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Book 5 Unit 1 Growing up 教學(xué)設(shè)計
單元主題 本單元主題語境是“人與自我”，涉及的主題語境內(nèi)容是認識自我、豐富自我、完善自我。本單元以成長為話題，從詩歌《如果》的節(jié)選到不同年齡段學(xué)生對成長和成人的理解，從對未來的人生規(guī)劃，回憶人生中令人難忘的時刻到小說《小王子》節(jié)選部分的閱讀，從不同角度引導(dǎo)學(xué)生理解成長的責(zé)任與意義，傾訴成長的煩惱與困惑，最終幫助學(xué)生樹立堅定的人生目標(biāo)，形成積極的生活態(tài)度。
單元目標(biāo) 學(xué)生能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的詩歌、個人訪談、電子郵件、在線留言板、小說節(jié)選、書評等多模態(tài)語篇，綜合運用各種語言技能，讀懂與成長和成人相關(guān)的語篇內(nèi)容，聽懂并談?wù)撆c寄宿生活、成長中的重要時刻相關(guān)的對話，討論并加深對人生中一些關(guān)鍵時刻的認識，恰當(dāng)運用將來進行時談?wù)撓牧顮I的時間安排或?qū)ξ磥淼挠媱潱喿x并理解小說中人物的態(tài)度和思想，深化對單元主題意義的理解與挖掘；同時能夠運用本單元所學(xué)知識為自己制定一年的自我提升規(guī)劃，制作個人成長檔案，反思自己的成長歷程，理解成長的意義，學(xué)會面對壓力，學(xué)會自我激勵與積極生活，樹立正確的人生觀與價值觀，實現(xiàn)知識和思維能力的拓展與遷移；能夠恰當(dāng)運用各種學(xué)習(xí)策略，在自主、合作與探究式學(xué)習(xí)的過程中，結(jié)合單元提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進程，激發(fā)英語學(xué)習(xí)的興趣，提高分析和解決問題的能力及理解和表達能力，最終促進自身語言能力、文化意識、思維品質(zhì)和學(xué)習(xí)能力的綜合提升。
課時安排： 課時1：Starting out+Understanding ideas 課時2：Using language 課時3：Developing ideas 課時4：Writing
Starting out板塊教學(xué)設(shè)計
課型 Listening + Viewing
主題語境 人與自我——認識自我、豐富自我、完善自我
內(nèi)容分析 本板塊旨在激活學(xué)生已有的語言、背景知識，為接下來整個單元的學(xué)習(xí)活動做鋪墊和預(yù)熱。活動1呈現(xiàn)了一段與成人禮相關(guān)的視頻，介紹了不同時期、不同文化背景下成人禮的不同慶祝方式，從而引發(fā)學(xué)生思考成人禮的真正含義。活動2要求學(xué)生通過聽與讀的方式欣賞詩歌《如果》的節(jié)選, 并談一談“成為一個真正的人”需要具備哪些品質(zhì)，以及對自己成長影響最重要的品質(zhì)。
教學(xué)目標(biāo) 在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠： 看懂視頻，了解與成人禮相關(guān)的背景知識，初步感知成長的意義； 讀懂詩歌《如果》的節(jié)選，感受詩歌之美，領(lǐng)悟其主旨大意，發(fā)現(xiàn)并歸納“成為一個真正的人”需要具備的品質(zhì)； 說出在成長過程中最重要的品質(zhì)有哪些并發(fā)表自己的觀點。
教學(xué)重點 引導(dǎo)學(xué)生讀懂詩歌，了解英文詩歌的基本知識，領(lǐng)悟其主旨大意并歸納成年人需要具備的品質(zhì)。
教學(xué)難點 引導(dǎo)學(xué)生感受詩歌所傳遞與表達的情感并思考在成長過程中最重要的品質(zhì)是什么，思考成長的意義。
教學(xué)策略 視聽教學(xué)法、交際教學(xué)法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully. Teacher asks students to answer the first question. Teacher plays the video again if needed. Teacher asks students to work in groups and discuss the second question. Teacher invites some students to share their answers. Students watch the video carefully. Students answer the first question. Students watch the video again if needed. Students work in groups and discuss the second question. Some students share their answers with the class. To arouse students’ interest in the topic. To let students have a basic understanding of coming-of-age ceremony.
