Book 5 Unit 2 Improving yourself ：Project教学设计
课型 Speaking
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 本单元的项目实践活动要求学生设计一个三十天的自我提升计划，收集、借鉴有关自我提升的有效策略并提出具体实施方案。教师引导学生综合运用本单元所学知识，通过自主学习、合作学习和探索式学习，有效完成开发型任务，培养获取信息、探究学习、学以致用的能力，进一步深化对单元主题意义的理解。
教学目标 在本板块学习结束时，学生能够： 进一步思考自我管理与提升这个话题，并制定一个三十天的自我提升计划； 综合运用本单元所学知识和技能，充分自主探究，积极开展小组活动，认真落实自我提升计划，并在三十天结束后图文并茂地呈现该计划的实施效果； 通过充分认识和实施自我提升计划，提升心理健康和自信指数。
教学重点 引导学生制定并认真落实三十天自我提升计划。
教学难点 引导学生开展合作探究，提升沟通和协作能力； 引导学生充分认识自我和实施自我提升计划，提升心理健康和自信指数。
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 do research online or in the library and make a list of the areas in which someone should improve himself or herself. Teacher divides the class into groups and asks students to talk about the areas in which they would most like to improve. Before class, students do research online or in the library and make a list of the areas in which someone should improve himself or herself. Students talk about the areas in which they would most like to improve in groups. To get students prepared for the activities, and develop their ability to learn and explore individually. To help students get to know some aspects of self-management.
Plan Teacher asks students to decide the areas in which someone should improve himself or herself. Teacher encourages students to decide on the questions they would like to ask and write a list. Teacher instructs students to divide their groups into pairs and decide the detailed self-management plan. Students decide the areas in which someone should improve himself or herself. Students decide on the questions they would like to ask and write a list. Students divide their groups into pairs and decide the detailed self-management plan. To help students prepare for the self-management plan for 30 days and emphasise the importance of cooperation with others.
Create Teacher asks students to carry out their self-management plan, making notes of daily activities. Teacher asks students to take photos or make videos to record their improvement. Teacher asks students to put all the information and materials gathered in a slide presentation. Students carry out their self-management plan, making notes of daily activities. Students take photos or make videos to record their improvement. Students put all the information and materials gathered in a slide presentation. To have students keep diaries about their self-management plan and learn to use the slide presentation.
Present Teacher encourages students to give their presentations. Teacher encourages students to share their experiences and feelings of carrying our the plan and elect the students who have made notable progress. Students give their presentations. Students appreciate and evaluate the slides with the teacher and elect the students who have made notable progress. To help students improve skills in giving presentation. To help students learn from each other.Book 5 Unit 2 Improving yourself ：Starting out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不断完善自我认知、提升自我管理能力。本单元以关于时间管理的视频和自控力的调查问卷作为导入，引发学生思考高中生所面对的时间、社交媒体、礼仪、金钱、情绪管理等方面的问题，并以鲜活、有创意的形式呈现和探讨了一些行之有效的解决方法，帮助学生反思自己的日常行为，加强学生在成长过程中进行自我管理、不断自我提升的意识，最终引导学生树立积极乐观、不断追求更好自我的人生态度。
单元目标 学生能够围绕本单元的主题语境内容，基于本单元提供的调查问卷、在线论坛、个人故事、图表数据、名人名言等多模态语篇，综合运用各种语言技能，读懂与自我管理相关的不同语篇内容，恰当使用过去完成时的被动语态描述在过去某个时间或某一动作之前已发生或完成的动作，听懂并把握采访的核心思想和细节信息并进行提炼和相关讨论，学会清晰表达自己的观点并合理举例论证，通过读后反思学习借鉴有效的自我管理方式，深化对主题意义的理解和挖掘，学会做人做事，成就更好的自我；同时能够运用本单元所学的知识探讨对名人名言的感悟和理解，制定三十天自我提升计划并予以实施，实现知识与思维能力的拓展和迁移，树立健康积极的人生观；并能够通过各种学习策略的有效运用，在自主、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，激发英语学习的乐趣，提高分析和解决问题的能力，提高自己的理解和表达能力，提升自我的审辨式思维，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。
课型 Listening + Viewing
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 本板块有两个活动，活动1呈现了一段与单元主题相关的视频，介绍了做好时间管理的六点建议，引发学生对日常生活中自我时间管理情况的思考。活动2要求学生完成一份调查问卷，并对照标准了解自己的自控力情况。
教学目标 在本板块学习结束时，学生能够： 1. 能够说出从哪些方面进行自我提升，激活已有的语言、背景知识； 2. 看懂视频，了解关于时间管理的六点建议，培养迅速提取关键信息的能力，激发对话题的兴趣； 3. 理解并完成调查问卷，就自己的自控力现状进行思考和分析，引发对“自我管理”的初步思考。
教学重点 引导学生看懂视频，了解时间管理的六点建议，理解自我管理的重要性。
教学难点 引导学生理解完成调查问卷，反思自我的自控力现状。
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 asks students to read the title of the unit, and then say in which aspects they can improve themselves. Teacher plays the video and asks students to answer Question 1, 2. Teacher asks students to take notes of time management tips while watching the video. Teacher asks students to discuss the answers and invite some students to share them with the class. Students read the title of the unit carefully and share their ideas about self-improvement. Students watch the video. Students take notes and then answer the questions. Students discuss the answers and some students share their answers with the class. To encourage students to think about the different ways to improve themselves. To let students have a basic understanding of self-improvement.
