外研版（2019）选择性必修 第一册Unit 5 Revealing nature Developing ideas- An encounter with nature教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修 第一册Unit 5 Revealing nature Developing ideas- An encounter with nature教学设计（表格式） |
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| 格式 | docx | ||
| 文件大小 | 1.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-29 08:53:38 | ||
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教学设计
【基本教学信息】
【课时名称】
Developing ideas: An encounter with nature
【授课课型及时长】
高中英语阅读课，45分钟
【文本分析】
【What】
本文为人与自然，野外邂逅野生动物熊为话题，是一篇能反映单元主题的课文。讲述作者以第一人称记叙了他作为一名自然摄影师在美国黄石国家公园拍摄自然美景时邂逅一头熊的惊险故事，通过本文使学生能够理解人与动物之间的关系，培养学生人与自然和谐相处的理念。
【Why】
本文作者通过讲述自己在美国黄石国家公园拍摄时遭遇熊的真实故事，使学生深入语篇内容的同时又启发学生深度思考人与自然，人与动物的关系，并希望读者爱护自然，尊重自然，尊重野生动物。课程以学生发展为本的教育理念，最终构建人与自然，人与动物和谐相处的理念。
【How】
本课是一篇记叙野外冒险经历的文章。该文记叙的是野生动物摄影师偶遇狗熊，为它拍照并得以逃生的难忘奇特经历。文章按照时间顺序展开。重点词汇主要涉及动作描写、环境描写等，如breathtaking, concentrate, froze, scare, recover, shock,capture等；句式主要涉及描写类等。本文的价值取向在于学生通过本文的学习，重新审视人与自然的关系，提高生态保护意识，积极参与环保行动。
【学情分析】
背景知识与技能储备
高中阶段学生已具备基础的英语叙事文阅读能力，熟悉5W1H要素，能初步提取文本信息，且对黄石国家公园、野生动物等话题有零散认知，通过影视或课外读物积累过相关生态保护常识。他们对野外冒险、动物相关故事兴趣浓厚，更倾向于通过视频、图片等直观化资源和小组讨论、实践任务参与学习，乐于分享个人经历与观点，但在复杂语境下的词汇运用、叙事文“故事山”结构梳理方面仍有不足，用英文表达“人与动物关系”相关观点时，也存在词汇匮乏、句式单一的问题。
学习兴趣与需求
针对这些潜在困难，教学中可通过彩色卡片标注“开端-发展-冲突-解决-结局”五阶段，结合文本事件逐一匹配以可视化呈现故事逻辑；借助图片、动作演示和语境猜词，帮助学生理解snow-capped、recovered from the shock等场景词汇；课前提供核心句型模板和主题词汇清单，为学生英文表达搭建支架。
【本课时教学目标】
By the end of the lesson, students will be able to:
Linguistic ability: Understand the narrative content, accurately grasp basic six elements of the narrative ,and clarify the context of the development of the story by using story mountain.
Learning ability：Learn the basic writing skills of continuation writing and can unpack their thinking process ,and put what they have learned into practice.
Thinking capacity: Further understand the relationship between human beings and animals and form the correct values of respecting animals and nature.
Cultural awareness: Guide the students to figure out the author’s opinions about dealing with the animals and call on everyone to protect the animals and live with them in harmony. Help students form correct views on animal protection.
【教学重难点】
【教学重点】
Find out the relevant details, figure out the structure and the time order of the event, and understand the characteristics of the narration.
Figure out the author’s writing purpose and opinions about living with animals.
【教学难点】
Use what they have learned to introduce the story that happened between themselves and animals to others.
Further understand the relationship between human beings and animals and form the correct values of respecting animals and nature.
