外研社新版高中教科書英語選擇性必修第一冊U2教案

Unit2Onwardsandupwards單元主題本單元的主題語境是“人與自我”，涉及的主題語境內容是勇往直前、永不放棄的精神。本單元介紹了不同領域的杰出人物如StephenHawking、NelsonMandela、徐悲鴻、J.K.Rowling、J.D.Salinger、Brontё姐妹及HelenKeller等，講述他們在人生中遭遇的各種困難，以及他們是如何面對困境、迎接挑戰(zhàn)并最終取得成功的，旨在引導學生學習他們的精神，培養(yǎng)面對挫折不輕言放棄的毅力和品質，并通過與他們的對比，學會感恩，懂得珍惜自己擁有的，樹立積極正確的人生態(tài)度。單元目標學生能夠圍繞本單元的主題語境內容，基于單元提供的詩歌、對話、日記、圖表、散文等多模態(tài)語篇，綜合運用各種語言技能，讀懂本單元介紹人生經歷、人物品質及人生態(tài)度的相關話題，聽懂并談論日常生活中對他人的遭遇表達關切與安慰的相關話題，恰當使用所學詞匯與表達描述和介紹人物生平，講述人物故事及自身經歷，了解中外優(yōu)秀人物的精神品質，學會做人做事，深化對單元主題意義的理解；能夠運用單元所學知識，通過比較、分析并聯(lián)系自身實際，有邏輯地與他人分享親身經歷，實現(xiàn)知識和思維能力的拓展與遷移；能夠多維度地看待事物，將困境看作是新的機遇和挑戰(zhàn)，樹立“勇往直前，永不放棄”的人生態(tài)度；能夠通過運用各種學習策略，在自主、合作與探究式學習的過程中，結合單元提供的反思性和評價性問題，不斷監(jiān)控、評價、反思和調整自己的學習內容和進程，激發(fā)學習英語的興趣，提高分析和解決問題的能力，提高自己的理解能力和表達能力，最終促進自身語言能力、文化意識、思維品質和學習能力的綜合提升。Startingout課型Viewing+Speaking主題語境人與社會——勇往直前、永不放棄內容分析本板塊有兩個活動，活動1呈現(xiàn)一段與單元主題相關的視頻，介紹了StephenHawking、NelsonMandela和徐悲鴻在人生中遇到的困境以及他們取得的成就?；顒?請學生閱讀《不要放棄》這首小詩，然后理解詩歌主題及內容，并就詩歌的內容談談自己的看法。本版塊旨在激活學生已有的背景知識和語言知識，為接下來整個單元的學習活動做鋪墊和預熱。教學目標在本板塊學習結束時，學生能夠：了解StephenHawking、NelsonMandela和徐悲鴻在人生中遇到的困境以及他們取得的成就；發(fā)現(xiàn)并歸納促使個人走向成功的共性原因，感知他們在挫折面前永不言棄的精神；能夠初步賞析詩歌，就詩歌主題和內容引發(fā)學生對“勇往直前、永不放棄的精神”這一話題的初步思考。教學重點引導學生初步了解遭遇人生困境時應采取的正確的人生態(tài)度，并聯(lián)系生活實際與自身經歷，簡單闡述自己遇到困難時是怎么做的，從而為整個單元的活動做鋪墊和預熱。教學難點引導學生思考面對人生困境的態(tài)度和方法。教學策略視聽教學法、交際教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchthevideo.Teacherprovidessomekeyinformationfromthevideoforstudents.Teacherasksstudentstomatchtheinformationwiththepeoplementionedinthevideo.Teacherasksstudentstoanswerthetwoquestions，andplaysthevideoagainifnecessary.Studentswatchthevideo.Studentsmatchtheinformationwiththepeoplementionedinthevideo.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–nevergiveup.Activity2Teacherasksstudentstolistentothepoemandfindoutthekeymessageofthepoem.TeacherasksstudentstoappreciatethepoemanddiscussQuestion2ingroups.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.TeacherasksstudentstoanswerQuestion3.Studentslistentothepoemandfindoutthekeymessageofthepoem.StudentsappreciatethepoemanddiscussQuestion2ingroups.Groupspeakerssharetheiranswerswiththeclass.StudentsanswerQuestion3.Tomakestudentsrealisethespiritofnevergivingupisthekeytosuccess.Understandingideas課型Reading主題語境人與自我——勇往直前、永不放棄內容分析該板塊課文語篇類型為論說文。課文通過夾敘夾論的方式介紹了幾位卓越的作家曾被拒稿的經歷和他們堅持不懈最后取得成功的故事，論述了僅靠天賦不足以獲得成功，堅持不懈才是成功的關鍵這一道理。讀前的導入活動要求學生提前在網絡上搜索三位作家的資料，然后將人物與所給信息進行匹配，旨在幫助學生提前熟悉語篇內容，為課文學習做鋪墊。讀中活動請學生分別找出每位作家要克服的困難。讀后活動則通過理解主旨大意、分析邏輯結構和回答開放性問題等多種形式的活動，幫助學生深入理解、賞析課文，探究主題意義，培養(yǎng)思維能力。教學目標在本板塊學習結束時，學生能夠：獲取文章主要信息，總結并敘述三位作家的生平、代表作及他們在投稿過程中遭遇的挫折；感知文章的語篇結構及語言特點，學習和掌握語篇中與話題相關的表達，并能運用所學表達進行交流；從三位作家的成長故事中汲取積極的人生態(tài)度，樹立起在學習生活中刻苦努力，堅持不懈的人生觀與價值觀。教學重點引導學生讀懂語篇，理解作者的寫作意圖，并了解三位作家的成長故事；引導學生了解夾敘夾議類文章的文體特征。教學難點引導學生把握動名詞與動詞不定式作賓語的用法并運用其進行相關表達；引導學生深度思考三位作家成長的經驗，認識到堅持不懈才是成功的關鍵的道理。教學策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstocollecttheinformationaboutthethreewritersbeforeclass.Teacherasksstudentstomatchthethreewriterswiththeinformationbelow.Teacherinvitessomestudentstosharemoreinformationwiththeclass.Studentscollecttheinformationaboutthethreewritersbeforeclass.Studentsmatchthewriterswiththeinformationbelow.Somestudentssharetheirinformationtheycollectedwiththeclass.Tohavestudentsgettoknowthebackgroundinformationaboutthethreewriters.Topreparestudentsforreading.Activity2Teacherasksstudentstoreadthepassagequicklyandfindouttheproblemsthewritersovercame.Teacherasksstudentstoanswerthequestion.Studentsreadthepassagequicklyandfindouttheproblemsthewritersovercame.Studentsanswerthequestion.Tohavethestudentsgetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Somestudentssharetheiranswerswiththeclass.Totrainstudents’abilitytosummarise.