Unit 2 Lessons in lifeUsing language教学设计（表格式）--2024-2025学年高中《英语》选择性必修4（外研版）
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| 名称 | Unit 2 Lessons in lifeUsing language教学设计（表格式）--2024-2025学年高中《英语》选择性必修4（外研版） |  | |
| 格式 | docx | ||
| 文件大小 | 29.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-07-08 21:31:58 | ||
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Book 7 Unit 2 ：Using language教学设计
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.
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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.
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