Unit2OnwardsandUpwards大单元教学设计-高二英语外研版选择性

课题Book4Unit2Onwardsandupwards教学设计授课教师大单元主题语境人与自我授课时长一课时（40分钟）UnitthemeJ.D.themecontextofthisunitis"manandself",andthecontentofthethemecontextinvolvedisthespiritofgoingforwardbravelyandnevergivingup.ThisunitintroducesoutstandingfiguresindifferentfieldssuchasStephenHawking,NelsonMandela,XuBeihong,J.K.Rowling,J.D.Salinger,BrontеSistersandHelenKeller,Tellthemaboutthedifficultiestheyencounterintheirlife,Andhowtheyfacethedifficulties,meetthechallengesandultimatelysucceed,Anedtoguidestudentsintheirspirit,Cultivatetheperseveranceandqualityofnottogiveupinthefaceofsetbacks,Andbythecontrastwiththem,learntobegrateful,Knowhowtocherishwhatyouown,Establishapositiveandcorrectattitudetowardslife.UnittargetStudentscanaroundthethemeoftheunitcontextcontent,basedontheunittoprovidepoetry,dialogue,diary,charts,prose,suchasmodaldiscourse,integrateduseofvariouslanguageskills,readthisunitintroduceslifeexperience,characterqualityandlifeattituderelatedtopics,understandandtalkaboutdailylifetoothersexpressconcernandfortrelatedtopics,appropriateuseofvocabularyandexpressionExplainandintroducethelifeofcharacters,telltheirstoriesandtheirownexperience,understandthespiritualqualityofChineseandforeignexcellentpeople,learntodothings,deepentheunderstandingofthethememeaningoftheunit;canusetheunitknowledge,throughparison,analysisandcontactwiththeirownreality,logicallysharepersonalexperiencewithothers,torealizetheexpansionandmigrationofknowledgeandthinkingability;abletoviewthings,willbetrappedEnvironmentasanewopportunityandchallenge,establishthelifeattitudeof"goforwardandnevergiveup".Abilitytocontinuouslymonitor,evaluate,reflectandadjustthelearningcontent,andprocess,tostimulatetheinterestinlearningEnglishandimprovetheabilitytoanalyzeandsolveproblems,Improvetheirunderstandingabilityandexpressionability,andultimatelypromotetheprehensiveimprovementoftheirownlanguageability,culturalawareness,thinkingqualityandlearningability.Startingout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。）lessontypeViewing+SpeakingThemecontextPeopleandthesociety——goforwardbravelyandnevergiveup[]contentanalysisTherearetwoactivitiesinthissection.Activity1presentsavideorelatedtothethemeoftheunit,introducingthedifficultiesStephenHawking,NelsonMandelaandXuBeihongencounteredintheirlifeandtheirachievements.Activity2:Pleasereadthepoem"Don'tgiveup",thenunderstandthethemeandcontentofthepoem,andtalkaboutyourownviewsonthecontentofthepoem.Thisblockaimstoactivatethestudents'existingbackgroundknowledgeandlanguageknowledge,andpavethewayandpreheatingforthelearningactivitiesofthewholeunit.instructionalobjectivesAttheendofthissection,studentscan:LearnaboutthedifficultiesStephenHawking,NelsonMandelaandXuBeihongencounteredinlifeandtheirachievements;Discoverandsummarizethemonreasonsforindividualstoachievesuccess,andperceivetheirspiritofnevergivingupinthefaceofsetbacks;Tobeabletoappreciatethepoem,andarousethethemeandcontentofthepoemonthetopicof"nevergiveupandnevergiveupthespiritofthepoem".keyteachingpoints；focalpointGuidestudentstoinitiallyunderstandthecorrectattitudetowardslifetheyshouldtakewhenencounteringlifedifficulties,andcontacttheactuallifeandtheirownexperience,simplyexplainhowtheydowhenencounteringdifficulties,soastopavethewayandpreheatingfortheactivitiesofthewholeunit.difficultpointinteachingGuidethestudentstothinkabouttheattitudeandmethodoffacingthelifedifficulties.instructionalstrategiesAudiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchthevideo.Teacherprovidessomekeyinformationfromthevideoforstudents.Teacherasksstudentstomatchtheinformationwiththepeoplementionedinthevideo.Teacherasksstudentstoanswerthetwoquestions，andplaysthevideoagainifnecessary.Studentswatchthevideo.Studentsmatchtheinformationwiththepeoplementionedinthevideo.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–nevergiveup.Activity2Teacherasksstudentstolistentothepoemandfindoutthekeymessageofthepoem.TeacherasksstudentstoappreciatethepoemanddiscussQuestion2ingroups.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.TeacherasksstudentstoanswerQuestion3.Studentslistentothepoemandfindoutthekeymessageofthepoem.StudentsappreciatethepoemanddiscussQuestion2ingroups.Groupspeakerssharetheiranswerswiththeclass.StudentsanswerQuestion3.Tomakestudentsrealisethespiritofnevergivingupisthekeytosuccess.Understandingideas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。）