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 2 Improving yourself / 外研版高中英语选择性必修第二册Unit 2 Improving yourself教学设计
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Book5Unit2Improvingyourself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不断完善自我认知、提升自我管理能力。本单元以关于时间管理的视频和自控力的调查问卷作为导入，引发学生思考高中生所面对的时间、社交媒体、礼仪、金钱、情绪管理等方面的问题，并以鲜活、有创意的形式呈现和探讨了一些行之有效的解决方法，帮助学生反思自己的日常行为，加强学生在成长过程中进行自我管理、不断自我提升的意识，最终引导学生树立积极乐观、不断追求更好自我的人生态度。单元目标学生能够围绕本单元的主题语境内容，基于本单元提供的调查问卷、在线论坛、个人故事、图表数据、名人名言等多模态语篇，综合运用各种语言技能，读懂与自我管理相关的不同语篇内容，恰当使用过去完成时的被动语态描述在过去某个时间或某一动作之前已发生或完成的动作，听懂并把握采访的核心思想和细节信息并进行提炼和相关讨论，学会清晰表达自己的观点并合理举例论证，通过读后反思学习借鉴有效的自我管理方式，深化对主题意义的理解和挖掘，学会做人做事，成就更好的自我；同时能够运用本单元所学的知识探讨对名人名言的感悟和理解，制定三十天自我提升计划并予以实施，实现知识与思维能力的拓展和迁移，树立健康积极的人生观；并能够通过各种学习策略的有效运用，在自主、合作学习与探究式学习的过程中，结合单元所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，激发英语学习的乐趣，提高分析和解决问题的能力，提高自己的理解和表达能力，提升自我的审辨式思维，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——不断完善自我认知、提升自我管理能力内容分析本板块有两个活动，活动1呈现了一段与单元主题相关的视频，介绍了做好时间管理的六点建议，引发学生对日常生活中自我时间管理情况的思考。活动2要求学生完成一份调查问卷，并对照标准了解自己的自控力情况。教学目标在本板块学习结束时，学生能够：1.能够说出从哪些方面进行自我提升，激活已有的语言、背景知识；2.
看懂视频，了解关于时间管理的六点建议，培养迅速提取关键信息的能力，激发对话题的兴趣；3.理解并完成调查问卷，就自己的自控力现状进行思考和分析，引发对“自我管理”的初步思考。教学重点引导学生看懂视频，了解时间管理的六点建议，理解自我管理的重要性。教学难点引导学生理解完成调查问卷，反思自我的自控力现状。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthetitleoftheunit,andthensayinwhichaspectstheycanimprovethemselves.2.TeacherplaysthevideoandasksstudentstoanswerQuestion1,2.3.Teacherasksstudentstotakenotesoftimemanagementtipswhilewatchingthevideo.4.Teacherasksstudentstodiscusstheanswersandinvitesomestudentstosharethemwiththeclass.1.Studentsreadthetitleoftheunitcarefullyandsharetheirideasaboutself-improvement.2.Studentswatchthevideo.3.Studentstakenotesandthenanswerthequestions.4.Studentsdiscusstheanswersandsomestudentssharetheiranswerswiththeclass.1.Toencouragestudentstothinkaboutthedifferentwaystoimprovethemselves.2.Toletstudentshaveabasicunderstandingofself-improvement.
Activity21.Teacherasksstudentstocompletethequestionnaire.2.TeacherasksstudentstocomparetheiranswerswiththestatementsonP88.3.Teacherasksstudentstoexplainhowtoimprovethemselvesbyexamples.1.Studentscompletethequestionnaire.2.Studentschecktheiranswers.3.Studentssharetheirownideasbyexamples.Toletstudentshaveafurtherunderstandingofself-managementthroughthequestionnaire.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——不断完善自我认知、提升自我管理能力内容分析本板块呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论，介绍了一场“社交媒体脱瘾”活动，五位参与该活动的学生谈论了他们的亲身经历和感受。通过对课文的学习，学生可以了解到合理利用社交媒体、减少对社交媒体的依赖有助于更健康的人际交流。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，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.读懂语篇，体会五位同龄人脱离社交媒体一周的经历和感受，并获取相关支撑信息；2.了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征；
3.正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。教学重点1.引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；2.引导学生了解在线论坛的文体特征。教学难点1.引导学生理解语篇结构并通过思维导图梳理文中的重要信息；2.引导学生辩证地认识并评价社交媒体对日常生活的影响。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthethreeparagraphsandconcludethemainidea.2.Teacherdividestheclassintogroupstohavediscussionsandfindoutthemostpopularanswers.3.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.1.Studentsreadtheparagraphsindividuallyandconcludethemainidea.2.Studentsworkingroupsandfindoutthemostpopularanswers.3.Oneortwogroupspresenttheirresultstotheclass.1.Toconcludestudents’waysofusingsocialmedia.2.Tohelpstudentsconnectthepassagewiththetheirlife.3.Toarousestudents’curiosityaboutthetopic.Activity21.Teacherasksstudentstolookatthepictureandthetitlefirstbeforereadingthepassage.2.Teacherasksstudentssome1.Studentslookatthepictureandthetitlefirstbeforereadingthepassage.2.Studentsanswerthequestions.1.Tomakestudentspredictthemainideabythinkingaboutthepictureandthetitle.2.Tohelpstudentsgetthemainideaofthepassage.
