2019新外研版高中英语必修一第四单元Developing ideas教案(整体教学设计)
高一英语教案
第周月日- 月日
1课时主备人授
课
时
间
月日
课型新授课题Developing ideas and writing 授课人
教学内容&分析1.To enable the ss to have a better understanding of the story and tell the personalities of each character.
2.To grasp the basic features of short novel and the common reading methods.
3.To learn about the themes and endings of the stories by O. Henry.
4 To improve the ss’ ability of writing.
教学目标By the end of today’s class, students are expected to be able to:
1. get a better understanding of friendship and form the proper views of friendship.
2. view friendship dialectically and form the proper views of the world and life.
3. write a suitable ending to a story.
重难点1. How to explain the features of short story and the common reading methods.
2. How to write a suitable ending to a story.
教学方法Learner – Centered Method
Task-based Method
教学设计
二次备课
（手写）
目标导入By the end of today’s class, we will be able to:
1. get a better understanding of friendship and form the proper views of friendship.
2. view friendship dialectically and form the proper views of the world and life.
3. write a suitable ending to a story.
教学过程Preview:
1.阅读以下句子，勾出先行词。
(1)The man who talked to you just now is an engineer.
(2)This kind of book is for children whose native language is
Chinese.
(3)I enjoyed the evening that we spent together by the sea.
(4)Here is the pen that you lost the day before yesterday.
(5)He is the person whom I met in the park yesterday.
(6)The book that you need is sold out.
(7)The man who sh ook hands with our teacher just now is Li Lei’s
father.
(8) I once lived in a house whose roof has fallen in.
Developing ideas: After Twenty Years
1.Preview:
Ask the ss to get a short introduction of O. Henry according to
Activity 1 on P44.
2.Lead in
Discuss the information of O. Henry and his masterpieces.
3.While-reading:
Skimming: Ask the ss to read the text quickly and answer:
1)What’s the main idea of the text? A
A.The appointment of the two friends.
B.Why the two friends had the appointment.
C.How the two friends had the appointment.
D.The disappointed appointment.
Scanning:
2).Write T or F
(1)Twenty years ago, the man and his friend dined at “Big Joe’s
Brady’s” ( T )
(2)Not both of them were raised in New York. ( F)
(3)They were at the same age. (F)
3). Why did the man start for the West?
To make his fortune.
4)What appointment did they make at that time?
They would meet here again exactly twenty years from that date and
time.
5)How long did they keep in touch with each other?
A year or two.
6)Why did the man believe Jimmy would turn up if he was alive?
For he always was the truest, staunchest old chap in the world.
4.After-reading:
Work in groups and think of a possible ending to the story.
5.Sentence structure:
1)You couldn’t have dragged Jimmy out of New York; he thought
it was the only place on earth.。
2019外研版高中英语选择性必修四Unit1 Developing ideas板块教学设计 (1)
Developing 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 + Wr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Robert Frost。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。
1. Students work individually to complete the table with information from the passage.
2. Students work in groups, sharing and discussing what they put in the table, while others make some comments.
4. Students share in class their group’s understanding of the passage.
To have a better understanding of the
passage.
Activity 4
1. Teacher asks students to work individually to complete the table with information from the passage.
外研选择性必修第一册Unit4 Developing ideas-reading 公开课课件
Developing ideas — reading
目 录
contents
I Pre-reading IV Post-reading II Fast reading V Language points III Careful reading VI Homework
Pre-reading: Answer the Questions. Watch the video and answer the questions.
1. How many artworks did you see? A variety of answers are possible.
Pre-reading: Answer the Questions. Watch the video and answer the questions.
2. What methods did they use to create the artworks?
People create paintings with pencils, paper and paint, and create photographic artworks with cameras.
Pre-reading: Answer the Questions. Watch the video and answer the questions.
3. Do you think technology can be considered a form of art?
Various answers are possible. Show your own answers.
