高中英语选择性必修4公开课Unit 2 教学设计

Book7Unit2教学设计

本单元主题语境是“人与自我”，涉及的主题语境内容是“人生智慧

本单元的重点在于引导学生如何正确面对人生，从一段把人生比喻成空

罐子的视频导入，依次呈现了图片、书评、寓言、谚语、采访、剧本节

单元主题选等内容，从多个角度阐释了生活的智慧，旨在向学生展示生活的多种

可能性，带领他们探索生活的真谛，从而以健康、积极的态度面对人生，

树立正确的人生观和价值观.

学生能够围绕本单元的主题语境内容，基于单元提供的图片、书评、寓

言故事、日常对话、采访、剧本等多模态语篇，综合运用各种语言技能，

读懂对优秀文学作品的评论和介绍，听懂并谈论与人生智慧有关的话

题，恰当使用所学词汇与表达介绍自己的生活经历和所受到的启迪，了

解不同的人生追求和积极的人生态度，深化对本单元主题意义的理解；

单元目标同时能够运用单元所学，通过比较、分析，联系自身实际，介绍优秀文

学作品及其对人生的启发意义，培养积极乐观的人生态度，寻求人生的

真谛，实现知识和思维能力的拓展与迁移；通过运用各种学习策略，在

自主学习、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，

提高自己的理解和表达能力，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。

Startingout板块教学设计

（建议时长15-20分钟，教师可根据教学实际酌情调整。）

课型Listening+Viewing+speaking

主题语境人与自然/社会一人与自然/社会的辩证关系

本板块旨在激发学生对人生意义的初步思考，为接下来的单元学习做好

铺垫。活动1呈现了一段与本单元主题相关的视频。视频将“空罐子”

内容分析比作“人生”，将大石块、鹅卵石、沙子、茶水分别比作人生中要经历

的事，并对其重要性展开了排序和论述。这一视频引导学生如何分清人

生的主次，从而把更多时间留给那些真正重要的事情。活动2是让学生

观察具有隐喻效果的六幅插图，思考它们与人生的关联并给出理由。

1带领学生观看视频，理解视频的主旨人意，使学生能够从视频中迅速

提取关键信息，引入主题；

教学目标2引导学生发现并归纳应该如何规划人生，并对“怎样上好人生这门课”

这一话题进行积极深入的思考；

3培养学生的读图能力，引导学生进一步讨论人生还能被比喻成什么，

从而学会初步思考人生的不同意义。

教学重点引导学生看懂视频、读懂戏剧台词，了解戏剧的艺术美和感染力，理解

作者借助戏剧的人物对话和情节发展所表达的人文情怀和朴实情感。

教学难点引导学生感受和理解戏剧所传递的人文情怀，思考“人生之教诲”的深

刻内含。

教学策略视听教学法、交际教学法、活动教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

1.Teacherplaysthe1.Studentswatchthe1.Toenablestudents

videoclipwiththevideoclipwiththetolearnsomething

storyof''TheEmptystoryof"TheEmptyaboutwhatlifeis.

Jaf'oncefortheJa产oncecarefully,2.rIbenablestudents

studentslowatch,gettingreadyforthe(ohaveanideaof

askingstudentstogetfirsttwoquestions.whatlifeis

readyfor(hefirsttwocomparedtoin(his

questions.story.

2.Teacherasksstudents2.Studentsaskar.d

Activity1toworkinpairstoanswer(hefirsttwo

askandanswerthequestionsinpairsand

firsttwoquestionsthenchangetherole.

andthenchangethe

role.

3.Teacherplaysthe3.Studentsworkin

videoclipagainandgroups,watchthe

asksstudentstoworkvideoclipagainand

ingroupstodealwithdealwiththethird

thethirditemwithitem,askingand

twosmallquestions.answeringthetwo

4.Teacherplaysthequestions.

videocliponcemore4.Somestudentscome

andtheninvitessomelothefrontorstand

studentstoaskanduptoaskandanswer

answeralltheallthequestionsin

questionsinclass.class.

1.Teachertellssiudents1.StudentslearntheToletstudentshavea

whatmetaphorisanddefinitionofbetterunderstanding

howitisused.metaphorandhowtoofdecision-making

2.Teacherasksstudentsuseit.throughthevideo.

tolookatthepictures2.Studentstakeaclose

Activity2carefullyandchooselookatthepictures

thethingsthatcanbeandchoosethethings

usedasmetaphors.thatcanbeusedas

3.Teacherasksstudentsmetaphors.

toworkinpairs,talk3.Studentsworkin

aboutthesixpicturespairs,talkaboutthe

andchoosethethingssixpicturesand

thatcanbeusedaschoosethethingsthat

metaphors.canbeusedas

4.Teacherinvitessomemetaphors.

studentstogivethe4.Somestudentsare

presentationofwhatinvitedtogivethe

theytalkedabout.presentationofwhat

5.Teacherasksstudentstheytalkedabout.

loworkinpairs,get­5.Studentsworkin

tingreadyforthelastpairsforthelasttwo

twoquestions.questions.

