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单元名称 Unit 2 Time Really Matters 课型 Reading and Writing
教学目标 1. 能够正确理解并梳理有关时间管理方法的说明文的内容，并能够分享自己是如何管理时间的。2. 能够分析有关时间管理方法的说明文的逻辑结构和语言特点，能够联系自身实际，分享个人经验，实现知识和思维能力的迁移。3. 能够掌握有效的时间管理技巧，摒弃不良的作息习惯，培养良好的时间管理能力。4. 能够采用恰当的学习方法，如使用图表和思维导图梳理思路、拓展思维、呈现信息。
教学重点 1. 运用略读、扫读等策略，获取有关时间管理的说明文的主旨大意。2. 掌握if only引导的虚拟语气的表达方式。
教学难点 1. 能观察和总结有关时间管理方法的说明文的文体特征、构成要素和基本结构。2. 能运用思维导图，整合、归纳文章的基本信息，并联系自身实际，仿写有效时间管理的说明文。
教学方法 小组讨论法、任务教学法
教学手段 PPT课件、多媒体设备、音视频素材等
教学过程
教学环节与时间分配 教学活动与步骤 设计意图 评价要点
Warm-up3’ T shows a video of a student in the class introducing the benefits of managing time well. 对接上一节课的视频作业，激活和检验已学知识，为阅读作铺垫。 根据视频内容，复述有效时间管理的好处。
Pre-reading5’ Ss talk freely on the following three questions:Are you busy these days Do you always plan your time How do you plan your time 通过自由讨论，激发学生的语言和背景知识，激发其进一步阅读的兴趣。 用简单的词语表述自己的时间管理经验。
While-reading17’ 1. Ss listen to the recording and answer a question, “What is the text about ”. 带着问题，针对性地开展听力训练，理解语篇大意。 能从话题熟悉、发音清晰的语篇中，识别语篇的主题。
2. T asks Ss to read the text and then answer the following questions: What do you think of the tips on time management Can you manage your time wisely 再通过自主阅读和回答问题，引导学生深入分析细节信息，增强独立思辨的意识和提升总结归纳的能力。 在读前预测、播放录音的基础上，略读语篇正文，正确回答问题。
3. T asks Ss to guess the meaning of difficult words and T explains the key words and expressions:(1) familiar, manage, motivated, manageable, break, assignment, deadline, etc.(2) If only … (3) get better at (4) tick sth. off(5) stay motivated(6) hang out late into the night(7) do sb. no good (8) It’s important to relax and spend time with friends. 培养学生运用上下文语境推测词义，并通过分析重难点词句，夯实语言知识，扫除阅读障碍，逐步形成独立阅读的能力。 根据上下文语境，准确推断词义，分析句子结构，归纳重点句型，明确重难点词句的中文大意。
4. T helps Ss to sort out the tips on managing time well and summarize the basic structure. 整合列举型说明文的构成要素，培养学生总结和归纳的阅读能力。 通读全文，总结和归纳语篇的基本结构。
Post-reading13’ 1. T shows the sentence “If only...” in the text and asks Ss to tell the meaning in the context:Pattern: If only I had started earlier. (It means that in fact, I didn’t start earlier, I was late as a result.)T asks Ss to make more sentences starting with “If only...”.Pattern: If only I knew her name.(It means that in fact, I don’t know her name.) 引导学生通过观察，了解if only引导的句子所表达的意义，培养学生观察、比较、分析、总结的综合能力。 初步掌握if only引导虚拟语气的用法。
2. T defines subjunctive mood: Subjunctive mood is used to express wishes, possibility or uncertainty. T introduces one pattern: If only + subject + simple past form/past perfect/would of a verb.T lists 2 sentences and asks Ss to make more sentences starting with “If only”. For example:If only it would stop raining! 通过讲解“If only”引导的虚拟语气的用法和结构，帮助学生进一步掌握基本的虚拟语气语法知识。 进一步熟悉“If only”引导的虚拟语气的基本结构和用法。
3. T asks Ss to read the text again and complete the chart in Activity Two based on the text in Activity One. 帮助学生梳理语篇内容的脉络，提取有关信息填写图表，培养逻辑思辨能力，为后续环节做好铺垫。 整合、归纳语篇信息，完成图表中有关时间管理方式的信息。
4. Ss talk about their ways of time management based on the chart. T asks Ss to share their ideas with others and give comments to each other in Activity Three. 鼓励学生深入理解语篇内容，整合、归纳关于时间管理方式的信息，并引导学开展互评，相互学习。 在语篇学习的基础上，根据自身实际，结合图表信息，谈论如何管理时间。
Summary&Homework2’ Summary: With T’s help, Ss try to sort out the knowledge points. Homework: Ss search the Internet for more tip on time management. 梳理所学内容，反思阅读策略，回顾虚拟语气，深刻感知篇章主题；通过以读促写，培养学生综合语言实践的能力。 回顾本课所学，并运用语言知识、文化知识、语言技能、语言策略，输出完整语篇。
板书设计 Unit 2 Time Really Matters
Words
familiar, manage, motivated, etc.
Phrases:
get better at, tick sth. off,etc.
Sentences:
If only I had started earlier.
It’s important to ...
Subjunctive Mood
If only I had started earlier.
If only I knew her name.
If only it would stop raining!
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