外研版（2019）英语选择性第一册 Unit 2 Onwards and upwards 教学设计（表格式,，6课时）
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| 名称 | 外研版（2019）英语选择性第一册 Unit 2 Onwards and upwards 教学设计（表格式,，6课时） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 16:40:05 | ||
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Book 4 Unit 2 Onwards and upwards教学设计
单元主题 本单元的主题语境是“人与自我”，涉及的主题语境内容是勇往直前、永不放弃的精神。本单元介绍了不同领域的杰出人物如Stephen Hawking、Nelson Mandela、徐悲鸿、J.K. Rowling、J.D. Salinger、Brontё 姐妹及Helen Keller 等，讲述他们在人生中遭遇的各种困难，以及他们是如何面对困境、迎接挑战并最终取得成功的，旨在引导学生学习他们的精神，培养面对挫折不轻言放弃的毅力和品质，并通过与他们的对比，学会感恩，懂得珍惜自己拥有的，树立积极正确的人生态度。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、对话、日记、图表、散文等多模态语篇，综合运用各种语言技能，读懂本单元介绍人生经历、人物品质及人生态度的相关话题，听懂并谈论日常生活中对他人的遭遇表达关切与安慰的相关话题，恰当使用所学词汇与表达描 述和介绍人物生平，讲述人物故事及自身经历，了解中外优秀人物的精神品质，学会做人做事，深化对单元主题意义的理解；能够运用单元所学知识，通过比较、分析并联系自身实际，有逻辑地与他人分享亲身经历，实现知识和思维能力的拓展与迁移；能够多维度地看待事物，将困 境看作是新的机遇和挑战，树立“勇往直前，永不放弃”的人生态度；能够通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，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 Viewing + Speaking
主题语境 人与社会——勇往直前、永不放弃
内容分析 本板块有两个活动，活动1呈现一段与单元主题相关的视频，介绍了Stephen Hawking、Nelson Mandela和徐悲鸿在人生中遇到的困境以及他们取得的成就。活动2请学生阅读《不要放弃》这首小诗，然后理解诗歌主题及内容，并就诗歌的内容谈谈自己的看法。本版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 在本板块学习结束时，学生能够： 了解Stephen Hawking、Nelson Mandela和徐悲鸿在人生中遇到的困境以及他们取得的成就； 发现并归纳促使个人走向成功的共性原因，感知他们在挫折面前永不言弃的精神； 能够初步赏析诗歌，就诗歌主题和内容引发学生对“勇往直前、永不放弃的精神”这一话题的初步思考。
教学重点 引导学生初步了解遭遇人生困境时应采取的正确的人生态度，并联系生活实际与自身经历，简单阐述自己遇到困难时是怎么做的，从而为整个单元的活动做铺垫和预热。
教学难点 引导学生思考面对人生困境的态度和方法。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch the video. Teacher provides some key information from the video for students. Teacher asks students to match the information with the people mentioned in the video. Teacher asks students to answer the two questions， and plays the video again if necessary. Students watch the video. Students match the information with the people mentioned in the video. Students answer the two questions. To arouse students’ interest and draw their attention to the theme of this unit – never give up.
Activity 2 Teacher asks students to listen to the poem and find out the key message of the poem. Teacher asks students to appreciate the poem and discuss Question 2 in groups. Teacher asks each group to choose one speaker to share the group’s answers with the class. Teacher asks students to answer Question 3. Students listen to the poem and find out the key message of the poem. Students appreciate the poem and discuss Question 2 in groups. Group speakers share their answers with the class. Students answer Question 3. To make students realise the spirit of never giving up is the key to success.
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 人与自我——勇往直前、永不放弃
内容分析 该板块课文语篇类型为论说文。课文通过夹叙夹论的方式介绍了几位卓越的作家曾被拒稿的经历和他们坚持不懈最后取得成功的故事，论述了仅靠天赋不足以获得成功，坚持不懈才是成功的关键这一道理。读前的导入活动要求学生提前在网络上搜索三位作家的资料，然后将人物与所给信息进行匹配，旨在帮助学生提前熟悉语篇内容，为课文学习做铺垫。读中活动请学生分别找出每位作家要克服的困难。读后活动则通过理解主旨大意、分析逻辑结构和回答开放性问题等多种形式的活动，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。
教学目标 在本板块学习结束时，学生能够： 获取文章主要信息，总结并叙述三位作家的生平、代表作及他们在投稿过程中遭遇的挫折； 感知文章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； 从三位作家的成长故事中汲取积极的人生态度，树立起在学习生活中刻苦努力，坚持不懈的人生观与价值观。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解三位作家的成长故事； 引导学生了解夹叙夹议类文章的文体特征。
教学难点 引导学生把握动名词与动词不定式作宾语的用法并运用其进行相关表达； 引导学生深度思考三位作家成长的经验，认识到坚持不懈才是成功的关键的道理。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to collect the information about the three writers before class. Teacher asks students to match the three writers with the information below. Teacher invites some students to share more information with the class. Students collect the information about the three writers before class. Students match the writers with the information below. Some students share their information they collected with the class. To have students get to know the background information about the three writers. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out the problems the writers overcame. Teacher asks students to answer the question. Students read the passage quickly and find out the problems the writers overcame. Students answer the question. To have the students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and choose another suitable title for the passage. Teacher invites some students to share their answers with the class. Students read the passage individually and choose another suitable title for the passage. Some students share their answers with the class. To train students’ ability to summarise. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Teacher asks students to read the passage again and try to answer two questions. (How many parts are there in the passage What is the main idea of each part ) Teacher asks students to draw structural maps of the passage in groups and compare them with the diagram in activity 4. Teacher asks students to read the passage carefully and complete the diagram. Teacher checks the answers with the class. Teacher asks the students to discuss the questions below in groups and share their opinion with the class. Students read the passage again and try to answer the questions. Students draw structural maps of the passage in groups and compare their maps with the diagram in activity 4. Students read the passage carefully and complete the diagram. Students check the answers with the teacher. Students work in groups and discuss the questions and share their opinion with the class. To examine how much students have grasped the detailed information, and cultivate students’ analysing abilities.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and learn more about the stories of famous writers.