Understandingideas板块教学设计

（建议时长35-40分钟，教师可根据教学实际酌情调整。）

课型Reading

主题语境人与社会一文学作品对读者的影响

本板块呈现了一篇反映单元主题的课文。课文以网页的方式呈现，展示

了《相约星期二》这本书的人物和情节的简要介绍以及四位读者对

内容分析该书的评价，从不同角度剖析了书中主人翁如何坦然面对死亡，如

何树立正确的人生观、价值观，如何正确对待友情，以及如何使自

己的生活过得更加充实等一系列的现实问题。读前的导入活动，需

要学生阅读该书封底的推荐文字并回答问题，旨在激活学生对该书

的阅读兴趣。读中活动请学生快速浏览四段评价，思考不同读者会

对本书给出怎样的评价，使学生快速了解文章大意。读后活动通过

选出文章中所提及的话题、填写表格，以及回答开放性问题等活动，

帮助学生逐步深入理解课文主旨，赏析文本表达方式，探究单元主

题思想，培养学生的文学鉴赏能力。

1引导学生获取课文的主要内容，初步了解《相约星期二》一书的主旨

大意；

教学目标2引导学生阅读课文，感知课文的语篇结构及语言特点，学习和掌握课

文中与话题相关的表达方式，并能运用所学表达方式进行交流：

3帮助学生根据课文中各个板块的内容，对如何写书评、如何给文学作

品写简介等方面有一个初步了解，同时加深对单元主题思想的认识。

教学重点1.引导学生读懂语篇.，理解文段、把握文本结构；

2.引导学生了解文学作品及其评介/论的文体特征。

教学难点1.如何引导学生理解戏剧结构，把握人物重要信息；

2.如何引导学生欣赏文学作品，提升他们的文学鉴赏水平。

教学策略^Pre-learning,While-learning,andPost-leaming^^strategy（P-W-P模式）

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

1.Teacherasksstudents1.Studentsreadvery1.Toenable(he

toreadveryfastthefasttherecommenda­studentstothink

recommendationsontionsonthebackabouttheirwayof

thebackcoverofthecoverofthebookandlife.

bookandgetreadygetreadyforthefirst2.Toconnecttheshort

forthefirsttask(thetask(thetwopassagewiththe

Activity1twoquestions).questions).students'life.

2.Teacheraskstheclass2.Studentsworkin3.Tbarousethe

toaskandanswerthepairsandaskandstudents'curiosity

2questionsinpairsanswerthe2abouttheirlife's

andthenexchangequestionsandthenjoumey.

therole.exchangetherole.

3.Teacherinvitestwo3.Twoormoregroups

ormoregroupstothegivetheclasstheir

frontorjuststanduppresentations.

togivetheir

presentations.

1.Teacherasksstudents1.Studentsreadthetext1.Toenablethe

toreadthepassagequickly,predictingstudentstoimprove

andpredictwhatitiswhat(hepassageis(heirskillsin

Activity2about.about.fast-reading.

2.Teacherasksstudents2.Studentsworkin2.Tbmakestudents

toworkingroupstogroupstodecidehowhaveabetter

decidehowmanymanystarsthefourunderstandingof

starsthefourpeoplepeoplewouldgivethethereadingpassage.

wouldgivethebook.book.

3.TeacherinvitesIwo3.Twoormoregroups

ormoregroupstothecometothefrontor

frontorjuststandupjuststanduptoshare

tosharetheirresultstheirresultsor

orreasons.reasons.

1.Teacherasksstudents1.StudentsreadtheTofigureoutthe

toreadthepassagepassageagainandauthor'spurposeof

againancchoosethechoosetheauthor'swritingthepassage.

author'spurposeinpurposeinwritingthe

writingthepassage.passage.

Activity32.Teachertellsstudents2.Studentshavea

somethingaboutthegeneralideaofthe

authorandthebookauthorandthebook

TuesdayswithMorrieTuesdayswithMorrie

3.Teacherinvitessome3.Somestudentsshare

studentstosharetheirtheiranswerswiththe

answerswiththeclass.

class.

