外研社新版高中教科書(shū)英語(yǔ)選擇性必修第一冊(cè)U2教案

Unit2Onwardsandupwards單元主題本單元的主題語(yǔ)境是“人與自我”，涉及的主題語(yǔ)境內(nèi)容是勇往直前、永不放棄的精神。本單元介紹了不同領(lǐng)域的杰出人物如StephenHawking、NelsonMandela、徐悲鴻、J.K.Rowling、J.D.Salinger、Brontё姐妹及HelenKeller等，講述他們?cè)谌松性庥龅母鞣N困難，以及他們是如何面對(duì)困境、迎接挑戰(zhàn)并最終取得成功的，旨在引導(dǎo)學(xué)生學(xué)習(xí)他們的精神，培養(yǎng)面對(duì)挫折不輕言放棄的毅力和品質(zhì)，并通過(guò)與他們的對(duì)比，學(xué)會(huì)感恩，懂得珍惜自己擁有的，樹(shù)立積極正確的人生態(tài)度。單元目標(biāo)學(xué)生能夠圍繞本單元的主題語(yǔ)境內(nèi)容，基于單元提供的詩(shī)歌、對(duì)話、日記、圖表、散文等多模態(tài)語(yǔ)篇，綜合運(yùn)用各種語(yǔ)言技能，讀懂本單元介紹人生經(jīng)歷、人物品質(zhì)及人生態(tài)度的相關(guān)話題，聽(tīng)懂并談?wù)撊粘Ｉ钪袑?duì)他人的遭遇表達(dá)關(guān)切與安慰的相關(guān)話題，恰當(dāng)使用所學(xué)詞匯與表達(dá)描述和介紹人物生平，講述人物故事及自身經(jīng)歷，了解中外優(yōu)秀人物的精神品質(zhì)，學(xué)會(huì)做人做事，深化對(duì)單元主題意義的理解；能夠運(yùn)用單元所學(xué)知識(shí)，通過(guò)比較、分析并聯(lián)系自身實(shí)際，有邏輯地與他人分享親身經(jīng)歷，實(shí)現(xiàn)知識(shí)和思維能力的拓展與遷移；能夠多維度地看待事物，將困境看作是新的機(jī)遇和挑戰(zhàn)，樹(shù)立“勇往直前，永不放棄”的人生態(tài)度；能夠通過(guò)運(yùn)用各種學(xué)習(xí)策略，在自主、合作與探究式學(xué)習(xí)的過(guò)程中，結(jié)合單元提供的反思性和評(píng)價(jià)性問(wèn)題，不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，激發(fā)學(xué)習(xí)英語(yǔ)的興趣，提高分析和解決問(wèn)題的能力，提高自己的理解能力和表達(dá)能力，最終促進(jìn)自身語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的綜合提升。Startingout課型Viewing+Speaking主題語(yǔ)境人與社會(huì)——勇往直前、永不放棄內(nèi)容分析本板塊有兩個(gè)活動(dòng)，活動(dòng)1呈現(xiàn)一段與單元主題相關(guān)的視頻，介紹了StephenHawking、NelsonMandela和徐悲鴻在人生中遇到的困境以及他們?nèi)〉玫某删汀；顒?dòng)2請(qǐng)學(xué)生閱讀《不要放棄》這首小詩(shī)，然后理解詩(shī)歌主題及內(nèi)容，并就詩(shī)歌的內(nèi)容談?wù)勛约旱目捶?。本版塊旨在激活學(xué)生已有的背景知識(shí)和語(yǔ)言知識(shí)，為接下來(lái)整個(gè)單元的學(xué)習(xí)活動(dòng)做鋪墊和預(yù)熱。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：了解StephenHawking、NelsonMandela和徐悲鴻在人生中遇到的困境以及他們?nèi)〉玫某删?；發(fā)現(xiàn)并歸納促使個(gè)人走向成功的共性原因，感知他們?cè)诖煺勖媲坝啦谎詶壍木瘢荒軌虺醪劫p析詩(shī)歌，就詩(shī)歌主題和內(nèi)容引發(fā)學(xué)生對(duì)“勇往直前、永不放棄的精神”這一話題的初步思考。教學(xué)重點(diǎn)引導(dǎo)學(xué)生初步了解遭遇人生困境時(shí)應(yīng)采取的正確的人生態(tài)度，并聯(lián)系生活實(shí)際與自身經(jīng)歷，簡(jiǎn)單闡述自己遇到困難時(shí)是怎么做的，從而為整個(gè)單元的活動(dòng)做鋪墊和預(yù)熱。教學(xué)難點(diǎn)引導(dǎo)學(xué)生思考面對(duì)人生困境的態(tài)度和方法。教學(xué)策略視聽(tīng)教學(xué)法、交際教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchthevideo.Teacherprovidessomekeyinformationfromthevideoforstudents.Teacherasksstudentstomatchtheinformationwiththepeoplementionedinthevideo.Teacherasksstudentstoanswerthetwoquestions，andplaysthevideoagainifnecessary.Studentswatchthevideo.Studentsmatchtheinformationwiththepeoplementionedinthevideo.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–nevergiveup.Activity2Teacherasksstudentstolistentothepoemandfindoutthekeymessageofthepoem.TeacherasksstudentstoappreciatethepoemanddiscussQuestion2ingroups.