2019外研版高中英语选择性必修三Unit2-Understanding-ideas-教学设计

2/2Unit2Startingout&Understandingideas教学设计课时内容Lifebehindthelens主题语境：人与自我主题群：做人与做事子主题：优秀品行语篇类型：新闻报道文本分析：[What]本节课包含Startingout和Understandingideas两部分。Startingout是导入部分，首先呈现一段视频，介绍庄子的一则寓言故事——《庖丁解牛》；然后要求学生了解AlbertEinstein、FrankLloydWright和JohannesBrahms三位名人的生平简介和学习他们的名言。Understandingideas是一篇新闻报道，介绍了美国传奇街拍摄影师BillCunningham的专业精神和人生哲学。[Why]通过判断主旨大意、理解文章结构、回答问题等活动，引导学生进一步理解和赏析文本，从摄影师BillCunningham的人生哲学中获得启发，加深对主题意义的探究，学习他的工匠精神，并运用到自己的生活和学习中。[How]文章运用对比描述的写作手法，从外貌﹑穿着、与众不同之处、工作热情、居住环境、高贵品质、自我评价等方面对摄影师BillCunningham进行介绍。课时目标1.获取文本主旨大意，了解寓言故事《庖丁解牛》和三则名言以及新闻报道的主旨大意。2.学会通过阅读，了解文本结构和选择合适的标题。3.学习和运用对比描述的写作手法。4.精读课文，学习主人公BillCunningham的专业精神和人生哲学，从中获得启示，并联系实际，在生活和学习中精益求精，不断完善自己。重点难点重点：1.理解寓言故事背后的寓意。2.理解新闻报道的结构和文本大意。难点：理解和学习主人公的专业精神和人生哲学，形成正确的自我认知，发现自己的人生价值。教学准备教师准备：1.视频及播放设备。2.寓言故事《庖丁解牛》、三位名人的生平和名言及BillCunningham的生平等相关知识。学生准备：1.预习本课词汇。2.反思自己对待生活和学习的态度。教学过程StepI学习理解活动一：感知与注意1.Watchavideo.(1)Askstudentstosearchforsomeinformationaboutthestructureofanox,takenoteswhilewatchingthevideo,andthenansweraquestion.·HowdidCookDingcomparehimselftoothercooks?(2)Checktheanswer.Suggestedanswer:CookDingcomparedhimselftoothercooksbycomparinghowoftentheyhadtochangetheirknives.(3)Playthevideothesecondtimeandletstudentsanswertheotherquestion.·WhatlessondidLordWenhuilearnfromCookDing?(4)Checktheanswer.Playthevideoagainifneeded.Suggestedanswer:LordWenhuilearntthatitisimportanttostudytheprinciplesofdoingthings,andtohaveperseverance,concentration,wisdomanddevotiontoone’scraft.【设计意图】首先鼓励学生了解牛的身体构造，学习相关词汇，再带领学生观看《庖丁解牛》的视频，了解故事内容，激活背景信息，引入话题。2.Readquotes.(1)Lookatpicturesandlearnbasicinformationaboutthepeople.Iknowthepriceofsuccess:dedication,hardwork,andanunremittingdevotiontothethingsyouwanttoseehappen.FrankLloyedwrightIt’snotthatI’msosmart,it’sjustthatIstaywithproblemslonger.AlbertEinsteinWithoutcraftsmanship,inspirationisamerereedshakeninthewind.JohannesBrahmsBackgroundinformation:◆FrankLloydWright(1867～1959)FrankLloydWrightwasanAmericanarchitect,interiordesigner,writerandeducatorwhoserevolutionary“organicarchitecture”earnedhimadefiningroleinearly20thcenturyarchitecturalmovements.Hisstructuresweredesignedtobeinharmonywiththepeoplewhoinhabitedthemaswellastheirnaturalsurroundings.Overthecourseofhislongandprolificcareer,Wrightdesignedover1,000structures,532ofwhichwerecompleted,nofewerthan12ofwhichareamongtheArchitecturalRecord’shundredmostimportantbuildingsofthecentury.◆AlbertEinstein(1879～1955)TheworkofGerman-bornscientistAlbertEinsteinchangedthefieldofphysicsforever,andvastlyexpandedpeople’sunderstandingoftheuniverse.Histheoryofrelativity,oneofthefundamentaltheoriesofmodernphysics,andtheequationE=mc2pavedthewaytothedevelopmentofatomicpower.HewasawardedtheNobelPrizeinPhysics1921.◆JohannesBrahms(1833～1897)JohannesBrahmswasacomposer,pianistandconductoroftheRomanticperiod.German-born,helivedalargepartofhislifeintheAustriancapitalofVienna.Himselfavirtuosicpianist,hewrotemusicforthepianoandtheorgan,aswellasthesymphonyorchestra,thechamberensembleandvoice.AlthoughbeingoneofthemostcelebratedRomanticcomposers,BrahmswasarelativelytraditionalcomposerduetohisdrawingontheformandorderoftheClassicalperiod.(2)AskstudentstoreadthequotesandtrytotranslatethemintoChinese.(3)Askstudentstoanswerthequestionsbelow.