天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 必修第三册 / Unit 2 Making a difference / 外研版高中英语必修第三册Unit 2 Making a difference教学设计
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Book3Unit2Makingadifference教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是优秀品行与社会责任感。本单元从介绍中外的助人主题日及优秀人物开始，通过讲述几位优秀人物的突出事迹和他们从事的公益事业，丰富学生对优秀品行的认识，引导学生深入了解中外普通人乐于助人的高尚品格和善行的力量，最终形成积极参与志愿服务活动的态度。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、人物传记、电话咨询、个人简历等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行电话咨询，丰富对志愿服务活动的认识；能够使用新学语言描述人物品行，恰当使用过去分词作定语描述人物的事迹，撰写人物介绍，探究不同文化在助人为乐方面的共通之处，深化对单元主题意义的理解与挖掘；能够运用单元所学知识评价人物对社会的贡献，分享自己的志愿服务经历，培养自己坚持善行、关爱他人的人生态度，树立为社会服务的意识，形成正确的人生态度和价值观；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，提高自己的理解和表达能力，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Viewing+Speaking主题语境人与自我——做人与做事内容分析本板块旨在帮助学生初步了解中外的助人主题日及对社会有突出贡献的人物，激发学生的学习兴趣，激活学生与单元主题意义相关的语言知识和文化知识，为开展整个单元的学习活动进行铺垫和预热。活动1是看视频，并回答2个问题。视频内容是介绍了我国2016年9月5日设立的中华慈善日和西方PayItForwardDay。活动2是看人物图片和阅读人物quotation，叙说人物贡献，描述人物品质，并能联系自身生活，介绍具有相同品质的人物。学生对于图片中出现了的三个人物，可能不太熟悉，教师可以在单元学习开始前布置学生查找相关资料，为课堂学习进行铺垫。这两个活动旨在引导学生进入本单元主题意义即探究助人为乐，积极从事公益事业和志愿服务，引导学生认识到“Donatingmoneyisnottheonlywaytohelpothers”，“powerofgiving”和“Onesmallactcanmakeabigdifference.”，同时激活学生与主题意义相关的语言知识和文化知识，为开展整个单元的学习活动进行铺垫和预热。教学目标1.通过完成教材13页活动1，学生能够说出有关我国CharityDay和西方PutItForwardDay的基本情况，并能够认识到“Donatingmoneyisnottheonlywaytohelpothers.”和“Onesmallactcanmakeabigdifference.”2.通过完成教材13页活动2，学生能够通过阅读图片中人物的quotation，
说出其所做的贡献，运用恰当的词汇描述人物品质，并能联系所学知识举出更多的人物事例，以加深对描述人物品质的词汇的理解。教学重点1.学生了解并能说出我国CharityDay和西方PutItForwardDay的基本情况，能够认识到“Donatingmoneyisnottheonlywaytohelpothers.”和“Onesmallactcanmakeabigdifference.”。2.学生能够运用恰当的词汇描述人物品质，并能联系所学知识举出更多的人物事例。教学难点学生能联系自己所知举出更多的人物事例，并能用恰当词汇进行描述。教学策略认知驱动TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TplaysavideoclipandencouragesSstoanswerthefollowingquestions：1.HowmuchdoyouknowaboutCharityDayinChina?2.HowmuchdoyouknowaboutPutItForwardDay?3.Whatkindsofgooddeedsareshowninthevideo?4.Whatideadoesthevideoconvey?TencouragesSstoanswerthequestionsandplaysthevideoclipagain.ThelpsSstochecktheiranswers.AudiovisualactivitySswatchthevideoclipandanswerthequestions.Then,SswatchthevideoclipagainandchecktheiranswerswiththehelpofT.Ssareexpectedtocoverthefollowingkeypoints:1.CharityDayinChinawasfirstcelebratedon5September2016.Aseriesofactivitieswereheldaroundthecountry.ThedayissetasidetohelppromotetraditionalChinesemoralvirtues—caringaboutothersandbeingreadytohelp.Givingahelpinghanddoesnotjustmeandonatingmoney.2.PutItForwardDayissimilartoCharitySsareledintothethemeoftheunit.SscanrealizethatcaringaboutothersandbeingreadyhelparetraditionalChinesemoralvirtues,whicharealsopopularinthewest.Ssaremotivatedtothinkaboutthemeaningofhelpingothers.