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.TeacherasksstudentstoanswerQuestion3.Studentslistentothepoemandfindoutthekeymessageofthepoem.StudentsappreciatethepoemanddiscussQuestion2ingroups.Groupspeakerssharetheiranswerswiththeclass.StudentsanswerQuestion3.Tomakestudentsrealisethespiritofnevergivingupisthekeytosuccess.Understandingideas課型Reading主題語(yǔ)境人與自我——勇往直前、永不放棄內(nèi)容分析該板塊課文語(yǔ)篇類型為論說(shuō)文。課文通過(guò)夾敘夾論的方式介紹了幾位卓越的作家曾被拒稿的經(jīng)歷和他們堅(jiān)持不懈最后取得成功的故事，論述了僅靠天賦不足以獲得成功，堅(jiān)持不懈才是成功的關(guān)鍵這一道理。讀前的導(dǎo)入活動(dòng)要求學(xué)生提前在網(wǎng)絡(luò)上搜索三位作家的資料，然后將人物與所給信息進(jìn)行匹配，旨在幫助學(xué)生提前熟悉語(yǔ)篇內(nèi)容，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)請(qǐng)學(xué)生分別找出每位作家要克服的困難。讀后活動(dòng)則通過(guò)理解主旨大意、分析邏輯結(jié)構(gòu)和回答開(kāi)放性問(wèn)題等多種形式的活動(dòng)，幫助學(xué)生深入理解、賞析課文，探究主題意義，培養(yǎng)思維能力。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：獲取文章主要信息，總結(jié)并敘述三位作家的生平、代表作及他們?cè)谕陡暹^(guò)程中遭遇的挫折；感知文章的語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特點(diǎn)，學(xué)習(xí)和掌握語(yǔ)篇中與話題相關(guān)的表達(dá)，并能運(yùn)用所學(xué)表達(dá)進(jìn)行交流；從三位作家的成長(zhǎng)故事中汲取積極的人生態(tài)度，樹(shù)立起在學(xué)習(xí)生活中刻苦努力，堅(jiān)持不懈的人生觀與價(jià)值觀。教學(xué)重點(diǎn)引導(dǎo)學(xué)生讀懂語(yǔ)篇，理解作者的寫(xiě)作意圖，并了解三位作家的成長(zhǎng)故事；引導(dǎo)學(xué)生了解夾敘夾議類文章的文體特征。教學(xué)難點(diǎn)引導(dǎo)學(xué)生把握動(dòng)名詞與動(dòng)詞不定式作賓語(yǔ)的用法并運(yùn)用其進(jìn)行相關(guān)表達(dá)；引導(dǎo)學(xué)生深度思考三位作家成長(zhǎng)的經(jīng)驗(yàn)，認(rèn)識(shí)到堅(jiān)持不懈才是成功的關(guān)鍵的道理。教學(xué)策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstocollecttheinformationaboutthethreewritersbeforeclass.Teacherasksstudentstomatchthethreewriterswiththeinformationbelow.Teacherinvitessomestudentstosharemoreinformationwiththeclass.Studentscollecttheinformationaboutthethreewritersbeforeclass.Studentsmatchthewriterswiththeinformationbelow.Somestudentssharetheirinformationtheycollectedwiththeclass.Tohavestudentsgettoknowthebackgroundinformationaboutthethreewriters.Topreparestudentsforreading.Activity2Teacherasksstudentstoreadthepassagequicklyandfindouttheproblemsthewritersovercame.Teacherasksstudentstoanswerthequestion.Studentsreadthepassagequicklyandfindouttheproblemsthewritersovercame.Studentsanswerthequestion.Tohavethestudentsgetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Somestudentssharetheiranswerswiththeclass.Totrainstudents’abilitytosummarise.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity4Teacherasksstudentstoreadthepassageagainandtrytoanswertwoquestions.(Howmanypartsarethereinthepassage?Whatisthemainideaofeachpart?)Teacherasksstudentstodrawstructuralmapsofthepassageingroupsandcomparethemwiththediagraminactivity4.Teacherasksstudentstoreadthepassagecarefullyandcompletethediagram.Teachercheckstheanswerswiththeclass.Teacherasksthestudentstodiscussthequestionsbelowingroupsandsharetheiropinionwiththeclass.Studentsreadthepassageagainandtrytoanswerthequestions.Studentsdrawstructuralmapsofthepassageingroupsandcomparetheirmapswiththediagraminactivity4.Studentsreadthepassagecarefullyandcompletethediagram.Studentschecktheanswerswiththeteacher.Studentsworkingroupsanddiscussthequestionsandsharetheiropinionwiththeclass.