Unit 5 Period 3 Developing ideas&Presenting ideas （表格式教学设计）英语外研版选择性必修第一册

Unit 5 Revealing nature Period 3 Developing ideas&Presenting ideas教学设计 教学基本信息 单元名称 选择性必修第一册Unit 5 Revealing nature 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：外语教学与研究出版社 出版日期：2020年6月 课时安排 2课时(80min) 课型 阅读课 教学设计理念 1.本课时依据英语学科核心素养理念，践行英语学习活动观，以主题 “Revealing nature” 为引领，依托文本The secret language of plants，设置学习理解、应用实践、迁移创新层层递进的课堂活动。引导学生在解读说明文文本的过程中获取植物交流的方式，挖掘文本逻辑、修辞特点；学生通过自主阅读、合作探究、展示表达，发展语言能力；树立尊重自然、探索自然、人与自然和谐共生的意识，实现语言学习、思维发展与文化育人相统一。 教材分析 【What】本文是一篇说明文，介绍植物的三种交流方式：化学物质、声音、“地下网络（wood wide web）”。文章从神话传说、影视引入，通过科学研究列举事实证据，介绍植物交流的现象、原理，结尾展望植物研究未来。Presenting ideas 板块要求学生梳理生物交流方式，完成口头汇报。 【Why】本单元主题为揭示自然奥秘。本篇课文打破学生 “植物没有交流能力” 的固有认知，让学生感受大自然的神奇；同时启发学生思考科学研究的现实价值，懂得人类应当尊重、探索自然，实现人与自然和谐共处。 【How】文本为说明文。开篇引用神话传说和电影，引出话题；第 2 段承上启下点明主旨；35 段分别介绍三种植物交流途径，使用举例子、作阐释的说明方法，运用拟人修辞；第 6 段总结全文，展望科研前景。文本结构清晰，逻辑严谨，适合训练学生梳理段落主旨、获取细节、分析篇章结构的阅读能力。 学情分析 1. What I Know 词汇方面：学生已经掌握部分动植物、科学研究相关基础词汇，具备高二水平的阅读词汇储备，但本文 fungi、pesticides 等生词对学生有一定障碍。 背景知识：学生知道动物可以交流，但大多不了解植物也存在交流行为；看过电影《阿凡达》，熟悉片中树木互联的情节。 语法方面：学生掌握定语从句、非谓语、时态等核心语法，具备处理说明文长难句的基础。 2. What I Want to Know 主题内容：植物究竟如何互相交流？植物交流对于人类科学研究有什么意义？ 语言知识：掌握本篇说明文的篇章结构、拟人修辞手法，积累描述科学现象的表达。 3. What I Learned 主题内容：掌握植物三种交流方式，理解自然之中处处有奥秘，要敬畏自然、勇于探索。 语言知识：学会梳理说明文体篇章结构；能够运用所学语言介绍生物之间的交流现象。 教学目标 1. 语言能力：学生能够读懂说明文，获取、梳理植物三种交流方式的细节信息；掌握重点词汇、短语；识别拟人修辞；能够口头介绍生物间的交流现象，完成简短汇报。 2. 学习能力：借助略读、扫读获取主旨与细节；学会小组合作探究，梳理篇章逻辑；学会思维导图归纳文本信息。 3. 文化意识：感受大自然的奇妙，认识科学探索的价值；树立人与自然和谐共生的理念，增强探索自然的好奇心。 4. 思维品质：通过对比神话想象与科学事实，培养批判性思维；分析说明文本结构，训练逻辑思维；探讨植物研究的现实意义，提升辩证思考能力。 教学重难点 教学重点：梳理文本信息，掌握植物三种交流方式；理清说明文篇章结构；学习科学类文本阅读策略。 教学难点：理解 “wood wide web” 的运行原理；灵活运用本课语言进行口头输出；深度思考植物研究带给人类的启示。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in Q1: Have you seen the film Avatar？ What interesting facts can you recall about this film? 答案：For me, I found it definitely amazing that trees can communicate with animals and people in Avatar! ●通过观看图片，激发学生对文章的学习兴趣，激活学生的背景知识，为接下来的学习做好铺垫。 3mins Activity 2 Pre-reading ①Read and Think 1. Read the passage and find out the ways in which plants communicate. 2. What’s the type of writing about the passage? 3.Read the passage and match each paragraph with its main idea. 答案： 1. They can communicate with each other in three ways： by using chemicals，sound and“wood wide web” 2. An expository essay 3. Para.1 c.Talking plants have been a thing of myths and legends. Para. 2 e. New research has revealed that plants can communicate with each other. Para. 3 a. Plants use chemicals to communicate with each other. Para. 4 b. Plants use sound to communicate. Para. 5 f. Plants use the wood wide web to communicate. Para. 6 d. It draws a conclusion and looks forward to future research on plant communication. ●通过快速浏览文章标题和段落，把握文章的写作意义。 7mins Activity 3 While-reading ①Read for paragraph 1 organization: a thing of myths and legends______________ Evidence from stories of many cultures: Talking trees give _____________________ to people,etc., Alexander the Great and Marco Polo were said to have visited such a tree in India. Evidence from ________________ Trees in the film Avatar can communicate with_______________. 答案：Talking plants，advice and warnings，animals and people ②What relation is implied (暗含) between this part and the rest of Para. 2?An adversative relation (转折关系). 答案：For long we have believed that talking plants are just fantasy, however, plants do communicate as revealed by research, which is amazing. ③What’s the role of Para. 2 in developing the whole passage? 答案：Para 2 is used to clearly illustrate the thesis statement. It’s also a transitional paragraph. ④Read Para.3 Q1. How does a bean plant use chemicals to communicate with each other? bean plant A---__________ tiny amounts of _____________ as a warning or call for help: “I’m being attacked!”-=-bean plant B ---releases its _____, different chemicals/______ the chemicals --________the wasps/________insects away--__________ 答案：release，chemicals，own，detect，drive，attract，attack Q2. Why do scientists do research on this plant warning system? A. To explore the wonders of nature. B. To apply it into agriculture. C. To protect plants. D. To predict the future of plants. Scientists hope to learn more about this plant warning system, so that we can use it to grow crops without _________. 答案：B，pesticides Q3. What figure of speech修辞手法 is being used when the plants are described as calling for help? A. Simile B. metaphor C. hyperbole D. personification 答案：D ⑤Read to work out the table in Paragraph 4 Plants How they communicate using sound Example corn and chilli plants _______with their roots listen to the noises from ______________ A chilli plant can tell if a __________is helpful, or unfriendly. some trees Make clicking noises when there is not ___________, indicating drought is arriving. 答案：make noises, other plants, enough water, neighbouring plant ⑥Read to work out the table in Paragraph 5 how it is linked roots of different plants are linked to each other underground by _____ enables plants to _________________________ Cyber crime _________________________ _______________ perhaps one day it will be created to help prevent attacks within wood wide web 答案：fungi, share information and even food with each other, plants steal food from each other plants spread poisons to attack other plants, firewall, ⑦What is the function of Para. 6? 答案：Para 6 is a conclusion and a restatement (重述) of the passage topic. It also raises an expectation about future research of plant communication. ●通过活动检验学生读课文后对课文细节的理解和把握情况，引导学生深入挖掘课文信息，培养学生对课文的细节梳理能力。 25mins Activity 4 Post-reading Think & Share 1. What do you think are the benefits of studying plant communication? 2. What discoveries are described in the two reading passages in this unit and what do their meanings have in common? Group Work Give a talk about communication between living things. 1. Read the passage again and talk about how plants communicate. 2. Think about and discuss the following ways of communication in the animal world. 3. Organize your ideas following the steps below. 4. Give a talk to the class about communication between living things. 答案： 1.It will help us know more about the world of plants and then get a better understanding of the secret of nature and encourage us to explore more about the mysterious nature. What’s more, it will teach us an important lesson, that is, human should live in harmony with mother nature. And it is our responsibility to fulfill the mission. 2. Passage1 reveals the discovery of evolution. Passage2 reveals the discovery of communication between plants.They all reflect that there are numerous secrets in nature that remain to be explored. Group work Bees “dance” to signal to other bees that they have found food. Ants communicate with each other through touch, chemical signals, moving their bodies and even using their legs to make sounds. ●通过小组讨论,分享植物交流的意义。达到学以致用，提高英语表达能力。 5mins 应用实践 Activity 5 Summary plants can communicate with each other Using the “wood wide web” Using chemicals Using sound Maybe one day we will be able to “talk” with plants. ●使用思维导图帮助学生系统化地掌握文章结构。 10mins Activity 6 Practice This year marks the 54th anniversary (周年) of the discovery of QingHaoSu, 1 is used as the main part for  the most common and effective antimalarial (抗疟疾的) treatment today. According to the World Health Organization, QingHaoSu is 2 (benefit) to millions of people in the world. Until now, China 3 (train) thousands of anti-malaria workers for developing countries 4 built malaria prevention and control centers for 30 countries. During the 1940s, China was attacked by malaria, with nearly 30 million cases each year. In June 2021, the WHO announced China had finished the 5 (remove) of this disease within its borders. Tu YouYou was excited to hear the WHO’s announcement. But it was natural for a sense of responsibility 6 (follow) quickly, inspiring Tu to ask her workmates how many countries had not defeated malaria and how Chinese researchers could help. During a meeting 7 (organize) by some officials, Tu said 8 number of cases and death rates of malaria have increased in some parts of the world. The disease 9 (remain) a serious public health challenge, and it is important for the international society to work together to achieve a malaria-free world, she added. At the age of 96, Tu may not be able to work as hard as she did decades ago, but she reads monthly news on her team's research and often offers her advice 10 key projects. 答案：1．which 2．beneficial 3．has trained 4．and 5．removal 6．to follow 7．organized 8．the 9．remains 10．on ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15mins Activity7 Assessment Content Standards Stars(1-3) Self-assessment Can I describe how plants communicate with each other? ☆☆☆ Mutual evaluation Does my partner's dialogue sound natural and smooth? ☆☆☆ ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2mins 迁移创新 Homework 作业设计意图 3mins Look at the pictures and talk about how the sunflower grows. Write your observational journal about the sunflower. 【答案】 1 June Covered with 1–2 cm of moist soil, the sunflower seed takes a few days to come up after being planted. Water has been added regularly and the hard seed coat softens in the damp soil to allow the first root to pierce downwards and the first leaves to push to the soil surface. 6 July The root continues to grow downwards. The single stem grows hollow and smooth, revealing large spade-shaped leaves from the growing tip. Gradually, the plant’s growing tip reveals the first hints of development of the flower bud. The plant stem becomes more woody. 26 July About three weeks after the flower bud first becomes visible at the tip of the sunflower stem, it enlarges and begins to reveal a flattened disc. Over the course of one week, the yellow ray florets, the disc florets bloom across the core of the sunflower blossom. It is yellow, looking beautiful. ●通过写作，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 5 Revealing nature Developing ideas&Presenting ideas The secret language of plants Using the “wood wide web” Using sound Using chemicals Plants can communicate with each other 教学反思 优点：本课落实英语学习活动观，活动由浅入深，从输入到输出，符合高二学生认知水平。以《阿凡达》导入，有效激活学生兴趣。读中活动层层拆解文本，兼顾主旨、细节、篇章结构、修辞手法，落实阅读能力训练； 缺点：小组展示时间有限，部分学生没有展示机会。“wood wide web” 抽象，部分学生对地下真菌网络原理理解不够透彻。 改进： 课前布置预习任务，扫清生词障碍；课堂分层任务，给学困生设置提示支架；适当压缩读中客观题时间，预留更多展示时间。增加简易示意图帮助学生理解 wood wide web。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $