外研版（2019）选择性必修第四册 Unit4 Everyday economics Understanding ideas板块教学设计
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| 名称 | 外研版（2019）选择性必修第四册 Unit4 Everyday economics Understanding ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 21.7KB | ||
| 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 11:16:06 | ||
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Unit4 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 人与自我——创新与创业意识
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻特写，介绍了主人公大学毕业后的创业经历、心得体会和她对有创业意向的年轻人的建议。读前活动通过图表的形式呈现了中国大学毕业生的就业选择和近年来大学毕业生自主创业的发展趋势，激活学生的背景知识，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生带着具体任务完成阅读和定位信息、整理信息的能力。读后活动则通过对课文写作意图、文章结构、核心细节信息的理解以及开放式问题的回答，启发学生对主人公的经历及建议进行深入思考，引导学生深入理解文章主题，运用所学创造性地探究主题意义，培养思维能力。
教学目标 带领学生阅读课文，使学生能够熟悉话题语境，获取课文的主旨大意与核心信息； 引导学生感知课文的语篇结构及语言特点，学习和掌握课文中与话题相关的表达方式，并能运用所学的表达方式就年轻人创业这一话题进行有效交流； 引导学生基于课文内容联系自身生活，从成功创业的主人公身上汲取积极的人生态度，学习她的个人品质，辩证地认识年轻人创业的问题，加深对单元主题的认知。
教学重点 引导学生理解课文，获取主旨大意与核心信息； 引导学生联系自身的学习与生活，重视培养创业者的品质，树立积极的人生观。
教学难点 学生与创业者的角色差距比较大，要产生共情来体会创业者的艰辛，有一定难度； 文章是一篇访谈录，事件的先后顺序和因果关系需要理清。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work. Guide students to observe the two charts and understand the trend. Ask students to discuss the three questions below the charts. Guide students to make predictions about future job market. (Design 1) Ask groups to report their discussion and predictions. (Design 2) Encourage students to think about the reasons behind the job trend. Observe the two charts and understand the trend. Discuss the three questions below the charts. Make predictions about future job market. (Design 1) Report the discussion and predictions. (Design 2) Think about the reasons behind the job trend. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 1) State clearly about the target of the fast reading task. Ask students to read the passage quickly. Organize group work. Students discuss about Zhang Yue’s decision. Ask students to do some report. Make clear about the target of the fast reading task. Read the passage quickly. Discuss about Zhang Yue’s decision. Report the result of the group work. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 2) 1. Ask students to carefully read the title of the text and pics, build connection between them, and make predictions. 2. Ask students to read the requirement, and make predictions. 3. Ask students to read the text, and underline key words. 4. Ask students to do some report. 1. Carefully read the title of the text and pics, build connection between them, and make possible predictions. 2. Read the requirement, and make predictions. 3. Read the text, and underline key words. 4. Do group report.
Activity 3 (Design 1) Organize group work. Each group reads through the choices and decides which one to choose. Ask students to read through the text and find support for their decisions. Ask groups to share their decisions and reasons. 1. In groups, read through the choices and decide which one to choose. 2. Read through the text and find support for the decision. 3. Share the decisions and reasons. To learn how to draw the main idea of a passage.
Activity 3 (Design 2) 1. Ask students to make clear about the clue and structure of the passage. 2. Organize group work. Students discuss the main purpose of the passage. Give reasons. 3. Ask groups to share the results of their discussion. 1. Make clear about the clue and structure of the passage. 2. In groups, discuss the main purpose of the passage. Give reasons. 3. Share the results of the discussion. To learn how to draw the main idea of a passage.
Activity 4 (Design 1) Guide students to go through the main columns of the interview notes to make clear what info to get. Ask students to read the text. Arrange pair work to cooperate to complete the missing info for the blanks. Ask some pairs to present their works to the class. Organize a role-play game—an interview. Go through the main columns of the interview notes to make clear what info to get. Read the text. Cooperate in pairs to complete the missing info for the blanks. Present the works to the class. A role-play game—an interview. To understand the text in details. To understand the structure of an interview.
Activity 4 (Design 2) Ask students to read the article and take notes carefully. Organize pair work. Students help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Ask some pairs to share their works. Others make necessary supplements. Organize a role-play interview game. Read the article and take notes carefully. In pairs, help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Share the works in class and make necessary supplements. Do a role-play interview game. To understand the text in details. To understand the structure of an interview.