Activity 2 Teacher plays the audio and asks students to listen to the poem carefully. Teacher asks students to read the poem. Teacher asks students to answer the first question individually. Teacher invites some students to share their answers. Teacher asks students to read the poem againand tick the answers in Question 2. Teacher invites some students to share their answers and add their own ideas. Teacher asks students to work in groups to answer the last question. Teacher invites some students to share the answers. Students listen to the poem carefully. Students read the poem. Students answer the first question individually. Some students share their answers with the class. Students read the poem again and tick the answers in Question 2. Some students share their answers with the class and add their own ideas. Students discuss the last question in groups. Some students share the answers with the whole class. To help students learn some basic knowledge of English poems. To help students have a further understanding of growing up.
板書設(shè)計：
教學(xué)反思：
Understanding ideas板塊教學(xué)設(shè)計
課型 Reading
主題語境 人與自我——認識自我、豐富自我、完善自我
內(nèi)容分析 本板塊呈現(xiàn)了一篇體現(xiàn)單元主題的課文，語篇類型為專欄文章。課文中三位來自不同國家的學(xué)生分別表達了自己對于18歲的理解與定位。讀前的導(dǎo)入活動幫助學(xué)生明確在我國做不同事情的法定年齡，激活學(xué)生對法定年齡的已有知識，為課文學(xué)習(xí)做鋪墊。讀中活動考查學(xué)生對課文標(biāo)題的理解和提取關(guān)鍵信息的能力。讀后活動通過判斷主旨大意、理解細節(jié)信息和回答開放性問題等活動，啟發(fā)學(xué)生深入思考，理解文本內(nèi)容，積極探究主題意義。
教學(xué)目標(biāo) 在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠： 通過閱讀課文，獲取文章的主要信息，并根據(jù)文章內(nèi)容準確理解標(biāo)題的含義，為文章另選一個合適的標(biāo)題； 準確獲取關(guān)鍵信息，并學(xué)會辨別事實和觀點，進一步理解課文內(nèi)容； 體會成年的意義與責(zé)任，思考如何完善自己、提升自己，樹立正確的生活觀與積極的人生觀。
教學(xué)重點 引導(dǎo)學(xué)生讀懂課文，獲取文章的重要信息，學(xué)會辨別事實和觀點，把握三位學(xué)生對成年的理解與定位。
教學(xué)難點 引導(dǎo)學(xué)生體會成年的意義與責(zé)任，加深對主題意義的認識與思考。
教學(xué)策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and think about the age when people are allowed to do the six things on the book. Teacher divides the class into several groups to discuss about the question. Teacher invites some students to share the answers. Teacher asks students to think about more examples and the legal ages to do them. Teacher invites some students to share the answers. Students look at the pictures and think about the age when people are allowed to do the six things on the book individually. Students work in groups and discuss the question. Some students share the answers with the class. Students think about more examples and the legal ages to do them. Some students share the answers. To help students get familiar with the topic in advance. To activate the students’ existing background knowledge.
Activity 2 Teacher asks students to look at the title and pictures, then try to guess the meaning of the title. Teacher asks students to read the passage quickly and check the answer. Teacher asks some students to share the answers. Students look at the title and pictures and guess what the title means. Students read the passage quickly and check the answer. Some students share the answers with the whole class. To help students understand the meaning of the title.
Activity 3 Teacher asks students to read the passage quickly and choose the best title according to the personal understanding. Teacher invites some students to share their answers with the whole class and give the reasons. Teacher asks others to express different ideas and give reasons. Teacher divides the class into several groups to discuss how to choose or give a proper title. Teacher invites some groups to share their answers and others to make comments. Students read the passage quickly and choose the best title according to the personal understanding. Some students share their answers with the whole class and give the reasons. Other students express their different ideas and give reasons. Students work in groups and discuss how to choose or give a proper title. Some groups share their answers with the class and other students make some comments. To help students grasp the main idea of the passage through fast reading. To help students figure out the methods of choosing a proper title.
