外研版(2019)选择性必修一Unit 2 Onwards and upwards单元教案

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外研版(2019)选择性必修一Unit 2 Onwards and upwards单元教案

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选择性必修1 Unit2 Onwards and upwards单元教案
单元整体分析
Starting out(背景激活):预热话题,理解主题意义
通过视频、文字、图片、表格等多模态语篇的学习,激活背景知识和语言知识;通过分析话题内容、加工信息,培养语言技能、文化意识和思维品质。
Understanding ideas(主题理解):主题语篇阅读
在语篇中学习核心语言和文化知识,培养理解主题意义、分析话题内容、理解语篇结构和语言知识的能力。
Using language(功能运用):学习词汇、语法知识,开展听说技能训练
通过专项和综合性语言实践活动,学习语言知识,培养语言技能,为真实交际做铺垫。
Developing ideas(思维拓展):读写结合训练
通过新语篇拓展主题内容,深化单元话题理解,激发探究兴趣与愿望,培养逻辑思维、批判思维和创造思维能力;通过读写结合,提高阅读和写作技能。
Presenting ideas(观点表达):
以观点阐述、讨论、评选、演讲、辩论等口头表达形式进一步促进学生对所学内容的复习与掌握,并在真实的情境下运用和实践。
Reflection(自我评价):
回归单元话题学习目标,通过学生自我反思,总结学习成果,查找不足,逐步培养自主学习的能力。
Project(项目实践):
提供真实的语境和任务,帮助学生综合运用本单元所学技能和知识,有效完成开放性任务,对单元主题进一步延伸和探索。
单元整体教学方案设计
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 Step hen Hawking、 Nelson Mandela、徐悲鸿、JK. Rowling J. D. Salinger、Bron姐妹及 Helen Keller等,讲述了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,懂得珍惜自己所拥有的,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h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。
评价设计
过程性评价
课堂观察:情感态度、任务完成情况、进步情况
作业质量:及时性、质量
学生自评;同伴互评:师评;终结性评价;单元达标检测
课时划分为6课时,具体为
Period 1:Starting out & Developing ideas
Period 2 :Using Language (I)
Period 3 :Using Language(II)
Period 4 :Developing ideas
Period 5 :Writing
Period 6 :Presenting ideas & Reflection
Period 1
1. 教学内容:Starting out ,Understanding ideas
2. 教学要点:
1)Starting out
内容分析
本板块呈现了一篇体现单元主题的课文,语篇类型为论说文。课文通过夹叙夹议的方式,讲述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、分析逻辑结构和开放性问答等活动,帮助学生深入理解课文、赏析课文,探究主题意义,培养思维能力。
教学目标
1.带领学生观看视频,理解视频的主旨大意,从视频中迅速提取关键信息,激活已有的背景知识和语言知识。
2.引导学生通过观看视频和学习诗歌内容,发现并归纳促使优秀人物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,引发对“勇往直前、永不放弃的精神”话题的初步思考。
3.引导学生理解诗歌的大意和主题,并就诗歌主题和内容谈谈自己的看法,初步赏析诗歌。
2)Understanding ideas
内容分析
活动1呈现了一段与单元主题相关的视频,介绍了 Stephen Hawking、 Nelson mandela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。本板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
1.引导学生略读课文,获取文章的主要信息,总结并叙述三位作家的代表作以及他们在投稿过程中遭遇的挫折;
2.引导学生细读课文,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,并运用所学表达进行交流;
3.帮助学生基于文章内容,从三位作家的成长故事中汲取积极的人生态度,加深对单元主题的认识。
3. 教学过程
Step 1. Starting out
(1)Lead in
1. Watch a video about three famous people.
2. Ask students to guess according to the video.
【设计意图】引导学生观看视频,了解三位名人的人生经历,初步导入话题。
Step2 Pre-reading
Do you like writing Have you ever had a rejection Please share with us.(Answers may vary.)
