Unit5IntothewildDevelopingideasAnEncounterwithNature天津耀華濱海學(xué)校崔子晗Teachingcontents:Thisisareadingmaterialaboutanencounterwithnature.Anaturephotographerencounteredabear.Teachingobjectives:Linguisticability:Studentscanunderstandthenarrativecontent,accuratelygraspthenarrativestructure,andclarifythecontextofthedevelopmentofthestory.Culturalawareness:Studentscanlearntorespectanimalsandbeesociallyresponsiblepeople.Thinkingquality:Studentscanfurtherunderstandtherelationshipbetweenhumanbeingsandanimalsandformthecorrectvaluesofrespectinganimalsandnature.Learningability：Studentscanusewhattheyhavelearnedtointroducethestoryofthemselvesandanimalstoothersintheformofwritingarticles.Teachingkeyanddifficultpoints:Teachingkeypoint:Studentscangraspthecharacteristicsandreadingmethodsofnarration.Teachingdifficultpoint:Studentscanestablishthevaluesofharmoniouscoexistencebetweenhumanbeingsandanimals.Teachingprocedures：Step1:Prereading①Atthebeginningofthelesson,theteachercanasksomequestionsabouttheknowledgereferredtobefore:a.What’sthetopicofthisunit?(Intothewild.)b.WhydidthenumberofMonarchbutterfliesdecreaseaccordingtothelastpassagewehavelearned?(Duetohumanactivities.)(Justification:Basedonthereviewofthepreviouscontents,theteachercanstimulatestudents’desiretolearnthecontentofthislesson.Itcanhelpstudentslinktheoldandnewknowledgeorganically,whichcanalsomakeiteasierforteacherstocarryouttheteachingprocessstepbystep.)②PredictionShowthetitleandphotosofthispassage,andaskstudentstwoquestions:What’sthemeaningof‘encounter’?Whatarethesetwopictures?Trytoguesswhatthepassagewilltalkaboutbasedonthetitleandtwopictures.(Justification:Thephotoscanactivetheclassatmosphereandprovidestudentswithsomecluestoanswerthequestions.Predictioncanarousestudents’curiosityandmakeapreparationforthenextstep.)Step2:WhilereadingSkimmingAskstudentstoreadthepassagequicklytochecktheirpredictionwithin2minutesandanswerthefollowingquestions.Whatisthemainideaofeachparagraph?Whatisthetypeofthispassage?(Narration.)(Justification:Studentscanunderstandthegeneralideaofpassageandbasicelementsofthenarration.)DetailedreadingTask1:Studentswillberequiredtoreadthepassageagaintofindoutsomespecificelementsaboutthepassage.Thequestionsare:Whoisthemaincharacterofthispassage?Wheredidthisstorytakeplace?Whendidthisstorytakeplace?Whathappenedinthisstory?Whydidthisstoryhappen?Howdidtheauthorfeelaboutthisstory?(Justification:Readingwithquestionscanimprovestudents’readingefficiency.Studentscangetthedetailsofthepassageanddeepentheunderstandingoftheelementsofanarration.)Task2:Askstudentstonumbertheeventsinthecorrectorderanddividetheseeventsinto3parts,beginning,climaxandending.(Justification:Helpstudentssortoutthestoryandunderstandthedevelopmentofthestorymoreclearly.)Task3:Roleplay.Invitesomestudentstoactthecharactersinthestory，allowthemtoaddwordsandactionsasappropriate.(Justification:Tomobilizestudents'participationinclass,activatetheclassroomatmosphere,andimprovestudents'languageexpressionability.)Step3:PostreadingWatchavideo:Askstudentstowatchavideowhichisatedtalkfromarealnaturephotographer,andthinkaboutthequestions:Whathappenedinthatcave？Whatthecavestandsfor?Whatdidhewanttoexpress?(Justification:Thistaskcanarousestudents'interest,deepentheirthinkingabouttherelationshipbetweenhumanbeingsandanimals,andpavethewayforthesublimationofthecourse.）Groupdiscussion:Askstudentstoworkingroupstodiscussthefollowingquestions:Whatcanwedotoshowourrespectforanimals?Whatshouldwedowhenhumansencounternature?Afterdiscussion,severalstudentswillbeinvitedtosharetheiranswers.Thentheteacherwillmakeaconclusion.(Justification:Thistaskcaninvolvethewholeclass.Besides,bygroupdiscussion,theircriticalthinkingandautonomouslearningabilitycanbedeveloped.)Step4:HomeworkAskstudentstowriteastoryaboutthemselvesandtheanimals,includingtheelementsofanarration.(Justification:Todeepenstudents’understandingoftheimportantknowledgeinthislessonandhelpthemimprovetheabilityofwriting.)Blackboarddesign:Unit5IntothewildAnEncounterwithNatureWhoAnaturephotographer&AbearWhereInYellowstoneWhenLastspringWhathappenedEncounteredWhy(cause)