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’analysingabilities.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamouswriters.Usinglanguage課型Grammar+Vocabulary+Listening+Speaking主題語(yǔ)境人與自我——勇往直前、永不放棄內(nèi)容分析本板塊的語(yǔ)法部分的主要內(nèi)容為動(dòng)名詞和不定式作賓語(yǔ)。兩個(gè)小語(yǔ)段分別介紹了因意外事故失去雙臂的劉偉自強(qiáng)不息，最終取得《中國(guó)達(dá)人秀》的冠軍的勵(lì)志故事，以及JamieWells參加美國(guó)童子軍的經(jīng)歷。詞匯部分的話題為“看事情光明的一面”，首先通過(guò)幾段小對(duì)話呈現(xiàn)與人生態(tài)度相關(guān)的表達(dá)，然后通過(guò)一個(gè)小語(yǔ)段介紹樹(shù)立積極人生態(tài)度的意義。聽(tīng)說(shuō)部分為一個(gè)學(xué)生鼓勵(lì)在全國(guó)演講比賽中失利的另一名學(xué)生走出失敗的陰影，重振旗鼓。本板塊幫助學(xué)生深度聚焦語(yǔ)言的意義和功能，在真實(shí)語(yǔ)境下進(jìn)行思考并運(yùn)用語(yǔ)言，全方位提高綜合語(yǔ)言運(yùn)用能力。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：1.發(fā)現(xiàn)動(dòng)名詞和不定式作賓語(yǔ)的用法及區(qū)別，并在真實(shí)語(yǔ)境中運(yùn)用；2.運(yùn)用英語(yǔ)習(xí)語(yǔ)表達(dá)積極或消極的態(tài)度，找到更多類似的習(xí)語(yǔ)，理解這些英語(yǔ)習(xí)語(yǔ)的意義；3.關(guān)注語(yǔ)用功能，學(xué)會(huì)表達(dá)對(duì)他人的關(guān)心和安慰，并能夠在實(shí)際生活中運(yùn)用所學(xué)的相關(guān)表達(dá)。教學(xué)重點(diǎn)引導(dǎo)學(xué)生進(jìn)一步了解并掌握動(dòng)名詞與動(dòng)詞不定式作賓語(yǔ)的用法；引導(dǎo)學(xué)生學(xué)會(huì)簡(jiǎn)單表達(dá)對(duì)他人的關(guān)心與安慰。教學(xué)難點(diǎn)引導(dǎo)學(xué)生掌握既能加動(dòng)名詞又能加不定式形式的動(dòng)詞，區(qū)分這兩種形式的用法；引導(dǎo)學(xué)生思考如何面對(duì)挫折，認(rèn)識(shí)到不畏困難和自強(qiáng)不息的積極的人生態(tài)度的重要性。教學(xué)策略任務(wù)型教學(xué)法、發(fā)現(xiàn)教學(xué)法、交際教學(xué)法、聽(tīng)說(shuō)教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1–3.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisethefunctionsandusageofthe-ingandto-infinitiveasobject.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisethefunctionsandusageofthe-ingandto-infinitiveasobjectwiththehelpoftheteacher.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofthefunctionsandusageofthe-ingandto-infinitiveasobject.Activity2Teacherasksstudentstoreadandcompletethepassagewiththecorrectformoftheverbsinbracketsindividually.Teachercheckstheanswerswiththeclass.Studentsreadandcompletethepassagewiththecorrectformoftheverbsinbracketsindividually.Studentschecktheanswerswiththeteacher.Togetstudentstopractiseusing-ingandto-infinitiveasobject.Activity3Teacherasksstudentstoreadtheinterviewandgetitsmainidea.Teacherasksstudentstoparaphrasethepassage.Teacherasksstudentstoworkingroupstoadaptthepassagewiththegivenverbs.Teacheraskssomestudentstosharetheirreportswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsparaphrasethepassage.Studentsworkingroupstoadaptthepassagewiththegivenverbs.Somestudentssharetheirreportswiththeclass.Tohelpstudentsconsolidatetheapplicationof-ingandto-infinitiveasobjectinauthenticcontext.Activity4Teacherasksstudentstorecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Teacheraskssomepairstosharetheirstoriesinfrontoftheclass.Studentsrecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Somepairssharetheirstoriesinfrontoftheclass.Toenlargestudents’vocabularyandcultivatetheirspiritofovercomingchallengesandexpresstheirideas.Activity5Teacherasksstudentstolookatthesixpictures,andguesswhattheidiomsmean.Teacherplaystheaudioandasksstudentstomatchtheexpressionstotheirmeanings.Teachercheckstheanswerswiththestudents.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.Studentslistentotheaudioandchoosethemeaningsoftheexpressions.Studentschecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity6Teacherasksstudentstoworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Teacherasksstudentstoaddmoreidiomsbycooperatingingroups.Teacherasksthegroupstoshowtheiranswerswiththeclass.Studentsworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Studentsaddmoreidiomsbycooperatingingroups.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsconsolidatetheirvocabularythroughidiomclassification.Trainstudentstolearncooperativelearning.Activity7TeacherasksstudentstoreadthematerialsonPage18respectivelyandunderstandthemainideaofthepassage.Teacherasksstudentstoworkinpairsanddiscusstheanswerstothetwoquestions.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teachermakescomments.StudentsreadthematerialsonPage18respectively.Studentsworkinpairsanddiscusstheanswerstothetwoquestions.Therepresentativeofeachgrouppresentstheirview.Totrainstudentstograspthemainidea.Helpstudentstobefamiliarwiththetopicandprepareforthefollowinglisteningandspeakingpractice.Activities8-9Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Teacherplaystheaudioandasksstudentstolistenandnumberthepicturesaccordingtothesequenceofevents.Teachercheckstheanswerswiththestudents.Teacherplaystheaudioagainandasksstudentstomakenotesandcompletethejournalentry.Teacherplaystheaudioagainandasksstudentstochecktheanswers.Teacheraskssomestudentstoreadthewholepassageandchecktheanswerswiththeclass.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Studentslistentotheaudioagainandnumberthepictures.Studentschecktheanswerswiththeteacher.Studentslistentotheaudioagainandcompletethejournalentry.Studentslistentotheaudioandchecktheanswers.Studentsreadthepassageandotherstudentschecktheanswers.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.Activities10-11Teacherasksstudentstoreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.Teacherasksstudentstochecktheanswerswiththeclass.Teacherdividesstudentsintopairsandasksthemtochooseonesituationandactoutaconversation.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.Studentsreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.Studentschecktheanswerswiththeclass.Studentschooseonesituationandactoutaconversationinpairs.Severalpairsactouttheirconversationsinfrontoftheclass.Otherstudentsmakecomments.Tohavestudentspayattentiontothepragmaticfunction.