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1、Book 7 Unit 2 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“人生智慧”。本单元的重点在于引导学生如何正确面对人生，从一段把人生比喻成空罐子的视频导入，依次呈现了图片、书评、寓言、谚语、采访、剧本节选等内容，从多个角度阐释了生活的智慧，旨在向学生展示生活的多种可能性，带领他们探索生活的真谛，从而以健康、积极的态度面对人生，树立正确的人生观和价值观。 单元目标学生能够围绕本单元的主题语境内容，基于单元提供的图片、书评、寓言故事、日常对话、采访、剧本等多模态语篇，综合运用各种语言技能，读懂对优秀文学作品的评论和介绍，听懂并谈论与人生智慧有关的话题，恰当使用所学词
2、汇与表达介绍自己的生活经历和所受到的启迪，了解不同的人生追求和积极的人生态度，深化对本单元主题意义的理解；同时能够运用单元所学，通过比较、分析，联系自身实际，介绍优秀文学作品及其对人生的启发意义，培养积极乐观的人生态度，寻求人生的真谛，实现知识和思维能力的拓展与迁移；通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所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，提高自己的理解和表达能力，最终促进自身语言能力、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15 20分钟，教师可根据教学实际酌情调整。）课
3、型Listening + Viewing + speaking主题语境人与自然/社会 人与自然/社会的辩证关系内容分析本板块旨在激发学生对人生意义的初步思考，为接下来的单元学习做好铺垫。活动1 呈现了一段与本单元主题相关的视频。视频将“空罐子”比作“人生”，将大石块、鹅卵石、沙子、茶水分别比作人生中要经历的事，并对其重要性展开了排序和论述。这一视频引导学生如何分清人生的主次，从而把更多时间留给那些真正重要的事情。活动2 是让学生观察具有隐喻效果的六幅插图，思考它们与人生的关联并给出理由。教学目标1 带领学生观看视频，理解视频的主旨大意，使学生能够从视频中迅速提取关键信息，引入主题;2 引导学生
4、发现并归纳应该如何规划人生，并对“怎样上好人生这门课”这一话题进行积极深入的思考；3 培养学生的读图能力，引导学生进一步讨论人生还能被比喻成什么，从而学会初步思考人生的不同意义。教学重点引导学生看懂视频、读懂戏剧台词，了解戏剧的艺术美和感染力，理解作者借助戏剧的人物对话和情节发展所表达的人文情怀和朴实情感。教学难点引导学生感受和理解戏剧所传递的人文情怀，思考“人生之教诲”的深刻内含。教学策略视听教学法、交际教学法、活动教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 1 1. Te
5、acher plays the video clip with the story of “The Empty Jar” once for the students to watch,asking students to get ready for the first two questions.2. Teacher asks students to work in pairs to ask and answer the first two questions and then change the role.3. Teacher plays the video clip again and
6、asks students to work in groups to deal with the third item with two small questions. 4. Teacher plays the video clip once more and then invites some students to ask and answer all the questions in class .1. Students watch the video clip with the story of “The Empty Jar” once carefully, getting read
7、y for the first two questions.2. Students ask and answer the first two questions in pairs and then change the role.3. Students work in groups, watch the video clip again and deal with the third item, asking and answering the two questions.4. Some students come to the front or stand up to ask and ans
8、wer all the questions in class.1. To enable studentsto learn something about what life is.2. To enable students to have an idea of what life is compared to in this story.Activity 21. Teacher tells students what metaphor is and how it is used.2. Teacher asks students to look at the pictures carefully
9、 and choose the things that can be used as metaphors.3. Teacher asks students to work in pairs, talk about the six pictures and choose the things that can be used as metaphors.4. Teacher invites some students to give the presentation of what they talked about.5. Teacher asks students to work in pair
10、s, get- ting ready for the last two questions.1. Students learn the definition of metaphor and how to use it.2. Students take a close look at the pictures and choose the things that can be used as metaphors.3. Students work in pairs, talk about the six pictures and choose the things that can be used
11、 as metaphors.4. Some students are invited to give the presentation of what they talked about.5. Students work in pairs for the last two questions.To let students have a better understanding of decision-making through the video.Understanding ideas板块教学设计（建议时长35 40分钟，教师可根据教学实际酌情调整。）课 型Reading主题语境人与社会
12、文学作品对读者的影响内容分析本板块呈现了一篇反映单元主题的课文。课文以网页的方式呈现，展示了相约星期二这本书的人物和情节的简要介绍以及四位读者对该书的评价，从不同角度剖析了书中主人翁如何坦然面对死亡，如何树立正确的人生观、价值观，如何正确对待友情，以及如何使自己的生活过得更加充实等一系列的现实问题。读前的导入活动，需要学生阅读该书封底的推荐文字并回答问题，旨在激活学生对该书的阅读兴趣。读中活动请学生快速浏览四段评价，思考不同读者会对本书给出怎样的评价，使学生快速了解文章大意。读后活动通过选出文章中所提及的话题、填写表格，以及回答开放性问题等活动，帮助学生逐步深入理解课文主旨，赏析文本表达方式，
13、探究单元主题思想，培养学生的文学鉴赏能力。教学目标1 引导学生获取课文的主要内容，初步了解相约星期二一书的主旨大意；2 引导学生阅读课文，感知课文的语篇结构及语言特点，学习和掌握课文中与话题相关的表达方式，并能运用所学表达方式进行交流；3 帮助学生根据课文中各个板块的内容，对如何写书评、如何给文学作品写简介等方面有一个初步了解，同时加深对单元主题思想的认识。教学重点1. 引导学生读懂语篇，理解文段、把握文本结构；2. 引导学生了解文学作品及其评介/论的文体特征。教学难点1. 如何引导学生理解戏剧结构，把握人物重要信息；2. 如何引导学生欣赏文学作品，提升他们的文学鉴赏水平。教学策略“Pre-l
14、earning, While-learning, and Post-learning” strategy （P-W-P模式）Teaching contentsProceduresPurposes Teachers activityStudents activity Activity 11. Teacher asks students to read very fast the recommendations on the back cover of the book and get ready for the first task (the two questions). 2. Teacher
15、 asks the class to ask and answer the 2 questions in pairs and then exchange the role.3. Teacher invites two or more groups to the front or just stand up to give their presentations.1. Students read very fast the recommenda- tions on the back cover of the book and get ready for the first task (the t
