Unit4Understandingideas教学设计高中英语外研版选择性

Unit4Understandingideas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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Organizegroupwork.Guidestudentstoobservethetwochartsandunderstandthetrend.Askstudentstodiscussthethreequestionsbelowthecharts.Guidestudentstomakepredictionsaboutfuturejobmarket.(Design1)Askgroupstoreporttheirdiscussionandpredictions.(Design2)Encouragestudentstothinkaboutthereasonsbehindthejobtrend.Observethetwochartsandunderstandthetrend.Discussthethreequestionsbelowthecharts.Makepredictionsaboutfuturejobmarket.(Design1)Reportthediscussionandpredictions.(Design2)Thinkaboutthereasonsbehindthejobtrend.1.Toguidestudentstolearnhowtoconductareadingtask.2.Tohelpstudentsgetthegeneralideaofthetext.Activity2(Design1)Stateclearlyaboutthetargetofthefastreadingtask.Askstudentstoreadthepassagequickly.Organizegroupwork.StudentsdiscussaboutZhangYue’sdecision.Askstudentstodosomereport.Makeclearaboutthetargetofthefastreadingtask.Readthepassagequickly.DiscussaboutZhangYue’sdecision.Reporttheresultofthegroupwork.1.Toguidestudentstolearnhowtoconductareadingtask.2.Tohelpstudentsgetthegeneralideaofthetext.Activity2(Design2)1.Askstudentstocarefullyreadthetitleofthetextandpics,buildconnectionbetweenthem,andmakepredictions.2.Askstudentstoreadtherequirement,andmakepredictions.3.Askstudentstoreadthetext,andunderlinekeywords.4.Askstudentstodosomereport.1.Carefullyreadthetitleofthetextandpics,buildconnectionbetweenthem,andmakepossiblepredictions.2.Readtherequirement,andmakepredictions.3.Readthetext,andunderlinekeywords.4.Dogroupreport.Activity3(Design1)Organizegroupwork.Eachgroupreadsthroughthechoicesanddecideswhichonetochoose.Askstudentstoreadthroughthetextandfindsupportfortheirdecisions.Askgroupstosharetheirdecisionsandreasons.1.Ingroups,readthroughthechoicesanddecidewhichonetochoose.2.Readthroughthetextandfindsupportforthedecision.3.Sharethedecisionsandreasons.Tolearnhowtodrawthemainideaofapassage.Activity3(Design2)1.Askstudentstomakeclearabouttheclueandstructureofthepassage.2.Organizegroupwork.Studentsdiscussthemainpurposeofthepassage.Givereasons.3.Askgroupstosharetheresultsoftheirdiscussion.1.Makeclearabouttheclueandstructureofthepassage.2.Ingroups,discussthemainpurposeofthepassage.Givereasons.3.Sharetheresultsofthediscussion.Tolearnhowtodrawthemainideaofapassage.Activity4(Design1)Guidestudentstogothroughthemaincolumnsoftheinterviewnotestomakeclearwhatinfotoget.Askstudentstoreadthetext.Arrangepairworktocooperatetocompletethemissinginfofortheblanks.Asksomepairstopresenttheirworkstotheclass.Organizearole-playgame—aninterview.Gothroughthemaincolumnsoftheinterviewnotestomakeclearwhatinfotoget.Readthetext.Cooperateinpairstocompletethemissinginfofortheblanks.Presenttheworkstotheclass.Arole-playgame—aninterview.Tounderstandthetextindetails.Tounderstandthestructureofaninterview.Activity4(Design2)Askstudentstoreadthearticleandtakenotescarefully.Organizepairwork.Studentshelpeachothertobetterthenoteswithaproperstructure.ThencompletetheinterviewnotesonPage40.Asksomepairstosharetheirworks.Othersmakenecessarysupplements.Organizearole-playinterviewgame.Readthearticleandtakenotescarefully.Inpairs,helpeachothertobetterthenoteswithaproperstructure.ThencompletetheinterviewnotesonPage40.Sharetheworksinclassandmakenecessarysupplements.Doarole-playinterviewgame.Tounderstandthetextindetails.Tounderstandthestructureofaninterview.Think&ShareOrganizepairwork.Studentsdiscussthequestions.Askstu