lessontypeReadingThemecontextPeopleandself——goforwardandnevergiveup[]contentanalysislearning.Askeofthissectionisargumentativeessay.Thetextintroducestheexperienceofseveraloutstandingwriterswhowererejectedandtheirstoriesofpersistentsuccess.Itdiscussesthetruththattalentaloneisnotenoughtoachievesuccess,andperseveranceisthekeytosuccess.TheimportactivitybeforereadingrequiresstudentstosearchthematerialsofthethreewritersontheInternetinadvance,andthenmatchthecharacterswiththeinformationgiven,aimingtohelpstudentsgetfamiliarwiththetextcontentinadvanceandpavethewayforthetextlearning.Askthestudentstofindoutthedifficultiesforeachwritertoovererespectively.Afterreading,theactivityhelpsstudentstounderstandandappreciatethetext,explorethemeaningofthethemeandcultivatethethinkingabilitybyunderstandingtheideaoftheideaofthetheme,analyzingthelogicalstructureandansweringopenquestions.教学目标Attheendofthissection,studentscan:Toobtainthemaininformationofthearticle,summarizeanddescribethelives,representativeworksofthethreewritersandtheirsetbacksencounteredinthesubmissionprocess;Percvethediscoursestructureandlanguagecharacteristicsofthearticle,learnandmastertheexpressionsrelatedtothetopicinthediscourse,andbeabletousethelearnedexpressionstomunicate;Drawonthepositiveattitudeoflifefromthegrowthstoriesofthethreewriters,andsetupapositiveoutlookonlifeandvaluesofhardworkandperseveranceinthestudyandlife.keyteachingpoints；focalpointGuidethestudentstoreadthetext,understandtheauthor'swritingintention,andunderstandthegrowthstoryofthethreewriters;Guidestudentstounderstandthestylisticcharacteristicsofnarrativearticles.difficultpointinteachingGuidethestudentstograsptheusageofgerundandverbinfinitiveasobjectsandusethemforrelevantexpressions;Toguidethestudentstodeeplythinkabouttheexperienceofthegrowthofthethreewriters,andtorealizethatperseveranceisthekeytosuccess.instructionalstrategiesPWP模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstocollecttheinformationaboutthethreewritersbeforeclass.Teacherasksstudentstomatchthethreewriterswiththeinformationbelow.Teacherinvitessomestudentstosharemoreinformationwiththeclass.Studentscollecttheinformationaboutthethreewritersbeforeclass.Studentsmatchthewriterswiththeinformationbelow.Somestudentssharetheirinformationtheycollectedwiththeclass.Tohavestudentsgettoknowthebackgroundinformationaboutthethreewriters.Topreparestudentsforreading.Activity2Teacherasksstudentstoreadthepassagequicklyandfindouttheproblemsthewritersovercame.Teacherasksstudentstoanswerthequestion.Studentsreadthepassagequicklyandfindouttheproblemsthewritersovercame.Studentsanswerthequestion.Tohavethestudentsgetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassageindividuallyandchooseanothersuitabletitleforthepassage.Somestudentssharetheiranswerswiththeclass.Totrainstudents’abilitytosummarise.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity4Teacherasksstudentstoreadthepassageagainandtrytoanswertwoquestions.(Howmanypartsarethereinthepassage?Whatisthemainideaofeachpart?)Teacherasksstudentstodrawstructuralmapsofthepassageingroupsandparethemwiththediagraminactivity4.Teacherasksstudentstoreadthepassagecarefullyandpletethediagram.Teachercheckstheanswerswiththeclass.Teacherasksthestudentstodiscussthequestionsbelowingroupsandsharetheiropinionwiththeclass.Studentsreadthepassageagainandtrytoanswerthequestions.Studentsdrawstructuralmapsofthepassageingroupsandparetheirmapswiththediagraminactivity4.Studentsreadthepassagecarefullyandpletethediagram.Studentschecktheanswerswiththeteacher.Studentsworkingroupsanddiscussthequestionsandsharetheiropinionwiththeclass.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’analysingabilities.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamouswriters.Usinglanguage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。）