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1、Book 5 Unit 1 Growing up 教学设计单元主题本单元主题语境是“人与自我”，涉及的主题语境内容是认识自我、丰富自我、完善自我。本单元以成长为话题，从诗歌如果的节选到不同年龄段学生对成长和成人的理解，从对未来的人生规划，回忆人生中令人难忘的时刻到小说小王子节选部分的阅读，从不同角度引导学生理解成长的责任与意义，倾诉成长的烦恼与困惑，最终帮助学生树立坚定的人生目标，形成积极的生活态度。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、个人访谈、电子邮件、在线留言板、小说节选、书评等多模态语篇，综合运用各种语言技能，读懂与成长和成人相关的语篇内容，听懂并谈论与寄宿生活
2、、成长中的重要时刻相关的对话，讨论并加深对人生中一些关键时刻的认识，恰当运用将来进行时谈论夏令营的时间安排或对未来的计划，阅读并理解小说中人物的态度和思想，深化对单元主题意义的理解与挖掘；同时能够运用本单元所学知识为自己制定一年的自我提升规划，制作个人成长档案，反思自己的成长历程，理解成长的意义，学会面对压力，学会自我激励与积极生活，树立正确的人生观与价值观，实现知识和思维能力的拓展与迁移；能够恰当运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高分析和解决问题的能力及理解和表达能力，最终
3、促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。）课型Listening + Viewing主题语境人与自我认识自我、丰富自我、完善自我内容分析本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一段与成人礼相关的视频，介绍了不同时期、不同文化背景下成人礼的不同庆祝方式，从而引发学生思考成人礼的真正含义。活动2要求学生通过听与读的方式欣赏诗歌如果的节选, 并谈一谈“成为一个真正的人”需要具备哪些品质，以及对自己成长影响最重要的品质。教学目标在本板块学习结束时
4、，学生能够：1. 看懂视频，了解与成人礼相关的背景知识，初步感知成长的意义；2. 读懂诗歌如果的节选，感受诗歌之美，领悟其主旨大意，发现并归纳“成为一个真正的人”需要具备的品质；3. 说出在成长过程中最重要的品质有哪些并发表自己的观点。教学重点引导学生读懂诗歌，了解英文诗歌的基本知识，领悟其主旨大意并归纳成年人需要具备的品质。教学难点引导学生感受诗歌所传递与表达的情感并思考在成长过程中最重要的品质是什么，思考成长的意义。教学策略视听教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityAct
5、ivity 11. Teacher plays the video and asks students to watch it carefully.2. Teacher asks students to answer the first question. Teacher plays the video again if needed.3. Teacher asks students to work in groups and discuss the second question.4. Teacher invites some students to share their answers.
6、1. Students watch the video carefully.2. Students answer the first question. Students watch the video again if needed.3. Students work in groups and discuss the second question.4. Some students share their answers with the class.1. To arouse students interest in the topic.2. To let students have a b
7、asic understanding of coming-of-age ceremony.Activity 21. Teacher plays the audio and asks students to listen to the poem carefully.2. Teacher asks students to read the poem.3. Teacher asks students to answer the first question individually.4. Teacher invites some students to share their answers.5.
8、Teacher asks students to read the poem againand tick the answers in Question 2.6. Teacher invites some students to share their answers and add their own ideas.7. Teacher asks students to work in groups to answer the last question.8. Teacher invites some students to share the answers.1. Students list
9、en to the poem carefully.2. Students read the poem.3. Students answer the first question individually.4. Some students share their answers with the class.5. Students read the poem again and tick the answers in Question 2.6. Some students share their answers with the class and add their own ideas.7.