Using language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 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——勇往直前、永不放弃
内容分析 本板块的语法部分的主要内容为动名词和不定式作宾语。两个小语段分别介绍了因意外事故失去双臂的刘伟自强不息，最终取得《中国达人秀》的冠军的励志故事，以及Jamie Wells 参加美国童子军的经历。 词汇部分的话题为“看事情光明的一面”，首先通过几段小对话呈现与人生态度相关的表达，然后通过一个小语段介绍树立积极人生态度的意义。听说部分为一个学生鼓励在全国演讲比赛中失利的另一名学生走出失败的阴影，重振旗鼓。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考并运用语言，全方位提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 1. 发现动名词和不定式作宾语的用法及区别，并在真实语境中运用； 2. 运用英语习语表达积极或消极的态度，找到更多类似的习语，理解这些英语习语的意义； 3. 关注语用功能，学会表达对他人的关心和安慰，并能够在实际生活中运用所学的相关表达。
教学重点 引导学生进一步了解并掌握动名词与动词不定式作宾语的用法； 引导学生学会简单表达对他人的关心与安慰。
教学难点 引导学生掌握既能加动名词又能加不定式形式的动词，区分这两种形式的用法； 引导学生思考如何面对挫折，认识到不畏困难和自强不息的积极的人生态度的重要性。
教学策略 任务型教学法、发现教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then asks students to answer Questions 1–3. Teacher asks students to look for more sentences with the similar structures in the reading passage, and helps students to summarise the functions and usage of the -ing and to-infinitive as object. Students observe the two sentences in the first box and answer Questions 1–3. Students look for more sentences with the similar structures in the reading passage, and summarise the functions and usage of the -ing and to-infinitive as object with the help of the teacher. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of the functions and usage of the -ing and to-infinitive as object.
Activity 2 Teacher asks students to read and complete the passage with the correct form of the verbs in brackets individually. Teacher checks the answers with the class. Students read and complete the passage with the correct form of the verbs in brackets individually. Students check the answers with the teacher. To get students to practise using -ing and to-infinitive as object.
Activity 3 Teacher asks students to read the interview and get its main idea. Teacher asks students to paraphrase the passage. Teacher asks students to work in groups to adapt the passage with the given verbs. Teacher asks some students to share their reports with the class. Students read the passage and get its main idea. Students paraphrase the passage. Students work in groups to adapt the passage with the given verbs. Some students share their reports with the class. To help students consolidate the application of -ing and to-infinitive as object in authentic context.
Activity 4 Teacher asks students to recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Teacher asks some pairs to share their stories in front of the class. Students recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Some pairs share their stories in front of the class. To enlarge students’ vocabulary and cultivate their spirit of overcoming challenges and express their ideas.
Activity 5 Teacher asks students to look at the six pictures, and guess what the idioms mean. Teacher plays the audio and asks students to match the expressions to their meanings. Teacher checks the answers with the students. Students look at the six pictures, and guess the meanings of the idioms. Students listen to the audio and choose the meanings of the expressions. Students check the answers with the teacher. To train students to grasp key information of the listening materials, and make key notes while listening.
Activity 6 Teacher asks students to work in groups and discuss whether the idioms have positive or negative meanings. Teacher asks students to add more idioms by cooperating in groups. Teacher asks the groups to show their answers with the class. Students work in groups and discuss whether the idioms have positive or negative meanings. Students add more idioms by cooperating in groups. Some students share their answers with the class. To help students consolidate their vocabulary through idiom classification. Train students to learn cooperative learning.
Activity 7 Teacher asks students to read the materials on Page 18 respectively and understand the main idea of the passage. Teacher asks students to work in pairs and discuss the answers to the two questions. Teacher invites the representative of each group to present their view. Teacher makes comments. Students read the materials on Page 18 respectively. Students work in pairs and discuss the answers to the two questions. The representative of each group presents their view. To train students to grasp the main idea. Help students to be familiar with the topic and prepare for the following listening and speaking practice.
