2021学年Unit 5 Into the wild教学设计

课程基本信息

课例编号

学科

英语

年级

高一

学期

秋季

课题

高一【英语（外研）】必修一 Unit 5 Into the wild （1）

教科书

书名：《英语》（新标准）                               

出版社：外研社                出版日期：2019年 6 月

教学人员

姓名

单位

教学目标

教学目标：

At the end of the class， students will be able to：

1. get the main idea of this passage；
2. find out the specific information about animals’ migration and analyze how the monarch migrate；
3. draw a cause-effect flow chart to show how the monarch migrate and why the number of them decreased rapidly；
4. share their ideas about what people can do to help protect the monarch butterfly.

教学重点：

1. get the main idea of the passage;
2. get the specific information the monarch’s migration and analyze how the monarch migrate;
3. draw a cause-effect flow chart to show how the monarch migrate and

why the number of them decreased rapidly.

教学难点：

1. share their ideas about what people can do to help protect the monarch butterfly.

教学过程

5 minutes

Step1

Warm-up

Teacher asks Students to look at the pictures and talk about what animals will migrate and why the animals migrate.

Teacher encourages Students to share what they have got and encourages them to say more.

3

minutes

Step2

Prediction

Teacher asks Students to read the title and look at the pictures on Page50-51 to predict what the passage is mainly about.

Teacher asks Students to read the text and check the prediction.

8

minutes

Step 3

Reading for the main idea

Teacher asks Students to read the passage quickly and find the main idea of each paragraph.

Teacher asks the students to tell the genre of the text-expository writing.

Teacher asks Students to identify where the passage comes from by finishing Exercises 3 on Page 52. Choose where you are most likely to find the passage.

15

minutes

Step 4

Reading for the specific information

Teacher asks Students to read the passage and find out what mystery the scientists have solved.

Teacher asks Students to read paragraph 3 to know how the monarch makes so long journey by completing sentences “a-d” and the “cause-effect” flow chart on Page 52 Exercise 4 .

Teacher asks Students to read paragraph 4 to know the impact the human activity have on the monarch by completing sentences “e-h” and the “cause-effect” flow chart on Page 52 Exercise 4.

Teacher asks Students to read the last paragraph and find out the answer of the question： What have people been doing after a greater awareness of this creature.

3

minutes

Step 5

Reading for opinions

Teacher asks Students to think about the question on Page 52： 1） What impresses you most about the monarch butterfly?

 Teacher asks Students to share their answers in class.

8

minutes

Step 6

Application

Teacher encourages Students to work in pairs and talk to each other about the wonderful monarch with the help of the chart.

2

minutes

Step 7

Think and share

Teacher asks Students to think about the question on page 52： 2） What can people do to help protect the monarch butterfly?

Teacher asks Students to share their answers in class.

1

minutes

Summary

T encourages Students to make a summary of what they’ve learned.

Homework

Option 1. Write a summary of the passage.

Option 2. Write a short passage to introduce another animal’s migration.

Option 3. Write to your English friend Bob to tell him what the passage inspires you most and why.