2019外研版高中英语选择性必修四Unit4 Understanding ideas 板块教学设计
- 格式：docx
- 大小：24.80 KB
- 文档页数：4
1 / 4
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 1. 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；
2. 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；
3. 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 1. 引导学生理解课文，获取主旨大意与核心信息；
2. 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 1. 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；
2. 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 2 / 4
Activity 1 1. Organize group work. Guide
students to observe the two
charts and understand the
trend.
2. Ask students to discuss the
three questions below the
charts.
3. Guide students to make
predictions about future job
market.
4. (Design 1) Ask groups to
report their discussion and
predictions.
(Design 2) Encourage
students to think about the
reasons behind the job trend. 1. Observe the two charts
and understand the
trend.
2. Discuss the three
questions below the
charts.
3. Make predictions
about future job
market.
4. (Design 1) Report the
discussion and
predictions.
5. (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) 1. State clearly about the target
of the fast reading task.
2. Ask students to read the
passage quickly.
3. Organize group work.
Students discuss about
Zhang Yue’s decision.
4. Ask students to do some
report. 1. Make clear about the
target of the fast reading
task.
2. Read the passage
quickly.
3. Discuss about Zhang
Yue’s decision.
4. 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 1. Organize group work. Each 1. In groups, read through To learn how to 3 / 4
(Design 1) group reads through the
choices and decides which
one to choose.
2. Ask students to read through
the text and find support for
their decisions.
3. Ask groups to share their
decisions and reasons. 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. 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) 1. Guide students to go through
the main columns of the
interview notes to make clear
what info to get.
2. Ask students to read the text.
Arrange pair work to
cooperate to complete the
missing info for the blanks.
3. Ask some pairs to present
their works to the class.
4. Organize a role-play
game—an interview.
1. Go through the main
columns of the
interview notes to
make clear what info
to get.
2. Read the text.
Cooperate in pairs to
complete the missing
info for the blanks.
3. Present the works to
the class.
4. A role-play game—an
interview.
1. To understand
the text in
details.
2. To understand
the structure
of an
interview.
Activity 4
(Design 2) 1. Ask students to read the
article and take notes
carefully.
2. Organize pair work. Students
help each other to better the
notes with a proper structure.
Then complete the interview
notes on Page 40. 1. Read the article and
take notes carefully.
2. In pairs, help each
other to better the
notes with a proper
structure. Then
complete the interview
notes on Page 40. 1. To understand
