Unit 5 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第三册

Unit 5 Learning from nature Developing ideas & Presenting ideas教学设计 教学基本信息 单元名称 选择性必修第二册Unit 5 Learning from nature 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 本课时以自然启智、文化互鉴、读写共生、素养落地为核心理念，立足 “Learning from nature” 主题与读写课型定位。遵循 “情境导入 — 对比研读 — 思维深挖 — 写作输出 — 演讲迁移” 的教学逻辑，以陶渊明与梭罗的自然观对比为核心载体，融合中西自然文化，通过对比阅读、自然启示写作、主题演讲等活动，让学生在语言学习中汲取自然智慧、理解中西生态哲学，实现语言能力、学习能力、文化意识与思维品质的协同发展，引导学生树立尊重自然、师法自然、与自然和谐共生的价值观。 教材分析 【What】 本课时为Developing ideas & Presenting ideas读写整合课，核心内容分为三部分： 对比阅读文本：对比陶渊明与亨利・戴维・梭罗的人生选择、自然理念，梳理二者回归自然的共性与差异； 自然启示写作：以蝴蝶破茧、蚂蚁协作等自然现象为素材，学习延伸隐喻（extended metaphor） 写作手法，完成 “自然启示” 记叙文创作； 主题演讲展示：围绕 “Nature is our best teacher” 开展小组演讲，表达从自然中习得的智慧与人与自然的关系。 配套任务涵盖诗歌导入、人物信息填空、文本细读、异同对比、写作构思、演讲筹备、总结自评等，形成 “阅读输入 — 技能习得 — 写作输出 — 表达迁移” 的完整学习链。 【Why】 语言层面：掌握对比类议论文阅读策略，学习延伸隐喻写作技巧，积累自然、人生、生态相关词汇与句式，提升读写与口头表达能力； 文化层面：对比中国陶渊明与西方梭罗的自然观，感受中西文化中 “师法自然、简约生活” 的共通智慧，增强文化理解与生态意识； 能力层面：培养对比分析、逻辑思辨、创意写作与公众表达能力，引导学生从自然中感悟人生哲理。 【How】 教材采用 “中西对比主线 + 读写技能递进 + 实践输出落地”的编排思路，由浅入深、层层递进：从陶渊明诗歌导入激活文化认知→读前梳理人物背景→读中对比文本异同、提炼自然启示→写作学习延伸隐喻手法→演讲输出主题观点→总结自评巩固，符合高二学生 “感性体验 — 理性分析 — 创意表达” 的认知规律，兼顾语言技能训练与人文素养培养。 学情分析 1. What I know 知识储备：了解陶渊明的生平与田园诗歌，知晓梭罗的基本背景，掌握基础记叙文、议论文读写知识； 能力水平：具备基本文本细读能力，能理解简单自然现象的寓意，但对比阅读分析、延伸隐喻写作、公众演讲能力较弱； 认知经验：对自然现象有直观感受，对 “简约生活、师法自然” 有初步体会，但对中西自然哲学的深层差异理解浅显。 2. What I want to know 掌握对比类文本的阅读方法，精准梳理陶渊明与梭罗自然观的异同； 学会运用延伸隐喻完成自然启示记叙文写作； 能围绕主题清晰、有条理地完成英语演讲； 深入理解中西文化中 “回归自然” 的哲学内涵。 3. What I learned 主题内容：理解陶渊明与梭罗的自然智慧，掌握从自然现象中提炼人生启示的方法； 语言技能：熟练运用对比阅读策略，完成自然启示写作与主题演讲。 教学目标 1. 语言能力 读懂对比类文本，梳理陶渊明与梭罗的人生选择、自然理念的异同； 掌握延伸隐喻写作手法，完成结构完整、寓意清晰的自然启示记叙文； 围绕 “Nature is our best teacher” 完成简短英语演讲，准确表达观点。 2. 学习能力 学会 “对比分析、细节定位、主旨提炼” 的对比文本阅读策略； 通过写作构思、小组合作演讲，提升自主探究与合作表达能力。 3. 文化意识 对比中西文人的自然观，理解东西方 “师法自然、简约生活” 的文化共通性； 树立尊重自然、保护自然、与自然和谐共生的生态价值观。 4.思维品质 培养对比思辨能力，理性分析中西自然理念的异同； 发展隐喻思维与创意写作思维，从自然现象中提炼人生哲理； 提升逻辑思维，构建清晰的写作与演讲框架。 教学重难点 教学重点 对比阅读：梳理陶渊明与梭罗回归自然的共性与差异，提炼文本核心启示； 写作技能：掌握延伸隐喻手法，完成 “自然启示” 记叙文创作； 主题表达：清晰阐述从自然中习得的智慧，理解人与自然的关系。 教学难点 延伸隐喻在写作中的灵活运用，实现自然现象与人生哲理的有机结合； 深层理解中西自然观的文化内涵与现实意义； 演讲的逻辑组织与流畅表达。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1 Who wrote them? How much do you know abou them？ Within the world of men I make my home, Yet din of horse and carriage there is none; You ask me how this quiet is achieved — With thoughts remote the place appears alone. While picking asters’neath the Eastern fence My gaze upon the Southern mountain rests; The mountain views are good by day or night, The birds come flying homeward to their nests. A truth in this reflection lies concealed, But I forget how it may be revealed. 【答案】Tao Yuanming 饮酒 其五 结庐在人境，而无车马喧。 问君何能尔，心远地自偏。 采菊东篱下，悠然见南山； 山气日夕佳，飞鸟相与还。 此中有真意，欲辨已忘言。 ●以经典古诗导入，激活学生中式自然文化认知，快速切入“Learning from nature” 主题，营造文化浸润氛围。 10min Activity 2 Pre-Reading Read the short introductions to Tao Yuanming and Henry David Thorea (P74), and complete the information. Tao Yuanming One of China’s greatest ________ and a noted _________. 【答案】poets；recluse Henry David Thoreau An American ________, _________, and _____________. 【答案】essayist；poet；philosopher ●读前铺垫人物背景，降低文本阅读难度，为后续对比阅读做好知识准备。 5min Activity 3 While-Reading 1.Read to get the main ideas. Part 1: P1 Part 2:P2-3 Part 3:P4-5 Part 4: P6 【答案】 Part 1: P1 Though living in different time, they showed respect for nature. Part 2:P2-3 The reason why they are back to nature and the lives after returning to nature. Part 3:P4-5 The features and intentions of their works Part 4: P6 The inspiration of their choices in modern world. 2.Read for details ①Read para.1 What’s the function of Para. 1? 【答案】To introduce the topic and pave the way for the next passage. ②Similarity: Tao and Thoreau both made _______________ in order to ___________ with nature. 