1.Teacherasksstudents1.Studentsreadthe1.rIbfigureoutthe

toreadthepassagepassagecarefullyandmainideaaswellas

carefullyandfigurefigureoutthemainthestructurewith

outthemainstructurestructureofthesomedetailsof(he

ofthepassageandpassageandthemainreadingpassage.

themainideaofeachideaofeachpart.2.Toenablestudents

part.tobemorefamiliar

2.Teacherasksstudents2.Studentsworkinwiththetext.

toworkingroups,groups,goingover3.lbleamhowtouse

goingoverthethepassageagainandthefigureofspeech

passageagainandchoosingthetopicsof—metaphor.

choosingthetopicsthebookmentioned

of(hebookinthepassageand

mentionedinthefindingevidenceto

Activity4passageandfindingsupporttheirchoice.

evidencetosupport3.Studentsworkin

theirchoice.classtocheckthe

3.Teachercheckstheanswerswiththe

answerswiththeteacherortheirdesk­

students.mate.

4.Teacherasksstudents4.Studentsreadthe

toreadthepassagepassageagainto

againsoastofurtherfurtherunderstandthe

understandthestruc­structureofthe

tureofthepassage.passage.

5.Teacherinvitessome5.Somestudentsretell

studentsioretell(hethepassage,while

passageandothersothersmaymake

maymakecomments.somecomments.

6.Teacherdealswith6.Studentsmayraise

someofthemosttheirhandsifthey

importantlanguagehaveanyquestion(s)

points,sentenceconcerningthese

patterns,grammaritemstoaskthe

itemsaswellastheteacher,esp.the

figureofspeechfigureofspeech

metaphor.metaphor.

7.Teacheraskstudents7.Studentsworkin

toworkinpairsandpairsandchoosethe

choosethetopicsoftopicsofthebook

thebookmentionedmentionedinthe

inthepassageandpassageandthenfind

thenfindevidencetoevidencetosupport

supporttheirchoices.theirchoices.

8.Teacherasksstudents8.Studentsworkin

toworkingroupstogroupstoorganise

organiseinformationinformationfromthe

from(hepassageandpassageandcomplete

completethetable.thetable.Afterthat,

After(hat,teacherstudentsmayraise

askssomestudentstotheirhandsandgive

givetheiranswerstheiranswersand

andcheckthemonecheckthemoneby

byone.one.

9.Teacherasksstudents9.Studentsgoon'ine,as

togoonline,astheirtheirhomework,to

homework,tofindfindoutwhatother

outwhatothercommentshavebeen

commentshavebeenmadeonthisbook

madeonthisbookandwhetherthese

andwhetherthesecommentsmakethem

commentsmakewanttoreadthebook

themwanttoreadtheandthengive

bookandthengivereasons.Sharetheir

reasons.Sharetheirfindingsinclass.

findingsinclass.

10.Teacherasks10.Studentstrytofind

studentsiftheseoutwhetherthese

commentsmakecommentsmakethem

themwanttoreadthewanttoreadthebook

bookand(hengiveandthengive

reasons.reasons.

1.Teacherasksstudents1.Studentsworkin

toworkinpairsandpairsandreadthe

readcarefullythefourquestions

fourquestionsandcarefullyandget

Thinkgetreadyforthereadyfortheanswers.

answers.2.Studentsworkin

&2.Teacherasksstudentsgroupsanddiscuss

Sharetoworkingroups,theanswersto:he

discussingthefourquestions.

answerstothefour3.Pairsofthestudents

questions.arcinvitedtothe

3.Teacheraskspairsoffrontoftheclass,and

studentstothefrontgivepresentation,

togivepresentationwhileothersmake

ofthispart.comments.

Lsinglanguage板块教学设计

（建议时长70-90分钟，教师可根据教学实际酌情调整。）

课型Reading+Practicing+Listening+Speaking

主题语境人与社会一一伊索寓言

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；

内容分析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，加深市单元主题的理解，提高对语言的综合运用能力。

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；

教学目标

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。

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；

教学重点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

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

1.Teacherasksstudents1.StudentslookcloselyTofindoutthe

totakeacloselookatatthethreesentencesstructure,paying

thethreesentencesinintheboxandpayattentiontothe

theboxandpayspecialattentiontodifferentformsofthe

specialattentiontothepassivevoiceinpassivevoice.

thepassivevoiceinbold.ThenmatchTogetfamiliarwith

bold.Thenmatchthemtothereasonalltheeightdifferent

themtothereasonwhythepassivevoiceformsofthepassive

Activity1whythepassiveisused.voiceandbeableto

voiceisused.usethemfreely.

2.Teachersumsupthe2.Studentsfollowthe

passivevoiceofallteachertohavean

theeightdifferentoverallideaofthe

tensesforthepassivevoiceofall

studentstohaveantheeightdifferent

overallideaofthistenses.

item.

