Unit 5 Learning from Nature Understanding ideas教学设计（表格式）-外研版（2019）选择性必修第三册
文档属性
| 名称 | Unit 5 Learning from Nature Understanding ideas教学设计（表格式）-外研版（2019）选择性必修第三册 |
|
|
| 格式 | docx | ||
| 文件大小 | 2.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-09 22:56:17 | ||
图片预览
文档简介
外研版X3U5 Learning from nature--Understanding ideas
Type of class Reading
Theme context Man and nature
Type of text Expository
Time of class 40 minutes
Teaching philosophy Activity-based English learning; Teaching-learning-evaluating integration; English subject key competencies; interdisciplinary learning
Teaching contents This unit is about learning from nature. From the starting out part, students can build an awareness that nature is of importance to man. From the understanding ideas and using language part, students can acquire the information from the text structure, language usage and three examples of architecture. From the developing ideas and presenting ideas part, students can further develop the relationship between man and nature and finally form their own attitude towards nature. The whole three parts are independent but associated with each other. Student’s learning activity develops gradually based on perceiving and understanding, applying and practicing, transferring and creating. So does their abilities: building structured knowledge, developing language practiced ability and forming their own awareness to nature.
Content analysis [What]"Learning form nature" is an expository under "man and nature" theme context. The text introduces the situation of architectural design inspired by nature and lists three representative architecture: ArtScience Museum in Singapore, The Eastgate Centre in Harare and The Algae House in Hamburg. [Why] "Learning form nature" presents three representative architecture to guide students to deeply think about the relationship between man and nature and establish the concept of learning from nature and living in harmony with the environment. [How]"Learning form nature" is an expository including introduction, main body and conclusion. The author introduces the architectural design of human being inspired by nature and lists three representative architecture. The introduction activities before reading are designed to help students activate relevant knowledge inspired by nature and reserve corresponding vocabulary to pave the way for text learning. Reading and post-reading activities inspire students to think deeply and explore the meaning of the topic through text source judgment, text structure analysis, detail understanding and open question and answer.
Student analysis Students are from senior high school, grade 2. The class has 48 students. 1.Language ability: level 2 Students can understand the close connections between language and the world, language and culture, and language and thought. They can express personal opinions, emotions, intentions, attitudes and values. Most of them are out-going and willing to share their views. 2.Cultural awareness: level 2 Students can use appropriate methods to obtain cultural information in familiar situations. They can describe and compare Chinese and foreign cultural phenomena in English. Students can make a comparison with Nanning International Convention and Exhibition Center’s hibiscus and three representative architecture in the text. 3.Thinking capacity: level 1 Students can analyze the correlations and differences between various information according to different environments, but it is a little hard for them to fully understand the meaning of the discourse--human learning from nature and the relationship between human and nature. 4.Learning ability: level 2 Students can carry out autonomous learning and cooperative learning. They can use English to communicate and express meaning. After the class, they will have a better understanding of the meaning and usage of many words, phrases and expressions in the text.
Teaching objectives By the end of the lesson, students will be able to: 1.identify the features and sources of inspiration of three architecture; 2.summarize the main idea and structure by generalizing the text; 3.retell fluently by applying the words and expressions learnt form the text; 4.create a building by transferring what they have learnt from the text and have a strong desire to learn from nature.
Teaching focuses 1.Guide the students to understand the content of the article, and understand main idea of each paragraph. 2.Guide the students to develop their reading ability to process the information and understand the author' s writing intention.
Teaching difficulties 1.Guide the students to predict the source of the text based on the type of text. 2.Guide the students to use some sentence patterns to describe the building.
Teaching methods Cooperative learning method, Situational method
Teaching aids coursebook, multi-media, blackboard, chalk
Teaching procedures
Teaching objectives Teaching activities Evaluation
1.Identifying the features and sources of inspiration of three architecture. [6minutes] (Perceiving and understanding) 1.Introduction (3minutes) (1)Students watch the video and picture of hibiscus in Nanning International Convention and Exhibition Center. (2)Students answer some questions related to the center according to their known knowledge. 2.Discussion (3minutes) Students have discussion with their classmates: What can we learn from the building Teacher observes the performance of the students and infers their known and unknown knowledge. Teacher sees whether students share their opinions with others and whether the grammar and tense is correct.
Rationale: Teacher uses the pictures leading to the topic and activating students’ background knowledge (input hypothesis). Students can associate the China rose with the building, which lays a foundation to the text. The discussion part helps students to get the main topic from this unit—learning from nature.
