Unit+5+What+an+Adventure!+Developing+ideas 教学设计 高中英语外研版（2019）必修第三册

Book3Unit5Whatanadventure!课题Developingideas课型Reading+Writing主题内容奇妙海底世界对人类的吸引力；水下探险的所见所感；主题语境人与自然—海底世界的探索，科幻故事的语言特征人与自然—从不同角度认知人类探险活动语篇类型图文，视频；文本语篇分析What通过图片形式呈现海底世界，结合文章信息介绍《海底两万里》，通过小组讨论加深对海底世界的认识，讨论水下探险所见所感。Why（1）带领学生理解科幻小说的意义（2）引导学生感知对未知事物探索和追求的意义How以视频的形式呈现海底世界风景，学生细读文本，结合《海底两万里》节选介绍水下探险活动，分析科幻故事的意义以及对未知事物探索追求态度的必要性。（2）以海报文体介绍集中水下探险活动，通过日记写作方法指导，理清写作思路。学情分析本课授课对象为高一年级下期学生。从话题角度看，学生缺乏水下探险相关知识及对应表达所需词汇，对文中所涉及的水下探险方式知之甚少。从语言层面讲，高一学生具有一定的读写能力，能围绕水下探险相关话题展开讨论，为阅读本文打下了良好的语言基础。在设计课堂教学时，学生通过《海底两万里》节选文章阅读获取更多细节信息，展示畅想中独特的海底世界及其对人类的吸引力，提升“对大自然对生命的敬畏”意识。学生通过这两个课时的学习，能掌握文章大意，通过练习获取细节信息，通过写作方法指导、自评互评相结合的方法掌握日记写作方式。学习目标经过本节课的学习，学生能够通过观看海底视频，讨论水下探险；了解《海底两万里》作者及主要内容并完成练习；讨论潜水经历及海底世界有可能的发现，激活与主题相关的语言表达和知识；选择恰当语言在日记中清楚地描述一次探险之旅的所做、所见、所感；恰当使用转接语使行文连贯；理解语篇主题并联系生活，深入理解探索奇妙的未知世界的价值，形成自己的观点并发表评论。教学重点引导学生理解文章写作意图；引导学生对阅读材料进行归纳总结；教学难点引导学生讨论未知的海底世界并谈论自己的感受；引导学生根据语篇文本理解语篇结构，分析和理解图文语篇中的主要观点；教学策略视听策略、听说法、P-W-P阅读模式LearningProceduresLearningObjectivesActivitiesEvaluationDesignIntentionsTimePlannedStep1ReadingActivity-1Pre-reading1.Readtheintroductiontothewriterandfindouthispersonalinformation.2.Thinkabouttwoquestionsbasedonthepictures.(1)HaveyoueverreadanystorieswrittenbyJulesVerne?Whataretheyabout?(2)WhatamazingthingsdoyouthinkyoumightfindinTwentyThousandLeaguesUndertheSea?Activity-2While-reading1.Readtheintroductiontothebookandanswerthefollowingquestions.(1)Whoarethecharactersandwhatarethey?(2)Wherearethey?(3)Whatisthe“creature”?2.Readthepassageagain,andcompletethetablefromthepassage.Activity-3Post-readingWorkinpairs.Imagineyouarethemarinebiologistfromthestorywalkingontheseabed.Talkaboutyourexperience.1.Studentscangetapreliminaryunderstandingofsciencefiction.2.Studentscanunderstandthetextandrecognizethemeaningofsciencefiction.3.Studentscanunderstandthemeaningofunderwaterexplorationtohumanbeingsthroughdiscussion.1.Discussunderwaterexplorationbywatchingvideosunderthesea;2.Understandtheauthorandmaincontentof"20,000LeaguesUndertheSea"andcompletetheexercise;3.Discussdivingexperiencesandpossiblediscoveriesintheunderwaterworld,activatelanguageexpressionandknowledgerelatedtothesubject.20minStep2WritingActivity-1Pre-writingReadtheposterandanswerthefollowing3questions:(1)Wherearethediversgoingonthisadventure?(2)Whataretheygoingtodoandseeduringthetrip?(3)Whichoftheexperiencesappealstoyoumostandwhy?2.Imagineyouhavebeenonthisadventure.Makenotesaboutyourexperience.3.Introductiontodiarywritingmethods.Activity-2While-writingWriteadraftofyourdiaryentry.Activity-3Post-writingSelf-editingandpeer-editing.1.Studentscanrecalltheirexperiencesandfindwritingmaterials.2.Studentscanlearndiarywritingmethods.3.Studentscandiscoverthestrengthsandweaknessesoftheirownandothers'writing.1.Understandthemaincontentofgraphicsandtext;2.Choosetheappropriatelanguagetoclearlydescribeinthediarywhatyoudo,see,andfeelaboutanexpedition;appropriateuseoftransfers;3.Understandthetopicofthediscourseandconnectwith