II Fast reading
Developing ideas 教案-高中英语外研版(2019)必修第一册
外研社（19）高中英语必修一Unit 2 Exploring English--Developing ideas教案Teaching objectives:1.To help the students understand the text and experience the confusion and misunderstanding in their study.2.To deepen the understanding of the theme of the unit based on the students’ own English learning experiences.3.To develop a learning and thinking mode of paying close attention to slang words as well as their cultural connotation.4.To get to know the contents, stylistic features and writing methods. To briefly describe an experience of misunderstanding some certain English expressions.Evaluation objectives:After the class, the students are expected to be able to:1.Understand the text.2.Get a general of some slang words.3.Know more about the differences between English and Chinese.Teaching key and difficult points:1.Enable the students to understand the text and ask them to compare, analyse and judge the content of the text and deepen the understanding of the theme of the unit.2.Help the students to develop the students’ logical thinking, critical thinking and creative thinking.3.Guide the students to develop the students’ cross-cultural awareness.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Step1:Presentation1.Ask the students to guess the meaning of “big potato”according to the following dialogue.A:You know what, the guy we talked with is a big potato in our company.B:You don’t say.2.Read the following expressions and guess their meanings.（Activity1, Page20）What’s up?Ring a bellSmall potatoesToilet waterAt sixes and sevensGreen figuresPull up one’s socksSuggested answers:What’s up?--What’s going on?Ring a bell--to sound familiarSmall potatoes--something unimportant or insignificantToilet water--a light perfume that does not have a very strong smellAt sixes and sevens--in a confused, badly-organized, or difficult situationGreen figures--natural ability in growing plantsPull up one’s socks--to make an effort to improve your work or behavior because it is not good enough.Step2:Fast readingAsk the students to read the four posts quickly and get to know where the four writers’“puzzles”lie in while learning English.Yancy---Sophie--Julien--Zheng Xu--Step3:Careful readingAsk the students to read the text quickly and finish Activity3 on Page22.Help them solve their puzzles.Suggested answers:a---Sophie’s post b---Zheng Xu’s post c---Yancy’s post d---Julien’s post Step4: Key and difficult pointsRead the text carefully again and help the students understand and analyse some long sentences.1.Here are some of our favorites,to remind us that some of the English we learn in the classroom is rather different from the English in the outside world!本句中的remind 是“提醒”的意思。
外研版高中英语必修(一)第四单元Understanding Ideas 阅读课教学设计
外研版新教材必修（一）第四单元Understanding Ideas 阅读课新标准《英语》必修第一册Unit 4Understanding IdeasClick for a Friend课型:Reading主题语境：人与社会——良好的人际关系与社会交往内容分析：本节阅读课是外语教学与研究出版社出版的高中英语新教材必修第一册第四单元Understanding Ideas板块中的阅读课。
根据本板块课文Click for a Friend（Page 38---Page 40）来设计。
这是一篇论说文，讨论的内容是网络的发展使交友方式和朋友间的沟通方式都发生了巨大的变化。
我们能够随时随地与朋友保持联系，也能够通过网络交到志趣相投的朋友；但与此同时，网络交友也有不少弊端，比如，我们无法确定对方的信息真实与否，因此在网络这种虚拟空间交友存在着一定的风险。
学情分析：本节课为高一上学期内容，本篇文章内容较为贴近学生日常生活，主题生动有趣，授课对象为高中一年级学生，本班学生英语基础很好，词汇量较大，英语语言表达流畅，能够就本单元主题语境表达自己的看法和观点。
已经提前布置学生预习课文，学生积极性很高，上网搜索了与主题语境相关的词汇和表达方式，学生的“热身运动”做的很好，期待进入课堂学习阶段。
教学目标：本节课结束时，学生能够：1.读懂语篇，判断作者对网络交友的态度，并获取相关支撑信息。
2.了解语篇结构及内在逻辑关系，初步了解英语论说文的文体特征。
3.正确看待网络交友，提高思辨能力。
教学重点：1.引导学生读懂语篇，理解作者意图、文章结构及内在逻辑关系。
2.引导学生了解论说文的文体特征。
教学难点：1.引导学生理解语篇结构并通过思维导图梳理文中重要信息。
2.引导学生辩证地认识并评价网络交友的现象。
教学策略：情景式教学策略、任务型教学策略、W-P-W阅读教学策略Teaching procedures:Lead-inTeacher’s activity1. The teacher shares pictures of friends.2. The teacher asks the students a question.Where can we find a friend?3. The teacher asks the students to summarize their answers and fill in the blanks.High school is a place ______ we can make friends with various people. We can join a club to meet people ______ share the same interests with us. We can find friends on a social App ______ connects us with others. We can also take park in school activities ______ aim is to broaden our horizons.Students’ activity1. The students look at the pictures.2. The students answer the question.3. The students summarize their answers and fill in the blanks.The purposeTo introduce the topic of this lesson and