选择性必修 第二册Unit 1 Growing up精品教案

Using language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 + Listening + Speaking

主题语境

人与自我——认识自我、丰富自我、完善自我

内容分析

本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要内容为将来进行时，两个小语篇话题分别为夏令营第一天的时间安排和对未来的规划。前者是一张有关暑期夏令营的宣传海报，后者以电子邮件的形式描述了作者对自己未来的具体规划。综合语言运用部分的话题为“难忘的时刻”，首先通过一篇短文引导学生思考人生是个“苦乐参半”的过程，鼓励学生要学会珍惜人生中一些难忘的时刻；听力活动是两位学生谈论对寄宿生活的憧憬或感受；接下来的听说部分呈现了人生的一些重要时刻。本板块旨在帮助学生深度聚焦语言的意义和功能，通过真实语境下的思考和交际运用，全方位提高学生的综合语言运用能力。

教学目标

在本板块学习结束时，学生能够：

1. 熟悉并会运用将来进行时；
2. 听懂会话内容，理解其大意并获取细节信息来完成表格；
3. 运用听力材料中的相关结构表达担忧或者顾虑，并给出鼓励与建议；
4. 与同伴分享自己人生中一个最难忘的时刻。

教学重点

1. 引导学生发现和理解将来进行时的用法并在真实语境中进行运用；

2. 指导学生根据邮件内容，阐述自己的未来规划；

3. 引导学生通过完成听力活动，学会表达关心、鼓励或提供建议这三类不同的语用功能，进一步感知成长过程中的苦与乐。

教学难点

1. 引导学生在真实语境中运用将来进行时；
2. 引导学生了解在人生不同阶段会经历的特殊时刻，从而加强对主题意义的理解，树立积极的生活态度。

教学策略

任务型教学法、交际教学法、听说教学法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. Teacher asks students to read sentence (a) and sentence (b) in the box and pay special attention to the words in bold.
2. Teacher asks students to work in groups, compare the two sentences and discuss the two questions.
3. Teacher invites some students to share their answers.
4. Teacher instructs students to look for more sentences with the future continuous tense in the reading passage and summarise its use in their own words.
5. Teacher asks some students to share the answers and others to make some comments.

1. Students observe the two sentences in the box and pay attention to the words in bold.
2. Students compare sentence (a) with sentence (b) and discuss the two questions in groups.
3. Some students share their answers with the class.
4. Students look for more sentences with the future continuous tense in the reading passage and summarise its use in their own words.
5. Some students share the answers with the class and other students make some comments.

1. To help students find out the structure and function of the future continuous tense.
2. To help students get familiar with the future continuous tense.

Activity 2

1. Teacher asks students to look at the picture about  the schedule of a summer camp and get the detailed information of it.
2. Teacher asks students to work in pairs and make “ask and answer” dialogues according to the example below the picture.
3. Teacher invites some pairs to perform their dialogues and ask other students to give some comments.

1. Students look at the picture about the schedule of a summer camp and get the detailed information of it.
2. Students work in pairs and make “ask and answer”dialogues according to the example below the picture.
3. Some pairs perform their dialogues in the whole class and other students give their comments.

To encourage students to apply the future continuous tense in dialogues.

Activity 3

1. Teacher asks students to read the email and summarise its main idea.
2. Teacher invites some students to share their answers.
3. Teacher asks students to fill in the blanks with the correct form of the verbs in the brackets and use the future continuous tense where possible.
4. Teacher invites some students to share the answers and give the reasons.

1. Students read the email and summarise its main idea.
2. Some students share their answers with the class.
3. Students fill in the blanks with the correct form of the verbs in the brackets and use the future continuous tense where possible.
4. Students share the answers with the class and give the reasons.

To help students consolidate the application of the future continuous tense in a real context.

Activity 4

1. Teacher asks students to underline the structures or sentences about descriptions of the future plan in Diana’s email  individually.
2. Teacher asks students to work in groups and discuss their own plans for the future according to the email.
3. Teacher invites several groups to share the answers.
4. Teacher asks students to write a reply to Diana to tell her about their own plans for the future individually.
5. Teacher invites some students to display their works and others to make comments.
6. Teacher gives suggestions on accuracy, coherence and appropriacy and asks students to modify their works after class.

1. Students underline the structures or sentences about descriptions of the future plan in Diana’s email individually.
2. Students work in groups and discuss their own plans for the future according to the email.
3. Some groups share the answers.
4. Students write a reply to Diana to tell her about their own plans for the future individually.
5. Some students display their works and others make comments.
6. Students listen to the teacher’s suggestions on accuracy, coherence and appropriacy and modify their works after class.

