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Unit 2 Improving yourself Developing ideas Valuable Values教學設計
課題 Valuable Values
課型 Reading
主題語境 人與自我——自我管理與提升
教材分析
課文語篇類型為說明文，可歸為“問題——解決”類說明文，先是提出問題——中學生面臨如何花錢的問題，然后提出解決辦法——“四罐”理財法，之后介紹“四個罐子”教會我們的價值理念及其深遠目標。引導學生通過學習有效的金錢管理方法，學會進一步提出自己對于金錢和金錢管理的看法，真正認識到有效的金錢管理會對人生產生深遠的影響。閱讀重點在于理解“四個罐子”傳遞給我們的四個價值理念之間層層遞進的關系，從自我滿足到自我提升再到幫助他人，從而加深學生對于 Improving yourself 這一單元主題的理解。
學情分析
本節課授課對象為高二年級學生，本階段的學生詞匯量有明顯上升，具備一定的閱讀理解能力，但缺乏對文本的全面分析能力，批判性思維和口語表達能力以及寫作能力都需要加強。本課是關于中學生金錢管理的，以學生自身獲取和處理金錢的方式導入，課文難度適中，話題貼近學生生活，以學生對《下金蛋的鵝》這個故事展開的討論結束，學生能讀懂課文并且對這個話題感興趣、有話說，因此在授課中注重引導學生理清文章脈絡，理解文章主旨，鍛煉學生英語閱讀過程中的歸納概括能力，同時給學生更多的表達機會，讓學生通過自主提問、探究性學習和合作學習等方式，鍛煉英語語言表達能力和批判性思維能力。
課時目標
1. 學生通過閱讀課文，能夠理清文章結構，找出關鍵段落的主題句；
2. 學生在理解課文內容的基礎上，能夠總結文章主旨，理解題目的深刻內涵；
3. 學生能用英語闡釋自己對于金錢和金錢管理的看法，學習以理性客觀的態度看待金錢的價值，增強理財意識。
教學重點
1. 帶領學生把握文章主旨大意，理解文章題目的深刻內涵；
2. 指導學生用英語闡釋自己對于金錢和金錢管理的看法；
3．引導學生以理性客觀的態度看待金錢的價值，增強理財意識。
教學難點
1.學生能用英語闡釋自己的花錢方式以及學習本課后自己對金錢和金錢管理看法的轉變；
2.通過學習本課，學生能夠更加理性思考自己的金錢觀念，并學習借鑒課文“四罐”理財法，提高管理和合理支配金錢的能力。
Teaching steps Teacher’s activities Students’ activities Purpose
Step I Warming up 1.Teacher leads students to briefly review what they’ve learned in the former periods of this unit and predict what they’ll learn during this period. 2. Teacher asks students in what ways they usually get money and how they usually deal with the money they get. 1. Students answers they’ve learned to manage their time, their phones and their behaviors in the former periods and guess what they’ll learn in this period. 2. Some students are invited to answer the questions: In what ways do you usually get money How do you deal with the money you get 1. 通過簡要回顧前兩個課時所學，讓學生對本單元自我管理和提升的 主題產生更為系統性的 認 知，同時預測本課話題，引起學習興趣。 2. 讓學生分享自己平時獲得金錢的途徑和處理金錢的方式，激發同學們對于學習本課的興趣，同 時也便于他們對比自己學習本課前后金錢管理觀念的變化。
Step II Read for structure 1.Teacher asks students to skim the passage and divide it into four parts based on the given key words. 2. Teacher asks students what“Problem”and “Solution” refer to respectively in this passage. 1. Students skim the passage and figure out the structure of the passage based on the key words. 2. Students tell what “Problem” and“Solution” refer to respectively in this passage. 引導學生通過快速閱讀， 在關鍵詞的提示下劃 分段落結構，在理清文章結構的同時對文章主旨 有個初步了解。
Step III Read for details Task 1: 1. Teacher asks students to read part 1&2 (from problem to solution) and answer the following questions: 1) Find out the topic sentence of paragraph 1&2. 2) Why does the author use the example of Khloe Thompson 3) Who might benefit the most from Jerry’s method of four jars 4) What are the four jars used for respectively 5) What is Jerry giving to his grandchildren besides money and a few jars Task 2: 1. Teacher asks students to read part 3 and finish Activity 3 in their textbook. 2. Teacher asks students to check their answers. 3. Teacher leads students to summarize the values of the four jars. Task3: Teacher asks students to read the last part, underline the topic sentence and try to translate it into Chinese Task 1: Students read para.1-4 and answer the questions. Task 2: 1.Students read para.5-8 and fill in the blanks. 2. Students correct their answers. 3. Students summarize the values of the four jars under the guidance of the teacher. Task 3: Students read para.9, underline the topic sentence and try to translate it into Chinese 1. 引導學生找出關鍵段落的主題句，并對主題句不明顯的個別段落進行中心思想的歸納，鍛煉學 生閱讀過程中抓重點和主線的能力，同時鍛煉歸納概括能力。 2. 引導學生通過回答問 題，加深對文本細節的理 解，體會具體細節對段落 主題的支撐作用。 3. 引導學生深入思考 “四罐”理財法的深刻內 涵，并與第一單元Growing up 進行知識鏈 接，使學生體會到真正的 成長在于提升自我的同 時，提升自己幫助他人的 能力
Step IV Read for theme 1. Teacher leads students to summarize the passage and understand the theme of the passage. 2. Teacher leads students to describe the meaning of the title. 1. Students summarize the passage and explain the theme of the passage. 2. Students explain the meaning of the title. 通過主題歸納，使學生進 一步理清文章思路，總結 文章主旨，理解文章題目的內涵，從而加深對本單元主題——加強自我管理與提升的理解
Step V Think and share Task 1: Teacher asks students to think and answer the following question: If you were given 1000 yuan, how much money would you put in each jar Give your reasons. Task 2: Group discussion 1. Teacher invites students to enjoy the story The Goose That Laid Golden Eggs. 2. Teacher asks students to discuss the following questions with group members after listening to the story: Suppose you were the farmer, how would you deal with the goose How would you spend the money earned through the golden eggs 3. Teacher invites several groups to share their opinions. Task 1: Students think about the question and share their answers. Task 2: Group discussion 1. Students enjoy the story The Goose That Laid Golden Eggs. 2. Students discuss the questions with their group members after seeing the story. 3. Students volunteer to share their group’s opinions. 1. 通過讓學生思考 1000 元紅包的分配方式，使學 生反思自己在導入環 節 分享的金錢處理方式，并 應用本課所學修正自 己 的金錢支配和管理方式， 學有所用。 2. 使學生通過思考《下金 蛋的鵝》中對待鵝的方式 和金蛋的處理方式，進一 步加深對文本主題的 理 解。 3. 鍛煉學生合作探究能 力和批判性思維能力。
作業設計 Writing: Students need to make a plan of managing your pocket money. 1) list the reasonable and practical methods of managing your pocket money. 2) give your reasons 1. 通過話題微寫作，使學生對文本內容和主旨 進行更進一步的思考，以到鞏固提升的目的。 2. 使學生深入思考自己在金錢管理和自我管 理方面可做的努力，同時鍛煉語言表達能力。

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