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1、Book 7 Unit 1 教学设计单元主题本单元主题语境为“人与自我”，涉及的主题语境内容是未来的选择。本单元向学生介绍了美国著名作家Ernest Hemingway，苏格兰著名作家Arthur Conan Doyle，美国著名诗人Robert Frost以及他们的代表作，讲述了他们不同的人生际遇，以及他们是如何面对选择，他们的选择对人生产生的影响，旨在引导学生在面对未来、曲折和困难时做出选择或决定。培养学生勇于面对现实，努力拼搏的品质。同时教育学生如何通过融入社会，使自己迅速成长为有独立意识、有责任心的成熟的社会成员。 单元目标学生能够围绕本单元的主题语境内容，基于单元提供的问卷、对话、诗
2、歌、求职信、招聘广告等多模态语篇，综合运用各种语言技能，掌握本单元有关人物优秀品质以及积极人生态度的表达；运用英语阅读策略从文本中迅速提取信息并解读文本，对他人的不同遭遇表达关切与同情，对自己的期盼做出准确恰当的描述和表达；同时学习优秀人物面对困境不畏艰难、百折不挠的精神，思考自己对未来人生的追求，并培养不畏艰险、努力拼搏、勇往直前的意志品质和积极向上的人生观；通过运用各种学习策略，在自主学习、合作学习、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，激发英语学习兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能
3、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主题语境人与自然 人与自然和谐相处内容分析活动1 呈现了一段与本单元主题相关的视频，主要介绍了鲁迅是如何大胆地改变自己最初的选择，适时做出自己的选择，从而“弃医从文”，迈出人生道路上具有决定意义的一步。活动2 请学生看一幅关于道路选择的图片，引导学生思考选择不同的道路对他们人生的影响。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。教学目标1 带领学生观看视频，理解视频的主旨大意，
4、使学生能够从视频中迅速提取关键信息，激活已有的背景知识和语言知识；2 引导学生通过观看视频，发现鲁迅做出的重大的人生选择并归纳其背后的原因，了解他在民族危难时如何立志从思想上唤醒民众，引发对“人生的选择”这一主题的初步思考；3 带领学生看图片，引导学生比较分析不同道路之间的差异，谈一谈对“人生之路”的看法，使学生对“人生的选择”形成初步认识。教学重点引导学生看懂视频、读懂诗歌，了解英文诗歌的节奏和基本韵律，理解诗人借助诗歌所表达的情感。教学难点引导学生感受和理解诗歌所传递的情感，思考“期盼”的含义。教学策略视听教学法、交际教学法、活动教学法Teaching contentsProcedures
5、Purposes Teachers activityStudents activityActivity 1 1. Teacher plays the video clip twice for the students to watch,asking students to get ready for the first two questions.2. Teacher asks students to work in pairs, asking and answering the first two questions.3. Teacher asks students to work in g
6、roups to deal with the second item with three questions. 4. Teacher invites some students to give the answers for the questions and put the answers into a short passage.1. Students watch the video clip twice carefully and get ready for the first two questions.2. Students ask and answer the first two
7、 questions in pairs.3. Students work in groups, asking and answering the first two question.4. Some students come to the front or stand up to ask and answer the questions in class and then write a short passage about the man mentioned in the video.1. To make studentslearn some back-ground knowledge
8、as well as how to make a decision.2. To enable students to have a basic understanding of the importance of choice-making.3. To ensure students will learn some- thing about Lu Xun and learn from him.Activity 21. Teacher asks students to look at the picture carefully, getting ready for the next three
9、questions.2. Teacher asks students to work in pairs, getting ready for the first question.3. Teacher invites some students to describe the three roads in the picture.4. Teacher asks students to work in pairs, get- ting ready for the last two questions.5. Teacher asks studentsto think about what it w
10、ould be like on the way to success .1. Students take a close look at the picture, preparing for the question-and-answer of the three questions.2. Students work in pairs for the first question.3. Some students make a description of the three roads.4. Students work in pairs for the last two questions5
11、. Students discuss what it would be on their way to success.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主题语境人与社会 良好的人际关系与社会交往内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为论说文。课文通过夹叙夹议的方式，讲述了美国著名作家Ernest Hemingway 和苏格兰著名作
12、家Arthur Conan Doyle 这两位杰出人物不同凡响的故事，论述了他们是如何在人生的重要时刻做出重大的选择或决定，并坚持不懈、矢志不渝，最终名闻天下的。读前的导入活动通过请学生完成一份问卷，帮助学生总结自己过去取得的进步，规划未来的目标。读中活动请学生看课文标题，预测课文内容。读后通过完成段落匹配并回答问题，分析逻辑结构和回答开放性问题，帮助学生深入理解课文、赏析课文，探究单元主题意义。教学目标1 请学生完成问卷，引导学生基于问卷的内容总结过去、放眼未来；2 引导学生获取课文主要信息，叙述课文中两位作家的成长历程，他们在成长过程中的不同际遇及代表作。同时，学生结合自己的成长经历，理解
13、如何“面对未来”；3 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流；4 帮助学生基于课文内容，从两位作家如何憧憬未来、采取行动、面对现实、做出决定、做出改变等方面进行思考。同时，引导学生结合两位作家成长故事中可汲取的积极人生态度以及课文中Steve Jobs 的名言，加深对单元主题的认识。教学重点1. 引导学生读懂语篇，理解文段、把握课文结构；2. 引导学生了解夹叙夹议的文体特征。教学难点1. 如何引导学生理解语篇结构，把握文本重要信息；2. 如何引导学生欣赏文学作品，提升他们的文学修养。教学策略“Pre-learning, While-le
14、arning, and Post-learning” strategy （P-W-P模式）Teaching contentsProceduresPurposes Teachers activityStudents activity Activity 11. Teacher asks students to complete the questionnaire and share their answers with the class.2. Teacher asks the class to ask and answer the 3 questions in pairs.3. Teacher
15、chooses one or two groups to share their results with the class.1. Students tick the answer individually and share it with others around.2. Students work in groups and find out the most popular answers.3. One or two groups present their results to the class.1. To conclude the students ways of making
