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外研版（2019）高中英语选择性必修四各单元
【熟词生义】
Unit 1 Looking forward
1. Can we take action to shape it Or should we just accept whatever comes our way (P2)
我们能采取行动去影响未来吗？还是应该全然接受现实
给予我们的一切？
【生义】shape v. 影响… …的发展；决定… …的形成
e.g. His ideas had been shaped by his experiences
during the war.
他的思想深受战时经历的影响。
She had a leading role in shaping party policy.
该党奉行何种政策，她起着主导作用。
2. Although they shared the same ambitious and
energetic approach to life, their careers unfolded in
contrasting ways.
虽然他们面对生活时都有远大的志向，而且精力充沛，
但他们的职业生涯的发展却截然不同。
【生义】share v. 共同拥有（感情、想法或经历等）
e.g. They shared a common interest in botany.
他们都对植物学感兴趣。
People often share their political views with their
parents.
人常常跟自己的父母政治观点一致。
3. Interestingly, Doyle wrote some of his early Holmes
stories while he was waiting for patients in his medical
practice in London. (P4)
有趣的是，一些早期的福尔摩斯故事是道尔在伦敦行医
期间，在等候病人的时候创作的。
【生义】practice n. (医生、律师等的)工作，业务活动
e.g. My solicitor is no longer in practice.
我的律师已不再执业了。
She runs a general practice in Hull.
她在赫尔开了个全科诊所。
4. Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same. (P10)
但我选择了另外一条路，
它荒草萋萋，十分幽寂，
显得更诱人，更美丽；
虽然在这条路上，
很少留下旅人的足迹。
【生义】wear v. 磨损；消耗；用旧
e.g. The carpets are starting to wear.地毯渐渐磨坏了。
The stones have been worn smooth by the constant
flow of water.不停的流水把这些石头冲刷得很光滑。
5. Lines from the poem The Road Not Taken are often quoted in speeches of all talks. (P11)
《未选择的路》这首诗中的诗句常常在各种演讲中被引用。
【生义】line n. 诗行；歌词；字行
e.g. Write the title of your essay on the top line.
把文章的标题写在首行。
I can only remember the first two lines of that song.
我只记得那首歌的头两句歌词。
Unit 2 Lessons in life
Despite its widespread recognition, my first
impression was that Tuesdays with Morrie is just made up of a
collection of over-emotional thoughts and messages. （P20）
尽管《相约星期二》这本书得到了广泛的认可，但是我对它的第一印象是，它只是一本由一堆过于情绪化的思想和信息组成的书。
【生义】collection n.一批物品；一群人
e.g. There was a collection of books and shoes on the floor.
地板上有成堆的书和鞋。
There is always a strange collection of runners in the London
Marathon.
每次总会有一批稀奇古怪的选手参加伦敦马拉松比赛。
2. (Fresh bursts of laughter.) (P27)
又爆发出一阵新笑声。
【生义】fresh adj. 新的；不同的
e.g. a fresh coat of paint刚涂的一层油漆
I think it's time we tried a fresh approach.
我认为是尝试新方法的时候了。
【生义】burst n.突发；猝发；迸发；爆破
e.g. Her breath was coming in short bursts.
她的呼吸急迫短促。
I tend to work in bursts.
我的工作劲头往往是一阵一阵的。
3. (Stepping to the front of the stage and addressing the audience. (P28)
走到舞台前，面向观众致辞。
【生义】address v.向… …说话；演说；演讲
e.g. to address a meeting在会议上发表演讲
Any questions should be addressed to your
teacher.
任何问题都应该向你的老师求教。
Unit 3 The world meets China
1. Now, something really extraordinary happened in 1900, when a Taoist priest made of the most important finds of the 20th century. (P35)
1900年发生了一件非同寻常的事，意为道士的发现，成了二十世纪最重大的发现之一。
【生义】find n.发现物，被发现的人（尤指有趣、有价值或有用者）
e.g. an important archaeological find考古的重大发
Our new babysitter is a real find.
我们新来的临时保姆是难得的好保姆。
2. We’ll have a chance to see some of them
shortly—the Library Cave is only a stone’s
throw from here. (P35)
藏经洞离这里很近，我们将很快有机会观看
其中的一些展品。
【生义】throw n. 投掷的距离
e.g. a javelin throw of 57 metres
57米远的标枪投掷
We live just a stone's throw from here.