Activity 2 Teacher asks students to complete the questionnaire. Teacher asks students to compare their answers with the statements on P88. Teacher asks students to explain how to improve themselves by examples. Students complete the questionnaire. Students check their answers. Students share their own ideas by examples. To let students have a further understanding of self-management through the questionnaire.
Understanding ideas板块教学设计
课型 Reading
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 本板块呈现了一篇体现单元主题的课文，语篇类型为论坛专题讨论，介绍了一场“社交媒体脱瘾”活动，五位参与该活动的学生谈论了他们的亲身经历和感受。通过对课文的学习，学生可以了解到合理利用社交媒体、减少对社交媒体的依赖有助于更健康的人际交流。读前的导入活动展示了近些年中国网民社交媒体使用情况的数据统计与分析，意在帮助学生熟悉背景知识，为课文学习做铺垫。读中活动引导学生通过标题和文中配图对课文内容进行预测，再通过阅读进行验证，了解课文大意。读后活动通过分析“社交媒体脱瘾”的益处、细节理解和开放性问答等活动，启发学生深入思考，积极探究主题意义。
教学目标 在本板块学习结束时，学生能够： 读懂语篇，体会五位同龄人脱离社交媒体一周的经历和感受，并获取 相关支撑信息； 2. 了解语篇结构及内在逻辑关系，初步了解在线论坛的文体特征； 3. 正确看待社交媒体，提高思辨能力，形成健康、正确的生活习惯。
教学重点 引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系； 引导学生了解在线论坛的文体特征。
教学难点 引导学生理解语篇结构并通过思维导图梳理文中的重要信息； 引导学生辩证地认识并评价社交媒体对日常生活的影响。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the three paragraphs and conclude the main idea. Teacher divides the class into groups to have discussions and find out the most popular answers. Teacher chooses one or two groups to share their results with the class. Students read the paragraphs individually and conclude the main idea. Students work in groups and find out the most popular answers. One or two groups present their results to the class. To conclude students’ ways of using social media. To help students connect the passage with the their life. To arouse students’ curiosity about the topic.
Activity 2 Teacher asks students to look at the picture and the title first before reading the passage. Teacher asks students some questions. Students look at the picture and the title first before reading the passage. Students answer the questions. To make students predict the main idea by thinking about the picture and the title. To help students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction. Teacher invites some students to share their answers with the class. Teacher asks more questions to inspire students to think further and illustrate the reasons. Such as: How much time is it proper for you to spend on social media How to best communicate using social media List one or two ways. Can you find any new communication ways or activities besides social media Students read the passage quickly and choose the evidence to support the advantages of getting rid of social media addiction. Some students share their answers with the class. Students think further and illustrate the reasons. Such as: 1) How much time is it proper for you to spend on social media 2) How to best communicate using social media List one or two ways. 3) Can you find any new communication ways or activities besides social media To help students figure out the evidence to support the opinions.
Activity 4 Teacher asks students to read the passage carefully again and summarise the five participants’ experiences and reflection. Teacher asks students to discuss their answers in groups. Teacher asks students to share their answers in class individually. Teacher divides the class into pairs to choose their favourite participant and offer more advice on further activity. Teacher invites some students to share their ideas and others to evaluate them. Students read the passage carefully and summarise the five participants’ experiences and reflection. Students discuss their answers in groups. Students share their answers in class individually. Students work in pairs to choose their favourite participant and offer more advice on further activity. Some students share their ideas and others evaluate them. To help students figure out the structure with some details of the passage as well as thinking critically.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students further understand the meaning of the passage. To help students make reasonable judgments and self reflection on social media.Book 5 Unit 2 Improving yourself ：Presenting ideas & Reflection教学设计
课型 Speaking
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 Presenting ideas板块要求学生通过阅读五句名人名言，思考自律和自我管理的重要性。然后通过回答问题，谈论名人名言所传递的意义、自己的感悟并提供例证支持观点。该版块旨在帮助学生通过对观点的思考与表达，促进其在真实情境下综合运用所学语言、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。 Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。
教学目标 在本板块学习结束时，学生能够： 通过阅读名人名言，感受名人名言的力量； 深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等； 认真自我反思，逐步形成批判性思维。
教学重点 引导学生通过阅读名人名言，感受名人名言的力量； 引导学生深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等。
教学难点 引导学生更深刻地认识自我管理的意义，鼓励学生发展批判性思维和创新思维。
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 divides students in group and asks students to talk about the quotes and complete the table. Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and talk about the quotes and complete the table. One or two groups share their answers with the class and others make comments. To help students further understand the meaning of self-managing.
