外研版 (2019)选择性必修 第三册Unit 1 Face values教学设计及反思

这是一份外研版 (2019)选择性必修 第三册Unit 1 Face values教学设计及反思，共11页。
主题群：生活与学习、做人与做事、文学
子主题：认识自我，优秀品行，正确的人生态度，文学名著
语篇类型：图片、人物介绍、小说(节选)、文学作品简介、名人名言
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：第一部分节选自雨果的小说《巴黎圣母院》，文本主要是围绕男主人公Quasimd和女主人公 Esmeralda的对话展开，表现了外貌丑陋的Quasimd内心的痛苦和对美的追求，以及善良美丽的Esmeralda对Quasimd 态度的变化。第二部分Writing abut a literary wrk是关于小说《多里安·格雷的画像》的简介和评价。
Presenting ideas是关于“美”的名人名言。
[why]本课所有活动均围绕单元主题展开，旨在帮助学生加深对主题意义的理解，初步掌握赏析文学作品简介的基本内容、文体特征和写作手法，思考美的含义和评价标准，总结“什么才是真正的美”。
[Hw]文本围绕“外表与内心的关系”展开，形式多样，有小说节选、文学作品简介、名人名言。小说节选语言地道，词汇丰富；文学作品简介结构清晰，言简意赅；名人名言与主题贴合度很高。
课时目标
1. 通过阅读，能够理解小说《巴黎圣母院》节选部分的主旨大意，了解文学作品中人物“外表与内心”的冲突和矛盾。
2. 总结和概括男女主人公的外貌特征，思考他们内心情感的变化，理解“人不可貌相”的含义，树立正确的三观和积极的生活态度。
3. 了解文学作品简介的基本内容和结构，能运用所学词汇描述文学作品里某个人物的外表和性格特征。
4. 通过学习名人名言，思考美的概念和评价标准，进一步加深对“美”的理解。
5. 通过小组探究﹑相互评价、自我反思，学会发现和欣赏身边的各种美，培养团队合作意识、发挥评价作用。
重点难点
重点：
1. 理解小说《巴黎圣母院》节选部分的主旨大意。
2. 读懂小说《多里安·格雷的画像》的简介和评价。
难点：
1. 了解文学作品中人物“外表与内心”的冲突和矛盾，思考美的概念和评价标准。
2. 初步掌握赏析文学作品简介的基本内容、文体特征和写作手法。
教学准备
教师准备：
1. 小说《巴黎圣母院》英译本和中译本。
2. 浪漫主义相关信息。
学生准备：
1. 预习本课词汇。
2. 提前阅读小说《巴黎圣母院》。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students t discuss what they knew abut Hug，Rmanticism &.The Hunchback f Ntre-Dame and share in class. The Internet culd be turned t fr help.
2. Let students read the shrt intrductin t VictrHug n Page 8 and answer the questins belw.
•Why d yu think Victr Hug is knwn as the “Shakespeare f France”?
•What d yu knw abut Rmanticism? D sme research t find ut mre abut it.
【设计意图】要求学生在读前查阅资料，了解雨果的生平资料和浪漫主义的相关信息，激活已有的背景知识，为课文学习作铺垫。
活动二：获取与梳理
1. Shw the picture t students and ask them what impressins the picture leaves n them.
2. Have students read the passage alne and catch the main idea.
3. Invite the vlunteers t play the rles and read the dialgue in the passage.
4. Let students find ut why Quasimd rescued Esmeralda.
【设计意图】引导学生通过讨论、自己阅读、分角色读对话，了解故事发生的背景，获取文本的主旨大意，描述男女主人公的外表，体会人物外表和内心的冲突，提高对经典文学作品的鉴赏能力。
活动三：概括与整合
1. Have students underline the sentences that describe Esmeralda and Quasimd’s appearances and feelings.
2. Encurage students t write a shrt paragraph t describe hw Esmeralda and Quasimd see each ther, and then share in grups r in class.
3. Ask students t wrk in pairs t find ut hw Esmeralda’s feelings twards Quasimd changed after reading the passage again and share answers with their partner.
【设计意图】通过描述男女主人公的外貌及内心情感的变化，检测学生对两者之间关系的理解，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. Ask students t read Learning t learn.
2. Ask students t think abut the fllwing questins and share.
•What des the sentence “A tear swam in the eye f Quasimd, but did nt fall” tell us abut Quasimd’s persnality?
•In what different ways d the tw reading passages in this unit raise ur awareness f physical appearance and persnal qualities?
活动五：分析与判断
1. Imagine.
(1) Ask students t imagine what difficulties peple like Quasimd might face in the real wrld and hw these peple shuld be treated.
(2) Encurage students t share their thughts and then present in class.
(3) The whle class try t put frwards ways t deal with these difficulties.
2. Predict.
(1) Ask students t predict what happens next and share their ideas with the class.
(2) The whle class make judgment n whse predictin is the mst reasnable and lgical.
