外研版(2019)选择性必修第四册 Unit 1 Looking forwards教学设计
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| 名称 | 外研版(2019)选择性必修第四册 Unit 1 Looking forwards教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-29 19:47:37 | ||
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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10–15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，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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 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 groups 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 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 students learn some back- ground knowledge 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 2 1. Teacher asks students to look at the picture carefully, getting ready for the next three 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 students to think about what it would 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 questions 5. 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30–35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-learning, and Post-learning” strategy （P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 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 decisions. 2. To connect the passage with the students’ life. 3. To arouse the students’ curiosity about the topic.
Activity 2 1. 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. Students 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. Teacher asks students to read the passage quickly and choose the author’s 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 author’s purpose in writing the passage. 2. Some students share their answers with the class. To figure out the author’s purpose of writing the passage.
Activity 4 Think & Share 1. 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 writers 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 important 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 students 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 main 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 structure 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. Students 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 others 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 their future.
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 引导学生在真实语境中正确使用动词的各种不同时态； 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 describe 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 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 experiences 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 2 1. Teacher asks students to complete the blog in the second box with the correct form of the verbs given. 2. Teacher checks the answers 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 other verbs with different tenses. To apply the tenses learned in a correct context.
Activity 3 1. Teacher asks students to read David’s blog and get its main idea. 2. Teacher asks students to talk about David in full sentences, using the information given. 3. Teacher asks the students to present the blog in a short passage. 1. Students read the blog and get its main idea. 2. Students talk about David 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 4 1. Teacher asks 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 experience 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 5 1. Teacher asks students to work in pairs, reading Choices and decisions aloud, one acting 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 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 6 1. Teacher asks students to read 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 their 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 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 consolidate these expressions. To make good use of the expressions in Activity 5.
Activity 7 1. 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 the 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 8 1. Teacher asks students to read carefully the four advertisements first and 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 advertisements 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 material 2. To learn the ways to choose a job.
Activity 9 1. 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 asks students to work in pairs again to decide whether Richard should get the job or not, and give their reasons. 1. Students listen once more to the interview to get ready to complete the notes. 2. Students try to fill in the ten blanks individually. 3. Students work in pairs: one asks the questions and the other answers them, and then change the roles. 4. Students work again in pairs to decide whether Richard should get the job or not and give reasons. To develop students ability to ask and answer questions introduced by “why”.
Activity 10 1. Teacher divides students into two groups and asks them to complete the boxes with the expressions from the interview. 2. Teacher has Group Ⅰ ask questions one by one while Group Ⅱ answer them. 3. Teacher asks students to change the role: Group Ⅱ ask questions one by one while Group Ⅰ answer them. 1. Students work in group and complete the boxes with the two different expressions. 2. Group I ask questions One by one while Group Ⅱ answer them. 3. Students change the role: Group Ⅱ ask questions one by one while Group Ⅰ answer them. To further practise giving suggestions.
Activity 11 1. Teacher asks students to work in pairs and choose a part-time job advertisement in Activity 8 and get ready for the present- ation of the job interview, trying to use the expressions in this section. 2. Teacher asks pairs of students to the front to give presentation. 3. Teacher asks students to evaluate the presentations according to how effectively they participate in the job interview. 1. Students work in pairs and choose a part-time job advertisement in Activity 8 and get ready for the present- ation of the job interview, trying to use the expressions in this section. 2. Pairs of students are invited to the front to give presentation, and others make comments. 3. Students evaluate the presentations according to how effectively those pairs participate in the job interview. To check how effectively students could participate in a job interview.
