外研版（2019）必修 第一册Unit 4 Friends forever Developing ideas 教学设计
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| 名称 | 外研版（2019）必修 第一册Unit 4 Friends forever Developing ideas 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 | 2025-12-22 19:00:26 | ||
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教学设计
Unit 4 Developing ideas教学设计
【基本教学信息】
【课时名称】
Unit4 Developing ideas---Friends forever
【授课课型及时长】
【授课课型】Reading +Writing
【授课时长】 2课时
【文本分析】
外研版高中英语必修一Unit 4的主题语境是“友谊”，本节课为本单元的 Developing Ideas 部分。Developing Ideas阅读部分主要引导学生关注和辨析友谊和法律之间的关系，写作部分为读后写、给故事加结尾，旨在引发学生对友谊的价值、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则、珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，同时激发学生对名著的阅读兴趣。
【What】Developing ideas部分节选自美国著名短篇小说家欧·亨利的短篇小说“ After Twenty Years”，主题为友谊与法律，文章讲述了两兄弟阔别二十年后重逢的场景，结尾出人意料，引人深思。
【Why】通过这一板块的学习，学生能够深入理解友谊的内涵与意义，辩证地思考情与法之间的关系，形成正确的人生观、价值观。
【How】所节选的内容呈现了主人公Bob在约定的时间和地点等待重逢的场景，之后通过主人公和警察的对话，讲述了主人公和朋友20年前和20年间发生的故事。通过环境,人物以及情节的学习和分析初步掌握小说的文体特点和小说结尾的写法。在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。
【学情分析】
本课的教学对象是高中一年级的学生，他们的认知能力有了一定的发展，初步具备了用英语获取信息、处理信息、分析问题和解决问题的能力。高一学生们的表现欲很强，有一定的想象力和创造力、但在丰富的词汇积累和语言表达方面还很匮乏。本课学习中学生能够读懂小说中具体的事实性信息，但是对于语篇的隐性逻辑关系，以及如何表达自己观点方面仍有待提高，需要教师循序渐进由浅入深的问题引导。所以我在设计这节课的时候，除了考虑对学生基本阅读能力的培养、注重突出了对学生想象力和创造力的激发，降低语言表达方面的要求，在词汇和表达方面给予一定的提示。
【Teaching objectives】
At the end of the class, students will be able:
Language Knowledge
1.To get the main plot of the excerpts, grasp the basic features of a novel, identify the characters in the story, analyze their personalities, and evaluate their behaviors.
Cultural Awareness
2.To explore the views and attitudes about friendship in O. Henry's novels, to enrich the cognition of friendship and law.
Thinking Quality
3.To connect with their own reality，further deepen their views about the meaning of friendship，develop their critical thinking between friendship and duty and form a correct view on making friends.
Learning Ability
4.Summarize the theme of O. Henry's novel and the features of the O. Henry-style ending, and arouse their interest in reading classic literary works.
5.To master the common reading and writing methods and skills , and try to create a possible ending to the story.
【Teaching key points】
1. To have students get the main plot of the text and master the basic features of a novel.
2. To have students explore the theme of the unit, develop students' logical thinking, critical thinking and innovative thinking.
3. To form a correct view of friendship and values.
【Teaching difficult points】
1. To identify the personalities of the main characters in the story and evaluate their behavior, try to create a possible ending to the story.
2. To develop the true meaning of friendship among students，develop students' logical thinking, critical thinking and innovative thinking.
【Teaching procedures】
教学目标 活动设计 设计意图 学习效果评价 时间
Know the topic of the class. Step1 Lead-in1. Show the short novels --- My Old Home by Lu Xun . 以鲁迅先生著名短篇小说《故乡》引入本课话题“friendship”，激发学生学习兴趣。 Students can say something about the famous novel. 3
Know the O. Henry and his works. Step 2 Pre-Reading (3 min) 1. Ask Ss questions and lead to the content of this class. 1). Do you like reading novels Have you ever read these novels Do you know the author 2). Please read the introduction of O. Henry and find out why his stories are famous 3). Do you know what the surprising endings are Let’s read the novel. 关于本课小说作者欧 亨利的几则事实，让学生阅读并准猜出作者。同时引出欧 亨利小说以surprising endings而出名，从而为本文要讲解O. Henry style ending 做铺垫。 通过了解学习目标，让学生明确学习任务。 Students can say something about the writer O.Henry. 3
Read for the three elements of the novel. Step3 While- Reading Fast Reading(4 min) 1.Ask Ss to read the paragraph below the title---the background introduction of the story to find out the place, the time and the characters of the story. Ask Ss to read the story to grasp the main idea and make clear of the relationship of characters. 2. We can infer that they had an appointment, so do you want to know what appointment did they make 20 years ago？ 利用图表提供学生阅读的支撑框架，通过填写图表找出基本信息when,where,who,what&why，从而完成第一个学习目标，掌握小说三要素和基本了解故事大意。 通过appointment一词衔接过渡引出对文章细节的阅读，激发学生好奇心和阅读兴趣。 Students can get the key words of the settings, plot and characters. Students can get the key words of the main idea through skimming. 4
Read for detailed information. Identify the characters in the story and evaluate their behaviors. Step 3 While reading Careful reading(12 min) 1. Read Paragraph 1 and answer the 2 questions. 2. Read the first part and Paragraph 3 and answer the questions. 本环节分三步，从文章大意阅读上升到文章细节阅读，通过问题链引领学生注重故事细节描写，通过共同探讨，一步步引导学生分析文中人物的描述，从而分析推断人物性格，并以表格形式汇总。表格始终在课件中呈现，通过一个个细节分析逐步让人物丰满起来。通过人物分析帮助学生理解文章，预测故事发展走向，为下一步预测故事结局做铺垫。培养学生逻辑推理能力和创新能力，完成第二个学习目标。 Students can take active part in the class activities and get the detailed information through scanning. Students may have difficulty in evaluating the character’ behaviors. 12
Predict and write an ending of the story. Step4 Post reading (12 min) 1.According to the chart that we have analyzed, please discuss the three questions in groups. Use the answers to predict an ending and write it down.（4min） T asks Ss to answer the three questions in Activity 3 and think of a possible ending to After Twenty Years. ①Did Jimmy come to meet his friend ②What has Jimmy experienced over the past twenty years ③What might happen between the policeman and the man 2. Invite some groups to show their endings.(3min) 3. Read the original ending and find out what actually happened. Share opinions in groups.(3min) 4. Invite some students to analyze the note and share opinions.(2 min) 让学生主动探究小说结局，发现故事真相，并与自己的预测结局进行对比。锻炼学生信息阅读，推理判断等能力。同时，学生能感受到欧 亨利小说的特别之处，总结O. Henry style ending即导入时提到的Surprising ending的特点，“出乎意料却情理之中”。完成第三个学习目标。 Students can take active part in the groupwork and share opinions. Students can get the surprising ending of the story and understand the O. Henry style ending. 12
Develop dialectical thinking of the relationship between friendship and duty. Step 5 Think & Share(4 min) Do you think that Jimmy did the right thing Share your opinions. 激励学生大胆表达自己观点，畅所欲言。引导学生辩证思考情与法之间的关系，树立正确的友情观。引导学生在生活中谨慎交友，交益友。 Students can further understand the meaning of friendship， establish a correct view of friendship 4
