高中英語外研版 (2019)選擇性必修第三冊Unit 6 Nature in words教案-教案下載-教習(xí)網(wǎng)

Understanding ideas板塊教學(xué)設(shè)計
（建議時長60–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與自然—感恩自然、珍視自然、關(guān)愛自然
內(nèi)容分析
本板塊呈現(xiàn)了一篇英國作家Jhn Byntn Priestley的《初雪》，作者把下雪視為一件“神奇的大事件”，通過形象生動的語言描寫了冬天的第一場雪，表達了自己對雪的熱愛，營造了人與自然和睦共存的景象。讀前的導(dǎo)入活動介紹了Jhn Byntn Priestley的生平及代表作，要求學(xué)生通過回答問題和繼續(xù)搜索資料，了解作家的信息，旨在幫助學(xué)生熟悉寫作背景，為接下來的課文學(xué)習(xí)做鋪墊。讀中活動請學(xué)生描寫初雪的表達，進一步賞析文章。讀后活動則通過理解作者的寫作目的，分析寫作思路和回答開放性問題等活動，幫助學(xué)生深入理解課文，賞析課文，探究主題意義，培養(yǎng)思維能力。
教學(xué)目標(biāo)
學(xué)生通過了解作者的生平信息，更有效地理解課文中作者想要表達的觀點和寫作意圖；
學(xué)生通過略讀和精讀，獲取課文大意，并引導(dǎo)學(xué)生通過語言知識的學(xué)習(xí)、寫作線索的捕捉及作者寫作手法的分析，理解作者對雪的描寫及傳達的情感；
3.學(xué)生通過將課文內(nèi)容轉(zhuǎn)換成視覺信息的形式，更好地理解文本信息，同時聯(lián)想并分享更多描寫雪的文學(xué)作品。
教學(xué)重點
引導(dǎo)學(xué)生理解作者對雪的描寫及傳達的情感。
教學(xué)難點
引導(dǎo)學(xué)生捕捉寫作線索、分析作者的寫作手法。
教學(xué)策略
按照時間線索理解文章內(nèi)容,品味作者語言的魅力，劃出描寫雪的神奇的詞或短語，劃出關(guān)鍵詞等。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
T asks Ss t read the brief intrductin t the writer and finish Questin 1.
2. T asks Ss t surf the Internet t lk fr sme infrmatin abut the writer and finish Questin 2.
1.Ss read the brief intrductin t the writer and answer Questin 1.
2. Ss search fr the infrmatin by themselves and answer Questin 2.
Help Ss get infrmatin abut the writer.
Help Ss understand the passage better by understanding the writer’s writing backgrund and persnality.
Activity 2
1. T asks Ss t describe snw using their wn language and exchange their descriptin in grups.
2. T asks Ss t read the passage and underline the wrds r phrases which are used t describe the snw.
1. Ss write dwn sentences r phrases r wrds t describe snw.
2. Ss read and underline the wrds r phrases which are used t describe the snw.
Develp Ss’ language ability.
Help Ss understand the writer’s descriptin f First Snw.
Activity 3
1. T asks Ss t read the three given chices and lcate the key infrmatin f each ne.
2. T asks Ss t read and find ut hw the writer expresses “The first fall f snw is nt nly an event but it is a magical event.”
3. T asks Ss t read and find ut hw the writer expresses “the change f the surrundings after the snw”.
4. T asks Ss t read and discuss why the writer uses the children rhyme at the end f the passage.
5. T asks Ss t finish Activity 3 and check the answer.
1. Ss read and lcate the key infrmatin in each chice.
2. Ss read and underline the key wrds f hw the writer expresses “The first fall f snw is nt nly an event but it is a magical event.”
3. Ss read and underline the key wrds f hw the writer expresses “the change f the surrundings after the snw”.
4. Ss read and express their wn idea.
5. Ss finish Activity 3.
Train Ss’ ability t understand the writer’s writing purpse.
Get Ss t understand the writer’s writing style by appreciating the language used.
Activity 4
1. T asks Ss t read paragraphs 3 t 5 and cmplete the diagram in Activity 4 accrding t the timeline.
2. T checks the answer and asks Ss t retell the snw scenery accrding t the timeline.
3. T asks Ss t retell in grups, lets ne student t retell and the ther grup members take ntes r draw pictures.
1. Ss read paragraphs 3 t 5 and cmplete the diagram in Activity 4.
2. Ss retell the snw scenery accrding t the timeline.
3. Ss retell accrding t the timeline r take ntes r draw pictures.
Train Ss’ ability t get the specific infrmatin based n the timeline.
Train Ss t retell the stry by using the infrmatin they get.
Get Ss t learn t use prper structure t tell a stry r write a passage.
Think & Share
T asks Ss t wrk in pairs and talk abut hw the authr rganises the structure f the passage.
Ss talk abut hw the authr rganises the structure f the passage in pairs accrding t the clues in Think & Share.
Train Ss’ ability t express their ideas in a lgical way.