外研版(2019)选择性必修第四册Unit 2 Lessons in life教学设计（表格式）
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| 名称 | 外研版(2019)选择性必修第四册Unit 2 Lessons in life教学设计（表格式） |  | |
| 格式 | zip | ||
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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 20:10:51 | ||
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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 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher 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 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 ready 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 answer all the questions in class. 1. To enable students to learn something about what life is. 2. To enable students to have an idea of what life is compared to in this story.
Activity 2 1. Teacher tells students what metaphor is and how it is used. 2. Teacher asks students to look at the pictures carefully 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 pairs, 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 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 — 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，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-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 read very fast the recommendations on the back cover of the book and get ready for the first task (the two questions). 2. Teacher 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 two 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’ curiosity about their life’s journey.
Activity 2 1. 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 their results or 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 students 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 author’s purpose in writing the passage. 2. Teacher tells students something about the author and the book Tuesdays with Morrie 3. Teacher invites some students to share their answers with the class. 1. Students read the passage again and choose the author’s purpose in writing the passage. 2. Students have a general idea of the author and the book Tuesdays with Morrie 3. 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 part. 2. Teacher asks students to 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. 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 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 evidence to support their choices. 8. Teacher asks students to work in groups to organise information from the passage and complete 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 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. 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 and 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 structure 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- 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 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 — metaphor. 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 complete the table. After that, students may raise their hands and give their answers and check 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 want 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 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 + 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 overall 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 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 2 1. Teacher asks students to go over the reading passage for more sentences with these structures 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 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 3 1. Teacher asks students to read the paragraph aloud once or more times if needed. 2. Teacher asks students to rewrite the given paragraph 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. Students share their writing in class. To enable students to use the passive voice of verbs in a real context.
Activity 4 1. Teacher asks students to look at the four pictures carefully and write the story from Aesop’s Fables, using the passive voice where appropriate. 2. Teacher asks students to work in pairs to improve each other’s 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 Aesop’s Fables, using the passive voice where appropriate 2. Some students work in pairs to improve each other’s writing. 3. Some students share their writing with the class using appropriate passive voice. To further understand the use of the passive voices.
Activity 5 1. Teacher asks students to work in pairs, telling each other another fable they know, using the passive voice where appropriate. 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 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 6 1. Teacher asks students to read the conversa- tions quickly and guess what proverb may be put in each conversation. 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, checking whether they have got the correct proverb in each conversation. Teacher may help them if necessary. 3. Different pairs come to the front to show their answers to the class, and others make comments. 4. Some pairs of students read aloud the six conversations and then the whole class read them aloud together. To make good use of the proverbs in Activity 4.
Activity 7 1. Teacher asks students to read aloud the six sentences loudly. 2. Teacher asks students to work in pairs to do Activity 6: one reading the explanations, the other giving the proper proverbs. 3. Teacher invites some pairs to the front or just stand up to give presentation. 4. Teacher asks students to work in groups and try to think of other proverbs with similar meanings. And then share them in class. 1. Students read the passage once more. 2. Students work in pairs to do Activity 6: one reading the explanations, the other giving the proper proverbs and then exchange the role. 3. Some pairs of students come to the front or just stand up to give presentation. 4. Students work in groups and try to think of other proverbs with similar meanings. And then share them in class. To develop students’ comprehensive skills in using English.
Activity 8 1. Teacher asks students to read the title and predict what the interview is about. 2. Teacher asks students to listen to the interview and choose the best headline. 3. Teacher invites some students to share their answers with the class. 1. Students read the title and predict what the interview is about. 2. Students listen to the interview and choose the best headline. 3. Some students share their answers with the class. To help students understand the main idea of the listening material
Activity 9 1. Teacher asks students to read the notes and get the main idea of the notes. 2. Teacher asks students to listen to the interview and keep notes of the key idea of the interview. 3. Teacher asks students to complete the notes. 4. Teacher plays the interview again and asks the students listen and check their answers. 5. Teacher invites some students to share their answers, other students make supplements. 6. Teacher asks students to work in pairs and talk about what they can learn from Janet’s story. 1. Students read the notes and get the main idea of the notes. 2. Students listen to the interview and keep notes of the key idea of the interview. 3. Students complete the notes. 4. Students listen to the interview again and check their answers. 5. Some students share their answers, other students make supplements. 6. Students work in pairs and talk about what they can learn from Janet’s story. To make students understand the details of the listening material
Activity 10 1. Teacher asks students to complete the boxes with the expressions from the interview. 2. Teacher asks some students to share their answers with the class. 1. Students complete the boxes with the expressions from the interview. 2. Some students share their answers with the class. To help students practise the expressions about talking about experiences and giving advice.
