外研版（2019）高中英语选择性必修第三册 Unit6Nature in words Developing ideas 板块教学设计
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| 名称 | 外研版（2019）高中英语选择性必修第三册 Unit6Nature in words Developing ideas 板块教学设计 |  | |
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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 | 2023-03-06 21:40:44 | ||
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Unit6 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长90–120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——感恩自然、珍视自然、关爱自然
内容分析 本板块呈现了从另一个角度反映单元主题的文章，语篇类型为书评。课文通过介绍、评价科普作家Rachel Carson及她的作品《寂静的春天》，表达了人要敬畏自然、关爱自然、保护自然的观点。读写部分的范文通过给学生呈现三首关于自然的小诗，引导学生了解英语诗歌的韵律、诗句体现的修辞手法及其表达意境的写作手法，学会赏析诗歌、创作诗歌。本板块旨在启迪学生遵循大自然的规律，学会和自然和谐相处，表达对自然的喜欢，进一步提高学生的语言能力和思维品质。
教学目标 1.学生通过分析课文，理解作者对Rachel Carson的评价，并且理解《寂静的春天》一书所传递的信息及其对社会的启示； 2.学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，进一步思考人类活动对自然环境的影响，提高保护自然的意识； 3.学生分析英文诗歌的基本要素、写作手法，并创作与自然主题相关的诗歌。
教学重点 引导学生感悟文章主题，加深对单元主题意义的认识，洞察人类活动对自然环境的影响。
教学难点 引导学生分析英文诗歌的基本要素、写作手法，并创作自然主题相关的诗歌。
教学策略 理解-感悟-模仿-表达
Teaching contents Procedures Purposes
Teacher’s activity Ss’ activity
Activity 1 1. T asks Ss to work in groups and discuss the information they know about DDT. 2. T asks Ss to read and absorb the information about DDT in the picture, and then answer Question 1-2 3. T asks Ss to discuss and finalise the answers. 1. Ss work in groups and discuss what they know about DDT. 2. Ss read and absorb the information about DDT in the picture, and then answer Question 1-2. 3. Ss discuss and finalise the answers. Help Ss learn more information about DDT which helps to understand the passage.
Activity 2 1. T introduces the supplementary background information which is related to Silent Spring. 2. T asks Ss to work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn. 3. T asks Ss to share the answers. 1. Ss learn the background information which is related to Silent Spring. 2. Ss work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn. 3. Ss share the answers. Get Ss learn more about the background information about Silent Spring. Get Ss to predict what might be mentioned in the passage and attract their interest in learning more.
Activity 3 1. T asks Ss to think about how the author organises the passage. 2. T asks Ss to pay attention to the sub-titles in the notes and organise the structure according to them. 3. T asks Ss to read the passage carefully and locate the detailed information and complete the notes. 4. T asks Ss to find the related information and finalise the answer. 5. T asks Ss to work in pairs, discuss and share what they have learnt from the book review, and discuss which aspects of the book review make Ss want to read the book Silent Spring. 1. Ss exchange their ideas about how the author organises the passage. 2. Ss organise the structure according to the sub-titles. 3. Ss read the passage carefully and complete the notes. 4. Ss read and check. 5. Ss discuss and share what they have learnt from the book review, and discuss which aspects of the book review make them want to read the book Silent Spring. Help Ss understand the passage better by analysing the organisation of the passage. Help Ss recognise the key words, and think logically. Help Ss express their ideas based on the facts.
Think & Share 1. T asks Ss to work in groups, discuss and answer the questions in Think & 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. Help Ss deepen their understanding of the passage and arouse their curiosity.
Activity 4 1. T asks Ss to read the passage again, find Rachel Carson’s contributions and take notes. 2. T asks Ss to discuss and share notes in groups by introducing Rachel Carson’s contributions. 3. T invites Ss to read President Carter’s award speech for Rachel Carson and asks Ss to underline the President’s assessment and note the language features. 4. T asks Ss to do the group work by writing an award speech for Rachel Carson according to the passage and the President’s award speech. 5. T invites Ss to give an presentation and encourages Ss to do self-evaluation and peer assessment. 1. Ss read and take notes. 2. Ss discuss and share their notes in groups by introducing Rachel Carson’s contributions. 3. Ss read President Carter’s award speech for Rachel Carson. Ss underline the President’s assessment and note the language features. 4. Ss write an award speech based on the passage and the President’s award speech. 5. Ss give an presentation, do self-evaluation and peer assessment. Help Ss have a deeper understanding of the passage. Help Ss gain the ability of using language to express their ideas. Train Ss’ creative thinking ability.
