外研版 (2019)选择性必修 第四册Unit 1 Looking forwards教案设计

这是一份外研版 (2019)选择性必修 第四册Unit 1 Looking forwards教案设计，共5页。

教学设计
( Teaching material analysis)
In this perid, the sectin “Starting ut” mainly intrduces hw Lu Xun changed the way f life, which helps t guide students t think abut the influence f different chices n life.
This essay in the sectin “Understanding ideas”describes the extrardinary life experiences f American and Scttish writers, and discusses hw they make imprtant decisins at imprtant mments in their lives.Thrugh reading and thinking, students can imprve their language skills and deepen their understanding f the subject f the unit.
(Teaching bjectives & Cre Cmpetencies and Values fr students)
1. Lead students t talk abut their views n different life chices by watching the vide and lking at the pictures.
2. Guide students t get the main infrmatin f the text and enable students t understand hw t face the future based n their wn grwing experience.
3. Help students t master the structure f discurse and language features, master and use the relevant language t express themselves.
4. Guide students t understand the imprtance f a psitive attitude twards life, and think abut hw t chse the right life path.
(Teaching fcuses)
1. Lead the students t actively talk abut the impact f different life chices in class.
2. Develp students’ reading ability and master the structure as well as the features f argumentative writing.
3. Guide students t think and share hw t critically evaluate ther peple’s life chices and hw t face his r her future wisely.
(Teaching prcedure)
Step 1 Starting ut
1. Have students watch the vide and answer the questins n Page 1.
2. Have students describe the picture and discuss the differences between the three paths.
Step 2 Befre reading
Activity 1 Befre reading the text, students are asked t cmplete the questinnaire and share their answers by wrking in grups.
Activity 2 Have students predict what the text is abut by lking at the pictures and reading the title f the text. When reprting their answers, students are asked t give the reasns fr the predictin.
Step 3 While reading
Activity 3
1. Ask students t skim the text and get the main idea f the passage by filling in the fllwing frm.
2. Match the questins t the paragraphs and find ut the answers.
3. Have students read the text fr the third time. And lead the students t further cmb the text cntent s as t cmplete the fllwing chart.
4. Read the sentence “S, whatever twists and turns yu might encunter, takes a leaf ut f the bks f these tw authrs and be prepared fr the unexpected.”, and then answer the questins.
Questin 1.
What d yu knw abut “figures f speech”? What figure f speech is used in the expressin “take a leaf f the bk”?
Questin 2.
What effect is the authr aiming t achieve by using it?
Questin 3.
What ther expressins d yu knw that share the same meaning?
Step 4: Pst- reading: Think and share
1. Guide the students t dig deeply int the theme meaning f the article and imprve their ability f cmprehensin and self-reflectin by discussin.
2. Vice yur pinin abut hw t face yur future when smething unexpected may happen t yu.
Step 5: Language appreciatin
1. As many f us already knw, having plans in place fr the future is n guarantee that they will becme reality.
[句式分析] 语境中，as引导非限制性定语从句；主句中，动名词短语having plans in place fr the future充当主语，名词guarantee后接that引导的同位语从句，解释说明其具体内容
[尝试翻译] 正如我们许多人已经知道的那样，为未来制定计划并不能保证它们将成为现实。
2. Having set himself this gal, he wrte nvels and shrt stries based n his persnal experiences f the the First Wrld War, the Spanish Civil War, bullfighting and deep-sea fishing, amng-st thers.
[句式分析] having set himself this gal 为现在分词的完成式，在句子中作状语，表示动作set发生在谓语动作之前；而过去分词短语based n...充当其前面名词的后置定语，相当于定语从句 that/which were based n...
[尝试翻译] 为自己设定了这个目标后，他根据自己在第一次世界大战、西班牙内战、斗牛和深海捕鱼等方面的个人经历写了许多小说和短篇故事。
3. Thugh bth f the these men were ultimately successful, their paths t success were very different, their futures nt necessarily turning ut exactly as they planned.
[句式分析] 语境中，thugh 引导让步状语从句，“their futures nt necessarily turning ut exactly as they planned”为“名词+现在分词turning ut”构成独立主格结构，其中 as they planned是as引导的方式状语从句。
[尝试翻译] 虽然这两个人最终都取得了成功，但他们通往成功的道路却截然不同，他们的未来并不一定如他们所计划的那样。
Step 6: Assignments
1. Review the basic usage f the new wrds and expressins learned in this perid.
2. Write a 60-wrd summary f the text “Facing the Future”.
Wh
His first life chice
His later life’s path
Why he changed his decisin
What can yu?
What differences between the paths?
A. The path n the left...
B. The path in the middle...
C. The path n the right...
Hw will yu face yur future life’s path?
1. Different at the jbs peple might d in the future.
2. Stries abut different peple's future.
3. Varius pssibilities fr future develpment.
4. Fixed future fr everyne.
Suggested answer: _________.
Parts
Paragraphs
The main idea f each part
Part 1
Para1, 2
Different peple may apprach their future in cntrasting ways.
Part 2
Para 3
Hemingway was single-minded in his ambitin t write and achieved great success in his careers.
Part 3
Para 4, 5
Cnan Dyle changed his riginal life’s chice and abandned medicine fr literature and achieved great success.
Part 4
Para 6
Facing the future, peple shuld be prepared fr the unexpected whatever difficulty they meet with in ur life.
Para
a
What is pssibly the mst imprtant cncern in life?
b
What was Dyle’s main writing ambitin?
c
What can yu d when faced with uncertainty abut the future?
d
What is the relatinship between ne’s plan and the future?
e
Why was Dyle disappinted with the success f his Hlmes stries?
f
What did Hemingway d t achieve his ambitin t becme a writer?
Ernest Hemingway
Similarities
Arthur Cnan Dyle
He was brn in the US in 1899
They bth ___________
He was brn in Sctland in 1859.
He ___________ since byhd
He first wrked as _______ but _________
He wrte _______________
They shared ___________
He created _____ Sherlck Hlmes
He wn _______________
He had wanted t be remembered fr
_______ but ___________.