2.Summarizing the main idea and structure by generalizing the text. [23minutes] (Perceiving and understanding) 3.Activity1 (3minutes) (1)Students watch the pictures. (2)Students choose the source of each architecture and pay attention to the name of three architecture. 4.Activity2--Read for main idea (3minutes) Students read the text quickly and match the main ideas of each paragraph. 5.Activity3--Read for structure (3minutes) (1)According to the main ideas, students conclude the structure of the text. (2)Students choose the type of text. 6. Activity4--Read for details (14minutes) (1)Students read paragraph 1-2 and answer the two questions. (2minutes) (2)Students read paragraph 3 and then finish the chart by careful reading. (2minutes) (3)Students read paragraph 4 and finish the chart. Then watch the process of the description of “allow air to move freely in and out.” (4minutes) (4)Students read paragraph 5 and then finish the chart. (2minutes) (5)Students conclude three architecture’s inspiration. (1minutes) (6) Students read paragraph 6 and answer the questions. (3minutes) Teacher guides the students to associate the nature with architecture. Teacher observes the correct rate of activity1 to see if students are thinking independently or not. Teacher observes whether students focus on the title or the first and last sentence in the text and train them to get the main idea by predicting, observing and analyzing. Teacher train students to get the main structure of the text. 90% of the student can get the right answer. Teacher observes whether students remember the structure and feature of an expository. Teacher trains students’ reading skills of getting specific information in the text by careful reading and observes whether students draw a line or mark on the their textbook. Teacher observes whether students find the source of architecture and conclude the function or significance. According to their appearance, teacher gives guidance or feedback. Teacher observes whether students understand the process of how the holes in walls work and use interdisciplinary knowledge to explain or not. Teacher observes whether students conclude the inspiration of three architecture or not. And teacher should give some tips to help the students. Teacher observes whether students answer the question right or not. “A” and “D“ are confusing answers. 50% of students may choose it wrong.
Rationale: Activity1 gives more examples of getting inspiration from nature to build architecture, which links to the text (schema theory). Activity2-3 can improve students’ ability of skimming and exploring the main line of the text. Activity4 can improve students' ability of getting and integrating the specific information and complete the flow chart. Through detailed reading, students can understand the implicit message that author wants to express and inspire them to think deeply and explore the hidden meaning. What’s more, students need to use physical knowledge to understand some parts of the text, which improves their ability of interdisciplinary learning.
3.Retelling fluently by applying the words and expressions learnt form the text. [5minutes] (Applying and practicing) 7.Activity5--Role play (5minutes) Students play a role of tour guide and work in pairs to introduce the “Amazing architecture in the world” to each other. Teacher gives some key words of three architecture. Students need to choose one architecture to introduce and use some words or sentences which they’ve just learnt from the text. Teacher observes whether students use the knowledge they’ve learnt or not. If they have trouble in introducing, teacher need to give them guidance nd help. When they’re sharing, teacher need to observe whether students use the sentence correctly in grammar use and tense or not. Then teacher need to give feedback.
Rationale: Activity5 leads the students to retelling the content of three architecture based on the text. Teacher gives the scaffolding to students and help them to use the language they’ve learnt into a real context. (constructivism) It can help students to put what they’ve learnt into practice, which foster their ability to apply the knowledge.
4.Creating a building by transferring what they have learnt from the text and have a strong desire to learn from nature. [6minutes] (Transferring and creating) 8.Think and share (5minutes) Students think about other examples of architecture inspired by nature from shape, structure or biological feature. Then share it in the class. 9.Conclusion (1minutes) Teacher draws a conclusion of the whole class—nature in architecture and rises students’ awareness of learning from nature. Teacher observes whether students link the nature with architecture or not. When students are sharing their ideas, teacher should observe whether the contents are creative, practical and based on reality or not.
Rationale: Ativity6 trains student’s ability to use language in their real life and express their ideas in a logical way. Teacher uses more examples to improve students’ thinking ability and innovative ability. (constructivism) After the conclusion, students deepen the understanding of the text and develop their language ability.
Homework: 1.Required Homework Finish your architectural design inspired by nature within 100 words. 2.Optional Homework Paint your architecture and make it perfect.
Blackboard design
Teaching reflection
1.Advantages: (1)Based on the text and student analysis, this lesson designed four teaching objectives which were achieved by six learning activities on three levels. The Teaching-learning-evaluating integration and activity-based English learning had been effectively implemented. (2)This lesson used a similar and close example to lead in, which made students easily transfer the knowledge from the real world the textbook. In the activity six, the teacher gave more examples to improve student’s creative thinking, linking the textbook to real world. (3)This lesson used many charts to conclude the contents, which can improve students’ ability of gathering information. What’s more, teacher gave the scaffolding to students to finish the ability, which embodies the role of teacher’s prompter. 2.Improvement: The way of evaluation on the class was simple, which was observing mostly. In the future, it is of importance to adopt more ways to evaluate, such as self-evaluation, group evaluation or quiz.