Activity 5 1. T guides Ss to read the poems, understand what the poems describe and their meanings. 2. T illustrates the knowledge about rhymes of English poetry, explain what are metaphor, smile and personification by giving examples. 3. T asks Ss to discuss in groups and tick the correct boxes for each question. 4. T asks group representatives to share their answers. 1. Ss read the poems, understand what the poems describe and their meanings. 2. Ss learn rhymes of English poetry and how to tell the difference between metaphor, smile and personification. 3. Ss discuss in groups and tick the correct boxes for each question. 4. Ss share the answers. Get Ss to understand the use of rhymes in poetry and be able to tell the difference between metaphor, smile, and personification. Get Ss to be able to use different rhymes in poems.
Activity 6-7 1. T asks Ss to brainstorm words which are related to nature. 2. T asks Ss to use the rhetoric and language Ss have learnt to describe the sceneries Ss think about in the mind map in nature. 3. T asks Ss to plan their own poems, considering the content, the features, the genre and the rhyme of the poem. 4. T asks Ss to write their own poem based on their plan. 1. Ss brainstorm words which are related to nature and add to the mind map. 2. Ss use the rhetoric and language they have learnt to describe the sceneries they think about. 3. Ss plan their own poems, considering the content, the features, the genre and the rhyme of the poem. 4. Ss write their own poem based on their plan. Develop Ss’ ability to use the knowledge they have learnt (including the language skills and writing skills) to create their own poem about nature.
Activity 8 1. T asks Ss to work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions. 2. T invites a few Ss to share their poems with the class, asks others to review the poems and consider the following: the theme and content of the poems, the features and the rhyme of the poems. 3. T explains to Ss the differences and similarities between Chinese and English poems. 1. Ss work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions. 2. Some Ss share their poems with the class, others review the poems and consider the theme and content of the poem, the features and the rhyme of the poem. 3. Ss learn the differences and similarities between Chinese and English poems. Leads Ss to share and review. Develop Ss’s comprehensive ability.
Developing ideas板块教学设计 （建议时长90–120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——感恩自然、珍视自然、关爱自然
内容分析 本板块呈现了从另一个角度反映单元主题的文章，语篇类型为书评。课文通过介绍、评价科普作家Rachel Carson及她的作品《寂静的春天》，表达了人要敬畏自然、关爱自然、保护自然的观点。读写部分的范文通过给学生呈现三首关于自然的小诗，引导学生了解英语诗歌的韵律、诗句体现的修辞手法及其表达意境的写作手法，学会赏析诗歌、创作诗歌。本板块旨在启迪学生遵循大自然的规律，学会和自然和谐相处，表达对自然的喜欢，进一步提高学生的语言能力和思维品质。
教学目标 1.学生通过分析课文，理解作者对Rachel Carson的评价，并且理解《寂静的春天》一书所传递的信息及其对社会的启示； 2.学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，进一步思考人类活动对自然环境的影响，提高保护自然的意识； 3.学生分析英文诗歌的基本要素、写作手法，并创作与自然主题相关的诗歌。
教学重点 引导学生感悟文章主题，加深对单元主题意义的认识，洞察人类活动对自然环境的影响。
教学难点 引导学生分析英文诗歌的基本要素、写作手法，并创作自然主题相关的诗歌。
教学策略 理解-感悟-模仿-表达
Teaching contents Procedures Purposes
Teacher’s activity Ss’ activity
Activity 1 1. T asks Ss to work in groups and discuss the information they know about DDT. 2. T asks Ss to read and absorb the information about DDT in the picture, and then answer Question 1-2 3. T asks Ss to discuss and finalise the answers. 1. Ss work in groups and discuss what they know about DDT. 2. Ss read and absorb the information about DDT in the picture, and then answer Question 1-2. 3. Ss discuss and finalise the answers. Help Ss learn more information about DDT which helps to understand the passage.