Activity11 1. Teacher asks students to work in pairs and tell each other a story about themselves. 2. Teacher asks students to summarise their partner’s story by a proverb in this section. 3. Teacher invites some groups to share their stories and proverbs. 4. Teacher asks students to evaluate their performance in this section. 1. Students work in pairs and tell each other a story about themselves. 2. Students to summarise their partner’s story by a proverb in this section. 3. Some groups share their stories and proverbs. 4. Students evaluate their performance in this section. To help students evaluate their performance in this section.
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，语篇类型为戏剧，节选自一部比利时名剧《青鸟》。在此剧本中，作者通过运用象征主义手法，与读者一起探讨了幸福的真谛。读写部分是《青鸟》整部剧的故事梗概。通过这一板块的学习，学生能够加深对单元主题的理解，熟练掌握故事梗概的写作方法，同时进一步提升戏剧欣赏水平。
教学目标 1 引导学生理解《青鸟》这部戏剧节选部分的人物、背景、情节和发展；把握好后面其他活动对戏剧的解读；同时也能够理解、学习、逐步掌握戏剧的人物刻画和剧情发展等手段以及象征、夸张、拟人等修辞手法； 2 帮助学生在理解文本剧情的基础上，感悟戏剧主题，从而加深对单元主题意义的认识；体会幸福的真谛，并逐步形成在困境中不迷失志向，在奋斗中不畏手畏脚的积极人生态度；同时学会坚守和拼搏，逐步养成敢于挑战自我、乐于帮助他人的良好品质； 3 引导学生通过观察语篇，发现戏剧梗概的基本内容、文体特征和写作手法，并能运用所学知识写一篇戏剧梗概。
教学重点 1. 引导学生在理解课文内容的基础上，把握戏剧的人物、背景、情节和发展； 2. 培养学生形成在困境中“不迷失志向”，在奋斗中“不畏手畏脚”的积极人生态度；同时学会坚守和拼搏，逐步具备“敢于挑战自我”、“乐于帮助他人”的良好素养。
教学难点 1. 如何引导学生准确理解，深入挖掘和仔细品味英语戏剧的语言魅力； 2. 如何引导学生充分利用人生中遇到的挫折，做到坚持不懈，不断进取。
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 read the introduc- tion to The Blue Bird. 2. Teacher asks students to work in groups and ask and answer the first question. 3. Teacher asks students to go over the text and answer the second question. 4. Teacher invites some pairs of students to ask and answer the questions. 5. Teacher asks some pairs of students to read the text The Blue Bird Act Ⅳ, one acting as a narrator, one as the Happiness, one as Tyltyl. 6. Teacher asks some groups of students to read the text The Blue Bird Act Ⅵ, one acting as a narrator, one as Mummy Tyl, one as The Neighbor, one as Tyltyl, and one as The Little Girl. 7. Teacher invites some groups of students to act out the text The Blue Bird Act Ⅳ and Act Ⅵ. 1. Students read the introduction to The Blue Bird. 2. Students work in groups and ask and answer the first question. 3. Students go over the text and answer the second question. 4. Some pairs of students ask and answer the questions and then they exchange the role. 5. Some pairs of students read the text The Blue Bird Act Ⅳ, one acting as a narrator, one as the Happiness, one as Tyltyl. 6. Some groups of students read the text The Blue Bird Act Ⅵ, one acting as a narrator, one as Mummy Tyl, one as The Neighbor, one as Tyltyl, and one as The Little Girl. 7. Some groups of students act out the text The Blue Bird Act Ⅳ and Act Ⅵ. To make the students get more familiar with the text.
