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1、课型主题语境内容分析教学目标Book 3 Unit 2 Making a difference 教学设计单元主题本单元的主题语境是“人与社会，涉及的主题语境内容是优秀品德与 社会责任感。本单元从介绍中外的助人主题日及优秀人物开头，通过叙 述几位优秀人物的突出事迹和他们从事的公益事业，丰富同学对优秀品 德的熟识，引导同学深化了解中外一般人乐于助人的高尚品德和蔼行的 力气，最终形成乐观参加志愿效劳活动的态度。单元目标同学能够围绕本单元的主题语境内容，基于单元供应的个人故事、人物 传记、 询问、个人简历等多模态语篇，综合运用各种语言技能，读 懂语篇内容，听懂并能进行 询问，丰富对志愿效劳活动的熟识；
2、能 够使用新学语言描述人物品德，恰当使用过去分词作定语描述人物的事 迹，撰写人物介绍，探究不同文化在助人为乐方面的共通之处，深化对 单元主题意义的理解与挖掘；能够运用单元所学学问评价人物对社会的 奉献，共学自己的志愿效劳经受，培育自己坚持善行、关爱他人的人生 态度，树立为社会效劳的意识，形成正确的人生态度和价值观；通过运 用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所供 应的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容 和进程，提高自己的理解和表达力量，最终促进自身语言力量、文化意 识、思维品质和学习力量的综合提升。Starting out板块教学设计（建议时长10
3、-15分钟，老师可依据教学实际酌情调整。）Viewing + Speaking人与自我一一做人与做事本板块旨在关心同学初步了解中外的助人主题日及对社会有突出奉献的人 物，激发同学的学习爱好，激活同学与单元主题意义相关的语言学问和文化 学问，为开展整个单元的学习活动进行铺垫和预热。活动1是看视频，并答 复2个问题。视频内容是介绍了我国2016年9月5日设立的中华慈善日和 西方Pay It Forward Day。活动2是看人物图片和阅读人物quotation,叙说 人物奉献，描述人物品质，并能联系自身生活，介绍具有相同品质的人物。 同学对于图片中消失了的三个人物，可能不太熟识，老师可以在单元学习
4、开 头前布置同学查找相关资料，为课堂学习进行铺垫。这两个活动旨在引导同 学进入本单元主题意义即探究助人为乐，乐观从事公益事业和志愿效劳，引 导同学熟识至U u Donating money is not the only way to help others/， , u power of giving和 One small act can make a big difference.,同时激活同学与主 题意义相关的语言学问和文化学问，为开展整个单兀的学习活动进行铺垫和 预热。L通过完成教材13页活动1,同学能够说出有关我国Charity Day和西方 Put It Forward Day 的根
5、本状况,并能够熟识到 “ Donating money is not the only way to help others/ 和 One small act can make a big difference.2.通过完成教材13页活动2,同学能够通过阅读图片中人物的quotation,T shows examples of ed as attributive and ing as attributive and asks Ss to pare and explore the difference.T shows examples of ed as attributive and the a
6、ttributive clause and asks Ss to explore the relationship between them.Ss pare the examples of ed as attributive with the examples of ing as attributive and tell the difference between them.Ss pare the examples of ed as attributive with the examples of the attributive clause.and ing as attributive S
7、s can relate ed as attributive to the attributive clause.Activity 2T asks Ss to rewrite the underlined sentences using the ed formRewriteSs rewrite the underlined sentences using the ed form.Ss are expected to apply what they have observed and explored.Activity 3T asks to read the passage and choose
8、 the correct form of the words.Choose the correct form of the wordsSs read the passage and choose the correct form of the words.Ss are expected to state the difference between ed as attributive and ing as attributive and consolidate what they have learned.Activity 4T asks Ss to read the four descrip
9、tions, underline the words that describe personal qualities and add the underlined words to the form.T encourages Ss to add more words which describe personal qualities to the form. T encourages Ss to work in pairs to talk about peoples personal qualities using the words they have learned.ReadingSs
10、read the four descriptions, underline the words that describe personal qualities and add the underlined words to the form.Ss add more words which describe personal qualities to the form.Ss work in pairs to talk about peoples personal qualities using the words they have learned.Ss can set up their vo
11、cabulary web about words which describe personal qualities.Ss are expected to enhance their ability to use the related words.Activity 5T asks Ss to read the short passage about volunteering in P19. T may give the following instruction:Reading and listeningSs read the short passage about volunteering
12、 in P19.Ss are guided to thinkSs know more about voluntary work and know how to make a phone enquiry about the topic.Since different people have different qualities, we can choose suitable volunteer work according to our qualities.T plays the tape about the phone enquiry and asks Ss to plete the act