Activity 2 1. T introduces the supplementary background information which is related to Silent Spring. 2. T asks Ss to work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn. 3. T asks Ss to share the answers. 1. Ss learn the background information which is related to Silent Spring. 2. Ss work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn. 3. Ss share the answers. Get Ss learn more about the background information about Silent Spring. Get Ss to predict what might be mentioned in the passage and attract their interest in learning more.
Activity 3 1. T asks Ss to think about how the author organises the passage. 2. T asks Ss to pay attention to the sub-titles in the notes and organise the structure according to them. 3. T asks Ss to read the passage carefully and locate the detailed information and complete the notes. 4. T asks Ss to find the related information and finalise the answer. 5. T asks Ss to work in pairs, discuss and share what they have learnt from the book review, and discuss which aspects of the book review make Ss want to read the book Silent Spring. 1. Ss exchange their ideas about how the author organises the passage. 2. Ss organise the structure according to the sub-titles. 3. Ss read the passage carefully and complete the notes. 4. Ss read and check. 5. Ss discuss and share what they have learnt from the book review, and discuss which aspects of the book review make them want to read the book Silent Spring. Help Ss understand the passage better by analysing the organisation of the passage. Help Ss recognise the key words, and think logically. Help Ss express their ideas based on the facts.
Think & Share 1. T asks Ss to work in groups, discuss and answer the questions in Think & 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. Help Ss deepen their understanding of the passage and arouse their curiosity.
Activity 4 1. T asks Ss to read the passage again, find Rachel Carson’s contributions and take notes. 2. T asks Ss to discuss and share notes in groups by introducing Rachel Carson’s contributions. 3. T invites Ss to read President Carter’s award speech for Rachel Carson and asks Ss to underline the President’s assessment and note the language features. 4. T asks Ss to do the group work by writing an award speech for Rachel Carson according to the passage and the President’s award speech. 5. T invites Ss to give an presentation and encourages Ss to do self-evaluation and peer assessment. 1. Ss read and take notes. 2. Ss discuss and share their notes in groups by introducing Rachel Carson’s contributions. 3. Ss read President Carter’s award speech for Rachel Carson. Ss underline the President’s assessment and note the language features. 4. Ss write an award speech based on the passage and the President’s award speech. 5. Ss give an presentation, do self-evaluation and peer assessment. Help Ss have a deeper understanding of the passage. Help Ss gain the ability of using language to express their ideas. Train Ss’ creative thinking ability.
Activity 5 1. T guides Ss to read the poems, understand what the poems describe and their meanings. 2. T illustrates the knowledge about rhymes of English poetry, explain what are metaphor, smile and personification by giving examples. 3. T asks Ss to discuss in groups and tick the correct boxes for each question. 4. T asks group representatives to share their answers. 1. Ss read the poems, understand what the poems describe and their meanings. 2. Ss learn rhymes of English poetry and how to tell the difference between metaphor, smile and personification. 3. Ss discuss in groups and tick the correct boxes for each question. 4. Ss share the answers. Get Ss to understand the use of rhymes in poetry and be able to tell the difference between metaphor, smile, and personification. Get Ss to be able to use different rhymes in poems.
Activity 6-7 1. T asks Ss to brainstorm words which are related to nature. 2. T asks Ss to use the rhetoric and language Ss have learnt to describe the sceneries Ss think about in the mind map in nature. 3. T asks Ss to plan their own poems, considering the content, the features, the genre and the rhyme of the poem. 4. T asks Ss to write their own poem based on their plan. 1. Ss brainstorm words which are related to nature and add to the mind map. 2. Ss use the rhetoric and language they have learnt to describe the sceneries they think about. 3. Ss plan their own poems, considering the content, the features, the genre and the rhyme of the poem. 4. Ss write their own poem based on their plan. Develop Ss’ ability to use the knowledge they have learnt (including the language skills and writing skills) to create their own poem about nature.
Activity 8 1. T asks Ss to work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions. 2. T invites a few Ss to share their poems with the class, asks others to review the poems and consider the following: the theme and content of the poems, the features and the rhyme of the poems. 3. T explains to Ss the differences and similarities between Chinese and English poems. 1. Ss work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions. 2. Some Ss share their poems with the class, others review the poems and consider the theme and content of the poem, the features and the rhyme of the poem. 3. Ss learn the differences and similarities between Chinese and English poems. Leads Ss to share and review. Develop Ss’s comprehensive ability.