Unit 5 Developing ideas 教案-（2019）新外研版高中英语必修第三册.doc

1、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主题语境人与自然科幻小说海底两万里的海底描写选段内容分析文章是文学名著选读，根据法国作家Jules Verne的科幻小说海底两万里的选段改写，属于记叙类文章。文中通过Aronnax教授跟随Nemo船长在水下漫步的视角，呈现了海底的景色，着重描述了阳光透过水面的光线变化和海底的沙床行走的感受。读写部分的语篇是潜水探险广告，要求学生根据广告，发挥想象力，写一篇日记记录一次假想的水下探险经历。教学目标1. 理解文章对海底世界的描述，理解和掌握文章内容和主题语境的关系

2、；2. 初步了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受，并深入思考人们对探索海底世界的向往；3. 掌握一定的语言表达，并根据写作部分的要求，完成水下探险经历描写。教学重点1. 理解和掌握文章内容和主题语境的关系；2. 了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受；3掌握一定的语言表达，完成水下探险经历描写。教学难点1了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受；2掌握一定的语言表达并描写水下探险经历。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposes Teache

3、rs activityStudents activityActivity 11. T asks Ss to read the short introduction to Jules Verne and answer the questions in Activity 1.2. T may ask more questions like below: Whats Jules Verne famous for? What do people call him？Whats special about Jules Verne? Ss read the short introduction to Jul

4、es Verne and answer the questions in Activity 1.Ss can answer more questions.Present the theme and activate Ss background knowledge.Activity 21. T asks Ss to read the passage and underline the key sentences of each paragraph.2. T asks Ss to find out what the author intends to tell the readers and ch

5、eck their answers. 1. Ss read the passage and underline the key sentences of each paragraph.2. Ss read the passage and check their answers.Grasp the general idea of the passage.Find out the key sentences and the authors intention of the passage. Activity 3T asks Ss to complete the table with express

6、ions from the passage in Activity 3.Ss complete the table with expressions from the passage.Understand the passage and grasp specific information. Think & Share1. T asks Ss to read “Learning to learn” on this page to get the idea of using the context or word formation to infer new or unfamiliar word

7、s. 2. T asks Ss to discuss the four questions in “Think and Share”.3. T invites Ss to share their opinions.1. Ss learn how to infer meanings of new or unfamiliar words by using the context or word formation. 2. Ss discuss the four questions in groups and then share the answers with the class.Practis

8、e inferring the meanings of new words based on the context clues or using word formation. Encourage Ss to think independently.Activity 41. T helps Ss understand the requirement of Activity 4.2. T asks Ss to retell the experiences properly. 3. T guides Ss to talk about their experiences by playing th

9、e marine biologist. 1. Ss read the requirement of Activity 4. 2. Ss work in groups and organise their ideas.Consolidate and integrate the language and content learnt in the passage.Activity 51. T invites Ss to read the poster and asks about what the poster is mainly about.2. T invites Ss to share th

10、eir answers.1. Ss read the poster and tell what the poster is mainly about.2. Ss choose their favorite experiences and explain why they love them most.Grasp the specific information in a passage. Activity 61. T asks Ss to complete the notes with their information learnt in the passage.2. T asks Ss t

11、o write a journal entry according to the notes, and reminds them to use the useful expressions. 1. Ss complete the notes with the information from the passage and their own experiences.2. Ss write their journal entries according to the notes. Practise narrative writing using the expressions learnt i

12、n the passage. Activity 71. T shows the criteria of a good composition and demonstrates how to judge a composition.2. T asks some Ss to show their journal entries to the class, and invites other Ss to make comments.Ss show their journal entries to the class, and do peer evaluation.Improve writing through peer evaluation.