【答案】transformations；reconnect Differences: 【答案】 Title A Boy’s Best Friend Author Isaac Asimov Setting Time:In the future Place:On the Moon Characters Jimmy, a Moon-born boy Mr Anderson, Jimmy’s father Mrs Anderson, Jimmy’s mother Robutt, a mechanical dog, Jimmy’s pet Plot Jimmy’s parents get a dog from Earth. They want to give it to Jimmy as a pet. But for Jimmy, Robutt – a mechanical dog is his real friend and he refuses to send Robutt away and welcome the new real dog. Different attitudes towards Robutt Parents: They think Robutt is a mechanical imitation of a real dog. Jimmy: He loves Robutt and treats him like a real dog. 3.Is there any foreshadowing of Jimmy’s final decision? Find clues in the reading passage. 4.Any clue in these paragraphs? Read and answer the questions below. 1 Mr Anderson said, “Where’s Jimmy, dear?” “Out on the crater,” said Mrs Anderson. “Robutt is with him. Did he arrive?” “Yes. He’s at the rocket station, going through the tests. I haven’t really seen one since I left Earth 15 years ago.” 2 “Jimmy has never seen one,” said Mrs Anderson. 3 “Because he’s Moon-born and can’t visit Earth. That’s why I’m bringing one here. I think it’s the first one ever on the Moon.” 1)What does “he” and “one” refer to in Para1? 2) How long has the family lived on the Moon? 【答案】15 years. 2. Jimmy, expert though he was, couldn’t outrace Robutt, who didn’t need a spcesuit, and had four legs and tendons of steel. 【答案】expert though he was：是though he was an expert的倒装句,冠词an/a 在倒装句中省略。though引导的让步状语从句可倒装也可以不倒装。 ① Successful though he is, he is not proud. Who Tao (365-427); Eastern Jin Thoreau (1817-1862); America What Before After Why How Images Messages 【答案】 Who Tao (365-427); Eastern Jin Thoreau (1817-1862); America What Before serving the court as an official leading a decent life After in a poor, rural area in a cottage in the forest Why to escape from court life to live in a simpler way to front the essential facts of life How contentment; pleasure harmony; quietness Images village scenes natural phenomena Messages beauty calm & peaceful life against depressive court life beauty to live in harmony with nature; to enjoy its gift “quiet and reflective lives with fewer material desires” ③What is the inspiration of their choices in modern world? 【答案】In today’s modern world, their ideas about living simply and being at ease with nature may take us a step closer to attaining personal well-being and fulfillment.” (para. 6) Fulfillment：a feeling of pleasure and satisfaction because you are happy with your life Your opinion? ●分层阅读落实文本解读：速读抓主旨、细读理细节、对比析异同；突破对比阅读重点，引导学生提炼自然智慧，深化主题理解。 30min Activity4 Post-Reading Work in groups. How do you understand the title? Back to Nature Back Nature 【答案】 Back to Nature Back to return from… Nature Nature 自然之本源 to be at ease with Nature The nature of life 生活之本质 to live in a simple way Human nature 人心之本性 to attain personal well-being and fulfilment; to be yourself ④Decide which portrayal of nature you prefer and make notes. Tao Thoreau Genres of their works: Images in their works: What nature means to them: What message they try to convey: Organise your thoughts and share them with the class. ●以讨论深化文本理解，引导学生思辨中西自然理念，实现阅读输入到思维输出的转化。 10min Activity 5 Writing 写启示要以叙述事件为主，通过完整的故事情节和生动形象的语言，使读者在享受故事情节的同时有所感悟。写作时要注意把记叙文六要素（时间、地点、人物、事件的起因、经过和结果）交代清楚。 这种类型的作文应分三部分： 第一部分交代清楚事件的背景； 第二部分叙述时间的发生、经过及结果； 第三部分阐述启示，发表感想等。 1. What do you know about butterfly? 【答案】Butterflies belong to holometabola (全变态类) insects, which need to go through four stages: egg, larva, pupa and imago. The first three stages (egg, larva and pupa) are often called early stage. Usually, such a process is called a generation. 2.Read the story and answer the questions. 