课时21988选必B4U1-Understandingideas-选必B4U1-Understandingideas

选择性必修第四册教学设计Unitl Understandingideas课型Reading主题语境人与社会一良好的人际关系与社会交往本板块呈现了一篇反映单元主题的课文，语篇类型为论说文课文通过夹叙夹议的方式，讲述了美国著名作家和苏格兰著名作家Ernest Hemingway这两位杰出人物不同凡响的故事，论述了他们是如何在Arthur ConanDoyle内容分析人生的重要时刻做出重大的选择或决定，并坚持不懈、矢志不渝，最终名闻天下的读前的导入活动通过请学生完成一份问卷，帮助学生总结自己过去取得的进步，规划未来的目标读中活动请学生看课文标题，预测课文内容读后通过完成段落匹配并回答问题，分析逻辑结构和回答开放性问题，帮助学生深入理解课文、赏析课文，探究单元主题意义引导学生获取课文主要信息，叙述课文中两位作家的成长历程，他们在1成长过程中的不同际遇及代表作同时，学生结合自己的成长经历，理解教学目标如何“面对未来”；引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相2关的表达，并能运用所学表达进行交流；帮助学生基于课文内容，从两位作家如何憧憬未来、采取行动、面对现3实、做出决定、做出改变等方面进行思考同时，引导学生结合两位作家成长故事中可汲取的积极人生态度以及课文中的名言，加深对单Steve Jobs元主题的认识引导学生读懂语篇，理解文段、把握课文结构；

1.教学重点引导学生了解夹叙夹议的文体特征

2.如何引导学生理解语篇结构，把握文本重要信息；

1.教学难点如何引导学生欣赏文学作品，提升他们的文学修养

2.教学策略模式“Pre-learning,While-learning,and Post-learning^^strategy P-W-PTeachingProceduresPurposescontentsTeachers activityStudents9activity

1.Teacher asksstudents toread the titleand predict

1.Students readthe title

1.To enablethe studentswhatthe passageis quickly,predicting whatto improvetheirabout.the passageis about.fast-reading skills.Activity

12.Teacher asksstudents to

2.Students choosethe

2.To makestudents havetickthe answerfrom thecorrect onefrom the4a general4choices onpage2of choicesand givetheir understandingof thethe text-reasons.reading passage.book.

1.Students readthe To figure out the authorspassagequickly andpurpose ofwriting the

1.Teacher asksstudents tochoosethe authorspassage.readthe passage quicklypurpose in writing theand choosethe authorspassage.Activity2purposeinwritingthe

2.Some studentssharepassage.their answers with the

2.Teacher invitessomeclass.students toshare theiranswerswith theclass.

1.Tofigure outthe mainidea as well asthe

1.Teacher asksstudents tostructure withsomeread the passage detailsof the passage.carefully andfigure out

1.Students readthe

2.To enablestudents tothe main structure of the passage carefullyand bemore familiarwithpassage and themainfigureoutthemain thetext.idea ofeach paragraph.structureofthepassage

3.To learnsomethingActivity

32.Teacher asksstudents toandthemain ideaof aboutthe figureofmake acomparison eachparagraph.speech.between thetwo writers

2.Students completetheand completethe chartchart in Activity4,inActivity

4.paying attentionto the

3.Teacher checksthe detailsaswell as theanswerswith thesimilarities.students.

3.Students checkthe

4.Teacher asksstudents toanswerswiththe teacherreadthepassageagain ortheir deskmate.so asto further

4.Students readtheunderstand thestructure passageagain tofurtherof thepassage.understand thestructure

5.Teacher invitessome ofthepassage.students toretell the

5.Some studentsretell thepassage.passage,while others

6.Teacher dealswith maymake comments.some ofthe most

6.Students mayraise theirimportantlanguage handsif theyhave anypoints,sentence patternsquestion toask theaswellasgrammatical teacher.items

7.Students workin pairs

7.Teacher askstudents toand readthe sentencesworkin pairs,reading from thepassageandthe sentencesanswerthe following3fromthepassage andquestions given intheanswer thefollowing3textbook.questionsgiveninthe

8.Students learnmoretextbook.items aboutwhat figure

8.Teacher tellsstudentsof speechis.more itemsabout whatfigureof speechis.To getstudents wellpreparedfor theirfuture.

1.Teacher asksstudents to

1.Students readthe fourreadcarefully thefour questionscarefully andquestionsand getready getready fbrtheThinkfbr the answers.answers.

2.Teacher asksstudents to

2.Students workin pairsworkin pairs,and discussthe answersSharediscussingtheanswersto thefour questions.to thefour questions.

3.Pairs ofthe studentsare

3.Teacher askspairs ofinvited to the frontof thestudentstothefront toclass,and givegivepresentation ofthis presentation,whilepart.others makecomments.。