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1、Book 5 Unit 5 A delicate world 教学设计单元主题本单元的主题语境是“人与自然”，涉及的主题语境内容是保护我们脆弱的星球。本单元介绍了麦夸里岛的生态系统从被严重破坏到逐渐恢复的过程、宠物红耳龟被放生后对当地生态系统的影响、塞罕坝国家森林公园生态环境的恢复、生态系统和蜜蜂生存状况之间的关系、神农架和梵净山生态系统的良好保护，引导学生认识到人类生存必须依赖于良好的自然生态系统，保护生态就是保护人类，加深学生对人与自然和谐共处这一理念的认识。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的现象说明、流程图等多模态语篇，综合运用各种语言技能，读懂不同类型的语篇内容；
2、能够恰当使用it 作形式宾语描述不同生态系统面临的问题和发生的变化，听懂并把握听力教材的核心思想和细节信息，使用所学语言描述某单一生物的消失可能给人类带来的灾难性影响，深化对单元主题意义的认识，提高保护生态系统和树立人类命运共同体的意识；同时能够运用单元所学知识描述当地生态系统的现状并思考采取何种保护措施，实现知识和思维能力的拓展和迁移；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所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，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
3、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主题语境人与自然保护我们脆弱的星球内容分析本板块有两个活动，活动1呈现一段视频，该视频介绍了生态系统中所有生物之间相互依赖的关系。活动2要求学生看三幅卫星照片，讨论咸海正在发生的变化。 教学目标在本板块学习结束时，学生能够：1. 看懂视频，感知地球生态系统多样性及所有生物之间相互依赖的关系，思考人类活动对生态系统的影响；2. 看懂图片，讨论下一幅咸海卫星照片可能是什么样子，并思考引起这些变化的原因，引发对单元主题的初步思考。 教学重点引导学生看懂视频，感知地球生态系统多样性及所有生物之间相互依赖的
4、关系，思考人类活动对生态系统的影响。教学难点引导学生思考下一幅咸海卫星照片可能是什么样子，并思考引起这些变化的原因，引发对单元主题的初步思考。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 asks students to watch it carefully.2. Teacher asks students to answer the first question. Teacher play
5、s 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 watch the video carefully.2. Students answer the first question. Students watch the video again if needed.
6、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 understand humans can affect ecosystems.Activity 21. Teacher asks students to view the three satellite
7、 images 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. Teacher invites students to share the answers.1. Students view the images and answer the first question
8、 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 the answers with the class.To help students have a further understanding of the delicate ecosystems.Understanding ideas板块教学设计（建议时长3035分钟，教师可根
9、据教学实际酌情调整。）课型Reading主题语境人与自然保护我们脆弱的星球内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为记叙文。作者根据自己的工作体验讲述了麦夸里岛的生态系统从遭遇严重破坏到逐步恢复的过程。读前的导入活动请学生看图片，设想把猫、老鼠和兔子引入到这样的环境中会引发什么变化，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整体内容的理解。读后活动包括分析作者的写作目的、理解课文细节信息和回答开放性问题等活动，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. 通过快速阅读文章，了解麦夸里岛发生的事情；2. 读懂语篇，找出作者的写
10、作目的并说出理由；3. 分析人类对麦夸里岛的介入行为、目的意图及造成的后果，并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，提升思辨能力。教学重点引导学生读懂语篇，找出作者的写作目的，理解人类为拯救麦夸里岛所做的各种行为。教学难点引导学生分析人类对麦夸里岛的介入行为、目的意图及造成的后果，加深对主题意义的认识。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the pic
11、ture and think about the questions. 2. Teacher divides the class into groups to have discussions about the questions.3. Teacher chooses one or two groups to share their results with the class.1. Students look at the picture and think about the questions individually.2. Students work in groups and di
12、scuss the questions.3. One or two groups present their results to the class.1. To let students understand invasive species can damage the local ecosystems.2. To arouse the students curiosity about the topic.Activity 21. Teacher asks students to look at the title and predict what the passage mainly t
13、alks about. 2. Teacher asks students to read the passage and find out what happened to Macquarie Island.3. Teacher asks some students to share the answers.1. Students look at the title and think about what the passage mainly talks about.2. Students read the passage and find out what happened to Macq
14、uarie Island .3. Some students share the answers with the class.To let students understand what happened to Macquarie Island.Activity 31. Teacher asks students to choose the authors purpose in writing this passage and give their reasons.2. Teacher invites some students to share their answers and oth
15、ers to make comments. 1. Students read the passage again and choose the authors purpose in writing this passage and give their reasons.2. Some students share their answers with the class. Others make comments.To help students figure out the authors purpose in writing the passage.Activity 41. Teacher
16、 asks students to read the passage carefully and complete the flow chart.2. Teacher checks the answers with the students.3. Teacher asks students to discuss in groups how human interference led to such severe consequences for Macquarie Island.4. Teacher invites some students to share their answers w