【教学过程设计】
教学目标 活动设计 设计意图 活动层次 学习效果评价 时间
激活背景知识，激发阅读兴趣 Lead-in Play a video about the national park Yellowstone and ask the students what they have learned from it. Introduce the national Yellowstone Park. Stimulate students' interest in reading the article. 感知 观察学生是否能主动分享视频相关信息，参与课堂互动 3mins
培养预测能力，形成学习期待 Pre-reading Prediction Look at the word cloud and pictures. Predict what happened in the encounter. Train Ss' ability to predict contents and form learning expectations. 预测 评估学生预测内容与课文情节的贴合度，判断其信息捕捉能力 3mins
梳理文本结构，提取核心信息，深化文本理解 While-reading Read and Think T asks Ss to read the passage quickly to check their prediction. Task 1: Clarify the genre of the article and the six elements (5W1H). What is the genre of the passage A. Exposition B. Argumentation C. Narration D. Feature Stories Task 2: Read for the main idea. Task 3: Read the first paragraph and fill in the blanks to understand the author's joy as a nature photographer. Read the second paragraph and answer the following questions. What do you know about Yellowstone National Park and its bears Read the third paragraph and and answer the following questions. (1) Match the events with the stages on the story mountain. Think about the feelings of the author according to his actions. As the other main character of the story, why did the bear choose not to attack the photographer 生理层面The bear might have been weak from hibernation and lacked the strength to launch an attack; it needed to search for food urgently to recover energy instead of wasting strength on confrontation. 心理与习性层面Wild bears are not naturally aggressive toward humans unless they feel threatened or provoked. The bear may have regarded humans as non-threatening strangers and preferred to stay away rather than attack. 情境层面It is likely that the bear had cubs nearby, so its first priority was to protect its young and flee the scene, rather than taking the risk of attacking humans. 黄石公园多年保护层面：① Yellowstone’s protection measures have reduced human interference and hunting of bears for a long time; ②the park’s protection work helps maintain a stable ecological chain, providing bears with abundant natural food sources; ③the park usually enforces rules for visitors (e.g., keeping a safe distance from wildlife). Read the fourth paragraph and think about the theme of the passage. Improve Ss’ reading efficiency by reading with questions. Let Ss get the details of the passage and deepen their understanding of the elements of the narration. Help Ss sort out the story and understand the development of the story more clearly. 理解与分析 查看学生文体判断、段落匹配、故事山填写的正确率； 观察学生回答细节问题时的语言表达准确性 30mins
深化主题认知，践行语言运用 Post-reading Think & Share Students discuss the question in groups and share their answers. What can we do to show our respect for animals The teacher gives a summary. Individuals: Stopping killing them for food or fur; To be a volunteer if possible; Government: Make laws to prevent them from being caught and killed; Society: Protecting their wild habitat; Put forward a proposal and raise awareness of the protection of animals To deepen Ss’ thinking about how to live in harmony with animals and what the can do to protect them. 迁移与应用 评估学生是否能结合课文主题，有条理地用英文表达个人观点，是否掌握核心行动方向。 6mins
巩固知识体系，反思学习效果 Summary&Evaluation Answer the questions to help retell the story. 2. Students conduct self- assessment of their own learning performance in this class. Help Ss sort out key knowledge and better digest and absorb them. Enable students to understand their own mastery of the knowledge covered in this class. 总结与反思 复习回顾所学；通过学生自我评估检测知识掌握情况 3mins