Activity 2 Teacher asks students to choose one favourite quote and make notes. Teacher asks students to discuss their choices in groups. Teacher asks students to complete the three questions by themselves. Teacher asks students to share the answers and others to make comments. Students choose one favourite quote and make notes. Students discuss their choices in groups. Students complete the questions by themselves. Students share the answers and others make comments. To have students think deeply about the meaning of self-managing.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members. 3. Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members. 3. Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation. 2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation. 2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions. 2. To help students correctly understand the unit theme.
Reflection
Teacher asks students to recall what they have learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they have learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.Book 5 Unit 2 Improving yourself ：Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 。语法部分的主要内容为过去完成时的被动语态，包括一篇网络日志和一组对比图片，帮助学生在具体语境中掌握过去完成时被动语态的用法。综合语言运用部分的话题为“改进日常行为”，词汇部分通过对禁止不文明行为的用语和标识进行匹配及补全对话活动，帮助学生了解禁止不文明行为的相关表达；接下来的听说部分是对一位校长的采访，内容为该学校促进校园诚信教育活动的实施情况。本板块旨在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，全方位提升学生的综合语言运用水平。
教学目标 在本板块学习结束时，学生能够： 熟悉并运用过去完成时被动语态； 掌握并运用表达文明行为的标识，反思、规范自我日常行为，加强文明修养； 理解并关注校园诚信行为； 针对自己在文明诚信中的问题找到正确的解决方法。
教学重点 引导学生了解过去完成时被动语态的基本特征并在真实语境中运用； 引导学生掌握并恰当地使用表达文明行为的标识，反思规范自我日常行为，加强文明修养； 引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。
教学难点 引导学生在真实语境中运用过去完成时被动语态； 引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。
教学策略 任务型教学法、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 special attention to the words in bold. Then ask students Questions 1–3. Teacher makes students look for more sentences with the past perfect passive in the reading passage and underline the sentences. Teacher have students summarise its use in their own words. Students read the two sentences in the first box and answer Questions 1–3. Students look for more sentences with the past perfect passive in the reading passage and underline them. Students summarise its use in their own words. To help students find out the structure and function of the past perfect passive. To make students get familiar with the past perfect passive.
Activity 2 Teacher asks students to read the blog and complete it with the correct form of the verbs in brackets. Teacher asks students to share and discuss the answers in groups. Teacher invites some students to share the answers and check them with the class. Students read the blog and complete it with the correct form of the verbs in brackets. Students share and discuss the answers in groups. Some students share the answers and check them with the class. To let students apply the past perfect passive in a context.
Activity 3 Teacher asks students to look at the pictures and compare the differences. Teacher asks students to describe the pictures using the past perfect passive in pairs. Teacher checks the answers with the class. Students look at the pictures and compare the differences. Students describe the pictures using the past perfect passive in pairs. Students check the answers with the teacher. To help students consolidate the application of the past perfect passive in a real context.
Activity 4 1. Teacher divides students into pairs and asks students to think about and describe their own experiences of changing the bad habits. 2. Teacher invites some students to share the stories with the class and others to make comments. Students work in pairs, think about and describe their own experiences of changing the bad habits. Some students share the stories with the class and others make comments. To help students further understand the advantages of changing bad habits and consolidate the use of past perfect passive.
Activity 5 Teacher asks students to read the six signs and guess the meaning. Teacher asks students to match the sentences to the signs and pay attention to the words and expressions in bold. Teacher invites some students to share the answers with the class. Students read the six signs and guess the meaning. Students match the sentences to the signs and pay attention to the words and expressions in bold. Some students share the answers with the class. To help students further understand how to improve behaviour in daily life.
Activity 6 Teacher asks students to complete the conversations with the correct form of the words and expressions in Activity 5. Teacher checks the answers with the class. Teacher asks students to work in pairs and talk about inappropriate behaviour behaviour in daily life. Teacher encourages several pairs to show their advice to the class. Students complete the conversations with the correct form of the words and expressions in Activity 5. Students check the answers with the teacher. Students work in pairs and talk about inappropriate behaviour in daily life. Different pairs show show their advice to the class. To help students review the words and expressions about the inappropriate behaviour.
Activity 7 Teacher asks students to read the sentences and predict the topic. Teacher plays the audio and asks students to choose a topic. Teacher checks the answer with the class. Students read the the sentences and predict the topic. Students listen to the audio and choose a topic. Students check the answer with the teacher. To train the students’ skills of grasping the main idea of a conversation through listening.
Activity 8 Teacher plays the audio again and asks students to complete the newspaper report. Teacher checks the answers with the class. Teacher asks students to talk about the significance of promoting values education in school. Students listen to the audio again and complete the newspaper report. Students check the answers with the teacher. Students talk about the significance of promoting values education in school. To help students learn to understand the details of the listening material. To help students learn the ways of expressing ideas.
Activity 9 Teacher divides students into groups and asks them to complete the boxes with the expressions from the interview. Teacher asks students to work in groups and make a conversation about the topic. Teacher invites several groups to act out their conversations in front of the class. Students work in groups and complete the boxes with the expressions from the interview. Students work in groups and make a conversation about the topic. Several groups act out their conversations in front of the class. To help students apply the expressions of clarifying the ideas.
Activity 10 Teacher divides students into groups and asks them to talk about how to promote values education at our school. Teacher invites several groups to act out their conversations in front of the class. Students work in groups and talk about how to promote values education at our school. Several groups act out their conversations in front of the class. To make students further practise clarifying ideas.Book 5 Unit 2 Improving yourself ：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自我——不断完善自我认知、提升自我管理能力
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了“四罐”理财法，引导学生通过学习了解有效的金钱管理方法，学会进一步提出自己的看法，真正认识到有效的金钱管理会对人生产生深远的影响。读写部分的范文是一篇有关情绪管理的记叙文，要求学生写出故事概要及读后感，分享自己的观点。本板块旨在启迪学生思考金钱、情绪等方面的有效管理策略，提高学生的自控能力，塑造积极乐观的人生态度。
教学目标 在本板块学习结束时，学生能够： 通过阅读，理清文章结构，获取语篇的主要观点与信息，体会并理解文字游戏这种写作手法； 在理解课文内容的基础上，学会用英语阐释自己的观点，增强逻辑思辨能力，学会以理性客观的态度看待金钱的价值，培养理财意识； 通过学习范文和总结、反思，了解情绪管理的重要性，加深对单元主题意义的认识，从而积极主动地尝试从不同角度进行自我管理。
教学重点 带领学生把握文章大意，培养学生有理有据地表达观点的意识； 引导学生以理性客观的态度看待金钱的价值。
教学难点 引导学生学会用英语阐释自己的观点，增强逻辑思辨能力，能以理性客观的态度看待金钱的价值，培养理财意识，积极尝试从不同角度进行自我管理。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the chart and answer the questions. Teacher invites some students to give answers. Students look at the chart and answer the questions. Some students give answers. To lead students into the topic of managing money.
Activity 2 Teacher asks students to look at the title of the passage and predict the author’s attitude towards money. Teacher asks students to work in groups and discuss the question. Then invites some students to share the answers. Teacher asks students to read the passage and check their predictions. Students look at the title of the passage and predict the author’s attitude towards money. Students work in groups and discuss the question. Some students share the answers. Students read the passage and check their predictions. To strengthen students’ ability to predict by understanding the title.
Activity 3 Teacher asks students to read the passage again and complete the diagram. Teacher asks students to discuss in groups and check the answers. Teacher invites some students to share the answers with the class. Students read the passage again and complete the diagram. Students discuss in groups and check the answers. Some students share their answers with the class. To test students’ understanding of the passage.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Some students give answers. To enhance students’ understanding of some useful methods of managing money and encourage students to show their own opinions.
Activity 4 Teacher asks students to read the passage again, think about which jar they believe is the most important and complete the notes. Teacher divides students into groups and asks them to discuss their ideas in groups. Teacher invites several students to give their group idea to the class and others to make comments. Teacher asks students to talk about Jerry Witkovsky’s way to give advice and learn from him. Students read the passage again, think about which jar they believe is the most important and complete the notes. Students discuss their ideas in groups. Some students give their group ideas to the class and others make comments. Students talk about Jerry Witkovsky’s way to give advice and learn from him. To help students learn to give their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the two questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a review about controlling one’s own temper.
Activity 6 Teacher asks students to think about the summary of the story and write it down. Teacher asks students to write their own thoughts and conclusion according to the passage. 1. Students think about the summary of the story and write it down. 2. Students write their own thoughts and conclusion according to the passage. To help students organise their thoughts before writing a passage.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s reflections. Teacher invites one or two pairs to share their reflections with the class and others to make comments. Students work in pairs and make improvements to each other’s reflections. One or two pairs share their reflections with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