Developing ideas板块教学设计 （建议时长80 – 90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会 —— 良好的人际关系与社会交往
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为议论文，介绍了一首脍炙人口的诗歌《未选择的路》，作者是Robert Frost。本篇课文着重分析、解读了这首诗歌的内容及现实意义，旨在启迪学生勇敢面对未来，做出正确决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会遇到不少困难和曲折，经受各种考验，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出正确判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学目标 1 引导学生理解《未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 2 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不迷失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质； 3 引导学生通过观察求职信，总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学重点 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识； 培养学生“热爱生活”、“勇于担当”的积极人生态度，提高语言运用能力。
教学难点 引导学生理解The Road Not Taken（《未选择的路》）这首诗的内涵并把握好诗后课文对该诗的解读；； 引导学生正确看待今后可能要面临的选择和必须做出决定或取舍。
教学策略 “Pre-learning, While-learning, and Post-learning” strategy（P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks students to review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Teacher encourages students to read the short introduction of Robert Frost and his best-known poems. 3. Teacher asks students to work in pairs to ask and answer the two questions below the short introduction. 4. Teacher invites some pairs of students to ask and answer the questions. 1. Students review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Students read the short introduction of Robert Frost and his best-known poems. 3. Students work in pairs, asking and answering the two questions below the short introduction. 4. Some students ask and answer the questions in pairs. To get some specific information about the author and accumulate literary knowledge.
Activity 2 1. Teacher asks students to read the passage and find out what it is about. 2. Teacher asks students to read once more the poem aloud and pay attention to the rhythm. 3. Teacher tells students something more about writing styles of the poem. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the rhythm. 3. Students learn something more about writing styles of the poem. To grasp the general idea of the poem.
Activity 3 1. Teacher asks students to read the passage below the poem once more. 2. Teacher asks students to take close look at the topic sentence of each paragraph. 3. Teacher divides the class into groups and asks students to share their understanding of the passage. 4. Teacher asks students from each group to share in class their understanding of the passage, while teacher can make some comment on it. 1. Students read the passage below the poem once more. 2. Students take a close look at the topic sentence of each paragraph. 3. Students work in groups to share their understanding of the passage. 4. Students share in class their group’s understanding of the passage. To have a better understanding of the passage.
Activity 4 1. Teacher asks students to work individually to complete the table with information from the passage. 2. Teacher divides students into groups and asks them to share and discuss what they put in the table. 3. Teacher asks students to read the summary of the poem, their appreciation and interpretation. 4. Teacher asks students to work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Teacher asks students to work in groups and discuss the two interpretations from the 4 respects given on page 10. 6. Teacher asks students to work in class and talk about how well their group completed the report and how others’ opinions have helped them better understand the poem. 1. Students work individually to complete the table with information from the passage. 2. Students work in groups, sharing and discussing what they put in the table, while others make some comments. 3. Students read the summary of the poem, their appreciation and interpretation. 4. Students work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Students work in groups and discuss the two interpreta- tions from the 4 respects given on page 10. 6. Students work in class and talk about how well their group completed the report and how others’ opinions have helped them better under- stand the poem. To be familiar with the text and experience the feelings of the poet. To improve the students’ speaking skill and performing ability.
Learning to Learn 1. Teacher asks students to read the short paragraph of Learning to learn. 2. Teacher explains to the class what symbolism is (or: the definition of symbolism). 3. Teacher asks students to work in groups and try to find more examples of the use of symbolism. 1. Students read the short paragraph of Learning to learn. 2. Students learn what symbolism is ( or: the definition of symbolism). 3. One or two groups share their answers and give reasons, and then others may make some comments. To appreciate the new writing style of symbolism.
Think & Share 1. Teacher asks students to pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Teacher asks students to ask and answer the 5 questions given in this part. 3. Teacher checks the answers with the class. 1. Students pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Students ask and answer the 5 questions given in this part. 3. Students check the answers with the teacher in class. To find out the key elements of poetry so as to appreciate it.
