Unit 5 Revealing nature（教案）-高中英語(yǔ)外研版（2019）選擇性必修第一冊(cè)

選擇性必修1Unit5Revealingnature教學(xué)設(shè)計(jì)

單元主題本單元主題語(yǔ)境是“人與自然”，涉及的主題語(yǔ)境內(nèi)容是認(rèn)識(shí)與探索自

然。使學(xué)生通過學(xué)習(xí)初步了解自然，認(rèn)識(shí)自然，積極探索并努力揭示

自然規(guī)律，發(fā)現(xiàn)自然奧秘。單元通過對(duì)生物物種、生物進(jìn)化、生物的多

樣性、自然界植物語(yǔ)言?shī)W秘等多維度的介紹，使學(xué)生初步了解物種起源、

植物發(fā)展規(guī)律，引發(fā)對(duì)自然的思考，激發(fā)對(duì)自然的探索、對(duì)規(guī)律的敬畏，

進(jìn)而幫助學(xué)生理解人與自然和諧相處的重要意義。同時(shí)，單元通過講述

達(dá)爾文完成著作《物種起源》的故事，引導(dǎo)學(xué)生體會(huì)探索的艱辛，學(xué)習(xí)

科學(xué)家的不畏艱難、大膽質(zhì)疑、勇敢探究的科學(xué)精神和創(chuàng)新精神。

單元目標(biāo)學(xué)生能夠圍繞本單元的主題語(yǔ)境內(nèi)容，基于本單元提供的多模態(tài)語(yǔ)篇，

綜合運(yùn)用各種語(yǔ)言技能，掌握本單元有關(guān)動(dòng)植物及生物進(jìn)化的詞匯及表

達(dá)，聽懂與自然界生物多樣性相關(guān)的話題，恰當(dāng)使用所學(xué)詞匯與表達(dá)談

論、闡述相關(guān)話題：初步了解中外科學(xué)家對(duì)大自然的探索，獲取世界不

同地區(qū)的動(dòng)植物信息，深化對(duì)單元主題意義的理解與挖掘；運(yùn)用單元所

學(xué)知識(shí)，經(jīng)過比較、分析并聯(lián)系自身實(shí)際，介紹與自然相關(guān)的紀(jì)錄片以

及世界著名的自然歷史博物館，積極探索自然，培養(yǎng)不斷探究、不斷創(chuàng)

新的思維意識(shí)；在自主、合作、探究式學(xué)習(xí)的過程中，運(yùn)用各種策略，

結(jié)合單元提供的反思性和評(píng)價(jià)性問題，不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自

己的學(xué)習(xí)內(nèi)容和進(jìn)程，激發(fā)學(xué)習(xí)興趣，提升分析問題和解決問題的能力，

最終促進(jìn)自身語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的綜合提升。

Startingout板塊教學(xué)設(shè)計(jì)

（建議時(shí)長(zhǎng)1（M5分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）

課型Viewing+Speaking

主題語(yǔ)境人與自然一一認(rèn)識(shí)與探索自然

內(nèi)容分析本板塊有兩個(gè)活動(dòng)，活動(dòng)一為科學(xué)雜志的一頁(yè)，介紹三種稀有動(dòng)物，引

入單元主題一一自然?；顒?dòng)二呈現(xiàn)了一段與單元話題自然相關(guān)的視頻，

幫助學(xué)生初步了解自然界中種子的傳播途徑。該板塊旨在激活學(xué)生已有

的關(guān)于自然界動(dòng)植物的背景知識(shí)和語(yǔ)言知識(shí)，并引入新知，為單元后續(xù)

