外研版（2019）高中英语选择性必修第四册 Unit1 Looking forwards Understanding ideas 板块教学设计
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| 名称 | 外研版（2019）高中英语选择性必修第四册 Unit1 Looking forwards Understanding ideas 板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 22:02:44 | ||
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Unit1 Understanding ideas板块教学设计
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课 型 Reading
主题语境 人与社会 — 良好的人际关系与社会交往
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为论说文。课文通过夹叙夹议的方式，讲述了美国著名作家Ernest Hemingway 和苏格兰著名作家Arthur Conan Doyle 这两位杰出人物不同凡响的故事，论述了他们是如何在人生的重要时刻做出重大的选择或决定，并坚持不懈、矢志不渝，最终名闻天下的。读前的导入活动通过请学生完成一份问卷，帮助学生总结自己过去取得的进步，规划未来的目标。读中活动请学生看课文标题，预测课文内容。读后通过完成段落匹配并回答问题，分析逻辑结构和回答开放性问题，帮助学生深入理解课文、赏析课文，探究单元主题意义。
教学目标 1 请学生完成问卷，引导学生基于问卷的内容总结过去、放眼未来； 2 引导学生获取课文主要信息，叙述课文中两位作家的成长历程，他们在成长过程中的不同际遇及代表作。同时，学生结合自己的成长经历，理解如何“面对未来”； 3 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流； 4 帮助学生基于课文内容，从两位作家如何憧憬未来、采取行动、面对现实、做出决定、做出改变等方面进行思考。同时，引导学生结合两位作家成长故事中可汲取的积极人生态度以及课文中Steve Jobs 的名言，加深对单元主题的认识。。
教学重点 1. 引导学生读懂语篇，理解文段、把握课文结构； 2. 引导学生了解夹叙夹议的文体特征。
教学难点 1. 如何引导学生理解语篇结构，把握文本重要信息； 2. 如何引导学生欣赏文学作品，提升他们的文学修养。
教学策略 “Pre-learning, While-learning, and Post-learning” strategy （P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks students to complete the questionnaire and share their answers with the class. 2. Teacher asks the class to ask and answer the 3 questions in pairs. 3. Teacher chooses one or two groups to share their results with the class. 1. Students tick the answer individually and share it with others around. 2. Students work in groups and find out the most popular answers. 3. One or two groups present their results to the class. 1. To conclude the students’ ways of making decisions. 2. To connect the passage with the students’ life. 3. To arouse the students’ curiosity about the topic.
Activity 2 1. Teacher asks students to read the title and predict what the passage is about. 2. Teacher asks students to tick the answer from the 4 choices on page 2 of the text- book. 1. Students read the title quickly, predicting what the passage is about. 2. Students choose the correct one from the 4 choices and give their reason(s). 1. To enable the students to improve their fast-reading skills. 2. To make students have a general understanding of the reading passage.
Activity 3 1. Teacher asks students to read the passage quickly and choose the author’s purpose in writing the passage. 2. Teacher invites some students to share their answers with the class. 1. Students read the passage quickly and choose the author’s purpose in writing the passage. 2. Some students share their answers with the class. To figure out the author’s purpose of writing the passage.
Activity 4 Think & Share 1. Teacher asks students to read the passage carefully and figure out the main structure of the passage and the main idea of each paragraph. 2. Teacher asks students to make a compari- son between the two writers and complete the chart in Activity 4. 3. Teacher checks the answers with the students. 4. Teacher asks students to read the passage again so as to further understand the struc- ture of the passage. 5. Teacher invites some students to retell the passage. 6. Teacher deals with some of the most important language points, sentence patterns as well as grammatical items 7. Teacher ask students to work in pairs, reading the sentences from the passage and answer the following 3 questions given in the textbook. 8. Teacher tells students more items about what figure of speech is. 1. Teacher asks students to read carefully the four questions and get ready for the answers. 2. Teacher asks students to work in pairs, discussing the answers to the four questions. 3. Teacher asks pairs of students to the front to give presentation of this part. 1. Students read the passage carefully and figure out the main structure of the passage and the main idea of each paragraph. 2. Students complete the chart in Activity 4, paying attention to the details as well as the similarities. 3. Students check the answers with the teacher or their desk- mate. 4. Students read the passage again to further understand the structure of the passage. 5. Some students retell the passage, while others may make comments. 6. Students may raise their hands if they have any question to ask the teacher. 7. Students work in pairs and read the sentences from the passage and answer the following 3 questions given in the textbook. 8. Students learn more items about what figure of speech is. 1. Students read the four questions carefully and get ready for the answers. 2. Students work in pairs and discuss the answers to the four questions. 3. Pairs of the students are invited to the front of the class, and give presentation, while others make comments. 1. To figure out the main idea as well as the structure with some details of the passage. 2. To enable students to be more familiar with the text. 3. To learn something about the figure of speech. To get students well prepared for their future.