Activity 2 1. Teacher asks students to read the play and find out the difficult points. 2. Teacher asks students to read once more the play aloud and pay attention to the deeper emotion of different characters. 3. Teacher tells students something more about writing styles of the play or drama. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the deeper emotion of different characters . 3. Students learn something more about writing styles of the poem. To help students grasp the general idea of the play.
Activity 3 1. Teacher asks students to work in groups, read the reading passage again and decide how to put it on stage. 2. Teacher asks each student of a group to take their role, and rewrite lines or search for information about the play individually. 3. Teacher asks each group to rehearse their play 4. Teacher asks students to act out their play and vote for the best play. 1. Students work in groups, read the reading passage again and decide how to put it on stage. 2. Each student of a group take their role, and rewrite lines or search for information about the play individually. 3. Students rehearse their play. 4. Students act out their play and vote for the best play. 1. To be familiar with the plot and know well the text of the play. 2. To improve the students’ speaking ability and performing skill.
Activity 4 1. Teacher asks students to read the summary of The Blue Bird at least twice to get familiar with the content. 2. Teacher asks students to work in groups and discuss the three questions. 3. Teacher invites groups of students to ask and answer the three questions in class. 1. Students read the summary of The Blue Bird at least twice to get familiar with the content. 2. Students work in groups and discuss the three questions. 3. Groups of students ask and answer the three questions in class. 1. To help students learn the main information of the play The Blue Bird. 2. To help students learn how to write a summary.
Learning to Learn 1. Teacher asks students to read the short summary of the play The Blue Bird and the short paragraph of Learning to learn. 2. Teacher asks the class to pay attention to what the chosen part of the play depicts. 3. Teacher asks students to work in groups and try to share what they read of the other part of the play. 1. Students read the short summary of the play The Blue Bird and the short para- graph of Learning to learn. 2. Students take a close notice of what the chosen part of the play depicts. 3. One or more groups try to share what they read of the other part of the play. To learn how to get the relevant information.
Activities 5-6 1. Teacher asks students to choose another play they have read or they like best and get ready to write a summary of it. 2. Teacher asks students to work in pairs and organise their ideas by completing the table on page 23. 3. Teacher asks students to work in groups and share the content of their table. 4. Teacher asks students to write their summary. 5. Teacher asks students to work in pairs and make improvements to each other’s summaries. 6. Teacher asks students to work in groups and share their summaries. 7. Teacher invites some students to share their sum- maries with the class. 1. Students choose another play they have read or they like best and get ready to write a summary of it. 2. Students work in pairs and organize their ideas by completing the table on page 23. 3. Students work in groups and share the content of their table. 4. Students start to write their summary. 5. Students work in pairs and make improvements to each other’s summaries. 6. Students work in groups and share their summary. 7. Some students share their summaries with the class. 1. To improve students’ ability to summarise a specific text. 2. To improve students’ writing skills.
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 + writing
主题语境 人与社会 — 名著与人生
内容分析 本板块要求学生尽量做到“学以致用”。通过本单元的学习，学生应该明白，文学名著在人类文明的传承过程中起到了重要作用，文学名著对人的一生能产生重大影响。教师应该指导学生回忆自己读过的文学著作，仔细思考一下这些著作让自己产生的最大人生感悟是什么，然后在课堂上分享。本板块能够促进学生对所学内容的复习与掌握，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 引导学生通过完成这个综合性的活动，加深对单元主题意义的理解，培养积极的人生态度和优秀的品质； 2 帮助学生理解文学作品的意义，并能够运用本单元所学的表达方式，恰当表达自己的观点； 3 不断培养学生的团队意识和合作意识，能够与小组成员共同探讨，分工协作，运用集体智慧，达成统一意见，保质保量完成相关学习活动。
教学重点 1. 引导学生通过本单元的学习，对“名著与人生及其成长过程”有更加深入的理解； 2. 引导学生多做调查研究，能够运用恰当的表达方式进行陈述或展示自 己。
教学难点 1. 进一步拓展学生名著阅读的深度或广度，引导学生及时分享自己的读后感； 2. 加深学生对“人生教诲”这一主题的认识，培养学生正确的人生观与价值观。
教学策略 交际教学法、任务型教学法
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 four pictures and ask and answer the two questions. 2. Teacher invites pairs of students to share what they know about the four works. 3. Teacher asks students to choose the best pair(s) or individual student(s) and give reasons for their choice(s). 1. Students work in pairs, take a close look at the four pictures and ask and answer the two questions. 2. Students work in pairs and share what they know about the four works . 3. Students choose the best group(s) or individual student(s) and give reasons for their choice(s). To help students further understand the meaning of “lessons in life”.
