Book 1 Unit 2 Onwards and upwards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勇往直
前、永不放弃的精神。本单元介绍了不同领域的杰出人物如Stephen Hawking、Nelson Mandela、徐悲鸿、J.K.
Rowling、J.D. Salinger、Brontё 姐妹及Helen 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。单元目标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，恰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，激发学习英语的兴
趣，提高分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。Peri
od 2: Understanding ideas教学设计课型Reading主题语境人与自我——勇往直前、永不放弃内容分析该板块课
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，论述了仅靠天赋不足以
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，然后将人物与所给信息进行匹配，旨在
帮助学生提前熟悉语篇内容，为课文学习做铺垫。读中活动请学生分别找出每位作家要克服的困难。读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。教学目标在本板块学习结束时，学生能够：获取
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；感知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；从三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
。教学重点引导学生读懂语篇，理解作者的写作意图，并了解三位作家的成长故事；引导学生了解夹叙夹议类文章的文体特征。教学难点1. 引导
学生深度思考三位作家成长的经验，认识到坚持不懈才是成功的关键的道理。2. 引导学生进行长难句分析。教学策略P-W-P模式Teach
ing contentsProceduresPurposes Teacher’s activityStudents’ activi
tyActivity 1Teacher asks students to collect the information abou
t the three writers before class.Teacher asks students to match t
he three writers with the information below.Teacher provides some
brief introduction to the three writers.Students collect the inf
ormation about the three writers before class.Students match the
writers with the information below.Students find the same experie
nce and qualities of these three writers.To have students get to
know the background information about the three writers.To prepar
e students for reading.Activity 2Teacher asks students to read th
e passage quickly and find out the problems the writers overcame.
Teacher asks students to answer the question.Students read the pa
ssage quickly and find out the problems the writers overcame.Stud
ents answer the question.To have the students get the main idea o
f the passage. Activity 3Teacher asks students to read the passag
e again and try to answer two questions. (How many parts are ther
e in the passage? What is the main idea of each part?)Teacher ask
s students to draw structural maps of the passage.Teacher asks st
udents to read the passage carefully and complete the diagram. Te
acher checks the answers with the teacher.Students read the passa
ge again and try to answer the questions.Students draw structural
maps of the passage in groups and compare their maps with the di
agram in activity 4.Students read the passage carefully and compl
ete the diagram. Students check the answers with the teacher.To e
xamine how much students have grasped the detailed information, a
nd cultivate students’ analyzing abilities. Activity 4Teacher ask
s students to observe the structure of the main part.Teacher lead
s students to learn the process of argumentation and the function
s of each part in argumentation.1. Students read the main part of
the passage and figure out the structure of the main part. 2. St
udents learn the functions of each part in argumentation. To lea
d students to master a type of text, argumentative essay. Activit
y 5Teacher asks students to compare two sentences with similar pa
tterns.Teacher inspires students to think over why the author use
s them like this within the passage.Students read the two sentenc
es to predict what might come next in each sentence. Students ans
wers the question in his/her own words. To train students’ abilit
y to think critically why the first sentence is mirrored by the l
ast sentence.Activity 6Teacher leads students to analyze complica
ted sentences for better understanding.Students translate the sen
tences with the help of analysis of sentence pattern.To have the
students learn to analyze sentence structures.Activity 7Teacher a
sks students to read the passage individually and choose another
suitable title for the passage.Teacher invites students to share
their answers to the reasons.1. Students read the passage individually and choose another suitable title for the passage.2. Students share their answers to the reasons. 1. To train students’ ability to summarize.2. To let students gather information about the passage. |
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