Make a conclusion of the class and have a self- Evaluation. Step 6 Self-evaluation(1min) 让学生及时回顾总结本课所学，查漏补缺，做好自评。 Students can get what they have learned in this class. 1
Arouse and keep the interests of reading famous works. Step 7 Homework(1min) 激发学生继续名著的兴趣，课下进一步自主探究。 Student can better understand O.Henry’s works and the surprise endings to his stories. 1
【作业与拓展学习设计】
Task1:Write your own ending to the excerpts.(Compulsory)
Requirements:
1.设定一个恰当的场景（比如Bob出狱当天），在这个场景中构建一个结局；
2.在这个场景中使用环境描写，心理描写以及动作描写；
3.要求字数约150。
Task2: Read the complete short story :After Twenty Years.(Optional
【板书设计】
【特色说明】
本课时围绕欧·亨利短篇小说《After Twenty Years》展开教学，充分体现了以核心素养为导向的课程理念。通过引导学生探究"友谊与法律"的辩证关系，将语言学习与思维品质、文化意识等素养目标有机融合。在教学过程中，严格遵循英语学习活动观，设计了从"梳理小说要素—分析人物行为—预测故事结局—探讨主题意义"的递进式学习路径，帮助学生实现从文本理解到价值建构的深度学习。课堂充分利用多模态资源增强教学效果：以《故乡》导入，引发学生对友谊主题的共鸣；运用图表等可视化工具梳理文本结构，降低理解难度；通过对比学生自创结局与原文结局，引导学生体会"欧·亨利式结尾"的独特魅力。特别是在探讨"如果你是Jimmy会怎么做"这一道德困境时，有效激发了学生的批判性思维，促使他们在情与法的冲突中进行理性思辨。课后设置分层任务，既有巩固性写作，也有拓展性阅读，满足不同学生需求。整个教学设计注重评价与反思，通过自我评价表引导学生审视学习过程，培养元认知能力，实现了"教—学—评"的一致性，是一节兼具语言训练与人文熏陶的优秀课例。
Unit 4 Developing ideas教学设计
【基本教学信息】
【课时名称】
Unit4 Developing ideas---Friends forever
【授课课型及时长】
【授课课型】Reading +Writing
【授课时长】 2课时
【文本分析】
外研版高中英语必修一Unit 4的主题语境是“友谊”，本节课为本单元的 Developing Ideas 部分。Developing Ideas阅读部分主要引导学生关注和辨析友谊和法律之间的关系，写作部分为读后写、给故事加结尾，旨在引发学生对友谊的价值、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则、珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，同时激发学生对名著的阅读兴趣。
【What】Developing ideas部分节选自美国著名短篇小说家欧·亨利的短篇小说“ After Twenty Years”，主题为友谊与法律，文章讲述了两兄弟阔别二十年后重逢的场景，结尾出人意料，引人深思。
【Why】通过这一板块的学习，学生能够深入理解友谊的内涵与意义，辩证地思考情与法之间的关系，形成正确的人生观、价值观。
【How】所节选的内容呈现了主人公Bob在约定的时间和地点等待重逢的场景，之后通过主人公和警察的对话，讲述了主人公和朋友20年前和20年间发生的故事。通过环境,人物以及情节的学习和分析初步掌握小说的文体特点和小说结尾的写法。在深入理解语篇内容的同时联系自身实际，实现知识与思维能力的迁移。
【学情分析】
本课的教学对象是高中一年级的学生，他们的认知能力有了一定的发展，初步具备了用英语获取信息、处理信息、分析问题和解决问题的能力。高一学生们的表现欲很强，有一定的想象力和创造力、但在丰富的词汇积累和语言表达方面还很匮乏。本课学习中学生能够读懂小说中具体的事实性信息，但是对于语篇的隐性逻辑关系，以及如何表达自己观点方面仍有待提高，需要教师循序渐进由浅入深的问题引导。所以我在设计这节课的时候，除了考虑对学生基本阅读能力的培养、注重突出了对学生想象力和创造力的激发，降低语言表达方面的要求，在词汇和表达方面给予一定的提示。
【Teaching objectives】
At the end of the class, students will be able:
Language Knowledge
1.To get the main plot of the excerpts, grasp the basic features of a novel, identify the characters in the story, analyze their personalities, and evaluate their behaviors.
Cultural Awareness
2.To explore the views and attitudes about friendship in O. Henry's novels, to enrich the cognition of friendship and law.
Thinking Quality
3.To connect with their own reality，further deepen their views about the meaning of friendship，develop their critical thinking between friendship and duty and form a correct view on making friends.
Learning Ability
4.Summarize the theme of O. Henry's novel and the features of the O. Henry-style ending, and arouse their interest in reading classic literary works.
5.To master the common reading and writing methods and skills , and try to create a possible ending to the story.
【Teaching key points】
1. To have students get the main plot of the text and master the basic features of a novel.
2. To have students explore the theme of the unit, develop students' logical thinking, critical thinking and innovative thinking.
3. To form a correct view of friendship and values.
【Teaching difficult points】
1. To identify the personalities of the main characters in the story and evaluate their behavior, try to create a possible ending to the story.
2. To develop the true meaning of friendship among students，develop students' logical thinking, critical thinking and innovative thinking.
