高中英语选择性必修2课公开课Unit 5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辽移；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，讨论成

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•态系统的膨响；

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

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

Activity11.Teacherplaysthe1.Studentswatchthe1.Toarouse

videoandasksvideocarefully.students'interest

studentstowatchit2.Studentsanswerthein(hetopic.

carefully.firstquestion.2.Tohelpstudents

2.TeacherasksStudentswatchtheunderstand

studentstoanswervideoagainifhumanscanaffect

thefirstquestion.needed.ecosystems.

Teacherplaysthe3.Studentsworkin

videoagainifgroupsanddiscuss

needed.thesecondquestion.

3.Teacherasks4.Somestudents

studentsioworkinsharetheiranswers

groupsanddiscusstothesecond

thesecondquestionwiththe

question.class.

4.Teacherinvites

somestudentsto

sharetheiranswers

tothesecond

question.

Activity21.Teacherasks1.StudentsviewtheTohelpstudentshave

studentstoviewtheimagesandanswerafurther

threesatellitethefirstquestionunderstandingofthe

imagesandanswerindividually.delicateecosystems.

thefirstquestion2.Studentscheckthe

individually.answertothefirst

2.Teacherchecksthequestionwiththe

answertothefirstteacher.

questionwiththe3.Studentsdiscussthe

class.othertwoquestions

3.Teacherasksingroups.

studentstoworkin4.Somestudents

groupstoanswersharetheanswers

theothertwowiththeclass.

questions.

4.Teacherinvites

studentstoshare

theanswers.

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

主题语境人与自然一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，了解爰夸里岛发生的事情；

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

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

Activity11.Teacherasks1.Studentslookatthe1.Toletstudents

studentstolookatpictureandthinkunderstand

thepictureandaboutthequestionsinvasivespecies

thinkaboutiheindividually.candamagethe

questions.2.Studentsworkinlocalecosystems.

2.Teacherdividesthegroupsanddiscuss2.Toarousethe

classintogroupstothequestions.students'curiosity

havediscussions3.Oneortwogroupsaboutthetopic.

aboutthequestions.presenttheirresults

3.Teacherchoosestotheclass.

oneortwogroups

tosharetheir

resultswiththe

class.

Activity21.Teacherasks1.StudentslookattheToletstudents

students(olookattitleandthinkaboutunderstandwhat

thetitleandpredictwhatthepassagehappenedto

whatthepassagemainlytalksabout.MacquarieIsland.

mainlytalksabout.2.Studentsreadthe

2.Teacheraskspassageandfind

studentstoreadtheoutwhathappened

passageandfindtoMacquarie

outwhathappenedIsland.

toMacquarie3.Somestudents

Island.sharetheanswers

3.Teacheraskssomewiththeclass.

studentstoshare

theanswers.

Activity31.Teacherasks1.StudentsreadtheTohelpstudents

studentstochoosepassageagainandfigureouttheauthor's

theauthor'schoosetheauthor'spurposeinwritingthe

purposeinwritingpurposeinwritingpassage.

thispassageandthispassageand

givetheirreasons.givetheirreasons.

2.Teacherinvites2.Somesludenls

somestudentstosharetheiranswers

sharetheiranswerswiththeclass.

andotherstomakeOthersmake

comments.comments.

Activity41.Teacherasks1.StudentsreadtheTohelpstudentsto

studentstoreadthepassagecarefullyfigureoutthekey

passagecarefullyandcompletetheinformationwithsome

andcompletetheflowchart.detailsofthepassage.

flowchart.2.Studentscheckthe

2.Teachercheckstheanswerswiththe

answerswiththeteacher.

students.3.Accordingtothe

3.Teacherasksflowchart,students

studentstodiscussdiscussingroups

ingroupshowhowhuman

humaninterferenceinterferencekdto

ledtosuchseveresuchsevere

consequencesforconsequencesfor

MacquarieIsland.MacquarieIsland.