話題及學(xué)習(xí)活動(dòng)做鋪墊和預(yù)熱。

教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：

1.了解三種稀有動(dòng)物的基本信息，指導(dǎo)學(xué)生掌握關(guān)于動(dòng)物的相關(guān)詞

匯，引入主題的同時(shí)為進(jìn)一步閱讀、表達(dá)作詞匯鋪墊；

2.激活已有的語(yǔ)言、背景知識(shí)，激發(fā)對(duì)話題的興趣；

3.談?wù)搫?dòng)植物相關(guān)的知識(shí)，初步探索自然。

教學(xué)重點(diǎn)引導(dǎo)學(xué)生初步了解關(guān)于動(dòng)物的相關(guān)詞匯，并聯(lián)系生活實(shí)際與自身經(jīng)歷，

激發(fā)對(duì)話題的興趣，從而為整個(gè)單元的活動(dòng)做鋪墊和預(yù)熱。

教學(xué)難點(diǎn)談?wù)搫?dòng)植物相關(guān)的知識(shí)、用新學(xué)的和積累的詞匯對(duì)動(dòng)物進(jìn)行介紹。

教學(xué)策略視聽教學(xué)法、交際教學(xué)法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

9

Activity11.Teacherdividesthe1.StudentscollectToarousestudents

studentsintowordsaboutinterestinthethree

groupsbeforeclasswildlifeandanimalsanddrawtheir

andasksthemtoinformationofattentiontothetheme

collectwordstheirfavouriteofthisunit-

aboutwildlifeandanimals.Revealingnature.

informationof2.Studentsintroduce

theirfavouritetheirfavourite

animals.animals.

2.Teacherasks3.Studentsscanthe

studentstomagazinepageand

introducetheirdiscussQuestion1

favouriteanimals.ingroups.

3.Teacherasks4.Studentssharetheir

studentstoscananswersinfrontof

themagazinepagetheclassandother

anddiscussstudentsmake

Question1insupplementsor

groups.freediscussion.

4.Teacheraskssome5.Studentsreadthe

pairstosharetheirpagecarefullyto

answersinfrontofrefinerelevant

theclassandotheranimalvocabulary

studentsmakeanddiscussand

supplementsoranswerQuestion2.

freediscussion.6.Studentsreport

5.Teacheraskstheiroutcomeof

studentstoreadthediscussion,and

thepagecarefullyintroducesimilar

torefinerelevantanimalsbyusing

animalvocabularythenew

anddiscussandvocabulary.

answerQuestion2.

6.Teacherasks

studentstoreport

theiroutcomeof

thediscussion,and

introducesimilar

animalsbyusing

thenew

vocabulary.

Activity21.Teacherplaysthe1.StudentswatchtheTomakestudents

videoandasksvideoandanswerrealizewaysofseeds

studentstowatchhowseedstravel.travelling.

thevideoand2.Studentswatchthe

answerhowseedsvideoandcomplete

travel.theinformation.

2.Teacherplaysthe3.Studentssharethe

videoagainandinformationin

helpsstudentstogroupsandanswer

refinerelevanthowseeds

information.travellingbenefit

3.Teacherasksplants.

studentstoanswer4.Studentsthink

howseedsaboutanother

travellingbenefitexampleofseeds

plants.travellingand

4.Teacherasksanswerthe

studentstothinkquestion.

aboutanother

exampleofseeds

travellingand

answerthe

question.

Understandingideas板塊教學(xué)設(shè)計(jì)

（建議時(shí)長(zhǎng)30-35分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）

課型Reading

主題語(yǔ)境人與自然——認(rèn)識(shí)與探索自然

內(nèi)容分析該板塊為本單元主體課文，體裁為記敘文，文章以時(shí)間及行程路線為線

索，介紹了著名的生物科學(xué)家達(dá)爾文著名的發(fā)現(xiàn)之旅，此次旅行，達(dá)爾

文做了大量考察研究并獲取了許多關(guān)于生物進(jìn)化的信息及發(fā)現(xiàn)，并基于

此次之旅，發(fā)表了后期改變世界的著名的《物種起源》一書。讀前的導(dǎo)

