《英语》（选择性必修·第四册）

Unit 4 Never too old to learn

Extended reading

江苏省宜兴市官林中学 翟林一

I. Learning objectives

By the end of the lesson, the students will be able to:

1.identify the structure of the journal entry;

2.write a summary of the journal entry;

3.appreciate the writing techniques of the journal entry;

4.write a speech for the high school graduation ceremony;

5.strengthen the awareness of lifelong learning.

 

II. Key competence focus

1. Understand the emotion changes of the author.

2. Explore the meaning of university life.

 

III. Predicted areas of difficulty

1. Appreciate the writing techniques.

2.Write a speech for the high school graduation ceremony.

 

IV. Teaching procedures

Step 1 Lead-in

1.T greets the students, shows some pictures and asks them to answer the following question:

Can you guess what they are doing?

2. T shows more pictures and asks the students to answer the following question:

How do they feel? Why?

【设计意图：紧扣主题，用图片制造悬念，创造生动活泼的课堂氛围，激发学生的阅读兴趣，同时导入话题，为阅读做铺垫。】

 

Step 2 Global reading

1. Understanding the structure

(1) T asks the students to go through the passage quickly and complete the chart below.

Part Ⅰ（para.__________）	At the ___________________
Part Ⅱ（para.__________）	The _________________of the four years in the university
Part Ⅱ（para.__________）	On the way back home

(2) T asks the students to find out the topic sentences of paragraphs 2-5.

Paragraph	Topic Sentence
Para.2
Para.3
Para.4
Para.5

【设计意图：引导学生通过获取、概括、整合等思维活动，从宏观层面理清语篇结构，把握文章的内在逻辑关系，引导学生养成整体把握语篇的阅读习惯，形成语篇意识，为进一步挖掘语篇深层信息搭建“脚手架”。】

 

Step 3 Detailed reading

1. Understanding the details

(1) T asks the students to read paragraph 1 and answer the following question:

What emotions did the author have at the graduation ceremony?

(2) T asks the students to read paragraph 6 and answer the following question:

On the way back home, what feelings did the author have?

(3) T asks the students to read paragraph 2 and choose the correct answer.

① How did the author feel when arriving at university on his first day?

  A. relieved.    B. confident.             C. happy.       D. worried.

② How did the author feel after taking in the scene?

  A. relieved.    B. confident.             C. happy.       D. worried.

▼ T leads the students to analyze the writing techniques:

This paragraph focuses on _______________ and _________________ description.

(4) T asks the students to read paragraphs 3-5 and analyze the author’s changes.

Event	Before	After
Assignments	·She was not sure how to begin the first paragraph. ·She kept (1)_______________________ ·She left it (2)______________________ ·She did not make a good essay.	·She headed straight for the library ·She created an (3 )________ followed by a draft ·She did (4)___________________________ ·She made a much better essay
Projects	She made a (5) ____________ effort	(6)_______________________could be much more stimulating and productive
Visiting favourite professor for the first time	She found the professor’s strictness (7)______________	(8)___________________________________ ______________________________________

▼ T leads the students to draw the conclusion:

University life________________________________________________________________________

【设计意图：呈现形式多样的问题，培养学生捕捉细节信息的能力。深入研读语篇，引导学生熟悉细节描写的功能和作用，理解作者心境的变化，把握主题意义。通过分析大学生活给作者带来的改变，使学生感悟体会上大学的意义，深度挖掘作者的写作意图。】

 

2. Writing a summary

T asks the students to summarize the main idea of the article within 50 words.

Sample:

When attending the graduation ceremony of the university, I reflected on my memorable experiences during the four years. I remembered how the university life had made be better, and finally I got prepared for the challenges in my future life and work.

【设计意图：通过概要写作，关注行文特征，总结文本内容，培养了学生概括、整合、重组信息的能力。】

 

Step 4 Appreciation

T leads the students to analyze the writing techniques the author uses in this article.

1. According to the structure of the whole article, what writing technique does the author employ?

2. What are the functions of the last sentence in paragraph 1 and the first sentence in paragraph 6?

3. What other writing techniques does the author use in Paragraphs 2–5? What purposes do they serve?

【设计意图：探究写作技巧，有利于深化学生对于主题意义的理解。引导学生赏析语言风格及写作手法（倒叙，过渡句、排比句等），在一定程度上促进了学生的表达由疏漏向严密转变，为读后写作做好语言和技能的铺垫。】

 

Step 5 Sharing

1.T: Suppose you were to graduate from your high school, please write a short speech for the graduation ceremony following the instructions:

(1). Include at least 3 of the aspects (the first day arriving here; study; classmates/friends; teachers; activities; future plan …);

(2). Limit your article to 100 words. You can use the expressions or writing techniques learned in this class to help you.

(3). Share your articles in groups of four, choose the best one, and present it to the whole class.

2. T encourages the students to talk about their dream university life in the following aspects: college name; major; classmates/friends; professors; activities…

【设计意图：回归学生生活实际，引导学生联系自己的经历，综合运用语言表达观点态度，在语境中学习和理解语言知识，完成其从语言输入到语言输出的过程。让学生畅想未来大学生活，创造性地表达自己的观点，培养其创新思维能力，实现能力向素养的转化。积极的情感体验必然会引发学生对语篇主题意义的深刻理解。】

 

Step 6 Critical Thinking

T asks the students to answer the following question:

Does graduating from the university mean the end of learning? why?

【设计意图：鼓励学生结合单元主题语境，围绕大学学习和终身学习，运用所学语言有效表达，聚焦学生的批判性思维能力，形成对未来学习生活的积极态度，努力发展完善自我，并增强终身学习的意识，深化对单元话题的理解。】

 

 

V. Homework

1. Polish up your article.

2. Read and appreciate the essay Of Studies on P80.