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视频标签：An Encounter
所属栏目：高中英语优质课视频
视频课题：新外研版必修一An Encounter with Nature滨州博兴
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
新外研版必修一An Encounter with Nature滨州博兴
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An Encounter with Nature教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。） |
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| 课型 | Reading |
| 主题语境 | 人与自然——人与动物的关系 |
| 内容分析 | 这是一篇从另一角度反映单元主题的课文，语篇类型为记叙文，记叙了一名自然摄影师在美国黄石国家公园的一次惊心动魄的拍摄经历。通过对这一课文的学习，学生能够进一步理解人与动物之间的关系，最终形成爱护动物、尊重动物、尊重自然、保护生态的正确价值观。 |
| 教学目标 |
1. 能够结合语境猜测词义、理解语篇大意； 2. 梳理出事件的先后顺序并根据时间线复述事件过程； 3. 能够结合语篇深度思考人与动物应该如何相处，人类应该怎样保护好动物。 |
| 教学难点 |
1. 思考、总结、归纳阅读中常用的阅读技巧，形成有效的阅读策略； 2. 运用所学语言知识思考人类应该如何和动物和谐相处，并和他人交流、分享自己的见解。 |
| 教学策略 | 情景式教学策略 启发式教学策略 探索发现式教学策略 |
| Teaching contents | Procedures | Purposes | |
| Teacher’s activity | Students’ activity | ||
| Activity 1 |
1. T introduces the topic by presenting the word cloud and the pictures. 2. T asks Ss to look at the word cloud and the pictures, and encourages Ss to predict what happens in the story. |
Ss look at the word cloud and the pictures, and predict what happens in the story. | To stimulate Ss’ interest in the topic and make preparations for the following activities. |
| Activity 2 |
1. T asks Ss to read the passage independently and figure out what they should pay attention to when reading the passage. 2. T asks Ss to read the passage quickly, check their predictions and find the topic sentence. |
1. Ss read the passage independently and figure out the task when they read the passage for the first time. 2. Ss skim the passage, check their predictions and find the topic sentence. |
1. To let Ss have a general understanding of the passage as a whole. 2. To develop Ss’ ability to think independently. |
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Activity 3 |
1. T asks Ss to read the passage carefully and number the events in the correct order. 2. T asks some Ss to share their answers with the class. Other Ss check their answers. |
1. Ss read the passage and number the events in the correct order. 2. Ss share their answers with the class. |
1. To help Ss understand the details of the passage by careful reading. 2. To raise Ss’ awareness of the structure and logic of the passage. |
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Activity 4 |
1. T asks Ss to retell the story according to the time order. Considering the level of the student, T can offer some hints, such as last spring ..., was admiring .... when ..., turning around ... and a second later.... 2. T asks some Ss to share their answers with the class without referring to the textbook. |
1. Ss use the sentences in activity 3 to retell the story and try to recite it. 2. Ss share their answers with the class. |
To help Ss understand the structure and logic of the passage and master the skill of describing events according to time order. |
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Activity 5 |
1. T introduces the strategies of guessing the meaning of new words and take “brave” as an example. 2. T asks Ss to read the sentences and guess the meaning of the words in bold independently. 3. T asks Ss to discuss the meaning of the words in bold with their deskmates. 4. T asks some Ss to share their answers with the class. Others can add what they want. |
1. Ss learn the strategies of guessing the meaning of new words. 2. Ss read the sentences and guess the meaning of the words in bold independently. 3. Ss discuss the meaning of the words in bold with their deskmates. 4. Some students share their answers with the class. Others add what they want. |
To develop Ss’ ability to guess the meaning of new words according to the context. |
| Think & Share |
1.T enjoys a video and some pictures with Ss. 2. T divides Ss into several groups and asks Ss to think about and discuss the question: What can we do to show our respect for animals? 3. T asks some Ss to share their answers with the class. Others can add what they want. 3. T makes timely assessment about Ss’ presentation and instructs Ss to think deeply about how to live in harmony with animals and helps Ss to form correct values. |
1. Ss work in groups, thinking about and discussing the question. 2. Some Ss share their answers with the class, and others can add what they want. 3. Ss think deeply about how to live in harmony with animals and form correct values. |
1. To help Ss have a deep understanding of the sentence: It is we who are the visitors to their world. 2. To let Ss have a intuitive feeling about the animals’ conditions. 3. To develop Ss’ awareness of cooperative learning. 4. To deepen Ss’ thinking about how to live in harmony with animals and what they can do to protect them. |
| Summary |
1. T asks Ss to think independently about what they have learnt in this class. 2. T asks some Ss to share their ideas with the class. Others add what they want. |
1. Ss think independently about what they have learnt in this class. 2. Some students share their ideas with the class. Others add what they want. |
To help Ss get the structure of the class and check whether they achieve the goal of the class. |
| Homework | T ask Ss to write compositions about stories between animals and themselves. | Ss write compositions about stories between animals and themselves after class. | To help Ss use skills they have learnt from the class to describe events and think more about how they should live in harmony with animals. |
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