questions.Activity31.Teacherasksstudentstoreadthepassagequicklyandchoosetheevidencetosupporttheadvantagesofgettingridofsocialmediaaddiction.2.Teacherinvitessomestudentstosharetheiranswerswiththeclass.3.Teacherasksmorequestionstoinspirestudentstothinkfurtherandillustratethereasons.Suchas:1)Howmuchtimeisitproperforyoutospendonsocialmedia?2)Howtobestcommunicateusingsocialmedia?Listoneortwoways.3)Canyoufindanynewcommunicationwaysoractivitiesbesidessocialmedia?1.Studentsreadthepassagequicklyandchoosetheevidencetosupporttheadvantagesofgettingridofsocialmediaaddiction.2.Somestudentssharetheiranswerswiththeclass.3.Studentsthinkfurtherandillustratethereasons.Suchas:1)Howmuchtimeisitproperforyoutospendonsocialmedia?2)Howtobestcommunicateusingsocialmedia?Listoneortwoways.3)Canyoufindanynewcommunicationwaysoractivitiesbesidessocialmedia?Tohelpstudentsfigureouttheevidencetosupporttheopinions.
Activity41.Teacherasksstudentstoreadthepassagecarefullyagainandsummarisethefiveparticipants’experiencesandreflection.2.Teacherasksstudentstodiscusstheiranswersingroups.3.Teacherasksstudentstosharetheiranswersinclassindividually.4.Teacherdividestheclassintopairstochoosetheirfavouriteparticipantandoffermoreadviceonfurtheractivity.5.Teacherinvitessomestudentstosharetheirideasandotherstoevaluatethem.1.Studentsreadthepassagecarefullyandsummarisethefiveparticipants’experiencesandreflection.2.Studentsdiscusstheiranswersingroups.3.Studentssharetheiranswersinclassindividually.4.Studentsworkinpairstochoosetheirfavouriteparticipantandoffermoreadviceonfurtheractivity.5.Somestudentssharetheirideasandothersevaluatethem.Tohelpstudentsfigureoutthestructurewithsomedetailsofthepassageaswellasthinkingcritically.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.1.Tohelpstudentsfurtherunderstandthemeaningofthepassage.2.Tohelpstudentsmakereasonablejudgmentsandselfreflectiononsocialmedia.
