新外研版高中英語(yǔ)必修第一冊(cè)Unit 5教學(xué)設(shè)計(jì)

Book1Unit5Intothewild教案設(shè)計(jì)單元主題本單元的主題語(yǔ)境是“人與自然”，涉及的主題語(yǔ)境內(nèi)容是人與動(dòng)物的關(guān)系。本單元從介紹英國(guó)人飼養(yǎng)寵物的情況開(kāi)始，展現(xiàn)了黑脈金斑蝶的遷徙、中國(guó)熊貓出訪荷蘭、與動(dòng)物有關(guān)的英文習(xí)語(yǔ)、關(guān)于動(dòng)物園圈養(yǎng)動(dòng)物的辯論、一次驚心動(dòng)魄的拍攝經(jīng)歷、丹頂鶴的基本信息等語(yǔ)篇類型豐富的文章內(nèi)容，幫助學(xué)生了解動(dòng)物習(xí)性、特征等相關(guān)知識(shí)，引導(dǎo)學(xué)生深入思考人與動(dòng)物的關(guān)系，最終形成關(guān)愛(ài)動(dòng)物、與動(dòng)物和諧相處的正確的、可持續(xù)發(fā)展的觀念。單元目標(biāo)語(yǔ)言能力目標(biāo)能夠理解與動(dòng)物有關(guān)的文章內(nèi)容，聽(tīng)懂并談?wù)撆c動(dòng)物有關(guān)的話題，使用新學(xué)語(yǔ)言簡(jiǎn)單談?wù)搫?dòng)物、圍繞話題展開(kāi)辯論，恰當(dāng)使用定語(yǔ)從句描述自然界中的動(dòng)物，并能夠給動(dòng)物創(chuàng)建檔案。文化意識(shí)目標(biāo)通過(guò)了解黑脈金斑蝶、熊貓、丹頂鶴等動(dòng)物的習(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；通過(guò)閱讀熊貓租借的相關(guān)信息，了解動(dòng)物在文化交流方面的作用，堅(jiān)定文化自信。思維品質(zhì)目標(biāo)能夠有邏輯、有條理地在辯論中概括信息、構(gòu)建概念、分析原因和邏輯關(guān)系；能夠創(chuàng)造性地表達(dá)關(guān)于人與動(dòng)物關(guān)系的觀點(diǎn)；能夠在深入理解文本的同時(shí)聯(lián)系自身實(shí)際，思考如何處理好人與動(dòng)物的關(guān)系，實(shí)現(xiàn)知識(shí)與思維能力的遷移。學(xué)習(xí)能力目標(biāo)能夠通過(guò)了解人與動(dòng)物關(guān)系的相關(guān)內(nèi)容，激發(fā)英語(yǔ)學(xué)習(xí)的興趣；能夠多渠道獲取英語(yǔ)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)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程。Startingout板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)10–15分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Listening+Viewing+Speaking主題語(yǔ)境人與自然——人與動(dòng)物的關(guān)系內(nèi)容分析活動(dòng)1通過(guò)呈現(xiàn)一段與動(dòng)物主題相關(guān)的視頻，幫助學(xué)生了解英國(guó)人飼養(yǎng)寵物的情況。視頻首先介紹了英國(guó)人飼養(yǎng)寵物的比例、花費(fèi)，以及最受歡迎的寵物是什么。然后有兩位寵物主人簡(jiǎn)單分享了飼養(yǎng)寵物的心得。此外，視頻還介紹了英國(guó)的克魯弗茲狗展（CruftsDogShow）以及在英國(guó)其他受歡迎的寵物。最后，視頻介紹了英國(guó)皇家防止虐待動(dòng)物協(xié)會(huì)（RoyalSocietyforthePreventionofCrueltytoAnimals）的相關(guān)情況。活動(dòng)2呈現(xiàn)了四幅圖片，要求學(xué)生看圖片，了解生活中人與動(dòng)物的關(guān)系，并結(jié)合自身經(jīng)歷講述自己與動(dòng)物有哪些關(guān)系，使學(xué)生初步了解人與動(dòng)物應(yīng)該如何和諧相處。教學(xué)目標(biāo)本板塊學(xué)習(xí)完成后，學(xué)生能夠：1.能夠看懂視頻，了解英國(guó)人飼養(yǎng)寵物的情況，初步感知人與動(dòng)物之間的關(guān)系；2.能夠通過(guò)視頻內(nèi)容，初步了解英國(guó)的克魯弗茲狗展（CruftsDogShow）和英國(guó)皇家防止虐待動(dòng)物協(xié)會(huì)（RoyalSocietyforthePreventionofCrueltytoAnimals）；3.能夠結(jié)合視頻內(nèi)容和圖片，同時(shí)聯(lián)系自身經(jīng)歷講述自己是如何和動(dòng)物相處的，并思考人與動(dòng)物應(yīng)該如何和諧相處。教學(xué)重點(diǎn)看懂視頻，獲取英國(guó)人飼養(yǎng)寵物的情況和相關(guān)背景知識(shí)，感知人與動(dòng)物之間的和諧相處。教學(xué)難點(diǎn)基于自身經(jīng)歷，簡(jiǎn)單描述、談?wù)?、評(píng)價(jià)人與動(dòng)物之間的關(guān)系。