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高中英语外研版 (2019)选择性必修 第一册Unit 5 Revealing nature获奖教案
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这是一份高中英语外研版 (2019)选择性必修 第一册Unit 5 Revealing nature获奖教案，共5页。教案主要包含了Unit等内容，欢迎下载使用。
2019外研版选择性必修一 Unit 5
Using language板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自然——认识与探索自然
内容分析
本板块围绕单元“人与自然”的话题，通过多模态的形式，引领学生通过语篇、听说训练，学习单元语法、相关词汇，帮助学生从不同视角开阔视野，提升语言学习能力，巩固单元话题，进一步理解单元主题。这部分是单元话题下的词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用水平。语法部分通过文本的语句，帮助学生总结归纳“动词的时态和语态之过去完成时”的用法并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。此外，通过听说材料介绍细胞、细菌、及地球上的一些独特物种，如：蓝鲸、 水熊、Galapags岛的大龟、 Isabela岛上的红树林、San Cristbal上的美洲蜥蜴以及中国境内的东北虎、水杉、牦牛、胡杨树、孔雀等，帮助学生进一步了解自然界中生物的多样性，激发学生了解神奇自然，走进自然的兴趣，从而能够理解人与自热的和谐关系。
教学目标
在本板块学习结束时，学生能够：
发现并掌握“过去完成时”的概念、特点及用法，并能够在真实语境中灵活运用；
在关于生物多样性的语篇中完成词汇学习并进一步了解自然界中生物的多样性；
听懂与生物多样性、自然界相关话题，并能够恰当地运用功能表达询问信息、补充信息 ;
4. 通过运用不同的查找信息的方法了解更多关于生物多样性的相关知识，并思考这些方法的有效性，提高信息搜索能力。
教学重点
引导学生进一步了解并掌握“过去完成时”的概念、特点及用法；
引导学生学会简单表达询问信息、补充信息。
教学难点
引导学生掌握“过去完成时”的用法；
引导学生思考生物多样性的相关知识，并提高信息搜索能力。
教学策略
任务型教学法、发现教学法、交际教学法、听说教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t find sentences a and b in the passage and pay attentin t the wrds in bld. Then ask students t answer Questins 1–2.
Teacher asks students t lk fr mre sentences with the similar structures in the reading passage, and helps students t summarise the functins and usage f the past perfect.
Teacher encurages students t use the grammar in grups and present in class.
Students find the tw sentences in the first bx and answer Questins 1–2.
Students lk fr mre sentences with the similar structures in the reading passage, and answer what the structure had dne indicate.
Students use the grammar in grups and present in class.
T encurage students t discver the grammar usage by themselves.
T further enhance students’ understanding the functins and usage f the past perfect.
Activity 2
Teacher asks students t read the instructins, sentences and paragraphs t get the main aim and idea.
Teacher guides the students t pay attentin t the rders and cmplete Activity 2.
Teacher asks sme individuals t share their answers in frnt f the class and teacher checks the answers with the students.
Students read and get the main aim and idea.
Students pay attentin t the rders and cmplete Activity 2.
Students check the answers with the teacher.
T get students t practise use f tenses.
Activity 3-4
Teacher asks students t read the passage and get its main idea and cmplete the entry with the crrect frm f the wrds.
Teacher asks individual students t share their answers and the class discuss.
Teacher asks students t discuss why Lnesme Gerge disappeared.
Teacher asks sme students t act ut a rle-play in pairs using the infrmatin in Activity 3. One will play the keeper f Lnesme Gerge, and the ther will play the reprter asking abut Gerge.
Students get the main idea and cmplete the entry with the crrect frm f the wrds.
Students share their answers and the class discuss.
Students discuss why Lnesme Gerge disappeared.
Students wrk in pairs t act ut. Use the past perfect tense where apprpriate.
T help students cnslidate the applicatin f past perfect in authentic cntext.
Activity 5-7
Teacher asks students t review and learn new relevant vcabulary by creating authentic cntext and and prepare fr the fllwing listening practice.
Teacher guides students t read the 5 sentences in Activity 5 and helps them understand their meanings, t prepare fr the listening part.
Teacher plays the audi and asks students t listen and finish the task in Activity 5. Discuss and check the answers in grups.
Teacher asks students t listen again and get specific infrmatin t finish Activity 6. Ask the students t discuss knwledge n cell and bacterium in grups and share in class.
Teacher asks students t discuss relevant sentence structures in Activity 7 and pay attentin t the pragmatic functin.
Teacher asks students t make dialgues by using the sentence structures.
Students review and learn new relevant vcabulary by creating authentic cntext and and prepare fr the fllwing listening practice.
Students read the 5 sentences and try t understand the meanings t prepare fr the listening part.
Students listen and finish the task.
Discuss and check the answers .
