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Book 4 Unit 2 Onwards and upwards教案
Unit theme The theme context of this unit is "man and self", and the content of the theme context involved is the spirit of going forward bravely and never giving up. This unit introduces outstanding figures in different fields such as Stephen Hawking, Nelson Mandela, Xu Beihong, J. K. Rowling, J.D. Salinger, Brontе Sisters and Helen Keller, Tell them about the difficulties they encounter in their life, And how they face the difficulties, meet the challenges and ultimately succeed, Aned to guide students in their spirit, Cultivate the perseverance and quality of not to give up in the face of setbacks, And by the contrast with them, learn to be grateful, Know how to cherish what you own, Establish a positive and correct attitude towards life.
Unit target Students can around the theme of the unit context content, based on the unit to provide poetry, dialogue, diary, charts, prose, such as modal discourse, integrated use of various language skills, read this unit introduces life experience, character quality and life attitude related topics, understand and talk about daily life to others express concern and comfort related topics, appropriate use of vocabulary and expression Explain and introduce the life of characters, tell their stories and their own experience, understand the spiritual quality of Chinese and foreign excellent people, learn to do things, deepen the understanding of the theme meaning of the unit; can use the unit knowledge, through comparison, analysis and contact with their own reality, logically share personal experience with others, to realize the expansion and migration of knowledge and thinking ability; able to view things, will be trapped Environment as a new opportunity and challenge, establish the life attitude of "go forward and never give up". Ability to continuously monitor, evaluate, reflect and adjust the learning content, and process, to stimulate the interest in learning English and improve the ability to analyze and solve problems, Improve their understanding ability and expression ability, and ultimately promote the comprehensive improvement of their own language ability, cultural awareness, thinking quality and learning ability.
Starting out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。）
lesson type Viewing + Speaking
Theme context People and the society —— go forward bravely and never give up
[ ] content analysis There are two activities in this section. Activity 1 presents a video related to the theme of the unit, introducing the difficulties Stephen Hawking, Nelson Mandela and Xu Beihong encountered in their life and their achievements. Activity 2: Please read the poem "Don't give up", then understand the theme and content of the poem, and talk about your own views on the content of the poem. This block aims to activate the students' existing background knowledge and language knowledge, and pave the way and preheating for the learning activities of the whole unit.
instructional objectives At the end of this section, students can: Learn about the difficulties Stephen Hawking, Nelson Mandela and Xu Beihong encountered in life and their achievements; Discover and summarize the common reasons for individuals to achieve success, and perceive their spirit of never giving up in the face of setbacks; To be able to appreciate the poem, and arouse the theme and content of the poem on the topic of "never give up and never give up the spirit of the poem".
key teaching points；focal point Guide students to initially understand the correct attitude towards life they should take when encountering life difficulties, and contact the actual life and their own experience, simply explain how they do when encountering difficulties, so as to pave the way and preheating for the activities of the whole unit.
difficult point in teaching Guide the students to think about the attitude and method of facing the life difficulties.
instructional strategies Audio-visual teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch the video. Teacher provides some key information from the video for students. Teacher asks students to match the information with the people mentioned in the video. Teacher asks students to answer the two questions， and plays the video again if necessary. Students watch the video. Students match the information with the people mentioned in the video. Students answer the two questions. To arouse students’ interest and draw their attention to the theme of this unit – never give up.
Activity 2 Teacher asks students to listen to the poem and find out the key message of the poem. Teacher asks students to appreciate the poem and discuss Question 2 in groups. Teacher asks each group to choose one speaker to share the group’s answers with the class. Teacher asks students to answer Question 3. Students listen to the poem and find out the key message of the poem. Students appreciate the poem and discuss Question 2 in groups. Group speakers share their answers with the class. Students answer Question 3. To make students realise the spirit of never giving up is the key to success.
Understanding ideas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。）
lesson type Reading
Theme context People and self —— go forward and never give up
[ ] content analysis The text type of this section is argumentative essay. The text introduces the experience of several outstanding writers who were rejected and their stories of persistent success. It discusses the truth that talent alone is not enough to achieve success, and perseverance is the key to success. The import activity before reading requires students to search the materials of the three writers on the Internet in advance, and then match the characters with the information given, aiming to help students get familiar with the text content in advance and pave the way for the text learning.Ask the students to find out the difficulties for each writer to overcome respectively. After reading, the activity helps students to understand and appreciate the text, explore the meaning of the theme and cultivate the thinking ability by understanding the idea of the idea of the theme, analyzing the logical structure and answering open questions.
