Unit 4 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版必修第一册

Unit 4 Friends forever Period 3 Developing ideas教学设计 教学基本信息 单元名称 必修第一册Unit4 Friends forever 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 本课践行英语学习活动观，以单元主题 “友谊” 为统领，以短篇小说After Twenty Years 为载体，实现文学阅读与写作输出融合。 1. 遵循文学文本阅读路径：背景导入 — 读前预测 — 研读小说三要素（环境、人物、情节）— 赏析欧亨利式结尾 — 思辨探讨 — 创造性续写输出； 2. 引导学生自主分析小说的 setting、character、plot，挖掘人物性格，探究 “个人情谊与职业职责” 的价值冲突，发展批判性思维； 3. 坚持以读促写，依托文本的动作、情绪描写语言，迁移到读后续写，搭建语言支架，降低写作难度； 4. 落实英语学科四大核心素养，在文学赏析中感受西方短篇故事文化，辩证思考友谊的内涵，实现学习理解‑应用实践‑迁移创新层层递进。 教材分析 【What】 Developing ideas 板块文本是欧・亨利短篇小说After Twenty Years《二十年后》。故事讲述两位挚友 Bob 与 Jimmy 相约二十年后重逢；Bob 西部闯荡发财沦为通缉罪犯，Jimmy 成为警察，在情义与职责的冲突下，Jimmy 委托同事逮捕老友。 文本包含小说三要素：环境（纽约寒冷漆黑夜晚）、人物（Bob、Jimmy）、情节（赴约相见、真相揭晓，欧亨利反转结局）。 Presenting ideas 板块落实读后续写任务：一是《二十年后》故事的后续片段续写；二是提供澳大利亚航海遇险短文作为读后续写训练材料，训练动作、心理、环境描写。文本同时渗透美国西进运动时代背景。 【Why】 1. 主题层面：拓展友谊的深度探讨，不再只谈美好友谊，探讨友情、法律、责任之间的矛盾冲突，引导学生多元思考友谊的真正含义。 2. 语言层面：借助文学语篇，积累人物性格、动作、心理、环境描写词汇；巩固上单元所学定语从句；掌握小说阅读策略，识别小说三要素。 3. 技能层面：实现以读促写，学习读后续写技巧，学会依托原文逻辑，合理续写故事情节，训练创造性书面表达。 4. 文化层面：了解欧・亨利文学特点以及美国西进运动时代背景，拓宽西方文学视野。 【How】 语篇为短篇小说，叙事性强；环境描写渲染故事氛围；人物对话推动情节发展；结局是典型欧亨利式意外反转结尾；语言包含大量动作、心理描写，适合作为续写模仿范本；配套思辨讨论问题和续写写作任务，阅读与写作紧密结合。 学情分析 1. What I know 词汇方面：经过前两课时学习，学生掌握大量描述友谊、人物品质词汇；能够识别基础叙事类词汇。 语法方面：掌握限制性与非限制性定语从句，可以在句子中简单运用。 背景知识方面：学生了解友谊相关话题，但接触英文原版短篇小说较少；部分学生听过欧亨利，但没有完整读过英文短篇；能够读懂简单记叙文，但分析小说环境、人物、深层主题的能力薄弱；读后续写刚刚入门，缺少动作心理描写的语言积累。 2. What I want to know ①如何分析英文短篇小说的环境、人物、情节；如何理解欧亨利反转结局； ②面对友情与法律职责冲突，Jimmy 的选择是否正确； ③如何根据原文逻辑，合理续写故事，丰富动作、心理细节。 3. What I learned 主题内容方面：理解友谊不只是私人情感，还要坚守底线与原则，辩证看待情义与责任冲突。 语言知识方面：掌握小说三要素相关表达；积累人物动作、情绪描写短语；能够运用文本语言进行故事续写；学会读后续写要贴合原文逻辑。 教学目标 1. 语言能力 ①掌握本篇重点词汇 `make a fortune, lose track of, chum, dutiful, loyal` 等；积累人物动作、心理描写表达； ②读懂短篇小说After Twenty Years，梳理情节，分析环境、人物性格； ③能够参照文本语言支架，完成故事续写，做到情节逻辑合理，恰当运用动作心理描写。 2. 学习能力 ①掌握英文短篇小说阅读策略，学会从 setting‑character‑plot 三角度分析故事； ②掌握读后续写基本方法：贴合原文逻辑、合理想象、增加细节描写； ③小组合作开展预测、思辨讨论，提升合作探究能力。 3. 文化意识 了解欧・亨利及其作品风格，初步认识美国西进运动的时代背景；体会西方文学中关于友情、责任、法律的价值思考，对比中外对于友谊、道义的共同追求。 4.思维品质 通过预测故事结局、赏析反转结尾，培养逻辑性思维；围绕 “私人忠诚 vs 职业职责” 开展思辨，发展批判性思维；续写故事锻炼想象与创造性思维。 教学重难点 教学重点 1. 梳理小说*After Twenty Years*情节，分析环境、人物性格；理解欧亨利式反转结局； 2. 积累叙事文本中动作、心理描写语言；掌握读后续写基本原则。 教学难点 1. 思辨理解 Jimmy 在友情与职责冲突下的选择，深度解读故事主题； 2. 续写时贴合原文逻辑，灵活运用动作、心理细节描写，写出丰富的故事片段。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in After Twenty Years, what will you be like? 1.appearance 2.job 3.living condition 4.other aspects ●创设情境，引入故事；补充文学与时代背景，扫除阅读障碍，激发阅读期待。 3min Activity 2 Pre-reading Do you know who he is? 【答案】O. Henry Have you read any stories by O. Henry? Share one with the class. William Sydney Porter (1862-1910),whose pen name was O. Henry, was a world-famous American short story writer. In his stories, he often focused on the everyday life of ordinary people in New York City at that time. His stories are best known for their surprise endings. ●教授小说阅读工具；借助标题预测情节，激活阅读策略。 8min Activity 3 While-reading What are the elements of a novel story? Characters, Settings, Plots, 4 “WH-” Who Where When What setting 1.When and where is the story set? 【答案】on a cold dark night/ quiet and outside a shop in New York 2.What might happen in such a setting? 【答案】Create an atmosphere and set the tone the story might not have a perfectly happy ending character(appearance) 1.What’s the man’s appearance? 【答案】The man, A policeman, Jimmy, a scar on his face 2.What kind of person “the man” might be? 【答案】dangerous plots Twenty years ago I _____ here with Jimmy, my______ The next morning I was to start for the West to ______ After a year or two We__________ each other. During the twenty years I__________ around over it_________. After twenty years tonight I came _______________ to stand in this door, and it’s worth it if my old partner ________. 【答案】dined；best chum；make a fortune； lost track of；kept hustling；pretty lively；a thousand miles ；turns up Westward Movement(“西进运动”） Lots of people migrated to the west to seek for land and gold. This results in conflicts and crime. 【答案】Jimmy:New York；The man: the west make a fortune Based on their words and actions in the text, briefly summarize and contrast personalities of the key figures: 1. The waiting man (Bob) 【答案】determined; loyal; a man of his word(信守承诺的人) 2. His friend (Jimmy)、The policeman 【答案】staunch; reliable; pursue stable life; love routine Group discussion Work in groups of 4 and predict a possible and reasonable ending for the story. Did Jimmy finally come to meet his friends? What has Jimmy experienced over the past twenty years? What might happen between the policeman and the man? ●借助小说三要素深度研读文本；从表层情节走向人物分析；体会欧亨利写作特点。 22min Activity 4 Post-reading THINK AND SHARE Did Jimmy do the right thing? Why or why not? If you were Bob, how did you feel after being arrested by your friend? Bob Criminal Jimmy Policeman loyal to friendship? ●挖掘故事主题，引发价值思辨，训练批判性思维与口头表达。 12min 应用实践 Activity 5 Writing Paragraph1: It was a cold winter night when Bob came out of jail.____________________________ Paragraph2: In the dim light of a streetlamp, he noticed an old man sitting on a bench. __________ Writing tips Actions: step out of jail, smiled bitterly, longed for an answer, heard a voice, turned around, replied, unfold the note, hands were shaking, shouted in surprise Feelings lost and helpless, bitterly, ashamed, surprised, doubtfully, in surprise 【答案】 It was a cold winter night when Bob came out of jail. After twenty years behind bars, he felt like a stranger to the city and everyone in it. Lost and helpless, he didn’t know where to go or whom to go to. A year after he had been arrested, his wife had left him and taken their daughter with her. Former good friends had cut all contact with him. Recalling the night twenty years earlier that had completely changed his life, he wandered blindly through the streets. In the dim light of a streetlamp, he noticed an old man sitting on a bench. Although twenty years had passed, he could still recognize that face — Jimmy’s face. At last, Jimmy broke the silence, “I am sorry, but I had to.” Bob smiled in relief, “I am sorry, too.I really regret breaking the law and I feel honoured to be caught by you. It is you that help me out of the trouble completely. Thank you.” With a sigh of relief, Jimmy looked into Bob’s eyes, thinking the meaning of friendship. ●实现以读促写，把阅读输入转化写作输出；借助支架降低续写难度，落实 Presenting ideas 板块任务。 28min Activity 6 Summary After Twenty Years Who Where When What 【答案】 Who the man, a policeman, Jimmy Where New York When on a cold, dark night What a chat between the man and the policeman ●建构完整知识框架 1min Activity 7 Assessment 1.After learning, I am able to tell the story with the help of three key elements. 2.After learning, I am able to analyze the personalities of characters and make comments. 