1.Teacherasksstudents1.Studentsgoover(heToapplythegrammar

togoovei-thereadingpassageforitemthepassivevoice

readingpassageformoresentenceswithlearnedinacorrect

moresemenceswiththesestructures.context.

thesestructuresand

underlinethem.

Activity22.Teacherasksstudents2.Studentsworkin

toworkinpairstopairstocheckthe

checktheanswersanswersandtalk

andtalkaboutwhyaboutwhythepassive

thepassivevoiceisvoiceisused.

used.

3.Teacherinvitesome3.Studentssharetheir

studentstosharepairworkwithothers.

Iheirpairworkwith

others.

1.Teacherasksstudents1.StudentsreadaloudToenablestudentsto

toreadtheparagraphtheparagraphonceorusethepassivevoice

aloudonceormoremoretimesifneeded.ofverbsinareal

timesifneeded.context.

2.Teacherasksstudents2.Studentsrewritethe

Activity3torewritethegivengivenparagraph

paragraphusingtheusingthepassive

passivevoicewherevoicewhere

appropriate.appropriate.

3.Teacherasksstudents3.Studentssharetheir

tosharetheirwritingwritinginclass.

inclass.

1.Teacherasksstudents1.StudentslookattheTofurtherunderstand

tolookatthefourfourpictures(heuseofthepassive

picturescarefullyandcarefullyandwritevoices.

write(hestoryfromthestoryfrom

Aesop'sFables,usingAesop'sFables,using

thepassivevoicethepassivevoice

Activity4whereappropriate.whereappropriate

2.Teacherasksstudents2.Somestudentswork

toworkinpairstoinpairstoimprove

improveeachother'seachother'swriting.

writing.

3.Teacherinvitessome3.Somestudentsshare

studentstosharetheirtheirwritingwiththe

writingwiththeclassclassusing

usingappropriateappropriatepassive

passivevoice.voice.

1.Teacherasksstudents1.StudentsworkinTousewhattheyhave

toworkinpairs,pairs,tellingeachleamtaboutfableand

tellingeachotherotheranotherfablegrasptheusage(s)of

anotherfabletheytheyknow,usingthethepassivevoicein

know,usingthepassivevoicewhereauthenticsituation.

passivevoicewhereappropriate.

Activity5appropriate.

2.Teacherasksstudents2.Studentssharein

toshareinclasstheclassthefablethey

fabletheyknow.know.

3.Teacherinvitessome3.Someotherstudents

otherstudentstomakesomecoinmenl

makesomecommentonthefableshared.

onthefableshared.

1.Teacherasksstudents1.StudentsreadtheTomakegooduseof

toreadtheconversa­conversationstheproverbsin

tionsquicklyandquicklyandguessActivity4.

guesswhatproverbwhatproverbmaybe

maybeputineachputineach

conversation.conversation.

2.Teacherasksstudents2.Studentsworkin

toworkinpairstopairs,checking

checkwhethertheywhethertheyhavegot

havegotthecorrectthecorrectproverbin

proverbineacheachconversation.

Activity6conversation.TeacherTeachermayhelp

mayhelp(hemifthemifnecessary.

necessary.

3.Teacherencourages3.Differentpairscome

severalpairstoshowtothefronttoshow

totheclasstheirtheiranswerstothe

answers(othesixclass,andothers

conversations.makecomments.

4.Teacherinvitessome4.Somepairsof

pairsofstudentstostudentsreadaloud

readaloudthesixthesixconversations

conversationsandandthenthewhole

thenthewholeclassclassreadthemaloud

readthemaloudtogether.

together.

1.Teacherasksstudents1.StudentsreadtheTodevelopstudents'

toreadaloudthesixpassageoncemore.comprehensiveskills

sentencesloudly.2.StudentsworkininusingEnglish.

2.TeacherasksstudentspairstodoActivity6:

toworkinpairstodoonereading(he

Activity6:oneexplanations,the

readingtheothergivingthe

explanations,theproperproverbsand

othergivingthethenexchangethe

Activity7properproverbs.role.

3.Teacherinvitessome3.Somepairsof

pairstothefrontorstudentscomeiothe

juststanduptogivefrontorjuststandup

presentation.togivepresentation.

4.Teacherasksstudents4.Studentsworkin

toworkingroupsgroupsandtrylo

andtrytothinkofthinkofother

otherproverbswithproverbswithsimilar

similarmeanings.meanings.Andthen

Andthensharethemsharetheminclass.

inclass.