I_like_to_read_the_works_of_famous_people,_and_also_like_to_write_something_to_express_my_inner_feelings._Once_I_tried_to_contribute,_but_nothing_came_of_it._However,_I_still_want_to_write_something_in_my_free_time.
Step3 While-reading
Ⅰ.Reading for the main idea
1.What is the theme of the text about
A.Success depends on talent.
B.Perseverance is the key to success.
C.Many famous writers have many regrets.
D.Many famous writers have been treated unfairly.
答案:B
2.Find out the main idea of each paragraph.
Paragraph 1  A.J.K.Rowling’s own experience.
Paragraph 2 B.Many successful writers have been rejected.
Paragraph 3 C.J.D.Salinger’s story of not giving up.
Paragraph 4 D.The key to success is perseverance.
Paragraph 5 E.The story of the three sisters of Victorian England who never gave up.
答案:Paragraphs 1~5 BACED
Ⅱ.Reading for the details
(Ⅰ)阅读文章第一段,完成第1题。
Why does every writer feel fear when he reads the publisher’s last sentence
A.They put in too much effort in their work.
B.They have no time to play.
C.Their letter was returned.
D.They want to succeed overnight.
答案:A
(Ⅱ)阅读文章第二段,完成第2题。
2.Why did J.K.Rowling think she had something in common with her favorite writers
A.They were poor.
B.They had been rejected.
C.They received a total of twelve rejections.
D.They received comments from publishers.
答案:B
(Ⅲ)阅读文章第三段,完成第3~4题(T or F)。
3.J.D.Salinger’s work was criticized, but he didn’t give up.(T)
4.The Catcher in the Rye is about the Second World War.(F)
(Ⅳ)阅读文章第四段,完成第5题。
5.What’s the dream of three sisters from Victorian England
A.Becoming men.
B.Becoming writers.
C.Seeing their books published.
D.Writing a book of poems.
答案:C
(Ⅴ)阅读文章第五段,完成第6题。
6.What is the key to success
Perseverance.
Ⅲ.Reading for the structure
Paragraph 1 A lot of highly successful writers have previously faced 1.rejection.
Paragraph 2 When J.K.Rowling received her first rejection letter, she decided that it meant she now had something in common with her 2.favourite_writers,_and stuck it on her kitchen wall. Rowling had spent years 3.surviving on little money, spending all her time writing. When she finally finished her first book, she received bad comments from 4.publishers. After a total of twelve rejections, Harry Potter became a 5.global success.
Paragraph 3 J.D.Salinger started writing short stories in high school, but later struggled to get his works 6.published. He received 7.criticism on his manuscript for The Catcher in the Rye. Despite rejections from several publishers, J. D.Salinger refused to give up. When it was 8.eventually published, the book became an immediate best seller.
Paragraph 4 In Victorian England, this was a time when women were not encouraged to become writers. Three sisters from Victorian England didn’t give up.Their works are regarded as 9.classics of world literature.
Paragraph 5 While a lot of hard work and a touch of luck play a part, 10.perseverance is the key.
Step 4 Post-reading
What would you do if you were rejected
I_first_think_about_what’s_wrong_with_me_and_whether_I_can_fix_it._I_won’t_give_up_as_long_as_there’s_a_glimmer_of_hope.
Step 5. Assignment
Write a short passage by following the question:
What can you learn from these writers
Period 2 Using language(I)
教学内容:动词 ing形式和动词不定式作宾语
内容分析
语法部分的主要内容为动名词和不定式作宾语。两个小语段分别讲述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》冠军的励志故事,以及 Jamie Wls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。听说部分呈现了一段对话,内容为一名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。
过程教学目标
1)引导学生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)带领学生学习并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义意
3)引导学生关注语用功能,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。
4. 教学过程
Step 1 [探究发现]
①Pop art aimed to show ordinary twentieth century city life.
②Instead, a picture should attempt to show the “life” of its subject.
③We plan to buy more paintings this year.
④I can get tired of looking at pictures all the time.
⑤My parents are fond of going to art galleries.
⑥She is looking forward to starting art classes at her new school.
[我的发现]
(1)例句①②③中的动词后接动词不定式作宾语。
(2)例句④⑤⑥中的动词短语后跟动词 ing形式作宾语。
Step 2 知识详解
一、动词 ing形式作宾语
1.下列动词只能用动词 ing形式作宾语:admit (承认), appreciate (欣赏), consider (考虑), mention (提及), delay (耽误), enjoy (喜欢), finish (完成), imagine (想象), miss (错过), practise (练习), resist (抵抗), risk (冒险), advise/suggest (建议), mind (介意), avoid (避免), allow (允许)
I’m considering going abroad for further study.
我在考虑出国深造。
We should avoid making the same mistake.
我们应该避免犯同样的错误。
He got well prepared for the job interview, for he couldn’t risk losing the good opportunity.
他为这次工作面试做了充分准备,因为他不能冒失去这次好机会的风险。
2.英语中有些动词短语也常跟动词 ing作宾语。常见的有:be good at (擅长), be fond of (喜欢), be worth (值), devote to (致力于), feel like (想要), give up (放弃), have trouble/difficulty (in) (做某事有困难), look forward to (期望), pay attention to (注意), put off (推迟), be/get used to (习惯于), insist on (坚持)等。
I’m looking forward to hearing from you.
我盼望着收到你的来信。
He has got used to living in the countryside.
他已经习惯住在乡下了。
[巧学妙记]
歌诀巧记常接动词 ing形式作宾语的动词(短语):
建议考虑坚持练,(suggest, advise, consider, insist on, practise)
允许想象弃冒险,(permit, allow, imagine, give up, risk)
阻止抵抗否逃脱,(prevent, resist, deny, escape)
不禁介意保持完,(can’t help, mind, keep, finish)
耽误推迟求原谅,(delay, put off, require, forgive, excuse)
承认错过欣喜欢。(admit, miss, appreciate, enjoy)
二、动词不定式作宾语
1.不定式作宾语时,往往跟在某些及物动词后面,常见的有:agree (同意), offer (提出), intend/plan (打算,计划), demand (要求), promise (答应), help (帮忙), prepare (准备), decide (决定), refuse (拒绝), choose (选择), wish/hope/want/expect (希望,想要), fail (不能), pretend (假装), manage (设法), determine (决心), beg (恳求,祈求), arrange (安排,准备), threaten (威胁), claim (声称), aim (以……为目标), hesitate (犹豫不决)等。
We agreed to meet here but so far she hasn’t turned up yet.
我们约好在此地见面,但是她到现在还没有露面。
They managed to finish the work on time.
他们设法按时完成了这项工作。
[巧学妙记]
歌诀巧记常接动词不定式作宾语的动词:
同意提出作计划,要求答应来帮忙。
准备决定遭拒绝,敢于选择有希望。
不能做到莫假装,设法做成决心强。
恳求安排又威胁,声称目标不犹豫。
2.“疑问词+不定式”结构作宾语
“疑问词(who, which, when, where, how, what等)+不定式”结构在句中起名词作用,可充当主语、表语、宾语。
下列动词可接“特殊疑问词+不定式”作宾语:teach, remember, forget, decide, wonder, show, learn, consider, know等。
He taught me how to cook.
他教我如何做饭。
Have you decided where to spend your holiday
你决定去哪儿度假了吗?
3.it可以充当形式宾语,指代作真正的宾语的不定式,可以用于该句型的动词有:consider, make, feel, find, think等。
He feels it his duty to help others.
他觉得帮助别人是他的职责。
He found it hard to learn maths well.
他发现学好数学很难。
三、动词 ing形式作宾语与动词不定式作宾语的用法区别
1.可接动名词和不定式作宾语但意义不同的动词(短语)
①remember doing sth.   记得曾经做过某事
remember to do sth. 记住去做某事
②forget doing sth. 忘记已经做过某事
forget to do sth. 忘记去做某事
③stop doing sth. 停止正做的事
stop to do sth. 停下来做另外一件事
(此处不定式作状语)
④mean doing sth. 意味着做某事
mean to do sth. 打算做某事
⑤regret doing sth. 后悔已经做过某事
regret to do sth. 遗憾去做某事
⑥try doing sth. 试着做某事
try to do sth. 努力做某事
⑦go on doing sth. 继续做同一件事
go on to do sth. 完成一件事,接着做另一件事
⑧can’t help doing sth. 禁不住做某事
can’t help (to) do sth. 不能帮着做某事
At the amusing performance, the audience couldn’t help laughing.