Activity 5 1. Teacher asks students to read the job advertisement and the application letter. 2. Teacher asks students to work in groups, reading the letter again and locating and underlining the 7 statements (from a to g) on the letter, and discussing the structure of a letter. 3. Teacher asks students to work in pairs, matching the headings to the sections. 4. Teacher asks students to write a letter of application. 1. Students read the job advertisement and the application letter. 2. Students work in groups, reading the letter again and locating or under- lining the 7 state- ments (from a to g) on the letter, and discussing the structure of a letter. 3. Students work in pairs, matching the headings to the sections. 4. Students write a letter of application independently. To enable students to write an application letter.
Activity 6 1. Teacher asks students to read the job advertisement in Activity 6 in the Textbook. 2. Teacher asks students to work in pairs, asking and answering the three questions below. 3. Teacher invites pairs of students (to the front) to do the ask-and-answer of the three questions. 4. Teacher asks students to write as a home- work an application letter using the model letter in Activity 5 to help them. 1. Students read the job advertisement in Activity 6 in the Textbook. 2. Students work in pairs, asking and answering the three questions below and then exchange the role. 3. Students work in pairs to do the ask- and-answer of the three questions in front of the class. 4. Students write an application letter as a homework, using the model letter in Activity 5 to help themselves. To practice students’ writing skill.
Activity 7 Teacher asks students to work in pairs to make improvements to each other’s application letters, paying particular attention to the structure and language. Students work in pairs to make improvements to each other’s appli- cation letters, paying particular attention to the structure and language. To give opportunities for students to present their writings, make comments and learn from each other.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课 型 Speaking
主题语境 人与社会 — 人生与成功
内容分析 本板块旨在引导学生思考什么样的人生才算是成功的人生，让学生从内心深处去设想一个成功的未来对他们意味着什么。本板块要求学生首先看三幅图片，回答每幅图代表的是什么样的生活，以及对成功人生有怎样的认识。然后教师请学生通过演讲的形式来进一步谈谈他们对成功人生的认识，引导学生思考：为了追求成功他们会制定什么样的目标？做出怎样的努力？如果不能达成或实现自己的目标，他们应该如何面对？这种讨论和追问有助于帮助学生树立正确的人生观和价值观，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。
教学目标 1 引导学生通过本单元的学习，能够更全面理解“面向未来、确定目标、审慎选择、正确决断、成就自我”的重要性，并能够正确、全面地认识人生成功的意义； 2 引导学生能够运用本单元所学表达方式，恰当表达自己的观点，使自己的演讲能达到打动人、感染人、教育人的效果； 3 培养学生的团队合作意识，引导学生小组成员共同探讨，分工协作，集体协商，统一意见，保质保量完成学习任务。
教学重点 1. 引导学生通过学习，对“人生与成功”有更加深入的理解； 2. 引导学生了解英语辩论的基本方法，并能运用恰当的表达方式进行辩论。
教学难点 1. 引导学生运用所学的恰当的表达方式进行辩论； 2. 引导学生升华对“人生与成功”的认识，让学生树立正确的人生观与价值观。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 1. Teacher asks students to work in pairs, take a close look at the three pictures and ask and answer the two questions. 2. Teacher divides the class into pairs and discuss what success is and give reasons. 3. Teacher asks students to choose the best group(s) and give reasons. 1. Students work in pairs, take a close look at the three pictures and ask and answer the two questions. 2. Students work in pairs and discuss what success is and give reasons. 3. Students choose the best group(s) and give reasons. To help students further understand the meaning of success.
Activity 2 1. Teacher asks students to work in groups and talk about what success means with specific examples. 2. Teacher asks students to work individually to complete the items in the table “meaning of success and examples”. 3. Teacher invites some students to the front to share the result of the discussion. 1. Students work in groups and talk about what success means with specific examples . 2. Students work individually to complete the items in the table “meaning of success and examples”. 3. Students come to the front to share the result of the discussion. To guide students to use what they have learned to complete the table.
Activity 3-5 1. Teacher asks students to work in teams and discuss their under- standing of success in more detail, asking and answering the four questions. 2. Teacher invites some students to share what they discuss. 1. Students work in teams and discuss their understanding of success in more detail, asking and answering the four questions. 2. Students share what they discuss. To encourage students to express their opinions and help them understand the unit theme correctly.