我们就住在附近。
Unit 4 Everyday economics
1. They stared back, their blank faces giving no clue as
to what they would say next. (P50)
他们面无表情地凝视着她，让人对他们接下来会说什么
毫无头绪。
【生义】blank adj.无表情的；木然的
e.g. She stared at me with a blank expression on her
face.她木然地盯着我。
Steve looked blank and said he had no idea what I was
talking about.史蒂夫显得很迷惑，说他不知道我在说什么。
2. She is not the only young person to have been bitten
by the start-up bug. (P51)
她并不是唯一一个着迷于创业的年轻人。
【生义】bite v.对某事物着迷；热衷于某事物
e.g. He's been bitten by the travel bug .
他迷上了旅游。
She was never interested in fitness before but now she's been bitten by the bug.
她以前从来不在乎健身，现在她却着了迷。
3. She has overcome a number of obstacles in nursing
her business to the success it is today. (P52)
为了取得今天的成就，她精心打理生意，克服了许多障
碍。
【生义】nurse v.培育；培养；悉心照料
e.g. to nurse tender young plants
悉心照料嫩苗
In the hospital they nursed me back to health.
在医院里他们精心照料我，使我恢复了健康。
4. Though she welcomes the new entrepreneurial spirit,
she advises that people be realistic and seek guidance
from expert consultants before rushing into things. (P52)
尽管她希望看到新的创业精神的涌现，但她也建议人在
仓促行事之前先寻求专业顾问的指导。
【生义】welcome v.乐意接纳；欣然接受
I'd welcome any suggestions.
任何建议我都会愉快地接受。
In general, the changes they had made were to be welcomed.
总的来说，他们所作的这些变动都会被欣然接受。
5. What really matters is a sound business plan, access to
capital, and good management and negotiating skills.
(P52)
真正重要的是一个合理的商业计划，获得资金的渠道，
以及良好的管理和谈判技巧。
【生义】sound adj.明智的；合理的；正确的；可靠的
e.g. He gave me some very sound advice.
他给了我一些非常合理的忠告。
Their policies are environmentally sound.
他们的政策对环境没有不利的影响。
【生义】capital n. 资金；资本
to set up a business with a starting capital of ￡100 000
以10万英镑为启动资金创办一个企业
Their capital is all locked up in property.
他们把所有资金都搁死在地产上了。
6. This wealth of ways sharing is a response to our
increasing demand for quality goods and services at
competitive prices, all delivered at the risk of a button.
(P59)
我们需要几个有竞争力的优质产品和服务，大量的共享
方式是对这种不断增长的需求的回应，现在这些需求都
可以通过按一下按钮来实现。
【生义】wealth n.大量；丰富；众多；充裕
e.g. a wealth of information大量的信息
The new manager brings a great wealth of experience to the job.
新任经理为这项工作带来了丰富的经验。
7. Some companies are taking unfair advantage of this
situation to expand their share of the market. (P59)
一些公司正在利用这种情况获取不公平的优势，来扩大
他们的市场份额。
【生义】share n. （在若干人之间分得的）一份
e.g. She inherited a share of the family fortune.
她继承了家庭的一份财产。
How much is my share of the take
我的那一份收入是多少
Unit 5 Into the unknown
1. When European arrived in Central America in the
early 16th century to claim its riches, the remaining
Maya people were living in small settlements. (P67)
16世纪早期，欧洲人来到中美洲攫取财富时，只剩下一
些玛雅人居住在小村落里。
【生义】claim v.索要；索取
e.g. He's not entitled to claim unemployment benefit.
他无权要求领取失业救济金。
She claimed damages from the company for the injury she
had suffered.
她因受伤向公司要求获得损害赔偿金。
2. Given our limited knowledge, it is perhaps no surprise
that exploration of the oceans continues to lead to
discoveries in various scientific fields. (P74)
鉴于我们有限的认知，探索海洋不断带来各种不同科学
领域的发现。
【生义】given prep. 考虑到，鉴于
Given his age, he's remarkably active.
考虑到他的年龄，他已是相当活跃的了。
Given that we can't turn the clock back, adults can still
do plenty to help the next generation cope.
鉴于我们不能让时光倒流，成年人仍然可以做许多事情
来帮助下一代应对未来。
Unit 6 Space and beyond
1. Then, little more than a minute after take-off, we saw
a strange red and orange light in the sky, followed by a
cloud of white smoke. (P84)
然后，发射仅仅一分多钟后，我们就看到了在天空中有
一道奇观的红色的光，紧接着是一团白烟。
【生义】cloud n.一团；一簇；一大块
e.g. The horses' hooves raised a cloud of dust.
马蹄翻飞，扬起一片尘土。
A cloud of volcanic ash is spreading across wide areas of the
Philippines.