看到这滑稽的表演,观众们不禁笑了起来。
I’m busy studying, so I can’t help (to) do the housework.
我忙着学习,所以不能帮忙做家务劳动。
—Remember to return the bat to me.
—But I remember having returned it to you.
——记住把球拍还给我。
——可是我记得已经还给你了。
—That would mean wasting a lot of labour.
—Really I don’t mean to waste any labour.
——那将意味着浪费许多劳动力。
——是吗?我没打算浪费任何劳动力。
2.可接动名词和不定式作宾语且意义差别不大的动词
(1)hate, love, like, prefer等动词后接不定式和动名词作宾语时,意义虽相同,内涵却有些区别——接不定式作宾语时,多表示一次性的、具体的动作;接动名词作宾语时,多表示习惯性的、一般性的动作。
I like swimming, but I don’t like to swim in this river.
我喜欢游泳,但是我不喜欢在这条河里游泳。
(2)begin, start, continue等少数几个动词后接动名词或不定式作宾语时意义基本相同。但如果 begin, start 等用于进行时态,或其主语是物而非人时,须用不定式。
Tom began to learn/learning how to use a computer.
汤姆开始学习如何使用电脑。
She was starting to do her homework.
她正开始做作业。
3.可接动词 ing形式的主动式和不定式的被动式的词
need, want, require作“需要”讲,句子的主语为物,且句子的主语和谓语动词后的非谓语动词之间是被动关系时,这些动词后面可接动词 ing形式的主动式,也可接不定式的被动式。
The windows need cleaning.
=The windows need to be cleaned.
窗户需要擦了。
Step 3 语境即时活用
Parents are examples of children and children are the apple of parents. In a family that attaches importance to education, parents are their kids’ guiding stars. Prevention is better than cure. Parents must learn 1.to_lead (lead) by example, but leading by example doesn’t call for perfection by any means. There is no good 2.using (use) too many words. The lessons that you teach your children by 3.doing(do) things the right way in their presence are far more long lasting.
It is okay to be wrong as this is how we learn. So parents should encourage children to admit and correct when they happen 4.to_make (make)mistakes. Children must learn to behave themselves: they apologize and are grateful for 5.accepting (accept) others’ help, because there is no such thing as 6.being (be) to polite. You can never say “please”, “thank you” or “excuse me” too often; they refuse to lie but avoid 7.being_fooled (fool); they have to manage 8.to_solve (solve) their own problems; if they make a promise, they will insist on not breaking it; they can try using tools and give up 9.risking (risk) leading a dangerous childhood; they enjoy 10.eating (eat) healthy food and are expected 11.to_keep (keep) fit.
