外研版 (2019)选择性必修 第二册Unit 2 Improving yourself公开课教案

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——不断完善自我认知、提升自我管理能力

内容分析

。语法部分的主要内容为过去完成时的被动语态，包括一篇网络日志和一组对比图片，帮助学生在具体语境中掌握过去完成时被动语态的用法。综合语言运用部分的话题为“改进日常行为”，词汇部分通过对禁止不文明行为的用语和标识进行匹配及补全对话活动，帮助学生了解禁止不文明行为的相关表达；接下来的听说部分是对一位校长的采访，内容为该学校促进校园诚信教育活动的实施情况。本板块旨在帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，全方位提升学生的综合语言运用水平。

教学目标

在本板块学习结束时，学生能够：

1. 熟悉并运用过去完成时被动语态；
2. 掌握并运用表达文明行为的标识，反思、规范自我日常行为，加强文明修养；
3. 理解并关注校园诚信行为；
4. 针对自己在文明诚信中的问题找到正确的解决方法。

教学重点

1. 引导学生了解过去完成时被动语态的基本特征并在真实语境中运用；
2. 引导学生掌握并恰当地使用表达文明行为的标识，反思规范自我日常行为，加强文明修养；
3. 引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。

教学难点

1. 引导学生在真实语境中运用过去完成时被动语态；
2. 引导学生初步认识到诚信的重要性，思考校园诚信的具体做法，形成正确的价值观。

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 the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–3.
2. Teacher makes students look for more sentences with the past perfect passive in the reading passage  and underline the sentences.
3. Teacher have students summarise its use in their own words.

1. Students read the two sentences in the first box and answer Questions 1–3.
2. Students look for more sentences with the past perfect passive in the reading passage and underline them.
3. Students summarise its use in their own words.

1. To help students find out the structure and function of the past perfect passive.
2. To make students get familiar with the past perfect passive.

Activity 2

1. Teacher asks students to read the blog and complete it with the correct form of the verbs in brackets.
2. Teacher asks students to share and discuss the answers in groups.
3. Teacher invites some students to share the answers and check them with the class.

1. Students read the blog and complete it with the correct form of the verbs in brackets.
2. Students share and discuss the answers in groups.
3. Some students share the answers and check them with the class.

To let students apply the past perfect passive in a context.

Activity 3

1. Teacher asks students to look at the pictures and compare the differences.
2. Teacher asks students to describe the pictures using the past perfect passive in pairs.
3. Teacher checks the answers with the class.

1. Students look at the pictures and compare the differences.
2. Students describe the pictures using the past perfect passive in pairs.
3. Students check the answers with the teacher.

To help students consolidate the application of the past perfect passive in a real context.

Activity 4

1. Teacher divides students into pairs and asks students to think about and describe their own experiences of changing the bad habits.

2. Teacher invites some students to share the stories with the class and others to make comments.

1. Students work in pairs, think about and describe their own experiences of changing the bad habits.
2. Some students share the stories with the class and others make comments.

To help students further understand the advantages of changing bad habits and consolidate the use of past perfect passive.

Activity 5

1. Teacher asks students to read the six signs and guess the meaning.
2. Teacher asks students to match the sentences to the signs and pay attention to the words and expressions in bold.
3.   Teacher invites some students to share the answers with the class.

1. Students read the six signs and guess the meaning.
2. Students match the sentences to the signs and pay attention to the words and expressions in bold.

1.   Some students share the answers with the class.

To help students further understand how to improve behaviour in daily life.

Activity 6

1. Teacher asks students to complete the conversations with the correct form of the words and expressions in Activity 5.
2. Teacher checks the answers with the class.
3. Teacher asks students to work in pairs and talk about inappropriate behaviour

behaviour in daily life.

4. Teacher encourages several pairs to show their advice to the class.

1. Students complete the conversations with the correct form of the words and expressions in Activity 5.
2. Students check the answers with the teacher.
3. Students work in pairs and talk about  inappropriate  behaviour in daily life.
4. Different pairs show 

show their advice to the class.

To help students review the words and expressions about the  inappropriate  behaviour.

Activity 7

1. Teacher asks students to read the sentences and predict the topic.
2. Teacher plays the audio and asks students to choose a topic.
3. Teacher checks the answer with the class.

1. Students read the the sentences and predict the topic.
2. Students listen to the audio and choose a topic.
3. Students check the answer with the teacher.

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

Activity 8

1. Teacher plays the audio again and asks students to complete the newspaper report.
2. Teacher checks the answers with the class.
3. Teacher asks students to talk about the significance of promoting values education in school.

1. Students listen to the audio again and complete the newspaper report.
2. Students check the answers with the teacher.
3. Students talk about the significance of promoting values education in school.

1. To help students learn to understand the details of the listening material.
2. To help students learn the ways of expressing ideas.

Activity 9

1. Teacher divides students into groups and asks them to complete the boxes with the expressions from the interview.
2. Teacher asks students to work in groups and make a conversation about the topic.
3. Teacher invites several groups to act out their conversations in front of the class.

1. Students work in groups and complete the boxes with the expressions from the interview.
2. Students work in groups and make a conversation about the topic.
3. Several groups act out their conversations in front of the class.

To help students apply the expressions of clarifying the ideas.

Activity 10

1. Teacher divides students into groups and asks them to talk about how to promote values education at our school.
2. Teacher invites several groups to act out their conversations in front of the class.

1. Students work in groups and talk about how to promote values education at our school.
2. Several groups act out their conversations in front of the class.

To make students further practise clarifying ideas.