教学目标 At the end of this section, students can: To obtain the main information of the article, summarize and describe the lives, representative works of the three writers and their setbacks encountered in the submission process; Percve the discourse structure and language characteristics of the article, learn and master the expressions related to the topic in the discourse, and be able to use the learned expressions to communicate; Draw on the positive attitude of life from the growth stories of the three writers, and set up a positive outlook on life and values of hard work and perseverance in the study and life.
key teaching points；focal point Guide the students to read the text, understand the author's writing intention, and understand the growth story of the three writers; Guide students to understand the stylistic characteristics of narrative articles.
difficult point in teaching Guide the students to grasp the usage of gerund and verb infinitive as objects and use them for relevant expressions; To guide the students to deeply think about the experience of the growth of the three writers, and to realize that perseverance is the key to success.
instructional strategies P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to collect the information about the three writers before class. Teacher asks students to match the three writers with the information below. Teacher invites some students to share more information with the class. Students collect the information about the three writers before class. Students match the writers with the information below. Some students share their information they collected with the class. To have students get to know the background information about the three writers. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out the problems the writers overcame. Teacher asks students to answer the question. Students read the passage quickly and find out the problems the writers overcame. Students answer the question. To have the students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and choose another suitable title for the passage. Teacher invites some students to share their answers with the class. Students read the passage individually and choose another suitable title for the passage. Some students share their answers with the class. To train students’ ability to summarise. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Teacher asks students to read the passage again and try to answer two questions. (How many parts are there in the passage What is the main idea of each part ) Teacher asks students to draw structural maps of the passage in groups and compare them with the diagram in activity 4. Teacher asks students to read the passage carefully and complete the diagram. Teacher checks the answers with the class. Teacher asks the students to discuss the questions below in groups and share their opinion with the class. Students read the passage again and try to answer the questions. Students draw structural maps of the passage in groups and compare their maps with the diagram in activity 4. Students read the passage carefully and complete the diagram. Students check the answers with the teacher. Students work in groups and discuss the questions and share their opinion with the class. To examine how much students have grasped the detailed information, and cultivate students’ analysing abilities.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and learn more about the stories of famous writers.
Using language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。）
lesson type Grammar + Vocabulary + Listening + Speaking
Theme context People and self —— go forward and never give up
[ ] content analysis The main content of the grammar part of this plate is gerund and infinitive as object. The two paragraphs introduce the inspirational stories of Liu Wei, who lost his arms due to an accident, and finally won the title of China's Got Talent, as well as Jamie Wells's experience in the Boy Scouts of America. The topic of the vocabulary part is "see the bright side of things". First, I present the expression related to life attitude through several small dialogues, and then establish the meaning of a positive attitude towards life through a small paragraph. Heard part for a student to encourage another student who lost in the national speech contest to get out of the shadow of failure and revive. This section helps students to deeply focus on the meaning and function of the language, think about and use the language in a real context, and comprehensively improve their comprehensive language use ability.
instructional objectives At the end of this section, students can: 1. Find the usage and differences between gerunds and infinitive as objects, and use them in the real context; 2. Use English idioms to express positive or negative attitudes, find more similar idioms, and understand the meaning of these English idioms; 3. Pay attention to the pragmatic function, learn to express your care and comfort to others, and be able to use the relevant expressions you have learned in real life.
key teaching points；focal point Guide the students to further understand and master the usage of gerund and verb infinitive as objects; Guide students to learn to simply express their care and comfort to others.
difficult point in teaching Guide students to master the verbs that can add both verb nouns and infinitive forms, and distinguish the usage of these two forms; Guide students to think about how to face setbacks, to realize the importance of a positive attitude towards life against difficulties and unremitting self-improvement.
instructional strategies Task-based teaching method, discovery teaching method, communicative teaching method, listening and speaking teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then asks students to answer Questions 1–3. Teacher asks students to look for more sentences with the similar structures in the reading passage, and helps students to summarise the functions and usage of the -ing and to-infinitive as object. Students observe the two sentences in the first box and answer Questions 1–3. Students look for more sentences with the similar structures in the reading passage, and summarise the functions and usage of the -ing and to-infinitive as object with the help of the teacher. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of the functions and usage of the -ing and to-infinitive as object.
Activity 2 Teacher asks students to read and complete the passage with the correct form of the verbs in brackets individually. Teacher checks the answers with the class. Students read and complete the passage with the correct form of the verbs in brackets individually. Students check the answers with the teacher. To get students to practise using -ing and to-infinitive as object.
