外研版 (2019)选择性必修 第三册Unit 5 Learning from nature教案设计

这是一份外研版 (2019)选择性必修 第三册Unit 5 Learning from nature教案设计，共13页。
主题语境：人与自然
主题群：自然生态
子主题：人类向自然界学习
语篇类型：图片、论说文、诗歌、故事、演讲稿
文本分析：
[what]本节课包含Develping ideas和 Presenting ideas两部分。
Develping ideas包含两部分：第一部分是一篇论说文，介绍了东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau生活的年代，回归田园生活的社会背景、原因，并比较两者写作手法的异同点。第二部分Writing abut a lessn frm nature中的语篇是一则关于“破茧成蝶”及感悟的故事。
Presenting ideas要求写一篇标题为Nature is ur best teacher的演讲稿并进行演讲。
[why]本课所有活动均是围绕单元主题展开，旨在帮助学生加深对主题意义的理解；学习东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau的写作方式；了解故事和演讲稿的撰写；学会尊重自然，树立构建人类命运共同体意识。
[Hw]文本围绕“自然”展开，语篇丰富多样，更好地帮助学生理解主题意义。
课时目标
1. 通过阅读，学习比较的写作手法，获取和梳理东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau生活年代的社会背景和写作风格的异同点，了解大自然对于文学创作的重要性。
2. 感受诗人陶渊明和 Henry David Threau回归大自然的喜悦和对大自然的热爱，树立保护环境和生态的意识。
3. 总结和学习故事的文本结构、内容要求和写作手法，能运用所学知识独立完成故事的撰写，并从中获取启发。
4. 发展自己“从大自然获得灵感”的能力，培养自己的观察力和创新力。
5. 学习演讲稿的撰写方法和演讲的技巧，发挥辩证思维，表达自己观点。
6. 开展小组活动，培养团队意识并能运用所学语言知识和策略进行自评、互评。
7. 不过分追求物质享受，懂得合理开发利用大自然，尊重自然，感恩自然馈赠，与自然和谐共生。
重点难点
重点：
1. 概括东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau 的社会背景和写作风格的相关信息。
2. 学习写作手法(比较)和修辞手法(隐喻)，并在写作中正确运用。
3. 学习故事和演讲稿的写作方法和写作内容。
难点：
1. 增强对大自然的热爱，尊重自然，与自然和谐共生。
2. 学会欣赏诗歌，汲取国内外优秀文化，弘扬中国优秀传统文化，树立文化自信。
教学准备
教师准备：
1. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau的相关信息。
2. 写作手法(比较)和修辞手法(隐喻)。
学生准备：
1. 预习本课词汇。
2. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Threau的相关信息。
教学过程
Step I学习理解
活动一：感知与注意
1. Talk abut Ta Yuanming and Henry David Threau.
(1) Ask students t talk abut what they knew abut Ta Yuanming and Henry David Threau.
(2) Share infrmatin as a class. The Internet culd be turned t fr help.
2. Read the shrt intrductins.
(1) Let students read the shrt intrductins t Ta Yuanming and Henry David Threau n Page 56.
(2) Encurage students t share what else they knw abut the tw persns with the class.
【设计意图】要求学生在读前查阅有关陶渊明和Henry David Threau的资料，获取两位田园诗人的生平、社会背景﹑诗歌特点等信息，再阅读两篇人物简介，掌握主旨大意，初步导入话题，激活已有的背景知识，为课文学习铺垫。
活动二：获取与梳理
Read and Answer
1. Ask students t lk at the title and picture. Predict what the passage is abut.
2. Have students read the passage alne and catch the main idea t check their predictin.
3. Let students read the passage and find ut what Ta and Threau learnt frm nature.
【设计意图】引导学生关注课文的标题和图片，预测文本大意，迅速阅读检验预测，了解两位田园诗人从大自然中获得的启发，提高学生阅读和获取主旨大意的能力。
活动三：概括与整合
1. Have students reread the passage carefully and understand the chart belw.
2. Ask students t rganise infrmatin frm the passage and cmplete the chart.
3. Tell students t share in grups r in class then check the answers.
【设计意图】通过精读，概括、整合信息完成图表，使学生能够进一步加深对课文细节和结构的了解，提高学生提取信息的能力，加深对主题意义的探究。
Step II应用实践
活动四：描述与阐释
1. Retell the passage.
(1) Ask students t read the passage and retell it accrding t the chart.
