1、2019外研版选择性必修一 Unit 6Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与自然保护自然文化遗产内容分析这个版块第一个内容是一个视频，展示了澳大利亚大堡礁所面临的来自人类活动和天气变化的威胁。 阅读语篇介绍了世界上最好的工作 岛屿看护员，这个在风景如画的岛屿上写写博客，拍拍照，通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇招聘广告使学生了解此类写作的基本要素，然后进行模仿练习。这个版块是本模块主题话题的延展，使学生通过学习更加珍惜大自然赐予
2、我们的一切，增强环保意识，进一步提升语言能力和思维品质。教学目标1. 引导学生理解语篇内容，通过阅读“世界上最好的工作”，加深对本单元人与自然的主题的理解，提升热爱自然、保护环境、与自然和谐共处的意识；2 引导学生完成相应活动，为文章的段落找到主题句，同时让学生观察文章中过渡句的使用，理解其在文章中承上启下、增强文章逻辑的作用； 3 启发学生分析招聘广告的要素，并根据所给文段内容，仿写招聘广告。教学重点1. 引导学生在文章中找主题句，过渡句，并理解在文章中的作用；2. 培养学生阅读技能。教学难点1. 引导学生仿写招聘广告 ；2. 引导学生热爱自然，保护环境，与自然和谐共处的意识。教学策略P-W
3、-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to review starting out and encourages students to discuss what kind of threat the world natural heritage is facing and how to solve it.2. Teacher plays the video and asks students to work in
4、groups to discuss the question. 3. Teacher asks some students to share their answers with the class, and asks other students to make supplementation. Teacher makes comments.1. Students review starting out and discuss what kind of threat the world natural heritage is facing and how to solve it
5、.2. Students watch the video and work in groups to discuss the question.3. Some students share answers and other students make supplementation.To activate students theme-related background knowledge.Activity 21. Teacher asks students to work in groups to look at the pictures, discuss what the pictur
6、es express, and predict what the passage is about.2. Teacher asks each group to read the title of the passage and discuss whether the predicted result can happen.3. Teacher invites students to present their reports and encourages students to state their reasons.1. Students work in groups to look at
7、the pictures, discuss what the pictures express, and predict what the passage is about.2. Students read the title of the passage and discuss whether the predicted result can happen.3. Students present their reports and state their reasons.To train students analyzing abilities.Activity 31. Teacher gu
8、ides students to understand the content of Learning to learn, and get to know the function of transition.2. Teacher asks students to read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage. 3. Teacher asks students to work in g
9、roups to share their answers with others and discuss the functions of the four sentences in the passage.4. Teacher asks some students to present their answers and state reasons. Others make supplementation.1. Students understand the content of Learning to learn, and get to know the function of
10、 transition.2. Students read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage.3. Students work in groups to share their answers with others and discuss the functions of the four sentences in the passage.4. S
11、ome students present their answers and state reasons. Others make supplementation.To get students to understand the function of transition.Think & Share1. Teacher asks students to work in groups to discuss the answers to the questions.2. Teacher asks students to answer
12、 the questions and other students to make supplementation or free discussion.1. Students work in groups to discuss the answers to the questions. 2. Some students answer the questions and other students make supplementation or free discussion. 1. To help students further explore the topic
13、.2. To improve students advanced thinking ability.3. To guide students to pay attention to the connection between the two passages.Activity 41. Teacher asks students to work in groups, imagine he is an applicant for the job of island caretaker, discuss and present their ideas for the short video req
14、uired. 2. Teacher asks each group to discuss the presented ideas by considering the following points.(1. What I know about the reef? 2. Why I think environmental protection is important? 3. Why I should get the job? 4. What I will do if I get the job?)3. Teacher asks students to work in groups to ma
15、ke supplementation and finally write an entire job advertisement.4. Teacher asks several groups to present their ideas.5. Teacher guides students to pay attention to the self evaluation. Teacher asks students to read the presentation again and underline some language knowledge students have learned
16、from the passage. Make a reflection to find out what are advantages and disadvantages. 1. Students work in groups, imagine he is an applicant for the job of island caretaker, discuss and present their ideas for the short video required. 2. Each group discuss the presented ideas by considering the fo
17、llowing points.3. Students work in groups to make supplementation and finally write an entire job advertisement.4. Several groups present their ideas.5. Students pay attention to the self evaluation, read the presentation again and underline some language knowledge they have learned from the passage
18、. Make a reflection to find out what are advantages and disadvantages.1. To guide students to make evaluation and reflection.2. To develop students ability to solve problemsActivity 51. Teacher asks students to discuss their favorite jobs and state reasons so as to lead to the writing to
19、pic. 2. Teacher asks students to read the job advertisement individually and answer the questions in Activity 5. 3. Teacher asks some students to answer the questions and check answers with the class.4. Teacher asks students to work in groups to discuss what are the essential elements in writing a j
20、ob advertisement.5. Teacher asks some groups to present their reports, summarize ideas, and prepare for Activity 6.1. Students discuss their favorite jobs and state reasons.2. Students read the job advertisement individually and answer the questions in Activity 5. 3. Some students answer the questio
21、ns and check answers with the teacher.4. Students work in groups to discuss what are the essential elements in writing a job advertisement.5. Some groups present their reports, summarize ideas, and prepare for Activity 6.To activate students interest to write a job advertisement and prepare fo
22、r activity 6Activity 6-71. Teacher asks students to work in groups to read the three short passages, choose one of the jobs and complete the notes.2. Teacher invites three groups that choose different jobs to share their answers and other groups make supplementation.3. Teacher asks students to finis
23、h the writing task individually according to notes, and polish their writing, finally form an attractive job advertisement.4. Teacher asks students to work in pairs, make improvements to each others job advertisement and choose the best one in the group to share it with the class.5. Teacher asks sev
24、eral groups to present their job advertisement. Teacher asks students to share and learn from each others. Teacher makes comments.1. Students work in groups to read the three short passages, choose one of the jobs and complete the notes.2. Three groups that choose different jobs share their answers
25、and other groups make supplementation.3. Students finish the writing task individually according to notes, and polish their writing, finally form an attractive job advertisement.4. Students work in pairs, make improvements to each others job advertisement and choose the best one in the group to shar
26、e it with the class.5. Several groups present their job advertisement. Students share and learn from each others. 1. To teach students how to analyze a passage, train their ability to summarize and prepare for the following writing activity.2. To provide opportunities for students to present their writing.