Reflection
Activity 1. Teacher guides students to recall or summarize what they’ve learnt in this unit. 2. Teacher asks students to work individually to complete the Reflection in Student’s Book with the help of the 6 questions given below. 3. Teacher invites some students to share what they’ve learnt in this unit and their reflections 1. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. 2. Students work indivi- dually to complete the Reflection in Student’s Book with the help of the 6 questions given below. 3. Some students share what they’ve learnt in this unit and their reflections To help students evaluate their performance, review the unit, and think about how to improve themselves.
Project板块教学设计 (20 ~ 30分钟；此部分教师可根据教学实际酌情处理)
课型 Speaking
主题语境 人与社会 —— 人际关系与社会交往
内容分析 本单元的项目实践活动要求学生开展调研，搜集名人或身边的平凡人做出重大选择，改变人生轨迹的励志故事。通过小组合作探究，制作一张具有励志效果的海报，图文并茂地向全班分享故事。本环节重在培养学生的动手动脑与协作创新能力，并通过此项活动，让学生对单元主题做进一步的探索和升华。
教学目标 1 指导学生搜集各种与海报主题和内容相关的素材； 2 引导学生充分进行小组合作，合理安排，分工协作，使他们能够尽量做到通过海报图文并茂地呈现“选择改变人生”的主题； 3 引导学生通过制作海报的过程，逐步学会如何做出正确的选择和判断，同时培养勇于克服困难、不断完善自我的优秀品质。
教学重点 指导学生办好“图文并茂”的墙报；熟悉英文诗歌的基本常识，自主选择恰当的表现手法来创作一首与主题相关、情真意切的英文诗歌。
教学难点 1. 指导学生灵活运用本单元所学并且与诗歌写（创）作的相关知识，创作关于“期盼”的英文诗歌，提高学生英语语言综合运用的能力； 2. 引导学生在学习生活中逐步形成正确的交友观、价值观和人生观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. Teacher asks students to collect and read poems on the theme of “Looking Forwards” before class. 2. Teacher asks students to work in groups and share the poems they’ve collected. 3. Teacher asks the groups to appreciate, analyze and recite the poems and take notes. 1. Students collect and read poems on the theme of “ Looking Forwards” before class. 2. Students work in groups and share the poems they’ve collected. 3. Students work in groups analyzing the poems and making notes. 1. To get students well prepared for the activities, and develop their ability of individual learning and exploration. 2. To help students get to know the basic elements of a poem.
Plan 1. Teacher asks students to work in groups and decide what they want to put in their wall newspaper and what they want to write in the poem independently. 2. Teacher encourages students to decide on the materials for the wall-newspaper and structure and point of view in the poem. 3. Teacher divides the class into groups and asks students to share their own ideas within the groups and make improvements to each other’s ideas. 1. Students work in groups and decide what they want to put in their wall news- paper and what they want to write in the poem independently. 2. Students decide on the materials for the wall-newspaper and the structure and point of view in the poem. 3. Students work in groups and share their own ideas within the groups and make improvements to each other’s ideas. To help students to make a suitable plan for the wall- newspaper and the poem writing and help each other to make improvements on them.
Create 1. Teacher asks students to write the poem in English individually or help each other within their own group. 2. Teacher asks students to read their first draft carefully and make some necessary improvement. 1. Students write the poem in English individually or help each other within their group. 2. Students read their first draft carefully and make some necessary improvement. To offer students a chance to show their ability to write a poem in English and learn to go over and polish their own works.
Present 1. Teacher encourages students to present their poems to the whole class. 2. Teacher guides the whole class to appreciate and evaluate the poems. 3. Teacher encourages students to make further improvements on their poems after class. 1. Students present their poems to the whole class. 2. Students appreciate and evaluate the poems with their pears and teacher. 3. Students make further improvements on their poems after class. To help students improve their skills in presentation. To help students learn from each other use what they’ve learned in this Unit.
