天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第二册 / Unit 1 Growing Up / 外研版高中英语选择性必修第二册Unit 1 Growing up教学设计
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Book5Unit1Growingup教学设计单元主题本单元主题语境是“人与自我”，涉及的主题语境内容是认识自我、丰富自我、完善自我。本单元以成长为话题，从诗歌《如果》的节选到不同年龄段学生对成长和成人的理解，从对未来的人生规划，回忆人生中令人难忘的时刻到小说《小王子》节选部分的阅读，从不同角度引导学生理解成长的责任与意义，倾诉成长的烦恼与困惑，最终帮助学生树立坚定的人生目标，形成积极的生活态度。单元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、个人访谈、电子邮件、在线留言板、小说节选、书评等多模态语篇，综合运用各种语言技能，读懂与成长和成人相关的语篇内容，听懂并谈论与寄宿生活、成长中的重要时刻相关的对话，讨论并加深对人生中一些关键时刻的认识，恰当运用将来进行时谈论夏令营的时间安排或对未来的计划，阅读并理解小说中人物的态度和思想，深化对单元主题意义的理解与挖掘；同时能够运用本单元所学知识为自己制定一年的自我提升规划，制作个人成长档案，反思自己的成长历程，理解成长的意义，学会面对压力，学会自我激励与积极生活，树立正确的人生观与价值观，实现知识和思维能力的拓展与迁移；能够恰当运用各种学习策略，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，激发英语学习的兴趣，提高分析和解决问题的能力及理解和表达能力，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。Startingout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Listening+Viewing主题语境人与自我——认识自我、丰富自我、完善自我内容分析本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一段与成人礼相关的视频，介绍了不同时期、不同文化背景下成人礼的不同庆祝方式，从而引发学生思考成人礼的真正含义。活动2要求学生通过听与读的方式欣赏诗歌《如果》的节选,并谈一谈“成为一个真正的人”需要具备哪些品质，以及对自己成长影响最重要的品质。教学目标在本板块学习结束时，学生能够：
1.看懂视频，了解与成人礼相关的背景知识，初步感知成长的意义；2.读懂诗歌《如果》的节选，感受诗歌之美，领悟其主旨大意，发现并归纳“成为一个真正的人”需要具备的品质；3.说出在成长过程中最重要的品质有哪些并发表自己的观点。教学重点引导学生读懂诗歌，了解英文诗歌的基本知识，领悟其主旨大意并归纳成年人需要具备的品质。教学难点引导学生感受诗歌所传递与表达的情感并思考在成长过程中最重要的品质是什么，思考成长的意义。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstowatchitcarefully.2.Teacherasksstudentstoanswerthefirstquestion.Teacherplaysthevideoagainifneeded.3.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.4.Teacherinvitessomestudentstosharetheiranswers.1.Studentswatchthevideocarefully.2.Studentsanswerthefirstquestion.Studentswatchthevideoagainifneeded.3.Studentsworkingroupsanddiscussthesecondquestion.4.Somestudentssharetheiranswerswiththeclass.1.Toarousestudents’interestinthetopic.2.Toletstudentshaveabasicunderstandingofcoming-of-ageceremony.Activity21.Teacherplaystheaudioandasksstudentstolistento1.Studentslistentothepoemcarefully.2.Studentsreadthe1.Tohelpstudentslearnsomebasicknowledgeof
thepoemcarefully.1.Teacherasksstudentstoreadthepoem.2.Teacherasksstudentstoanswerthefirstquestionindividually.3.Teacherinvitessomestudentstosharetheiranswers.4.TeacherasksstudentstoreadthepoemagainandticktheanswersinQuestion2.5.Teacherinvitessomestudentstosharetheiranswersandaddtheirownideas.6.Teacherasksstudentstoworkingroupstoanswerthelastquestion.7.Teacherinvitessomestudentstosharetheanswers.poem.1.Studentsanswerthefirstquestionindividually.2.Somestudentssharetheiranswerswiththeclass.3.StudentsreadthepoemagainandticktheanswersinQuestion2.4.Somestudentssharetheiranswerswiththeclassandaddtheirownideas.5.Studentsdiscussthelastquestioningroups.6.Somestudentssharetheanswerswiththewholeclass.Englishpoems.1.Tohelpstudentshaveafurtherunderstandingofgrowingup.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading
主题语境人与自我——认识自我、丰富自我、完善自我内容分析本板块呈现了一篇体现单元主题的课文，语篇类型为专栏文章。课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。读前的导入活动帮助学生明确在我国做不同事情的法定年龄，激活学生对法定年龄的已有知识，为课文学习做铺垫。读中活动考查学生对课文标题的理解和提取关键信息的能力。读后活动通过判断主旨大意、理解细节信息和回答开放性问题等活动，启发学生深入思考，理解文本内容，积极探究主题意义。教学目标在本板块学习结束时，学生能够：1.通过阅读课文，获取文章的主要信息，并根据文章内容准确理解标题的含义，为文章另选一个合适的标题；2.准确获取关键信息，并学会辨别事实和观点，进一步理解课文内容；3.体会成年的意义与责任，思考如何完善自己、提升自己，树立正确的生活观与积极的人生观。教学重点引导学生读懂课文，获取文章的重要信息，学会辨别事实和观点，把握三位学生对成年的理解与定位。教学难点引导学生体会成年的意义与责任，加深对主题意义的认识与思考。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthepicturesandthinkabouttheagewhenpeopleareallowedtodothesixthingsonthebook.2.Teacherdividestheclassintoseveralgroupstodiscuss1.Studentslookatthepicturesandthinkabouttheagewhenpeopleareallowedtodothesixthingsonthebookindividually.2.Studentsworkingroupsanddiscussthequestion.3.Somestudents1.Tohelpstudentsgetfamiliarwiththetopicinadvance.2.Toactivatethestudents’existingbackgroundknowledge.
