资料简介
Book5Unit6Survival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生存。内容从南极工作生存之不易、野生动物在城市中的生存现状、RobinsonCrusoe的荒岛生存故事、人类未来可能面临的各种生存危机，到人类探索火星作为生存备选地，引发学生对生存环境问题的思考，一方面强化学生保护环境、保护地球的意识，树立与自然和谐相处的观念，另一方面鼓励学生要学会适应环境的变化，冷静面对各种困难，锤炼不屈不挠的探索精神，树立正确的人生观和世界观。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、告示牌、新闻报道、广告、知识小测试、生存探索计划等多模态语篇，综合运用各种语言技能，读懂与环境、人类生存相关的语篇内容；合理运用“-ever”和“nomatter+疑问词”所引导的让步状语从句表达观点，听懂谈论《鲁滨逊漂流记》的对话并掌握询问观点等三类语用功能，恰当使用所学语言阐述与克服危机、赢得生存相关的话题，描述困境之下的生存故事，深化对单元主题意义的理解与挖掘，加强关爱自然、保护地球的意识；同时能够运用单元所学内容，表达自己对适者生存的看法并寻求依据予以论证，通过小组合作制作荒岛生存指南，感悟在逆境中不断努力、积极应对各种困难的精神，树立积极向上的人生态度；能够通过恰当运用各种学习策略，在自主、合作与探究学习的过程中，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，激发英语学习的兴趣，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。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Viewing+discussion主题语境人与自然——生存内容分析活动1呈现了六幅与单元主题相关的图片，内容分别是地震、疾病爆发、海难、丛林、太空和干旱，让学生体会在这些环境下生存会面临的困难。活动2呈现了一段在南极工作和生活的视频，让学生思考如何面对和解决这些困难。本板块旨在激活学生的背景知识和语言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。教学目标在本板块学习结束时，学生能够：
1.针对六幅图的内容，用英语进行简要的说明；2.初步了解南极生活的状况，并就面临的困难和挑战发表自己的看法；3.学会在困难面前不低头，积极应对。教学重点培养学生的思维能力和想象能力，以及克服困难的决心和信心。教学难点如何引导学生用恰当的词汇表述自己的看法和思想的交流。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthesixpicturesandfindoutwhathashappened.2.TeacheraskssomestudentstoanswerQuestion1.3.TeacherasksstudentstoanswerQuestion2.4.Teacheraskssomestudentstosharetheiranswers.1.Studentslookatthesixpicturesandsaywhateachpictureshows.2.SomestudentsanswerQuestion1.3.Studentsthinkaboutthedifficultiesinthesesituationsandwhatpeoplecandotosurvive.4.Somestudentsstatetheiropinions.1.Toactivateschematathatstudentshavealreadypossessed.2.Tocultivatestudents’abilitytofindproblemsandsolvethem.Activity21.Teacherasksstudentstolookatthebackgroundpictureandguessthenameoftheplace.2.Teacherasksstudentstopredicatewhatwill1.Studentstrytoguessthenameoftheplaceshowninthebackgroundpicture.2.Studentsmakepredictionsaboutthetopicsinthevideo.Todevelopstudents’abilitytoobtainkeyinformationinthevideoandhelpthemtostatetheirpointsofviewbasedontherealityoflife.
bementionedinthevideo.1.Teacherplaysthevideoandasksstudentstowatchit.2.TeacherplaysthevideoagainandasksstudentstothinkaboutQuestion2.3.Teacheraskssomestudentstosharetheiranswers.4.TeacherasksstudentstodiscussQuestion3ingroups.5.Teacheraskssomestudentstosharetheiranswers.1.Studentswatchthevideo,takingnotesandcheckingtheirpredictions.2.StudentswatchthevideoagainandanswerQuestion2.3.Somestudentsgivetheiranswersandothersaddtheirdifferentopinions.4.StudentsdiscussingroupsandanswerQuestion3.5.Somestudentsgivetheiranswersandothersaddmoreopinions.Understandingideas板块教学设计（建议时长35–40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——生存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，主要介绍了野生动物进入城市这一现象的原因和它们在城市中的生存状况以及遇到的问题等，说明了人类城市化进程给野生动物带来的影响。读前的导入活动请学生看图并说说这些动物一般会出现在哪，如果在城市见到这些动物是否感到吃惊以及它们会遇到哪些问题，旨在帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对课文标题的理解。读后活动通过段首句分析、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。教学目标在本板块学习结束时，学生能够：1.