3.After learning, I am able to write a possible and reasonable ending to the passage. ●学生监控自我学习效果。 1min 迁移创新 作业内容 作业设计意图 1min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 A long time ago,I was travelling around Australia with two friends when I decided to go my own way and take a sailing trip around the Whitsunday Islands. It wasn’t that we didn’t get along any more,but one had to work in Sydney and the other had a flight to catch,and I decided not to let their plans stop me from seeing everything the Gold Coast had to offer. I joined a catamaran cruise(双体船巡游),armed with a full bag of snacks. I figured this would be the best way to make friends.Everyone on the ship,except me,was with a group of friends,so I focused on taking photos of the beauty of the water and beyond with my camera,trying not to appear like a lonely bystander. As we sailed,I found an island and moved to the back of the ship for the perfect shot.I needed something to lean on(倚靠),and there it was—a metal box with a lid(盖子).I placed my arms on it,only to realize it was a hot barbecue,heating up for lunch. Suddenly,I screamed in pain as my arms touched the hot box.I pulled away quickly,but at first,no one took my cries seriously when I said I was in great pain.The captain of the ship was hesitant(犹豫的) to use the limited water supply on my injury,and I had no friends to comfort me. 注意: 1.续写词数应为150个左右; 2.请按如下格式在相应位置作答。 Gradually,my arms turned purple,and a girl finally believed my pain was real. 　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　 After introducing myself to her friends,I pulled out the snacks I had brought along. 　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　 【答案】 Gradually,my arms turned purple,and a girl finally believed my pain was real.She rushed over,her eyes filled with concern.“We need to cool down those burns,” she said urgently.Then,she told the severe situation to the captain.The captain also realized the need for immediate action,and used some of the water supply to help.After that,the girl offered me burn cream she borrowed from her friends.As we chatted,I was surprised to know that she was from my hometown.We quickly became friends,and with her as my guide,I was welcomed into her circle of friends.  After introducing myself to her friends, I pulled out the snacks I had brought along.We all sat around,munching on the snacks,sharing stories and laughter as we took in the stunning views of the Whitsundays.The sun was setting,casting a golden glow over the Gold Coast,and I knew this was a moment to capture.I grabbed my camera and suggested we take a group photo.Everyone,including the captain,gathered around.The camera clicked,freezing a memory that brought us all closer together—a memory of friendship,adventure,and the beauty of the Australian coast.  ●分层作业，兼顾巩固写作与拓展文学阅读。 板书设计 必修第一册 Unit 4 Friends forever Period 3 Developing ideas 1. Setting：cold dark night, New York（atmosphere） 2. Characters Bob：loyal, determined / criminal Jimmy：dutiful, reliable, policeman 3. Plot：promise‑meeting‑surprise ending（O.Henry twist） Conflict：personal loyalty VS professional duty 教学反思 优点：遵循文学语篇教学逻辑，以小说三要素为抓手解读文本，不只停留在情节翻译，深入人物与主题探究，落实文学阅读素养 缺点：课堂容量大，阅读 + 思辨 + 续写，基础薄弱学生理解英文原版短篇文本存在障碍；续写课堂实操时间紧张，学生完整打磨写作时间不足 改进：课前可以发放文本重点词汇预习单，降低阅读难度；可以把部分续写打磨任务放到课后，课堂重点完成构思、搭支架、片段初稿 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $