Unit5 Starting out板块教学设计
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。
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 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: 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; 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
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully. Teacher asks students to answer the first question. Teacher plays the video again if needed. Teacher asks students to work in groups and discuss the second question. Teacher invites some students to share their answers to the second question. Students watch the video carefully. Students answer the first question. Students watch the video again if needed. Students work in groups and discuss the second question. Some students share their answers to the second question with the class. To arouse students’ interest in the topic. To help students understand humans can affect ecosystems.
Activity 2 Teacher asks students to view the three satellite images and answer the first question individually. Teacher checks the answer to the first question with the class. Teacher asks students to work in groups to answer the other two questions. Teacher invites students to share the answers. Students view the images and answer the first question individually. Students check the answer to the first question with the teacher. Students discuss the other two questions in groups. Some students share the answers with the class. To help students have a further understanding of the delicate ecosystems.
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