aboutthequestion.1.Teacherinvitessomestudentstosharetheanswers.2.Teacherasksstudentstothinkaboutmoreexamplesandthelegalagestodothem.3.Teacherinvitessomestudentstosharetheanswers.sharetheanswerswiththeclass.1.Studentsthinkaboutmoreexamplesandthelegalagestodothem.2.Somestudentssharetheanswers.Activity21.Teacherasksstudentstolookatthetitleandpictures,thentrytoguessthemeaningofthetitle.2.Teacherasksstudentstoreadthepassagequicklyandchecktheanswer.3.Teacheraskssomestudentstosharetheanswers.1.Studentslookatthetitleandpicturesandguesswhatthetitlemeans.2.Studentsreadthepassagequicklyandchecktheanswer.3.Somestudentssharetheanswerswiththewholeclass.Tohelpstudentsunderstandthemeaningofthetitle.Activity31.Teacherasksstudentstoreadthepassagequicklyandchoosethebesttitleaccordingtothepersonalunderstanding.2.Teacherinvitessomestudentstosharetheiranswerswiththewhole1.Studentsreadthepassagequicklyandchoosethebesttitleaccordingtothepersonalunderstanding.2.Somestudentssharetheiranswerswiththewholeclassandgivethereasons.1.Tohelpstudentsgraspthemainideaofthepassagethroughfastreading.2.Tohelpstudentsfigureoutthemethodsofchoosingapropertitle.
classandgivethereasons.1.Teacherasksotherstoexpressdifferentideasandgivereasons.2.Teacherdividestheclassintoseveralgroupstodiscusshowtochooseorgiveapropertitle.3.Teacherinvitessomegroupstosharetheiranswersandotherstomakecomments.1.Otherstudentsexpresstheirdifferentideasandgivereasons.2.Studentsworkingroupsanddiscusshowtochooseorgiveapropertitle.3.Somegroupssharetheiranswerswiththeclassandotherstudentsmakesomecomments.Activity41.Teacherasksstudentstogothroughthetablequicklyandhaveabasicunderstandingofthetask.2.Teacherasksstudentstoreadthepassagecarefullyandpickouttherelevantinformationtocompletethetable.3.Teacherinvitessomestudentstochecktheanswerswithotherstudents.4.Teacherasksstudentstoreadthepassageagainandhelpsthemanalysethestructureofthe1.Studentsgothroughthetablequicklyandhaveabasicunderstandingofthetask.2.Studentsreadthepassagecarefullyandpickouttherelevantinformationtocompletethetable.3.Somestudentschecktheanswerswithotherstudents.4.Studentsreadthepassageagainandanalysethestructureofthepassagewiththehelpoftheteacher.5.Studentstryto1.Tohelpstudentshaveadeepunderstandingoftheinformation.2.Topractisestudents’abilitytosortthespecificinformationofthepassage.
passage.1.Teacherasksstudentstoanswerthequestionsraisedintheintroductionpart.2.Teacherinvitessomestudentstosharetheiranswerswiththeclass.answerthequestionsraisedintheintroductionpart.1.Somestudentssharetheiranswerswiththeclass.Activity51.Teacherasksstudentstoreadthefoursentencesindividuallyanddecideiftheyarefactsoropinions.2.Teacherinvitessomestudentstosharetheiranswerswiththeclassandhelpthemsummarisehowtotellfactsfromopinions.3.Teacherasksstudentstoworkingroupsandfindmoresentencesaboutopinionsanddiscussiftheyagreeornot.4.Teacherinvitessomestudentstosharetheiranswersandgiveproperreasons.1.Studentsreadthefoursentencesindividuallyanddecideiftheyarefactsoropinions.2.Somestudentssharetheiranswerswiththeclassandsummarisehowtotellfactsfromopinionswiththehelpoftheteacher.3.Studentsworkingroupsandfindmoresentencesaboutopinionsanddiscussiftheyagreeornot.4.Somestudentssharetheiranswerswiththeclassandgiveproperreasons.1.Tohelpstudentsdistinguishfactsfromopinions.2.Tohavestudentsinterpretthetextthroughthedetails.