Activity 4 Teacher asks students to go through the table quickly and have a basic understanding of the task. Teacher asks students to read the passage carefully and pick out the relevant information to complete the table. Teacher invites some students to check the answers with other students. Teacher asks students to read the passage again and helps them analyse the structure of the passage. Teacher asks students to answer the questions raised in the introduction part. Teacher invites some students to share their answers with the class. Students go through the table quickly and have a basic understanding of the task. Students read the passage carefully and pick out the relevant information to complete the table. Some students check the answers with other students. Students read the passage again and analyse the structure of the passage with the help of the teacher. Students try to answer the questions raised in the introduction part. Some students share their answers with the class. To help students have a deep understanding of the information. To practise students’ ability to sort the specific information of the passage.
Activity 5 Teacher asks students to read the four sentences individually and decide if they are facts or opinions. Teacher invites some students to share their answers with the class and help them summarise how to tell facts from opinions. Teacher asks students to work in groups and find more sentences about opinions and discuss if they agree or not. Teacher invites some students to share their answers and give proper reasons. Students read the four sentences individually and decide if they are facts or opinions. Some students share their answers with the class and summarise how to tell facts from opinions with the help of the teacher. Students work in groups and find more sentences about opinions and discuss if they agree or not. Some students share their answers with the class and give proper reasons. To help students distinguish facts from opinions. To have students interpret the text through the details.
Think & Share Teacher asks students to go through the four questions and think about them individually. Teacher asks students to discuss the questions in groups. Teacher invites some students to share the answers with the class. Students go through the four questions and think about them individually. Students discuss the questions in groups. Some students share the answers with the class. To help students focus on the meaning of growing up and responsibility. To help students apply what they have learnt to express their ideas.
板書設(shè)計：
教學(xué)反思：
Using language板塊教學(xué)設(shè)計
課型 Reading + Listening + Speaking
主題語境 人與自我——認識自我、豐富自我、完善自我
內(nèi)容分析 本板塊是單元話題下語法、詞匯和聽說結(jié)合的綜合活動。語法部分的主要內(nèi)容為將來進行時，兩個小語篇話題分別為夏令營第一天的時間安排和對未來的規(guī)劃。前者是一張有關(guān)暑期夏令營的宣傳海報，后者以電子郵件的形式描述了作者對自己未來的具體規(guī)劃。綜合語言運用部分的話題為“難忘的時刻”，首先通過一篇短文引導(dǎo)學(xué)生思考人生是個“苦樂參半”的過程，鼓勵學(xué)生要學(xué)會珍惜人生中一些難忘的時刻；聽力活動是兩位學(xué)生談?wù)搶乃奚畹你裤交蚋惺埽唤酉聛淼穆犝f部分呈現(xiàn)了人生的一些重要時刻。本板塊旨在幫助學(xué)生深度聚焦語言的意義和功能，通過真實語境下的思考和交際運用，全方位提高學(xué)生的綜合語言運用能力。
教學(xué)目標(biāo) 在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠： 熟悉并會運用將來進行時； 聽懂會話內(nèi)容，理解其大意并獲取細節(jié)信息來完成表格； 運用聽力材料中的相關(guān)結(jié)構(gòu)表達擔(dān)憂或者顧慮，并給出鼓勵與建議； 與同伴分享自己人生中一個最難忘的時刻。
教學(xué)重點 1. 引導(dǎo)學(xué)生發(fā)現(xiàn)和理解將來進行時的用法并在真實語境中進行運用； 2. 指導(dǎo)學(xué)生根據(jù)郵件內(nèi)容，闡述自己的未來規(guī)劃； 3. 引導(dǎo)學(xué)生通過完成聽力活動，學(xué)會表達關(guān)心、鼓勵或提供建議這三類不同的語用功能，進一步感知成長過程中的苦與樂。
教學(xué)難點 引導(dǎo)學(xué)生在真實語境中運用將來進行時； 引導(dǎo)學(xué)生了解在人生不同階段會經(jīng)歷的特殊時刻，從而加強對主題意義的理解，樹立積極的生活態(tài)度。
教學(xué)策略 任務(wù)型教學(xué)法、交際教學(xué)法、聽說教學(xué)法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read sentence (a) and sentence (b) in the box and pay special attention to the words in bold. Teacher asks students to work in groups, compare the two sentences and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences with the future continuous tense in the reading passage and summarise its use in their own words. Teacher asks some students to share the answers and others to make some comments. Students observe the two sentences in the box and pay attention to the words in bold. Students compare sentence (a) with sentence (b) and discuss the two questions in groups. Some students share their answers with the class. Students look for more sentences with the future continuous tense in the reading passage and summarise its use in their own words. Some students share the answers with the class and other students make some comments. To help students find out the structure and function of the future continuous tense. To help students get familiar with the future continuous tense.