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity4Teacherasksstudentstoreadthepassageagainandtrytoanswertwoquestions.(Howmanypartsarethereinthepassage?Whatisthemainideaofeachpart?)Teacherasksstudentstodrawstructuralmapsofthepassageingroupsandcomparethemwiththediagraminactivity4.Teacherasksstudentstoreadthepassagecarefullyandcompletethediagram.Teachercheckstheanswerswiththeclass.Teacherasksthestudentstodiscussthequestionsbelowingroupsandsharetheiropinionwiththeclass.Studentsreadthepassageagainandtrytoanswerthequestions.Studentsdrawstructuralmapsofthepassageingroupsandcomparetheirmapswiththediagraminactivity4.Studentsreadthepassagecarefullyandcompletethediagram.Studentschecktheanswerswiththeteacher.Studentsworkingroupsanddiscussthequestionsandsharetheiropinionwiththeclass.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’analysingabilities.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamouswriters.Usinglanguage課型Grammar+Vocabulary+Listening+Speaking主題語境人與自我——勇往直前、永不放棄內容分析本板塊的語法部分的主要內容為動名詞和不定式作賓語。兩個小語段分別介紹了因意外事故失去雙臂的劉偉自強不息，最終取得《中國達人秀》的冠軍的勵志故事，以及JamieWells參加美國童子軍的經歷。詞匯部分的話題為“看事情光明的一面”，首先通過幾段小對話呈現(xiàn)與人生態(tài)度相關的表達，然后通過一個小語段介紹樹立積極人生態(tài)度的意義。聽說部分為一個學生鼓勵在全國演講比賽中失利的另一名學生走出失敗的陰影，重振旗鼓。本板塊幫助學生深度聚焦語言的意義和功能，在真實語境下進行思考并運用語言，全方位提高綜合語言運用能力。教學目標在本板塊學習結束時，學生能夠：1.發(fā)現(xiàn)動名詞和不定式作賓語的用法及區(qū)別，并在真實語境中運用；2.運用英語習語表達積極或消極的態(tài)度，找到更多類似的習語，理解這些英語習語的意義；3.關注語用功能，學會表達對他人的關心和安慰，并能夠在實際生活中運用所學的相關表達。教學重點引導學生進一步了解并掌握動名詞與動詞不定式作賓語的用法；引導學生學會簡單表達對他人的關心與安慰。教學難點引導學生掌握既能加動名詞又能加不定式形式的動詞，區(qū)分這兩種形式的用法；引導學生思考如何面對挫折，認識到不畏困難和自強不息的積極的人生態(tài)度的重要性。教學策略任務型教學法、發(fā)現(xiàn)教學法、交際教學法、聽說教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1–3.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisethefunctionsandusageofthe-ingandto-infinitiveasobject.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisethefunctionsandusageofthe-ingandto-infinitiveasobjectwiththehelpoftheteacher.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofthefunctionsandusageofthe-ingandto-infinitiveasobject.Activity2Teacherasksstudentstoreadandcompletethepassagewiththecorrectformoftheverbsinbracketsindividually.Teachercheckstheanswerswiththeclass.Studentsreadandcompletethepassagewiththecorrectformoftheverbsinbracketsindividually.Studentschecktheanswerswiththeteacher.Togetstudentstopractiseusing-ingandto-infinitiveasobject.Activity3Teacherasksstudentstoreadtheinterviewandgetitsmainidea.Teacherasksstudentstoparaphrasethepassage.Teacherasksstudentstoworkingroupstoadaptthepassagewiththegivenverbs.Teacheraskssomestudentstosharetheirreportswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsparaphrasethepassage.Studentsworkingroupstoadaptthepassagewiththegivenverbs.Somestudentssharetheirreportswiththeclass.Tohelpstudentsconsolidatetheapplicationof-ingandto-infinitiveasobjectinauthenticcontext.Activity4Teacherasksstudentstorecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Teacheraskssomepairstosharetheirstoriesinfrontoftheclass.Studentsrecallstoriesoftheirownaboutovercomingchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Somepairssharetheirstoriesinfrontoftheclass.Toenlargestudents’vocabularyandcultivatetheirspiritofovercomingchallengesandexpresstheirideas.Activity5Teacherasksstudentstolookatthesixpictures,andguesswhattheidiomsmean.Teacherplaystheaudioandasksstudentstomatchtheexpressionstotheirmeanings.Teachercheckstheanswerswiththestudents.