Think&Share1.Teacherasksstudentstogothroughthefourquestionsandthinkaboutthemindividually.2.Teacherasksstudentstodiscussthequestionsingroups.3.Teacherinvitessomestudentstosharetheanswerswiththeclass.1.Studentsgothroughthefourquestionsandthinkaboutthemindividually.2.Studentsdiscussthequestionsingroups.3.Somestudentssharetheanswerswiththeclass.1.Tohelpstudentsfocusonthemeaningofgrowingupandresponsibility.2.Tohelpstudentsapplywhattheyhavelearnttoexpresstheirideas.Usinglanguage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+Listening+Speaking主题语境人与自我——认识自我、丰富自我、完善自我内容分析本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要内容为将来进行时，两个小语篇话题分别为夏令营第一天的时间安排和对未来的规划。前者是一张有关暑期夏令营的宣传海报，后者以电子邮件的形式描述了作者对自己未来的具体规划。综合语言运用部分的话题为“难忘的时刻”，首先通过一篇短文引导学生思考人生是个“苦乐参半”的过程，鼓励学生要学会珍惜人生中一些难忘的时刻；听力活动是两位学生谈论对寄宿生活的憧憬或感受；接下来的听说部分呈现了人生的一些重要时刻。本板块旨在帮助学生深度聚焦语言的意义和功能，通过真实语境下的思考和交际运用，全方位提高学生的综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.熟悉并会运用将来进行时；
1.听懂会话内容，理解其大意并获取细节信息来完成表格；2.运用听力材料中的相关结构表达担忧或者顾虑，并给出鼓励与建议；3.与同伴分享自己人生中一个最难忘的时刻。教学重点1.引导学生发现和理解将来进行时的用法并在真实语境中进行运用；2.指导学生根据邮件内容，阐述自己的未来规划；3.引导学生通过完成听力活动，学会表达关心、鼓励或提供建议这三类不同的语用功能，进一步感知成长过程中的苦与乐。教学难点1.引导学生在真实语境中运用将来进行时；2.引导学生了解在人生不同阶段会经历的特殊时刻，从而加强对主题意义的理解，树立积极的生活态度。教学策略任务型教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadsentence(a)andsentence(b)intheboxandpayspecialattentiontothewordsinbold.2.Teacherasksstudentstoworkingroups,comparethetwosentencesanddiscussthetwoquestions.3.Teacherinvitessomestudentstosharetheiranswers.4.Teacherinstructsstudentstolookfor1.Studentsobservethetwosentencesintheboxandpayattentiontothewordsinbold.2.Studentscomparesentence(a)withsentence(b)anddiscussthetwoquestionsingroups.3.Somestudentssharetheiranswerswiththeclass.4.Studentslookformoresentenceswiththefuturecontinuoustenseinthereadingpassage1.Tohelpstudentsfindoutthestructureandfunctionofthefuturecontinuoustense.2.Tohelpstudentsgetfamiliarwiththefuturecontinuoustense.
moresentenceswiththefuturecontinuoustenseinthereadingpassageandsummariseitsuseintheirownwords.1.Teacheraskssomestudentstosharetheanswersandotherstomakesomecomments.andsummariseitsuseintheirownwords.1.Somestudentssharetheanswerswiththeclassandotherstudentsmakesomecomments.Activity21.Teacherasksstudentstolookatthepictureaboutthescheduleofasummercampandgetthedetailedinformationofit.2.Teacherasksstudentstoworkinpairsandmake“askandanswer”dialoguesaccordingtotheexamplebelowthepicture.3.Teacherinvitessomepairstoperformtheirdialoguesandaskotherstudentstogivesomecomments.1.Studentslookatthepictureaboutthescheduleofasummercampandgetthedetailedinformationofit.2.Studentsworkinpairsandmake“askandanswer”dialoguesaccordingtotheexamplebelowthepicture.3.Somepairsperformtheirdialoguesinthewholeclassandotherstudentsgivetheircomments.Toencouragestudentstoapplythefuturecontinuoustenseindialogues.Activity31.Teacherasksstudentstoreadtheemailand1.StudentsreadtheemailandsummariseitsmainTohelpstudentsconsolidatetheapplicationofthe
summariseitsmainidea.1.Teacherinvitessomestudentstosharetheiranswers.2.Teacherasksstudentstofillintheblankswiththecorrectformoftheverbsinthebracketsandusethefuturecontinuoustensewherepossible.3.Teacherinvitessomestudentstosharetheanswersandgivethereasons.idea.1.Somestudentssharetheiranswerswiththeclass.2.Studentsfillintheblankswiththecorrectformoftheverbsinthebracketsandusethefuturecontinuoustensewherepossible.3.Studentssharetheanswerswiththeclassandgivethereasons.futurecontinuoustenseinarealcontext.Activity41.TeacherasksstudentstounderlinethestructuresorsentencesaboutdescriptionsofthefutureplaninDiana’semailindividually.2.Teacherasksstudentstoworkingroupsanddiscusstheirownplansforthefutureaccordingtotheemail.3.Teacherinvitesseveralgroupsto1.StudentsunderlinethestructuresorsentencesaboutdescriptionsofthefutureplaninDiana’semailindividually.2.Studentsworkingroupsanddiscusstheirownplansforthefutureaccordingtotheemail.3.Somegroupssharetheanswers.4.StudentswriteareplytoDianatotellherabouttheirTohavestudentswriteareplyandmakebetteruseofthefuturecontinuoustense.
