外研社新版高中教科书英语选择性必修第一册U2教案

单主单目课主语内分教目教重

2andupwards本单元的主题语境是“人与自我及的主题语境内容是勇往直前、永不弃的精神。单元介了不同领域的杰出人物如StephenHawkingMandela徐悲鸿ё姐妹及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。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发学习英语的兴趣高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。StartingSpeaking人与社会——勇往直前、永不放弃本板块有两个活动，活动呈现一段与元主题相关的视频，介绍了Stephen、NelsonMandela徐悲鸿在人生中遇到的困境以及他们取得的成就。活动请生阅读《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下来整个单元的学习活动做铺垫和预热。在本板块学习结束时，学生能够：了StephenHawkingNelsonMandela和徐悲鸿在人生中遇到的困境以及他们取得的成就；发并归纳促使个人走向成功的共性原因知他们在挫折面前永不言弃的精神；能够初步赏析诗，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。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联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1

教难教策Teaching

单元的活动做铺垫和预热。引导学生思考面对人生困境的态度和方法。视听教学法、交际教学法ProceduresTeacher’activityandasksvideo.studentsto2.Studentsthetheinformationwithprovidesthepeoplekeyinthevideo.thevideoforStudentsasksstudentstomatchtheinformationwithinthevideo.asksstudentstothetwoquestionsplaysvideoagainif

Purposesarousestudentsdrawtheirattentionthemeofunit–

asksstudentstolistentheandfindoutkeyasksstudentstoappreciatetheQuestion2ingroups.askseachgroup

listentheandfindoutkeyappreciatetheandQuestion2inGroupanswerswithanswerQuestion3.

makerealiseofkeytowiththe2

课主语内分教目教重

class.asksstudentstoQuestion3.ideas人与自我——勇往直前、永不放弃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述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后将人物与所给信息进行匹配在帮助学生前熟悉语篇内容课学习做铺垫。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。在本板块学习结束时，学生能够：获文章主要信息，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；3.从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。引学生读懂语篇，理解作者的写作意图，并了解三位作家的成长故事；教难

引导学生了解夹叙夹议类文章的文体特征。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识到坚持不懈才是成功的关键的道理。教策Teaching

P-W-P模ProceduresTeacher’activityaskscollectstudentstocollectabouttheinformationthethreethreebeforewritersclass.Studentsmatchaskswriterswiththestudentstomatchinformationbelow.3

Purposesgetthethethreewriters.preparestudentsfor

thethreewithbelow.towiththeclass.

withtheclass.

asksthestudentstoreadgetmainofpassagequicklyfindoutthefindoutproblemsproblemswritersovercame.asksquestion.studentstothequestion.

asksstudentstoreadpassageindividuallyandforthetoanswerswith

1.Tostudentspassageabilitytoindividuallyandforthegatheraboutanswerswith

asksstudentstoreadpassageandtryanswerquestions.(Howpartsareinpassage?Whatistheofasksstudentstoofthepassageinandwith

passageandtryanswerthequestions.drawofthepassageinandtheirwiththediagraminactivitypassagecompletethediagram.

studentshavethedetailedstudent’analysing4

&课

thediagraminwiththe4.asksworkstudentstoreadgroupspassagethequestionsandcompletetheopiniondiagram.withthethewiththeclass.asksstudentstodiscussthequestionsbelowingroupstheiropinionwiththeclass.TeacherasksstudentsaboutthinkandtheUsing++ListeningSpeaking

studentsabilitiestransferknowledgelearnstoriesoffamouswriters.主语内分教目教重

人与自我——勇往直前、永不放本板块的语法部分的主要内容为动名词和不定式作宾语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取中达人秀》的冠军的励志故事，以及参加美国童子军的经历。词汇部分的话题为“看事情光明的一面通过几段小对话呈现与人生态度相关的表达然后通过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。在本板块学习结束时，学生能够：发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；运英语习语表达积极或消极的态度到多类似的习解这些英语习语的意义；关语用功能会表达对他人的关心和安慰能在际生活中运用所学的相关表达。引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；引学生学会简单表达对他人的关心与安慰。教难

引导学生掌握既能加动名词又能加不定式形式的动词分这两种5

形式的用法；引导学生思考如何面对挫折认到不畏困难和自强不息的积极的人生态度的重要性。教策

任务型教学法、发现教学法、交际教学法、听说教学法contents

sactivityStudents’

PurposesActivity1

1.Teacheraskstothesentencesinthefirstpayattentionthewordsinbold.ThentoQuestions3.2.Teacheraskstolookforwiththesimilarintosummarisetheusageof-ingtoas

1.Students1.TothestudentstointhefirstdiscovertheusageQuestions–3.by2.Studentslookforfurthersentenceswiththesimilarstudents’inofthefunctionssummariseusageofthefunctionsandthe-ingandusageof-ingtoasobjectwithhelpofteacher.Activity2

1.Teacheraskstocompletethewiththeformoftheverbsinbracketsindividually.2.Teacherthewith

1.Studentsthewiththeformoftheverbsinbracketsindividually.2.Studentsthewiththe

getstudentsto-ingto-infinitivethe6

Activity3

1.Teacheraskstotheinterviewgetitsidea.2.Teacheraskstoparaphrase3.Teacheraskstointhewiththegivenverbs.