Activities 8-9 Teacher asks students to look at the four pictures, describe them and predict what the audio talks about. Teacher plays the audio and asks students to listen and number the pictures according to the sequence of events. Teacher checks the answers with the students. Teacher plays the audio again and asks students to make notes and complete the journal entry. Teacher plays the audio again and asks students to check the answers. Teacher asks some students to read the whole passage and check the answers with the class. Students look at the four pictures, describe them and predict what the audio talks about. Students listen to the audio again and number the pictures. Students check the answers with the teacher. Students listen to the audio again and complete the journal entry. Students listen to the audio and check the answers. Students read the passage and other students check the answers. To help students grasp the main idea and understand the details of the listening materials. To strengthen students’ ability to use theme-related language to express views after listening.
Activities 10-11 Teacher asks students to read the expressions, pay attention to their pragmatic function and complete the boxes. Teacher asks students to check the answers with the class. Teacher divides students into pairs and asks them to choose one situation and act out a conversation. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students read the expressions, pay attention to their pragmatic function and complete the boxes. Students check the answers with the class. Students choose one situation and act out a conversation in pairs. Several pairs act out their conversations in front of the class. Other students make comments. To have students pay attention to the pragmatic function. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learnt. To have students make evaluation and reflection.
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 人与自然——勇往直前、永不放弃
内容分析 本板块的课文的语篇类型是散文，节选自Helen Keller的《假如给我三天光明》。课文介绍了失明的Helen Keller 希望自己能拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。读写部分的范文讲述了作者在漆黑的餐厅模拟盲人用餐的一次经历，引导学生通过学习范文，理解并体会残障人士遇到的挫折与磨难，培养学生的共情能力，同时帮助学生学会描述经历。本板块旨在启迪学生珍惜自己拥有的一切，培养学生坚强乐观的人生态度，进一步提高学生的语言能力和思维品质。
教学目标 在本板块学习结束时，学生能够： 了解文章并清晰叙述Hellen Keler三天的愿望，同时能够理解并运用虚拟、倒装等句式以及排比等修辞手法； 在理解的基础上，感悟文章主题，从而加深对单元主题意义的认识，形成面对困境中不妥协、面对失败不放弃的积极人生态度； 描述体验残障人士生活时遇到困难的过程和感受，从而学会感恩，更加珍惜自己拥有的美好生活，树立正确的人生态度。
教学重点 1. 引导学生通过阅读来把握和概括段落大意和推测作者的写作意图； 2. 培养学生描写自身与他人经历的写作能力。
教学难点 1. 引导学生进行经历描写； 2. 引导学生树立不怕挫折，勇敢面对挑战，永不放弃的人生态度。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to review the video of starting out section and encourages students to describe the life of Hawking and his spirit of scientific exploration. Teacher guides students to look at the charts and answer Question 1. Teacher asks some students to answer the first question. Teacher divides the class into groups and asks them to discuss Question 2 and answer it. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Teacher makes comments. Students describe the life of Hawking and his spirit of scientific exploration. Students look at the charts and answer Question 1. Students check their answers with the class. Students discuss Question 2 and answer it. Some students share answers and other students make supplements. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to share what they’ve previewed in groups. Teacher asks the representative of each group to share the information of the life and achievement of Helen Keller. Teacher asks students to read the text with the task in Activity 2. Teacher invites some students to present their answers and other students to make supplements. Students share their preview results in groups. Students share the information of the life and achievement of Helen Keller. Students read the text with the task in Activity 2. Students present their answers and other students make supplements. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to read the passage individually and pay attention to the first and the last paragraph. Teacher asks students to choose the author’s purpose in writing the passage and give reasons. Teacher invites some students to share their answers with the class. Teacher makes comments. Students read the passage individually and pay attention to the first and the last paragraph. Students choose the author’s purpose in writing the passage and give reasons. Some students share their answers with the class. To encourage students to figure out the author’s purpose in writing the passage.
Think & Share Teacher asks students to work in groups to discuss the four questions. Teacher asks students to answer the questions and other students to make supplements or free discussion. Students work in groups to discuss the four questions. Some students answer the questions and other students make supplements or free discussion. To help students further explore the topic. To improve students’ critical thinking ability. To help students apply what they’ve learnt in a real-life context.
Activity 4 Teacher asks students to work in groups and understand the sentences from the passage. Teacher asks students to discuss the two questions and pay attention to “Learning to learn” before they do the activity. Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. Students work in groups and understand the sentences from the passage. Students discuss the two questions and pay attention to “Learning to learn” before they do the activity. Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. To have students appreciate a text from the rhetorical point of view.
Activity 5 Teacher asks students to read the sentence from the passage and talk about their opinions in groups. Teacher divides the class into new groups according to the different opinions, and asks students to discuss and make notes. Teacher asks some groups to share their opinions with the class. Teacher asks students to think about their performance during group discussion. Students read the sentence from the passage and talk about their opinions in groups. Students discuss in new groups and make note. Some groups share their opinions with the class. Students think about their performance during group discussion. To improve students’ speaking skills. To inspire students to think and cultivate students’ ability to think creatively.