4.Teacherinvites4.Somestudents

somestudentstosharetheiranswers

sharetheiranswerswiththeclass.

withtheclass.

Think&1.Teacherasks1.Studentsthinkabout1.Tohelpstudents

studentstothinkandanswerthehaveadeep

Shareaboutandanswerquestionsunderstandingof

thequestionsindividually.thethemeofthe

individually.2.Studentsdiscussthepassage.

2.Teacherasksquestionsingroups.2.Tohelpstudents

studentstodiscuss3.Somestudentsshareapplywhat

thequestionsintheanswersv/iththey'velearntin

groups.theclass.life.

3.Teacherinvites3.Toencourage

sonicstudentstostudentstoapply

sharetheanswerscauseandeffect

withtheclass.intheirreading

andwriting.

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卜语法、词汇和听说结合的综合活动。语法部分的主

要内容为il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.木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；

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il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。

教教学策略任务型教学法、交际教学法、听说教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

Activity11.Teacherasks1.Studentsobserve1.Tohelpstudents

studentstoreadthethesentencesinfindoutthe

sentencesineacheachgroupin(hestructureand

groupintheboxboxandpayfunctionofitas

andpayspecialatieniion(otheanemptyobject.

attentiontothedifferencebetween2.Tohelpstudents

differencebetweenthem.getfamiliarwith

them.2.Studentsdiscussthetheuseofitasan

2.Teacheraskstwoquestionsinemptyobject.

studentstoworkingroups.

groupsanddiscuss3.Somestudents

thetwoquestions.sharetheiranswers.

3.Teacherinvites4.Studentslookfor

somestudentstomoresentences

sharetheiranswers.withitasanempty

4.Teacherinstructsobjectinthe

studentstolookforreadingpassageand

moresentencessummarisetheuse

withitasanemptyof//asanempty

objectintheobjectintheirown

readingpassageandwords.

summarisetheuse5.Somestudents

ofitasanemptysharetheanswers

objectiniheirownwiththeclass.

words.

5.Teacheraskssome

studentstoshare

theanswers.

Activity21.Teacherasks1.StudentsreadtheToletstudentsapplyit

sludciilstoreadthepassageandgelitsasanemptyobjectin

passageandgetthemainidea.acontext.

mainideaofthe2.Studentsrewritethe

passage.underlinedparts

2.Teacherasksusingitasanempty

studentstorewriteobject.Thenmake

theunderlinedpartscorrectionsin

usingitasanemptygroups.

object.Thenasks3.Studentscheck(he

studentstomakeanswerswiththe

correctionsinteacher.

groups.

3.Teacherchecksthe

answerswiththe

class.

Activity31.Teacherasks1.StudentslookattheTohelpstudents

studentstolookattwopicturesoftheconsolidatethe

thetwopicturesofSaihanbaNationalapplicationofitasan

theSaihanbaForestParkandfindemptyobjectinareal

NationalForestitschanges.context.

Parkandfindits2.Studentsworkin

changes.groupsandfollow

2.Teacherasksthemodelsentences

studentstoworkintodescribetlie

groupsandfollowchangesinthe

themodelsentencesSaihanbaNational

lodescribetheForestParkusingif

changesintheasanemptyobject

SaihanbaNationalwhereappropriate

ForestParkusingit3.Oneortwogroups

asanemptyobjectsharetheanswers

whereappropriate.withtheclass.

3.Teacherinvitesone

ortwogroupsto

sharetheanswers

withtheclass.

Activity41.Teacherasks1.StudentsthinkTohelpstudentsto

studentstothinkaboutaplacetheyfurtherunderstanda

aboutaplacetheyknowhaschangedplacethathaschanged

knowhaschangedindividually.andtheuseofitasan

individually.2.Studentsworkinemptyobject.

