资源简介

Book1, Unit 5 In to the wild
Developing ideas教学设计
Analysis of teaching materials
This discourse is entitled An Encounter with Nature, its thematic context is human and nature, and its discourse type is narrative. This article mainly recounts a field nature photographer's thrilling encounter with a brown bear while shooting in Yellowstone National Park in the United States. The first paragraph of the article introduces the author as a nature photographer. The second paragraph introduces the author's favorite place to take pictures - Yellowstone Park, and details the most famous animal in the park - brown bears, to pave the way for the following. The third paragraph, which is the focus of the paper, describes in detail the author's thrilling experience of a chance encounter with a brown bear while taking photographs in Yellowstone Park. The fourth paragraph elaborates on the enlightenment of this experience to the author, and uses it to point out the main idea of the whole paper: human beings must respect nature, love animals and protect them.
Analysis of students' learning situation
This lesson is taught to students in the first semester of the first year of senior high school. From the topic point of view, through the previous lessons, students are more familiar with the theme of people living in harmony with animals, but they do not think enough about the ways and means of living in harmony between people and animals. From the language level, students have initially possessed a certain degree of English narrative reading ability, and may be able to sort out the veins of an article and grasp the main idea of the article through certain reading skills. Most students are able to express their opinions in English, have some experience of living with animals, and can stimulate their existing knowledge when discussing the topic of people and animals, but their language lacks a certain degree of logic.
Teaching aims
By the end of the lesson, students will be able to:
Understand and use the relevant words, phrases, and sentence structures in real situation.
2. Sort out the relevant details, figure out the structure and the time order of the event, and understand the characteristics of the narratives.
3. Apply the reading ability to analyse other passages, and understand the author’s intention.
4. Figure out the author’s opinions about dealing with the animals and call on everyone to protect the animals and live with them in harmony.
Teaching key points and difficult points
Teaching key points: Lead the students to understand the passage through reading and help the students learn about the characteristics of the narratives.
Teaching difficult points:
(1). Enable the students to know the context structure and seize the important information and language points.
(2). Guide the students to know how to live with animals in harmony, and the animals’ role in the protection of nature.
Teaching aids
Multi-media computer, pictures, audio, blackboard
Teaching procedures
Teaching steps The teacher’ activities The students’ activities Purpose of designing
1. Greeting and lead-in Greet to students. Teacher presents a video of forests, lakes and plains, and asks students: What animals have you seen in the wild What were your responses when you saw them Students look at the pictures and share their experiences of encountering wild animals in the wild. Stimulate students' existing knowledge and interest.
2. Pre-reading Which do you think are the most impressive words in the word cloud Can you predict what happens in the story according to the words in the word cloud Can you predict what happens in the story according to the two pictures on page 56 Students predict the story based on the word cloud and pictures on page 56. Guide students to predict the content of the text and form learning expectations.
3. While-reading Skimming: Read the passage and check your prediction. Scanning: Read and number the events in Activity 3 on Page 58 in the correct order. Careful reading: Read and answer the questions. Read the passages quickly and check the prediction. Read the passage carefully in sections to complete the tasks designed by the teacher. Guide students to read the text, understand the structure of the text, and answer relevant questions.
4. Post-reading Work in groups. Give a talk about a job that involves working with animals. Teacher asks Students to share a story that happened between themselves and animals. Choose a career for a group discussion Students share their stories with the whole class that happened between themselves and animals. Group activities activate the classroom. Guide students to connect with their own reality and realize the transfer of knowledge and thinking ability.
5. Homework Teacher asks Students to create a picture book about a story between themselves and animals. Students create their picture books after class. Guide students to further understand the importance of harmonious coexistence between man and nature.
Blackboard design
Pedagogical reflection
This class is a reading class. There are many difficult long sentences, but in the new teaching of phrases, there is no obvious reflection, and it should be integrated into a specific context to help students understand. In addition, because there are many teaching links in this course, the rhythm of the class is compact, and the grasp of time is not accurate enough, so for some students, the time for white space and thinking is not enough, and then pay attention to the refinement of time and the conciseness of language.

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