2021-2022学年高一英语选择性必修第一册Unit2单元教案-.docx

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1、选择性必修lUnit2Onwards and upwards单元教案单元整体分析Startingout （背景激活）：预热话题，理解主题意义通过视频、文字、图片、表格等多模态语篇的学习，激活背景知识和语言知识；通过分析话 题内容、加工信息，培养语言技能、文化意识和思维品质。Understanding ideas （主题理解）：主题语篇阅读在语篇中学习核心语言和文化知识，培养理解主题意义、分析话题内容、理解语篇结构 和语言知识的能力。Using language （功能运用）：学习词汇、语法知识，开展听说技能训练通过专项和综合性语言实践活动，学习语言知识，培养语言技能，为真实交际做铺垫。Deve

2、loping ideas （思维拓展）：读写结合训练通过新语篇拓展主题内容，深化单元话题理解，激发探究兴趣与愿望，培养逻辑思维、 批判思维和创造思维能力；通过读写结合，提高阅读和写作技能。Presenting ideas （观点表达）：以观点阐述、讨论、评选、演讲、辩论等口头表达形式进一步促进学生对所学内容的复 习与掌握，并在真实的情境下运用和实践。Reflection （自我评价）：回归单元话题学习目标，通过学生自我反思，总结学习成果，查找缺乏，逐步培养自主 学习的能力。Project （工程实践）：提供真实的语境和任务，帮助学生综合运用本单元所学技能和知识，有效完成开放性任 务，对单元主题

3、进一步延伸和探索。单元整体教学方案设计单元主题本单元的主题语境是“人与自我”，涉及的主题语境内容是勇往直前、永不放弃的精神。 本单元介绍了不同领域的杰出人物，如Step hen Hawking Nelson Mandela徐悲鸿、JK. RowlingJ. D. Salinger Bron姐妹及Helen Keller等，讲述了他们在人生中遭遇的各种困难, 以及他们是如何面对困境、迎接挑战并最终取得成功的，旨在引导学生学习他们的精神，培 养面对挫折不轻言放弃的毅力和品质，并通过与他们的比照，学会感恩，懂得珍惜自己所拥 有的，树立积极正确的人生态度。单元目标学生能够围绕本单元的主题语境内容，基于

4、单元提供的诗歌、对话、日记、图表、散文 等多模态语篇，综合运用各种语言技能，读懂本单元介绍人生经历、人物品质及人生态度的 相关话题，听懂并谈论日常生活中对他人的遭遇表达关切与抚慰的相关话题，恰当使用所学 词汇与表达描述和介绍人物生平，讲述人物故事及自身经历，了解中外优秀人物的精神品质, 学会做人做事，深化对单元主题意义的理解；能够运用单元所学知识，通过比拟、分析并联 系自身实际，有逻辑地与他人提供亲身经历，实现知识和思维能力的h拓展与迁移；能够多 维度地看待事物，将困境看作是新的机遇和挑战，树立“勇往直前，永不放弃”的人生态度; 能够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

5、单元提供的反思性 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，激发学习英语的兴趣, 提高分析和解决问题的能力提高自己的理解能力和表达能力，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。评价设计过程性评价课堂观察：情感态度、任务完成情况、进步情况作业质量：及时性、质量第三步：请学生思考并总结交际活动中大家使用的表示关心和抚慰的英语表达，全班一起核 对。Period4 Developing ideas.内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为散文，节选自Helen Keller的假 如给我三天光明课文介绍了失明的Helen keller希望自己

6、能拥有三天的光明，她想用这三 天的时间去观察世界，去看她想看的人和物。读写局部的范文讲述了作者在漆黑的餐厅模拟 盲人用餐的一次经历引导学生通过学习范文，理解并体会残障人士遇到的挫折与磨难，培养 学生的共情能力，同时帮助学生学会描述经历。本板块旨在启迪学生珍惜自己拥有的一切, 培养学生坚强乐观的人生态度，进一步提高学生的语言能力和思维品质。1 .过程教学目标1）引导学生通过阅读、理解课文内容并清晰表达Helen Keller三天的愿望，理解并运用虚拟 语气、倒装以及排比等修辞手法；2）引导学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，形成面 对困境不妥协,、面对失败不放弃的

7、积极人生态度；3）引导学生通过学习范文和亲身体验残障人士的感觉，描述体验残障人士生活时遇到困难的 过程和感受，从而学会感恩，更加珍惜自己拥有的美好生活，树立正确的人生态度。2 .教学过程Stepl Pre-readingHere are Helen keller9s sayings. Do you know the meanings of them? Try to translate them and share them together.1. Although the world is full of suffering, it isfull also of the overcoming

