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Book 1 Unit 1 Life choices教学设计
单元主题 本单元围绕Life choices话题展开，以多种形式的语篇呈现了各种不同的人生选择，并引导学生思考自身生活方式和未来人生发展的选择，属于“人与自我”主题。整个单元的学习内容包含Topic Talk, Lesson 1-3, Writing Workshop, Viewing Workshop和Reading Club等，各课通过听、说、读、写、看等内容和活动，围绕该主题从不同的角度，引导学生进行主题意义探究。
单元目标 语言能力目标 掌握并运用与日常生活状态、生活方式相关的词汇和表达，了解记叙文的行文思路和结构特点，学习私人邮件的写作特点和语言风格；听懂、获取并梳理人们对个人生活的描述、与压力有关的基本知识信息，学会不同程度喜恶的表达方式并加以运用；通过阅读，提炼文中关于个人生活方式的描述和支教经历的主要信息，理解不同人对理想生活方式的追求；通过写作，学习如何撰写个人邮件，分享自己的生活状态和所思所感。 文化意识目标 理解不同生活方式和人生选择的特点和意义，反思自己的生活方式，并从实现远大理想、为国家社会做出贡献的高度进行思考，树立积极的人生价值观，形成自尊自强的品格，探索自己的职业选择和人生方向；形成理性看待、积极应对生活中各种压力的意识；学会感受和欣赏不同文化和生活方式。 思维品质目标 在听力和阅读之后，可以通过思维导图的形式来概括、提炼听力文本和阅读文本的主要信息，进而培养学生的结构化思维方式和清晰的条理；通过对不同生活方式的了解，思考其利弊得失，增强学生辩证看待问题的思维意识；对专家访谈的讨论和在此基础上分享个人见解，鼓励学生独立思考，增强学生批判性、创造性思维品质的培养。 学习能力目标 利用听力和口语中的对话，带动学生者进行同伴之间或小组内的模仿练习和角色扮演，培养学生的合作学习能力；通过视听说等各种渠道拓展学习方式，例如以邮件形式与好友分享自己的日常生活方式，学以致用，激发学习兴趣；通过阅读后对各种语言现象的思考和讨论，学会小组合作和探究式学习，提高学习的主动性。
Topic Talk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。）
课型 Listening + Speaking
主题语境 人与自我——学校生活
内容分析 本部分包括两篇听力材料，分别呈现了高一新生对自己高中生活的初步感受和医生、足球运动员及企业经理对自己生活现状的介绍，体现了不同人生阶段和不同职业背景的人的生活状态、面临的压力和所获得的成就感。该课作为本单元的起始课，起到了激活主题相关背景知识的作用，并为本单元后面的教学内容做了话题、词汇以及思维的铺垫。
教学目标 通过听力材料1的练习，获取表达校园生活的词汇和句式。 基于对听力材料1的理解，画出它的结构图，从而形成如何描述新的校园生活的结构化知识。 通过听力材料2的练习，感知不同职业的优缺点，并初步思考自己职业和生活方式的选择。
教学重点 引导学生画出听力材料1的知识结构图。 学会边听材料内容，边记录材料中的重要信息。
教学难点 引导学生表达自己的校园生活。 引导学生思考自己的未来职业与生活方式。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents some pictures of the school and school activities for students to enjoy. 2. T asks the Ss to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Lead in Activity 1 1. T asks Ss the following three questions: a. Which junior high school did you graduate from b. How is your new school life and what do you like most about it c. What do you expect of your new school life Ss think and answer the three questions. 1. Shorten the distance between Ss and T; 2. Get Ss to know the topic of the new lesson.
Lead in Activity 2 T presents the mind map and provides some expressions for Ss to talk about their new school life. Ss look at the mind map and express their new school life with the help of the expressions. Get Ss prepared for the following listening practice.
Listening 1 1. In the first-time listening, T presents the Test Builder and asks students to fill in the blanks. 2. In the second-time listening, T asks Ss to draw a mind map for the text. 3. Based on the mind map, T asks Ss to talk about their new school life. 1. Ss listen to the text carefully and take notes to help them get the key information. 2. Use their notes to draw a mind map of the text. 3. Ss use the mind map to talk about their new school life. 1. Ss understand and catch the key information of the text. 2. Ss use the listening skill to help them take down information and organize it. 3. Help Ss apply the mind map to their own situation.
