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1、Book 5 Unit 3 Times change! 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是新旧时代社会和生活等各方面的对比及改变。本单元从一段快慢生活对比的视频和四组对比图片导入，讲述了彩虹书店以创新改变来化解危机的故事，讨论了表情符号的使用对语言发展的影响，还涉及了社会不同领域近些年来所历经的发展变化等话题，帮助学生了解人类创新和科技进步对社会发展的推动作用，引导学生学习用发展的眼光看问题，同时也鼓励学生用审辩式思维来看待身边的各种变化。单元目标学生能够围绕本单元的主题语境内容，基于本单元提供的个人故事、图表数据、个人采访、热点论说、现象分析等多模态语篇，综
2、合运用各种语言技能，读懂不同类型的语篇内容，恰当使用过去进行时的被动语态来描述过去某一时刻正在进行的被动动作；听懂并把握采访的核心思想和细节信息，使用所学词汇和表达描述社会各领域的发展变化，对未来可能发生的变化进行预测和讨论，体会时代变化对每个人的学习和生活所带来的影响；培养自己的创新意识，鼓励自己以积极的心态面对各种社会变化，形成正确的世界观、人生观和价值观；同时能够运用单元所学描述过去几十年来教学领域的改变，预测该领域未来发展的方向，并通过对老一辈的采访深入了解今昔生活方式的变化，实现知识和思维能力的拓展与迁移；通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供
3、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，提高自己的理解和表达能力，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。Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。）课型Listening + Viewing主题语境人与社会新旧时代社会和生活等各方面的对比及改变内容分析本板块有两个活动，活动1呈现了一段视频，比较了新旧时代快节奏和慢节奏生活，从而引发学生对于不同生活节奏利弊的思考。活动2要求学生观察四组图片，讨论不同方面人们生活方式的变化。教学目标在本板块学习结束时，学生能够：1. 看懂视频，感知过去与现在生活方
4、式的不同，思考不同生活节奏的利弊；2. 看懂图片，讨论生活方式在各个方面的变化，并想象如果时光倒退40年，自己想要体验什么样的生活，引发对单元主题的初步思考。教学重点引导学生看懂视频，感知过去与现在生活方式的不同，思考不同生活节奏的利弊。教学难点引导学生思考身边生活方式的变化，发散思维，想象时光倒退40年的自身体验，引发对“时代改变”的初步思考。教学策略视听教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher plays the video and
5、asks students to watch it carefully.2. Teacher asks students to answer the first question. Teacher plays the video again if needed.3. Teacher asks students to work in groups and discuss the second question.4. Teacher invites some students to share their answers to the second question.1. Students wat
6、ch the video carefully.2. Students answer the first question. Students watch the video again if needed.3. Students work in groups and discuss the second question.4. Some students share their answers to the second question with the class.1. To arouse students interest in the topic.2. To help students
7、 get a basic understanding of different paces of life.Activity 21. Teacher asks students to view the pictures and answer the first question individually.2. Teacher checks the answer to the first question with the class.3. Teacher asks students to work in groups to answer the other two questions.4. T
8、eacher invites students to share their answers.1. Students view the pictures and answer the first question individually.2. Students check the answer to the first question with the teacher.3. Students discuss the other two questions in groups.4. Some students share their answers with the class.To hel
9、p students gain a further understanding of changes in life.Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与社会新旧时代社会和生活等各方面的对比及改变内容分析本板块呈现了一篇体现单元主题的课文, 语篇类型为记叙文。课文通过作者的视角以叙事的形式讲述了彩虹书店的创新式改变。读前的导入活动请学生看图表，对比、分析实体书店与网络书店近些年来的销售情况，旨在帮助学生提前熟悉话题，为学习课文做铺垫。读中活动考查学生对课文标题的理解。读后活动通过细节理解、推理判断
10、和开放性问答等活动，启发学生深入思考，积极探究主题意义。教学目标在本板块学习结束时，学生能够：1. 通过标题和图片预测文章内容，熟悉话题语境，并通过快速阅读获取文章大意；2. 读懂语篇，找出文章的核心信息并从文中找出例证；3. 对比新旧书店的异同，使用思维导图呈现重要信息，提高学习效率;4. 通过思考开放性问题，提高思辨能力，加深对主题意义的认识。教学重点引导学生读懂语篇，找出文章的核心信息，理解作者对彩虹书店的感情。教学难点引导学生理解作者意图，并结合身边实际进行深入思考，加深对主题意义的认识。教学策略P-W-P模式Teaching contentsProceduresPurposes Te
11、achers activityStudents activityActivity 11. Teacher asks students to look at the charts and to think about the questions. 2. Teacher divides the class into groups to discuss the questions.3. Teacher chooses one or two groups to share their answers with the class.1. Students look at the charts and t
12、hink about the questions individually.2. Students work in groups and discuss the questions.3. One or two groups present their answers to the class.1. To let students get the basic information about the sales of physical bookstores and online bookstores in the past few years. 2. To arouse the student
13、s curiosity about the topic.Activity 21. Teacher asks students to look at the title and pictures and to think about what the title means. 2. Teacher asks students to read the passage and check the answer.3. Teacher asks some students to share their answers.1. Students look at the title and pictures
14、and think about what the title means.2. Students read the passage and check their answers.3. Some students share their answers with the class.To help students better understand the meaning of the title.Activity 31. Teacher asks students to choose the ideas conveyed in the passage and find evidence t
15、o support their choices.2. Teacher invites some students to share their answers with the class and others to make comments1. Students read the passage again and choose the ideas conveyed in the passage and find evidence to support their choices.2. Some students share their answers with the class. Ot
16、hers make comments.To help students figure out the authors ideas in writing the passage.Activity 41. Teacher asks students to read the passage carefully and complete the diagram.2. Teacher checks the answers with the students.3. Teacher asks students to read the passage again and describe the author
