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外研版（2019）选择性必修一Unit 5 Revealing nature
Grammar教学设计
课型 Grammar 课时 1课时
主题语境 人与自然——认识自然、探索自然
内容分析 本部分通过文本的语句，帮助学生总结归纳过去完成时的用法并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。
教学目标 1. 了解并掌握过去完成时的概念、特点及用法，并能够在真实语境中灵活运用；2. 掌握过去完成时与一般过去时的区别。
教学重点 引导学生进一步了解并掌握过去完成时的概念、特点及用法。
教学难点 引导学生掌握过去完成时的用法。
教学过程 Step 1: Lead-in1. Look at the sentences from the reading passage and answer the questions.(1) In sentence (a), which action happened first, “suspected” or “evolved from a common ancestor” (2) In sentence (b), which action happened first, “refused to believe” or “evolved from lower forms of life” (3) What does the structure had done indicate 2. Now look for more sentences with the past perfect tense in the reading passage, and summarize its use in your own words.教师引导学生观察例向并归纳总结过去完成时的特点。Step 2: Discovering the rulesPast perfect【1】表示在过去某一时刻或某个动作之前已经发生或完成的动作或存在的状态。这个过去的时刻常用by, before, until等引导的短语或时间状语从句来表示，也可以通过一个表示过去的动作或上下文来表示。By nine o'clock last night, we had finished most of the work. She had learnt about 500 English words before she went to middle school.【2】表示过去某一时间之前发生的动作或存在的状态一直持续到那时，并可能继续下去，常同由for或since引导的表示一段时间的短语或从句连用。I had been at the bus stop for 30 minutes when a bus finally came. She said she had made great progress since she came here.【3】在含有定语从句的主从复合句中，如果主从复合句叙述的是过去的事，则先发生的动作常用过去完成时。She returned the book that she had borrowed. The twins, who had finished their homework, were allowed to play badminton on the playground. 【4】在含有时间、条件、原因、方式等状语从句的复合句中，若主从句动作的发生有先后顺序，动作在前的要用过去完成时，动作在后的要用一般过去时。I had finished cooking dinner before you came back. I found the lecture hard to follow because it had started when I arrived.【5】want, hope, mean, plan, intend等动词的过去完成时可以用来表示过去未曾实现的想法、希望、打算或意图，意为“本来……”。I had hoped to be back last night, but I didn't catch the train. We had intended to come and see you. 【6】过去完成时常用于某些固定句型：在“hardly...when/ no sooner...than/ scarcely...when”句型中， 主句用过去完成时，从句用一般过去时。I had no sooner reached home than it began to rain. ＝No sooner had I reached home than it began to rain. It was＋一段时间＋since从句(从句用过去完成时) 。 It was at least three months since I had left Beijing. 【7】过去完成时常用于某些固定句型：It was the first/second/...time＋(that)从句 (从句用过去完成时)。It was the first time that I had chatted online in English. by the time＋表示过去的从句＋主句(过去完成时)。 By the time I got to the station, the train had already gone. by the end of＋表示过去的时间＋句子(过去完成时)。 By the end of last term we had learned 10 units. 【8】过去完成时用于虚拟语气中，在wish, as if/as though, if, if only, would rather sb. had done sth.结构或从句中，常用过去完成时来表示与过去事实相反的假设。If he had caught the early bus this morning, he would not have been late for class. I would rather she hadn't done that. 教师可根据班级实际情况进行授课。Step 3: Comparison过去完成时与一般过去时的区别：　　虽然这两种时态都表示过去发生的动作或存在的状态，但在使用时应注意以下几点：(1) 时间状语不同：过去完成时在时间上强调“过去的过去”；而一般过去时只强调过去某一特定的时间。　　比较：They had arrived at the station by ten yesterday.　　They arrived at the station at ten yesterday.(2) 在没有明确的过去时间状语作标志时，谓语动词动作发生的时间先后须依据上下文来判断：先发生的用过去完成时，后发生的则用一般过去时。　　She was very happy. Her whole family were pleased with her, too. She had just won the first in the composition competition.(3) 当两个或两个以上接连发生的动作用 and 或 but 连接时，按时间顺序，只需用一般过去时来代替过去完成时；另外，在 before ， after ， as soon as 引导的从句中，由于这些连词本身已经表示出时间的先后，因此也可以用过去时来代替过去完成时。　　He entered the room, turned on the light and read an evening paper.Step 4：Practice1. Complete the paragraphs with the information from the given sentences.教师带领学生填空，在真实语境中巩周对动词不同时态的理解。2. Complete the online encyclopedia entry with the correct form of the words in the box.教师引导学生在真实、具体的语境中运用动词的不同时态。Step 5: SummaryHelp the students summarize what they have learnt in this class.(1) 过去完成时主要用来表示在过去之前发生的事或做的动作，即过去的过去，通常与一般过去时连用。(2) 结构: (3) 用于过去完成时的基本用法: Step 6: HomeworkFinish the relevant exercises of this class.