8、of it.虽然世界多苦难，但是苦难总是能战胜的。2. Toward the sun as long as they do not see the shadow.只要朝着阳光，便不会看见阴影。3. The face of light, shadow just behind us.面对光明，阴影就在我们身后。4. Confidence is the master of fate.信心是命运的主宰。Step 2 While-readingI .Reading for the main ideaWhat is the main idea of the passage?A. She wanted to

9、 heal her eyes.B She wanted to see the world.C. She had only three days to live.D. People in good health should value life.答案：DII .Reading for the details1. Why didnt the authors friend see anything in particular?A. The friend was a blind man.B The friend was too tired to look around.C. The friend t

10、urned a blind eye to everything.D. The friend did not tell the author on purpose.2. How did the author find hundreds of interesting things?A. by smelling.B. By touch.C. By hearing. D. By feeling.3. What made the author worth living?A. Peoples kindness and gentleness and companionship.B. The eye whic

11、h is the window of the soul.C. The beauty of nature she likes best.D. Books revealing human life and the human spirit.4. When was the author going to see the film?A. On her second day morning.B On the evening of her second day.C. The following morning.D. At midnight.答案：14 CBABIII.Reading for the str

12、uctureThree Days to SeeThe authors feelingsDarkness would make him more 1 .appreciative of sight; silence would teach him the joys of 2.sound.How to spend three daysTake a good look at 3.the_world and do what Ive always wanted to do.The authors4. adviceUse your 5.eyes as if tomorrow you would be str

13、icken blind.Step 3 Post-readingWhat is your biggest feeling after learning this article? Please discuss and share with others.Cherish_everything_in_life, _No_matter_whaL_difficulties,_you_stilLmaintain_the_love_ofl life.Period 5 Writing.整体设计思路课型：写作课教学内容：叙事经历教学要点：通过写的训练，加深对本单元主题意义的理解；根据对本单元所学内容，阐述自己的

14、观点和 态度。运用创新性思维和批判性思维，分析现实问题，培养思维品质，提升语言能力，开展学生的 学科核心素养。教材分析本单元的写作任务是写一段经历，属于叙事类记叙文。该类作文以表达事件为主，通过完整 的故事情节和生动形象的语言，使读者在享受故事情节的同时有所感悟。写作时要注意把记 叙文的六要素：时间、地点、人物、事件的起因、经过和结果交代清楚。学情分析通过前面的学习，学生对主题语境有了充分的理解，积累一些语言表达结构。但写作叙事类 记叙文，对学生来说是全新的学习内容，需要教师给与具体的指导与帮助。1 .教学目标通过本课学习，学生能够（1）对叙事类记叙文这一语篇类型的文体结构、内容组织及语言表达

15、有深入了解；（2）将本单元所学内容进行迁移、创新，以书面语形式阐述个人的观点、想法；（3）以小组互帮互学方式，认识和提高自己，评价他人的学习、反思、调整学习策略；（4）学会叙事类记叙文的句型。2 .教学重难点：（1）叙事类记叙文的结构、内容与语言表达方式；（2）写叙事类记叙文体的短文。3 .教学过程Step 1: lead inWatch a radioStep 2:Reading1. Do Activity 6教师引导学生通过学习范文熟悉写作内容，掌握相关表达，为接下来的写作活动做铺垫。第一步：学生阅读范文并回答学生用书中的三个问题。第二步：请个别学生回答以下问题，全班核对答案。第三步：学生

16、分组讨论描写经历时应包含的要素，如时间、地点、人物，事情的起因、经过、 结果和人物的感受等第四步：各小组派代表向全班汇报讨论结果，教师帮助学生进行总结。参考答案. Because the author wanted to understand the experience of being blind thinking eating would be the most difficult activityl)The author knocked over glasses and dropped food.2)The author ate much more slowly, trying to

17、guess what was being eaten3)Pouring water was very difficultAfter failing to pick up any food with a fork for five minutes, the author decided to hands, but stuck one hand into a bow warm, thick soup5)Even using a spoon, most of the soup ended up on the authors shirtThe author left the restaurant fe

18、eling hungry,though much more aware of the challenges that blind people faceDo Activities 7-8教师提供必要的支持，引导学生根据学生用书中提供的内容和结构，充分利用本单元所 学的语言知识、技能和策略进行创作与互评。第一步：教师设计场景，比方“盲人旅行”等，请学生通过角色扮演体验残障人士的生 活。第二步：请其他学生采访参加角色扮演的学生，向他们提问并做好记录。学生也可以采 访班级内曾受过外伤的学生，记录下他们的感受和经历。第三步：学生根据采访结果或个人感受，发挥想象力，按照学生用书中的要求写一篇作 文。第四

