外研版（2019） 选择性必修第四册 Unit4 Everyday economics Using language 板块教学设计（表格式）
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| 名称 | 外研版（2019） 选择性必修第四册 Unit4 Everyday economics Using language 板块教学设计（表格式） |  | |
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| 文件大小 | 23.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-07 11:15:41 | ||
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Unit4 Using language板块教学设计
Using language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 + Listening + Speaking
主题语境 人与社会——社会进步与人类文明
内容分析 语法部分的主要内容为定语从句的复习，其中第一个小语篇介绍了一些国家为了帮扶欠发达地区农民与工人而开展的运动（Good Deal movement），第二个小语篇是受益于这一运动的一款咖啡豆的产品档案，帮助学生在具体语境中复习定语从句的用法。综合语言运用部分的话题是“社会信用体系”，其中听说部分通过朋友间的对话，讨论了中国社会生活中个人信用体系的建立与运作；词汇部分通过针对大学新生设计的财务管理知识传单，帮助学生掌握与理财相关的词汇与表达，了解如何通过合理的财务管理实现良好的个人信用。本板块旨在帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考与交际，全方位提升综合语言运用能力。
教学目标 带领学生复习定语从句，使学生能够更好地理解其形式、意义与语用功能，并在具体、真实的语境中进行运用； 引导学生学习并运用与个人财务管理相关的词汇和表达，理解其含义，对日常经济学概念和财务管理有基本的了解； 引导学生关注社会生活中个人信用体系的构建和运行，思考如何规范自己的经济行为、建立良好的个人信用，树立正确的金钱观、价值观； 引导学生关注语用功能，学会用英语进行咨询、释疑以及优势分析，并能够在实际生活中运用所学表达。
教学重点 引导学生复习定语从句的基本特征并在真实语境中运用； 引导学生理解良好的理财观念、个人信用的重要性，并锻炼语言表达能力。
教学难点 指导学生对定语从句的灵活运用； 对于理财和信用体系建设，学生了解甚少，可能造成表达障碍。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to read sentence a & b with special attention to the words in bold. Organize group work to discuss Questions 1-4. Invite some students to share their answers. Ask students to find more attributive clauses in the text. Explain them in the same way. Read sentence a & b with special attention to the words in bold. Discuss Questions 1-4. Share the answers to the class. Find more attributive clauses in the text. Explain them in the same way. To go over attributive clauses. To help students learn from real text.
Activity 2 Ask students to carefully read the underlined sentences and try to understand the logic of them. Guide students to rewrite the sentences using attributive clauses. Invite some students to show their sentences to the class. Check all the rewritten sentences. Guide students to draw some rules about attributive clauses. Carefully read the underlined sentences and try to understand the logic of them. Rewrite the sentences using attributive clauses. Show the sentences to the class. Check all the sentences. Draw some rules about attributive clauses. To practice more about writing attributive clauses.
Activity 3 Guide students to read the profile of the Green Equator Coffee. Organize group work to discuss the logical relationship between the pieces of info. Ask each group to complete an introduction to the coffee with proper use of attributive clauses. Ask some groups to read aloud their works. Other groups listen and make proper modifications. Read the profile of the Green Equator Coffee. In groups, discuss the logical relationship between the pieces of info. In groups, complete an introduction to the coffee with proper use of attributive clauses. Read aloud the works. Other groups listen and make proper modifications. To practice using attributive clauses properly in passages.
Activity 4 Ask students to read the introduction work of Activity 3 again. Use it as an example for the next step. Organize group work. Discuss and write about something recently bought. Use attributive clauses appropriately. Ask students to exchange their works among group members. Try to improve their works. Ask each group to present one of their works to the class. Guide students to make their introductions better. Read the introduction work of Activity 3 again. Use it as an example for the next step. Discuss and write about something recently bought. Use attributive clauses appropriately.. Exchange the works among group members. Try to improve their works. Present one of the works to the classes. Make their introductions better. To further practice using the attributive clause in passages.
Activity 5 Play the audio record. Ask students to listen carefully and choose the topics discussed. Ask some students to present their answers and tell the reasons. Check the answers. Listen to the audio record carefully and choose the topics discussed. Present answers and tell the reasons. Check the answers. To practice listening and improve the ability of grasping what is discussed.