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.Tohavestudentsmakeevaluationandreflection.Developingideas課型Reading+Writing主題語(yǔ)境人與自然——勇往直前、永不放棄內(nèi)容分析本板塊的課文的語(yǔ)篇類型是散文，節(jié)選自HelenKeller的《假如給我三天光明》。課文介紹了失明的HelenKeller希望自己能擁有三天的光明，她想用這三天的時(shí)間去觀察世界，去看她想看的人和物。讀寫(xiě)部分的范文講述了作者在漆黑的餐廳模擬盲人用餐的一次經(jīng)歷，引導(dǎo)學(xué)生通過(guò)學(xué)習(xí)范文，理解并體會(huì)殘障人士遇到的挫折與磨難，培養(yǎng)學(xué)生的共情能力，同時(shí)幫助學(xué)生學(xué)會(huì)描述經(jīng)歷。本板塊旨在啟迪學(xué)生珍惜自己擁有的一切，培養(yǎng)學(xué)生堅(jiān)強(qiáng)樂(lè)觀的人生態(tài)度，進(jìn)一步提高學(xué)生的語(yǔ)言能力和思維品質(zhì)。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：了解文章并清晰敘述HellenKeler三天的愿望，同時(shí)能夠理解并運(yùn)用虛擬、倒裝等句式以及排比等修辭手法；在理解的基礎(chǔ)上，感悟文章主題，從而加深對(duì)單元主題意義的認(rèn)識(shí)，形成面對(duì)困境中不妥協(xié)、面對(duì)失敗不放棄的積極人生態(tài)度；描述體驗(yàn)殘障人士生活時(shí)遇到困難的過(guò)程和感受，從而學(xué)會(huì)感恩，更加珍惜自己擁有的美好生活，樹(shù)立正確的人生態(tài)度。教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生通過(guò)閱讀來(lái)把握和概括段落大意和推測(cè)作者的寫(xiě)作意圖；2.培養(yǎng)學(xué)生描寫(xiě)自身與他人經(jīng)歷的寫(xiě)作能力。教學(xué)難點(diǎn)1.引導(dǎo)學(xué)生進(jìn)行經(jīng)歷描寫(xiě)；2.引導(dǎo)學(xué)生樹(shù)立不怕挫折，勇敢面對(duì)挑戰(zhàn)，永不放棄的人生態(tài)度。教學(xué)策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstoreviewthevideoofstartingoutsectionandencouragesstudentstodescribethelifeofHawkingandhisspiritofscientificexploration.TeacherguidesstudentstolookatthechartsandanswerQuestion1.Teacheraskssomestudentstoanswerthefirstquestion.TeacherdividestheclassintogroupsandasksthemtodiscussQuestion2andanswerit.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.Teachermakescomments.StudentsdescribethelifeofHawkingandhisspiritofscientificexploration.StudentslookatthechartsandanswerQuestion1.Studentschecktheiranswerswiththeclass.StudentsdiscussQuestion2andanswerit.Somestudentsshareanswersandotherstudentsmakesupplements.Toactivatestudents’theme-relatedbackgroundknowledge.Activity2Teacherasksstudentstosharewhatthey’vepreviewedingroups.TeacheraskstherepresentativeofeachgrouptosharetheinformationofthelifeandachievementofHelenKeller.TeacherasksstudentstoreadthetextwiththetaskinActivity2.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.Studentssharetheirpreviewresultsingroups.StudentssharetheinformationofthelifeandachievementofHelenKeller.StudentsreadthetextwiththetaskinActivity2.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Teacherasksstudentstochoosetheauthor’spurposeinwritingthepassageandgivereasons.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teachermakescomments.Studentsreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Studentschoosetheauthor’spurposeinwritingthepassageandgivereasons.