseithousedsomelessfortunateelderly.6.Beforetheauthorenteredthenursinghome,hethoughtitwas_______.A.aplacefilledwithdepressions B.aplacesolvingphysicalproblemsC.aplacefullofimpressiveactivities D.aplaceconnectingdifferentgenerations7.Whatmainlyhelpedtheauthorchangehisattitudetowardoldage?A.Thehardworkoftheelderly. B.Thelivelinessofanoldman.C.Theviewofculturaldifference. D.Thecareofthenursinghome.8.Whatwouldbethebesttitleforthispassage?A.CaringfortheElderly. B.LivingbyHisOwnLaw.C.TravelingonOurWay D.PreparingfortheOldAge.5.C。細(xì)節(jié)理解題。根據(jù)第二段第一句“Lookingformeaningfulwaystospendmyweekendsaftermyexams,Isigneduptoaprogramofartsandcraftsfortheelderlyrunbymyschoolmates.可知，作者去theRenciNurseryHome是為了尋找有意義的方式來度過周末。6.A。細(xì)節(jié)理解題。根據(jù)第二段第四句“Asaresult,Iexpectedtheatmospheretheretobediscouraging.可知，作者在進(jìn)入養(yǎng)老院之前，認(rèn)為那里的氣氛是令人沮喪的。7.B。細(xì)節(jié)理解題。根據(jù)第三段“ButafterIspoketoaPortugueseChineseman,Ithoughtthatthiswasn’tnecessarilyso.Attheageof90,hedisplayedasurprisinglystrongsenseofcontroloverhislife.Hislivelinesswasexceptionalamongtheelderlypopulationinthehome.可知，是一個活潑的90歲老年人讓作者改變了他對老年的態(tài)度。8.B。主旨大意題。通讀全文可知，文章講述了作者在養(yǎng)老院遇到一位90高齡，但仍然充滿活力的老人，結(jié)合第三段“Attheageof90,hedisplayedasurprisinglystrongsenseofcontroloverhislife.和最后一段“IknewthatthiswasthekindofcontroloverlifethatIwantedformyself.可知，老人對生活的控制，即“做自己人生的主人”，這種生活態(tài)度讓作者推崇備至，這也是作者想表達(dá)的主題?；顒佣晷翁羁铡菊Z篇類型】記敘文【核心素養(yǎng)】語言能力、思維品質(zhì) WhenAmandaMoorenoticedthatthenewstudentfromMexicoalwayssataloneatlunch,shedecidedtobefriendRafaelAnaya.Shealsonoticedthathe1tounderstandEnglish.ThensheusedtheGoogleTranslateapptohandwritealetterinSpanishaskinghimto2herforlunch.Heraction3herthe“StudentoftheMonth”awardforOctoberatschool.Actually,Rafaelalways4becausehefeltsolonely.“HealwaysatelunchaloneandIfelt5aboutthat,”Amandasaid.SheknewhespokeSpanishandheseemedlonely.Shespentthewholeafternoon6writingtheletter,usingtheapptohelpher.ThenextdayAmandahandedthelettertoRafaelandwaitedforhis7.Itwasn’tuntiltheirmathclassthathesaid“yes”.Thetwohadbeen8togetherforluncheversince.TheletterhelpedRafaelfeelmorefortableandencouragedhimto9hisEnglishharder.“IthinkforRafaelitmadeahuge10,”saidtheirteacher.HereallywantstolearnEnglishtotalktoAmanda.ThetwousedhandgesturesandGoogleTranslatefor11nowbuttheyhopeditwouldbee12whenRafael’sEnglishimproved.And,Amandawaslearningsome13.Amanda’smotherfelt14movedbyherdaughter’saction.“Itisjustsosweet,”shesaid.