通过标题和图片预测标题含义，熟悉话题，并通过快速阅读获取文章大意；1.理解各段的大意以及文章的核心信息；2.掌握课文中出现的新的词汇和表达；3.认真思考如何协调社会发展与野生动物保护之间的关系，从而使生态达到平衡。教学重点1.引导学生读懂语篇，理解作者的观点、了解题目的内涵；2.引导学生掌握有关动物进入城市现象的相关词汇和表达。教学难点1.学生对课文中细节信息的获取和处理；2.学生对段落大意的归纳。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstolookattheanimalsandnametheminChinese.2.Teacherasksstudentswheretheseanimalsnormallylive.3.Teacherasksstudentstoworkingroupsdiscussingiftheyaresurprisedtofindtheseanimalsinthecityandwhy.4.Teacherasksstudentstosharetheiranswers.1.StudentslookattheanimalsandnametheminChinese.2.Studentssaywheretheseanimalsnormallylive.3.Studentsworkingroupsandgivetheirreasonswhytheyaresurprisedornotwhentheyfindtheseanimalsinthecity.4.Somestudentsgivetheiranswersandothersaddtheiropinions.5.Studentsworkingroupsanddiscusswhatdifficultiestheanimalsmayhavelivinginthe1.Toarousestudents’curiosityaboutthetopic.2.Toconnectthepassagewiththestudents’life.3.Totrainstudents’abilitytoimagine.
1.Teacherasksstudentstoworkingroupsandlistthedifficultiestheanimalsmaymeetlivinginthecity.2.Teachercollectsanswersfromsomegroups.city.6.Somegroupspresenttheirresultsofdiscussion.Othergroupsgivetheirevaluationsandaddtheirideas.Activity21.Teacherasksstudentstogivethecompletetitleofthetextbasedonthepictureandthetitle.2.Teacherasksstudentstoreadthepassagequicklyandchecktheirunderstanding.3.Teacherasksstudentstosharetheiranswersandgivetheirreasons.1.Studentstrytoguesstheimpliedmeaningoftitleandcompleteit.2.Studentsreadthepassagequicklyandcompletethetitle.3.Studentsshowthecompletetitleandgivetheirreasons.1.Totrainstudentsabilitytomakepredictions.2.Toenrichstudents’imagination.Activity31.Teacherasksstudentstoreadthepassagequicklyandgetthemainideaofeachparagraph.2.TeacherasksstudentstofinishthetaskinActivity3.3.Teacherinvitesstudentstosharetheiranswers.1.Studentsreadthepassagequicklyandfindthetopicineachparagraph.2.Studentschoosethecorrecttopicsentenceforparagraphs2-5andwritethemonthelines.3.Somestudentssharetheiranswersandalsogivetheirreasons.Otherscanaddtheirdifferent1.Tohavestudentssortoutthestructureofthepassage.2.Tohelpstudentstoclarifythelogicalrelationshipofthecontext.3.Tohelpstudentstofindthetopicsentenceofeachparagraph.
opinions.Activity41.Teacherasksstudentstoreadthetextcarefullyandpayattentiontothekeyinformationandthelogicofthetext.2.Teacherasksstudentstoworkingroupscheckingtheiranswers.3.Teacheraskssomegroupstosharetheiranswers.4.Teacherinvitessomestudentstoretellthetextaccordingtothediagram.5.Teacherasksstudentstohaveadiscussion.6.Teacherinvitessomestudentstosharetheiropinions.1.StudentsreadthetextcarefullyandfinishthetaskinActivity4.2.Studentsworkingroupscheckingtheiranswers.3.Allthestudentschecktheiranswers.4.Volunteersretellthetextaccordingtotheinformationinthediagram.5.Studentsworkingroupstodiscusswhatmeasurescanbetakentokeepthebalancebetweenthedevelopmentofthecityandthedefenseofwildanimals.6.Volunteerssharetheiropinions.1.Tocheckstudents’understandingofthestructureofthetext.2.Tocheckstudents’abilitytoextractdetailedinformation.Think&Share1.Teacherasksstudentstothinkaboutthequestionsindividually.2.Teacherasksstudentstoworkingroupsanddiscusseachquestion.3.Teacheraskssomegroupstoshare1.Studentsreadthequestionscarefullyandthinkabouttheanswers.2.Studentsworkingroupssharingtheiropinions.3.Studentschecktheiranswers,makea1.Toencouragestudentstodeeplyunderstandthemeaningofthetext.2.Tocultivatestudents’high-levelthinkingability.
theiranswers.supplementaryorhaveafreediscussion.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——生存内容分析语法部分的主要内容为-ever和nomatter引导的让步状语从句。两个小语段分别介绍了野外生存法则和一则励志小故事，帮助学生在具体语境中掌握让步状语从句。综合语言运用部分的话题为“面对危机”，听力部分是一段谈论《鲁滨逊漂流记》的对话，之后还介绍了该书的作者，引出一些问题让学生思考；接下来的词汇部分，学生通过阅读报纸新闻报道和杂志广告，了解人类发展过程中可能会遇见的问题或危机。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。教学目标在本板块学习结束时，学生能够：1.发现和理解让步状语从句的用法以及特点，并能在真实语境中运用；2.学习有关生存的故事，学习并运用与生存危机相关的一些英文表达，思考要如何应对这些危机，保护人类的生存环境；3.关注语用功能，学会询问观点、给出观点、表示同意的表达，并能够在实际生活中运用所学词句。教学重点1.掌握-ever和nomatter引导的让步状语从句的基本特征并在真实语境中运用；2.能在实际运用中正确使用有关询问观点、给出观点、表示同意的词句；3.认识到面对困难不放弃，以及助人为乐的重要性。教学难点1.如何在听力材料中获取所需信息；2.如何正确使用功能表达。教学策略任务型教学法、听说教学法
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayspecialattentiontothewordsinbold.ThenaskstudentsQuestions1–2.2.Teacheraskssomestudentstoshareanswers.3.Teacherasksstudentstoworkingroups,discussingQuestions3.4.Teachercollectsanswers.5.Teacherinstructsstudentstolookformoresentenceswith–everornomatterinthereadingpassage.6.Teacherchecksanswerswiththewholeclass,andgivessomeexplanationsifnecessary.1.StudentsobservethetwogroupsofsentencesinthefirstboxandanswerQuestions1–2.2.Somestudentsshareanswers.3.Studentsworkingroups,writingdownallthewordsthatcanbecombinedwith–everandnomatter.4.Somestudentsgivetheiranswers,andotherscanaddmorewords.5.Studentsreadthepassageandfindmoresentenceswith–everornomatter.6.Somestudentsreporttheiranswersandtheotherscanmakeasupplementary.1.Tohelpstudentstofindthefeaturesandrulesoftheadverbialclauseswith-everandnomatter.2.Tomakestudentsfamiliarwiththeuseoftheadverbialclauseswith-everandnomatter.Activity21.Teacherasksstudentstoreadtheshortpassageandrewritethe1.StudentsreadtheshortpassageandrewritetheunderlinedToconsolidateandstrengthenstudents’knowledgeofgrammartheyhave
