2/2Unit1Developingideas板塊教學(xué)設(shè)計(jì)Developingideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Writing主題語(yǔ)境人與社會(huì)

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良好的人際關(guān)系與社會(huì)交往內(nèi)容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語(yǔ)篇類型為議論文，介紹了一首膾炙人口的詩(shī)歌《未選擇的路》，作者是RobertFrost。本篇課文著重分析、解讀了這首詩(shī)歌的內(nèi)容及現(xiàn)實(shí)意義，旨在啟迪學(xué)生勇敢面對(duì)未來(lái)，做出正確決斷。教師要引導(dǎo)學(xué)生通過(guò)課文學(xué)習(xí)，領(lǐng)悟到這樣一個(gè)樸素的道理：在人生中我們會(huì)遇到不少困難和曲折，經(jīng)受各種考驗(yàn)，但是我們必須具備樂(lè)觀向上、百折不撓的精神，不斷提高自己做出正確判斷和決定的能力。讀寫部分要求根據(jù)提供的范文，寫一封求職信。通過(guò)這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)單元主題的理解，提高語(yǔ)言運(yùn)用和形象思維能力，同時(shí)初步掌握求職信包含的要素、基本內(nèi)容和相關(guān)表達(dá)，進(jìn)一步提升自己的語(yǔ)言能力。教學(xué)目標(biāo)1引導(dǎo)學(xué)生理解《未選擇的路》這首詩(shī)的內(nèi)涵以及課文中對(duì)該詩(shī)的解讀，同時(shí)能夠感知詩(shī)歌的節(jié)奏、韻律，了解詩(shī)歌的寫作特點(diǎn)以及所運(yùn)用的修辭手法，提高對(duì)詩(shī)歌的鑒賞能力和語(yǔ)言運(yùn)用能力；2引導(dǎo)學(xué)生在理解的基礎(chǔ)上，感悟詩(shī)歌主題，從而加深對(duì)單元主題意義的認(rèn)識(shí)，逐步形成在迷茫中不迷失方向，在前行中不止步不前的積極人生態(tài)度，同時(shí)逐步學(xué)會(huì)選擇和決斷，具備勇于擔(dān)當(dāng)、敢于面對(duì)挑戰(zhàn)的優(yōu)秀品質(zhì)；3引導(dǎo)學(xué)生通過(guò)觀察求職信，總結(jié)求職信包含的要素、基本內(nèi)容和相關(guān)表達(dá)，然后根據(jù)所給的招聘廣告，寫一封求職信。教學(xué)重點(diǎn)引導(dǎo)學(xué)生在理解的基礎(chǔ)上，感悟詩(shī)歌主題，從而加深對(duì)單元主題意義的認(rèn)識(shí)；培養(yǎng)學(xué)生“熱愛(ài)生活”、“勇于擔(dān)當(dāng)”的積極人生態(tài)度，提高語(yǔ)言運(yùn)用能力。教學(xué)難點(diǎn)引導(dǎo)學(xué)生理解TheRoadNotTaken（《未選擇的路》）這首詩(shī)的內(nèi)涵并把握好詩(shī)后課文對(duì)該詩(shī)的解讀；；引導(dǎo)學(xué)生正確看待今后可能要面臨的選擇和必須做出決定或取舍。教學(xué)策略“Pre-learning,While-learning,andPost-learning”strategy（P-W-P模式）TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreviewStartingOut,tryingtorecallthedifferencesbetweenthethreepathsandwhatlife’spathlookslike.2.TeacherencouragesstudentstoreadtheshortintroductionofRobertFrostandhisbest-knownpoems.3.Teacherasksstudentstoworkinpairstoaskandanswerthetwoquestionsbelowtheshortintroduction.4.Teacherinvitessomepairsofstudentstoaskandanswerthequestions.1.StudentsreviewStartingOut,tryingtorecallthedifferencesbetweenthethreepathsandwhatlife’spathlookslike.2.StudentsreadtheshortintroductionofRobertFrostandhisbest-knownpoems.3.Studentsworkinpairs,askingandansweringthetwoquestionsbelowtheshortintroduction.4.Somestudentsaskandanswerthequestionsinpairs.Togetsomespecificinformationabouttheauthorandaccumulateliteraryknowledge.Activity21.Teacherasksstudentstoreadthepassageandfindoutwhatitisabout.2.Teacherasksstudentstoreadoncemorethepoemaloudandpayattentiontotherhythm.3.Teachertellsstudentssomethingmoreaboutwritingstylesofthepoem.1.Studentsreadthepassageandfindoutwhatitisabout.2.Studentsreadthepoemaloudagain,payingattentiontotherhythm.3.Studentslearnsomethingmoreaboutwritingstylesofthepoem.Tograspthegeneralideaofthepoem.Activity31.Teacherasksstudentstoreadthepassagebelowthepoemoncemore.2.Teacherasksstudentstotakecloselookatthetopicsentenceofeachparagraph.3.Teacherdividestheclassintogroupsandasksstudentstosharetheirunderstandingofthepassage.4.Teacherasksstudentsfromeachgrouptoshareinclasstheirunderstandingofthepassage,whileteachercanmakesomecommentonit.1.Studentsreadthepassagebelowthepoemoncemore.2.Studentstakeacloselookatthetopicsentenceofeachparagraph.3.Studentsworkingroupstosharetheirunderstandingofthepassage.4.Studentsshareinclasstheirgroup’sunderstandingofthepassage.Tohaveabetterunderstandingofthepassage.Activity41.Teacherasksstudentstoworkindividuallytocompletethetablewithinformationfromthepassage.2.Teacherdividesstudentsintogroupsandasksthemtoshareanddiscusswhattheyputinthetable.3.Teacherasksstudentstoreadthesummaryofthepoem,theirappreciationandinterpretation.4.Teacherasksstudentstoworkinpairsandprepareareport,comparingitwiththeoneinthepassagegivenbyRobert.5.Teacherasksstudentstoworkingroupsanddiscussthetwointerpretationsfromthe4respectsgivenonpage10.6.Teacherasksstudentstoworkinclassandtalkabouthowwelltheirgroupcompletedthereportandhowothers’opinionshavehelpedthembetterunderstandthepoem.1.Studentsworkindividuallytocompletethetablewithinformationfromthepassage.2.Studentsworkingroups,sharinganddiscussingwhattheyputinthetable,whileothersmakesomecomments.3.Studentsreadthesummaryofthepoem,theirappreciationandinterpretation.4.Studentsworkinpairsandprepareareport,comparingitwiththeoneinthepassagegivenbyRobert.5.Studentsworkingroupsanddiscussthetwointerpreta-tionsfromthe4respectsgivenonpage10.6.Studentsworkinclassandtalkabouthowwelltheirgroupcompletedthereportandhowothers’opinionshavehelpedthembetterunder-standthepoem.Tobefamiliarwiththetextandexperiencethefeelingsofthepoet.Toimprovethestudents’speakingskillandperformingability.LearningtoLearn1.TeacherasksstudentstoreadtheshortparagraphofLearningtolearn.2.Teacherexplainstotheclasswhatsymbolismis(or:thedefinitionofsymbolism).3.Teacherasksstudentstoworkingroupsandtrytofindmoreexamplesoftheuseofsymbolism.1.StudentsreadtheshortparagraphofLearningtolearn.2.Studentslearnwhatsymbolismis(or:thedefinitionofsymbolism).3.Oneortwogroupssharetheiranswersandgivereasons,andthenothersmaymakesomecomments.Toappreciatethenewwritingstyleofsymbolism.Think&Share1.Teacherasksstudentstopaygreatattentiontothekeyelementsofpoetryandtheemotionapoetwantstoconvey.2.Teacherasksstudentstoaskandanswerthe5questionsgiveninthispart.3.Teachercheckstheanswerswiththeclass.1.Studentspaygreatattentiontothekeyelementsofpoetryandtheemotionapoetwantstoconvey.2.Studentsaskandanswerthe5questionsgiveninthispart.3.Studentschecktheanswerswiththeteacherinclass.Tofindoutthekeyelementsofpoetrysoastoappreciateit.Activity51.Teacherasksstudentstoreadthejobadvertisementandtheapplicationletter.2.Teacherasksstudentstoworkingroups,readingtheletteragainandlocatingandunderliningthe7statements(fromatog)ontheletter,anddiscussingthestructureofaletter.3.Teacherasksstudentstoworkinpairs,matchingtheheadingstothesections.4.Teacherasksstudentstowritealetterofapplication.1.Studentsreadthejobadvertisementandtheapplicationletter.2.Studentsworkingroups,readingtheletteragainandlocatingorunder-liningthe7state-ments(fromatog)ontheletter,anddiscussingthestructureofaletter.3.Studentsworkinpairs,matchingtheheadingstothesections.4.Studentswritealetterofapplicationindependently.Toenablestudentstowriteanapplicationletter.Activity61.TeacherasksstudentstoreadthejobadvertisementinActivity6intheTextbook.2.Teacherasksstudentstoworkinpairs,askingandansweringthethreequestionsbelow.3.Teacherinvitespairsofstudents(tothefront)todotheask-and-answerofthethreequestions.4.Teacherasksstudentstowriteasahome-workanapplicationletterusingthemodelletterinActivity5tohelpthem.1.StudentsreadthejobadvertisementinActivity