北师大版（2019）选择性必修 第一册Unit 2 Success Topic talk 教学设计（表格式）

Book 4 Unit 2 Success教案设计
单元主题 本单元围绕“成功”这一话题展开，属于“人与自我”主题。希望学生通过本单元的学习，从他人的经历获得启发，思考什么是真正的成功、如何才能走向成功等题，为个人取得成出努力，其对学生的学习和生活影响非常深刻。本单元从大学教授Jason Harley将百万家产捐赠给慈善机构，自己过起了简朴生活的事迹，依次呈现了成功的五个秘诀、一位奥运冠军介绍自己的成功之路和人生选择，展现了她对体育事业的热爱和不畏他人言论力争奥运冠军的人生态度，助学生对成功有新的认知；同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 本单元的重点语言知识和语言技能包括: 1.积累关于成功话题的词汇和词块，学会使用passionate, determined, focused等形容词; work hard, lean from failure, believe in yourself等动词词块。2.能理解并使用现在分词。3.能掌握定冠词和零冠词的用法。4.使用序数词first, second, third, fourth, finally及last连接内容。并学会使用如下句式… is the most important, the next thing is to..., after that等表现内容之间的逻辑性。此外，学会使用举例的说明方法。 文化意识目标 “成功”这一话题具有丰富的内涵。成功对每个人都很重要，人人都希望成功。通过本单元的学习，学生应该了解中外杰出人物成功的经历，从多个角度感知和理解成功的真正含义，并获得积极的人生态度，树立正确的价值观。 思维品质目标 通过学习本单元关于成功的语篇，理解、分析和归纳促使人们走向成功的要素，深入理解成功的内涵，并反思自己在追求成功的道路上做得不足的地方。 学习能力目标 学会在听和读的过程中，提取关键词，记录重要信息；依据主题表达的需要，列出主要信息，组建基本信息结构；通过解释、举例等手段与人交流；利用构思、谋篇布局、起草、修改、编辑等手段创建和完善文本。
Topic talk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 Viewing + Speaking
主题语境 人与自我
内容分析 第一个语篇是Yang Jin和Leo之间的一段对话。Leo在对话中具体介绍了他近期对成功要素所做的研究，发现成功的要素包括：热爱所做的事情、意志坚定、努力、心存感激、自信、保持积极心态、从失败中吸取教训以及专注。对话的双方分别提到了自己所敬佩的成功人物，中国首位女航天员刘洋和运动员刘翔，并讨论了他们成功的要素。 第二个听力文本是Peter和Natalie之间的一段对话。Natalie结合自己的情况对比分析了四个成功要素的重要性。两人都认为要想成功，最重要的是成为一个更好的人，接下来是坚持学习团队协作和努力工作。 本课包括两个听力语篇，介绍了取得成功的主要因素以及对个人的发，属于“人与自我”主题。其主题意义在于通过对成功要素的学习和分析，让学生正确认识成功、理解什么是成功、怎样才能成功、从而在今后的学习、工作和生活中通过个人的努力和付出取得成功。
教学目标 获取成功的要素和秘诀； 用本课语言谈论钦佩的成功人物； 按重要性排序并描述成功秘诀； 根据自身情况，选择并按重要性排序写出三个成功秘诀，并说明理由。
教学重点 用本课语言谈论钦佩的成功人物。
教学难点 做听力时获取文章大意。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Activity 1 Ask and answer 1. T asks the Ss to answer the questions. Ss watch a video and answer the question: What do you think are the keys to success Widen students’ knowledge as well as develop cultivate noble character.
Activity 2 Activate and share T asks Ss to work in pairs to brainstorm “Success” and organize the information in the mind map. 1. Ss complete the mind map and share. 2. Ss talk about how to achieve success, jobs, secrets of success and characteristics. Volunteer students can present their information to the class. Brainstorm through mind map to activate students’ background knowledge about success.
Listening 1 Listen to the dialogue and complete it by underlining the words or expressions Ss hear. Try to take notes while listening. Ss read the sentence frames, explain the meanings of unknown terms and discuss what the dialogue could be about. Ss listen and complete the Text Builder. Listen to the key information and analyze the logic of expression to cultivate students’ listening ability and thinking quality.
Activity 1 Summarize T asks Ss to draw a mind map for the text. Ss recall the information they heard in the talk to complete the sentences. If needed, play the dialogue and pause after key statements in the interview. Improve students’ information integration ability.
Activity 2 Express yourself Use the mind map to talk about a successful person in Ss’s mind. Ss call out words/phrases they learned in this section and talk about a successful person in different pairs or small groups. Students think about a successful person according to what they hear.
Listening 2 Listen to the dialogue. Put Natalie's priorities in order of importance. Focus on key words while listening. Ss should put Natalie's priorities in order of importance while listening. Ss tell a partner what they expect to hear, e.g., the person who is successful and what makes him/her successful. Create opportunities for students to internalize language and logic.
Explore further Activity 3 Group discussion T asks Ss to answer questions. ①What is a successful person in your mind ②What are the keys to success Ss discuss in pairs or small groups and give reasons for their answers. Students listen to key information.
Review Role play Work in groups of four. Each one talks about what Ss believe is the key to success and introduce it to their group members. Use the following two charts to help them. Volunteer Ss can read their paragraph in small groups or to the class. Find out whether they have similar ideas on the people that they admire. Guide students to write the key to success, share and learn from each other in groups, so as to cultivate students’ language ability, thinking quality and culture awareness.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short paragraph about the keys to success. Ss write a short paragraph about the keys to success. Refer Ss back to the Text Builder to write a short paragraph. Students promote writing by reading, and stimulate writing enthusiasm effectively.