DayinChinaandispopularintheWest.Peopleareencouragedtodooneortwogooddeedsontheday.1.Manygooddeedsareshowninthevideo,suchasvisitinganelderlyneighborandaskingiftheyneedanything,orlettingarestaurantmanagerknowjusthowgreattheirwaiterorwaitresswas.Thegooddeedsarejustsmallthingsinourdailylife.2.Thevideotriestotellusthathelpingothersdoesjustmeangivingmoneyandonesmallactcanmakeabigdifference.Activity2TasksSstogatherinformationaboutthethreepeoplebeforeclassandinvitesSstosharewhattheyhavelearnedinclass.TasksSstoreadtheirquotationsandencouragesthemtotalkaboutthefollowingpoints:1.Thecontributiontheymadetosociety.2.ThequalitiesSsadmireineachofTalkingSsaresupposedtogatherinformationaboutthethreepeoplebeforeclassandreportinclasswhattheyhavelearnedaboutthethreepeoplebrieflywiththehelpofthepicturesofthethreepeopleandtheirquotations.Ssareencouragedtotalkaboutthepoints.Ssareexpectedtocoverthefollowingkeypoints:Ssareexpectedtorecallthewordswhichdescribepersonalqualities.Ssareexpectedtoapplytheirvocabularyaboutpersonalqualities.Ssareexpectedtorealizethathelpingothersisakindofvirtueandshouldbepromoted.
them.1.Otherpeoplewhohavesimilarqualities.1.BaiFangliwasold,butheworkedhardtomakemoneyforpoorstudentstogotoschool.FlorenceNightingaletriedherbesttohelpthesickalthoughthesickmaybeverydirty.RedAdairtriedhisbesttosavepeoplebyputtingoutdangerousoilwellfires.2.Warm-hearted,hardworking,selfless,kind,courageous,determinedandsoon.3.Open.Ssareencouragedtouseproperwordsthatdescribepersonalqualities.Understandingideas板块教学设计（建议时长50分钟，教师可根据教学实际酌情调整。）课型Reading+Speaking主题语境人与自我——做人与做事内容分析Understandingidea部分共设计了5个学习活动，其中包括Thinkandshare板块。本板块呈现一篇描述普通人做公益事业的新闻特写，语篇类型为人物介绍，介绍介绍了一位名为Ryan的加拿大人从孩童时期起，坚持帮助非洲缺水地方的儿童解决饮水问题的事迹，有利于引导青少年学生勇于承担社会责任，从事公益事业和志愿服务积极帮助他人。该语篇以时间线索展开，通过第一段“问题的提出”，第二段到第五段“问题的解决”和第六段“解决问题的意义”逐层推进。特别是第二段到第五段，一波三折，很好地体现了Ryan从事公益事业的三个阶段，即workhardalonetoreachhisfirsttargetof$70到askforhelpfromhisclassmatesand
neighbourstoraise$2000withthehelpofhismother’sfriend到setupafoundationtoencouragemorepeopletohelp，体现了Ryan坚定地从事志愿活动，为实现自己的梦想持之以恒的努力。活动1是看图并谈论非洲国家淡水资源匮乏的问题，通过勾选为非洲提供淡水的举措，启动学生思考如何帮助非洲部分区域解决淡水问题，引导学生进入对于阅读语篇主题意义的探究。活动2是通过阅读理解课文的主要事实。活动3是通过阅读准确理解课文标题意义，要求学生对于自己的理解进行合理解释。活动4提供了四幅图片勾勒出Ryan从事公益事业的起因及经历，并通过补全句子帮助学生梳理记叙文的六要素，特别是事件的起因、经过和结果，有助于学生熟悉记叙文的语篇结构。ThinkandShare部分共有两个问题，聚焦高阶思维，有利于学生进行评价，引导学生通过阐释原因，发展逻辑思维，并且通过引导学生思考自己如何帮助有需要的人，培养学生从事公益事业的意识。教学目标1.