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.Think&ShareTeacherasksstudentstoworkingroupstodiscussthefourquestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.Studentsworkingroupstodiscussthefourquestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity4Teacherasksstudentstoworkingroupsandunderstandthesentencesfromthepassage.Teacherasksstudentstodiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Teacherguidesstudentstodiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Studentsworkingroupsandunderstandthesentencesfromthepassage.Studentsdiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Studentsdiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Tohavestudentsappreciateatextfromtherhetoricalpointofview.Activity5Teacherasksstudentstoreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Teacherdividestheclassintonewgroupsaccordingtothedifferentopinions,andasksstudentstodiscussandmakenotes.Teacheraskssomegroupstosharetheiropinionswiththeclass.Teacherasksstudentstothinkabouttheirperformanceduringgroupdiscussion.Studentsreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Studentsdiscussinnewgroupsandmakenote.Somegroupssharetheiropinionswiththeclass.Studentsthinkabouttheirperformanceduringgroupdiscussion.Toimprovestudents’speakingskills.Toinspirestudentstothinkandcultivatestudents’abilitytothinkcreatively.Activity6TeachershowsthepicturesofHawking,Beethoven,ZhangHaidiandZhouZhouandasksstudentstoimaginethedifficultiestheymightmeetintheirlife.Teacherasksstudentstoreadthepassageandanswerthequestionsinthebook.Teacheraskssomestudentstoanswerthequestionsandotherstudentstochecktheanswers.Teacherasksstudentstoworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Teacherasksstudentstoreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.StudentsimaginethedifficultiesHawking,Beethoven,ZhangHaidiandZhouZhoumightmeetintheirlife.Studentsreadthepassageandanswerthequestionsinthebook.Somestudentsanswerthequestionsandotherstudentschecktheanswers.Studentsworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Somestudentsreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummariseandprepareforthefollowingwritingactivity.Activities7-8Teacherdesignsasceneandasksstudentstoexperiencethelivesofthedisabledthroughrole-playing.Teacherasksstudentstointerviewthestudentswhoplayedandmakenotes.Teacherasksstudentstowriteashortpassageaccordingtotheinterviewortheirownexperiences.Teacherasksstudentstosharetheirpassageandotherstomakecomments.Studentsmakearole-playtoexperiencethelivesofthedisabled.Studentsinterviewthestudentswhoplayedandmakenotes.Studentswriteashortpassageaccordingtotheinterviewortheirownexperiences.Somestudentssharetheirpassageswiththeclassandothersmakecomments.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.Presentingideas&Reflection課型Speaking主題語(yǔ)境人與自然——勇往直前、永不放棄內(nèi)容分析Presentingideas板塊要求學(xué)生首先閱讀兩種觀點(diǎn)，思考若努力之初就失敗了，是應(yīng)該繼續(xù)堅(jiān)持還是確立一個(gè)新的目標(biāo)。