新外研版高一英語必修1：Unit5IntothewildPeriod4Developingideas教案

1、教學設計課題Unit5 Into the wild-Developing ideas學科英語班級Class授課教師教學 目標1引導學生讀懂課文內容，準確把握課文結構，理清故事發(fā)展的脈絡：2引導學生通過完成閱讀任務，了解如何介紹一種動物，能夠理解與動物有關的文 章內容的寫作特點；3引導學生聯(lián)系自身實際，進一步理解人與動物之間的關系，認識到愛護動物、尊 重動物、尊重自然的重要性，樹立人與動物和諧相處的價值觀。重點掌握動物介紹類文章的寫作特點和常見的閱讀方法。難點能夠運用所學內容用寫文章的形式向別人介紹一種動物，并能夠給動物創(chuàng)建檔案。教學方法Task-based Approach.Group Wor

2、k.教 學 內 容 與 過 程Stepl Leading-in: predicting看圖片，描述圖片內容，并基于圖片與詞云預測課文的內容。Look at the word cloud and the pictures. Predict what happens in the story.photographernatureYellowstoneshow respectobserve animalsnational parkforest frighteningpress the buttonrecovered from the shockStep2 Fast-reading學生帶著問題快速閱讀

3、課文，把握記敘文的內容和結構特點，并檢驗自己 的預測是否準確。Read the passage and check your prediction.備注Step3 Detail-readingTaskl教師可以利用這個活動檢驗學生初讀之后對課文大意和情節(jié)的梳理 情況。第一步：學生獨立閱讀選項，按照課文中故事情節(jié)的發(fā)展完成排序。 第二步：請個別學生說出排序結果，全班核對答案。Number the events in the correct order.I felt I was being watched.I admired the landscape.I took a photo of the

4、bear.The bear ran away.I walked through a forest.I saw a bear.。參考答案5,2, 1,6, 3,4Task2教師引導學生結合語境和上下文推測詞義，掌握閱讀策略。第一步：學生獨立閱讀句子，注意粗體的單詞，了解活動內容。第二步：學生以小組為單位，討論句子含義，根據(jù)句子結構和上下文信息判 斷粗體單詞的詞性和詞義。第三步：請部分學生說明詞性、詞義并解釋理由，全班核對答案。Read the sentences from the passage and work out the meaning of the words in bold.1 Wh

5、en I finally stepped out of the trees, the view was breathtaking.2 An eagle flew over the snow-capped mountains, which were reflected in the still lake below.3 My most frightening but magical experience was now captured forever in a single image.。參考答案1 " Breathtaking ” means something is extrem

6、ely beautiful or amazing, often in a surprising way.2 " Reflected ” means that images can be seen on the surface of the mirror, glass or water.3 u Frightening v means that something is making people feel afraid, anxious or nervous.Step4 Group Work教師利用此活動，結合文本內容，引導學生了解其他與動物相關的職業(yè)，感 知人與動物的和諧相處，幫助學

7、生樹立關愛動物、尊重動物的意識。第一步：學生獨立看圖片，描述四幅圖中的內容，對圖中與動物相關的職業(yè) 有初步的認識，并選擇一種職業(yè)作為演講的主題。第二步：學生以小組為單位，閱讀表格內的描述并聯(lián)系文本，了解如何定義 職業(yè)、介紹職位要求、陳述職位福利等內容。第三步：各小組根據(jù)表格內容，從職業(yè)定義、職位要求和職位福利三方面準 備演講的內容。教師可適當為學生提供更多的背景信息。第四步：請各組派代表介紹選擇的職業(yè)，其他學生進行補充或展開自由討論。 第五步：在班級內進行投票，選出學生最喜歡的與動物相關的職業(yè)，并說明 理由。Work in groups. Give a talk about a job tha

8、t involves working with animals.1 Look at the pictures and choose a job you would like to talk about.2 Refer to the table below to help plan your talk.Job descriptionWildlife photographers aim to photograph animals in their natural habitats.Job requirementsBeing a wildlife photographer requires good

9、 photography skills, knowledge of animal behaviour and a lot of patience.Rewards of the jobWildlife photographers have the opportunity to see animals in the wild-and help improve people's understanding of them.Step5 After-reading: Writing an animal fact fileTaskl教師帶領學生閱讀語篇，了解丹頂鶴的外形、習性及在中國文化中的 寓意

10、等，探究主題意義，了解動物介紹的內容特點。Read the paragraph about the red-crowned crane and answer the questions.2 What does the red-crowned crane look like?3 Where can you find it?4 Where does it migrate to?5 What does it eat?6 What symbolic meaning does the red-crowned crane have in Chinese culture?。參考答案1 It has whit

11、e feathers except for some black ones on its face, neck and wings. It also has bright red skin on the top of its head.2 It can be found in China, Russia, Mongolia, Japan and the Korean Peninsula.3 It migrates to east-central China when the weather gets cold.4 It eats fish, snails and water plants.5 It has a symbolic meaning of long life and good kick in Chinese culture.Task2教師引導學生聯(lián)系實際，仿照范文，根據(jù)提供的內容和結構支架，進 行知識和思維能力的遷移，介紹、描述一種動物。第一步：學生以小組為單位，討論并選擇一種熟悉的動物進行介紹。第二步：引導學生根據(jù)自己所掌握的關于這種動物的知識，討論其外形、棲 息地、遷徙行為、飲食習慣等內容，并按