19、步：请学生两人一组，为同伴的作文提出改进建议第五步：请个别小组提供完善后的作文，教师根据语言的准确性、文本的连贯性以及表 达的得体性进行点评.Step 3:技法指导，写作更规范一、基本框架头体尾 开主结 12 3交代清楚事件的背景。主要表达事件的发生、经过及结果。呼应主题，发表感想、愿望等。二、考前须知1 .标题：如有标题，标题一定要明确，能点明事件或主题。2 .人称：通常用第一人称和第二人称。3 .时态：在叙事过程中，一般用过去时态。在描写背景或某景象时，常用过去进行时, 这样显得更加生动形象。积“黄金”词句，写高分文章一、常用的开头语1. Although it happened thre

20、e years ago, I never forget the evening party.2. Last week I had an amusing experience.二、主体局部常用表达1. I was walking in the street when .2. When we arrived, they gave us a warm welcome.3. At last, they saw us off and said good bye.4. We had a good time.三、常用的结束语1. I learnt a lot from it.2. If it had not

21、 been for Li Hua, I would have got wet through.题目要求假定你是李华，请你就自己克服恐高症(acrophobia)的过程，写一篇英语短文，要点如 下：1 .自己有恐高症；2 . 一次爬山经历；3 .自己的感悟。注意：1 .词数80左右；4 .可以适当增加细节，以使行文连贯。第一步：审题构思很关键一、审题1 .确定文体：记叙文;2 .确定人称、时态：3 人称：第一人称为主;4 时态：一般过去时为主。二、构思第一段点出自己有恐高症；第二段正文记叙一次爬山经历；最后一段写出自己的感悟。第二步：核心词汇想周全1. disappointment失望2. be

22、fore we knew it在我们意识到它之前3. move somewhere else 搬到其他的地方4. shift one s attention 转移注意力5. be in danger 处于危险中6. unexpected results 意想不到的结果第三步：由词扩句雏形现1 .多年来我有恐高症。I had acrophobia for maoy years.2 .我怕爬上很高的地方。I was afraid to climb On the high place.3 .我的同学们高兴地爬山。My classmates climbed up to mountains happil

23、y.4 .我只是带着一些失望看着他们。I only watched them with some disappointment.5 .几天前，我和一些孩子去爬山。A few days ago, I went to climb a mouvtain with some kids.6 .我担忧孩子们会有危I险0I was afraid that the children would be in danger.7 .慢慢地，我忘记了恐高。Slowly, I forgot my fear of heights.8 .我们到达了山顶。We reached the top ofLthe mountain

24、.9 .我突然意识到我已经克服了恐高症。I suddenly realized that I had overcome my fear of heights.10 .我认为当我们想要克服一些困难时，我们可以转移我们的注意力。I think we can shift our attention when we want to overcome some difficulties.11 .也许事情会有意想不到的结果。Maybe things will have unexpected results.第四步：句式升级造亮点1 .用so that连接句1和句2oI had acrophobia for

25、 many years so that I was afraid to climb on the high place.2 .用every time连接句3和句4。Every time my classmates climbed up to mountains happily, only watched them wit h some disappointment.3 .在句8前加before引导的时间状语从句“我们还没意识到它前”。Beforewe knew it, we reached the top of the mountain.4 .用现在分词短语作状语合并句8和句9。Reachin

26、g the top ofLthe mountain,Suddenly jealized that had overcome my fear o f heights.第五步：过渡衔接联成篇I hadacrophobia for many years so that I was afraid to climb on the high place. Eve 】y time my classmates climbed up to mountains happily,only watched them with some disappointmentA few days ago,went to clim

27、b a mountain with some kids.I was afraid thaL the c hild】en would be in danger. Slowly, I forgot my fear of heights while I was looking after the child】en. Before we knew it, we reached the top of the mountain. Reaching the top of the mountain, I suddenly realized that I had oveicome my fear of heig

28、hts.From this experience, J think we can shift our attentioe when we want to overcome some difficulties-maybe things wilL have unexpected results.Period 6 Presenting ideas & Reflection.内容分析本板块要求学生思考两种观点一假设努力之初就失败了，是应该继续坚持同一个目标，还是应 该确立个新的目标一然后寻找充足的论据支持自己的观点，并组成正反两方进行辩论。本板 块旨在通过观点的思考与表达，促进学生在真实的语境下综合运

