Book 5 Unit 3 Times change! ：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
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。课文介绍了emojis表情符号的发展变化过程，使学生从全新的角度感受网络语言对我们表达方式的影响。读写部分的范文是一篇报纸专栏文章，介绍了一种可能消失的事物——电话亭，要求学生描述另一种未来可能会消失的事物。通过本板块的学习，学生能够深入思考时代变迁所带来的影响，丰富自身的跨文化知识，培养分析问题、形成自己观点的能力。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，获取语篇的主要观点与信息，把握作者的态度和写作意图； 用英语阐释自己的观点，运用例证说明赞同或反对的理由，提高逻辑能力与思辨能力； 介绍一种未来可能会消失的事物，以理性客观的态度看待生活中的“变”与“不变”，加深对单元主题意义的认识。
教学重点 带领学生把握文章大意，培养学生有理有据地表达观点的意识； 引导学生介绍一种未来可能会消失的事物。
教学难点 学会用英语阐释自己的观点，增强逻辑能力和思辨能力，能以理性客观的态度了解时代变迁带来的新变化。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the messages and answer the questions. Teacher invites some students to give answers. Students look at the messages and answer the questions. Some students give answers. To lead students into the topic of emojis.
Activity 2 Teacher asks students to look at the title of the passage and predict the author’s attitude towards emojis. Teacher asks students to work in groups and discuss the question. Then invites some students to share their answers. Teacher asks students to read the passage and check their prediction. Students look at the title of the passage and predict the author’s attitude towards emojis. Students work in groups and discuss the question. Some students share their answers. Students read the passage and check their prediction. To strengthen students’ ability to predict.
Activity 3 Teacher asks students to read the passage again and get the main idea. Teacher asks students to discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Teacher invites some students to give answers. Students read the passage again and get the main idea. Students discuss in groups, choose the author’s purpose in writing the passage and give their reasons. Some students give answers. To help students to grasp the main idea and the author’s writing purpose.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Some students give answers. To enhance students’ understanding of emojis’ wide usage and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to discuss the meaning of the sentence from the passage. Teacher asks students to prepare for the talk. And asks students to pay attention to the “Learning to learn”. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. Students work in groups and discuss the meaning of the sentence from the passage. Students prepare for the talk and pay attention to the “Learning to learn”. Some students give their talk to the class and others make comments. Students think about what they have learnt from the opinions of their classmates and whether they helped to change their opinion in any way. To help students learn to be able to justify their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the three questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a passage about something that will disappear in the future.
Activity 6 Teacher asks students to think about something that might disappear in the future and complete the table. Teacher asks students to write their own passages according to the content in the table. Students think about something that might disappear in the future and complete the table. Students write their own passages according to the content in the table. To help students organise their thoughts before writing a passage.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s passages. Teacher invites one or two pairs to share their answers to the class and others to make comments. Students work in pairs and make improvements to each other’s passages. One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
15Book 5 Unit 3 Times change! ：Presenting ideas & Reflection
教学设计
课型 Speaking
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 Presenting ideas板块要求学生观察并描述三幅不同时代的课堂图片，思考过去几十年里人们的学习方式发现了怎样的变化，并预测未来学习活动的变化趋势。通过观点阐述，促进学生进一步认识和理解时代改变这一主题思想，寻求更加高效的学习方式。 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： 从自己更熟悉的角度去理解时代改变这一话题，储备相关词汇及知识，并恰当地运用本单元所学的语言表达，谈论过去几十年学习方式的变化； 预测未来学习活动可能在哪些方面发生改变以及具体的改变是什么。
教学重点 引导学生通过本单元的学习，对时代改变这一话题有更深入的理解； 引导学生大胆预测未来学习活动可能在哪些方面发生改变以及具体的改变是什么。
教学难点 引导学生更深刻地认识社会发展变化的必然趋势，鼓励学生发展批判性思维和创新思维。
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 divides students into groups and asks students to look at the pictures and answer the questions. Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and look at the pictures and answer the questions. One or two groups share their answers with the class and others make comments. To help students further understand the changes in ways of learning.
Activity 2 Teacher asks students to brainstorm how learning will change in the future together. Teacher asks students to discuss the specific changes in each kind of learning activities in groups. Teacher asks students to complete the table by themselves. Teacher asks students to share the answers and others to make comments. Students brainstorm how learning will change in the future together. Students discuss the specific changes in each kind of learning activities in groups. Students complete the table by themselves. Students share the answers and others make comments. To make students think deeply about the changes in learning activities.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members. 3. Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members. Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation. 2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation. 2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions. 2. To help students correctly understand the unit theme.
