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在线播放:Unit 5 Into the wild Understanding ideas-The Monarch's Journey山东
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Unit 5 Into the wild Understanding ideas-The Monarch's Journey山东

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视频课题：Unit 5 Into the wild Understanding ideas-The Monarch's Journey山东

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Unit 5 Into the wild Understanding ideas-The Monarch's Journey山东省青岛第六中学

必修1  Unit 5  Into the wild
Understanding ideas: The Monarch’s Journey 
教学设计
 

 Topic  The Monarch’s Journey  (Unit 5 Understanding ideas  Book 1)
 Lesson
 Type		  Reading
 Analysis
 of the  
 material		  A science popularization expository introducing the Monarch butterflies and its migration.
 
 Key
 points 		 1. Guide the students to get detailed information about the Monarch butterflies with the help 
   of the mind map.
 2. Guide the students to find the main idea of each paragraph and know the writing style  
   by scanning.
 3. Guide the students to get the detailed information they need, learn the cause-effect
   relationship between information by reading carefully and finally use the information in
   the debate.
 Difficult
 points		  1. Guide the students to put the logic relationship of clause-effect into shape and distinguish 
  the direct and indirect causes.
 2. Guide the students to use the basic information about the Monarch butterflies they learned 
  in the debate
 Teaching
 contents		                  Design of the teaching procedure   Purposes
  Teacher’s  activity    Students’  activity
 1.Before
  reading:
  Lead-in		  1.Show the pictures of autumn
  , chat with the students
  to derive “migration”.
 2.Play the video to derive
  the “Monarch’s migration”.		  1. Appreciate the picture
   and answer the question.
 2. Watch the video to get
   a general knowledge of
   the Monarch’s butterfly.		  1.To attract students’
   attention and arouse
   their interest.
 2.To activate students’   
   theme-related  
   background knowledge
   about the reading
   passage.
 2.While    
  reading:
  Fast /first  
  reading		  1. Guide the students to read
   fast to get the main idea of
   each paragraph by locating
   some key words or
   expressions and complete
   the mind map.
 2. Guide the students to find out  
   “where they can find the
   passage”.
 3. Guide some students to
   present their answers and
   state the reasons. Others
   make supplementation.		  1. Read fast to get a general        
   understanding of each    
   paragraph.
 2. Practice the skills of
   scanning, summarizing.
 3. Analyze the style of the     
   text . Some students
   present their answers
   and state reasons. Others   
   supplementation.		  1. To guide the students
   to master the reading
   skills--- scanning
   and summarizing.
 2. To guide the students
   to tell different
   writing styles.
 3.While
  reading:
  Detailed
  reading
  (Para 1.2)		  1. Ask the students to read
   paragraph one and answer the
   question “Why do animals
   migrate?”
 2. Ask the students to read
  paragraph two to find the
  basic information of the
  Monarch’s migration -- time,
  length and destinations.		  1. Read carefully to find
   the related information
   to complete the mind map.
 2. Discuss the answers to
   the questions in group.
 3. Find out reasons for
   the wrong answers with
   the help of their classmates.
 4. Some students present
   the answers and others
   make supplementation
   or free discussion.
 		  1. To guide the students
   to get a further
   understanding
   of the topic.
 2. To train the students to  
   practice getting the          
   complex ideas into
   shape with the help of  
   the mind map.
 3. To guide them to
   cooperate with others.
 4.While  
  reading:
  Detailed
  reading
  (Para 3)		  1. Ask “Why can they reach
   the places where they’ll
   spend the winter?”
 2. Guide the students to get
   the related information in  
   paragraph to complete the
   mind map.
 3. Remind the students to pay   
  attention to telling the direct
  causes and the indirect ones.		  1. Read carefully to find the
   needed information and
   write down the direct
   reasons and indirect
   reasons on proper places
   on the mind map.
 2. Discuss the answers to
   the questions in group.
 3. Find out reasons for the
   wrong answers with the
   help of their classmates.
 4. Some students present the
   answers and others make
   supplementation or free
   discussion.
 		  1.To guide the students to    
   get a further
   understanding
   of the topic.
 2. To train the students to
   practice getting the
   complex ideas into
   shape with the help of
   the mind map
 3. To guide them to
   cooperate with others.
 5.While
  reading:
  Training
  of logical
  thinking		  1. Ask “what is the logic
   relation between the  
   information?”
 2. Guide the students to
   present some words
   showing the relation of
   “cause-effect”.
 3. Guide the students to retell
   the information with the
   words showing
   “cause-effect”.
 
 
 
 		  1.Think and find out the
   relation between the
   information of the
   paragraph.
 2. Present the words showing
   the relation of
   “cause-effect”.
 3. Think, organize their
   thoughts and retell the
   information with the
   words showing
   “cause-effect”.
 