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——不断完善自我认知、提升自我管理能力内容分析。语法部分的主要内容为过去完成时的被动语态，包括一篇网络日志和一组对比图片，帮助学生在具体语境中掌握过去完成时被动语态的用法。综合语言运用部分的话题为“改进日常行为”，词汇部分通过对禁止不文明行为的用语和标识进行匹配及补全对话活动，帮助学生了解禁止不文明行为的相关表达；接下来的听说部分是对一位校长的采访，内容为该学校促进校园诚信教育活动的实施情况。本板块旨在帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，全方位提升学生的综合语言运用水平。教学目标在本板块学习结束时，学生能够：1.熟悉并运用过去完成时被动语态；2.掌握并运用表达文明行为的标识，反思、规范自我日常行为，加强文明修养；3.理解并关注校园诚信行为；4.针对自己在文明诚信中的问题找到正确的解决方法。教学重点1.引导学生了解过去完成时被动语态的基本特征并在真实语境中运用；2.引导学生掌握并恰当地使用表达文明行为的标识，反思规范自我日常行为，加强文明修养；3.引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。教学难点1.引导学生在真实语境中运用过去完成时被动语态；2.引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。教学策略任务型教学法、交际教学法、听说教学法
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayspecialattentiontothewordsinbold.ThenaskstudentsQuestions1–3.2.Teachermakesstudentslookformoresentenceswiththepastperfectpassiveinthereadingpassageandunderlinethesentences.3.Teacherhavestudentssummariseitsuseintheirownwords.1.StudentsreadthetwosentencesinthefirstboxandanswerQuestions1–3.2.Studentslookformoresentenceswiththepastperfectpassiveinthereadingpassageandunderlinethem.3.Studentssummariseitsuseintheirownwords.1.Tohelpstudentsfindoutthestructureandfunctionofthepastperfectpassive.2.Tomakestudentsgetfamiliarwiththepastperfectpassive.Activity21.Teacherasksstudentstoreadtheblogandcompleteitwiththecorrectformoftheverbsinbrackets.2.Teacherasksstudentstoshareanddiscusstheanswersingroups.3.Teacherinvitessomestudentstosharetheanswersandcheckthem1.Studentsreadtheblogandcompleteitwiththecorrectformoftheverbsinbrackets.2.Studentsshareanddiscusstheanswersingroups.3.Somestudentssharetheanswersandcheckthemwiththeclass.Toletstudentsapplythepastperfectpassiveinacontext.
withtheclass.Activity31.Teacherasksstudentstolookatthepicturesandcomparethedifferences.2.Teacherasksstudentstodescribethepicturesusingthepastperfectpassiveinpairs.3.Teachercheckstheanswerswiththeclass.1.Studentslookatthepicturesandcomparethedifferences.2.Studentsdescribethepicturesusingthepastperfectpassiveinpairs.3.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheapplicationofthepastperfectpassiveinarealcontext.Activity41.Teacherdividesstudentsintopairsandasksstudentstothinkaboutanddescribetheirownexperiencesofchangingthebadhabits.2.Teacherinvitessomestudentstosharethestorieswiththeclassandotherstomakecomments.1.Studentsworkinpairs,thinkaboutanddescribetheirownexperiencesofchangingthebadhabits.2.Somestudentssharethestorieswiththeclassandothersmakecomments.Tohelpstudentsfurtherunderstandtheadvantagesofchangingbadhabitsandconsolidatetheuseofpastperfectpassive.Activity51.Teacherasksstudentstoreadthesixsignsandguessthemeaning.2.Teacherasksstudentstomatchthesentencestothesignsandpay1.Studentsreadthesixsignsandguessthemeaning.2.StudentsmatchthesentencestothesignsandpayattentiontothewordsandTohelpstudentsfurtherunderstandhowtoimprovebehaviourindailylife.
attentiontothewordsandexpressionsinbold.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.expressionsinbold.1.Somestudentssharetheanswerswiththeclass.Activity61.TeacherasksstudentstocompletetheconversationswiththecorrectformofthewordsandexpressionsinActivity5.2.Teachercheckstheanswerswiththeclass.3.Teacherasksstudentstoworkinpairsandtalkaboutinappropriatebehaviourbehaviourindailylife.4.Teacherencouragesseveralpairstoshowtheiradvicetotheclass.1.StudentscompletetheconversationswiththecorrectformofthewordsandexpressionsinActivity5.2.Studentschecktheanswerswiththeteacher.3.Studentsworkinpairsandtalkaboutinappropriatebehaviourindailylife.4.Differentpairsshowshowtheiradvicetotheclass.Tohelpstudentsreviewthewordsandexpressionsabouttheinappropriatebehaviour.Activity71.Teacherasksstudentstoreadthesentencesandpredictthetopic.2.Teacherplaystheaudioandasksstudentstochooseatopic.1.Studentsreadthethesentencesandpredictthetopic.2.Studentslistentotheaudioandchooseatopic.3.StudentschecktheanswerwiththeTotrainthestudents’skillsofgraspingthemainideaofaconversationthroughlistening.
