2022年高二英语 Unit2教案 牛津版选修6.单元教学目标技能目标Skill goals Read an interview and two essays about happiness Listen to a friend talk about problems and solutions Talk about the gymnast Sang Lan Write an article for a website offering advice Create a happiness handbook.目标语言功能句型How to do an interviewOur guest today is .I understand that .Can you tell us a little bit about .?Talking about emotionI feel like .They make / It makes me feel .I wish .Im tired of .Asking for adviceHow can I help him?Do you think there is a solution?Is there a way to make everyone happy?Is there a solution he has not tried?Why does this work?词汇1 四会词汇injure, struggle, disability, simply, psychologist, gymnast, gymnastics, junior, tournament, event, energetic, apart, devote, rush, specialist, severe, cheer, hopeless, overe, injure, obey, disappointment, acplish, adapt, journalism, disabled, positive, optimistic, inspire, courage, admirable, rebuild, unbearable, unfortunate, sympathy, admiration, star, arrange, coach, allocate, adequate, confused, whichever, quit, unhappy, encouragement, guidance, golden, rush, independent, worry, innocent, ine, adolescence, acplishment, vivid, hunger, municate, guarantee, workday, assist, automatic, instant, maximum, pany, minimum, mature, secure, motivation2 认读词汇dedicated, vault3 词组in hospital, apart from, devote oneself to, cheer up, in good spirits, across the world, role model, believe in, be tired of, ahead of, at that point, in a rush4 重点词汇injure, devote, rush, overe, acplish, adapt, arrange, guarantee, municate, assist, whichever, confused, pany语法The past tenseThe simple past tenseThe past continuous tenseThe past perfect tenseThe future tenseThe simple future tenseThe future continuous tenseThe future in the past重点句子1. To those who have been injured or struggle with a physical disability, happiness can simply mean a day without pain or just being alive. P182. While she was injured and in hospital, the world was amazed by the way she remained cheerful. P183. Now, she finds happiness through reaching much smaller goals, and through the love of the people around her. P184. In case some of our viewers dont know her story, can you tell us a little bit about Sang Lan and who she is? P185. By the time she peted in the gymnastics tournament at the New York Goodwill Games, she had been a dedicated junior gymnast for eleven years. P186. Even though her training meant that she had to live apart from her parents, she was happy to devote herself to gymnastics. P187. She was rushed to a top hospital in New York and specialists from many parts of the world said that because of her severe injuries, she would never walk again. P198. Everyone who saw her, from nurses to famous visitors like Leonardo DiCaprio from the film Titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits. P199. Instead of crying about what she had lost and feeling hopeless, Sang Lan thought about what she could do to get better. P1910. When the doctors told her that she would never again be a gymnast, she was able to overe her disappointment and just be proud of the things she had acplished. P1911. All I had to do was go to school and spend a few hours studying when I came home. P3012. It is hard to stay happy and cheerful when you are ill, or when you are old and your body aches. P30. 教材分析与教材重组1. 教材分析本单元以What is happiness to you 为话题，展开什么是幸福、如何寻找幸福的讨论。通过阅读一篇采访，使学生了解体操运动员桑兰是如何面对困难，以及如何在困境中寻找幸福的。同时让学生了解采访提问的技巧以及采访文章的阅读策略。运用所学的词语、结构正确表达自己的心情，学生将综合运用各种技能（确定问题，通过提问获取信息，讨论解决方案）针对网站上的文章提出建议，最终完成该任务。课堂活动是写一篇关于对幸福的理解的文章，学生将先阅读两篇文章，了解不同的人对幸福的不同理解，然后完成写作任务。通过本单元的学习学生能够正确认识、珍惜幸福，及时调试自己的心情，积极面对问题、解决问题，以利于自己身心的健康发展。11 Wele to the unit 板块提供了六幅图画，要求学生根据自己对每幅图画的理解用一两句话加以描述，然后讨论并回答相关问题。12 Reading 包括A、B、C1、C2、D、E、F 7部分。A 所设计的三个问题要求学生通过快速阅读了解这篇采访的主题， 被采访人的姓名以及著名运动员桑兰的一些个人基本信息； B部分要求学生通过阅读对一名心理学家的采访，了解体操运动员桑兰是如何在困境中寻找幸福的； C1是对采访细节内容的考查； C2 要求学生通过连线， 理清有关桑兰故事的发展脉络，同时也可以看作是对文章细节内容的考查； D 训练学生根据课文正确理解新的词汇与表达的能力； E是一篇关于桑兰的新闻报道， 要求学生能够根据采访内容以及该部分的上下文， 正确选填词语。 F设计了与采访内容相关的三个问题， 要求学生展开讨论， 以获得对文章内容的更进一步了解。Reading Strategy 介绍了采访文章的阅读策略。13 Word power 要求学生运用正确的词汇与习语来表达情绪； 所设计的三个练习在于检测学生灵活运用这些词汇的能力。14 Grammar and usage 总结了将来时和过去时态的用法,并提供一篇文章要求学生改错。检查学生在具体的语境中正确区分并灵活运用这两种时态的能力。15 Task 要求学生掌握三个技能:确认表示消极情绪的用语;将一个大问题分解成若干小问题来解决；提出建议的策略，并在此基础上形成文章。16 Project 是课堂教学的延伸和拓展,属于探究式学习。该部分让学生阅读两篇文章,了解不同的人对幸福的不同理解。然后写一篇文章,阐述自己对幸福的理解。17 Self-assessment 板块要求学生对照单元各个学习项目进行自我评价，对单元学习进行自我反省,制订计划以提高自己的学习水平。 2. 教材重组2.1 Wele to the unit设计成一节任务型“口语课”。2.2将Reading部分设计成一节“阅读课（I）”。2.3将Word power 设计成一节“词汇课”。2.4将Grammar and usage 及Workbook 中110页的练习整合成一节“语法课”。2.5将Task 这一板块分两个课时，设计为“综合技能课”。2.6将27页的听力以及Workbook 114页的听力整合为一节“听力课”。2.7将Project设计为一节“综合技能课”。2.8将112 和113页的Reading 设计为“阅读课（II）”。3. 课型设计与课时分配1st Period Speaking2nd Period Reading