外研版（2019）选择性必修第四册 Unit4 Everyday economics Developing 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 Developing ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 24.0KB | ||
| 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 11:23:33 | ||
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Unit4 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——科技发展与信息技术创新，科学精神，信息安全
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。本板块的导入活动是两篇旅行手记，通过阐述作者两次赴中国旅行的经历对比，引入主题。主课文介绍了共享经济的理念、现状、优点和隐患，既符合时代发展，又启发了学生的多角度思考，锻炼了学生的批判性思维能力。读写部分通过网络论坛的形式呈现了关于“无现金支付”的不同观点，进一步引导学生进行深入思考。本板块是单元主题的延展，通过本板块的学习，学生能够更加辩证地了解身边的经济活动，树立正确的价值观和金钱意识，进一步提升语言能力和思维品质。
教学目标 引导学生理解课文内容，加深对单元主题意义的理解。培养学生对日常生活的观察、思考的习惯，对日常经济活动进行理性分析，多角度看待事物，提升思维品质； 引导学生掌握“正反论证”式议论文的基本特征和常见的阅读方法，使学生能够运用所学就“无现金支付”这一经济现象展开论述； 引导学生联系自身实际，进一步辩证、深入地理解日常生活中及新兴的经济现象、经济活动，树立正确的价值观念和金钱意识。
教学重点 带领学生理解课文内容； 学习议论文的写作方法。
教学难点 文章中有不少长句，要正确理解其意义与功能； 学生对无现金支付背后的运行原理缺乏了解。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Organize group work to read different travel notes. Discuss what’s different and what’s the same between the two travels. Ask the two questions. Invite some groups to share their answers to the questions. Teacher makes necessary corrections or supplements. Group work. Read different travel notes. Discuss what’s different and what’s the same between the two travels. Answer the questions. Share answers to the questions. To activate students’ background knowledge. To prepare for the following reading tasks.
Activity 1 (Design 2) 1. Guide students to read different travel notes. Ask students to think about what’s different and what’s the same between the two travels. 2. Ask students to draw a chart about the differences and similarities, and think about the reasons behind. 3. Ask some students to talk about the chart, and improve the chart at the same time. 1. Read different travel notes. Think about what’s different and what’s the same between the two travels. 2. Draw a chart about the differences and similarities, and think about the reasons behind. 3. Talk about the chart, and improve the chart at the same time. 1. To activate students’ background knowledge. 2. To prepare for the following reading tasks.
Activity 2 Guide students to read the title of the text. Organize group work to discuss the meaning of the title. Invite some groups to share their understanding. Teacher takes notes on the blackboard. Ask students to read the text independently and check their understanding. Read the title of the text. In groups, discuss the meaning of the title. Share the understanding of the meaning of the title. Read the text independently and check the understanding. To emphasize the importance of the title of an article.
Activity 3 Guide students to go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Ask students to finish the matching work. Invite some students to share their matching works and tell the reasons. Check the answers. Go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Finish the matching work. Share answers in class and tell the reasons. Check the answers. To emphasize the importance of the structure of the article.
Activity 4 1. Guide students to locate focus on the parts of the article that talks about benefits and problems. 2. Ask students to read the parts of the article and fill in the blanks of Activity 4. 3. Invite students to share their work with others. 4. Check the answers. 1. Locate focus on the parts of the article that talks about benefits and problems. 2. Read the parts of the article and fill in the blanks of Activity 4. 3. Share the work with others. 4. Check the answers. To emphasize the importance of the structure of an article.
Think & Share Organize group work to discuss and exchange opinions of the questions. Invite some students to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance students’ understanding of the topic and encourage them to show their own opinions.
Activity 5 Guide students to think about whether the sharing economy may happen in other aspects of our daily life. Organize group work to do brainstorming thinking and discussion on the future of the sharing economy. Ask students to answer the questions. Guide groups to sort out their discussion results, and make a report to share. Ask each group to present their report, and evaluate other groups’ reports. Think about whether the sharing economy may happen in other aspects of our daily life. Do brainstorming thinking and discussion on the future of the sharing economy. Answer the questions. Sort out the discussion results, and make a report to share. Present the report, and evaluate other groups’ reports. 1. To practice imagination and creative thinking. 2. To learn to transfer and use the knowledge in other fields or aspects of our life.
Activity 6 Ask students to think about the way of payment they use in their daily life. Guide students to read through the table they are going to fill in. Ask students to read the posts, get the needed info and complete the table. Ask students to share their work. Others make necessary supplements. Think about the way of payment they use in their daily life. Read through the table to fill in. Read the posts, get the needed info and complete the table. Share the work. Others make necessary supplements. To get ready for the following writing task.
Activity 7-8 1. Get clear what to write. Guide students to practice orally with the help of Activity 6. 2. Ask students to write an essay on paper. 2. Organize pair work. Swatch essays to read and evaluate. 3. Display essays written by them. Others try to help improve them. 1. Get clear what to write. Practice orally with the help of Activity 6. 2. Write an essay on paper. 2. In pairs, swatch essays to read and evaluate. 3. Display essays; others try to help improve them. To further practice writing.
