天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第一册 / Unit 2 Onwards and upwards / 外研版高中英语选择性必修第一册Unit 2 Onwards and upwards教学设计
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Book4Unit2Onwardsandupwards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StephenHawking、NelsonMandela、徐悲鸿、J.K.Rowling、J.D.Salinger、Brontё姐妹及HelenKeller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。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Viewing+Speaking主题语境人与社会——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StephenHawking、NelsonMandela和徐悲鸿在人生中遇到的困境以及他们取得的成就。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StephenHawking、NelsonMandela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。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、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstowatchthevideo.2.Teacherprovidessomekeyinformationfromthevideoforstudents.3.Teacherasksstudentstomatchtheinformationwiththepeoplementionedinthevideo.4.Teacherasksstudentstoanswerthetwoquestions，andplaysthevideoagainifnecessary.1.Studentswatchthevideo.2.Studentsmatchtheinformationwiththepeoplementionedinthevideo.3.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–nevergiveup.
Activity21.Teacherasksstudentstolistentothepoemandfindoutthekeymessageofthepoem.2.TeacherasksstudentstoappreciatethepoemanddiscussQuestion2ingroups.3.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.4.TeacherasksstudentstoanswerQuestion3.1.Studentslistentothepoemandfindoutthekeymessageofthepoem.2.StudentsappreciatethepoemanddiscussQuestion2ingroups.3.Groupspeakerssharetheiranswerswiththeclass.4.StudentsanswerQuestion3.Tomakestudentsrealisethespiritofnevergivingupisthekeytosuccess.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——勇往直前、永不放弃内容分析该板块课文语篇类型为论说文。课文通过夹叙夹论的方式介绍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，论述了仅靠天赋不足以获得成功，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。读后活动则通过理解主旨大意、分析逻辑结构和回答开放性问题等多种形式的活动，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。教学目标在本板块学习结束时，学生能够：1.获取文章主要信息，总结并叙述三位作家的生平、代表作及
他们在投稿过程中遭遇的挫折；1.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，并能运用所学表达进行交流；2.从三位作家的成长故事中汲取积极的人生态度，树立起在学习生活中刻苦努力，坚持不懈的人生观与价值观。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解三位作家的成长故事；2.引导学生了解夹叙夹议类文章的文体特征。教学难点1.引导学生把握动名词与动词不定式作宾语的用法并运用其进行相关表达；2.引导学生深度思考三位作家成长的经验，认识到坚持不懈才是成功的关键的道理。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstocollecttheinformationaboutthethreewritersbeforeclass.2.Teacherasksstudentstomatchthethreewriterswiththeinformationbelow.3.Teacherinvitessomestudentstosharemoreinformationwiththeclass.1.Studentscollecttheinformationaboutthethreewritersbeforeclass.2.Studentsmatchthewriterswiththeinformationbelow.3.Somestudentssharetheirinformationtheycollectedwiththeclass.1.Tohavestudentsgettoknowthebackgroundinformationaboutthethreewriters.2.Topreparestudentsforreading.Activity21.Teacherasksstudentstoreadthepassagequicklyand1.StudentsreadthepassagequicklyandfindouttheTohavethestudentsgetthemainideaofthepassage.
findouttheproblemsthewritersovercame.1.Teacherasksstudentstoanswerthequestion.problemsthewritersovercame.1.Studentsanswerthequestion.Activity31.Teacherasksstudentstoreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.2.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.2.Somestudentssharetheiranswerswiththeclass.1.Totrainstudents’abilitytosummarise.2.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity41.Teacherasksstudentstoreadthepassageagainandtrytoanswertwoquestions.(Howmanypartsarethereinthepassage?Whatisthemainideaofeachpart?)2.Teacherasksstudentstodrawstructuralmapsofthepassageingroupsandcomparethemwiththediagraminactivity4.3.Teacherasksstudentstoreadthepassagecarefully1.Studentsreadthepassageagainandtrytoanswerthequestions.2.Studentsdrawstructuralmapsofthepassageingroupsandcomparetheirmapswiththediagraminactivity4.3.Studentsreadthepassagecarefullyandcompletethediagram.4.Studentschecktheanswerswiththeteacher.5.StudentsworkingroupsanddiscussToexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’analysingabilities.
