Unit 5 Into the Unknown 单元教学设计-2024-2025学年高中英语外研版（2019）选择性必修第四册

本文围绕Book 7 Unit 5 “Starting out”展开，聚焦探索未知主题，通过视频、图片、阅读等活动，让学生了解未解之谜及玛雅文明。承接单元主题语境，为后续学习奠基，培养语言、文化、思维和学习能力等核心素养，如在阅读中引导思考分析，渗透思维品质培养。 该设计创新点在于多模态语篇结合，采用视听、交际及P - W - P等教学法。从学生层面看，提升思考与表达能力；对教师而言，提供清晰授课路径；课堂效果上，增强互动，突破用英文表达未解之谜的难点。

Book 7 Unit 5:Starting out教学设计 单元主题 本单元主题语境是“人与自然”,涉及的主题语境内容是探索未知。本单元通过介绍自然、科学、历史等各个领域中存在的未解之谜,包括玛雅文明消失之谜、恐龙灭绝之谜、人类大脑的奥秘、深海世界探秘、神秘的北纬30度等,拓宽学生的认知空间和文化视野,培养学生科学求真的精神,引导学生积极探索未知,加深其对人类命运共同体的认识。 单元目标 学生能够围绕本单元的主题语境内容,基于单元提供的说明文、访谈、图表等多模态语篇,综合运用各种语言技能,读懂与各个领域中存在的未解之谜及人类探索未知相关的文章内容,听懂与人类探索未知相关的话题,并能够谈论、阐述自己的看法;能够通过了解中外文明中的未解之谜 以及人类不断探索和研究的过程,深化对单元主题意义的理解;能够通过学习人类对未知世界、未解之谜的探索精神和为之牺牲的精神,培养不断探究的思维品质和敢于求真的科学态度;能够通过自主学习,了解科学探究的方法,并通过“问题—假设—证据”的模式,领会求真的方法;能够运用各种学习策略,在自主学习、合作学习与探究式学习的过程中,结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程,激发英语学习的兴趣,提高分析问题和解决问题的能力,提高自己的理解能力和表达能力,最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。 课型 Viewing + Speaking 主题语境 人与自然——探索未解之谜 内容分析 活动1呈现了一段与单元主题相关的视频,介绍了过去人们对地震、日食、雷电等自然现象的误解,同时阐述了对这些自然现象的科学解释。活动2请学生根据学生用书中呈现的四幅未解之谜的图片,谈谈自己对看法。同时要求学生发散思维,说说自己了解的其他未解之谜。本板块旨在引入单元主题“探索未知”,激活学生已有的语言、背景知识,为接下来的单元学习做好铺垫。 教学目标 1 带领学生观看视频,培养学生理解视频主旨大意、从视频中迅速提取关键信息的能力,同时激活 学生已有的语言、背景知识; 2 带领学生看图片,学习图片中有关现象或事件的英文表达,引导学生基于图片和已有知识,谈谈 自己对四种未解之谜的认识,并帮助学生理解相关理论,拓宽学生的视野; 3 引导学生思考并讨论其他目前尚无科学解释的现象或事件,初步激发学生探索未知的兴趣。 教学重点 引导学生了解人类仍未解开的未解之谜,激发未知事物的兴趣和好奇。 教学难点 引导学生用英文表达相关未解之谜 教学策略 视听教学法、交际教学法 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. Teacher plays the video and asks students to answer Question1. Then check the answer with students. 2. Teacher plays the video again and asks students to answer Question 2. 3. Teacher asks some students to present their ideas and make necessary comments. 1. Students watch the video and answer Question 1. 2. Students watch the video again and answer Question 2. 3. Some students present their ideas. 1. To introduce the topic. 2. To raise students’ curiosity in the unknown. Activity 2 1. Teacher asks students to read four pictures and information and answer Question 1. Then the teacher gives more information about the mysteries. 2. Teacher asks students to work in groups and share their answers of Questions 2 and 3. 3. Teacher asks students to share what they have known about unsolved mysteries and make some comments. 1. Students read the picture and answer Question 1. 2. Students work in groups and share their ideas. 3. Some students share what they know. To further cultivate students’ interest in the topic. Understanding ideas板块教学设计 课型 Reading 主题语境 人与自然——探索未解之谜 内容分析 本板块呈现了一篇反映单元主题的课文,语篇类型为说明文。课文围绕玛雅文明的辉煌成就以及玛雅文明消失的可能原因展开。学生在阅读课文的同时可以增长知识,并合理猜测和分析玛雅文明消失的可能原因。读前的导入活动请学生看图片,了解三个古代文明的相关信息,谈论它们走向灭亡的原因,旨在为课文学习做好铺垫。读中活动引导学生通过阅读,找出玛雅文明从鼎盛到衰落直至最终消失的可能原因。读后活动包括段落主题句填写、课文结构分析、玛雅文明和中国古代文明对比、开放性问答等活动,帮助学生深入理解、赏析课文,引导学生进一步思考玛雅文明消失的可能原因,探究单元主题意义,培养逻辑思维能力。 教学目标 1. 带领学生通过略读和精读,获取课文主要信息,了解玛雅文明的辉煌成就,找出导致玛雅文明没落直至消失的可能原因; 2. 引导学生通过阅读课文,感知课文的语言特点,把握课文的结构和脉络,学习并掌握与话题相关的词汇和表达; 3. 引导学生在理解课文的基础上,合理思考和分析玛雅文明消失背后的可能原因,培养学生的求真精神和保护现代文明的意识。 教学重点 1. 引导学生读懂语篇,理解玛雅文化没落的原因; 2. 引导学生掌握相关的表达。 教学难点 引导学生以批判性思维阅读材料。 教学策略 P-W-P模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. Teacher asks students to do some research about the three ancient civilizations before class. 2. Teacher invites some representatives of each group to share their answers for the 3 questions in Activity 1. 3. Teacher adds some information and draws a conclusion. 1. Students do some research on the three ancient civilizations before class. 2. Some students share their answers for the questions. 3. Students listen to the teacher’s comment. 1. To prepare students with the basic knowledge of 3 ancient civilizations. 2. To raise students’ interest in reading the passage. Activity 2 1. Teacher asks students to read the passage and search for the answer of the question. 2. Teacher asks students to discuss in groups. 3. Teacher asks some students to share their ideas. 1. Students read the passage and find out the answer. 2. Students work in groups and discuss about the question. 3. Some students present their ideas. To help students get the main idea of the passage. Activity 3 1. Teacher asks students to read the passage again and finish Activity 3. 2. Teacher asks students work in pairs and exchange their answers. 3. Teacher invites some students to share their answers and add some necessary comments. 1. Students read the passage quickly and choose the topic sentences. 2. Students work in pairs and exchange their answers 3. Some students share their answers with the class. To enable students to have a further understanding of the passage. Activity 4 1. Teacher asks students to read the passage carefully and find out the answers for Activity 4. 2. Teacher asks students to have a discussion and decide the correct answers. 3. Teacher asks some representatives of groups to share the answer. 1. Students read the passage carefully and fill in the blanks for Activity 4 2. Students work in groups and exchange their answers and decide the correct ones. 3. Some students share the answers. To help students to understand the important details of Maya civilization. Activity 5 1. Teacher asks students to fill in the blanks in Activity 5 independently. 2. Teacher asks students to work in groups and exchange their answers. 3. Teacher check the answers with students. 1. Students fill in the blanks in Activity 5 independently. 2. Students work in groups and exchange their answers. 3. Students check the answers with teacher. 1. To enable students to further understand the reasons for a civilization to survive and thrive. 2. To enhance students’ sense of national pride Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. 1. To help students understand the effect of Maya civilization. 2. To guide students to have critical thinking. 1 学科网(北京)股份有限公司 $$