underlinedsentencesusingadverbialclauseswith–everandnomatter.1.Teacherasksstudentstochecktheirsentencesinpairs.2.Teacheraskssomestudentstoreadtheirsentences.sentenceswithoutchangingtheoriginalmeaning.1.Studentschecktheirchangedsentencesinpairs.2.Studentschecktheanswers.learnt.Activity31.Teacherasksstudentstoreadthestoryandhaveathoroughunderstandingofit.2.Teacherasksstudentstoretellthestorybriefly.3.Teacherasksstudentstocompletethesentencesbelowthestory.4.Teachercheckstheanswers.1.Studentsreadthestoryandgetthemainideaofit.2.Studentsretellthestoryintheirownwords.3.Studentscompletethesentencesaccordingtotheirmeaninginthestory.4.Somestudentsreadtheirsentencesandtheotherschecktheirs.1.Toconsolidatetheapplicationoftheadverbialclauseswith–everandnomatter.2.Tocultivatestudents’strongwillandconsciousnessofservingothersActivity41.Teacherasksstudentstosharetheirsurvivalexperienceusingadverbialclauseswith–everandnomatter.2.Teacherchoosessomestudentstotelltheirstoriesand1.Studentsworkinpairsandtelltheirsurvivalstorytoeachother.2.Somestudentstelltheirstories.Toencouragestudentstotellastoryaboutovercomingdifficultiestosurviveusingthegrammaticalstructureandexpressionstheyhavelearnt.
teacheralsomakescomments.Activities5-61.TeacherintroducesthestoryofRobinsonCrusoe.2.Teacherplaysthetape.3.Teacherreadstheanswer.4.Teacherasksstudentstolookthroughthediagramcarefullyandpayattentiontothemissinginformation.5.Teacherplaysthetapeagain.6.Teacherplaysthetapeoncemore.7.Teacherreadtheanswers.8.TeacherasksstudentstotalkaboutwhatmadeRobinsonCrusoesurviveaccordingtothedialogue.9.Teacherasksvolunteerstosharetheiropinions.1.Studentsreadthefivesentences.2.Studentslistentothetapeandthenticktheideawhichisnotconveyed.3.Studentschecktheiranswers.4.Studentslookthroughthediagramcarefully.5.Studentslistentothetapeandtakenotes.Thencompletethediagram.6.Studentslistenandchecktheiranswers.7.Studentschecktheiranswers.8.StudentsworkinpairstalkingaboutwhatmadeRobinsonCrusoesurvive.9.Volunteerssharetheiropinions.Toletstudentscapturethekeyinformationandgrasptheviewpointsofdifferentcharactersinthelisteningmaterial.Activity71.Teacherasksstudentstogothroughtheexpressions.2.Teacherasks1.Studentsreadtheexpressionsandunderstandtheirmeaning.2.StudentsputtheTomakestudentspayattentiontothepragmaticfunctionsofdifferentexpressions.
studentstocompletetheboxeswiththeexpressions.1.Teachercheckstheanswer.expressionsintheboxesaccordingtotheirfunctions.1.Onestudentreadstheexpressionsintheboxesandtheotherschecktheiranswers.Activity81.Teacherasksstudentstoreadthepassage.2.Teacherasksstudentstoretellthepassage.3.Teacherasksstudentstodiscussthetwoquestions.4.Teachercheckstheanswerswiththeclass.1.Studentsreadthepassageandunderstandthemeaning.2.Studentsretellthepassagebriefly.3.Studentsworkingroupsandanswerthetwoquestions.4.Somestudentsgivetheiranswers.1.TohavestudentslearnaboutDanielDefoe,authorofRobinsonCrusoe.2.TohavestudentslearnaboutRobinsonCrusoe’spositive,optimisticandcourageousspirittoovercomedifficulties.3.Tohelpstudentsthinkaboutvariouscrisesindifferentpartsoftheworldandhowtocopewiththem.Activity9-101.Teacherasksstudentstoreadthefivenewsreportsandpayattentiontotheexpressionsinbold.2.Teacherchecksstudents’understandingofthefivereports.3.Teacherasksstudentstoanswerthetwoquestions.1.Studentsreadthefivenewsreportsandunderstandtheirmeaning.2.Somestudentsretellthefivereports.3.Studentsdiscussthetwoquestionsingroupsandanswerthem.4.Somestudentssharetheiranswers.5.Studentsreadthe1.Tohelpstudentsunderstandnewsreport.2.Tohelpstudentsconsolidatethevocabularytheyhavelearnt.3.ToletstudentsexperiencethediversityofexpressionsoftheEnglishlanguage.