Reflection
Teacher make students recall what they have learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they have learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计
课型 Speaking
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 本单元的项目实践活动要求学生采访老一辈人，了解从过去到现在的几十年里，他们的生活方式发生了怎样的改变。学生通过对老一辈人的采访，能更好地体会时代的变迁，并思考自己能从中学到什么。学生在教师的指导下，进行自主学习、合作学习与探究式学习，综合运用本单元所学知识，有效完成开放型任务，进一步挖掘人与社会的主题语境，增强积极应对各种变化和挑战的信心。
教学目标 在本板块学习结束时，学生能够： 熟悉采访流程，如多渠道研究、讨论、筛选话题、问题筹备等，培养识别、分析和整合信息的能力； 综合运用本单元所学知识，整理采访内容，制作幻灯片并做出展示； 通过开展合作探究，提升沟通和协作能力； 学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
教学重点 引导学生熟悉采访流程，整理采访内容，制作幻灯片并进行展示。
教学难点 引导学生开展合作探究，提升沟通和协作能力； 引导学生学会与不同年龄和背景的人进行沟通，了解长辈的人生故事并进行思考，树立正确的人生观和价值观。
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 do research online or in the library and make a list of the areas in which things have changed over time. Teacher divides the class into groups and asks students to talk about the ways in which they think each of the areas has changed. Before class, students do research online or in the library and make a list of the areas in which things have changed over time. Students talk about the ways in which they think each of the areas has changed in groups. To get students prepared for the activities, and develop their ability to learn and explore individually. To help students get to know some aspects of changes in lifestyles.
Plan Teacher asks students to decide who, and how many people, they would like to interview. Teacher encourages students to decide on the questions they would like to ask and write a list Teacher instructs students to divide their groups into pairs and decide who each pair will interview. Students decide who, and how many people, they would like to interview. Students decide on the questions they would like to ask and write a list. Students divide their groups into pairs and decide who each pair will interview. To help students prepare for the interview and emphasise the importance of cooperation with others.
Create Teacher asks students to carry out the interviews, making notes of the interviewees’ answers. Teacher asks students to try to borrow their interviewees’ visual or written records of the past. Teacher asks students to put all the information and materials gathered in a slide presentation. Students carry out the interviews, making notes of the interviewees’ answers. Students ask their interviewees whether they could borrow their interviewees’ visual or written records of the past. Students put all the information and materials gathered in a slide presentation. To offer students a chance to interview older generations about their lifestyles and learn to use the slide presentation.
Present Teacher encourages students to present their slides to the class. Teacher encourages students to find out which of the changes in lifestyles is the most interesting one and give reasons. Students present their slides to the class. Students appreciate and evaluate the slides with the teacher together and find out the most interesting changes in lifestyles. To help students improve skills in giving presentation. To help students learn from each other.
15Book 5 Unit 3 Times change! ：Starting out教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是新旧时代社会和生活等各方面的对比及改变。本单元从一段快慢生活对比的视频和四组对比图片导入，讲述了彩虹书店以创新改变来化解危机的故事，讨论了表情符号的使用对语言发展的影响，还涉及了社会不同领域近些年来所历经的发展变化等话题，帮助学生了解人类创新和科技进步对社会发展的推动作用，引导学生学习用发展的眼光看问题，同时也鼓励学生用审辩式思维来看待身边的各种变化。
单元目标 学生能够围绕本单元的主题语境内容，基于本单元提供的个人故事、图表数据、个人采访、热点论说、现象分析等多模态语篇，综合运用各种语言技能，读懂不同类型的语篇内容，恰当使用过去进行时的被动语态来描述过去某一时刻正在进行的被动动作；听懂并把握采访的核心思想和细节信息，使用所学词汇和表达描述社会各领域的发展变化，对未来可能发生的变化进行预测和讨论，体会时代变化对每个人的学习和生活所带来的影响；培养自己的创新意识，鼓励自己以积极的心态面对各种社会变化，形成正确的世界观、人生观和价值观；同时能够运用单元所学描述过去几十年来教学领域的改变，预测该领域未来发展的方向，并通过对老一辈的采访深入了解今昔生活方式的变化，实现知识和思维能力的拓展与迁移；通过运用各种学习策略，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。
课型 Listening + Viewing
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 本板块有两个活动，活动1呈现了一段视频，比较了新旧时代快节奏和慢节奏生活，从而引发学生对于不同生活节奏利弊的思考。活动2要求学生观察四组图片，讨论不同方面人们生活方式的变化。
教学目标 在本板块学习结束时，学生能够： 看懂视频，感知过去与现在生活方式的不同，思考不同生活节奏的利弊； 看懂图片，讨论生活方式在各个方面的变化，并想象如果时光倒退40年，自己想要体验什么样的生活，引发对单元主题的初步思考。
教学重点 引导学生看懂视频，感知过去与现在生活方式的不同，思考不同生活节奏的利弊。
教学难点 引导学生思考身边生活方式的变化，发散思维，想象时光倒退40年的自身体验，引发对“时代改变”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 get a basic understanding of different paces of life.
