外研版选择性必修第四册Unit 5 Into the unknown 教学设计
文档属性
| 名称 | 外研版选择性必修第四册Unit 5 Into the unknown 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 49.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-29 21:33:57 | ||
图片预览
文档简介
Unit 5教学设计
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是探索未知。本单元通过介绍自然、科学、历史等各个领域中存在的未解之谜，包括玛雅文明消失之谜、恐龙灭绝之谜、人类大脑的奥秘、深海世界探秘、神秘的北纬30度等，拓宽学生的认知空间和文化视野，培养学生科学求真的精神，引导学生积极探索未知，加深其对人类命运共同体的认识。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的说明文、访谈、图表等多模态语篇，综合运用各种语言技能，读懂与各个领域中存在的未解之谜及人类探索未知相关的文章内容，听懂与人类探索未知相关的话题，并能够谈论、阐述自己的看法；能够通过了解中外文明中的未解之谜 以及人类不断探索和研究的过程，深化对单元主题意义的理解；能够通过学习人类对未知世界、未解之谜的探索精神和为之牺牲的精神，培养不断探究的思维品质和敢于求真的科学态度；能够通过自主学习，了解科学探究的方法，并通过“问题—假设—证据”的模式，领会求真的方法；能够运用各种学习策略，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，激发英语学习的兴趣，提高分析问题和解决问题的能力，提高自己的理解能力和表达能力，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10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——探索未解之谜
内容分析 活动1呈现了一段与单元主题相关的视频，介绍了过去人们对地震、日食、雷电等自然现象的误解，同时阐述了对这些自然现象的科学解释。活动2请学生根据学生用书中呈现的四幅未解之谜的图片，谈谈自己对看法。同时要求学生发散思维，说说自己了解的其他未解之谜。本板块旨在引入单元主题“探索未知”，激活学生已有的语言、背景知识，为接下来的单元学习做好铺垫。
教学目标 1 带领学生观看视频，培养学生理解视频主旨大意、从视频中迅速提取关键信息的能力，同时激活 学生已有的语言、背景知识； 2 带领学生看图片，学习图片中有关现象或事件的英文表达，引导学生基于图片和已有知识，谈谈 自己对四种未解之谜的认识，并帮助学生理解相关理论，拓宽学生的视野； 3 引导学生思考并讨论其他目前尚无科学解释的现象或事件，初步激发学生探索未知的兴趣。
教学重点 引导学生了解人类仍未解开的未解之谜，激发未知事物的兴趣和好奇。
教学难点 引导学生用英文表达相关未解之谜
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to answer Question1. Then check the answer with students. Teacher plays the video again and asks students to answer Question 2. Teacher asks some students to present their ideas and make necessary comments. Students watch the video and answer Question 1. Students watch the video again and answer Question 2. Some students present their ideas. To introduce the topic. To raise students’ curiosity in the unknown.
Activity 2 Teacher asks students to read four pictures and information and answer Question 1. Then the teacher gives more information about the mysteries. Teacher asks students to work in groups and share their answers of Questions 2 and 3. Teacher asks students to share what they have known about unsolved mysteries and make some comments. Students read the picture and answer Question 1. Students work in groups and share their ideas. Some students share what they know. To further cultivate students’ interest in the topic.
Understanding ideas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——探索未解之谜
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为说明文。课文围绕玛雅文明的辉煌成就以及玛雅文明消失的可能原因展开。学生在阅读课文的同时可以增长知识，并合理猜测和分析玛雅文明消失的可能原因。读前的导入活动请学生看图片，了解三个古代文明的相关信息，谈论它们走向灭亡的原因，旨在为课文学习做好铺垫。读中活动引导学生通过阅读，找出玛雅文明从鼎盛到衰落直至最终消失的可能原因。读后活动包括段落主题句填写、课文结构分析、玛雅文明和中国古代文明对比、开放性问答等活动，帮助学生深入理解、赏析课文，引导学生进一步思考玛雅文明消失的可能原因，探究单元主题意义，培养逻辑思维能力。
教学目标 1. 带领学生通过略读和精读，获取课文主要信息，了解玛雅文明的辉煌成就，找出导致玛雅文明没落直至消失的可能原因； 2. 引导学生通过阅读课文，感知课文的语言特点，把握课文的结构和脉络，学习并掌握与话题相关的词汇和表达； 3. 引导学生在理解课文的基础上，合理思考和分析玛雅文明消失背后的可能原因，培养学生的求真精神和保护现代文明的意识。
教学重点 引导学生读懂语篇，理解玛雅文化没落的原因； 引导学生掌握相关的表达。
教学难点 引导学生以批判性思维阅读材料。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to do some research about the three ancient civilizations before class. Teacher invites some representatives of each group to share their answers for the 3 questions in Activity 1. Teacher adds some information and draws a conclusion. Students do some research on the three ancient civilizations before class. Some students share their answers for the questions. Students listen to the teacher’s comment. To prepare students with the basic knowledge of 3 ancient civilizations. To raise students’ interest in reading the passage.