Students listen again and get specific infrmatin t finish Activity 6. Discuss knwledge n cell and bacterium in grups and share in class.
Students discuss relevant sentence structures in Activity 7 and pay attentin t the pragmatic functin.
Students make dialgues by using the sentence structures.
T train students t grasp key infrmatin f the listening materials, and make key ntes while listening.
Activity 8
Teacher asks students t lk at the pictures and vide.
Teacher asks students t read the materials n Page 54 respectively and answer Questin 1 and 2.
Teacher checks the answers with the students.
Students lk at the pictures and vide.
Students read the materials n Page 54 respectively and answer Questin 1 and 2.
Students check the answers with the teacher.
T aruse their interest in reading.
T help students knw mre species t enlarge their knwledge abut bidiversity
T help students imprve their ability f getting infrmatin.
Activity 9
Teacher guides students t review the passage t cnslidate.
Teacher asks students t discuss the vcabulary in Activity 9 in grups.
Teacher asks students t read the paragraphs n Page 55 respectively and cmplete the task.
Teacher asks sme individuals t share their answers with the class.
Students review the passage t cnslidate.
Students discuss the vcabulary in Activity 9.
Students read the paragraphs n Page 55 respectively and cmplete the task.
The representative f each grup presents their view.
T cnslidate vcabulary and knwledge t lead in “the Galapags Islands”.
T help students deeply understand bidiversity.
Activity 10
Teacher asks students t lk at the pictures f the species native t different regins f China. Talk abut bidiversity in China using the wrds and expressins in Activity 5 and 9.
Teacher divides students int pairs and asks them t chse ne species they are interested in and cllect infrmatin, study and discuss its evlutin and present situatin accrding t the pictures.
Teacher asks students t discuss in grups and add mre infrmatin frm ther grups.
Teacher asks students t discuss using sentence structures in Activity 7 and vcabulary in Activity 8 and 9.
Teacher asks students t share what they discussed in grups and reprt their data, and ther grups make supplements and cmment.
Teacher arrange hmewrk: T intrduce species in their hme twn.
Students lk at the pictures, talking abut bidiversity in China.
Students chse ne species and cllect infrmatin, study and discuss its evlutin and present situatin accrding t the pictures.
Students discuss in grups and add mre infrmatin frm ther grups.
Students discuss using sentence structures in Activity 7 and vcabulary in Activity 8 and 9.
Students share what they discussed in grups and reprt their data, and ther grups make supplements and cmment.
Students finish the hmewrk.
T help students understand the bidiversity in China.
T strengthen students’ ability f using theme-related language t express views.
T cnslidate and use what they have learned.
2019外研版选择性必修一 Unit 5
Using language板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自然——认识与探索自然
内容分析
本板块围绕单元“人与自然”的话题，通过多模态的形式，引领学生通过语篇、听说训练，学习单元语法、相关词汇，帮助学生从不同视角开阔视野，提升语言学习能力，巩固单元话题，进一步理解单元主题。这部分是单元话题下的词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用水平。语法部分通过文本的语句，帮助学生总结归纳“动词的时态和语态之过去完成时”的用法并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。此外，通过听说材料介绍细胞、细菌、及地球上的一些独特物种，如：蓝鲸、 水熊、Galapags岛的大龟、 Isabela岛上的红树林、San Cristbal上的美洲蜥蜴以及中国境内的东北虎、水杉、牦牛、胡杨树、孔雀等，帮助学生进一步了解自然界中生物的多样性，激发学生了解神奇自然，走进自然的兴趣，从而能够理解人与自热的和谐关系。
教学目标
在本板块学习结束时，学生能够：
发现并掌握“过去完成时”的概念、特点及用法，并能够在真实语境中灵活运用；
在关于生物多样性的语篇中完成词汇学习并进一步了解自然界中生物的多样性；
听懂与生物多样性、自然界相关话题，并能够恰当地运用功能表达询问信息、补充信息 ;
4. 通过运用不同的查找信息的方法了解更多关于生物多样性的相关知识，并思考这些方法的有效性，提高信息搜索能力。
教学重点
引导学生进一步了解并掌握“过去完成时”的概念、特点及用法；
引导学生学会简单表达询问信息、补充信息。
教学难点
引导学生掌握“过去完成时”的用法；
引导学生思考生物多样性的相关知识，并提高信息搜索能力。
教学策略
任务型教学法、发现教学法、交际教学法、听说教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t find sentences a and b in the passage and pay attentin t the wrds in bld. Then ask students t answer Questins 1–2.
Teacher asks students t lk fr mre sentences with the similar structures in the reading passage, and helps students t summarise the functins and usage f the past perfect.
Teacher encurages students t use the grammar in grups and present in class.
Students find the tw sentences in the first bx and answer Questins 1–2.
Students lk fr mre sentences with the similar structures in the reading passage, and answer what the structure had dne indicate.