板书设计 Past perfect：肯定式：主语+had+动词过去分词+其他否定式：主语+had+not+动词过去分词+其他被动式：主语+had(not) +been+动词过去分词+其他.
(1).过去的过去。
(2).用于宾语从句。
(3).强调过去动作的完成。
(4).固定句式
肯定：
否定：
被动：
3外研版（2019）选择性必修1 Unit 5 Revealing nature
Starting out & Understanding ideas教学设计
课型 Reading
主题语境 人与自然——认识与探索自然
内容分析 该板块分为两个部分：第一部分通过科杂志和一段视频激活学生已有的关于自然界动植物的背景知识和语言知识，并引入新知，为单元后续话题及学习活动做铺垫和预热。第二部分为单元主体课文，体裁为记叙文，文章以时间及行程路线为线索，介绍了著名的生物科学家达尔文著名的发现之旅，此次旅行，达尔文做了大量考察研究并获取了许多关于生物进化的信息及发现，并基于此次之旅，发表了后期改变世界的著名的《物种起源》一书。读前的导入活动旨在帮助学生激活关于生物进化的相关知识及储备相应的词汇，为课文介绍达尔文及其重要发现进行学习铺垫。读中活动引导学生通过文本解读更深入地解读文章标题，理解文章内容。读后活动包括判断主旨大意、理解文章结构和细节和开放性问答等活动，引导学生进一步理解、赏析文本，体会达尔文具有重大历史意义的发现之旅，进一步探究主题意义，感受达尔文探索科学、追求真理之路的艰难与险阻，同时，也激励学生以其为榜样，学习他不畏困难，大胆质疑，勇于探索的科学精神与创新精神。
教学目标 1. 熟悉话题语境，获取文章的主旨大意；2. 感知叙述类文本语篇结构及语言特点，并按照事情发展顺序梳理达尔文关于生物进化的发现之旅； 3. 在语篇中学习和掌握与话题相关词汇并能运用所学词汇进行交流；4. 从达尔文的故事中体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神；汲取积极的科研态度，指导实际学习生活。
教学重点 1. 引导学生读懂语篇，理解作者的写作意图，并了解尔文关于生物进化的发现之旅；2. 引导学生了解叙述类文本语篇结构及语言特点。
教学难点 1. 引导学生把握动名词与动词不定式做宾语用法并运用其进行表达；2. 引导学生深度思考探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。
教学过程 Step 1: Warming up.Look at the page from a science magazine and answer the questions.What do you know about these animals What makes them special What other similar animals do you know about Share your knowledge with the class.The Komodo dragon is the largest lizard in the world. It can grow to three metres in length and can weigh about 135 kilograms. Despite its size and weight, it can run for short distances at up to 20 kilometres per hour.The duck-billed platypus is a small egg-laying mammal (up to 60 cm in length) found only in Eastern Australia including Tasmania. As its name suggests, it has a mouth that looks like a duck’s bill, while its thick fur and flat tail are similar to those of a beaver.As one of the oldest sea animals in the world, the nautilus has hardly changed in about 500 million years, and that is why it is often given the name “living fossil”. Jellyfish are soft-bodied, free-swimming aquatic animals with an umbrella-shaped bell. They are found in every ocean.带领学生熟悉话题，激活己有的语言知识。Step 2: Viewing.Watch the video and answer the questions. How can seeds travel How can this benefit plants Can you think of another example of seeds travelling Share it with the class.教师带领学生观看视频，获取信息，了解各种植物种子的不同传播途径。Step 3: Lead-inWatch a video and talk about evolution.观看视频，激活背景知识。Step 4: Pre-ReadingLook at the evolutionary tree and answer the questions.(1) What species do you recognise in the picture (2) What factors can cause the process of evolution 教师引导学生看图片，解读该图片所承载的语言信息及知识信息。Step 5: While-ReadingRead for details.Para. 1: Introduction (1) What is the function of para. 1 (2) Which of the following statements about Charles Darwin is True Para. 2: On his journey Darwin studied various living things in their natural environments and samples of the plants and animals he had collected.He noticed that some species of animals were very similar to each other.Para. 3: Generate ideasDarwin asked the questions:How did different species come to exist Maybe animals evolved as they adapted to their changing environments？Para. 4: Look for more evidence On the Galápagos Islands:He noticed that there was a difference between the finches on each of the islands.It seemed the beaks had evolved according to what food was available on that particular island.Para. 5: Develop ideas Darwin suspected that the finches had evolved from a common ancestor, which had arrived on the islands a long time before and it had slowly evolved into many new species.Para. 6: Propose a theory The Theory of Evolution: living things, including humans, had evolved from lower forms of life.教师带领学生进一步梳理文章结构，引导学生理解、掌握与Darwin的发现之旅相关的细节，检验学生对课文脉络、行文逻辑、细节内容及话题相关语言的理解和整合情况。Step 6: Post-ReadingThink and share.(1) What kind of person was Darwin according to the passage (2) What have you learnt about the spirit of scientific exploration 教师鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展与迁移。Step 7: homeworkRecite the key expression in the text and check them in the next class.