通过完成教材14页到16页活动1、2和3，理解并能说出Ryan为解决非洲缺水问题所作的主要努力,并能正确理解并说出标题的意义。2.通过完成教材16页活动4，能够复述课文的主要事实，并能结合记叙文六要素梳理Ryan参与公益事业的起因和过程；能够理解Ryan从最初的“Whydon’tIhelp”到“HowcanIhelptoday?”的变化；能够归纳出Ryan实现梦想的原因，并能够对于Ryan在参与公益事业和实现梦想过程中的不同阶段进行恰当评价。3.通过完成教材16页ThinkandShare，能够对Ryan进行整体评价，并能够深入思考自己如何帮助他人，初步形成积极参与公益事业的意识。教学重点通过阅读，获取Ryan从孩提时期到成年从事公益事业全过程的事实性信息，并能归纳概括Ryan从事公益事业的原因，理解Ryan从最初的“Whydon’tIhelp”到“HowcanIhelptoday?”的变化，归纳出Ryan实现梦想的原因，并能深入理解标题的意义，掌握记叙文六要素和语篇结构。教学难点理解Ryan从最初的“Whydon’tIhelp”到“HowcanIhelptoday?”的变化。教学策略PWP阅读教学模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Tasksthefollowingquestion：1.Intheworld,howmuchfreshwateristhereforeachpersontouseeveryyearonaverage?ThelpsSstoanswerthequestionbyguidingthemtoreadthemap.Tasksmorequestions:2.Whatdoesdarkyellowmean？ViewingSsanswerT’squestion:SscananswerthequestionwiththehelpofthemapinA1.SslookatthemapagainandanswerT’squestions.SsareguidedtorealizethatsomepartsofAfricaarefacingwaterproblems.Ssaremotivatedtothinkaboutthewaterproblem.Ssareexpectedtoenhancetheabilitytoreadparagraphs.SsareexpectedtorealizethatsomecountriesinAfricaarebadlyinneedofwater.Ssareencouragedtothinkabouthowtohelpsolvetheproblemof
2.Whatdoeslightyellowmeans？TasksthefollowingquestiontomotivateSstothinkdeeply.3.Whatcanwedotohelpsolvethewaterproblems?TencouragesSstotickthesolutionsthattheythinkaremosteffectivetosupplyAfricawithfreshwater.Ssaremotivatedtothinkbythefollowingquestion:Whatcanwedotohelpsolvethewaterproblems?Sstickthesolutions.watershortageinAfrica.Activity2TasksSstoreadthetextandanswerthefollowingquestion:Asix-year-oldCanadianschoolboynamedRyantriestohelpsolvetheproblemofwatershortageinAfrica.Let’sreadthepassageandfindoutwhathedid.TmayhelpSstofindoutwhatRyandidbythefollowingstructure:Ryanhelpssolvetheproblemby...Atfirst…Later…WhileSsarereading,Tputdownthetitleontheblackboard.TmayguideSstounderstandwhatRyandidquicklybyreadingthetitle.First-readingSsreadthetexttoanswerthefollowingquestion：Asix-year-oldCanadianschoolboynamedRyantriestohelpsolvetheproblemofwatershortageinAfrica.Let’sreadthepassageandfindoutwhathedid.SsareexpectedtocoverthefollowingkeypointswiththehelpofthestructuregivenbyT:Ryanhelpsolvetheproblembybuildingwells.Atfirst,heplannedtoearnmoneytobuildawell.Althoughbuildingawellneededalotofmoney,heraisedenoughmoneytobuildawellwithdetermination.Later,hesetupafoundationtoencourageSsareexpectedtogetthemainideaofthetext.
