外研版高中英语选择性必修第二册Unit 5 A delicate world教学设计

Book5Unit5Adelicateworld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；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。Startingout板块教学设计（建议时长10–15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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstowatchitcarefully.2.Teacherasksstudentstoanswerthefirstquestion.Teacherplaysthevideoagainifneeded.3.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.4.Teacherinvitessomestudentstosharetheiranswerstothesecondquestion.1.Studentswatchthevideocarefully.2.Studentsanswerthefirstquestion.Studentswatchthevideoagainifneeded.3.Studentsworkingroupsanddiscussthesecondquestion.4.Somestudentssharetheiranswerstothesecondquestionwiththeclass.1.Toarousestudents’interestinthetopic.2.Tohelpstudentsunderstandhumanscanaffectecosystems.Activity21.Teacherasksstudentstoviewthethreesatelliteimagesandanswerthefirstquestionindividually.1.Studentsviewtheimagesandanswerthefirstquestionindividually.2.StudentschecktheanswertothefirstTohelpstudentshaveafurtherunderstandingofthedelicateecosystems. 1.Teachercheckstheanswertothefirstquestionwiththeclass.2.Teacherasksstudentstoworkingroupstoanswertheothertwoquestions.3.Teacherinvitesstudentstosharetheanswers.questionwiththeteacher.1.Studentsdiscusstheothertwoquestionsingroups.2.Somestudentssharetheanswerswiththeclass.Understandingideas板块教学设计（建议时长30–35分钟，教师可根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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthepictureandthinkaboutthequestions.2.Teacherdividestheclassintogroupstohavediscussionsaboutthequestions.3.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.1.Studentslookatthepictureandthinkaboutthequestionsindividually.2.Studentsworkingroupsanddiscussthequestions.3.Oneortwogroupspresenttheirresultstotheclass.1.Toletstudentsunderstandinvasivespeciescandamagethelocalecosystems.2.Toarousethestudents’curiosityaboutthetopic.Activity21.Teacherasksstudentstolookatthetitleandpredictwhatthepassagemainlytalksabout.2.TeacherasksstudentstoreadthepassageandfindoutwhathappenedtoMacquarieIsland.3.Teacheraskssomestudentstoshare1.Studentslookatthetitleandthinkaboutwhatthepassagemainlytalksabout.2.StudentsreadthepassageandfindoutwhathappenedtoMacquarieIsland.3.Somestudentssharetheanswerswiththeclass.ToletstudentsunderstandwhathappenedtoMacquarieIsland. theanswers.Activity31.Teacherasksstudentstochoosetheauthor’spurposeinwritingthispassageandgivetheirreasons.2.Teacherinvitessomestudentstosharetheiranswersandotherstomakecomments.1.Studentsreadthepassageagainandchoosetheauthor’spurposeinwritingthispassageandgivetheirreasons.2.Somestudentssharetheiranswerswiththeclass.Othersmakecomments.Tohelpstudentsfigureouttheauthor’spurposeinwritingthepassage.Activity41.Teacherasksstudentstoreadthepassagecarefullyandcompletetheflowchart.2.Teachercheckstheanswerswiththestudents.3.TeacherasksstudentstodiscussingroupshowhumaninterferenceledtosuchsevereconsequencesforMacquarieIsland.4.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassagecarefullyandcompletetheflowchart.2.Studentschecktheanswerswiththeteacher.3.Accordingtotheflowchart,studentsdiscussingroupshowhumaninterferenceledtosuchsevereconsequencesforMacquarieIsland.4.Somestudentssharetheiranswerswiththeclass.Tohelpstudentstofigureoutthekeyinformationwithsomedetailsofthepassage.Think&Share1.Teacherasksstudentstothinkaboutandanswerthequestionsindividually.2.Teacherasks1.Studentsthinkaboutandanswerthequestionsindividually.2.Studentsdiscussthe1.Tohelpstudentshaveadeepunderstandingofthethemeofthepassage.2.Tohelpstudents studentstodiscussthequestionsingroups.1.Teacherinvitessomestudentstosharetheanswerswiththeclass.questionsingroups.1.Somestudentssharetheanswerswiththeclass.applywhatthey’velearntinlife.1.Toencouragestudentstoapplycauseandeffectintheirreadingandwriting.Usinglanguage板块教学设计（建议时长80–90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，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； 1.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesineachgroupintheboxandpayspecialattentiontothedifferencebetweenthem.2.Teacherasksstudentstoworkingroupsanddiscussthetwoquestions.3.Teacherinvitessomestudentstosharetheiranswers.4.Teacherinstructsstudentstolookformoresentenceswithitasanemptyobjectinthereadingpassageandsummarisetheuseofitasanemptyobjectintheirownwords.1.Studentsobservethesentencesineachgroupintheboxandpayattentiontothedifferencebetweenthem.2.Studentsdiscussthetwoquestionsingroups.3.Somestudentssharetheiranswers.4.Studentslookformoresentenceswithitasanemptyobjectinthereadingpassageandsummarisetheuseofitasanemptyobjectintheirownwords.5.Somestudentssharetheanswerswiththeclass.1.Tohelpstudentsfindoutthestructureandfunctionofitasanemptyobject.2.Tohelpstudentsgetfamiliarwiththeuseofitasanemptyobject. 1.Teacheraskssomestudentstosharetheanswers.Activity21.Teacherasksstudentstoreadthepassageandgetthemainideaofthepassage.2.Teacherasksstudentstorewritetheunderlinedpartsusingitasanemptyobject.Thenasksstudentstomakecorrectionsingroups.3.Teachercheckstheanswerswiththeclass.1.Studentsreadthepassageandgetitsmainidea.2.Studentsrewritetheunderlinedpartsusingitasanemptyobject.Thenmakecorrectionsingroups.3.Studentschecktheanswerswiththeteacher.Toletstudentsapplyitasanemptyobjectinacontext.Activity31.TeacherasksstudentstolookatthetwopicturesoftheSaihanbaNationalForestParkandfinditschanges.2.TeacherasksstudentstoworkingroupsandfollowthemodelsentencestodescribethechangesintheSaihanbaNationalForestParkusingitasanemptyobjectwhereappropriate.3.Teacherinvitesone1.StudentslookatthetwopicturesoftheSaihanbaNationalForestParkandfinditschanges.2.StudentsworkingroupsandfollowthemodelsentencestodescribethechangesintheSaihanbaNationalForestParkusingitasanemptyobjectwhereappropriate3.Oneortwogroupssharetheanswerswiththeclass.Tohelpstudentsconsolidatetheapplicationofitasanemptyobjectinarealcontext. ortwogroupstosharetheanswerswiththeclass.Activity41.Teacherasksstudentstothinkaboutaplacetheyknowhaschangedindividually.2.Teacherasksstudentstoworkingroupsandhaveadiscussion,thendescribehowtheplacehaschangedusingitasanemptyobjectwhereappropriate.3.Teacherinvitessomestudentstosharetheanswerswiththeclassandothersmakecomments.1.Studentsthinkaboutaplacetheyknowhaschangedindividually.2.Studentsworkingroupsandhaveadiscussion,thendescribehowtheplacehaschangedusingitasanemptyobjectwhereappropriate.3.Somestudentssharetheanswerswiththeclass.Othersmakecomments.Tohelpstudentstofurtherunderstandaplacethathaschangedandtheuseofitasanemptyobject.Activity51.Teacherasksstudentstolookatthediagramandanswerthefirstquestion.2.Teachercheckstheanswerswiththeclass.3.Teacherasksstudentstopayattentiontotheexpressionsinboldandthenanswerthesecondquestion.4.Teacherinvites1.Studentslookatthediagramandanswerthefirstquestion.2.Studentschecktheanswerswiththeteacher.3.Studentspayattentiontotheexpressionsinboldandthenanswerthesecondquestion.4.Somestudentssharetheanswerswiththeclass.Toletstudentslearnsomenewexpressionsabouttherelationshipsbetweenthelivingthings. somestudentstosharetheanswerswiththeclass.Activity61.TeacherasksstudentstocompletethepassagewiththecorrectformofthewordsandexpressionsinActivity5.2.Teachercheckstheanswerswiththeclass.1.StudentscompletethepassagewiththecorrectformofthewordsandexpressionsinActivity5.2.Studentschecktheanswerswiththeteacher.Tohelpstudentsreviewtheexpressionsabouttherelationshipsbetweenthelivingthings.Activity71.TeacherasksstudentstoreadthestatementsinDidYouKnow?andlearnaboutthefactsabouthoneybees.2.Teacherasksstudentstoreadthestatementsandchoosethetrueones.3.Teacherplaystheaudioandasksstudentstochoosethetruestatements.4.Teachercheckstheanswerwiththeclass.1.StudentsreadthestatementsinDidYouKnow?andlearnaboutthefactsabouthoneybees.2.Studentsreadthestatementsandchoosethetrueones.3.Studentslistentotheaudioandchoosethetruestatements.4.Studentschecktheanswerwiththeteacher.Totrainstudents’skillsingraspingthemainideaofaconversationthroughlistening.Activity81.Teacherasksstudentstolookattheflowchartfirst.Thenplaytheaudio1.Studentslookattheflowchartfirst.ThenlistentotheaudioagainandToletstudentsgetthedetailsofthelisteningmaterial. againandaskstudentstocompletetheflowchart.1.Teacherasksstudentstolistenforathirdtimeandchecktheanswersbythemselves.2.Teacherinvitessomestudentstosharetheanswerswiththeclass.3.Teacherasksstudentstotalkabouttheimportanceofbeesintheirownwords.completetheflowchart.1.Studentslistentotheaudioforathirdtimeandchecktheanswersbythemselves.2.Somestudentssharetheanswerswiththeclass.3.Studentstalkabouttheimportanceofbeesintheirownwords.Activity91.Teacherasksstudentstolookatthetwoheadersandtellwhattheyknowaboutthedifferentfunctions.2.Teacherasksstudentstocompletetheboxeswiththeexpressionsfromtheconversation.3.Teachercheckstheanswerswiththeclass.1.Studentslookatthetwoheadersandtellwhattheyknowaboutthedifferentfunctions.2.Studentscompletetheboxeswiththeexpressionsfromtheconversation.3.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheexpressionsofexpressingdoubtandrespondingtodoubt.Activity101.Teacherdividesstudentsintogroupsandasksthemtotalkaboutwhatwouldhappento1.StudentsworkingroupsandtalkaboutwhatwouldhappentotheecosystemifToencouragestudentstofurtherpractisedescribingthedelicateecosystem. theecosystemifanotherspeciesdiedoutusingtheexpressionsinthissection.1.Teacherinvitesseveralgroupstopresenttheirideasinfrontoftheclass.2.Teacherasksstudentstothinkabouthowtheirknowledgehelpedthemcontributetothediscussion.anotherspeciesdiedoutusingtheexpressionsinthissection.1.Severalgroupspresenttheirideasinfrontoftheclass.2.Studentsthinkabouthowtheirknowledgehelpedthemcontributetothediscussion.Developingideas板块教学设计（建议时长80–90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； 1.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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstowatchthevideoandanswerthequestions.2.Teacherinvitessomestudentstogiveanswers.1.Studentswatchthevideoandanswerthequestions.2.Somestudentsgiveanswers.ToleadstudentsintothetopicofShennongjia.Activity21.Teacherasksstudentstolookatthetitleofthepassageandthinkaboutwhatitmeans.2.Teacherasksstudentstoworkingroupsanddiscussthequestion.Theninvitesomestudentstosharetheanswers.3.Teacherasks1.Studentslookatthetitleofthepassageandthinkaboutwhatitmeans.2.Studentsworkingroupsanddiscusthequestion.Somestudentssharetheanswers.3.Studentsreadthepassageandchecktheiranswers.Tostrengthenstudents’abilitytounderstandthetopic. studentstoreadthepassageandchecktheiranswer.Activity31.Teacherasksstudentstoreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakecomparisons.2.Teacherasksstudentstodiscussingroups,anddecidetheiranswers.3.Teacherinvitessomestudentstogiveanswers.1.Studentsreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakecomparisons.2.Studentsdiscussingroupsanddecidetheiranswers.3.Somestudentsgiveanswers.Tohelpstudentslearngivingdata,examplesandmakingcomparisons.Think&Share1.Teacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.2.Teacherinvitessomestudentstogiveanswers.1.Studentsthinkaboutthequestionsanddiscussthemingroups.2.Somestudentsgiveanswers.Toenhancestudents’understandingofthethemeofthepassageandencouragestudentstoshowtheirownopinions.Activity41.TeacherasksstudentstothinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.2.Teacherasksstudentstodiscusstheiranswersin1.StudentsthinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.2.Studentsdiscusstheiranswersingroups,decidethekeypointsand1.Tohelpstudentslearntocompareandcontrast.2.Toimprovestudents’speakingskillandperformanceability. groups,decidethekeypointsandprepareforatalk.1.Teacherinvitesseveralstudentstogivetheirtalktotheclassandotherstomakecomments.2.Teacherasksstudentstothinkabouthoweffectivelytheyusedthelanguagetheyhavelearnttotalkaboutthesimilaritiesanddifferences.prepareforatalk.1.Somestudentsgivetheirtalktotheclassandothersmakecomments.2.Studentsthinkabouthoweffectivelytheyusedthelanguagetheyhavelearnttotalkaboutthesimilaritiesanddifferences.Activity51.Teacherasksstudentstoreadthepassageandthinkaboutthequestions.2.Teacherdividestheclassintogroupsandasksthemtodiscussthetwoquestionsingroups.3.Teacherinvitesoneortwogroupstosharetheiranswersandotherstomakecomments.1.Studentsreadthepassageandthinkaboutthequestions.2.Studentsdiscussthequestionsingroups.3.Oneortwogroupssharetheiranswersandothersmakecomments.TohelpstudentslearnwhyFanjingMountainwasaddedtotheUNESCOWorldHeritageList.Activity61.TeacherasksstudentstocompletetheoutlinebasedontheinformationinActivity5.2.Teacherasks1.StudentscompletetheoutlinebasedontheinformationinActivity5.2.StudentsdrafttheirlecturesaboutTohelpstudentsorganisethelecturedraftbeforemakingalecture. studentstodrafttheirlecturesaboutFanjingMountain.FanjingMountain.Activity71.Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’slecturedrafts.2.Teacherinvitesoneortwopairstosharetheiranswerstotheclassandotherstomakecomments.1.Studentsworkinpairsandmakeimprovementstoeachother’slecturedrafts.2.Oneortwopairssharetheiranswerstotheclassandothersmakecomments.1.Toencouragestudentstolearnfromtheirpartners.2.Toimprovestudents’writingandspeakingskills.Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与社会——保护我们脆弱的星球内容分析Presentingideas板块要求学生首先阅读习近平总书记的名句，思考“绿水青山”和“金山银山”的含义及这句话传递的信息。然后通过演讲的形式，促进学生对所学内容加以综合运用，相互合作、展示个性，充分表达自己对单元主题思想的认识和理解。Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。教学目标在本板块学习结束时，学生能够：1.理解“绿水青山就是金山银山”所传递的保护生态环境的重要性；2.举例证明“绿水青山就是金山银山”，进一步加深对这一主题的理解。教学重点1.引导学生通过本单元的学习，对保护生态环境 这一话题有更深入的理解；1.引导学生举例证明“绿水青山就是金山银山”这一主题。教学难点引导学生深刻认识到保护生态环境的重要性和紧迫性，锻炼学生的逻辑思维能力。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherdividesstudentsingroupandasksstudentstolookatthepictureandanswerthequestions.2.Teacherinvitesoneortwogroupstosharetheiranswerstotheclassandotherstomakecomments.1.Studentsworkingroupsandlookatthepicturesandanswerthequestions.2.Oneortwogroupstosharetheiranswerstotheclassandothersmakecomments.Tohelpstudentsunderstandthemessageconveyedbythequote.Activity21.Teacherasksstudentstotalkabouttheirunderstandingofthequoteingroupsandfindexamplesthatcanproveit.2.Teacherasksstudentstomakenotesaccordingtotheirdiscussion.3.Teacherasksstudentstoshare1.Studentstalkabouttheirunderstandingofthequoteingroupsandfindexamplesthatcanproveit.2.Studentsmakenotesaccordingtotheirdiscussion.3.Studentssharetheanswersandothersmakecomments.Tohelpstudentstothinkdeeplyabout“Clearwatersandlushmountainsareasvaluableasgoldandsilver”. theanswersandotherstomakecomments.Activity31.Teacherasksstudentstoprepareashortpresentationconsideringthestructureandusefulwords,expressionsandstructures.2.Teacheraskseachgrouptochooseonestudenttogivethepresentation.3.Teacherandotherstudentsmakecomments,andteachergivesevaluation.Asksstudentstovoteforthemostcreativeandthemostpopularpresentation.1.Studentsprepareashortpresentationconsideringthestructureandusefulwords,expressionsandstructures.2.Eachgroupchoosesonestudenttogivethepresentation.3.Otherstudentsmakecomments.Studentsvoteforthemostcreativeandthemostpopularpresentation.Toencouragestudentstoexpresstheiropinions,andhelpthemcorrectlyunderstandtheunittheme.Reflection1.Teacherasksstudentstoratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.2.Teacherasksstudentstowriteareflection.1.Studentsratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.2.Studentswriteareflection.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove. Project板块教学设计(此部分教师可根据教学实际酌情处理。)课型Speaking主题语境人与社会——保护我们脆弱的星球内容分析本单元的项目实践活动要求学生去探索身边的生态系统，了解这些生态系统的重要性并思考如何对它们进行保护。学生可以借助网上或读书馆查询信息，开展调研，分析身边生态系统的现状。通过自主学习、合作学习、探究式学习，综合运用本单元所学，有效完成开放型任务，进一步深化对单元主题语境的理解，学会从我做起保护环境。教学目标在本板块学习结束时，学生能够：1.熟悉调研方法和技巧，选择合适的途径展开调研；2.综合运用本单元所学，图文并茂地呈现对本地生态系统的调查结果；3.通过小组合作，合理分工来提升沟通和探究能力；4.充分了解身边的生态系统，真正提高环境保护意识。教学重点引导学生熟悉调研方法和技巧，选择合适的途径展开调研，整理调研结果，制作幻灯片并进行展示。教学难点1.引导学生开展合作探究，提升沟通和协作能力；2.引导学生充分了解身边的生态系统，真正提高环境保护意识教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.(Inthepreviousclass,)Teacherdividestheclassintogroupsandasksstudentstothinkaboutthe1.Studentsthinkabouttheecosystemsaroundthemandgoonlineortoalibrarytofindouthowthey1.Togetstudentspreparedfortheactivities,anddeveloptheirabilitytolearnandexplore ecosystemsaroundthem.Thenasksstudentstogoonlineoralibrarytofindouthowtheymightinvestigatethem.1.Teacheraskseachgrouptochooseoneoftheecosystemsandfindoutinformationonitonline.mightinvestigatethem.1.Eachgroupchoosesoneoftheecosystemsandfindoutinformationonitonline.individually.1.Tohelpstudentsgettoknowtheecosystemsinthelocalarea.Plan1.Teacherasksstudentstodecidehowtheywillfurtherinvestigateeachoftheseaspectswhentheyvisittheecosystems.2.Teacherencouragesstudentstodecidehowbesttopresenttheirinformation.1.Studentsdecidehowtheywillfurtherinvestigateeachoftheseaspectswhentheyvisittheecosystems.2.Studentsdecidehowbesttopresenttheirinformation.Tohelpstudentspreparefortheinvestigationandemphasisetheimportanceofcooperationwithothers.Create1.Teacherasksstudentstocarryouttheinvestigation,makingnotesandtakingphotos.2.Teacherasksstudentstowritethetextfortheirpresentations.3.Teacherasksstudentstolookfor1.Studentscarryouttheinvestigation,makingnotesandtakingphotos.2.Studentswritethetextfortheirpresentations.3.Studentslookforsuitablephotos,maps,diagrams,chartsandanyothervisuals.Toofferstudentsachancetoinvestigateoneofthelocalecosystemsandlearntocreateapresentation. suitablephotos,maps,diagrams,chartsandanyothervisuals.1.Teacherasksstudentstoputallthecontentstogetherintotheirchosenpresentationformat.1.Studentsputallthecontentstogetherintotheirchosenpresentationformat.Present1.Teacherencouragesstudentstopresenttheecosystemtotheclass.2.Teacherencouragesstudentstodiscusshowtoprotectthelocalecosystemandhowtoreducetheimpactofhumanactivityonit.1.Studentspresenttheecosystemtotheclass.2.Studentsdiscusshowtoprotectthelocalecosystemandhowtoreducetheimpactofhumanactivityonit.1.Tohelpstudentsimproveskillsingivingpresentation.2.Toraisestudents’awarenessoftheimportanceofecosystems.