一大片火山灰正在向菲律宾的大块区域扩散。
2. The planets were seen to be worlds similar to our own,
many of them even having their moons.（P90）
行星被视为和我们的地球类似的星球，其中许多行星有
自己的卫星。
【生义】world n.星球，天体
e.g. There may be other worlds out there.
那里可能有其他星球。
【生义】moon n.卫星
e.g. How many moons does Jupiter have
木星有多少颗卫星？外研版高中英语（2019）选择性必修4 Unit 1 Looking forward
单元主题 本单元主题语境为“人与自我”，涉及的主题语境内容是未来的选择。本单元向学生介绍了美国著名作家 Ernest Hemingway, 苏格兰著名作家 Arthur Conan Doyle, 美国著名诗人 Robert Frost以及他们的代表作，讲述了他们不同的人生际遇，他们如何面对选择以及他们的选择对人生产生的影响，旨在引导学生在面对未来，面临曲折和困难时做出选择或决定； 培养学生勇于面对现实，努力拼搏的品质； 同时启发学生学会通过融入社会，使自己迅速成长为有独立意识、有责任心的成熟的社会成员。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的问卷、对话、诗歌、 求职信、招聘广告等多模态语篇，综合运用各种语言技能，掌握本单元有关人生选择以及积极人生态度的表达； 运用英语阅读策略从文本中迅速提取信息并解读文本，对他人的遭遇表达关切并提供建议，对自己的期盼做出准确恰当的描述和表达； 同时学习优秀人物面对困境不畏艰难、百折不挠的精神，思考自己对未来人生的追求，并培养不畏艰险、努力拼搏、勇往直前的意志品质和积极向上的人生观； 通过运用各种学习策略，在自主学习、 合作学习、 探究式学习的过程中，结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out & understanding ideas 教学设计
课型 Reading & speaking
主题 语境 人与自我——未来规划
内容 分析 1. Starting out板块中的活动1呈现了一段与本单元主题相关的视频，主要介绍了鲁迅是如何果断地改变自己最初的选择，弃医从文，迈出人生道路上具有决定意义的一步。活动2请学生看一幅关于道路选择的图片，引导学生思考选择不同的道路对他们人生的影响。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。 2. Understanding ideas板块呈现了一篇反映单元主题的课文，语篇类型为论说文。课文通过夹叙夹议的方式，讲述了美国著名作家Ernest Hemingway 和苏格兰著名作家 Arthur Conan Doyle 这两位杰出人物不同凡响的人生经历，论述了他们是如何在人生的重要时刻做出重大的选择或决定，并坚持不懈、矢志不渝，最终名闻天下的。读前的导入活动通过请学生完成一份问卷，帮助学生总结自己过去取得的进步，规划未来的目标。然后请学生看课文标题，预测课文内容。读中活动请学生进行快速阅读，验证读前的预测。读后通过完成段落与问题的匹配并回答问题，分析课文的逻辑结构和回答开放性问题，帮助学生深入理解课文、赏析课文、探究单元主题意义。
教学 目标 1. 通过看视频和完成问卷，引导学生基于问卷的内容总结过去、放眼未来； 2. 引导学生获取课文主要信息，叙述课文中两位作家的成长历程，他们在成长过程中的不同际遇及代表作。 同时，学生结合自己的成长经历，理解如何“面对未来”； 3. 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流； 4. 帮助学生基于课文内容，从两位作家如何憧憬未来、采取行动、面对现实、做出决定、做出改变等方面进行思考。同时，引导学生结合两位作家成长历程中积极的人生态度以及课文中 Steve Jobs的名言、加深对单元主题的认识。
教学 重点 1. 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流； 2. 引导学生结合两位作家成长历程中积极的人生态度以及课文中 Steve Jobs的名言、加深对单元主题的认识。
教学 难点 引导学生感知课文的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流；
教 学 过 程 Step 1: leading-in Task 1: Watch the video and answer the questions. 1. Who is mentioned in the video What decisions did he make 2. Why did he change his decision Suggested answers: 1. Lu Xun. When Lu Xun was 15, traditional Chinese medicine failed to cure his father's illness, so he made a decision to study Western medicine and become a doctor. But later, he made a decision to abandon his medical studies and take up writing. 2. Because he realised that the people in China were more in need of treatment for their minds than their bodies. The most important thing, in his mind, was to change people's spirit, and the best way to achieve this was through literature. 视频文本： Lu Xun's Decision Lu Xun is perhaps the most recognisable figure among Chinese writers of the 20th century, and is best known for his short stories and essays. But in his early life, Lu Xun was a student of Western medicine. So what made him abandon his medical studies and instead turn to a life of literature When he was 15, traditional Chinese medicine failed to cure his father's illness. Lu Xun therefore decided to study Western medicine and become a doctor. His studies took him to Japan, where one day he saw a film showing a Chinese man being killed by Japanese soldiers. Lu Xun was shocked to see that other Chinese in the film appeared to be indifferent to this terrible scene. This experience made Lu Xun realise that the people of China were more in need of treatment for their minds than their bodies. He abandoned his medical studies and decided to take up writing. His reasons for doing so are clearly stated in the preface to his collection of short stories, Call to Arms. He thought people of a weak and backward country would suffer or witness suffering, no matter how physically strong and healthy they were. The most important thing, therefore, was to change people's spirit, and the best way to achieve this was, he felt, through literature. Thus Lu Xun devoted the rest of his life to education and literature. His works, such as Call to Arms, Wandering and Wild Grass, express his lifelong dedication to teaching and inspiring young people to strive for a better future for China. Task 2: Look at the picture and answer the questions. 1 What can you see in the picture 2 What are the differences between the three paths 3 What do you think life's path looks like Suggested answers: 1. We can see three different paths in the picture. One man is standing in front of the three paths. He may be thinking about which one he should follow. 2. The path on the left side of the picture is very straight and smooth. The path in the middle is straight, but there are many rocks on it. The path on the right has many twists and turns. The two straight paths reach a mountain, while the winding one reaches a forest. 3. Students' own answers. Step 2: Pre-reading Task 1: Prediction Look at the title and predict what the passage is about. A. Different at the jobs people might do in the future. B. Stories about different people's future. C. Various possibilities for future development. D. Fixed future for everyone. Answer: B Task 2: Fast reading Match the questions to the paragraphs. a. What is possibly the most important concern in life b. What was Doyle’s main writing ambition c. What can you do when faced with uncertainty about the future d. What is the relationship between one’s plan and the future e. Why was Doyle disappointed with the success of his Holmes stories f. What did Hemingway do to achieve his ambition to become a writer Answers: Para 1: a Para 2: d Para 3: f Para 4: Para 5: b Para 6: c Step 3: careful reading Read the paragraphs and answer the questions based on each paragraph. Task 1: Para 1: What is possibly the most important concern in life
Answer: We find ourselves wondering or even worrying about possibly the most important issue of our lives—the future. Will we get into the school of our choice What will we be doing in ten years' time Can we become the person we really want to be In the face of such questions, how should we approach the future ......... Can you add the list Task 2: Para 2: What is the relationship between one’s plan and the future Answer: Having plans in place for the future is no guarantee that they will become reality. Plans≠Future Two famous authors whose careers unfolded in contrasting ways. Task 3: Para 3: ① Profile (简介) of Ernest Hemingway Date of Birth：_________ Nationality：___________ Ambition :_____________ Experience and achievement: 1. joined a local newspaper as__________ 2. became ______________________ for the Toronto Star 3. wrote novels and short stories based on ____________ 4. The Old Man and the Sea, about _____________________. 5. won the Nobel Prize in ____________. ② What did Hemingway do to achieve his ambition to become a writer Answers: ① 1899; America; writer; 1. a trainee reporter 2. foreign correspondent 3. personal experiences 4. the struggle between an elderly fisherman and the fish literature 5. literature ② set himself this goal →accumulate experience stick to this goal/pursue his dream→ achieve great success Task 4: Para 4: Profile (简介) of Arthur Conan Doyle Date of Birth：_________ Nationality：___________ Original job:_____________ Ambition:______________________________ Best-known work:________________________ Answers: 1859; Scotland; Doctor; a writer of historical novels; fictional detective Sherlock Holmes Task 5: Para 5: Why was Doyle disappointed with the success of his Holmes stories Doyle's decision: 1. gave up medicine and ________________; longed to become known for his ___________. 2.__________the detective to focus on his “serious” writing. 3. was forced to _____________________________. Answers: 1. devoted to writing 2. historical novels 3. killed off 4. bring Holmes back from the dead The public's reaction: 1. They couldn't ______________Sherlock Holmes. 2. The fans were so ___________. 3. It has been _____________readers. Answers: 1. get enough of 2. angry 3. entertaining Task 6: Para 6: What can you do when faced with uncertainty about the future Answer: Whatever twists and turns you might encounter, take a leaf out of the books of these two authors and be prepared for the unexpected. Step 4: Practice Please make up a dialogue. With graduation drawing near,your friend Mike is confused about his future. He is afraid that things couldn't turn out as planned. Please comfort him and give him useful advice. Mike: Hi,Li Hua.I’d like to turn to you for heIp. With graduation drawing near, I worry about________. and I don’t know____________. I: You’d better_________. Mike: But I am afraid ____________. I : Instead of ________, I suggest that you should______. In addition, you ______________. ........ Mike: Thank you for your valuable advice. Step 5: Homework Compulsory: write a letter to Mike to comfort him based on what we learned. Optional: search for more information of the writers and prepare a presentation.