教學(xué)策略聽(tīng)說(shuō)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TplaysthevideoandinstructsSstogetsomekeyinformationaboutpetsintheUK.2.TplaysthevideoagaintoaskSstoanswerthetwoquestionsinthebook.1.Sswatchthevideoandgetfamiliarwiththetopic.2.Sswatchthevideoagainandanswerthequestions.1.TointroducethetopicofhumansandanimalsandstimulateSs’interestinthetopic.2.TopractiseSs’abilitytogetkeyinformationwhilewatchingandlistening.3.TohelpSslearnaboutpetsintheUKandgettoknowhowhumansgetalongwithanimals.Activity21.TasksSstolookatthepicturesinthebookanddescribethemrespectively.ThenasksSstothinkaboutandanswerthequestionsinthebook.2.TdividesSsintoseveralgroupsandasksSstosharetheiropinionsaboutthetwoquestionsinthegroup.TwalksaroundintheclassroomtooffernecessaryhelpwhenSsarediscussing.3.TinvitessomeSstosharetheiranswersintheclass.Otherscanaddwhattheywant.4.TasksSstothinkaboutotherrelationshipsbetweenhumansandanimalsifSshavebetterability.1.Sslookatthepicturesanddescribethem.Thenthinkaboutandanswerthequestionsinthebook.2.Ssworkingroups,discussingtheiranswerstothequestions.3.Sssharetheiropinionswiththeclass.4.Ssthinkmoredeeplyabouttherelationshipsbetweenhumansandanimals.1.TogoondeepeningSs’understandingofhowhumansgetalongwithanimals.2.ToencourageSstodiscusswithothers.3.ToencourageSstosharetheiropinionswiththeclass.4.TohelpSshaveafurtherunderstandingoftherelationshipsbetweenhumansandanimals.Understandingideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading主題語(yǔ)境人與自然——人與動(dòng)物的關(guān)系內(nèi)容分析本板塊呈現(xiàn)了一篇反映單元主題的課文，語(yǔ)篇類型為科普類說(shuō)明文，以科學(xué)家的觀察和研究為依據(jù)介紹了黑脈金斑蝶的遷徙。讀前的導(dǎo)入活動(dòng)列舉了有遷徙行為的動(dòng)物，請(qǐng)學(xué)生談?wù)搶?duì)動(dòng)物遷徙行為的認(rèn)識(shí)，幫助學(xué)生提前熟悉課文話題，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)考查學(xué)生對(duì)課文話題的理解。讀后活動(dòng)則是通過(guò)文章出處和主旨大意、細(xì)節(jié)理解和開(kāi)放性問(wèn)答等活動(dòng)，啟發(fā)學(xué)生深入思考，運(yùn)用所學(xué)知識(shí)創(chuàng)造性地探究主題意義。教學(xué)目標(biāo)本板塊學(xué)習(xí)完成后，學(xué)生能夠：1.能夠通過(guò)略讀鎖定關(guān)鍵詞，獲取文章大意，辨別文章體裁，猜測(cè)文章出處；2.能夠通過(guò)精讀，迅速找出主要細(xì)節(jié)在文中的位置，理清文中的因果邏輯關(guān)系，并初步了解說(shuō)明文的語(yǔ)篇結(jié)構(gòu)；3.能夠了解黑脈金斑蝶遷徙的背景、目的和方式，了解人類行為對(duì)其生存的影響，加深對(duì)課文和單元主題的認(rèn)識(shí)；4.能夠通過(guò)自主學(xué)習(xí)與小組合作學(xué)習(xí)，進(jìn)一步梳理和整合語(yǔ)篇信息，深度思考人類應(yīng)該如何保護(hù)好黑脈金斑蝶。教學(xué)重點(diǎn)1.通過(guò)略讀和精讀，梳理和整合語(yǔ)篇信息；2.通過(guò)閱讀語(yǔ)篇，梳理、歸納說(shuō)明文的篇章結(jié)構(gòu)。教學(xué)難點(diǎn)1.通過(guò)語(yǔ)篇學(xué)習(xí)，提高閱讀微技能，形成有效的閱讀策略；2.辯證看待黑脈金斑蝶的遷徙現(xiàn)象，從多個(gè)角度思考人與動(dòng)物的關(guān)系。教學(xué)策略情景式教學(xué)策略啟發(fā)式教學(xué)策略探索發(fā)現(xiàn)式教學(xué)策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Tintroducesthetopicbysharingsomepicturesaboutmonarchbutterfly,Siberiancrane,Atlanticsalmon,redpanda,killerwhaleandAfricanlion.2.TasksSstolookatthepicturesandchoosetheanimalsthatmigrate.1.Ssenjoythepicturesandthinkaboutwhichanimalsimmigrate.2.Sschoosetheanimalsthatmigrateandsharetheiranswerswiththeclass.Tointroducethetopicofthereadingpassage.Activity21.TasksSstoreadtherubricindependentlyandfigureoutwhatinformationtheyshouldpayattentiontowhenreadingthepassage.2.TasksSstoreadthepassagequicklyandfindoutwhatmysterythescientistshavesolved.3.TaskssomeSstosharetheiranswerswiththeclass.Tgivesexplanationsifnecessary.1.Ssreadtherubricindependentlyandfigureoutthetaskwhentheyreadthepassageforthefirsttime.2.Ssskimthepassageandfindoutwhatmysterythescientistshavesolved.3.Sssharetheiranswerswiththeclass.1.ToletSshaveageneralunderstandingofthepassageasawhole.2.TodevelopSs’abilitytothinkindependently.Activity31.TasksSstoreadthepassagequicklyagainandchoosewheretheyaremostlikelytofindthepassage.2.TencouragesSstodiscussingroupsabouttheiranswersandsharethemwiththeclass.1.Ssreadthepassageandchoosewheretheyaremostlikelytofindthepassage.2.Ssdiscusstheiranswersingroupsandsharethemwiththeclass.1.ToletSshaveageneralunderstandingofthepassageasawhole.2.TodevelopSs’abilitytothinkindependentlyandhelpSslearnfromcooperativelearning.Activity41.TdividesSsintoseveralgroupsandaskseachgrouptochooseone“cause-effect”flowcharttocomplete.2.TasksSstoreadthepassagecarefullyandcompletethesentencesandtheflowchart.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclass.Otherscanaddwhattheywant.4.TasksSstoretellthepassageaccordingtotheflowchartsifSshavebetterability.1.Ssreadthepassagecarefullyandworkingroupstochoosetheflowcharttheywouldliketocomplete.2.Ssdiscusstheiranswersingroups.3.Representativesofeachgroupsharetheiranswerswiththeclass.Othersaddwhattheywant.4.Ssretellthepassageaccordingtotheflowcharts.1.TohelpSsunderstandthedetailsofthepassagebycarefulreading.2.ToraiseSs’awarenessofthestructureandlogicofthepassage.Think&Share1.TdividesSsintoseveralgroupsandaskseachgrouptothinkaboutanddiscussthetwoquestions.2.TaskssomeSstosharetheiranswerswiththeclass.Otherscanaddwhattheywant.1.Ssshareideasaboutthetwoquestionswithintheirgroups.2.SomeSssharetheiranswerswiththeclass,andotherscanaddwhattheywant.TohelpSsthinkmoreaboutwhattheycandotoprotectthemonarchbutterfly.Usinglanguage板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)60–70分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Grammar+Vocabulary+Listening+Speaking主題語(yǔ)境人與自然——人與動(dòng)物的關(guān)系內(nèi)容分析本板塊分為語(yǔ)法，詞匯和聽(tīng)說(shuō)三部分。語(yǔ)法部分包括兩個(gè)語(yǔ)篇，第一個(gè)語(yǔ)篇展現(xiàn)了中國(guó)大熊貓到達(dá)荷蘭后的情況，第二個(gè)語(yǔ)篇是一封介紹南非之行的郵件；詞匯部分介紹了與動(dòng)物相關(guān)的英文習(xí)語(yǔ)，幫助學(xué)生了解英語(yǔ)文化；聽(tīng)說(shuō)部分的材料是動(dòng)物園飼養(yǎng)員和動(dòng)物保護(hù)組織成員間就“是否應(yīng)將動(dòng)物圈養(yǎng)在動(dòng)物園”展開(kāi)的辯論，引導(dǎo)學(xué)生辯證地思考人與動(dòng)物的關(guān)系。通過(guò)真實(shí)語(yǔ)境下技能的綜合訓(xùn)練，學(xué)生能夠加深對(duì)單元主題的理解，提高語(yǔ)言應(yīng)用能力。教學(xué)目標(biāo)本板塊學(xué)習(xí)完成后，學(xué)生能夠：1.能夠發(fā)現(xiàn)、總結(jié)定語(yǔ)從句中關(guān)系副詞的使用規(guī)律，并正確選用關(guān)系副詞；2.能夠理解生活中常用動(dòng)物習(xí)語(yǔ)的含義，收集、掌握并恰當(dāng)?shù)厥褂昧?xí)語(yǔ)；3.能夠在聽(tīng)力訓(xùn)練中找到獲取有效信息的聽(tīng)力策略；4.能夠用已學(xué)語(yǔ)言展開(kāi)辯論，表達(dá)同意或不同意的觀點(diǎn)。教學(xué)重點(diǎn)1.發(fā)現(xiàn)、總結(jié)定語(yǔ)從句中關(guān)系副詞的使用規(guī)律；2.理解習(xí)語(yǔ)的運(yùn)用語(yǔ)境，實(shí)現(xiàn)語(yǔ)言知識(shí)的遷移；3.在聽(tīng)力訓(xùn)練中找到獲取有效信息的聽(tīng)力策略。教學(xué)難點(diǎn)1.