morepeopletohelp.Activity3TasksSstoreadthetitleandasksthemtoanswerthefollowingquestions:1.Isiteasyforasix-year-oldboytobuildawell?2.HowdidRyanbuildthewellandhowdidthewellchangedtheworld?3.Let’sreadagainandfindthemout.Afterreading,TencouragesSstodiscusstheirdifficultiesthatariseintheprocessofreadingeachparagraphandhelpsthemunderstandthemeaningoftheeachparagraph.TasksmorequestionstohelpSstothinkdeeply.Second-readingSsreadthetitleandthinkdeeplybythinkingaboutthefollowingquestions:1.Isiteasyforasix-year-oldboytobuildawell?2.HowdidRyanbuildthewellandhowdidthewellchangedtheworld?SsreadthetextagainwithT’sguidance“Let’sreadagainandfindthemout.”Ssdiscusstheirdifficulties.Ssanswerthefollowingquestionsintheprocessofreadingeachparagraph:1.WhatquestionsdidRyanaskwhenheknewpeopleinAfricacouldn’tgetenoughcleanwater?2.WhichadjectivewouldyouliketousetodescribeRyan?Why?3.Whycouldn’t$70domuchhelp?4.WhichadjectivewouldyouliketousetodescribeRyan’sfeelingwhenhelearnedthathisseventydollarswasnotenough?Ssareexpectedtofullyunderstandthetext.Ssareexpectedtorealizethatthekeytorealizingone’sdreamisperseverance.
1.HowdidRyanraiseenoughmoney?2.WhichadjectivedoesthewriterusetodescribeRyan?Doyouagree?3.WhatdidRyanseeinUgandaandhowdidhefeel?4.HowdidRyanencouragemorepeopletohelp?Andwhatistheresult?5.WhatquestiondoesRyanasktoday?Andwhatdoesitmean?6.WhatqualityhelpsRyanrealizehisdream?Activity4TasksSstocompletethesentencesandretellRyan’sstorywiththehelpofthesentencesinA4.ThelpsSssummarizethesixelementsofanarrativeandthestructureofthetext.RetellSsretellRyan’sstorywiththehelpofA4.SssummarizethesixelementsofanarrativeandthestructureofthetextwiththehelpofT.Ssareexpectedtobeclearaboutthestructureofthetextandbeawareofthesixelementsandthestructureofanarrative.Think&ShareTasksSstodiscussthetwoquestions.DiscussionSsdiscussthetwoquestionsofthispart.Ssareexpectedtodeveloptheirthinkingcapacityandrealizethathelpingothersisadmired.UsingLanguage板块教学设计（建议时长60–70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——做人与做事内容分析本板块包括–edasattributive、词汇部分Personalqualities和听说部分Tobeavolunteer。-edasattributive部分包括三个活动，即A1、A2和A3。
A1中学生通过观察语篇中-edasattributive的语言现象，理解-edasattributive的用法，并能与-ingasattributive进行区分，能够建立起-edasattributive与定语从句之间的关联。A2中学生在语篇中将含有定语从句的句子改写成含有-edasattributive做定语的句子，加深对于-edasattributive的理解。A3中学生在语篇中选择-edasattributive和-ingasattributive，有助于学生加深对于-edasattributive的理解以及进一步加强对于这两种形式的辨析。Personalqualities部分共设计了3个活动，即A4、A5和A6。A4提供了四篇描述人物品质的短文，其中出现了大量的描述人物品质的词汇，有利于学生积累相关词汇进行人物描述。A5引导学生将描述人物品质的词分为positive、neutral和negative三类，有利于学生加深对相关词汇的认识，为学生提高语言能力奠定基础。A6设计了对话练习，话题是谈论人物品质，意在促进学生使用所学语言，提高语言运用能力。Tobeavolunteer部分包括DidYouKnow和Learningtolearn两个板块和四个活动，即A7、A8、A9和A10。DidYouKnow是背景知识介绍类板块，提供了一篇介绍国内外志愿者活动的短文，有利于学生更多地了解国内外志愿者活动的开展情况。Learningtolearn是学习策略指导类板块，指导学生如何打电话进行问询，特别是当没有听清楚时需要再次询问，确保获取准确的信息。A7中学生通过听对话获取基本信息。A8中学生通过再次听对话获取详细信息并填写登记表，同时学生要根据所听，学会如何进行电话问询。A9中学生开展pairwork，借助书后Communicationbank中的提示进行对话练习，旨在运用所学进行电话问询。A10中学生开展pairwork，思考可能从事的志愿者服务，并进行电话问询，提高综合语言运用能力。教学目标1.学生能够归纳出-edasattributive的用法，能辨析-edasattributive和-ingasattributive的用法，并能在活动提供的语篇中将定语从句转换成-edasattributive。2.学生能够运用所学描述人物品质的词汇进行人物介绍。3.学生能够进行电话问询。教学重点1.学生归纳出-edasattributive的用法，并能在语篇中加以运用。2.学生能够运用所学描述人物品质的词汇进行人物介绍。教学难点学生归纳出-edasattributive的用法，并能在语篇中加以运用。教学策略归纳法、情境教学模式、PWP听力教学模式、3P口语教学模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TshowsthetwosentencestoSsandasksSstolookatthetwosentences.ThelpsSssumuptheusageof-edasattributive.ObservationandExplorationSslookatthesentencesfromthereadingpassageandexplorethemeaningof-edasattributive.Ssareexpectedtorelatethemeaningofpastparticipletotheformofpastparticiplebylookingatthesentencesgiveninthefirstbox.Sscantellthedifference
Tshowsexamplesof-edasattributiveand-ingasattributiveandasksSstocompareandexplorethedifference.Tshowsexamplesof-edasattributiveandtheattributiveclauseandasksSstoexploretherelationshipbetweenthem.Sscomparetheexamplesof-edasattributivewiththeexamplesof-ingasattributiveandtellthedifferencebetweenthem.Sscomparetheexamplesof-edasattributivewiththeexamplesoftheattributiveclause.between-edasattributiveand-ingasattributiveSscanrelate-edasattributivetotheattributiveclause.Activity2TasksSstorewritetheunderlinedsentencesusingthe-edformRewriteSsrewritetheunderlinedsentencesusingthe-edform.Ssareexpectedtoapplywhattheyhaveobservedandexplored.Activity3Taskstoreadthepassageandchoosethecorrectformofthewords.ChoosethecorrectformofthewordsSsreadthepassageandchoosethecorrectformofthewords.Ssareexpectedtostatethedifferencebetween-edasattributiveand-ingasattributiveandconsolidatewhattheyhavelearned.Activity4TasksSstoreadthefourdescriptions,underlinethewordsthatdescribepersonalqualitiesandaddtheunderlinedwordstotheform.TencouragesSstoaddmorewordswhichdescribepersonalqualitiestotheform.TencouragesSstoworkinpairstotalkaboutpeople’spersonalqualitiesusingthewordstheyhavelearned.ReadingSsreadthefourdescriptions,underlinethewordsthatdescribepersonalqualitiesandaddtheunderlinedwordstotheform.Ssaddmorewordswhichdescribepersonalqualitiestotheform.Ssworkinpairstotalkaboutpeople’spersonalqualitiesusingthewordstheyhavelearned.Sscansetuptheirvocabularywebaboutwordswhichdescribepersonalqualities.Ssareexpectedtoenhancetheirabilitytousetherelatedwords.Activity5TasksSstoreadtheshortpassageaboutvolunteeringinP19.TmaygivetheReadingandlisteningSsreadtheshortpassageaboutvolunteeringinP19.Ssknowmoreaboutvoluntaryworkandknowhowtomakeaphoneenquiryaboutthetopic.