Listening 2 T presents a table for Ss to practice the second listening material. Ss listen to the material carefully and fill in the table. Get Ss to know more about different life choices and further improve their listening ability.
Explore further T invites Ss to discuss the following questions based on the second listening material: a. Can you find out the similarities in the three people’s lives b. Among the four jobs which one do you like best Share with us your reasons. Ss recall the content, think and talk about their opinions. Ss compare the different jobs with different life styles, and analyze adults’ attitude towards life, and allow Ss the chance to talk about their inspiration they bring to the Ss.
Role play T shows the mind map and table from the first and the second listening material again and asks Ss in four to play the role of the four jobs so as to talk about their life. Ss work in group of four and each one chooses one job and use the mind map to talk about life from four aspects. Ss summarize what they have learnt in the class.
Self-evaluation Teacher shows a self-evaluation table for Ss to reflect. Ss finish the self-evaluation individually. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T assigns the homework: a. Please write a short paragraph about your new school life. Organize ideas in a logical way. Use the expressions we learnt today if necessary. b. Look up the quotes on Page 7 and try to figure out their meanings and pare your notes with others in the next class. Ss finish the homework after class. Ss review and compose a writing to practice their creativity.
Lesson 1 Lifestyles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。）
课型 Reading + Speaking
主题语境 人与自我——健康的生活方式，积极的生活态度
内容分析 该课包含两个语篇。第一个语篇介绍了英国学生Joe痴迷网络的生活状态，Joe除了在网络上完成学习任务，还进行大量的娱乐、社交和购物活动。Joe对网络的依赖与痴迷引起了父母的关注和担忧，Joe也因此开始反思自己的生活方式。第二个语篇介绍了高中生Li Ying忙碌和充实的生活状态。Li Ying的生活以学习为中心，同时还兼顾了运动和社团活动。她有明确的目标和很强的自律能力，充分利用生活中的每一分钟去实现自己的目标。但她的生活安排得过满、缺少娱乐，与朋友相处等其它生活元素。
教学目标 1. 获取并梳理Joe和Li Ying生活方式的基本信息； 2. 整合文本信息，完成思维导图； 3. 基于所学，理解两篇文本标题的含义： 4. 反思评价两位主人公的生活方式，并给予意见。
教学重点 引导学生整合文本信息并形成结构化知识，然后可以借此来描述自己的生活方式。
教学难点 引导学生列出Joe和Li Ying生活方式的利弊，并给予改进意见，同时反思自己的生活方式。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents two pictures of Ss’ different lifestyles. 2. T asks the Ss to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Before reading T asks Ss the following two questions: a. Can you share with us your life of this summer vacation b. What activities do you enjoy during the summer vacation Ss discuss with their partner and share their answers with the whole class. Activate Ss’ information related to the topic and explain some new words and expressions in the reading material.
While reading Activity 1 T asks Ss “What kind of lifestyle do you think the two students have ” and meanwhile shows Ss the reading strategy. Ss look at the photos and read the self-introductions below to predict. Train students’ reading skills of observing and predicting the main idea of the text.
While reading Activity 2 T invites Ss to read the two texts carefully and asks Ss to list Joe’s online activities and Li Ying’s study habits. Ss read carefully and underline the activities and study habits in the texts. Ss get the detailed information of the texts and pay attention to the language.
While reading Activity 3 1. T asks Ss to read again and share their findings about Joe’s and Li Ying’s lifestyles. 2. T asks Ss to explain “digital native” and “go-getter”. 1. Ss read the two texts again and take notes about the two people’s lifestyles. 2. Try to explain what is a “digital native” and “go-getter”. Lead Ss to organize and use the information they obtain, and understand the titles accurately.
While reading Activity 4 1. T guides Ss to find the positive and negative aspects of Joe’s and Li Ying’s lifestyles. 2. Based on Ss’ work, T further asks Ss “Do you think that they live a perfect life If not, can you make suggestions to help them improve their lifestyles ” 1. Ss fill in the blanks of the two charts on their own. 2. Ss think about the questions and discuss with their group members their thinking. Guide Ss to classify, organize and evaluate information and then offer their suggestions from their point of view.
After reading Activity 1 T helps Ss explore the structure of the first text and shows the first part. Ss try to work out how the author organizes his introduction. Ss analyze one way to write a narrative writing and prepare for the later self-introduction.
After reading Activity 2 T shows Ss two sentences and ask Ss to figure out their structure. Ss think and find out the main structure of each sentence. Ss get to know non-finite verb for the first time.
