Unit5 Learning from nature教学设计-（2019）新外研版高中英语选择性必修第三册.docx

1、Unit 5 Learning from nature教案设计单元主题本单元的主题语境是“人与自然”，涉及的主题语境内容是人类向自然界学习。本单元从介绍人类应该向自然界的动物植物学习开始，依次呈现了人类从自然界获取灵感进行建筑设计、苏州留园、二十四节气、仿生学、五禽戏、中国诗人陶渊明和美国诗人Henry David Thoreau对自然的热爱等相关内容，引导学生深入思考人与自然的关系，树立向大自然学习和与环境和谐相处的观念。单元目标学生能够围绕本单元的主题语境内容，基于本单元提供的说明文、论说文等多模态语篇，综合运用各种语言技能，掌握本单元有关动植物及向自然界学习、从自然界获取灵感的词汇及表达

2、，听懂人类向大自然学习等相关话题，恰当使用所学词汇与表达谈论、阐述相关话题；初步了解建筑学家和诗人从自然界获取灵感和启发进行创作，深化对单元主题意义的理解与认识；运用单元所学知识，经过比较、分析并联系自身实际，积极探索自然和向自然界学习，培养不断探究、不断创新的思维意识；在自主学习、合作学习与探究式学习的过程中，运用各种策略，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，激发学习兴趣，提升分析问题和解决问题的能力，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板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调

3、整。）课型Viewing + Speaking主题语境人与自然学习自然、探索自然内容分析四幅图片分别是Claude Monet、张大千、William Wordsworth和Ralph Waldo Emerson四位名人关于向自然学习的名言。视频呈现的是与单元主题相关的内容，介绍了人类可以从自然界获得的一些启发。本版块旨在导入“人类向自然界学习”这一话题，激活学生已有的语言、背景知识，激发对话题的兴趣，为整个单元的学习活动预热，并让学生结合自身实际思考自然和人类的关系。 教学目标1引导学生阅读四则名人名言，理解名言的含义，使学生初步了解人类可以从自然界获得启发和灵感的观点； 2学生通过观看视频

4、，理解视频的主旨大意，并能够从视频中迅速提取关键信息，激活学生已有的背景信息和语言知识；3引导学生基于自身经历，谈谈自己对自然和人类关系的认识。教学重点1.认识自然的重要性并向大自然学习的意识。2.引导学生通过视频材料，了解人类向大自然学习的实例。教学难点1.引导学生阅读名言，思考和分析问题；2.引导学生在观看视频的过程中记录关键信息。教学策略视听说法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T presents four pictures of Claude Monet

5、, Zhang Daqian, William Wordsworth and Ralph Waldo Emerson.2. T asks Ss the questions in Activity 1.1. Ss look at the pictures and read the information below the picture.2. Ss answer the questions.Develop Ss ability to wield the language comprehensively and to summarise ideas.Activity 21. T plays th

6、e video.2. T asks Ss the questions in Activity 2.1. Ss watch the video about nature.2. Ss answer the questions.Let Ss get the basic information of the video, activate their background knowledge as well as lead to the topic.Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading + Speaking主题语境人

7、与自然学习自然、探索自然内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为说明文。课文介绍了人类从自然界中获取灵感进行建筑设计的情况，并具体列举了三个代表性建筑。读前的导入活动旨在帮助学生激活从自然界获取灵感的相关知识并储备相应的词汇，为课文学习做铺垫。读中和读后活动则通过语篇出处判断、语篇结构分析、细节理解和开放式问答等活动，启发学生深入思考，探究主题意义。教学目标1 学生通过略读和精读，获取课文大意，了解和总结新加坡的ArtScience Museum、 津巴布韦的The Eastgate Centre和德国的Algae House三个代表性建筑的特色和艺术灵感来源；2 学生感知课文的

8、结构和语言，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；3 学生基于课文内容联系生活实际，从人类向自然界学习的例子中获得启发和鼓励，深入思考人与自然的关系，合理利用自然，尊重自然规律，与自然和谐共生。教学重点引导学生通过自主阅读和小组合作理解文章的语篇类型和篇章结构。教学难点引导学生根据语篇类型预测文章出处，分析文章写作目的，培养这一阅读策略与技能。教学策略任务型教学法、PWP阅读模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T asks Ss to lo

9、ok at the title of the passage and the pictures.2. T asks Ss to associate the pictures with architecture.3. T asks Ss to read the passage quickly and check their answers to Activity 1.1. Ss work in groups on the questions in Activity2. Ss read the passage quickly and check what the passage is about.