1.Teachercheckstheanswerwiththeclass.teacher.Activity81.Teacherplaystheaudioagainandasksstudentstocompletethenewspaperreport.2.Teachercheckstheanswerswiththeclass.3.Teacherasksstudentstotalkaboutthesignificanceofpromotingvalueseducationinschool.1.Studentslistentotheaudioagainandcompletethenewspaperreport.2.Studentschecktheanswerswiththeteacher.3.Studentstalkaboutthesignificanceofpromotingvalueseducationinschool.1.Tohelpstudentslearntounderstandthedetailsofthelisteningmaterial.2.Tohelpstudentslearnthewaysofexpressingideas.Activity91.Teacherdividesstudentsintogroupsandasksthemtocompletetheboxeswiththeexpressionsfromtheinterview.2.Teacherasksstudentstoworkingroupsandmakeaconversationaboutthetopic.3.Teacherinvitesseveralgroupstoactouttheirconversationsinfrontoftheclass.1.Studentsworkingroupsandcompletetheboxeswiththeexpressionsfromtheinterview.2.Studentsworkingroupsandmakeaconversationaboutthetopic.3.Severalgroupsactouttheirconversationsinfrontoftheclass.Tohelpstudentsapplytheexpressionsofclarifyingtheideas.Activity101.Teacherdividesstudentsintogroupsandasksthemto1.StudentsworkingroupsandtalkabouthowtoTomakestudentsfurtherpractiseclarifyingideas.
talkabouthowtopromotevalueseducationatourschool.1.Teacherinvitesseveralgroupstoactouttheirconversationsinfrontoftheclass.promotevalueseducationatourschool.1.Severalgroupsactouttheirconversationsinfrontoftheclass.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——不断完善自我认知、提升自我管理能力内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了“四罐”理财法，引导学生通过学习了解有效的金钱管理方法，学会进一步提出自己的看法，真正认识到有效的金钱管理会对人生产生深远的影响。读写部分的范文是一篇有关情绪管理的记叙文，要求学生写出故事概要及读后感，分享自己的观点。本板块旨在启迪学生思考金钱、情绪等方面的有效管理策略，提高学生的自控能力，塑造积极乐观的人生态度。教学目标在本板块学习结束时，学生能够：1.通过阅读，理清文章结构，获取语篇的主要观点与信息，体会并理解文字游戏这种写作手法；2.在理解课文内容的基础上，学会用英语阐释自己的观点，增强逻辑思辨能力，学会以理性客观的态度看待金钱的价值，培养理财意识；3.通过学习范文和总结、反思，了解情绪管理的重要性，加深对单元主题意义的认识，从而积极主动地尝试从不同角度进行自我管理。教学重点1.带领学生把握文章大意，培养学生有理有据地表达观点的意识；2.引导学生以理性客观的态度看待金钱的价值。教学难点引导学生学会用英语阐释自己的观点，增强逻辑思辨能力，能以理性客观的态度看待金钱的价值，培养理财意识，积极尝试从不同角度进行自我管理。
教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthechartandanswerthequestions.2.Teacherinvitessomestudentstogiveanswers.1.Studentslookatthechartandanswerthequestions.2.Somestudentsgiveanswers.Toleadstudentsintothetopicofmanagingmoney.Activity21.Teacherasksstudentstolookatthetitleofthepassageandpredicttheauthor’sattitudetowardsmoney.2.Teacherasksstudentstoworkingroupsanddiscussthequestion.Theninvitessomestudentstosharetheanswers.3.Teacherasksstudentstoreadthepassageandchecktheirpredictions.1.Studentslookatthetitleofthepassageandpredicttheauthor’sattitudetowardsmoney.2.Studentsworkingroupsanddiscussthequestion.Somestudentssharetheanswers.3.Studentsreadthepassageandchecktheirpredictions.Tostrengthenstudents’abilitytopredictbyunderstandingthetitle.Activity31.Teacherasksstudentstoreadthepassageagainandcompletethediagram.2.Teacherasksstudentstodiscuss1.Studentsreadthepassageagainandcompletethediagram.2.Studentsdiscussingroupsandchecktheanswers.Toteststudents’understandingofthepassage.
ingroupsandchecktheanswers.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.1.Somestudentssharetheiranswerswiththeclass.Think&Share1.Teacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.2.Teacherinvitessomestudentstogiveanswers.1.Studentsthinkaboutthequestionsanddiscussthemingroups.2.Somestudentsgiveanswers.Toenhancestudents’understandingofsomeusefulmethodsofmanagingmoneyandencouragestudentstoshowtheirownopinions.Activity41.Teacherasksstudentstoreadthepassageagain,thinkaboutwhichjartheybelieveisthemostimportantandcompletethenotes.2.Teacherdividesstudentsintogroupsandasksthemtodiscusstheirideasingroups.3.Teacherinvitesseveralstudentstogivetheirgroupideatotheclassandotherstomakecomments.4.TeacherasksstudentstotalkaboutJerryWitkovsky’swaytogiveadviceand1.Studentsreadthepassageagain,thinkaboutwhichjartheybelieveisthemostimportantandcompletethenotes.2.Studentsdiscusstheirideasingroups.3.Somestudentsgivetheirgroupideastotheclassandothersmakecomments.4.StudentstalkaboutJerryWitkovsky’swaytogiveadviceandlearnfromhim.1.Tohelpstudentslearntogivetheiropinions.2.Toimprovestudents’speakingskillandperformanceability.