入活動(dòng)旨在幫助學(xué)生激活關(guān)于生物進(jìn)化的相關(guān)知識(shí)及儲(chǔ)備相應(yīng)的詞匯，

為課文介紹達(dá)爾文及其重要發(fā)現(xiàn)進(jìn)行學(xué)習(xí)鋪墊。讀中活動(dòng)引導(dǎo)學(xué)生通過

文本解讀更深入地解讀文章標(biāo)題，理解文章內(nèi)容。讀后活動(dòng)包括判斷主

旨大意、理解文章結(jié)構(gòu)和細(xì)節(jié)和開放性問答等活動(dòng)，引導(dǎo)學(xué)生進(jìn)一步理

解、賞析文本，體會(huì)達(dá)爾文具有重大歷史意義的發(fā)現(xiàn)之旅，進(jìn)一步探究

主題意義，感受達(dá)爾文探索科學(xué)、追求真理之路的艱難與險(xiǎn)阻，同時(shí)，

也激勵(lì)學(xué)生以其為榜樣，學(xué)習(xí)他不畏困難，大膽質(zhì)疑，勇于探索的科學(xué)

精神與創(chuàng)新精神。

教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：

1.熟悉話題語(yǔ)境，獲取文章的主旨大意；

2.感知敘述類文本語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特點(diǎn)，并按照事情發(fā)展順序梳理達(dá)

爾文關(guān)于生物進(jìn)化的發(fā)現(xiàn)之旅；

3.在語(yǔ)篇中學(xué)習(xí)和掌握與話題相關(guān)詞匯并能運(yùn)用所學(xué)詞匯進(jìn)行交流；

4.從達(dá)爾文的故事中體會(huì)探索的艱辛，學(xué)習(xí)科學(xué)家的不畏艱難、大膽

質(zhì)疑、勇敢探究的科學(xué)精神和創(chuàng)新精神；汲取積極的科研態(tài)度，指

導(dǎo)實(shí)際學(xué)習(xí)生活。

教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生讀懂語(yǔ)篇，理解作者的寫作意圖，并了解爾文關(guān)于生物進(jìn)

化的發(fā)現(xiàn)之旅；

2.引導(dǎo)學(xué)生了解敘述類文本語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特點(diǎn)。

教學(xué)難點(diǎn)1.引導(dǎo)學(xué)生把握動(dòng)名詞與動(dòng)詞不定式做賓語(yǔ)用法并運(yùn)用其進(jìn)行表達(dá)；

2.引導(dǎo)學(xué)生深度思考探索的艱辛，學(xué)習(xí)科學(xué)家的不畏艱難、大膽質(zhì)疑、

勇敢探究的科學(xué)精神和創(chuàng)新精神。

教學(xué)策略P-W-P模式

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherguides1.Studentsbrainstorm1.Tounderstandthe

studentstothewordsaboutpicturesandlead

brainstormtheplantsandanimals.inthetopic.

wordsaboutplants2.Studentsobserve2.Toreviewold

andanimals.thepicturesandwordsandlearn

TeachercollectsanswerQuestion1,newwords.

answersandreviewingold

presentsthemonwordsandlearning

theblackboard.newwords.

2.Teacherguides3.Studentsdiscussin

studentstolookatgroupsandanswer

thepicturesandthequestion.

answerQuestion1,

reviewingold

wordsandlearning

newwords.

3.Teacherasks

studentstodiscuss

ingroupsand

answerQuestion2.

Activity21.Teacherasks1.StudentsreadtheTogetthemainidea

studentstoreadthepassagequicklyandofthepassage.

passagequicklyandpredictthecontent.

predictthecontent,2.Studentsdiscussin

referringtopicturesgroups.

andtopic.3.Studentscheck

2.Teacherasksanswersingroups

studentstodiscussandshareeffective

thetopicingroups.waysofreading.

3.Teacherasks

studentstocheck

answersingroups

andshareeffective

waysofreading.