10、Lead to the topic and activate Ss background knowledge.Train students reading skills of predicting and getting the main ideas.Activity 21. T asks Ss to choose the source of the passage in Activity 2.2. T asks some Ss to share their answers and give the reasons.1. Ss complete Activity 2 and read the

11、passage again if necessary.2. Ss share their answers and give the reasons.Train students reading skills of getting the source of the passage.Activity 31. T asks Ss to complete the diagram with words from the passage. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the passage ag

12、ain and complete the notes in Activity 3.2. Ss share their answers and give the reasons.Train Ss skills of getting specific information.Think & ShareT asks Ss to discuss the three questions in groups and offers help if they need.Ss discuss the three questions in groups and then share their ideas wit

13、h the class.Train Ss ability to use language in their real life and express their ideas in a logical way.Using Language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening+Speaking主题语境人与自然学习自然、探索自然内容分析本板块围绕单元话题，通过多模态的形式，引领学生通过语篇活动、听说训练等内容，学习语法知识及相关词汇和表达，从不同方面开拓视野，提升语言运用能力，进一步理解单元主题。语法部分的主要内容为复习非谓语

14、动词作主语、宾语和表语的用法。在引导学生归纳总结课文中该语法知识用法的同时，通过与苏州留园和二十四节气相关的两个语言材料，进一步巩固学生对非谓语动词作主语、宾语和表语的理解和掌握。综合语言运用部分的话题为“从动物身上获得的灵感”，涉及仿生学、五禽戏等内容，帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提升综合语言运用能力。教学目标1 学生通过分析课文中的典型例句，复习非谓语动词作主语、宾语和表语的用法，并正确运用非谓语动词作主语、宾语和表语完成语篇活动；2 学生听懂与仿生学相关的话题内容，并能够恰当地运用相关词汇和表达，学会谈论益处和表示兴趣；3 学生关注英语语法的语

15、用功能，了解语言的形式和意义是相统一的，并且能够在实际生活中运用这一规律。教学重点引导学生熟悉并识别非谓语动词做主语、宾语和表语。教学难点引导学生认真观察非谓语动词的语言现象，并总结规律。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T asks Ss to read the sentences and expressions in Activity 1 and pay attention to the words in bold.2. T a

16、sks Ss to finish Questions 1-3 in Activity 1.3. T asks Ss to find more sentences with these structures in the reading passage.4. T helps students to find the rules of non-finite forms as subject, object and predicative.1. Ss read the sentences and expressions in Activity 1. 2. Ss finish Questions1-3

17、 in Activity 1.3. Ss try to find more sentences in the reading passage.4. Ss know the rules with the Ts help.Review non-finite forms as subject, object and predicative and get to know the rules.Activity 2T gives the task in Activity 2 and offers the answers and help.1. Ss read the passage and unders

18、tand the main idea. 2. Ss complete the passage and check the answers.Use language in the real situation.Activity 31. T divides Ss into groups and introduces the requirements of Activity 3.2. T asks Ss in different groups to introduce the 24 Solar Terms using the given information and the structures

19、of non-finite.3. T asks Ss to share their articles in groups and among groups and gives comments.1. Ss in each group get to know the requirements.2. Ss in different groups begin to create their own articles using the structures of non-finite.3. Ss share their articles.Practise using the structures o