Type of class Reading
Theme context Man and nature
Type of text Expository
Time of class 40 minutes
Teaching philosophy Activity-based English learning; Teaching-learning-evaluating integration; English subject key competencies; interdisciplinary learning
Teaching contents This unit is about learning from nature. From the starting out part, students can build an awareness that nature is of importance to man. From the understanding ideas and using language part, students can acquire the information from the text structure, language usage and three examples of architecture. From the developing ideas and presenting ideas part, students can further develop the relationship between man and nature and finally form their own attitude towards nature. The whole three parts are independent but associated with each other. Student’s learning activity develops gradually based on perceiving and understanding, applying and practicing, transferring and creating. So does their abilities: building structured knowledge, developing language practiced ability and forming their own awareness to nature.
Content analysis [What]"Learning form nature" is an expository under "man and nature" theme context. The text introduces the situation of architectural design inspired by nature and lists three representative architecture: ArtScience Museum in Singapore, The Eastgate Centre in Harare and The Algae House in Hamburg. [Why] "Learning form nature" presents three representative architecture to guide students to deeply think about the relationship between man and nature and establish the concept of learning from nature and living in harmony with the environment. [How]"Learning form nature" is an expository including introduction, main body and conclusion. The author introduces the architectural design of human being inspired by nature and lists three representative architecture. The introduction activities before reading are designed to help students activate relevant knowledge inspired by nature and reserve corresponding vocabulary to pave the way for text learning. Reading and post-reading activities inspire students to think deeply and explore the meaning of the topic through text source judgment, text structure analysis, detail understanding and open question and answer.
Student analysis Students are from senior high school, grade 2. The class has 48 students. 1.Language ability: level 2 Students can understand the close connections between language and the world, language and culture, and language and thought. They can express personal opinions, emotions, intentions, attitudes and values. Most of them are out-going and willing to share their views. 2.Cultural awareness: level 2 Students can use appropriate methods to obtain cultural information in familiar situations. They can describe and compare Chinese and foreign cultural phenomena in English. Students can make a comparison with Nanning International Convention and Exhibition Center’s hibiscus and three representative architecture in the text. 3.Thinking capacity: level 1 Students can analyze the correlations and differences between various information according to different environments, but it is a little hard for them to fully understand the meaning of the discourse--human learning from nature and the relationship between human and nature. 4.Learning ability: level 2 Students can carry out autonomous learning and cooperative learning. They can use English to communicate and express meaning. After the class, they will have a better understanding of the meaning and usage of many words, phrases and expressions in the text.
Teaching objectives By the end of the lesson, students will be able to: 1.identify the features and sources of inspiration of three architecture; 2.summarize the main idea and structure by generalizing the text; 3.retell fluently by applying the words and expressions learnt form the text; 4.create a building by transferring what they have learnt from the text and have a strong desire to learn from nature.
Teaching focuses 1.Guide the students to understand the content of the article, and understand main idea of each paragraph. 2.Guide the students to develop their reading ability to process the information and understand the author' s writing intention.
Teaching difficulties 1.Guide the students to predict the source of the text based on the type of text. 2.Guide the students to use some sentence patterns to describe the building.
Teaching methods Cooperative learning method, Situational method
Teaching aids coursebook, multi-media, blackboard, chalk
Teaching procedures
Teaching objectives Teaching activities Evaluation
1.Identifying the features and sources of inspiration of three architecture. [6minutes] (Perceiving and understanding) 1.Introduction (3minutes) (1)Students watch the video and picture of hibiscus in Nanning International Convention and Exhibition Center. (2)Students answer some questions related to the center according to their known knowledge. 2.Discussion (3minutes) Students have discussion with their classmates: What can we learn from the building Teacher observes the performance of the students and infers their known and unknown knowledge. Teacher sees whether students share their opinions with others and whether the grammar and tense is correct.
Rationale: Teacher uses the pictures leading to the topic and activating students’ background knowledge (input hypothesis). Students can associate the China rose with the building, which lays a foundation to the text. The discussion part helps students to get the main topic from this unit—learning from nature.
2.Summarizing the main idea and structure by generalizing the text. [23minutes] (Perceiving and understanding) 3.Activity1 (3minutes) (1)Students watch the pictures. (2)Students choose the source of each architecture and pay attention to the name of three architecture. 4.Activity2--Read for main idea (3minutes) Students read the text quickly and match the main ideas of each paragraph. 5.Activity3--Read for structure (3minutes) (1)According to the main ideas, students conclude the structure of the text. (2)Students choose the type of text. 6. Activity4--Read for details (14minutes) (1)Students read paragraph 1-2 and answer the two questions. (2minutes) (2)Students read paragraph 3 and then finish the chart by careful reading. (2minutes) (3)Students read paragraph 4 and finish the chart. Then watch the process of the description of “allow air to move freely in and out.” (4minutes) (4)Students read paragraph 5 and then finish the chart. (2minutes) (5)Students conclude three architecture’s inspiration. (1minutes) (6) Students read paragraph 6 and answer the questions. (3minutes) Teacher guides the students to associate the nature with architecture. Teacher observes the correct rate of activity1 to see if students are thinking independently or not. Teacher observes whether students focus on the title or the first and last sentence in the text and train them to get the main idea by predicting, observing and analyzing. Teacher train students to get the main structure of the text. 90% of the student can get the right answer. Teacher observes whether students remember the structure and feature of an expository. Teacher trains students’ reading skills of getting specific information in the text by careful reading and observes whether students draw a line or mark on the their textbook. Teacher observes whether students find the source of architecture and conclude the function or significance. According to their appearance, teacher gives guidance or feedback. Teacher observes whether students understand the process of how the holes in walls work and use interdisciplinary knowledge to explain or not. Teacher observes whether students conclude the inspiration of three architecture or not. And teacher should give some tips to help the students. Teacher observes whether students answer the question right or not. “A” and “D“ are confusing answers. 50% of students may choose it wrong.
Rationale: Activity1 gives more examples of getting inspiration from nature to build architecture, which links to the text (schema theory). Activity2-3 can improve students’ ability of skimming and exploring the main line of the text. Activity4 can improve students' ability of getting and integrating the specific information and complete the flow chart. Through detailed reading, students can understand the implicit message that author wants to express and inspire them to think deeply and explore the hidden meaning. What’s more, students need to use physical knowledge to understand some parts of the text, which improves their ability of interdisciplinary learning.
3.Retelling fluently by applying the words and expressions learnt form the text. [5minutes] (Applying and practicing) 7.Activity5--Role play (5minutes) Students play a role of tour guide and work in pairs to introduce the “Amazing architecture in the world” to each other. Teacher gives some key words of three architecture. Students need to choose one architecture to introduce and use some words or sentences which they’ve just learnt from the text. Teacher observes whether students use the knowledge they’ve learnt or not. If they have trouble in introducing, teacher need to give them guidance nd help. When they’re sharing, teacher need to observe whether students use the sentence correctly in grammar use and tense or not. Then teacher need to give feedback.
Rationale: Activity5 leads the students to retelling the content of three architecture based on the text. Teacher gives the scaffolding to students and help them to use the language they’ve learnt into a real context. (constructivism) It can help students to put what they’ve learnt into practice, which foster their ability to apply the knowledge.
4.Creating a building by transferring what they have learnt from the text and have a strong desire to learn from nature. [6minutes] (Transferring and creating) 8.Think and share (5minutes) Students think about other examples of architecture inspired by nature from shape, structure or biological feature. Then share it in the class. 9.Conclusion (1minutes) Teacher draws a conclusion of the whole class—nature in architecture and rises students’ awareness of learning from nature. Teacher observes whether students link the nature with architecture or not. When students are sharing their ideas, teacher should observe whether the contents are creative, practical and based on reality or not.
Rationale: Ativity6 trains student’s ability to use language in their real life and express their ideas in a logical way. Teacher uses more examples to improve students’ thinking ability and innovative ability. (constructivism) After the conclusion, students deepen the understanding of the text and develop their language ability.
Homework: 1.Required Homework Finish your architectural design inspired by nature within 100 words. 2.Optional Homework Paint your architecture and make it perfect.
Blackboard design
Teaching reflection
1.Advantages: (1)Based on the text and student analysis, this lesson designed four teaching objectives which were achieved by six learning activities on three levels. The Teaching-learning-evaluating integration and activity-based English learning had been effectively implemented. (2)This lesson used a similar and close example to lead in, which made students easily transfer the knowledge from the real world the textbook. In the activity six, the teacher gave more examples to improve student’s creative thinking, linking the textbook to real world. (3)This lesson used many charts to conclude the contents, which can improve students’ ability of gathering information. What’s more, teacher gave the scaffolding to students to finish the ability, which embodies the role of teacher’s prompter. 2.Improvement: The way of evaluation on the class was simple, which was observing mostly. In the future, it is of importance to adopt more ways to evaluate, such as self-evaluation, group evaluation or quiz.