高中英语外研版 (2019)选择性必修 第二册Unit 2 Improving yourself优质教学设计及反思

这是一份高中英语外研版 (2019)选择性必修 第二册Unit 2 Improving yourself优质教学设计及反思，共6页。

教学设计
Develping ideas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
人与自我——不断完善自我认知、提升自我管理能力
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了“四罐”理财法，引导学生通过学习了解有效的金钱管理方法，学会进一步提出自己的看法，真正认识到有效的金钱管理会对人生产生深远的影响。读写部分的范文是一篇有关情绪管理的记叙文，要求学生写出故事概要及读后感，分享自己的观点。本板块旨在启迪学生思考金钱、情绪等方面的有效管理策略，提高学生的自控能力，塑造积极乐观的人生态度。
教学目标
在本板块学习结束时，学生能够：
通过阅读，理清文章结构，获取语篇的主要观点与信息，体会并理解文字游戏这种写作手法；
在理解课文内容的基础上，学会用英语阐释自己的观点，增强逻辑思辨能力，学会以理性客观的态度看待金钱的价值，培养理财意识；
通过学习范文和总结、反思，了解情绪管理的重要性，加深对单元主题意义的认识，从而积极主动地尝试从不同角度进行自我管理。
教学重点
带领学生把握文章大意，培养学生有理有据地表达观点的意识；
引导学生以理性客观的态度看待金钱的价值。
教学难点
引导学生学会用英语阐释自己的观点，增强逻辑思辨能力，能以理性客观的态度看待金钱的价值，培养理财意识，积极尝试从不同角度进行自我管理。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the chart and answer the questins.
Teacher invites sme students t give answers.
Students lk at the chart and answer the questins.
Sme students give answers.
T lead students int the tpic f managing mney.
Activity 2
Teacher asks students t lk at the title f the passage and predict the authr’s attitude twards mney.
Teacher asks students t wrk in grups and discuss the questin. Then invites sme students t share the answers.
Teacher asks students t read the passage and check their predictins.
Students lk at the title f the passage and predict the authr’s attitude twards mney.
Students wrk in grups and discuss the questin. Sme students share the answers.
Students read the passage and check their predictins.
T strengthen students’ ability t predict by understanding the title.
Activity 3
Teacher asks students t read the passage again and cmplete the diagram.
Teacher asks students t discuss in grups and check the answers.
Teacher invites sme students t share the answers with the class.
Students read the passage again and cmplete the diagram.
Students discuss in grups and check the answers.
Sme students share their answers with the class.
T test students’ understanding f the passage.
Think & Share
Teacher asks students t think abut the questins and discuss them in grups.
Teacher invites sme students t give answers.
Students think abut the questins and discuss them in grups.
Sme students give answers.
T enhance students’ understanding f sme useful methds f managing mney and encurage students t shw their wn pinins.
Activity 4
Teacher asks students t read the passage again, think abut which jar they believe is the mst imprtant and cmplete the ntes.
Teacher divides students int grups and asks them t discuss their ideas in grups.
Teacher invites several students t give their grup idea t the class and thers t make cmments.
Teacher asks students t talk abut Jerry Witkvsky’s way t give advice and learn frm him.
Students read the passage again, think abut which jar they believe is the mst imprtant and cmplete the ntes.
Students discuss their ideas in grups.
Sme students give their grup ideas t the class and thers make cmments.
Students talk abut Jerry Witkvsky’s way t give advice and learn frm him.
T help students learn t give their pinins.
T imprve students’ speaking skill and perfrmance ability.
Activity 5
Teacher asks students t read the passage and think abut the questins.
Teacher divides the class int grups and asks them t discuss the tw questins in grups.
Teacher invites ne r tw grups t share their answers and give reasns, and thers t make cmments.
Students read the passage and think abut the questins.
Students discuss the questins in grups.
One r tw grups share their answers and give reasns, and thers make cmments.
T help students learn hw t write a review abut cntrlling ne’s wn temper.
Activity 6
Teacher asks students t think abut the summary f the stry and write it dwn.
Teacher asks students t write their wn thughts and cnclusin accrding t the passage.
1. Students think abut the summary f the stry and write it dwn.
2. Students write their wn thughts and cnclusin accrding t the passage.
T help students rganise their thughts befre writing a passage.
Activity 7
Teacher divides students int pairs and asks them t make imprvements t each ther’s reflectins.
Teacher invites ne r tw pairs t share their reflectins with the class and thers t make cmments.
Students wrk in pairs and make imprvements t each ther’s reflectins.
One r tw pairs share their reflectins with the class and thers make cmments.
T encurage students t learn frm their partners.
T imprve students’ writing and speaking skills.
Presenting ideas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。）
课型
Speaking
主题语境
人与自我——不断完善自我认知、提升自我管理能力
内容分析
Presenting ideas板块要求学生通过阅读五句名人名言，思考自律和自我管理的重要性。然后通过回答问题，谈论名人名言所传递的意义、自己的感悟并提供例证支持观点。该版块旨在帮助学生通过对观点的思考与表达，促进其在真实情境下综合运用所学语言、内化单元主题思想、发展思维品质，完成对所学内容的迁移和创新。
Reflectin板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。
教学目标
在本板块学习结束时，学生能够：
通过阅读名人名言，感受名人名言的力量；
深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等；
认真自我反思，逐步形成批判性思维。
教学重点
引导学生通过阅读名人名言，感受名人名言的力量；
引导学生深入理解自律和自我管理在个人成长过程中的重要性，思考自律的途径以及其能带来的变化等。
教学难点
引导学生更深刻地认识自我管理的意义，鼓励学生发展批判性思维和创新思维。
教学策略
任务型教学法、交际教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Presenting ideas
Activity 1
Teacher divides students in grup and asks students t talk abut the qutes and cmplete the table.
Teacher invites ne r tw grups t share their answers with the class and thers t make cmments.
Students wrk in grups and talk abut the qutes and cmplete the table.
One r tw grups share their answers with the class and thers make cmments.
T help students further understand the meaning f self-managing.
Activity 2
Teacher asks students t chse ne favurite qute and make ntes.
Teacher asks students t discuss their chices in grups.
Teacher asks students t cmplete the three questins by themselves.
Teacher asks students t share the answers and thers t make cmments.
Students chse ne favurite qute and make ntes.
Students discuss their chices in grups.
Students cmplete the questins by themselves.
Students share the answers and thers make cmments.
T have students think deeply abut the meaning f self-managing.
Activity 3
Teacher asks students t prepare a shrt presentatin cnsidering the structure and useful wrds, expressins and structures.
Teacher asks students t share their presentatin with the ther grup members.
3. Teacher asks students t give suggestins and make imprvements t their presentatin.
Students prepare a shrt presentatin cnsidering the structure and useful wrds, expressins and structures.
Students share their presentatin with the ther grup members.
3. Students give suggestins and make imprvements t their presentatin.
T help students prepare fr the presentatin mre effectively.
Activity 4
1. Teacher asks each grup t chse ne student t give the presentatin.
2. Teacher and ther students make cmments, and the teacher gives evaluatin.
1. Each grup chses ne student t give the presentatin.
2. Other students make cmments and listen t the teacher’s evaluatin.
T encurage students t express their pinins.
2. T help students crrectly understand the unit theme.
Reflectin
Teacher asks students t recall what they have learnt and their perfrmance in this unit.
Teacher asks students t write a reflectin.
Students rate their perfrmance in this unit, summarise what they have learnt and think abut what they need t imprve.
Students write a reflectin.
T help students evaluate their perfrmance, review the unit, and think abut ways t imprve.