sharetheanswers.1.TeacherasksstudentstowriteareplytoDianatotellherabouttheirownplansforthefutureindividually.2.Teacherinvitessomestudentstodisplaytheirworksandotherstomakecomments.3.Teachergivessuggestionsonaccuracy,coherenceandappropriacyandasksstudentstomodifytheirworksafterclass.ownplansforthefutureindividually.1.Somestudentsdisplaytheirworksandothersmakecomments.2.Studentslistentotheteacher’ssuggestionsonaccuracy,coherenceandappropriacyandmodifytheirworksafterclass.Activity51.Teacherasksstudentstoreadthepassageindividuallyandanswerthefirstquestion.2.Teachercheckstheanswerswiththeclass.3.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.4.Teacherencouragesseveralgroupsto1.Studentsreadthepassageindividuallyandanswerthefirstquestion.2.Studentschecktheanswerswiththeteacher.3.Studentsworkingroupsanddiscussthesecondquestion.4.Severalgroupssharetheanswerswiththeclass.Tohelpstudentshaveabetterunderstandingoftheunitthemeandtakeapositiveattitudetowardslife.
sharetheanswerswiththeclass.Activity61.Teacherasksstudentstogothroughthetwoquestions,figureoutthepurposeoftheactivityandgetreadyforlistening.2.Teacherplaystheaudioandasksstudentstoinfertherelationshipbetweenthespeakersandgetthemainideaoftheconversation.3.Teacheraskssomestudentstosharetheanswers.1.Studentsgothroughthetwoquestionsquickly,figureoutthepurposeoftheactivityandgetreadyforlistening.2.Studentslistentotheaudio,infertherelationshipbetweenthespeakersandgetthemainideaoftheconversation.3.Somestudentssharetheiranswerswiththewholeclass.Totrainstudents’skillsingraspingthemainideaofaconversationthroughlistening.Activity71.Teacherasksstudentstoreadthegiveninformationofthetableandfindoutthepurposeoftheactivity.2.Teacherplaystheaudioagainandasksstudentstocompletethetable.3.Teacherasksstudentstolistenforthethirdtimeandchecktheanswersbythemselves.4.Teacherinvites1.Studentsreadthegiveninformationofthetableandfindoutthepurposeoftheactivity.2.Studentslistentotheaudioagainandcompletethetable.3.Studentslistentotheaudioforthethirdtimeandchecktheanswersbythemselves.4.Somestudentssharetheanswerswiththeclass.5.StudentsworkinTomakestudentsgetthedetailsofthelisteningmaterial.
somestudentstosharetheanswerswiththeclass.1.Teacherasksstudentstoworkinpairsandtalkaboutotherdifficultiesthegirlmayfaceandmakesuggestions.2.Teacherinvitesseveralpairstosharetheiropinions.pairsandtalkaboutotherdifficultiesthegirlmayfaceandmakesuggestions.1.Somepairssharetheiropinionswiththeclass.Activity81.Teacherasksstudentstogetfamiliarwiththethreepragmaticfunctionsofsomeexpressionsandinvitesstudentstotalkabouttherelevantexpressionstheyknow.2.Teacherasksstudentstoputtheexpressionsfromtheconversationintothecorrectboxes.3.Teachercheckstheanswerswiththeclass.1.Studentsgetfamiliarwiththethreepragmaticfunctionsofsomeexpressionsandtalkabouttherelevantexpressionstheyknow.2.Studentsputtheexpressionsfromtheconversationintothecorrectboxes.3.Studentschecktheanswerswiththeteacher.Tohelpstudentslearnhowtoexpressconcerns,giveencouragementandmakesuggestions.Activity91.Teacherdividesstudentsintopairsandasksthemtodiscussa1.StudentsworkinpairsanddiscussachallengingmomentintheirlifeTohelpstudentsconsolidatethethreepragmaticfunctionsofsomeexpressionsand
challengingmomentintheirlifeusingtheexpressionsinthissection.1.Teacherinvitesseveralpairstopresenttheirstoriesinfrontoftheclass.2.Teacherasksstudentstothinkwhatkindofencouragementorsuggestionstheyhavegotintheirchallengingmoments.3.Teacherinvitessomestudentstomakesomecomments.usingtheexpressionsinthissection.1.Severalpairspresenttheirstoriesinfrontoftheclass.2.Studentstrytothinkwhatkindofencouragementorsuggestionstheyhavegotintheirchallengingmoments.3.Somestudentsmakesomecomments.introduceachallengingmomentintheirlife.