Group discussion T organizes Ss to have a group discussion talking about the following questions: a. Discuss your ideal lifestyle in groups. What is your ideal lifestyle b. Compare your middle school life with your current lifestyle. What are the differences Ss work in group of four and discuss the two questions with group members and then share their result with the whole class. 1. Apply the text structure in Ss’ own description. 2. Further think of Ss’ future life. 3. Compare and analyze the differences between Ss’ middle and current school life, Ss will be inspired to think the lifestyle they want.
Conclusion T invites Ss to design a schedule for their ideal lifestyle. Ss use the post to help them to design a schedule. They can also work in groups. 1. Consolidate the language Ss have learnt in the class. 2. Train Ss’ creativity.
Review 1. T shows Ss the structure of the first text again and asks Ss to try to retell the text. 2. T invites Ss to use the flow chart to introduce their lifestyle. 1. Ss look at the flow chart and try to recall the content of the text. 2. Ss use the flow chart to introduce their lifestyle to their partner and then the class. Ss review the language points and the text structure and be able to apply them in a new situation.
Quiz T shows Ss two exercise and instructs Ss to finish them. Ss translate the three sentences into English, and fill in the blanks from a summary of the first text. Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding. Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T asks Ss to “please write a short passage about your ideal school life with the help of the skills you have learnt. Pay attention to the structure of your writing.” Ss finish it after class. Apply the language points related to the topic and the structure of the text to their writing and deepen Ss’ understanding.
Lesson 2 Understanding and cope with stress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。）
课型 Listening + Speaking
主题语境 人与自我——正确认识压力并学会积极应对的方法
内容分析 本课听力材料是主持人对一位研究压力的专家的采访。对话中，专家介绍了压力的普遍现象和压力相对较大的职业人群（如警察和军人等）。解释了导致压力的主要原因，并提出了应对压力的多种办法，如列计划、规律饮食和交流等方式。
教学目标 1. 从对话中获取关键信息并梳理框架结构； 2. 学习与“压力”相关的知识，包括压力的普遍性、压力的主要原因和应对方法等： 3. 批判地思考对话内容并发表自己的见解。
教学重点 引导学生意识到压力是普遍存在的，所以要以正确的态度应对压力，并且掌握缓解压力的一些方法。
教学难点 引导学生批判地对待他人的观点。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents some pictures of the school and school activities for students to enjoy. 2. T asks the Ss to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. 1. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be listened in the material.
Before listening 1. T presents two pictures and shares with Ss her own feeling. 2. T presents one more picture and invites Ss to share. “Can you share with us what relaxing or stressful activities you have in the new school ” 1. Ss listen to T’s introduction and learn the two words: relaxing and stressful. 2. Ss use the example the T provides and talk about their activities in the new school. 1. Activate Ss’ interest in the topic. 2. Provide more vocabulary for Ss so it will be easier for Ss to listen.
While listening Activity 1 T asks Ss to predict the information that Ss think will be discussed. T provides the listening skill to help Ss to make predictions. Ss look the title and three pictures and tick out the information Ss may listen. Ss observe all things that will help them to predict what will be talked so they will be focused during listening.
While listening Activity 2 T shows Ss the table and asks Ss to finish the left columns. Ss listen for the first time and write down the three aspects of the listening material. Instruct Ss to catch the main idea of the text while listening for the first time.
While listening Activity 3 T asks Ss to listen again and finish the right columns of the table. Ss listen again and note down the specific information of the text. Then Ss compare their answers with others. Guide Ss to obtain the detailed information in listening.
While listening Activity 4 T asks Ss to draw the mind map of the text based on their notes. Ss try to draw the mind map with the help of T. Ss organize the information they get in the listening so as to know the structure of the text.
While listening Activity 5 T invites Ss to listen for the third time and answer three questions: a. When do student suffer from stress b. What situations can be difficult for shy people c. What is a good way to organize your work or studies Ss listen for the third time and add more information to their mind map. Get Ss to listen for more specific information.
After listening T presents two questions and invites Ss to discuss with their group member: a. Do you agree with Dr. King’s words, “you can make a list and do all the important things first” to stop stress and tension b. Do you think these solutions are useful to you If not, what might be a useful way for you to reduce stress 1. Ss consider the two questions carefully and discuss them with their members. 2. Each group will have a member to record their discussion and then another member share their opinions in the whole class. Ss will think of the expert’s suggestions critically and express their own ideas after discussion.