20、f non-finite and stimulate Ss creativity.Activity 41. T divides students into groups of two and asks them to choose one of the 24 Solar Terms to introduce using the structures they have learnt in this unit.2. T asks Ss to share the Solar Term they have chosen.1. Ss talk about one of the Solar Terms

21、using the structures they have learnt.2. Ss share share the Solar Term they have chosen.and give comments to each other.Enhance the abilities of using the structures learnt in this unit and develop Ss creativity.Activity 51. T asks Ss to read the passage and pay attention to the words and expression

22、s in bold.2. T divides Ss into groups of two and asks Ss to complete Questions 1-2 in Activity 5.3. T asks Ss to share their answers.1. Ss read the passage by themselves.2. Ss complete Questions 1-2 in groups.3. Ss share the answers.Deepen Ss understanding of the unit theme by reading the passage ab

23、out biomimicry and the knowledge of non-finite structures.Activity 61. T asks Ss to look at the pictures in Activity 6 and read the above passage again.2. T asks Ss to complete the information with the words and expressions in bold in Activity 5.3. T offers the answers.1. Ss read the passage again a

24、nd understand the words and expressions in bold.2. Ss complete the information.3. Ss check the answers.Train the reading skills of summarising in a quick way using the structures of non-finite.Activity 71. T asks Ss to give more examples of biomimicry.2. T asks Ss to share their examples.1. Ss work

25、together to think about more examples.2. Ss share the examples.Enhance Ss use of the words and expressions, as well as the structures of non-finite they have learnt.Activity 81. T asks Ss to read the passage.2. T asks Ss to finish Questions 1-2 in Activity 8.3. T asks Ss to discuss their answers.1.

26、Ss read the passage and get a rough understanding of Wu Qin Xi.2. Ss complete the questions.3. Ss share their answers in groups.Lay the foundations for the listening activities.Activity 9-Activity 121. T asks Ss to listen to the conversation about Wu Qin Xi and tick the topics mentioned.2. T asks Ss

27、 to listen to the conversation again and complete the introduction to Wu Qin Xi in Activity 10 and offers answers.3. T divides Ss into groups to complete Activity 11.4. T divides Ss into groups to complete Activity 12.1. Ss listen and find the answers.2. Ss listen, take notes and check the answers.3

28、. Ss discuss in groups about the expressions of talking about benefits and showing interest.4. Ss discuss other exercises inspired by animals.Train listening ability of getting the information in a real situation by taking notes.Enhance Ss abilities of expressing ideas logically and creatively based

29、 on what they have learnt.Developing ideas板块教学设计（建议时长8090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Henry David Thoreau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

30、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Henry David Thoreau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，发现并总结故事的基本内容、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

31、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Teaching contentsProceduresPurposesTeachers activityStudents activityActivity 11. T asks Ss to share what they know about Tao Yuanming and Henry David Thoreau before class. 2. T invites two Ss to read the introductions of the two poets.3. T asks the

32、 class to read the introductions and get the main information of them. 1. Ss share what they know about the two poets before class.2. Two Ss read the instructions to the two poets.3. Ss read the introductions individually and get the main information. Lead to the topic and activate Ss background kno

33、wledge.Activity 21. T asks Ss to read the passage and guess the meanings of the words or expressions that they dont understand. 2. T asks Ss to try to figure out the answers to Activity 2. 3. T invites some Ss to share their answers.1.Ss read the passage and guess the meanings of the words or expres

34、sions that they dont understand.2. Ss try to summarise their answers to Activity 2.3. Ss share their answers.Get the main idea of the passage by guessing the meanings of the words or expressions that they dont understand according to the context. Activity 31. T asks Ss to read the passage and comple

35、te the chart individually.2. T asks Ss to share their answers and give the reasons.1. Ss read the passage and complete the chart individually.2. Ss share their answers and give the reasons.Check Ss understanding of the passage.Think & Share1. T asks Ss to think and answer the four questions in “Thin

