Book5Unit5Adelicateworld教學(xué)設(shè)計Developingideas板塊教學(xué)設(shè)計課型Whyshennongjia?(Reading)主題語境人與自然——保護(hù)我們脆弱的星球教材分析本板塊呈現(xiàn)了從另一個角度反映單元主題的課文，語篇類型為演講。課文介紹了神農(nóng)架被列入聯(lián)合國教科文組織世界遺產(chǎn)名錄的原因，展示了人類在發(fā)展的同時也能與生態(tài)環(huán)境和諧共處。讀寫部分介紹了我國另一個生態(tài)系統(tǒng)保護(hù)的典范——梵凈山，請學(xué)生起草關(guān)于梵凈山的講座稿。通過這一板塊的學(xué)習(xí)，學(xué)生能夠深入思考人類發(fā)展與保護(hù)生態(tài)系統(tǒng)兩者之間的關(guān)系，最終認(rèn)識到這兩者并不是對立的，人類在追求發(fā)展的同時也可以保護(hù)生態(tài)系統(tǒng)，從而增強學(xué)生的環(huán)保意識，進(jìn)一步提高學(xué)生的思維品質(zhì)。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時，學(xué)生能夠：把握文章大意，理解神農(nóng)架入選聯(lián)合國教科文組織世界非物質(zhì)文化遺產(chǎn)名錄的原因；理解演講的組織結(jié)構(gòu)特點及如何使用數(shù)據(jù)、舉例和比較來支持自己的觀點；教學(xué)重點帶領(lǐng)學(xué)生把握文章大意，理解神農(nóng)架入選聯(lián)合國教科文組織世界非物質(zhì)文化遺產(chǎn)名錄的原因；教學(xué)難點引導(dǎo)學(xué)生學(xué)習(xí)演講的組織結(jié)構(gòu)特點及如何使用數(shù)據(jù)、舉例和比較來支持自己的觀點；教學(xué)方法PWP模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1LeadinTeacherleadstoSstoknowaboutWorldHeritageSitebyaskingonequestion:HowmuchdoyouknowaboutUNESCOWorldHeritageSite?TeacherasksSstothinkaboutthequestion:WhataretheUNESCOWorldHeritageSiteinChina?SsthinkaboutthequestionandsomeSsgiveanswers.SsthinkaboutthequestionandsomeSsgiveanswers.ToleadSstolearnaboutthebackgroundinformation.TointroducethetopictoSs.Activity2PrereadingTeacherasksstudentstowatchthevideoandanswerthequestions:①WhereisShennongjiaandwhatisitfamousfor?②WhatelsedoyouknowaboutShennongjia?StudentswatchthevideoandsomeSsanswerthequestions.ToleadstudentsintothetopicofShennongjia.Activity3PrereadingTeacherasksstudentstolookatthetitleofthepassageandthinkaboutwhatitmeans.Teacherasksstudentstoworkingroupsanddiscussthequestion.Theninvitesomestudentstosharetheanswers.Teacherasksstudentstoreadthepassageandchecktheiranswer.Studentslookatthetitleofthepassageandthinkaboutwhatitmeans.Studentsworkingroupsanddiscusthequestion.Somestudentssharetheanswers.Studentsreadthepassageandchecktheiranswers.Tostrengthenstudents’abilitytounderstandthetopic.Activity4WhilereadingTaskstudentstothinkaboutthequestion:Whatisthegenreofthepassage?Tasksstudentstoreadeachparagraphsrespectivelytofindmoredetailedinformation.Teacherasksstudentstoreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakeparisons.Teacherasksstudentstodiscussingroups,anddecidetheiranswers.Teacherinvitessomestudentstogiveanswers.Studentsjudgethegenreofthepassage.Ssreadeachparagraphcarefullyandanswerthequestions.Studentsreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakeparisons.Studentsdiscussingroupsanddecidetheiranswers.Somestudentsgiveanswers.Tohelpstudentsunderstandthegenreofthepassage,learnmoreaboutthepassageandlearngivingdata,examplesandmakingparisons.Think&ShareTeacherasksstudentstothinkaboutthequestionanddiscussthemingroups:Accordingtothepassage,whathasbeendonetoprotecttheecologyofShennongjia?Teacherinvitessomestudentstogiveanswers.Studentsthinkaboutthequestionsanddiscussthemingroups.Somestudentsgiveanswers.Toenhancestudents’understandingofthethemeofthepassageandencouragestudentstoshowtheirownopinions.Activity5TeacherasksstudentstothinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.Teacherasksstudentstodiscusstheiranswersingroups,decidethekeypointsandprepareforatalk.Teacherinvitesseveralstudentstogivetheirtalktotheclassandotherstomakements.StudentsthinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.Studentsdiscusstheiranswersingroups,decidethekeypointsa