lessontypeGrammar+Vocabulary+Listening+SpeakingThemecontextPeopleandself——goforwardandnevergiveup[]contentanalysisThemaincontentofthegrammarpartofthisplateisgerundandinfinitiveasobject.ThetwoparagraphsintroducetheinspirationalstoriesofLiuWei,wholosthisarmsduetoanaccident,andfinallywonthetitleofChina'sGotTalent,aswellasJamieWells'sexperienceintheBoyScoutsofAmerica.Thetopicofthevocabularypartis"seethebrightsideofthings".First,Ipresenttheexpressionrelatedtolifeattitudethroughseveralsmalldialogues,andthenestablishthemeaningofapositiveattitudetowardslifethroughasmallparagraph.Heardpartforastudenttoencourageanotherstudentwholostinthenationalspeechcontesttogetoutoftheshadowoffailureandrevive.Thissectionhelpsstudentstodeeplyfocusonthemeaningandfunctionofthelanguage,thinkaboutandusethelanguageinarealcontext,andprehensivelyimprovetheirprehensivelanguageuseability.instructionalobjectivesAttheendofthissection,studentscan:1.Findtheusageanddifferencesbetweengerundsandinfinitiveasobjects,andusethemintherealcontext;2.UseEnglishidiomstoexpresspositiveornegativeattitudes,findmoresimilaridioms,andunderstandthemeaningoftheseEnglishidioms;3.Payattentiontothepragmaticfunction,learntoexpressyourcareandforttoothers,andbeabletousetherelevantexpressionsyouhavelearnedinreallife.keyteachingpoints；focalpointGuidethestudentstofurtherunderstandandmastertheusageofgerundandverbinfinitiveasobjects;Guidestudentstolearntosimplyexpresstheircareandforttoothers.difficultpointinteachingGuidestudentstomastertheverbsthatcanaddbothverbnounsandinfinitiveforms,anddistinguishtheusageofthesetwoforms;Guidestudentstothinkabouthowtofacesetbacks,torealizetheimportanceofapositiveattitudetowardslifeagainstdifficultiesandunremittingselfimprovement.instructionalstrategiesTaskbasedteachingmethod,discoveryteachingmethod,municativeteachingmethod,listeningandspeakingteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1–3.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisethefunctionsandusageoftheingandtoinfinitiveasobject.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisethefunctionsandusageoftheingandtoinfinitiveasobjectwiththehelpoftheteacher.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofthefunctionsandusageoftheingandtoinfinitiveasobject.Activity2Teacherasksstudentstoreadandpletethepassagewiththecorrectformoftheverbsinbracketsindividually.Teachercheckstheanswerswiththeclass.Studentsreadandpletethepassagewiththecorrectformoftheverbsinbracketsindividually.Studentschecktheanswerswiththeteacher.Togetstudentstopractiseusingingandtoinfinitiveasobject.Activity3Teacherasksstudentstoreadtheinterviewandgetitsmainidea.Teacherasksstudentstoparaphrasethepassage.Teacherasksstudentstoworkingroupstoadaptthepassagewiththegivenverbs.Teacheraskssomestudentstosharetheirreportswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsparaphrasethepassage.Studentsworkingroupstoadaptthepassagewiththegivenverbs.Somestudentssharetheirreportswiththeclass.Tohelpstudentsconsolidatetheapplicationofingandtoinfinitiveasobjectinauthenticcontext.Activity4Teacherasksstudentstorecallstoriesoftheirownaboutoveringchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Teacheraskssomepairstosharetheirstoriesinfrontoftheclass.Studentsrecallstoriesoftheirownaboutoveringchallenges,andshareinpairstryingtousethewordsandstructuresinthissection.Somepairssharetheirstoriesinfrontoftheclass.Toenlargestudents’vocabularyandcultivatetheirspiritofoveringchallengesandexpresstheirideas.Activity5Teacherasksstudentstolookatthesixpictures,andguesswhattheidiomsmean.Teacherplaystheaudioandasksstudentstomatchtheexpressionstotheirmeanings.Teachercheckstheanswerswiththestudents.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.Studentslistentotheaudioandchoosethemeaningsoftheexpressions.Studentschecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity6Teacherasksstudentstoworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Teacherasksstudentstoaddmoreidiomsbycooperatingingroups.Teacherasksthegroupstoshowtheiranswerswiththeclass.Studentsworkingroupsanddiscusswhethertheidiomshavepositiveornegativemeanings.Studentsaddmoreidiomsbycooperatingingroups.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsconsolidatetheirvocabularythroughidiomclassification.Trainstudentstolearncooperativelearning.Activity7TeacherasksstudentstoreadthematerialsonPage18respectivelyandunderstandthemainideaofthepassage.Teacherasksstudentstoworkinpairsanddiscusstheanswerstothetwoquestions.