外研版（2019）选择性必修 第三册Unit 5 Learning from nature Developing ideas教学设计
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| 名称 | 外研版（2019）选择性必修 第三册Unit 5 Learning from nature Developing ideas教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-18 12:11:30 | ||
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文档简介
Unit 5 Learning from Nature
Developing ideas
Analysis of the textbook in this lesson:
This course is from FLTRP's Foreign Research Edition (2019) Optional compulsory Volume 3. Unit 5 Learning from Nature Developing ideas. The theme of the course is to draw inspiration from nature and develop the mind. The course will include reading articles "Nature's engineers" and "Rainforest adventure" to discuss how to learn from nature.
Teaching objectives:
1. Language goal: Students can understand and use the vocabulary and expressions in the passage.
2. Reading objectives: Students can get the main information and understand the ideas and structure of the text.
3. Academic Objectives: Through reading and discussion, students are able to learn from nature and apply it to their daily lives and future studies.
Teaching focus:
1. Students' understanding and induction of the content of the article.
2. Students' mastery of key words and phrases in the essay.
3. Students' thinking and expression of the meaning of learning from nature.
Teaching difficulties:
1. Students' understanding of complex sentence structures in articles.
2. Students' understanding and analysis of the implied information in the article.
Analysis of learning situation:
Students are senior two students, with a certain English foundation. They have some ability in reading comprehension and vocabulary mastery, but may have difficulty understanding complex sentences and implicit information. They are interested in science and nature and are therefore able to relate to the themes of this course.
Teaching strategy:
1. Stimulate students' interest in the subject: Stimulate students' interest in nature and science by introducing vivid stories.
2. Provide diversified reading training: Through different forms of reading exercises, provide multi-angle reading comprehension and vocabulary exercises to help students consolidate and expand reading skills.
3. Guide students to think and express: Guide students to think about the meaning of the essay through question guidance and group discussion, and encourage them to express their opinions in written or oral ways.
Teaching method:
1. Listening training: Provide background information and stimulate students' interest by listening to relevant listening materials.
2. Reading training: Students read the passage alone or in groups and answer relevant questions.
3. Inquiry learning: Explore and analyze complex sentence patterns and implicit information in the text together with students.
4. Discussion and expression: Guide students to think and express through group discussion and role play.
The teaching process is as follows:
Introduction link:
Teaching content: Guide students to think about nature-related topics through pictures, videos or text, and stimulate students' interest in the topic.
Teaching activities: Show some pictures or video clips of spectacular natural landscapes for students to watch and discuss their thoughts and feelings. Students are led to think about the importance of nature to human beings and the value of learning from nature.
Classroom interaction:
Teaching content: Study and understand the text (2019) Optional Compulsory edition 3 Unit 5 Learning from Nature Developing ideas content.
Teaching activities: First, teachers can guide students to read the text and extract key information. Then, lead students to discuss how nature inspires people to pursue science and invention. This can take the form of a group discussion or dialogue, allowing students to analyze and share their own ideas and examples. Next, students are led to think creatively about wisdom and solutions in nature and present their ideas in groups or as individuals. Finally, teachers can provide feedback and comments, encouraging students to give recognition and constructive evaluation of their own ideas and those of other students.
The end:
Content: Summarize the main points of the lesson and allow students to think and reflect.
Teaching activities: Teachers can review the lesson with students and summarize the ideas and insights that students have shared. Guide students to think about what they have learned from this lesson and how they can apply what they have learned in real life. Students are encouraged to firmly believe in learning from nature, develop a love of nature and concern for environmental protection awareness.
1. Class exercises:
1. According to the passage, what is the main idea of the story
A) Animals can teach us important life lessons.
B) Nature is a source of inspiration for artists.
C) Humans should learn from animals' survival skills.
D) Scientists can learn a lot from the animal world.
Answer: A) Animals can teach us important life lessons.
According to the story in the passage, the main content of the story is that animals can teach people important life lessons and lessons.
2. Why did Russell discover the polar bear has an "icy fur"
A) Because he observed the polar bear in its natural habitat.