Activity 2 1. Teacher asks students to work in groups and share another literary work from which they have learnt something. 2. Teacher asks students to work individually to complete the items in the table “meaning of success and examples”. 3. Teacher asks students To come 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 groups and talk about the work they have chosen. 2. Teacher asks students to get ready for the literary work they have chosen and get ready for the presentation. 3. Teacher asks students to give to the class their presentation. 1. Students work in groups and talk about the work they have chosen. 2. Students get ready for the literary work they have chosen and get ready for the presentation. 3. Students give their presentation to the class. To help students to enjoy reading more literary works.
Reflection
Activity 1. Teacher guides students to recall or summarize what they’ve learnt in this unit. 2. Teacher asks students to work in pairs, asking and answering the six questions given below and then exchange the role. 3. Teacher asks students to work individually to write a Reflection in Student’s Book with the help of the six questions. 4. Teacher invites some students to share in class what their reflections as well as what they’ve learnt in this unit. 1. Students recall or summarize what they’ve learnt in this unit. 2. Students work in pairs, asking and answering the six questions given below and then exchange the role. 3. Students work individually to write a Reflection in Student’s Book with the help of the six questions. 4. Some students share in class what their reflections as well as what they’ve learnt in this unit. To help students evaluate their performance in class, review the unit, and think about how to improve themselves in English.
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 人与自然/社会 — 人与自然/社会的辩证关系
内容分析 本单元的实践活动项目要求学生围绕“人生的意义”发表主旨演讲。本项目强调小组合作学习和探究式学习，重点在于培养学生的思辨、写作和演讲能力，让学生对单元主题做进一步的延伸和探索。
教学目标 1 教师指导学生运用一定的调研方法和技巧，选择合适的途径展开调研； 2 教师引导学生充分进行小组分工合作，合理安排，搜集资料和素材，声情并茂地就“人生的意义”发表一个能够打动人的演讲； 3 教师引导学生学习那些在人生的舞台上表现非常出色的人物的精神，培养学生克服困难、不畏险阻、不断追求、勇往直前等优秀的意志品质。
教学重点 指导学生利用业余时间准备和排练，以班级为单位推选优胜表演团队，把所学内容搬上舞台。
教学难点 1. 指导学生感受不同时代、不同国度、不同文化背景下戏剧写作的表现手法和语言魅力； 2. 引导学生在戏剧文本学习过程中形成正确的人生观和价值观。
教学策略 “情景— 陶冶”教学策略，“协作式”教学策略等
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. Teacher asks students to read the quotes and understand the meanings of these quotes. 2. Teacher asks students to read and answer the questions. 3. Teacher invites some students to share their answers with the class. 1. Students read the quotes and understand the meanings of these quotes. 2. Students read and answer the questions. 3. Some students share their answers with the class. 1. To get students well prepared for the following activities. 2. To help students put what they have learned into practice.
Plan 1. Teacher asks students to make a list of their ideas about the meaning of life. 2. Teacher encourages students to prepare for a speech on the meaning of life, do more research if necessary. 1. Students make a list of their ideas about the meaning of life. 2. Students prepare for a speech on the meaning of life, do more research if necessary. To help students to make good prepara- tions for their speech.
Create 1. Teacher encourages students to write their speech, consider the topice of the speech, their understanding of the meaning of life, examples to support their arguments and their group’s conclusion. 2. Teacher asks students to practise delivering their speech. 1. Students write their speech, consider the topice of the speech, their understanding of the meaning of life, examples to support their arguments and their group’s conclusion. 2. Students practise delivering their speech. To offer students a chance to show their ability to write their speech.
Present 1. Teacher encourages students to present their group’s speech to the class. 2. Teacher asks students to vote for the best speech. 1. Students present their group’s speech to the class. 2. Students vote for the best speech. 1. To help students improve their skills in presentation. 2. To help students learn from each other and make progress in their course English.
