Develping ideas部分包含兩部分：第一部分是一篇關(guān)于年輕人價(jià)值觀的文章。先用餅狀圖醒目地列出一所高校學(xué)生各種支出的具體比例，引發(fā)學(xué)生思考：中學(xué)生的消費(fèi)觀以及怎樣理性消費(fèi)。文章由青少年兩種不同的消費(fèi)理念：無(wú)限度支取家長(zhǎng)的信用卡和合理利用自己手中的錢(qián)，做一些公益事業(yè)，幫助那些需要幫助的人，引出Jery Witkvsky的“四罐理財(cái)法”。第二部分 Writing a reflectin要求閱讀故事寫(xiě)反思。首先簡(jiǎn)要概述故事的內(nèi)容，接著陳述自己的看法，對(duì)故事進(jìn)行梳理并對(duì)其作深刻的反思、探究，剖析故事所要傳達(dá)的寓意，最后得出結(jié)論。
Presenting ideas部分通過(guò)引用名人名言，讓學(xué)生思考自律和自我管理的重要性，引導(dǎo)學(xué)生樹(shù)立正確的價(jià)值觀。
課時(shí)目標(biāo)：
1.掌握本課時(shí)的重點(diǎn)單詞 headline、district、necessity，tthpaste、sap、item、unprecedentedly、jar、invest、lifelng、visin、likewise、bjectively、equip、nail和短語(yǔ)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，并能熟練運(yùn)用。
2.通過(guò)閱讀，了解 Jerry Witkvsky的“四罐理財(cái)法”，正確引導(dǎo)學(xué)生的消費(fèi)行為，培養(yǎng)學(xué)生良好的消費(fèi)習(xí)慣和理財(cái)能力，將錢(qián)花在最有意義的地方，樹(shù)立正確的價(jià)值觀。
3.通過(guò)學(xué)習(xí)范文，引導(dǎo)學(xué)生了解正確理財(cái)?shù)闹匾?，加深?duì)單元主題意義的認(rèn)識(shí)，從而養(yǎng)成良好的消費(fèi)習(xí)慣。
重點(diǎn)難點(diǎn):
重點(diǎn)：
掌握重點(diǎn)詞匯 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.了解反思類作文的基本結(jié)構(gòu)，掌握寫(xiě)作方法和技巧。
3.中學(xué)生消費(fèi)觀的變化、理財(cái)觀的建立是生活中的重要方面。對(duì)于高中生而言，學(xué)習(xí)文化知識(shí)固然重要，但是在此階段養(yǎng)成良好的消費(fèi)習(xí)慣，具備一定的理財(cái)意識(shí)同樣重要。因?yàn)檫@關(guān)系到他們?nèi)蘸蟛饺肷鐣?huì)時(shí)，關(guān)于財(cái)富的種種觀念的生成。
難點(diǎn):
1.了解反思類作文的基本結(jié)構(gòu)，掌握寫(xiě)作方法和技巧。
2.培養(yǎng)中學(xué)生正確的理財(cái)觀念，樹(shù)立正確的價(jià)值觀。
教學(xué)準(zhǔn)備：
教師準(zhǔn)備：
1.做好該部分內(nèi)容的PPT和音頻。
2.有關(guān)學(xué)生理財(cái)?shù)氖吕?br>學(xué)生準(zhǔn)備：
1.用簡(jiǎn)短的英語(yǔ)描述生活中有關(guān)理財(cái)?shù)男∈吕?br>2.上網(wǎng)查資料：了解理性理財(cái)?shù)闹匾浴?br>教學(xué)過(guò)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?
【設(shè)計(jì)意圖】通過(guò)觀察餅狀圖回答問(wèn)題，引發(fā)學(xué)生的思考，引出學(xué)生消費(fèi)用項(xiàng)和消費(fèi)習(xí)慣的話題，從而導(dǎo)入閱讀內(nèi)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.
【設(shè)計(jì)意圖】通過(guò)設(shè)置歸納標(biāo)題大意、段落大意和填表格這些閱讀理解題目，引導(dǎo)學(xué)生提取關(guān)鍵信息，進(jìn)一步了解文章結(jié)構(gòu)和主要內(nèi)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
【備注】詞匯知識(shí)點(diǎn)講解詳見(jiàn)第二教案“新知探究”。
（3）Read the passage again and retell it.
【設(shè)計(jì)意圖】復(fù)述的過(guò)程是將學(xué)過(guò)的文章經(jīng)過(guò)加工處理，用自己的語(yǔ)言，以口頭形式進(jìn)行表述。這種表述不是對(duì)已知材料簡(jiǎn)單的、機(jī)械的重復(fù)，而是經(jīng)過(guò)自己大腦言語(yǔ)中樞的“加工”，創(chuàng)造性地再現(xiàn)已知語(yǔ)言材料的內(nèi)容。教師要在每個(gè)學(xué)生復(fù)述完畢后給予中肯的評(píng)價(jià)及熱情的鼓勵(lì)，同時(shí)糾正一些錯(cuò)誤。通過(guò)反饋，復(fù)述者本人及其他學(xué)生都能了解到彼此的優(yōu)點(diǎn)及不足之處。大家可以通過(guò)互相學(xué)習(xí)，互相借鑒，使以后的課文復(fù)述變得更好、更精彩。
3.Pst reading.
（1）D Activity 3 n Page 22.
Organise infrmatin frm the passage and cmplete the diagram.
【設(shè)計(jì)意圖】該題以思維導(dǎo)圖的形式將文章的主要內(nèi)容呈現(xiàn)出來(lái)，框架清晰。學(xué)生填寫(xiě)表格的過(guò)程是獲取關(guān)鍵信息并進(jìn)一步理清文章主線的過(guò)程，鍛煉了歸納概括的能力。
(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.
【設(shè)計(jì)意圖】讓學(xué)生從文章中提到的四個(gè)罐子中選出自己認(rèn)為最重要的，并陳述理由。教師引導(dǎo)學(xué)生明確自己的觀點(diǎn)，并運(yùn)用例證法說(shuō)明，提高學(xué)生對(duì)文章構(gòu)思的理解和語(yǔ)言表達(dá)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.
【設(shè)計(jì)意圖】通過(guò)練習(xí)，引導(dǎo)學(xué)生學(xué)會(huì)反思類文章的寫(xiě)作，首先敘述故事梗概，然后闡明自己的觀點(diǎn)和看法，最后得出結(jié)論。在練習(xí)的過(guò)程中，學(xué)會(huì)分析文章結(jié)構(gòu)和寫(xiě)作要素，提高自己的寫(xiě)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
君子必慎其獨(dú)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.
【設(shè)計(jì)意圖】通過(guò)閱讀名人名言，討論其含義、選取其中一則分析其含義并以例子佐證，然后向全班展示，提高學(xué)生布局謀篇和語(yǔ)言表達(dá)能力，鍛煉了學(xué)生分析問(wèn)題、解決問(wèn)題的能力，讓學(xué)生學(xué)會(huì)在寫(xiě)作中運(yùn)用例證法。
Step V Hmewrk
Review the language pints learnt in class.
板書(shū)設(shè)計(jì)：
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

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Unit 2 Improving yourself

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