《英语》（新标准）高中选择性必修第一册Unit 2 教学设计.docx

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1、Book 4 Unit 2 Onwards and upwards 教学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Stephen Hawking Nelson Mandela 徐悲鸿、J.K. Rowling、J.D. Salinger、Bronte 姐 妹及Helen Keller等,讲述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，并通过与他们的对比， 学会感恩，懂得珍惜自己拥有的，树立积极正确的人生态度。单元

2、目标学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、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安慰的相关话题，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，通过比较、分析并联系自身实际，有逻辑地与他人分享亲身经 历，实现知识和思维能力的拓展与迁移；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

3、策略，在自主、合作与探究式学习的过程中，结 合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。Starting out板块教学设计（建议时长10-15分钟，教师可根据教学实际酌情调整。）课型Viewing + Speaking主题语境人与社会一一勇往直前、永不放弃内容分析本板块有两个活动，活动1呈现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及他

4、 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,本版块旨在激活学生 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。教学目标在本板块学习结束时，学生能够：1 .了解Stephen Hawking、Nelson Mandela和徐悲鸿在人生中遇到的困境 以及他们取得的成就；2 .发现并归纳促使个人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；3 .能够初步赏析诗歌，就诗歌主题和内容引发学生对“勇往直前、永不 放弃的精神”这一话题的初步思考。out their conversations in front of

5、 the class and asks other students to make comments.make comments.Developing ideas板块教学设计（建议时长80-90分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与自然-一勇往直前、永不放弃内容分析本板块的课文的语篇类型是散文，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。读写部分的范 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

6、，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。教学目标在本板块学习结束时，学生能够：L 了解文章并清晰叙述Hellen Keler三天的愿望，同时能够理解并运用 虚拟、倒装等句式以及排比等修辞手法；2 .在理解的基础上，感悟文章主题，从而加深对单元主题意义的认识， 形成面对困境中不妥协，、面对失败不放弃的积极人生态度；3 .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。教学重点1 .引导学

7、生通过阅读来把握和概括段落大意和推测作者的写作意图；2 .培养学生描写自身与他人经历的写作能力。教学难点1 .引导学生进行经历描写；2 .引导学生树立不怕挫折，勇敢面对挑战，永不放弃的人生态度。教学策略P-W-P模式Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. Teacher asks students to review the video of starting out section and encourages students to describe the life

8、1. Students describe the life of Hawking and his spirit of scientific exploration.2. Students look atTo activate studenis theme-related background knowledge.of Hawking and his spirit of scientific exploration.2. Teacher guides students to look at the charts and answer Question 1.3. Teacher asks some

9、 students (o answer the first question.4. Teacher divides the class into groups and asks them to discuss Question 2 and answer it.5. Teacher asks some students to share their answers with the class, and asks other students to make supplements.Teacher makes comments.the charts and answer Question 1.3

10、. Students check their answers with the class.4. Students discuss Question 2 and answer it.5. Some students share answers and other students make supplements.Activity 21. Teacher asks students to share what theyve previewed in groups.2. Teacher asks the representative of each group to share the info

11、rmation of the life and achievement of Helen Keller.3. Teacher asks students to read the text with the task in Activity 2.4. Teacher invites some students to present their answers and other students to make1. Students share their preview results in groups.2. Students share the information of (he lif

12、e and achievement of Helen Keller.3. Students read the text with the task in Activity 2.4. Students present their answers and other students make supplements.To train students to read a passage with tasks and find out the key information.supplements.Activity 31. Teacher asks students to read the pas

13、sage individually and pay attention to the first and the last paragraph.2. Teacher asks students to choose the authors purpose in writing the passage and give reasons.3. Teacher invites some students to share their answers with the class.Teacher makes comments.1. Students read thepassage individuall

14、y and pay attention to the first and the last paragraph.2. Students choose the authors purpose in writing the passage and give reasons.3. Some students share their answers with the class.To encourage students to figure out the authors putposc in writing the passage.Think &Share1. Teacher asks studen

15、ts to work in groups to discuss the four questions.2. Teacher asks students to answer the questions and other students to make supplements or free discussion.1. Students work in groups to discuss the four questions.2. Some students answer the questions and other students make supplements or free dis

16、cussion.1. To help students further explore the topic.2. To improve students critical thinking ability.3. To help students apply what theyve learnt in a real-life context.Activity 41. Teacher asks students to work in groups and understand the sentences from the passage.2. Teacher asks students to di