13、ivities 78 in P19.more about voluntary work by Ts instruction.Then, Ss listen to the phone enquiry and plete the activities78 in P19Activity 6T asks Ss to act out a telephone enquiry with the help of munication bank in P81 and P84.SpeakingSs act out a telephone enquiry with the help of munication ba
14、nk in P81 and P84.Ss can apply what they have learned about to how to make phone enquiry according to the topic.Activity 7T encourages Ss to think about other voluntary work that Ss would like to be involved in, and have a similar conversation.TalkingSs think about other voluntary work that they wou
15、ld like to be involved in, and have a similar conversation.Ss can apply what Ss have learned to practice and are ready to be volunteers.Developing ideas板块教学设计（建议时长80-90分钟，老帅可依据教学实际酌情调整。）课型Reading + Writing主题语境人与自我一做人做事一优秀品德内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。老师 引导同学通过阅读Nicholas Winton的生平，了解他的国际主义精神和对
16、社 会的奉献，通过问题引导同学深化思索他的事迹及其影响，并启发同学联想 和搜集有类似事迹的中国人的故事，在全班共享。读写局部的范文是屠呦呦 的简历，同学需要从中提取信息，结合前面学过的课文的文体和结构为屠呦 呦写一篇人物小传，初步把握人物传记的文体特征和写法。教学目标1 .理解课文内容，了解Nicholas Winton的生平和他为社会所做的奉献；2 .依据时间线梳理Nicholas Winton的生平，并概括出人物传记类文本的行 文组织方式和关键要素；3 .通过思索和分析问题，深化理解Nicholas Winton事迹的影响，表达自己 的观点和感情；4 .通过了解中国人在二战中的事迹，关注世
17、界和平和人类正义的话题，对于人类命运共同体形成初步意识；5 .读懂屠呦呦的简历，并依据简历内容写出屠呦呦的简略传记；6 .依据写作评价标准，评价同学的作业，并能反思并改良自己的作业。教学重点1 .依据时1可线梳理Nicholas Winton的生平，并概括出人物传记类文本的行 文组织方式和关键要素；2.读懂屠呦呦的简历，并依据简历内容写出屠呦呦的简略传记。教学难点1 .通过思索和分析问题，深化理解Nicholas Winton事迹的影响，表达自己 的观点和感情；2.依据写作评价标准，评价同学的作业，并能反思并改良自己的作业。教学策略交际教学法、任务型教学法Teaching contentsPr
18、oceduresPurposesTeachers activityStudents5 activityActivity 11. T draws Ss attention to the title, and asks whether they know who Schindler is.2. T introduces Activity 1 and asks Ss to predict what Winton might have done based on the word cloud, the two pictures, and the title.3. T collects answers
19、from Ss.1. Ss share what they know about Schindler.2. Ss predict what the man might have done as required.3. Ss share answers in pairs and then in class.To activate Ss background knowledge and stimulate Ss to explore more through predicting.Activity 2 & Learning to learn1. T asks Ss to read the biog
20、raphy and check the predications.2. T guides Ss to summarize the main idea of the text with one sentence.3. T invites one student to read out learning to learn , and then ask Ss to answer: what is a biography? How are most biographies organized?1. Ss read the text and check their predictions.2. Ss u
21、se one sentence to summarize the main idea of the text.3. Ss read learning to learn/z and answer two questions from the T.To train Ss ability of summarizing the main idea. To help Ss understand the style and key elements of biographies which will be applied to their writing task.Activity 31. T asks
22、Ss to read the1. Ss read the text again andTo guide Ss totext carefully and match the events to the years in which they happened (If Activity 3 is not challenging enough, T can also ask Ss to draw a timeline to note down the key events in Wintons life.2. While checking answer, T draws a timeline on
23、the blackboard with key words.3. T guides Ss to retell Wintons life story according to the timeline.finish Activity 3.2. Ss share answers in class.3. Ss retell Wintons life story according to the timeline.understand how this biography is organized by sorting out the main events.Think &Share1. T asks
24、 Ss to discuss the first three questions in groups.2. T invites Ss to voice their opinions on the first question. (T can also provide background information if necessary.)3. T continues to ask why this parting scene at Pragues Wilson Station is described in Paragraph 1.4. When collecting answers to