1.Studentstheandits2.Studentsparaphrase3.Studentsworkthewiththe4.studentstheirreportswith

helpstudentsconsolidateofto-infinitiveobjectinauthentic4.TeacheraskssometotheirreportswithActivity4

1.Teacheraskstorecallstoriesofownovercomingintryingtothewordsinthis2.Teacheraskssometotheir

1.Studentsrecallstoriesofownovercomingintryingtothewordsinthis2.pairstheirinfrontof

nlargestudents’vocabularyofchallengesexpresstheirstoriesinfrontoftheActivity5

1.Teacheraskstolookatsixguessthemean.2.Teacherplaystheaudioto

1.Studentslookatthesixguessof2.Studentslistentochoosetheof

traininformationofmaterials,makekeynoteswhilelistening.7

Activity6Activity7

3.1.2.3.1.2.

theexpressionstotheirmeanings.TeacherchecksthewiththeTeachertoindiscusstheidiomsornegativemeanings.TeachertoidiomsbycooperatingTeachershowtheirwiththeTeachertotheon18respectivelyandofTeacher

expressions.3.Studentsthewiththe1.Studentsworkdiscusstheidiomsornegativemeanings.2.Studentsaddidiomsbycooperating3.studentstheiranswerswith1.Studentstheon182.Studentsworkthetothe

1.Toconsolidatetheirvocabularythroughidiom2.Trainstudentstolearning.1.Totrainstudentstothemain2.tobefamiliarwithforfollowingandtoinpairsdiscussanswersto

3.representativeofeachview.3.

Teacherinvitestherepresentativeofeachtotheirview.8

comments.

1.2.3.4.5.6.

Teachertolookatdescribepredictwhattheaudioabout.Teacherplaystheaudiotolistenandthepicturestosequenceevents.TeacherchecksthewiththeTeacherplaystheaudiotomaketheTeacherplaystheaudiototheanswers.Teachersometothewholeandtheanswerswith

1.StudentslookatTothefourpictures,studentsdescribeideapredictwhatunderstandtheaudiothedetailsofabout.the2.Studentslistento2.Tostrengthenagainandstudentsabilitythetotheme-related3.Studentstothewiththelistening.4.Studentslistentoagainandthe5.Studentslistentotheanswers.6.Studentsreadthestudentsanswers.10-11

1.

Teachertotheexpressions,

1.Studentstheexpressions,payattention

1.Tostudentspayattentionthe9

payattentiontheirfunctiontheboxes.2.Teacheraskstocheckthewiththe3.Teacherasksthemtoandouta4.Teacherseveralpairstoouttheirinfrontoftomakecomments.

theirfunctionTotheboxes.makefree2.Studentsopenthewithcommunicationthe3.Studentschoosetopicsandthevocabularyoutainexpressionspairs.they4.Severalout3.Tostudentsinmakefrontofreflection.makecomments.课主语内分教目

DevelopingWriting人与自然——勇往直前、永不放弃本板块的课文的语篇类型是散文，节选自HelenKeller的《假如给我三天光明文绍了失明的HelenKeller希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导学生通过学习范文解体会残障人士遇的挫折与磨难学生的共情能力，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。在本板块学习结束时，学生能够：了解文章并清晰述HellenKeler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；2.

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；3.

描述体验残障人士生活时遇到困难的过程和感受而学会感恩，更10

教重教难教策

加珍惜自己拥有的美好生活，树立正确的人生态度。引导学生通过阅来把握和概括段落大意和推测作者的写作意图；培养学生描写自与他人经历的写作能力。引导学生进行经描写；引导学生树立不挫折，勇敢面对挑战，永不放弃的人生态度。P-W-P模contents

sactivityStudents’

PurposesActivity1

1.TeacheraskstoreviewofstartingouttodescribelifeofHawkingandhisspiritofscientificexploration.2.TeacherguidestolookatQuestion1.3.Teacheraskssometothe

1.StudentsdescribelifeofHawkingandhisspiritofscientificexploration.2.StudentslookattheQuestion1.3.Studentstheirwiththe4.Studentsdiscuss2andit.5.studentsanswersothermakesupplements.

