外研版（2019）选择性必修第一册 Unit5 Revealing nature Developing ideas板块教学设计
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| 名称 | 外研版（2019）选择性必修第一册 Unit5 Revealing nature Developing ideas板块教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-02 20:44:46 | ||
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Unit5 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然——认识与探索自然
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。写作部分为观察日志，鼓励学生通过学习水仙花的生长过程的日志，通过实践观察，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，学会自然的和谐共生，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 在本板块学习结束时，学生能够： 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 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， 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 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； 培养学生描述性说明文的写作能力。
教学难点 引导学生进行描述性说明； 引导学生树立与自然和谐相处的积极的人生态度。
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 pictures and tick what plants can do. Teacher asks some students to share their answers with the class, and further discuss what else plants can do. Students look at the pictures and tick what plants can do. Students share their answers with the class, and further discuss what else plants can do. To guides students to focus on what plants can do and activate their interest in the study.
Activity 2 Teacher asks students to read the instruction individually and find out the special information they should pay attention to. Teacher asks students to read the information quickly and find out the answers. Teacher organized the students to answer the questions and explain if necessary. Students read the instruction individually and find out the special information they should pay attention to. Students read the information quickly and find out the answers. Students answer the questions. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to scan the diagram to get key information, paying special attention to core vocabulary. Teacher asks students to scan the passage to find out the answers by using keyword position. Teacher invites some students to share their answers with the class. Students scan the diagram to get key information, paying special attention to core vocabulary. Students scan the passage to find out the answers. Some students share their answers with the class. To encourage students to figure out the structure and author’s purpose in writing the passage.
Think & Share Teacher asks students to work in pairs to discuss the answers. Teacher asks individual students to answer the questions and other students make supplements or free discussion. Students work in pairs to discuss the answers. Some individual students answer the questions and others make supplements or free discussion. To encourage students further explore the topic and inspire them to think more about natural rules and secrets. To help students understand personification and apply the figure of speech.
Activity 4 Teacher asks students to work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Teacher introduces how bees and ants communicate and asks students to discuss animals’ other ways of communication. Teacher guides students to draft their speech. Teacher asks some groups to share their speeches with the class. Other groups comment. Students work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Students discuss animals’ other ways of communication. Students finish their speech by referring to their notes and books. Some groups share their speeches with the class. Other groups comment. To improve students’ speaking skills. To cultivate students’ ability of creative thinking. To help students apply what they’ve learnt in a real-life context.
Activity 5 Teacher asks students to read the journal and understand the main idea. Teacher divides the class into groups, and asks them to pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions. Teacher asks some groups to share their opinions with the class. Students read the journal and try to understand the main idea. Students pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions in groups. Some groups share their opinions with the class. To improve students’ reading skills. To understand how the daffodil bulbs grow.
Activity 6-7 Teacher ask students to sort out structure and language to clarify key points in observational journal. Teacher ask students to observe the three pictures in Activity 6 to finish the writing, using correct n. / v. adj. and adv. / to describe sunflower. Teacher asks students to present their writing and guide other students to make comment. Students sort out structure and language to clarify key points in observational journal. Students observe the three pictures in Activity 6 to finish the writing, using correct n. / v. / adj. and adv. / to describe sunflower. Some students answer the questions and other students check the answers. Students present their writing and other students make comment. To teach students how to analyse a passage, train their ability to summarise.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然——认识与探索自然
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。写作部分为观察日志，鼓励学生通过学习水仙花的生长过程的日志，通过实践观察，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，学会自然的和谐共生，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 在本板块学习结束时，学生能够： 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 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， 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 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； 培养学生描述性说明文的写作能力。
教学难点 引导学生进行描述性说明； 引导学生树立与自然和谐相处的积极的人生态度。
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 pictures and tick what plants can do. Teacher asks some students to share their answers with the class, and further discuss what else plants can do. Students look at the pictures and tick what plants can do. Students share their answers with the class, and further discuss what else plants can do. To guides students to focus on what plants can do and activate their interest in the study.
Activity 2 Teacher asks students to read the instruction individually and find out the special information they should pay attention to. Teacher asks students to read the information quickly and find out the answers. Teacher organized the students to answer the questions and explain if necessary. Students read the instruction individually and find out the special information they should pay attention to. Students read the information quickly and find out the answers. Students answer the questions. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to scan the diagram to get key information, paying special attention to core vocabulary. Teacher asks students to scan the passage to find out the answers by using keyword position. Teacher invites some students to share their answers with the class. Students scan the diagram to get key information, paying special attention to core vocabulary. Students scan the passage to find out the answers. Some students share their answers with the class. To encourage students to figure out the structure and author’s purpose in writing the passage.
Think & Share Teacher asks students to work in pairs to discuss the answers. Teacher asks individual students to answer the questions and other students make supplements or free discussion. Students work in pairs to discuss the answers. Some individual students answer the questions and others make supplements or free discussion. To encourage students further explore the topic and inspire them to think more about natural rules and secrets. To help students understand personification and apply the figure of speech.
Activity 4 Teacher asks students to work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Teacher introduces how bees and ants communicate and asks students to discuss animals’ other ways of communication. Teacher guides students to draft their speech. Teacher asks some groups to share their speeches with the class. Other groups comment. Students work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Students discuss animals’ other ways of communication. Students finish their speech by referring to their notes and books. Some groups share their speeches with the class. Other groups comment. To improve students’ speaking skills. To cultivate students’ ability of creative thinking. To help students apply what they’ve learnt in a real-life context.
Activity 5 Teacher asks students to read the journal and understand the main idea. Teacher divides the class into groups, and asks them to pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions. Teacher asks some groups to share their opinions with the class. Students read the journal and try to understand the main idea. Students pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions in groups. Some groups share their opinions with the class. To improve students’ reading skills. To understand how the daffodil bulbs grow.
Activity 6-7 Teacher ask students to sort out structure and language to clarify key points in observational journal. Teacher ask students to observe the three pictures in Activity 6 to finish the writing, using correct n. / v. adj. and adv. / to describe sunflower. Teacher asks students to present their writing and guide other students to make comment. Students sort out structure and language to clarify key points in observational journal. Students observe the three pictures in Activity 6 to finish the writing, using correct n. / v. / adj. and adv. / to describe sunflower. Some students answer the questions and other students check the answers. Students present their writing and other students make comment. To teach students how to analyse a passage, train their ability to summarise.