Activity 2 Teacher asks students to read the passage and search for the answer of the question. Teacher asks students to discuss in groups. Teacher asks some students to share their ideas. Students read the passage and find out the answer. Students work in groups and discuss about the question. Some students present their ideas. To help students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage again and finish Activity 3. Teacher asks students work in pairs and exchange their answers. Teacher invites some students to share their answers and add some necessary comments. Students read the passage quickly and choose the topic sentences. Students work in pairs and exchange their answers Some students share their answers with the class. To enable students to have a further understanding of the passage.
Activity 4 Teacher asks students to read the passage carefully and find out the answers for Activity 4. Teacher asks students to have a discussion and decide the correct answers. Teacher asks some representatives of groups to share the answer. Students read the passage carefully and fill in the blanks for Activity 4 Students work in groups and exchange their answers and decide the correct ones. Some students share the answers. To help students to understand the important details of Maya civilization.
Activity 5 1. Teacher asks students to fill in the blanks in Activity 5 independently. 2. Teacher asks students to work in groups and exchange their answers. 3. Teacher check the answers with students. 1. Students fill in the blanks in Activity 5 independently. 2. Students work in groups and exchange their answers. 3. Students check the answers with teacher. 1. To enable students to further understand the reasons for a civilization to survive and thrive. 2. To enhance students’ sense of national pride
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students understand the effect of Maya civilization. To guide students to have critical thinking.
Using language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——探索未解之谜
内容分析 本板块围绕单元话题，通过多模态的形式，引导学生通过语篇活动、听 说训练，复习语法知识，学习相关词汇，从不同方面开拓视野，提升语言学习能力，进一步理解单元主题。语法部分通过呈现课文中的语句，帮助学生复习名词性从句，并利用一篇紧扣本单元主题的语篇，帮助学生巩固语法知识，提升在真实语境中运用名词性从句的能力。综合语言运用部分的话题为“面对未知”，其中词汇部分的语篇介绍了人类面对未知时克服本能反应的影响，凭借勇于探索的精神推动了文明的进步，同时也强调了探索未知时不能盲目冒险，还应考虑安全问题；听说部分介绍了人类大脑的相关事实和数据，并通过一个采访，介绍了科学家们探究与睡眠相关的各种奥秘。本板块帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高综合语言运用能力。
教学目标 1 引导学生总结、归纳名词性从句的类型和表意功能，并能够在真实语境中加以运用； 2 引导学生通过阅读与单元主题相关的语篇，学习更多与主题相关的词 汇和表达，进一步理解面对未知时的正确做法； 3 帮助学生听懂与探索人类大脑及睡眠奥秘相关的话题内容，使学生能 够恰当地运用功能性表达询问信息、解释信息； 4 引导学生思考如何主动且理性地探索求真。
教学重点 引导学生了解名词性从句的功能、用法并在真实语境中运用； 引导学生学会表达未解之谜等相关话题。
教学难点 引导学生在真实语境中运用名词性从句。 引导学生要敢于探索，勇于求真。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1-3. Teacher checks the answers with students. Teacher asks students to read the four sentences and answer Question 4. Teacher asks students to work in pairs to summarize the characteristics of noun clauses. Teacher asks some students to share their ideas and add some necessary grammatical knowledge. Students observe the sentences in the box and answer Questions 1–3. Students check the answers with the teacher. Students read the sentences and answer Question 4. Students work in pairs and share their answers. Some students share their ideas. To find out the functions and usages of noun clauses.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read again and complete the blanks. Teacher checks the answers with the class and summarize the usage of modals. Students read the passage and get its main idea. Students read and choose the correct answers. Students check the answers with the teacher. To apply modals in a context.
Activity 3 Teacher asks students to think about the Question in Activity 3 individually. Teacher asks students to work in groups and exchange their ideas. Teacher asks some students to present their ideas by using the structure provided in Activity 3. Students think about the Question in Activity 3. 2 Students work in groups and exchange their ideas. 3. Some students present their ideas. To consolidate the application of the noun in context.
Activity 4 Teacher asks students to work in groups to do some research on an distinct species to and get ready for a presentation. Teacher asks some groups to present their works. Then the teacher makes some necessary comments. Students work in groups to do some research on an distinct species . Some pairs present their works. To further consolidate the usage of noun clauses.