 4. Some students make the
   presentation and some
   evaluate.		  To guide the students to
 get a further understanding
 of the topic.
 6. While  
   reading:
   Detailed   
   reading
  (Para 4.5)		  1. Ask “Why has its population  
   has crashed by 90% in the
   last few years?”
 2. Guide the students to  
   untangle the information
   and tell direct reasons and
   indirect reasons.
 3. Guide the students to
   understand the pain of the
   butterflies and lead them to
   going on the reading to find
   out the solutions.
 4. Show the picture--human
   and human’s baby to arouse
   the students’ sympathy for
   the butterflies.		  1. Read carefully to find
   the needed information and  
   write down the direct   
   reasons and indirect
   reasons on proper places
   on the mind map.
 2. Discuss the answers to the   
   questions and correct the
   mistakes in group.
 3. Watch the picture, think and
   feel the pain and the serious
   trouble of the butterflies.
 4. Read paragraph 5 carefully
   to find the solutions to the
   butterflies’ trouble.		  1. To train the students to   
   practice getting the
   complex ideas into
   shape with the help of
   the mind map.
 2. To deepen the students’  
   sympathy for the
   butterflies and then   
   arouse their awareness
   of protecting
   the creature.
 7. After  
  reading:
  Think
  &  
  share		  Ask the students
 “Are the butterflies’  trouble  
 solved? ”
 “Can you come up with other  
 solutions to help the Monarch  
 butterfly?”		  1. Think deeply under the   
   teacher’s guidance.
 2. Discuss with their
  teammates. Some students  
  present their creative
  solutions based on what they  
  have learned in this period
  and others make  
  supplementation.
 		  1. To develop student’s   
   ability to solve
   problems.
 2.To raise their awareness
   of the protection for
   animals.
 7. After  
  reading:
  Debate
  &
  Group  
 representa-
 tion		  1. Come up with the main  
  topic--“Should we build a
  Monarch Butterfly Nature
  Reserve?”
  Aspect1:Freedom
  Aspect2:Therelationship
  between the Monarch   
  butterflies and humans
  Aspect 3: The features of the  
  butterflies
 2. Show the choices prepared  
   ahead and give the students  
   some guidance about debate.
 3. Give guidance while they
   are preparing in group.
 4. Host the groups to present  
   their ideas.
 5. Guide the students to pay
   attention to evaluation and  
   self-evaluation
 6. Make a reflection to find
   out what are advantages and  
   disadvantages.
 7. Guide the students to realize  
  “We human beings should live
   in harmony with all the  
   creatures on the planet.”
   while going back to the  
   lead-in   picture, which    
   makes a complete echo.
 		  1. Think, discuss, cooperate,  
   refer to the text to prepare  
   for the debate.
 2. Groups compete with each  
   other ,make presentations  
   and summarize ideas.
 3. Some students make  
   evaluations and judge the
   performances of each
   group’s debate.		  1. To guide the students to   
   use what they have   
   acquired in this class.
 2. To activate their interest  
   to prepare a debate.
 3. To guide the students to    
   love nature, protect the  
   animals and live in
   harmony with nature.
8. Assignment  1. Write a summary of the text   
   (cause -- effect )
 2. Choose one animal from  
   Atlantic Salmon, Siberian
   crane and Killer whale;
   surf the Internet and show
   the information with a mind
   map.		  1. Get more information
   about animals that migrate.
 2. Copy down the assignment.		  1. Through the assignment  
   to summarize the key  
   points of this class:  
   cause- and effect;
   mind-map
 2. To deepen the topic of
   this period
 3. To help the students to  
   study further and  
   practice what they’ve
   acquired in this class.
 
 
[Design of the white board]
   
    Clause   - ----   effect                                         For  ---  Against
    because         so                                 Freedom     ____      ____
    now that        as a result                          Relationship  ____      ____
   = since           thus                               Feature      ____      ____
....              .....                                       HARMONY
 
 
 
 
 
 
 
[Design of the leaning guide]
 U5 Understanding ideas: The Monarch’s Journey 
Learning Guide
 
[Task 1 ]  Get a general knowledge of migration
         ____________________________________________________
 
[Task2 ]  Watch the video and write down the words or expressions that you are impressed with.
         ______________________________________________________
 
[Task 3 ] Draw a mind map on Page 2 to show the main idea of each paragraph

       
   
 
 
 
 
 
 
 

[Task 4 ] Where you are most likely to find the passage?
         A. In a scientific research paper about the monarch butterfly’s migration.
         B. In a popular nature magazine introducing the monarch butterfly.
         C. In a travel leaflet encouraging people to visit North America.
 
[Task 5 ] Read one paragraph after another to get more details to complete
        the mind map on Page 2.
 
[Task 6 ] Think and Share
        1. Are the solutions mentioned in the last paragraph enough?
 _______________________________________________
 
        2. Could you come up with more solutions?
          ________________________________________________
 
[Task 7 ] Debate
        Whether Should we build a Monarch Butterfly Nature Reserve (MBNR) ?
        Aspect1:Freedom
        Aspect2:Therelationship between the Monarch butterflies and humans
        Aspect 3: The features of the butterflies
 
                          Against    or      For
 
 
 
 
 
 
 
■ Assignment
1. Write a summary of the text (clause - effect)
2. Choose one animal from the following three and surf the Internet to get some
  information about its migration and show it with a mind map.
 ( Atlantic salmon ; Siberian crane ; Killer whale)

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