16、wo questions).2. Students work in pairs and ask and answer the 2 questions and then exchange the role.3. Two or more groups give the class their presentations.1. To enable the students to think about their way of life.2. To connect the short passage with the students life.3. To arouse the students c
17、uriosity about their lifes journey. Activity 21. Teacher asks students to read the passage and predict what it is about.2. Teacher asks students to work in groups to decide how many stars the four people would give the book.3. Teacher invites two or more groups to the front or just stand up to share
18、 their resultsor reasons.1. Students read the text quickly, predicting what the passage is about.2. Students work in groups to decide how many stars the four people would give the book.3. Two or more groups come to the front or just stand up to share their results or reasons.1. To enable the student
19、s to improve their skills in fast-reading. 2. To make students have a better understanding of the reading passage. Activity 3 1. Teacher asks students to read the passage again and choose the authors purpose in writing the passage.2. Teacher tells students something about the author and the book Tue
20、sdays with Morrie3. Teacher invites some students to share their answers with the class.1. Students read the passage again and choose the authors purpose in writing the passage.2. Students have a general idea of the author and the book Tuesdays with Morrie3. Some students share their answers with th
21、e class.To figure out the authors purpose of writing the passage.Activity 4 Think &Share1. Teacher asks students to read the passage carefully and figure out the main structure of the passage and the main idea of each part.2. Teacher asks students to work in groups, going over the passage again and
22、choosing the topics of the book mentioned in the passage and finding evidence to support their choice.3. Teacher checks the answers with the students.4. Teacher asks students to read the passage again so as to further understand the struc- ture of the passage.5. Teacher invites some students to rete
23、ll the passage and others may make comments.6. Teacher deals with some of the most important language points, sentence patterns, grammar items as well as the figure of speech metaphor. 7. Teacher ask students to work in pairs and choose the topics of the book mentioned in the passage and then find e
24、vidence to support their choices.8. Teacher asks students to work in groups to organise information from the passage andcomplete the table. After that, teacher asks some students to give their answers and check them one by one.9. Teacher asks students to go online, as their homework, to find out wha
25、t other comments have been made on this book and whether these comments make them want to read the book and then give reasons. Share their findings in class.10. Teacher asks students if these comments make them want to read the book and then give reasons. 1. Teacher asks students to work in pairs an
26、d read carefully the four questions and get ready for the answers.2. Teacher asks students to work in groups, discussing the answers to the four questions.3. Teacher asks pairs of students to the front to give presentation of this part.1. Students read the passage carefully and figure out the main s
27、tructure of the passage and the main idea of each part.2. Students work in groups, going over the passage again and choosing the topics of the book mentioned in the passage and finding evidence to support their choice.3. Students work in class to check the answers with the teacher or their desk- mat
28、e.4. Students read the passage again to further understand the structure of the passage. 5. Some students retell the passage, while others may make some comments.6. Students may raise their hands if they have any question(s ) concerning these items to ask the teacher, esp. the figure of speech metap
29、hor.7. Students work in pairs and choose the topics of the book mentioned in the passage and then find evidence to support their choices.8. Students work in groups to organise information from the passage and completethe table. After that, students may raise their hands and give their answers and ch
30、eck them one by one. 9. Students go online, as their homework, to find out what other comments have been made on this book and whether these comments make them want to read the book and then give reasons. Share their findings in class.10. Students try to find out whether these comments make them wan
31、t to read the book and then give reasons.1. Students work in pairs and read the four questions carefully and get ready for the answers.2. Students work in groups and discuss the answers to the four questions.3. Pairs of the students are invited to the front of the class, and give presentation, while