Activity 2 Teacher asks students to view the pictures 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 their answers. Students view the pictures 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 their answers with the class. To help students gain a further understanding of changes in life.
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 人与社会——新旧时代社会和生活等各方面的对比及改变
内容分析 本板块呈现了一篇体现单元主题的课文, 语篇类型为记叙文。课文通过作者的视角以叙事的形式讲述了彩虹书店的创新式改变。读前的导入活动请学生看图表，对比、分析实体书店与网络书店近些年来的销售情况，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标题的理解。读后活动通过细节理解、推理判断和开放性问答等活动，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： 通过标题和图片预测文章内容，熟悉话题语境，并通过快速阅读获取文章大意； 读懂语篇，找出文章的核心信息并从文中找出例证； 对比新旧书店的异同，使用思维导图呈现重要信息，提高学习效率; 通过思考开放性问题，提高思辨能力，加深对主题意义的认识。
教学重点 引导学生读懂语篇，找出文章的核心信息，理解作者对彩虹书店的感情。
教学难点 引导学生理解作者意图，并结合身边实际进行深入思考，加深对主题意义的认识。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the charts and to think about the questions. Teacher divides the class into groups to discuss the questions. Teacher chooses one or two groups to share their answers with the class. Students look at the charts and think about the questions individually. Students work in groups and discuss the questions. One or two groups present their answers to the class. To let students get the basic information about the sales of physical bookstores and online bookstores in the past few years. To arouse the students’ curiosity about the topic.
Activity 2 Teacher asks students to look at the title and pictures and to think about what the title means. Teacher asks students to read the passage and check the answer. Teacher asks some students to share their answers. Students look at the title and pictures and think about what the title means. Students read the passage and check their answers. Some students share their answers with the class. To help students better understand the meaning of the title.
Activity 3 Teacher asks students to choose the ideas conveyed in the passage and find evidence to support their choices. Teacher invites some students to share their answers with the class and others to make comments Students read the passage again and choose the ideas conveyed in the passage and find evidence to support their choices. Some students share their answers with the class. Others make comments. To help students figure out the author’s ideas in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the diagram. Teacher checks the answers with the students. Teacher asks students to read the passage again and describe the author’s feeling towards the Rainbow Bookstore in their own words. Teacher invites some students to share their answers with the class. Students read the passage carefully and complete the diagram. Students check the answers with the teacher. Students read the passage again and describe the author’s feeling towards the Rainbow Bookstore in their own words. Some students share their answers with the class. To help students to figure out the key information with some details of the passage.
Think & Share Teacher asks students to think about and answer the questions individually. Teacher asks students to discuss the questions in groups. Teacher invites some students to share their answers with the class. Students think about and answer the questions individually. Students discuss the questions in groups. Some students share their answers with the class. To help students focus on one kind of writing strategies. To help students apply what they have learnt in life. To help students better understand the function of the diagram.