板书 设计 Arthur Conan Doyle Date of Birth：_________ Nationality：__________ Original job:___________ Ambition:___________ Best-known work:______ Ernest Hemingway Date of Birth：_________ Nationality：___________ Ambition :_____________ Experience and achievement: _______________________________
5外研版高中英语（2019）选择性必修四Unit 1 Looking forward
Developing ideas教学设计
课型 Reading & speaking 课时 1课时
主题 语境 人与自我——未来规划
内容 分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为议论文，介绍了一首脍炙人口的诗歌《未选择的路》、作者是Robert Frost。本篇课文着重分析、解读了这首诗歌的内容及现实意义， 旨在启迪学生勇敢面对未来、做出决断。教师要引导学生通过课文学习，领悟到这样一个朴素的道理：在人生中我们会面对多种选择，并因为做出的选择而遇到不少困难和曲折，但是我们必须具备乐观向上、百折不挠的精神，不断提高自己做出判断和决定的能力。读写部分要求根据提供的范文，写一封求职信。通过这一板块的学习，学生能够加深对单元主题的理解，提高语言运用和形象思维能力，同时初步掌握求职信包含的要素、基本内容和相关表达，进一步提升自己的语言能力。
教学 目标 知识目标：引导学生理解未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 技能目标：引导学生通过观察求职信、 总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信； 情感目标：引导学生在理解的基础上，感悟诗歌主题，从而加深对单元主题意义的认识，逐步形成在迷茫中不还失方向，在前行中不止步不前的积极人生态度，同时逐步学会选择和决断，具备勇于担当、敢于面对挑战的优秀品质。
教学 重点 1. 引导学生理解未选择的路》这首诗的内涵以及课文中对该诗的解读，同时能够感知诗歌的节奏、韵律，了解诗歌的写作特点以及所运用的修辞手法，提高对诗歌的鉴赏能力和语言运用能力； 2. 引导学生通过观察求职信、 总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教学 难点 引导学生通过观察求职信、 总结求职信包含的要素、基本内容和相关表达，然后根据所给的招聘广告，写一封求职信。
教 学 过 程 Step 1: Pre-reading Read the short introduction to Robert Frost and answer the questions. Ask the students to work in groups and share their results about Robert Frost. 1 What are the special features of Frost’s poetry 2 Have you read any poems written by Robert Frost Share one with the class. Answers: 1. There are four special features of Frost's poetry: first, it has been praised for its natural themes, mostly set in the rural areas of New England; second, it has been praised for his colloquial approach to American language; third, it generally has a regular rhythm and rhyme, and is easy to read aloud and remember; and finally, he often used simple settings in his poems to explore complex personal and social themes. 2. Students’ own answers. Step 2: Fast-reading Read the passage quickly and find out what it is about. Task 1: Observe the background picture of the passage and think its meaning. Task 2: Read the passage quickly and say what it is about. Answer: The passage is divided into two parts: the poem The Road Not Taken written by Robert Frost and the introduction, explanation or interpretation of the poem. Step 3: Careful reading Read the passage carefully and complete the table with information from the passage. Task 1: Play the tape for the students to appreciate the beauty of the rhythm of this poet. Task 2: Read the passage aloud and fill the table. Summary of the poemA traveller in the wood comes to a for k in the road and he feels sorry for 1_____________. After close observation, he decides to choose the one which 2_____________, though 3_____________. He tells himself that4 ___________ some day, but he doubts 5____________. He imagines that, many years in the future, he will tell this story with a sigh, saying that his choice has 6______________.Appreciation and interpretation·It is one of the most famous American poems of all time. ·The diverged roads in the poem symbolise 7_____________. ·Once we have taken a road, we might wonder 8____________. Instead of looking back with regret, we should 9____________.