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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10–15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，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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 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 groups 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 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 students learn some back- ground knowledge 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 2 1. Teacher asks students to look at the picture carefully, getting ready for the next three 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 students to think about what it would 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 questions 5. 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30–35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-learning, and Post-learning” strategy （P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 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 decisions. 2. To connect the passage with the students’ life. 3. To arouse the students’ curiosity about the topic.
Activity 2 1. 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. Students 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. Teacher asks students to read the passage quickly and choose the author’s 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 author’s purpose in writing the passage. 2. Some students share their answers with the class. To figure out the author’s purpose of writing the passage.
Activity 4 Think & Share 1. 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 writers 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 important 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 students 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 main 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 structure 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. Students 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 others 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 their future.
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 引导学生在真实语境中正确使用动词的各种不同时态； 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 describe 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 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 experiences 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 2 1. Teacher asks students to complete the blog in the second box with the correct form of the verbs given. 2. Teacher checks the answers 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 other verbs with different tenses. To apply the tenses learned in a correct context.
Activity 3 1. Teacher asks students to read David’s blog and get its main idea. 2. Teacher asks students to talk about David in full sentences, using the information given. 3. Teacher asks the students to present the blog in a short passage. 1. Students read the blog and get its main idea. 2. Students talk about David 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 4 1. Teacher asks 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 experience 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 5 1. Teacher asks students to work in pairs, reading Choices and decisions aloud, one acting 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 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 6 1. Teacher asks students to read 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 their 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 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 consolidate these expressions. To make good use of the expressions in Activity 5.
Activity 7 1. 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 the 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 8 1. Teacher asks students to read carefully the four advertisements first and 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 advertisements 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 material 2. To learn the ways to choose a job.
Activity 9 1. 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 asks students to work in pairs again to decide whether Richard should get the job or not, and give their reasons. 1. Students listen once more to the interview to get ready to complete the notes. 2. Students try to fill in the ten blanks individually. 3. Students work in pairs: one asks the questions and the other answers them, and then change the roles. 4. Students work again in pairs to decide whether Richard should get the job or not and give reasons. To develop students ability to ask and answer questions introduced by “why”.
Activity 10 1. Teacher divides students into two groups and asks them to complete the boxes with the expressions from the interview. 2. Teacher has Group Ⅰ ask questions one by one while Group Ⅱ answer them. 3. Teacher asks students to change the role: Group Ⅱ ask questions one by one while Group Ⅰ answer them. 1. Students work in group and complete the boxes with the two different expressions. 2. Group I ask questions One by one while Group Ⅱ answer them. 3. Students change the role: Group Ⅱ ask questions one by one while Group Ⅰ answer them. To further practise giving suggestions.
Activity 11 1. Teacher asks students to work in pairs and choose a part-time job advertisement in Activity 8 and get ready for the present- ation of the job interview, trying to use the expressions in this section. 2. Teacher asks pairs of students to the front to give presentation. 3. Teacher asks students to evaluate the presentations according to how effectively they participate in the job interview. 1. Students work in pairs and choose a part-time job advertisement in Activity 8 and get ready for the present- ation of the job interview, trying to use the expressions in this section. 2. Pairs of students are invited to the front to give presentation, and others make comments. 3. Students evaluate the presentations according to how effectively those pairs participate in the job interview. To check how effectively students could participate in a job interview.