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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 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher 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 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 ready 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 answer all the questions in class. 1. To enable students to learn something about what life is. 2. To enable students to have an idea of what life is compared to in this story.
Activity 2 1. Teacher tells students what metaphor is and how it is used. 2. Teacher asks students to look at the pictures carefully 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 pairs, 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 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 — 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，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-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 read very fast the recommendations on the back cover of the book and get ready for the first task (the two questions). 2. Teacher 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 two 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’ curiosity about their life’s journey.
Activity 2 1. 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 their results or 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 students 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 author’s purpose in writing the passage. 2. Teacher tells students something about the author and the book Tuesdays with Morrie 3. Teacher invites some students to share their answers with the class. 1. Students read the passage again and choose the author’s purpose in writing the passage. 2. Students have a general idea of the author and the book Tuesdays with Morrie 3. 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 part. 2. Teacher asks students to 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. 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 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 evidence to support their choices. 8. Teacher asks students to work in groups to organise information from the passage and complete 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 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. 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 and 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 structure 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- 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 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 — metaphor. 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 complete the table. After that, students may raise their hands and give their answers and check 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 want 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 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 + 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. 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 overall 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 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 2 1. Teacher asks students to go over the reading passage for more sentences with these structures 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 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 3 1. Teacher asks students to read the paragraph aloud once or more times if needed. 2. Teacher asks students to rewrite the given paragraph 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. Students share their writing in class. To enable students to use the passive voice of verbs in a real context.
Activity 4 1. Teacher asks students to look at the four pictures carefully and write the story from Aesop’s Fables, using the passive voice where appropriate. 2. Teacher asks students to work in pairs to improve each other’s 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 Aesop’s Fables, using the passive voice where appropriate 2. Some students work in pairs to improve each other’s writing. 3. Some students share their writing with the class using appropriate passive voice. To further understand the use of the passive voices.
Activity 5 1. Teacher asks students to work in pairs, telling each other another fable they know, using the passive voice where appropriate. 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 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 6 1. Teacher asks students to read the conversa- tions quickly and guess what proverb may be put in each conversation. 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, checking whether they have got the correct proverb in each conversation. Teacher may help them if necessary. 3. Different pairs come to the front to show their answers to the class, and others make comments. 4. Some pairs of students read aloud the six conversations and then the whole class read them aloud together. To make good use of the proverbs in Activity 4.
Activity 7 1. Teacher asks students to read aloud the six sentences loudly. 2. Teacher asks students to work in pairs to do Activity 6: one reading the explanations, the other giving the proper proverbs. 3. Teacher invites some pairs to the front or just stand up to give presentation. 4. Teacher asks students to work in groups and try to think of other proverbs with similar meanings. And then share them in class. 1. Students read the passage once more. 2. Students work in pairs to do Activity 6: one reading the explanations, the other giving the proper proverbs and then exchange the role. 3. Some pairs of students come to the front or just stand up to give presentation. 4. Students work in groups and try to think of other proverbs with similar meanings. And then share them in class. To develop students’ comprehensive skills in using English.
Activity 8 1. Teacher asks students to read the title and predict what the interview is about. 2. Teacher asks students to listen to the interview and choose the best headline. 3. Teacher invites some students to share their answers with the class. 1. Students read the title and predict what the interview is about. 2. Students listen to the interview and choose the best headline. 3. Some students share their answers with the class. To help students understand the main idea of the listening material
Activity 9 1. Teacher asks students to read the notes and get the main idea of the notes. 2. Teacher asks students to listen to the interview and keep notes of the key idea of the interview. 3. Teacher asks students to complete the notes. 4. Teacher plays the interview again and asks the students listen and check their answers. 5. Teacher invites some students to share their answers, other students make supplements. 6. Teacher asks students to work in pairs and talk about what they can learn from Janet’s story. 1. Students read the notes and get the main idea of the notes. 2. Students listen to the interview and keep notes of the key idea of the interview. 3. Students complete the notes. 4. Students listen to the interview again and check their answers. 5. Some students share their answers, other students make supplements. 6. Students work in pairs and talk about what they can learn from Janet’s story. To make students understand the details of the listening material
Activity 10 1. Teacher asks students to complete the boxes with the expressions from the interview. 2. Teacher asks some students to share their answers with the class. 1. Students complete the boxes with the expressions from the interview. 2. Some students share their answers with the class. To help students practise the expressions about talking about experiences and giving advice.