arouse the students’ interest in this topic.Activity 1Teacher’s activity1. The teacher asks the students to look at the questions and tick their answers.2. The teacher divides the class into seven different groups to have discussions and find out the most popular answers.3. The teacher chooses two groups to share their results with the class.Students’ activity1. The students tick the answers individually.2. The students work in groups and find out the most popular answers.3. Two groups present their results to the class.The purpose1. To conclude the students’ ways of making friends.2. To connect the passage with the students’ life.3. To arouse the students’ curiosity about the topic.Activity 2Teacher’s activity1. The teacher asks the students to read the passage quickly.2. The teacher asks the students some questions.What is the main idea of the passage?What are the auth or’s opinions about online friendship?Can we click for a friend?Students’ activity1. The students read the passage quickly.2. The students answer the questions.The purpose1. To get the main idea of the passage.2. To figure out the author’s opinions about online friendship.Activity 3Teacher’s activity1. The teacher asks the students to read the passage quickly again and choose the author’s purpose in writing the passage.2. The teacher invites some students to share their answers with the class.Students’ activity1. The students read the passage quickly and choose the author’s purpose in writing the passage.2. Some students share their answers with the class.The purposeTo figure out the author’s purpose in writing the passage.The purposeTo figure out the structure with some details of the passage.A ctivity 4: Think & ShareTeacher’s activityThe teacher asks the students to think about and answer the questions.Why do the author say “But this doesn’t mean that we should throw the baby out with the bathwater”? Do you know of any similar sayings in Chinese?Do you prefer to make friends on line? Why?Students’ activityThe students think about and answer the questions.The purpose1. To focus on the difficult points in the passage.2. To help students make reasonable judgments about making friends online.HomeworkTeacher’s activityThe teacher asks the students to write an essay about their online friendship experiences. Students’ activityThe students write an essay about their own online friendship experiences.The purposeTo put what the students learn into practice and help the students learn to make friends on line in a positive way to live with others harmoniously and keep wonderful friendship.教后反思：2021年下半年我担任高一年级英语课，外语教学与研究出版社出版的新教材必修第一册第四单元的主题语境是“人与社会”，涉及的主题语境是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。
新外研社高中英语必修一Unit4Friends forever--Developingideas教案
新外研社（19）高中英语必修一Unit 4 Friends forever--Developing ideas教案Teaching objectives:1.Enable the students to understand the content of the text, identify the characters in the story and evaluate their behavior and to help them master the basic features of the novel style and the common reading methods.2.Guide the students to master the basic features of novel style and common reading methods.Help students understand the theme of Henry’s novel and the characteristic of O.Henry-style ending to enable the students to use what they have learnt to write the ending of the novel.3.Lead the students to connect with their own reality, further understand the meaning of friendship, develop their dialectical thinking of the relationship between friendship and duty and finally establish a correct view of friendship.Evaluation objectives:1.Ask the students to master the skill to analyze the plot and characters in a novel and get to know O.Henry’s surprise ending writing style.2.Ask the students to act out what they read in a novel to experience the life in different characters.3.Ask the students to figure out the O.Henry-style ending and try to create their own writing.Teaching key points:1.Enable the students to read the text, contrast, analyze and evaluate of the text content.2.Lead the students further deepen the understanding of the theme of the unit, develop students’ logical thinking, critical thinking and innovative thinking.3.Help the students form a correct view of friendship and values.Teaching difficult points:1.Lead the students to master the features of the novel and the writing method of the novel’s ending.2.Lead the students to imitate the O.Henry-style ending to write their own ending to the story.Teaching methods:Cooperative Teaching Method; Task-based Approach Communicative Approach 备课资料：Read the introduction to O.Henry and think about how his life experience influenced his writing.O.Henry,a famous American writer of short stories,was born in North Carolina in 1862.O.Henry was a pen name.His real name was William Sydney Porter.When he was a young boy,he did not go to school for long because of being born in a poor family,but he tried to teach himself everything he needed to know.When he was about 20 years old,O.Henry went to Texas.There he tried different jobs.He first worked on a newspaper,and then had a job in a bank.But he got himself into some trouble.Some money went missing from the bank.O.Henry was believed to have stolen it,so he was sent to prison.During the three years in prison,he learnt to write short stories.After he got out of prison,he went to New York and went on writing.He wrote mostly about New York and the life of the middle and lower class people.People like his stories,which are known for full of humour and surprising endings.His best known short stories consist of The Cop and the Anthem,The Gift of the Magi.Teaching procedures:Step1:Reading for plotTask 1:Read the story and summarize it in your own words.Task 2:Work in groups.Think of a possible ending to “After Twenty Years” and find evidence to support your e the following questions to help you.1.Did Jimmy come to meet his friend?2.What has Jimmy experienced over the past twenty years?3.What might happen between the policeman and the man?Step2:Reading for analyzing characters and role playTask 1:Read the story again and try to find words and expressions that describethe characteristics of Jimmy and Bob.Bob’sJimmy’s characteristicscharacteristicsTask 2:Work in groups and think about what happened in each of the three scenes.Task 3:Role play in groups.Step3:Reading for writingTask 1:Read Bob’s story after he was released from jail and finish the following questions.1.What kind of ending is this?__________________________________________________________2.Find words and expressions that describe the settings,characters and actions.Settings:__________________________________________________Characters:________________________________________________Actions:___________________________________________________3.What’s the secret of how to write an impressive ending?Task 2:Come up with your own ending to Jimmy and Bob’s story,twenty years after Bob was arrested.Answer the questions to help you.1.What type of ending will it be?2.Do you want to introduce other characters in the ending?If so,who are they?3.Where will the ending take place?4.What has happened to Bob and Jimmy over the past twenty years?5.How will the story end?Task 3:Write your own ending to the story._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________Task 4:Share your ending with the class.Step4:Reading for difficult points1.He and I were raised here in New York...他和我在纽约被抚养长大……【知识链接】raise v.(1)collect,obtain筹措(金钱),筹集;(2)bring up养育,饲养;(3)move upward,increase举起,提高;(4)cause to appear引起,唤起,提出。
高中-英语-外研版-必修 第一册-4.3 Developing ideas 教学设计(1)
Unit 4 Friends foreverPeriod 3 Developing ideas教学设计本课时为欧亨利的短篇小说After Twenty Years的节选，属于文学体裁，故事具有很强的可读性。
学习本课时主要有三大任务，一是学习相关的单词和词组，掌握好基本的语言技能；二是引导学生了解欧亨利及其相关作品，培养起学生对英语文学的兴趣；三是本文节选并未给出故事结局，要求学生根据提示自行猜测，这给了学生很大的想象空间，有利于帮助学生培养开放性思维，教师应把握好这一机会。
1.语言能力目标（1）学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
（2）根据提示复述故事并表演。
2.思维品质目标：（1）根据提示预测故事结尾。
（2）能够用自己的话复述故事。
3.学习能力目标正确合理运用学习策略：（1）资源策略：通过互联网，图书馆等获取资源，帮助自己了解相关知识；利用思维导图帮助自己串联故事，回忆故事情节。
（2）交际策略：学会与他人分享自己的想法和故事。
4.文化意识目标：了解欧亨利相关的背景知识，培养对英语文学的兴趣，树立起语言文学无界限的跨文化意识1.重点本课时的重点单词和词组2.难点（1）根据提示信息分场景复述故事。
（2）猜测故事结局。