Developing ideas板块教学设计 （建议时长80 – 90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会 —— 良好的人际关系与社会交往
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为议论文，介绍了一首脍炙人口的诗歌《未选择的路》，作者是Robert Frost。本篇课文着重分析、解读了这首诗歌的内容及现实意义，旨在启迪学生勇敢面对未来，做出正确决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会遇到不少困难和曲折，经受各种考验，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出正确判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学目标 1 引导学生理解《未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 2 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不迷失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质； 3 引导学生通过观察求职信，总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学重点 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识； 培养学生“热爱生活”、“勇于担当”的积极人生态度，提高语言运用能力。
教学难点 引导学生理解The Road Not Taken（《未选择的路》）这首诗的内涵并把握好诗后课文对该诗的解读；； 引导学生正确看待今后可能要面临的选择和必须做出决定或取舍。
教学策略 “Pre-learning, While-learning, and Post-learning” strategy（P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks students to review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Teacher encourages students to read the short introduction of Robert Frost and his best-known poems. 3. Teacher asks students to work in pairs to ask and answer the two questions below the short introduction. 4. Teacher invites some pairs of students to ask and answer the questions. 1. Students review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Students read the short introduction of Robert Frost and his best-known poems. 3. Students work in pairs, asking and answering the two questions below the short introduction. 4. Some students ask and answer the questions in pairs. To get some specific information about the author and accumulate literary knowledge.
Activity 2 1. Teacher asks students to read the passage and find out what it is about. 2. Teacher asks students to read once more the poem aloud and pay attention to the rhythm. 3. Teacher tells students something more about writing styles of the poem. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the rhythm. 3. Students learn something more about writing styles of the poem. To grasp the general idea of the poem.
Activity 3 1. Teacher asks students to read the passage below the poem once more. 2. Teacher asks students to take close look at the topic sentence of each paragraph. 3. Teacher divides the class into groups and asks students to share their understanding of the passage. 4. Teacher asks students from each group to share in class their understanding of the passage, while teacher can make some comment on it. 1. Students read the passage below the poem once more. 2. Students take a close look at the topic sentence of each paragraph. 3. Students work in groups to share their understanding of the passage. 4. Students share in class their group’s understanding of the passage. To have a better understanding of the passage.
Activity 4 1. Teacher asks students to work individually to complete the table with information from the passage. 2. Teacher divides students into groups and asks them to share and discuss what they put in the table. 3. Teacher asks students to read the summary of the poem, their appreciation and interpretation. 4. Teacher asks students to work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Teacher asks students to work in groups and discuss the two interpretations from the 4 respects given on page 10. 6. Teacher asks students to work in class and talk about how well their group completed the report and how others’ opinions have helped them better understand the poem. 1. Students work individually to complete the table with information from the passage. 2. Students work in groups, sharing and discussing what they put in the table, while others make some comments. 3. Students read the summary of the poem, their appreciation and interpretation. 4. Students work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Students work in groups and discuss the two interpreta- tions from the 4 respects given on page 10. 6. Students work in class and talk about how well their group completed the report and how others’ opinions have helped them better under- stand the poem. To be familiar with the text and experience the feelings of the poet. To improve the students’ speaking skill and performing ability.
Learning to Learn 1. Teacher asks students to read the short paragraph of Learning to learn. 2. Teacher explains to the class what symbolism is (or: the definition of symbolism). 3. Teacher asks students to work in groups and try to find more examples of the use of symbolism. 1. Students read the short paragraph of Learning to learn. 2. Students learn what symbolism is ( or: the definition of symbolism). 3. One or two groups share their answers and give reasons, and then others may make some comments. To appreciate the new writing style of symbolism.
Think & Share 1. Teacher asks students to pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Teacher asks students to ask and answer the 5 questions given in this part. 3. Teacher checks the answers with the class. 1. Students pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Students ask and answer the 5 questions given in this part. 3. Students check the answers with the teacher in class. To find out the key elements of poetry so as to appreciate it.
Activity 5 1. Teacher asks students to read the job advertisement and the application letter. 2. Teacher asks students to work in groups, reading the letter again and locating and underlining the 7 statements (from a to g) on the letter, and discussing the structure of a letter. 3. Teacher asks students to work in pairs, matching the headings to the sections. 4. Teacher asks students to write a letter of application. 1. Students read the job advertisement and the application letter. 2. Students work in groups, reading the letter again and locating or under- lining the 7 state- ments (from a to g) on the letter, and discussing the structure of a letter. 3. Students work in pairs, matching the headings to the sections. 4. Students write a letter of application independently. To enable students to write an application letter.