Activity11 1. Teacher asks students to work in pairs and tell each other a story about themselves. 2. Teacher asks students to summarise their partner’s story by a proverb in this section. 3. Teacher invites some groups to share their stories and proverbs. 4. Teacher asks students to evaluate their performance in this section. 1. Students work in pairs and tell each other a story about themselves. 2. Students to summarise their partner’s story by a proverb in this section. 3. Some groups share their stories and proverbs. 4. Students evaluate their performance in this section. To help students evaluate their performance in this section.
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，语篇类型为戏剧，节选自一部比利时名剧《青鸟》。在此剧本中，作者通过运用象征主义手法，与读者一起探讨了幸福的真谛。读写部分是《青鸟》整部剧的故事梗概。通过这一板块的学习，学生能够加深对单元主题的理解，熟练掌握故事梗概的写作方法，同时进一步提升戏剧欣赏水平。
教学目标 1 引导学生理解《青鸟》这部戏剧节选部分的人物、背景、情节和发展；把握好后面其他活动对戏剧的解读；同时也能够理解、学习、逐步掌握戏剧的人物刻画和剧情发展等手段以及象征、夸张、拟人等修辞手法； 2 帮助学生在理解文本剧情的基础上，感悟戏剧主题，从而加深对单元主题意义的认识；体会幸福的真谛，并逐步形成在困境中不迷失志向，在奋斗中不畏手畏脚的积极人生态度；同时学会坚守和拼搏，逐步养成敢于挑战自我、乐于帮助他人的良好品质； 3 引导学生通过观察语篇，发现戏剧梗概的基本内容、文体特征和写作手法，并能运用所学知识写一篇戏剧梗概。
教学重点 1. 引导学生在理解课文内容的基础上，把握戏剧的人物、背景、情节和发展； 2. 培养学生形成在困境中“不迷失志向”，在奋斗中“不畏手畏脚”的积极人生态度；同时学会坚守和拼搏，逐步具备“敢于挑战自我”、“乐于帮助他人”的良好素养。
教学难点 1. 如何引导学生准确理解，深入挖掘和仔细品味英语戏剧的语言魅力； 2. 如何引导学生充分利用人生中遇到的挫折，做到坚持不懈，不断进取。
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 read the introduc- tion to The Blue Bird. 2. Teacher asks students to work in groups and ask and answer the first question. 3. Teacher asks students to go over the text and answer the second question. 4. Teacher invites some pairs of students to ask and answer the questions. 5. Teacher asks some pairs of students to read the text The Blue Bird Act Ⅳ, one acting as a narrator, one as the Happiness, one as Tyltyl. 6. Teacher asks some groups of students to read the text The Blue Bird Act Ⅵ, one acting as a narrator, one as Mummy Tyl, one as The Neighbor, one as Tyltyl, and one as The Little Girl. 7. Teacher invites some groups of students to act out the text The Blue Bird Act Ⅳ and Act Ⅵ. 1. Students read the introduction to The Blue Bird. 2. Students work in groups and ask and answer the first question. 3. Students go over the text and answer the second question. 4. Some pairs of students ask and answer the questions and then they exchange the role. 5. Some pairs of students read the text The Blue Bird Act Ⅳ, one acting as a narrator, one as the Happiness, one as Tyltyl. 6. Some groups of students read the text The Blue Bird Act Ⅵ, one acting as a narrator, one as Mummy Tyl, one as The Neighbor, one as Tyltyl, and one as The Little Girl. 7. Some groups of students act out the text The Blue Bird Act Ⅳ and Act Ⅵ. To make the students get more familiar with the text.
Activity 2 1. Teacher asks students to read the play and find out the difficult points. 2. Teacher asks students to read once more the play aloud and pay attention to the deeper emotion of different characters. 3. Teacher tells students something more about writing styles of the play or drama. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the deeper emotion of different characters . 3. Students learn something more about writing styles of the poem. To help students grasp the general idea of the play.