Activity 2 Teacher asks students to look at the picture about the schedule of a summer camp and get the detailed information of it. Teacher asks students to work in pairs and make “ask and answer” dialogues according to the example below the picture. Teacher invites some pairs to perform their dialogues and ask other students to give some comments. Students look at the picture about the schedule of a summer camp and get the detailed information of it. Students work in pairs and make “ask and answer”dialogues according to the example below the picture. Some pairs perform their dialogues in the whole class and other students give their comments. To encourage students to apply the future continuous tense in dialogues.
Activity 3 Teacher asks students to read the email and summarise its main idea. Teacher invites some students to share their answers. Teacher asks students to fill in the blanks with the correct form of the verbs in the brackets and use the future continuous tense where possible. Teacher invites some students to share the answers and give the reasons. Students read the email and summarise its main idea. Some students share their answers with the class. Students fill in the blanks with the correct form of the verbs in the brackets and use the future continuous tense where possible. Students share the answers with the class and give the reasons. To help students consolidate the application of the future continuous tense in a real context.
Activity 4 Teacher asks students to underline the structures or sentences about descriptions of the future plan in Diana’s email individually. Teacher asks students to work in groups and discuss their own plans for the future according to the email. Teacher invites several groups to share the answers. Teacher asks students to write a reply to Diana to tell her about their own plans for the future individually. Teacher invites some students to display their works and others to make comments. Teacher gives suggestions on accuracy, coherence and appropriacy and asks students to modify their works after class. Students underline the structures or sentences about descriptions of the future plan in Diana’s email individually. Students work in groups and discuss their own plans for the future according to the email. Some groups share the answers. Students write a reply to Diana to tell her about their own plans for the future individually. Some students display their works and others make comments. Students listen to the teacher’s suggestions on accuracy, coherence and appropriacy and modify their works after class. To have students write a reply and make better use of the future continuous tense.
Activity 5 Teacher asks students to read the passage individually and answer the first question. Teacher checks the answers with the class. Teacher asks students to work in groups and discuss the second question. Teacher encourages several groups to share the answers with the class. Students read the passage individually and answer the first question. Students check the answers with the teacher. Students work in groups and discuss the second question. Several groups share the answers with the class. To help students have a better understanding of the unit theme and take a positive attitude towards life.
Activity 6 Teacher asks students to go through the two questions, figure out the purpose of the activity and get ready for listening. Teacher plays the audio and asks students to infer the relationship between the speakers and get the main idea of the conversation. Teacher asks some students to share the answers. Students go through the two questions quickly, figure out the purpose of the activity and get ready for listening. Students listen to the audio, infer the relationship between the speakers and get the main idea of the conversation. Some students share their answers with the whole class. To train students’ skills in grasping the main idea of a conversation through listening.
Activity 7 Teacher asks students to read the given information of the table and find out the purpose of the activity. Teacher plays the audio again and asks students to complete the table. Teacher asks students to listen for the third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to work in pairs and talk about other difficulties the girl may face and make suggestions. Teacher invites several pairs to share their opinions. Students read the given information of the table and find out the purpose of the activity. Students listen to the audio again and complete the table. Students listen to the audio for the third time and check the answers by themselves. Some students share the answers with the class. Students work in pairs and talk about other difficulties the girl may face and make suggestions. Some pairs share their opinions with the class. To make students get the details of the listening material.