Review 1. T asks Ss to give a summary of the interview with help of the mind map. 2. T asks Ss “Work in group of four. One of the members chooses one position he/she likes, introducing the relaxing and stressful parts of his/her job. The other three analyze the causes and give suggestions to help him /her to reduce the stress.” 1. Ss try to retell the interview using the mind map. 2. Ss have a role play. One acts as a person with a specific job, and the other play the role of experts. 1. Ss learn to use the language in the text. 2. Ss imagine they are in a specific job and predict the stress they will meet and meanwhile analyze and provide advice.
Quiz T shows Ss a summary of the interview and ask Ss to fill in the blanks with the help of their mind map. Ss use their mind map to recall what have been talked in the interview and fill in the blanks. Check Ss’ understanding of the language in the text.
Self-evaluation T shows Ss the self-evaluation table and asks Ss to finish it. Ss reflect individually and tick the table. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T asks Ss to “Write a short paragraph about the kinds of stress you often suffer from. Analyze the reasons and share your experiences and the activities you like or dislike in coping with those stress.” Ss finish it after class. Ss share the sources of their stress and the ways they relieve it so as to guide Ss to have a correct attitude towards stress and strike a balance in life.
Lesson 3 Your life is what you make it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。）
课型 Reading + Speaking
主题语境 人与自我——如何通过人生的选择实现个人价值
内容分析 该文本讲述了大学毕业生张天只身一人来到贵州支教的故事。他怀揣美好的愿望来到学校，却发现学校和他想象的完全不一样。学校很小，设施很差，工作环境和生活条件都非常艰苦。张天知难而上，为孩子们开设新课程、举办活动，帮助孩子们在学业上取得了很大的进步。此外，张天也给小村庄带来了巨大的变化，帮助村民招商引资，得到了村名民的喜爱。
教学目标 1. 获取张天支教的事实性信息（如支教起因、支教环境、生活和工作条件等）； 2. 描述并阐释张天的支教经历以及为山区小学所做的贡献，分析判断张天思想和情感的变化； 3. 梳理记叙文的文本结构，发现并赏析记叙文的写作特点和语言特点； 4. 评价张天的选择和实现自己价值的意义，体现出个人对志愿者工作的新认知。
教学重点 1. 引导学生分析判断张天支教前、中、后思想和情感的变化； 2. 引导学生评价张天的选择和实现自己价值的意义，体现出个人对志愿者工作的新认知。
教学难点 引导学生梳理记叙文的文本结构，发现并赏析记叙文的写作特点和语言特点。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents four pictures to Ss and asks them to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions from the text.
Before reading Activity 1 1. T shows Ss a picture from the book and invites Ss to think “What do you think of the school ” 2. T shows another picture from the book and asks Ss “What would it be like to be a volunteer teacher there ” T can give some adjectives to help Ss. 1. Ss look at the picture carefully and use the words and phrases to describe the picture. 2. Ss express their opinions of being a volunteer teacher there. 1. Create a real situation and introduce the topic. 2. Activate Ss’ information related to the topic and volunteer teacher.
While reading Activity 1 T asks Ss to look at the title and photos to predict what they will read in the featured report. Ss look at the title and photos guessing what will be talked in the text. Train students’ reading skills of observing and predicting the main idea of the text.
While reading Activity 2 1. T invites Ss to read the text quickly to check their predictions and answer some questions. 2. T explains the reading skill – skimming to check predictions to Ss. 3. T checks the answer one by one and explains some language points. Ss read the text quickly to check their predictions and answer the following questions: a. When did Zhang Tian go to the village school b. Where did he work as a volunteer teacher c. Why did he choose to go there d. What did he decide to do after a year Ss get the general idea of Zhang Tian being a volunteer teacher.
While reading Activity 3 T asks Ss to read again and provides the flow chart about Zhang Tian’s experience as a volunteer teacher. 1. Ss read the text in detail and finish the flow part. 2. Ss share and compare the flow chart from each other and improve their notes. T guides Ss to learn to arrange and summarize information of the text and form structured knowledge for the first time.
While reading Activity 4 T asks Ss to talk about Zhang Tian’ voluntary work in groups and then in class using the flow chart. Ss talk about Zhang’ voluntary work in groups and then in class based on the flow chart. T creates an opportunity for Ss to internalize the language and contents learnt.