Step 1 Lead inRead the short introduction to O.Henry and answer the questions.Questions:(1)Have you read any stories written by O. Henry? Share one with the class.(If none student has ever read O. Henry’s works, what should teacher do? Introduce some to them. Move to step 2)(2)Do you like stories with surprise endings? Why?(Open. Take Murder on the Orient Express for example.)Step 2. Learning to learnRead the complete short story After Twenty Years. By reading other short stories by O. Henry, such as The Gift of the Magi and The Last Leaf, you can get a deeper understanding of his works and the surprise endings of his stories.Step 3. ReadingRead the passage and find out why the man is standing outside the shop.(Because he promised that he would meet his best friend, Jimmy, after twenty years from the time they last saw each other.)Step 4. Group workTask 1. Think of a possible ending to “After Twenty Years” and find evidence to support to your ideas. Use the following questions to help you.(1)Did Jimmy come to meet his friend?(Yes or No, and Why)(Jimmy will meet me here if he is alive...)(2)What has Jimmy experienced over the past twenty years?(3)What might happen between the policeman and the man?(The policeman arrested the man because the man has a scar on his face)(The three questions are provided to help students make their own endings, but it is not necessary to use them, as long as students can have evidence to support their ideas.)Task 2. Read the note in the original ending and find out what actually happened?Step 5. Think and share1.What does the note tell you about the ending of the story?2.How do you think Bob reacted when he read the note?(What were Bob’s feelings after he read the note?)3.Do you think that Jimmy did the right thing? Why or why not?(Open.Tell students there is no standard answers.)4.Do you like the ending? Give your reasons.(Open.Tell students there is no standard answers.)5.What would you do if your friends did something immoral, even illegal?Step 6. Retell and act.1.Think about what happened in detail for the three scenes based on the information you already knew about the story, and retell the whole story.The story is about two friends named Bob and Jimmy. Twenty years ago...2.Group work.(1)Choose a character(Bob, Jimmy, the policeman) to play and decide what you will say and do.(2)Act out the whole story.Step 7. Homework课后练习。
Unit4 Developing ideas课件 学年高中英语外研版(2019)必修第一册
What does the note tell you about the ending of the story?Jimmy was the policeman. He turned up as they agreed twenty years earlier, but he decided to fulfill his duty and have Bob arrested.How do you think Bob would react when he read the note?Surprised, disappointed and hopeless.Do you think that Jimmy did the right thing? Why or why not?Yes, because he observed laws and was loyal to his duty.
Unit 4 Developing ideas示范课公开课教案【外研版必修1】
Unit 4 Friends foreverDeveloping ideas教材分析本版块呈现了从另一个角度反应单元主题的课文，语篇类型为小说。
小说讲述了两位好友相约二十年后见面的故事，所节选的内容呈现了主人公在约定的时间和地点等待重逢的场景；读写部分的范文是在该短片小说结局的基础上续写的结尾。
通过这一板块的学习，学生能够深入理解友谊的内涵与意义，辩证地思考情与法之间的关系，形成正确的人生观、价值观，并且初步掌握小说的文体特点和小说结尾的写法。
教学目标在本课学习结束时，学生能够：1. 理解课文内容，明确故事中的人物形象和特点，评价人物的行为。
2. 初步掌握小说类文体的基本特征和常见的阅读方法，了解O. Henry小说的主题和“欧·亨利”式的结尾的特点，使学生能够运用所学为小说续写结尾。
3. 联系自身实际，进一步深入理解友谊的意义和内涵，辩证地思考情与法之间的关系，树立正确的友情观。
教学重难点【教学重点】1. 阅读文章，理解主旨大意和作者写作意图。
2. 学习和运用文章中的词汇和语法现象，进一步深入理解友谊的意义和内涵，辩证地思考情与法之间的关系。
【教学难点】能够恰当地运用本课中出现的词汇和句式，表达与友谊相关的话题，并能够进行听说读写训练。
了解O. Henry小说的主题和“欧·亨利”式的小说结尾的特点，能够运用所学为小说续写结尾。
教学过程Step 1 Warming-up1. Read the short introduction to O. Henry and answer the questions.2. Talk about O. Henry’s two short stories “The gift of the Magi” and “The Last Leaf”.3. Talk about the features of O. Henry’s short stories.设计意图：创设情境，引入主题，铺垫语言。
Unit4Developingideas课件 高中英语外研版(2019)必修第一册
As pneumonia(肺炎) takes her
will to live, a young girl decides that she will die when the last leaf drops from a dying vine outside her window. Her neighbor, an elderly artist frustrated by his inability to paint what is in his heart, follows the example of the Savior and makes the ultimate sacrifice to save her life. In doing so, he creates the masterpiece he has been struggling to paint.
O. Henry was an American writer whose short stories are known for wit, wordplay and clever twist endings. He wrote nearly 600 stories about life in America.
O. Henry – style endings O. Henry’s stories are best known for their twists or surprise endings. So much so that people now refer to such endings as “O. Henry endings”. In these endings, there will be a sudden twist that results in an unexpected change of the characters’ inner world, experience, destiny, etc, thus creating an unexpected yet understandable result. Such endings will make the story more appealing and dramatic, as well as more memorable for its readers.