learnfromhim.Activity51.Teacherasksstudentstoreadthepassageandthinkaboutthequestions.2.Teacherdividestheclassintogroupsandasksthemtodiscussthetwoquestionsingroups.3.Teacherinvitesoneortwogroupstosharetheiranswersandgivereasons,andotherstomakecomments.1.Studentsreadthepassageandthinkaboutthequestions.2.Studentsdiscussthequestionsingroups.3.Oneortwogroupssharetheiranswersandgivereasons,andothersmakecomments.Tohelpstudentslearnhowtowriteareviewaboutcontrollingone’sowntemper.Activity61.Teacherasksstudentstothinkaboutthesummaryofthestoryandwriteitdown.2.Teacherasksstudentstowritetheirownthoughtsandconclusionaccordingtothepassage.1.Studentsthinkaboutthesummaryofthestoryandwriteitdown.2.Studentswritetheirownthoughtsandconclusionaccordingtothepassage.Tohelpstudentsorganisetheirthoughtsbeforewritingapassage.Activity71.Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’sreflections.2.Teacherinvitesoneortwopairstosharetheir1.Studentsworkinpairsandmakeimprovementstoeachother’sreflections.2.Oneortwopairssharetheirreflectionswiththeclassandothersmakecomments.1.Toencouragestudentstolearnfromtheirpartners.2.Toimprovestudents’writingandspeakingskills.
reflectionswiththeclassandotherstomakecomments.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——不断完善自我认知、提升自我管理能力内容分析Presentingideas板块要求学生通过阅读五句名人名言，思考自律和自我管理的重要性。然后通过回答问题，谈论名人名言所传递的意义、自己的感悟并提供例证支持观点。该版块旨在帮助学生通过对观点的思考与表达，促进其在真实情境下综合运用所学语言、内化单元主题思想、发展思维品质，完成对所学内容的迁移和创新。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.通过阅读名人名言，感受名人名言的力量；2.深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等；3.认真自我反思，逐步形成批判性思维。教学重点1.引导学生通过阅读名人名言，感受名人名言的力量；2.引导学生深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等。教学难点引导学生更深刻地认识自我管理的意义，鼓励学生发展批判性思维和创新思维。教学策略任务型教学法、交际教学法TeachingProceduresPurposes
contentsTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherdividesstudentsingroupandasksstudentstotalkaboutthequotesandcompletethetable.2.Teacherinvitesoneortwogroupstosharetheiranswerswiththeclassandotherstomakecomments.1.Studentsworkingroupsandtalkaboutthequotesandcompletethetable.2.Oneortwogroupssharetheiranswerswiththeclassandothersmakecomments.Tohelpstudentsfurtherunderstandthemeaningofself-managing.Activity21.Teacherasksstudentstochooseonefavouritequoteandmakenotes.2.Teacherasksstudentstodiscusstheirchoicesingroups.3.Teacherasksstudentstocompletethethreequestionsbythemselves.4.Teacherasksstudentstosharetheanswersandotherstomakecomments.1.Studentschooseonefavouritequoteandmakenotes.2.Studentsdiscusstheirchoicesingroups.3.Studentscompletethequestionsbythemselves.4.Studentssharetheanswersandothersmakecomments.Tohavestudentsthinkdeeplyaboutthemeaningofself-managing.Activity31.Teacherasksstudentstoprepareashortpresentationconsideringthestructureanduseful1.Studentsprepareashortpresentationconsideringthestructureandusefulwords,expressionsTohelpstudentsprepareforthepresentationmoreeffectively.