·Whatisyourunderstandingofthesequotes?Payspecialattentionto“thepriceofsuccess”,“staywithproblemslonger”and“amerereedshakeninthewind”.·Whatqualitiesdoeseachofthesequotesconvey?·Whichofthesequotesisthemostmeaningfultoyou?Giveyourreasons.(4)Havestudentsshareanswersingroupsandinclass.(5)Checkanswersasaclass.Suggestedanswers:·(略)·ThequotebyAlbertEinsteinconveysthequalityofperseverance.ThequotebyFrankLloydWrightconveysthequalityofcommitment.ThequotebyJohannesBrahmsconveysthequalitiesofskillandaptitude.·(略)【设计意图】引导学生观看三位名人的图片、了解他们的背景信息(职业、生平、国籍、成就等)、学习名言、展开讨论，并针对主题发表自己的观点，激活学生的学习兴趣，为下一步的学习做铺垫。3.Lookandanswer.(1)Askstudentstolookatthepicturesanddiscuss. 图片1 图片2(2)Tellstudentstoanswerquestionsbelowandshareinclass.Thenteacherevaluatesstudents’answers.·Whatdifferencesaretherebetweenthesetwophotographers?·Whatdoyouthinktheyeachwanttoshowthroughtheirworks?·Whatdoesthefirstpicturetellyouaboutthephotographer?【设计意图】通过观察和比较两幅图片，讨论图片所传达的意思，引导学生发现图一摄影师的独特之处，为下一步的文本阅读做好准备。活动二：获取与梳理1.Predict.(1)Encouragestudentstolookattheoldman’sphotocarefullyandpredictwhyheisspecial.(2)LearnthebasicinformationaboutBillCunningham.Backgroundinformation:BillCunningham(1929~2016)wasanAmericanfashionphotographer.famousforhiscandidphotography,inparticularthattakenonthestreetsofNewYork.Asafashionjournalistinhisearlycareer,hisphotographycaughttheattentionofanAmericannewspaper,forwhichhereportedfrom1978untilhisdeathin2016.Shunningmaterialwealththroughouthislongandsuccessfullife,Cunningham’sphilosophywas“Ifyoudon’ttaketheirmoney,theycan’ttellyouwhattodo,kid.”2.Read.Askstudentstoreadthepassageandchecktheanswerstothethreequestionsabove.Suggestedanswers:·Thephotographerinthefirstpictureisworkingonthestreetwithasingle,easy-to-carrycamera.Thephotographerinthesecondpictureisworkinginastudiowithexpensive,technologically-advancedequipment.·(略)·Thefirstpicturetellsusaboutthephotographer’sapproachtohisworkandhisinterestinpeople’sday-to-daylives.3.Reread.(1)Havestudentsrereadthepassageanddrawadiagramofthispassage.(2)Askstudentstocomparethediagrambelowwiththeirownandorganiseinformationfromthepassagetocompleteit.Beliefsaboutfashion·Fashionisnotrestrictedto①________.·Itbelongsto②________.·Itisaboutwhatpeoplearewearing,not③________.Devotiontophotography·Regardlessoftheweather,hewould④________.·Hewouldn’tbackuntil⑤________.·Hehardlyever⑥________.Lifephilosophy·Helivedin⑦________.·Heate⑧________.·Heneveraccepted⑨________andvalued⑩________.Suggestedanswers:①highsocietyandbigbrands②thepeople③whotheyare④gooutontothestreetsofNewYork⑤heknewhehadtherightphotos⑥tookadayoffandnotoncestayedhomesick⑦asmallapartmentwithasharedwashroom⑧thesamemealofsausages,eggsandcoffee⑨thebenefitsofferedtohimforbeingafashionphotographer⑩hisintegrityandwouldnotbeboughtbyanyone【设计意图】首先通过观察图片，引导学生预测文本内容，带领学生学习主人公BillCunningham的相关信息，为下一步文本阅读奠定基础。然后阅读文本，寻找问题答案，获取更多细节信息。鼓励学生绘制文章结构图，然后与课本上的结构图进行对比，引导学生梳理文本结构和主要信息进一步解读文本，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。活动三：概括与整合Sharethefeelingsofreading.Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion.·HaveyoufoundanythingyoufeelinspiredfromBillCunningham?【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会深思文本中主人公身上折射出的高贵品质以及自己受到的启发，树立正确的人生理想。StepII应用实践活动四：描述与阐释1.Groupwork.(1)Askstudentstoworkingroupsoftwo.OnepreparesapresentationtointroduceBillCunningham,whiletheotherintroducesotherphotographers.Thendiscussthedifferencesbetweenthem.