andcompletethediagram.1.Teachercheckstheanswerswiththeclass.2.Teacherasksthestudentstodiscussthequestionsbelowingroupsandsharetheiropinionwiththeclass.thequestionsandsharetheiropinionwiththeclass.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamouswriters.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Grammar+Vocabulary+Listening+Speaking主题语境人与自我——勇往直前、永不放弃内容分析本板块的语法部分的主要内容为动名词和不定式作宾语。两个小语段分别介绍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》的冠军的励志故事，以及JamieWells参加美国童子军的经历。词汇部分的话题为“看事情光明的一面”，首先通过几段小对话呈现与人生态度相关的表达，然后通过一个小语段介绍树立积极人生态度的意义。听说部分为一个学生鼓励在全国演讲比赛中失利的另一名学生走出失败的阴影，重振旗鼓。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考并运用语言，全方位提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.发现动名词和不定式作宾语的用法及区别，并在真实语境中运用；2.运用英语习语表达积极或消极的态度，找到更多类似的习语，理解这些英语习语的意义；3.关注语用功能，学会表达对他人的关心和安慰，并能够在实际生活中
运用所学的相关表达。教学重点1.引导学生进一步了解并掌握动名词与动词不定式作宾语的用法；2.引导学生学会简单表达对他人的关心与安慰。教学难点1.引导学生掌握既能加动名词又能加不定式形式的动词，区分这两种形式的用法；2.引导学生思考如何面对挫折，认识到不畏困难和自强不息的积极的人生态度的重要性。教学策略任务型教学法、发现教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1–3.2.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisethefunctionsandusageofthe-ingandto-infinitiveasobject.1.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.2.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisethefunctionsandusageofthe-ingandto-infinitiveasobjectwiththehelpoftheteacher.1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofthefunctionsandusageofthe-ingandto-infinitiveasobject.Activity21.Teacherasksstudentstoreadandcompletethepassagewiththe1.StudentsreadandcompletethepassagewiththecorrectformoftheTogetstudentstopractiseusing-ingandto-infinitiveasobject.
correctformoftheverbsinbracketsindividually.1.Teachercheckstheanswerswiththeclass.verbsinbracketsindividually.1.Studentschecktheanswerswiththeteacher.Activity31.Teacherasksstudentstoreadtheinterviewandgetitsmainidea.2.Teacherasksstudentstoparaphrasethepassage.3.Teacherasksstudentstoworkingroupstoadaptthepassagewiththegivenverbs.4.Teacheraskssomestudentstosharetheirreportswiththeclass.1.Studentsreadthepassageandgetitsmainidea.2.Studentsparaphrasethepassage.3.Studentsworkingroupstoadaptthepassagewiththegivenverbs.4.Somestudentssharetheirreportswiththeclass.Tohelpstudentsconsolidatetheapplicationof-ingandto-infinitiveasobjectinauthenticcontext.Activity41.Teacherasksstudentstorecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.2.Teacheraskssomepairstosharetheirstoriesinfrontoftheclass.1.Studentsrecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.2.Somepairssharetheirstoriesinfrontoftheclass.Toenlargestudents’vocabularyandcultivatetheirspiritofovercomingchallengesandexpresstheirideas.
Activity51.Teacherasksstudentstolookatthesixpictures,andguesswhattheidiomsmean.2.Teacherplaystheaudioandasksstudentstomatchtheexpressionstotheirmeanings.3.Teachercheckstheanswerswiththestudents.1.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.2.Studentslistentotheaudioandchoosethemeaningsoftheexpressions.3.Studentschecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity61.Teacherasksstudentstoworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.2.Teacherasksstudentstoaddmoreidiomsbycooperatingingroups.1.Teacherasksthegroupstoshowtheiranswerswiththeclass.1.Studentsworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.2.Studentsaddmoreidiomsbycooperatingingroups.3.Somestudentssharetheiranswerswiththeclass.1.Tohelpstudentsconsolidatetheirvocabularythroughidiomclassification.2.Trainstudentstolearncooperativelearning.Activity71.TeacherasksstudentstoreadthematerialsonPage18respectivelyandunderstandthemainideaofthepassage.2.Teacherasks1.StudentsreadthematerialsonPage18respectively.2.Studentsworkinpairsanddiscusstheanswerstothetwoquestions.3.Therepresentative1.Totrainstudentstograspthemainidea.2.Helpstudentstobefamiliarwiththetopicandprepareforthefollowinglisteningandspeakingpractice.
studentstoworkinpairsanddiscusstheanswerstothetwoquestions.1.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teachermakescomments.ofeachgrouppresentstheirview.Activities8-91.Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.2.Teacherplaystheaudioandasksstudentstolistenandnumberthepicturesaccordingtothesequenceofevents.3.Teachercheckstheanswerswiththestudents.4.Teacherplaystheaudioagainandasksstudentstomakenotesandcompletethejournalentry.5.Teacherplaystheaudioagainandasksstudentstochecktheanswers.6.Teacheraskssomestudentstoread1.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.2.Studentslistentotheaudioagainandnumberthepictures.3.Studentschecktheanswerswiththeteacher.4.Studentslistentotheaudioagainandcompletethejournalentry.5.Studentslistentotheaudioandchecktheanswers.6.Studentsreadthepassageandotherstudentschecktheanswers.1.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.2.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.
thewholepassageandchecktheanswerswiththeclass.Activities10-111.Teacherasksstudentstoreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.2.Teacherasksstudentstochecktheanswerswiththeclass.3.Teacherdividesstudentsintopairsandasksthemtochooseonesituationandactoutaconversation.4.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.1.Studentsreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.2.Studentschecktheanswerswiththeclass.3.Studentschooseonesituationandactoutaconversationinpairs.4.Severalpairsactouttheirconversationsinfrontoftheclass.Otherstudentsmakecomments.1.Tohavestudentspayattentiontothepragmaticfunction.2.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.3.Tohavestudentsmakeevaluationandreflection.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主题语境人与自然——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HelenKeller的《假如给我三天光明》。课文介绍了失明的HelenKeller
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，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：1.了解文章并清晰叙述HellenKeler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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreviewthevideoofstartingoutsectionandencouragesstudentstodescribethelifeofHawkingandhisspiritofscientificexploration.2.TeacherguidesstudentstolookatthechartsandanswerQuestion1.3.Teacheraskssome1.StudentsdescribethelifeofHawkingandhisspiritofscientificexploration.2.StudentslookatthechartsandanswerQuestion1.3.Studentschecktheiranswerswiththeclass.4.StudentsdiscussQuestion2andToactivatestudents’theme-relatedbackgroundknowledge.
studentstoanswerthefirstquestion.1.TeacherdividestheclassintogroupsandasksthemtodiscussQuestion2andanswerit.2.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.Teachermakescomments.answerit.1.Somestudentsshareanswersandotherstudentsmakesupplements.Activity21.Teacherasksstudentstosharewhatthey’vepreviewedingroups.2.TeacheraskstherepresentativeofeachgrouptosharetheinformationofthelifeandachievementofHelenKeller.3.TeacherasksstudentstoreadthetextwiththetaskinActivity2.4.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.1.Studentssharetheirpreviewresultsingroups.2.StudentssharetheinformationofthelifeandachievementofHelenKeller.3.StudentsreadthetextwiththetaskinActivity2.4.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.
Activity31.Teacherasksstudentstoreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.2.Teacherasksstudentstochoosetheauthor’spurposeinwritingthepassageandgivereasons.3.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teachermakescomments.1.Studentsreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.2.Studentschoosetheauthor’spurposeinwritingthepassageandgivereasons.3.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.Think&Share1.Teacherasksstudentstoworkingroupstodiscussthefourquestions.2.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.1.Studentsworkingroupstodiscussthefourquestions.2.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.1.Tohelpstudentsfurtherexplorethetopic.2.Toimprovestudents’criticalthinkingability.3.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity41.Teacherasksstudentstoworkingroupsandunderstandthesentencesfromthepassage.2.Teacherasks1.Studentsworkingroupsandunderstandthesentencesfromthepassage.2.StudentsdiscussthetwoquestionsTohavestudentsappreciateatextfromtherhetoricalpointofview.
studentstodiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.1.Teacherguidesstudentstodiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.andpayattentionto“Learningtolearn”beforetheydotheactivity.1.Studentsdiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Activity51.Teacherasksstudentstoreadthesentencefromthepassageandtalkabouttheiropinionsingroups.2.Teacherdividestheclassintonewgroupsaccordingtothedifferentopinions,andasksstudentstodiscussandmakenotes.3.Teacheraskssomegroupstosharetheiropinionswiththeclass.4.Teacherasksstudentstothinkabouttheirperformanceduringgroupdiscussion.1.Studentsreadthesentencefromthepassageandtalkabouttheiropinionsingroups.2.Studentsdiscussinnewgroupsandmakenote.3.Somegroupssharetheiropinionswiththeclass.4.Studentsthinkabouttheirperformanceduringgroupdiscussion.1.Toimprovestudents’speakingskills.2.Toinspirestudentstothinkandcultivatestudents’abilitytothinkcreatively.Activity61.Teachershowsthepicturesof1.StudentsimaginethedifficultiesToteachstudentshowtoanalyseapassage,
