高中英语选择性必修4Unit 4 教学设计.docx

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1、Book 7 Unit 4 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容涵盖个人职业倾向与未来规划、创新与创业的意识、社会热点经济现象、信息技术创新和个人信息安全等。本单元从货币的发展说起，通过大学毕业生的创业故事、社会信用体系构建、大学生理财观念培养、共享经济、无现金支付等话题的多模态语篇，紧扣社会发展的热点和趋势，引导学生关注和理解日常生活中的经济学现象，培养其正确的职业思考习惯与创新意识，同时使学生能够辩证地思考身边的经济现象和行为，增强风险意识，不跟风不盲从，树立正确的金钱观、理财观。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的图表、新闻特写、产品档案

2、、传单、旅行笔记、网络论坛等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与信用体系、个人理财等相关的话题，使用所学语言谈论有效开展自我财务管理、保持良好信用记录的方法与建议；能够恰当运用定语从句对目标内容进行修饰、说明和补充，介绍并分析无现金支付的利弊，了解世界各国与经济相关的发展历史和有代表性的经济活动，深化对单元主题意义的理解；同时能够运用单元所学，解释观点、分析利弊，结合自身实际，正确认识大学生创业现象，细致思考今后择业的意向，辨析共享经济的利弊，形成正确的人生观、价值观和金钱观；能够运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、

3、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提升分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长10分钟，教师可根据教学实际酌情调整。）课型Listening + Viewing主题语境人与社会社会进步与人类文明内容分析活动1呈现了一段与单元主题相关的视频，介绍了货币出现与发展的简史。活动2呈现了四幅图片，展现了日常生活中几种与货币相关的不同类型的经济活动，请学生找出这些经济活动的共同点，并结合自身经历，描述自己生活中参与的经济活动。本板块旨在引入单元主题，激活学生已有的语

4、言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。教学目标1 带领学生观看视频，理解视频的主旨大意，从视频中迅速提取关键信息，激活学生已有的语言、背景知识；2 引导学生观察并理解图片，初步了解日常生活中不同的经济活动，理解货币在其中扮演的角色，激活已有的语言、背景知识，对货币这一经济学基本概念有一定程度的思考；3 引导学生基于学生用书中的活动和自身经历，简单描述、谈论货币在人类社会生活中的作用，对货币的未来发展趋势进行初步的设想。教学重点教师引导学生观看视频，了解货币的发展历程，初步导入单元主题。教学难点引导学生对细节进行捕捉和理解，并区分各种时期货币的异同。教学策略视听

5、教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Show some pics of the currencies of the ancient times to lead into the topic.2. Ask questions to activate students background knowledge of the topic.3. Play the video. Ask the two questions.4. (Design 1) Play

6、 the video again, check the answers. If necessary, play the video a few more times.(Design 2) Organize group work. Ss exchange the info theyve heard, and finish a mind map together.5. Check answers to the questions.1. Observe pics of the currencies of the ancient times. Activate personal background

7、knowledge of the topic.2. Watch the video. Answer the two questions.3. (Design 1) Watch the video again, check the answers. (Design 2) Exchange the info theyve heard,In groups and finish a mind map together.4. Check answers to the questions.1. To Activate students related background knowledge. 2. To

8、 help students have an overall understanding of the development of currency.Activity 21. Show pictures. Organize group work; ask students to observe pics and describe the economic activities.2. Guide students to draw the common features of the activities.3. Guide students to think about their everyd

9、ay economic activities.4. Organize group work. Students exchange their thoughts. 5. Invite groups to share their results of discussion. Guide students to appreciate healthier and thrifty economic activities.1. In groups, observe pics and describe the economic activities.2. Draw the common features o

10、f the activities.3. Think about everyday economic activities.4. Exchange thoughts on economic activities. 5. Share the results of discussion. Learn to appreciate healthier and thrifty economic activities.1. To encourage students reflection on everyday economic activities.2. To guide students to appr