【Teaching procedures】
教学目标 活动设计 设计意图 学习效果评价 时间
Know the topic of the class. Step1 Lead-in1. Show the short novels --- My Old Home by Lu Xun . 以鲁迅先生著名短篇小说《故乡》引入本课话题“friendship”，激发学生学习兴趣。 Students can say something about the famous novel. 3
Know the O. Henry and his works. Step 2 Pre-Reading (3 min) 1. Ask Ss questions and lead to the content of this class. 1). Do you like reading novels Have you ever read these novels Do you know the author 2). Please read the introduction of O. Henry and find out why his stories are famous 3). Do you know what the surprising endings are Let’s read the novel. 关于本课小说作者欧 亨利的几则事实，让学生阅读并准猜出作者。同时引出欧 亨利小说以surprising endings而出名，从而为本文要讲解O. Henry style ending 做铺垫。 通过了解学习目标，让学生明确学习任务。 Students can say something about the writer O.Henry. 3
Read for the three elements of the novel. Step3 While- Reading Fast Reading(4 min) 1.Ask Ss to read the paragraph below the title---the background introduction of the story to find out the place, the time and the characters of the story. Ask Ss to read the story to grasp the main idea and make clear of the relationship of characters. 2. We can infer that they had an appointment, so do you want to know what appointment did they make 20 years ago？ 利用图表提供学生阅读的支撑框架，通过填写图表找出基本信息when,where,who,what&why，从而完成第一个学习目标，掌握小说三要素和基本了解故事大意。 通过appointment一词衔接过渡引出对文章细节的阅读，激发学生好奇心和阅读兴趣。 Students can get the key words of the settings, plot and characters. Students can get the key words of the main idea through skimming. 4
Read for detailed information. Identify the characters in the story and evaluate their behaviors. Step 3 While reading Careful reading(12 min) 1. Read Paragraph 1 and answer the 2 questions. 2. Read the first part and Paragraph 3 and answer the questions. 本环节分三步，从文章大意阅读上升到文章细节阅读，通过问题链引领学生注重故事细节描写，通过共同探讨，一步步引导学生分析文中人物的描述，从而分析推断人物性格，并以表格形式汇总。表格始终在课件中呈现，通过一个个细节分析逐步让人物丰满起来。通过人物分析帮助学生理解文章，预测故事发展走向，为下一步预测故事结局做铺垫。培养学生逻辑推理能力和创新能力，完成第二个学习目标。 Students can take active part in the class activities and get the detailed information through scanning. Students may have difficulty in evaluating the character’ behaviors. 12
Predict and write an ending of the story. Step4 Post reading (12 min) 1.According to the chart that we have analyzed, please discuss the three questions in groups. Use the answers to predict an ending and write it down.（4min） T asks Ss to answer the three questions in Activity 3 and think of a possible ending to After Twenty Years. ①Did Jimmy come to meet his friend ②What has Jimmy experienced over the past twenty years ③What might happen between the policeman and the man 2. Invite some groups to show their endings.(3min) 3. Read the original ending and find out what actually happened. Share opinions in groups.(3min) 4. Invite some students to analyze the note and share opinions.(2 min) 让学生主动探究小说结局，发现故事真相，并与自己的预测结局进行对比。锻炼学生信息阅读，推理判断等能力。同时，学生能感受到欧 亨利小说的特别之处，总结O. Henry style ending即导入时提到的Surprising ending的特点，“出乎意料却情理之中”。完成第三个学习目标。 Students can take active part in the groupwork and share opinions. Students can get the surprising ending of the story and understand the O. Henry style ending. 12
Develop dialectical thinking of the relationship between friendship and duty. Step 5 Think & Share(4 min) Do you think that Jimmy did the right thing Share your opinions. 激励学生大胆表达自己观点，畅所欲言。引导学生辩证思考情与法之间的关系，树立正确的友情观。引导学生在生活中谨慎交友，交益友。 Students can further understand the meaning of friendship， establish a correct view of friendship 4
Make a conclusion of the class and have a self- Evaluation. Step 6 Self-evaluation(1min) 让学生及时回顾总结本课所学，查漏补缺，做好自评。 Students can get what they have learned in this class. 1
Arouse and keep the interests of reading famous works. Step 7 Homework(1min) 激发学生继续名著的兴趣，课下进一步自主探究。 Student can better understand O.Henry’s works and the surprise endings to his stories. 1
【作业与拓展学习设计】
Task1:Write your own ending to the excerpts.(Compulsory)
Requirements:
1.设定一个恰当的场景（比如Bob出狱当天），在这个场景中构建一个结局；
2.在这个场景中使用环境描写，心理描写以及动作描写；
3.要求字数约150。
Task2: Read the complete short story :After Twenty Years.(Optional
【板书设计】
【特色说明】
本课时围绕欧·亨利短篇小说《After Twenty Years》展开教学，充分体现了以核心素养为导向的课程理念。通过引导学生探究"友谊与法律"的辩证关系，将语言学习与思维品质、文化意识等素养目标有机融合。在教学过程中，严格遵循英语学习活动观，设计了从"梳理小说要素—分析人物行为—预测故事结局—探讨主题意义"的递进式学习路径，帮助学生实现从文本理解到价值建构的深度学习。课堂充分利用多模态资源增强教学效果：以《故乡》导入，引发学生对友谊主题的共鸣；运用图表等可视化工具梳理文本结构，降低理解难度；通过对比学生自创结局与原文结局，引导学生体会"欧·亨利式结尾"的独特魅力。特别是在探讨"如果你是Jimmy会怎么做"这一道德困境时，有效激发了学生的批判性思维，促使他们在情与法的冲突中进行理性思辨。课后设置分层任务，既有巩固性写作，也有拓展性阅读，满足不同学生需求。整个教学设计注重评价与反思，通过自我评价表引导学生审视学习过程，培养元认知能力，实现了"教—学—评"的一致性，是一节兼具语言训练与人文熏陶的优秀课例。