外研版（2019）高中英语选择性必修第四册 Unit1 Looking forwards Developing 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 Developing ideas板块教学设计 |  | |
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| 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 22:05:37 | ||
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Unit1 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长80 – 90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会 —— 良好的人际关系与社会交往
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为议论文，介绍了一首脍炙人口的诗歌《未选择的路》，作者是Robert Frost。本篇课文着重分析、解读了这首诗歌的内容及现实意义，旨在启迪学生勇敢面对未来，做出正确决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会遇到不少困难和曲折，经受各种考验，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出正确判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学目标 1 引导学生理解《未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 2 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不迷失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质； 3 引导学生通过观察求职信，总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学重点 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识； 培养学生“热爱生活”、“勇于担当”的积极人生态度，提高语言运用能力。
教学难点 引导学生理解The Road Not Taken（《未选择的路》）这首诗的内涵并把握好诗后课文对该诗的解读；； 引导学生正确看待今后可能要面临的选择和必须做出决定或取舍。
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 review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Teacher encourages students to read the short introduction of Robert Frost and his best-known poems. 3. Teacher asks students to work in pairs to ask and answer the two questions below the short introduction. 4. Teacher invites some pairs of students to ask and answer the questions. 1. Students review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Students read the short introduction of Robert Frost and his best-known poems. 3. Students work in pairs, asking and answering the two questions below the short introduction. 4. Some students ask and answer the questions in pairs. To get some specific information about the author and accumulate literary knowledge.
Activity 2 1. Teacher asks students to read the passage and find out what it is about. 2. Teacher asks students to read once more the poem aloud and pay attention to the rhythm. 3. Teacher tells students something more about writing styles of the poem. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the rhythm. 3. Students learn something more about writing styles of the poem. To grasp the general idea of the poem.
Activity 3 1. Teacher asks students to read the passage below the poem once more. 2. Teacher asks students to take close look at the topic sentence of each paragraph. 3. Teacher divides the class into groups and asks students to share their understanding of the passage. 4. Teacher asks students from each group to share in class their understanding of the passage, while teacher can make some comment on it. 1. Students read the passage below the poem once more. 2. Students take a close look at the topic sentence of each paragraph. 3. Students work in groups to share their understanding of the passage. 4. Students share in class their group’s understanding of the passage. To have a better understanding of the passage.
Activity 4 1. Teacher asks students to work individually to complete the table with information from the passage. 2. Teacher divides students into groups and asks them to share and discuss what they put in the table. 3. Teacher asks students to read the summary of the poem, their appreciation and interpretation. 4. Teacher asks students to work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Teacher asks students to work in groups and discuss the two interpretations from the 4 respects given on page 10. 6. Teacher asks students to work in class and talk about how well their group completed the report and how others’ opinions have helped them better understand the poem. 1. Students work individually to complete the table with information from the passage. 2. Students work in groups, sharing and discussing what they put in the table, while others make some comments. 3. Students read the summary of the poem, their appreciation and interpretation. 4. Students work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Students work in groups and discuss the two interpreta- tions from the 4 respects given on page 10. 6. Students work in class and talk about how well their group completed the report and how others’ opinions have helped them better under- stand the poem. To be familiar with the text and experience the feelings of the poet. To improve the students’ speaking skill and performing ability.
Learning to Learn 1. Teacher asks students to read the short paragraph of Learning to learn. 2. Teacher explains to the class what symbolism is (or: the definition of symbolism). 3. Teacher asks students to work in groups and try to find more examples of the use of symbolism. 1. Students read the short paragraph of Learning to learn. 2. Students learn what symbolism is ( or: the definition of symbolism). 3. One or two groups share their answers and give reasons, and then others may make some comments. To appreciate the new writing style of symbolism.
Think & Share 1. Teacher asks students to pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Teacher asks students to ask and answer the 5 questions given in this part. 3. Teacher checks the answers with the class. 1. Students pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Students ask and answer the 5 questions given in this part. 3. Students check the answers with the teacher in class. To find out the key elements of poetry so as to appreciate it.
Activity 5 1. Teacher asks students to read the job advertisement and the application letter. 2. Teacher asks students to work in groups, reading the letter again and locating and underlining the 7 statements (from a to g) on the letter, and discussing the structure of a letter. 3. Teacher asks students to work in pairs, matching the headings to the sections. 4. Teacher asks students to write a letter of application. 1. Students read the job advertisement and the application letter. 2. Students work in groups, reading the letter again and locating or under- lining the 7 state- ments (from a to g) on the letter, and discussing the structure of a letter. 3. Students work in pairs, matching the headings to the sections. 4. Students write a letter of application independently. To enable students to write an application letter.
Activity 6 1. Teacher asks students to read the job advertisement in Activity 6 in the Textbook. 2. Teacher asks students to work in pairs, asking and answering the three questions below. 3. Teacher invites pairs of students (to the front) to do the ask-and-answer of the three questions. 4. Teacher asks students to write as a home- work an application letter using the model letter in Activity 5 to help them. 1. Students read the job advertisement in Activity 6 in the Textbook. 2. Students work in pairs, asking and answering the three questions below and then exchange the role. 3. Students work in pairs to do the ask- and-answer of the three questions in front of the class. 4. Students write an application letter as a homework, using the model letter in Activity 5 to help themselves. To practice students’ writing skill.
Activity 7 Teacher asks students to work in pairs to make improvements to each other’s application letters, paying particular attention to the structure and language. Students work in pairs to make improvements to each other’s appli- cation letters, paying particular attention to the structure and language. To give opportunities for students to present their writings, make comments and learn from each other.
