Unit 4 Friends Forever Developing ideas教学设计-2025-2026学年高中英语外研版必修第一册

B1U4 After Twenty Years 2025年第二届“学科网杯” 全国中小学课件大赛 田洮弋 目 录 1. Lesson Planning (English version) - 2 - 1.1. Teaching Design Principle - 2 - 1.2. Analysis of Students - 4 - 1.3. Analysis of Teaching Content - 6 - 1.4. Teaching Objectives - 11 - 1.5. Teaching Procedures - 12 - 1.6. Blackboard Design - 15 - 1.7. Teaching Reflection - 15 - 2. 教学设计（中文版） - 17 - 2.1. 教学理念 - 17 - 2.2. 学情分析 - 18 - 2.3. 教学内容分析 - 19 - 2.4. 教学目标 - 24 - 2.5. 教学过程 - 25 - 2.6. 板书设计 - 27 - 2.7. 教学反思 - 28 - 1. Lesson Planning (English version) Title: After Twenty Years Textbook: Foreign Language Teaching and Research Press Unit: Book 1 Unit 4 Friends Forever Students: Senior one Type of Lesson & Lesson Duration Developing ideas(Reading and thinking) 2 period Teaching Aids PowerPoint, Printed pictures 1.1. Teaching Design Principle 1.1.1. Activity-based Approach to English Learning According to Compulsory Education English Curriculum Standards (2022 Edition) and General Senior High School English Curriculum Standards (2017, 2019 Revised Edition), to develop students core competence, the six components of the curriculum content should be implemented through activity-based approaches: learning and understanding applying and practicing transferring and creating This class begins with an output activity that belongs to “transferring and creating”. Following this, three activities of “learning and understanding” guide students to extract, organize, and summarize the text. Next, an “applying and practicing” activity helps students further internalize their knowledge about the man with a scar and Jimmy’s friendship and personalities through group work. Finally, students can fully express their creativity to appreciate the surprise ending, and perform the story. 1.1.2. Backward Design Proposed by American curriculum experts Wiggins and McTighe, the backward design consists of three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction. The key to backward design is to create big ideas and essential questions that foster deep understanding, with the goal of achieving lasting comprehension for students. In this teaching design, the desired result is set as the achievement of the final output activity, which involves appreciating the surprise ending, and performing the whole story. With the final activity in mind, the teacher designs related activities to ensure the quality of the final output task. For instance, in the first activity, students are guided to brainstorm answers to two questions: “What will you be like after twenty years?” and “What may change a person in 20 years?” This activates their background knowledge about horses and highlights the influence of time change. 1.1.3. The Alignment of Teaching Learning, and Assessing This principle optimizes the relationship between teaching, learning, and assessment, promoting both teaching and learning through assessment. The theory is based on formative assessment, dynamic assessment, and learning guidance assessment (Wang, 2019), which emphasizes the formative and dynamic teaching process through teachers’ observations, dialogue between the teacher and students, assessment standards, and assigned homework (Qiang Wang, 2023). Activities applying this theory are integrated into the teaching procedures in this teaching design. For instance, in activity four, students employ cognitive thinking to select the appropriate word to fill in. 1.1.4. Hierarchical design “Hierarchical design of homework” refers to the practice of designing and arranging homework (exercises) tailored to the diverse needs of students based on their mathematical learning stages, cognitive development, and individual personality and psychological traits. By creating differentiated homework, teachers can help and encourage students at various levels to complete their assignments effectively and achieve optimal learning outcomes through tiered practice (Xin, 2024). In this teaching design, the homework is divided into two levels. The first level encourages students to summarize the learning content covered in class, reinforcing foundational knowledge. The second level invites students to perform the story based on the understanding of the story. 