1、1 / 4 Unit 5 Into the wild Understanding ideas 课型课型 Reading 主题语境主题语境 人与自然人与动物的关系 内容分析内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为科普 类说明文，以科学家的观察和研究为依据介绍了黑脉金斑蝶的 迁徙。读前的导入活动列举了有迁徙行为的动物，请学生谈论 对动物迁徙行为的认识，帮助学生提前熟悉课文话题，为课文 学习做铺垫。读中活动考查学生对课文话题的理解。读后活动 则是通过文章出处和主旨大意、 细节理解和开放性问答等活动， 启发学生深入思考，运用所学知识创造性地探究主题意义。 教学目标教学目标 本板块学习完
2、成后，学生能够： 1. 能够通过略读锁定关键词，获取文章大意，辨别文章体 裁，猜测文章出处； 2. 能够通过精读，迅速找出主要细节在文中的位置，理清 文中的因果逻辑关系，并初步了解说明文的语篇结构； 3. 能够了解黑脉金斑蝶迁徙的背景、目的和方式，了解人 类行为对其生存的影响，加深对课文和单元主题的认识； 4. 能够通过自主学习与小组合作学习， 进一步梳理和整合 语篇信息，深度思考人类应该如何保护好黑脉金斑蝶。 教学重点教学重点 1. 通过略读和精读，梳理和整合语篇信息； 2. 通过阅读语篇，梳理、归纳说明文的篇章结构。 教学难点教学难点 1. 通过语篇学习， 提高阅读微技能， 形成有效的阅读
3、策略； 2. 辩证看待黑脉金斑蝶的迁徙现象， 从多个角度思考人与 动物的关系。 教学策略教学策略 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 Teachers activity Students activity 2 / 4 Activity 1 1. T introduces the topic by sharing some pictures about monarch butterfly, Siberian crane, Atlantic salmon, red panda, killer whale and Africa
4、n lion. 2. T asks Ss to look at the pictures and choose the animals that migrate. 1. Ss enjoy the pictures and think about which animals immigrate. 2. Ss choose the animals that migrate and share their answers with the class. To introduce the topic of the reading passage. Activity 2 1. T asks Ss to
5、read the rubric independently and figure out what information they should pay attention to when reading the passage. 2. T asks Ss to read the passage quickly and find out what mystery the scientists have solved. 3. T asks some Ss to share their answers with the class. T gives 1. Ss read the rubric i
6、ndependently and figure out the task when they read the passage for the first time. 2. Ss skim the passage and find out what mystery the scientists have solved. 3. Ss share their answers with the class. 1. To let Ss have a general understanding of the passage as a whole. 2. To develop Ss ability to
7、think independently. 3 / 4 explanations if necessary. Activity 3 1. T asks Ss to read the passage quickly again and choose where they are most likely to find the passage. 2. T encourages Ss to discuss in groups about their answers and share them with the class. 1. Ss read the passage and choose wher
8、e they are most likely to find the passage. 2. Ss discuss their answers in groups and share them with the class. 1. To let Ss have a general understanding of the passage as a whole. 2. To develop Ss ability to think independently and help Ss learn from cooperative learning. Activity 4 1. T divides S
9、s into several groups and asks each group to choose one “cause-effect” flow chart to complete. 2. T asks Ss to read the passage carefully and complete the sentences and the flow chart. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. 1. Ss
10、 read the passage carefully and work in groups to choose the flow chart they would like to complete. 2. Ss discuss their answers in groups. 3. Representatives of each group share their answers with the class. Others add what they want. 4. Ss retell the passage according to the flow charts. 1. To hel
11、p Ss understand the details of the passage by careful reading. 2. To raise Ss awareness of the structure and logic of the passage. 4 / 4 4. T asks Ss to retell the passage according to the flow charts if Ss have better ability. Think & Share 1. T divides Ss into several groups and asks each group to
12、 think about and discuss the two questions. 2. T asks some Ss to share their answers with the class. Others can add what they want. 1. Ss share ideas about the two questions within their groups. 2. Some Ss share their answers with the class, and others can add what they want. To help Ss think more about what they can do to protect the monarch butterfly.