2.Teacherasksgroupsandhavea

studentstoworkindiscussion,then

groupsandhaveadescribehowthe

discussion,thenplacehaschanged

describehowtheusingitasanempty

placehaschangedobjectwhere

usingitasanemptyappropriate.

objectwhere3.Somestudents

appropriate.sharetheanswers

3.Teacherinviteswiththeclass.

somestudentstoOthersmake

sharetheanswerscomments.

withtheclassand

othersmake

comments.

Activity51.Teacherasks1.StudentslookattheToletstudentslearn

studentstolookatdiagramandanswersomenewexpressions

thediagramandthefirstquestion.abouttherelationships

answerthefirst2.Studentscheckthebetweentheliving

question.answerswiththethings.

2.Teachercheckstheteacher.

answerswiththe3.Studentspay

class.attentiontothe

3.Teacherasksexpressionsinbold

studentstopayandthenanswerthe

attention(othesecondquestion.

expressionsinbold4.Somestudentsshare

andthenanswerthetheanswersv/ith

secondquestion.theclass.

4.Teacherinvites

somestudentsto

sharetheanswers

withtheclass.

Activity61.Teacherasks1.StudentscompleteTohelpstudents

studentstothepassagewith(hereviewtheexpressions

complelethecorrectformoftheabouttherelationships

passagewiththewordsandbetweentheliving

correctformoftheexpressionsinthings.

wordsandActivity5.

expressionsin2.Studentscheckthe

Activity5.answerswiththe

2.Teachercheckstheteacher.

answerswiththe

class.

Activity71.Teacherasks1.StudentsreadtheTotrainstudents'

studentstoreadthestatementsinDidskillsingraspingthe

statementsinDidYouKnow?andmainideaofa

YouKnow?andlearnaboutthefactsconversationthrough

learnabouttheabouthoneybees.listening.

factsabouthoney2.Studentsreadthe

bees.statementsand

2.Teacheraskschoosethetrue

studentstoreadtheones.

statementsand3.Studentslistento

choosethetruetheaudioand

ones.choosethetrue

3.Teacherplaysthestatements.

audioandasks4.Studentscheckthe

studentstochooseanswerwiththe

the(ruestatements.teacher.

4.Teacherchecksthe

answerwiththe

class.

Activity81.Teacherasks1.StudentslookattheToletstudentsgetthe

studentstolookatflowchartfirst.detailsofthelistening

theflovzchartfirst.Thenlistentothematerial.

Thenplaytheaudioaudioagainand

againandaskcompletetheflow

studentstochart.

completetheflow2.Studentslistento

chart.theaudioforathird

2.Teacheraskstimeandcheckthe

studentstolistenanswersby

forathirdlimeandthemselves.

checktheanswers3.Somestudents

bythemselves.sharetheanswers

3.Teacherinviteswithiheclass.

somestudentsto4.Studentstalkabout

sharetheanswerstheimportanceof

withtheclass.beesintheirown

4.Teacheraskswords.

studentstotalk

aboutthe

importanceofbees

intheirownwords.

Activity91.TeacherasksI.StudentslookattheTohelpstudents

studentstolookattwoheadersandtellconsolidatethe

thetwoheadersandwhattheyknowexpressionsof

tellwhattheyknowabout(hedifferentexpressingdoubtand

aboutthedifferentfunctions.respondingtodoubt.

functions.2.Studentscomplete

2.Teacheraskstheboxeswiththe

studentstoexpressionsfrom

completetheboxestheconversation.

withthe3.Studentscheckthe

expressionsfromanswerswiththe

theconversation.teacher.

3.Teacherchecksthe

answerswiththe

class.

Activity101.Teacherdivides1.StudentsworkinToencouragestudents

studentsintogroupsgroupsandtalktofurtherpractise

andasksthemtoaboutwhatwoulddescribingthedelicate

talkaboutwhathappento(heecosystem.

wouldhappentoecosystemif

theecosystemifanotherspeciesdied

anotherspeciesoutusingthe

diedoutusingtheexpressionsinthis

expressionsinthissection.

section.2.Severalgroups

2.Teacherinvitespresenttheirideas

severalgroupstoinfrontoftheclass.

presenttheirideas3.Studentsthink

infrontoftheclass.abouthowtheir

3.Teacherasksknowledgehelped

studentstothinkthemcontributeto

abouthowtheirthediscussion.

knowledgehelped

themcontributeto

thediscussion.

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

主题语境人与自然一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一一梵净山，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

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

Activity11.Teacherasks1.Studentswatch(heToleadstudentsinto

studentstowatchvideoandanswerthetopicof

thevideoandthequestions.Shennongjia.

answerthe2.Somestudentsgive

questions.answers.

2.Teacherinvites

somestudentsto

giveanswers.

Activity21.Teacherasks1.StudentslookattheTostrengthen

studentstolookattitleofthepassagestudents'abilityto

thetitleoftheandthinkabcutunderstandthetopic.

passageandthinkwhatitmeans.

aboutwhatit2.Studentsworkin

means.groupsanddiscus

2.Teacherasksthequestion.Some

studentstoworkinstudentssharethe

groupsanddiscussanswers.

thequestion.Then3.Studentsreadthe

invitesomepassageandcheck

studentstosharetheiranswers.

theanswers.

3.Teacherasks

studentstoreadthe

passageandcheck

theiranswer.

Activity31.Teacherasks1.StudentsreadtheTohelpstudentslearn

studentstoreadthesentencesfromthegivingdata,examples

sentencesfromthepassageanddecideandmaking

passageanddecideiftheyservetogivecomparisons.

iftheyservetogivedata,examplesor

data,examplesormakecomparisons.

makecomparisons.2.Studentsdiscussin

2.Teacherasksgroupsanddecide

studentstodiscusstheiranswers.

ingroups,and3.Somestudentsgive

decidetheiranswers.

answers.

3.Teacherinvites

sonicstudentsto

giveanswers.

,

Think&1.Teacherasks1.StudentsthinkaboutToenhancestudents

studentstothinkthequestionsandunderstandingofthe

Shareaboutthequestionsdiscusstheminthemeofthepassage

anddiscussthemingroups.andencourage

groups.2.Somestudentsgivestudentstoshowtheir

2.Teacherinvitesanswers.ownopinions.

somestudentsto

giveanswers.

Activity41.Teacherasks1.Studentsthink1.Tohelpstudents

studentstothinkaboutthelearntocompare

about(hesimilaritiesandandcontrast.

similaritiesanddifferencesbetween2.Toimprove

differencesbetweenMacquarieIslandstudents'speaking

MacquarieIslandandShennongjiaskilland

andShennongjiaandmakenotes.performance

andmakenotes.2.Studentsdiscussability.

2.Teacheraskstheiranswersin

studentstodiscussgroups,decidethe

theiranswersinkeypointsand

groups,decidetheprepareforatalk.

keypointsand3.Somestudentsgive

prepareforatalk.theirtalktothe

3.Teacherinvitesclassandothers

severalstudentstomakecomments.

givetheirtalktothe4.Studentsthink

classandotherstoabouthow

makecomments.effectivelythey

4.Teacherasksusedthelanguage

studentstothinktheyhaveleamtto

abouthowtalkaboutthe

effectivelytheysimilaritiesand

usedthelanguagedifferences.

theyhaveleamtto

talkaboutthe

similaritiesand

differences.

Activity51.Teacherasks1.StudentsreadtheTohelpstudentslearn

studentstoreadthepassageandthinkwhyFanjing

passageandthinkaboutthequestions.Mountainwasadded

aboutthequestions.2.StudentsdiscussthetotheUNESCO

2.Teacherdividesthequestionsingroups.WorldHeritageList.

classintogroups3.Oneortwogroups

andasksthemto