1.Teachercollectsanswersandmakescomments.2.Teacherasksstudentstoreadtheadvertisement.3.TeacherasksstudentstofinishthetaskinActivity10.4.Teachercheckstheanswer.5.Teacherinvitessomestudentstoretelltheadvertisementafteritisrewritten.advertisementcarefully.1.StudentsrewritetheunderlinedexpressionswiththecorrectformofwordsandexpressionsinActivity9.2.Somestudentssharetheiranswers.3.Volunteersretelltheadvertisementaftertheunderlinedexpressionsarerewritten.Activity111.Teacherasksstudentstomakeadialogueaboutanissueconcerningasurvivalandhowtodealwithit.2.Teacherasksstudentstoperformtheirdialoguesingroups.3.Teacherinvitesseveralpairstoactouttheirdialoguesandmakescomments.4.Teacherasksstudentstochoosethebestone.1.Studentsworkinpairs.Thinkofanissueconcerningasurvivalandhowtodealwithit.Thenmakeadialogueaboutit.2.Studentsactouttheirdialoguesingroupsandmakecommentsoneachother’sdialogue.3.Severalpairsactouttheirdialoguesinfrontoftheclass.4.Studentschoosethedialoguetheylikebest.1.Toencouragestudentstocomprehensivelyusethevocabularyandpragmaticfunctionalexpressionsinspecificsituations2.Tohelpstudentstocarryoutmutualevaluationafteranactivity,soastoimprovestudents’criticalthinkingabilityandpavethewayforfuturestudy.
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——生存内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为杂志文章，介绍了人类生存所面临的问题以及人类在火星探索方面所做的努力，最后点明现在要做的是爱护我们唯一的家园——地球。读写部分的范文是一篇关于宇航员在火星上生存的故事。通过这一板块的学习，学生能够加深对生存这个话题的理解，并进一步掌握结合想象写故事的方法。教学目标在本板块学习结束时，学生能够：1.理解课文内容，了解人类所面临的危机以及正在寻求的对策，明白保护地球的重要性；2.完成相应的活动，找出课文可能的出处，并学会通过推断理解课文传递的信息，增强对课文的理解；3.通过学习范文，掌握故事的主要结构，仿造并进行类似话题的写作。教学重点1.理解文章内容，了解有关火星探索的活动；2.掌握有关描述火星探索的词汇和表达；3.培养科学精神和探索的意识。教学难点1.对火星情况的了解2.有关生存经历的写作教学策略P-W-P模式（自主，探究，合作）TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherintroducesMarsbrieflyusingpicturesorvideo.2.Teacherasks1.Studentslistentotheintroduction.2.Studentsworkingroupsandchoose1.Tohelpstudentstosolveproblemsthroughgroupcooperation.