While reading Activity 5 T presents a diagram showing Zhang Tian’s different periods in his voluntary work and asks Ss to find out his feelings and explain the reasons. Ss read the report once more and find out Zhang’s different feelings at different time and analyze the reasons based on the text. T leads Ss to find and conclude the change of Zhang’s feeling before, when and after the voluntary work and explore the reasons behind them.
After reading T invites Ss to think of the following questions: a. What is the type of writing b. what order does the writer develop the report c. What is the possible structure of this kind of writing Ss think and try to answer the three questions and they may have a brief discussion with their partner. T gets Ss to pay attention to the structure of a narrative writing.
Group discussion T organize Ss to have a group discussion talking about the following questions: a. Why did Zhang Tian choose to stay in the village when he saw the school and living conditions there What do you think of his life choice b. Would you go and continue teaching in the village if you were in Zhang Tian’s situation Ss work in group of four and discuss the two questions with group members and then share their result with the whole class. 1. T guides Ss to think and evaluate Zhang’s choice and his persistence in doing voluntary work. 2. This will inspire Ss to think about the meaning of doing voluntary work and the responsibility they should shoulder in society.
Conclusion T asks Ss to think about the following two questions: a. How do you understand the title of the report “Your life is what you make it” b. What can you learn from it Ss recall what they have learnt in the lesson and try to give their opinions on the title of the text. 1. T guides Ss to think beyond the text and explore the meaning of the title. 2. T inspires Ss to find the value of making decisions on one’s own.
Review T asks Ss “Work in group of six. Imagine that Zhang Tian, Zhang Tian’s students, and the villagers are invited to participate in a talk show. Each of you will take on a role to talk about Zhang Tian’s experience or what they know about Zhang Tian.” Ss work in group of six: organizer and present a talk show to the whole class. T helps Ss create a real situation and Ss play different roles in the text to review the language and contents learnt in the report.
Quiz T asks Ss to fill in blanks in a summary of the report. Ss fill in the blanks with the knowledge they have learnt in the lesson. Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding: a. Do you know the main structure of narrative writing b. Have you had a better knowledge of volunteer work c. Do you realize the importance of achieving one’s own value Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T asks Ss to “write a short passage to introduce a person who is inspirational. Share with us his/her experience. Pay attention to the structure of your writing.” Ss finish it after class. Apply the language points related to the topic and the structure of the text to their writing.
Lesson 1 Grammar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。）
课型 Grammar
主题语境 人与自我——健康的生活方式，积极的生活态度
内容分析 该课包含两个语篇。第一个语篇介绍了英国学生Joe痴迷网络的生活状态，Joe除了在网络上完成学习任务，还进行大量的娱乐、社交和购物活动。Joe对网络的依赖与痴迷引起了父母的关注和担忧，Joe也因此开始反思自己的生活方式。第二个语本介绍了高中生Li Ying忙碌和充实的生活状态。Li Ying的生活以学习为中心，同时还兼顾了运动和社团活动。她有明确的目标和很强的自律能力，充分利用生活中的每一分钟去实现自己的目标。但她的生活安排得过满、缺少娱乐，与朋友相处等其她生活元素。
教学目标 1. 辨析句子中的谓语动词和非谓语动词； 2. 分析、识别非谓语动词在句子中充当的成分； 3. 在句子中正确使用非谓语动词； 4. 运用所学语言规划高中生活。
教学重点 引导学生识别非谓语动词在句子中充当的成分，以及在句子中正确使用非谓语动词。
教学难点 引导学生运用所学语法点非谓语动词规划高中生活。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents two pictures of Joe and Li Ying in lesson 1 and asks Ss “What do you remember about them ” 2. T asks Ss anther two questions so as to introduce the grammar that will be talked. 3. T lists all the infinitives and leads Ss to find out the structure of infinitives. 1. Ss look at the two pictures and talk about the information they know about the two people. 2. Ss find the sentences in the textbook. 3. Ss look at all the infinitives and conclude the form of them. 1. T gets Ss to recall the context information they have learnt. 2. T helps to find the grammar knowledge in the articles and make Ss realize grammar expresses meaning. 3. Ss learn to summarize the form of infinitive first.
Have a look T makes Ss to find more sentences with infinitives in the two texts. Ss read the two texts carefully and underline the sentences with infinitives. T gets to strengthen Ss’ understanding of the form of infinitives.