32、 others make comments.1. To figure out the main idea as well as the structure with some details of the reading passage.2. To enable students to be more familiar with the text.3. To learn how to use the figure of speech metaphor.Using language板块教学设计（建议时长70 90分钟，教师可根据教学实际酌情调整。）课 型Reading + Practicing
33、+ Listening + Speaking主题语境人与社会 伊索寓言 内容分析语法部分的主要内容为动词的被动语态复习。两个活动分别为伊索寓言的介绍和看图写故事，帮助学生在具体语境中复习和巩固被动语态的用法；词汇部分通过几个真实场景的对话呈现与“人生谚语”相关的表达；听说部分为一段采访，介绍了一位八十一岁上大学的老人的故事。本板块帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高对语言的综合运用能力。教学目标1 引导学生在实际语境中复习巩固、灵活运用动词的被动语态，学会在写作中恰当使用被动语态；2 引导学生学习并运用生活中常见的谚语，理解这些谚语的意义和
34、使用场景；3 带领学生学习“活到老，学到老”的故事，体会终身学习的意义，培养乐观向上的人生观和价值观。教学重点1. 引导学生了解被动语态的基本特征并在真实语境中灵活运用；2. 引导学生掌握并恰当地使用与本单元主题相关的词汇（短语）；3. 引导学生逐步认识到“人生课堂”在人的生命历程中的重要性。教学难点1. 引导学生在真实语境中正确使用动词被动语态；2. 引导学生如何面对生活中可能出现的各种问题。教学策略任务型教学法、听说教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity
35、11. Teacher asks students to take a close look at the three sentences in the box and pay special attention to the passive voice in bold. Then match them to the reason why the passive voice is used.2. Teacher sums up the passive voice of all the eight different tenses for the students to have an over
36、all idea of this item. 1. Students look closely at the three sentences in the box and pay special attention to the passive voice in bold. Then match them to the reason why the passive voice is used.2. Students follow the teacher to have an overall idea of the passive voice of all the eight different
37、 tenses.To find out the structure, paying attention to the different forms of the passive voice.To get familiar with all the eight different forms of the passive voice and be able to use them freely.Activity 21. Teacher asks students to go over the reading passage for more sentences with these struc
38、tures and underline them.2. Teacher asks students to work in pairs to check the answers and talk about why the passive voice is used.3. Teacher invite some students to share their pair work with others.1. Students go over the reading passage for more sentences with these structures .2. Students work
39、 in pairs to check the answers and talk about why the passive voice is used.3. Students share their pair work with others.To apply the grammar item the passive voice learned in a correct context. Activity 31. Teacher asks students to read the paragraph aloud once or more times if needed. 2. Teacher
40、asks students to rewrite the givenparagraph using the passive voice where appropriate. 3. Teacher asks students to share their writing in class.1. Students read aloud the paragraph once or more times if needed.2. Students rewrite the given paragraph using the passive voice where appropriate.3. Stude
41、nts share their writing in class.To enable students to use the passive voice of verbs in a real context. Activity 41. Teacher asks students to look at the four pictures carefully and write the story from Aesops Fables, using the passive voice where appropriate. 2. Teacher asks students to work in pa
42、irs to improve each others writing.3. Teacher invites some students to share their writing with the class using appropriate passive voice.1. Students look at the four pictures carefully and write the story from Aesops Fables, using the passive voice where appropriate 2. Some students work in pairs t
43、o improve each others writing.3. Some students share their writing with the class using appropriate passive voice.To further understand the use of the passive voices.Activity 51. Teacher asks students to work in pairs, telling each other another fable they know, using the passive voice where appropr
44、iate. 2. Teacher asks students to share in class the fable they know.3. Teacher invites some other students to make some comment on the fable shared.1. Students work in pairs, telling each other another fable they know, using the passive voice where appropriate. 2. Students share in class the fable
45、they know.3. Some other students make some comment on the fable shared .To use what they have learnt about fable and grasp the usage(s) of the passive voice in authentic situation. Activity 61. Teacher asks students to read the conversa- tions quickly and guess what proverb may be put in each conver
46、sation.2. Teacher asks students to work in pairs to check whether they have got the correct proverb in each conversation. Teacher may help them if necessary.3. Teacher encourages several pairs to show to the class their answers to the six conversations.4. Teacher invites some pairs of students to read aloud the six conversations and then the whole class read them aloud together.1. Students read the conversations quickly and guess what proverb may be put in each conversation.2. Students work in pairs, c