Activity 8 Teacher asks students to get familiar with the three pragmatic functions of some expressions and invites students to talk about the relevant expressions they know. Teacher asks students to put the expressions from the conversation into the correct boxes. Teacher checks the answers with the class. Students get familiar with the three pragmatic functions of some expressions and talk about the relevant expressions they know. Students put the expressions from the conversation into the correct boxes. Students check the answers with the teacher. To help students learn how to express concerns, give encouragement and make suggestions.
Activity 9 Teacher divides students into pairs and asks them to discuss a challenging moment in their life using the expressions in this section. Teacher invites several pairs to present their stories in front of the class. Teacher asks students to think what kind of encouragement or suggestions they have got in their challenging moments. Teacher invites some students to make some comments. Students work in pairs and discuss a challenging moment in their life using the expressions in this section. Several pairs present their stories in front of the class. Students try to think what kind of encouragement or suggestions they have got in their challenging moments. Some students make some comments. To help students consolidate the three pragmatic functions of some expressions and introduce a challenging moment in their life.
Activity 10 Teacher asks students to look at the eight pictures and predict the content of the listening material according to the key words beside the pictures. Teacher plays the audio and asks students to check their prediction and tick the words and expressions mentioned in the conversation. Teacher plays the audio again and asks students to check the answers. Teacher invites some students to share their answers. Students look at the eight pictures and predict the content of the listening material according to the key words beside the pictures. Students listen to the audio, check their prediction and tick the words and expressions mentioned in the conversation. Students listen to the audio again and check the answers. Some students share their answers with the class. To make students get the main idea and the details of the listening material.
Activity 11 Teacher asks students to read the contents of the online message board individually and figure out the purpose of the activity. Teacher asks students to complete the online message board with the correct form of the words and expressions in Activity 10. Teacher checks the answers with the class. Students read the contents of the online message board individually and figure out the purpose of the activity. Students complete the online message board with the correct form of the words and expressions in Activity 10. Students check the answers with the teacher. To help students understand the special moments in life and feel the happiness and bitterness in them.
Activity 12 Teacher divides students into pairs and asks them to share a most memorable moment from their life using the words and expressions in this section. Teacher invites several pairs to give presentations in front of the class and asks other students to make some comments. Teacher asks students to think about their performances and find out how well they understand their partners and give an effective response. Students work in pairs and share a most memorable moment from their life using the words and expressions in this section. Several pairs give presentations in front of the class and other students make some comments. Students think about their performances and find out how well they understand their partners and give an effective response. To encourage students to further practise describing a most memorable moment in life.
板書設(shè)計：
教學(xué)反思：
Developing ideas板塊教學(xué)設(shè)計
課型 Reading + Writing
主題語境 人與自我——認識自我、豐富自我、完善自我
內(nèi)容分析 本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為小說，節(jié)選自Antoine de Saint-Exupéry的《小王子》。故事從孩子的視角出發(fā)，通過“蛇吞象”的兩幅繪畫作品和其他領(lǐng)域的知識，表明孩子對世界的理解與成人對世界的理解有很大的差異，將兒童的本真和成人的功利心進行了對比。讀寫部分的范文是一篇有關(guān)《小王子》的書評，作者從一位讀者的角度講述了自己對這個故事的理解。本板塊旨在啟迪學(xué)生深入思考成長的意義與得失，培養(yǎng)正確的人生態(tài)度，進一步提升語言能力和思維品質(zhì)。
教學(xué)目標(biāo) 在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠： 通過閱讀對《小王子》作者生平介紹的短文，了解作者及小說的寫作背景； 理解課文內(nèi)容，獲取語篇的主要觀點與信息；明確作者對成年人的態(tài)度并在文中尋找依據(jù)予以證明； 深入思考人在成長過程中的得與失，以及如何保持自己的初心與童真； 運用所學(xué)語言知識寫一篇書評。
教學(xué)重點 帶領(lǐng)學(xué)生把握文章大意，明確作者的態(tài)度并找出依據(jù)； 引導(dǎo)學(xué)生學(xué)習(xí)范文，掌握書評的主要構(gòu)成要素，并獨立完成一篇書評。
教學(xué)難點 學(xué)會通過看插圖和閱讀課文了解作者對成年人的態(tài)度與看法，理解反諷這種修辭手法； 學(xué)會用英語闡釋觀點并表達自己對成年人的看法，加深對單元主題意義的認識。
教學(xué)策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the introduction to Antoine de Saint-Exupéry individually and answer the two questions. Teacher invites some students to share the answers. Students read the introduction to Antoine de Saint-Exupéry individually and answer the two questions. Some students share the answers with the class. To offer students the background information about the novel.