29、用语言，相互合作，展示个 性，充分表达自己对单元主题思想的理解和认识。1 .过程教学目标1）引导学生通过本板块的学习，更深入地理解坚韧不拔的毅力、不屈不挠的精神对于成功的 重要性能够辩证地看待问题，另辟蹊径，思考解决问题的方法；2）帮助学生熟悉辩论的流程，引导学生通过运用本单元所学的表达方式，恰当表达自己的观 点，有理有据地进行辩论；3）引导学生分组讨论并论据，通过合理分工、协作完成辩论，培养团队合作意识。2 .教学过程Step 1: Leading inActivity 1教师请学生阅读活动1中给出的两种观点，思考每句话的含义。第一步：请学生分组讨论对两种观点的理解。第二步：请各小组派代表展

30、示本组的讨论结果。教学提示针对观点 If at first you dont succeed, try, try on andon,教师可以引导学生以 JK。Rowling 等本单元学习过的人物为例，得出“只有坚持不懈才能取得成功”的结论。针对观点fat first you don* t succeed, set yourselfanother goal,教师可以用有类似经历的名人的例子来引导学 生，让学生明白在追求梦想的道路上遇到挫折时，换一个角度，另辟蹊径，也会取得成功。 此环节为开放性讨论，最终结果没有标准答案。教师应该鼓励学生积极思考，敢于表达自己 的观点。Step 2: Writin

31、g and PerformingActivities 2-4教师指导学生开展辩论活动，引导学生在关注语言表达的同时，注重表达的内容和表达的逻 辑性。第一步：统计学生支持哪一种观点，然后按此标准将学生重新分组。第二步：学生在组内讨论，共同思考支持观点的理由并相关论据支持论点，完成活动2 的表格。第三步：学生关注活动3所给的提示，确认组员分工，共同撰写辩词，思考对方辩手可能提 出的问题以及会用到的实用表达与结构。第四步：每组选出三至四位辩手，教师充当裁判，组织学生开展辩论。教学提示教师在总结此环节的活动时，可以引导学生达成共识，即“条条大路通罗马”，通往成功的 途径不止一条。Step 3: Ref

32、lection教学过程建议学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的 优缺点和得失做出反思，并与教师沟通改进方法。第一步：请学生根据学生用书中的评价内容评估自己的学习表现。第二步：请学生总结在本单元学习过程中掌握的知识内容。第三步：请学生在自我评价和分析的基础上确定自己需要改进和提高的方面。第四步：请学生根据自评结果及时与教师交流，探讨改进方法，优化学习策略。单元测试教师可使用与本单元配套的同步测试题库，根据学生水平和实际教学情况自主组卷，对学生 进行单元测试。本单元的试题围绕“勇往直前，永不放弃的精神”这一话题，从听、说、读、 写和语言知识五大维度展开，

33、检验学生的阶段性学习成果。教师可根据测试结果，分析学生 在本单元学习中存在的问题，及时给予反应，同时，该测试结果也可为下一阶段的教学提供 参考。学生自评；同伴互评：师评；终结性评价；单元达标检测课时划分为6课时，具体为Period 1： Starting out & Developing ideasPeriod 2 ： Using Language (I)Period 3 ： Using Language (II)Period 4 ： Developing ideasPeriod 5 ： WritingPeriod 6 ： Presenting ideas & ReflectionPeriod

34、 1.教学内容：Starting out ， Understanding ideas.教学要点：1 )Starting out内容分析本板块呈现了一篇表达单元主题的课文，语篇类型为论说文。课文通过夹叙夹议的方式, 讲述了几位卓越的作家曾被拒稿的经历和他们坚持不懈最后取得成功的故事，论述了仅靠天 赋缺乏以获得成功坚持不懈才是成功的关键这一道理。读前的导入活动要求学生提前在网络 上搜索三位作家的资料，然后将人物与所给信息进行匹配，旨在帮助学生提前熟悉语篇内容, 为课文学习做铺垫。读中活动请学生分别找出每位作家要克服的困难。读后活动那么通过理解 主旨大意、分析逻辑结构和开放性问答等活动，帮助学生深入

35、理解课文、赏析课文，探究主 题意义，培养思维能力。教学目标1 .带着学生观看视频，理解视频的主旨大意，从视频中迅速提取关键信息，激活已有的 背景知识和语言矢口识。小2.弓赢通3曲看视频和学习诗歌内容，发现并归纳促使优秀人物走向成功的共性原 因，感知他们在挫折面前永不言弃的精神，引发对“勇往直前、永不放弃的精神”话题的初 步思考。3,引导学生理解诗歌的大意和主题，并就诗歌主题和内容谈谈自己的看法，初步赏析诗 歌。2)Understanding ideas内容分析活动1呈现了一段与单元主题相关的视频，介绍了 Stephen Hawking Nelson mandela 和徐悲鸿在人生中遇到的困境以