Think & Share Organize pair work. Students discuss the questions. Ask students to share their answers. Others can make necessary supplements. Discuss the questions in pairs. Share the answers. Make necessary supplements. To help students think about questions reasonably. Improve students’ level of thinking and reflection.
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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 人与自我——创新与创业意识
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻特写，介绍了主人公大学毕业后的创业经历、心得体会和她对有创业意向的年轻人的建议。读前活动通过图表的形式呈现了中国大学毕业生的就业选择和近年来大学毕业生自主创业的发展趋势，激活学生的背景知识，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生带着具体任务完成阅读和定位信息、整理信息的能力。读后活动则通过对课文写作意图、文章结构、核心细节信息的理解以及开放式问题的回答，启发学生对主人公的经历及建议进行深入思考，引导学生深入理解文章主题，运用所学创造性地探究主题意义，培养思维能力。
教学目标 带领学生阅读课文，使学生能够熟悉话题语境，获取课文的主旨大意与核心信息； 引导学生感知课文的语篇结构及语言特点，学习和掌握课文中与话题相关的表达方式，并能运用所学的表达方式就年轻人创业这一话题进行有效交流； 引导学生基于课文内容联系自身生活，从成功创业的主人公身上汲取积极的人生态度，学习她的个人品质，辩证地认识年轻人创业的问题，加深对单元主题的认知。
教学重点 引导学生理解课文，获取主旨大意与核心信息； 引导学生联系自身的学习与生活，重视培养创业者的品质，树立积极的人生观。
教学难点 学生与创业者的角色差距比较大，要产生共情来体会创业者的艰辛，有一定难度； 文章是一篇访谈录，事件的先后顺序和因果关系需要理清。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work. Guide students to observe the two charts and understand the trend. Ask students to discuss the three questions below the charts. Guide students to make predictions about future job market. (Design 1) Ask groups to report their discussion and predictions. (Design 2) Encourage students to think about the reasons behind the job trend. Observe the two charts and understand the trend. Discuss the three questions below the charts. Make predictions about future job market. (Design 1) Report the discussion and predictions. (Design 2) Think about the reasons behind the job trend. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 1) State clearly about the target of the fast reading task. Ask students to read the passage quickly. Organize group work. Students discuss about Zhang Yue’s decision. Ask students to do some report. Make clear about the target of the fast reading task. Read the passage quickly. Discuss about Zhang Yue’s decision. Report the result of the group work. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 2) 1. Ask students to carefully read the title of the text and pics, build connection between them, and make predictions. 2. Ask students to read the requirement, and make predictions. 3. Ask students to read the text, and underline key words. 4. Ask students to do some report. 1. Carefully read the title of the text and pics, build connection between them, and make possible predictions. 2. Read the requirement, and make predictions. 3. Read the text, and underline key words. 4. Do group report.
Activity 3 (Design 1) Organize group work. Each group reads through the choices and decides which one to choose. Ask students to read through the text and find support for their decisions. Ask groups to share their decisions and reasons. 1. In groups, read through the choices and decide which one to choose. 2. Read through the text and find support for the decision. 3. Share the decisions and reasons. To learn how to draw the main idea of a passage.
Activity 3 (Design 2) 1. Ask students to make clear about the clue and structure of the passage. 2. Organize group work. Students discuss the main purpose of the passage. Give reasons. 3. Ask groups to share the results of their discussion. 1. Make clear about the clue and structure of the passage. 2. In groups, discuss the main purpose of the passage. Give reasons. 3. Share the results of the discussion. To learn how to draw the main idea of a passage.
Activity 4 (Design 1) Guide students to go through the main columns of the interview notes to make clear what info to get. Ask students to read the text. Arrange pair work to cooperate to complete the missing info for the blanks. Ask some pairs to present their works to the class. Organize a role-play game—an interview. Go through the main columns of the interview notes to make clear what info to get. Read the text. Cooperate in pairs to complete the missing info for the blanks. Present the works to the class. A role-play game—an interview. To understand the text in details. To understand the structure of an interview.
Activity 4 (Design 2) Ask students to read the article and take notes carefully. Organize pair work. Students help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Ask some pairs to share their works. Others make necessary supplements. Organize a role-play interview game. Read the article and take notes carefully. In pairs, help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Share the works in class and make necessary supplements. Do a role-play interview game. To understand the text in details. To understand the structure of an interview.
Think & Share Organize pair work. Students discuss the questions. Ask students to share their answers. Others can make necessary supplements. Discuss the questions in pairs. Share the answers. Make necessary supplements. To help students think about questions reasonably. Improve students’ level of thinking and reflection.
2 / 2