Activity 5&6 Teacher asks students to observe the two pictures and predict the content of the text. Teacher asks students to go through the passage and pay attention to the words in bold to have a general idea of the passage, and then answer Question 1. Teacher asks students to read the passage again and answer Question 2. Teacher checks the answers with students. Teacher asks students to work in groups and finish Activity 6 Students observe the pictures and make predictions. Students read the passage and get a general idea. Students read the passage again and answer Question 2. Students check the answers with the teacher. 5. Students work in groups and finish Activity 6 1. To guide students to have an understanding of how to explore the unknown sensibly. 2. To help students get inputs by learning the expressions concerning the topic.
Activity 7 Teacher asks students to read the passage and discuss the questions in groups. Teacher asks some students to share their answers. Teacher checks the answers with the class. Students read the passage and discuss the questions. Some students share their answers. Students check the answers with the teacher. To help students get more insights concerning the topic.
Activity 8&9 Teacher asks students to listen to the audio and finish Activity 8. Teacher asks students to share their answers and check the answers with students. Teacher asks students to listen again and complete the table in Activity 9. Teacher asks students to work in groups and exchange their answers. Teacher checks the answers with students. Students listen and finish Activity 8. Some students share the answers. Then the whole class check the answers with the teacher. Students listen again and complete the table. Students work in groups to exchange answers. Students check the answers with the teacher. To have more insights into the expressions concerning to the topic.
Activity 10 Teacher asks students to classify the expressions and put them into the corresponding blanks. Teacher checks the answers with students. Students fill in the blanks. Students check the answers with the teacher. To better understand the function of the useful expressions.
Activity 11 Teacher helps students to go over the useful expressions in the previous lessons and get ready for the following task. Teacher assigns each group to work together to do research on a mystery. Teacher guides each group to do the research.. Teacher invites some students to share their findings. Students go over the expressions with the help of the teacher. Students work in groups. Students follow the the teacher’s instructions. Some students share their ideas. To learn to apply what have been learned in context.
Developing ideas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——探索未解之谜
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。课文通过描述人类进行深海探索时的各种发现，突显深海蕴藏的资源之丰富，并特别介绍了中国在深海探索方面取得的成就，课文结尾呼吁人类通过国际合作共同进行深海探秘。读写部分的范文描述了神秘的北纬 30 度，并列举了目前对北纬 30 度神秘现象的一些解释。通过本板块的学习，学生能够加深对单元主题的理解和认识，培养探索求真的精神，增强人类命运共同体的意识，进一步提升语言能力和思维品质。
教学目标 引导学生理解课文内容，了解人类深海探索的历史、发现以及中国在深海探索方面取得的成就； 引导学生在理解课文内容的基础上，加深对单元主题意义的认识，树立敢于探索未知、科学求真的积极态度； 引导学生通过学习范文，掌握书面介绍某个未解之谜的文体结构和写作特点，并运用本单元所学语言知识，通过调查研究描述一个未解之谜。
教学重点 带领学生了解人类探索深海的相关信息及北纬30度线的相关神秘事件； 引导学生学习介绍神秘事件的文体特点。
教学难点 引导学生进行模仿创作； 引导学生敢于探知未来，科学求真。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to observe the picture and answer Question 1. Teacher asks each group to have a discussion of Questions 2 and 3. Teacher asks each group to share their ideas and make some comments. Students watch the pictures and answer the question. Students work in groups and discuss about the questions. Students listen to the presentations. To introduce the topic and guide students to get some basic knowledge.
Activity 2 Teacher asks students to read the the passage and answer the question in Activity 1. Teacher asks some students to share their answers. Students read the passage and find out the answers. Some students share the answers. To get a general idea of the passage.
Activity 3 1. Teacher asks students to read the passage carefully and find out the answers for Activity 3. 2. Teacher asks student to each group to have a discussion and decide the correct answers. 3. Teacher asks some representatives of groups to share answers. Students read the passage carefully and fill in the blanks for Activity 3 Students work in groups and exchange their answers and discuss the correct ones. Some students share the answers. To help students to get the structure of the passage.
Think & Share Teacher asks students to answer questions. Students think about and answer the questions. To enhance students’ understanding of the meanings and reasons why humans explore the unknown.
Activity 4 Teacher asks students to study the diagram. Teacher encourages each group to choose any aspect of the effects and talk about it. Teacher invites representatives from each group to present their ideas. Teacher guides students to reflect on how well they have done in this part. Students study the diagram. Students work in each group and choose any aspect to talk about. Some students share their answers with the class. Students reflect on their performance. To further understand the meaning of the theme. To practise students’ speaking ability.
Activity 5 Teacher asks students to observe the 3 pictures and predict the content. Teacher asks students to read and answer Questions 1-3. Then check the answers with students. Teacher asks students to work in groups and discuss about Question 3. Teacher asks some students to share their ideas. Students observe the pictures and predict. Students read the passage and answer the questions. Students work in groups and discuss Question 3. Some students share their ideas. To prepare students for the later section.
Activity 6&7 Teacher asks students to read the passage in Activity 5 again and learn the way of writing a mystery. Teacher asks students to do research on a mystery and complete the table in Activity 6. Teacher asks students to write an article according to the information found. Teacher asks students to work in pairs and exchange their works by giving suggestions for each other. Teacher asks some students to share their works. Then make some comments. Students read the passage in Activity 5 again and learn the way of writing a mystery. 2. Students do research on a mystery and complete the table in Activity 6. 3. Students write an article about a mystery. 4. Students work in pairs and exchange their works and give suggestions to each other. 5. Some students share their works. To have an output by using the expressions and structures learnt in this unit.
Presenting ideas & 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 人与自然——探索未解之谜
内容分析 本板块要求学生通过分析 Marcel Proust 的名言，讨论探索世界的方式，然后结合自身的理解和实践，表达自己对探索世界的方式的看法。本板块旨在通过解读与探索世界相关的名人名言，促进学生对所学内容的复习与掌握，使学生能够联系自身实际对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。
教学目标 引导学生阅读和理解 Marcel Proust 关于探索世界的方式的名言，使学生对于探索世界的方式形成自己的理解； 引导学生通过完成这一综合性的活动，加深对单元主题意义的理解，认识并深入思考探索世界的方式； 引导学生掌握必要的演讲技巧，并将其应用到话题演讲活动中去。
教学重点 引导学生学以致用，学会表达与话题“未解之谜”相关的观点； 引导学生学会反思。
教学难点 培养学生的思辨能力
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the the sentence by Proust and think about the meaning. Teacher asks students to find out the key words of the passage and work in groups to discuss the questions in Activity 1. Teacher asks some students to share their understandings and offer some reference. Students read the sentence carefully and think about the meaning. Students figure out the key words of the sentence and have a discussion in the group to share their ideas. Students listen to others’ ideas. To introduce an opinion concerning the theme to evoke students’ ideas.
Activity 2-4 Teacher guide students to talk about Proust’s view while encouraging them to be critical. Teacher asks students to write down their understanding of studying the unknown with the guidance in Activity 3. Then, students are asked to share their point of view in their group. Teacher asks some students to present their ideas and makes some comments. Students talk about Proust’s view. Students write down their views and share them with their group members. Some students present their ideas. Then the whole class listens to the teacher’s comments. To guide students to apply what they have learnt and develop their critical thinking.
Reflection
Teacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
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 人与自然——探索未解之谜
内容分析 本单元的项目实践活动要求学生开展调研，通过图书馆或网络搜集相关信息，先了解自然界中的各类未解之谜，再通过小组合作探究，针对某一个未解之谜进行相关资料搜索并撰写简报，然后在事先准备的地图上标出该未解之谜的发生地，并把相关简报和视觉资料粘贴到该位置以进行展示。本项目实践活动旨在培养学生的调研与动手能力，帮助学生进一步延伸和探索单元主题。
教学目标 鼓励学生通过搜索、筛选和研究自然界中的未解之谜，培养识别、分析和整合信息的能力； 引导学生进行小组合作，合理安排分工，完善某个自然界未解之谜的相关信息； 引导学生综合运用本单元所学语言和知识，详细、全面地介绍一个自然界中的未解之谜； 引导学生开展合作学习和探究式学习，提升沟通、写作能力，鼓励学生敢于面对困难，培养学生探索未知的科学精神。
教学重点 1. 引导学生通过学会小组分工合作，完成探究任务； 2. 引导学生学以致用，学会运用本单元所学的表达。
教学难点 引导学生学会合理沟通，不畏困难。 引导学生学会理性选择和科学安排。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to collect and read information on mysteries. Teacher divides the class into groups and asks students to share the information they have collected. Students collect and read information on mysteries. Students share the information they collected in groups. To get students prepared for the activities, and develop their ability of individual learning and exploring.
Plan Teacher asks the groups to decide their target and write down some basic information of the phenomenon. Teacher gives instruction to students on how to make a detailed travel plan. Teacher asks each group to discuss and make a detailed plan. Each group has a discussion to decide the phenomenon they are going to study. Students listen to the teacher’s instruction. Each group makes a detailed plan. To get a plan for the travel and be ready for the following section.
Create 1. Teacher asks each group to finish a presentation, including a PowerPoint and other materials. 2. Teacher gets ready with a big world map and post it on the wall of the class. Then the teacher asks students to locate the phenomenon by sticking one of the pictures they have found. 1. Each group gets their members to work together and prepare for the presentation. 2. Students stick the picture of the phenomenon to the location on the map. To get prepared for the presentation section.
Present Teacher encourages each group to present their research to the class. Teacher guides the whole class to appreciate and evaluate their survey. Teacher encourages students to make further improvements after class. Students present what they have found to the class. Students appreciate and evaluate the plans with the teacher together. Students make further improvements after class. To help students improve skills in presentation. To help students learn from each other.
1
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是探索未知。本单元通过介绍自然、科学、历史等各个领域中存在的未解之谜，包括玛雅文明消失之谜、恐龙灭绝之谜、人类大脑的奥秘、深海世界探秘、神秘的北纬30度等，拓宽学生的认知空间和文化视野，培养学生科学求真的精神，引导学生积极探索未知，加深其对人类命运共同体的认识。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的说明文、访谈、图表等多模态语篇，综合运用各种语言技能，读懂与各个领域中存在的未解之谜及人类探索未知相关的文章内容，听懂与人类探索未知相关的话题，并能够谈论、阐述自己的看法；能够通过了解中外文明中的未解之谜 以及人类不断探索和研究的过程，深化对单元主题意义的理解；能够通过学习人类对未知世界、未解之谜的探索精神和为之牺牲的精神，培养不断探究的思维品质和敢于求真的科学态度；能够通过自主学习，了解科学探究的方法，并通过“问题—假设—证据”的模式，领会求真的方法；能够运用各种学习策略，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，激发英语学习的兴趣，提高分析问题和解决问题的能力，提高自己的理解能力和表达能力，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10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——探索未解之谜
内容分析 活动1呈现了一段与单元主题相关的视频，介绍了过去人们对地震、日食、雷电等自然现象的误解，同时阐述了对这些自然现象的科学解释。活动2请学生根据学生用书中呈现的四幅未解之谜的图片，谈谈自己对看法。同时要求学生发散思维，说说自己了解的其他未解之谜。本板块旨在引入单元主题“探索未知”，激活学生已有的语言、背景知识，为接下来的单元学习做好铺垫。
教学目标 1 带领学生观看视频，培养学生理解视频主旨大意、从视频中迅速提取关键信息的能力，同时激活 学生已有的语言、背景知识； 2 带领学生看图片，学习图片中有关现象或事件的英文表达，引导学生基于图片和已有知识，谈谈 自己对四种未解之谜的认识，并帮助学生理解相关理论，拓宽学生的视野； 3 引导学生思考并讨论其他目前尚无科学解释的现象或事件，初步激发学生探索未知的兴趣。
教学重点 引导学生了解人类仍未解开的未解之谜，激发未知事物的兴趣和好奇。
教学难点 引导学生用英文表达相关未解之谜
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to answer Question1. Then check the answer with students. Teacher plays the video again and asks students to answer Question 2. Teacher asks some students to present their ideas and make necessary comments. Students watch the video and answer Question 1. Students watch the video again and answer Question 2. Some students present their ideas. To introduce the topic. To raise students’ curiosity in the unknown.
Activity 2 Teacher asks students to read four pictures and information and answer Question 1. Then the teacher gives more information about the mysteries. Teacher asks students to work in groups and share their answers of Questions 2 and 3. Teacher asks students to share what they have known about unsolved mysteries and make some comments. Students read the picture and answer Question 1. Students work in groups and share their ideas. Some students share what they know. To further cultivate students’ interest in the topic.
Understanding ideas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——探索未解之谜
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为说明文。课文围绕玛雅文明的辉煌成就以及玛雅文明消失的可能原因展开。学生在阅读课文的同时可以增长知识，并合理猜测和分析玛雅文明消失的可能原因。读前的导入活动请学生看图片，了解三个古代文明的相关信息，谈论它们走向灭亡的原因，旨在为课文学习做好铺垫。读中活动引导学生通过阅读，找出玛雅文明从鼎盛到衰落直至最终消失的可能原因。读后活动包括段落主题句填写、课文结构分析、玛雅文明和中国古代文明对比、开放性问答等活动，帮助学生深入理解、赏析课文，引导学生进一步思考玛雅文明消失的可能原因，探究单元主题意义，培养逻辑思维能力。
教学目标 1. 带领学生通过略读和精读，获取课文主要信息，了解玛雅文明的辉煌成就，找出导致玛雅文明没落直至消失的可能原因； 2. 引导学生通过阅读课文，感知课文的语言特点，把握课文的结构和脉络，学习并掌握与话题相关的词汇和表达； 3. 引导学生在理解课文的基础上，合理思考和分析玛雅文明消失背后的可能原因，培养学生的求真精神和保护现代文明的意识。
教学重点 引导学生读懂语篇，理解玛雅文化没落的原因； 引导学生掌握相关的表达。
教学难点 引导学生以批判性思维阅读材料。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to do some research about the three ancient civilizations before class. Teacher invites some representatives of each group to share their answers for the 3 questions in Activity 1. Teacher adds some information and draws a conclusion. Students do some research on the three ancient civilizations before class. Some students share their answers for the questions. Students listen to the teacher’s comment. To prepare students with the basic knowledge of 3 ancient civilizations. To raise students’ interest in reading the passage.