36、及他们取得的成就。活动2请学生阅读不要放弃这首小 诗，然后理解诗歌主题及内容，并就诗歌的内容谈谈自己的看法。本板块旨在激活学生已有 的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。教学目标1 .引导学生略读课文，获取文章的主要信息，总结并表达三位作家的代表作以及他们在 投稿过程中遭遇的挫折；2 .引导学生细读课文，感知文章的语篇结构及语言特点，学习和掌握语篇中与话题相关 的表达，并运用所学表达进行交流；3 .帮助学生基于文章内容，从三位作家的成长故事中汲取积极的人生态度，加深对单元 主题的认识。3.教学过程Step 1. Starting out(1) Lead in1. Wat

37、cha video about three famous people.2. Ask students to guess according to the video.【设计意图】引导学生观看视频，了解三位名人的人生经历，初步导入话题。Step2 Pre-readingDo you like writing? Have you ever had a rejection? Please share with us.(Answers may vary.)Iike to read the works of famous people, and alsoike to wiite something t

38、o expre ss_my_inner_feelings_Once_tried_to_contribute, but_nothing _came_ofLit_However, _L still want to write something in my free time.Step3 While-readingI .Reading for the main idea3. What is the theme of the text about?A. Success depends on talent.B Perseverance is the key to success.C. Many fam

39、ous writers have many regrets.D Many famous writers have been treated unfairly.答案：B4. Find out the main idea of each paragraph.Paragraph 1 A. J.K.Rowling own experience.Paragraph 2 B. Many successful writers have been rejected.Paragraph 3 C. J.D.Salinger story of not giving up.Paragraph 4 D. The key

40、 to success is perseverance.Paragraph 5 E. The story of the three sisters of Victorian England who never gave up.答案：Paragraphs 1 5 BACEDII .Reading for the details(I )阅读文章第一段，完成第1题。1. Why does every writer feel fear when hereads the publishers last sentence?A. They put in too much effort in their wo

41、rk.B They have no time to play.C Their letter was returned.D. They want to succeed overnight.败享A(H)阅读文章第二段，完成第2题。2. Why did J. K.Rowling think she had something in common with her favorite writers?A They were poor.B. They had been rejected.C. They received a total of twelve rejections.D. They receiv

42、ed comments from publishers.答案：B(IH)阅读文章第三段，完成第34题(Tor F)。3. J.D.Salingers work was criticized, but he didnt give up.(T)4. TheCatcherintheRye is about the Second World War.(F) (W)阅读文章第四段，完成第5题。5. , Whats the dream of three sisters from Victorian England?A. Becoming men.B. Becoming writers.C Seeing t

43、heir books published.D. Writing a book of poems.败索C i=i l(V)阅读文章第五段，完成第6题。6. What is the key to success?Perseverance.nLReading for the structureStep 4 Post-readingWhat would you do if you were rejected?Paragraph 1A lot of highly successful writers have previously faced 1 ,rejection.Paragraph 2When J

44、. K.Rowling received her first rejection letter, she decided that it meant she now had something in common with her 2,favourite_writers, and stuck it on her kitchen wall.Rowling had spent years 3.surviving on little money, spending all her time writing.When she finally finished her first book, she r

45、eceived bad comments from 4.publishers.After a total of twelve rejections, Harry Potter became a 5.global success.Paragraph 3J.D.Salinger started writing short stories in high school, but later struggled to get his works 6.published.He received 7.criticism on his manuscript for The Catcher in the Ry

46、e. Despite rejections from several publishers, J. D. Salinger refused to give up. When it was 8.eventually published, the book became an immediate best-seller.Paragraph 4In Victorian England, this was a time when women were not encouraged to become writers.Three sisters from Victorian England didnt

47、give up.Their works are regarded as 9.classics of world literature.Paragraph 5While a lot of hard work and a touch of luck play a part, 10.perseverance is the key.I -rst think about whats wrong with me and whether I can 行x it. I wont give up a s long as theres a glimmer of hope.Step 5. AssignmentWrite a short passage by following the question: What can you learn from these writers?Period 2Using language （I）.教学内容：动词-ing形式和动词不定式作宾语.内容分析语法局部的主要内容为动名词和不定式作宾语。两个小语段分别讲述了因意外事故失去 双臂的刘伟自强不息，最终取得中国达人秀冠军的励志故事，以及Jamie Wls参加 美国童子军的经历。词汇局部的话题为“看事