1Unit 5 Revealing nature
Writing教学设计
课型 Reading & Writing
主题语境 人与自然——认识自然、探索自然
内容分析 写作部分为观察日志，要求学生通过学习水仙花的生长过程的日志，仿写向日葵的生长过程。通过这一板块的学习，学生能够加深对自然界的理解和认识，进一步走进自然、探索自然、了解自然、欣赏自然，学会与自然和谐共生，并且初步掌握观察日志的内容特点、文体特点和写作手法。
教学目标 1. 巩固本单元重点单词、短语和句型；2. 掌握描述性说明文的文体特征，从文本结构入手，通过对文本段落的分析，在把握结构的基础上掌握主题，加深对单元主题意义的认识；3. 培养学生进一步了解自然，形成与自然和谐相处的积极的人生态度。
教学重点 培养学生描述性说明文的写作能力。
教学难点 1. 引导学生进行描述性说明；2. 引导学生树立与自然和谐相处的积极的人生态度。
教学过程 Step 1: Reading.Read the observational journal and answer the questions. (1) How were the daffodil bulbs planted (2) In what environment did the leaves grow (3) What do the flowers look like 教师带领学生阅读观察日志，了解水仙花的生长过程，梳理日志中的主耍信息。第一步：学生独立阅读日志，了解其大意。 第二步：学生分组活动，梳理日志中描写水仙花的名词、动词、形容词和副词，讨论本活动的三个问题。第三步：请部分小组派代表回答问题，全班核对答案。Step 2: Writing.1. Work in pairs. Look at the pictures and talk about how the sunflower grows.2. Now write your observational journal about the sunflower.3. Sample:An observational journal about the sunflower1 JuneCovered with 1-2 cm of moist soil, the sunflower seed takes a few days to come up after being planted. Water has been added regularly and the hard seed coat softens in the damp soil to allow the first root to pierce downwards and the first leaves to push to the soil surface.6 t continues to grow downwards. The single stem grows hollow and smooth, revealing large spade-shaped leaves from the growing tip. Gradually, the plant’s growing tip reveals the first hints of development of the flower bud. The plant stem becomes more woody.26 JulyAbout three weeks after the flower bud first becomes visible at the tip of the sunflower stem, it enlarges and begins to reveal a flattened disc. Over the course of one week, the yellow ray florets, the disc florets bloom across the core of the sunflower blossom. It is yellow, looking beautiful.教师引导学生基于活动5的内容和描述性词语，进行知识和思维能力的迁移，完成关于向日葵生长过程的观察日志。Step 4: Group workWork in pairs. Look at the information of the nature documentaries and answer the questions.1 Can you guess what secrets of nature are revealed in these documentaries 2 What other nature documentaries have you watched Which one do you like most Give your reasons. Answers:The earth is the mother of mankind.Protect the ecological environment, create a good home.Caring for nature is our common responsibility. Animal World (动物世界), Dynasties (王朝) 3 Choose one nature documentary you like and complete the notes. Title: __________________________________________Main theme: ____________________________________Reasons you recommend it: _____________________________________________________________________________________________________________________________________________________________________Answers:Human and Nature; introduction of an animal—the antelopes; beautiful pictures and instructive meaning. Its purpose is to arouse people’s awareness of protecting the extinct species on earth. Step 5: Writing practice一年一度的植树节马上又到了，你校英语报发起倡议，号召大家热爱自然，积极参加植树活动。假设你是校学生会主席，请根据下面的提示，用英语写一篇倡议书，号召同学们积极参加植树活动。内容包括：1..植树造林的好处；3.向同学们发出倡议。注意：1.词数80左右；2.可以适当增加细节，以使行文连贯；3.开头和结尾已经给出，但不计入总词数。Dear fellow students,_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student Union写作思路（1）一审：体裁、主题和结构体裁：应用文——倡议书主题：号召同学们参加植树活动结构：第一段：活动目的第二段：植树造林的好处第三段：号召植树（2）二定：人称和时态人称：以第一人称为主、第三人称为辅时态：一般现在时（3）三明确明确写作要点：①环境问题产生；②植树造林的好处；③号召植树。素材整理：be linked to 和……相关attract people's attention引起人们的关注call on sb.to do sth.呼吁某人做某事as people detect 正如人们发现的那样be to blame for 对……负责be rooted in 根植于……fight against对抗It is one's responsibility to do sth.做某事是某人的责任。