1.Teacherasksstudents1.StudentsreadthetitleTohelpstudents

toreadthetitleandandpredictwhattheunderstandthemain

predictwhattheinterviewisabout.ideaofthelistening

interviewisabout.2.Studentslistentothematerial

2.Teacherasksstudentsinterviewandchoose

tolistentothethebestheadline.

interviewandchoose3.Somestudentsshare

thebestheadline.theiranswerswiththe

Activity83.Teacherinvitessomeclass.

studentstoshare(heir

answerswiththe

class.

Activity91.Teacherasksstudents1.StudentsreadtheTomakestudents

toread(henotesandnotesandget(heunderstandthe

getthemainideaofmainideaofthedetailsofthe

thenotes.notes.listeningmaterial

2.Teacherasksstudents2.Studentslistentothe

tolistentotheinterviewandkeep

interviewandkeepnotesofthekeyidea

notesoftliekeyideaoftheinterview.

oftheinterview.3.Studentscompletethe

3.Teacherasksstudentsnotes.

tocompletethe4.Studentslistentothe

notes.interviewagainand

4.Teacherplaysthechecktheiranswers.

interviewagainand5.Somestudentsshare

asksthestudentstheiranswers,other

listenancchecktheirstudentsmake

answers.supplements.

5.Teacherinvitessome6.Studentsworkin

studentslosharetheirpairsand(alkabout

answers,otherwhattheycanlearn

studentsmakefromJanet'sstory.

supplements.

6.Teacherasksstudents

loworkinpairsand

talkaboutwhatthey

canlearnfrom

Janet'sstory.

Activity101.Teacherasksstudents1.StudentscompletetheTohelpstudents

tocomplete(heboxesboxeswiththepractisethe

withtheexpressionsexpressionsfromtheexpressionsabout

fromtheinterview.interview.talkingabout

2.Teacheraskssome2.Somestudentsshareexperiencesand

studentstosharetheirtheiranswerswiththegivingadvice.

answerswiththeclass.

class.

1.Teacherasksstudents1.StudentsworkinTohelpstudents

toworkinpairsandpairsandtelleachevaluatetheir

telleachotherastoryotherastoryaboutperformanceinthis

aboutthemselves.themselves.section.

2.Teacherasksstudents2.Studentsto

tosummarisetheirsummarisetheir

partner'sstorybyapartner'sstorybya

proverbinthisproverbinthis

Activity11section.section.

3.Teacherinvitessome3.Somegroupsshare

groupstosharetheirtheirstoriesand

storiesandproverbs.proverbs.

4.Teacherasksstudents4.Studentsevaluate

toevalua:etheirtheirperformancein

performanceinthisthissection.

section.

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。）

课型Reading+Writing

主题语境人与社会一一良好的人际关系与社会交往

本板块呈现了从另一角度反映单元主题的课文，语篇类型为戏剧，

节选自一部比利时名剧《青鸟》。在此剧本中，作者通过运用象征主义

手法，与读者一起探讨了幸福的真谛。读写部分是《青鸟》整部剧的故

事梗概。通过这一板块的学习，学生能够加深对单元主题的理解，熟练

掌握故事梗概的写作方法，同时进一步提升戏剧欣赏水平。

内容分析

1引导学生理解《青鸟》这部戏剧节选部分的人物、背景、情节和发展；

把握好后面其他活动对戏剧的解读；同时也能够理解、学习、逐步掌

握戏剧的人物刻画和剧情发展等手段以及象征、夸张、拟人等修辞手

教学目标法；

2帮助学生在理解文本剧情的基础匕感悟戏剧主题，从而加深对单元

主题意义的认识；体会幸福的真谛，并逐步形成在困境中不迷失志向，

在奋斗中不畏手畏脚的积极人生态度；同时学会坚守和拼搏，逐步养

成敢于挑战自我、乐于帮助他人的良好品质；

3引导学生通过观察语篇，发现戏剧梗概的基本内容、文体特征和写作

手法，并能运用所学知识写一篇戏剧梗概。

1.引导学生在理解课文内容的基础上，把握戏剧的人物、背景、情节和

发展；

教学重点2.培养学生形成在困境中“不迷失志向”，在奋斗中“不畏手畏脚”的

积极人生态度；同时学会坚守和拼搏，逐步具备“敢于挑战自我”、“乐

于帮助他人”的良好素养。

1.如何引导学生准确理解，深入挖掘和仔细品味英语戏剧的语言魅力；

教学难点

2.如何引导学生充分利用人生中遇到的投折，做到坚持不懈，不断进取。

教学策略“Pre-learning,While-learning,andPost-learning''strategy（P-W-P模式）

TeachingProcedures

Purposes

contents