B) Because he saw polar bear pictures in books.
C) Because he used equipment to study polar bear fur.
D) Because he learned about it from another scientist.
C) Because he used equipment to study polar bear fur.
According to The sentence "The scientist equipped himself with a microscope and examined some hairs from a polar bear".
3. What can we learn from the story of Russell's research
A) Animals have unique abilities to survive in extreme environments.
B) Animals can provide inspiration for scientific breakthroughs.
C) Researchers can learn valuable lessons from nature.
D) Nature can be a dangerous place for humans to explore.
C) Researchers can learn valuable lessons from nature.
According to the passage "Russell's research suggests that humans can learn many valuable lessons from nature".
Second, teaching reflection:
In the above teaching, I found some problems, put forward the following improvement plan and summed up the teaching experience.
Problem analysis:
1. Students' ability to understand the main idea of the text needs to be improved, and there are still some confusion and uncertainty.
2. Students' grasp of the details in the text is not accurate enough, and their answers are biased.
3. Students' understanding of how to get inspiration and experience from stories needs to be improved, and their thinking is not broad enough.
Improvement plan:
1. Guide students to make predictions before reading the text, guide students to pay attention to the first/last paragraph and the title of the text, in order to get the main idea of the information.
2. Remind students to make marks in the reading process to ensure accurate grasp of details, such as color marking, circle drawing and other means.
3. Guide students to think and explore at a deeper level, for example, remind students to think about the theme in the text, the characters in the story and their behavior, so as to draw conclusions and Revelations.
Summary of teaching experience:
1. When designing classroom exercises, we should focus on the main content and objectives of the text, and pay attention to testing students' understanding of the details, themes and Revelations of the text.
2. Guide students to learn through independent thinking and exploration, stimulate students' learning interest and internal motivation.
3. In the teaching process, try to use a variety of teaching methods and media means to increase the interaction and interest, and improve the teaching effect.
The purpose of teaching reflection is to help teachers deeply understand their own teaching process and methods, and to propose improvement plans to improve the quality of teaching. By analyzing problems and summarizing experiences, teachers can better adjust their teaching strategies and better meet students' learning needs.
Developing ideas
Analysis of the textbook in this lesson:
This course is from FLTRP's Foreign Research Edition (2019) Optional compulsory Volume 3. Unit 5 Learning from Nature Developing ideas. The theme of the course is to draw inspiration from nature and develop the mind. The course will include reading articles "Nature's engineers" and "Rainforest adventure" to discuss how to learn from nature.
Teaching objectives:
1. Language goal: Students can understand and use the vocabulary and expressions in the passage.
2. Reading objectives: Students can get the main information and understand the ideas and structure of the text.
3. Academic Objectives: Through reading and discussion, students are able to learn from nature and apply it to their daily lives and future studies.
Teaching focus:
1. Students' understanding and induction of the content of the article.
2. Students' mastery of key words and phrases in the essay.
3. Students' thinking and expression of the meaning of learning from nature.
Teaching difficulties:
1. Students' understanding of complex sentence structures in articles.
2. Students' understanding and analysis of the implied information in the article.
Analysis of learning situation:
Students are senior two students, with a certain English foundation. They have some ability in reading comprehension and vocabulary mastery, but may have difficulty understanding complex sentences and implicit information. They are interested in science and nature and are therefore able to relate to the themes of this course.
Teaching strategy:
1. Stimulate students' interest in the subject: Stimulate students' interest in nature and science by introducing vivid stories.
2. Provide diversified reading training: Through different forms of reading exercises, provide multi-angle reading comprehension and vocabulary exercises to help students consolidate and expand reading skills.
3. Guide students to think and express: Guide students to think about the meaning of the essay through question guidance and group discussion, and encourage them to express their opinions in written or oral ways.
Teaching method:
1. Listening training: Provide background information and stimulate students' interest by listening to relevant listening materials.
2. Reading training: Students read the passage alone or in groups and answer relevant questions.
3. Inquiry learning: Explore and analyze complex sentence patterns and implicit information in the text together with students.