11、eciate healthy and thrifty economic behavior.Understanding ideas板块教学设计（建议时长3035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

12、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

13、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 contentsProceduresPurposes Teachers activityStudents activityActivity 11. Organize group work. Guide students to observe the two charts and understand the trend

14、.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 a

15、nd 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 st

16、udents 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 Yues decision.4. Ask students to do some report.1. Make clear about the target of t

17、he fast reading task.2. Read the passage quickly. 3. Discuss about Zhang Yues 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 tit

18、le 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 b

19、etween 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(Design 1)1. Organize group work. Each group reads through the choices and decides which one to choose. 2. Ask students to read through th

20、e text and find support for their decisions.3. Ask groups to share their decisions and reasons.1. In groups, read through 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.To learn how to draw the main idea of a

21、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 passa

22、ge. 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

23、 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 gamean interview.1. Go through the main columns of the interview notes to make clear what info to get.2. Read the text. Cooperate

24、in pairs to complete the missing info for the blanks.3. Present the works to the class.4. A role-play gamean 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

25、 work. Students help each other to better the notes with a proper structure. Then complete the interview notes on Page 40.3. Ask some pairs to share their works. Others make necessary supplements.4. Organize a role-play interview game. 1. Read the article and take notes carefully.2. In pairs, help e

26、ach other to better the notes with a proper structure. Then complete the interview notes on Page 40.3. Share the works in class and make necessary supplements.4. Do a role-play interview game.1. To understand the text in details.2. To understand the structure of an interview.Think & Share1. Organize

27、 pair work. Students discuss the questions.2. Ask students to share their answers. Others can make necessary supplements.1. Discuss the questions in pairs.2. Share the answers. Make necessary supplements.1. To help students think about questions reasonably.2. Improve students level of thinking and r

28、eflection.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening + Speaking主题语境人与社会社会进步与人类文明内容分析语法部分的主要内容为定语从句的复习，其中第一个小语篇介绍了一些国家为了帮扶欠发达地区农民与工人而开展的运动（Good Deal movement），第二个小语篇是受益于这一运动的一款咖啡豆的产品档案，帮助学生在具体语境中复习定语从句的用法。综合语言运用部分的话题是“社会信用体系”，其中听说部分通过朋友间的对话，讨论了中国社会生活中个人信用体系的建立与运作；词汇部分通过针对大学新

29、生设计的财务管理知识传单，帮助学生掌握与理财相关的词汇与表达，了解如何通过合理的财务管理实现良好的个人信用。本板块旨在帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考与交际，全方位提升综合语言运用能力。教学目标1. 带领学生复习定语从句，使学生能够更好地理解其形式、意义与语用功能，并在具体、真实的语境中进行运用；2. 引导学生学习并运用与个人财务管理相关的词汇和表达，理解其含义，对日常经济学概念和财务管理有基本的了解；3. 引导学生关注社会生活中个人信用体系的构建和运行，思考如何规范自己的经济行为、建立良好的个人信用，树立正确的金钱观、价值观；4. 引导学生关注语用功能，学会用英语

30、进行咨询、释疑以及优势分析，并能够在实际生活中运用所学表达。教学重点1. 引导学生复习定语从句的基本特征并在真实语境中运用；2. 引导学生理解良好的理财观念、个人信用的重要性，并锻炼语言表达能力。教学难点1. 指导学生对定语从句的灵活运用；2. 对于理财和信用体系建设，学生了解甚少，可能造成表达障碍。教学策略任务型教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Ask students to read sentence a & b with spe

31、cial attention to the words in bold.2. Organize group work to discuss Questions 1-4. 3. Invite some students to share their answers.4. Ask students to find more attributive clauses in the text. Explain them in the same way.1. Read sentence a & b with special attention to the words in bold. 2. Discus

32、s Questions 1-4.3. Share the answers to the class.4. Find more attributive clauses in the text. Explain them in the same way.1. To go over attributive clauses.2. To help students learn from real text.Activity 21. Ask students to carefully read the underlined sentences and try to understand the logic