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teachermakesments.StudentsreadthematerialsonPage18respectively.Studentsworkinpairsanddiscusstheanswerstothetwoquestions.Therepresentativeofeachgrouppresentstheirview.Totrainstudentstograspthemainidea.Helpstudentstobefamiliarwiththetopicandprepareforthefollowinglisteningandspeakingpractice.Activities89Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Teacherplaystheaudioandasksstudentstolistenandnumberthepicturesaccordingtothesequenceofevents.Teachercheckstheanswerswiththestudents.Teacherplaystheaudioagainandasksstudentstomakenotesandpletethejournalentry.Teacherplaystheaudioagainandasksstudentstochecktheanswers.Teacheraskssomestudentstoreadthewholepassageandchecktheanswerswiththeclass.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Studentslistentotheaudioagainandnumberthepictures.Studentschecktheanswerswiththeteacher.Studentslistentotheaudioagainandpletethejournalentry.Studentslistentotheaudioandchecktheanswers.Studentsreadthepassageandotherstudentschecktheanswers.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.Tostrengthenstudents’abilitytousethemerelatedlanguagetoexpressviewsafterlistening.Activities1011Teacherasksstudentstoreadtheexpressions,payattentiontotheirpragmaticfunctionandpletetheboxes.Teacherasksstudentstochecktheanswerswiththeclass.Teacherdividesstudentsintopairsandasksthemtochooseonesituationandactoutaconversation.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakements.Studentsreadtheexpressions,payattentiontotheirpragmaticfunctionandpletetheboxes.Studentschecktheanswerswiththeclass.Studentschooseonesituationandactoutaconversationinpairs.Severalpairsactouttheirconversationsinfrontoftheclass.Otherstudentsmakements.Tohavestudentspayattentiontothepragmaticfunction.Toencouragestudentstomakefreeandopenmunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.Tohavestudentsmakeevaluationandreflection.Developingideas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。）lessontypeReading+WritingThemecontextManandnature——goforwardbravelyandnevergiveup[]contentanalysisThetypeofthetextinthissectionisprose,excerptedfromHelenKeller's"IfGivemethreedaystosee".ThetextintroducestheblindHelenKellerwantstohavethreedaysoflight,shewantstousethethreedaystoobservetheworld,toseethepeopleandthingsshewantstosee.Thereadingandwritingparttellstheauthor'sexperienceofsimulatingtheblinddininginthedarkrestaurant,guidingthestudentstounderstandandexperiencethesetbacksandhardshipsofthedisabled,cultivatethestudents'empathyability,andhelpthestudentslearntodescribetheexperience.Thissectionaimstoinspirestudentstocherishwhattheyhave,cultivatetheirstrongandoptimisticattitudetowardslife,andfurtherimprovestudents'languageabilityandthinkingquality.instructionalobjectivesAttheendofthissection,studentscan:UnderstandthearticleandclearlydescribeHellenKelerthreedaysofdesire,atthesametimecanunderstandandusevirtual,invertedandothersentencepatternsandparallelismandotherrhetoricaldevices;Onthebasisofunderstanding,Ifeelthethemeofthearticle,soastodeepentheunderstandingofthemeaningoftheunittheme,andformapositiveattitudetowardslifeinthefaceofdifficultiesanddonotgiveupinthefaceoffailure;Describetheprocessandfeelingsofexperiencingthedifficultiesinthelifeofpeoplewithdisabilities,soastolearntobegrateful,cherishthegoodlifetheyhavemore,andestablishacorrectattitudetowardslife.keyteachingpoints；focalpoint1.Guidethestudentstograspandsummarizethegeneralideaoftheparagraphandspeculateontheauthor'swritingintentionthroughreading;2.Cultivatestudents'writingabilitytodescribetheirownexperienceswithothers.difficultpointinteaching1.Guidethestudentstodescribetheirexperiences;2.Guidestudentstoestablishanattitudeoflifeofnotbeingafraidofsetbacks,facingchallengesbravelyandnevergivingup.instructionalstrategiesPWP模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstoreviewthevideoofstartingoutsectionandencouragesstudentstodescribethelifeofHawkingandhisspiritofscientificexploration.TeacherguidesstudentstolookatthechartsandanswerQuestion1.Teacheraskssomestudentstoanswerthefirstquestion.TeacherdividestheclassintogroupsandasksthemtodiscussQuestion2andanswerit.