Period 3 Using language(II)
教学内容:Listening
内容分析:
听说部分呈现了一段对话,内容为一名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。
2.教学过程
Step 1. Pre Listening
Do Activity 5
教师引导学生利用“看”“听”等技能,将图片下的英语习语与对应的文字叙述进行匹配,进而理解英语习语的含义。
第一步:在听力活动之前,引导学生看学生用书中的图片\及各图片下的英语习语,猜测每个习语的意思。
第二步:播放录音,学生根据听到的信息,尝试理解各图片下习语的含义并完成意思匹配。
第三步:再次播放录音,请学生核对答案并速记暗示习语含义的相关信息。
第四步:全班核对答案,如有疑问,可请学生根据速记内容解答疑惑。
Do Activity 6
教师引导学生通过习语分类巩固所学英语习语。
第一步:学生分组讨论活动5中的习语具有积极意义还是消极意义,并查找资料补充更多习语。
第二步:请个别小组派代表展示答案和补充的习语,其他小组进行评价。
O参考答案
Positive
an eager beaver
turn over a new leaf
cool as a cucumber
like a duck to water
Negative
not lift a finger
a wet blanket
drag one's teet
a fish out of water
Do Activity 7
教师请学生阅读与话题相关的小语段,通过回答问题,帮助学生熟悉话题并拓展知识,为接下来的听说活动做铺垫。
第一步:请学生阅读语段,理解语段大意。
第二步:请学生分组讨论活动中两个问题的答案。
第三步:请小组代表陈述小组观点,教师进行点评。
参考答案
Because looking on the bright side is a type of good attitude, which can have a positive effect on other people. In this way, looking on the bright side is the best thing that we can do for ourselves as well as for others
Our attitude is likely to spread to and affect others. If we have a good attitude, others will also feel it and be cheered up by it
Step 2. While Listening
Do Activity8 and 9
教师引导学生通过完成图片排序和语段填空,把握听力材料的主旨大意和细节内容,理解其中的逻辑关系,并通过完成活动9,熟练运用话题语言。
第一步:在听力活动之前,请学生用一两句话简单地描述图片,并猜测对话内容。
第二步:播放录音,请学生根据听到的信息,将图片按照事件发生的顺序进行排序,完成活动8
第三步:请个别学生分享答案,全班进行核对。
第四步:再次播放录音,请学生进行速记,补全活动9中的日记内容。
第五步:播放第三遍录音,请学生核对答案。
第六步:请个别学生朗读补全后完整的日记内容,全班核对答案。
参考答案
1 national English speaking
2 he was lucky
3 the national competition
4 well-known
5 fantastic people
6 proud of him
Step 3. After Listening
Do Activity 10
教师通过列举、总结和归纳英文表达的方式,引导学生关注与话题相关的表达的语用功能。
第一步:带领学生熟悉学生用书中给出的两类语用功能,说一说自己了解的相关表达。
第二步:学生分组讨论,并将学生用书中所给的表达进行分组,分别填入对应的方框内。
第三步:请个别学生朗读答案,全班进行核对。
参考答案
Showing concern
Are you OK
I don't mean to be nosy, but are you sure
Why don't you tell me what's up
Why are you so upset
Comforting people
I'm sure you did your best
You should be proud of yourself
I know this is hard for you, but you should cheer up
Do Activity 11
教师请学生在具体情境中综合运用所学英语表达,并在活动完成后,开展自我评价和反思活动,提高批判性思维能力。
第二步:请几组学生在全班展示对话,教师进行点B
第一步:学生两人一组,选择一个情境,编演一段对话。
第三步:请学生思考并总结交际活动中大家使用的表示关心和安慰的英语表达,全班一起核对。
Period 4 Developing ideas
内容分析
本板块呈现了从另一角度反映单元主题的课文,语篇类型为散文,节选自 Helen Keller的《假如给我三天光明》课文介绍了失明的 Helen keller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。
过程教学目标
1)引导学生通过阅读、理解课文内容并清晰叙述 Helen Keller三天的愿望,理解并运用虚拟语气、倒装以及排比等修辞手法;
2)引导学生在理解课文内容的基础上,感悟文章主题,加深对单元主题意义的认识,形成面对困境不妥协、面对失败不放弃的积极人生态度;
3)引导学生通过学习范文和亲身体验残障人士的感觉,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。
3.教学过程
Step1 Pre-reading
Here are Helen keller’s sayings. Do you know the meanings of them Try to translate them and share them together.
Although the world is full of suffering, it is full also of the overcoming of it.
虽然世界多苦难,但是苦难总是能战胜的。
2.Toward the sun as long as they do not see the shadow.
只要朝着阳光,便不会看见阴影。
3.The face of light, shadow just behind us.
面对光明,阴影就在我们身后。
4.Confidence is the master of fate.
信心是命运的主宰。
Step 2 While-reading
Ⅰ.Reading for the main idea
What is the main idea of the passage
A.She wanted to heal her eyes.
