外研版（2019）英语选择性第一册 Unit 5 Revealing nature Understanding ideas 教学设计
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| 名称 | 外研版（2019）英语选择性第一册 Unit 5 Revealing nature Understanding ideas 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 357.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 17:52:47 | ||
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Unit 5 Revealing nature Understanding ideas教学设计
教学目标与核心素养
1带领学生略读课文，熟悉话题语境，获取课文的主旨大意；
2带领学生细读课文，进行文本解读，感知叙述类文本的结构及语言特点，并按照事件发展顺序梳理 Darwin的发现之旅；
3引导学生阅读课文，在语篇中学习和掌握与话题相关的词汇，并能运用所学词汇进行交流；
4引导学生联系生活实际，从 Darwin的故事中体会探索的艰辛，学习科学家的科学精神和创新精神，并以此指导自己的实际学习生活。教学重难点
教学重点：
带领学生通过略读和精读，获取课文大意，引导学生感知课文的结构和语言
教学难点：
引导学生基于课文内容联系生活实际，思考生物进化对于人类的意义，并学习科学家不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。
课前准备：多媒体，平板，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：
教师通过视频，关于人们对于人类的起源的质疑，引出达尔文的进化论，从而让学生对于进化论有初步的了解，对于达尔文的贡献初步肯定，激发学生的学习兴趣。
二、While- class
I. Read for the structure 教师引领学生从语篇类型入手，了解课文的结构和语言特点。
1. 展示学生对于文章结构的思维导图。
2. 通过提出问题 The text is organized in order of _____ (time)，将文章结构进一步细化。
II. Read for details
教师带领学生进一步梳理文章的结构，引导学生理解，掌握与达尔文的发现之旅相关的细节，检验学生对课本脉络，行文逻辑，细节内容及话题相关语言的理解和整合情况。
1. Paragraph 1
2. Paragraph 2—5
1) Brainstorm: If you were Darwin, how would organize your journey of discovery
on his journey -> generate ideas ->look for more details -> develop ideas -> propose a theory
2) Fill in the blanks to finish Darwin’s discovery
Discussion:
Think and Share: What kind of person was Darwin according to the passage Find out the evidence in the passage to support your ideas.
(The following are some adjectives related to personalities for students to refer to.)
Group work:(两人一组进行一段穿越时空的对话，其中一名学生扮演 Darwin，另一名扮演记者，通过访谈形式完成对进化论等问题的讨论)
Suppose you are in an interview program “Talk with Celebrities”, one student is the interviewer, and one is “Darwin”. Act out an interview Darwin’s journey of discovery.(The following are some questions for students to refer to. They can come up with their own questions which should be related to what we’ve learned just now.)
1) What did you find on your journey......
2) How did you solve your puzzles......
3) What do you think is the most important during the journey......
3. Paragraph 6-7
Deep thinking: If you were Darwin, your wife sent you a letter, asking you not to publish the Theory of Evolution. What would you reply to her. You can refer to the following 2 tips:
1) Explain why you did not publish the theory before.
2) List the reason(s) why you want to publish your theory now
One possible Version:
Darling, about twenty years ago, the Theory of Evolution was immature, lacking evidence to support, for which I chose not to publish it. However, through years of exploration, it’s time for it to come to light. Although the religious belief is deeply rooted in people’s heart, scientific truth is bound to be known by everyone. I’m willing to be the first to unveil/ uncover it.
Your understanding is expected.
学生 5分钟时间完成书信，注意参考本文学到的内容以及达尔文的性格特征，利用平板的拍摄功能展示学生的作品，并由学生点评。
三、After-class
Homework: Write a Passage “The man I admire most--- Charles Darwin”.
Tips: You may use some useful expressions in the passage.
教学目标与核心素养
1带领学生略读课文，熟悉话题语境，获取课文的主旨大意；
2带领学生细读课文，进行文本解读，感知叙述类文本的结构及语言特点，并按照事件发展顺序梳理 Darwin的发现之旅；
3引导学生阅读课文，在语篇中学习和掌握与话题相关的词汇，并能运用所学词汇进行交流；
4引导学生联系生活实际，从 Darwin的故事中体会探索的艰辛，学习科学家的科学精神和创新精神，并以此指导自己的实际学习生活。教学重难点
教学重点：
带领学生通过略读和精读，获取课文大意，引导学生感知课文的结构和语言
教学难点：
引导学生基于课文内容联系生活实际，思考生物进化对于人类的意义，并学习科学家不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。
课前准备：多媒体，平板，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：
教师通过视频，关于人们对于人类的起源的质疑，引出达尔文的进化论，从而让学生对于进化论有初步的了解，对于达尔文的贡献初步肯定，激发学生的学习兴趣。
二、While- class
I. Read for the structure 教师引领学生从语篇类型入手，了解课文的结构和语言特点。
1. 展示学生对于文章结构的思维导图。
2. 通过提出问题 The text is organized in order of _____ (time)，将文章结构进一步细化。
II. Read for details
教师带领学生进一步梳理文章的结构，引导学生理解，掌握与达尔文的发现之旅相关的细节，检验学生对课本脉络，行文逻辑，细节内容及话题相关语言的理解和整合情况。
1. Paragraph 1
2. Paragraph 2—5
1) Brainstorm: If you were Darwin, how would organize your journey of discovery
on his journey -> generate ideas ->look for more details -> develop ideas -> propose a theory
2) Fill in the blanks to finish Darwin’s discovery
Discussion:
Think and Share: What kind of person was Darwin according to the passage Find out the evidence in the passage to support your ideas.
(The following are some adjectives related to personalities for students to refer to.)
Group work:(两人一组进行一段穿越时空的对话，其中一名学生扮演 Darwin，另一名扮演记者，通过访谈形式完成对进化论等问题的讨论)
Suppose you are in an interview program “Talk with Celebrities”, one student is the interviewer, and one is “Darwin”. Act out an interview Darwin’s journey of discovery.(The following are some questions for students to refer to. They can come up with their own questions which should be related to what we’ve learned just now.)
1) What did you find on your journey......
2) How did you solve your puzzles......
3) What do you think is the most important during the journey......
3. Paragraph 6-7
Deep thinking: If you were Darwin, your wife sent you a letter, asking you not to publish the Theory of Evolution. What would you reply to her. You can refer to the following 2 tips:
1) Explain why you did not publish the theory before.
2) List the reason(s) why you want to publish your theory now
One possible Version:
Darling, about twenty years ago, the Theory of Evolution was immature, lacking evidence to support, for which I chose not to publish it. However, through years of exploration, it’s time for it to come to light. Although the religious belief is deeply rooted in people’s heart, scientific truth is bound to be known by everyone. I’m willing to be the first to unveil/ uncover it.
Your understanding is expected.
学生 5分钟时间完成书信，注意参考本文学到的内容以及达尔文的性格特征，利用平板的拍摄功能展示学生的作品，并由学生点评。
三、After-class
Homework: Write a Passage “The man I admire most--- Charles Darwin”.
Tips: You may use some useful expressions in the passage.