1 What does a butterfly do to get out of its pupa? 【答案】The butterfly struggles to force its body through the little hole. 2 Why did the man think he needed to help the butterfly? 【答案】Because the butterfly couldn’t get out. The struggle seemed too hard for its weak body. 3 What happened to the butterfly after the man enlarged the hole in the pupa? 【答案】The butterfly dragged itself around weakly, and then died. 4 What is the lesson behind this story? What else can you learn from it? 【答案】We need struggle to grow strong and survive. Learning to learn An extended metaphor refers to a comparison between two things that is developed at length over many lines of text, or throughout an entire work of literature. For example, in the butterfly story, the struggle of the butterfly illustrates life’s struggles. While the story appears to be about a butterfly, it is really about us. 3.Look at the pictures and think about what you can learn from nature. 【答案】 Constant dripping wears away a stone. If we keep on doing something with our devotion, we’ll succeed at last. 【答案】Union is strength. If we play hard and cooperate well. We will complete a job. 【答案】Early birds catches worms. Work in pairs. Plan your writing. Consider the following. the topic you wish to write about whether you will use an extended metaphor what lesson it teaches us, and how we can apply this lesson to daily life a suitable title for your story 【答案】 A Lesson from Ants One day, I was resting in my grandparent’s garden when I saw that the sky was covered with dark clouds, this being a sure sign of rain. All of a sudden, an ant came into my sight. The tiny creature was trying hard to carry a tiny piece of bread to its nest, but its efforts were in vain. Each time the ant picked up the piece of bread, it rolled down its body and fell onto the ground. While I was wondering why the ant was trying so hard to achieve the impossible, it was joined by more ants. This group of ants worked together, and eventually they managed to carry the piece of bread to their nest. Similarly, we can cooperate and collaborate in order to achieve what seems impossible for us to do as individuals. In order to achieve our goals, we should work together. ●以自然故事为载体，传授延伸隐喻写作技巧，提供写作支架，引导学生从自然中汲取灵感，突破写作难点。 18min 应用实践 Activity 6 Presenting ideas ●将主题与口语表达结合，锻炼公众演讲能力，深化 “师法自然” 的主题认知，实现语言综合输出。 8min Activity 7 Summary Live in each season as it passes; breathe the air, drink the drink, taste the fruit, and resign yourself to the influences of each. Let them be your only diet, drink and botanical medicines. 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。 ●以名言升华主题，系统化梳理本节课知识与价值观，形成学习闭环。 3min Activity 6 Assessment 1.To learn something about Tao Yuanming and Henry David Thoreau 2.To read the passage and find out what Tao and Thoreau learnt form nature 3.To learn how to read a comparative essay 4.To learn some useful words and expressions ●引导学生反思学习效果，明确优势与不足，培养自主评价能力。 2min 迁移创新 作业内容 作业设计意图 2min 本节课作业为写作，衔接课堂内容。 Polish your story and hand it in. Prepare a short presentation about what we can learn from nature and how to live in harmony with nature. ●衔接课堂写作与展示任务，巩固所学技能，实现知识的课后迁移与巩固。 板书设计 选择性必修三Unit 5 Learning from nature Developing ideas & Presenting ideas 教学反思 （一）优点 中西文化融通自然：以陶渊明与梭罗对比为核心，串联中西自然哲学，既传承中华优秀传统文化，又拓宽西方文化视野，实现文化互鉴与价值引领。 读写演结合高效：从对比阅读输入，到隐喻写作输出，再到主题演讲迁移，环节衔接紧密，全面提升学生读写与口头表达能力，贴合读写课型要求。 （二）缺点 时间分配紧张：写作环节时长不足，部分学生无法充分打磨延伸隐喻的运用，作文质量参差不齐；对比阅读的深层分析时间有限。 分层指导不足：写作与演讲环节对基础薄弱学生缺乏个性化支架，部分学生难以灵活运用延伸隐喻，演讲表达生硬。 思维挖掘不深：对中西自然观的文化差异与现实意义的探讨较浅显，学生辩证思维未得到充分锻炼。 （三）改进 优化时间分配：压缩读前背景介绍时间，为写作环节延长 5 分钟，预留修改打磨时间；精简讨论环节，聚焦核心问题。 分层设计支架：为基础薄弱学生提供写作模板、演讲句式支架；小组内实行 “优困互助”，确保全员参与。 深化思维探究：增加 “自然智慧对现代生活的启示” 简短辩论，引导学生结合现实辩证思考，提升思维深度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $