Unit 5 Into the Unknown Presenting ideas & Reflection 教学设计-2024-2025学年高中英语外研版（2019）选择性必修第四册

本文围绕Book 7 Unit 5“Presenting ideas & Reflection”展开，聚焦探索世界方式的话题，通过解读名言、小组讨论等活动，培养学生语言、文化、思维和学习能力。承接单元知识，为学生综合运用知识奠基，呼应人与自然主题。 该设计创新点在于采用任务型和交际教学法，凸显学生主体地位。从学生层面看，提升思辨能力；从教师层面看，提供清晰授课路径；从课堂效果看，增强互动，突破培养思辨能力这一教学难点。

Book 7 Unit 5：Presenting ideas & Reflection教学设计 课型 Speaking 主题语境 人与自然——探索未解之谜 内容分析 本板块要求学生通过分析 Marcel Proust 的名言，讨论探索世界的方式，然后结合自身的理解和实践，表达自己对探索世界的方式的看法。本板块旨在通过解读与探索世界相关的名人名言，促进学生对所学内容的复习与掌握，使学生能够联系自身实际对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。 教学目标 1. 引导学生阅读和理解 Marcel Proust 关于探索世界的方式的名言，使学生对于探索世界的方式形成自己的理解； 2. 引导学生通过完成这一综合性的活动，加深对单元主题意义的理解，认识并深入思考探索世界的方式； 3. 引导学生掌握必要的演讲技巧，并将其应用到话题演讲活动中去。 教学重点 1. 引导学生学以致用，学会表达与话题“未解之谜”相关的观点； 2. 引导学生学会反思。 教学难点 培养学生的思辨能力 教学策略 任务型教学法、交际教学法 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Presenting ideas Activity 1 1. Teacher asks students to read the the sentence by Proust and think about the meaning. 2. Teacher asks students to find out the key words of the passage and work in groups to discuss the questions in Activity 1. 3. Teacher asks some students to share their understandings and offer some reference. 1. Students read the sentence carefully and think about the meaning. 2. Students figure out the key words of the sentence and have a discussion in the group to share their ideas. 3. Students listen to others’ ideas. To introduce an opinion concerning the theme to evoke students’ ideas. Activity 2-4 1. Teacher guide students to talk about Proust’s view while encouraging them to be critical. 2. Teacher asks students to write down their understanding of studying the unknown with the guidance in Activity 3. Then, students are asked to share their point of view in their group. 3. Teacher asks some students to present their ideas and makes some comments. 1. Students talk about Proust’s view. 2. Students write down their views and share them with their group members. 3. Some students present their ideas. Then the whole class listens to the teacher’s comments. To guide students to apply what they have learnt and develop their critical thinking. Reflection 1. Teacher guides students to recall what they’ve learnt in this unit. 2. Teacher asks students to complete Reflection in Student’s Book. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve. Project板块教学设计 课型 Speaking 主题语境 人与自然——探索未解之谜 内容分析 本单元的项目实践活动要求学生开展调研，通过图书馆或网络搜集相关信息，先了解自然界中的各类未解之谜，再通过小组合作探究，针对某一个未解之谜进行相关资料搜索并撰写简报，然后在事先准备的地图上标出该未解之谜的发生地，并把相关简报和视觉资料粘贴到该位置以进行展示。本项目实践活动旨在培养学生的调研与动手能力，帮助学生进一步延伸和探索单元主题。 教学目标 1. 鼓励学生通过搜索、筛选和研究自然界中的未解之谜，培养识别、分析和整合信息的能力； 2. 引导学生进行小组合作，合理安排分工，完善某个自然界未解之谜的相关信息； 3. 引导学生综合运用本单元所学语言和知识，详细、全面地介绍一个自然界中的未解之谜； 4. 引导学生开展合作学习和探究式学习，提升沟通、写作能力，鼓励学生敢于面对困难，培养学生探索未知的科学精神。 教学重点 1. 引导学生通过学会小组分工合作，完成探究任务； 2. 引导学生学以致用，学会运用本单元所学的表达。 教学难点 1. 引导学生学会合理沟通，不畏困难。 2. 引导学生学会理性选择和科学安排。 教学策略 任务型教学法 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Investigate 1. (In the previous class,) Teacher asks students to collect and read information on mysteries. 2. Teacher divides the class into groups and asks students to share the information they have collected. 1. Students collect and read information on mysteries. 2. Students share the information they collected in groups. To get students prepared for the activities, and develop their ability of individual learning and exploring. Plan 1. Teacher asks the groups to decide their target and write down some basic information of the phenomenon. 2. Teacher gives instruction to students on how to make a detailed travel plan. 3. Teacher asks each group to discuss and make a detailed plan. 1. Each group has a discussion to decide the phenomenon they are going to study. 2. Students listen to the teacher’s instruction. 3. Each group makes a detailed plan. To get a plan for the travel and be ready for the following section. Create 1. Teacher asks each group to finish a presentation, including a PowerPoint and other materials. 2. Teacher gets ready with a big world map and post it on the wall of the class. Then the teacher asks students to locate the phenomenon by sticking one of the pictures they have found. 1. Each group gets their members to work together and prepare for the presentation. 2. Students stick the picture of the phenomenon to the location on the map. To get prepared for the presentation section. Present 1. Teacher encourages each group to present their research to the class. 2. Teacher guides the whole class to appreciate and evaluate their survey. 3. Teacher encourages students to make further improvements after class. 1. Students present what they have found to the class. 2. Students appreciate and evaluate the plans with the teacher together. 3. Students make further improvements after class. 1. To help students improve skills in presentation. 2. To help students learn from each other. 1 学科网（北京）股份有限公司 $$