2019外研版高中英语选择性必修三Unit5 Developing ideas 板块教学设计

Unit5Developingideas板块教学设计Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自然——学习自然、探索自然内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为论说文。通过介绍、比较中外田园诗人陶渊明和HenryDavidThoreau生活的年代,回归田园生活的社会背景、原因，写作风格的异同，表达了他们对自然的热爱和对田园生活的向往，帮助学生学会用比较的写作手法介绍人物。读写部分的短文对蝴蝶破茧的过程进行了描述和评价。通过这一板块的学习，学生能够加深对单元主题的理解，并初步掌握人物介绍的基本内容、文体特征和写作手法，在比较文化异同的同时，汲取国外文化中的精华，并弘扬中国优秀文化，坚定文化自信。教学目标1学生通过提取课文大意、梳理课文结构，更好地了解自然对于文学创作的重要性；2学生通过分析、概括、整合陶渊明和HenryDavidThoreau生活的年代、回归田园生活的社会背景、原因，写作风格的异同等信息，领悟他们对田园生活的向往和对自然的热爱，树立积极健康的世界观、人生观和价值观；3学生通过观察语篇，发现并故事的基本内容、文体特征和写作手法，并能运用所学知识写一则小故事。教学重点引导学生读懂文章，了解中外田园诗人的生活的年代、回归田园生活的社会背景、原因及写作风格。教学难点引导学生注重语言在思维层面的内化和输出。教学策略交际教学法、任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstosharewhattheyknowaboutTaoYuanmingandHenryDavidThoreaubeforeclass.2.TinvitestwoSstoreadtheintroductionsofthetwopoets.3.Taskstheclasstoreadtheintroductionsandgetthemaininformationofthem.1.Sssharewhattheyknowaboutthetwopoetsbeforeclass.2.TwoSsreadtheinstructionstothetwopoets.3.Ssreadtheintroductionsindividuallyandgetthemaininformation.LeadtothetopicandactivateSs’backgroundknowledge.Activity21.TasksSstoreadthepassageandguessthemeaningsofthewordsorexpressionsthattheydon’tunderstand.2.TasksSstotrytofigureouttheanswerstoActivity2.3.TinvitessomeSstosharetheiranswers.1.Ssreadthepassageandguessthemeaningsofthewordsorexpressionsthattheydon’tunderstand.2.SstrytosummarisetheiranswerstoActivity2.3.Sssharetheiranswers.Getthemainideaofthepassagebyguessingthemeaningsofthewordsorexpressionsthattheydon’tunderstandaccordingtothecontext.Activity31.TasksSstoreadthepassageandcompletethechartindividually.2.TasksSstosharetheiranswersandgivethereasons.1.Ssreadthepassageandcompletethechartindividually.2.Sssharetheiranswersandgivethereasons.CheckSs’understandingofthepassage.Think&Share1.TasksSstothinkandanswerthefourquestionsin“Think&Share”.2.TasksSstodiscussandsharetheiranswers.1.Ssthinkandanswerthefourquestionsindividually.2.Ssdiscussandsharetheiranswerswiththeclass.DeepenSs’understandingofthepassageandstimulatetheirdeepthinking.Activity41.TasksSstoreadthetwoquotesonebyone.2.TasksSstoworkingroupstofindtheChineseversionofTao’spoem,andtranslateThoreau’squoteintoChinese.3.TasksSstoworkingroupstocompleteQuestions1-2inActivity4.4.TinvitesseveralSstosharetheirthoughtsandotherstogivecomments.1.Ssreadthetwoquotesonebyone.2.SsworkingroupstofindtheChineseversionofTao’spoem,andtranslateThoreau’squoteintoChinese..3.SsworkingroupstocompleteQuestions1-2inActivity4.4.SeveralSssharetheirthoughtsandothersgivecomments..Appreciateandanalysepoemsfromtheperspectiveoftheirgenres,images,contentsandmessagestheytrytoconvey.Activity5TguidesSstolookatthepicturesandreadthepassageconsideringthefourgivenquestions.Ssreadthepassageandanswerthequestions.Gettoknowtheextendedmetaphor.Activity61.TasksSstolookatthepictures.2.TasksSstodescribethepictures.3.TasksSswhattheygetfromthepicturesassociatedwithnature.4.TasksSstodiscussandoffershelp.1.Sslookatthepicturescarefullyandthink.2.Ssdescribethepictures.3.Ssdiscusswhattheyhavelearntfromthepictures.4.SssharetheirthoughtsandlistentotheT’scomments.Laythefoundationsforthefollowingwriting.Activity7-81.Tshowsthecriteriaofagoodcompositionanddemonstrateshowtoassessacomposition.2.TasksSstoworkingroupstoentitlethepictures.3.TasksSstolistthecontentsofthecompositionlogically.4.TasksSstowritethecompositionindividually.5.TinvitesSstoshareandthenwritepeerevaluations.6.Toffershelpandgivecomments.1.Sstakenotesofthecriteriaofagoodcomposition.2.Ssdiscussingroupsaboutthetitlesofthepictures.3.Ssworktogethertolistthecontents.4.Sswriteindividuallyandshare.5.Sssharetheircompositionsandthenwritepeerevaluations.6.SsrevisetheircompositionsaccordingtotheT’scomments.Writeacompositionusinganextendedmetaphorandpractisewritingapeerevaluation.