followinginstruction:Sincedifferentpeoplehavedifferentqualities,wecanchoosesuitablevolunteerworkaccordingtoourqualities.TplaysthetapeaboutthephoneenquiryandasksSstocompletetheactivities7-8inP19.SsareguidedtothinkmoreaboutvoluntaryworkbyT’sinstruction.Then,Sslistentothephoneenquiryandcompletetheactivities7-8inP19Activity6TasksSstoactoutatelephoneenquirywiththehelpofcommunicationbankinP81andP84.SpeakingSsactoutatelephoneenquirywiththehelpofcommunicationbankinP81andP84.Sscanapplywhattheyhavelearnedabouttohowtomakephoneenquiryaccordingtothetopic.Activity7TencouragesSstothinkaboutothervoluntaryworkthatSswouldliketobeinvolvedin,andhaveasimilarconversation.TalkingSsthinkaboutothervoluntaryworkthattheywouldliketobeinvolvedin,andhaveasimilarconversation.SscanapplywhatSshavelearnedtopracticeandarereadytobevolunteers.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—做人做事—优秀品行内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。教师引导学生通过阅读NicholasWinton的生平，了解他的国际主义精神和对社会的贡献，通过问题引导学生深入思考他的事迹及其影响，并启发学生联想和搜集有类似事迹的中国人的故事，在全班分享。读写部分的范文是屠呦呦的简历，学生需要从中提取信息，结合前面学过的课文的文体和结构为屠呦呦写一篇人物小传，初步掌握人物传记的文体特征和写法。教学目标1.理解课文内容，了解NicholasWinton的生平和他为社会所做的贡献；2．按照时间线梳理NicholasWinton的生平，并概括出人物传记类文本的行文组织方式和关键要素；3.通过思考和分析问题，深入理解NicholasWinton事迹的影响，表达自己的观点和感情；
4.通过了解中国人在二战中的事迹，关注世界和平和人类正义的话题，对于人类命运共同体形成初步意识；5.读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记；6.根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。教学重点1.按照时间线梳理NicholasWinton的生平，并概括出人物传记类文本的行文组织方式和关键要素；2.读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记。教学难点1.通过思考和分析问题，深入理解NicholasWinton事迹的影响，表达自己的观点和感情；2.根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。教学策略交际教学法、任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TdrawsSs’attentiontothetitle,andaskswhethertheyknowwhoSchindleris.2.TintroducesActivity1andasksSstopredictwhatWintonmighthavedonebasedonthewordcloud,thetwopictures,andthetitle.3.TcollectsanswersfromSs.1.SssharewhattheyknowaboutSchindler.2.Sspredictwhatthemanmighthavedoneasrequired.3.Ssshareanswersinpairsandtheninclass.ToactivateSs’backgroundknowledgeandstimulateSstoexploremorethroughpredicting.Activity2&Learningtolearn1.TasksSstoreadthebiographyandcheckthepredications.2.TguidesSstosummarizethemainideaofthetextwithonesentence.3.Tinvitesonestudenttoreadout“learningtolearn”,andthenaskSstoanswer:whatisabiography?Howaremostbiographiesorganized?1.Ssreadthetextandchecktheirpredictions.2.Ssuseonesentencetosummarizethemainideaofthetext.3.Ssread“learningtolearn”andanswertwoquestionsfromtheT.TotrainSs’abilityofsummarizingthemainidea.TohelpSsunderstandthestyleandkeyelementsofbiographieswhichwillbeappliedtotheirwritingtask.
Activity31.TasksSstoreadthetextcarefullyandmatchtheeventstotheyearsinwhichtheyhappened(IfActivity3isnotchallengingenough,TcanalsoaskSstodrawatimelinetonotedownthekeyeventsinWinton’slife.2.Whilecheckinganswer,Tdrawsatimelineontheblackboardwithkeywords.3.TguidesSstoretellWinton’slifestoryaccordingtothetimeline.1.SsreadthetextagainandfinishActivity3.2.Ssshareanswersinclass.3.SsretellWinton’slifestoryaccordingtothetimeline.ToguideSstounderstandhowthisbiographyisorganizedbysortingoutthemainevents.Think&Share1.TasksSstodiscussthefirstthreequestionsingroups.2.TinvitesSstovoicetheiropinionsonthefirstquestion.(Tcanalsoprovidebackgroundinformationifnecessary.)3.TcontinuestoaskwhythispartingsceneatPrague’sWilsonStationisdescribedinParagraph1.4.Whencollectinganswerstothethirdquestion,TprovidesmorevocabularytoenrichSs’expressions.5.TasksSsthelastquestion,ifSsdon’tknowany,TprovidesinformationofHeFengshan,andasksSstosearchmore1.Ssdiscussthefirstthreequestionsingroups.2.Ssvoicetheiropinionsonthe3questions.3.SslistencarefullytotheresponsefromTandotherSsandthinkactivelytogivepromptresponse.4.SslistentothestoryofHeFengshanandthinkwhypeoplearoundtheworldwouldliketorisktheirlivestohelptherefugeesduringWWII.ToguideSstohaveanin-depthunderstandingofthetextfrommultipleperspectives.TohelpSstoputforwardtheirownpointofviewthroughanalyzingthetext,discussingandsharinginformationaswellasjudgingthetext.
