2019外研版高中英語選擇性必修三Unit2-Understanding-ideas-教學(xué)設(shè)計

2/2Unit2Startingout&Understandingideas教學(xué)設(shè)計課時內(nèi)容Lifebehindthelens主題語境：人與自我主題群：做人與做事子主題：優(yōu)秀品行語篇類型：新聞報道文本分析：[What]本節(jié)課包含Startingout和Understandingideas兩部分。Startingout是導(dǎo)入部分，首先呈現(xiàn)一段視頻，介紹莊子的一則寓言故事——《庖丁解?！?；然后要求學(xué)生了解AlbertEinstein、FrankLloydWright和JohannesBrahms三位名人的生平簡介和學(xué)習(xí)他們的名言。Understandingideas是一篇新聞報道，介紹了美國傳奇街拍攝影師BillCunningham的專業(yè)精神和人生哲學(xué)。[Why]通過判斷主旨大意、理解文章結(jié)構(gòu)、回答問題等活動，引導(dǎo)學(xué)生進(jìn)一步理解和賞析文本，從攝影師BillCunningham的人生哲學(xué)中獲得啟發(fā)，加深對主題意義的探究，學(xué)習(xí)他的工匠精神，并運(yùn)用到自己的生活和學(xué)習(xí)中。[How]文章運(yùn)用對比描述的寫作手法，從外貌﹑穿著、與眾不同之處、工作熱情、居住環(huán)境、高貴品質(zhì)、自我評價等方面對攝影師BillCunningham進(jìn)行介紹。課時目標(biāo)1.獲取文本主旨大意，了解寓言故事《庖丁解?！泛腿齽t名言以及新聞報道的主旨大意。2.學(xué)會通過閱讀，了解文本結(jié)構(gòu)和選擇合適的標(biāo)題。3.學(xué)習(xí)和運(yùn)用對比描述的寫作手法。4.精讀課文，學(xué)習(xí)主人公BillCunningham的專業(yè)精神和人生哲學(xué)，從中獲得啟示，并聯(lián)系實際，在生活和學(xué)習(xí)中精益求精，不斷完善自己。重點難點重點：1.理解寓言故事背后的寓意。2.理解新聞報道的結(jié)構(gòu)和文本大意。難點：理解和學(xué)習(xí)主人公的專業(yè)精神和人生哲學(xué)，形成正確的自我認(rèn)知，發(fā)現(xiàn)自己的人生價值。教學(xué)準(zhǔn)備教師準(zhǔn)備：1.視頻及播放設(shè)備。2.寓言故事《庖丁解?！贰⑷幻说纳胶兔约癇illCunningham的生平等相關(guān)知識。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課詞匯。2.反思自己對待生活和學(xué)習(xí)的態(tài)度。教學(xué)過程StepI學(xué)習(xí)理解活動一：感知與注意1.Watchavideo.(1)Askstudentstosearchforsomeinformationaboutthestructureofanox,takenoteswhilewatchingthevideo,andthenansweraquestion.·HowdidCookDingcomparehimselftoothercooks?(2)Checktheanswer.Suggestedanswer:CookDingcomparedhimselftoothercooksbycomparinghowoftentheyhadtochangetheirknives.(3)Playthevideothesecondtimeandletstudentsanswertheotherquestion.·WhatlessondidLordWenhuilearnfromCookDing?(4)Checktheanswer.Playthevideoagainifneeded.Suggestedanswer:LordWenhuilearntthatitisimportanttostudytheprinciplesofdoingthings,andtohaveperseverance,concentration,wisdomanddevotiontoone’scraft.【設(shè)計意圖】首先鼓勵學(xué)生了解牛的身體構(gòu)造，學(xué)習(xí)相關(guān)詞匯，再帶領(lǐng)學(xué)生觀看《庖丁解牛》的視頻，了解故事內(nèi)容，激活背景信息，引入話題。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)【設(shè)計意圖】引導(dǎo)學(xué)生觀看三位名人的圖片、了解他們的背景信息(職業(yè)、生平、國籍、成就等)、學(xué)習(xí)名言、展開討論，并針對主題發(fā)表自己的觀點，激活學(xué)生的學(xué)習(xí)興趣，為下一步的學(xué)習(xí)做鋪墊。3.Lookandanswer.(1)Askstudentstolookatthepicturesanddiscuss. 圖片1 圖片2(2)Tellstudentstoanswerquestionsbelowandshareinclass.Thenteacherevaluatesstudents’answers.·Whatdifferencesaretherebetweenthesetwophotographers?·Whatdoyouthinktheyeachwanttoshowthroughtheirworks?·Whatdoesthefirstpicturetellyouaboutthephotographer?【設(shè)計意圖】通過觀察和比較兩幅圖片，討論圖片所傳達(dá)的意思，引導(dǎo)學(xué)生發(fā)現(xiàn)圖一攝影師的獨(dú)特之處，為下一步的文本閱讀做好準(zhǔn)備?；顒佣韩@取與梳理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_(dá)_______.·Heate⑧________.·Heneveraccepted⑨________andvalued⑩________.Suggestedanswers:①highsocietyandbigbrands②thepeople③whotheyare④gooutontothestreetsofNewYork⑤heknewhehadtherightphotos⑥tookadayoffandnotoncestayedhomesick⑦asmallapartmentwithasharedwashroom⑧thesamemealofsausages,eggsandcoffee⑨t(yī)hebenefitsofferedtohimforbeingafashionphotographer⑩hisintegrityandwouldnotbeboughtbyanyone【設(shè)計意圖】首先通過觀察圖片，引導(dǎo)學(xué)生預(yù)測文本內(nèi)容，帶領(lǐng)學(xué)生學(xué)習(xí)主人公BillCunningham的相關(guān)信息，為下一步文本閱讀奠定基礎(chǔ)。