“Ithinkthis15isspecial.”1.A.appeared B.happened C.struggled D.managed2.A.prepare B.join C.leave D.pay3.A.saved B.cost C.earned D.proved4.A.wept B.listened C.chatted D.laughed5.A.bad B.curious C.glad D.doubtful6.A.painfully B.hurriedly C.carefully D.correctly7.A.arrival B.ment C.appreciation D.reply8.A.sitting B.waiting C.working D.singing9.A.putupwith B.workon C.showoff D.lookforwardto10.A.popularity B.difference C.choice D.plan11.A.petition B.typing C.travel D.munication12.A.easier B.quicker C.simpler D.harder13.A.English B.psychology C.math D.Spanish14.A.widely B.deeply C.gently D.wisely15.A.discussion B.suffering C.friendship D.donation1.C?？疾閯釉~詞義辨析。根據(jù)“sheusedtheGoogleTranslateapptohandwritealetterinSpanish可知，RafaelAnaya不懂英語，因此她要很努力地去理解英語，struggletodo：努力做某事。2.B?？疾閯釉~詞義辨析。根據(jù)“WhenAmandaMoorenoticedthatthenewstudentfromMexicoalwayssataloneatlunch”可知，AmandaMoore是想要和他“一起”吃午餐，“joinherforlunch”可以表達(dá)這個意思。3.C?？疾閯釉~詞義辨析。句意：她的行動使她獲得了10月份的“優(yōu)秀學(xué)生”獎。AmandaMoore看到RafaelAnaya因為不懂英語而一個人吃飯便開始關(guān)心他，和他一起吃飯使他不再那么孤單，因此她的做法是值得贊揚的，因此而“贏得”獎勵。4.A?？疾閯釉~詞義辨析。wept哭泣；根據(jù)“becausehefeltsolonely”可知，他的心情是不好的，因此wept可以表達(dá)這種感情色彩。5.A?？疾樾稳菰~詞義辨析。根據(jù)“Healwaysatelunchalone”可知，因為RafaelAnaya不懂英語而一個人吃飯，因此Amanda心中的感覺應(yīng)該是不舒適的。6.C?？疾楦痹~詞義辨析。根據(jù)“spentthewholeafternoon（她花了整整一個下午）”可知，她寫信寫的是很認(rèn)真的。7.D?？疾槊~詞義辨析。根據(jù)“tohandwritealetterinSpanishaskinghimtojoinherforlunch”可知，Amanda把信給Rafael后要等待答復(fù)。8.A?？疾閯釉~詞義辨析。根據(jù)“yes”可知，Rafael同意和Amanda一起吃飯，因此他們兩個人從此吃飯時便坐在了一起。9.B。考查動詞短語辨析。句意：這封信使Rafael感到更加自在，并鼓勵他更加努力地致力于英語的學(xué)習(xí)。A.putupwith忍受；B.workon致力于，從事于；C.showoff炫耀；D.lookforwardto期待。10.B。考查名詞詞義辨析。據(jù)第9題的分析可知，Rafael有了學(xué)習(xí)英語的信心，也不再一個人吃午飯了，因此Amanda的做法對Rafael的生活產(chǎn)生了影響，makeadifference：有作用，有影響。11.D?？疾槊~詞義辨析。根據(jù)“handgesturesandGoogleTranslate”可知，他們使用這些的目的是為了溝通和交流。12.A?？疾樾稳菰~詞義辨析。根據(jù)“whenRafael’sEnglishimproved”可知，如Rafael的英語水平提高時，他們的溝通就會容易一些。13.D?？疾槊~詞義辨析。根據(jù)11題的分析可知，他們使用手勢和GoogleTranslate進(jìn)行交流，Rafael是說西班牙語的，他和Amanda學(xué)習(xí)英語，那么自然而然Amanda也跟他學(xué)習(xí)一些西班牙語。14.B?？疾楦痹~詞義辨析。根據(jù)“Itisjustsosweet.”可知，他們使用手勢和GoogleTranslate進(jìn)行交流，Rafael是說西班牙語的，Amanda的媽媽認(rèn)為女兒的做法很好，媽媽都深受感動。15.C。考查名詞詞義辨析。由前文的分析可知，Amanda幫助Rafael走出困境，因此二人會建立一份友誼。建議1.在閱讀過程中運用本單元的策略Learningcollocations；2.總結(jié)歸納所選語篇的大意、寫作目的、作者的情感態(tài)度；3.關(guān)注篇章結(jié)構(gòu)、長難句分析、設(shè)問方式和信息的加工處理。EasyEnglishIsWaitingforYouEasyEnglishIsWaitingforYou_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________