2021版外研版必修一英语Unit 5 Into the wild-Developing ideas教学设计 .docx

1、1 / 4 Unit5 Into the wild-Developing ideas Developing ideas 课型课型 Vocabulary + Reading + Writing 主题语境主题语境 人与自然人与动物的关系 内容内容分析分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙 文， 记叙了一名自然摄影师在美国黄石国家公园的一次惊心动魄的 拍摄经历；读写部分的范文介绍了丹顶鹤的基本信息。通过这一板 块的学习，学生能够进一步理解人与动物之间的关系，最终形成爱 护动物、尊重动物、尊重自然、保护生态的正确价值观。 教学目标教学目标 1能够结合语境猜测词义、理解语篇大意，

2、辨别语篇体裁，梳理 出事件的先后顺序； 2能够结合语篇深度思考人与动物应该如何相处，人类应该怎样 保护好动物； 3能够正确描述与动物相关的职业，明确该职业的要求和职业回 报，整体感知人与动物的关系； 4能够结合语篇创建动物档案。 教学重点教学重点 1通过阅读获取语篇信息，掌握文章大意，把握语篇体裁； 2结合语境猜测词义，形成有效的猜词策略； 3深度思考人与动物的相处之道，从自我做起，保护动物、保护 大自然； 4运用所学语言知识，描述和动物相关的职业，提高语言运用能 力和口语表达能力。 教学难点教学难点 1思考、总结、归纳阅读中常用的阅读技巧，形成有效的阅读策 略； 2运用所学语言知识思考人类应

3、该如何和动物和谐相处，并和他 人交流、分享自己的见解。 教学策略教学策略 情景式教学策略 启发式教学策略 探索发现式教学策略 Teaching contents Procedures Purposes Teachers activity Students activity Activity 1 1. T introduces the topic by presenting the word cloud and the pictures. 2. T asks Ss to look at the word cloud and the pictures， Ss look at the word cl

4、oud and the pictures， and predict what happens in the story. To stimulate Ss interest in the topic and make preparations for the following activities. 2 / 4 and encourages Ss to predict what happens in the story. Activity 2 1. T asks Ss to read the rubric independently and figure out what they shoul

5、d pay attention to when reading the passage. 2. T asks Ss to read the passage quickly and check their predictions. 1. Ss read the rubric independently and figure out the task when they read the passage for the first time. 2. Ss skim the passage and check their predictions. 1. To let Ss have a genera

6、l understanding of the passage as a whole. 2. To develop Ss ability to think independently. Activity 3 1. T asks Ss to read the passage carefully and number the events in the correct order. 2. T asks some Ss to share their answers with the class. Other Ss check their answers. 1. Ss read the passage

7、and number the events in the correct order. 2. Ss share their answers with the class. 1. To help Ss understand the details of the passage by careful reading. 2. To raise Ss awareness of the structure and logic of the passage. Activity 4 1. T asks Ss to read the sentences and guess the meaning of the

8、 words in bold independently. 2. T divides Ss into several groups and asks Ss to discuss the meaning of the words in bold in groups. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. 4. T introduces the strategies of guessing the 1. Ss read

9、 the sentences and guess the meaning of the words in bold independently. 2. Ss discuss the meaning of the words in bold in groups. 3. Representatives of each group share their answers with the class. Others add what they want. 4. Ss learn the strategies of guessing the meaning of new words. 1. To he

10、lp Ss understand the structure and logic of the passage and master the skill of describing events according to time order. 2. To develop Ss ability to guess the meaning of new words according to the context. 3 / 4 meaning of new words. Think & Share 1. T divides Ss into several groups and asks Ss to

11、 think about and discuss the questions in groups. T adds more background information if necessary. 2. T asks some Ss to share their answers with the class. Others can add what they want. 3. T makes timely assessment about Ss presentation and instructs Ss to think deeply about how to live in harmony

12、with animals and helps Ss to form correct values. 1. Ss work in groups， thinking about and discussing the questions. 2. Some Ss share their answers with the class， and others can add what they want. 3. Ss think deeply about how to live in harmony with animals and form correct values. 1. To develop S

13、s awareness of cooperative learning. 2. To deepen Ss thinking about how to live in harmony with animals and what they can do to protect them. Activity 5 1. T asks Ss to look at the pictures and describe them， and choose one job about which they would like to give a talk to the class. 2. T asks Ss wh

14、o choose the same job to form a group and read the table to figure out what they need to know to introduce a job 3. T asks representatives of each group to give the talk to the class. Other group 1. Ss look at the pictures and describe them， and choose one job about which they would like to give a t

15、alk to the class. 2. Ss work in groups to discuss what to talk about and plan their talks. 3. Ss give the talk to the class. To inspire Ss to show their understanding of jobs involving working with animals confidently. 4 / 4 members can add what they want. 4. T asks Ss to vote for their favourite jo

16、b and give reasons if Ss have better ability. Activity 6 1. T asks Ss to read the paragraph about the red-crowned crane and answer the questions. 2. T checks the answers with the whole class. Ss read the paragraph carefully and answer the questions， and share answers with the class. To let Ss have a

17、 general understanding of the passage. Activity 7 1. T divides Ss into several groups and asks each group to choose an animal they want to write about. 2. T asks Ss to discuss the related information of the animals they have chosen and make notes in groups. 1. Ss work in groups and choose an animal

18、they want to write about. 2. Ss discuss the related information of the animals they have chosen and make notes in groups. To improve Ss cooperative learning ability and help them to make some preparations for their writing. Activity 8 T asks Ss to write the animal fact file individually with the hel

19、p of the notes they make in Activity 7 and the useful expressions in the box. Ss write the animal fact file individually with the help of the notes they make in Activity 7 and the useful expressions in the box. To get Ss to write a complete animal fact file. Activity 9 T asks Ss to share their animal fact files with the class and encourage them to comment on others animal fact files. Ss share their animal fact files with the class and comment on others animal fact files. To encourage Ss to present their animal fact files to the class and assess other Ss animal fact files.