【作业与拓展学习设计】
Homework:
Summarize the key elements of the text in terms of 5W1H (who, what, when, where, why, how), briefly recount the main plot (within 50 words), and consolidate the understanding of the narrative structure.
Follow the “story mountain” structure of the text and write an 80-word “my experience with an animal” in English, highlighting the emotional changes.
设计说明：
1. 针对性适配核心目标：第1题聚焦文本基础要素，通过5W1H梳理、情节复述，直接呼应课堂“掌握叙事文结构”的教学重点，帮助学生巩固叙事文核心框架认知，强化语言信息提取与归纳能力。
2. 分层落实能力进阶：第2题以课文“故事山”结构为支架，引导学生从“理解”走向“运用”，既锻炼英文写作能力，又通过“突出情感变化”的要求，深化对叙事文情感表达技巧的掌握，实现从知识输入到输出的转化。
3. 兼顾基础与迁移：两题分别对应“基础巩固”与“能力提升”，既保障全体学生掌握核心知识，又为学有余力的学生提供实践拓展空间，同时衔接课堂“人与自然和谐共处”的主题，实现语言能力与思维能力的协同发展。
【板书设计】
【特色说明】
1. 践行学科核心素养：通过“预测-速读-精读-分享”的阶梯式活动，融合语言能力（词汇/句式学习）、思维能力（故事结构分析/主题探究）、文化意识（动物保护理念）与学习能力（复述/合作探究）的培养，实现素养闭环。
2. 落实学习活动观：以“Story Mountain”为可视化工具，串联预读、读中、读后活动，让学生在“预测情节-梳理结构-情感分析-实践运用”的过程中主动建构知识，而非被动接收信息。
3. 教学资源创新：运用视频（黄石公园实景）、故事山图表等多元资源，直观呈现叙事文结构与情感变化
4. 衔接现实应用：通过拓展作业与“动物保护”现实议题结合，让课文主题从“文本理解”延伸到“实践行动”，实现“学英语-懂道理-做实事”的教学目标。
【附：对应教材/教学内容】
【基本教学信息】
【课时名称】
Developing ideas: An encounter with nature
【授课课型及时长】
高中英语阅读课，45分钟
【文本分析】
【What】
本文为人与自然，野外邂逅野生动物熊为话题，是一篇能反映单元主题的课文。讲述作者以第一人称记叙了他作为一名自然摄影师在美国黄石国家公园拍摄自然美景时邂逅一头熊的惊险故事，通过本文使学生能够理解人与动物之间的关系，培养学生人与自然和谐相处的理念。
【Why】
本文作者通过讲述自己在美国黄石国家公园拍摄时遭遇熊的真实故事，使学生深入语篇内容的同时又启发学生深度思考人与自然，人与动物的关系，并希望读者爱护自然，尊重自然，尊重野生动物。课程以学生发展为本的教育理念，最终构建人与自然，人与动物和谐相处的理念。
【How】
本课是一篇记叙野外冒险经历的文章。该文记叙的是野生动物摄影师偶遇狗熊，为它拍照并得以逃生的难忘奇特经历。文章按照时间顺序展开。重点词汇主要涉及动作描写、环境描写等，如breathtaking, concentrate, froze, scare, recover, shock,capture等；句式主要涉及描写类等。本文的价值取向在于学生通过本文的学习，重新审视人与自然的关系，提高生态保护意识，积极参与环保行动。
【学情分析】
背景知识与技能储备
高中阶段学生已具备基础的英语叙事文阅读能力，熟悉5W1H要素，能初步提取文本信息，且对黄石国家公园、野生动物等话题有零散认知，通过影视或课外读物积累过相关生态保护常识。他们对野外冒险、动物相关故事兴趣浓厚，更倾向于通过视频、图片等直观化资源和小组讨论、实践任务参与学习，乐于分享个人经历与观点，但在复杂语境下的词汇运用、叙事文“故事山”结构梳理方面仍有不足，用英文表达“人与动物关系”相关观点时，也存在词汇匮乏、句式单一的问题。
学习兴趣与需求
针对这些潜在困难，教学中可通过彩色卡片标注“开端-发展-冲突-解决-结局”五阶段，结合文本事件逐一匹配以可视化呈现故事逻辑；借助图片、动作演示和语境猜词，帮助学生理解snow-capped、recovered from the shock等场景词汇；课前提供核心句型模板和主题词汇清单，为学生英文表达搭建支架。
【本课时教学目标】
By the end of the lesson, students will be able to:
Linguistic ability: Understand the narrative content, accurately grasp basic six elements of the narrative ,and clarify the context of the development of the story by using story mountain.
Learning ability：Learn the basic writing skills of continuation writing and can unpack their thinking process ,and put what they have learned into practice.
Thinking capacity: Further understand the relationship between human beings and animals and form the correct values of respecting animals and nature.
Cultural awareness: Guide the students to figure out the author’s opinions about dealing with the animals and call on everyone to protect the animals and live with them in harmony. Help students form correct views on animal protection.
【教学重难点】
【教学重点】
Find out the relevant details, figure out the structure and the time order of the event, and understand the characteristics of the narration.
Figure out the author’s writing purpose and opinions about living with animals.
【教学难点】
Use what they have learned to introduce the story that happened between themselves and animals to others.
Further understand the relationship between human beings and animals and form the correct values of respecting animals and nature.