J

Activity31.Teacherasks1.Studentsreadthe1.Totrainstudents

studentstoreadthepassageabilityto

passageindividuallyandsummarize.

individuallyandchoosethemain2.Tohelpstudents

choosethemainideaofthepassage.understandthe

ideaofthepassage.2.Somestudentsstructureofthe

2.Teacherinvitessharetheiranswerspassage,thus

somestudentstowiththeclassandpreparingfor

sharetheiranswersgivethereason.Activity4.

withtheclass.

Activity41.Teacherguides1.StudentstrytoToexaminehowmuch

studentstopayunderstandthethestudentshave

attentiontothetitleintention.graspedthedetailed

ofthepuzzlepieces2.Studentsputtheinformation,and

andtrytopuzzlepiecesincultivatestudents9

understandtherightorder.analyzingabilities.

intention.3.Studentsreadthe

2.Teacheraskspassagecarefully

studentstoputtheandcompletethe

puzzlepiecesindetailed

rightorder.information.

3.Teacherasks4.Studentscheckthe

studentstoreadtheanswerswiththe

passagecarefullyteacher.

andcompletethe5.Studentsretellthe

detailedpassageaccording

information.totime.

4.Teacherchecksthe

answerswiththe

class.

5.Teacherasksthe

studentstoretell

thepassage

accordingtotime.

Think&1.Teacherasks1.StudentsdiscussandTodeepen

studentstodiscussanswertheunderstandingthe

Shareandanswerthequestionsinpassageandraisetheir

questionsingroups.awarenessofgetting

groups.2.Studentsanswerandalongwellwith

2.Teacheraskstalkabouthowtonature.

individualstudentsstudyandinherit

toanswerthethespirit.

questions.

Teachercomments

andleadstudents

tothinkabout

Darwin'sscientific

spirit.

Usinglanguage板塊教學(xué)設(shè)計(jì)

（建議時(shí)長(zhǎng)80-90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）

課型Reading+Listening+Speaking

主題語(yǔ)境人與自然一一認(rèn)識(shí)與探索自然

內(nèi)容分析本板塊圍繞單元“人與自然”的話題，通過多模態(tài)的形式，引領(lǐng)學(xué)生通

過語(yǔ)篇、聽說訓(xùn)練，學(xué)習(xí)單元語(yǔ)法、相關(guān)詞匯，幫助學(xué)生從不同視角開

闊視野，提升語(yǔ)言學(xué)習(xí)能力，鞏固單元話題，進(jìn)一步理解單元主題。這

部分是單元話題下的詞匯和聽說結(jié)合的綜合活動(dòng)，幫助學(xué)生深度聚焦語(yǔ)

言的意義和功能，進(jìn)行真實(shí)語(yǔ)境下思考和交際運(yùn)用，全方位提升綜合語(yǔ)

言運(yùn)用水平。語(yǔ)法部分通過文本的語(yǔ)句，幫助學(xué)生總結(jié)歸納“動(dòng)詞的時(shí)

態(tài)和語(yǔ)態(tài)之過去完成時(shí)”的用法并通過對(duì)袁隆平、孟德爾實(shí)驗(yàn)以及對(duì)龜

的介紹，鞏固語(yǔ)法及詞匯知識(shí)。此外，通過聽說材料介紹細(xì)胞、細(xì)菌、

及地球上的一些獨(dú)特物種，如：藍(lán)鯨、水熊、Galapagos島的大龜、Isabela

島上的紅樹林、SanCristobal上的美洲蜥蜴以及中國(guó)境內(nèi)的東北虎、水

杉、耗牛、胡楊樹、孔雀等，幫助學(xué)生進(jìn)一步了解自然界中生物的多樣

性，激發(fā)學(xué)生了解神奇自然，走進(jìn)自然的興趣，從而能夠理解人與自熱

的和諧關(guān)系。

教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：

1.發(fā)現(xiàn)并掌握“過去完成時(shí)”的概念、特點(diǎn)及用法，并能夠在真實(shí)語(yǔ)

境中靈活運(yùn)用；

2.在關(guān)于生物多樣性的語(yǔ)篇中完成詞匯學(xué)習(xí)并進(jìn)一步了解自然界中

生物的多樣性；

3.聽懂與生物多樣性、自然界相關(guān)話題，并能夠恰當(dāng)?shù)剡\(yùn)用功能表達(dá)

詢問信息、補(bǔ)充信息；

4.通過運(yùn)用不同的查找信息的方法了解更多關(guān)于生物多樣性的相關(guān)

知識(shí)，并思考這些方法的有效性，提高信息搜索能力。

教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生進(jìn)一步了解并掌握“過去完成時(shí)”的概念、特點(diǎn)及用法；

2.引導(dǎo)學(xué)生學(xué)會(huì)簡(jiǎn)單表達(dá)詢問信息、補(bǔ)充信息。

教學(xué)難點(diǎn)1.引導(dǎo)學(xué)生掌握“過去完成時(shí)”的用法；

2.引導(dǎo)學(xué)生思考生物多樣性的相關(guān)知識(shí)，并提高信息搜索能力。

教學(xué)策略任務(wù)型教學(xué)法、發(fā)現(xiàn)教學(xué)法、交際教學(xué)法、聽說教學(xué)法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentsfindthe1.Toencourage

studentstofindtwosentencesinstudentsto

sentencesaandbinthefirstboxanddiscoverthe

thepassageandpayanswerQuestionsgrammarusageby

attentiontothe1-2.themselves.

wordsinbold.Then2.Studentslookfor2.Tofurther

askstudentstomoresentencesenhancestudents5

answerQuestionswiththesimilarunderstandingthe

1-2.structuresinthefunctionsand

2.Teacherasksreadingpassage,usageofthepast

studentstolookforandanswerwhatperfect.

moresentencesthestructurehad

withthesimilardoneindicate.

structuresinthe3.Studentsusethe

readingpassage,grammaringroups

andhelpsstudentsandpresentin

tosummarisetheclass.

functionsandusage

ofthepastperfect.

3.Teacherencourages

studentstousethe

grammaringroups

andpresentinclass.

Activity21.Teacherasks1.StudentsreadandTogetstudentsto

studentstoreadgetthemainaimpractiseuseoftenses.

theinstructions,andidea.

sentencesand2.Studentspay

paragraphstogetattentiontothe

themainaimandordersand

idea.completeActivity

2.Teacherguidesthe2.

studentstopay3.Studentscheckthe

attentiontotheanswerswiththe

ordersandteacher.

completeActivity

2.

3.Teacheraskssome

individualsto

sharetheiranswers

infrontoftheclass

andteacherchecks

theanswerswith

thestudents.

Activity3-41.Teacherasks1.StudentsgettheTohelpstudents

studentstoreadmainideaandconsolidatethe

thepassageandgetcompletetheentryapplicationofpast

itsmainideaandwiththecorrectperfectinauthentic

completetheentryformofthewords.context.

withthecorrect2.Studentssharetheir

formofthewords.answersandthe

2.Teacherasksclassdiscuss.

individualstudents3.Studentsdiscuss

tosharetheirwhyLonesome

answersandtheGeorge

classdiscuss.disappeared.

3.Teacherasks4.Studentsworkin

studentstodiscusspairstoactout.

whyLonesomeUsethepast

Georgeperfecttensewhere

disappeared.appropriate.

4.Teacheraskssome

studentstoactout

arole-playinpairs

usingthe

informationin

Activity3.One

willplaythe

keeperof

LonesomeGeorge,

andtheotherwill

playthereporter

askingabout

George.

Activity5-71.Teacherasks1.StudentsreviewTotrainstudentsto

studentstoreviewandlearnnewgraspkeyinformation

andlearnnewrelevantofthelistening

relevantvocabularybymaterials,andmake

vocabularybycreatingauthentickeynoteswhile

creatingauthenticcontextandandlistening.

contextandandprepareforthe

prepareforthefollowinglistening

followinglisteningpractice.

practice.2.Studentsreadthe5

2.Teacherguidessentencesandtry

studentstoreadtounderstandthe

the5sentencesinmeaningsto

Activity5andprepareforthe

helpsthemlisteningpart.

understandtheir3.Studentslistenand

meanings,tofinishthetask.

preparefortheDiscussandcheck

listeningpart.theanswers.

3.Teacherplaysthe4.Studentslisten

audioandasksagainandget

studentstolistenspecific

andfinishthetaskinformationto

inActivity5.finishActivity6.

DiscussandcheckDiscussknowledge

theanswersinoncelland

groups.bacteriumin

4.Teacherasksgroupsandsharein

studentstolistenclass.

againandget5.Studentsdiscuss

specificrelevantsentence

informationtostructuresin

finishActivity6.Activity7and

Askthestudentstopayattentiontothe

discussknowledgepragmaticfunction.

oncelland6.Studentsmake

bacteriumindialoguesbyusing

groupsandsharethesentence

inclass.structures.

5.Teacherasks

studentstodiscuss

relevantsentence

structuresin

Activity7and

payattentiontothe

pragmatic

function.

6.Teacherasks

studentstomake

dialoguesbyusing

thesentence

structures.

Activity81.Teacherasks1.Studentslookat1.Toarousetheir

studentstolookatthepicturesandinterestin

thepicturesandvideo.reading.

video.2.Studentsreadthe2.Tohelpstudents

2.TeacherasksmaterialsonPageknowmore

studentstoread54respectivelyandspeciestoenlarge

thematerialsonanswerQuestion1theirknowledge

Page54and2.about

respectivelyand3.Studentscheckthebiodiversity

answerQuestion1answerswiththe3.Tohelpstudents

and2.teacher.improvetheir

3.Teachercheckstheabilityofgetting

answerswiththeinformation.

students.

Activity91.Teacherguides1.Studentsreviewthe1.Toconsolidate

studentstoreviewpassagetovocabularyand

thepassagetoconsolidate.knowledgeto

consolidate.2.Studentsdiscussleadin"the

2.TeacherasksthevocabularyinGalapagos

studentstodiscussActivity9.Islands”.

thevocabularyin3.Studentsreadthe2.Tohelpstudents

Activity9inparagraphsonPagedeeply

groups.55respectivelyandunderstand

3.Teacheraskscompletethetask.biodiversity.

studentstoread4.Therepresentative

theparagraphsonofeachgroup

Page55presentstheirview.

respectivelyand

completethetask.

4.Teacheraskssome

individualsto

sharetheiranswers

withtheclass.

Activity101.Teacherasks1.Studentslookat1.Tohelpstudents

studentstolookatthepictures,understandthe

thepicturesofthetalkingaboutbiodiversityin

speciesnativetobiodiversityinChina.

differentregionsofChina.2.Tostrengthen

China.Talkabout2.Studentschoosestudents'ability

biodiversityinonespeciesandofusing

Chinausingthecollecttheme-related

wordsandinformation,studylanguageto

expressionsinanddiscussitsexpressviews.

Activity5and9.evolutionand3.Toconsolidate

2.Teacherdividespresentsituationandusewhat

studentsintopairsaccordingtothetheyhave

andasksthemtopictures.learned.

chooseonespecies3.Studentsdiscussin

theyareinterestedgroupsandadd

inandcollectmoreinformation

information,studyfromothergroups.

anddiscussits4.Studentsdiscuss

evolutionandusingsentence

presentsituationstructuresin

accordingtotheActivity7and

pictures.vocabularyin

3.TeacherasksActivity8and9.

studentstodiscuss5.Studentsshare

ingroupsandaddwhatthey

moreinformationdiscussedingroups

fromothergroups.andreporttheir

4.Teacherasksdata,andother

studentstodiscussgroupsmake

usingsentencesupplementsand

structuresincomment.

Activity7and6.Studentsfinishthe

vocabularyinhomework.

Activity8and9.

5.Teacherasks

studentstoshare

whatthey

discussedin

groupsandreport

theirdata,and

othergroupsmake

supplementsand

comment.