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.Studentslistentotheaudioandchoosethemeaningsoftheexpressions.Studentschecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity6Teacherasksstudentstoworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Teacherasksstudentstoaddmoreidiomsbycooperatingingroups.Teacherasksthegroupstoshowtheiranswerswiththeclass.Studentsworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Studentsaddmoreidiomsbycooperatingingroups.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsconsolidatetheirvocabularythroughidiomclassification.Trainstudentstolearncooperativelearning.Activity7TeacherasksstudentstoreadthematerialsonPage18respectivelyandunderstandthemainideaofthepassage.Teacherasksstudentstoworkinpairsanddiscusstheanswerstothetwoquestions.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teachermakescomments.StudentsreadthematerialsonPage18respectively.Studentsworkinpairsanddiscusstheanswerstothetwoquestions.Therepresentativeofeachgrouppresentstheirview.Totrainstudentstograspthemainidea.Helpstudentstobefamiliarwiththetopicandprepareforthefollowinglisteningandspeakingpractice.Activities8-9Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Teacherplaystheaudioandasksstudentstolistenandnumberthepicturesaccordingtothesequenceofevents.Teachercheckstheanswerswiththestudents.Teacherplaystheaudioagainandasksstudentstomakenotesandcompletethejournalentry.Teacherplaystheaudioagainandasksstudentstochecktheanswers.Teacheraskssomestudentstoreadthewholepassageandchecktheanswerswiththeclass.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Studentslistentotheaudioagainandnumberthepictures.Studentschecktheanswerswiththeteacher.Studentslistentotheaudioagainandcompletethejournalentry.Studentslistentotheaudioandchecktheanswers.Studentsreadthepassageandotherstudentschecktheanswers.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.Activities10-11Teacherasksstudentstoreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.Teacherasksstudentstochecktheanswerswiththeclass.Teacherdividesstudentsintopairsandasksthemtochooseonesituationandactoutaconversation.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.Studentsreadtheexpressions,payattentiontotheirpragmaticfunctionandcompletetheboxes.Studentschecktheanswerswiththeclass.Studentschooseonesituationandactoutaconversationinpairs.Severalpairsactouttheirconversationsinfrontoftheclass.Otherstudentsmakecomments.Tohavestudentspayattentiontothepragmaticfunction.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.Tohavestudentsmakeevaluationandreflection.Developingideas課型Reading+Writing主題語境人與自然——勇往直前、永不放棄內容分析本板塊的課文的語篇類型是散文，節(jié)選自HelenKeller的《假如給我三天光明》。課文介紹了失明的HelenKeller希望自己能擁有三天的光明，她想用這三天的時間去觀察世界，去看她想看的人和物。讀寫部分的范文講述了作者在漆黑的餐廳模擬盲人用餐的一次經歷，引導學生通過學習范文，理解并體會殘障人士遇到的挫折與磨難，培養(yǎng)學生的共情能力，同時幫助學生學會描述經歷。本板塊旨在啟迪學生珍惜自己擁有的一切，培養(yǎng)學生堅強樂觀的人生態(tài)度，進一步提高學生的語言能力和思維品質。教學目標在本板塊學習結束時，學生能夠：了解文章并清晰敘述HellenKeler三天的愿望，同時能夠理解并運用虛擬、倒裝等句式以及排比等修辭手法；在理解的基礎上，感悟文章主題，從而加深對單元主題意義的認識，形成面對困境中不妥協(xié)、面對失敗不放棄的積極人生態(tài)度；描述體驗殘障人士生活時遇到困難的過程和感受，從而學會感恩，更加珍惜自己擁有的美好生活，樹立正確的人生態(tài)度。