10、Students discuss the last question in groups.8. Some students share the answers with the whole class.1. To help students learn some basic knowledge of English poems.2. To help students have a further understanding of growing up.Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自我认识自
11、我、丰富自我、完善自我内容分析本板块呈现了一篇体现单元主题的课文，语篇类型为专栏文章。课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。读前的导入活动帮助学生明确在我国做不同事情的法定年龄，激活学生对法定年龄的已有知识，为课文学习做铺垫。读中活动考查学生对课文标题的理解和提取关键信息的能力。读后活动通过判断主旨大意、理解细节信息和回答开放性问题等活动，启发学生深入思考，理解文本内容，积极探究主题意义。教学目标在本板块学习结束时，学生能够：1. 通过阅读课文，获取文章的主要信息，并根据文章内容准确理解标题的含义，为文章另选一个合适的标题；2. 准确获取关键信息，并学会辨别事实和观
12、点，进一步理解课文内容；3. 体会成年的意义与责任，思考如何完善自己、提升自己，树立正确的生活观与积极的人生观。教学重点引导学生读懂课文，获取文章的重要信息，学会辨别事实和观点，把握三位学生对成年的理解与定位。教学难点引导学生体会成年的意义与责任，加深对主题意义的认识与思考。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the pictures and think about the ag
13、e when people are allowed to do the six things on the book.2. Teacher divides the class into several groups to discuss about the question.3. Teacher invites some students to share the answers.4. Teacher asks students to think about more examples and the legal ages to do them.5. Teacher invites some
14、students to share the answers.1. Students look at the pictures and think about the age when people are allowed to do the six things on the book individually.2. Students work in groups and discuss the question.3. Some students share the answers with the class.4. Students think about more examples and
15、 the legal ages to do them.5. Some students share the answers. 1. To help students get familiar with the topic in advance. 2. To activate the students existing background knowledge.Activity 21. Teacher asks students to look at the title and pictures, then try to guess the meaning of the title.2. Tea
16、cher asks students to read the passage quickly and check the answer.3. Teacher asks some students to share the answers.1. Students look at the title and pictures and guess what the title means.2. Students read the passage quickly and check the answer.3. Some students share the answers with the whole
17、 class.To help students understand the meaning of the title.Activity 31. Teacher asks students to read the passage quickly and choose the best title according to the personal understanding. 2. Teacher invites some students to share their answers with the whole class and give the reasons. 3. Teacher
18、asks others to express different ideas and give reasons.4. Teacher divides the class into several groups to discuss how to choose or give a proper title.5. Teacher invites some groups to share their answers and others to make comments.1. Students read the passage quickly and choose the best title ac
19、cording to the personal understanding.2. Some students share their answers with the whole class and give the reasons.3. Other students express their different ideas and give reasons.4. Students work in groups and discuss how to choose or give a proper title.5. Some groups share their answers with th
20、e class and other students make some comments.1. To help students grasp the main idea of the passage through fast reading.2. To help students figure out the methods of choosing a proper title.Activity 41. Teacher asks students to go through the table quickly and have a basic understanding of the tas
21、k.2. Teacher asks students to read the passage carefully and pick out the relevant information to complete the table. 3. Teacher invites some students to check the answers with other students.4. Teacher asks students to read the passage again and helps them analyse the structure of the passage. 5. T
22、eacher asks students to answer the questions raised in the introduction part.6. Teacher invites some students to share their answers with the class.1. Students go through the table quickly and have a basic understanding of the task.2. Students read the passage carefully and pick out the relevant inf
23、ormation to complete the table.3. Some students check the answers with other students.4. Students read the passage again and analyse the structure of the passage with the help of the teacher.5. Students try to answer the questions raised in the introduction part.6. Some students share their answers
24、with the class.1. To help students have a deep understanding of the information.2. To practise students ability to sort the specific information of the passage.Activity 51. Teacher asks students to read the four sentences individually and decide if they are facts or opinions.2. Teacher invites some
25、students to share their answers with the class and help them summarise how to tell facts from opinions.3. Teacher asks students to work in groups and find more sentences about opinions and discuss if they agree or not.4. Teacher invites some students to share their answers and give proper reasons.1.
26、 Students read the four sentences individually and decide if they are facts or opinions.2. Some students share their answers with the class and summarise how to tell facts from opinions with the help of the teacher.3. Students work in groups and find more sentences about opinions and discuss if they
27、 agree or not.4. Some students share their answers with the class and give proper reasons.1. To help students distinguish facts from opinions.2. To have students interpret the text through the details. Think & Share1. Teacher asks students to go through the four questions and think about them indivi
28、dually.2. Teacher asks students to discuss the questions in groups.3. Teacher invites some students to share the answers with the class.1. Students go through the four questions and think about them individually.2. Students discuss the questions in groups.3. Some students share the answers with the