16、 decisions.2. To connect the passage with the students life.3. To arouse the students curiosity about the topic. Activity 21. Teacher asks students to read the title and predict what the passage is about.2. Teacher asks students to tick the answer from the 4 choices on page 2 of the text- book.1. St
17、udents read the title quickly, predicting what the passage is about.2. Students choose the correct one from the 4 choices and give their reason(s).1. To enable the students to improve their fast-reading skills. 2. To make students have a general understanding of the reading passage.Activity 3 1. Tea
18、cher asks students to read the passage quickly and choose the authors purpose in writing the passage.2. Teacher invites some students to share their answers with the class.1. Students read the passage quickly and choose the authors purpose in writing the passage.2. Some students share their answers
19、with the 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 paragraph.2. Teacher asks students to make a compari- son between the two w
20、riters and complete the chart in Activity 4.3. 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 retell the passage.6. Teacher deals with some of the most impo
21、rtant language points, sentence patterns as well as grammatical items 7. Teacher ask students to work in pairs, reading the sentences from the passage and answer the following 3 questions given in the textbook.8. Teacher tells students more items about what figure of speech is.1. Teacher asks studen
22、ts to read carefully the four questions and get ready for the answers.2. Teacher asks students to work in pairs, 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 mai
23、n structure of the passage and the main idea of each paragraph.2. Students complete the chart in Activity 4, paying attention to the details as well as the similarities.3. Students check the answers with the teacher or their desk- mate.4. Students read the passage again to further understand the str
24、ucture of the passage. 5. Some students retell the passage, while others may make comments.6. Students may raise their hands if they have any question to ask the teacher.7. Students work in pairs and read the sentences from the passage and answer the following 3 questions given in the textbook.8. St
25、udents learn more items about what figure of speech is. 1. Students read the four questions carefully and get ready for the answers.2. Students work in pairs 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 oth
26、ers make comments.1. To figure out the main idea as well as the structure with some details of the passage.2. To enable students to be more familiar with the text.3. To learn something about the figure of speech.To get students well prepared for theirfuture.Using language板块教学设计（建议时长60 80分钟，教师可根据教学实际
27、酌情调整。）课 型Reading + Listening + Speaking主题语境人与社会 抉择与社交 内容分析语法部分的主要内容为复习动词的时态。活动1 请学生判断时态，并与其相应的语用功能进行配对。活动2 提供了一个语段，讲述某个学生利用gap year 做志愿者的经历和感受。活动3 请学生阅读David Mason 的简介，并恰当运用不同的时态谈谈他的生活。活动4 请学生采访彼此的经历和未来计划，然后恰当运用不同的时态在全班进行分享。 综合语言运用部分的话题为“选择与决定”，首先通过一段对话呈现与人生选择相关的表达，然后请学生阅读一个关于学生做兼职的语段，接下来听说部分为一段求职面试
28、的录音。这部分是单元话题下的词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用能力。教学目标1 引导学生在实际语境中复习巩固、灵活运用动词的常见时态形式；2 引导学生学习并掌握与“选择与决定”相关的表达，并能在实际生活中灵活运用；3 引导学生关注语用功能，学会如何礼貌地提问题以及说明原因，并能够在实际生活中运用所学的相关表达。教学重点1. 引导学生了解各种时态的基本特征并在真实语境中运用；2. 引导学生掌握并恰当地使用做出决定的词汇（短语）；3. 引导学生初步认识到“决策”的重要性，思考做出决定的有效方法。教学难点1. 引导学生在真
29、实语境中正确使用动词的各种不同时态；2. 引导学生如何果断做出恰当决定。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 11. Teacher asks students to look closely at the six sentences in the first box and pay special attention to the tenses in bold. Then match them to what they descr
30、ibe in the following six sentences.2. Teacher asks students to look for more sentences with different tenses in the reading passage and underline them.3. Teacher asks students to interview each other about their past experiences and future plans.1. Students read the six sentences carefully, taking a
31、 close look at the form of the verb in each of them and then match them with the following six sentences.2. Students read the text carefully and under- line the form of tense in each sentence to get more familiar with tenses of verbs 3. Students display their interview and share their past experienc
32、es and future plans with their desk-mates first and then in class.To get familiar with the six different forms of the verb tenses and be able to use them freely.Activity 21. Teacher asks students to complete the blog in the second box with the correct form of the verbs given.2. Teacher checks the an