Analyze T presents the sentences with infinitives and asks Ss to analyze the functions of each infinitive. Ss using their previous grammar knowledge try to figure out the functions of infinitives in each sentence. T guides Ss to conclude the functions of infinitive.
Practice T shows Ss the sentences with infinitives from College Entrance Exam and asks them to fill in the blanks. Ss try to complete the sentences with the grammar they have learnt. T helps Ss know how to apply infinitives in practice.
Review T asks Ss to “Describe your school life by using ‘to do’ form” and gives Ss some sentence structures with infinitives to help Ss. Ss have a talk with their partner about their school life using “to do” form and then share it in class. Review the form and the functions of infinitive and put it in use in a new situation.
Quiz T asks Ss to finish the exercise from the textbook. Ss finish the exercise. Check how well Ss master the grammar.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect on their performance. Ss look at the table and think about the three aspects in learning the grammar. Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.
Homework T asks Ss to “Polish the writing about your ideal school life in Lesson one by using more infinitives.” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.
Lesson 3 Your life is what you make it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。）
课型 Grammar
主题语境 人与自我——如何通过人生的选择实现个人价值
内容分析 该文本讲述了大学毕业生张天只身一人来到贵州支教的故事。他怀揣美好的愿望来到学校，却发现学校和他想象的完全不一样。学校很小，设施很差，工作环境和生活条件都非常艰苦。张天知难而上，为孩子们开设新课程、举办活动，帮助孩子们在学业上取得了很大的进步。此外，张天也给小村庄带来了巨大的变化，帮助村民招商引资，得到了村民的喜爱。
教学目标 1. 回顾文章中张天对支教生活的描述，以及他支教前后的情感变化； 2. 发现、比较和总结文章中-ed/-ing 形容词的形式和意义； 3. 识别-ed/-ing 形容词的动词形式，使用适当的动词以及-ed/-ing形容词在不同情境中表达人们的情感； 3. 选择和使用恰当的动词以及-ed/-ing形容词表达人们的情感。
教学重点 1. 引导学生发现、比较和总结文章中-ed/-ing 形容词的形式和意义； 2. 引导学生使用适当的动词以及-ed/-ing形容词在不同情境中表达人们的情感。
教学难点 引导学生选择和使用恰当的动词以及-ed/-ing形容词表达人们的情感。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents two pictures of Joe and Li Ying in lesson 3 and asks Ss “What is the story behind the two pictures ” 2. T prepares a summary of the text helping Ss to recall Zhang’s story in the village school. 1. Ss look at the two pictures and talk about the information they know about the two pictures. 2. Ss fill in the blanks with the information they can remember. 1. T gets Ss to review the context information they have learnt. 2. T helps to introduce the grammar which will talked in the lesson.
Have a look 1. T invites Ss to find the change of Zhang’s feeling in the report by asking Ss to answer some questions. 2. T helps Ss to find out the adj. in the sentences. Ss read the report carefully and find the answers to the questions: a. What did Zhang Tian think of living and teaching in a village before he went there b. What did Zhang think of living in the village when he was there c. How are students’ school lives now after Zhang introduced more subjects to the school T helps Ss to locate the adj. in the text to describe Zhang’s feeling.
Analyze T lists all the adj. and asks Ss to pay attention to the -ed/-ing adj. form and try to work out their functions. Ss look at these adj. and think about their forms and functions. T guides Ss to conclude the forms and functions of -ed/-ing adj.
Practice T shows Ss the sentences with infinitives from College Entrance Exam and asks them to correct the wrong adj. Ss analyze the sentences and correct them with what they have learnt. Get Ss to practice the use of -ed/-ing adj.
Review T asks Ss to “Use these adjectives learnt in the class to share with us your feelings before, when and after you entered your new senior high school.” Ss have a talk with their partner about their feelings before, when and after entering their new school. Review the form and functions of -ed/-ing adj. and put them in use in a new situation.
Quiz T asks to finish the exercise from the textbook. Ss finish the exercise. Check Ss how well they master the -ed/-ing adj..
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect their performance. Ss look at the table and think about the three aspects in learning -ed/-ing adj. Help Ss to assess their learning in the class to find the parts they do well and not well, so they will know exactly what they need to do next.
Homework T asks Ss to “Write down the change of your feelings before, when and after you entered your new senior high school. Pay attention to the –ed/-ing adj. used in your writing.” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.
