高中英语外研版 (2019)必修 第一册Unit 5 Into the wild教案

这是一份高中英语外研版 (2019)必修 第一册Unit 5 Into the wild教案，共7页。

新外研社必修一Unit 5 Project教学设计

主题语境： 人与自然——动物保护
授课时长：一课时（40分钟）
课型：多模态写作——海报制作
内容分析
本部分要求学生了解濒危动物，并以一种濒危动物为主题制作海报，唤醒大家的动物保护意识。学生在教师的引导下，通过小组自主探究，综合运用本单元所学，相互配合，有效完成开放型任务，进一步探索人与自然中关于人与动物的主题语境，发展综合语言运用能力。

学情分析
授课对象为实外西区高一5班学生30人。该班学生英语基础较好，学习热情高。学生通过之前的学习，对动物、以及人与动物关系有了一定了解，但对动物所处的现状以及其繁衍生息对人类的意义缺乏深度思考，更不用说思考自己如何为动物的繁衍发展做出努力。此外，该班学生有较强的语言理解和应用能力，但对多模态写作比较陌生，在信息查找、整合方面也有待提高，参与小组合作探究式学习的机会有待增加。

教学目标
经过本课的学习，学生能够：
l 了解动物生活现状，反思人与动物关系，并找出现状产生的原因和根本解决措施；
l 了解和掌握海报的特点，通过小组合作学习，运用互联网，搜索、筛选并制作一张海报；
l 基于所制作的海报，阐述选材意义、布局安排、色彩搭配、特色亮点等方面的内容；
l 通过同伴互评表，对其它小组的海报和课堂呈现进行评价，并提出改进意见；通过自评表，监控自身学习情况

教学重点和教学难点
制作一张关于濒危动物的海报。
突破措施
l 分析和介绍海报的特点；
l 示范互联网搜索和筛选步骤；
l 鼓励学生通过项目小组圈，互帮互助，完成海报制作。

教学资源及教学辅助
教材、多媒体课件、黑板和粉笔；Ipad、白纸、水彩笔、剪刀和胶水。

教学法
任务型教学法、小组合作探究学习法。

学习准备：课前，学生分小组观看人与动物关系的相关电影——《忠犬八公》(Hatchi)，《战马》(War Horse)，《流浪猫鲍勃》(A Street Cat Named Bob)，《波普先生的企鹅》(Mr. Poppers Penguins)，南极大冒险(Eight Below)，为进一步理解和反思人与动物关系，并完成濒危动物为主题的海报制作做准备。


教学过程Procedure

步骤

教学活动

设计意图
核心素养提升点








Step 1

l T introduces learning objectives of the class by asking Ss to read them aloud in chorus.(CW)
l T plays a video and asks Ss to answer two questions(CW):
Q: What’s the problem facing us human beings according to the video?
(The disappearance/extinction of animals/species)
Q: What will happen if the problem continues?
(The loss of biodiversity, the disappearance/extinction of human beings)
l T invites Ss to talk further about the problem by using a chain of questions(CW):
Q: Why do animals become extinct?
(Hunting, destruction of habitats, natural disasters etc.)
Q: What do you think might be the main reason?
(Hunting)
Q: Why do people hunt animals?
(For fun, food, beauty, medicine etc.)
Q: What’s the solution?
(Change people’s attitude to improve their awareness)

明确教学目标

创设情境，引出话题，利用视频和问题链深挖主题意义，为制作濒危动物海报做准备。

语言能力：通过看的方式理解意义。

文化意识：通过人与动物关系的探讨，形成与动物和谐相处的可持续发展观，树立人类命运共同体意识。

思维品质：通过回答问题，培养逻辑思维和批判思维，提升分析和解决问题的能力。


Step 2
l T explains the key elements of making a poster--theme, layout, choice of color, typeface etc.
l T demonstrates how to search information by using search engine.
介绍海报，示范信息搜索方式，为学生制作海报奠定基础







Step 3

l T divides Ss into six groups, each working as a project group circle with five members. Each member undertakes one role shown as follows:
Role 1: Project leader: Organize group discussion, monitor process and give assistance.
Role 2: Information gatherer: Search and collect information.
Role 3: Information processor: Combine and write down information.
Role 4: Illustrator: Draw pictures.
Role 5: Presenter: Make a presentation.
l Each project group makes a poster following the basic steps(GW):
Step One: Decide
Project leader organizes group discussion to decide on an endangered animal and a title for the poster.
Step Two: Investigate
Information gatherer searches information by using the Internet and collects key information for later use.
Step Three: Create
Information processor integrates the information collected by information gatherer and writes it down on the poster.
Illustrator draws related pictures according to the theme and the animals chosen for the poster.
Step Four: Present
Presenter introduces the poster to the whole class by stating not only the choice of the animal, but also the layout, the choice of color, the highlight(s) etc..
During the project, T offers help when necessary and monitors the class.
l Ss from other groups assess the presentation according to the design of the poster as well as the delivery of presentation by using Assessment Form shown below in Attachment 1（附录一）.(IW)
组建项目小组圈(Project Group Circle)，分配任务，鼓励分工合作，在做事中实现语言能力、思维品质和学习能力的共同发展。
语言能力：
整合运用所查找和筛选的信息进行表达。

思维品质：在表达中体现思维的逻辑性。

学习能力：
通过自身角色，自主、高效地开展学习；通过互联网搜索，进行探究学习；借助项目小组圈，进行合作学习。

Step 4
l T invites Ss to summarize what they have learned.(CW)

巩固课堂所学内容
学习能力：通过自我总结，强化学习内容。



Step 5
l T assigns homework to Ss:
1.Complete Self-reflection Form shown below in Attachment 2（附录二）, check the learning process and adjust the learning method accordingly;
2.Choose the best poster according to the points gained from Assessment Form;
3.Polish the poster according to the feedback of Assessment Form and get ready for the sharing of the poster in other classes, or even in school.
4.Further explore more endangered animals by visiting the following websites and share within the group:
https://www.iucnredlist.org/
https://www.globalwildlife.org/
反思学情，适度调整学法；调整完善，鼓励分享；鼓励自主学习，深化主题理解。
学习能力：
利用自评表，监控自我学习情况；利用网络，自主学习跟主题相关的内容。

备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work


板书设计

Book 5 Unit 1 Into the Wild
PROJECTVocabulary
extinct adj.
extinction n.
...






附录一：
Assessment Form
To Group:______________
About the poster.
Point
Suggestions
l It has prominent（突出的） theme.
1 2 3

l It has a proper layout.
1 2 3

l It has rich colors and good color collocation（搭配）.
1 2 3

l It has relevant details and highlight(s).
1 2 3

About the presentation.


l The delivery is clear and logic.
1 2 3

l The pronunciation and intonation is good.
1 2 3

l The presenter uses body language.
1 2 3

l The presenter gives eye contact.
1 2 3

TOTAL:__________________

附录二：
Self-reflection Form

Content
l I understand the impact human beings have on animals well.
1 2 3
l I can tell the effect, the reason and the solution of the extinction of animals.
1 2 3
l I know my role in animal protection and am willing to keep working on it.
1 2 3
Performance
l I play an active role in the class.
1 2 3
l I do well in my part and am being supportive the whole time during the project.
1 2 3
TOTAL

Note: 5-8: You need to work hard to catch up.
9-12: You are doing good, but need improvement
13-15: You are doing excellent, congrats!