studentstochoosethecorrectanswerforeachsentence.1.Teacherchecksanswers.thecorrectanswerforeachblank.1.Somegroupsgivetheiranswers.1.Toactivatestudents’backgroundknowledgeandlearninginterest.2.Topreparestudentsforthestudyofthepassage.Activity21.TeacherasksstudentstotalkaboutTheDayAfterTomorrowandTheMartian.2.Teacherasksstudentstoreadthequestionandthenreadthepassageindividually.3.Teachercollectstheanswers.4.Teacherasksstudentstosummarizethemainideaofeachparagraph.5.Teacheraskssomegroupstopresentthemainidea.6.Teacherguidesstudentstoanalysethestructureofthepassage.1.Studentsworkingroupsandsaywhattheyknowaboutthetwofilms.2.Studentsreadthepassageandanswerthequestion.3.Somestudentsgivetheiranswersandothersmakeasupplementary.4.Studentsworkingroupsandsummarizethemainideaofeachparagraph.5.Somegroupsgivethemainideaandothersmayaddtheirdifferentopinions.6.Studentsdrawamindmaptoshowthestructureofthepassage.Toletstudentssummarisethemainideaofthepassageandgraspthestructureofthepassage.
Activity31.Teacherasksstudentstoreadthenamesofthemagazinesandchooseonewherethepassageisfrom.2.Teachercollectstheanswer.3.Teacherasksstudentstosaysomethingaboutthefourmagazines.1.Studentsreadthefourchoicesandchooseonewherethepassageisfrom,andalsogivetheirreasons.2.Somestudentsgivetheiranswersandreasons.3.Studentscomparethefourmagazinesandsaysomethingabouttheirfeatures.Toteststudents’abilitytoaccuratelyjudgethesourceofarticlesaccordingtothecontentofthepassage.Activity41.Teacherasksstudentstoreadthesevenstatements.2.Teacherasksstudentstoworkinpairsandchoosethestatementswhichcanbeinferredfromthepassage.3.Teacherasksstudentstochecktheiranswers.4.TeacherletsstudentslearnthecontentofLearningtolearn.1.Studentsreadthesevenstatements.2.Studentsworkinpairsandfindthestatementswhichcanbeinferredfromthepassageandalsotheevidence.3.Somestudentsgivetheiranswersandtheirreasons.4.Studentsreadthetip:Learningtolearn.1.Tocheckstudents’deepunderstandingofthetext.2.Totrainstudents’abilitytoprocessinformationandthinklogically.Think&Share1.Teacherasksstudentstodiscussthequestionsandgivetheiranswers.2.Teachercheckstheanswers.1.Studentsthinkaboutthequestionsandgivetheiropinions.2.Studentssharetheiropinions.Tomakestudentspayattentiontotherelationshipbetweenthetwopassages,andencouragethemtodeepenthethinkingonthemeaningofthethemewhiledeeply
understandingthecontentofthepassages,andcultivatetheirhigh-levelthinkingability.Activity51.Teacherasksstudentstoworkinpairsandmakepreparationsfortheinterview.2.Teacherasksstudentstothinkofmorequestionsandfilltheminthechart.3.Teacherasksstudentstodotheinterviewinpairs.4.Teacherinvitessomepairstoactouttheirinterviewsandmakescomments.5.Teacherasksforthebestinterview.1.Studentsworkinpairsanddeterminetheirroles.2.Studentsreadthesamplequestionsandaddmorequestionsoftheirown.Thenwritedowntheanswers.3.Studentspractisetheinterviewinpairs.4.Somepairsperformtheirinterviewsandthenreflectontheirstrengthsandweaknesses.5.Studentschoosethebestinterview.Tocultivatestudents’innovativespiritandself-reflectionabilitywhilecultivatingstudents’abilitytousethelanguage.Activity61.Teacherasksstudentstolookatthepictureinthebookandguesswhatwillbetalkedabout.2.Teacherasksstudentstoreadthewritingsampleandchecktheirpredictions.1.Studentsobservethepictureandmakepredictionsaboutthecontentofthestory.2.Studentsreadthestoryandchecktheirpredictions.ThenlistthedifficultiesmentionedintheTohelpstudentsgetfamiliarwiththestructureandkeyinformationofthestorysothattheycanpavethewayforthewritingtask.