informationofthiskindandthinkaboutwhypeoplearoundtheworldriskedtheirlivestohelpandcontributeduringWWII.Activity41.TgroupsSsandasksthemtocompletethetable.2.TexplainshowSsshouldorganizetheirtalkbyfollowingthesecondstep.3.TasksSstoplantheirtalkingroups.4.TinvitesSstosharetheirtalkinclass.1.Ssworkingroupstocompletethetable.2.Ssfollowthesecondsteptoplantheirtalk.3.Sspresenttheirtalkinclass.Toconsolidateandintegratethelanguageandcontentlearnt.Activity51.Tintroducesthewritingtask—writingabiographyofTuYouyou,andtheninvitesSstoshareanythingtheyknowaboutTuYouyou.2.TasksSstoreadTuYouyou’sCVindividuallyfirstandthenletsthemworkingroupstohelpeachotherwithanynewword.3.TasksSstofillintheboxeswiththecorrespondinginformationindividually.4.TdrawsSsattentiontoUsefulExpressions,andexplainshowtowriteabiographyandshowsthecriteriaforevaluationbeforesettingthewritingtask.1.SsshareanythingtheyknowaboutTuYouyou.2.SsreadTuYouyou’sCVandworkingroupstotacklenewwordbarriers.3.Ssfillintheboxes.4.Sslearnaboutthecriteriaforwritingfirstandthenwrite.Toactivatethebackgroundinformation.TofamiliarizeSswiththestyleofresume.TohelpSsgrasphowtoorganizeabiographythroughinformationclassification.ToimproveSswritingskillbyprovidingandexplainingthecriteria.Activity6TexplainshowtoSssharetheirbiographiesToencourageSsto
evaluatethebiographyfirst,andtheninvitesseveralSstosharetheirbiographyinclasswiththeotherslisteningactivelyandgivingevaluation.andevaluate.improvewritingthroughpeerevaluation.Presentingideas&Reflection板块教学设计（Presentingideas和Reflection部分建议总时长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—做人做事—优秀品行内容分析Presentingideas板块训练学生表达技能，请学生推选出“年度人物”，可以选择名人或者身边熟悉的人。学生在小组内描述优秀人物的事迹、成就和品格，陈述自己推荐他/她的理由，与小组成员交流、协商、合作最终达成共识，推选出小组内公认的“年度人物”并在全班进行展示。通过分享信息、表达观点、展示成果、反思自身等一系列应用实践与迁移创新活动，加深学生对本单元主题的理解，深入了人物的善德品行，丰富对优秀品行的认同，树立正确的价值观和人生态度。Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。教学目标1.运用本单元所学语言描述优秀人物的事迹、成就和品格，并说明推荐该人物的理由；2.恰当、得体地表达自己的观点，与小组成员交流、协商并达成共识，完成汇报任务；3.进行自我反思，评估学习效果，调整学习策略，提高学习效率。教学重点1.运用本单元所学语言描述优秀人物的事迹、成就和品格，并说明推荐该人物的理由；2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。教学难点恰当、得体地表达自己的观点，与小组成员交流、协商并达成共识，完成汇报任务。教学策略元认知策略、认知策略、交际策略和情感策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
Activity11.TguidesSstothinkandanswer:Whatqualitiesshould“PersonoftheYear”possess?2.Tinvitesonestudenttogiveanexamplebyguidinghim/hertoanswer:Whodoyouwanttorecommend?Whatachievementsdidhe/shemake?Whatpersonalqualitiesdoesshe/hepossess?Whydoyourecommendhim/her?3.TasksSstocompletetheformabouttheperson.1.Ssvoicetheiropinionsonthequalitiesof“PersonoftheYear”.2.SscompletetheforminActivity1afterlisteningtothedemonstrationfromtheTandonestudent.Toleadinthetaskandprovideademonstration.Activity21.TdirectsSs’attentionto“Usefulexpressions”andencouragesthemtousetheexpressionswhensharinganddiscussingingroups.2.Tintroducestheevaluationrubrics.3.TasksSstoworkingroups,takingturnstosharetheircandidatesof“PersonoftheYear”,andeventuallyreachingagreementonthegroup’s“PersonoftheYear”andchooseonepresenter.Meanwhile,Tmonitorsandprovidessupportandassistanceifneeded.Ssworkingroups,talkabouttheir“PersonoftheYear”andchoosethebestoneintheirgroupasapresenter.Toconsolidatethelanguageforrecommendationandshowopinions.Todevelopstudents'abilityofcooperativeinquiryandlearntolistenandexpresswithinthegroup.Activity31.Tinvitesseveralgroupstorecommendtheir“Personofthe1.Ssdopresentationsinclass.2.SsvotefortheTodevelopstudents'comprehensiveabilityoflanguageuse.
Year”,withtherestoftheclasslisteningactivelyandevaluating.2.TinvitesSstogivecommentsonthepresentations.“PersonoftheYear”.Reflection1.TguidesSstorecallwhatthey’velearntinthisunit.2.TasksSstocomplete“Reflection”onpage24.Ssratetheirperformanceinthisunit,summarizewhatthey’velearntandthinkaboutwhattheyneedtoimprove.ToguideSstoratetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计（此部分教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我—做人做事—公民义务与社会责任内容分析本单元的项目实践活动为创办志愿者组织。学生在教师指导下分小组开展课上课下学习实践活动，通过开展调查研究了解志愿者组织和机构，然后小组讨论需要帮助人群、制定计划，组建志愿者组织。要求学生开展实际志愿服务工作，并鼓励学生总结经验，不断改进，从身边、社区小事做起，坚持志愿者服务工作。教学目标1.通过在小组内交流调查结果，实现信息共享，更加全面了解身边的志愿组织和机构；2.根据调查研究结果，提出新的志愿服务方向，并制定出切实可行的计划。教学重点根据调查研究结果，组建志愿小组，确定志愿服务方向，并制定出切实可行的计划。教学难点引导学生能够走出课堂，实际开展志愿工作，并总结汇报自己的志愿者工作。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.Beforetheclass,TasksSstoworkingroupof4-6toresearchvolunteergroupsintheirneighborhoodandgatherasmuchSssharetheresultsoftheirinvestigationandreflecttheirownworkbycomparing.ToimproveSs’metacognitionlevelbysharing,comparingandreflecting.
informationaspossible.2.Tinvitesseveralgroupstosharetheresultsofinvestigation,meanwhileguidingtherestoftheclasstolistenactivelyandcomparetheresultsofothergroupswiththoseoftheirs.Plan1.TasksSstomakeadetailedplanoftheirvolunteeringgroupasrequired.2.Tinvitesseveralgroupstopresenttheirplaninclass.1.Ssworkingroups,planningfortheirvolunteeringgroup.2.Sssharetheirplansinclass.ToincreaseSscooperativeawareness.CreateTencouragesSstocarryouttheirvolunteeringworkafterclass,offeringguidanceandassistancewhenneeded.Ssthinkofanamefortheirgroupandcarryoutthevolunteeringworkafterclass.ToencourageSstoapplywhattheylearnedinclasstoreallife.PresentTsetstimeinlaterperiodsforSstosharetheirvolunteeringexperience.Sstalkabouttheirvolunteeringexperienceandsharehowhelpingothersmakesthemfeel.Toshareexperienceandfeelings.
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