教學重點1.引導學生通過閱讀來把握和概括段落大意和推測作者的寫作意圖；2.培養(yǎng)學生描寫自身與他人經歷的寫作能力。教學難點1.引導學生進行經歷描寫；2.引導學生樹立不怕挫折，勇敢面對挑戰(zhàn)，永不放棄的人生態(tài)度。教學策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstoreviewthevideoofstartingoutsectionandencouragesstudentstodescribethelifeofHawkingandhisspiritofscientificexploration.TeacherguidesstudentstolookatthechartsandanswerQuestion1.Teacheraskssomestudentstoanswerthefirstquestion.TeacherdividestheclassintogroupsandasksthemtodiscussQuestion2andanswerit.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.Teachermakescomments.StudentsdescribethelifeofHawkingandhisspiritofscientificexploration.StudentslookatthechartsandanswerQuestion1.Studentschecktheiranswerswiththeclass.StudentsdiscussQuestion2andanswerit.Somestudentsshareanswersandotherstudentsmakesupplements.Toactivatestudents’theme-relatedbackgroundknowledge.Activity2Teacherasksstudentstosharewhatthey’vepreviewedingroups.TeacheraskstherepresentativeofeachgrouptosharetheinformationofthelifeandachievementofHelenKeller.TeacherasksstudentstoreadthetextwiththetaskinActivity2.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.Studentssharetheirpreviewresultsingroups.StudentssharetheinformationofthelifeandachievementofHelenKeller.StudentsreadthetextwiththetaskinActivity2.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Teacherasksstudentstochoosetheauthor’spurposeinwritingthepassageandgivereasons.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teachermakescomments.Studentsreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Studentschoosetheauthor’spurposeinwritingthepassageandgivereasons.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.Think&ShareTeacherasksstudentstoworkingroupstodiscussthefourquestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.Studentsworkingroupstodiscussthefourquestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity4Teacherasksstudentstoworkingroupsandunderstandthesentencesfromthepassage.Teacherasksstudentstodiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Teacherguidesstudentstodiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Studentsworkingroupsandunderstandthesentencesfromthepassage.Studentsdiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Studentsdiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Tohavestudentsappreciateatextfromtherhetoricalpointofview.Activity5Teacherasksstudentstoreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Teacherdividestheclassintonewgroupsaccordingtothedifferentopinions,andasksstudentstodiscussandmakenotes.Teacheraskssomegroupstosharetheiropinionswiththeclass.Teacherasksstudentstothinkabouttheirperformanceduringgroupdiscussion.Studentsreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Studentsdiscussinnewgroupsandmakenote.Somegroupssharetheiropinionswiththeclass.Studentsthinkabouttheirperformanceduringgroupdiscussion.Toimprovestudents’speakingskills.Toinspirestudentstothinkandcultivatestudents’abilitytothinkcreatively.Activity6TeachershowsthepicturesofHawking,Beethoven,ZhangHaidiandZhouZhouandasksstudentstoimaginethedifficultiestheymightmeetintheirlife.Teacherasksstudentstoreadthepassageandanswerthequestionsinthebook.Teacheraskssomestudentstoanswerthequestionsandotherstudentstochecktheanswers.Teacherasksstudentstoworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Teacherasksstudentstoreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.StudentsimaginethedifficultiesHawking,Beethoven,ZhangHaidiandZhouZhoumightmeetintheirlife.Studentsreadthepassageandanswerthequestionsinthebook.Somestudentsanswerthequestionsandotherstudentschecktheanswers.Studentsworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Somestudentsreporttheiroutcomeofthediscussion,andmakeasummarywiththeteacher’shelp.