Unit2LessonsinLife單元教學(xué)設(shè)計(jì)-高二下學(xué)期英語選擇性

Book7Unit2教學(xué)設(shè)計(jì)UnitthemeThesubjectcontextofthisunitis“Personandself”,andthesubjectcontextcontentinvolvedis“Wisdomoflife”.Thefocusofthisunitistoguidestudentsonhowtofacelifecorrectly.Itstartswithavideothatpareslifetoanemptyjar,andpresentspictures,bookreviews,fables,proverbs,interviews,scriptexcerpts,etc.Inturn.Itexplainsthewisdomoflifefrommultipleanglesandaimstoshowstudentsthevariouspossibilitiesoflife.,Leadthemtoexplorethetruemeaningoflife,soastofacelifewithahealthyandpositiveattitude,andestablishacorrectoutlookonlifeandvalues.Thetargetstudentsoftheunitcanfocusonthecontextualcontentofthesubjectofthisunit,basedonthemultimodaldiscourseofpictures,bookreviews,fables,dailydialogues,interviews,scripts,etc.providedbytheunit,prehensivelyusevariouslanguageskills,readreviewsandintroductionstooutstandingliteraryworks,understandandtalkabouttopicsrelatedtothewisdomoflife,Properlyusethevocabularyandexpressionsyouhavelearnedtointroduceyourlifeexperienceandtheenlightenmentyouhavereceived,understanddifferentlifepursuitsandpositiveattitudestolife,anddeepenyourunderstandingofthemeaningofthesubjectofthisunit;atthesametime,youcanusewhatyouhavelearnedintheunit,throughparisonandanalysis,tocontactyourownactualsituation,andintroduceoutstandingliteraryworksandtheirimpactonlife.Tocultivateapositiveandoptimisticattitudetolife,seekthetruemeaningoflife,andrealizetheexpansionandmigrationofknowledgeandthinkingskills;throughtheuseofvariouslearningstrategies,intheprocessofindependentlearning,cooperativelearningandinquirybasedlearning,binedwiththereflectiveandevaluativequestionsprovidedbytheunit,continuousmonitoring,Evaluate,reflectonandadjustone'sownlearningcontentandprocess,improveone'sunderstandingandexpressionskills,andultimatelypromotetheprehensiveimprovementofone'sownlanguageskills,culturalawareness,thinkingqualityandlearningability.StartingoutTheteachingdesignoftheStartingoutsection(theremendeddurationis–1520minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeListening+Viewing+speakingThemeContextManandNature/society—人與自然/社會(huì)DialecticalrelationshipContentanalysisThissectionaimstostimulatestudents'preliminarythinkingaboutthemeaningoflifeandpavethewayforthenextunitstudy.Activity1presentsavideorelatedtothethemeofthisunit.Thevideoparesthe“emptyjar”to“l(fā)ife”,pareslargestones,pebbles,sand,andteawatertothingstobeexperiencedinlife,andsortsanddiscussestheirimportance.Thisvideoguidesstudentsonhowtodistinguishthemainandsecondaryaspectsoflife,soastospendmoretimeonthosethingsthatarereallyimportant.Activity2isforstudentstoobservethesixillustrationswithmetaphoricaleffects,thinkabouttheirassociationwithlifeandgivereasons.Teachinggoal1Leadstudentstowatchthevideoandunderstandthethrustofthevideo,sothatstudentscanquicklyextractkeyinformationfromthevideoandintroducetopics;2Guidestudentstodiscoverandsummarizehowtoplantheirlives,andactivelyanddeeplythinkaboutthetopicof“howtoliveagoodlife”;3CultivateStudents'picturereadingabilityguidesstudentstofurtherdiscusswhatlifecanbelikenedto,soastolearntoinitiallythinkaboutthedifferentmeaningsoflife.TheteachingfocusGuidestudentstounderstandvideos,readdramalines,understandtheartisticbeautyandappealofdrama,andunderstandthehumanisticfeelingsandsimpleemotionsexpressedbytheauthorwiththehelpofthedrama'scharacterdialogueandplotdevelopmentTeachingdifficultiesguidestudentstofeelandunderstandthehumanisticfeelingsconveyedbydrama,andthinkabouttheprofoundcontentof“theteachingoflife”Teachingstrategyaudiovisualteachingmethod,municativeteachingmethod,activityteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoclipwiththestoryof“TheEmptyJar”onceforthestudentstowatch,askingstudentstogetreadyforthefirsttwoquestions.2.Teacherasksstudentstoworkinpairstoaskandanswerthefirsttwoquestionsandthenchangetherole.3.Teacherplaysthevideoclipagainandasksstudentstoworkingroupstodealwiththethirditemwithtwosmallquestions.4.Teacherplaysthevideocliponcemoreandtheninvitessomestudentstoaskandanswerallthequestionsinclass.1.Studentswatchthevideoclipwiththestoryof“TheEmptyJar”oncecarefully,gettingreadyforthefirsttwoquestions.2.Studentsaskandanswerthefirsttwoquestionsinpairsandthenchangetherole.3.Studentsworkingroups,watchthevideoclipagainanddealwiththethirditem,askingandansweringthetwoquestions.4.Somestudentsetothefrontorstanduptoaskandanswerallthequestionsinclass.1.Toenablestudentstolearnsomethingaboutwhatlifeis.2.Toenablestudentstohaveanideaofwhatlifeisparedtointhisstory.Activity21.Teachertellsstudentswhatmetaphorisandhowitisused.2.Teacherasksstudentstolookatthepicturescarefullyandchoosethethingsthatcanbeusedasmetaphors.3.Teacherasksstudentstoworkinpairs,talkaboutthesixpicturesandchoosethethingsthatcanbeusedasmetaphors.4.Teacherinvitessomestudentstogivethepresentationofwhattheytalkedabout.5.Teacherasksstudentstoworkinpairs,gettingreadyforthelasttwoquestions.1.Studentslearnthedefinitionofmetaphorandhowtouseit.2.Studentstakeacloselookatthepicturesandchoosethethingsthatcanbeusedasmetaphors.3.Studentsworkinpairs,talkaboutthesixpicturesandchoosethethingsthatcanbeusedasmetaphors.4.Somestudentsareinvitedtogivethepresentationofwhattheytalkedabout.5.Studentsworkinpairsforthelasttwoquestions.Toletstudentshaveabetterunderstandingofdecisionmakingthroughthevideo.Understandingideas板塊(theremendeddurationis5–3540minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeReadingThemeContextPeopleandSociety—TheimpactofliteraryworksonreadersContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunit.Thetextispresentedasawebpage,showingabriefintroductiontothecharactersandplotofthebook"MeetonTuesday"andtheevaluationofthebookbyfourreaders.Fromdifferentangles,itanalyzeshowtheprotagonistinthebookfacesdeathcalmly,howtoestablishacorrectoutlookonlife,values,howtotreatfriendshipcorrectly,andAseriesofrealworldissuessuchashowtomakeone'slifemorefulfilling.Theintroductionactivitybeforereadingrequiresstudentstoreadtheremendedtextonthebackcoverofthebookandanswerquestions.Itaimstoactivatestudents'interestinreadingthebook.Studentsareinvitedtoquicklybrowsethefourreviewsinthereadingactivities,andthinkabouthowdifferentreaderswillevaluatethebook,sothatstudentscanquicklyunderstandthemeaningofthearticle.Postreadingactivitieshelpstudentsgraduallygainanindepthunderstandingofthesubjectofthetext,appreciatetheexpressionofthetext,explorethesubjectideasoftheunit,andcultivatestudents'literaryappreciationabilitybyselectingthetopicsmentionedinthearticle,fillingoutforms,andansweringopenquestions.Teachinggoal1:Guidestudentstoobtainthemaincontentofthetextandinitiallyunderstandthemainthrustofthebook"MeetonTuesday";2Guidestudentstoreadthetext,perceivethetext'sdiscoursestructureandlanguagecharacteristics,learnandmasterthetopicrelatedexpressionsinthetext,andbeabletousetheexpressionstheyhavelearnedtomunicate;3Helpstudentstohaveapreliminaryunderstandingofhowtowritebookreviewsandhowtowriteintroductionstoliteraryworksbasedonthecontentofeachsectionofthetext,andatthesametimedeepentheirunderstandingofthesubjectideasoftheunit.TeachingfocusGuidestudentstoreadthetext,understandtheparagraphs,andgraspthestructureofthetext;2.Guidestudentstounderstandthestylisticcharacteristicsofliteraryworksandtheirreviews/theories.Teachingdifficulty1.Howtoguidestudentstounderstandthestructureofdramaandgrasptheimportantinformationofthecharacters;2.Howtoguidestudentstoappreciateliteraryworksandimprovetheirliteraryappreciationlevel.Teachingstrategy“Prelearning,Whilelearning,andPost”learning"strategy(PWPmode)TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadveryfasttheremendationsonthebackcoverofthebookandgetreadyforthefirsttask(thetwoquestions).2.Teacheraskstheclasstoaskandanswerthe2questionsinpairsandthenexchangetherole.3.Teacherinvitestwoormoregroupstothefrontorjuststanduptogivetheirpresentations.1.Studentsreadveryfasttheremendationsonthebackcoverofthebookandgetreadyforthefirsttask(thetwoquestions).2.Studentsworkinpairsandaskandanswerthe2questionsandthenexchangetherole.3.Twoormoregroupsgivetheclasstheirpresentations.1.Toenablethestudentstothinkabouttheirwayoflife.2.Toconnecttheshortpassagewiththestudents’life.3.Toarousethestudents’curiosityabouttheirlife’sjourney.Activity21.Teacherasksstudentstoreadthepassageandpredictwhatitisabout.2.Teacherasksstudentstoworkingroupstodecidehowmanystarsthefourpeoplewouldgivethebook.3.Teacherinvitestwoormoregroupstothefrontorjuststanduptosharetheirresultsorreasons.1.Studentsreadthetextquickly,predictingwhatthepassageisabout.2.Studentsworkingroupstodecidehowmanystarsthefourpeoplewouldgivethebook.3.Twoormoregroupsetothefrontorjuststanduptosharetheirresultsorreasons.1.Toenablethestudentstoimprovetheirskillsinfastreading.2.Tomakestudentshaveabetterunderstandingofthereadingpassage.Activity31.Teacherasksstudentstoreadthepassageagainandchoosetheauthor’spurposeinwritingthepassage.2.TeachertellsstudentssomethingabouttheauthorandthebookTuesdayswithMorrie3.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassageagainandchoosetheauthor’spurposeinwritingthepassage.2.StudentshaveageneralideaoftheauthorandthebookTuesdayswithMorrie3.Somestudentssharetheiranswerswiththeclass.Tofigureouttheauthor’spurposeofwritingthepassage.Activity4Think&Share1.Teacherasksstudentstoreadthepassagecarefullyandfigureoutthemainstructureofthepassageandthemainideaofeachpart.2.Teacherasksstudentstoworkingroups,goingoverthepassageagainandchoosingthetopicsofthebookmentionedinthepassageandfindingevidencetosupporttheirchoice.3.Teachercheckstheanswerswiththestudents.4.Teacherasksstudentstoreadthepassageagainsoastofurtherunderstandthestructureofthepassage.5.Teacherinvitessomestudentstoretellthepassageandothersmaymakements.6.Teacherdealswithsomeofthemostimportantlanguagepoints,sentencepatterns,grammaritemsaswellasthefigureofspeech—metaphor.7.Teacheraskstudentstoworkinpairsandchoosethetopicsofthebookmentionedinthepassageandthenfindevidencetosupporttheirchoices.8.Teacherasksstudentstoworkingroupstoorganiseinformationfromthepassageandpletethetable.Afterthat,teacheraskssomestudentstogivetheiranswersandcheckthemonebyone.9.Teacherasksstudentstogoonline,astheirhomework,tofindoutwhatothermentshavebeenmadeonthisbookandwhetherthesementsmakethemwanttoreadthebookandthengivereasons.Sharetheirfindingsinclass.10.Teacherasksstudentsifthesementsmakethemwanttoreadthebookandthengivereasons.1.Teacherasksstudentstoworkinpairsandreadcarefullythefourquestionsandgetreadyfortheanswers.2.Teacherasksstudentstoworkingroups,discussingtheanswerstothefourquestions.3.Teacheraskspairsofstudentstothefronttogivepresentationofthispart.1.Studentsreadthepassagecarefullyandfigureoutthemainstructureofthepassageandthemainideaofeachpart.2.Studentsworkingroups,goingoverthepassageagainandchoosingthetopicsofthebookmentionedinthepassageandfindingevidencetosupporttheirchoice.3.Studentsworkinclasstochecktheanswerswiththeteacherortheirdeskmate.4.Studentsreadthepassageagaintofurtherunderstandthestructureofthepassage.5.Somestudentsretellthepassage,whileothersmaymakesomements.6.Studentsmayraisetheirhandsiftheyhaveanyquestion(s)concerningtheseitemstoasktheteacher,esp.thefigureofspeech—