1.Teacherasksstudentstoanswerthefourquestions.2.Teacheraskssomestudentstosharetheiranswers.3.Teacherasksstudentstoanalysethestructureandcharacteristicsofthewritingmodel.·story.1.Studentsreadthestoryagainandanswerthequestions.2.Somestudentsgivetheiranswersandotherschecktheiranswers.3.Studentsshowthestructureofthestoryusingamindmap,andtellthecharacteristicsofit.
Activities7-81.Teacherasksstudentstohaveagroupdiscussion.2.Teacherasksstudentstodoindividualwork.3.Teacherasksstudentstodothewriting.4.Teacherasksstudentstochecktheirwritinginpairs.5.Teacheraskssomestudentstoshowtheirwritingtothewholeclass.1.Studentsworkingroupsdiscussingwhichplacesaredifficultforpeopletosurvive.2.Studentsworkindependentlychoosingaplacewhereitischallengingtosurvive.Andfilltheanswersinthecorrespondingboxes.3.Studentswritethestoryindependentlyaccordingtotheformandtheframeofthewritingmodel.4.Studentsexchangetheirwritinginpairs.Thenmodifyandpolisheachother’swriting.5.Studentspresenttheirwritingresultsinclassandotherstudentsgivetheirevaluations.Toencouragestudentstomakefulluseofthelanguage,skillsandstrategiesforwritingandmakemutualevaluationslearntinthisunit.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Reading+Speaking
主题语境人与自然——生存内容分析本板块要求学生阅读绿色蜥蜴为了生存迅速适应新环境的故事，思考该故事给人类带来的启示，并寻找例证予以支撑。鼓励学生充分表达自己对本单元主题意义的理解和认识，同时培养学生在真实环境下综合运用所学语言知识的能力。教学目标在本板块学习结束时，学生能够：1.通过阅读思考短文所传达的关键信息和核心思想；2.寻找依据，并运用本单元所学语言知识恰当地表达自己的观点；3.深刻理解环境对人类以及动物的重要性，学会爱护环境，保护自然，同时明白适者生存的道理。教学重点理解文章给人的启示，并能从自然和社会中找出支撑启示的依据。教学难点展展示的准备和呈现。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstoreadthepassageandanswerthetwoquestions.2.Teachercheckstheanswers.1.Studentsreadthepassageandanswerthetwoquestions.2.Somestudentssharetheiranswersandotherscangivetheiropinions.Toletstudentsreadthepassageandunderstandthemessagegiveninthepassage.Activity2-31.TeacherasksstudentstofinishthetaskinActivity2.2.Teacherasksstudentstofinish1.Studentsworkingroupstofindtheevidencetobackupthemainmessagefromnatureandhumansociety.Tohelpstudentsfinddifferentevidencefromnatureandhumansociety.
thetaskinActivity3independently.1.Teacherasksstudentstoexchangetheiropinions.1.Studentsthinkaboutthemainmessageinmoredetailsandmakenotes.2.Studentsworkinpairsandintroducetheirunderstandingstoeachother.Activity4-51.Teacherasksstudentstoprepareapresentation.2.Teacherasksstudentstomaketheirpresentationsandtheteachermakescomments.1.Studentspreparethepresentationsbymakinganoutline,keywords,etc.2.Somestudentspresentinclass.Toencouragestudentstogiveexamples,andcorrectlyunderstandthemeaningofthethemeoftheunit.Reflection1.Teacherasksstudentstoevaluatetheiracademicperformanceaftertheylearnthisunit.2.Teacherguidesstudentstorecallwhatthey’velearnedinthisunit.3.Teacherasksstudentstothinkaboutwhattheyneedtoimprovebasedontheself-evaluation.4.Teacherasksstudentstocommunicatewithhimorhertotalk1.StudentsevaluatetheiracademicperformanceaccordingtotheevaluationcriteriaintheStudent’sBook.2.Studentssummarizewhattheyhavelearnedinthisunit.3.Onthebasisofself-evaluationandanalysis,studentsmakesurewhattheyneedtoimprove.4.Accordingtotheresultsofself-assessment,1.Tohelpstudentsanalyseandevaluatetheirlearningbehavioursandeffects,andfindmethodsforimprovement.2.Tohelpstudentswriteaself-reflectionjournalbasedonthequestions.
abouttheirfurtherstudy.studentscommunicatewithteachersintimetodiscusstheimprovementmethodsandoptimizethelearningstrategies.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+Creating主题语境人与自然——生存内容分析本单元的项目实践活动要求学生想象遇到了一次海难，作为唯一的幸存者应如何在一个荒岛上维持生存，帮助学生了解在险境求生的重要性，在培养学生环境保护意识的同时，鼓励学生要学会适应环境的改变。学生在教师的指导下，综合运用单元所学知识，开展自主合作，有效完成开放型任务，进一步探索本单元的主题语境，发展综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.分析不同的情境下如何选择生存所需的工具，培养学生分析问题的能力；2.通过小组合作的方式，分析地形地貌及该地区可能存在的资源，寻找困境下生存的契机；3.制作荒岛生存指南，加深对单元主题意义的理解，磨练坚强的意志，培养学生遇见困难不认输的精神。教学重点引导学生进行生存工具的选择。教学难点如何引导学生做出图文并茂的、有实际参考价值的生存指南。教学策略任务型教学法（自主，合作，探究）
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.Teacherasksstudentstochoosethreeitemsforsurvivalbasedontheirownjudgment.2.Teachercollectsanswers.3.Teacherasksstudentstostudythemapingroups.1.Studentsnametheitemslistedandwhattheyareusedfor.Andthenchoosethethreeitemsthattheythinkaremostimportantforsurvival.2.Studentssharetheiranswersandexplaintheirreasons.3.Studentsworkingroups,studyingthemap,discussingthecharacteristicsoftheislandandpossibleusesofthenaturalresources.Toencouragestudentstoworktogethertomakeasurvivalguidetothedesertisland.Plan1.Teacherasksstudentstoworkingroupstohaveadiscussion.2.Teacherasksstudentstolistthethingsinorderofpriority.3.Teacherdividestheclassintogroupssothattheycanhaveadiscussiononhowtomakeuseoftheresources.1.Studentsworkingroupstodiscusswhatcanbefoundontheislandtosurvive.2.Studentsrankwhattheyarelookingforfromthemostimportanttotheleastimportant.3.StudentsdiscusshowtousethetoolstakenfromtheshiptointegratetheresourcesoftheToencourageeachgrouptoworktogethertomakeasurvivalguidetothedesertisland.
islandforself-helpactivities.Create1.Teacherasksstudentstowritethesurvivalguide.2.Teacherasksstudentstopreparematerialswhicharenecessaryformakingtheguide.3.Teacherasksstudentstodecidetheformoftheirguides.4.Teacherasksstudentstocreatetheirguideingroups.1.Insmallgroups,studentswriteasurvivalguidethatincludesanoverviewoftheisland,thetoolsselectedfromtheboat,andtheresourcesfoundontheisland.2.Studentslookforpicturesormakepicturestobeautifythesurvivalguides.3.Studentsdeterminethefinalformofasurvivalguide,aposterorapromotionalpage.4.Studentsworktogethertomakeasurvivalguide.Toencourageeachgrouptoworktogethertomakeasurvivalguidetothedesertisland.Present1.Teacherasksstudentstopresenttheirguidestotheclassandthenteachermakescomments.2.Teacheraskseachgrouptoimprovetheirguide.3.Teacherasksstudentstovoteforthebestguide.1.Eachgrouppresentsitssurvivalguidetothewholeclass.Makecommentsoneachother’swork.2.Eachgroupimprovesitssurvivalguidelinesbasedonthesuggestionsfromothergroups.3.StudentschoosethemosteffectiveandcreativesurvivalToencouragestudentstoimprovetheirworkaccordingtoothers’suggestions
guide.
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