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummariseandprepareforthefollowingwritingactivity.Activities7-8Teacherdesignsasceneandasksstudentstoexperiencethelivesofthedisabledthroughrole-playing.Teacherasksstudentstointerviewthestudentswhoplayedandmakenotes.Teacherasksstudentstowriteashortpassageaccordingtotheinterviewortheirownexperiences.Teacherasksstudentstosharetheirpassageandotherstomakecomments.Studentsmakearole-playtoexperiencethelivesofthedisabled.Studentsinterviewthestudentswhoplayedandmakenotes.Studentswriteashortpassageaccordingtotheinterviewortheirownexperiences.Somestudentssharetheirpassageswiththeclassandothersmakecomments.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.Presentingideas&Reflection課型Speaking主題語境人與自然——勇往直前、永不放棄內容分析Presentingideas板塊要求學生首先閱讀兩種觀點，思考若努力之初就失敗了，是應該繼續(xù)堅持還是確立一個新的目標。然后尋找充足的論據(jù)支持自己的觀點，并組成正反兩方進行辯論；Reflection板塊引導學生從文本、語言、文化、學習策略和方法、分析和解決問題的能力等多方面進行自我評價和總結，并寫出自我反思日志。教學目標在本板塊學習結束時，學生能夠：更深入理解堅韌不拔的毅力、不屈不饒的精神對于成功的必要性，能夠辯證地看待問題，另辟蹊徑，思考解決問題的辦法；熟悉辯論的流程，并運用本單元所學的表達方式，恰當表達自己的觀點，有理有據(jù)地進行辯論；分組討論并搜集論據(jù)，通過合理分工、協(xié)作完成辯論。教學重點引導學生對人生挫折與如何面對挫折這一話題進行更深入的理解，并恰當?shù)剡\用本單元所學內容與同學協(xié)作進行辯論；引導學生根據(jù)學生用書中的評價內容評估自己的學習表現(xiàn)。教學難點引導學生學會面對挫折，樹立正確的人生態(tài)度；引導學生在自我評價分析的基礎上確定自己要改進和提高的方面。教學策略任務型教學法、交際教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity1Teacherasksstudentstoworkingroupstodiscussthetwopointsofviewandexplainthemeaningsintheirownwords.Teacheraskstherepresentativeofeachgrouptopresenttheconclusion.Studentsworkingroupstodiscussthetwopointsofviewandexplainthemeanings.Therepresentativespresenttheconclusionsoftheirgroups.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activities2-4Teacherregroupstheclassaccordingtostudents’pointsofview.Teacherasksstudentstodiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.Teacherguidesstudentstothinkoftheoppositeargumentstheymightface,andwritethearguments,openingandsummaryusingthewords,expressionsandstructureslearntbefore.Teacherasksstudentstoteamupwithagroupwiththeoppositepointofviewandholdthedebate.Studentsdiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes.Studentsthinkoftheoppositeargumentstheymightfaceandwritethearguments,openingandsummary.Studentsteamupwithagroupwiththeoppositepointofviewandholdthedebate.Tohavestudentspayattentiontolanguageexpressionaswellasthecontentandthelogicofit.ReflectionReflectionTeacherasksstudentstorecallwhatthey’velearntinthisunit.Teacherasksstudentstowriteareflectionbasedonthesixtips.Studentssummarisewhatthey’velearntandwriteareflectionbasedonthesixtips.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project課型Speaking主題語境人與自然——勇往直前、永不放棄內容分析本板塊的項目實踐活動要求學生開展調研，搜集名人或身邊的普通人克服困難、獲得成功的勵志故事。教師引導學生通過自主學習、合作學習、探究式學習，對單元主題做進一步的延伸和探索，培養(yǎng)學生的調研與動手能力。教學目標在本板塊學習結束時，學生能夠：運用一定的調研方法和技巧，選擇合適的途徑展開調研；充分進行小組合作，合理安排分工，圖文并茂地呈現(xiàn)一個勵志故事；學習這些優(yōu)秀人物的勵志精神，培養(yǎng)勇于克服困難的優(yōu)秀品質。教學重點引導學生了解名人或身邊平凡人克服困難并獲得成功的勵志故事，并用幻燈片進行故事分享；引導學生通過學習優(yōu)秀人物的精神，培養(yǎng)正確面對困難