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Developing ideas板块教学设计 （建议时长80 – 90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会 —— 良好的人际关系与社会交往
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为议论文，介绍了一首脍炙人口的诗歌《未选择的路》，作者是Robert Frost。本篇课文着重分析、解读了这首诗歌的内容及现实意义，旨在启迪学生勇敢面对未来，做出正确决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会遇到不少困难和曲折，经受各种考验，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出正确判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学目标 1 引导学生理解《未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 2 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不迷失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质； 3 引导学生通过观察求职信，总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学重点 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识； 培养学生“热爱生活”、“勇于担当”的积极人生态度，提高语言运用能力。
教学难点 引导学生理解The Road Not Taken（《未选择的路》）这首诗的内涵并把握好诗后课文对该诗的解读；； 引导学生正确看待今后可能要面临的选择和必须做出决定或取舍。
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 review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Teacher encourages students to read the short introduction of Robert Frost and his best-known poems. 3. Teacher asks students to work in pairs to ask and answer the two questions below the short introduction. 4. Teacher invites some pairs of students to ask and answer the questions. 1. Students review Starting Out, trying to recall the differences between the three paths and what life’s path looks like. 2. Students read the short introduction of Robert Frost and his best-known poems. 3. Students work in pairs, asking and answering the two questions below the short introduction. 4. Some students ask and answer the questions in pairs. To get some specific information about the author and accumulate literary knowledge.
Activity 2 1. Teacher asks students to read the passage and find out what it is about. 2. Teacher asks students to read once more the poem aloud and pay attention to the rhythm. 3. Teacher tells students something more about writing styles of the poem. 1. Students read the passage and find out what it is about. 2. Students read the poem aloud again, paying attention to the rhythm. 3. Students learn something more about writing styles of the poem. To grasp the general idea of the poem.
Activity 3 1. Teacher asks students to read the passage below the poem once more. 2. Teacher asks students to take close look at the topic sentence of each paragraph. 3. Teacher divides the class into groups and asks students to share their understanding of the passage. 4. Teacher asks students from each group to share in class their understanding of the passage, while teacher can make some comment on it. 1. Students read the passage below the poem once more. 2. Students take a close look at the topic sentence of each paragraph. 3. Students work in groups to share their understanding of the passage. 4. Students share in class their group’s understanding of the passage. To have a better understanding of the passage.
Activity 4 1. Teacher asks students to work individually to complete the table with information from the passage. 2. Teacher divides students into groups and asks them to share and discuss what they put in the table. 3. Teacher asks students to read the summary of the poem, their appreciation and interpretation. 4. Teacher asks students to work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Teacher asks students to work in groups and discuss the two interpretations from the 4 respects given on page 10. 6. Teacher asks students to work in class and talk about how well their group completed the report and how others’ opinions have helped them better understand the poem. 1. Students work individually to complete the table with information from the passage. 2. Students work in groups, sharing and discussing what they put in the table, while others make some comments. 3. Students read the summary of the poem, their appreciation and interpretation. 4. Students work in pairs and prepare a report, comparing it with the one in the passage given by Robert. 5. Students work in groups and discuss the two interpreta- tions from the 4 respects given on page 10. 6. Students work in class and talk about how well their group completed the report and how others’ opinions have helped them better under- stand the poem. To be familiar with the text and experience the feelings of the poet. To improve the students’ speaking skill and performing ability.
Learning to Learn 1. Teacher asks students to read the short paragraph of Learning to learn. 2. Teacher explains to the class what symbolism is (or: the definition of symbolism). 3. Teacher asks students to work in groups and try to find more examples of the use of symbolism. 1. Students read the short paragraph of Learning to learn. 2. Students learn what symbolism is ( or: the definition of symbolism). 3. One or two groups share their answers and give reasons, and then others may make some comments. To appreciate the new writing style of symbolism.
Think & Share 1. Teacher asks students to pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Teacher asks students to ask and answer the 5 questions given in this part. 3. Teacher checks the answers with the class. 1. Students pay great attention to the key elements of poetry and the emotion a poet wants to convey. 2. Students ask and answer the 5 questions given in this part. 3. Students check the answers with the teacher in class. To find out the key elements of poetry so as to appreciate it.
Activity 5 1. Teacher asks students to read the job advertisement and the application letter. 2. Teacher asks students to work in groups, reading the letter again and locating and underlining the 7 statements (from a to g) on the letter, and discussing the structure of a letter. 3. Teacher asks students to work in pairs, matching the headings to the sections. 4. Teacher asks students to write a letter of application. 1. Students read the job advertisement and the application letter. 2. Students work in groups, reading the letter again and locating or under- lining the 7 state- ments (from a to g) on the letter, and discussing the structure of a letter. 3. Students work in pairs, matching the headings to the sections. 4. Students write a letter of application independently. To enable students to write an application letter.
Activity 6 1. Teacher asks students to read the job advertisement in Activity 6 in the Textbook. 2. Teacher asks students to work in pairs, asking and answering the three questions below. 3. Teacher invites pairs of students (to the front) to do the ask-and-answer of the three questions. 4. Teacher asks students to write as a home- work an application letter using the model letter in Activity 5 to help them. 1. Students read the job advertisement in Activity 6 in the Textbook. 2. Students work in pairs, asking and answering the three questions below and then exchange the role. 3. Students work in pairs to do the ask- and-answer of the three questions in front of the class. 4. Students write an application letter as a homework, using the model letter in Activity 5 to help themselves. To practice students’ writing skill.
Activity 7 Teacher asks students to work in pairs to make improvements to each other’s application letters, paying particular attention to the structure and language. Students work in pairs to make improvements to each other’s appli- cation letters, paying particular attention to the structure and language. To give opportunities for students to present their writings, make comments and learn from each other.
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