25、the third question, T provides more vocabulary to enrich Ss expressions. 5. T asks Ss the last question, if Ss dont know any, T provides information of He Fengshan, and asks Ss to search more information of this kind1. Ss discuss the first three questions in groups.2. Ss voice their opinions on the
26、3 questions.3. Ss listen carefully to the response from T and other Ss and think actively to give prompt response.4. Ss listen to the story of He Fengshan and think why people around the world would like to risk their lives to help the refugees during WWILTo guide Ss to have an indepth understanding
27、 of the text from multiple perspectives.To help Ss to put forward their own point of view through analyzing the text, discussing and sharing information as well as judging the text.and think about why people around the world risked their lives to help and contribute during WWILActivity 41. T groups
28、Ss and asks them to plete the table.2. T explains how Ss should organize their talk by following the second step.3. T asks Ss to plan their talk in groups.4. T invites Ss to share their talk in class.1. Ss work in groups to plete the table.2. Ss follow the second step to plan their talk.3. Ss presen
29、t their talk in class.To consolidate and integrate the language and content learnt.Activity 51. T introduces the writing task-writing a biography of Tu Youyou, and then invites Ss to share anything they know about Tu Youyou.2. T asks Ss to read Tu YouyouCV individually first and then lets them work
30、in groups to help each other with any new word.3. T asks Ss to fill in the boxes with the corresponding information individually.4. T draws Ss attention to Useful Expressions. and explains how to write a biography and shows the criteria for evaluation before setting the writing task.1. Ss share anyt
31、hing they know about Tu Youyou.2. Ss read Tu Youyou CV and work in groups to tackle new word barriers.3. Ss fill in the boxes.4. Ss learn about the criteria for writing first and then write.To activate the background information.To familiarize Ss with the style of resume.To help Ss grasp how to orga
32、nize a biography through information classification.To improve Ss writing skill by providing and explaining the criteria.Activity 6T explains how to evaluate the biography first, and then invitesSs share their biographies and evaluate.To encourage Ss to improve writing through peer evaluation.severa
33、l Ss to share their biography in class with the others listening actively and giving evaluation.Presenting ideas & Reflection 板块教学设计（Presenting ideas 和 Reflection 局部建议总时长 40-45 分钟， 老帅可依据教学实际酌情调整。）课型Speaking主题语境人与自我一做人做事一优秀品德内容分析Presenting ideas板块训练同学表达技能，请同学推选出“年度人物”，可以选 择名人或者身边熟识的人。同学在小组内描述优秀人物的事迹、
34、成就和品德， 陈述自己推举他/她的理由，与小组成员沟通、协商、合作最终达成共识，推 选出小组内公认的“年度人物并在全班进行展现。通过共享信息、表达观点、 展现成果、反思自身等一系列应用实践与迁移创新活动，加深同学对本单元主 题的理解，深化了人物的善德品德，丰富对优秀品德的认同，树立正确的价值 观和人生态度。Reflection板块引导同学回忆本单元所学，准时对自己的学习行为和效果做出 评估和推断，反思并改良。教学目标1 .运用本单元所学语言描述优秀人物的事迹、成就和品德，并说明推举该人 物的理由；2 .恰当、得体地表达自己的观点，与小组成员沟通、协商并达成共识，完成 汇报任务；3 .进行自我反
35、思，评估学习效果，调整学习策略，提高学习效率。教学重点1 .运用本单元所学语言描述优秀人物的事迹、成就和品德，并说明推举该人物 的理由；2 .引导同学从语言力量、思维品质等方面对自己在本单元学习过程中和结束 时的学习行为和效果做出合理的评价。教学难点恰当、得体地表达自己的观点，与小组成员沟通、协商并达成共识，完成汇报 任务。教学策略元认知策略、认知策略、交际策略和情感策略Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. T guides Ss to think and answer
36、:What qualities should (i Person of the Year possess ?2. T invites one student to give an example by guiding him / her to answer:Who do you want to remend? What achievements did he / she make? What personal qualities does she/he possess? Why do you remend him / her?3. T asks Ss to plete the form abo