Activity101.Teacherasksstudentstolookattheeightpicturesandpredictthecontentofthelisteningmaterialaccordingtothekeywordsbesidethepictures.2.Teacherplaystheaudioandasksstudentstochecktheirpredictionandtickthewordsandexpressionsmentionedintheconversation.3.Teacherplaystheaudioagainandasksstudentstochecktheanswers.4.Teacherinvitessomestudentstosharetheiranswers.1.Studentslookattheeightpicturesandpredictthecontentofthelisteningmaterialaccordingtothekeywordsbesidethepictures.2.Studentslistentotheaudio,checktheirpredictionandtickthewordsandexpressionsmentionedintheconversation.3.Studentslistentotheaudioagainandchecktheanswers.4.Somestudentssharetheiranswerswiththeclass.Tomakestudentsgetthemainideaandthedetailsofthelisteningmaterial.Activity111.Teacherasksstudentstoreadthecontentsoftheonlinemessageboardindividuallyandfigureoutthepurposeoftheactivity.2.TeacherasksstudentstocompletetheonlinemessageboardwiththecorrectformofthewordsandexpressionsinActivity10.1.Studentsreadthecontentsoftheonlinemessageboardindividuallyandfigureoutthepurposeoftheactivity.2.StudentscompletetheonlinemessageboardwiththecorrectformofthewordsandexpressionsinActivity10.3.StudentschecktheanswerswiththeTohelpstudentsunderstandthespecialmomentsinlifeandfeelthehappinessandbitternessinthem.
1.Teachercheckstheanswerswiththeclass.teacher.Activity121.Teacherdividesstudentsintopairsandasksthemtoshareamostmemorablemomentfromtheirlifeusingthewordsandexpressionsinthissection.2.Teacherinvitesseveralpairstogivepresentationsinfrontoftheclassandasksotherstudentstomakesomecomments.3.Teacherasksstudentstothinkabouttheirperformancesandfindouthowwelltheyunderstandtheirpartnersandgiveaneffectiveresponse.1.Studentsworkinpairsandshareamostmemorablemomentfromtheirlifeusingthewordsandexpressionsinthissection.2.Severalpairsgivepresentationsinfrontoftheclassandotherstudentsmakesomecomments.3.Studentsthinkabouttheirperformancesandfindouthowwelltheyunderstandtheirpartnersandgiveaneffectiveresponse.Toencouragestudentstofurtherpractisedescribingamostmemorablemomentinlife.Developingideas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
主题语境人与自我——认识自我、丰富自我、完善自我内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为小说，节选自AntoinedeSaint-Exupéry的《小王子》。故事从孩子的视角出发，通过“蛇吞象”的两幅绘画作品和其他领域的知识，表明孩子对世界的理解与成人对世界的理解有很大的差异，将儿童的本真和成人的功利心进行了对比。读写部分的范文是一篇有关《小王子》的书评，作者从一位读者的角度讲述了自己对这个故事的理解。本板块旨在启迪学生深入思考成长的意义与得失，培养正确的人生态度，进一步提升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：1.通过阅读对《小王子》作者生平介绍的短文，了解作者及小说的写作背景；2.理解课文内容，获取语篇的主要观点与信息；明确作者对成年人的态度并在文中寻找依据予以证明；3.深入思考人在成长过程中的得与失，以及如何保持自己的初心与童真；4.运用所学语言知识写一篇书评。教学重点1.带领学生把握文章大意，明确作者的态度并找出依据；2.引导学生学习范文，掌握书评的主要构成要素，并独立完成一篇书评。教学难点1.学会通过看插图和阅读课文了解作者对成年人的态度与看法，理解反讽这种修辞手法；2.学会用英语阐释观点并表达自己对成年人的看法，加深对单元主题意义的认识。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreadtheintroductiontoAntoinede1.StudentsreadtheintroductiontoAntoinedeSaint-ExupéryToofferstudentsthebackgroundinformationaboutthe
Saint-Exupéryindividuallyandanswerthetwoquestions.1.Teacherinvitessomestudentstosharetheanswers.individuallyandanswerthetwoquestions.1.Somestudentssharetheanswerswiththeclass.novel.Activity21.Teacherasksstudentstolookatthethreedrawingsinthepassage,describethecontentsofthemandpredictwhatthestoryisabout.2.Teacherinvitessomestudentstosharetheirpredictionandasksotherstomakecomments.3.Teacherasksstudentstoreadthepassagequicklyandchecktheirprediction.1.Studentslookatthethreedrawingsinthepassage,describethecontentofthemandpredictwhatthestoryisabout.2.Somestudentssharetheirpredictionandothersmakesomecomments.3.Studentsreadthepassagequicklyandchecktheirprediction.Tostrengthenstudents’abilitytoobserveandpredict.Activity31.Teacherasksstudentstogothroughthethreesentencesinthisactivityandmakesureoftheirmeanings.2.Teacherasksstudentstoreadthepassageagainandchoosethecorrectsentenceexpressing1.Studentsgothroughthethreesentencesinthisactivityandmakesureoftheirmeanings.2.Studentsreadthepassageagainandchoosethecorrectsentenceexpressingtheauthor’sattitudeandfindevidencetosupporttheirTohelpstudentsunderstandtheauthor’sattitudeandlearntofindevidencetosupporttheirchoice.