通過(guò)發(fā)現(xiàn)法總結(jié)、歸納關(guān)系副詞why,when,where在定語(yǔ)從句中的運(yùn)用規(guī)律；2.對(duì)所學(xué)知識(shí)形成遷移能力，在真實(shí)語(yǔ)境中使用定語(yǔ)從句；3.通過(guò)聽(tīng)力訓(xùn)練形成有效的聽(tīng)力策略。教學(xué)策略情景式教學(xué)策略啟發(fā)式教學(xué)策略探索發(fā)現(xiàn)式教學(xué)策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoobservethesentencesindividuallyandanswerthequestions.2.TdividesSsintoseveralgroupsandasksthemtodiscussthedifferencesbetweenthetwogroupsofsentencesandsummarisetherulesoftherelativeadverbsintheattributiveclause.3.TasksSstosharetheiranswersandtherulestheysummarised.Tcanfurtherextendtherulesifnecessary.4.TasksSstolookformoresentenceswithattributiveclausesinthereadingpassage.1.Ssobservethesentencesandanswerthequestions.2.Ssworkingroups,discussthedifferencesbetweenthetwogroupsofsentencesandsummarisetherulesoftherelativeadverbsintheattributiveclause.3.Ssreadthepassageagainandlookformoresentenceswithattributiveclausesinthereadingpassage.ToinstructSstosummarisetherulesoftherelativeadverbsintheattributiveclausebydiscovery-basedlearning.Activity21.TasksSstoreadtheshortpassageindependentlyandgetthemainidea.2.TdividesSsintoseveralgroupsandaskthemtodiscusswhatthewords“where”,“when”and“why”referto.3.TaskssomeSstosharetheiranswerswiththeclass.1.Ssreadtheshortpassageindependentlyandgetthemainidea.2.Ssworkingroupsanddiscusswhatthewords“where”,“when”and“why”referto.3.Sssharetheiranswerswiththeclass.ToenableSstoapplywhattheyhavelearnt.Activity31.TasksSstoreadtheemailindependentlyandgetthemainidea.2.TdividesSsintoseveralgroupsandasksthemtocompletetheemailwith“where”,“when”or“why”,andpayattentiontothestructureoftheemail.3.TaskssomeSstoreadtheemailtosharetheiranswerswiththeclass.1.Ssreadtheemailindependentlyandgetthemainidea.2.Ssdiscussingroupsandcompletetheemailwith“where”,“when”or“why”,andpayattentiontothestructureoftheemail.3.Sssharetheiranswerswiththeclass.1.ToletSshaveageneralunderstandingoftheemail.2.TohelpSslearnfromcooperativelearning.Activity41.TdividesSsintoseveralgroupsandasksthemtodescribethepictures.2.TasksSstoworkingroupstocompletetheidiomswithanimalnamesanddiscussthemeaningoftheidiomswiththehelpofthepicturesandthecontext.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclass.Otherscanaddwhattheywant.1.Ssworkingroupsanddescribethepictures.2.Ssworkingroupstocompletetheidiomswithanimalnamesanddiscussthemeaningoftheidiomswiththehelpofthepicturesandthecontext.3.Representativesofeachgroupsharetheiranswerswiththeclass.Othersaddwhattheywant.1.TohelpSscombinethelearningoflanguagewithculture.2.ToenableSstoenjoytheleaningoflanguage.Activity51.TasksSstoreadtheshortpassageindependentlytogetthemainideaandhaveanideaofwhattheyneedtodo.2.TdividesSsintoseveralgroupsandasksSstoworkingroupstocompletetheshortpassagewiththeanimalidiomsinActivity4basedonthecontext.