Hawking,Beethoven,ZhangHaidiandZhouZhouandasksstudentstoimaginethedifficultiestheymightmeetintheirlife.1.Teacherasksstudentstoreadthepassageandanswerthequestionsinthebook.2.Teacheraskssomestudentstoanswerthequestionsandotherstudentstochecktheanswers.3.Teacherasksstudentstoworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.4.Teacherasksstudentstoreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.Hawking,Beethoven,ZhangHaidiandZhouZhoumightmeetintheirlife.1.Studentsreadthepassageandanswerthequestionsinthebook.2.Somestudentsanswerthequestionsandotherstudentschecktheanswers.3.Studentsworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.4.Somestudentsreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.traintheirabilitytosummariseandprepareforthefollowingwritingactivity.Activities7-81.Teacherdesignsasceneandasksstudentstoexperiencethe1.Studentsmakearole-playtoexperiencethelivesofthedisabled.2.StudentsinterviewToprovideopportunitiesforstudentstopresenttheirwritinganddo
livesofthedisabledthroughrole-playing.1.Teacherasksstudentstointerviewthestudentswhoplayedandmakenotes.2.Teacherasksstudentstowriteashortpassageaccordingtotheinterviewortheirownexperiences.3.Teacherasksstudentstosharetheirpassageandotherstomakecomments.thestudentswhoplayedandmakenotes.1.Studentswriteashortpassageaccordingtotheinterviewortheirownexperiences.2.Somestudentssharetheirpassageswiththeclassandothersmakecomments.evaluation.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主题语境人与自然——勇往直前、永不放弃内容分析Presentingideas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，有理有据地进行辩论；
1.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstoworkingroupstodiscussthetwopointsofviewandexplainthemeaningsintheirownwords.2.Teacheraskstherepresentativeofeachgrouptopresenttheconclusion.1.Studentsworkingroupstodiscussthetwopointsofviewandexplainthemeanings.2.Therepresentativespresenttheconclusionsoftheirgroups.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activities2-41.Teacherregroupstheclassaccordingtostudents’pointsofview.2.Teacherasksstudentstodiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.3.Teacherguides1.Studentsdiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.2.Studentsthinkoftheoppositeargumentstheymightfaceandwritethearguments,Tohavestudentspayattentiontolanguageexpressionaswellasthecontentandthelogicofit.
studentstothinkoftheoppositeargumentstheymightface,andwritethearguments,openingandsummaryusingthewords,expressionsandstructureslearntbefore.1.Teacherasksstudentstoteamupwithagroupwiththeoppositepointofviewandholdthedebate.openingandsummary.1.Studentsteamupwithagroupwiththeoppositepointofviewandholdthedebate.ReflectionReflection1.Teacherasksstudentstorecallwhatthey’velearntinthisunit.2.Teacherasksstudentstowriteareflectionbasedonthesixtips.Studentssummarisewhatthey’velearntandwriteareflectionbasedonthesixtips.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主题语境人与自然——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，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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.Teacherasksstudentstogoonlineorinterviewthepeoplearoundthemtofindinspiringstories,andmakenotes:whatchallengeshavethepeopleovercomeandhow?Whyarethestoriesinspiring?2.Teacherasksstudentstoworkingroups,andtellaboutsomeonewhotheythinkisinspiring.(Inthepreviousclass)1.Studentsgoonlineorinterviewthepeoplearoundthemtofindinspiringstories,andmakenotes.2.Studentsworkingroups,andtellaboutsomeonewhotheythinkisinspiring.Togetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.Plan1.Teacheraskseachgrouptodecide1.EachgroupdecideswhosestorytheyTohelpstudentsprepareforthe
whosestorytheywanttotellandwhatinformationtheywillinclude.1.Teacherasksstudentstointerviewthepersonifpossible.2.Teacheraskseachgrouptodecidewhowillberesponsibleforeachaspectofthestorytelling.wanttotellandwhatinformationtheywillinclude.1.Studentsinterviewthepersonifpossible.2.Eachgroupdecideswhowillberesponsibleforeachaspectofthestorytelling.presentation.Create1.Teacherasksstudentstowritetheirtextsforthestories.2.Teacherasksstudentstolookforphotosandothervisualstobringthepersonandtheirstorytolife.Teacheraskseachgrouptomakeacompletereport.3.Teacheraskseachgrouptosetupthepresentationandaddtheircontenttotellthestoryslidebyslide.1.Studentswritetheirtextsforthestories.2.Studentslookforphotosandothervisualstobringthepersonandtheirstorytolife,andeachgroupmakesacompletereport.3.Eachgroupsetsupthepresentationandaddstheircontenttotellthestoryslidebyslide.Toteachstudentstocooperatewitheachother.Present1.Teacherencourageseachgrouptopresenttheirstoriestotheclass.2.Teacherasks1.Eachgrouppresentstheirstorytotheclass.2.StudentsfindoutwhataspecttheyTohelpstudentslearnfromeachother.
studentstofindoutwhataspecttheythinkisthemostinspiring,andmakescomments.1.Teacherasksthewholeclasstoscoreforthestoriesandawardthebest.thinkisthemostinspiring,1.Thewholeclassscoreforthestoriesandawardthebest.
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