外研版2019选择性必修第四册Unit 4 Everyday economics Period 1 Starting out and understanding ideas 教学设计
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| 名称 | 外研版2019选择性必修第四册Unit 4 Everyday economics Period 1 Starting out and understanding ideas 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 3.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-29 20:58:24 | ||
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Unit 4 Everyday economics
Period 1 Starting out & Understanding ideas
教学设计
( Teaching material analysis)
As an introduction to this unit, the part “Start out” briefly introduces the emergence and a brief history of development of money. Pictures in Activity 2 present various types of economic activities associated with money in daily life. Students are expected to describe the economic activities involved in in life, which will arouse students’ interest in taking about the topic.
In the reading part, the text is a news feature, covering a college graduate’s entrepreneurial experience, lessons learned from work as well as her suggestions offered to young people who are interested in starting a business. Students are expected to organize information from the text so that they can understand the main writing purpose, comb the structure and think about and share his or her personal career orientation and future life planning.
(Teaching objectives & Core Competencies and Values for students)
1. Lead students to watch the video and look at pictures so as to activate and expand their background knowledge about monetary and everyday economics.
2. Guide students to describe daily economic activities and talk about the role of monetary in life as well as the trend of development of future monetary system.
3. Help students better understand the text, including the structure, the writing purpose, key details, and effectively deal with reading tasks.
4. Lead students to share what to learn from the heroine of a successful business, such as her personal character, her positive attitude towards life and so on.
(Teaching focuses)
1. Lead the students to get key information and talk about pictures about everyday economic activities.
2. Develop students’ reading comprehension and better understand the characteristics of a feature story.
3. Guide the students to think about and share the reasons why the heroine achieved success in her business.
(Teaching procedures)
Step 1 Starting out
Activity 1 Watch the video and answer the questions.
① What is the video about
② What stages are mentioned in the video What are they like
Activity 2 Look at the pictures on Page 37 and complete the following the forms.
Pictures What activities what they have in common
Paying coins for vegetables The pictures show types of economic behaviors and they are related to currency of various forms.
Using an ATM card
Donating money to people in need
Paying through an app on a smartphone
Step 2 Before reading
Activity 1 Look at the charts on Page 38and answer the following questions.
Question 1: What options do college students have after graduation
Question 2: What does the chart tell you about the trend of college graduates starting their own business
Step 3 Fast reading
Activity 2 Read the passage on Page 38 fast and answer the following questions.
1. What decision did Zhang Yue make to develop her career (answer : A)
A. She decided to return her home town and start a business growing roses.
B. She decided to return her home and start a company selling cosmetics.
C. She decided to return her home town and run a training school.
2. Which words can best describe Zhang Yue (answer : B)
A. Diligent and experienced
B. Passionate and devoted
C. Potential and doubtful
3. What was Zhang Yue biggest difficulty at the beginning (answer : A)
A. Lacking much money
B. Being refused by others
C. Lacking labour force
Step 4 Further reading
Activity 3 & Activity 4
1. Choose the main purpose of the text and give your reasons. (answer : D)
A. To introduce the main reasons why young people choose to start their own businesses.
B. To analyse the pros and cons of young people starting their own business.
C. To encourage all young people to start their own business after graduation.
D. To help young think more realistically before starting their own business.
E. To teach young people the correct procedures for starting their own businesses.
2. Organize information from the passage and complete the interview notes on Page 40.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10
Step 5: Post- reading
Think & share
Think back the content of the passage and answer the following the question.
1. What do you think has contribute to Zhang Yue’s success
2. What other difficulties do you think young people encounter when starting their own business
3. How well do you understand the characteristics of a feature story How are these characteristics reflected in the reading passage
Step 6: Language appreciation
1. It was only after graduating from university overseas and returning to visit her parents that Zhang realized the potential.
[句式分析] 本句采用了强调句结构，即“It’s +被强调部分+that+其它部分”。使用强调句时注意几点：形式主语it不能用其它词代替；被强调部分指人时，可以用who代替，其它情况一律用that；强调句型的判断方法：去掉it’s 和who/that，适当调整语序，若能还原成完整的句子，则为强调句型，否则就不是。
[尝试翻译] 直到她从海外大学毕业回家看望父母后，张悦才意识到自己的潜力。
2. They stared back, their blank faces giving no clue as to what they would say next.
[句式分析] 该句中“their blank faces giving no clue”为“名词+现在分词”构成独立主格结构，在句子中作伴随状语。独立主格结构的特点为：该结构的逻辑主语与句子的主语不相同，而且没有使用连接词。独立结构的逻辑主语与其后的动词构成主动关系时，用现在分词；构成被动关系时，用过去分词；表示将来动作时，用不定式形式。
[尝试翻译] 他们也盯着对方，脸上毫无表情，不知道接下来要说什么。
3. She is not the only young person to have been bitten by the start-up bug.
[句式分析] 不定式短语“to have been bitten by the start-up bug”作后置定语，修饰“the only young person”。
[尝试翻译] 她不是唯一一个对创业感兴趣的年轻人。
Step 7: Assignments
1. Review the basic usage of the new words and expressions learned in this period.
2. Read and listen again for a better understanding of the text .
3. Writing a 60-word summary of the passage.
Period 1 Starting out & Understanding ideas
教学设计
( Teaching material analysis)
As an introduction to this unit, the part “Start out” briefly introduces the emergence and a brief history of development of money. Pictures in Activity 2 present various types of economic activities associated with money in daily life. Students are expected to describe the economic activities involved in in life, which will arouse students’ interest in taking about the topic.
