《英语》(新标准)高中选择性必修第一册Unit 6 教学设计.docx
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1、Book 4 Unit 6 Nurturing nature 教学设计单元主题本单元主题语境是“人与自然”,涉及的主题语境内容是保护自然环境 和自然遗产。本单元通过介绍中外著名的自然文化遗产,包括埃及的吉 萨金字塔群、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及 澳大利亚的大堡礁,使学生感受自然的美丽与神奇,体会前人为我们留 下的文化遗产的魅力,激发他们保护自然文化遗产的欲望,传达了人与 自然和谐共处这一理念。单元目标学生能够围绕本单元的主题语境内容,基于单元提供的游记、广告等多 模态语篇,综合运用各种语言技能,读懂与保护自然文化遗产相关的文 章内容;能够运用阅读策略,从文本中提取信息并
2、解读文本;能够厘清 现在完成进行时的概念及用法,并在具体语境中应用;能够听懂与生态 旅游相关的话题并谈论环境保护问题,恰当使用所学词汇与表达说服他 人,并学会表示折中、妥协的表达方式,深化对单元主题意义的理解; 能够分析招聘广告的基本要素,并根据所给文段内容,仿写招聘广告; 同时能够运用单元所学知识,通过辩论、分析,联系生活实际,辩证地 看待问题,分析利弊,并做出正确评判;能够找到合理的解决方法,创 造性地表达自己的观点,实现知识与思维能力的拓展与迁移;通过了解 世界各地的自然文化遗产,增强爱护环境,保护自然文化遗产的意识。 通过运用各种学习策略,多渠道开展调研,有效进行自主学习;利用网 络资
3、源,筛选、整合、编辑自然遗产保护宣传册;并能够结合单元所提 供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容 和进程,提高自己的理解和表达能力,最终促进自身语言能力、文化意 识、思维品质和学习能力的综合提升。Starting out板块教学设计(建议时长10-15分钟,教帅可根据教学实际酌情调整。)课型Viewing + Speaking主题语境人与自然一一保护自然文化遗产内容分析活动1呈现四张与单兀主题相关的图片,图片内容分别为中国的黄龙风 景名胜区、阿根廷和巴西交界处的伊瓜苏大瀑布、坦桑尼亚的乞力马扎 罗山和澳大利亚的乌卢鲁巨石,以吸引学生兴趣,进入单元话题。活动 2呈现的是
4、一段与主题相关的视频,内容介绍了世界遗产的三种类型, 即世界文化遗产、世界文化与自然双重遗产、世界自然遗产,并一一举 例说明。该板块旨在激活学生已有的背景知识和语言知识,为接下来整 个单元的学习活动做铺垫和预热。教学目标1引导学生讨论图片内容,归纳总结它们的共同之处,激活已有的语言、 背景知识;2带领学生观看世界自然文化遗产视频,使学生了解相关知识的同时, 培养学生理解视频的主旨大意,并能够从视频中提取关键信息的能力; 3引发学生初步思考人类发展经济的同时如何保护自然文化遗产。with the class.4 Teacher divides students into groups and a
5、sks them to choose one situation and act out a conversation.5 Teacher invites several groups to act out their conversations in front of the class and asks other students to make comments.conversation in groups.5. Several groups act out their conversations in front of the class. Other students make c
6、omments.Activity 8-91. Teacher downloads some pictures of White Beach, and guides students to describe the beautiful scenery, then leads to the topic.2. Teacher asks students to get to know the phrases in the box before listening.3. Teacher asks some students to read the whole passage individually a
7、nd complete the passage with the expressions in the box.4. Teacher asks students to share answers with the class.5. Teacher plays the audio again, and asks students to check answers1. Students describe the beautiful scenery.2. Students get to know the phrases in the box.3. Students read the whole pa
8、ssage individually and complete the passage with the expressions in the box before listening.4. Students check answers with the teacher.5. Students check the answers again.6. Students work in groups to look for similar expressions in the passage, and add more phrases through searching for materials.