36、k &Share”.2. T asks Ss to discuss and share their answers.1. Ss think and answer the four questions individually.2. Ss discuss and share their answers with the class.Deepen Ss understanding of the passage and stimulate their deep thinking.Activity 41. T asks Ss to read the two quotes one by one.2. T

37、 asks Ss to work in groups to find the Chinese version of Taos poem, and translate Thoreaus quote into Chinese.3. T asks Ss to work in groups to complete Questions1-2 in Activity 4. 4. T invites several Ss to share their thoughts and others to give comments. 1. Ss read the two quotes one by one.2. S

38、s work in groups to find the Chinese version of Taos poem, and translate Thoreaus quote into Chinese.3. Ss work in groups to complete Questions 1-2 in Activity 4.4. Several Ss share their thoughts and others give comments.Appreciate and analyse poems from the perspective of their genres, images, con

39、tents and messages they try to convey. Activity 5T guides Ss to look at the pictures and read the passage considering the four given questions.Ss read the passage and answer the questions.Get to know the extended metaphor.Activity 61. T asks Ss to look at the pictures.2. T asks Ss to describe the pi

40、ctures.3. T asks Ss what they get from the pictures associated with nature.4. T asks Ss to discuss and offers help.1. Ss look at the pictures carefully and think.2. Ss describe the pictures.3. Ss discuss what they have learnt from the pictures.4. Ss share their thoughts and listen to the Ts comments

41、. Lay the foundations for the following writing.Activity 7-81. T shows the criteria of a good composition and demonstrates how to assess a composition.2. T asks Ss to work in groups to entitle the pictures.3. T asks Ss to list the contents of the composition logically.4. T asks Ss to write the compo

42、sition individually. 5. T invites Ss to share and then write peer evaluations.6. T offers help and give comments.1. Ss take notes of the criteria of a good composition.2. Ss discuss in groups about the titles of the pictures.3. Ss work together to list the contents.4. Ss write individually and share

43、.5. Ss share their compositions and then write peer evaluations.6. Ss revise their compositions according to the Ts comments.Write a composition using an extended metaphor and practise writing a peer evaluation.Presenting ideas & Reflection板块教学设计（Presenting ideas和Reflection部分建议时长8090分钟，教师可根据教学实际酌情调整

44、。）课型Speaking主题语境人与自然学习自然、探索自然内容分析Presenting ideas板块是要求学生基于本单元主题，先分组讨论，然后写一篇题为Nature is our best teacher的演讲稿并进行演讲。本版块旨在通过准备演讲，促进学生对所学内容的复习与掌握，使学生能够在真实的情境下对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。Reflection板块要求学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。教学目标1.学生通过本单元的学习，更深入地理解

45、人类与自然的关系密不可分；人类可以从自然界获得解决问题的灵感，可以利用自然，同时也应尊重自然规律、敬畏自然、保护自然，引导学生轻物质生活，重精神生活，回归自然，与自然和谐共生；2.学生熟悉演讲稿的写作方法和演讲的必要技巧，引导学生通过完成综合性活动，加深对单元主题意义的理解；3.学生通过小组合作，培养学生团队合作意识，完成演讲稿；4.学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。教学重点1. 引导学生根据单元所学内容，反思自己的英语学习方法，讨论有创意的英语学习方法。2. 引导学生从语言能力、思维品质等方面对自己在学

46、习本单元后的效果作出合理的评价。教学难点1. 指导学生使用本板块中的实用表达，加强展示内容的逻辑性。2. 引导学生养成自我评价的良好学习习惯。教学策略元认知策略、认知策略、交际策略和情感策略Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T asks Ss to work in groups to list what they have learnt in this unit logically.2. T offers help by giving advice. 1. Ss

47、brainstorm their ideas in groups by making a mind map.2. Ss write down their ideas on a piece of paper with the help of T.Review the knowledge learnt in this unit and prepare for the writing and speech.Activity 21. T divides Ss into several groups, with each group having a leader, a note-taker and 2-4 idea providers. 2. T asks Ss to work in groups, share their ideas and prepare a sho