17、ith the class.1. Students read the passage carefully and complete the flow chart.2. Students check the answers with the teacher.3. According to the flow chart, students discuss in groups how human interference led to such severe consequences for Macquarie Island.4. Some students share their answers
18、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 students to discuss the questions in groups.3. Teacher invites some students to share the answ
19、ers with the class.1. Students think about and answer the questions individually.2. Students discuss the questions in groups.3. Some students share the answers with the class. 1. To help students have a deep understanding of the theme of the passage. 2. To help students apply what theyve learnt in l
20、ife.3. To encourage students to apply cause and effect in their reading and writing.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主题语境人与自然保护我们脆弱的星球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。语法部分的主要内容为it作形式宾语的用法，包括一篇小语篇和两幅对比图片。小语段讲述了近些年被放生的宠物红耳龟给当地物种造成的威胁；两幅图片对比了塞罕坝国家森林公园的今昔变化。综合语言
21、运用部分的话题为“生态系统”，词汇部分通过一组示意图和一个小语篇呈现了生态系统中的食物链及其相关表达；接下来的听说部分为一段对话，内容为蜜蜂数量的减少对于整个生态系统所潜在的影响。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. 掌握并运用it作形式宾语；2. 掌握有关食物链的相关表达，了解食物链中不同物种之间的关系；3. 听懂关于蜜蜂濒临灭绝的对话，进一步了解生态平衡的重要性；4. 运用表达质疑和回应质疑，谈论某物种灭绝对生态系统的影响。教学重点1. 引导学生发现和理解it作形式宾语的用法，
22、并学会在真实语境中进行运用；2. 带领学生学习并运用有关食物链的相关表达，了解食物链中不同物种之间的关系；3. 引导学生通过完成听力活动，进一步了解生态平衡的重要性，同时还能够关注语用功能，学会表达质疑和回应别人的质疑。教学难点1. 引导学生在真实语境中运用it作形式宾语；2. 引导学生认识到某一种生物的灭绝会给生态系统造成巨大的影响，鼓励学生为保护生态环境做贡献。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 ask
23、s students to read the sentences in each group in the box and pay special attention to the difference between them. 2. Teacher asks students to work in groups and discuss the two questions.3. Teacher invites some students to share their answers.4. Teacher instructs students to look for more sentence
24、s with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words.5. Teacher asks some students to share the answers.1. Students observe the sentences in each group in the box and pay attention to the difference between them.2. Students discuss the
25、 two questions in groups.3. Some students share their answers.4. Students look for more sentences with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words.5. Some students share the answers with the class.1. To help students find out the str
26、ucture and function of it as an empty object.2. To help students get familiar with the use of it as an empty object.Activity 21. Teacher asks students to read the passage and get the main idea of the passage. 2. Teacher asks students to rewrite the underlined parts using it as an empty object. Then
27、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 rewrite the underlined parts using it as an empty object. Then make corrections in groups.3. Students check the answers with the teacher.To let stud
28、ents apply it as an empty object in a context.Activity 31. Teacher asks students to look at the two pictures of the Saihanba National Forest Park and find its changes. 2. Teacher asks students to work in groups and follow the model sentences to describe the changes in the Saihanba National Forest Pa
29、rk using it as an empty object where appropriate. 3. Teacher invites one or two groups to share the answers with the class.1. Students look at the two pictures of the Saihanba National Forest Park and find its changes. 2. Students work in groups and follow the model sentences to describe the changes
30、 in the Saihanba National Forest Park using it as an empty object where appropriate3. One or two groups share the answers with the class.To help students consolidate the application of it as an empty object in a real context.Activity 41. Teacher asks students to think about a place they know has cha
31、nged individually.2. Teacher asks students to work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate.3. Teacher invites some students to share the answers with the class and others make comments.1. Students think about a place they
32、 know has changed individually.2. Students work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate. 3. Some students share the answers with the class. Others make comments.To help students to further understand a place that has chan
