高中英语外研版 (2019)选择性必修 第四册Unit 1 Looking forwards教学设计及反思

这是一份高中英语外研版 (2019)选择性必修 第四册Unit 1 Looking forwards教学设计及反思，共5页。

Develping 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 —— 良好的人际关系与社会交往
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，介绍了一首脍炙人口的诗歌《未选择的路》，作者是Rbert Frst。本篇课文着重分析、解读了这首诗歌的内容及现实意义，旨在启迪学生勇敢面对未来，做出正确决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会遇到不少困难和曲折，经受各种考验，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出正确判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学目标
1 引导学生理解《未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力；
2 引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不迷失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质；
3 引导学生通过观察求职信，总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学重点
引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识；
培养学生“热爱生活”、“勇于担当”的积极人生态度，提高语言运用能力。
教学难点
引导学生理解The Rad Nt Taken（《未选择的路》）这首诗的内涵并把握好诗后课文对该诗的解读；；
引导学生正确看待今后可能要面临的选择和必须做出决定或取舍。
教学策略
“Pre-learning, While-learning, and Pst-learning” strategy（P-W-P模式）
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Teacher asks students t review Starting Out, trying t recall the differences between the three paths and what life’s path lks like.
2. Teacher encurages students t read the shrt intrductin f Rbert Frst and his
best-knwn pems.
3. Teacher asks students t wrk in pairs t ask and answer the tw questins belw the shrt intrductin.
4. Teacher invites sme pairs f students t ask and answer the questins.
1. Students review Starting Out, trying t recall the differences between the three paths and what life’s path lks like.
2. Students read the shrt intrductin f Rbert Frst and his
best-knwn pems.
3. Students wrk in pairs, asking and answering the tw questins belw the shrt intrductin.
4. Sme students ask and answer the questins in pairs.
T get sme specific infrmatin abut the authr and accumulate literary knwledge.



Activity 2
1. Teacher asks students t read the passage and find ut what it is abut.
2. Teacher asks students t read nce mre the pem alud and pay attentin t the rhythm.
3. Teacher tells students
smething mre abut writing styles f the pem.
1. Students read the passage and find ut what it is abut.
2. Students read the pem alud again, paying attentin t the rhythm.
3. Students learn smething mre abut writing styles f the pem.
T grasp the general idea f the pem.

Activity 3
1. Teacher asks students t read the passage belw the pem nce mre.
2. Teacher asks students t take clse lk at the tpic sentence f each paragraph.
3. Teacher divides the class int grups and asks students t share their understanding f the passage.
4. Teacher asks students frm each grup t share in class their understanding f the passage, while teacher can make sme cmment n it.
1. Students read the passage belw the pem nce mre.
2. Students take a clse lk at the tpic sentence f each paragraph.
3. Students wrk in grups t share their understanding f the passage.
4. Students share in class their grup’s understanding f the passage.
T have a better understanding f the
passage.
Activity 4
1. Teacher asks students t wrk individually t cmplete the table with infrmatin frm the passage.
2. Teacher divides students int grups and asks them t share and discuss what they put in the table.
3. Teacher asks students t read the summary f the pem, their appreciatin and interpretatin.
4. Teacher asks students t wrk in pairs and prepare a reprt, cmparing it with the ne in the passage given by Rbert.
5. Teacher asks students t wrk in grups and discuss the tw interpretatins frm the 4 respects given n page 10.
6. Teacher asks students t wrk in class and talk abut hw well their grup cmpleted the reprt and hw thers’ pinins have helped them better understand the pem.
1. Students wrk individually t cmplete the table with infrmatin frm the passage.
2. Students wrk in grups, sharing and discussing what they put in the table, while thers make sme cmments.
3. Students read the summary f the pem, their appreciatin and interpretatin.
4. Students wrk in pairs and prepare a reprt, cmparing it with the ne in the passage given by Rbert.
5. Students wrk in grups and discuss the tw interpreta- tins frm the 4 respects given n page 10.
6. Students wrk in class and talk abut hw well their grup cmpleted the reprt and hw thers’ pinins have helped them better under-
stand the pem.
T be familiar with the text and experience the feelings f the pet.
T imprve the students’ speaking skill and perfrming ability.

Learning
t
Learn
1. Teacher asks students t read the shrt paragraph f Learning t learn.
2. Teacher explains t the class what symblism is (r: the definitin f symblism).
3. Teacher asks students
t wrk in grups and try t find mre examples f the use f symblism.
1. Students read the shrt paragraph f Learning t learn.
2. Students learn what symblism is ( r: the definitin f symblism).
3. One r tw grups share their answers and give reasns, and then thers may make sme cmments.
T appreciate the new writing style f symblism.


Think
&
Share
1. Teacher asks students t pay great attentin t the key elements f petry and the emtin a pet wants t cnvey.
2. Teacher asks students t ask and answer the 5 questins given in this part.
3. Teacher checks the answers with the class.
1. Students pay great attentin t the key elements f petry and the emtin a pet wants t cnvey.
2. Students ask and answer the 5 questins given in this part.
3. Students check the answers with the teacher in class.
T find ut the key elements f petry s as t appreciate it.
Activity 5
1. Teacher asks students t read the jb advertisement and the applicatin letter.
2. Teacher asks students t wrk in grups, reading the letter again and lcating and underlining the 7 statements (frm a t g) n the letter, and discussing the structure f a letter.
3. Teacher asks students
t wrk in pairs, matching the headings t the sectins.
4. Teacher asks students
t write a letter f applicatin.
1. Students read the jb advertisement and the applicatin letter.
2. Students wrk in grups, reading the letter again and lcating r under- lining the 7 state- ments (frm a t g) n the letter, and discussing the structure f a letter.
3. Students wrk in pairs, matching the headings t the sectins.
4. Students write a letter f applicatin
independently.
T enable students t write an applicatin letter.
Activity 6
1. Teacher asks students t read the jb advertisement in Activity 6 in the Textbk.
2. Teacher asks students t wrk in pairs, asking and answering the three questins belw.
3. Teacher invites pairs f students (t the frnt) t d the ask-and-answer f the three questins.
4. Teacher asks students t write as a hme- wrk an applicatin letter using the mdel letter in Activity 5 t help them.
1. Students read the jb advertisement in Activity 6 in the Textbk.
2. Students wrk in pairs, asking and answering the three questins belw and then exchange the rle.
3. Students wrk in pairs t d the ask-
and-answer f the three questins in frnt f the class.
4. Students write an applicatin letter as a hmewrk, using the mdel letter in Activity 5 t help themselves.
T practice students’ writing skill.
Activity 7
Teacher asks students t wrk in pairs t make imprvements t each ther’s applicatin letters, paying particular attentin t the structure and language.
Students wrk in pairs t make imprvements t each ther’s appli- catin letters, paying particular attentin t the structure and language.
T give pprtunities fr students t present their writings, make cmments and learn frm each ther.