外研版（2019）选择性必修第三册 Unit1 Face values Developing ideas板块教学设计
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| 名称 | 外研版（2019）选择性必修第三册 Unit1 Face values Developing ideas板块教学设计 |  | |
| 格式 | docx | ||
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-05 12:47:15 | ||
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Unit1 Developing ideas板块教学设计
Developing ideas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 对“美”的理解
内容分析 本篇文章语篇类型为小说，从另一角度反映了单元主题。课文节选自Victor Hugo的The Hunchback of Notre-Dame（《巴黎圣母院》），展示了男女主人公Quasimodo和Esmeralda的一段对话。文章一方面表现了男主人公Quasimodo因自己外表丑陋给心理造成的巨大痛苦，同时又体现了他对美和善良的追求。文章另一方面表现了女主人公Esmeralda通过与Quasimodo的共处，透过他丑陋的外表逐渐体会到Quasimodo的真诚与善良。读写部分为小说The Picture of Dorian Gray（《多里安·格雷的画像》）的简要介绍和评价。通过这一板块的学习，学生能够加深对单元主题的理解，并初步掌握文学作品简介的基本内容、文体特征和写作手法。
教学目标 1. 学生能够理解课文内容，进一步思考文学作品中人物外表与内心的冲突，加深对单元主题的认识； 2. 学生通过分析、概括、整合课文中对Quasimodo和Esmeralda外表和情感的描述，领悟两位主人公如何看待彼此，能够学会不以人的外表而以品质作为判断标准，树立积极健康的世界观、人生观和价值观； 3. 学生通过学习语篇，能够掌握文学作品简介的基本内容、文体特征和写作手法，并能运用所学知识介绍一部描述人物外表及性格的文学作品。
教学重点 引导学生读懂文章，了解小说中人物外貌和内心的对比与冲突。
教学难点 引导学生注重人物情感的变化。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to do some research to learn about the background information about Victor Hugo. 2. T asks Ss to read the passage and helps Ss understand some new words and expressions. 3. T asks Ss to read the passage and get a general idea of the passage. 4. T asks Ss to share what they have learnt about Victor Hugo with the class. 1. Ss do some research to learn about the background information about Victor Hugo. 2. Ss read the passage and understand some new words and expressions. 3. Ss read the passage and get a general idea of the passage. 4. Ss share what they have learnt about Victor Hugo with the class. Lead to the topic and activate Ss’ background knowledge.
Activity 2 T asks Ss to read the first paragraph to get some ideas of the background information. T presents some pictures of the characters and asks Ss to talk about their impressions of them. T asks Ss to read the passage and answer the question. Ss read the first paragraph to get some ideas of the background information. Ss talk about their impressions of the characters. Ss read the passage and answer the question. Have a basic understanding of the passage. Learn about the contrast between the main characters’ physical appearances and personality.
Activity 3 1. T asks Ss to read the passage again and underline the sentences that describe the characters’ physical appearances and feelings. 2. T asks Ss to write a short paragraph to describe how Esmeralda and Quasimodo see each other. 3. T asks Ss to read the passage again and find out how Esmeralda’s feelings towards Quasimodo changed and share their answers with their partner. 1. Ss read the passage again and underline the sentences that describe the characters’ physical appearances and feelings. 2. Ss write a short paragraph to describe how Esmeralda and Quasimodo see each other. 3. Ss read the passage again and find out how Esmeralda’s feelings towards Quasimodo changed and share their answers with their partner. Check Ss’ understanding of the passage.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Deepen Ss’ understanding of the passage and develop their advanced thinking.
Activity 4 T asks Ss to work in groups and answer the questions. T invites Ss to share their answers with the class. Ss work in groups and answer the questions. Ss share their answers with the class. Consolidate Ss’ understanding of the theme of the unit: physical appearances and personal qualities.
Activity 5 T asks Ss to read the passage and answer the questions. T asks Ss to discuss the answers with their group members. Ss read the passage and answer the questions. Ss discuss the answers with their group members. Help Ss have a deeper understanding of the theme of the unit: physical appearances and personal qualities.
Activity 6 T asks Ss to choose another literary work with a focus on physical appearances and personal qualities and complete the notes. T asks Ss to write about the literary work based on their notes. Ss choose another literary work with a focus on physical appearances and personal qualities and complete the notes. Ss write about the literary work based on their notes. Practise writing about a literary work with the help of the notes.
Activity 7 T helps Ss to learn the basic structure of an introduction to a literary work. T asks Ss to make improvements to each other’s introductions. T invites Ss to share their writing with the class. Ss learn the basic structure of an introduction to a literary work. Ss make improvements to each other’s introductions. Ss share their writing with the class. Improve their writing according to the basic structure and with each other’s help.