Activity 6 Teacher shows the pictures of Hawking, Beethoven , Zhang Haidi and Zhou Zhou and asks students to imagine the difficulties they might meet in their life. Teacher asks students to read the passage and answer the questions in the book. Teacher asks some students to answer the questions and other students to check the answers. Teacher asks students to work in groups and discuss what elements should be included in describing an experience. Teacher asks students to report their outcome of the discussion, and make a summary with the teacher’s help. Students imagine the difficulties Hawking, Beethoven, Zhang Haidi and Zhou Zhou might meet in their life. Students read the passage and answer the questions in the book. Some students answer the questions and other students check the answers. Students work in groups and discuss what elements should be included in describing an experience. Some students report their outcome of the discussion, and make a summary with the teacher’s help. To teach students how to analyse a passage, train their ability to summarise and prepare for the following writing activity.
Activities 7-8 Teacher designs a scene and asks students to experience the lives of the disabled through role-playing. Teacher asks students to interview the students who played and make notes. Teacher asks students to write a short passage according to the interview or their own experiences. Teacher asks students to share their passage and others to make comments. Students make a role-play to experience the lives of the disabled. Students interview the students who played and make notes. Students write a short passage according to the interview or their own experiences. Some students share their passages with the class and others make comments. To provide opportunities for students to present their writing and do evaluation.
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 人与自然——勇往直前、永不放弃
内容分析 Presenting ideas板块要求学生首先阅读两种观点，思考若努力之初就失败了，是应该继续坚持还是确立一个新的目标。然后寻找充足的论据支持自己的观点，并组成正反两方进行辩论；Reflection板块引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。
教学目标 在本板块学习结束时，学生能够： 更深入理解坚韧不拔的毅力、不屈不饶的精神对于成功的必要性，能够辩证地看待问题，另辟蹊径，思考解决问题的办法； 熟悉辩论的流程，并运用本单元所学的表达方式，恰当表达自己的观点，有理有据地进行辩论； 分组讨论并搜集论据，通过合理分工、协作完成辩论。
教学重点 引导学生对人生挫折与如何面对挫折这一话题进行更深入的理解，并恰当地运用本单元所学内容与同学协作进行辩论； 引导学生根据学生用书中的评价内容评估自己的学习表现。
教学难点 引导学生学会面对挫折，树立正确的人生态度； 引导学生在自我评价分析的基础上确定自己要改进和提高的方面。
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 Teacher asks students to work in groups to discuss the two points of view and explain the meanings in their own words. Teacher asks the representative of each group to present the conclusion. Students work in groups to discuss the two points of view and explain the meanings. The representatives present the conclusions of their groups. To encourage students to think actively and express themselves bravely.
Activities 2-4 Teacher regroups the class according to students’ points of view. Teacher asks students to discuss in groups, think of arguments to support their point of view and make notes. Teacher guides students to think of the opposite arguments they might face, and write the arguments, opening and summary using the words, expressions and structures learnt before. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students discuss in groups, think of arguments to support their point of view and make notes. Students think of the opposite arguments they might face and write the arguments, opening and summary. Students team up with a group with the opposite point of view and hold the debate. To have students pay attention to language expression as well as the content and the logic of it.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to write a reflection based on the six tips. Students summarise what they’ve learnt and write a reflection based on the six tips. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (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——勇往直前、永不放弃
内容分析 本板块的项目实践活动要求学生开展调研，搜集名人或身边的普通人克服困难、获得成功的励志故事。教师引导学生通过自主学习、合作学习、探究式学习，对单元主题做进一步的延伸和探索，培养学生的调研与动手能力。
教学目标 在本板块学习结束时，学生能够： 运用一定的调研方法和技巧，选择合适的途径展开调研； 充分进行小组合作，合理安排分工，图文并茂地呈现一个励志故事； 学习这些优秀人物的励志精神，培养勇于克服困难的优秀品质。
教学重点 引导学生了解名人或身边平凡人克服困难并获得成功的励志故事，并用幻灯片进行故事分享； 引导学生通过学习优秀人物的精神，培养正确面对困难的人生态度。
教学难点 引导学生综合运用本单元所学知识，有效完成开放型任务； 引导学生对遇到挫折，勇往直前、永不放弃的主题做进一步探索。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online or interview the people around them to find inspiring stories, and make notes: what challenges have the people overcome and how Why are the stories inspiring Teacher asks students to work in groups, and tell about someone who they think is inspiring. (In the previous class) Students go online or interview the people around them to find inspiring stories, and make notes. Students work in groups, and tell about someone who they think is inspiring. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks each group to decide whose story they want to tell and what information they will include. Teacher asks students to interview the person if possible. Teacher asks each group to decide who will be responsible for each aspect of the storytelling. Each group decides whose story they want to tell and what information they will include. Students interview the person if possible. Each group decides who will be responsible for each aspect of the storytelling. To help students prepare for the presentation.
Create Teacher asks students to write their texts for the stories. Teacher asks students to look for photos and other visuals to bring the person and their story to life. Teacher asks each group to make a complete report. Teacher asks each group to set up the presentation and add their content to tell the story slide by slide. Students write their texts for the stories. Students look for photos and other visuals to bring the person and their story to life, and each group makes a complete report. Each group sets up the presentation and adds their content to tell the story slide by slide. To teach students to cooperate with each other.
Present Teacher encourages each group to present their stories to the class. Teacher asks students to find out what aspect they think is the most inspiring, and makes comments. Teacher asks the whole class to score for the stories and award the best. Each group presents their story to the class. Students find out what aspect they think is the most inspiring, The whole class score for the stories and award the best. To help students learn from each other.
