资源简介
Understanding ideas 教学设计
Understanding ideas 教学设计
课型 Reading
主题语境 人与自然——人与动物的关系
内容分析 本板块呈现了一篇反映单元主题的课文,语篇类型为科普类说明文,以科学家的观察和研究为依据介绍了黑脉金斑蝶的迁徙。读前的导入活动列举了有迁徙行为的动物,请学生谈论对动物迁徙行为的认识,帮助学生提前熟悉课文话题,为课文学习做铺垫。读中活动考查学生对课文话题的理解。读后活动则是通过文章出处和主旨大意、细节理解和开放性问答等活动,启发学生深入思考,运用所学知识创造性地探究主题意义。
教学目标 本板块学习完成后,学生能够: 语言能力目标 全面掌握本课时重点单词/词组/句型(读/写/记/运用); 能够通过阅读文章,快速获取细节信息,并合理推测文章来源。 思维品质目标: 通过阅读文本,归纳文章结构和布局走向。 学会根据事件发生的先后顺序判断因果关系。 文化意识目标: 通过认识不同的野生动物,了解动物的多样性,培养热爱自然的意识; 通过学习帝王蝶的相关知识,意识到人类行为对自然界的影响,树立保护自然,人与自然和谐相处的意识。 学习能力目标: 推测文章来源;判断因果关系。
教学重点 1. 通过略读和精读,梳理和整合语篇信息; 2. 通过阅读语篇,梳理、归纳说明文的篇章结构。
教学难点 1. 通过语篇学习,提高阅读微技能,形成有效的阅读策略; 2. 辩证看待黑脉金斑蝶的迁徙现象,从多个角度思考人与动物的关系。
教学策略 情景式教学策略 启发式教学策略 探索发现式教学策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T introduces the topic by sharing some pictures about monarch butterfly, Siberian crane, Atlantic salmon, red panda, killer whale and African lion. 2. T asks Ss to look at the pictures and choose the animals that migrate. 1. Ss enjoy the pictures and think about which animals immigrate. 2. Ss choose the animals that migrate and share their answers with the class. To introduce the topic of the reading passage.
Activity 2 1. T asks Ss to read the rubric independently and figure out what information they should pay attention to when reading the passage. 2. T asks Ss to read the passage quickly and find out what mystery the scientists have solved. 3. T asks some Ss to share their answers with the class. T gives explanations if necessary. 1. Ss read the rubric independently and figure out the task when they read the passage for the first time. 2. Ss skim the passage and find out what mystery the scientists have solved. 3. Ss share their answers with the class. 1. To let Ss have a general understanding of the passage as a whole. 2. To develop Ss’ ability to think independently.
Activity 3 1. T asks Ss to read the passage quickly again and choose where they are most likely to find the passage. 2. T encourages Ss to discuss in groups about their answers and share them with the class. 1. Ss read the passage and choose where they are most likely to find the passage. 2. Ss discuss their answers in groups and share them with the class. 1. To let Ss have a general understanding of the passage as a whole. 2. To develop Ss’ ability to think independently and help Ss learn from cooperative learning.
Activity 4 1. T divides Ss into several groups and asks each group to choose one “cause-effect” flow chart to complete. 2. T asks Ss to read the passage carefully and complete the sentences and the flow chart. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. 4. T asks Ss to retell the passage according to the flow charts if Ss have better ability. 1. Ss read the passage carefully and work in groups to choose the flow chart they would like to complete. 2. Ss discuss their answers in groups. 3. Representatives of each group share their answers with the class. Others add what they want. 4. Ss retell the passage according to the flow charts. 1. To help Ss understand the details of the passage by careful reading. 2. To raise Ss’ awareness of the structure and logic of the passage.
Think & Share 1. T divides Ss into several groups and asks each group to think about and discuss the two questions. 2. T asks some Ss to share their answers with the class. Others can add what they want. 1. Ss share ideas about the two questions within their groups. 2. Some Ss share their answers with the class, and others can add what they want. To help Ss think more about what they can do to protect the monarch butterfly.
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