17、scuss the two questions and pay attention to “Learning to lcarn before they do the activity.1. Students work in groups and understand the sentences from the passage.2. Students discuss (he two questions and pay attention to “Learning to learn” before they do the activity.3. Students discuss the feat

18、ure ofTo have students appreciate a text from the rhetorical point of view.3. Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in lilerary works and speeches.parallelism and appreciate the usage of it in literary works and speeches.Activity 51. Teacher ask

19、s students to read the sentence from the passage and talk about their opinions in groups.2. Teacher divides the class into new groups according to the different opinions, and asks students to discuss and make notes.3. Teacher asks sonic groups to share their opinions with the class.4. Teacher asks s

20、tudents to think about their performance during group discussion.1. Students read the sentence from the passage and talk about their opinions in groups.2. Students discuss in new groups and make note.3. Sonic groups share their opinions with the class.4. Students think about their performance during

21、 group discussion.1. To improve students speaking skills.2. lb inspire students to think and cultivate students, ability to think creatively.Activity 61. Teacher shows the pictures of Hawking, Beethoven, Zhang Haidi and Zhou Zhou and asks students to imagine the difficulties they might meet in (heir

22、 life.2. Teacher asks students to read the passage and1. Students imagine the difficulties Hawking, Beethoven, Zhang Haidi and Zhou Zhou might meet in their life.2. Students read the passage and answer the questions in the book.3. Some students answer theTo teach students how to analyse a passage, t

23、rain their ability to summarise and prepare for the following writing activity.answer the questions in the book.3. Teacher asks some students to answer the questions and other students to check the answers.4. Teacher asks students to work in groups and discuss what elements should be included in des

24、cribing an experience.5. Teacher asks students to report their outcome of the discussion, and make a summary with the teachers help.questions and other students check the answers.4. Students work in groups and discuss what elements should be included in describing an experience.5. Some students repo

25、rt (heir outcome of the discussion, and make a summary with the teachers help.Activities7-81. Teacher designs a scene and asks students to experience the lives of the disabled through role-playing.2. Teacher asks students to interview the students who played and make notes.3. Teacher asks students t

26、o write a short passage according to the interview or their own experiences.4. Teacher asks students to share (heir passage and1. Students make a role-play to experience the lives of the disabled.2. Students interview the students who played and make notes.3. Students write a short passage according

27、 to the interview or their own experiences.4. Some students share their passages with the class and others make comments.To provide opportunities for students to present their writing and do evaluation.others to make comments.Presenting ideas & Reflection 板块教学设计（建议时长4X5分钟，教师可根据教学实际酌情调整。）课型Speaking主题

28、语境人与自然一一勇往直前、永不放弃内容分析Presenting ideas板块要求学生首先阅读两种观点，思考若努力之初就失 败了，是应该继续坚持还是确立一个新的目标。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；Reflection板块引导学生从 文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面 进行自我评价和总结，并写出自我反思日志。教学目标在本板块学习结束时，学生能够：1 .更深入理解坚韧不拔的毅力、不屈不饶的精神对于成功的必要性，能 够辩证地看待问题，另辟蹊径，思考解决问题的办法；2 .熟悉辩论的流程，并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

29、地进行辩论：3 .分组讨论并搜集论据，通过合理分工、协作完成辩论。教学重点1 .引导学生对人生挫折与如何面对挫折这一话题进行更深入的理解， 并恰当地运用本单元所学内容与同学协作进行辩论；2 .引导学生根据学生用书中的评价内容评估自己的学习表现。教学难点1 .引导学生学会面对挫折，树立正确的人生态度；2 .引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法Teaching contentsProceduresPurposesTeachers activityStudents activityPresenting ideasActivity 11. Teac

30、her asks students to work in groups to discuss the (wo points of view and explain the meanings in their own words.2. Teacher asks the representative of each group to present the conclusion.1. Students work in groups to discuss the two points of view and explain the meanings.2. The representatives pr

31、esent the conclusions of theirgroups.To encourage students to think actively and express themselves bravely.Activities2-41. Teacher regroups the class according to students points of view.2. Teacher asks students to discuss in groups, think of arguments to support their point of view and make notes.