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Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课 型 Reading
主题语境 人与社会 — 良好的人际关系与社会交往
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为论说文。课文通过夹叙夹议的方式，讲述了美国著名作家Ernest Hemingway 和苏格兰著名作家Arthur Conan Doyle 这两位杰出人物不同凡响的故事，论述了他们是如何在人生的重要时刻做出重大的选择或决定，并坚持不懈、矢志不渝，最终名闻天下的。读前的导入活动通过请学生完成一份问卷，帮助学生总结自己过去取得的进步，规划未来的目标。读中活动请学生看课文标题，预测课文内容。读后通过完成段落匹配并回答问题，分析逻辑结构和回答开放性问题，帮助学生深入理解课文、赏析课文，探究单元主题意义。
教学目标 1 请学生完成问卷，引导学生基于问卷的内容总结过去、放眼未来； 2 引导学生获取课文主要信息，叙述课文中两位作家的成长历程，他们在成长过程中的不同际遇及代表作。同时，学生结合自己的成长经历，理解如何“面对未来”； 3 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流； 4 帮助学生基于课文内容，从两位作家如何憧憬未来、采取行动、面对现实、做出决定、做出改变等方面进行思考。同时，引导学生结合两位作家成长故事中可汲取的积极人生态度以及课文中Steve Jobs 的名言，加深对单元主题的认识。。
教学重点 1. 引导学生读懂语篇，理解文段、把握课文结构； 2. 引导学生了解夹叙夹议的文体特征。
教学难点 1. 如何引导学生理解语篇结构，把握文本重要信息； 2. 如何引导学生欣赏文学作品，提升他们的文学修养。
教学策略 “Pre-learning, While-learning, and Post-learning” strategy （P-W-P模式）
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks students to complete the questionnaire and share their answers with the class. 2. Teacher asks the class to ask and answer the 3 questions in pairs. 3. Teacher chooses one or two groups to share their results with the class. 1. Students tick the answer individually and share it with others around. 2. Students work in groups and find out the most popular answers. 3. One or two groups present their results to the class. 1. To conclude the students’ ways of making decisions. 2. To connect the passage with the students’ life. 3. To arouse the students’ curiosity about the topic.
Activity 2 1. Teacher asks students to read the title and predict what the passage is about. 2. Teacher asks students to tick the answer from the 4 choices on page 2 of the text- book. 1. Students read the title quickly, predicting what the passage is about. 2. Students choose the correct one from the 4 choices and give their reason(s). 1. To enable the students to improve their fast-reading skills. 2. To make students have a general understanding of the reading passage.
Activity 3 1. Teacher asks students to read the passage quickly and choose the author’s purpose in writing the passage. 2. Teacher invites some students to share their answers with the class. 1. Students read the passage quickly and choose the author’s purpose in writing the passage. 2. Some students share their answers with the class. To figure out the author’s purpose of writing the passage.
Activity 4 Think & Share 1. Teacher asks students to read the passage carefully and figure out the main structure of the passage and the main idea of each paragraph. 2. Teacher asks students to make a compari- son between the two writers and complete the chart in Activity 4. 3. Teacher checks the answers with the students. 4. Teacher asks students to read the passage again so as to further understand the struc- ture of the passage. 5. Teacher invites some students to retell the passage. 6. Teacher deals with some of the most important language points, sentence patterns as well as grammatical items 7. Teacher ask students to work in pairs, reading the sentences from the passage and answer the following 3 questions given in the textbook. 8. Teacher tells students more items about what figure of speech is. 1. Teacher asks students to read carefully the four questions and get ready for the answers. 2. Teacher asks students to work in pairs, discussing the answers to the four questions. 3. Teacher asks pairs of students to the front to give presentation of this part. 1. Students read the passage carefully and figure out the main structure of the passage and the main idea of each paragraph. 2. Students complete the chart in Activity 4, paying attention to the details as well as the similarities. 3. Students check the answers with the teacher or their desk- mate. 4. Students read the passage again to further understand the structure of the passage. 5. Some students retell the passage, while others may make comments. 6. Students may raise their hands if they have any question to ask the teacher. 7. Students work in pairs and read the sentences from the passage and answer the following 3 questions given in the textbook. 8. Students learn more items about what figure of speech is. 1. Students read the four questions carefully and get ready for the answers. 2. Students work in pairs and discuss the answers to the four questions. 3. Pairs of the students are invited to the front of the class, and give presentation, while others make comments. 1. To figure out the main idea as well as the structure with some details of the passage. 2. To enable students to be more familiar with the text. 3. To learn something about the figure of speech. To get students well prepared for their future.
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