Activity 3 Teacher asks students to read the interview and get its main idea. Teacher asks students to paraphrase the passage. Teacher asks students to work in groups to adapt the passage with the given verbs. Teacher asks some students to share their reports with the class. Students read the passage and get its main idea. Students paraphrase the passage. Students work in groups to adapt the passage with the given verbs. Some students share their reports with the class. To help students consolidate the application of -ing and to-infinitive as object in authentic context.
Activity 4 Teacher asks students to recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Teacher asks some pairs to share their stories in front of the class. Students recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Some pairs share their stories in front of the class. To enlarge students’ vocabulary and cultivate their spirit of overcoming challenges and express their ideas.
Activity 5 Teacher asks students to look at the six pictures, and guess what the idioms mean. Teacher plays the audio and asks students to match the expressions to their meanings. Teacher checks the answers with the students. Students look at the six pictures, and guess the meanings of the idioms. Students listen to the audio and choose the meanings of the expressions. Students check the answers with the teacher. To train students to grasp key information of the listening materials, and make key notes while listening.
Activity 6 Teacher asks students to work in groups and discuss whether the idioms have positive or negative meanings. Teacher asks students to add more idioms by cooperating in groups. Teacher asks the groups to show their answers with the class. Students work in groups and discuss whether the idioms have positive or negative meanings. Students add more idioms by cooperating in groups. Some students share their answers with the class. To help students consolidate their vocabulary through idiom classification. Train students to learn cooperative learning.
Activity 7 Teacher asks students to read the materials on Page 18 respectively and understand the main idea of the passage. Teacher asks students to work in pairs and discuss the answers to the two questions. Teacher invites the representative of each group to present their view. Teacher makes comments. Students read the materials on Page 18 respectively. Students work in pairs and discuss the answers to the two questions. The representative of each group presents their view. To train students to grasp the main idea. Help students to be familiar with the topic and prepare for the following listening and speaking practice.
Activities 8-9 Teacher asks students to look at the four pictures, describe them and predict what the audio talks about. Teacher plays the audio and asks students to listen and number the pictures according to the sequence of events. Teacher checks the answers with the students. Teacher plays the audio again and asks students to make notes and complete the journal entry. Teacher plays the audio again and asks students to check the answers. Teacher asks some students to read the whole passage and check the answers with the class. Students look at the four pictures, describe them and predict what the audio talks about. Students listen to the audio again and number the pictures. Students check the answers with the teacher. Students listen to the audio again and complete the journal entry. Students listen to the audio and check the answers. Students read the passage and other students check the answers. To help students grasp the main idea and understand the details of the listening materials. To strengthen students’ ability to use theme-related language to express views after listening.
Activities 10-11 Teacher asks students to read the expressions, pay attention to their pragmatic function and complete the boxes. Teacher asks students to check the answers with the class. Teacher divides students into pairs and asks them to choose one situation and act out a conversation. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students read the expressions, pay attention to their pragmatic function and complete the boxes. Students check the answers with the class. Students choose one situation and act out a conversation in pairs. Several pairs act out their conversations in front of the class. Other students make comments. To have students pay attention to the pragmatic function. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learnt. To have students make evaluation and reflection.
Developing ideas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。）
lesson type Reading + Writing
Theme context Man and nature —— go forward bravely and never give up
[ ] content analysis The type of the text in this section is prose, excerpted from Helen Keller's "If Give me three days to see". The text introduces the blind Helen Keller wants to have three days of light, she wants to use the three days to observe the world, to see the people and things she wants to see. The reading and writing part tells the author's experience of simulating the blind dining in the dark restaurant, guiding the students to understand and experience the setbacks and hardships of the disabled, cultivate the students' empathy ability, and help the students learn to describe the experience. This section aims to inspire students to cherish what they have, cultivate their strong and optimistic attitude towards life, and further improve students' language ability and thinking quality.
instructional objectives At the end of this section, students can: Understand the article and clearly describe Hellen Keler three days of desire, at the same time can understand and use virtual, inverted and other sentence patterns and parallelism and other rhetorical devices; On the basis of understanding, I feel the theme of the article, so as to deepen the understanding of the meaning of the unit theme, and form a positive attitude towards life in the face of difficulties and do not give up in the face of failure; Describe the process and feelings of experiencing the difficulties in the life of people with disabilities, so as to learn to be grateful, cherish the good life they have more, and establish a correct attitude towards life.