然后閱讀文本，尋找問題答案，獲取更多細(xì)節(jié)信息。鼓勵學(xué)生繪制文章結(jié)構(gòu)圖，然后與課本上的結(jié)構(gòu)圖進(jìn)行對比，引導(dǎo)學(xué)生梳理文本結(jié)構(gòu)和主要信息進(jìn)一步解讀文本，鼓勵學(xué)生從語篇中獲得新知，建立信息間的關(guān)聯(lián)，形成新的認(rèn)知結(jié)構(gòu)，理解語言所表達(dá)的意義，培養(yǎng)學(xué)生深層理解語篇和探討主題意義的能力，擴(kuò)展學(xué)生的批判性思維?；顒尤焊爬ㄅc整合Sharethefeelingsofreading.Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion.·HaveyoufoundanythingyoufeelinspiredfromBillCunningham?【設(shè)計意圖】以分享閱讀感受為任務(wù)，驅(qū)動學(xué)生獨(dú)立思考，使學(xué)生學(xué)會深思文本中主人公身上折射出的高貴品質(zhì)以及自己受到的啟發(fā)，樹立正確的人生理想。StepII應(yīng)用實踐活動四：描述與闡釋1.Groupwork.(1)Askstudentstoworkingroupsoftwo.OnepreparesapresentationtointroduceBillCunningham,whiletheotherintroducesotherphotographers.Thendiscussthedifferencesbetweenthem.(2)Asktheclasstosharedifferencesingroups.(3)Encouragestudentstogivetheirideasinclass.2.Writeasummary.Dividethewholeclassintoseveralgroups,andaskeachgrouptowriteasummaryaboutBillCunningham.Shareitinclass.活動五：分析與判斷1.Askstudentstorepeatthewordsandexpressionstheylearntinthepassage.2.Askstudentstochooseanothersuitabletitleforthepassageandgivetheirreasons.①SocialButterfly②ArtandDevotion③FollowerofFashion④ALifeinPhotographsSuggestedanswer:④【設(shè)計意圖】在學(xué)習(xí)理解類活動的基礎(chǔ)上，要求學(xué)生對主人公BillCunningham和其他攝影師展開闡釋，討論他們的不同之處，并寫關(guān)于BillCunningham的概要，然后指導(dǎo)學(xué)生圍繞主題和所形成的新的知識結(jié)構(gòu)為文本選擇另一個合適的標(biāo)題，檢驗學(xué)生對課文主旨大意的理解情況，促進(jìn)語言運(yùn)用的自動化，助力學(xué)生將知識轉(zhuǎn)化為能力。StepIII遷移創(chuàng)新活動六：推理與論證Groupwork.Discusswhytheauthorwritesthispassage.【設(shè)計意圖】引導(dǎo)學(xué)生探討作者的寫作目的，加深對主題意義的理解，了解文本反映的專業(yè)精神和人生哲學(xué)?；顒悠撸号信c評價賞析語篇的寫作手法和特殊句型，探討其與主題意義的關(guān)聯(lián)。(1)Learn.①比較法比較法是對兩個對象進(jìn)行比較，從而進(jìn)行說明的寫作手法。比較法又可細(xì)分為比較相同點(comparison)和比較不同點(contrast)兩種方法。②舉例法舉例法是用具體的例子來說明要表達(dá)的意思。③圖片說明文字用文字對圖片進(jìn)行解說和描述，突出人物的形象特征。④強(qiáng)調(diào)句通過各種方式對句子中的某個部分進(jìn)行強(qiáng)調(diào)，從而給對方以深刻的印象。⑤倒裝句為了強(qiáng)調(diào)、突出某些內(nèi)容而顛倒原有語序的句式叫倒裝句。(2)Apply.Howarethesemethodsappliedinthereadingpassage?Suggestedanswers:①比較法·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舉例法·Hefoundinspirationwhereotherscouldnot,insimple,everydayscenes,suchasamanbuyingorangesatthelocalgrocerystore,orawomanridinghomeonthegraffiti-coveredsubway.③圖片說明文字·Awhite-hairedoldmanridinganordinarybicyclearoundthestreetsofNewYork,alwayswearingthesameblueworker’sjacketandsimpleblackrunningshoes.④強(qiáng)調(diào)句·...itwaswithintheirrealitythatCunninghamsawbothbeautyandpotential.⑤倒裝句·Norwasitawiderangeofcontactsandconnections.【設(shè)計意圖】賞析語篇寫作手法，幫助學(xué)生探討語篇的微觀組織結(jié)構(gòu)和宏觀組織結(jié)構(gòu)，學(xué)習(xí)修辭手段在語篇中的表意功能及常見用法，學(xué)習(xí)語篇中非文字表意形式和手段的表意功能，有意識地滲透語篇基本知識，幫助學(xué)生形成語篇意識，從而提高理解語篇意義的能力?；顒影耍合胂笈c創(chuàng)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)【設(shè)計意圖】引導(dǎo)學(xué)生分組活動，展開討論，歸納出至少五個可以描述BillCunningham的詞匯或表達(dá)，進(jìn)一步理解文章主題。同時鼓勵學(xué)生在深入理解課文的同時聯(lián)系自身實際，表達(dá)自己的觀點，進(jìn)行知識和思維能力的拓展和遷移，培養(yǎng)高階思維。2.Appreciate.ShowsomephotostakenbyBillCunninghamtostudentsandrequestthemtosharetheirfeelingsafterappreciating.【設(shè)計意圖】展示BillCunningham