6.Teacherarrange

homework:To

introducespecies

intheirhome

town.

Developingideas板塊教學(xué)設(shè)計(jì)

（建議時(shí)長(zhǎng)80-90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）

課型Reading+Writing

主題語(yǔ)境人與自然一一認(rèn)識(shí)與探索自然

內(nèi)容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語(yǔ)篇類型為描述性說明

文，以植物界語(yǔ)言的奧秘為題，具體介紹了自然界中不同植物之間不同

的交流方式，從而使學(xué)生通過了解神奇的自然，不僅增長(zhǎng)了自然界知識(shí)，

而且還激發(fā)了其對(duì)自然的好奇心。寫作部分為觀察日志，鼓勵(lì)學(xué)生通過

學(xué)習(xí)水仙花的生長(zhǎng)過程的日志，通過實(shí)踐觀察，仿寫向日葵的生長(zhǎng)過程。

通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)自然界的理解和認(rèn)識(shí)，進(jìn)一步走

進(jìn)自然、探索自然、了解自然、欣賞自然，學(xué)會(huì)自然的和諧共生，并且

初步掌握觀察日志的內(nèi)容特點(diǎn)、文體特點(diǎn)和寫作手法。

教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：

1理解文章，通過完成相應(yīng)的活動(dòng)，掌握與主題相關(guān)的關(guān)鍵詞匯，并

能清晰敘述文本介紹的自然界植物間的幾種交流方式；

2掌握描述性說明文的文體特征，從文本結(jié)構(gòu)入手，通過對(duì)文本段落

的分析，在把握結(jié)構(gòu)的基礎(chǔ)上掌握主題，加深對(duì)單元主題意義的認(rèn)識(shí)，

進(jìn)一步了解自然，形成與自然和諧相處的積極的人生態(tài)度。

教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生通過閱讀來把握和概括段落大意和推測(cè)作者寫作意圖；

2.培養(yǎng)學(xué)生描述性說明文的寫作能力。

教學(xué)難點(diǎn)1.引導(dǎo)學(xué)生進(jìn)行描述性說明；

2.引導(dǎo)學(xué)生樹立與自然和諧相處的積極的人生態(tài)度。

教學(xué)策略P-W-P模式

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.StudentslookatToguidesstudentsto

studentstolookatthepicturesandfocusonwhat

thepicturesandtickwhatplantsplantscandoand

tickwhatplantscando.activatetheir

cando.2.Studentssharetheirinterestinthestudy.

2.Teacheraskssomeanswerswiththe

studentstoshareclass,andfurther

theiranswerswithdiscusswhatelse

theclass,andplantscando.

furtherdiscuss

whatelseplants

cando.

Activity21.Teacherasks1.StudentsreadtheTotrainstudentsto

studentstoreadinstructionreadapassagewith

theinstructionindividuallyandtasksandfindoutthe

individuallyandfindoutthespecialkeyinformation.

findoutthespecialinformationthey

informationtheyshouldpay

shouldpayattentionto.

attentionto.2.Studentsreadthe

2.Teacherasksinformation

studentstoreadquicklyandfind

theinformationouttheanswers.

quicklyandfind3.Studentsanswer

outtheanswers.thequestions.

3.Teacherorganized

thestudentsto

answerthe

questionsand

explainif

necessary.

Activity31.Teacherasks1.StudentsscantheToencouragestudents

studentstoscandiagramtogetkeytofigureoutthe

thediagramtogetinformation,structureandauthor's

keyinformation,payingspecialpurposeinwritingthe

payingspecialattentiontocorepassage.

attentiontocorevocabulary.

vocabulary.2.Studentsscanthe

2.Teacheraskspassagetofindout

studentstoscantheanswers.

thepassagetofind3.Somestudents

outtheanswerssharetheiranswers

byusingkeywordwiththeclass.

position.

3.Teacherinvites

somestudentsto

sharetheiranswers

withtheclass.

Think&1.Teacherasks