key teaching points；focal point 1. Guide the students to grasp and summarize the general idea of the paragraph and speculate on the author's writing intention through reading; 2. Cultivate students' writing ability to describe their own experiences with others.
difficult point in teaching 1. Guide the students to describe their experiences; 2. Guide students to establish an attitude of life of not being afraid of setbacks, facing challenges bravely and never giving up.
instructional strategies P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to review the video of starting out section and encourages students to describe the life of Hawking and his spirit of scientific exploration. Teacher guides students to look at the charts and answer Question 1. Teacher asks some students to answer the first question. Teacher divides the class into groups and asks them to discuss Question 2 and answer it. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Teacher makes comments. Students describe the life of Hawking and his spirit of scientific exploration. Students look at the charts and answer Question 1. Students check their answers with the class. Students discuss Question 2 and answer it. Some students share answers and other students make supplements. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to share what they’ve previewed in groups. Teacher asks the representative of each group to share the information of the life and achievement of Helen Keller. Teacher asks students to read the text with the task in Activity 2. Teacher invites some students to present their answers and other students to make supplements. Students share their preview results in groups. Students share the information of the life and achievement of Helen Keller. Students read the text with the task in Activity 2. Students present their answers and other students make supplements. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to read the passage individually and pay attention to the first and the last paragraph. Teacher asks students to choose the author’s purpose in writing the passage and give reasons. Teacher invites some students to share their answers with the class. Teacher makes comments. Students read the passage individually and pay attention to the first and the last paragraph. Students choose the author’s purpose in writing the passage and give reasons. Some students share their answers with the class. To encourage students to figure out the author’s purpose in writing the passage.
Think & Share Teacher asks students to work in groups to discuss the four questions. Teacher asks students to answer the questions and other students to make supplements or free discussion. Students work in groups to discuss the four questions. Some students answer the questions and other students make supplements or free discussion. To help students further explore the topic. To improve students’ critical thinking ability. To help students apply what they’ve learnt in a real-life context.
Activity 4 Teacher asks students to work in groups and understand the sentences from the passage. Teacher asks students to discuss the two questions and pay attention to “Learning to learn” before they do the activity. Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. Students work in groups and understand the sentences from the passage. Students discuss the two questions and pay attention to “Learning to learn” before they do the activity. Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. To have students appreciate a text from the rhetorical point of view.
Activity 5 Teacher asks students to read the sentence from the passage and talk about their opinions in groups. Teacher divides the class into new groups according to the different opinions, and asks students to discuss and make notes. Teacher asks some groups to share their opinions with the class. Teacher asks students to think about their performance during group discussion. Students read the sentence from the passage and talk about their opinions in groups. Students discuss in new groups and make note. Some groups share their opinions with the class. Students think about their performance during group discussion. To improve students’ speaking skills. To inspire students to think and cultivate students’ ability to think creatively.
Activity 6 Teacher shows the pictures of Hawking, Beethoven , Zhang Haidi and Zhou Zhou and asks students to imagine the difficulties they might meet in their life. Teacher asks students to read the passage and answer the questions in the book. Teacher asks some students to answer the questions and other students to check the answers. Teacher asks students to work in groups and discuss what elements should be included in describing an experience. Teacher asks students to report their outcome of the discussion, and make a summary with the teacher’s help. Students imagine the difficulties Hawking, Beethoven, Zhang Haidi and Zhou Zhou might meet in their life. Students read the passage and answer the questions in the book. Some students answer the questions and other students check the answers. Students work in groups and discuss what elements should be included in describing an experience. Some students report their outcome of the discussion, and make a summary with the teacher’s help. To teach students how to analyse a passage, train their ability to summarise and prepare for the following writing activity.
Activities 7-8 Teacher designs a scene and asks students to experience the lives of the disabled through role-playing. Teacher asks students to interview the students who played and make notes. Teacher asks students to write a short passage according to the interview or their own experiences. Teacher asks students to share their passage and others to make comments. Students make a role-play to experience the lives of the disabled. Students interview the students who played and make notes. Students write a short passage according to the interview or their own experiences. Some students share their passages with the class and others make comments. To provide opportunities for students to present their writing and do evaluation.
