Unit5IntothewildUnderstandingideas教案高中英語

教學設計課題Unit5IntothewildUnderstandingideas課型新授課章/單元復習課□專題復習課□習題/試卷講評課□學科實踐活動課□其他□課標要求語言能力：具有初步的英語語感，理解語篇傳遞的要義、主要信息和意圖，辨析語篇的整體結(jié)構(gòu)和文體；有效地陳述事件、表達個人見解和情感。文化意識：有興趣和意愿了解并比較具有文化多樣性的活動和事物；初步形成跨文化意識，加深對中國文化的理解，堅定文化自信；形成正確的價值觀。思維品質(zhì)：針對所獲取的信息，提出自己的看法，避免盲目接受或否定。學習能力：有學習動力，掌握英語學習的常用方法和策略；有較強的合作精神，積極參與英語學習活動。2.教學內(nèi)容分析本篇課文是一篇科普類說明文，以科學家的觀察和研究為依據(jù)介紹了黑脈金斑蝶遷徙的基本信息、原因及保護措施和現(xiàn)狀。一方面介紹了黑脈金斑蝶的生存現(xiàn)狀，另一方面呼吁人們增強環(huán)保意識，保護黑脈金斑蝶的生存環(huán)境。(what)通過對這篇科普文本的閱讀，不僅能夠讓學習者在閱讀過程中了解科普類說明文的文體特征，能夠有邏輯、有條理地概括信息、分析原因和邏輯關(guān)系，創(chuàng)造性地表達自己的觀點，還能使學生樹立關(guān)愛動物、保護生態(tài)的正確價值觀，成為有社會責任感的人。(why)本文圍繞黑脈金斑蝶的遷徙展開，透過現(xiàn)象層層分析了遷徙的原因和結(jié)果，具有知識性、信息性，語言通俗易懂、邏輯性強。(how)3.學情分析本單元話題為人與自然，特別關(guān)注人與動物的關(guān)系，比較貼近學生的生活，學生學習興趣高，可以很好地參與到課堂活動中。此外，學生具有一定的詞匯和語法基礎，能夠基于所學表達自己的看法和觀點，但學生對科普類說明文的了解較少，在分析寫作邏輯和文體特征上需要老師建立足夠的支架幫助學生理解。4.學習目標Bytheendofthislesson,thestudentswillbeableto:acquirethebasicinformationaboutthemonarchbutterflies’migration;analyzethecausesandeffectsofcertainphenomenonandsortoutthestructureofthepassage;realizetheimportanceofprotectingtheenvironmentandknowhowtodealwiththerelationshipbetweenhumansandanimals.5.學習重點難點1.Keypoint:Studentswillacquirethebasicinformationofthemonarch’smigration,includingthetime,destination,theirabilitiesandthereasons.2.Difficultpoint：Itmaybedifficultforstudentstofindthecausesandeffectsofthemigration,sotheteachershouldleadstudentstoanalyzethepassagetogethertosortoutthelogicofthepassage.6.學習評價設計1.Fillinthechartaboutthebasicinformationofmigration.(檢測目標一)2.Finishthematchingactivityandanalyzethecauseandeffect.(檢測目標二)3.Thinkabouttherelationshipbetweenhumansandanimalsandwaystoprotectthelivingenvironmentofthemonarchbutterfly.(檢測目標三)7.學習活動設計學習環(huán)節(jié)學習內(nèi)容與教師活動學習活動設計設計意圖LeadinActivity1Theteacherinvitesthestudentstoenjoythepictureofthemonarchbutterfly.Studentsobservethepictureandtrytodescribeitsappearance.Todevelopstudents’viewingabilityandarousetheirinterestinthetopic.PrereadingActivity2Theteacherleadsstudentstoreadthetitleandthemapinthetext.Studentsmakeapredictiononwhatthetextisabout.Tolayafoundationforthefollowingreadingactivities.WhilereadingActivity3FastreadingTheteacherasksthestudentstoreadthepassagequicklyandmatchthemainideaofeachpart.Studentsreadthepassagequicklytochecktheirpredictionandfinishmatching.Tomakestudentshaveabasicunderstandingofthestructureofthetext.（落實學習目標2）Activity4CarefulreadingPara1Theteacherasksthestudentstoreadthefirstparagraphcarefullyandfillintheblanks.Studentsreadparagraph1carefullyandfillintheblanks:What:Migrationisanmovement.Why:Animalsmigrateto;;.Toletstudentsknowwhatmigrationisandthereasonsofmigration.Activity5CarefulreadingPara24Theteacherasksthestudentstoreadparagraph24carefullyandfinishthechart.Studentsreadparagraph24carefullytofindsomedetailedinformationandfinishthechart.Toletstudentsacquirethebasicinformationaboutthemonarchbutterflies’migration.（落實學習目標1,2）Activity6CarefulreadingPara5Theteacherasksthestudentstoreadparagraph5carefullyandfindthesolutionsinthetextandthinkaboutmorewaystoprotectthemonarchbutterfly.Studentsreadparagraph5carefullytofindthesolutionsandhaveagroupdiscussionaboutsolutions.Toimprovestudents'awarenessofenvironmentalprotection.（落實學習目標3）PostreadingActivity7Theteacherinvitesstudentstomakeaninterview.Studentsworkinpairstoaskandanswerquestionsaccordingtothestructureofthetextandtheinformationtheyhavelearned.Tomakestudentsapplywhattheyhavelearnedintopractice.Activity8TheteachershowsavideoaboutthemigrationoftheelephantsinChina.Theteachergivesasayingtostudents:Onlywhenhumanbeingscanbepassionateandcareforalllivingbeingscantheytrulyexperiencepeace.——ElbertSwayzeStudentsenjoythevideoandthinkabouttherelationshipbetweenhumansandanimals.Toletstudentsknowhowtodealwiththerelationshipbetweenhumansandanimals.（落實學習目標3）7.板書設計TheMonarch’sJourneyTheMonarch’sJourneyPara24Migrationtime&positionpopulation↓Mexico/California4000kmsouthautumnSignificanceIntroductionHowWhattroubleWhereHowfarWhenPara1Para5Para24Migrationtime&positionpopulation↓Mexico/California4000kmsouthautumnSi