B.She wanted to see the world.
C.She had only three days to live.
D.People in good health should value life.
答案:D
Ⅱ.Reading for the details
1.Why didn’t the author’s friend see anything in particular
A.The friend was a blind man.
B.The friend was too tired to look around.
C.The friend turned a blind eye to everything.
D.The friend did not tell the author on purpose.
2.How did the author find hundreds of interesting things
A.by smelling.       B.By touch.
C.By hearing. D.By feeling.
3.What made the author worth living
A.People’s kindness and gentleness and companionship.
B.The eye which is the window of the soul.
C.The beauty of nature she likes best.
D.Books revealing human life and the human spirit.
4.When was the author going to see the film
A.On her second day morning.
B.On the evening of her second day.
C.The following morning.
D.At midnight.
答案:1~4 CBAB
Ⅲ.Reading for the structure
Three Days to See
The author’s feelings Darkness would make him more 1.appreciative of sight; silence would teach him the joys of 2.sound.
How to spend three days Take a good look at 3.the_world and do what I’ve always wanted to do.
The author’s 4.advice Use your 5.eyes as if tomorrow you would be stricken blind.
Step 3 Post-reading
What is your biggest feeling after learning this article Please discuss and share with others.
Cherish_everything_in_life._No_matter_what_difficulties,_you_still_maintain_the_love_of_life.
Period 5 Writing
1. 整体设计思路
课型:写作课
教学内容: 叙事经历
教学要点:
通过写的训练,加深对本单元主题意义的理解;根据对本单元所学内容,阐述自己的观点和态度。
运用创新性思维和批判性思维,分析现实问题,培养思维品质,提升语言能力,发展学生的学科核心素养。
教材分析
本单元的写作任务是写一段经历,属于叙事类记叙文。该类作文以叙述事件为主,通过完整的故事情节和生动形象的语言,使读者在享受故事情节的同时有所感悟。写作时要注意把记叙文的六要素:时间、地点、人物、事件的起因、经过和结果交代清楚。
学情分析
通过前面的学习,学生对主题语境有了充分的理解,积累一些语言表达结构。但写作叙事类记叙文,对学生来说是全新的学习内容,需要教师给与具体的指导与帮助。
2.教学目标
通过本课学习,学生能够
(1)对叙事类记叙文这一语篇类型的文体结构、内容组织及语言表达有深入了解;
(2)将本单元所学内容进行迁移、创新,以书面语形式阐述个人的观点、想法;
(3)以小组互帮互学方式,认识和提高自己,评价他人的学习、反思、调整学习策略;
(4)学会叙事类记叙文的句型。
3.教学重难点:
(1)叙事类记叙文的结构、内容与语言表达方式;
(2)写叙事类记叙文体的短文。
4.教学过程
Step 1: lead in
Watch a radio
Step 2:Reading
Do Activity 6
教师引导学生通过学习范文熟悉写作内容,掌握相关表达,为接下来的写作活动做铺垫。
第一步:学生阅读范文并回答学生用书中的三个问题。
第二步:请个别学生回答问题,全班核对答案。
第三步:学生分组讨论描写经历时应包含的要素,如时间、地点、人物,事情的起因、经过、结果和人物的感受等
第四步:各小组派代表向全班汇报讨论结果,教师帮助学生进行总结。
参考答案
Because the author wanted to understand the experience of being blind thinking eating would be the most difficult activity
2 1)The author knocked over glasses and dropped food.
2)The author ate much more slowly, trying to guess what was being eaten
3)Pouring water was very difficult
4) After failing to pick up any food with a fork for five minutes, the author decided to hands, but stuck one hand into a bow warm, thick soup
5)Even using a spoon, most of the soup ended up on the author's shirt
3 The author left the restaurant feeling hungry,though much more aware of the challenges that
blind people face
Do Activities 7-8
教师提供必要的支持,引导学生根据学生用书中提供的内容和结构,充分利用本单元所学的语言知识、技能和策略进行创作与互评。
第一步:教师设计场景,比如“盲人旅行”等,请学生通过角色扮演体验残障人士的生活。
第二步:请其他学生采访参加角色扮演的学生,向他们提问并做好记录。学生也可以采访班级内曾受过外伤的学生,记录下他们的感受和经历。
第三步:学生根据采访结果或个人感受,发挥想象力,按照学生用书中的要求写一篇作文。
第四步:请学生两人一组,为同伴的作文提出改进建议
第五步:请个别小组分享完善后的作文,教师根据语言的准确性、文本的连贯性以及表达的得体性进行点评.