Presenting ideas & 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。）
lesson type Speaking
Theme context Man and nature —— go forward bravely and never give up
[ ] content analysis Presenting ideas The section requires students to read two ideas first, thinking that if they fail at the beginning of their efforts, whether they should continue to adhere to it or establish a new goal. Then find sufficient arguments to support their views, and form positive and negative parties to debate; Reflection section guide students from text, language, culture, learning strategies and methods, analysis and problem solving skills, and write self-reflection log.
instructional objectives At the end of this section, students can: More profound understanding of the perseverance of perseverance, indomitable spirit for the necessity of success, can dialectically look at the problem, find a new way, think about the solution to the problem; Be familiar with the process of debate, and use the expression methods learned in this unit, properly express their own views, and debate with reasonable grounds; Group discussion and collect arguments, and complete the debate through reasonable division of labor and collaboration.
key teaching points；focal point Guide students to have a deeper understanding of the topic of life setbacks and how to face setbacks, and properly use the content learned in this unit to debate with students; Guide students to evaluate their learning performance according to the evaluation content in the students' book.
difficult point in teaching Guide students to learn to face setbacks, set up a correct attitude towards life; Guide students to determine their own aspects to improve and improve on the basis of self-evaluation analysis.
instructional strategies Task-based teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to work in groups to discuss the two points of view and explain the meanings in their own words. Teacher asks the representative of each group to present the conclusion. Students work in groups to discuss the two points of view and explain the meanings. The representatives present the conclusions of their groups. To encourage students to think actively and express themselves bravely.
Activities 2-4 Teacher regroups the class according to students’ points of view. Teacher asks students to discuss in groups, think of arguments to support their point of view and make notes. Teacher guides students to think of the opposite arguments they might face, and write the arguments, opening and summary using the words, expressions and structures learnt before. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students discuss in groups, think of arguments to support their point of view and make notes. Students think of the opposite arguments they might face and write the arguments, opening and summary. Students team up with a group with the opposite point of view and hold the debate. To have students pay attention to language expression as well as the content and the logic of it.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to write a reflection based on the six tips. Students summarise what they’ve learnt and write a reflection based on the six tips. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (此部分教师可根据教学实际酌情处理。)
lesson type Speaking
Theme context Man and nature —— go forward bravely and never give up
content analysis The project practice in this section requires students to conduct research and collect inspirational stories about celebrities or ordinary people around them to overcome difficulties and achieve success. Teachers guide students to further extend and explore the unit theme through independent learning, cooperative learning and inquiry learning, so as to cultivate students' research and practical ability.
instructional objectives At the end of this section, students can: Use certain research methods and skills, choose the right way to carry out research; Fully conduct group cooperation, reasonable arrangement of division of labor, illustrated to present an inspirational story; Learn the inspirational spirit of these excellent people, and cultivate the excellent qualities of the courage to overcome difficulties.
key teaching points；focal point Guide students to understand the inspirational stories of celebrities or ordinary people around them to overcome difficulties and achieve success, and share the stories with slides; Guide students to learn the spirit of excellent people and cultivate the correct attitude of facing difficulties.
difficult point in teaching Guide students to comprehensively use the knowledge they have learned in this unit to effectively complete the open task; Guide the students to encounter setbacks, go forward bravely, never give up the theme to do further exploration.
instructional strategies Task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online or interview the people around them to find inspiring stories, and make notes: what challenges have the people overcome and how Why are the stories inspiring Teacher asks students to work in groups, and tell about someone who they think is inspiring. (In the previous class) Students go online or interview the people around them to find inspiring stories, and make notes. Students work in groups, and tell about someone who they think is inspiring. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks each group to decide whose story they want to tell and what information they will include. Teacher asks students to interview the person if possible. Teacher asks each group to decide who will be responsible for each aspect of the storytelling. Each group decides whose story they want to tell and what information they will include. Students interview the person if possible. Each group decides who will be responsible for each aspect of the storytelling. To help students prepare for the presentation.
Create Teacher asks students to write their texts for the stories. Teacher asks students to look for photos and other visuals to bring the person and their story to life. Teacher asks each group to make a complete report. Teacher asks each group to set up the presentation and add their content to tell the story slide by slide. Students write their texts for the stories. Students look for photos and other visuals to bring the person and their story to life, and each group makes a complete report. Each group sets up the presentation and adds their content to tell the story slide by slide. To teach students to cooperate with each other.
Present Teacher encourages each group to present their stories to the class. Teacher asks students to find out what aspect they think is the most inspiring, and makes comments. Teacher asks the whole class to score for the stories and award the best. Each group presents their story to the class. Students find out what aspect they think is the most inspiring, The whole class score for the stories and award the best. To help students learn from each other.

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