theauthor’sattitude.Meanwhile,theteacherencouragesstudentstofindevidencetosupporttheirchoice.1.Teacherinvitessomestudentstosharetheanswersandgivetheirreasons.Thentheteacherasksotherstudentstomakesomecomments.2.Teacherasksstudentstoworkingroupsanddiscusshowtofindevidencetoindicatetheauthor’sattitude.3.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.choice.1.Somestudentssharetheanswersandgivetheirreasons.Otherstudentsmakesomecomments.2.Studentsworkingroupsanddiscusshowtofindevidencetoindicatetheauthor’sattitude.3.Oneortwogroupssharetheirresultswiththeclass.Activity41.Teacherasksstudentstoreadthesentencesfromthepassageandunderstandthemeanings.2.Teacherdividesstudentsintogroupsandasksthemtoanswerthetwoquestions.1.Studentsreadthesentencesfromthepassageandunderstandthemeanings.2.Studentsworkingroupsandanswerthetwoquestionsinthisactivity.3.Somestudentssharetheanswers1.Tohelpstudentsgetthemeaningsofthesentences.2.Tohelpstudentsunderstandthefunctionofirony.
1.Teacherinvitesseveralstudentstosharetheanswersandotherstomakecomments.2.Teacherasksstudentstopayattentionto“Learningtolearn”andhelpsthemhaveabetterunderstandingofirony.withtheclassandothersmakecomments.1.Studentspayattentionto“Learningtolearn”andhaveabetterunderstandingofironywiththehelpoftheteacher.Activity51.Teacherdividesstudentsintogroupsandasksthemtodiscusswhethertheyagreewiththeauthor’sattitudetowardsgrown-upsandgivethereasons.2.Teacherinvitessomestudentstosharetheiropinions.3.Teacherasksstudentstothinkofsomeexamplestosupporttheiropinions,makenotesandthenexchangetheirviewsingroups.4.Teacherasksstudentstoprepareforthetalk.5.Teacherinvites1.Studentsworkingroupsanddiscusswhethertheyagreewiththeauthor’sattitudetowardsgrown-upsandgivethereasons.2.Somestudentssharetheiropinionswiththeclass.3.Studentsthinkofsomeexamplestosupporttheiropinions,makenotesandthenexchangetheirviewsingroups.4.Studentsprepareforthetalk.5.Severalstudentsgivetheirtalktotheclassandothersmakecomments.6.StudentsthinkabouttheirTomakestudentslearnhowtogiveatalkandexpresstheirattitudetowardsgrown-upsandgrowth.
severalstudentstogivetheirtalktotheclassandotherstomakecomments.1.Teacherasksstudentstothinkabouttheirperformanceduringthegroupdiscussionandhowwelltheyactivelyparticipateandcontributeideas.performanceduringthegroupdiscussionandhowwelltheyactivelyparticipateandcontributeideas.ThinkandShare1.Teacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.2.Teacherinvitessomestudentstogiveanswers.1.Studentsthinkaboutthequestionsanddiscussthemingroups.2.Somestudentsgiveanswers.1.Toenhancestudents’understandingofgrowingup.2.Toencouragestudentstoshowtheirownopinions.Activity61.Teacherasksstudentstoreadthebookreviewandfindtheinformationaboutthefiveelementslistedontherightsideofthispage.2.Teacherinvitessomestudentsto1.Studentsreadthebookreviewandfindtheinformationaboutthefiveelementslistedontherightsideofthispage.2.Somestudentssharetheanswerswiththeclass.Tohelpstudentsgetthebasicinformationofthenovel.