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.Teachermakesments.StudentsdescribethelifeofHawkingandhisspiritofscientificexploration.StudentslookatthechartsandanswerQuestion1.Studentschecktheiranswerswiththeclass.StudentsdiscussQuestion2andanswerit.Somestudentsshareanswersandotherstudentsmakesupplements.Toactivatestudents’themerelatedbackgroundknowledge.Activity2Teacherasksstudentstosharewhatthey’vepreviewedingroups.TeacheraskstherepresentativeofeachgrouptosharetheinformationofthelifeandachievementofHelenKeller.TeacherasksstudentstoreadthetextwiththetaskinActivity2.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.Studentssharetheirpreviewresultsingroups.StudentssharetheinformationofthelifeandachievementofHelenKeller.StudentsreadthetextwiththetaskinActivity2.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Teacherasksstudentstochoosetheauthor’spurposeinwritingthepassageandgivereasons.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teachermakesments.Studentsreadthepassageindividuallyandpayattentiontothefirstandthelastparagraph.Studentschoosetheauthor’spurposeinwritingthepassageandgivereasons.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.Think&ShareTeacherasksstudentstoworkingroupstodiscussthefourquestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.Studentsworkingroupstodiscussthefourquestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareallifecontext.Activity4Teacherasksstudentstoworkingroupsandunderstandthesentencesfromthepassage.Teacherasksstudentstodiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Teacherguidesstudentstodiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Studentsworkingroupsandunderstandthesentencesfromthepassage.Studentsdiscussthetwoquestionsandpayattentionto“Learningtolearn”beforetheydotheactivity.Studentsdiscussthefeatureofparallelismandappreciatetheusageofitinliteraryworksandspeeches.Tohavestudentsappreciateatextfromtherhetoricalpointofview.Activity5Teacherasksstudentstoreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Teacherdividestheclassintonewgroupsaccordingtothedifferentopinions,andasksstudentstodiscussandmakenotes.Teacheraskssomegroupstosharetheiropinionswiththeclass.Teacherasksstudentstothinkabouttheirperformanceduringgroupdiscussion.Studentsreadthesentencefromthepassageandtalkabouttheiropinionsingroups.Studentsdiscussinnewgroupsandmakenote.Somegroupssharetheiropinionswiththeclass.Studentsthinkabouttheirperformanceduringgroupdiscussion.Toimprovestudents’speakingskills.Toinspirestudentstothinkandcultivatestudents’abilitytothinkcreatively.Activity6TeachershowsthepicturesofHawking,Beethoven,ZhangHaidiandZhouZhouandasksstudentstoimaginethedifficultiestheymightmeetintheirlife.Teacherasksstudentstoreadthepassageandanswerthequestionsinthebook.Teacheraskssomestudentstoanswerthequestionsandotherstudentstochecktheanswers.Teacherasksstudentstoworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Teacherasksstudentstoreporttheirouteofthediscussion,andmakeasummarywiththeteacher’shelp.StudentsimaginethedifficultiesHawking,Beethoven,ZhangHaidiandZhouZhoumightmeetintheirlife.Studentsreadthepassageandanswerthequestionsinthebook.Somestudentsanswerthequestionsandotherstudentschecktheanswers.Studentsworkingroupsanddiscusswhatelementsshouldbeincludedindescribinganexperience.Somestudentsreporttheirouteofthediscussion,andmakeasummarywiththeteacher’shelp.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummariseandprepareforthefollowingwritingactivity.Activities78Teacherdesignsasceneandasksstudentstoexperiencethelivesofthedisabledthroughroleplaying.Teacherasksstudentstointerviewthestudentswhoplayedandmakenotes.Teacherasksstudentstowriteashortpassageaccordingtotheinterviewortheirownexperiences.Teacherasksstudentstosharetheirpassageandotherstomakements.Studentsmakearoleplaytoexperiencethelivesofthedisabled.Studentsinterviewthestudentswhoplayedandmakenotes.Studentswriteashortpassageaccordingtotheinterviewortheirownexperiences.Somestudentssharetheirpassageswiththeclassandothersmakements.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.Presentingideas&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。）lessontypeSpeakingThemecontextManandnature——goforwardbravelyandnevergiveup[]contentanalysisPresentingideasThesectionrequiresstudentstoreadtwoideasfirst,thinkingthatiftheyfailatthebeginningoftheirefforts,whethertheyshouldcontinuetoadheretoitorestablishanewgoal.Thenfindsufficientargumentstosupporttheirviews,andformpositiveandnegativepartiestodebate;Reflect