Unit1-Developing-ideas板块教学设计

2/2Unit1Developingideas板块教学设计Developingideas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RobertFrost。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TheRoadNotTaken（《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,andPost-learning”strategy（P-W-P模式）TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreviewStartingOut,tryingtorecallthedifferencesbetweenthethreepathsandwhatlife’spathlookslike.2.TeacherencouragesstudentstoreadtheshortintroductionofRobertFrostandhisbest-knownpoems.3.Teacherasksstudentstoworkinpairstoaskandanswerthetwoquestionsbelowtheshortintroduction.4.Teacherinvitessomepairsofstudentstoaskandanswerthequestions.1.StudentsreviewStartingOut,tryingtorecallthedifferencesbetweenthethreepathsandwhatlife’spathlookslike.2.StudentsreadtheshortintroductionofRobertFrostandhisbest-knownpoems.3.Studentsworkinpairs,askingandansweringthetwoquestionsbelowtheshortintroduction.4.Somestudentsaskandanswerthequestionsinpairs.Togetsomespecificinformationabouttheauthorandaccumulateliteraryknowledge.Activity21.Teacherasksstudentstoreadthepassageandfindoutwhatitisabout.2.Teacherasksstudentstoreadoncemorethepoemaloudandpayattentiontotherhythm.3.Teachertellsstudentssomethingmoreaboutwritingstylesofthepoem.1.Studentsreadthepassageandfindoutwhatitisabout.2.Studentsreadthepoemaloudagain,payingattentiontotherhythm.3.Studentslearnsomethingmoreaboutwritingstylesofthepoem.Tograspthegeneralideaofthepoem.Activity31.Teacherasksstudentstoreadthepassagebelowthepoemoncemore.2.Teacherasksstudentstotakecloselookatthetopicsentenceofeachparagraph.3.Teacherdividestheclassintogroupsandasksstudentstosharetheirunderstandingofthepassage.4.Teacherasksstudentsfromeachgrouptoshareinclasstheirunderstandingofthepassage,whileteachercanmakesomecommentonit.1.Studentsreadthepassagebelowthepoemoncemore.2.Studentstakeacloselookatthetopicsentenceofeachparagraph.3.Studentsworkingroupstosharetheirunderstandingofthepassage.4.Studentsshareinclasstheirgroup’sunderstandingofthepassage.Tohaveabetterunderstandingofthepassage.Activity41.Teacherasksstudentstoworkindividuallytocompletethetablewithinformationfromthepassage.2.Teacherdividesstudentsintogroupsandasksthemtoshareanddiscusswhattheyputinthetable.3.Teacherasksstudentstoreadthesummaryofthepoem,theirappreciationandinterpretation.4.Teacherasksstudentstoworkinpairsandprepareareport,comparingitwiththeoneinthepassagegivenbyRobert.5.Teacherasksstudentstoworkingroupsanddiscussthetwointerpretationsfromthe4respectsgivenonpage10.6.Teacherasksstudentstoworkinclassandtalkabouthowwelltheirgroupcompletedthereportandhowothers’opinionshavehelpedthembetterunderstandthepoem.1.Studentsworkindividuallytocompletethetablewithinformationfromthepassage.2.Studentsworkingroups,sharinganddiscussingwhattheyputinthetable,whileothersmakesomecomments.3.Studentsreadthesummaryofthepoem,theirappreciationandinterpretation.4.Studentsworkinpairsandprepareareport,comparingitwiththeoneinthepassagegivenbyRobert.5.Studentsworkingroupsanddiscussthetwointerpreta-tionsfromthe4respectsgivenonpage10.6.Studentsworkinclassandtalkabouthowwelltheirgroupcompletedthereportandhowothers’opinionshavehelpedthembetterunder-standthepoem.Tobefamiliarwiththetextandexperiencethefeelingsofthepoet.Toimprovethestudents’speakingskillandperformingability.LearningtoLearn1.TeacherasksstudentstoreadtheshortparagraphofLearningtolearn.2.Teacherexplainstotheclasswhatsymbolismis(or:thedefinitionofsymbolism).3.Teacherasksstudentstoworkingroupsandtrytofindmoreexamplesoftheuseofsymbolism.1.StudentsreadtheshortparagraphofLearningtolearn.2.Studentslearnwhatsymbolismis(or:thedefinitionofsymbolism).3.Oneortwogroupssharetheiranswersandgivereasons,andthenothersmaymakesomecomments.Toappreciatethenewwritingstyleofsymbolism.Think&Share1.Teacherasksstudentstopaygreatattentiontothekeyelementsofpoetryandtheemotionapoetwantstoconvey.2.Teacherasksstudentstoaskandanswerthe5questionsgiveninthispart.3.Teachercheckstheanswerswiththeclass.1.Studentspaygreatattentiontothekeyelementsofpoetryandtheemotionapoetwantstoconvey.2.Studentsaskandanswerthe5questionsgiveninthispart.3.Studentschecktheanswerswiththeteacherinclass.Tofindoutthekeyelementsofpoetrysoastoappreciateit.Activity51.Teacherasksstudentstoreadthejobadvertisementandtheapplicationletter.2.Teacherasksstudentstoworkingroups,readingtheletteragainandlocatingandunderliningthe7statements(fromatog)ontheletter,anddiscussingthestructureofaletter.3.Teacherasksstudentstoworkinpairs,matchingtheheadingstothesections.4.Teacherasksstudentstowritealetterofapplication.1.Studentsreadthejobadvertisementandtheapplicationletter.2.Studentsworkingroups,readingtheletteragainandlocatingorunder-liningthe7state-ments(fromatog)ontheletter,anddiscussingthestructureofaletter.3.Studentsworkinpairs,matchingtheheadingstothesections.4.Studentswritealetterofapplicationindependently.Toenablestudentstowriteanapplicationletter.Activity61.TeacherasksstudentstoreadthejobadvertisementinActivity6intheTextbook.2.Teacherasksstudentstoworkinpairs,askingandansweringthethreequestionsbelow.3.Teacherinvitespairsofstudents(tothefront)todotheask-and-answerofthethreequestions.4.Teacherasksstudentstowriteasahome-workanapplicationletterusingthemodelletterinActivity5tohelpthem.1.StudentsreadthejobadvertisementinActivity