Activity 6 1. Teacher asks students to read the job advertisement in Activity 6 in the Textbook. 2. Teacher asks students to work in pairs, asking and answering the three questions below. 3. Teacher invites pairs of students (to the front) to do the ask-and-answer of the three questions. 4. Teacher asks students to write as a home- work an application letter using the model letter in Activity 5 to help them. 1. Students read the job advertisement in Activity 6 in the Textbook. 2. Students work in pairs, asking and answering the three questions below and then exchange the role. 3. Students work in pairs to do the ask- and-answer of the three questions in front of the class. 4. Students write an application letter as a homework, using the model letter in Activity 5 to help themselves. To practice students’ writing skill.
Activity 7 Teacher asks students to work in pairs to make improvements to each other’s application letters, paying particular attention to the structure and language. Students work in pairs to make improvements to each other’s appli- cation letters, paying particular attention to the structure and language. To give opportunities for students to present their writings, make comments and learn from each other.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课 型 Speaking
主题语境 人与社会 — 人生与成功
内容分析 本板块旨在引导学生思考什么样的人生才算是成功的人生，让学生从内心深处去设想一个成功的未来对他们意味着什么。本板块要求学生首先看三幅图片，回答每幅图代表的是什么样的生活，以及对成功人生有怎样的认识。然后教师请学生通过演讲的形式来进一步谈谈他们对成功人生的认识，引导学生思考：为了追求成功他们会制定什么样的目标？做出怎样的努力？如果不能达成或实现自己的目标，他们应该如何面对？这种讨论和追问有助于帮助学生树立正确的人生观和价值观，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。
教学目标 1 引导学生通过本单元的学习，能够更全面理解“面向未来、确定目标、审慎选择、正确决断、成就自我”的重要性，并能够正确、全面地认识人生成功的意义； 2 引导学生能够运用本单元所学表达方式，恰当表达自己的观点，使自己的演讲能达到打动人、感染人、教育人的效果； 3 培养学生的团队合作意识，引导学生小组成员共同探讨，分工协作，集体协商，统一意见，保质保量完成学习任务。
教学重点 1. 引导学生通过学习，对“人生与成功”有更加深入的理解； 2. 引导学生了解英语辩论的基本方法，并能运用恰当的表达方式进行辩论。
教学难点 1. 引导学生运用所学的恰当的表达方式进行辩论； 2. 引导学生升华对“人生与成功”的认识，让学生树立正确的人生观与价值观。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 1. Teacher asks students to work in pairs, take a close look at the three pictures and ask and answer the two questions. 2. Teacher divides the class into pairs and discuss what success is and give reasons. 3. Teacher asks students to choose the best group(s) and give reasons. 1. Students work in pairs, take a close look at the three pictures and ask and answer the two questions. 2. Students work in pairs and discuss what success is and give reasons. 3. Students choose the best group(s) and give reasons. To help students further understand the meaning of success.
Activity 2 1. Teacher asks students to work in groups and talk about what success means with specific examples. 2. Teacher asks students to work individually to complete the items in the table “meaning of success and examples”. 3. Teacher invites some students to the front to share the result of the discussion. 1. Students work in groups and talk about what success means with specific examples . 2. Students work individually to complete the items in the table “meaning of success and examples”. 3. Students come to the front to share the result of the discussion. To guide students to use what they have learned to complete the table.
Activity 3-5 1. Teacher asks students to work in teams and discuss their under- standing of success in more detail, asking and answering the four questions. 2. Teacher invites some students to share what they discuss. 1. Students work in teams and discuss their understanding of success in more detail, asking and answering the four questions. 2. Students share what they discuss. To encourage students to express their opinions and help them understand the unit theme correctly.