4. Discussion and expression: Guide students to think and express through group discussion and role play.
The teaching process is as follows:
Introduction link:
Teaching content: Guide students to think about nature-related topics through pictures, videos or text, and stimulate students' interest in the topic.
Teaching activities: Show some pictures or video clips of spectacular natural landscapes for students to watch and discuss their thoughts and feelings. Students are led to think about the importance of nature to human beings and the value of learning from nature.
Classroom interaction:
Teaching content: Study and understand the text (2019) Optional Compulsory edition 3 Unit 5 Learning from Nature Developing ideas content.
Teaching activities: First, teachers can guide students to read the text and extract key information. Then, lead students to discuss how nature inspires people to pursue science and invention. This can take the form of a group discussion or dialogue, allowing students to analyze and share their own ideas and examples. Next, students are led to think creatively about wisdom and solutions in nature and present their ideas in groups or as individuals. Finally, teachers can provide feedback and comments, encouraging students to give recognition and constructive evaluation of their own ideas and those of other students.
The end:
Content: Summarize the main points of the lesson and allow students to think and reflect.
Teaching activities: Teachers can review the lesson with students and summarize the ideas and insights that students have shared. Guide students to think about what they have learned from this lesson and how they can apply what they have learned in real life. Students are encouraged to firmly believe in learning from nature, develop a love of nature and concern for environmental protection awareness.
1. Class exercises:
1. According to the passage, what is the main idea of the story
A) Animals can teach us important life lessons.
B) Nature is a source of inspiration for artists.
C) Humans should learn from animals' survival skills.
D) Scientists can learn a lot from the animal world.
Answer: A) Animals can teach us important life lessons.
According to the story in the passage, the main content of the story is that animals can teach people important life lessons and lessons.
2. Why did Russell discover the polar bear has an "icy fur"
A) Because he observed the polar bear in its natural habitat.
B) Because he saw polar bear pictures in books.
C) Because he used equipment to study polar bear fur.
D) Because he learned about it from another scientist.
C) Because he used equipment to study polar bear fur.
According to The sentence "The scientist equipped himself with a microscope and examined some hairs from a polar bear".
3. What can we learn from the story of Russell's research
A) Animals have unique abilities to survive in extreme environments.
B) Animals can provide inspiration for scientific breakthroughs.
C) Researchers can learn valuable lessons from nature.
D) Nature can be a dangerous place for humans to explore.
C) Researchers can learn valuable lessons from nature.
According to the passage "Russell's research suggests that humans can learn many valuable lessons from nature".
Second, teaching reflection:
In the above teaching, I found some problems, put forward the following improvement plan and summed up the teaching experience.
Problem analysis:
1. Students' ability to understand the main idea of the text needs to be improved, and there are still some confusion and uncertainty.
2. Students' grasp of the details in the text is not accurate enough, and their answers are biased.
3. Students' understanding of how to get inspiration and experience from stories needs to be improved, and their thinking is not broad enough.
Improvement plan:
1. Guide students to make predictions before reading the text, guide students to pay attention to the first/last paragraph and the title of the text, in order to get the main idea of the information.
2. Remind students to make marks in the reading process to ensure accurate grasp of details, such as color marking, circle drawing and other means.
3. Guide students to think and explore at a deeper level, for example, remind students to think about the theme in the text, the characters in the story and their behavior, so as to draw conclusions and Revelations.
Summary of teaching experience:
1. When designing classroom exercises, we should focus on the main content and objectives of the text, and pay attention to testing students' understanding of the details, themes and Revelations of the text.
2. Guide students to learn through independent thinking and exploration, stimulate students' learning interest and internal motivation.
3. In the teaching process, try to use a variety of teaching methods and media means to increase the interaction and interest, and improve the teaching effect.
The purpose of teaching reflection is to help teachers deeply understand their own teaching process and methods, and to propose improvement plans to improve the quality of teaching. By analyzing problems and summarizing experiences, teachers can better adjust their teaching strategies and better meet students' learning needs.