高中英语外研版 (2019)选择性必修 第三册Unit 6 Nature in words教案

这是一份高中英语外研版 (2019)选择性必修 第三册Unit 6 Nature in words教案，共3页。

Understanding ideas板块教学设计
（建议时长60–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自然—感恩自然、珍视自然、关爱自然
内容分析
本板块呈现了一篇英国作家Jhn Byntn Priestley的《初雪》，作者把下雪视为一件“神奇的大事件”，通过形象生动的语言描写了冬天的第一场雪，表达了自己对雪的热爱，营造了人与自然和睦共存的景象。读前的导入活动介绍了Jhn Byntn Priestley的生平及代表作，要求学生通过回答问题和继续搜索资料，了解作家的信息，旨在帮助学生熟悉写作背景，为接下来的课文学习做铺垫。读中活动请学生描写初雪的表达，进一步赏析文章。读后活动则通过理解作者的写作目的，分析写作思路和回答开放性问题等活动，帮助学生深入理解课文，赏析课文，探究主题意义，培养思维能力。
教学目标
学生通过了解作者的生平信息，更有效地理解课文中作者想要表达的观点和写作意图；
学生通过略读和精读，获取课文大意，并引导学生通过语言知识的学习、写作线索的捕捉及作者写作手法的分析，理解作者对雪的描写及传达的情感；
3.学生通过将课文内容转换成视觉信息的形式，更好地理解文本信息，同时联想并分享更多描写雪的文学作品。
教学重点
引导学生理解作者对雪的描写及传达的情感。
教学难点
引导学生捕捉写作线索、分析作者的写作手法。
教学策略
按照时间线索理解文章内容,品味作者语言的魅力，划出描写雪的神奇的词或短语，划出关键词等。
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.