Reflection
Activity 1. Teacher guides students to recall or summarize what they’ve learnt in this unit. 2. Teacher asks students to work individually to complete the Reflection in Student’s Book with the help of the 6 questions given below. 3. Teacher invites some students to share what they’ve learnt in this unit and their reflections 1. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. 2. Students work indivi- dually to complete the Reflection in Student’s Book with the help of the 6 questions given below. 3. Some students share what they’ve learnt in this unit and their reflections To help students evaluate their performance, review the unit, and think about how to improve themselves.
Project板块教学设计 (20 ~ 30分钟；此部分教师可根据教学实际酌情处理)
课型 Speaking
主题语境 人与社会 —— 人际关系与社会交往
内容分析 本单元的项目实践活动要求学生开展调研，搜集名人或身边的平凡人做出重大选择，改变人生轨迹的励志故事。通过小组合作探究，制作一张具有励志效果的海报，图文并茂地向全班分享故事。本环节重在培养学生的动手动脑与协作创新能力，并通过此项活动，让学生对单元主题做进一步的探索和升华。
教学目标 1 指导学生搜集各种与海报主题和内容相关的素材； 2 引导学生充分进行小组合作，合理安排，分工协作，使他们能够尽量做到通过海报图文并茂地呈现“选择改变人生”的主题； 3 引导学生通过制作海报的过程，逐步学会如何做出正确的选择和判断，同时培养勇于克服困难、不断完善自我的优秀品质。
教学重点 指导学生办好“图文并茂”的墙报；熟悉英文诗歌的基本常识，自主选择恰当的表现手法来创作一首与主题相关、情真意切的英文诗歌。
教学难点 1. 指导学生灵活运用本单元所学并且与诗歌写（创）作的相关知识，创作关于“期盼”的英文诗歌，提高学生英语语言综合运用的能力； 2. 引导学生在学习生活中逐步形成正确的交友观、价值观和人生观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. Teacher asks students to collect and read poems on the theme of “Looking Forwards” before class. 2. Teacher asks students to work in groups and share the poems they’ve collected. 3. Teacher asks the groups to appreciate, analyze and recite the poems and take notes. 1. Students collect and read poems on the theme of “ Looking Forwards” before class. 2. Students work in groups and share the poems they’ve collected. 3. Students work in groups analyzing the poems and making notes. 1. To get students well prepared for the activities, and develop their ability of individual learning and exploration. 2. To help students get to know the basic elements of a poem.
Plan 1. Teacher asks students to work in groups and decide what they want to put in their wall newspaper and what they want to write in the poem independently. 2. Teacher encourages students to decide on the materials for the wall-newspaper and structure and point of view in the poem. 3. Teacher divides the class into groups and asks students to share their own ideas within the groups and make improvements to each other’s ideas. 1. Students work in groups and decide what they want to put in their wall news- paper and what they want to write in the poem independently. 2. Students decide on the materials for the wall-newspaper and the structure and point of view in the poem. 3. Students work in groups and share their own ideas within the groups and make improvements to each other’s ideas. To help students to make a suitable plan for the wall- newspaper and the poem writing and help each other to make improvements on them.
Create 1. Teacher asks students to write the poem in English individually or help each other within their own group. 2. Teacher asks students to read their first draft carefully and make some necessary improvement. 1. Students write the poem in English individually or help each other within their group. 2. Students read their first draft carefully and make some necessary improvement. To offer students a chance to show their ability to write a poem in English and learn to go over and polish their own works.
Present 1. Teacher encourages students to present their poems to the whole class. 2. Teacher guides the whole class to appreciate and evaluate the poems. 3. Teacher encourages students to make further improvements on their poems after class. 1. Students present their poems to the whole class. 2. Students appreciate and evaluate the poems with their pears and teacher. 3. Students make further improvements on their poems after class. To help students improve their skills in presentation. To help students learn from each other use what they’ve learned in this Unit.
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