牛津译林版（2019）选择性必修 第四册Unit 4 Never too old to learn Project教学设计

Unit 4 Never too old to learn
Project（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. research a chosen aspect of lifelong learning;
2. use group work to make a lifelong learning booklet;
3. present the booklet to the whole class;
4. evaluate and comment on each other’s booklet;
5. learn the core vocabulary: librarian, forehead, extension.
II. Key competence focus
1. Exhibit the students’ imagination.
2. Develop the students’ power of practice.
III. Predicted area of difficulty
Search for relevant resources and complete the production of brochures logically and designedly.
IV. Teaching procedures
T greets the class.
T: Class begins, boys and girls! Good morning/afternoon!
Step 1 Revising the journal entry
T: Now read through the text carefully and fill in the following condensed text:
On arriving at the university, I had (1)____________ (mix) feelings, (2)____________ (wonder) what would be like in future. I remembered (3)____________ (fail) my first assignment, which taught me a lesson: (4)____________ (ever) delay assignments. I enjoyed teamwork with my classmates, which helped me understand the (5)____________ (import) of working with others. My favourite professor made a (6)____________ (last) impression (7)____________ me. My graduation ceremony provided a final (8)____________ (memory) experience for my family. I’m (9)____________ (confidence) that my future (10)_____________ (be) better.
Answers: 1. mixed 2. wondering 3. failing/having failed 4. never 5. importance 6. lasting 7. on/upon 8. memorable 9. confident 10. will be
【设计意图：此处借用上节课文的缩写改编成语法填空题，督促学生再次深入课文去把握重要的细节信息和灵活运用语法知识，又能起到复习的作用。】
Step 2 Revising the vocabulary
Fill in the blanks with proper forms of the (given) words.
1. They have a master’s degree in nursing, and some other states may require additional ________ (certify).
1. certifications/certificates
2. The symptoms include shortness of breath, chest ________ (tight) and coughing.
2. tightness
3. To keep myself fit, my breakfast is always composed ________ bread, vegetable and milk.
3. of
4. The cells of the body, especially those of the brain, can live only minutes without ________ (circulate) blood.
4. circulating
5. One day as I was sitting in a coffee shop, I noticed a girl ________ (work) on her laptop.
5. working
6. If you say that something is not to ________ (sneeze) at, you mean that it is worth having.
6. be sneezed
7. When you have finished your list of personal ________ (prefer), go through it again.
7. preferences
8. Over the past three days the police ________ (make) an appeal to the public to remain calm.
8. have made
9. After the advertisements, the TV ________ (present) tried to pretend that everything was back to normal.
9. presenter
10. He is young enough ________ (bounce) back from this disappointment.
10. to bounce
【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。此处也可当作过关检测，检查学生对核心词汇掌握情况。】
Step 3 Watching the micro-lesson: How to make a booklet for life-long learning
T plays the micro-lesson video How to make a booklet for life-long learning.
【设计意图：在讨论之前让学生了解制作宣传册的技巧，学生后面讨论就有方向感，也会有话可讲。】
Step 4 Discussing AP55
T As a class, discuss what aspects can be included in a booklet about lifelong learning.
Hint: You can use the ideas below or think of other ideas. Then in groups, choose one aspect to
research.
T: What quotes, stories, books or campaigns do you know about lifelong learning
Possible answer:
There are many quotes about lifelong learning, and one of them goes, “Never too old to learn.” It means that when we want to learn something, just start to learn it and make it happen, no matter how old we are. Another famous one is from Marcel Proust, which is “The real voyage of discovery consists not in seeking new lands, but in seeing with new eyes.” It stresses the value of changing the way we look at things.
T: Which aspect would your group like to research Why
Possible answer:
We would like to research films about lifelong learning. We have seen some films introducing people who practise lifelong learning throughout their whole life, for example the American film Homeless to Harvard: The Liz Murray Story. This films show how the determination to learn against all odds leads to success in life.
【设计意图：此处完成AP55任务，让学生思考话题相关的切入点，了解任务，引导学生通过小组合作完成一份关于终身学习的小册子的热身活动。】
Step 5 Researching the chosen aspect
T Have students search for detailed information about their chosen aspect.