To have students write a reply and make better use of the future continuous tense.

Activity 5

1. Teacher asks students to read the passage  individually and answer the first question.
2. Teacher checks the answers with the class.
3. Teacher asks students to work in groups and discuss the second question. 
4.   Teacher encourages several groups to share the answers with the class.

1. Students read the passage individually and answer the first question.
2. Students check the answers with the teacher.
3. Students work in groups and discuss the second question.
4.   Several groups  share the answers with the class.

To help students have a better understanding of the unit theme and take a positive attitude towards life.

Activity 6

1. Teacher asks students to go through the two questions, figure out the purpose of the activity and get ready for listening.
2. Teacher plays the audio and asks students to infer the relationship between the speakers and get the main idea of the conversation.
3. Teacher asks some students to share the answers.

1. Students go through the two questions quickly, figure out the purpose of the activity and get ready for listening.
2. Students listen to the audio, infer the relationship between the speakers and get the main idea of the conversation.
3. Some students share their answers with the whole class.

To train students’ skills in grasping the main idea of a conversation through listening.

Activity 7

1. Teacher asks students to read the given information of the table and find out the purpose of the activity.
2. Teacher plays the audio again and asks students to complete the table.
3. Teacher asks students to listen for the third time and check the answers by themselves.
4. Teacher invites some students to share the answers with the class.
5. Teacher asks students to work in pairs and talk about other difficulties the girl may face and make suggestions.
6. Teacher invites several pairs to share their opinions.

1. Students read the given information of the table and find out the purpose of the activity.
2. Students listen to the audio again and complete the table.
3. Students listen to the audio for the third time and check the answers by themselves.
4. Some students share the answers with the class.
5. Students work in pairs and talk about other difficulties the girl may face and make suggestions.
6. Some pairs share their opinions with the class.

To make students get the details of the listening material.

Activity 8

1. Teacher asks students to get familiar with the three pragmatic functions of some expressions and invites students to talk about the relevant expressions they know.
2. Teacher asks students to put the expressions from the conversation into the correct boxes.
3. Teacher checks the answers with the class.

1. Students get familiar with the three pragmatic functions of some expressions and talk about the relevant expressions they know.
2. Students put the expressions from the conversation into the correct boxes.
3. Students check the answers with the teacher.

To help students learn how to express concerns, give encouragement and make suggestions.

Activity 9

1. Teacher divides students into pairs and asks them to discuss a challenging moment in their life  using the expressions in this section.
2. Teacher invites several pairs to present their stories in front of the class.
3. Teacher asks students to think what kind of encouragement or suggestions they have got in their challenging moments.
4. Teacher invites some students to make some comments.

1. Students work in pairs and discuss a challenging moment in their life  using the expressions in this section.
2. Several pairs present their stories in front of the class.
3. Students try to think what kind of encouragement or suggestions they have got in their challenging moments.
4. Some students make some comments.

To help students consolidate the three pragmatic functions of some expressions and introduce a challenging moment in their life.

Activity 10

1. Teacher asks students to look at the eight pictures and predict the content of the listening material according to the key words beside the pictures.
2. Teacher plays the audio and asks students to check their prediction and tick the words and expressions mentioned in the conversation.
3. Teacher plays the audio again and asks students to check the answers.
4. Teacher invites some students to share their answers.

1. Students look at the eight pictures and predict the content of the listening material according to the key words beside the pictures.
2. Students listen to the audio, check their prediction and tick the words and expressions mentioned in the conversation.
3. Students listen to the audio again and check the answers.
4. Some students share their answers with the class.

To make students get the main idea and the details of the listening material.

Activity 11

1. Teacher asks students to read the contents of the online message board individually and figure out the purpose of the activity.
2. Teacher asks students to complete the  online message board with the correct form of the words and expressions in Activity 10.
3. Teacher checks the answers with the class.

1. Students read the contents of the online message board individually and figure out the purpose of the activity.
2. Students complete the  online message board with the correct form of the words and expressions in Activity 10.
3. Students check the answers with the teacher.

To help students understand the special moments in life and feel the happiness and bitterness in them.

Activity 12

1. Teacher divides students into pairs and asks them to share a most memorable moment from their life using the words and expressions in this section.
2. Teacher invites several pairs to give  presentations in front of the class and asks other students to make some comments.
3. Teacher asks students to think   about their performances and find out how well they understand their partners and give an effective response.

1. Students work in pairs and share a most memorable moment from their life using the words and expressions in this section.
2. Several pairs give presentations in front of the class and other students make some comments.
3. Students think   about their performances and find out how well they understand their partners and give an effective response.

To encourage students to further practise describing a most memorable moment in life.