(2) Invite vlunteers t present in the class.
2. Learning t learn.
3. Think and share.
(1) Ask students t read the fllwing questins carefully and find answers t them.
·Why did it take Ta and Threau great curage t walk away frm their previus lives?
·Why are their ideas imprtant t ur lives tday?
·What d yu think abut living in nature like Ta and Threau? Give yur reasns.
·Cmpare the tw reading passages in this unit. In what ways des each passage cntribute t the unit theme?
(2) Invite vlunteers t share their answers with the class.
【设计意图】在学习理解类活动的基础上，引导学生复述文本，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。同时鼓励学生结合实际，关注两篇文章之间的联系，加强对主题意义的理解，培养高阶思维。
活动五：分析与判断
Lead students t wrk in grups and cmpare the qutes by Ta and Threau.
(1) Ask students t find the Chinese versin f Ta’s pem，and translate Threau’s qute int Chinese.
(2) Tell students t decide which prtrayal f nature they prefer and make ntes
(3) Encurage students t rganise their thughts and share them with the class. Have students think abut their perfrmance in this activity.
·Hw effectively did yu cmpare the tw literary wrks?
·What additinal infrmatin did yu need t make the cmparisn?
【设计意图】引导学生从诗歌的类型、意象、内容、内涵等方面进行分析和判断，并开展自我评价和自我反思,实现知识的巩固。
活动六：内化与运用
1. Request students t read the fllwing questins.
·What des a butterfly d t get ut f its pupa?
·Why did the man think he needed t help the butterfly?
·What happened t the butterfly after the man enlarged the hle in the pupa?
·What is the lessn behind this stry? What else can yu learn frm it?
2. Tell students t read the stry n Page 59 and answer the questins.
3. Lead students t read “Learning t learn”.
4. Encurage students t discuss hw an extended metaphr is used in the stry.
【设计意图】带领学生阅读语篇，回答问题，掌握相关表达；结合Learning t learn，讨论语篇中采用的修辞手法，了解扩展隐喻的使用方法，进行知识的拓展与迁移。
Step Ⅲ 迁移创新
活动七：Writing
1. Direct students t lk at the pictures and think abut what they can learn frm nature.
2. Request students t wrk in pairs，plan their writing and cnsider the fllwing:
·the tpic yu wish t write abut
·whether yu will use an extended metaphr
·what lessn it teaches us，and hw we can apply this lessn t daily life
·a suitable title fr yur stry
3. Encurage students t write their stries.
4. Request student t wrk in pairs, make imprvements t each ther’s stries and share them with the class. Cnsider hw well they have understd hw t use an extended metaphr.
【设计意图】首先，让学生看图片并讨论从三幅图中得到的启示；然后指导学生运用所给提示，按一定逻辑顺序列出所写内容，并合理地使用修辞手法，利用语言知识和技能从词汇表达的正确性、故事的连贯性和修辞手法的运用等方面进行自评和互评，进行知识和思维能力的拓展与迁移。
活动八：Presenting ideas
1. Have students wrk in grups t plan a speech n the tpic “Nature is ur best teacher” and think abut what they have learnt in this unit.
2. Let students rganise their ideas by answering the questins.
·Hw can nature help peple t slve practical prblems in their lives?
·What lessn can yu learn frm nature?
·What else d yu think peple can learn frm nature?
·Hw des this unit deepen yur understanding f the relatinship between peple and nature?
3. Help students t prepare a shrt speech and cnsider the fllwing:
·the structure f yur speech
·useful wrds, expressins and structures
4. Encurage students t share their speech with the class and vte fr the best speech.
【设计意图】要求学生开展演讲，讨论演讲稿的结构和内容，关注语言表达的正确性，并对演讲稿进行完善和评比,培养学生的逻辑思维，提升写作和口头表达能力，促进能力向素养的转化。
活动九：Reflectin
Ask students t write a reflectin after cmpleting this unit. Let them cnsider the fllwing:
·What is yur understanding f hw human beings learn frm nature?
·What text types have yu learnt abut? What are their features?
·What wrds, expressins and structures have yu learnt?
·What imprvement have yu made in understanding different cultures?
·What imprvement have yu made in using learning strategies and explring effective ways f learning?
·What imprvement have yu made in analysing and slving prblems?
【设计意图】要求学生从文本、语言、文化、学习策略和方法﹑分析和解决问题的能力等多方面进行自我评价和总结，并写出反思日记。
活动十：想象与创造
了解全国土地日 Natinal Land Day。
【设计意图】通过了解“全国土地日”，使学生懂得粮食是治国安邦的根本，耕地是粮食孕育的“温床”，我们共同坚守耕地与生态的红线，呵护土地资源，保护人类赖以生存的生命线，绿水青山就是金山银山，土地永远是大自然中最美好和丰满的母体，学会尊重自然，敬畏自然，与大自然和谐共生。
板书设计
Related infrmatin:
Ta Yuanming
Ta Yuanming(365～427), als knwn as Ta Qian, was a Chinese pet wh was brn in the Eastern Jin Dynasty. Ta is a majr pet f the Six Dynasties perid. Ta spent much f his life in reclusin, living in the cuntryside, farming, reading, drinking liqur, receiving the ccasinal guests, and writing pems in which he ften reflected n the pleasures and difficulties f life, as well as his decisin t quit the service f the curt. Ta’s simple and direct style was smewhat at dds with the nrms fr literary writing in his time. Ta wuld later be regarded as the fremst representative f what we nw knw as Fields and Gardens petry. Ta fund inspiratin in the beauty and serenity f the natural wrld clse at hand.
Henry David Threau
Henry David Threau (1817～1862) was an American philspher, pet, and envirnmental scientist whse majr wrk, Walden, draws upn each f these identities in meditating n the cncrete prblems f living in the wrld as a human being. He sught t revive a cnceptin f philsphy as a way f life, nt nly a mde f reflective thught and discurse. He was well-versed in classical Greek and Rman philsphy, ranging frm the pre-Scratics thrugh the Hellenistic schls, and was als an avid student f the ancient scriptures and wisdm literature f varius Asian traditins. He was familiar with mdern philsphy ranging frm Descartes, Lcke and the Cambridge Platnists thrugh Emersn, Cleridge, and the German Idealists, all f whm are influential n Threau’s philsphy. He discussed his wn scientific findings with leading naturalists f the day, and read the latest wrk f Humbldt and Darwin with interest and admiratin. His philsphical explratins f self and wrld led him t develp an epistemlgy f embdied perceptin and a nn-dualistic accunt f mental and material life. In additin t his fcus n ethics in an existential spirit, Threau als makes unique cntributins t ntlgy, the philsphy f science, and radical plitical thught. Althugh his plitical essays have becme justly famus, his wrks n natural science were nt even published until the late twentieth century, and they help t give us a mre cmplete picture f him as a thinker.
Suggested answer:
Bth f them gt inspiratin frm nature fr their literary wrks. Bth f them lived simply in nature with few material desires，which helped them t attain their persnal fulfilment.
Ta Yuanming:
·He went back t nature because _____________________________________
·_______________________________________________________________
·_______________________________________________________________
Similarities:
They went back t nature.
·_______________________________________________________________
·_______________________________________________________________
Henry David Threau
·_______________________________________________________________
·_______________________________________________________________
·He wrte abut nature in rder t ____________________________________
Suggested answers:
Ta Yuanming
He went back t nature because he felt cnflicted ver life at curt.
·His return t nature was a reactin t a lifestyle he was ppsed t.
·The calm and peaceful life he wrte abut is in cntrast t and critical f the depressive curt life.
Henry David Threau
Threau’s return t nature was a persnal decisin t transfrm the way he lived.
·Threau’s descriptins f nature emphasised the beauty and purity f the wild areas arund him.
·He wrte abut nature in rder t cnvince peple that animals and plants had a right t live and prsper, as we d.
Similarities
·Bth made dramatic transfrmatins t their lives in rder t recnnect with nature.
·Bth were happy t withdraw frm cntemprary life, seeking a harmnius relatinship with nature in the quietness f their lives.
Learning t learn
A cmparative essay cmpares, cntrasts and evaluates tw r mre tpics. There must be enugh similarities and differences between the tpics s that they can be discussed in a meaningful way. A number f pints shuld be discussed with in a cmparative essay.
Suggested answers:
·Because it was difficult t reject the easy and familiar life they used t live.
Because in tday’s mdern wrld, we still need t live harmniusly with nature, and live a simple life. Fewer material desires lead t better persnal well-being and fulfilment.
·(略)
·Bth passages have the cmmn theme f learning frm nature. The first passage fcuses n the inspiratins peple get frm nature, while the secnd fcuses mre n the natural way f living that peple still need tday. The secnd passage calls upn us t live in harmny with nature. which is an imprtant message fr tday.
Beynd the dark and distance lies a village, The smke abve reluctant t depart. A dg is barking smewhere dwn the lane, And chickens sit atp the mulberry tree.
Live in each seasn as it passes; breathe the air, drink the drink, taste the fruit, and resign yurself t the influences f each. Let them be yur nly diet, drink and btanical medicines.
Suggested answers:
归园田居(其一)
陶渊明
少无适俗韵，性本爱丘山。误落尘网中，一去十三年。
羁鸟恋旧林，池鱼思故渊。开荒南野际，守拙归园田。
方宅十余亩，草屋八九间。榆柳荫后檐，桃李罗堂前。
暧暧远人村，依依墟里烟。狗吠深巷中，鸡鸣桑树颠。
户庭无尘杂，虚室有余闲。久在樊笼里，复得返自然。
好好度过每一个季节，呼吸新鲜的空气，畅饮美酒，品尝水果，尽情享受这一切。让生活中只有饮食和草药。
·Genres f their wrks:
·Images in their wrks:
·What nature means t them:
·What message they try t cnvey:
Ta
________________
________________
________________
________________
________________
________________
Threau
________________
________________
________________
________________
________________
________________
Suggested answers:
·The butterfly struggles t frce its bdy thrugh the little hle.
·Because the butterfly culdn’t get ut. The struggle seemed t hard fr its weak bdy.
·The butterfly dragged itself arund weakly, and then died.
·We need struggle t grw strng and survive.
(略)
Learning t learn
An extended metaphr refers t a cmparisn between tw things that is develped at length ver many lines f text, r thrughut an entire wrk f literature. Fr example, in the butterfly stry, the struggle f the butterfly illustrates life’s struggles. While the stry appears t be abut a butterfly, it is really abut us.
Suggested answer:
A Lessn frm Ants
One day, I was resting in my grandparent’s garden when I saw that the sky was cvered with dark cluds, this being a sure sign f rain. All f a sudden, an ant came int my sight. The tiny creature was trying hard t carry a tiny piece f bread t its nest, but its effrts were in vain. Each time the ant picked up the piece f bread, it rlled dwn its bdy and fell nt the grund. While I was wndering why the ant was trying s hard t achieve the impssible, it was jined by mre ants. This grup f ants wrked tgether, and eventually they managed t carry the piece f bread t their nest.
Similarly, we can cperate and cllabrate in rder t achieve what seems impssible fr us t d as individuals. In rder t achieve ur gals, we shuld wrk tgether.
全国土地日是每年6月25日。1986年6 月25日，第六届全国人民代表大会常务委员会第十六次会议通过并颁布我国第一部专门调整土地关系的大法——《中华人民共和国土地管理法》。为纪念这一天，1991年5月24日国务院第83次常务会议决定，从1991年起，把每年的6 月25日确定为全国土地日。“土地日”是国务院确定的第一个全国纪念宣传日。中国是世界上第一个为保护土地而设立专门纪念日的国家。
Unit 5 Learning frm nature
Perid IV Develping ideas & Presenting ideas
Ⅰ. 学习理解
活动一：感知与注意
1. Talk.
2. Read.
活动二：获取与梳理
Read and Answer
活动三：概括与整合
1. Reread.
2. Organise.
3. Share.
Ⅱ. 应用实践
活动四：描述与阐释
1. Retell the passage.
2. Learning t learn.
3. Think and share.
活动五：分析与判断
Cmpare the qutes by Ta and Threau.
活动六：内化与运用
1. Read the questins.
2. Read the stry.
3. Learning t learn.
4. Discuss.
Ⅲ. 迁移创新
活动七： Writing
1. Lk and think.
2. Plan writing.
3. Write a stry.
4. Make imprvements.
活动八：Presenting ideas
1. Plan a speech.
2. Organise.
3. Prepare a shrt speech.
4. Share.
活动九：Reflectin
Write a reflectin.
活动十：想象与创造
Natinal Land Day.