单元主题 本单元的主题语境是“人与自我”，涉及的主题语境内容是勇往直前、永不放弃的精神。本单元介绍了不同领域的杰出人物如Stephen Hawking、Nelson Mandela、徐悲鸿、J.K. Rowling、J.D. Salinger、Brontё 姐妹及Helen Keller 等，讲述他们在人生中遭遇的各种困难，以及他们是如何面对困境、迎接挑战并最终取得成功的，旨在引导学生学习他们的精神，培养面对挫折不轻言放弃的毅力和品质，并通过与他们的对比，学会感恩，懂得珍惜自己拥有的，树立积极正确的人生态度。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、对话、日记、图表、散文等多模态语篇，综合运用各种语言技能，读懂本单元介绍人生经历、人物品质及人生态度的相关话题，听懂并谈论日常生活中对他人的遭遇表达关切与安慰的相关话题，恰当使用所学词汇与表达描 述和介绍人物生平，讲述人物故事及自身经历，了解中外优秀人物的精神品质，学会做人做事，深化对单元主题意义的理解；能够运用单元所学知识，通过比较、分析并联系自身实际，有逻辑地与他人分享亲身经历，实现知识和思维能力的拓展与迁移；能够多维度地看待事物，将困 境看作是新的机遇和挑战，树立“勇往直前，永不放弃”的人生态度；能够通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，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 Viewing + Speaking
主题语境 人与社会——勇往直前、永不放弃
内容分析 本板块有两个活动，活动1呈现一段与单元主题相关的视频，介绍了Stephen Hawking、Nelson Mandela和徐悲鸿在人生中遇到的困境以及他们取得的成就。活动2请学生阅读《不要放弃》这首小诗，然后理解诗歌主题及内容，并就诗歌的内容谈谈自己的看法。本版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 在本板块学习结束时，学生能够： 了解Stephen Hawking、Nelson Mandela和徐悲鸿在人生中遇到的困境以及他们取得的成就； 发现并归纳促使个人走向成功的共性原因，感知他们在挫折面前永不言弃的精神； 能够初步赏析诗歌，就诗歌主题和内容引发学生对“勇往直前、永不放弃的精神”这一话题的初步思考。
教学重点 引导学生初步了解遭遇人生困境时应采取的正确的人生态度，并联系生活实际与自身经历，简单阐述自己遇到困难时是怎么做的，从而为整个单元的活动做铺垫和预热。
教学难点 引导学生思考面对人生困境的态度和方法。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch the video. Teacher provides some key information from the video for students. Teacher asks students to match the information with the people mentioned in the video. Teacher asks students to answer the two questions， and plays the video again if necessary. Students watch the video. Students match the information with the people mentioned in the video. Students answer the two questions. To arouse students’ interest and draw their attention to the theme of this unit – never give up.
Activity 2 Teacher asks students to listen to the poem and find out the key message of the poem. Teacher asks students to appreciate the poem and discuss Question 2 in groups. Teacher asks each group to choose one speaker to share the group’s answers with the class. Teacher asks students to answer Question 3. Students listen to the poem and find out the key message of the poem. Students appreciate the poem and discuss Question 2 in groups. Group speakers share their answers with the class. Students answer Question 3. To make students realise the spirit of never giving up is the key to success.
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 人与自我——勇往直前、永不放弃
内容分析 该板块课文语篇类型为论说文。课文通过夹叙夹论的方式介绍了几位卓越的作家曾被拒稿的经历和他们坚持不懈最后取得成功的故事，论述了仅靠天赋不足以获得成功，坚持不懈才是成功的关键这一道理。读前的导入活动要求学生提前在网络上搜索三位作家的资料，然后将人物与所给信息进行匹配，旨在帮助学生提前熟悉语篇内容，为课文学习做铺垫。读中活动请学生分别找出每位作家要克服的困难。读后活动则通过理解主旨大意、分析逻辑结构和回答开放性问题等多种形式的活动，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。
教学目标 在本板块学习结束时，学生能够： 获取文章主要信息，总结并叙述三位作家的生平、代表作及他们在投稿过程中遭遇的挫折； 感知文章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； 从三位作家的成长故事中汲取积极的人生态度，树立起在学习生活中刻苦努力，坚持不懈的人生观与价值观。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解三位作家的成长故事； 引导学生了解夹叙夹议类文章的文体特征。
教学难点 引导学生把握动名词与动词不定式作宾语的用法并运用其进行相关表达； 引导学生深度思考三位作家成长的经验，认识到坚持不懈才是成功的关键的道理。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to collect the information about the three writers before class. Teacher asks students to match the three writers with the information below. Teacher invites some students to share more information with the class. Students collect the information about the three writers before class. Students match the writers with the information below. Some students share their information they collected with the class. To have students get to know the background information about the three writers. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out the problems the writers overcame. Teacher asks students to answer the question. Students read the passage quickly and find out the problems the writers overcame. Students answer the question. To have the students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and choose another suitable title for the passage. Teacher invites some students to share their answers with the class. Students read the passage individually and choose another suitable title for the passage. Some students share their answers with the class. To train students’ ability to summarise. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Teacher asks students to read the passage again and try to answer two questions. (How many parts are there in the passage What is the main idea of each part ) Teacher asks students to draw structural maps of the passage in groups and compare them with the diagram in activity 4. Teacher asks students to read the passage carefully and complete the diagram. Teacher checks the answers with the class. Teacher asks the students to discuss the questions below in groups and share their opinion with the class. Students read the passage again and try to answer the questions. Students draw structural maps of the passage in groups and compare their maps with the diagram in activity 4. Students read the passage carefully and complete the diagram. Students check the answers with the teacher. Students work in groups and discuss the questions and share their opinion with the class. To examine how much students have grasped the detailed information, and cultivate students’ analysing abilities.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and learn more about the stories of famous writers.