Students use the grammar in grups and present in class.
T encurage students t discver the grammar usage by themselves.
T further enhance students’ understanding the functins and usage f the past perfect.
Activity 2
Teacher asks students t read the instructins, sentences and paragraphs t get the main aim and idea.
Teacher guides the students t pay attentin t the rders and cmplete Activity 2.
Teacher asks sme individuals t share their answers in frnt f the class and teacher checks the answers with the students.
Students read and get the main aim and idea.
Students pay attentin t the rders and cmplete Activity 2.
Students check the answers with the teacher.
T get students t practise use f tenses.
Activity 3-4
Teacher asks students t read the passage and get its main idea and cmplete the entry with the crrect frm f the wrds.
Teacher asks individual students t share their answers and the class discuss.
Teacher asks students t discuss why Lnesme Gerge disappeared.
Teacher asks sme students t act ut a rle-play in pairs using the infrmatin in Activity 3. One will play the keeper f Lnesme Gerge, and the ther will play the reprter asking abut Gerge.
Students get the main idea and cmplete the entry with the crrect frm f the wrds.
Students share their answers and the class discuss.
Students discuss why Lnesme Gerge disappeared.
Students wrk in pairs t act ut. Use the past perfect tense where apprpriate.
T help students cnslidate the applicatin f past perfect in authentic cntext.
Activity 5-7
Teacher asks students t review and learn new relevant vcabulary by creating authentic cntext and and prepare fr the fllwing listening practice.
Teacher guides students t read the 5 sentences in Activity 5 and helps them understand their meanings, t prepare fr the listening part.
Teacher plays the audi and asks students t listen and finish the task in Activity 5. Discuss and check the answers in grups.
Teacher asks students t listen again and get specific infrmatin t finish Activity 6. Ask the students t discuss knwledge n cell and bacterium in grups and share in class.
Teacher asks students t discuss relevant sentence structures in Activity 7 and pay attentin t the pragmatic functin.
Teacher asks students t make dialgues by using the sentence structures.
Students review and learn new relevant vcabulary by creating authentic cntext and and prepare fr the fllwing listening practice.
Students read the 5 sentences and try t understand the meanings t prepare fr the listening part.
Students listen and finish the task.
Discuss and check the answers .
Students listen again and get specific infrmatin t finish Activity 6. Discuss knwledge n cell and bacterium in grups and share in class.
Students discuss relevant sentence structures in Activity 7 and pay attentin t the pragmatic functin.
Students make dialgues by using the sentence structures.
T train students t grasp key infrmatin f the listening materials, and make key ntes while listening.
Activity 8
Teacher asks students t lk at the pictures and vide.
Teacher asks students t read the materials n Page 54 respectively and answer Questin 1 and 2.
Teacher checks the answers with the students.
Students lk at the pictures and vide.
Students read the materials n Page 54 respectively and answer Questin 1 and 2.
Students check the answers with the teacher.
T aruse their interest in reading.
T help students knw mre species t enlarge their knwledge abut bidiversity
T help students imprve their ability f getting infrmatin.
Activity 9
Teacher guides students t review the passage t cnslidate.
Teacher asks students t discuss the vcabulary in Activity 9 in grups.
Teacher asks students t read the paragraphs n Page 55 respectively and cmplete the task.
Teacher asks sme individuals t share their answers with the class.
Students review the passage t cnslidate.
Students discuss the vcabulary in Activity 9.
Students read the paragraphs n Page 55 respectively and cmplete the task.
The representative f each grup presents their view.
T cnslidate vcabulary and knwledge t lead in “the Galapags Islands”.
T help students deeply understand bidiversity.
Activity 10
Teacher asks students t lk at the pictures f the species native t different regins f China. Talk abut bidiversity in China using the wrds and expressins in Activity 5 and 9.
Teacher divides students int pairs and asks them t chse ne species they are interested in and cllect infrmatin, study and discuss its evlutin and present situatin accrding t the pictures.
Teacher asks students t discuss in grups and add mre infrmatin frm ther grups.
Teacher asks students t discuss using sentence structures in Activity 7 and vcabulary in Activity 8 and 9.
Teacher asks students t share what they discussed in grups and reprt their data, and ther grups make supplements and cmment.
Teacher arrange hmewrk: T intrduce species in their hme twn.
Students lk at the pictures, talking abut bidiversity in China.
Students chse ne species and cllect infrmatin, study and discuss its evlutin and present situatin accrding t the pictures.
Students discuss in grups and add mre infrmatin frm ther grups.
Students discuss using sentence structures in Activity 7 and vcabulary in Activity 8 and 9.
Students share what they discussed in grups and reprt their data, and ther grups make supplements and cmment.
Students finish the hmewrk.
T help students understand the bidiversity in China.
T strengthen students’ ability f using theme-related language t express views.
T cnslidate and use what they have learned.
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