资源简介

Unit 5 Into the wild
Developing ideas教学设计
Developing ideas
课型 Vocabulary + Reading
主题语境 人与自然——人与动物的关系
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为记叙文，记叙了一名自然摄影师在美国黄石国家公园的一次惊心动魄的拍摄经历；读写部分的范文介绍了丹顶鹤的基本信息。通过这一板块的学习，学生能够进一步理解人与动物之间的关系，最终形成爱护动物、尊重动物、尊重自然、保护生态的正确价值观。 与此同时，本篇文章出现了大量学生所不熟悉的语言点，语法或语言现象。在教学过程中，在学生理解文意的基础上，教师可根据实际情况选择其中的一部分出来重点讲解和学习即可，不必贪多。如果在一篇文章中融入太多语言点，这对学生来说掌握起来难度太大，太耗费时间，同时也不利于学生思维品质的培养，与教材本意背道而驰，可能得不偿失。
教学目标 语言能力目标 学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。 快速阅读文章，获取细节信息。 能够根据提示描述一份与动物相关的工作。 思维品质目标： 能够按照事件发生的先后顺序正确排序。 能够根据上下文句意或逻辑关系合理猜测词义。 学习能力目标 能够充分利用字典和小组合作学习等方式探究英语中的语言现象和语法。 文化意识目标： 明确人类在自然界中的地位，尊重自然，热爱自然，树立与自然和谐相处的意识。
教学重点 1. 通过阅读获取语篇信息，掌握文章大意，把握语篇体裁； 2. 结合语境猜测词义，形成有效的猜词策略； 3. 深度思考人与动物的相处之道，从自我做起，保护动物、保护大自然； 4. 运用所学语言知识，描述和动物相关的职业，提高语言运用能力和口语表达能力。
教学难点 1. 思考、总结、归纳阅读中常用的阅读技巧，形成有效的阅读策略； 2. 运用所学语言知识思考人类应该如何和动物和谐相处，并和他人交流、分享自己的见解。
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 presenting the word cloud and the pictures. 2. T asks Ss to look at the word cloud and the pictures, and encourages Ss to predict what happens in the story. Ss look at the word cloud and the pictures, and predict what happens in the story. To stimulate Ss’ interest in the topic and make preparations for the following activities.
Activity 2 1. T asks Ss to read the rubric independently and figure out what they should pay attention to when reading the passage. 2. T asks Ss to read the passage quickly and check their predictions. 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 check their predictions. 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 carefully and number the events in the correct order. 2. T asks some Ss to share their answers with the class. Other Ss check their answers. 1. Ss read the passage and number the events in the correct order. 2. Ss share their answers with the class. 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.
Activity 4 1. T asks Ss to read the sentences and guess the meaning of the words in bold independently. 2. T divides Ss into several groups and asks Ss to discuss the meaning of the words in bold in groups. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. 4. T introduces the strategies of guessing the meaning of new words. 1. Ss read the sentences and guess the meaning of the words in bold independently. 2. Ss discuss the meaning of the words in bold in groups. 3. Representatives of each group share their answers with the class. Others add what they want. 4. Ss learn the strategies of guessing the meaning of new words. 1. To help Ss understand the structure and logic of the passage and master the skill of describing events according to time order. 2. To develop Ss’ ability to guess the meaning of new words according to the context.
Think & Share 1. T divides Ss into several groups and asks Ss to think about and discuss the questions in groups. T adds more background information if necessary. 2. T asks some Ss to share their answers with the class. Others can add what they want. 3. T makes timely assessment about Ss’ presentation and instructs Ss to think deeply about how to live in harmony with animals and helps Ss to form correct values. 1. Ss work in groups, thinking about and discussing the questions. 2. Some Ss share their answers with the class, and others can add what they want. 3. Ss think deeply about how to live in harmony with animals and form correct values. 1. To develop Ss’ awareness of cooperative learning. 2. To deepen Ss’ thinking about how to live in harmony with animals and what they can do to protect them.
Activity 5 1. T asks Ss to look at the pictures and describe them, and choose one job about which they would like to give a talk to the class. 2. T asks Ss who choose the same job to form a group and read the table to figure out what they need to know to introduce a job. 3. T asks representatives of each group to give the talk to the class. Other group members can add what they want. 4. T asks Ss to vote for their favourite job and give reasons if Ss have better ability. 1. Ss look at the pictures and describe them, and choose one job about which they would like to give a talk to the class. 2. Ss work in groups to discuss what to talk about and plan their talks. 3. Ss give the talk to the class. To inspire Ss to show their understanding of jobs involving working with animals confidently.

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