1.2. Analysis of Students 1.2.1. Background knowledge (1) Contextual background knowledge In the context of this lesson, which is designed as the third section, students have already gained knowledge about the influence of friendship from Click for a friend. Consequently, they have created presentations about friendship based on that context. As a result, they are equipped with suitable expressions to articulate their appreciation for the article which is about friendship. (2) The basis of language knowledge and competence Students for this class consist of Senior One students. Through previous lessons, they have learned the text features of common narratives, including the 5Ws1H (who, what, when, where, why, how), as well as reading strategies like scanning and using context-based expressions. Additionally, they can use simple sentences to express their ideas, and most are active in thinking and discussing. 1.2.2. Interests and Needs As adolescents, friendships are the main topic and their basic needs during senior high. Therefore, learning how to deal with problems with friends, as well as understanding the balance between friendship and loyalty is necessary. 1.2.3. Possible difficulties and measures As a novel, the words of it are more aesthetic with individual style, therefore, the understanding of it is difficult. Besides, choosing loyalty instead of friendship may not the main choice for students, so they may be confused about the results. 1.3. Analysis of Teaching Content 1.3.1. Teaching material (1) Words and expressions (2) Visualized analysis 1.3.2. WHAT/HOW/WHY (1) What Theme: The thematic context of this lesson is “Self and Others,” within the broader theme group of “Being and Doing.” This part of the thematic content emphasizes practicing excellent moral character, maintaining a correct attitude toward life, and fulfilling social responsibility. This also explains why Jimmy chooses to report to the police rather than meet with his friend. (2) How A. Text type: A narrative in the form of a short story. B. Text structure: The story consists of three parts: the preface, the development of the plot, and the unexpected ending. C. Text features: This text features O. Henry’s classic ending style—unexpected and surprising. (3) Why Purpose: O. Henry, as a writer of the late 19th century, illustrates contemporary values by depicting the lives of ordinary people in New York, guiding readers toward correct moral values. 1.4. Teaching Objectives By the end of the class, students will be able to： 1　 Organize the text using the 5Ws and summarize the story mountain. The achievement of this objective runs throughout all the activities in the lesson and serves as the main logical thread of the class. 2　 Analyze and understand the personalities of the two characters through the text. Students will identify sentences that provide evidence for the characterization of the two characters. 3　 Master the O. Henry–style ending. Based on the analysis of the story mountain and the introduction of the background, students will understand that although a literary work generally follows a story mountain, each story has its own unique shape, and this distinct form contributes to the creation of the literary work. 4　 Understand Jimmy’s choice. Building on all the activities above, students will be able to activate their background knowledge to integrate what they have learned in this lesson with what they already know, and use higher-order thinking skills such as comparison to complete the final output activity. 1.5. Teaching Procedures Note: T=the teacher Ss=Students IW=Individual Work GW=Group Work PW=Pair Work CW=Class Work Stage Teaching activity & Interaction mode & Time Teaching assessment Designing purpose Academic achievement level, Activity level & Core competencies covered Lead-in Answer questions: What will you be like after twenty years? What may change a person in 20 years? IW-3分钟 Teacher Observation: Students are able to respond promptly. Students connect the activity to real-life situations and the text. Students demonstrate comprehension. Learning & Understanding: Language Ability: Students are able to activate and adjust vocabulary related to the topic. Pre-reading Activity 2: Learning About O. Henry Through a Brief Introduction IW – 3 minutes Observation: Students are able to respond promptly. Students build their understanding of the author. Learning & Understanding: Language Ability: Students are able to collect vocabulary related to the author’s introduction. While-reading Activity 3: Read the First Paragraph and Identify the 5W Information IW – 4 minutes Teacher–Student Interaction: Students are able to answer questions accurately, such as Who, Where, etc. Students understand the structure of the story through the introduction. Learning & Understanding: Students develop comprehension of the text structure. Language Ability: Students consolidate the 5W concept by applying it to the paragraph. Learning Ability: Students understand the function of the introduction and can apply this skill in future reading. Activity 4: Read and Identify Why the Man Is Standing Outside IW – 4 minutes Assessment Criteria: Students can correctly identify the answer. Through understanding the plot development, students locate the story’s climax—when the man stands outside regardless of everything. Learning & Understanding: Students comprehend the development of the story. Language Ability: Students can accurately sort out the relevant information. Activity 5: Reread the Text and Complete the Mind Map PW – 4 minutes Teacher–Student Interaction: Students can complete the mind map with the teacher’s guidance. Students identify key information. Learning & Understanding: Students develop deeper comprehension of the text. Language Ability: Students can use appropriate expressions to answer questions and produce structured responses. After-reading Activity 6: Think, Find Evidence, and Match Personality Traits GW – 8 minutes Teacher–Student Interaction: Students can match personality traits based on the teacher’s guidance. Students apply learned knowledge using the provided framework. Application & Practicing: Students use cognitive strategies to organize what they have learned and respond effectively. Thinking Quality: Students analyze textual information and express their ideas creatively.。 Activity 7: Appreciate the Ending Through Prediction, Verification, and Questioning. GW: 10 mins Teacher–Student Interaction: Through discussion, students share their own ideas. Students creatively apply what they have learned Transferring & Creating: Students extend their knowledge to new contexts. Thinking Quality: Students compare, evaluate, and creatively express their understanding based on what they have learned. 作业 1. Complete the analysis of the story mountain. 2. Appreciate the surprise ending. 1.6. Blackboard design 1.7. Teaching Reflection 1.7.1. Strength (1) The The instructional design of this lesson is grounded in text analysis, taking into account the text type, thematic meaning, and students’ learning profile. For example, in the lead-in activity, tasks closely related to students’ personal experiences were designed to effectively activate their background knowledge and interest. (2) The “book” design was fully utilized, and students were guided to make effective use of the book structure to study a piece of fiction. 1.7.2. Weaknesses (1) Due to time limitations, the exploration of the characters’ growth experience was not sufficiently thorough. In addition, the sentence-by-sentence teaching approach is not conducive to students’ autonomous learning. (2) Some vocabulary items, such as “conditions,” were not addressed, which may lead to comprehension difficulties for some students. 2. 教学设计（中文版） 文章标题： After Twenty Years 教材： 外研版 单元： 必修一第四单元Friends forever 学生： 高一 课型&课时 Developing ideas读思课 2 课时 教具 PPT 2.1. 教学理念 2.1.1. 英语教学活动观 根据《义务教育英语课程标准（2022年版）》和《普通高中英语课程标准（2017年版，2019年修订版）》，英语课程内容六要素应通过学习理解、应用实践、迁移创新等活动，推动学生核心素养在义务教育全程中持续发展。 这节课首先以一个属于“迁移创新”层面的输出性活动开场。随后，通过三个“学习理解”类活动，引导学生提取、梳理并概括文本内容。接着，通过一个“运用实践”活动，学生在小组合作中进一步内化有关那个有伤疤的男人与吉米之间友谊和性格的相关知识。最后，学生能够充分发挥创造力，欣赏这个出人意料的结尾，并进行故事表演。 2.1.2. 逆向设计 逆向设计理论是由美国著名课程研究学者Wiggins和McTighe提出，他们提到逆向设计应包含三个部分：确认预期结果、确定可观察的证据以及规划学习体验和教学。其中，逆向设计的关键是创造大概念及核心问题，以促进学生可持续地、自主地理解。 在本次教学设计中，预期的结果被设定为最终的输出性活动——欣赏这个出人意料的结尾，并完整地表演整个故事。围绕最终活动这一目标，教师设计了多个相关活动，以确保最终输出任务的质量。例如，在第一个活动中，学生被引导去头脑风暴两个问题的答案：“二十年后你会变成什么样？”以及“什么会在二十年内改变一个人？”。这一环节激活了他们关于人物变化的背景知识，并突出强调了时间变迁的影响。 2.1.3. 教、学、评一体化 王蔷（2019）提到教、学、评一体化概念吸收了形成性评价、动态评价和学习导向的评价三个领域的理论成果和实践经验。同时，形成性评价和动态评价应通过课堂观察、师生对话、评价指标以及课堂习作等方式来实现（王蔷，2023）。 在本次教学设计中，运用该理论的活动被整合进了整个教学过程。例如，在活动四中，学生运用认知思维来选择恰当的词语进行填空。 2.1.4. 分层设计 作业分层涉及是指根据学生不同的需求、不同的认知水平以及个体性格和心理特征来布置相应作业。通过布置不同的作业，教师可以激发学生完成作业的动力，并根据不同学生的最近发展区（ZPD）来助其核心素养的提升。 在本次教学设计中，作业被分为两个层次。第一层次鼓励学生总结课堂所学内容，以巩固基础知识。第二层次则邀请学生基于对故事的理解来表演该故事。 2.2. 学情分析 2.2.1. 学生已知知识 (1) 主题意义知识 在本课的情境中，这部分被设计为第三单元，学生已经通过《Click for a Friend》了解了友谊的影响。因此，他们基于该背景制作了关于友谊的展示。由此，他们掌握了合适的表达方式，用以阐述自己对本文（关于友谊的文章）的理解和欣赏。 (2) 语言知识与能力 本班学生为高一学生。在前几节课中，他们已经学习了常见叙事文本的特点，包括5W1H（谁、做了什么、何时、何地、为什么、如何）以及扫描阅读和利用语境表达的阅读策略。此外，他们能够使用简单句表达自己的想法，并且大部分学生思维活跃，善于讨。 2.2.2. 学生的兴趣与需要 (1) 作为青少年，友谊是高中阶段的主要话题和基本需求。因此，学习如何处理与朋友之间的问题，以及理解友谊与忠诚之间的平衡是必要的。 2.2.3. 困难与解决措施 作为小说，其语言更具美感且风格独特，因此理解难度较大。此外，选择忠诚而非友谊可能不是学生的主要倾向，因此他们可能会对结局感到困惑。 2.3. 教学内容分析 2.3.1. 教材分析 (1) 单词与短语 (2) 可视化分析 2.3.2. WHAT/WHY/HOW分析 (1) What 主题：本堂课的主题语境为人与自我，所属主题群为做人与做事，这一部分的主题语境内容要求是践行优秀品信、正确的人生态度和社会责任，也是为什么Jimmy选择了报警而不是和朋友相见。 (2) How 语篇类型：记叙文中的小说。 语篇结构：该文章由三部分构成，分别是前言、情节发展和意外的结局。 语篇特征：该语篇以欧亨利的经典结局：出乎意料、让人意想不到，结尾。 (3) Why 意图：欧亨利作为十九世纪末的作家，通过描述普通人在纽约的生活来体现出当时的时代价值观，并引导观众走向正确价值观。 2.4. 教学目标 1　 通过5W梳理文章，并总结出故事山。 该目标的实现贯穿整堂课的活动，也是作为本节课的主要逻辑。 2　 分析并通过文字理解两个角色的性格。 通过找寻句子来证明两个人物的性格刻画。 3　 掌握欧亨利式结局。 基于故事山的分析以及背景的介绍，学生会了解一个文学作品虽然也会根据故事山，但是它的形状是各有不同的，而独特的外型就会创造文学作品。 4　 理解吉米的选择。 基于上述所有活动，学生能够进一步调动其背景知识来整合本课所学和他们已知的知识，同时通过对比等高阶思维活动来完成该输出活动。 2.5. 教学过程 IW=Individual Work GW=Group Work PW=Pair Work CW=Class Work 阶段 教学活动&互动模式&实践 教学评价 设计目的 英语学习活动观&核心素养 导入 回答问题：你在20年后会是什么样子？什么会改变20年后的你；并观看短片 IW-3分钟 教师观察：学生能够给予及时反应 学生通过该活动连接实际生活和文章 学习理解 语言能力： 学生能够激活改变相关的词汇。 读前 活动 2: 通过简介了解欧亨利 IW- 3分钟 教师观察：学生能够给予及时反应 激发学生对欧亨利的背景知识的积累。 学习理解 语言能力： 学生能够收集作者介绍的相关词汇。 读中 活动 3：阅读第一自然段并找到5W的相关信息。 IW- 4分钟 师生对话：学生能够准确回答问题，例如：Who, Where... 学生能够通过前言了解整个故事的结构 学习理解 语言能力： 学生能够通过运用5W进一步巩固该知识点。 学习能力： 学生能够理解前言的用途，并在未来的读书中运用到这点。 读中 活动 4: 阅读并找出为什么这个男人站在外面的答案。 IW: 4 分钟 评价指标：学生能够正确找出答案。 学生通过理解故事发展来找到该故事的高潮部分，也就是他现在不顾一切站在门外。 学习理解 语言能力： 学生能够准确梳理出正确的内容。 读中 活动 5: 重读文章，完成思维导图 PW:4 分钟 师生对话：学生能够根据教师引导补充完整思维导图。 学生能够找到关键信息。 学习理解 语言能力：学生能够运用恰当的表达回答问题并组织相关结构性回答。 读后 活动 6: 思考、找到答案据并匹配相应的性格 GW: 8分钟 师生对话：学生能够根据教师引导匹配性格 学生可以基于框架运用所学知识回答问题 运用实践 学习能力： 学生能够充分运用认知策略组织所学知识并有效地回答问题 思维品质：学生能够分析文字并创造性地表达所想。 读后 活动 7: 通过猜测、验证并回答问题来赏析该结尾 GW: 10分钟 师生对话：学生通过讨论的产出分享自己的思考 学生能够创造性地运用所学知识 迁移创新 思维品质：学生能够通过对比并基于所学创造性表达自己的思考。 作业 3. Complete the analysis of the story mountain. 4. Appreciate the surprise ending. 2.6. 板书设计 2.7. 教学反思 2.7.1. 优点 (1) 本堂课的教学设计基于文本分析，从语篇类型、主题意义以及学情三方面综合考虑。例如，在导入活动部分，为充分激发学生背景知识和兴趣，设计了与学生息息相关的活动。 (2) 充分运用了“书籍”的设计，并引导学生充分利用书籍结构来学习一篇小说。 2.7.2. 缺点 (1) 由于时间的限制，对主人公的成长经历挖掘不够充分。此外，逐句讲解的阅读模式不利于学生自主学习。 (2) 部分生词，如“conditions”未涉及，或许会导致学生理解困难。 1 学科网（北京）股份有限公司 $