Activity 6 Ask students to read through the text with blanks and the three following questions. Help students to make clear what info is missing, which is the focus of the listening task. Play the audio record. Ask students to fill in the blanks and answer the three questions. Ask some students to read aloud the completed text and answers to the questions. Check the answers. Read through the text with blanks and the three following questions. Make clear what info is missing, which is the focus of the listening task. Listen to the audio record, fill in the blanks and answer the three questions. Read aloud the completed text and the answers to the questions. Check the answers. To practice listening ability of grasping the details.
Activity 7 Guide students to read through the listed expressions. Help students to make clear their functions (asking for clarification, clarifying, and stating advantages or benefits). Guide students to put the expressions into proper boxes. Ask some students to share his answers. Check the answers. Read through the listed expressions. Make clear their functions. Put the expressions into proper boxes. Share the answers. Check the answers. To learn expressions with the functions of asking for clarification, clarifying, and stating advantages or benefits.
Activity 8 Guide students to read through the title and Paragraph. Help students make predictions about what financial problems a university student may face. Ask students to read through the three questions below the leaflet. Ask students to read the details of the leaflet. Organize group work to discuss the three questions. Invite some groups to share their answers. Then check the answers. Read through the title and Paragraph. Make predictions about what financial problems a university student may face. Read through the three questions below the leaflet. Read the details of the leaflet. Discuss the three questions. Share the answers. Then check the answers. To learn about credit and finance management. To learn about related vocabulary and expressions.
Activity 9 Ask students to read through the listed meanings. Organize group work. Students cooperate and complete the matching work. Invite some groups to share their answers. Encourage students to think of more useful expressions related to finance management. Read through the listed meanings. In groups, cooperate and complete the matching work. Share the answers with other groups. Think of more useful expressions related to finance management. 1. To understand some terms or expressions on economics. 2. To encourage healthy economic behavior.
Activity 10 1. Organize pair work to talk about how to make healthy finance management . Use the useful expressions from previous activities. 2. Invite several groups to share their ideas. 3. Ask students to evaluate how well they learn and use the words and expressions in actual scenarios. Talk about how to make healthy finance management . Use useful expressions from the previous activities. Share ideas in the class. Evaluate how well they learn and use the words and expressions in actual scenarios. To understand the language circumstances better. To further practise language skills.
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Using language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 + Listening + Speaking
主题语境 人与社会——社会进步与人类文明
内容分析 语法部分的主要内容为定语从句的复习，其中第一个小语篇介绍了一些国家为了帮扶欠发达地区农民与工人而开展的运动（Good Deal movement），第二个小语篇是受益于这一运动的一款咖啡豆的产品档案，帮助学生在具体语境中复习定语从句的用法。综合语言运用部分的话题是“社会信用体系”，其中听说部分通过朋友间的对话，讨论了中国社会生活中个人信用体系的建立与运作；词汇部分通过针对大学新生设计的财务管理知识传单，帮助学生掌握与理财相关的词汇与表达，了解如何通过合理的财务管理实现良好的个人信用。本板块旨在帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考与交际，全方位提升综合语言运用能力。
教学目标 带领学生复习定语从句，使学生能够更好地理解其形式、意义与语用功能，并在具体、真实的语境中进行运用； 引导学生学习并运用与个人财务管理相关的词汇和表达，理解其含义，对日常经济学概念和财务管理有基本的了解； 引导学生关注社会生活中个人信用体系的构建和运行，思考如何规范自己的经济行为、建立良好的个人信用，树立正确的金钱观、价值观； 引导学生关注语用功能，学会用英语进行咨询、释疑以及优势分析，并能够在实际生活中运用所学表达。
教学重点 引导学生复习定语从句的基本特征并在真实语境中运用； 引导学生理解良好的理财观念、个人信用的重要性，并锻炼语言表达能力。
教学难点 指导学生对定语从句的灵活运用； 对于理财和信用体系建设，学生了解甚少，可能造成表达障碍。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to read sentence a & b with special attention to the words in bold. Organize group work to discuss Questions 1-4. Invite some students to share their answers. Ask students to find more attributive clauses in the text. Explain them in the same way. Read sentence a & b with special attention to the words in bold. Discuss Questions 1-4. Share the answers to the class. Find more attributive clauses in the text. Explain them in the same way. To go over attributive clauses. To help students learn from real text.
Activity 2 Ask students to carefully read the underlined sentences and try to understand the logic of them. Guide students to rewrite the sentences using attributive clauses. Invite some students to show their sentences to the class. Check all the rewritten sentences. Guide students to draw some rules about attributive clauses. Carefully read the underlined sentences and try to understand the logic of them. Rewrite the sentences using attributive clauses. Show the sentences to the class. Check all the sentences. Draw some rules about attributive clauses. To practice more about writing attributive clauses.
Activity 3 Guide students to read the profile of the Green Equator Coffee. Organize group work to discuss the logical relationship between the pieces of info. Ask each group to complete an introduction to the coffee with proper use of attributive clauses. Ask some groups to read aloud their works. Other groups listen and make proper modifications. Read the profile of the Green Equator Coffee. In groups, discuss the logical relationship between the pieces of info. In groups, complete an introduction to the coffee with proper use of attributive clauses. Read aloud the works. Other groups listen and make proper modifications. To practice using attributive clauses properly in passages.
Activity 4 Ask students to read the introduction work of Activity 3 again. Use it as an example for the next step. Organize group work. Discuss and write about something recently bought. Use attributive clauses appropriately. Ask students to exchange their works among group members. Try to improve their works. Ask each group to present one of their works to the class. Guide students to make their introductions better. Read the introduction work of Activity 3 again. Use it as an example for the next step. Discuss and write about something recently bought. Use attributive clauses appropriately.. Exchange the works among group members. Try to improve their works. Present one of the works to the classes. Make their introductions better. To further practice using the attributive clause in passages.
Activity 5 Play the audio record. Ask students to listen carefully and choose the topics discussed. Ask some students to present their answers and tell the reasons. Check the answers. Listen to the audio record carefully and choose the topics discussed. Present answers and tell the reasons. Check the answers. To practice listening and improve the ability of grasping what is discussed.
Activity 6 Ask students to read through the text with blanks and the three following questions. Help students to make clear what info is missing, which is the focus of the listening task. Play the audio record. Ask students to fill in the blanks and answer the three questions. Ask some students to read aloud the completed text and answers to the questions. Check the answers. Read through the text with blanks and the three following questions. Make clear what info is missing, which is the focus of the listening task. Listen to the audio record, fill in the blanks and answer the three questions. Read aloud the completed text and the answers to the questions. Check the answers. To practice listening ability of grasping the details.
Activity 7 Guide students to read through the listed expressions. Help students to make clear their functions (asking for clarification, clarifying, and stating advantages or benefits). Guide students to put the expressions into proper boxes. Ask some students to share his answers. Check the answers. Read through the listed expressions. Make clear their functions. Put the expressions into proper boxes. Share the answers. Check the answers. To learn expressions with the functions of asking for clarification, clarifying, and stating advantages or benefits.
Activity 8 Guide students to read through the title and Paragraph. Help students make predictions about what financial problems a university student may face. Ask students to read through the three questions below the leaflet. Ask students to read the details of the leaflet. Organize group work to discuss the three questions. Invite some groups to share their answers. Then check the answers. Read through the title and Paragraph. Make predictions about what financial problems a university student may face. Read through the three questions below the leaflet. Read the details of the leaflet. Discuss the three questions. Share the answers. Then check the answers. To learn about credit and finance management. To learn about related vocabulary and expressions.
Activity 9 Ask students to read through the listed meanings. Organize group work. Students cooperate and complete the matching work. Invite some groups to share their answers. Encourage students to think of more useful expressions related to finance management. Read through the listed meanings. In groups, cooperate and complete the matching work. Share the answers with other groups. Think of more useful expressions related to finance management. 1. To understand some terms or expressions on economics. 2. To encourage healthy economic behavior.
Activity 10 1. Organize pair work to talk about how to make healthy finance management . Use the useful expressions from previous activities. 2. Invite several groups to share their ideas. 3. Ask students to evaluate how well they learn and use the words and expressions in actual scenarios. Talk about how to make healthy finance management . Use useful expressions from the previous activities. Share ideas in the class. Evaluate how well they learn and use the words and expressions in actual scenarios. To understand the language circumstances better. To further practise language skills.
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