Unit5IntotheWildDevelopingideas教學(xué)設(shè)計(jì)-高中英語(yǔ)

Book1Unit5IntotheWildDevelopingideas教學(xué)設(shè)計(jì)基本信息主備人主持人集備組成員課型閱讀課(Reading)板塊名稱(chēng)Developingideas課文標(biāo)題外研版Book1Unit5Anencounterwithnature授課時(shí)長(zhǎng)40mins教學(xué)分析教學(xué)內(nèi)容分析ContentAnalysis本單元的學(xué)習(xí)話題為“IntotheWild”，屬于“人與自然”的范疇。話題：Anencounterwithnature.本篇文章是在學(xué)生學(xué)習(xí)了UnderstandingIdeas部分關(guān)于金斑蝶遷移的學(xué)習(xí)之后的一篇拓展教材。此部分學(xué)習(xí)的目的主要是了解記敘文故事發(fā)生的6要素，學(xué)會(huì)用故事山分析故事的發(fā)展。能夠理出故事線和情感線。為學(xué)生的讀后續(xù)寫(xiě)提供寫(xiě)作素材和方法，并培養(yǎng)學(xué)生的思維品質(zhì)和意識(shí)，提升人與動(dòng)物，人與自然和諧共生的理念。學(xué)情分析StudentsAnalysis本課授課對(duì)象為高一年級(jí)上學(xué)期學(xué)生。從話題角度看，通過(guò)前面課時(shí)的學(xué)習(xí)學(xué)生對(duì)人與動(dòng)物和諧相處的主題較為熟悉，但是對(duì)人與動(dòng)物之間如何和諧相處思考不夠。從語(yǔ)言層面講，他們已經(jīng)初步具備一定的英語(yǔ)記敘文閱讀能力。多數(shù)學(xué)生敢于用英語(yǔ)表達(dá)自己的觀點(diǎn)，能夠較好的開(kāi)展話題討論。學(xué)生語(yǔ)言較流暢但缺乏邏輯性和思維層次性，學(xué)生具備了梳理故事脈絡(luò)和主要內(nèi)容、要素的能力，但是遷移到用生動(dòng)的語(yǔ)言去記敘一段自身經(jīng)歷、表達(dá)經(jīng)歷帶來(lái)的感悟還有待于在本節(jié)課中得到進(jìn)一步訓(xùn)練。教學(xué)目標(biāo)TeachingAims1.語(yǔ)言能力(Languagepetence)：能夠理解與動(dòng)物有關(guān)的內(nèi)容，聽(tīng)懂并談?wù)撆c動(dòng)物有關(guān)的主題，使用新學(xué)語(yǔ)言簡(jiǎn)單談?wù)搫?dòng)物，圍繞主題并展開(kāi)討論。2.文化意識(shí)(CulturalAwareness)：通過(guò)了解動(dòng)物習(xí)性，感知人與動(dòng)物的和諧相處，形成關(guān)愛(ài)動(dòng)物、保護(hù)生態(tài)的正確價(jià)值觀。了解動(dòng)物在文化交流方面的作用，堅(jiān)定文化自信。3.思維品質(zhì)(ThinkingQuality)：能夠有邏輯、有條理地概括信息、構(gòu)建概念、分析原因和邏輯關(guān)系，實(shí)現(xiàn)知識(shí)與思維能力的遷移。4.學(xué)習(xí)能力(LearningAbility)：能通過(guò)了解人與動(dòng)物關(guān)系的相關(guān)內(nèi)容，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。能夠多渠道獲取學(xué)習(xí)資源，能夠選擇恰當(dāng)?shù)牟呗耘c方法，監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己學(xué)習(xí)內(nèi)容和進(jìn)程。教學(xué)重點(diǎn)TeachingImportantPoints1.學(xué)生對(duì)于野生動(dòng)物保護(hù)不同觀點(diǎn)的理解和分析。2.學(xué)生對(duì)于連詞的認(rèn)識(shí)和運(yùn)用。教學(xué)難點(diǎn)TeachingDifficultPoints1.引導(dǎo)學(xué)生深入思考和討論野生動(dòng)物保護(hù)的意義和方法。2.培養(yǎng)學(xué)生運(yùn)用連詞的能力，使語(yǔ)言更加連貫。教學(xué)方法TeachingMethods1.多媒體呈現(xiàn)法:通過(guò)多媒體資料呈現(xiàn)不同人對(duì)于野生動(dòng)物保護(hù)的觀點(diǎn)，激發(fā)學(xué)生思考:2.合作學(xué)習(xí)法:組織學(xué)生分組進(jìn)行小組討論，分享自己的觀點(diǎn)并互相交流;3.提問(wèn)和討論法:在教學(xué)過(guò)程中不斷提問(wèn)學(xué)生，引導(dǎo)學(xué)生主動(dòng)參與。教學(xué)準(zhǔn)備TeachingPreparation教材，多媒體PPT課件，視頻，圖片，白板，白板筆。教學(xué)過(guò)程教學(xué)步驟教師活動(dòng)設(shè)計(jì)意圖教學(xué)時(shí)間Step1Startingout&LeadinBeforeclass,watchavideoWhatisabout?Thismayarousetheirinterestinlearningthisclass.6minsStep2ReadingReadforpredictionAsktheSstopredictwhatthepassageisabout?Lookatthewordcloudandthepictures.Predictwhathappensinthestory.ReadforconfirmingpredictionGettheSstoreadthewholepassagetoconfirmtheirprediction(1)Thepassageisan_________A.Narration(記敘文）B.Exposition（說(shuō)明文）Argumentary（議論文）(2)Andthenanalyzethesixelementsofanarrativetext(3)UnpackingtheThinkingProcessReadfordetailedinformationReadpara.1andanswerthequestions.1.Whatkindofjobdoestheauthordo?2.Whatdoesbravetheelementsmean?ReadPara.2andfinishthechart.Theanimal:___________Habitat:______________Appearance:___________Weight:______________Lifespan:_____________Speed:_______________Otherinformation:_______AndthenenjoythebeautifulsceneryofYellowstoneNationalPark.UseplotdiagramtoanalyzethePara.3Throughthepictureandthetitletopredictthemainidea,theymayhavedifferentideas.TheSsmayhaveagoodmandoftheLearningskillofprediction.TheSsmayhaveabetterunderstandingofthestructureandthesixelementsofanarrative.Theymaylacklearningstrategiesforthispart.Asfortheunpackingthethinkingprocess,itmayalittledifficultforthem.18minsStep3Application&SummaryReadforcriticalthinkingReadpara.4andanswerthequestions.Whatisyourunderstandingofthesentence:”Itisafterallwewhoarethevisitorstotheirworld.2.Whatisrelationshipbetweenhumanandanimals?TheSswillthinkitcreativelyiftheymasterthelessonwell.14minsStep4HomeworkAnalyzethepara.4asaContinuationWritingToconsolidatewhatSshavelearnedinthislesson.2mins板書(shū)設(shè)計(jì)AnencounterwithnaturePleasematchthemainideasofeachparagraph.Para.1Measurestoprotectthemonarchbutterfly.Para.2Thetimeanddistanceofthemonarch’smigration.Para.3Introductionofthemonarch’smigration.Para.4Thewayofthemonarch’smigration.Para.5