37、ut the person.1. Ss voice their opinions on the qualities of Person of the Year”.2. Ss plete the form in Activity 1 after listening to the demonstration from the T and one student.To lead in the task and provide a demonstration.Activity 21. T directs Ss attention to Useful expressions” and encourage
38、s them to use the expressions when sharing and discussing in groups.2. T introduces the evaluation rubrics.3. T asks Ss to work in groups, taking turns to share their candidates of Person of the Year, and eventually reaching agreement on the groups Person of the Year“ and choose one presenter. Meanw
39、hile, T monitors and provides support and assistance if needed.Ss work in groups, talk about their “Person of the Year and choose the best one in their group as a presenter.To consolidate the language for remendation and show opinions.To develop students* ability of cooperative inquiry and learn to
40、listen and express within the group.Activity 31. T invites several groups to remend their “Person of the Year, with the rest of the class1. Ss do presentations in class.2. Ss vote for the “Person of the Year”.To develop students* prehensive ability of language use.listening actively and evaluating.2
41、. T invites Ss to give ments on the presentations.Reflection1. T guides Ss to recall what theyve learnt in this unit.2. T asks Ss to plete “Reflection“ on page 24.Ss rate their performance in this unit, summarize what theyve learnt and think about what they need to improve.To guide Ss to rate their
42、performance, review the unit, and think about ways to improve.Project板块教学设计1此局部老师nJ依据教学实际酌情调整。）课型Speaking主题语境人与自我一做人做事一公民义务与社会责任内容分析本单元的工程实践活动为创办志愿者组织。同学在老师指导下分小组开展课上 课下学习实践活动，通过开展调查争论了解志愿者组织和机构，然后小组争论 需要关心人群、制定方案，组建志愿者组织。要求同学开展实际志愿效劳工作， 并鼓舞同学总结阅历，不断改良，从身边、社区小事做起，坚持志愿者效劳工 作。教学目标1 .通过在小组内沟通调查结果，实现信息共
43、享，更加全面了解身边的志愿组 织和机构；2 .依据调查争论结果，提出新的志愿效劳方向，并制定出切实可行的方案。教学重点依据调查争论结果，组建志愿小组，确定志愿效劳方向，并制定出切实可行的 方案。教学难点引导同学能够走出课堂，实际开展志愿工作，并总结汇报自己的志愿者工作。教学策略任务型教学法Teaching contentsProceduresPurposesTeachers activityStudents9 activityInvestigate1. Before the class,T asks Ss to work in group of 46 to research volunteer
44、 groups in their neighborhood and gather as much information as possible.Ss share the results of their investigation and reflect their own work by paring.To improve Ss metacognition level by sharing, paring and reflecting.2. T invites several groups to share the results of investigation, meanwhile g
45、uiding the rest of the class to listen actively and pare the results of other groups with those of theirs.Plan1. T asks Ss to make a detailed plan of their volunteering group as required.2. T invites several groups to present their plan in class.1. Ss work in groups, planning for their volunteering
46、group.2. Ss share their plans in class.To increase Ss cooperative awareness.CreateT encourages Ss to carryouttheirvolunteering work after class, offering guidance and assistance when needed.Ss think of a name for their group and carry out the volunteering work after class.To encourage Ss to apply wh
47、at they learned in class to real life.PresentT sets time in later periods for Ss to share theirvolunteeringexperience.Ss talk about their volunteering experience and share how helping others makes them feel.To share experience and feelings.说出其所做的奉献，运用恰当的词汇描述人物品质，并能联系所学学问 举出更多的人物事例，以加深对描述人物品质的词汇的理解。教学重点1 .同学了解并能说出我国Charity Day和西方Put It Forward Day的根本状 况，能够熟识到 “Donating money is not the only way to help others.”和 “One small act can make a big difference.。2 .同学能够运用恰当的词汇描述人物品质，并能联系所学学问举出更多的 人物事例。教学难点同学能联系自己所知举出更多的人物事例，并能用恰当词汇进行描述。教学策略认知驱动Teaching contentsProceduresPurposesTeachers ac