’4.Teachertheintoasksthemto2andit.5.Teacheraskssometotheiranswerswithtomake11

supplements.Teachercomments.Activity2

1.Teacheraskstowhattheyvepreviewed2.TeacheraskstherepresentativeofeachtotheinformationoftheachievementofHelenKeller.3.Teacheraskstothetext

1.Studentstheirpreviewresultsin2.StudentstheinformationoflifeachievementofHelenKeller.3.StudentsthetextthetaskinActivity2.4.Studentstheirmakesupplements.

trainapassagewithfindoutthetaskinActivity2.4.Teachersometotheiranswersandtomakesupplements.Activity3

1.Teachertotheindividuallyandpayattentionthefirstandlast2.Teachertochoosetheinwritingand

1.Studentstheindividuallyandpayattentionthefirstandlast2.Studentschoosethesinwritingtheand3.studentstheir

tofigureouttheauthorinwritingthe12

Think&

3.TeacherinvitesanswerswiththesometotheiranswerswithTeachercomments.1.asks1.Studentsworkinhelptoinstudentsthethefourexplore2.asks2.2.improvetothe

studentsActivity4

theandcriticaltomakeormakeability.supplements3.helpstudentswhatinareal-life1.Teacherasks1.StudentsworkTohavestudentstoappreciateainfromthesentencesfromofview.fromthe2.Students2.Teacherasksthetoquestionsdiscusspayattentionquestionsand

“Learningtopayattention”before“Learningtotheydo”activity.theydoactivity.featureof3.Teacherguidesparallelismtoappreciatediscussusageofitinofworksparallelismspeeches.appreciatetheusageofitin13

speeches.Activity5Activity6

1.2.3.4.1.2.

TeachertothefromtheirinTeacherdividestheintogroupstodifferentopinions,andtodiscussandnotes.TeachersometheiropinionswithTeachertothinktheirduringTeachershowstheofHawking,,HaidiandZhouandtothedifficultiesmeetintheirlife.Teachertothethe

1.Studentsthefromtheirin2.inmakeSome3.theiropinionswiththe4.Studentsthinktheirduring1.StudentsthedifficultiesHawking,Beethoven,HaidiandZhoumeetintheirlife.2.Studentsthethequestionsbook.3.students14

1.To’2.Toinspiretothink’abilitycreatively.teachhowtoanalyseatrainabilitytosummariseandprepareforfollowingwritingactivity.

questionsbook.3.Teachersometothequestionsandtotheanswers.4.Teachertoindiscussshouldbeincludedindescribing5.Teachertothemakewiththeteacherhelp.1.Teacherdesignsasceneaskstoexperiencetheof2.Teacheraskstotheplayednotes.3.Teacheraskstowriteatoor

thequestionsandtheanswers.4.Studentsworkdiscussshouldbeincludedindescribing5.studentsthemakewiththes1.arole-playtoexperiencethelivesof2.thestudentswhoplayednotes.3.ashorttoortheirownexperiences.4.theirwiththeclassothersmakecomments.

provideopportunitiestotheiranddoevaluation.15

课主语内分教目教重教难教策

theirown4.Teacheraskstotheirotherstomakecomments.Presentingideas&ReflectionSpeaking人与自然——勇往直前、永不放板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；板引导学生从文本、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。在本板块学习结束时，学生能够：更深入理解坚韧拔的毅力、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；熟辩论的流程，并运用本单元所学的表达式，恰当表达自己的观点，有理有据地进行辩论；分组讨论并搜集据，通过合理分工、协作完成辩论。引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；引学生根据学生用书中的评价内容评估自己的学习表现。引学生学会面对挫折，树立正确的人生态度；引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。任务型教学法、交际教学法contents

sactivityStudents’Presenting

PurposesActivity1

1.Teacherasks1.StudentsworkTotodiscussstudentstointheofdiscussviewandexplainexpressthemselvesofviewthemeanings.bravely.explainTheintheirownwords.the2.Teacheraskstheof16

representativeofgroups.eachtotheconclusion.Reflection

1.2.3.4.1.2.

Teacherregroups1.Studentstheintoofargumentstopointssupporttheirofview.ofviewTeachermakenotes.to2.Studentsthinkofdiscussinoftothepointofarguments,makenotes.openingandTeachertothink3.Studentsofwithagroupwiththeoppositeoftheviewandarguments,thedebate.openingtheexpressionsandbefore.TeachertoupawiththeoppositepointoftheReflectionTeacherStudentssummarisetorecallwhatthey’velearntwhatthey’vereflectioninbasedonsixtips.unit.Teacher

havepayattentionexpressionaswellascontentandofit.helpstudentsevaluatereviewunit,improve.towrite17

课主语内分教目教重教难教策Teaching

areflectionbasedsixProjectSpeaking人与自然——勇往直前、永不放弃本板块的项目实践活动要求学生开展调研集名人或身边的普通人克服困难得功的励志故事师引导学生通过自主学习作学习、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