(2)Asktheclasstosharedifferencesingroups.(3)Encouragestudentstogivetheirideasinclass.2.Writeasummary.Dividethewholeclassintoseveralgroups,andaskeachgrouptowriteasummaryaboutBillCunningham.Shareitinclass.活动五：分析与判断1.Askstudentstorepeatthewordsandexpressionstheylearntinthepassage.2.Askstudentstochooseanothersuitabletitleforthepassageandgivetheirreasons.①SocialButterfly②ArtandDevotion③FollowerofFashion④ALifeinPhotographsSuggestedanswer:④【设计意图】在学习理解类活动的基础上，要求学生对主人公BillCunningham和其他摄影师展开阐释，讨论他们的不同之处，并写关于BillCunningham的概要，然后指导学生围绕主题和所形成的新的知识结构为文本选择另一个合适的标题，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。StepIII迁移创新活动六：推理与论证Groupwork.Discusswhytheauthorwritesthispassage.【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，了解文本反映的专业精神和人生哲学。活动七：批判与评价赏析语篇的写作手法和特殊句型，探讨其与主题意义的关联。(1)Learn.①比较法比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(comparison)和比较不同点(contrast)两种方法。②举例法举例法是用具体的例子来说明要表达的意思。③图片说明文字用文字对图片进行解说和描述，突出人物的形象特征。④强调句通过各种方式对句子中的某个部分进行强调，从而给对方以深刻的印象。⑤倒装句为了强调、突出某些内容而颠倒原有语序的句式叫倒装句。(2)Apply.Howarethesemethodsappliedinthereadingpassage?Suggestedanswers:①比较法·Itcertainlywasn’ttheuseofexpensive,technologically-advancedequipment.Cunninghamalwaysusedsimple,relativelycheapcamerasandtookallhispicturesonthestreetsofNewYork,notinastudio.·Throughhisfascinationwithwhatpeoplewerewearing,andnotwhotheywere,heopenedthedoorsoffashiontoeveryone—fashionashesawitbelongedtothepeople,notjusttohighsocietyandbigbrands.·Hewouldevenstayoutsideinastorm,notcomingbackuntilheknewhehadtherightphotos.Hehardlyevertookadayoffandnotoncestayedhomesick.·Andifhewenttoacelebrityparty,hewastheretoworkratherthanhavefun.·“Money’sthecheapestthing,”heoncesaid,thenadded:“...freedomisthemostexpensive.”·BillCunninghamwasanobserver,andnotoneoftheobserved,aworkernotastar—andthiswashowhewantedit.②举例法·Hefoundinspirationwhereotherscouldnot,insimple,everydayscenes,suchasamanbuyingorangesatthelocalgrocerystore,orawomanridinghomeonthegraffiti-coveredsubway.③图片说明文字·Awhite-hairedoldmanridinganordinarybicyclearoundthestreetsofNewYork,alwayswearingthesameblueworker’sjacketandsimpleblackrunningshoes.④强调句·...itwaswithintheirrealitythatCunninghamsawbothbeautyandpotential.⑤倒装句·Norwasitawiderangeofcontactsandconnections.【设计意图】赏析语篇写作手法，帮助学生探讨语篇的微观组织结构和宏观组织结构，学习修辞手段在语篇中的表意功能及常见用法，学习语篇中非文字表意形式和手段的表意功能，有意识地渗透语篇基本知识，帮助学生形成语篇意识，从而提高理解语篇意义的能力。活动八：想象与创造1.Thinkandshare.(1)EncouragestudentstocomeupwithfivewordsorexpressionstodescribeBillCunninghamandgivetheirreasons.(2)Havestudentsdiscussthefollowingquestions.·WhatisyourunderstandingofBillCunningham’swords“Money’sthecheapestthing”?·WhyisBillCunninghamcalleda“culturalanthropologist”?·WhatcanyoulearnfromBillCunningham?Shareyourthoughtswiththeclass.·Whattexttypeshaveyoulearntabouttohelpyoudescribepeople?IfyouweretowriteaboutBillCunningham,whichwouldyouchoose?Suggestedanswers:·(略)·BillCunninghamiscalleda“culturalanthropologist”becausehisphotographycapturedandcreatedaneverlastingrecordofthelifeofNewYorkanditspeopleoverhalfacentury.·(略)·(略)【设计意图】引导学生分组活动，展开讨论，归纳出至少五个可以描述BillCunningham的词汇或表达，进一步理解文章主题。同时鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展和迁移，培养高阶思维。2.Appreciate.ShowsomephotostakenbyBillCunninghamtostudentsandrequestthemtosharetheirfeelingsafterappreciating.【设计意图】展示BillCunningham