29、class. 1. To help students focus on the meaning of growing up and responsibility. 2. To help students apply what they have learnt to express their ideas.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening + Speaking主题语境人与自我认识自我、丰富自我、完善自我内容分析本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要内容为将来进行时，两
30、个小语篇话题分别为夏令营第一天的时间安排和对未来的规划。前者是一张有关暑期夏令营的宣传海报，后者以电子邮件的形式描述了作者对自己未来的具体规划。综合语言运用部分的话题为“难忘的时刻”，首先通过一篇短文引导学生思考人生是个“苦乐参半”的过程，鼓励学生要学会珍惜人生中一些难忘的时刻；听力活动是两位学生谈论对寄宿生活的憧憬或感受；接下来的听说部分呈现了人生的一些重要时刻。本板块旨在帮助学生深度聚焦语言的意义和功能，通过真实语境下的思考和交际运用，全方位提高学生的综合语言运用能力。教学目标在本板块学习结束时，学生能够：1. 熟悉并会运用将来进行时；2. 听懂会话内容，理解其大意并获取细节信息来完成表格
31、；3. 运用听力材料中的相关结构表达担忧或者顾虑，并给出鼓励与建议；4. 与同伴分享自己人生中一个最难忘的时刻。教学重点1. 引导学生发现和理解将来进行时的用法并在真实语境中进行运用；2. 指导学生根据邮件内容，阐述自己的未来规划；3. 引导学生通过完成听力活动，学会表达关心、鼓励或提供建议这三类不同的语用功能，进一步感知成长过程中的苦与乐。教学难点1. 引导学生在真实语境中运用将来进行时；2. 引导学生了解在人生不同阶段会经历的特殊时刻，从而加强对主题意义的理解，树立积极的生活态度。教学策略任务型教学法、交际教学法、听说教学法Teaching contentsProceduresPurpos
32、es Teachers activityStudents activityActivity 11. Teacher asks students to read sentence (a) and sentence (b) in the box and pay special attention to the words in bold.2. Teacher asks students to work in groups, compare the two sentences and discuss the two questions. 3. Teacher invites some student
33、s to share their answers.4. 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.5. Teacher asks some students to share the answers and others to make some comments.1. Students observe the two sentences
34、 in the box and pay attention to the words in bold.2. Students compare sentence (a) with sentence (b) and discuss the two questions in groups.3. Some students share their answers with the class.4. Students look for more sentences with the future continuous tense in the reading passage and summarise
35、its use in their own words.5. Some students share the answers with the class and other students make some comments.1. To help students find out the structure and function of the future continuous tense.2. To help students get familiar with the future continuous tense.Activity 21. Teacher asks studen
36、ts to look at the picture about the schedule of a summer camp and get the detailed information of it.2. Teacher asks students to work in pairs and make “ask and answer” dialogues according to the example below the picture.3. Teacher invites some pairs to perform their dialogues and ask other student
37、s to give some comments.1. Students look at the picture about the schedule of a summer camp and get the detailed information of it.2. Students work in pairs and make “ask and answer”dialogues according to the example below the picture.3. Some pairs perform their dialogues in the whole class and othe
38、r students give their comments.To encourage students to apply the future continuous tense in dialogues.Activity 31. Teacher asks students to read the email and summarise its main idea.2. Teacher invites some students to share their answers.3. Teacher asks students to fill in the blanks with the corr
39、ect form of the verbs in the brackets and use the future continuous tense where possible.4. Teacher invites some students to share the answers and give the reasons.1. Students read the email and summarise its main idea.2. Some students share their answers with the class.3. Students fill in the blank
40、s with the correct form of the verbs in the brackets and use the future continuous tense where possible.4. 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 41. Teacher asks students t
41、o underline the structures or sentences about descriptions of the future plan in Dianas email individually.2. Teacher asks students to work in groups and discuss their own plans for the future according to the email.3. Teacher invites several groups to share the answers.4. Teacher asks students to w
42、rite a reply to Diana to tell her about their own plans for the future individually.5. Teacher invites some students to display their works and others to make comments.6. Teacher gives suggestions on accuracy, coherence and appropriacy and asks students to modify their works after class.1. Students
43、underline the structures or sentences about descriptions of the future plan in Dianas email individually.2. Students work in groups and discuss their own plans for the future according to the email. 3. Some groups share the answers.4. Students write a reply to Diana to tell her about their own plans
44、 for the future individually.5. Some students display their works and others make comments.6. Students listen to the teachers 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.Activi
45、ty 51. Teacher asks students to read the passage individually and answer the first question. 2. Teacher checks the answers with the class.3. Teacher asks students to work in groups and discuss the second question. 4. Teacher encourages several groups to share the answers with the class.1. Students r
46、ead the passage individually and answer the first question. 2. Students check the answers with the teacher.3. Students work in groups and discuss the second question.4. Several groups share the answers with the class.To help students have a better understanding of the unit theme and take a positive
47、attitude towards life.Activity 61. Teacher asks students to go through the two questions, figure out the purpose of the activity and get ready for listening.2. Teacher plays the audio and asks students to infer the relationship between the speakers and get the main idea of the conversation.3. Teache
48、r asks some students to share the answers.1. Students go through the two questions quickly, figure out the purpose of the activity and get ready for listening.2. Students listen to the audio, infer the relationship between the speakers and get the main idea of the conversation.3. Some students share their answers with the