Activity 2 Teacher asks students to read the passage and search for the answer of the question. Teacher asks students to discuss in groups. Teacher asks some students to share their ideas. Students read the passage and find out the answer. Students work in groups and discuss about the question. Some students present their ideas. To help students get the main idea of the passage.
Activity 3 Teacher asks students to read the passage again and finish Activity 3. Teacher asks students work in pairs and exchange their answers. Teacher invites some students to share their answers and add some necessary comments. Students read the passage quickly and choose the topic sentences. Students work in pairs and exchange their answers Some students share their answers with the class. To enable students to have a further understanding of the passage.
Activity 4 Teacher asks students to read the passage carefully and find out the answers for Activity 4. Teacher asks students to have a discussion and decide the correct answers. Teacher asks some representatives of groups to share the answer. Students read the passage carefully and fill in the blanks for Activity 4 Students work in groups and exchange their answers and decide the correct ones. Some students share the answers. To help students to understand the important details of Maya civilization.
Activity 5 1. Teacher asks students to fill in the blanks in Activity 5 independently. 2. Teacher asks students to work in groups and exchange their answers. 3. Teacher check the answers with students. 1. Students fill in the blanks in Activity 5 independently. 2. Students work in groups and exchange their answers. 3. Students check the answers with teacher. 1. To enable students to further understand the reasons for a civilization to survive and thrive. 2. To enhance students’ sense of national pride
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students understand the effect of Maya civilization. To guide students to have critical thinking.
Using language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——探索未解之谜
内容分析 本板块围绕单元话题，通过多模态的形式，引导学生通过语篇活动、听 说训练，复习语法知识，学习相关词汇，从不同方面开拓视野，提升语言学习能力，进一步理解单元主题。语法部分通过呈现课文中的语句，帮助学生复习名词性从句，并利用一篇紧扣本单元主题的语篇，帮助学生巩固语法知识，提升在真实语境中运用名词性从句的能力。综合语言运用部分的话题为“面对未知”，其中词汇部分的语篇介绍了人类面对未知时克服本能反应的影响，凭借勇于探索的精神推动了文明的进步，同时也强调了探索未知时不能盲目冒险，还应考虑安全问题；听说部分介绍了人类大脑的相关事实和数据，并通过一个采访，介绍了科学家们探究与睡眠相关的各种奥秘。本板块帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高综合语言运用能力。
教学目标 1 引导学生总结、归纳名词性从句的类型和表意功能，并能够在真实语境中加以运用； 2 引导学生通过阅读与单元主题相关的语篇，学习更多与主题相关的词 汇和表达，进一步理解面对未知时的正确做法； 3 帮助学生听懂与探索人类大脑及睡眠奥秘相关的话题内容，使学生能 够恰当地运用功能性表达询问信息、解释信息； 4 引导学生思考如何主动且理性地探索求真。
教学重点 引导学生了解名词性从句的功能、用法并在真实语境中运用； 引导学生学会表达未解之谜等相关话题。
教学难点 引导学生在真实语境中运用名词性从句。 引导学生要敢于探索，勇于求真。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1-3. Teacher checks the answers with students. Teacher asks students to read the four sentences and answer Question 4. Teacher asks students to work in pairs to summarize the characteristics of noun clauses. Teacher asks some students to share their ideas and add some necessary grammatical knowledge. Students observe the sentences in the box and answer Questions 1–3. Students check the answers with the teacher. Students read the sentences and answer Question 4. Students work in pairs and share their answers. Some students share their ideas. To find out the functions and usages of noun clauses.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read again and complete the blanks. Teacher checks the answers with the class and summarize the usage of modals. Students read the passage and get its main idea. Students read and choose the correct answers. Students check the answers with the teacher. To apply modals in a context.
Activity 3 Teacher asks students to think about the Question in Activity 3 individually. Teacher asks students to work in groups and exchange their ideas. Teacher asks some students to present their ideas by using the structure provided in Activity 3. Students think about the Question in Activity 3. 2 Students work in groups and exchange their ideas. 3. Some students present their ideas. To consolidate the application of the noun in context.
Activity 4 Teacher asks students to work in groups to do some research on an distinct species to and get ready for a presentation. Teacher asks some groups to present their works. Then the teacher makes some necessary comments. Students work in groups to do some research on an distinct species . Some pairs present their works. To further consolidate the usage of noun clauses.
Activity 5&6 Teacher asks students to observe the two pictures and predict the content of the text. Teacher asks students to go through the passage and pay attention to the words in bold to have a general idea of the passage, and then answer Question 1. Teacher asks students to read the passage again and answer Question 2. Teacher checks the answers with students. Teacher asks students to work in groups and finish Activity 6 Students observe the pictures and make predictions. Students read the passage and get a general idea. Students read the passage again and answer Question 2. Students check the answers with the teacher. 5. Students work in groups and finish Activity 6 1. To guide students to have an understanding of how to explore the unknown sensibly. 2. To help students get inputs by learning the expressions concerning the topic.
Activity 7 Teacher asks students to read the passage and discuss the questions in groups. Teacher asks some students to share their answers. Teacher checks the answers with the class. Students read the passage and discuss the questions. Some students share their answers. Students check the answers with the teacher. To help students get more insights concerning the topic.
Activity 8&9 Teacher asks students to listen to the audio and finish Activity 8. Teacher asks students to share their answers and check the answers with students. Teacher asks students to listen again and complete the table in Activity 9. Teacher asks students to work in groups and exchange their answers. Teacher checks the answers with students. Students listen and finish Activity 8. Some students share the answers. Then the whole class check the answers with the teacher. Students listen again and complete the table. Students work in groups to exchange answers. Students check the answers with the teacher. To have more insights into the expressions concerning to the topic.
Activity 10 Teacher asks students to classify the expressions and put them into the corresponding blanks. Teacher checks the answers with students. Students fill in the blanks. Students check the answers with the teacher. To better understand the function of the useful expressions.
Activity 11 Teacher helps students to go over the useful expressions in the previous lessons and get ready for the following task. Teacher assigns each group to work together to do research on a mystery. Teacher guides each group to do the research.. Teacher invites some students to share their findings. Students go over the expressions with the help of the teacher. Students work in groups. Students follow the the teacher’s instructions. Some students share their ideas. To learn to apply what have been learned in context.
Developing ideas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——探索未解之谜
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。课文通过描述人类进行深海探索时的各种发现，突显深海蕴藏的资源之丰富，并特别介绍了中国在深海探索方面取得的成就，课文结尾呼吁人类通过国际合作共同进行深海探秘。读写部分的范文描述了神秘的北纬 30 度，并列举了目前对北纬 30 度神秘现象的一些解释。通过本板块的学习，学生能够加深对单元主题的理解和认识，培养探索求真的精神，增强人类命运共同体的意识，进一步提升语言能力和思维品质。
教学目标 引导学生理解课文内容，了解人类深海探索的历史、发现以及中国在深海探索方面取得的成就； 引导学生在理解课文内容的基础上，加深对单元主题意义的认识，树立敢于探索未知、科学求真的积极态度； 引导学生通过学习范文，掌握书面介绍某个未解之谜的文体结构和写作特点，并运用本单元所学语言知识，通过调查研究描述一个未解之谜。
教学重点 带领学生了解人类探索深海的相关信息及北纬30度线的相关神秘事件； 引导学生学习介绍神秘事件的文体特点。
教学难点 引导学生进行模仿创作； 引导学生敢于探知未来，科学求真。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to observe the picture and answer Question 1. Teacher asks each group to have a discussion of Questions 2 and 3. Teacher asks each group to share their ideas and make some comments. Students watch the pictures and answer the question. Students work in groups and discuss about the questions. Students listen to the presentations. To introduce the topic and guide students to get some basic knowledge.
Activity 2 Teacher asks students to read the the passage and answer the question in Activity 1. Teacher asks some students to share their answers. Students read the passage and find out the answers. Some students share the answers. To get a general idea of the passage.
Activity 3 1. Teacher asks students to read the passage carefully and find out the answers for Activity 3. 2. Teacher asks student to each group to have a discussion and decide the correct answers. 3. Teacher asks some representatives of groups to share answers. Students read the passage carefully and fill in the blanks for Activity 3 Students work in groups and exchange their answers and discuss the correct ones. Some students share the answers. To help students to get the structure of the passage.
Think & Share Teacher asks students to answer questions. Students think about and answer the questions. To enhance students’ understanding of the meanings and reasons why humans explore the unknown.
Activity 4 Teacher asks students to study the diagram. Teacher encourages each group to choose any aspect of the effects and talk about it. Teacher invites representatives from each group to present their ideas. Teacher guides students to reflect on how well they have done in this part. Students study the diagram. Students work in each group and choose any aspect to talk about. Some students share their answers with the class. Students reflect on their performance. To further understand the meaning of the theme. To practise students’ speaking ability.
Activity 5 Teacher asks students to observe the 3 pictures and predict the content. Teacher asks students to read and answer Questions 1-3. Then check the answers with students. Teacher asks students to work in groups and discuss about Question 3. Teacher asks some students to share their ideas. Students observe the pictures and predict. Students read the passage and answer the questions. Students work in groups and discuss Question 3. Some students share their ideas. To prepare students for the later section.
Activity 6&7 Teacher asks students to read the passage in Activity 5 again and learn the way of writing a mystery. Teacher asks students to do research on a mystery and complete the table in Activity 6. Teacher asks students to write an article according to the information found. Teacher asks students to work in pairs and exchange their works by giving suggestions for each other. Teacher asks some students to share their works. Then make some comments. Students read the passage in Activity 5 again and learn the way of writing a mystery. 2. Students do research on a mystery and complete the table in Activity 6. 3. Students write an article about a mystery. 4. Students work in pairs and exchange their works and give suggestions to each other. 5. Some students share their works. To have an output by using the expressions and structures learnt in this unit.
Presenting ideas & 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 人与自然——探索未解之谜
内容分析 本板块要求学生通过分析 Marcel Proust 的名言，讨论探索世界的方式，然后结合自身的理解和实践，表达自己对探索世界的方式的看法。本板块旨在通过解读与探索世界相关的名人名言，促进学生对所学内容的复习与掌握，使学生能够联系自身实际对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。
教学目标 引导学生阅读和理解 Marcel Proust 关于探索世界的方式的名言，使学生对于探索世界的方式形成自己的理解； 引导学生通过完成这一综合性的活动，加深对单元主题意义的理解，认识并深入思考探索世界的方式； 引导学生掌握必要的演讲技巧，并将其应用到话题演讲活动中去。
教学重点 引导学生学以致用，学会表达与话题“未解之谜”相关的观点； 引导学生学会反思。
教学难点 培养学生的思辨能力
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the the sentence by Proust and think about the meaning. Teacher asks students to find out the key words of the passage and work in groups to discuss the questions in Activity 1. Teacher asks some students to share their understandings and offer some reference. Students read the sentence carefully and think about the meaning. Students figure out the key words of the sentence and have a discussion in the group to share their ideas. Students listen to others’ ideas. To introduce an opinion concerning the theme to evoke students’ ideas.
Activity 2-4 Teacher guide students to talk about Proust’s view while encouraging them to be critical. Teacher asks students to write down their understanding of studying the unknown with the guidance in Activity 3. Then, students are asked to share their point of view in their group. Teacher asks some students to present their ideas and makes some comments. Students talk about Proust’s view. Students write down their views and share them with their group members. Some students present their ideas. Then the whole class listens to the teacher’s comments. To guide students to apply what they have learnt and develop their critical thinking.
Reflection
Teacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
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 人与自然——探索未解之谜
内容分析 本单元的项目实践活动要求学生开展调研，通过图书馆或网络搜集相关信息，先了解自然界中的各类未解之谜，再通过小组合作探究，针对某一个未解之谜进行相关资料搜索并撰写简报，然后在事先准备的地图上标出该未解之谜的发生地，并把相关简报和视觉资料粘贴到该位置以进行展示。本项目实践活动旨在培养学生的调研与动手能力，帮助学生进一步延伸和探索单元主题。
教学目标 鼓励学生通过搜索、筛选和研究自然界中的未解之谜，培养识别、分析和整合信息的能力； 引导学生进行小组合作，合理安排分工，完善某个自然界未解之谜的相关信息； 引导学生综合运用本单元所学语言和知识，详细、全面地介绍一个自然界中的未解之谜； 引导学生开展合作学习和探究式学习，提升沟通、写作能力，鼓励学生敢于面对困难，培养学生探索未知的科学精神。
教学重点 1. 引导学生通过学会小组分工合作，完成探究任务； 2. 引导学生学以致用，学会运用本单元所学的表达。
教学难点 引导学生学会合理沟通，不畏困难。 引导学生学会理性选择和科学安排。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to collect and read information on mysteries. Teacher divides the class into groups and asks students to share the information they have collected. Students collect and read information on mysteries. Students share the information they collected in groups. To get students prepared for the activities, and develop their ability of individual learning and exploring.
Plan Teacher asks the groups to decide their target and write down some basic information of the phenomenon. Teacher gives instruction to students on how to make a detailed travel plan. Teacher asks each group to discuss and make a detailed plan. Each group has a discussion to decide the phenomenon they are going to study. Students listen to the teacher’s instruction. Each group makes a detailed plan. To get a plan for the travel and be ready for the following section.
Create 1. Teacher asks each group to finish a presentation, including a PowerPoint and other materials. 2. Teacher gets ready with a big world map and post it on the wall of the class. Then the teacher asks students to locate the phenomenon by sticking one of the pictures they have found. 1. Each group gets their members to work together and prepare for the presentation. 2. Students stick the picture of the phenomenon to the location on the map. To get prepared for the presentation section.
Present Teacher encourages each group to present their research to the class. Teacher guides the whole class to appreciate and evaluate their survey. Teacher encourages students to make further improvements after class. Students present what they have found to the class. Students appreciate and evaluate the plans with the teacher together. Students make further improvements after class. To help students improve skills in presentation. To help students learn from each other.
1