Activity 3 1. Teacher asks students to work in groups, read the reading passage again and decide how to put it on stage. 2. Teacher asks each student of a group to take their role, and rewrite lines or search for information about the play individually. 3. Teacher asks each group to rehearse their play 4. Teacher asks students to act out their play and vote for the best play. 1. Students work in groups, read the reading passage again and decide how to put it on stage. 2. Each student of a group take their role, and rewrite lines or search for information about the play individually. 3. Students rehearse their play. 4. Students act out their play and vote for the best play. 1. To be familiar with the plot and know well the text of the play. 2. To improve the students’ speaking ability and performing skill.
Activity 4 1. Teacher asks students to read the summary of The Blue Bird at least twice to get familiar with the content. 2. Teacher asks students to work in groups and discuss the three questions. 3. Teacher invites groups of students to ask and answer the three questions in class. 1. Students read the summary of The Blue Bird at least twice to get familiar with the content. 2. Students work in groups and discuss the three questions. 3. Groups of students ask and answer the three questions in class. 1. To help students learn the main information of the play The Blue Bird. 2. To help students learn how to write a summary.
Learning to Learn 1. Teacher asks students to read the short summary of the play The Blue Bird and the short paragraph of Learning to learn. 2. Teacher asks the class to pay attention to what the chosen part of the play depicts. 3. Teacher asks students to work in groups and try to share what they read of the other part of the play. 1. Students read the short summary of the play The Blue Bird and the short para- graph of Learning to learn. 2. Students take a close notice of what the chosen part of the play depicts. 3. One or more groups try to share what they read of the other part of the play. To learn how to get the relevant information.
Activities 5-6 1. Teacher asks students to choose another play they have read or they like best and get ready to write a summary of it. 2. Teacher asks students to work in pairs and organise their ideas by completing the table on page 23. 3. Teacher asks students to work in groups and share the content of their table. 4. Teacher asks students to write their summary. 5. Teacher asks students to work in pairs and make improvements to each other’s summaries. 6. Teacher asks students to work in groups and share their summaries. 7. Teacher invites some students to share their sum- maries with the class. 1. Students choose another play they have read or they like best and get ready to write a summary of it. 2. Students work in pairs and organize their ideas by completing the table on page 23. 3. Students work in groups and share the content of their table. 4. Students start to write their summary. 5. Students work in pairs and make improvements to each other’s summaries. 6. Students work in groups and share their summary. 7. Some students share their summaries with the class. 1. To improve students’ ability to summarise a specific text. 2. To improve students’ writing skills.
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 + writing
主题语境 人与社会 — 名著与人生
内容分析 本板块要求学生尽量做到“学以致用”。通过本单元的学习，学生应该明白，文学名著在人类文明的传承过程中起到了重要作用，文学名著对人的一生能产生重大影响。教师应该指导学生回忆自己读过的文学著作，仔细思考一下这些著作让自己产生的最大人生感悟是什么，然后在课堂上分享。本板块能够促进学生对所学内容的复习与掌握，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 引导学生通过完成这个综合性的活动，加深对单元主题意义的理解，培养积极的人生态度和优秀的品质； 2 帮助学生理解文学作品的意义，并能够运用本单元所学的表达方式，恰当表达自己的观点； 3 不断培养学生的团队意识和合作意识，能够与小组成员共同探讨，分工协作，运用集体智慧，达成统一意见，保质保量完成相关学习活动。
教学重点 1. 引导学生通过本单元的学习，对“名著与人生及其成长过程”有更加深入的理解； 2. 引导学生多做调查研究，能够运用恰当的表达方式进行陈述或展示自 己。
教学难点 1. 进一步拓展学生名著阅读的深度或广度，引导学生及时分享自己的读后感； 2. 加深学生对“人生教诲”这一主题的认识，培养学生正确的人生观与价值观。
教学策略 交际教学法、任务型教学法
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 four pictures and ask and answer the two questions. 2. Teacher invites pairs of students to share what they know about the four works. 3. Teacher asks students to choose the best pair(s) or individual student(s) and give reasons for their choice(s). 1. Students work in pairs, take a close look at the four pictures and ask and answer the two questions. 2. Students work in pairs and share what they know about the four works . 3. Students choose the best group(s) or individual student(s) and give reasons for their choice(s). To help students further understand the meaning of “lessons in life”.