sharetheanswers.Activity71.Teacherasksstudentstoreadthebookreviewagainandthinkaboutthethreequestions.2.Teacherdividesstudentsintogroups.Thentheteacherasksthemtodiscussthethreequestionsandfindtheanswers.3.Teacherinvitessomestudentsonbehalfoftheirgroupstogivetheanswersandotherstudentstomakecomments.1.Studentsreadthebookreviewagainandthinkaboutthethreequestions.2.Studentsworkingroups,discussthethreequestionsandfindtheanswers.3.Somestudentsonbehalfoftheirgroupsgivetheanswersandothersmakecomments.1.Tohelpstudentsgetthemainplotofthenovel.2.Tohelpstudentslearnthekeyelementsincludedinabookreview.Activity81.Teacherasksstudentstoworkingroupsandtalkaboutonebookthatmeansalottothem.2.Teacherasksstudentstoplanareviewofthebookandmakenotes.3.Teacherasksstudentstosharethenotesorcontentwiththeirpartnersandmakesomeadjustments.4.Teacherasksstudentstofinish1.Studentsworkinpairsandtalkaboutonebookthatmeansalottothem.2.Studentsplanareviewofthebookandmakenotes.3.Studentssharethenotesorcontentwiththeirpartnersandmakesomeadjustments.4.Studentsfinishthebookreviewindividually.Tohelpstudentsmakeapreparationforabookreview.
thebookreviewindividually.Activity91.Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’sbookreviews.2.Teacherinvitessomepairstosharetheirbookreviewsandotherstomakecomments.3.Teachermakesproperevaluation.1.Studentsworkinpairsandmakeimprovementstoeachother’sbookreviews.2.Somepairssharetheirbookreviewswiththewholeclassandothersmakecomments.3.Studentslistentotheteacher’sevaluation.1.Toinstructstudentshowtocooperatewithothers.2.Toencouragestudentstolearnfromtheirpartners.Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我——认识自我、丰富自我、完善自我内容分析本板块引导学生先根据活动提示进行思考，初步制定一年的自我提升规划，并小组讨论如何制定该规划，然后列出自己的具体目标及实施策略，最后在全班展示。本板块旨在促进学生相互合作，引导学生通过对观点的思考与表达，在真实情境下对所学知识加以运用和实践。
Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。教学目标在本板块学习结束时，学生能够：1.制定未来一年的自我提升规划；2.在与同伴交流与互助中，细化自我提升规划，学习分析问题、解决问题;3.明确自我提升的目标，形成良好的自我管理意识。教学重点1.引导学生制定自己未来一年的自我提升规划，并列出包含哪些方面和具体做法；2.引导学生与同伴进行交流，提出合理建议并完善自我规划。教学难点1.引导学生深入理解成长的意义及自我规划的重要性；2.引导学生从文本、语言、文化、学习策略和方法、分析和解决问题等多方面进行自我评价和总结，并写出自我反思日志。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherdividesstudentsingroupsandasksstudentstodiscusshowtomakeaone-yearself-improvementplanbasedonthefouraspectsinthisactivity.2.Teacherinvitesoneortwogroupstosharetheiranswerswiththeclassandotherstomakecomments.1.Studentsworkingroupsanddiscusshowtomakeaone-yearself-improvementplanbasedonthefouraspectsinthisactivity.2.Oneortwogroupssharetheiranswerswiththeclassandothersmakecomments.Tohelpstudentsunderstandthewayofmakingaself-improvementplan.
Activity21.Teacherasksstudentstobrainstormtheirspecificgoalsandactionintheplantogether.2.Teacherasksstudentstocompletethetablebythemselvestodrafttheirplan.1.Studentsbrainstormtheirspecificgoalsandactionintheplantogether.2.Studentscompletethetablebythemselvestodrafttheirplan.Tomakestudentsthinkdeeplyabouthowtomakeaone-yearself-improvementplan.Activity31.Teacherdividesstudentsingroupsandasksthemtosharetheirowndraft.2.Teacherasksstudentstosuggestwaystomakeimprovementstoeachother’splan.3.Teachergivesstudentssometimetomodifytheirdraft.1.Studentsworkingroupsandsharetheirowndraft.2.Studentssuggestwaystomakeimprovementstoeachother’splan.3.Studentstakesometimetomodifytheirdraft.Toinstructstudentshowtogivesuggestionsandhelpeachothertomakeimprovements.Activity41.Teacherasksstudentstoprepareashortpresentationconsideringthestructureandusefulwords,expressions1.Studentsprepareashortpresentationconsideringthestructureandusefulwords,expressionsTohelpstudentsprepareforthepresentationmoreeffectively.