【教学过程设计】
教学目标 活动设计 设计意图 活动层次 学习效果评价 时间
激活背景知识，激发阅读兴趣 Lead-in Play a video about the national park Yellowstone and ask the students what they have learned from it. Introduce the national Yellowstone Park. Stimulate students' interest in reading the article. 感知 观察学生是否能主动分享视频相关信息，参与课堂互动 3mins
培养预测能力，形成学习期待 Pre-reading Prediction Look at the word cloud and pictures. Predict what happened in the encounter. Train Ss' ability to predict contents and form learning expectations. 预测 评估学生预测内容与课文情节的贴合度，判断其信息捕捉能力 3mins
梳理文本结构，提取核心信息，深化文本理解 While-reading Read and Think T asks Ss to read the passage quickly to check their prediction. Task 1: Clarify the genre of the article and the six elements (5W1H). What is the genre of the passage A. Exposition B. Argumentation C. Narration D. Feature Stories Task 2: Read for the main idea. Task 3: Read the first paragraph and fill in the blanks to understand the author's joy as a nature photographer. Read the second paragraph and answer the following questions. What do you know about Yellowstone National Park and its bears Read the third paragraph and and answer the following questions. (1) Match the events with the stages on the story mountain. Think about the feelings of the author according to his actions. As the other main character of the story, why did the bear choose not to attack the photographer 生理层面The bear might have been weak from hibernation and lacked the strength to launch an attack; it needed to search for food urgently to recover energy instead of wasting strength on confrontation. 心理与习性层面Wild bears are not naturally aggressive toward humans unless they feel threatened or provoked. The bear may have regarded humans as non-threatening strangers and preferred to stay away rather than attack. 情境层面It is likely that the bear had cubs nearby, so its first priority was to protect its young and flee the scene, rather than taking the risk of attacking humans. 黄石公园多年保护层面：① Yellowstone’s protection measures have reduced human interference and hunting of bears for a long time; ②the park’s protection work helps maintain a stable ecological chain, providing bears with abundant natural food sources; ③the park usually enforces rules for visitors (e.g., keeping a safe distance from wildlife). Read the fourth paragraph and think about the theme of the passage. Improve Ss’ reading efficiency by reading with questions. Let Ss get the details of the passage and deepen their understanding of the elements of the narration. Help Ss sort out the story and understand the development of the story more clearly. 理解与分析 查看学生文体判断、段落匹配、故事山填写的正确率； 观察学生回答细节问题时的语言表达准确性 30mins
深化主题认知，践行语言运用 Post-reading Think & Share Students discuss the question in groups and share their answers. What can we do to show our respect for animals The teacher gives a summary. Individuals: Stopping killing them for food or fur; To be a volunteer if possible; Government: Make laws to prevent them from being caught and killed; Society: Protecting their wild habitat; Put forward a proposal and raise awareness of the protection of animals To deepen Ss’ thinking about how to live in harmony with animals and what the can do to protect them. 迁移与应用 评估学生是否能结合课文主题，有条理地用英文表达个人观点，是否掌握核心行动方向。 6mins
巩固知识体系，反思学习效果 Summary&Evaluation Answer the questions to help retell the story. 2. Students conduct self- assessment of their own learning performance in this class. Help Ss sort out key knowledge and better digest and absorb them. Enable students to understand their own mastery of the knowledge covered in this class. 总结与反思 复习回顾所学；通过学生自我评估检测知识掌握情况 3mins
【作业与拓展学习设计】
Homework:
Summarize the key elements of the text in terms of 5W1H (who, what, when, where, why, how), briefly recount the main plot (within 50 words), and consolidate the understanding of the narrative structure.
Follow the “story mountain” structure of the text and write an 80-word “my experience with an animal” in English, highlighting the emotional changes.
设计说明：
1. 针对性适配核心目标：第1题聚焦文本基础要素，通过5W1H梳理、情节复述，直接呼应课堂“掌握叙事文结构”的教学重点，帮助学生巩固叙事文核心框架认知，强化语言信息提取与归纳能力。
2. 分层落实能力进阶：第2题以课文“故事山”结构为支架，引导学生从“理解”走向“运用”，既锻炼英文写作能力，又通过“突出情感变化”的要求，深化对叙事文情感表达技巧的掌握，实现从知识输入到输出的转化。
3. 兼顾基础与迁移：两题分别对应“基础巩固”与“能力提升”，既保障全体学生掌握核心知识，又为学有余力的学生提供实践拓展空间，同时衔接课堂“人与自然和谐共处”的主题，实现语言能力与思维能力的协同发展。
【板书设计】
【特色说明】
1. 践行学科核心素养：通过“预测-速读-精读-分享”的阶梯式活动，融合语言能力（词汇/句式学习）、思维能力（故事结构分析/主题探究）、文化意识（动物保护理念）与学习能力（复述/合作探究）的培养，实现素养闭环。
2. 落实学习活动观：以“Story Mountain”为可视化工具，串联预读、读中、读后活动，让学生在“预测情节-梳理结构-情感分析-实践运用”的过程中主动建构知识，而非被动接收信息。
3. 教学资源创新：运用视频（黄石公园实景）、故事山图表等多元资源，直观呈现叙事文结构与情感变化
4. 衔接现实应用：通过拓展作业与“动物保护”现实议题结合，让课文主题从“文本理解”延伸到“实践行动”，实现“学英语-懂道理-做实事”的教学目标。
【附：对应教材/教学内容】