外研版 (2019)选择性必修 第二册Unit 2 Improving yourself教学设计

这是一份外研版 (2019)选择性必修 第二册Unit 2 Improving yourself教学设计，共12页。教案主要包含了设计意图等内容，欢迎下载使用。
Develping ideas部分包含两部分：第一部分是一篇关于年轻人价值观的文章。先用饼状图醒目地列出一所高校学生各种支出的具体比例，引发学生思考：中学生的消费观以及怎样理性消费。文章由青少年两种不同的消费理念：无限度支取家长的信用卡和合理利用自己手中的钱，做一些公益事业，帮助那些需要帮助的人，引出Jery Witkvsky的“四罐理财法”。第二部分 Writing a reflectin要求阅读故事写反思。首先简要概述故事的内容，接着陈述自己的看法，对故事进行梳理并对其作深刻的反思、探究，剖析故事所要传达的寓意，最后得出结论。
Presenting ideas部分通过引用名人名言，让学生思考自律和自我管理的重要性，引导学生树立正确的价值观。
课时目标：
1.掌握本课时的重点单词 headline、district、necessity，tthpaste、sap、item、unprecedentedly、jar、invest、lifelng、visin、likewise、bjectively、equip、nail和短语max ut、In cntrast t、vary frm…t...、be faced with、with the help f、have n access t、at hand、thanks t、in cntrl f、be respnsible fr、after all、put aside、believe in、in additin t、pass by、in anger以及重要句型，并能熟练运用。
2.通过阅读，了解 Jerry Witkvsky的“四罐理财法”，正确引导学生的消费行为，培养学生良好的消费习惯和理财能力，将钱花在最有意义的地方，树立正确的价值观。
3.通过学习范文，引导学生了解正确理财的重要性，加深对单元主题意义的认识，从而养成良好的消费习惯。
重点难点:
重点：
掌握重点词汇 headline、district、necessity、invest、lifelng、visin、likewise、bjectively、equip、nail、max ut、in cntrast t、vary 、be faced with、at hand、thanks t、in cntrl f、be respnsible fr、put aside的用法。
2.了解反思类作文的基本结构，掌握写作方法和技巧。
3.中学生消费观的变化、理财观的建立是生活中的重要方面。对于高中生而言，学习文化知识固然重要，但是在此阶段养成良好的消费习惯，具备一定的理财意识同样重要。因为这关系到他们日后步入社会时，关于财富的种种观念的生成。
难点:
1.了解反思类作文的基本结构，掌握写作方法和技巧。
2.培养中学生正确的理财观念，树立正确的价值观。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频。
2.有关学生理财的事例。
学生准备：
1.用简短的英语描述生活中有关理财的小事例。
2.上网查资料：了解理性理财的重要性。
教学过程：
Step I Leading in
Lk at the chart n Page 20 and answer the questins.
·What are the tp three things students frm this schl spend their mney n?
·What else d yu think students ften spend their mney n?
【设计意图】通过观察饼状图回答问题，引发学生的思考，引出学生消费用项和消费习惯的话题，从而导入阅读内容。
Step Ⅱ Reading
1.Fast reading.
(1) Read the passage and find ut the meaning f the title.
Befre ding the exercise, ask students t g thrugh the sentences in Learning t learn and make sure students understand its meaning.
(2) Match the paragraphs with the main ideas.
Para. 1: ________________________
Para. 2: ________________________
Para. 3: ________________________
Para. 4: ________________________
Para. 5: ________________________
Para. 6: ________________________
Para. 7: ________________________
Para. 8: ________________________
Para. 9: ________________________
(3) Read the passage and nte dwn the main infrmatin.
【设计意图】通过设置归纳标题大意、段落大意和填表格这些阅读理解题目，引导学生提取关键信息，进一步了解文章结构和主要内容。
2.Careful reading.
（1）Chse the crrect answers accrding t the passage.
（2）Language pints.