9、7. The representative of each group presents their1. To help students get familiar with the topic and prepare fbr Activity 8.2. To train students5 ability to searching fbr materials.again.6. Teacher asks students to work in groups to look fbr similar expressions in the passage, and add more phrases
10、through searching fbr materials.7. Teacher invites the representative of each group to present their information. Teacher makes supplementation.information.Activity 101. Teacher guides students to understand the activity, then asks students to work in pairs to choose a role to play respectively.2. T
11、eacher asks students to make a dialogue using learned vocabulary according to his own task.3. Teacher asks students to work in groups to discuss, express their opinions and finally reach an agreement.4. Teacher invites several pairs to act out their dialogues in front of the class and asks other stu
12、dents to make comments.1. Students work in pairs to choose a role to play respectively.2. Students make a dialogue using learned vocabulary according to his own task.3. Students work in groups to discuss, express their opinions and finally reach an agreement.4. Several pairs act out their dialogues
13、in front of the class.Other students make comments.1. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learned.2. To guide students to make evaluation and reflection.Developing ideas板块教学设计(建议时长80-90分钟,教帅可根据教学实际酌情调整。)课型Read
14、ing + Writing主题语境人与自然一一保护自然文化遗产内容分析这个版块第一个内容是一个视频,展不了澳大利亚大堡礁所面临的来自 人类活动和天气变化的威胁。阅读语篇介绍了世界上最好的工作一岛 屿看护员,这个在风景如画的岛屿上写写博客,拍拍照,通过自己在岛 屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。 写作部分通过一篇招聘广告使学生了解此类写作的基本要素,然后进行 模仿练习。这个版块是本模块主题话题的延展,使学生通过学习更加珍 惜大自然赐予我们的一切,增强环保意识,进一步提升语言能力和思维 品质。教学目标1.引导学生理解语篇内容,通过阅读“世界上最好的工作”,加深对本 单元
15、人与自然的主题的理解,提升热爱自然、保护环境、与自然和谐共 处的意识;2引导学生完成相应活动,为文章的段落找到主题句,同时让学生观察 文章中过渡句的使用,理解其在文章中承上启下、增强文章逻辑的作用; 3启发学生分析招聘广告的要素,并根据所给文段内容,仿写招聘广告。教学重点1 .引导学生在文章中找主题句,过渡句,并理解在文章中的作用;2 .培养学生阅读技能。教学难点1 .引导学生仿写招聘广告;2 .引导学生热爱自然,保护环境,与自然和谐共处的意识。教学策略P-W-P模式Teaching contentsProceduresPurposesTeachers activityStudents9 ac
16、tivityActivity 11. Teacher asks students to review starting out and encourages students to discuss what kind of threat the world natural heritage is facing and how to solve it.2. Teacher plays the video and asks students to work in groups to discuss the question.1. Students review starting out and d
17、iscuss what kind of threat the world natural heritage is facing and how to solve it.2. Students watch the video and work in groups to discuss the question.3. Some students share answers and other studentsTo activate students5 theme-related background knowledge.3. Teacher asks some students to share
18、their answers with the class, and asks other students to make supplementation. Teacher makes comments.makesupplementation.Activity 21. Teacher asks students to work in groups to look at the pictures, discuss what the pictures express, and predict what the passage is about.2. Teacher asks each group
19、to read the title of the passage and discuss whether the predicted result can happen.3. Teacher invites students to present their reports and encourages students to state their reasons.1. Students work in groups to look at the pictures, discuss what the pictures express, and predict what the passage
20、 is about.2. Students read the title of the passage and discuss whether the predicted result can happen.3. Students present their reports and state their reasons.To train students9 analyzing abilities.Activity 31. Teacher guides students to understand the content of Learning to learn, and get to kno
21、w the function of transition.2. Teacher asks students to read the passage individually, choose the topic sentences for the1. Students understand the content of Learning to learn, and get to know the function of transition.2. Students read thepassage individually, choose the topic sentences fbr the p
22、aragraphs and write them on the lines to complete the passage.To get students to understand the function of transition.paragraphs and write them on the lines to complete the passage.3. Teacher asks students to work in groups to share their answers with others and discuss the functions of the four se
23、ntences in the passage.4. Teacher asks some students to present their answers and state reasons.Others make supplementation.3. Students work in groups to share their answers with others and discuss the functions of the four sentences in the passage.4. Some students present their answers and state re
24、asons. Others make supplementation.Think &Share1. Teacher asks students to work in groups to discuss the answers to the questions.2. Teacher asks students to answer the questions and other students to make supplementation or free discussion.1. Students work in groups to discuss the answers to the qu
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