17、s feeling towards the Rainbow Bookstore in their own words.4. Teacher invites some students to share their answers with the class.1. Students read the passage carefully and complete the diagram.2. Students check the answers with the teacher.3. Students read the passage again and describe the authors
18、 feeling towards the Rainbow Bookstore in their own words.4. Some students share their answers with the class.To help students to figure out the key information with some details of the passage.Think & Share1. Teacher asks students to think about and answer the questions individually.2. Teacher asks
19、 students to discuss the questions in groups.3. Teacher invites some students to share their answers with the class.1. Students think about and answer the questions individually.2. Students discuss the questions in groups.3. Some students share their answers with the class. 1. To help students focus
20、 on one kind of writing strategies. 2. To help students apply what they have learnt in life.3. To help students better understand the function of the diagram.Using language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 + Listening + Speaking主题语境人与社会新旧时代社会和生活等各方面的对比及改变内容分析本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要
21、内容为过去进行时的被动语态，包括一篇小短文和两组对比图片：小短文描述了一家旧市场被改造为现代化购物中心的过程；两组图片对比了新闻行业在采访、编辑、发行和阅读四个方面所经历的变化。综合语言运用部分的话题为“走进新时代”，首先通过两篇短文呈现了与时代发展变化相关的表达。第一篇短文介绍了中国改革开放取得的巨大成就，第二篇短文为庆祝科技中心商业园运营一周年的发言稿。接下来的听说部分为一段采访，内容为一位深圳市民根据亲身经历谈论改革开放前后深圳的巨大变化。本板块旨在帮助学生深度聚焦语言的意义和功能，进行真实语境下的思考和交际运用，全方位提升学生的综合语言运用能力。教学目标在本板块学习结束时，学生能够：1
22、. 掌握并运用过去进行时的被动语态；2. 掌握有关时代发展变化的短语，了解中国取得的伟大成就；3. 听懂采访内容，进一步了解中国改革开放取得的成就；4. 学会运用比较与对比描述一个地方的变化。教学重点1. 引导学生发现和理解过去进行时被动语态的用法并在真实语境中进行运用；2. 带领学生学习并运用有关时代发展变化的短语，了解中国取得的伟大成就；3. 引导学生通过完成听力活动，进一步了解中国改革开放取得的成就，并能够关注语用功能，学会运用比较的方式描述一个地方的变化。教学难点1. 引导学生在真实语境中运用过去进行时的被动语态；2. 引导学生认识社会发展变革的必然性，鼓励学生努力学习，为社会发展做贡
23、献。教学策略任务型教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences in the box and pay special attention to the words in bold. 2. Teacher asks students to work in groups and discuss the two questions.3. Teacher invite
24、s some students to share their answers.4. Teacher instructs students to look for more sentences with the past continuous passive in the reading passage and summarise the use of the past continuous passive in their own words.5. Teacher asks some students to share the answers.1. Students observe the t
25、wo sentences in the box and pay attention to the words in bold.2. Students discuss the two questions in groups.3. Some students share their answers.4. Students look for more sentences with the past continuous passive in the reading passage and summarise the use of the past continuous passive in thei
26、r own words.5. Some students share their answers with the class.1. To help students find out the structure and function of the past continuous passive.2. To help students get familiar with the past continuous passive.Activity 21. Teacher asks students to read the passage and get the main idea of the
27、 passage. 2. Teacher asks students to rewrite the passage using the past continuous passive. Then asks students to make corrections in groups.3. Teacher checks the answers with the class.1. Students read the passage and get its main idea.2. Students read and rewrite the passage using the past contin
28、uous passive. Then make corrections in groups.3. Students check the answers with the teacher.To help students to apply the past continuous passive in a context.Activity 31. Teacher asks students to look at the two groups of pictures with the words on the pictures carefully. 2. Teacher asks students
29、to work in groups and follow the model sentences to describe the changes in the news industry using the past continuous passive where appropriate.3. Teacher invites one or two groups to share their answers with the class.1. Students look at the two groups of pictures with the words on the pictures c
30、arefully. 2. Students work in groups and follow the model sentences to describe the changes in the news industry using the past continuous passive where appropriate.3. One or two groups share their answers with the class.To help students consolidate the application of the past continuous passive in
31、a real context.Activity 41. Teacher asks students to think about another industry that has undergone great changes individually.2. Teacher asks students to work in groups and have a discussion, then describe the changes in the industry using the past continuous passive where appropriate.3. Teacher i
32、nvites some students to share their descriptions with the class and others make comments.1. Students think about another industry that has undergone great changes individually.2. Students work in groups and have a discussion. Then describe the changes in the industry using the past continuous passiv
33、e where appropriate. 3. Some students share their descriptions with the class. Others make comments.To help students further understand the changes of another industry and the use of the past continuous passive.Activity 51. Teacher asks students to read the passage and answer the first question. 2.