32、3. Teacher guides students (o think of the opposite arguments they might face, and write the arguments, opening and summary using the words, expressions and structures learnt before.4. Teacher asks students to team up with a group with the opposite point of view and hold the debate.1. Students discu

33、ss in groups, think of arguments to support their point of view and make notes.2. Students think of the opposite arguments they might face and write the arguments, opening and summary.3. Students team up with a group with the opposite point of view and hold the debate.To have students pay attention

34、to language expression as well as (he content and the logic of it.ReflectionReflection1. Teacher asks students to recall what theyve learnt in this unit.2. Teacher asks students to write a reflection based on the six tips.Students summarise what theyve learnt and write a reflection based on the six

35、tips.To help students evaluate their performance, review the unit, and think about ways to improve.Project板块教学设计（此部分教师可根据教学实际酌情处理。）课型Speaking主题语境人与自然-一勇往直前、永不放弃内容分析本板块的项目实践活动要求学生开展调研，搜集名人或身边的普通人克 服困难、获得成功的励志故事。教师引导学生通过自主学习、合作学习、 探究式学习，对单元主题做进一步的延伸和探索，培养学生的调研与动 手能力。教学目标在本板块学习结束时，学生能够：1 .运用一定的调研方法和技巧，

36、选择合适的途径展开调研；2 .充分进行小组合作，合理安排分工，图文并茂地呈现一个励志故事；3 .学习这些优秀人物的励志精神，培养勇于克服困难的优秀品质。教学重点1 .引导学生了解名人或身边平凡人克服困难并获得成功的励志故事， 并用幻灯片进行故事分享；2 .引导学生通过学习优秀人物的精神，培养正确面对困难的人生态度。教学难点1 .引导学生综合运用本单元所学知识，有效完成开放型任务；2 .引导学生对遇到挫折，勇往直前、永不放弃的主题做进一步探索。教学策略任务型教学法Teaching contentsProceduresPurposesTeachers activityStudents9 activ

37、ityinvestigate(In the previous class)1. Teacher asks students to go online or interview the people around them to find inspiring stories, and make notes: what challenges have the people overcome and how? Why are the stories inspiring?2. Teacher asks students to work in groups, and tell about someone

38、 who they think is inspiring.(In the previous class)1. Students go online or inteniew the people around them to find inspiring stories, and make notes.2. Students work in groups, and tell about someone who they think is inspiring.To get students prepared for the project, and develop their individual

39、 learning and exploring abilities.Plan1. Teacher asks each group to decide whose story Ihey want to tell and what information1. Each group decides whose story they want to tell and what information they will include.To help students prepare for the presentation.they will include.2. Teacher asks stud

40、ents to interview the person if possible.3. Teacher asks each group (o decide who will be responsible fbr each aspect of the storytelling.2. Students interview (he person if possible.3. Each group decides who will be responsible for each aspect of the storytelling.Create1. Teacher asks students to w

41、rite (heir lexis fbr (he stories.2. Teacher asks students to look for photos and other visuals to bring the person and their story to life.Teacher asks each group to make a complete report.3. Teacher asks each group to set up the presentation and add their content to tell the story slide by slide.1.

42、 Students write their texts for the stories.2. Students look for photos and other visuals to bring the person and their story to life, and each group makes a complete report.3. Each group sets up (he presentation and adds their content to tell the story slide by slide.To teach students to cooperate

43、with each other.Present1. Teacher encourages each group to present their stories to the class.2. Teacher asks students to find out what aspect they think is the most inspiring, and makes comments.3. Teacher asks the whole class to score for the stories and award the best.1. Each group presents their

44、 story to the class.2. Students find out what aspect they think is the most inspiring,3. The whole class score for the stories and award the best.To help students learn from each other.教学重点引导学生初步了解遭遇人生困境时应采取的正确的人生态度，并联系生 活实际与自身经历，简单阐述自己遇到困难时是怎么做的，从而为整个 单元的活动做铺垫和预热。教学难点引导学生思考面对人生困境的态度和方法。教学策略视听教学法、交际

45、教学法Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. Teacher plays the video and asks students to watch the video.2. rIcachcr provides some key information from the video for students.3. Teacher asks students to match the information with the people mentioned in the v

46、ideo.4. Teacher asks students to answer the two questions, and plays the video again if necessary.1. Students watch the video.2. Students match the information with the people mentioned in the video.3. Students answer the two questions.To arouse students, interest and draw their attention to the the

47、me of this unit - never give up.Activity 21. Teacher asks students to listen to the poem and find out the key message of the poem.2. Teacher asks students to appreciate the poem and discuss Question 2 in groups.3. Teacher asks each group to choose one speaker to1. Students listen to the poem and find out the key message of the poem.2. Students appreciate the poem and discuss Question 2 in groups.3. Group speakers share their answers with the class.4. Students answer Question 3.To make students realise Che spirit of never giving up is the key to success.