T Have students prepare materials for making a booklet, such as scissors, glue, paper and pictures.
1. Have students read the sample in part CP55 and discuss the following questions.
1) What aspect of lifelong learning is chosen
Possible answer:
The booklet features a real story of how an old man named Henry managed to change his life by attending a college course in history even though he was in his seventies.
2) What day was it that changed Henry’s life
Possible answer:
One day Henry was enjoying his leisure time when his ten-year-old granddaughter, Sophia, asked him a question about history. Henry was embarrassed because he did not know the answer.
3) How does the author create this booklet
Possible answer:
The booklet uses a narrative description in a time order. The third person narrative is used to make the description more convincing. As to the layout, the booklet employs a vivid picture and a famous quote as the title.
T Have students organize the material they have collected and make their booklet. Remind them to employ the methods used by the sample.
T Have students proofread the booklet. When the booklet is finished, each group member should exchange ideas on how to improve it.
T Have students present the booklet and introduce it in English to the whole class. At the end of each presentation, other groups ask questions about it or put forward suggestions.
【设计意图：此处完成AP55任务，此处是让学生根据小组感兴趣的内容搜寻相关资源，并在观察和学习范例的基础上，对选取的信息进行批判性思考，合理运用已有素材，富有逻辑地设计并完成小册子的制作；最后，学生用英语展示作品。】
Step 6 Assessment
T Have students evaluate each group’s booklet.
T Have the whole class vote on the best one.
【设计意图：此处指导学生对完成的任务评估。】
Step 7 Understanding the text CP55
1. Why was Sophia staring at her grandfather
Answer: She met with a problem about history and was looking forwards to an answer from his father.
2. How did Henry feel after he got his history degree
Answer: He felt confident.
T: Check your progress.
1) Why did Henry stare at the kettle and then out of the kitchen window
A. Because he loved his kettle.
B. Because his wife was outside.
C. Because he was worried about the weather.
D. Because he felt embarrassed.
Answer: D
2) What inspired Henry to go to college in his seventies
A. That he couldn’t answer her granddaughter’s question about history.
B. That he was eager to escape looking after his granddaughter.
C. That working as a librarian, he was used to learning new knowledge.
D. That history is so interesting that he spent his rest of life on it.
Answer: A
【设计意图：本节课内容难度不大，但微课关于推理判断知识，设计几个推断题，运用这个知识。同时帮助学生深入理解课文。】
Step 8 Building Core vocabulary
T directs the students to learn the core vocabulary.
1. librarian
n. a person who is a specialist in library work
library n. librarian n.
Henry had spent forty years working as a librarian in a school.
2. forehead
n. the part of the face between the eyebrows, the normal hairline, and the temples
foreleg; forecast; forefather; forefront; foreman; foremost; forename; foresee; foretell
However, he felt that he should be doing more with his life, though he was in his seventies with grey hair and deep wrinkles in his forehead.
3. extension
1) n. process or action of extending2) n. added part; addition
tend v. extend v. extension n.
After taking extension courses for four years, Henry got his degree in history.
T: Fill in the blanks with proper forms of the given words.
1. The students put the books on the library desk, and the ________ (library) checked them in.
1. librarian(s)
2. He bent forward and ________ (lay) a kiss softly upon her daughter’s forehead.
2. laid
3. A flat-roofed ________ (extend) will add nothing to the value or appearance of the house.
3. extension
【设计意图：本节课的课文有四个新词，三个是核心词汇，同以前一样需要加以讲解和运用。】
Homework
1. Watch the micro lesson again: How to make a booklet for life-long learning. (optional)
2 Get the students to make the booklet for life-long learning. (If they can’t finish it in class)
(Optional)
Answer: see Appendix
3. Read “Of Studies” at “Appreciating language” at the page 80 (Optional).
4. Fill in the blanks with proper forms of the given words.
1) I left my bike outside the ________ (librarian) and when I came out again it had gone.
1) library
2) She had a strongly defined chin, a high forehead, and light grey ________ (eye).
2) eyes
3) The Princess of Wales laid the foundation stone for the ________ (extend) to the Cathedral.
3) extension
Appendix: An example of a long-life learning booklet
quotes, stories, books, campaigns ...