33、swers with the class.3. Teacher asks students to read the blog once more and underline the other verbs with different tenses.1. Students put the correct form of the verb in each sentence in the blog.2. Students check the answers with the teacher. 3. Students read the blog again and underline the oth
34、er verbs with different tenses.To apply the tenses learned in a correct context. Activity 31. Teacher asks students to read Davids blog and get its main idea.2. Teacher asks students to talk about David in full sentences, using the informationgiven. 3. Teacher asks the students to present the blog i
35、n a short passage.1. Students read the blog and get its main idea.2. Students talk aboutDavid in full sen-tences, using the information given.3. Students present the blog in a short passage.To make students consolidate the application of the tenses of verbs in a real context. Activity 41. Teacher as
36、ks students to work in pairs, interviewing each other about their past experience and future plans. 2. Teacher asks students to share them with the class using appropriate tenses.3. Teacher invites some students to make comments on the performances.1. Students interview each other about their past e
37、xperience and future plans in pairs. 2. Some students share them with the class using appropriate tenses.3. Other students make comments on the performances.To further understand the use of verb tenses.Activity 51. Teacher asks students to work in pairs, reading Choices and decisions aloud, one acti
38、ng as Jenny, the other acting as Li Ling. 2. Teacher asks students to underline the verbs (in different tenses) and pay attention to the expressions in bold.3. Teacher invites some students to share the answers with the class.1. Students work in pairs, reading Choices and decisions aloud, one acting
39、 as Jenny, the other acting as Li Ling. 2. Students underline the verbs, trying to figure out the tenses and paying attention to the expressions in bold.3. Some students share the answers with the class.To grasp the usage(s) of tenses in authentic situation. Activity 61. Teacher asks students to rea
40、d carefully the statements and com- plete the sentences with the correct form of the expressions from the dialogue in Activity 5.2. Teacher asks students to work in pairs to check whether they have got the correct expression in each sentence.3. Teacher encourages several pairs to show to the class t
41、heir answers to the 6 sentences.4. Teacher asks students to make up sentences of their own, using the expressions in the conversation between Jenny and Li Ming.1. Students read the statements carefully and complete the sentences with the correct form of the expressions from the dialogue in Activity
42、5.2. Students work in pairs, checking whether they have got the correct expression in each sentence.3. Different pairs come to the front to show their answers to the class, and others make comments.4. Students make up their own sentences with the expressions learned in Activity 5 so as to consolidat
43、e these expressions.To make good use of the expressions in Activity 5.Activity 71. Teacher asks students to read the passage at least twice.2. Teacher has students work in pairs to do “ask-and-answer” of the 3 questions below the passage 3. Teacher checks the answer with the class.1. Students read t
44、he passage once more.2. Students do “ask-and- answer” of the 3 questions below the passage in pairs.3. Students check the answer with the teacher.To train the skills of grasping the main content of a reading passage.Activity 81. Teacher asks students to read carefully the four advertisements first a
45、nd try to be familiar with them.2. Teacher plays the audio for students and has them get as much information as possible, asking students to choose the job and checks the answers in pairs.3. Teacher asks some students to give the performance in class.1. Students carefully read first the four adverti
46、sements and try to be familiar with them.2. Students do pair work, listening to the audio carefully and try to get as much information as possible and checking the answers with their desk-mate.3. Students give the performance in class.1. To understand the details of the listening material2. To learn the ways to choose a job. Activity 91. Teacher asks students to listen once more to the interview to get ready to complete the notes.2. Teacher asks students to fill in the ten blanks.3. Teacher asks students to work in pairs and ask and answer the 4 “Why?” questions.4. Teacher a