33、 of them. 2. Guide students to rewrite the sentences using attributive clauses.3. Invite some students to show their sentences to the class. 4. Check all the rewritten sentences.5. Guide students to draw some rules about attributive clauses.1. Carefully read the underlined sentences and try to under

34、stand the logic of them.2. Rewrite the sentences using attributive clauses.3. Show the sentences to the class.4. Check all the sentences.5. Draw some rules about attributive clauses.To practice more about writing attributive clauses.Activity 31. Guide students to read the profile of the Green Equato

35、r Coffee. 2. Organize group work to discuss the logical relationship between the pieces of info.3. Ask each group to complete an introduction to the coffee with proper use of attributive clauses.4. Ask some groups to read aloud their works. Other groups listen and make proper modifications.1. Read t

36、he profile of the Green Equator Coffee.2. In groups, discuss the logical relationship between the pieces of info.3. In groups, complete an introduction to the coffee with proper use of attributive clauses.4. Read aloud the works. Other groups listen and make proper modifications.To practice using at

37、tributive clauses properly in passages.Activity 41. Ask students to read the introduction work of Activity 3 again. Use it as an example for the next step.2. Organize group work. Discuss and write about something recently bought. Use attributive clauses appropriately.3. Ask students to exchange thei

38、r works among group members. Try to improve their works.4. Ask each group to present one of their works to the class. 5. Guide students to make their introductions better.1. Read the introduction work of Activity 3 again. Use it as an example for the next step.2. Discuss and write about something re

39、cently bought. Use attributive clauses appropriately.3. Exchange the works among group members. Try to improve their works.4. Present one of the works to the classes.5. Make their introductions better.To further practice using the attributive clause in passages.Activity 51. Play the audio record. 2.

40、 Ask students to listen carefully and choose the topics discussed.3. Ask some students to present their answers and tell the reasons.4. Check the answers.1. Listen to the audio record carefully and choose the topics discussed. 2. Present answers and tell the reasons.3. Check the answers.To practice

41、listening and improve the ability of grasping what is discussed. Activity 61. Ask students to read through the text with blanks and the three following questions.2. Help students to make clear what info is missing, which is the focus of the listening task.3. Play the audio record. Ask students to fi

42、ll in the blanks and answer the three questions.4. Ask some students to read aloud the completed text and answers to the questions.5. Check the answers.1. Read through the text with blanks and the three following questions.2. Make clear what info is missing, which is the focus of the listening task.

43、3. Listen to the audio record, fill in the blanks and answer the three questions.4. Read aloud the completed text and the answers to the questions.5. Check the answers.To practice listening ability of grasping the details.Activity 71. Guide students to read through the listed expressions. Help stude

44、nts to make clear their functions (asking for clarification, clarifying, and stating advantages or benefits).2. Guide students to put the expressions into proper boxes.3. Ask some students to share his answers. Check the answers.1. Read through the listed expressions. Make clear their functions.2. P

45、ut the expressions into proper boxes.3. Share the answers. Check the answers.To learn expressions with the functions of asking for clarification, clarifying, and stating advantages or benefits.Activity 81. Guide students to read through the title and Paragraph. Help students make predictions about w

46、hat financial problems a university student may face.2. Ask students to read through the three questions below the leaflet. 3. Ask students to read the details of the leaflet.4. Organize group work to discuss the three questions.5. Invite some groups to share their answers. Then check the answers.1.

47、 Read through the title and Paragraph. Make predictions about what financial problems a university student may face.2. Read through the three questions below the leaflet.3. Read the details of the leaflet. 4. Discuss the three questions.5. Share the answers. Then check the answers.1. To learn about credit and finance management.2. To learn about related vocabulary and expressions.Activity 91. Ask students to read through the listed meanings.2. Organize group work. Students cooperate and complete the matching work. 3. Invite some gro