Step 3: 技法指导,写作更规范
一、基本框架
1.开头——交代清楚事件的背景。
2.主体——主要叙述事件的发生、经过及结果。
3.结尾——呼应主题,发表感想、愿望等。
二、注意事项
1.标题:如有标题,标题一定要明确,能点明事件或主题。
2.人称:通常用第一人称和第三人称。
3.时态:在叙事过程中,一般用过去时态。在描写背景或某景象时,常用过去进行时,这样显得更加生动形象。
积“黄金”词句,写高分文章
一、常用的开头语
1.Although it happened three years ago, I never forget the evening party.
2.Last week I had an amusing experience.
二、主体部分常用表达
1.I was walking in the street when ...
2.When we arrived, they gave us a warm welcome.
3.At last, they saw us off and said good bye.
4.We had a good time.
三、常用的结束语
1.I learnt a lot from it.
2.If it had not been for Li Hua, I would have got wet through.
[题目要求]
假定你是李华,请你就自己克服恐高症(acrophobia)的过程,写一篇英语短文,要点如下:
1.自己有恐高症;
2.一次爬山经历;
3.自己的感悟。
注意:1.词数80左右;
2.可以适当增加细节,以使行文连贯。
第一步:审题构思很关键
一、审题
1.确定文体:记叙文;
2.确定人称、时态:
①人称:第一人称为主;
②时态:一般过去时为主。
二、构思
第一段点出自己有恐高症;
第二段正文记叙一次爬山经历;
最后一段写出自己的感悟。
第二步:核心词汇想周全
1.disappointment     失望
2.before_we_knew_it 在我们意识到它之前
3.move_somewhere_else 搬到其他的地方
4.shift_one’s_attention 转移注意力
5.be_in_danger 处于危险中
6.unexpected_results 意想不到的结果
第三步:由词扩句雏形现
1.多年来我有恐高症。
I had_acrophobia_for_many_years.
2.我怕爬上很高的地方。
I was afraid to_climb_on_the_high_place.
3.我的同学们高兴地爬山。
My classmates climbed_up_to_mountains_happily.
4.我只是带着一些失望看着他们。
I only watched them with_some_disappointment.
5.几天前,我和一些孩子去爬山。
A few days ago, I went_to_climb_a_mountain with some kids.
6.我担心孩子们会有危险。
I was afraid that the children would_be_in_danger.
7.慢慢地,我忘记了恐高。
Slowly, I forgot_my_fear_of heights.
8.我们到达了山顶。
We reached the_top_of_the_mountain.
9.我突然意识到我已经克服了恐高症。
I suddenly realized that I_had_overcome_my_fear_of heights.
10.我认为当我们想要克服一些困难时,我们可以转移我们的注意力。
I think we can shift_our_attention when we want to overcome some difficulties.
11.也许事情会有意想不到的结果。
Maybe things will have_unexpected_results.
第四步:句式升级造亮点
1.用so that连接句1和句2。
I_had_acrophobia_for_many_years_so_that_I_was_afraid_to_climb_on_the_high_place.
2.用every time 连接句3和句4。
Every_time_my_classmates_climbed_up_to_mountains_happily,_I_only_watched_them_with_some_disappointment.
3.在句8前加before引导的时间状语从句“我们还没意识到它前”。
Before_we_knew_it,_we_reached_the_top_of_the_mountain.
4.用现在分词短语作状语合并句8和句9。
Reaching_the_top_of_the_mountain,_I_suddenly_realized_that_I_had_overcome_my_fear_of_heights.