(3) Tell students t read the nvel after class and check their predictins.
【设计意图】在学习理解的基础上，引导学生围绕主题，对文本展开讨论和描述，并结合实际发挥想象“现实生活中，像卡西莫多这样的人会遇到什么困难以及怎么解决”。通过预测接下来发生的故事，培养学生的高阶思维。
活动六：内化与运用
1. Direct students t give a talk abut the character in the passage that makes the greatest impressin n them.
2. Tell students t rganise their ideas by cnsidering the questins.
•What is the character like?
•Has he/she experienced any emtinal changes ? If s, what changes are they?
•What can yu learn frm him/ her?
3. Have students present their ideas in their grup.
4. Let students cllect all their grup’s ideas and present them t the class.
5. Make students think abut whether they can express themselves clearly r understand thers in the grup talk, and what their strengths r weaknesses are, cmpared t thse f the thers in their grup.
【设计意图】要求学生从课文中选出印象最深刻的角色，并谈论自己的看法，启发学生独立思考的能力，培养学生的语言表达能力和思维创新能力，达到学以致用的目的。同时通过自我反思，检测学生对文本的理解程度。
Step Ⅲ 迁移创新
活动七：Writing
1. Direct students t read the intrductin t the nvel n Page 11 and answer the questins.
•What kind f persn is Drian Gray?
•What message d yu think the nvel cnveys ?
2. Request students t chse anther literary wrk with a fcus n physical appearances and persnal qualities, such as The Hunchback f Ntre-Dame, and cmplete the ntes.
3. Encurage students t write abut this literary wrk based n their ntes.
4. Ask students t make imprvements t each ther’s intrductins and share them with the class.
【设计意图】引导学生学习和了解小说简介的文体结构，指导学生选择另一本包含“人物外表和个人品质”的文学作品，并仿照范文，完成该文学作品简介的初稿和终稿，提高学生的语言综合运用能力。
活动八：Presenting ideas
1. Have students wrk in grups, learn the backgrund and read the qute.
2. Ask students t discuss the questins.
•What is yur understanding f the qute?
•What is yur definitin f “true beauty”?
•What qualities shuld a “beautiful persn” have?
3. Encurage students t think f smene they want t recmmend as “the mst beautiful persn they knw”. Have them chse smene they knw and cmplete the table.
4. Have students wrk in grups，discuss wh is “the mst beautiful persn they knw” and agree n the best candidate.
5. Tell students t prepare shrt presentatins and cnsider the fllwing:
•the structure f the presentatin
•useful wrds, expressins and structures
6. Let students give their presentatins and recmmend their candidates t the class. Ask them t vte fr the best presentatin.
【设计意图】要求学生阅读名人名言，思考“美”的内涵，表达自己的见解，学会观察身边的真善美，加深对“美”和主题意义的理解，发展思维品质，实现知识和能力的迁移，促进能力向素养的转化。
活动九：Reflectin
Ask students t write reflectins after cmpleting this unit. Have them cnsider the fllwing:
•What is yur understanding f true beauty?
•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、学习方法﹑分析和解决问题的能力等方面进行自我评价和总结，检测自己对本单元的理解程度，并寻找改进方法和完善学习策略。
板书设计
Victr Hug
维克多·雨果(1802年2月26日～1885年5月22日)，法国19世纪前期积极浪漫主义文学的代表作家、人道主义的代表人物、法国文学史上卓越的资产阶级民主作家，被人们称为“法兰西的莎士比亚”。雨果一生写过多部诗歌、小说、剧本、各种散文和文艺评论及政论文章，在法国及世界有着广泛的影响力。雨果的创作历程长达60余年，其代表作有长篇小说《巴黎圣母院》《九三年》和《悲惨世界》，短篇小说有《“诺曼底”号遇难记》。
Rmanticism
一种文学艺术的基本创作方法和风格，与现实主义同为文学艺术史上的两大主要思潮。浪漫主义思潮在文学、美术、建筑、音乐等艺术领域都有所体现。作为创作方法和风格，浪漫主义在表现现实上，强调主观与主体性，侧重表现理想世界，把情感和想象提到创作的首位，常用热情奔放的语言、超越现实的想象和夸张的手法塑造理想中的形象。古今中外的文艺创作自始就有这种特色。如中国屈原、李白的诗歌和吴承恩的小说《西游记》，德国的歌德和席勒，法国的雨果和乔治·桑﹐英国的拜伦和雪莱等人的作品中都具有鲜明的浪漫主义特色。作为文艺思潮，浪漫主义产生并风行于18世纪末～19世纪初的欧洲。当时正值资产阶级革命的时代，资产阶级处于上升时期，要求个性解放和感情自由﹐在政治上反抗封建主义的统治，在文学艺术上反对古典主义的束缚。为适应这样的需要，浪漫主义思潮应运而生。
The Hunchback f Ntre-Dame
《巴黎圣母院》是法国作家雨果最著名的小说。埃斯梅拉达是一个性格活泼、热情似火的吉卜赛女郎，生性善良的她赢得了许多人的赞美和喜爱。巴黎圣母院的副主教克洛德觊觎埃斯梅拉达的美貌已久，派出样貌丑陋的撞钟人卡西莫多，将埃斯梅拉达强行掠夺至巴黎圣母院，谁知道半途杀出了英俊勇敢的上尉菲比斯，后者令埃斯梅拉达一见倾心。菲比斯遭到了蒙面歹徒的袭击，而埃斯梅拉达居然成为罪魁祸首。埃斯梅拉达被判处绞刑，在行刑之前，卡西莫多救走了身陷囹圄的埃斯梅拉达，将她藏到了巴黎圣母院之内。起初，埃斯梅拉达对卡西莫多充满了戒备，但随着时间的推移，她渐渐了解到，在卡西莫多丑陋的外表下，隐藏着一颗金子一样的心。《巴黎圣母院》作为一部浪漫主义代表作，作者充分运用浪漫主义的美丑对照手法，把善与恶、美与丑、崇高与卑下对照起来描写，并在环境、事件、情节的安排以及人物形象的塑造上，夸张地突出某些特性，形成强烈的对照，打破了以往古典主义的桎梏，是浪漫主义作品中一座里程碑。
Suggested answer:
Quasimd rescued Esmeralda because when Quasimd was trtured in public, Esmeralda was the nly ne t shw him kindness and mercy.
Suggested answers:
Esmeralda in Quasimd’s eyes:
Quasimd thught Esmeralda was graceful and exquisitely beautiful, like a ray f sunshine, a drp f dew r a birdsng.
Quasimd in Esmeralda’s eyes:
Esmeralda thught Quasimd was repulsive, with knck knees, a hunched back and a single eye; yet beneath his ugliness, he was full f melanchly and gentleness.
Learning t learn
When cmparing and cntrasting characters in a narrative, cnsider their appearance, actins, and mtives. Appearance in literature usually has meaning; a character’s beauty and ugliness is nt accidental, as it is in real life. It is als very imprtant t cnsider hw each character changes vertime, that is, t cmpare each character t earlier versins f themselves.
Suggested answers:
•On ne hand, it shws that Quasimd is sensitive and gentle; n the ther hand, it shws his strength and pride.
•The first passage shws the true meaning f beauty. Thugh hw yu present yurself t thers plays apart, accepting yurself and feeling cnfident abut yur physical appearance are mst imprtant. The secnd passage highlights hw smene’s physical appearance can actually be a cmplete cntrast t wh they are n the inside.
General intrductin: _________________________________________________
Plt: _______________________________________________________________
Central theme(s): _____________________________________________________
范文：
Jane Eyre
Jane Eyre, written by Charltte Brnte and first published in 1847, tells the timeless stry f the lve between a pr yung gverness and a rich and mysterius gentleman.
After leaving the rphanage where she has spent mst f her childhd, Jane Eyre ges t wrk as the gverness f the daughter f a wealthy but trubled landwner. As she cmes t knw the great huse and the peple wh live and wrk within it, Jane begins t uncver the secret respnsible fr Rchester’s temper and reticence. They fall in lve, but just when their happily ever after seems t be in sight, that secret threatens t tear them apart.
Jane Eyre lks at hw peple shuld nt be underestimated because f the way they lk—Jane might be small and plain, but she is als strng, curageus and independent. Althugh she is a wman and frm a lwer scial class than Rchester，she wants t prve herself his equal in spirit.
Backgrund infrmatin:
•Antn Pavlvich Chekhv (1860～1904)
Russian playwright Antn Pavlvich Chekhv is acclaimed as ne f the greatest shrt fictin writers in literary histry. Althugh he was a dctr by prfessin, his wrks—including The Lady with the Dg and Ward N.6—were amng the mst influential in the develpment f the mdern shrt stry. His fur famus plays, The Seagull, The Three Sisters, Uncle Vanya and The Cherry Orchard are perfrmed regularly, and have been adapted fr films many times. In them, Chekhv explres the themes f lve, desire, happiness, pwer, pverty and scial expectatins.
•The qute
A human being shuld be entirely beautiful: the face, the clthes, the mind, the thughts.
Frm Uncle Vanya by Antn Pavlvich Chekhv
Name
Descriptin f him/her
Appearance:
Persnality:
Reasns t recmmend him/her
Unit 1 Face values
Perid IV Develping ideas & Presenting ideas
I. 学习理解
活动一：感知与注意
1. Discuss.
2. Read and answer.
活动二：获取与梳理
活动三：概括与整合
Ⅱ. 应用实践
活动四：描述与阐释
1. Learning t learn.
2. Think and share.
活动五：分析与判断
1. Imagine.
2. Predict.
活动六：内化与运用
Ⅲ. 迁移与创新
活动七：Writing
活动八：Presenting ideas
活动九：Reflectin