2021学年Unit 5 Into the wild教案

这是一份2021学年Unit 5 Into the wild教案，共4页。

Understanding ideas
课型
Reading
主题语境
人与自然——人与动物的关系
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为科普类说明文，以科学家的观察和研究为依据介绍了黑脉金斑蝶的迁徙。读前的导入活动列举了有迁徙行为的动物，请学生谈论对动物迁徙行为的认识，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对课文话题的理解。读后活动则是通过文章出处和主旨大意、细节理解和开放性问答等活动，启发学生深入思考，运用所学知识创造性地探究主题意义。
教学目标
本板块学习完成后，学生能够：
1. 能够通过略读锁定关键词，获取文章大意，辨别文章体裁，猜测文章出处；
2. 能够通过精读，迅速找出主要细节在文中的位置，理清文中的因果逻辑关系，并初步了解说明文的语篇结构；
3. 能够了解黑脉金斑蝶迁徙的背景、目的和方式，了解人类行为对其生存的影响，加深对课文和单元主题的认识；
4. 能够通过自主学习与小组合作学习，进一步梳理和整合语篇信息，深度思考人类应该如何保护好黑脉金斑蝶。
教学重点
1. 通过略读和精读，梳理和整合语篇信息；
2. 通过阅读语篇，梳理、归纳说明文的篇章结构。
教学难点
1. 通过语篇学习，提高阅读微技能，形成有效的阅读策略；
2. 辩证看待黑脉金斑蝶的迁徙现象，从多个角度思考人与动物的关系。
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 cntents
Prcedures
Teacher’s activity
Students’ activity
Activity 1
1. T intrduces the tpic by sharing sme pictures abut
mnarch butterfly, Siberian crane, Atlantic salmn, red panda, killer whale and African lin.
2. T asks Ss t lk at the pictures and chse the animals that migrate.
1. Ss enjy the pictures and think abut which animals immigrate.
2. Ss chse the animals that migrate and share their answers with the class.
T intrduce the tpic f the reading passage.
Activity 2
1. T asks Ss t read the rubric independently and figure ut what infrmatin they shuld pay attentin t when reading the passage.
2. T asks Ss t read the passage quickly and find ut what mystery the scientists have slved.
3. T asks sme Ss t share their answers with the class. T gives explanatins if necessary.
1. Ss read the rubric independently and figure ut the task when they read the passage fr the first time.
2. Ss skim the passage and find ut what mystery the scientists have slved.
3. Ss share their answers with the class.
1. T let Ss have a general understanding f the passage as a whle.
2. T develp Ss’ ability t think independently.
Activity 3
1. T asks Ss t read the passage quickly again and chse where they are mst likely t find the passage.
2. T encurages Ss t discuss in grups abut their answers and share them with the class.
1. Ss read the passage and chse where they are mst likely t find the passage.
2. Ss discuss their answers in grups and share them with the class.
1. T let Ss have a general understanding f the passage as a whle.
2. T develp Ss’ ability t think independently and help Ss learn frm cperative learning.
Activity 4
1. T divides Ss int several grups and asks each grup t chse ne “cause-effect” flw chart t cmplete.
2. T asks Ss t read the passage carefully and cmplete the sentences and the flw chart.
3. T asks representatives f each grup t share their answers with the class. Others can add what they want.
4. T asks Ss t retell the passage accrding t the flw charts if Ss have better ability.
1. Ss read the passage carefully and wrk in grups t chse the flw chart they wuld like t cmplete.
2. Ss discuss their answers in grups.
3. Representatives f each grup share their answers with the class. Others add what they want.
4. Ss retell the passage accrding t the flw charts.
1. T help Ss understand the details f the passage by careful reading.
2. T raise Ss’ awareness f the structure and lgic f the passage.
Think & Share
1. T divides Ss int several grups and asks each grup t think abut and discuss the tw questins.
2. T asks sme Ss t share their answers with the class. Others can add what they want.
1. Ss share ideas abut the tw questins within their grups.
2. Sme Ss share their answers with the class, and thers can add what they want.
T help Ss think mre abut what they can d t prtect the mnarch butterfly.