Unit4Understandingideas板塊教學設計（建議時長30–35分鐘，教師可根據教學實際酌情調整。）課型Reading主題語境人與自我——創新與創業意識內容分析本板塊呈現了一篇反映單元主題的課文，語篇類型為新聞特寫，介紹了主人公大學畢業后的創業經歷、心得體會和她對有創業意向的年輕人的建議。讀前活動通過圖表的形式呈現了中國大學畢業生的就業選擇和近年來大學畢業生自主創業的發展趨勢，激活學生的背景知識，幫助學生提前熟悉語篇話題，為課文學習做鋪墊。讀中活動考查學生帶著具體任務完成閱讀和定位信息、整理信息的能力。讀后活動則通過對課文寫作意圖、文章結構、核心細節信息的理解以及開放式問題的回答，啟發學生對主人公的經歷及建議進行深入思考，引導學生深入理解文章主題，運用所學創造性地探究主題意義，培養思維能力。教學目標帶領學生閱讀課文，使學生能夠熟悉話題語境，獲取課文的主旨大意與核心信息；引導學生感知課文的語篇結構及語言特點，學習和掌握課文中與話題相關的表達方式，并能運用所學的表達方式就年輕人創業這一話題進行有效交流；引導學生基于課文內容聯系自身生活，從成功創業的主人公身上汲取積極的人生態度，學習她的個人品質，辯證地認識年輕人創業的問題，加深對單元主題的認知。教學重點引導學生理解課文，獲取主旨大意與核心信息；引導學生聯系自身的學習與生活，重視培養創業者的品質，樹立積極的人生觀。教學難點學生與創業者的角色差距比較大，要產生共情來體會創業者的艱辛，有一定難度；文章是一篇訪談錄，事件的先后順序和因果關系需要理清。教學策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Organizegroupwork.Guidestudentstoobservethetwochartsandunderstandthetrend.Askstudentstodiscussthethreequestionsbelowthecharts.Guidestudentstomakepredictionsaboutfuturejobmarket.(Design1)Askgroupstoreporttheirdiscussionandpredictions.(Design2)Encouragestudentstothinkaboutthereasonsbehindthejobtrend.Observethetwochartsandunderstandthetrend.Discussthethreequestionsbelowthecharts.Makepredictionsaboutfuturejobmarket.(Design1)Reportthediscussionandpredictions.(Design2)Thinkaboutthereasonsbehindthejobtrend.1.Toguidestudentstolearnhowtoconductareadingtask.2.Tohelpstudentsgetthegeneralideaofthetext.Activity2(Design1)Stateclearlyaboutthetargetofthefastreadingtask.Askstudentstoreadthepassagequickly.Organizegroupwork.StudentsdiscussaboutZhangYue’sdecision.Askstudentstodosomereport.Makeclearaboutthetargetofthefastreadingtask.Readthepassagequickly.DiscussaboutZhangYue’sdecision.Reporttheresultofthegroupwork.1.Toguidestudentstolearnhowtoconductareadingtask.2.Tohelpstudentsgetthegeneralideaofthetext.Activity2(Design2)1.Askstudentstocarefullyreadthetitleofthetextandpics,buildconnectionbetweenthem,andmakepredictions.2.Askstudentstoreadtherequirement,andmakepredictions.3.Askstudentstoreadthetext,andunderlinekeywords.4.Askstudentstodosomereport.1.Carefullyreadthetitleofthetextandpics,buildconnectionbetweenthem,andmakepossiblepredictions.2.Readtherequirement,andmakepredictions.3.Readthetext,andunderlinekeywords.4.Dogroupreport.Activity3(Design1)Organizegroupwork.Eachgroupreadsthroughthechoicesanddecideswhichonetochoose.Askstudentstoreadthroughthetextandfindsupportfortheirdecisions.Askgroupstosharetheirdecisionsandreasons.1.Ingroups,readthroughthechoicesanddecidewhichonetochoose.2.Readthroughthetextandfindsupportforthedecision.3.Sharethedecisionsandreasons.Tolearnhowtodrawthemainideaofapassage.Activity3(Design2)1.Askstudentstomakeclearabouttheclueandstructureofthepassage.2.Organizegroupwork.Studentsdiscussthemainpurposeofthepassage.Givereasons.3.Askgroupstosharetheresultsoftheirdiscussion.1.Makeclearabouttheclueandstructureofthepassage.2.Ingroups,discussthemainpurposeofthepassage.Givereasons.3.Sharetheresultsofthediscussion.Tolearnhowtodrawthemainideaofapassage.Activity4(Design1)Guidestudentstogothroughthemaincolumnsoftheinterviewnotestomakeclearwhatinfotoget.Askstudentstoreadthetext.Arrangepairworktocooperatetocompletethemissinginfofortheblanks.Asksomepairstopresenttheirworkstotheclass.Organizearole-playgame—aninterview.Gothroughthemaincolumnsoftheinterviewnotestomakeclearwhatinfotoget.Readthetext.Cooperateinpairstocompletethemissinginfofortheblanks.Presenttheworkstotheclass.Arole-playgame—aninterview.Tounderstandthetextindetails.Tounderstandthestructureofaninterview.Activity4(Design2)Askstudentstoreadthearticleandtakenotescarefully.Organizepairwork.Studentshelpeachothertobetterthenoteswithaproperstructure.ThencompletetheinterviewnotesonPage40.Asksomepairstosharetheirworks.Othersmakenecessarysupplements.Organizearole-playinterviewgame.Readthearticleandtakenotescarefully.Inpairs,helpeachothertobetterthenoteswithaproperstructure.ThencompletetheinterviewnotesonPage40.Sharetheworksinclassandmakenecessarysupplements.Doarole-playinterviewgame.Tounderstandthetextindetails.Tounderstandthestructureofaninterview.Think&ShareOrganizepairwork.Studentsdiscussthequestions.Askstu