Unit+5+What+an+Adventure!+Developing+ideas 教學(xué)設(shè)計(jì) 高中英語外研版（2019）必修第三冊(cè)

Book3Unit5Whatanadventure!課題Developingideas課型Reading+Writing主題內(nèi)容奇妙海底世界對(duì)人類的吸引力；水下探險(xiǎn)的所見所感；主題語境人與自然—海底世界的探索，科幻故事的語言特征人與自然—從不同角度認(rèn)知人類探險(xiǎn)活動(dòng)語篇類型圖文，視頻；文本語篇分析What通過圖片形式呈現(xiàn)海底世界，結(jié)合文章信息介紹《海底兩萬里》，通過小組討論加深對(duì)海底世界的認(rèn)識(shí)，討論水下探險(xiǎn)所見所感。Why（1）帶領(lǐng)學(xué)生理解科幻小說的意義（2）引導(dǎo)學(xué)生感知對(duì)未知事物探索和追求的意義How以視頻的形式呈現(xiàn)海底世界風(fēng)景，學(xué)生細(xì)讀文本，結(jié)合《海底兩萬里》節(jié)選介紹水下探險(xiǎn)活動(dòng)，分析科幻故事的意義以及對(duì)未知事物探索追求態(tài)度的必要性。（2）以海報(bào)文體介紹集中水下探險(xiǎn)活動(dòng)，通過日記寫作方法指導(dǎo)，理清寫作思路。學(xué)情分析本課授課對(duì)象為高一年級(jí)下期學(xué)生。從話題角度看，學(xué)生缺乏水下探險(xiǎn)相關(guān)知識(shí)及對(duì)應(yīng)表達(dá)所需詞匯，對(duì)文中所涉及的水下探險(xiǎn)方式知之甚少。從語言層面講，高一學(xué)生具有一定的讀寫能力，能圍繞水下探險(xiǎn)相關(guān)話題展開討論，為閱讀本文打下了良好的語言基礎(chǔ)。在設(shè)計(jì)課堂教學(xué)時(shí)，學(xué)生通過《海底兩萬里》節(jié)選文章閱讀獲取更多細(xì)節(jié)信息，展示暢想中獨(dú)特的海底世界及其對(duì)人類的吸引力，提升“對(duì)大自然對(duì)生命的敬畏”意識(shí)。學(xué)生通過這兩個(gè)課時(shí)的學(xué)習(xí)，能掌握文章大意，通過練習(xí)獲取細(xì)節(jié)信息，通過寫作方法指導(dǎo)、自評(píng)互評(píng)相結(jié)合的方法掌握日記寫作方式。學(xué)習(xí)目標(biāo)經(jīng)過本節(jié)課的學(xué)習(xí)，學(xué)生能夠通過觀看海底視頻，討論水下探險(xiǎn)；了解《海底兩萬里》作者及主要內(nèi)容并完成練習(xí)；討論潛水經(jīng)歷及海底世界有可能的發(fā)現(xiàn)，激活與主題相關(guān)的語言表達(dá)和知識(shí)；選擇恰當(dāng)語言在日記中清楚地描述一次探險(xiǎn)之旅的所做、所見、所感；恰當(dāng)使用轉(zhuǎn)接語使行文連貫；理解語篇主題并聯(lián)系生活，深入理解探索奇妙的未知世界的價(jià)值，形成自己的觀點(diǎn)并發(fā)表評(píng)論。教學(xué)重點(diǎn)引導(dǎo)學(xué)生理解文章寫作意圖；引導(dǎo)學(xué)生對(duì)閱讀材料進(jìn)行歸納總結(jié)；教學(xué)難點(diǎn)引導(dǎo)學(xué)生討論未知的海底世界并談?wù)撟约旱母惺?；引?dǎo)學(xué)生根據(jù)語篇文本理解語篇結(jié)構(gòu)，分析和理解圖文語篇中的主要觀點(diǎn)；教學(xué)策略視聽策略、聽說法、P-W-P閱讀模式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