资源简介

Understanding ideas板块教学设计 （建议时长40-45分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自然——人类与自然和谐相处
内容分析 本板块的课文是一篇说明文，介绍了位于广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了不同季节龙脊梯田所呈现出的美景，讲述了当地少数民族因地制宜建造梯田的原因，介绍了梯田的运作原理。通过学习，学生可以了解人类对自然的合理利用与改造，体会当地人民与自然的和谐相处，熟悉当地人的环保观念。
教学目标 在本板块学习结束时，学生能够： 读懂语篇，了解龙脊梯田的建造背景、建造原因和运作原理，并恰当运用所学介绍龙脊梯田； 理清文章结构，把握说明文的文体特征，并能迅速找出文中的关键信息； 了解当地人民尊重自然、合理利用自然、改造自然的行为，逐步培养自己的环保意识。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解龙脊梯田的相关知识； 引导学生了解说明文的文体特征。
教学难点 引导学生进一步把握和运用定语从句； 引导学生欣赏当地人民的智慧，认识人与自然和谐相处的重要性。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Teacher asks student to have discussions in groups. Teacher invites some groups to share their answers with the class. Students look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Students discuss in groups. Some groups share their answers with the class. To have students get to know the background information about Zhuang and Yao ethnic groups, thus understanding the people, living habits and environment there better. To prepare students for reading.
Activity 2 Read the title and look at the pictures in the passage. Predict what the passage is mainly about. Look at the pictures and talk about what you know about the Zhuang and Yao ethnic groups. The students read the title and look at the pictures and have a prediction of what the passage is talking about. The students look at the pictures and talk about the information about the two ethnic groups To have a warming up of the text.
Activity 3 Teacher asks students to read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. Teacher asks students to read the passage individually and pick out the topic sentence and topic sentence of each paragraph. Teacher asks students to discuss and choose the author’s purpose in writing the passage in groups. Teacher invites some students to share their answers with the class. 1.Students read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. 2. Students answer the questions.Students read the passage individually and pick out the topic sentence of each paragraph. 3. Students discuss and choose the author’s purpose in groups. 4. Some students share their answers with the class. To encourage students to get the main idea of the text and figure out the author’s purpose in writing the passage. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Read the passage carefully and answer the questions. 1. What are the colours of the Longji Rice Terraces 2. Who built the terraces When the terraces were firstly built 3. Why did these people go to so much trouble to turn the entire mountains into terraces 4. How have people worked to make these terraces and grow rice The students read the passage carefully and answer the questions. Students will have a deeper understanding of the text.
Activity 4 Teacher divides the class into groups and asks students to correct four factual mistakes in the summary. Teacher checks the answers with the class. Students discuss and correct four factual mistakes in groups. Students check the answers with the teacher. To examine how much students have grasped the detailed information, and enhance students’ critical thinking ability.
Activity 5 Teacher asks students to read the passage again and work in pairs to discuss the working principle of the Longji Rice Terraces. Teacher asks each pair to make clear the major steps of the working principle and write down the key words in the picture. Teacher asks students to retell the working principle in pairs. Teacher invites some pairs to retell the working principle in front of the class and asks other students to make comments. Students read the passage again and have discussions in pairs. Students work in pairs and make clear the major steps of the working principle and write down the key words in the picture. Students work in pairs and retell the working principle. Some pairs retell the working principle in front of the class. Others make comments. To strengthen students’ understanding of the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and discover phenomena in real life.

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