words,expressionsandstructures.1.Teacherasksstudentstosharetheirpresentationwiththeothergroupmembers.3.Teacherasksstudentstogivesuggestionsandmakeimprovementstotheirpresentation.andstructures.1.Studentssharetheirpresentationwiththeothergroupmembers.3.Studentsgivesuggestionsandmakeimprovementstotheirpresentation.Activity41.Teacheraskseachgrouptochooseonestudenttogivethepresentation.2.Teacherandotherstudentsmakecomments,andtheteachergivesevaluation.1.Eachgroupchoosesonestudenttogivethepresentation.2.Otherstudentsmakecommentsandlistentotheteacher’sevaluation.1.Toencouragestudentstoexpresstheiropinions.2.Tohelpstudentscorrectlyunderstandtheunittheme.Reflection1.Teacherasksstudentstorecallwhattheyhavelearntandtheirperformanceinthisunit.2.Teacherasksstudentstowriteareflection.1.Studentsratetheirperformanceinthisunit,summarisewhattheyhavelearntandthinkaboutwhattheyneedtoimprove.2.Studentswriteareflection.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.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——不断完善自我认知、提升自我管理能力内容分析本单元的项目实践活动要求学生设计一个三十天的自我提升计划，收集、借鉴有关自我提升的有效策略并提出具体实施方案。教师引导学生综合运用本单元所学知识，通过自主学习、合作学习和探索式学习，有效完成开发型任务，培养获取信息、探究学习、学以致用的能力，进一步深化对单元主题意义的理解。教学目标在本板块学习结束时，学生能够：1.进一步思考自我管理与提升这个话题，并制定一个三十天的自我提升计划；2.综合运用本单元所学知识和技能，充分自主探究，积极开展小组活动，认真落实自我提升计划，并在三十天结束后图文并茂地呈现该计划的实施效果；3.通过充分认识和实施自我提升计划，提升心理健康和自信指数。教学重点引导学生制定并认真落实三十天自我提升计划。教学难点1.引导学生开展合作探究，提升沟通和协作能力；2.引导学生充分认识自我和实施自我提升计划，提升心理健康和自信指数。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.(Inthepreviousclass,)Teacherasksstudentstodoresearchonlineorinthelibraryandmakealistoftheareasinwhichsomeoneshouldimprovehimselforherself.2.Teacherdividesthe1.Beforeclass,studentsdoresearchonlineorinthelibraryandmakealistoftheareasinwhichsomeoneshouldimprovehimselforherself.2.Studentstalkabouttheareasinwhichtheywouldmost1.Togetstudentspreparedfortheactivities,anddeveloptheirabilitytolearnandexploreindividually.2.Tohelpstudentsgettoknowsomeaspectsof
classintogroupsandasksstudentstotalkabouttheareasinwhichtheywouldmostliketoimprove.liketoimproveingroups.self-management.Plan1.Teacherasksstudentstodecidetheareasinwhichsomeoneshouldimprovehimselforherself.2.Teacherencouragesstudentstodecideonthequestionstheywouldliketoaskandwritealist.3.Teacherinstructsstudentstodividetheirgroupsintopairsanddecidethedetailedself-managementplan.1.Studentsdecidetheareasinwhichsomeoneshouldimprovehimselforherself.2.Studentsdecideonthequestionstheywouldliketoaskandwritealist.3.Studentsdividetheirgroupsintopairsanddecidethedetailedself-managementplan.Tohelpstudentspreparefortheself-managementplanfor30daysandemphasisetheimportanceofcooperationwithothers.Create1.Teacherasksstudentstocarryouttheirself-managementplan,makingnotesofdailyactivities.2.Teacherasksstudentstotakephotosormakevideostorecordtheirimprovement.3.Teacherasksstudentstoputalltheinformationand1.Studentscarryouttheirself-managementplan,makingnotesofdailyactivities.2.Studentstakephotosormakevideostorecordtheirimprovement.3.Studentsputalltheinformationandmaterialsgatheredinaslidepresentation.Tohavestudentskeepdiariesabouttheirself-managementplanandlearntousetheslidepresentation.
materialsgatheredinaslidepresentation.Present1.Teacherencouragesstudentstogivetheirpresentations.2.Teacherencouragesstudentstosharetheirexperiencesandfeelingsofcarryingourtheplanandelectthestudentswhohavemadenotableprogress.1.Studentsgivetheirpresentations.2.Studentsappreciateandevaluatetheslideswiththeteacherandelectthestudentswhohavemadenotableprogress.1.Tohelpstudentsimproveskillsingivingpresentation.2.Tohelpstudentslearnfromeachother.
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