Unit 6 Developing ideas 教案-(2019)新外研版高中英语选择性必修第一册.doc
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1、2019外研版选择性必修一 Unit 6Developing ideas板块教学设计(建议时长8090分钟,教师可根据教学实际酌情调整。)课型Reading + Writing主题语境人与自然保护自然文化遗产内容分析这个版块第一个内容是一个视频,展示了澳大利亚大堡礁所面临的来自人类活动和天气变化的威胁。 阅读语篇介绍了世界上最好的工作 岛屿看护员,这个在风景如画的岛屿上写写博客,拍拍照,通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇招聘广告使学生了解此类写作的基本要素,然后进行模仿练习。这个版块是本模块主题话题的延展,使学生通过学习更加珍惜大自然赐予
2、我们的一切,增强环保意识,进一步提升语言能力和思维品质。教学目标1. 引导学生理解语篇内容,通过阅读“世界上最好的工作”,加深对本单元人与自然的主题的理解,提升热爱自然、保护环境、与自然和谐共处的意识;2 引导学生完成相应活动,为文章的段落找到主题句,同时让学生观察文章中过渡句的使用,理解其在文章中承上启下、增强文章逻辑的作用; 3 启发学生分析招聘广告的要素,并根据所给文段内容,仿写招聘广告。教学重点1. 引导学生在文章中找主题句,过渡句,并理解在文章中的作用;2. 培养学生阅读技能。教学难点1. 引导学生仿写招聘广告 ;2. 引导学生热爱自然,保护环境,与自然和谐共处的意识。教学策略P-W
3、-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to review starting out and encourages students to discuss what kind of threat the world natural heritage is facing and how to solve it.2. Teacher plays the video and asks students to work in
4、groups to discuss the question. 3. Teacher asks some students to share their answers with the class, and asks other students to make supplementation. Teacher makes comments.1. Students review starting out and discuss what kind of threat the world natural heritage is facing and how to solve it
5、.2. Students watch the video and work in groups to discuss the question.3. Some students share answers and other students make supplementation.To activate students theme-related background knowledge.Activity 21. Teacher asks students to work in groups to look at the pictures, discuss what the pictur
6、es express, and predict what the passage is about.2. Teacher asks each group to read the title of the passage and discuss whether the predicted result can happen.3. Teacher invites students to present their reports and encourages students to state their reasons.1. Students work in groups to look at
7、the pictures, discuss what the pictures express, and predict what the passage is about.2. Students read the title of the passage and discuss whether the predicted result can happen.3. Students present their reports and state their reasons.To train students analyzing abilities.Activity 31. Teacher gu
8、ides students to understand the content of Learning to learn, and get to know the function of transition.2. Teacher asks students to read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage. 3. Teacher asks students to work in g
9、roups to share their answers with others and discuss the functions of the four sentences in the passage.4. Teacher asks some students to present their answers and state reasons. Others make supplementation.1. Students understand the content of Learning to learn, and get to know the function of
10、 transition.2. Students read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage.3. Students work in groups to share their answers with others and discuss the functions of the four sentences in the passage.4. S
11、ome students present their answers and state reasons. Others make supplementation.To get students to understand the function of transition.Think & Share1. Teacher asks students to work in groups to discuss the answers to the questions.2. Teacher asks students to answer
12、 the questions and other students to make supplementation or free discussion.1. Students work in groups to discuss the answers to the questions. 2. Some students answer the questions and other students make supplementation or free discussion. 1. To help students further explore the topic
13、.2. To improve students advanced thinking ability.3. To guide students to pay attention to the connection between the two passages.Activity 41. Teacher asks students to work in groups, imagine he is an applicant for the job of island caretaker, discuss and present their ideas for the short video req
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