33、ged and the use of it as an empty object.Activity 51. Teacher asks students to look at the diagram and answer the first question. 2. 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
34、some students to share the answers with the class.1. Students look at the diagram and answer the first question. 2. Students check the answers with the teacher.3. Students pay attention to the expressions in bold and then answer the second question.4. Some students share the answers with the class.T
35、o let students learn some new expressions about the relationships between the living things. Activity 61. Teacher asks students to complete the passage with the correct form of the words and expressions in Activity 5.2. Teacher checks the answers with the class.1. Students complete the passage with
36、the correct form of the words and expressions in Activity 5.2. Students check the answers with the teacher.To help students review the expressions about the relationships between the living things.Activity 71. Teacher asks students to read the statements in Did You Know? and learn about the facts ab
37、out honey bees.2. Teacher asks students to read the statements and choose the true ones.3. Teacher plays the audio and asks students to choose the true statements.4. Teacher checks the answer with the class.1. Students read the statements in Did You Know? and learn about the facts about honey bees.2
38、. Students read the statements and choose the true ones.3. Students listen to the audio and choose the true statements.4. Students check the answer with the teacher.To train students skills in grasping the main idea of a conversation through listening.Activity 81. Teacher asks students to look at th
39、e flow chart first. Then play the audio again and ask students to complete the flow chart.2. Teacher asks students to listen for a third time and check the answers by themselves.3. Teacher invites some students to share the answers with the class.4. Teacher asks students to talk about the importance
40、 of bees in their own words.1. Students look at the flow chart first. Then listen to the audio again and complete the flow chart.2. Students listen to the audio for a third time and check the answers by themselves.3. Some students share the answers with the class.4. Students talk about the importanc
41、e of bees in their own words.To let students 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 conversation.3. Teac
42、her checks the answers with the class.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 conversation.3. Students check the answers with the teacher.To help students consolidate the expressions of exp
43、ressing doubt and responding to doubt.Activity 101. Teacher divides students into groups and asks them to talk about what would happen to the ecosystem if another species died out using the expressions in this section.2. Teacher invites several groups to present their ideas in front of the class.3.
44、Teacher asks students to think about how their knowledge helped them contribute to the discussion.1. Students work in groups and talk about what would happen to the ecosystem if another species died out using the expressions in this section.2. Several groups present their ideas in front of the class
45、.3. Students think about how their knowledge helped them contribute to the discussion.To encourage students to further practise describing the delicate ecosystem.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主题语境人与自然保护我们脆弱的星球内容分析本板块呈现了从另一个角度反映单元主题的课文，语篇类型为演讲。课文介绍了神农架被列入联合国教科文组织
46、世界遗产名录的原因，展示了人类在发展的同时也能与生态环境和谐共处。读写部分介绍了我国另一个生态系统保护的典范梵净山，请学生起草关于梵净山的讲座稿。通过这一板块的学习，学生能够深入思考人类发展与保护生态系统两者之间的关系，最终认识到这两者并不是对立的，人类在追求发展的同时也可以保护生态系统，从而增强学生的环保意识，进一步提高学生的思维品质。教学目标在本板块学习结束时，学生能够： 1. 把握文章大意，理解神农架入选联合国教科文组织世界非物质文化遗产名录的原因；2. 理解演讲的组织结构特点及如何使用数据、举例和比较来支持自己的观点； 3. 利用所学的知识写一篇有关梵净山的讲座稿，进一步提升语言运用能
47、力，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，理解神农架入选联合国教科文组织世界非物质文化遗产名录的原因；2. 引导学生写讲座稿，进一步提升语言运用能力，加深对单元主题意义的认识。 教学难点引导学生学习演讲的组织结构特点及如何使用数据、举例和比较来支持自己的观点；教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to watch the video and answer the questions.2. Teacher invites some students to give answers.1. Students watch the video and answer the questions.2. Some students give answers.To lead students into the topic of Shennongjia.Activity 21. Teacher asks students to look at the title of the passage and think about what it means.2. Teacher ask