metaphor.7.Studentsworkinpairsandchoosethetopicsofthebookmentionedinthepassageandthenfindevidencetosupporttheirchoices.8.Studentsworkingroupstoorganiseinformationfromthepassageandpletethetable.Afterthat,studentsmayraisetheirhandsandgivetheiranswersandcheckthemonebyone.9.Studentsgoonline,astheirhomework,tofindoutwhatothermentshavebeenmadeonthisbookandwhetherthesementsmakethemwanttoreadthebookandthengivereasons.Sharetheirfindingsinclass.10.Studentstrytofindoutwhetherthesementsmakethemwanttoreadthebookandthengivereasons.1.Studentsworkinpairsandreadthefourquestionscarefullyandgetreadyfortheanswers.2.Studentsworkingroupsanddiscusstheanswerstothefourquestions.3.Pairsofthestudentsareinvitedtothefrontoftheclass,andgivepresentation,whileothersmakements.1.Tofigureoutthemainideaaswellasthestructurewithsomedetailsofthereadingpassage.2.Toenablestudentstobemorefamiliarwiththetext.3.Tolearnhowtousethefigureofspeech—metaphor.Usinglanguage板塊(remendedduration70–90Minutes,teacherscanadjustattheirdiscretionaccordingtotheactualteachingsituation.)CourseTypeReading++Practicing+Listening+SpeakingThemeContextPeopleandSocietyAesop'sFablesAnalysisofthecontentThemaincontentofthegrammarpartisthepassivevoicereviewofverbs.ThetwoactivitiesaretheintroductionofAesop'sfablesandthereadingofpicturesandwritingstoriestohelpstudentsreviewandconsolidatetheusageofpassivevoiceinaspecificcontext;thevocabularypartpresentsexpressionsrelatedto“l(fā)ifeproverbs”throughdialogueinseveralrealscenes;thelisteningandspeakingpartisaninterviewthatintroducesaneightyoneyearold.Thestoryofanoldmanwhowenttocollegeattheageof18.Thissectionhelpsstudentstofocusonthemeaningandfunctionoflanguageindepth,anddeepentheirunderstandingofunittopicsandimprovetheirprehensiveuseoflanguagethroughprehensivetrainingofskillsintherealcontext.Teachinggoal1:Guidestudentstoreview,consolidate,andflexiblyusethepassivevoiceofverbsintheactualcontext,andlearntousethepassivevoiceappropriatelyinwriting;2Guidestudentstolearnandusemonproverbsinlifetounderstandthemeaningandusagescenariosoftheseproverbs;3Leadstudentstolearn“l(fā)ivetobeold,learnThestoryof”old",experiencethemeaningoflifelonglearning,andcultivateanoptimisticoutlookonlifeandvalues.Teachingfocus1.Guidestudentstounderstandthebasiccharacteristicsofpassivevoiceanduseitflexiblyintherealcontext;2.Guidestudentstomasterandproperlyusevocabulary(phrases)relatedtothetopicofthisunit;3.Guidestudentsstepbysteptorealizetheimportanceof“l(fā)ifeclass”inthecourseofhumanlife.Teachingdifficulty1.Guidestudentstocorrectlyusetheverbpassivevoiceintherealcontext態(tài);2.Guidestudentshowtofacevariousproblemsthatmayariseinlife.Teachingstrategytaskbasedpedagogy,listeningandspeakingpedagogy,municativepedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstotakeacloselookatthethreesentencesintheboxandpayspecialattentiontothepassivevoiceinbold.Thenmatchthemtothereasonwhythepassivevoiceisused.2.Teachersumsupthepassivevoiceofalltheeightdifferenttensesforthestudentstohaveanoverallideaofthisitem.1.Studentslookcloselyatthethreesentencesintheboxandpayspecialattentiontothepassivevoiceinbold.Thenmatchthemtothereasonwhythepassivevoiceisused.2.Studentsfollowtheteachertohaveanoverallideaofthepassivevoiceofalltheeightdifferenttenses.Tofindoutthestructure,payingattentiontothedifferentformsofthepassivevoice.Togetfamiliarwithalltheeightdifferentformsofthepassivevoiceandbeabletousethemfreely.Activity21.Teacherasksstudentstogooverthereadingpassageformoresentenceswiththesestructuresandunderlinethem.2.Teacherasksstudentstoworkinpairstochecktheanswersandtalkaboutwhythepassivevoiceisused.3.Teacherinvitesomestudentstosharetheirpairworkwithothers.1.Studentsgooverthereadingpassageformoresentenceswiththesestructures.2.Studentsworkinpairstochecktheanswersandtalkaboutwhythepassivevoiceisused.3.Studentssharetheirpairworkwithothers.Toapplythegrammaritemthepassivevoicelearnedinacorrectcontext.Activity31.Teacherasksstudentstoreadtheparagraphaloudonceormoretimesifneeded.2.Teacherasksstudentstorewritethegivenparagraphusingthepassivevoicewhereappropriate.3.Teacherasksstudentstosharetheirwritinginclass.1.Studentsreadaloudtheparagraphonceormoretimesifneeded.2.Studentsrewritethegivenparagraphusingthepassivevoicewhereappropriate.3.Studentssharetheirwritinginclass.Toenablestudentstousethepassivevoiceofverbsinarealcontext.Activity41.TeacherasksstudentstolookatthefourpicturescarefullyandwritethestoryfromAesop’sFables,usingthepassivevoicewhereappropriate.2.Teacherasksstudentstoworkinpairstoimproveeachother’swriting.3.Teacherinvitessomestudentstosharetheirwritingwiththeclassusingappropriatepassivevoice.1.StudentslookatthefourpicturescarefullyandwritethestoryfromAesop’sFables,usingthepassivevoicewhereappropriate2.Somestudentsworkinpairstoimproveeachother’swriting.3.Somestudentssharetheirwritingwiththeclassusingappropriatepassivevoice.Tofurtherunderstandtheuseofthepassivevoices.Activity51.Teacherasksstudentstoworkinpairs,tellingeachotheranotherfabletheyknow,usingthepassivevoicewhereappropriate.2.Teacherasksstudentstoshareinclassthefabletheyknow.3.Teacherinvitessomeotherstudentstomakesomementonthefableshared.1.Studentsworkinpairs,tellingeachotheranotherfabletheyknow,usingthepassivevoicewhereappropriate.2.Studentsshareinclassthefabletheyknow.3.Someotherstudentsmakesomementonthefableshared.Tousewhattheyhavelearntaboutfableandgrasptheusage(s)ofthepassivevoiceinauthenticsituation.Activity61.Teacherasksstudentstoreadtheconversationsquicklyandguesswhatproverbmaybeputineachconversation.2.Teacherasksstudentstoworkinpairstocheckwhethertheyhavegotthecorrectproverbineachconversation.Teachermayhelpthemifnecessary.3.Teacherencouragesseveralpairstoshowtotheclasstheiranswerstothesixconversations.4.Teacherinvitessomepairsofstudentstoreadaloudthesixconversationsandthenthewholeclassreadthemaloudtogether.1.Studentsreadtheconversationsquicklyandguesswhatproverbmaybeputineachconversation.2.Studentsworkinpairs,checkingwhethertheyhavegotthecorrectproverbineachconversation.Teachermayhelpthemifnecessary.3.Differentpairsetothefronttoshowtheiranswerstotheclass,andothersmakements.4.Somepairsofstudentsreadaloudthesixconversationsandthenthewholeclassreadthemaloudtogether.TomakegooduseoftheproverbsinActivity4.Activity71.Teacherasksstudentstoreadaloudthesixsentencesloudly.2.TeacherasksstudentstoworkinpairstodoActivity6:onereadingtheexplanations,theothergivingtheproperproverbs.3.Teacherinvitessomepairstothefrontorjuststanduptogivepresentation.4.Teacherasksstudentstoworkingroupsandtrytothinkofotherproverbswithsimilarmeanings.Andthensharetheminclass.1.Studentsreadthepassageoncemore.2.StudentsworkinpairstodoActivity6:onereadingtheexplanations,theothergivingtheproperproverbsandthenexchangetherole.3.Somepairsofstudentsetothefrontorjuststanduptogivepresentation.4.Studentsworkingroupsandtrytothinkofotherproverbswithsimilarmeanings.Andthensharetheminclass.Todevelopstudents’prehensiveskillsinusingEnglish.Activity81.Teacherasksstudentstoreadthetitleandpredictwhattheinterviewisabout.2.Teacherasksstudentstolistentotheinterviewandchoosethebestheadline.3.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthetitleandpredictwhattheinterviewisabout.2.Studentslistentotheinterviewandchoosethebestheadline.3.Somestudentssharetheiranswerswiththeclass.TohelpstudentsunderstandthemainideaofthelisteningmaterialActivity91.Teacherasksstudentstoreadthenotesandgetthemainideaofthenotes.2.Teacherasksstudentstolistentotheinterviewandkeepnotesofthekeyideaoftheinterview.3.Teacherasksstudentstopletethenotes.4.Teacherplaystheinterviewagainandasksthestudentslistenandchecktheiranswers.5.Teacherinvitessomestudentstosharetheiranswers,otherstudentsmakesupplements.6.TeacherasksstudentstoworkinpairsandtalkaboutwhattheycanlearnfromJanet’sstory.1.Studentsreadthenotesandgetthemainideaofthenotes.2.Studentslistentotheinterviewandkeepnotesofthekeyideaoftheinterview.3.Studentspletethenotes.4.Studentslistentotheinterviewagainandchecktheiranswers.5.Somestudentssharetheiranswers,otherstudentsmakesupplements.6.StudentsworkinpairsandtalkaboutwhattheycanlearnfromJanet’sstory.TomakestudentsunderstandthedetailsofthelisteningmaterialActivity101.Teacherasksstudentstopletetheboxeswiththeexpressionsfromtheinterview.2.Teacheraskssomestudentstosharetheiranswerswiththeclass.1.Studentspletetheboxeswiththeexpressionsfromtheinterview.2.Somestudentssharetheiranswerswiththeclass.Tohelpstudentspractisetheexpressionsabouttalkingaboutexperiencesandgivingadvice.Activity111.Teacherasksstudentstoworkinpairsandtelleachotherastoryaboutthemselves.2.Teacherasksstudentstosummarisetheirpartner’sstorybyaproverbinthissection.3.Teacherinvitessomegroupstosharetheirstoriesandproverbs.4.Teacherasksstudentstoevaluatetheirperformanceinthissection.1.Studentsworkinpairsandtelleachotherastoryaboutthemselves.2.Studentstosummarisetheirpartner’sstorybyaproverbinthissection.3.Somegroupssharetheirstoriesandproverbs.4.Studentsevaluatetheirperformanceinthissection.Tohelpstudentsevaluatetheirperformanceinthissection.Develingidea板塊(theremendedduration80–is8090minutes,andteacherscanadjustitasappropriateaccordingtotheactualteaching.)CoursetypeReading+WritingThemeContextPeopleandSocietyGoodinterpersonalRelationshipsandsocialinteractionContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunitfromanotherperspective.Thetypeofdiscourseisdrama,excerptedfromafamousBelgiandrama"Bluebird".Inthisscript,theauthordiscussesthetruemeaningofhappinesswiththereaderthroughtheuseofsymbolism.Thispartisthesynopsisoftheentireplay"Bluebird".Throughthestudyofthissection,studentscandeepentheirunderstandingofthesubjectoftheunit,masterthewritingmethodofthesynopsis,andfurtherimprovethelevelofdramaappreciation.Teachinggoal1:Guidestudentstounderstandthecharacters,background,plotanddevelopmentoftheexcerptsfromthedrama"Bluebird";grasptheinterpretationofthedramainothersubsequentactivities;atthesametime,theycanunderstand,learn,andgraduallymasterthedrama'scharactercharacterizationandplotdevelopmentmethods,aswellassymbolic,exaggerated,anthropomorphicandotherrhetoric.Technique;2Helpstudentstoprehendthethemeofthedramaonthebasisofunderstandingtheplotofthetext,soastodeepentheirunderstandingofthemeaningofthethemeoftheunit;experiencethetruemeaningofhappiness,andgraduallyformapositiveattitudetolifethatdoesnotloseitsambitionindifficultsituationsandisnotafraidofhandsandfeetinthestruggle;atthesametimelearntosticktoandfighthard,graduallyDevelopgoodqualitiesthatdaretochallengethemselvesandarewillingtohelpothers;3Guidestudentstodiscoverthebasiccontent,stylisticcharacteristicsandwritingtechniquesofthedramasynopsisbyobservingthediscourse,andbeabletousetheknowledgetheyhavelearnedtowriteadramasynopsis.Teachingfocus1.Guidestudentstograspthecharacters,background,plotanddevelopmentofthedramaonthebasisofunderstandingthecontentofthetext;2.Cultivatestudentstoformapositiveattitudetowardslifethat“doesnotlosetheirambitions”indifficult，situationsand“doesnotfeartheirhandsandfeet”instruggle;atthesametime,learntosticktoandfighthard,andgraduallypossessthegoodqualitiesof“daringtochallengeoneself”and“willingtohelpothers”.Teachingdifficulty1.Howtoguidestudentstoaccuratelyu