Activity 2 1. Teacher asks students to work in groups and share another literary work from which they have learnt something. 2. Teacher asks students to work individually to complete the items in the table “meaning of success and examples”. 3. Teacher asks students To come 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 groups and talk about the work they have chosen. 2. Teacher asks students to get ready for the literary work they have chosen and get ready for the presentation. 3. Teacher asks students to give to the class their presentation. 1. Students work in groups and talk about the work they have chosen. 2. Students get ready for the literary work they have chosen and get ready for the presentation. 3. Students give their presentation to the class. To help students to enjoy reading more literary works.
Reflection
Activity 1. Teacher guides students to recall or summarize what they’ve learnt in this unit. 2. Teacher asks students to work in pairs, asking and answering the six questions given below and then exchange the role. 3. Teacher asks students to work individually to write a Reflection in Student’s Book with the help of the six questions. 4. Teacher invites some students to share in class what their reflections as well as what they’ve learnt in this unit. 1. Students recall or summarize what they’ve learnt in this unit. 2. Students work in pairs, asking and answering the six questions given below and then exchange the role. 3. Students work individually to write a Reflection in Student’s Book with the help of the six questions. 4. Some students share in class what their reflections as well as what they’ve learnt in this unit. To help students evaluate their performance in class, review the unit, and think about how to improve themselves in English.
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 人与自然/社会 — 人与自然/社会的辩证关系
内容分析 本单元的实践活动项目要求学生围绕“人生的意义”发表主旨演讲。本项目强调小组合作学习和探究式学习，重点在于培养学生的思辨、写作和演讲能力，让学生对单元主题做进一步的延伸和探索。
教学目标 1 教师指导学生运用一定的调研方法和技巧，选择合适的途径展开调研； 2 教师引导学生充分进行小组分工合作，合理安排，搜集资料和素材，声情并茂地就“人生的意义”发表一个能够打动人的演讲； 3 教师引导学生学习那些在人生的舞台上表现非常出色的人物的精神，培养学生克服困难、不畏险阻、不断追求、勇往直前等优秀的意志品质。
教学重点 指导学生利用业余时间准备和排练，以班级为单位推选优胜表演团队，把所学内容搬上舞台。
教学难点 1. 指导学生感受不同时代、不同国度、不同文化背景下戏剧写作的表现手法和语言魅力； 2. 引导学生在戏剧文本学习过程中形成正确的人生观和价值观。
教学策略 “情景— 陶冶”教学策略，“协作式”教学策略等
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. Teacher asks students to read the quotes and understand the meanings of these quotes. 2. Teacher asks students to read and answer the questions. 3. Teacher invites some students to share their answers with the class. 1. Students read the quotes and understand the meanings of these quotes. 2. Students read and answer the questions. 3. Some students share their answers with the class. 1. To get students well prepared for the following activities. 2. To help students put what they have learned into practice.
Plan 1. Teacher asks students to make a list of their ideas about the meaning of life. 2. Teacher encourages students to prepare for a speech on the meaning of life, do more research if necessary. 1. Students make a list of their ideas about the meaning of life. 2. Students prepare for a speech on the meaning of life, do more research if necessary. To help students to make good prepara- tions for their speech.
Create 1. Teacher encourages students to write their speech, consider the topice of the speech, their understanding of the meaning of life, examples to support their arguments and their group’s conclusion. 2. Teacher asks students to practise delivering their speech. 1. Students write their speech, consider the topice of the speech, their understanding of the meaning of life, examples to support their arguments and their group’s conclusion. 2. Students practise delivering their speech. To offer students a chance to show their ability to write their speech.
Present 1. Teacher encourages students to present their group’s speech to the class. 2. Teacher asks students to vote for the best speech. 1. Students present their group’s speech to the class. 2. Students vote for the best speech. 1. To help students improve their skills in presentation. 2. To help students learn from each other and make progress in their course English.
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