高中英語 選必B5U5-第四課時(shí)-developing ideas教學(xué)設(shè)計(jì)

1、Book 5 Unit 5 A delicate world 教學(xué)設(shè)計(jì)Developing ideas板塊教學(xué)設(shè)計(jì)課型Reading + Writing主題語境人與自然保護(hù)我們脆弱的星球內(nèi)容分析本板塊呈現(xiàn)了從另一個(gè)角度反映單元主題的課文，語篇類型為演講。課文介紹了神農(nóng)架被列入聯(lián)合國(guó)教科文組織世界遺產(chǎn)名錄的原因，展示了人類在發(fā)展的同時(shí)也能與生態(tài)環(huán)境和諧共處。讀寫部分介紹了我國(guó)另一個(gè)生態(tài)系統(tǒng)保護(hù)的典范梵凈山，請(qǐng)學(xué)生起草關(guān)于梵凈山的講座稿。通過這一板塊的學(xué)習(xí)，學(xué)生能夠深入思考人類發(fā)展與保護(hù)生態(tài)系統(tǒng)兩者之間的關(guān)系，最終認(rèn)識(shí)到這兩者并不是對(duì)立的，人類在追求發(fā)展的同時(shí)也可以保護(hù)生態(tài)系統(tǒng)，從而增強(qiáng)學(xué)生的環(huán)保

2、意識(shí)，進(jìn)一步提高學(xué)生的思維品質(zhì)。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 把握文章大意，理解神農(nóng)架入選聯(lián)合國(guó)教科文組織世界非物質(zhì)文化遺產(chǎn)名錄的原因；理解演講的組織結(jié)構(gòu)特點(diǎn)及如何使用數(shù)據(jù)、舉例和比較來支持自己的觀點(diǎn)； 利用所學(xué)的知識(shí)寫一篇有關(guān)梵凈山的講座稿，進(jìn)一步提升語言運(yùn)用能力，加深對(duì)單元主題意義的認(rèn)識(shí)。教學(xué)重點(diǎn)帶領(lǐng)學(xué)生把握文章大意，理解神農(nóng)架入選聯(lián)合國(guó)教科文組織世界非物質(zhì)文化遺產(chǎn)名錄的原因；引導(dǎo)學(xué)生寫講座稿，進(jìn)一步提升語言運(yùn)用能力，加深對(duì)單元主題意義的認(rèn)識(shí)。 教學(xué)難點(diǎn)引導(dǎo)學(xué)生學(xué)習(xí)演講的組織結(jié)構(gòu)特點(diǎn)及如何使用數(shù)據(jù)、舉例和比較來支持自己的觀點(diǎn)；教學(xué)策略P-W-P模式Teaching content

3、sProceduresPurposes Teachers activityStudents activityActivity 1Teacher asks students to watch the video and answer the questions.Teacher invites some students to give answers.Students watch the video and answer the questions.Some students give answers.To lead students into the topic of Shennongjia.

4、Activity 2Teacher asks students to look at the title of the passage and think about what it means.Teacher asks students to work in groups and discuss the question. Then invite some students to share the answers.Teacher asks students to read the passage and check their answer.Students look at the tit

5、le of the passage and think about what it means.Students work in groups and discus the question. Some students share the answers.Students read the passage and check their answers.To strengthen students ability to understand the topic.Activity 3Teacher asks students to read the sentences from the pas

6、sage and decide if they serve to give data, examples or make comparisons.Teacher asks students to discuss in groups, and decide their answers.Teacher invites some students to give answers.Students read the sentences from the passage and decide if they serve to give data, examples or make comparisons

7、.Students discuss in groups and decide their answers.Some students give answers.To help students learn giving data, examples and making comparisons.Think & ShareTeacher asks students to think about the questions and discuss them in groups.Teacher invites some students to give answers.Students think

8、about the questions and discuss them in groups.Some students give answers.To enhance students understanding of the theme of the passage and encourage students to show their own opinions.Activity 4Teacher asks students to think about the similarities and differences between Macquarie Island and Shenn

9、ongjia and make notes.Teacher asks students to discuss their answers in groups, decide the key points and prepare for a talk.Teacher invites several students to give their talk to the class and others to make comments.Teacher asks students to think about how effectively they used the language they h

10、ave learnt to talk about the similarities and differences.Students think about the similarities and differences between Macquarie Island and Shennongjia and make notes.Students discuss their answers in groups, decide the key points and prepare for a talk.Some students give their talk to the class an

11、d others make comments.Students think about how effectively they used the language they have learnt to talk about the similarities and differences.To help students learn to compare and contrast.To improve students speaking skill and performance ability.Activity 5Teacher asks students to read the pas

12、sage and think about the questions.Teacher divides the class into groups and asks them to discuss the two questions in groups.Teacher invites one or two groups to share their answers and others to make comments.Students read the passage and think about the questions.Students discuss the questions in

13、 groups.One or two groups share their answers and others make comments.To help students learn why Fanjing Mountain was added to the UNESCO World Heritage List.Activity 6Teacher asks students to complete the outline based on the information in Activity 5.Teacher asks students to draft their lectures

14、about Fanjing Mountain.Students complete the outline based on the information in Activity 5.Students draft their lectures about Fanjing Mountain.To help students organise the lecture draft before making a lecture.Activity 7Teacher divides students into pairs and asks them to make improvements to each others lecture drafts.Teacher invites one or two pairs to share their answers to the class and others to make comments.Students work in pairs