Unit 2 Lessons in Life Starting out 教学设计-2024-2025学年高二下学期英语外研版（2019）选择性必修四册

Book 7 Unit 2 ：Starting out教学设计 单元主题 本单元主题语境是“人与自我”，涉及的主题语境内容是“人生智慧”。本单元的重点在于引导学生如何正确面对人生，从一段把人生比喻成空罐子的视频导入，依次呈现了图片、书评、寓言、谚语、采访、剧本节选等内容，从多个角度阐释了生活的智慧，旨在向学生展示生活的多种可能性，带领他们探索生活的真谛，从而以健康、积极的态度面对人生，树立正确的人生观和价值观。 单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的图片、书评、寓言故事、日常对话、采访、剧本等多模态语篇，综合运用各种语言技能，读懂对优秀文学作品的评论和介绍，听懂并谈论与人生智慧有关的话题，恰当使用所学词汇与表达介绍自己的生活经历和所受到的启迪，了解不同的人生追求和积极的人生态度，深化对本单元主题意义的理解；同时能够运用单元所学，通过比较、分析，联系自身实际，介绍优秀文学作品及其对人生的启发意义，培养积极乐观的人生态度，寻求人生的真谛，实现知识和思维能力的拓展与迁移；通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，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。 课 型 Listening + Viewing + speaking 主题语境 人与自然/社会 — 人与自然/社会的辩证关系 内容分析 本板块旨在激发学生对人生意义的初步思考，为接下来的单元学习做好铺垫。活动1 呈现了一段与本单元主题相关的视频。视频将“空罐子”比作“人生”，将大石块、鹅卵石、沙子、茶水分别比作人生中要经历的事，并对其重要性展开了排序和论述。这一视频引导学生如何分清人生的主次，从而把更多时间留给那些真正重要的事情。活动2 是让学生观察具有隐喻效果的六幅插图，思考它们与人生的关联并给出理由。 教学目标 1 带领学生观看视频，理解视频的主旨大意，使学生能够从视频中迅速提取关键信息，引入主题; 2 引导学生发现并归纳应该如何规划人生，并对“怎样上好人生这门课”这一话题进行积极深入的思考； 3 培养学生的读图能力，引导学生进一步讨论人生还能被比喻成什么，从而学会初步思考人生的不同意义。 教学重点 引导学生看懂视频、读懂戏剧台词，了解戏剧的艺术美和感染力，理解作者借助戏剧的人物对话和情节发展所表达的人文情怀和朴实情感。 教学难点 引导学生感受和理解戏剧所传递的人文情怀，思考“人生之教诲”的深刻内含。 教学策略 视听教学法、交际教学法、活动教学法 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. Teacher plays the video clip with the story of “The Empty Jar” once for the students to watch, asking students to get ready for the first two questions. 2. Teacher asks students to work in pairs to ask and answer the first two questions and then change the role. 3. Teacher plays the video clip again and asks students to work in groups to deal with the third item with two small questions. 4. Teacher plays the video clip once more and then invites some students to ask and answer all the questions in class . 1. Students watch the video clip with the story of “The Empty Jar” once carefully, getting ready for the first two questions. 2. Students ask and answer the first two questions in pairs and then change the role. 3. Students work in groups, watch the video clip again and deal with the third item, asking and answering the two questions. 4. Some students come to the front or stand up to ask and answer all the questions in class. 1. To enable students to learn something about what life is. 2. To enable students to have an idea of what life is compared to in this story. Activity 2 1. Teacher tells students what metaphor is and how it is used. 2. Teacher asks students to look at the pictures carefully and choose the things that can be used as metaphors. 3. Teacher asks students to work in pairs, talk about the six pictures and choose the things that can be used as metaphors. 4. Teacher invites some students to give the presentation of what they talked about. 5. Teacher asks students to work in pairs, get- ting ready for the last two questions. 1. Students learn the definition of metaphor and how to use it. 2. Students take a close look at the pictures and choose the things that can be used as metaphors. 3. Students work in pairs, talk about the six pictures and choose the things that can be used as metaphors. 4. Some students are invited to give the presentation of what they talked about. 5. Students work in pairs for the last two questions. To let students have a better understanding of decision-making through the video. 1 学科网（北京）股份有限公司 $$