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclassbyreadingouttheshortpassage.Otherschecktheanswers.4.TencouragesSstothinkofsomeChineseanimalidiomsandcomparethemwiththeEnglishonestheyhavejustlearntifSshavebetterability.1.Ssreadtheshortpassageindependentlytogetthemainideaandhaveanideaofwhattheyneedtodo.2.SsworkingroupstocompletetheshortpassagewiththeanimalidiomsinActivity4basedonthecontext.3.SomeSssharetheiranswerswiththeclass,otherschecktheiranswers.4.SsthinkofsomeChineseanimalidiomsandcomparethemwiththeEnglishonestheyhavejustlearnt.1.ToenableSstoapplywhattheyhavelearnt.2.TohelpSslearnfromcooperativelearning.3.TocultivateSs’cross-culturalawareness.4.TodevelopSs’criticalthinkingskills.Activity61.TasksSstoworkinpairstobrainstormmoreanimalidioms.2.TasksSstochooseanidiomanddescribeasituationwithitinpairs.3.TaskssomepairsofSstodescribethesituationwiththeanimalidiomtheychooseandencouragesotherSstocommentonthesituationthey’veheard.1.Ssworkinpairstobrainstormmoreanimalidioms.2.Sschooseanidiomanddescribeasituationwithitinpairs.3.SomepairsofSsdescribethesituationwiththeanimalidiomtheychooseandotherSscommentonthesituationthey’veheard.ToencourageSstoshareandpresentwhattheyhavelearntwitheachotherconfidently.Activity71.TasksSstolistentotheTVdebateandgetthemainideaandchoosethecorrecttopic.TasksSstolistenagainifnecessary.2.Tcheckstheanswerswiththewholeclass.1.SslistentotheTVdebateandgetthemainideaandchoosethecorrecttopic.2.Sschecktheanswers.ToinstructSstolistenoutforthemaintopic.Activity81.TasksSstolookatthemindmapindependentlytofigureoutthepositionsofbothsidesandtheirmainarguments,andtherequirementsoftheactivity.2.TasksSstolistentotheTVdebateandcompletethemindmapbysummarisingtheargumentsofbothsides.3.TaskssomeSstosharetheiranswerswiththewholeclass.4.TasksSstolistentotheTVdebateagainandrecordhowthespeakersexpressagreementanddisagreement.5.TdividesSsintoseveralgroupsandasksthemtoworkingroupstodiscusshowtogivesuggestionsinaconversation.6.Taskssomegroupstosharetheiropinions.1.Sslookatthemindmapindependentlytofigureoutthepositionsofbothsidesandtheirmainarguments,andtherequirementsoftheactivity.2.SslistentotheTVdebateandcompletethemindmapbysummarisingtheargumentsofbothsides.3.Sssharetheiranswerswiththewholeclass.4.SslistentotheTVdebateagainandrecordhowthespeakersexpressagreementanddisagreement.5.Ssworkingroupstodiscusshowtogivesuggestionsinaconversation.6.Sssharetheiropinionswiththewholeclass.1.ToinstructSstolistenoutforsomedetailedinformationandsummarisetheskillsinacquiringnecessaryinformation.2.TohelpSslearnfromcooperativelearning.3.ToencourageSstoshareandpresentwhattheyhavelearntwitheachotherconfidently.Activity91.TasksSstoworkinpairsandchoosetheirroles,andthenreadtheassignedmaterialsindependentlyandmakepreparationsforthedebate.2.TasksSstodebateonwhetherpeopleshouldkeepanimalsaspetswiththehelpofthewordsandexpressionstheyhavelearnt.3.Taskssomepairstopresenttheirdebatetothewholeclass.4.IfSshavebetterability,Tcandividetheclassintotwogroupsandholdthedebate,andTencouragesSstopreparewhattheywouldsayaccordingtothedifferentrolesofadebatingteam.1.Ssworkinpairsandchoosetheirroles,andthenreadtheassignedmaterialsindependentlyandmakepreparationsforthedebate.2.Ssdebateonwhetherpeopleshouldkeepanimalsaspetswiththehelpofthewordsandexpressionstheyhavelearnt.3.Sspresenttheirdebatetothewholeclass.4.Sstakeastandandpreparewhattheywouldsayaccordingtothedifferentrolesofadebatingteam,andthenholdadebateinclass.1.TohelpSslearnfromcooperativelearning.2.TohelpSsdevelopcriticalthinkingskills.3.ToencourageSstosharewhattheyhavelearntwitheachotherconfidently.Activity101.TasksSstoworkinpairsandchooseanothertopicthatisrelatedtoanimalsandholdadebate.2.Taskssomepairstopresenttheirdebatetothewholeclass.1.Ssworkinpairsandchooseanothertopicthatisrelatedtoanimalsandholdadebate.2.Sspresenttheirdebatetothewholeclass.ToenableSstoapplywhattheyhavelearnt.Developingideas板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Vocabulary+Reading+Writing主題語(yǔ)境人與自然——人與動(dòng)物的關(guān)系內(nèi)容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語(yǔ)篇類型為記敘文，記敘了一名自然攝影師在美國(guó)黃石國(guó)家公園的一次驚心動(dòng)魄的拍攝經(jīng)歷；讀寫部分的范文介紹了丹頂鶴的基本信息。通過(guò)這一板塊的學(xué)習(xí)，學(xué)生能夠進(jìn)一步理解人與動(dòng)物之間的關(guān)系，最終形成愛(ài)護(hù)動(dòng)物、尊重動(dòng)物、尊重自然、保護(hù)生態(tài)的正確價(jià)值觀。教學(xué)目標(biāo)1.能夠結(jié)合語(yǔ)境猜測(cè)詞義、理解語(yǔ)篇大意，辨別語(yǔ)篇體裁，梳理出事件的先后順序；2.能夠結(jié)合語(yǔ)篇深度思考人與動(dòng)物應(yīng)該如何相處，人類應(yīng)該怎樣保護(hù)好動(dòng)物；3.能夠正確描述與動(dòng)物相關(guān)的職業(yè)，明確該職業(yè)的要求和職業(yè)回報(bào)，整體感知人與動(dòng)物的關(guān)系；4.能夠結(jié)合語(yǔ)篇?jiǎng)?chuàng)建動(dòng)物檔案。教學(xué)重點(diǎn)1.通過(guò)閱讀獲取語(yǔ)篇信息，掌握文章大意，把握語(yǔ)篇體裁；2.結(jié)合語(yǔ)境猜測(cè)詞義，形成有效的猜詞策略；3.深度思考人與動(dòng)物的相處之道，從自我做起，保護(hù)動(dòng)物、保護(hù)大自然；4.運(yùn)用所學(xué)語(yǔ)言知識(shí)，描述和動(dòng)物相關(guān)的職業(yè)，提高語(yǔ)言運(yùn)用能力和口語(yǔ)表達(dá)能力。教學(xué)難點(diǎn)1.思考、總結(jié)、歸納閱讀中常用的閱讀技巧，形成有效的閱讀策略；2.運(yùn)用所學(xué)語(yǔ)言知識(shí)思考人類應(yīng)該如何和動(dòng)物和諧相處，并和他人交流、分享自己的見(jiàn)解。教學(xué)策略情景式教學(xué)策略啟發(fā)式教學(xué)策略探索發(fā)現(xiàn)式教學(xué)策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Tintroducesthetopicbypresentingthewordcloudandthepictures.2.TasksSstolookatthewordcloudandthepictures,andencouragesSstopredictwhathappensinthestory.Sslookatthewordcloudandthepictures,andpredictwhathappensinthestory.TostimulateSs’interestinthetopicandmakepreparationsforthefollowingactivities.Activity21.TasksSstoreadtherubricindependentlyandfigureoutwhattheyshouldpayattentiontowhenreadingthepassage.2.TasksSstoreadthepassagequicklyandchecktheirpredictions.1.Ssreadtherubricindependentlyandfigureoutthetaskwhentheyreadthepassageforthefirsttime.2.Ssskimthepassageandchecktheirpredictions.1.ToletSshaveageneralunderstandingofthepassageasawhole.2.TodevelopSs’abilitytothinkindependently.Activity31.TasksSstoreadthepassagecarefullyandnumbertheeventsinthecorrectorder.2.TaskssomeSstosharetheiranswerswiththeclass.OtherSschecktheiranswers.1.Ssreadthepassageandnumbertheeventsinthecorrectorder.2.Sssharetheiranswerswiththeclass.1.TohelpSsunderstandthedetailsofthepassagebycarefulreading.2.ToraiseSs’awarenessofthestructureandlogicofthepassage.Activity41.TasksSstoreadthesentencesandguessthemeaningofthewordsinboldindependently.2.TdividesSsintoseveralgroupsandasksSstodiscussthemeaningofthewordsinboldingroups.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclass.Otherscanaddwhattheywant.4.Tintroducesthestrategiesofguessingthemeaningofnewwords.1.Ssreadthesentencesandguessthemeaningofthewordsinboldindependently.2.Ssdiscussthemeaningofthewordsinboldingroups.3.Representativesofeachgroupsharetheiranswerswiththeclass.Othersaddwhattheywant.4.Sslearnthestrategiesofguessingthemeaningofnewwords.1.TohelpSsunderstandthestructureandlogicofthepassageandmastertheskillofdescribingeventsaccordingtotimeorder.2.TodevelopSs’abilitytoguessthemeaningofnewwordsaccordingtothecontext.Think&Share1.TdividesSsintoseveralgroupsandasksSstothinkaboutanddiscussthequestionsingroups.Taddsmorebackgroundinformationifnecessary.2.TaskssomeSstosharetheiranswerswiththeclass.Otherscanaddwhattheywant.3.TmakestimelyassessmentaboutSs’presentationandinstructsSstothinkdeeplyabouthowtoliveinharmonywithanimalsandhelpsSstoformcorrectvalues.1.Ssworkingroups,thinkingaboutanddiscussingthequestions.2.SomeSssharetheiranswerswiththeclass,andotherscanaddwhattheywant.3.Ssthinkdeeplyabouthowtoliveinharmonywithanimalsandformcorrectvalues.1.TodevelopSs’awarenessofcooperativelearning.2.TodeepenSs’thinkingabouthowtoliveinharmonywithanimalsandwhattheycandotoprotectthem.Activity51.TasksSstolookatthepicturesanddescribethem,andchooseonejobaboutwhichtheywouldliketogiveatalktotheclass.2.TasksSswhochoosethesamejobtoformagroupandreadthetabletofigureoutwhattheyneedtoknowtointroduceajob.3.Tasksrepresentativesofeachgrouptogivethetalktotheclass.Othergroupmemberscanaddwhattheywant.4.TasksSstovotefortheirfavouritejobandgivereasonsifSshavebetterability.1.Sslookatthepicturesanddescribethem,andchooseonejobaboutwhichtheywouldliketogiveatalktotheclass.2.Ssworkingroupstodiscusswhattotalkaboutandplantheirtalks.3.Ssgivethetalktotheclass.ToinspireSstoshowtheirunderstandingofjobsinvolvingworkingwithanimalsconfidently.Activity61.TasksSstoreadtheparagraphaboutthered-crownedcraneandanswerthequestions.2.Tcheckstheanswerswiththewholeclass.Ssreadtheparagraphcarefullyandanswerthequestions,andshareanswerswiththeclass.ToletSshaveageneralunderstandingofthepassage.Activity71.TdividesSsintoseveralgroupsandaskseachgrouptochooseananimaltheywanttowriteabout.2.TasksSstodiscusstherelatedinformationoftheanimalstheyhavechosenandmakenotesingroups.1.Ssworkingroupsandchooseananimaltheywanttowriteabout.2.Ssdiscusstherelatedinformationoftheanimalstheyhavechosenandmakenotesingroups.ToimproveSs’cooperativelearningabilityandhelpthemtomakesomepreparationsfortheirwriting.Activity8TasksSstowritetheanimalfactfileindividuallywiththehelpofthenotestheymakeinActivity7andtheusefulexpressionsinthebox.SswritetheanimalfactfileindividuallywiththehelpofthenotestheymakeinActivity7andtheusefulexpressionsinthebox.TogetSstowriteacompleteanimalfactfile.Activity9TasksSstosharetheiranimalfactfileswiththeclassandencouragethemtocommentonothers’animalfactfiles.Sssharetheiranimalfactfileswiththeclassandcommentonothers’animalfactfiles.ToencourageSstopresenttheiranimalfactfilestotheclassandassessotherSs’animalfactfiles.Presentingideas&Reflection板塊教學(xué)設(shè)計(jì)（Presentingidea，Reflection，Project三部分建議總時(shí)長(zhǎng)40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Speaking主題語(yǔ)境人與自然——人與動(dòng)物的關(guān)系內(nèi)容分析本板塊要求學(xué)生介紹一個(gè)表現(xiàn)人與動(dòng)物關(guān)系的電影或故事，回顧電影或故事的情節(jié)并在班級(jí)內(nèi)分享。通過(guò)內(nèi)容和觀點(diǎn)闡述，促使學(xué)生對(duì)所學(xué)內(nèi)容進(jìn)行復(fù)習(xí)，進(jìn)而掌握，并在真實(shí)的情境下加以運(yùn)用和實(shí)踐。Reflection部分幫助學(xué)生在本單元學(xué)習(xí)過(guò)程中和結(jié)束時(shí)對(duì)自己的學(xué)習(xí)行為和效果做出評(píng)估和分析，對(duì)自己的優(yōu)缺點(diǎn)和得失做出反思，并與教師溝通改進(jìn)方法。教學(xué)目標(biāo)1.通過(guò)小組合作完成語(yǔ)言的組織、提煉和內(nèi)化，最后在班上有條理地、流暢地介紹一個(gè)表現(xiàn)人與動(dòng)物關(guān)系的電影或故事；2.樹(shù)立人與動(dòng)物和諧相處的意識(shí)，關(guān)愛(ài)動(dòng)物，尊重動(dòng)物，保護(hù)動(dòng)物；3.通過(guò)自我評(píng)價(jià)和自我反思，發(fā)現(xiàn)問(wèn)題并解決問(wèn)題；教學(xué)重點(diǎn)1.綜合運(yùn)用所學(xué)語(yǔ)言，有條理地向全班介紹一個(gè)表現(xiàn)人與動(dòng)物關(guān)系的電影或故事；2.有效通過(guò)開(kāi)展自我評(píng)價(jià)和自我反思，發(fā)現(xiàn)問(wèn)題并解決問(wèn)題。教學(xué)難點(diǎn)運(yùn)用所學(xué)語(yǔ)言知識(shí)有條理地介紹表現(xiàn)人與動(dòng)物關(guān)系的電影或故事。教學(xué)策略情景式教學(xué)策略啟發(fā)式教學(xué)策略探索發(fā)現(xiàn)式教學(xué)策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstolookatthenotesfirstandthendiscussthefilmsorstoriestheyknowaboutrelationshipsbetweenhumansandanimalsingroups.2.TasksSstocompletethenotes.1.Sslookatthenotesandthendiscussthefilmsorstoriestheyknowaboutrelationshipsbetweenhumansandanimalsingroups.2.Sscompletethenotes.TointroducethetopicandhelpSsdeterminetheirtopicbygroupworkandmakefullpreparationsfortheirpresentation.Activity2TasksSstopractisetellingtheirstoriesingroupswiththehelpoftheirnotesinActivity1andtheexpressionsinthebox.SspractisetellingtheirstoriesingroupswiththehelpoftheirnotesinActivity1andtheexpressionsinthebox.TohelpSsmakefullpreparationsfortheirpresentation.Activity31.TguidesSstomakecriteriaforagoodstory.2.TasksSstotellthestoriestotheclass.3.TasksSstovoteforthebeststory.1.Ssmakecriteriaforagoodstory.2.Sspresenttheirstoriestotheclass.3.Ssvoteforthebeststory.ToencourageSstopresenttheirstoriesandassessotherSs’presentation.Reflection1.TasksSstorecallwhatthey’v