这是一份外研版 (2019)选择性必修第一册Unit 5 Revealing nature获奖教案，共3页。

Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自然——认识与探索自然
内容分析
该板块为本单元主体课文，体裁为记叙文，文章以时间及行程路线为线索，介绍了著名的生物科学家达尔文著名的发现之旅，此次旅行，达尔文做了大量考察研究并获取了许多关于生物进化的信息及发现，并基于此次之旅，发表了后期改变世界的著名的《物种起源》一书。读前的导入活动旨在帮助学生激活关于生物进化的相关知识及储备相应的词汇，为课文介绍达尔文及其重要发现进行学习铺垫。读中活动引导学生通过文本解读更深入地解读文章标题，理解文章内容。读后活动包括判断主旨大意、理解文章结构和细节和开放性问答等活动，引导学生进一步理解、赏析文本，体会达尔文具有重大历史意义的发现之旅，进一步探究主题意义，感受达尔文探索科学、追求真理之路的艰难与险阻，同时，也激励学生以其为榜样，学习他不畏困难，大胆质疑，勇于探索的科学精神与创新精神。
教学目标
在本板块学习结束时，学生能够：
熟悉话题语境，获取文章的主旨大意；
感知叙述类文本语篇结构及语言特点，并按照事情发展顺序梳理达尔文关于生物进化的发现之旅；
在语篇中学习和掌握与话题相关词汇并能运用所学词汇进行交流；
从达尔文的故事中体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神；汲取积极的科研态度，指导实际学习生活。
教学重点
引导学生读懂语篇，理解作者的写作意图，并了解尔文关于生物进
化的发现之旅；
引导学生了解叙述类文本语篇结构及语言特点。
教学难点
1. 引导学生把握动名词与动词不定式做宾语用法并运用其进行表达；
2. 引导学生深度思考探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。
教学策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher guides students t brainstrm the wrds abut plants and animals. Teacher cllects answers and presents them n the blackbard.
Teacher guides students t lk at the pictures and answer Questin 1, reviewing ld wrds and learning new wrds.
Teacher asks students t discuss in grups and answer Questin 2.
Students brainstrm the wrds abut plants and animals.
Students bserve the pictures and answer Questin 1, reviewing ld wrds and learning new wrds.
Students discuss in grups and answer the questin.
T understand the pictures and lead in the tpic.
T review ld wrds and learn new wrds.
Activity 2
Teacher asks students t read the passage quickly and predict the cntent, referring t pictures and tpic.
Teacher asks students t discuss the tpic in grups.
Teacher asks students t check answers in grups and share effective ways f reading.
Students read the passage quickly and predict the cntent.
Students discuss in grups.
Students check answers in grups and share effective ways f reading.
T get the main idea f the passage.
Activity 3
Teacher asks students t read the passage individually and chse the main idea f the passage.
Teacher invites sme students t share their answers with the class.
Students read the passage individually and chse the main idea f the passage.
Sme students share their answers with the class and give the reasn.
T train students’ ability t summarize.
T help students understand the structure f the passage, thus preparing fr Activity 4.
Activity 4
Teacher guides students t pay attentin t the title f the puzzle pieces and try t understand the intentin.
Teacher asks students t put the puzzle pieces in right rder.
Teacher asks students t read the passage carefully and cmplete the detailed infrmatin.
Teacher checks the answers with the class.
Teacher asks the students t retell the passage accrding t time.
Students try t understand the intentin.
Students put the puzzle pieces in right rder.
Students read the passage carefully and cmplete the detailed infrmatin.
Students check the answers with the teacher.
Students retell the passage accrding t time.
T examine hw much the students have grasped the detailed infrmatin, and cultivate students’ analyzing abilities.
Think & Share
Teacher asks students t discuss and answer the questins in grups.
Teacher asks individual students t answer the questins.
Teacher cmments and lead students t think abut Darwin’s scientific spirit.
Students discuss and answer the questins in grups.
Students answer and talk abut hw t study and inherit the spirit.
T deepen understanding the passage and raise their awareness f getting alng well with nature.

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