然后尋找充足的論據(jù)支持自己的觀點(diǎn)，并組成正反兩方進(jìn)行辯論；Reflection板塊引導(dǎo)學(xué)生從文本、語(yǔ)言、文化、學(xué)習(xí)策略和方法、分析和解決問(wèn)題的能力等多方面進(jìn)行自我評(píng)價(jià)和總結(jié)，并寫(xiě)出自我反思日志。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：更深入理解堅(jiān)韌不拔的毅力、不屈不饒的精神對(duì)于成功的必要性，能夠辯證地看待問(wèn)題，另辟蹊徑，思考解決問(wèn)題的辦法；熟悉辯論的流程，并運(yùn)用本單元所學(xué)的表達(dá)方式，恰當(dāng)表達(dá)自己的觀點(diǎn)，有理有據(jù)地進(jìn)行辯論；分組討論并搜集論據(jù)，通過(guò)合理分工、協(xié)作完成辯論。教學(xué)重點(diǎn)引導(dǎo)學(xué)生對(duì)人生挫折與如何面對(duì)挫折這一話題進(jìn)行更深入的理解，并恰當(dāng)?shù)剡\(yùn)用本單元所學(xué)內(nèi)容與同學(xué)協(xié)作進(jìn)行辯論；引導(dǎo)學(xué)生根據(jù)學(xué)生用書(shū)中的評(píng)價(jià)內(nèi)容評(píng)估自己的學(xué)習(xí)表現(xiàn)。教學(xué)難點(diǎn)引導(dǎo)學(xué)生學(xué)會(huì)面對(duì)挫折，樹(shù)立正確的人生態(tài)度；引導(dǎo)學(xué)生在自我評(píng)價(jià)分析的基礎(chǔ)上確定自己要改進(jìn)和提高的方面。教學(xué)策略任務(wù)型教學(xué)法、交際教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity1Teacherasksstudentstoworkingroupstodiscussthetwopointsofviewandexplainthemeaningsintheirownwords.Teacheraskstherepresentativeofeachgrouptopresenttheconclusion.Studentsworkingroupstodiscussthetwopointsofviewandexplainthemeanings.Therepresentativespresenttheconclusionsoftheirgroups.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activities2-4Teacherregroupstheclassaccordingtostudents’pointsofview.Teacherasksstudentstodiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.Teacherguidesstudentstothinkoftheoppositeargumentstheymightface,andwritethearguments,openingandsummaryusingthewords,expressionsandstructureslearntbefore.Teacherasksstudentstoteamupwithagroupwiththeoppositepointofviewandholdthedebate.Studentsdiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.Studentsthinkoftheoppositeargumentstheymightfaceandwritethearguments,openingandsummary.Studentsteamupwithagroupwiththeoppositepointofviewandholdthedebate.Tohavestudentspayattentiontolanguageexpressionaswellasthecontentandthelogicofit.ReflectionReflectionTeacherasksstudentstorecallwhatthey’velearntinthisunit.Teacherasksstudentstowriteareflectionbasedonthesixtips.Studentssummarisewhatthey’velearntandwriteareflectionbasedonthesixtips.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project課型Speaking主題語(yǔ)境人與自然——勇往直前、永不放棄內(nèi)容分析本板塊的項(xiàng)目實(shí)踐活動(dòng)要求學(xué)生開(kāi)展調(diào)研，搜集名人或身邊的普通人克服困難、獲得成功的勵(lì)志故事。教師引導(dǎo)學(xué)生通過(guò)自主學(xué)習(xí)、合作學(xué)習(xí)、探究式學(xué)習(xí)，對(duì)單元主題做進(jìn)一步的延伸和探索，培養(yǎng)學(xué)生的調(diào)研與動(dòng)手能力。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：運(yùn)用一定的調(diào)研方法和技巧，選擇合適的途徑展開(kāi)調(diào)研；充分進(jìn)行小組合作，合理安排分工，圖文并茂地呈現(xiàn)一個(gè)勵(lì)志故事；學(xué)習(xí)這些優(yōu)秀人物的勵(lì)志精神，培養(yǎng)勇于克服困難的優(yōu)秀品質(zhì)。教學(xué)重點(diǎn)引導(dǎo)學(xué)生了解名人或身邊平凡人克服困難并獲得成功的勵(lì)志故事，并用幻燈片進(jìn)行故事分享；引導(dǎo)學(xué)生通過(guò)學(xué)習(xí)優(yōu)秀人物的精神，培養(yǎng)正確面對(duì)困難