Using language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 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——勇往直前、永不放弃
内容分析 本板块的语法部分的主要内容为动名词和不定式作宾语。两个小语段分别介绍了因意外事故失去双臂的刘伟自强不息，最终取得《中国达人秀》的冠军的励志故事，以及Jamie Wells 参加美国童子军的经历。 词汇部分的话题为“看事情光明的一面”，首先通过几段小对话呈现与人生态度相关的表达，然后通过一个小语段介绍树立积极人生态度的意义。听说部分为一个学生鼓励在全国演讲比赛中失利的另一名学生走出失败的阴影，重振旗鼓。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考并运用语言，全方位提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 1. 发现动名词和不定式作宾语的用法及区别，并在真实语境中运用； 2. 运用英语习语表达积极或消极的态度，找到更多类似的习语，理解这些英语习语的意义； 3. 关注语用功能，学会表达对他人的关心和安慰，并能够在实际生活中运用所学的相关表达。
教学重点 引导学生进一步了解并掌握动名词与动词不定式作宾语的用法； 引导学生学会简单表达对他人的关心与安慰。
教学难点 引导学生掌握既能加动名词又能加不定式形式的动词，区分这两种形式的用法； 引导学生思考如何面对挫折，认识到不畏困难和自强不息的积极的人生态度的重要性。
教学策略 任务型教学法、发现教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then asks students to answer Questions 1–3. Teacher asks students to look for more sentences with the similar structures in the reading passage, and helps students to summarise the functions and usage of the -ing and to-infinitive as object. Students observe the two sentences in the first box and answer Questions 1–3. Students look for more sentences with the similar structures in the reading passage, and summarise the functions and usage of the -ing and to-infinitive as object with the help of the teacher. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of the functions and usage of the -ing and to-infinitive as object.
Activity 2 Teacher asks students to read and complete the passage with the correct form of the verbs in brackets individually. Teacher checks the answers with the class. Students read and complete the passage with the correct form of the verbs in brackets individually. Students check the answers with the teacher. To get students to practise using -ing and to-infinitive as object.
Activity 3 Teacher asks students to read the interview and get its main idea. Teacher asks students to paraphrase the passage. Teacher asks students to work in groups to adapt the passage with the given verbs. Teacher asks some students to share their reports with the class. Students read the passage and get its main idea. Students paraphrase the passage. Students work in groups to adapt the passage with the given verbs. Some students share their reports with the class. To help students consolidate the application of -ing and to-infinitive as object in authentic context.
Activity 4 Teacher asks students to recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Teacher asks some pairs to share their stories in front of the class. Students recall stories of their own about overcoming challenges, and share in pairs trying to use the words and structures in this section. Some pairs share their stories in front of the class. To enlarge students’ vocabulary and cultivate their spirit of overcoming challenges and express their ideas.
Activity 5 Teacher asks students to look at the six pictures, and guess what the idioms mean. Teacher plays the audio and asks students to match the expressions to their meanings. Teacher checks the answers with the students. Students look at the six pictures, and guess the meanings of the idioms. Students listen to the audio and choose the meanings of the expressions. Students check the answers with the teacher. To train students to grasp key information of the listening materials, and make key notes while listening.
Activity 6 Teacher asks students to work in groups and discuss whether the idioms have positive or negative meanings. Teacher asks students to add more idioms by cooperating in groups. Teacher asks the groups to show their answers with the class. Students work in groups and discuss whether the idioms have positive or negative meanings. Students add more idioms by cooperating in groups. Some students share their answers with the class. To help students consolidate their vocabulary through idiom classification. Train students to learn cooperative learning.
Activity 7 Teacher asks students to read the materials on Page 18 respectively and understand the main idea of the passage. Teacher asks students to work in pairs and discuss the answers to the two questions. Teacher invites the representative of each group to present their view. Teacher makes comments. Students read the materials on Page 18 respectively. Students work in pairs and discuss the answers to the two questions. The representative of each group presents their view. To train students to grasp the main idea. Help students to be familiar with the topic and prepare for the following listening and speaking practice.
Activities 8-9 Teacher asks students to look at the four pictures, describe them and predict what the audio talks about. Teacher plays the audio and asks students to listen and number the pictures according to the sequence of events. Teacher checks the answers with the students. Teacher plays the audio again and asks students to make notes and complete the journal entry. Teacher plays the audio again and asks students to check the answers. Teacher asks some students to read the whole passage and check the answers with the class. Students look at the four pictures, describe them and predict what the audio talks about. Students listen to the audio again and number the pictures. Students check the answers with the teacher. Students listen to the audio again and complete the journal entry. Students listen to the audio and check the answers. Students read the passage and other students check the answers. To help students grasp the main idea and understand the details of the listening materials. To strengthen students’ ability to use theme-related language to express views after listening.
Activities 10-11 Teacher asks students to read the expressions, pay attention to their pragmatic function and complete the boxes. Teacher asks students to check the answers with the class. Teacher divides students into pairs and asks them to choose one situation and act out a conversation. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students read the expressions, pay attention to their pragmatic function and complete the boxes. Students check the answers with the class. Students choose one situation and act out a conversation in pairs. Several pairs act out their conversations in front of the class. Other students make comments. To have students pay attention to the pragmatic function. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learnt. To have students make evaluation and reflection.
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 人与自然——勇往直前、永不放弃
内容分析 本板块的课文的语篇类型是散文，节选自Helen Keller的《假如给我三天光明》。课文介绍了失明的Helen Keller 希望自己能拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。读写部分的范文讲述了作者在漆黑的餐厅模拟盲人用餐的一次经历，引导学生通过学习范文，理解并体会残障人士遇到的挫折与磨难，培养学生的共情能力，同时帮助学生学会描述经历。本板块旨在启迪学生珍惜自己拥有的一切，培养学生坚强乐观的人生态度，进一步提高学生的语言能力和思维品质。
教学目标 在本板块学习结束时，学生能够： 了解文章并清晰叙述Hellen Keler三天的愿望，同时能够理解并运用虚拟、倒装等句式以及排比等修辞手法； 在理解的基础上，感悟文章主题，从而加深对单元主题意义的认识，形成面对困境中不妥协、面对失败不放弃的积极人生态度； 描述体验残障人士生活时遇到困难的过程和感受，从而学会感恩，更加珍惜自己拥有的美好生活，树立正确的人生态度。
教学重点 1. 引导学生通过阅读来把握和概括段落大意和推测作者的写作意图； 2. 培养学生描写自身与他人经历的写作能力。
教学难点 1. 引导学生进行经历描写； 2. 引导学生树立不怕挫折，勇敢面对挑战，永不放弃的人生态度。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to review the video of starting out section and encourages students to describe the life of Hawking and his spirit of scientific exploration. Teacher guides students to look at the charts and answer Question 1. Teacher asks some students to answer the first question. Teacher divides the class into groups and asks them to discuss Question 2 and answer it. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Teacher makes comments. Students describe the life of Hawking and his spirit of scientific exploration. Students look at the charts and answer Question 1. Students check their answers with the class. Students discuss Question 2 and answer it. Some students share answers and other students make supplements. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to share what they’ve previewed in groups. Teacher asks the representative of each group to share the information of the life and achievement of Helen Keller. Teacher asks students to read the text with the task in Activity 2. Teacher invites some students to present their answers and other students to make supplements. Students share their preview results in groups. Students share the information of the life and achievement of Helen Keller. Students read the text with the task in Activity 2. Students present their answers and other students make supplements. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to read the passage individually and pay attention to the first and the last paragraph. Teacher asks students to choose the author’s purpose in writing the passage and give reasons. Teacher invites some students to share their answers with the class. Teacher makes comments. Students read the passage individually and pay attention to the first and the last paragraph. Students choose the author’s purpose in writing the passage and give reasons. Some students share their answers with the class. To encourage students to figure out the author’s purpose in writing the passage.
Think & Share Teacher asks students to work in groups to discuss the four questions. Teacher asks students to answer the questions and other students to make supplements or free discussion. Students work in groups to discuss the four questions. Some students answer the questions and other students make supplements or free discussion. To help students further explore the topic. To improve students’ critical thinking ability. To help students apply what they’ve learnt in a real-life context.
Activity 4 Teacher asks students to work in groups and understand the sentences from the passage. Teacher asks students to discuss the two questions and pay attention to “Learning to learn” before they do the activity. Teacher guides students to discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. Students work in groups and understand the sentences from the passage. Students discuss the two questions and pay attention to “Learning to learn” before they do the activity. Students discuss the feature of parallelism and appreciate the usage of it in literary works and speeches. To have students appreciate a text from the rhetorical point of view.
Activity 5 Teacher asks students to read the sentence from the passage and talk about their opinions in groups. Teacher divides the class into new groups according to the different opinions, and asks students to discuss and make notes. Teacher asks some groups to share their opinions with the class. Teacher asks students to think about their performance during group discussion. Students read the sentence from the passage and talk about their opinions in groups. Students discuss in new groups and make note. Some groups share their opinions with the class. Students think about their performance during group discussion. To improve students’ speaking skills. To inspire students to think and cultivate students’ ability to think creatively.
Activity 6 Teacher shows the pictures of Hawking, Beethoven , Zhang Haidi and Zhou Zhou and asks students to imagine the difficulties they might meet in their life. Teacher asks students to read the passage and answer the questions in the book. Teacher asks some students to answer the questions and other students to check the answers. Teacher asks students to work in groups and discuss what elements should be included in describing an experience. Teacher asks students to report their outcome of the discussion, and make a summary with the teacher’s help. Students imagine the difficulties Hawking, Beethoven, Zhang Haidi and Zhou Zhou might meet in their life. Students read the passage and answer the questions in the book. Some students answer the questions and other students check the answers. Students work in groups and discuss what elements should be included in describing an experience. Some students report their outcome of the discussion, and make a summary with the teacher’s help. To teach students how to analyse a passage, train their ability to summarise and prepare for the following writing activity.
Activities 7-8 Teacher designs a scene and asks students to experience the lives of the disabled through role-playing. Teacher asks students to interview the students who played and make notes. Teacher asks students to write a short passage according to the interview or their own experiences. Teacher asks students to share their passage and others to make comments. Students make a role-play to experience the lives of the disabled. Students interview the students who played and make notes. Students write a short passage according to the interview or their own experiences. Some students share their passages with the class and others make comments. To provide opportunities for students to present their writing and do evaluation.
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 人与自然——勇往直前、永不放弃
内容分析 Presenting ideas板块要求学生首先阅读两种观点，思考若努力之初就失败了，是应该继续坚持还是确立一个新的目标。然后寻找充足的论据支持自己的观点，并组成正反两方进行辩论；Reflection板块引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。
教学目标 在本板块学习结束时，学生能够： 更深入理解坚韧不拔的毅力、不屈不饶的精神对于成功的必要性，能够辩证地看待问题，另辟蹊径，思考解决问题的办法； 熟悉辩论的流程，并运用本单元所学的表达方式，恰当表达自己的观点，有理有据地进行辩论； 分组讨论并搜集论据，通过合理分工、协作完成辩论。
教学重点 引导学生对人生挫折与如何面对挫折这一话题进行更深入的理解，并恰当地运用本单元所学内容与同学协作进行辩论； 引导学生根据学生用书中的评价内容评估自己的学习表现。
教学难点 引导学生学会面对挫折，树立正确的人生态度； 引导学生在自我评价分析的基础上确定自己要改进和提高的方面。
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 Teacher asks students to work in groups to discuss the two points of view and explain the meanings in their own words. Teacher asks the representative of each group to present the conclusion. Students work in groups to discuss the two points of view and explain the meanings. The representatives present the conclusions of their groups. To encourage students to think actively and express themselves bravely.
Activities 2-4 Teacher regroups the class according to students’ points of view. Teacher asks students to discuss in groups, think of arguments to support their point of view and make notes. Teacher guides students to think of the opposite arguments they might face, and write the arguments, opening and summary using the words, expressions and structures learnt before. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students discuss in groups, think of arguments to support their point of view and make notes. Students think of the opposite arguments they might face and write the arguments, opening and summary. Students team up with a group with the opposite point of view and hold the debate. To have students pay attention to language expression as well as the content and the logic of it.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to write a reflection based on the six tips. Students summarise what they’ve learnt and write a reflection based on the six tips. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (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——勇往直前、永不放弃
内容分析 本板块的项目实践活动要求学生开展调研，搜集名人或身边的普通人克服困难、获得成功的励志故事。教师引导学生通过自主学习、合作学习、探究式学习，对单元主题做进一步的延伸和探索，培养学生的调研与动手能力。
教学目标 在本板块学习结束时，学生能够： 运用一定的调研方法和技巧，选择合适的途径展开调研； 充分进行小组合作，合理安排分工，图文并茂地呈现一个励志故事； 学习这些优秀人物的励志精神，培养勇于克服困难的优秀品质。
教学重点 引导学生了解名人或身边平凡人克服困难并获得成功的励志故事，并用幻灯片进行故事分享； 引导学生通过学习优秀人物的精神，培养正确面对困难的人生态度。
教学难点 引导学生综合运用本单元所学知识，有效完成开放型任务； 引导学生对遇到挫折，勇往直前、永不放弃的主题做进一步探索。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online or interview the people around them to find inspiring stories, and make notes: what challenges have the people overcome and how Why are the stories inspiring Teacher asks students to work in groups, and tell about someone who they think is inspiring. (In the previous class) Students go online or interview the people around them to find inspiring stories, and make notes. Students work in groups, and tell about someone who they think is inspiring. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks each group to decide whose story they want to tell and what information they will include. Teacher asks students to interview the person if possible. Teacher asks each group to decide who will be responsible for each aspect of the storytelling. Each group decides whose story they want to tell and what information they will include. Students interview the person if possible. Each group decides who will be responsible for each aspect of the storytelling. To help students prepare for the presentation.
Create Teacher asks students to write their texts for the stories. Teacher asks students to look for photos and other visuals to bring the person and their story to life. Teacher asks each group to make a complete report. Teacher asks each group to set up the presentation and add their content to tell the story slide by slide. Students write their texts for the stories. Students look for photos and other visuals to bring the person and their story to life, and each group makes a complete report. Each group sets up the presentation and adds their content to tell the story slide by slide. To teach students to cooperate with each other.
Present Teacher encourages each group to present their stories to the class. Teacher asks students to find out what aspect they think is the most inspiring, and makes comments. Teacher asks the whole class to score for the stories and award the best. Each group presents their story to the class. Students find out what aspect they think is the most inspiring, The whole class score for the stories and award the best. To help students learn from each other.