Activity 2 Teacher asks students to look at the three drawings in the passage, describe the contents of them and predict what the story is about. Teacher invites some students to share their prediction and asks others to make comments. Teacher asks students to read the passage quickly and check their prediction. Students look at the three drawings in the passage, describe the content of them and predict what the story is about. Some students share their prediction and others make some comments. Students read the passage quickly and check their prediction. To strengthen students’ ability to observe and predict.
Activity 3 Teacher asks students to go through the three sentences in this activity and make sure of their meanings. Teacher asks students to read the passage again and choose the correct sentence expressing the author’s attitude. Meanwhile, the teacher encourages students to find evidence to support their choice. Teacher invites some students to share the answers and give their reasons. Then the teacher asks other students to make some comments. Teacher asks students to work in groups and discuss how to find evidence to indicate the author’s attitude. Teacher chooses one or two groups to share their results with the class. Students go through the three sentences in this activity and make sure of their meanings. Students read the passage again and choose the correct sentence expressing the author’s attitude and find evidence to support their choice. Some students share the answers and give their reasons. Other students make some comments. Students work in groups and discuss how to find evidence to indicate the author’s attitude. One or two groups share their results with the class. To help students understand the author’s attitude and learn to find evidence to support their choice.
Activity 4 Teacher asks students to read the sentences from the passage and understand the meanings. Teacher divides students into groups and asks them to answer the two questions. Teacher invites several students to share the answers and others to make comments. Teacher asks students to pay attention to “Learning to learn” and helps them have a better understanding of irony. Students read the sentences from the passage and understand the meanings. Students work in groups and answer the two questions in this activity. Some students share the answers with the class and others make comments. Students pay attention to “Learning to learn” and have a better understanding of irony with the help of the teacher. To help students get the meanings of the sentences. To help students understand the function of irony.
Activity 5 Teacher divides students into groups and asks them to discuss whether they agree with the author’s attitude towards grown-ups and give the reasons. Teacher invites some students to share their opinions. Teacher asks students to think of some examples to support their opinions, make notes and then exchange their views in groups. Teacher asks students to prepare for the talk. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about their performance during the group discussion and how well they actively participate and contribute ideas. Students work in groups and discuss whether they agree with the author’s attitude towards grown-ups and give the reasons. Some students share their opinions with the class. Students think of some examples to support their opinions, make notes and then exchange their views in groups. Students prepare for the talk. Several students give their talk to the class and others make comments. Students think about their performance during the group discussion and how well they actively participate and contribute ideas. To make students learn how to give a talk and express their attitude towards grown-ups and growth.
Think and Share Teacher asks students to think about the questions and discuss them in groups. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Some students give answers. To enhance students’ understanding of growing up. To encourage students to show their own opinions.
Activity 6 Teacher asks students to read the book review and find the information about the five elements listed on the right side of this page. Teacher invites some students to share the answers. Students read the book review and find the information about the five elements listed on the right side of this page. Some students share the answers with the class. To help students get the basic information of the novel.
Activity 7 Teacher asks students to read the book review again and think about the three questions. Teacher divides students into groups. Then the teacher asks them to discuss the three questions and find the answers. Teacher invites some students on behalf of their groups to give the answers and other students to make comments. Students read the book review again and think about the three questions. Students work in groups, discuss the three questions and find the answers. Some students on behalf of their groups give the answers and others make comments. To help students get the main plot of the novel. To help students learn the key elements included in a book review.