In the reading part, the text is a news feature, covering a college graduate’s entrepreneurial experience, lessons learned from work as well as her suggestions offered to young people who are interested in starting a business. Students are expected to organize information from the text so that they can understand the main writing purpose, comb the structure and think about and share his or her personal career orientation and future life planning.
(Teaching objectives & Core Competencies and Values for students)
1. Lead students to watch the video and look at pictures so as to activate and expand their background knowledge about monetary and everyday economics.
2. Guide students to describe daily economic activities and talk about the role of monetary in life as well as the trend of development of future monetary system.
3. Help students better understand the text, including the structure, the writing purpose, key details, and effectively deal with reading tasks.
4. Lead students to share what to learn from the heroine of a successful business, such as her personal character, her positive attitude towards life and so on.
(Teaching focuses)
1. Lead the students to get key information and talk about pictures about everyday economic activities.
2. Develop students’ reading comprehension and better understand the characteristics of a feature story.
3. Guide the students to think about and share the reasons why the heroine achieved success in her business.
(Teaching procedures)
Step 1 Starting out
Activity 1 Watch the video and answer the questions.
① What is the video about
② What stages are mentioned in the video What are they like
Activity 2 Look at the pictures on Page 37 and complete the following the forms.
Pictures What activities what they have in common
Paying coins for vegetables The pictures show types of economic behaviors and they are related to currency of various forms.
Using an ATM card
Donating money to people in need
Paying through an app on a smartphone
Step 2 Before reading
Activity 1 Look at the charts on Page 38and answer the following questions.
Question 1: What options do college students have after graduation
Question 2: What does the chart tell you about the trend of college graduates starting their own business
Step 3 Fast reading
Activity 2 Read the passage on Page 38 fast and answer the following questions.
1. What decision did Zhang Yue make to develop her career (answer : A)
A. She decided to return her home town and start a business growing roses.
B. She decided to return her home and start a company selling cosmetics.
C. She decided to return her home town and run a training school.
2. Which words can best describe Zhang Yue (answer : B)
A. Diligent and experienced
B. Passionate and devoted
C. Potential and doubtful
3. What was Zhang Yue biggest difficulty at the beginning (answer : A)
A. Lacking much money
B. Being refused by others
C. Lacking labour force
Step 4 Further reading
Activity 3 & Activity 4
1. Choose the main purpose of the text and give your reasons. (answer : D)
A. To introduce the main reasons why young people choose to start their own businesses.
B. To analyse the pros and cons of young people starting their own business.
C. To encourage all young people to start their own business after graduation.
D. To help young think more realistically before starting their own business.
E. To teach young people the correct procedures for starting their own businesses.
2. Organize information from the passage and complete the interview notes on Page 40.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10
Step 5: Post- reading
Think & share
Think back the content of the passage and answer the following the question.
1. What do you think has contribute to Zhang Yue’s success
2. What other difficulties do you think young people encounter when starting their own business
3. How well do you understand the characteristics of a feature story How are these characteristics reflected in the reading passage
Step 6: Language appreciation
1. It was only after graduating from university overseas and returning to visit her parents that Zhang realized the potential.
[句式分析] 本句采用了强调句结构，即“It’s +被强调部分+that+其它部分”。使用强调句时注意几点：形式主语it不能用其它词代替；被强调部分指人时，可以用who代替，其它情况一律用that；强调句型的判断方法：去掉it’s 和who/that，适当调整语序，若能还原成完整的句子，则为强调句型，否则就不是。
[尝试翻译] 直到她从海外大学毕业回家看望父母后，张悦才意识到自己的潜力。
2. They stared back, their blank faces giving no clue as to what they would say next.
[句式分析] 该句中“their blank faces giving no clue”为“名词+现在分词”构成独立主格结构，在句子中作伴随状语。独立主格结构的特点为：该结构的逻辑主语与句子的主语不相同，而且没有使用连接词。独立结构的逻辑主语与其后的动词构成主动关系时，用现在分词；构成被动关系时，用过去分词；表示将来动作时，用不定式形式。
[尝试翻译] 他们也盯着对方，脸上毫无表情，不知道接下来要说什么。
3. She is not the only young person to have been bitten by the start-up bug.
[句式分析] 不定式短语“to have been bitten by the start-up bug”作后置定语，修饰“the only young person”。
[尝试翻译] 她不是唯一一个对创业感兴趣的年轻人。
Step 7: Assignments
1. Review the basic usage of the new words and expressions learned in this period.
2. Read and listen again for a better understanding of the text .
3. Writing a 60-word summary of the passage.