Writing 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。）
课型 Reading + Writing
主题语境 人与自我——学校生活
内容分析 本课的阅读文本是一封邮件。在邮件中，王莹向初中好友方兰介绍自己升入高中后的生活。王莹发现高中生活与初中生活有很多不同，比如按学科和水平走班上课，课后有很多社团活动等，表达了自己对高中新生活的喜爱、投入及学生友情的珍惜，并期待了解方兰近期的学习生活。
教学目标 1. 明确写作内容，为写作做好准备； 2. 理解范文的关键信息和结构； 3. 判断邮件的写作对象及写作风格间的关系，并归纳总结个人邮件的语言特点及基本结构； 4. 使用简单句书写邮件基本信息。
教学重点 引导学生归纳总结邮件的基本结构，以及如何展开校园生活的描写。
教学难点 引导学生判断邮件的写作对象及写作风格间的关系，并归纳总结个人邮件的语言特点及基本结构。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents two pictures of persons and asks Ss to use some words to describe them. Ss look at the pictures and speak out the words and expressions that can be used to describe the pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Lead in 1. T shows a picture and asks Ss “Are you still in touch with your junior secondary school classmates ” 2. T gives Ss another question: “You are going to write an email to a junior secondary school classmate about your new school. Discuss your ideas with a partner.” Ss look at the picture and express their opinions. Activate what Ss have learnt in the previous class and meanwhile prepare Ss for the following writing.
Reading & analyzing Activity 1 1. T invites Ss to read the email and asks Ss to answer the questions. 2. T explains the questions one by one and shows Ss the aspects that can be talked and parts needed to be paid attention to when writing this kind of email. Ss read the email carefully and find out the answers to these questions: a. Who is Fang Lan Why is Wang Ying writing to her b. How does Wang Ying feel about her new school c. How many aspects does Wang mention about her school in her writing d. Why does Wang Ying have to finish the email Enrich Ss’ knowledge in writing similar topic so as to know how to organize and extend contents.
Reading & analyzing Activity 2 T asks Ss to read again and label the elements of the email. Ss read again and put the elements in the right parts. Get Ss to conclude the structure of writing an email.
Reading & analyzing Activity 3 T invites Ss to read and figure out: a. Is the email formal or informal b. Why is it written this way Ss read the email once more and find out the style of the email. Get Ss to realize the style of an email and know in which situation it can be used.
Reading & analyzing Activity 4 T invites Ss to “Please recall the words and phrases learnt in Topic Talk describing one’s new school life” Ss look back to what they’ve learnt in Topic Talk and find more expressions which can be used to describe “personal feelings”, “reasons”, “forms of learning” Get Ss to prepare for the language that is needed to express the contents they intend to talk.
Writing activity 1 T asks Ss to “Write 2-3 sentences about your school life that you want to tell your former classmate.” Ss use the Sentence Builder to help them write some sentences. Get Ss to start with a few sentences preparing for the later longer ones.
Writing activity 2 T invites Ss to “complete the outline of your email based on the format and expressions we have discussed.” 1. Ss use the expressions they know to finish the outline of their email. 2. Ss talk with their partners the key information they write down. 1. Encourage Ss to get more writing information by communicating with partners. 2. Lead Ss to strengthen their understanding of the email structure by questioning and answering.
Writing activity 3 T asks Ss to “Use your outline and the Writing Help to write the first draft.” Ss try to write the first draft Provide opportunity for Ss to experience the real process of using related email structure, sentence structures and specific language.
Writing activity 4 T invites Ss to “Edit your email in pairs according to the following Peer Editing Sheet.” Ss use the Peer Editing Sheet to edit their partner’s email. Guide Ss to criticize their partner’s writing by the criteria and meanwhile reflecting and improving their own writing.
Review T shows Ss some questions related to the contents of the lesson. Ss recall what they have learnt and answer the questions: a. To whom did you write the personal email b. In which way did you write the email, formal or informal c. What examples can you give to show this writing style d. What is the proper format of a personal email Check how well Ss did in the lesson and what still need to be emphasized in the next class.
Self-evaluation T shows Ss the self-evaluation table and invite Ss to have a self-assessment. Ss look at the table and reflect their performance in the lesson. Give Ss the time to reflect what they have learnt and adjust their learning based on their reflection.
Homework T needs Ss to “Polish the passage written in class”. Ss finish it after class. Get Ss to review and consolidate what they have learnt in class.

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