第五步:过渡衔接联成篇
I_had_acrophobia_for_many_years_so_that_I_was_afraid_to_climb_on_the_high_place.Every_time_my_classmates_climbed_up_to_mountains_happily,_I_only_watched_them_with_some_disappointment.
A_few_days_ago,_I_went_to_climb_a_mountain_with_some_kids._I_was_afraid_that_the_children_would_be_in_danger._Slowly,_I_forgot_my_fear_of_heights_while_I_was_looking_after_the_children._Before_we_knew_it,_we_reached_the_top_of_the_mountain._Reaching_the_top_of_the_mountain,_I_suddenly_realized_that_I_had_overcome_my_fear_of_heights.
From_this_experience,_I_think_we_can_shift_our_attention_when_we_want_to_overcome_some_difficulties,_maybe_things_will_have_unexpected_results.
Period 6 Presenting ideas & Reflection
内容分析
本板块要求学生思考两种观点—若努力之初就失败了,是应该继续坚持同一个目标,还是应该确立个新的目标—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。本板块旨在通过观点的思考与表达,促进学生在真实的语境下综合运用语言,相互合作,展示个性,充分表达自己对单元主题思想的理解和认识。
过程教学目标
1)引导学生通过本板块的学习,更深入地理解坚韧不拔的毅力、不屈不挠的精神对于成功的重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)帮助学生熟悉辩论的流程,引导学生通过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;
3)引导学生分组讨论并搜集论据,通过合理分工、协作完成辩论,培养团队合作意识。
3.教学过程
Step 1: Leading in
Activity 1
教师请学生阅读活动1中给出的两种观点,思考每句话的含义。
第一步:请学生分组讨论对两种观点的理解。
第二步:请各小组派代表展示本组的讨论结果。
教学提示
针对观点 If at first you don't succeed, try, try on and on,教师可以引导学生以JK。 Rowling等本单元学习过的人物为例,得出“只有坚持不懈才能取得成功”的结论。针对观点 f at first you don' t succeed, set yourself another goal,教师可以用有类似经历的名人的例子来引导学生,让学生明白在追求梦想的道路上遇到挫折时,换一个角度,另辟蹊径,也会取得成功。此环节为开放性讨论,最终结果没有标准答案。教师应该鼓励学生积极思考,敢于表达自己的观点。
Step 2: Writing and Performing
Activities 2-4
教师指导学生开展辩论活动,引导学生在关注语言表达的同时,注重表达的内容和表达的逻辑性。
第一步:统计学生支持哪一种观点,然后按此标准将学生重新分组。
第二步:学生在组内讨论,共同思考支持观点的理由并搜集相关论据支持论点,完成活动2的表格。
第三步:学生关注活动3所给的提示,确认组员分工,共同撰写辩词,思考对方辩手可能提出的问题以及会用到的实用表达与结构。
第四步:每组选出三至四位辩手,教师充当裁判,组织学生开展辩论。
教学提示
教师在总结此环节的活动时,可以引导学生达成共识,即“条条大路通罗马”,通往成功的途径不止一条。
Step 3: Reflection
教学过程建议
学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析,对自己的优缺点和得失做出反思,并与教师沟通改进方法。
第一步:请学生根据学生用书中的评价内容评估自己的学习表现。
第二步:请学生总结在本单元学习过程中掌握的知识内容。
第三步:请学生在自我评价和分析的基础上确定自己需要改进和提高的方面。
第四步:请学生根据自评结果及时与教师交流,探讨改进方法,优化学习策略。
单元测试
教师可使用与本单元配套的同步测试题库,根据学生水平和实际教学情况自主组卷,对学生进行单元测试。本单元的试题围绕“勇往直前,永不放弃的精神”这一话题,从听、说、读、写和语言知识五大维度展开,检验学生的阶段性学习成果。教师可根据测试结果,分析学生在本单元学习中存在的问题,及时给予反馈,同时,该测试结果也可为下一阶段的教学提供参考。

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