Answers: 1 being unable to take both roads 2 is grassy and wants wear 3 the passing there has worn the two roads really about the same 4 he will take the first road 5 if he should ever come back 6 made all the difference 7 how our lives progress and change 8 whether we made the night choice 9 be facing our future with energy and optimism, for the choices are ours only Step 4 Learning to learn Help the students understand the meaning of symbolism. Symbolism is the use of an object to represent an abstract idea. For example, the rose could represent love and affection, and the rainbow could symbolise hope. It allows the poet to express a certain mood or emotion in a more subtle way, as opposed to stating it directly. Step 5: Thinking and sharing Encourage the students to understand the meaning of the poem while connecting their own life. 1 Why do you think the writer looks back on his decision “with a sigh” 2 What are the rhyming words in this poem What effect do they have 3 What is the most difficult choice you have ever had to make What did you choose to do 4 What effect will the poem have on you when you face decisions in the future Give your reasons. 5 In what different ways do the two reading passages in this unit improve your understanding of the choices you make and how they impact your future Answers: 1 The writer looks back on his decision “with a sigh”, because he is wondering whether he made the right decision. 2 The rhyming words in this poem are: wood, stood, could; both, undergrowth; fair, wear, there; claim, same; lay, day, way; black, back; sigh, I, by; hence, difference. Rhyming words may make it easier to read and recite the poem, because they make the rhythm of the poem fairly obvious. 3 Students’ own answers. 4 Students’ own answers. 5 Students’ own answers. Step 6: Brain storming Task 1: Work in groups and read another interpretation of the poem and prepare a report comparing it with the one in the passage. Robert The Road Not Taken is one of America's best-loved poems, and I think it is a pity that it is generally misunderstood as a call for facing the future without regret. To me, it is really about accepting the consequences of our choices many years in the future, when it is too late to change them. The two roads in the wood were “really about the same”, so the cause of any indecision is a fear of regret. It is, however, acceptable to feel regretful, because it serves as a reminder to live life to the full. Task 2: Discuss the two interpretations from the following aspects. Do further research if necessary. 1. What points do the two interpretations share 2. What are the major differences between the two interpretations 3. Which interpretation seems more convincing to you Why 4. Can you think of yet another interpretation of the poem Answers: 1 The two interpretations share the following points: the poem The Road Not Taken is one of America's most famous or best-loved poems, and it is about choice. 2 The major differences between the two interpretations are: the one in the passage interprets the poem as a call for facing the future without regret, while the second interpretation (Robert’s) maintains that the poem is really about accepting the consequences of our choices many years in the future, when it is too late to change them. 3 Students' own answers. 4 Students' own answers. Task 2: Prepare your report, including your understanding of the poem. Task 3: Share your report with the class. Task 4: Talk about how well your group completed the report and how others’ opinions have helped you better understand the poem. Step 7 : Notes to the passage 1. When reading The Road Not Taken, one cannot help but see in one's mind images of a peaceful wood deep within the countryside. Paraphrase: When you read The Road Not Taken, it is easy to imagine a peaceful wood deep within the countryside. 本句中的 cannot help意为“无法抑制，禁不住(做……)”。 例如：He is such an unselfish man. You cannot help but respect him. 他是这样一个无私的人。你不得不尊敬他。 2. Life throws many alternatives at us on a daily basis. Paraphrase: In our daily life, we have many choices. 本句中 throw many alternatives at us 表示“给了我们很多选择”。其中，alternative意为“可供选择的事物”。 例如：You can be paid either in cash weekly or by cheque monthly. Those are the two alternatives. 你的工资可以按周以现金支取,或按月以支票支取。二者可选其一。 另外,句中的 on a daily basis 意为“每天”。 例如: Such things are taking place all over the country on a daily basis. 这个国家每天都有这样的事情发生。 3. Whether big or small, what all our choices have in common is that they lead to specific consequences. Paraphrase: Whether our choices are big or small, they all cause particular results. 本句是一个含有三个不同从句的复合句，第一个是由 whether引导的状语从句(同时还是一个省略句：省略了主语和谓语)，第二个是由 what引导的主语从句，第三个是由 that 引导的表语从句。 have…in common 意为“有相同的……”。 例如：Close friends usually have lots in common. 亲密的朋友通常有很多相同之处。 4. What if, in choosing one, we are unknowingly turning down other future opportunities Paraphrase: What if we are turning down other future opportunities without being aware of it when we choose one from the two job offers What if… 意为“如果……会怎么样 ”，该句型通常用于提出建议，是一种主句省略了主干成分，只保留疑问词What+ if引导的条件状语从句的常见句型。 What if the train is late 要是火车晚点了怎么办？ 5. Some of us do take a more unusual path through life, and while it may be a harder one to follow, it can also lead to new adventures and experiences. Paraphrase: Some of us do take a more uncommon path through life, and although it may be a more difficult one to follow, it can also lead to new adventures and experiences. 本句中的while意为“尽管, 虽然”, 多放在句首。 例如：While I am willing to help, I do not have much time available. 尽管我愿意帮忙, 但是我没有太多时间。 Step 8: Homework Finish the exercise on the exercise book.
教学 反思 本课文为名诗赏析，为了便于学生更好地理解课文，教师应该请学生在课前进行充分预习，比如：了解作者的生平及成就，了解诗歌的内容及主题，为进一步解读课文，体悟作者的情感态度做好铺垫。
板书 设计 见上面的“Summary of the poem”。
3外研版高中英语（2019）选择性必修四Unit 1 Looking forward
Using language 教学设计
课型 Reading & speaking
主题 语境 与自我——未来规划
内容 分析 语法部分的主要内容为复习动词的时态。活动1请学生判断每一句中使用的时态，并与其相应的用法进行配对。活动2提供了一个语段，讲述某个学生利用gap year做志愿者的经历和感受。活动3请学生阅读David Mason的简介，并恰当运用不同的时态谈谈他的生活。活动4请学生采访彼此的经历和未来计划，然后恰当运用不同的时态在全班进行分享。词汇部分的话题为“选择与决定”，首先通过一段对话呈现与人生选择相关的表达，然后请学生阅读一个关于青少年做兼职的语段，接下来的听说部分为一段求职面试的录音。本板块帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高综合语言运用能力。
教学 目标 知识目标：引导学生在实际语境中复习巩固、灵活运用动词的常见时态形式； 技能目标：引导学生学习并掌握有关“选择与决定”的表达，并能在实际生活中灵活运用； 情感目标：引导学生关注语用功能，学会如何礼貌地提问题以及说明原因，并能够在实际生活中运用所学的相关表达。
教学 重点 1. 引导学生在实际语境中复习巩固、灵活运用动词的常见时态形式； 2. 引导学生学习并掌握有关“选择与决定”的表达，并能在实际生活中灵活运用。
教学 难点 学生学习并掌握有关“选择与决定”的表达，并能在实际生活中灵活运用。
教 学 过 程 Step 1: Review: tenses Task 1: Look at the sentences from the reading passage. Decide which tense each is in and match the tenses to what they describe. a For many of us, it's something we already have experienced. b What will we be doing in ten years' time c. He would later go on to win the Nobel Prize in Literature. d ... the young Arthur Conan Doyle, born in Scotland in 1859, had originally worked as a doctor. e ... Doyle wrote some of his early Holmes stories while he was waiting for patients in his medical practice in London. f ... but Sherlock Holmes has been entertaining readers for well over a century. 1 An action completed in the past before another past action. 2 An action or event taking place over a particular period in the future. 3 An action that happened in a period of time up to the present. 4 An action that started in the past and may still be going on or have just stopped. 5 An intended future action or event as seen from the past. 6 An on-going situation at or around a particular time in the past.
Answers: 1—d 2—b 3—a 4—f 5—c 6--e Task 2: Now answer the questions. 1 What other tenses have you learnt Find examples in the reading passage. 2 What do these tenses describe Task 3: Complete the blog with the correct form of the verbs in brackets. Ask the students to read the blog and then discuss the answers and check out the answers together. I woke at dawn again and already the birds 1 (sing). In the coming days, we 2 (paint) the iron roof of the toilet block that we had been building over the last two months. 3 (live) in this Cambodian village for two months. Despite the hard physical work, I 4 (not regret) for one moment choosing to spend my gap year as a volunteer for the Cambodia Foundation. It is wonderful to meet such friendly local people who are happy to share their lives with us. I 5 (feel) happy and free of worries. And, of course, I 6 (become) fitter. This gap year has been a fantastic opportunity for my personal growth, and I surely 7 (continue) to learn about how other people live their lives after it ends. Answers: 1 were singing 2 would be painting 3 have been living/ have lived 4 don’t regret/ haven’t regretted 5 feel 6 have become/am becoming 7 will continue Task 4: Work in pairs. Read the profile and talk about David's life Ask the students to use different tenses where appropriate. David Mason PERSONAL INFORMATION Date of Birth 20 June 2001 Nationality British EDUCATION 2007-2013 Carson Primary School 2013-2019 Wildwood High School EXTRACURRICULAR EXPERIENCE Sept 2017 first prize for school science project Apr-Oct 2018 exchange programme in China Jul 2019-present gap year in Cambodia FUTURE PLANS undergraduate study at Newcastle University chemical engineer after graduation voluntary work to help people in need
Task 5: Work in pairs. Interview each other about your past experience and future plans. Share them with the class using different tenses where appropriate. Step 2: Choices and decisions Task 1: Read the conversation and answer the questions. Pay attention to the expressions in bold. 1 What difficult decision is Li Ling facing Why is she feeling worried 2 What does Jenny suggest to her 3 What would you do when faced with a difficult decision Answers: 1 She has to make a choice between studying physics at her dream university, as she has been admitted without taking any exam, and taking the college entrance exam and applying to the Medical School there. She can't make up her mind what the right thing to do is. 2 Jenny at first suggested to Li Ling that she should go for her preferred major. Then she suggested that she could put off making a decision until she had spoken to her high school advisor. Since Li Ling still could not make a decision, Jenny suggested that they could go for lunch and then weigh up the options. 3 Students’ own answers. Task 2: Read the statements and complete the sentences with the correct form of the expressions in On Page 7. May: I thought quitting my old job to work here was the right decision to make, but now I’m not sure-the new job seems too demanding. Jane: Can I get back to you by the end of the week I need to read the contract properly before making a decision. Paul: The debating society or the Weiqi Club The Weiqi Club, of course! I'm a big fan of traditional Chinese culture. Bill: Working as a clerk at my dad's insurance firm Absolutely not! It's too boring! Amanda: I need to think about the advantages and disadvantages of each option they've offered. Jia Ying: I've decided to say no to the chance to work as a sailor after leaving the navy. 1 May is __________________________________. 2 Jane is __________________________________. 3 Paul finds it easy to ________________________. 4 Bill is ___________________________________. 5 Amanda wants to __________________________. 6 Jia Ying has decided to ______________________.
Answers: 1 having second thoughts 2 putting off making a decision 3 make up his mind 4 rejecting something out of hand 5 weigh up the options 6 pass up the opportunity Task 3: Read the passage and answer the questions. 1 What can students achieve via part-time jobs 2 What regulations are in place for students doing part-time jobs in the UK 3 Have you ever had a part-time job Why did you do it Answers: 1 Students can achieve new accomplishments, learn about society and become more independent, thus developing into mature and responsible members of society via part-time jobs. 2 In the UK, the law states that students aged 15and 16 are allowed to work a maximum of 12hours per week during term time, and 35 hours per week during school holidays. They are not allowed to work before 7 am or after 7 pm. 3 Students’ own answers. Step 3: Practice Fill in the blanks with correct form of the verbs in brackets. 1. (2023·全国甲卷) I used to be afraid of insects, but last Friday’s biology class _________ (make) a big change in me. 2. (2023·全国乙卷) The remarkable development of this city, which is consciously designed to protect the past while stepping into the modern world, __________ (mean) there is always something new to discover here, and I could be photographing Beijing for the next 50 years. 3. （2023·北京卷）I’m British. Soon after moving to Switzerland, I ____ ____ (throw) a house-warming party and was greatly surprised when all 30 guests showed up exactly on time. 4. （2023·北京卷）Years later, having moved to France. I turned up at the appointed hour for a dinner, only to find that no other guest________ (arrive) and my hostess was still in her sleeping suit. 5. （2023 北京卷）Up to now, China ________ (establish) a number of protected areas with mangroves. 6. (2022·全国乙卷) They often run at high speeds, which may put our lives in danger. And there __________ (be) traffic jams, too. 7. （2022·北京卷）Gas naturally ________ (have) no recognisable smell. 8. (2023·全国甲卷) In the last five cars. Cao ___ ___ (walk) through 34 countries in six continents 9. It took me a long time before I was able to fully appreciate what they __________ (do) for me. 10. (2023·全国乙卷) Instead of the brownish red hair she __________ (hope) for, she finally got purple hair. Answers: 1. made 2. means 3. would throw 4. had arrived 5. has established 6. are 7. has 8. has walked 9. had done 10. had hoped Step 4: summary Work in groups and discuss what we have learned this class. Step 5: homework Finish the relevant exercise on exercise book.
板 书 设 计 常用12种时态 一般现在时：I listen 现在进行时：I am listening 过去进行时：I was listening 现在完成时：I have listened 现在完成进行时：I have been listening 一般将来时：I shall listen/I will listen. 将来进行时：I shall be listening 一般过去时：I listened 过去完成时：I had listened 过去完成进行时：I had been listening 将来完成时： I shall have listened 将来完成进行时： I shall have been listening
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