Developing ideas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 对“美”的理解
内容分析 本篇文章语篇类型为小说，从另一角度反映了单元主题。课文节选自Victor Hugo的The Hunchback of Notre-Dame（《巴黎圣母院》），展示了男女主人公Quasimodo和Esmeralda的一段对话。文章一方面表现了男主人公Quasimodo因自己外表丑陋给心理造成的巨大痛苦，同时又体现了他对美和善良的追求。文章另一方面表现了女主人公Esmeralda通过与Quasimodo的共处，透过他丑陋的外表逐渐体会到Quasimodo的真诚与善良。读写部分为小说The Picture of Dorian Gray（《多里安·格雷的画像》）的简要介绍和评价。通过这一板块的学习，学生能够加深对单元主题的理解，并初步掌握文学作品简介的基本内容、文体特征和写作手法。
教学目标 1. 学生能够理解课文内容，进一步思考文学作品中人物外表与内心的冲突，加深对单元主题的认识； 2. 学生通过分析、概括、整合课文中对Quasimodo和Esmeralda外表和情感的描述，领悟两位主人公如何看待彼此，能够学会不以人的外表而以品质作为判断标准，树立积极健康的世界观、人生观和价值观； 3. 学生通过学习语篇，能够掌握文学作品简介的基本内容、文体特征和写作手法，并能运用所学知识介绍一部描述人物外表及性格的文学作品。
教学重点 引导学生读懂文章，了解小说中人物外貌和内心的对比与冲突。
教学难点 引导学生注重人物情感的变化。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to do some research to learn about the background information about Victor Hugo. 2. T asks Ss to read the passage and helps Ss understand some new words and expressions. 3. T asks Ss to read the passage and get a general idea of the passage. 4. T asks Ss to share what they have learnt about Victor Hugo with the class. 1. Ss do some research to learn about the background information about Victor Hugo. 2. Ss read the passage and understand some new words and expressions. 3. Ss read the passage and get a general idea of the passage. 4. Ss share what they have learnt about Victor Hugo with the class. Lead to the topic and activate Ss’ background knowledge.
Activity 2 T asks Ss to read the first paragraph to get some ideas of the background information. T presents some pictures of the characters and asks Ss to talk about their impressions of them. T asks Ss to read the passage and answer the question. Ss read the first paragraph to get some ideas of the background information. Ss talk about their impressions of the characters. Ss read the passage and answer the question. Have a basic understanding of the passage. Learn about the contrast between the main characters’ physical appearances and personality.
Activity 3 1. T asks Ss to read the passage again and underline the sentences that describe the characters’ physical appearances and feelings. 2. T asks Ss to write a short paragraph to describe how Esmeralda and Quasimodo see each other. 3. T asks Ss to read the passage again and find out how Esmeralda’s feelings towards Quasimodo changed and share their answers with their partner. 1. Ss read the passage again and underline the sentences that describe the characters’ physical appearances and feelings. 2. Ss write a short paragraph to describe how Esmeralda and Quasimodo see each other. 3. Ss read the passage again and find out how Esmeralda’s feelings towards Quasimodo changed and share their answers with their partner. Check Ss’ understanding of the passage.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Deepen Ss’ understanding of the passage and develop their advanced thinking.
Activity 4 T asks Ss to work in groups and answer the questions. T invites Ss to share their answers with the class. Ss work in groups and answer the questions. Ss share their answers with the class. Consolidate Ss’ understanding of the theme of the unit: physical appearances and personal qualities.
Activity 5 T asks Ss to read the passage and answer the questions. T asks Ss to discuss the answers with their group members. Ss read the passage and answer the questions. Ss discuss the answers with their group members. Help Ss have a deeper understanding of the theme of the unit: physical appearances and personal qualities.
Activity 6 T asks Ss to choose another literary work with a focus on physical appearances and personal qualities and complete the notes. T asks Ss to write about the literary work based on their notes. Ss choose another literary work with a focus on physical appearances and personal qualities and complete the notes. Ss write about the literary work based on their notes. Practise writing about a literary work with the help of the notes.
Activity 7 T helps Ss to learn the basic structure of an introduction to a literary work. T asks Ss to make improvements to each other’s introductions. T invites Ss to share their writing with the class. Ss learn the basic structure of an introduction to a literary work. Ss make improvements to each other’s introductions. Ss share their writing with the class. Improve their writing according to the basic structure and with each other’s help.