donate money 捐钱generate better results产生更好的效果高分作文：Dear fellow students,To answer the call of planting more trees, we call on everyone to plant trees. As people detect, carbon dioxide is partly to blame for the greenhouse effect, which trees can absorb. Therefore, the idea of planting trees rooted in our mind is an effective way to fight against global warming. It is everyone's responsibility to protect our earth. Let's plant trees around and in the distant mountain. We can also donate money to tree-planting projects, hoping it generates better results. Dear friends, we have only one earth. Let's take action from now on!Student UnionStep 6: SummaryHelp students summarize what they have learnt this class.Step 7: HomeworkWrite a reflection after completing this unit.
4Unit 5 Revealing nature
Developing ideas教学设计
课型 Reading 课时 1课时
主题语境 人与自然——认识自然、探索自然
内容分析 本部分呈现了从另一角度反映单元主题的课文，语篇类型为描述性说明文，以植物界语言的奥秘为题，具体介绍了自然界中不同植物之间不同的交流方式，从而使学生通过了解神奇的自然，不仅增长了自然界知识，而且还激发了其对自然的好奇心。
教学目标 1. 理解文章，通过完成相应的活动，掌握与主题相关的关键词汇，并能清晰叙述文本介绍的自然界植物间的几种交流方式；2. 通过学习课文，使学生初步认识自然、探索自然，逐树立热爱自然的意识。
教学重点 1. 引导学生通过阅读来把握和概括段落大意和推测作者写作意图；2. 巩固过去完成时的用法。
教学难点 引导学生树立与自然和谐相处的积极的人生态度。
教学过程 Step 1: Lead-inWatch a video and tick. What can plants do 教师引导学生观看视频，讨论与植物相关的话题。Step 2: Pre-readingRead the passage and find out the ways in which plants communicate.在读前活动中，教师引导学生关注植物的行为，激发学生的阅读兴趣。Step 3: While-reading1. Read for structure.Para.1-2: Plants can communicate. (Introduction)Para.3-5: Plants have various ways to communicate. (Body)Para.6: Scientists are learning more about plants’ language. (Conclusion)2. Read for details.Para.1: Talking plants have long been a thing of myths and legends.Para 2. is used to clearly illustrate the thesis statement. It’s also a transitional paragraph.Para. 3: Using chemicalsPara. 4: Using soundPara. 5: Using the “Wood Wide Web” (“Wood Wide Web” refers to an amazing system of communication that can link nearly every plant in a forest.)Para. 6: Conclusion3. Organise information from the passage and complete the diagram.教师可以利用读后活动检验学生对课文结构和主要内容的理解情况。Step 4: Post-readingThink and share.(1) What are the benefits of studying plant communication？(2) What discoveries are described in the two reading passages in this unit and what do their meanings have in common 教师提供必要的支持，鼓励学生在深入理解课文主题的同时联系自身实际，进行知识和思维能力的拓展与迁移，培养深层理解语篇、探究主题意义和高阶思维的能力。 Step 5: Thinking & sharing1 What figure of speech is being used when the plants are described as calling for help What is its function 2 What does “wood wide web” mean 3 What do you think are the benefits of studying plant communication Answers:1. Personification. It can make descriptions more vivid. 2. “Wood wide web” means an amazing system of communication that can link nearly every plant in a forest. It is linked underground by fungi and this fungal network links the roots of different plants to each other. Using the wood wide web, plants can share information and even food with each other. 3. Passage 1 reveals the discovery of evolution and Passage 2 reveals the discovery of communication between plants. They all reflect that there are numerous secrets in nature that remain to be explored. Step 6: Group workGive a talk about communication between living things in groups.1 Read the passage again and talk about how plants communicate.2 Think about and discuss the following ways of communication in the animal world. Bees “dance” to signal to other bees that they have found food. Ants communicate with each other through touch, chemical signals, moving their bodies and even using their legs to make sounds.What other ways can you think of 3 Organise your ideas following the steps below. Begin with what living things you have chosen to talk about. Explain how they communicate and give examples. Conclude by explaining what we have learnt from their behaviour.4 Give a talk to the class about communication between living things.Now talk about how well you contributed to your group discussion and help each other to make improvements.Step 7: Language points1. Many cultures have stories of talking trees that give advice as well as warnings to people. 许多种文化中都有会说话的树的故事，它们会给人们建议和警告。 (1) that引导定语从句，引导先行词talking trees。 (2) as well as 也；和……一样；不但……而且 a. 连接并列成分，如名词、形容词、动词、介词短语等，意为“和，也；不但……而且……，既……又……”。强调的是as well as前的成分。 b. 意为“除了……还”，相当于besides, in addition to, apart from。后面通常接名词或v.-ing形式，尤其是当其位于句首时。 c. 表示同级比较，意为“和……一样好”，此时well是副词。2. Alexander the Great and Marco Polo were said to have visited such a tree in India. 据说亚历山大大帝和马可波罗曾在印度访问过这样一棵树。 sb. be said to do=It is said that sb. ...=people say sb. ... “据说某人做了某事” e.g. It is said that we will use robots on campus.据说我们将在校园里使用机器人。3. With us long believing that talking plants are fantasy, new research has revealed something amazing: it appears that plants can communicate after all. 长期以来，我们一直认为会说话的植物只是幻想，而最新研究却揭示了一件惊人的事情：植物似乎终究可以交流。(1) with复合结构(with+代词+doing)作状语。此处为“with的复合结构”形式，即“with+名词/代词+非谓语动词”。在此结构中，非谓语动词可以是不定式（多指动作尚未发生）、动词-ing形式（多指动作正在进行）、动词-ed形式（与前面的名词构成被动关系）。 (2) that talking ...的that引导宾语从句。(3) it appears that ...似乎……，it作形式主语，真正的主语是由that引导的从句。4. The plant releases tiny amounts of chemicals from the leaves that are being eaten. 这种植物从正被吃掉的叶子中释放出微量的化学物质。 (1) tiny amounts of 微量的 a large/small amount of 大/少量的 large/small amounts of 大/少量的 in large amounts 大量地 amount vi. 合计，共计 amount to 合计；共计；等同于 (2) that引导定语从句，修饰先行词the leaves。5. It is in some ways similar to the Internet we use. 它在某些方面与我们使用的互联网相似。 (1) in some ways 在某些方面; 在某种程度上 all the way　　　　 总是; 一直 on the/one’s way 在……路上 by the way 顺便 in a way/ in one way/ in some way/ways 在某种程度上 in no way 决不 no way 没门, 不可能 in the way 挡道; 妨碍 make one’s way 前进 have a long way to go 有很长的路要走 in this/that way 以……方式 (2) we use作定语修饰the Internet。Step 8: SummaryHelp the students retell how plants communicate with each other.Step 9: PracticeComplete the summary with the correct words or the correct forms of the words in the bracket according to the passage. Scientists are learning the secret ways in which plants “talk” to each other. It has been known for some time that plants use chemicals 1___________ (communicate) with each other. When 2___________ (attack) by insects, the plant releases chemicals from the leaves that 3___________ (eat). This is like 4___________ warning. When another plant detects the chemicals, it starts to release 5___________ (it) own, different chemicals. Some chemicals drive insects away. 6___________ (surprising), plants also use sound to communicate. Some plants make noises with their roots. Some trees make clicking noises when there is not enough water, 7___________ (indicate) drought is arriving.Most surprisingly of all, plants have an 8___________ (amaze) system of communication that can link nearly every plant in a forest. It is called “wood wide web”, 9___________ is in some ways similar to the Internet we use. Using the wood wide web, plants can share information and even food 10___________ each other.Answers: 1 to communicate 2 attacked 3 are being eaten 4 a 5 its 6 Surprisingly 7 indicating 8 amazing 9 which 10 withStep 10: HomeworkFinish relevant exercise.
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