Activity 8 Teacher asks students to work in groups and talk about one book that means a lot to them. Teacher asks students to plan a review of the book and make notes. Teacher asks students to share the notes or content with their partners and make some adjustments. Teacher asks students to finish the book review individually. Students work in pairs and talk about one book that means a lot to them. Students plan a review of the book and make notes. Students share the notes or content with their partners and make some adjustments. Students finish the book review individually. To help students make a preparation for a book review.
Activity 9 Teacher divides students into pairs and asks them to make improvements to each other’s book reviews. Teacher invites some pairs to share their book reviews and others to make comments. Teacher makes proper evaluation. Students work in pairs and make improvements to each other’s book reviews. Some pairs share their book reviews with the whole class and others make comments. Students listen to the teacher’s evaluation. To instruct students how to cooperate with others. To encourage students to learn from their partners.
板書設(shè)計：
教學(xué)反思：
Presenting ideas & Reflection板塊教學(xué)設(shè)計
課型 Speaking
主題語境 人與自我——認識自我、豐富自我、完善自我
內(nèi)容分析 本板塊引導(dǎo)學(xué)生先根據(jù)活動提示進行思考，初步制定一年的自我提升規(guī)劃，并小組討論如何制定該規(guī)劃，然后列出自己的具體目標(biāo)及實施策略，最后在全班展示。本板塊旨在促進學(xué)生相互合作，引導(dǎo)學(xué)生通過對觀點的思考與表達，在真實情境下對所學(xué)知識加以運用和實踐。 Reflection板塊引導(dǎo)學(xué)生回顧本單元所學(xué)知識，及時對自己的學(xué)習(xí)行為和效果做出評估和判斷，反思自己并進行改進。
教學(xué)目標(biāo) 在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠： 制定未來一年的自我提升規(guī)劃； 在與同伴交流與互助中，細化自我提升規(guī)劃，學(xué)習(xí)分析問題、解決問題; 明確自我提升的目標(biāo)，形成良好的自我管理意識。
教學(xué)重點 引導(dǎo)學(xué)生制定自己未來一年的自我提升規(guī)劃，并列出包含哪些方面和具體做法； 引導(dǎo)學(xué)生與同伴進行交流，提出合理建議并完善自我規(guī)劃。
教學(xué)難點 引導(dǎo)學(xué)生深入理解成長的意義及自我規(guī)劃的重要性； 引導(dǎo)學(xué)生從文本、語言、文化、學(xué)習(xí)策略和方法、分析和解決問題等多方面進行自我評價和總結(jié)，并寫出自我反思日志。
教學(xué)策略 任務(wù)型教學(xué)法、交際教學(xué)法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher divides students in groups and asks students to discuss how to make a one-year self-improvement plan based on the four aspects in this activity. Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and discuss how to make a one-year self-improvement plan based on the four aspects in this activity. One or two groups share their answers with the class and others make comments. To help students understand the way of making a self-improvement plan.
Activity 2 Teacher asks students to brainstorm their specific goals and action in the plan together. Teacher asks students to complete the table by themselves to draft their plan. Students brainstorm their specific goals and action in the plan together. Students complete the table by themselves to draft their plan. To make students think deeply about how to make a one-year self-improvement plan.
Activity 3 Teacher divides students in groups and asks them to share their own draft. Teacher asks students to suggest ways to make improvements to each other’s plan. Teacher gives students some time to modify their draft. Students work in groups and share their own draft. Students suggest ways to make improvements to each other’s plan. Students take some time to modify their draft. To instruct students how to give suggestions and help each other to make improvements.
Activity 4 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members. Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members. Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 5 Teacher asks each group to choose one student to give the presentation. Teacher and other students make comments, and the teacher gives an evaluation. Teacher encourages students to check their self-improvement plan one year from now to see if they have achieved their goals. Each group chooses one student to give the presentation. Other students make comments and the teacher makes an evaluation. Students check their self-improvement plan one year from now to see if they have achieved their goals. To encourage students to express their opinions. To help students correctly understand the unit theme.
Reflection
Teacher asks students to rate their performances in this unit, summarise what they have learnt and think about what they need to improve. Teacher asks students to write a reflection. Students rate their performances in this unit, summarise what they have learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performances, review the unit, and think about ways to improve.
教學(xué)反思：

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