Unit 5 Period4 Developing ideas 教学设计 【新教材】外研版2019高一英语必修第一册.doc

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1、教学设计课 题Unit5 Into the wild-Developing ideas学 科英语班 级Class 授课教师教 学目 标1 引导学生读懂课文内容，准确把握课文结构，理清故事发展的脉络；2 引导学生通过完成阅读任务，了解如何介绍一种动物，能够理解与动物有关的文章内容的写作特点；3 引导学生联系自身实际，进一步理解人与动物之间的关系，认识到爱护动物、尊重动物、尊重自然的重要性，树立人与动物和谐相处的价值观。重 点掌握动物介绍类文章的写作特点和常见的阅读方法。难 点能够运用所学内容用写文章的形式向别人介绍一种动物，并能够给动物创建档案。教 学方 法Task-based Approach

2、.Group Work.教学内容与过程Step1 Leading-in: predicting 看图片，描述图片内容，并基于图片与词云预测课文的内容。Look at the word cloud and the pictures. Predict what happens in the story.Step2 Fast-reading学生带着问题快速阅读课文，把握记叙文的内容和结构特点， 并检验自己的预测是否准确。Read the passage and check your prediction.Step3 Detail-readingTask1 教师可以利用这个活动检验学生初读之后对课文大

3、意和情节的梳理情况。第一步：学生独立阅读选项，按照课文中故事情节的发展完成排序。第二步：请个别学生说出排序结果，全班核对答案。Number the events in the correct order._I felt I was being watched._I admired the landscape._I took a photo of the bear._The bear ran away._I walked through a forest._I saw a bear.参考答案5, 2, 1, 6, 3, 4Task2 教师引导学生结合语境和上下文推测词义，掌握阅读策略。第一步：学

4、生独立阅读句子，注意粗体的单词，了解活动内容。第二步：学生以小组为单位，讨论句子含义，根据句子结构和上下文信息判断粗体单词的词性和词义。第三步：请部分学生说明词性、词义并解释理由，全班核对答案。Read the sentences from the passage and work out the meaning of the words in bold.1 When I finally stepped out of the trees, the view was breathtaking. 2 An eagle flew over the snow-capped mountains, whi

5、ch were reflected in the still lake below.3 My most frightening but magical experience was now captured forever in a single image.参考答案1 “Breathtaking” means something is extremely beautiful or amazing, often in a surprising way.2 “Reflected” means that images can be seen on the surface of the mirror

6、, glass or water.3 “Frightening” means that something is making people feel afraid, anxious or nervous.Step4 Group Work教师利用此活动，结合文本内容，引导学生了解其他与动物相关的职业，感知人与动物的和谐相处，帮助学生树立关爱动物、尊重动物的意识。第一步：学生独立看图片，描述四幅图中的内容，对图中与动物相关的职业有初步的认识，并选择一种职业作为演讲的主题。第二步：学生以小组为单位，阅读表格内的描述并联系文本，了解如何定义职业、介绍职位要求、陈述职位福利等内容。第三步：各小组根据表

7、格内容，从职业定义、职位要求和职位福利三方面准备演讲的内容。教师可适当为学生提供更多的背景信息。第四步：请各组派代表介绍选择的职业，其他学生进行补充或展开自由讨论。第五步：在班级内进行投票，选出学生最喜欢的与动物相关的职业，并说明理由。Work in groups. Give a talk about a job that involves working with animals.1 Look at the pictures and choose a job you would like to talk about.2 Refer to the table below to help pla

8、n your talk.Step5 After-reading: Writing an animal fact fileTask1 教师带领学生阅读语篇，了解丹顶鹤的外形、习性及在中国文化中的寓意等，探究主题意义，了解动物介绍的内容特点。Read the paragraph about the red-crowned crane and answer the questions.1 What does the red-crowned crane look like? 2 Where can you find it? 3 Where does it migrate to? 4 What does

9、 it eat? 5 What symbolic meaning does the red-crowned crane have in Chinese culture?参考答案1 It has white feathers except for some black ones on its face, neck and wings. It also has bright red skin on the top of its head.2 It can be found in China, Russia, Mongolia, Japan and the Korean Peninsula.3 It

10、 migrates to east-central China when the weather gets cold.4 It eats fish, snails and water plants.5 It has a symbolic meaning of long life and good luck in Chinese culture.Task2 教师引导学生联系实际，仿照范文，根据提供的内容和结构支架，进行知识和思维能力的迁移，介绍、描述一种动物。第一步：学生以小组为单位，讨论并选择一种熟悉的动物进行介绍。第二步：引导学生根据自己所掌握的关于这种动物的知识，讨论其外形、栖息地、迁徙行为、饮食习惯等内容，并按照学生用书的格式整理笔记。Choose an animal you want to write about and make notes.Animal: Appearance :Habitat :Migration :Diet :Other information:Step6 HomeworkWrite a short description of the animal. 备注