15Book 5 Unit 3 Times change! ：Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与社会——新旧时代社会和生活等各方面的对比及改变
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过去进行时的被动语态，包括一篇小短文和两组对比图片：小短文描述了一家旧市场被改造为现代化购物中心的过程；两组图片对比了新闻行业在采访、编辑、发行和阅读四个方面所经历的变化。综合语言运用部分的话题为“走进新时代”，首先通过两篇短文呈现了与时代发展变化相关的表达。第一篇短文介绍了中国改革开放取得的巨大成就，第二篇短文为庆祝科技中心商业园运营一周年的发言稿。接下来的听说部分为一段采访，内容为一位深圳市民根据亲身经历谈论改革开放前后深圳的巨大变化。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，全方位提升学生的综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 掌握并运用过去进行时的被动语态； 掌握有关时代发展变化的短语，了解中国取得的伟大成就； 听懂采访内容，进一步了解中国改革开放取得的成就； 学会运用比较与对比描述一个地方的变化。
教学重点 1. 引导学生发现和理解过去进行时被动语态的用法并在真实语境中进行运用； 2. 带领学生学习并运用有关时代发展变化的短语，了解中国取得的伟大成就； 3. 引导学生通过完成听力活动，进一步了解中国改革开放取得的成就，并能够关注语用功能，学会运用比较的方式描述一个地方的变化。
教学难点 引导学生在真实语境中运用过去进行时的被动语态； 引导学生认识社会发展变革的必然性，鼓励学生努力学习，为社会发展做贡献。
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 box and pay special attention to the words in bold. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences with the past continuous passive in the reading passage and summarise the use of the past continuous passive in their own words. Teacher asks some students to share the answers. Students observe the two sentences in the box and pay attention to the words in bold. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences with the past continuous passive in the reading passage and summarise the use of the past continuous passive in their own words. Some students share their answers with the class. To help students find out the structure and function of the past continuous passive. To help students get familiar with the past continuous passive.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the passage using the past continuous passive. Then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the passage using the past continuous passive. Then make corrections in groups. Students check the answers with the teacher. To help students to apply the past continuous passive in a context.
Activity 3 Teacher asks students to look at the two groups of pictures with the words on the pictures carefully. Teacher asks students to work in groups and follow the model sentences to describe the changes in the news industry using the past continuous passive where appropriate. Teacher invites one or two groups to share their answers with the class. Students look at the two groups of pictures with the words on the pictures carefully. Students work in groups and follow the model sentences to describe the changes in the news industry using the past continuous passive where appropriate. One or two groups share their answers with the class. To help students consolidate the application of the past continuous passive in a real context.
Activity 4 Teacher asks students to think about another industry that has undergone great changes individually. Teacher asks students to work in groups and have a discussion, then describe the changes in the industry using the past continuous passive where appropriate. Teacher invites some students to share their descriptions with the class and others make comments. Students think about another industry that has undergone great changes individually. Students work in groups and have a discussion. Then describe the changes in the industry using the past continuous passive where appropriate. Some students share their descriptions with the class. Others make comments. To help students further understand the changes of another industry and the use of the past continuous passive.
Activity 5 Teacher asks students to read the passage and answer the first question. Teacher checks the answers with the class. Teacher asks students to pay attention to the expressions in bold and then answer the second question. Teacher invites some students to share their answers with the class. Students read the passage and answer the first question. Students check the answers with the teacher. Students pay attention to the expressions in bold and then answer the second question. Some students share their answers with the class. To make students learn some new expressions about the changes of times.
Activity 6 Teacher asks students to complete the speech with the correct form of the expressions in Activity 5. Teacher checks the answers with the class. Students complete the speech with the correct form of the expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions about the changes of times.
Activity 7 Teacher asks students to read the sentences and find out the purpose of the activity. Teacher plays the audio and asks students to choose the correct answer. Teacher checks the answer with the students. Students read the sentences and find out the purpose of the activity. Students listen to the audio and choose the correct answer. Students check the answer with the teacher. To train the skills in grasping the main idea of an interview through listening.
Activity 8 Teacher asks students to look at the interview record first. Then plays the audio again and asks students to complete the interview record. Teacher asks students to listen for the third time and check the answers by themselves. Teacher invites some students to share their answers with the class. Teacher asks students to talk about the changes in Shenzhen in their own words. Students look at the interview record first. Then listen to the audio again and complete the interview record. Students listen to the audio for the third time and check the answers by themselves. Some students share their answers with the class. Students talk about the changes in Shenzhen in their own words. To help students to get the details of the listening material.
Activity 9 Teacher asks students to look at the two headers and tell what they know about the different functions. Teacher asks students to complete the boxes with the expressions from the interview. Teacher checks the answers with the class. Students look at the two headers and tell what they know about the different functions. Students complete the boxes with the expressions from the interview. Students check the answers with the teacher. To help students consolidate the expressions of describing a place and comparisons of past and now.
Activity 10 Teacher divides students into pairs and asks them to describe the changes in their home town using the expressions in this section. Teacher invites several pairs to present their ideas in front of the class. Teacher asks students to think about how well they can use the language they have learnt to express themselves. Students work in pairs and describe the changes in their home town using the expressions in this section. Several pairs present their ideas in front of the class. Students think about how well they can use the language they have learnt to express themselves. To encourage students to further practise describing changes in a place.
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