外研版 (2019)选择性必修 第四册Unit 5 Into the unknown教学设计

这是一份外研版 (2019)选择性必修 第四册Unit 5 Into the unknown教学设计，共4页。
Develping ideas板块教学设计
（建议时长80–90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——探索未解之谜
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文通过描述人类进行深海探索时的各种发现，突显深海蕴藏的资源之丰富，并特别介绍了中国在深海探索方面取得的成就，课文结尾呼吁人类通过国际合作共同进行深海探秘。读写部分的范文描述了神秘的北纬 30 度，并列举了目前对北纬 30 度神秘现象的一些解释。通过本板块的学习，学生能够加深对单元主题的理解和认识，培养探索求真的精神，增强人类命运共同体的意识，进一步提升语言能力和思维品质。
教学目标
引导学生理解课文内容，了解人类深海探索的历史、发现以及中国在深海探索方面取得的成就；
引导学生在理解课文内容的基础上，加深对单元主题意义的认识，树立敢于探索未知、科学求真的积极态度；
引导学生通过学习范文，掌握书面介绍某个未解之谜的文体结构和写作特点，并运用本单元所学语言知识，通过调查研究描述一个未解之谜。
教学重点
带领学生了解人类探索深海的相关信息及北纬30度线的相关神秘事件；
引导学生学习介绍神秘事件的文体特点。
教学难点
引导学生进行模仿创作；
引导学生敢于探知未来，科学求真。
教学策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t bserve the picture and answer Questin 1.
Teacher asks each grup t have a discussin f Questins 2 and 3.
Teacher asks each grup t share their ideas and make sme cmments.
Students watch the pictures and answer the questin.
Students wrk in grups and discuss abut the questins.
Students listen t the presentatins.
T intrduce the tpic and guide students t get sme basic knwledge.
Activity 2
Teacher asks students t read the the passage and answer the questin in Activity 1.
Teacher asks sme students t share their answers.
Students read the passage and find ut the answers.
Sme students share the answers.
T get a general idea f the passage.
Activity 3
1. Teacher asks students t read the passage carefully and find ut the answers fr Activity 3.
2. Teacher asks student t each grup t have a discussin and decide the crrect answers.
3. Teacher asks sme representatives f grups t share answers.
Students read the passage carefully and fill in the blanks fr Activity 3
Students wrk in grups and exchange their answers and discuss the crrect nes.
Sme students share the answers.
T help students t get the structure f the passage.
Think & Share
Teacher asks students t answer questins.
Students think abut and answer the questins.
T enhance students’ understanding f the meanings and reasns why humans explre the unknwn.
Activity 4
Teacher asks students t study the diagram.
Teacher encurages each grup t chse any aspect f the effects and talk abut it.
Teacher invites representatives frm each grup t present their ideas.
Teacher guides students t reflect n hw well they have dne in this part.
Students study the diagram.
Students wrk in each grup and chse any aspect t talk abut.
Sme students share their answers with the class.
Students reflect n their perfrmance.
T further understand the meaning f the theme.
T practise students’ speaking ability.
Activity 5
Teacher asks students t bserve the 3 pictures and predict the cntent.
Teacher asks students t read and answer Questins 1-3. Then check the answers with students.
Teacher asks students t wrk in grups and discuss abut Questin 3.
Teacher asks sme students t share their ideas.
Students bserve the pictures and predict.
Students read the passage and answer the questins.
Students wrk in grups and discuss Questin 3.
Sme students share their ideas.
T prepare students fr the later sectin.
Activity 6&7
Teacher asks students t read the passage in Activity 5 again and learn the way f writing a mystery.
Teacher asks students t d research n a mystery and cmplete the table in Activity 6.
Teacher asks students t write an article accrding t the infrmatin fund.
Teacher asks students t wrk in pairs and exchange their wrks by giving suggestins fr each ther.
Teacher asks sme students t share their wrks. Then make sme cmments.
Students read the passage in Activity 5 again and learn the way f writing a mystery.
2. Students d
research n a
mystery and cmplete the table in Activity 6.
3. Students write
an article abut a mystery.
4. Students wrk in
pairs and exchange their wrks and give suggestins t each ther.
5. Sme students
share their wrks.
T have an utput by using the expressins and structures learnt in this unit.