高中英语外研版 (2019)必修 第一册Unit 5 Into the wild教学设计及反思

这是一份高中英语外研版 (2019)必修 第一册Unit 5 Into the wild教学设计及反思，共4页。


Develping ideas
课型
Vcabulary + Reading + Writing
主题语境
人与自然——人与动物的关系
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙文，记叙了一名自然摄影师在美国黄石国家公园的一次惊心动魄的拍摄经历；读写部分的范文介绍了丹顶鹤的基本信息。通过这一板块的学习，学生能够进一步理解人与动物之间的关系，最终形成爱护动物、尊重动物、尊重自然、保护生态的正确价值观。
教学目标
1．能够结合语境猜测词义、理解语篇大意，辨别语篇体裁，梳理出事件的先后顺序；
2．能够结合语篇深度思考人与动物应该如何相处，人类应该怎样保护好动物；
3．能够正确描述与动物相关的职业，明确该职业的要求和职业回报，整体感知人与动物的关系；
4．能够结合语篇创建动物档案。
教学重点
1．通过阅读获取语篇信息，掌握文章大意，把握语篇体裁；
2．结合语境猜测词义，形成有效的猜词策略；
3．深度思考人与动物的相处之道，从自我做起，保护动物、保护大自然；
4．运用所学语言知识，描述和动物相关的职业，提高语言运用能力和口语表达能力。
教学难点
1．思考、总结、归纳阅读中常用的阅读技巧，形成有效的阅读策略；
2．运用所学语言知识思考人类应该如何和动物和谐相处，并和他人交流、分享自己的见解。
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
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T intrduces the tpic by presenting the wrd clud and the pictures.
2. T asks Ss t lk at the wrd clud and the pictures， and encurages Ss t predict what happens in the stry.
Ss lk at the wrd clud and the pictures， and predict what happens in the stry.
T stimulate Ss’ interest in the tpic and make preparatins fr the fllwing activities.
Activity 2
1. T asks Ss t read the rubric independently and figure ut what they shuld pay attentin t when reading the passage.
2. T asks Ss t read the passage quickly and check their predictins.
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 check their predictins.
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 carefully and number the events in the crrect rder.
2. T asks sme Ss t share their answers with the class. Other Ss check their answers.
1. Ss read the passage and number the events in the crrect rder.
2. Ss share their answers with the class.
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.
Activity 4
1. T asks Ss t read the sentences and guess the meaning f the wrds in bld independently.
2. T divides Ss int several grups and asks Ss t discuss the meaning f the wrds in bld in grups.
3. T asks representatives f each grup t share their answers with the class. Others can add what they want.
4. T intrduces the strategies f guessing the meaning f new wrds.
1. Ss read the sentences and guess the meaning f the wrds in bld independently.
2. Ss discuss the meaning f the wrds in bld in grups.
3. Representatives f each grup share their answers with the class. Others add what they want.
4. Ss learn the strategies f guessing the meaning f new wrds.
1. T help Ss understand the structure and lgic f the passage and master the skill f describing events accrding t time rder.
2. T develp Ss’ ability t guess the meaning f new wrds accrding t the cntext.
Think & Share
1. T divides Ss int several grups and asks Ss t think abut and discuss the questins in grups. T adds mre backgrund infrmatin if necessary.
2. T asks sme Ss t share their answers with the class. Others can add what they want.
3. T makes timely assessment abut Ss’ presentatin and instructs Ss t think deeply abut hw t live in harmny with animals and helps Ss t frm crrect values.
1. Ss wrk in grups， thinking abut and discussing the questins.
2. Sme Ss share their answers with the class， and thers can add what they want.
3. Ss think deeply abut hw t live in harmny with animals and frm crrect values.
1. T develp Ss’ awareness f cperative learning.
2. T deepen Ss’ thinking abut hw t live in harmny with animals and what they can d t prtect them.
Activity 5
1. T asks Ss t lk at the pictures and describe them， and chse ne jb abut which they wuld like t give a talk t the class.
2. T asks Ss wh chse the same jb t frm a grup and read the table t figure ut what they need t knw t intrduce a jb．
3. T asks representatives f each grup t give the talk t the class. Other grup members can add what they want.
4. T asks Ss t vte fr their favurite jb and give reasns if Ss have better ability.
1. Ss lk at the pictures and describe them， and chse ne jb abut which they wuld like t give a talk t the class.
2. Ss wrk in grups t discuss what t talk abut and plan their talks.
3. Ss give the talk t the class.
T inspire Ss t shw their understanding f jbs invlving wrking with animals cnfidently.
Activity 6
1. T asks Ss t read the paragraph abut the red-crwned crane and answer the questins.
2. T checks the answers with the whle class.
Ss read the paragraph carefully and answer the questins， and share answers with the class.
T let Ss have a general understanding f the passage.
Activity 7
1. T divides Ss int several grups and asks each grup t chse an animal they want t write abut.
2. T asks Ss t discuss the related infrmatin f the animals they have chsen and make ntes in grups.
1. Ss wrk in grups and chse an animal they want t write abut.
2. Ss discuss the related infrmatin f the animals they have chsen and make ntes in grups.
T imprve Ss’ cperative learning ability and help them t make sme preparatins fr their writing.
Activity 8
T asks Ss t write the animal fact file individually with the help f the ntes they make in Activity 7 and the useful expressins in the bx.
Ss write the animal fact file individually with the help f the ntes they make in Activity 7 and the useful expressins in the bx.
T get Ss t write a cmplete animal fact file.
Activity 9
T asks Ss t share their animal fact files with the class and encurage them t cmment n thers’ animal fact files.
Ss share their animal fact files with the class and cmment n thers’ animal fact files.
T encurage Ss t present their animal fact files t the class and assess ther Ss’ animal fact files.