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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——科技发展与信息技术创新，科学精神，信息安全
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。本板块的导入活动是两篇旅行手记，通过阐述作者两次赴中国旅行的经历对比，引入主题。主课文介绍了共享经济的理念、现状、优点和隐患，既符合时代发展，又启发了学生的多角度思考，锻炼了学生的批判性思维能力。读写部分通过网络论坛的形式呈现了关于“无现金支付”的不同观点，进一步引导学生进行深入思考。本板块是单元主题的延展，通过本板块的学习，学生能够更加辩证地了解身边的经济活动，树立正确的价值观和金钱意识，进一步提升语言能力和思维品质。
教学目标 引导学生理解课文内容，加深对单元主题意义的理解。培养学生对日常生活的观察、思考的习惯，对日常经济活动进行理性分析，多角度看待事物，提升思维品质； 引导学生掌握“正反论证”式议论文的基本特征和常见的阅读方法，使学生能够运用所学就“无现金支付”这一经济现象展开论述； 引导学生联系自身实际，进一步辩证、深入地理解日常生活中及新兴的经济现象、经济活动，树立正确的价值观念和金钱意识。
教学重点 带领学生理解课文内容； 学习议论文的写作方法。
教学难点 文章中有不少长句，要正确理解其意义与功能； 学生对无现金支付背后的运行原理缺乏了解。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Organize group work to read different travel notes. Discuss what’s different and what’s the same between the two travels. Ask the two questions. Invite some groups to share their answers to the questions. Teacher makes necessary corrections or supplements. Group work. Read different travel notes. Discuss what’s different and what’s the same between the two travels. Answer the questions. Share answers to the questions. To activate students’ background knowledge. To prepare for the following reading tasks.
Activity 1 (Design 2) 1. Guide students to read different travel notes. Ask students to think about what’s different and what’s the same between the two travels. 2. Ask students to draw a chart about the differences and similarities, and think about the reasons behind. 3. Ask some students to talk about the chart, and improve the chart at the same time. 1. Read different travel notes. Think about what’s different and what’s the same between the two travels. 2. Draw a chart about the differences and similarities, and think about the reasons behind. 3. Talk about the chart, and improve the chart at the same time. 1. To activate students’ background knowledge. 2. To prepare for the following reading tasks.
Activity 2 Guide students to read the title of the text. Organize group work to discuss the meaning of the title. Invite some groups to share their understanding. Teacher takes notes on the blackboard. Ask students to read the text independently and check their understanding. Read the title of the text. In groups, discuss the meaning of the title. Share the understanding of the meaning of the title. Read the text independently and check the understanding. To emphasize the importance of the title of an article.
Activity 3 Guide students to go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Ask students to finish the matching work. Invite some students to share their matching works and tell the reasons. Check the answers. Go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Finish the matching work. Share answers in class and tell the reasons. Check the answers. To emphasize the importance of the structure of the article.
Activity 4 1. Guide students to locate focus on the parts of the article that talks about benefits and problems. 2. Ask students to read the parts of the article and fill in the blanks of Activity 4. 3. Invite students to share their work with others. 4. Check the answers. 1. Locate focus on the parts of the article that talks about benefits and problems. 2. Read the parts of the article and fill in the blanks of Activity 4. 3. Share the work with others. 4. Check the answers. To emphasize the importance of the structure of an article.
Think & Share Organize group work to discuss and exchange opinions of the questions. Invite some students to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance students’ understanding of the topic and encourage them to show their own opinions.
Activity 5 Guide students to think about whether the sharing economy may happen in other aspects of our daily life. Organize group work to do brainstorming thinking and discussion on the future of the sharing economy. Ask students to answer the questions. Guide groups to sort out their discussion results, and make a report to share. Ask each group to present their report, and evaluate other groups’ reports. Think about whether the sharing economy may happen in other aspects of our daily life. Do brainstorming thinking and discussion on the future of the sharing economy. Answer the questions. Sort out the discussion results, and make a report to share. Present the report, and evaluate other groups’ reports. 1. To practice imagination and creative thinking. 2. To learn to transfer and use the knowledge in other fields or aspects of our life.
Activity 6 Ask students to think about the way of payment they use in their daily life. Guide students to read through the table they are going to fill in. Ask students to read the posts, get the needed info and complete the table. Ask students to share their work. Others make necessary supplements. Think about the way of payment they use in their daily life. Read through the table to fill in. Read the posts, get the needed info and complete the table. Share the work. Others make necessary supplements. To get ready for the following writing task.
Activity 7-8 1. Get clear what to write. Guide students to practice orally with the help of Activity 6. 2. Ask students to write an essay on paper. 2. Organize pair work. Swatch essays to read and evaluate. 3. Display essays written by them. Others try to help improve them. 1. Get clear what to write. Practice orally with the help of Activity 6. 2. Write an essay on paper. 2. In pairs, swatch essays to read and evaluate. 3. Display essays; others try to help improve them. To further practice writing.
2 / 2