andstructures.1.Teacherasksstudentstosharetheirpresentationwiththeothergroupmembers.2.Teacherasksstudentstogivesuggestionsandmakeimprovementstotheirpresentation.andstructures.1.Studentssharetheirpresentationwiththeothergroupmembers.2.Studentsgivesuggestionsandmakeimprovementstotheirpresentation.Activity51.Teacheraskseachgrouptochooseonestudenttogivethepresentation.2.Teacherandotherstudentsmakecomments,andtheteachergivesanevaluation.3.Teacherencouragesstudentstochecktheirself-improvementplanoneyearfromnowtoseeiftheyhaveachievedtheirgoals.1.Eachgroupchoosesonestudenttogivethepresentation.2.Otherstudentsmakecommentsandtheteachermakesanevaluation.3.Studentschecktheirself-improvementplanoneyearfromnowtoseeiftheyhaveachievedtheirgoals.1.Toencouragestudentstoexpresstheiropinions.2.Tohelpstudentscorrectlyunderstandtheunittheme.Reflection1.Teacherasksstudentstoratetheirperformancesinthisunit,summarisewhattheyhavelearnt1.Studentsratetheirperformancesinthisunit,summarisewhattheyhavelearntandthinkaboutTohelpstudentsevaluatetheirperformances,reviewtheunit,andthinkaboutwaystoimprove.
andthinkaboutwhattheyneedtoimprove.1.Teacherasksstudentstowriteareflection.whattheyneedtoimprove.1.Studentswriteareflection.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主题语境人与自我——认识自我、丰富自我、完善自我内容分析本单元的项目实践活动要求学生创建个人成长档案，记录自己人生中经历的重要事件和难忘时刻。通过课前资料收集、小组合作探究，借用不同的辅助材料（图片、视频、卡片等），图文并茂地向全班展示自己的成果。本部分突出培养学生搜集信息、归纳整理和动手的能力，帮助学生对单元主题做进一步的延伸与拓展。教学目标在本板块学习结束时，学生能够：1.明确个人成长档案的作用与意义，选择合适的方法展开收集与整理；2.从不同维度完善个人档案，添加相关信息并在全班展示；3.懂得珍惜成长、珍惜生活。教学重点引导学生选择合适的方法收集与整理人生不同阶段的材料，并建立个人成长档案。教学难点1.引导学生小组合作，回忆自己不同阶段的难忘经历并进行整理；2.引导学生从不同维度完善个人档案；3.引导学生在实践中运用所学知识，并且懂得珍惜成长与生活，树立积极的生活态度与正确的人生观和价值观。教学策略任务型教学法TeachingProceduresPurposes
contentsTeacher’sactivityStudents’activityInvestigate1.(Inthepreviousclass,)Teacherasksstudentstogoonlineandfindinspirationforthingsoritemstoputinapersonalportfolio.2.Teacherdividestheclassintogroupsandasksstudentstosharewhattheyhavefoundout.1.Beforeclass,studentsgoonlineandfindinspirationforthingsoritemstoputinapersonalportfolio.2.Studentstalkaboutwhattheyhavefoundout.1.Togetstudentspreparedfortheactivities,anddeveloptheirabilitytolearnandexploreindividually.2.Tohelpstudentsgettoknowsomeaspectsofapersonalportfolio.Plan1.Teacherasksstudentstothinkaboutanddiscusswhattheywillputintheportfoliowiththeirgroupmembers.2.Teacherasksstudentstoplantheirpersonalportfolioandcompletethetableindividually.1.Studentsthinkaboutanddiscusswhattheywillputintheportfoliowiththeirgroupmembers.2.Studentsplantheirpersonalportfolioandcompletethetableindividually.Tohelpstudentspreparefortheportfolioandemphasisetheimportanceofcooperationwithothers.Create1.Teacherinstructsstudentstousethetabletopreparedocumentsfortheirportfolio,whichcanincludephotos,tickets,souvenirs,postcards,notesandanythingelsetheycanfindthat1.Studentsusethetabletopreparedocumentsfortheirportfolio,whichcanincludephotos,tickets,souvenirs,postcards,notesandanythingelsetheycanfindthatthey1.Toinstructstudentstoprepareforaportfolio.2.Toencouragestudentstoputwhattheyhavelearntintopractice.
theythinkisrelevant.1.Teacherasksstudentstopreparesomefoldersorboxestoputtheirmaterialsinandorganisethemintocategories.2.Teacherasksstudentstodecoratetheirportfolio.thinkisrelevant.1.Studentspreparesomefoldersorboxestoputtheirmaterialsinandorganisethemintocategories.2.Studentsdecoratetheirportfolio.Present1.Teacherasksstudentstosharetheirportfolioingroups.2.Teacheraskseachgrouptochooseonerepresentativetopresenttheirportfoliototheclass.3.Teacherasksstudentstoaddmorethingstotheirportfoliotokeepitup-to-date.1.Studentssharetheirportfolioingroups.2.Eachgroupchoosesonerepresentativetopresenttheirportfoliototheclass.3.Studentsaddmorethingstotheirportfoliotokeepitup-to-date.1.Tohelpstudentsimproveskillsinpresentation.2.Tohelpstudentslearnfromeachother.
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