34、Teacher checks the answers with the class.3. Teacher asks students to pay attention to the expressions in bold and then answer the second question. 4. Teacher invites some students to share their answers with the class.1. Students read the passage and answer the first question. 2. Students check the
35、 answers with the teacher.3. Students pay attention to the expressions in bold and then answer the second question.4. Some students share their answers with the class.To make students learn some new expressions about the changes of times. Activity 61. Teacher asks students to complete the speech wit
36、h the correct form of the expressions in Activity 5.2. Teacher checks the answers with the class.1. Students complete the speech with the correct form of the expressions in Activity 5.2. Students check the answers with the teacher.To help students review the expressions about the changes of times.Ac
37、tivity 71. Teacher asks students to read the sentences and find out the purpose of the activity.2. Teacher plays the audio and asks students to choose the correct answer.3. Teacher checks the answer with the students.1. Students read the sentences and find out the purpose of the activity.2. Students
38、 listen to the audio and choose the correct answer.3. Students check the answer with the teacher.To train the skills in grasping the main idea of an interview through listening.Activity 81. Teacher asks students to look at the interview record first. Then plays the audio again and asks students to c
39、omplete the interview record.2. Teacher asks students to listen for the third time and check the answers by themselves.3. Teacher invites some students to share their answers with the class.4. Teacher asks students to talk about the changes in Shenzhen in their own words.1. Students look at the inte
40、rview record first. Then listen to the audio again and complete the interview record.2. Students listen to the audio for the third time and check the answers by themselves.3. Some students share their answers with the class.4. Students talk about the changes in Shenzhen in their own words.To help st
41、udents to get the details of the listening material.Activity 91. Teacher asks students to look at the two headers and tell what they know about the different functions.2. Teacher asks students to complete the boxes with the expressions from the interview.3. Teacher checks the answers with the class.
42、1. Students look at the two headers and tell what they know about the different functions.2. Students complete the boxes with the expressions from the interview.3. Students check the answers with the teacher.To help students consolidate the expressions of describing a place and comparisons of past a
43、nd now.Activity 101. Teacher divides students into pairs and asks them to describe the changes in their home town using the expressions in this section.2. Teacher invites several pairs to present their ideas in front of the class.3. Teacher asks students to think about how well they can use the lang
44、uage they have learnt to express themselves.1. Students work in pairs and describe the changes in their home town using the expressions in this section.2. Several pairs present their ideas in front of the class.3. Students think about how well they can use the language they have learnt to express th
45、emselves.To encourage students to further practise describing changes in a place.Developing 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主题语境人与社会新旧时代社会和生活等各方面的对比及改变内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文。课文介绍了emojis表情符号的发展变化过程，使学生从全新的角度感受网络语言对我们表达方式的影响。读写部分的范文是一篇报纸专栏文章，介绍了一种可能消失的事物电话亭，要求学生描述另一
46、种未来可能会消失的事物。通过本板块的学习，学生能够深入思考时代变迁所带来的影响，丰富自身的跨文化知识，培养分析问题、形成自己观点的能力。教学目标在本板块学习结束时，学生能够：1. 理解课文内容，获取语篇的主要观点与信息，把握作者的态度和写作意图； 2. 用英语阐释自己的观点，运用例证说明赞同或反对的理由，提高逻辑能力与思辨能力；3. 介绍一种未来可能会消失的事物，以理性客观的态度看待生活中的“变”与“不变”，加深对单元主题意义的认识。教学重点1. 带领学生把握文章大意，培养学生有理有据地表达观点的意识；2. 引导学生介绍一种未来可能会消失的事物。教学难点学会用英语阐释自己的观点，增强逻辑能力和
47、思辨能力，能以理性客观的态度了解时代变迁带来的新变化。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the messages and answer the questions.2. Teacher invites some students to give answers.1. Students look at the messages and answer the questions.2
48、. Some students give answers.To lead students into the topic of emojis.Activity 21. Teacher asks students to look at the title of the passage and predict the authors attitude towards emojis.2. Teacher asks students to work in groups and discuss the question. Then invites some students to share their a