Master the wrds and phrases:
headline，district，necessity，invest，lifelng，visin，likewise，bjectively，equip，nail，max ut，in cntrast t，vary frm…t...，be faced with，at hand，thanks t，in cntrl f，be respnsible fr，put aside
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Read the passage again and retell it.
【设计意图】复述的过程是将学过的文章经过加工处理，用自己的语言，以口头形式进行表述。这种表述不是对已知材料简单的、机械的重复，而是经过自己大脑言语中枢的“加工”，创造性地再现已知语言材料的内容。教师要在每个学生复述完毕后给予中肯的评价及热情的鼓励，同时纠正一些错误。通过反馈，复述者本人及其他学生都能了解到彼此的优点及不足之处。大家可以通过互相学习，互相借鉴，使以后的课文复述变得更好、更精彩。
3.Pst reading.
（1）D Activity 3 n Page 22.
Organise infrmatin frm the passage and cmplete the diagram.
【设计意图】该题以思维导图的形式将文章的主要内容呈现出来，框架清晰。学生填写表格的过程是获取关键信息并进一步理清文章主线的过程，锻炼了归纳概括的能力。
(2) D Activity 4 n Page 22.
Wrk in grups. Give a talk abut yur understanding f the values represented by the fur jars.
①Read the passage again and think abut which jar yu believe is the mst imprtant.
②Organise yur ideas by cmpleting the ntes.
③Share yur ideas with the grup.
④Chse a grup member t summarise yur grup’s pinins t the class.
【设计意图】让学生从文章中提到的四个罐子中选出自己认为最重要的，并陈述理由。教师引导学生明确自己的观点，并运用例证法说明，提高学生对文章构思的理解和语言表达能力。
Step III Writing a reflectin
D Activities 5 t 7 n Page 23.
(1) Read the stry and answer the questins.
·What aspect f self-management is the passage abut?
·What message d yu think the stry cnveys?
(2) Make ntes abut the stry in Activity 5 n Page 23.
（3）Wrk in pairs. Make imprvements t each ther’s reflectins and share them with the class.
【设计意图】通过练习，引导学生学会反思类文章的写作，首先叙述故事梗概，然后阐明自己的观点和看法，最后得出结论。在练习的过程中，学会分析文章结构和写作要素，提高自己的写作能力。
Step IV Presenting ideas
1. Wrk in grups. Talk abut the meanings f the qutes and cmplete the table.
1a1 The superir man must be watchful ver himself when he is alne.
Zeng Zi
君子必慎其独也。
曾子
1b1 Prcrastinatin is like a credit card: it’s a lt f fun until yu get the bill.
Christpher Parke
1c1 N man is free wh is nt master f himself.
Epictetus
1d1 Change yur thughts, and yu change yur wrld.
Nrman Vincent peale
1e1 Dn’t say yu dn’t have enugh time. Yu have exactly the same number f hurs
per day that were given t Helen Keller, Pasteur, Michelangel,…Lenard da
Vinci, Thmas Jeffersn, and Albert Einstein.
H.Jacksn Brwn Jr
2. Chse ne qute and make ntes.
3.Prepare a shrt presentatin abut the qute. Cnsider the fllwing:
·the structure f yur presentatin
·useful wrds，expressins and structures
4.Give yur presentatin t the class.
【设计意图】通过阅读名人名言，讨论其含义、选取其中一则分析其含义并以例子佐证，然后向全班展示，提高学生布局谋篇和语言表达能力，锻炼了学生分析问题、解决问题的能力，让学生学会在写作中运用例证法。
Step V Hmewrk
Review the language pints learnt in class.
板书设计：
Suggested answers:
·Bks and magazines，schl supplies，clthes.
·（略）
Suggested answers:
The title means that the valuable cncept f managing mney can help us make gd use f mney and make big difference t ur life.
A. Put frward the methd f using fur jars.
B. The value f the Investing jar.
C. A gd example f teens using mney wisely.
D. The prblems that teens verspend mney.
E. Jerry’s birthday present t his grandchildren.
F. The value f the Giving jar.
G. The value f the Saving jar.
H. The value f the Spending jar.
I. The aim f the fur jars' methd.
Suggested answers:
Para. 1-D; Para. 2-C; Para. 3-A; Para. 4-E; Para. 5-H; Para.6-G; Para.7-B; Para.8-F; Para.9—I
The spending habits f teens
The value f fur jars’ methd
Spending jar
Saving jar
Investing jar
Giving jar
The purpse f the methd
Suggested answers:
The spending habits f teens: big spenders &gd savers
The value f fur jars’methd:
·Spending jar: being respnsible fr ne’s wn happiness
·Saving jar: giving a visin fr the future
·Investing jar: giving the pprtunity t build fr the future
·Giving jar: abut kindness and helping
The purpse f the methd: T encurage teenagers t think mre bjectively abut mney and things that it can d
①What can we infer frm the example f Thmpsn?
A. Many teens veruse mney.
B. Mney shuld be used t help thers.
C. Nt all teens like t spend t much mney.
D. Sme teens can make gd use f mney.
②What deep influence did Jerry’s birthday present bring t his grandchildren?
A. Sme mney.
B. Fur jars.
C. Opinins abut value.
D. Grandfather's lve.
③What des the Spending jar teach us?
A. Cllecting mney fr the future.
B. Paying fr things yu think that are wrth.
C. Giving the pprtunity t build fr the future.
D. Learning abut kindness and helping.
④What jar shuld yu use when helping a friend?
A. The Spending jar.
B. The Saving jar.
C. The Investing Jar.
D. The Giving jar.
⑤What’s the purpse f writing the passage?
A. T guide teens t learn abut financial prblems.
B. T teach children giving is mre imprtant than getting.
C. T give students sme chances t think ver their future.
D. T lead the yung peple t spend their life wisely.
Suggested answers:
①D ②C ③B ④D ⑤A
Suggested answers:
①yur wn happiness
②the pprtunity t buy smething yu like
③the future
④that special smething yu’ve seen in the stres
⑤build fr the future
⑥investing in yurself
⑦kindness and helping
⑧whatever cause yu believe in
The mst imprtant jar:
Reasns:
Supprting examples:
Suggested answers:
·The passage is abut hw t cntrl ne’s wn temper.
·（略）
Summary f the stry:
My thnghts:
Cnclusin:
Qutes
Meanings
a
b
c
d
e
Suggested answers:
a Smene wh is truly virtuus will behave prperly even when n ne is watching.
b Prcrastinatin may let yu feel pleased at the time, but it causes unpleasant prblems later n.
c Peple wh can’t cntrl themselves are nt truly free.
d Yur attitude alne determines whether yu will succeed r be happy.
e Prper time management can help yu t achieve great things; it is nt true that yu dn’t have enugh time t achieve anything.
What is the main message f the qute?
____________________________________________________________________
What can yu learn frm this qute?
____________________________________________________________________
What example(s) can yu find t supprt this qute?
____________________________________________________________________
Unit 2 Imprving yurself
Perid Ⅲ Develping ideas & Presenting ideas
I. Leading in
Lk at the chart and answer the questins.
Ⅱ. Reading
1. Fast reading.
(1) Read the passage and find ut the meaning f the title.
(2) Match the paragraphs with the main ideas.
(3) Read the passage and nte dwn the main infrmatin.
2. Careful reading.
(1) Chse the crrect answers accrding t the passage.
(2) Language pints.
Master the wrds and phrases:
headline, district, necessity, invest, lifelng, visin, likewise, bjectively, equip, nail, max ut, in cntrast t, vary frm… t …, be faced with, at hand, thanks t, in cntrl f, be respnsible fr, put aside
(3) Read the passage again and retell it.
3. Pst-reading.
(1) D Activity 3 n Page 22.
(2) D Activity 4 n Page 22.
Ⅲ. Writing a reflectin
D Activities 5 t 7 n Page 23.
IV. Presenting ideas
V. Hmewrk