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Book 1 Unit 3 Conservation 教案设计
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环境保护，最终实现人与自然和谐相处。本单元从听Linda Wei的讲座开始，引入塑料袋对环境的污染，然后又依次讲到犀牛的保护、物种灭绝的原因、后果和对策、Kevin和Alicia对塑料袋包装是否污染的讨论、英国的交通问题及对策以及工厂化养殖的利弊，帮助学生全面了解现阶段存在的人与自然不和谐相处的现状，使学生意识到保护环境，实现人与自然和谐相处的重要性，引导学生提高环保意识，为建设环境友好型社会做贡献。
单元目标 语言能力目标 能够理解人与自然相关的文章内容，听懂并谈论保护环境相关的话题，恰当使用所学词汇、句型描述环境问题和解决对策；能够通过议论文表达自己的观点和看法；能够为保护环境，保护动物提出合理的建议。 文化意识目标 能够通过了解人与自然不和谐相处的现状，树立正确的环保意识，为保护环境做贡献。 思维品质目标 能够通过比较、分析，准确获取语篇中有关环保问题和解决对策的相关信息，建立对人与自然关系的正确认识，并在此基础上联系自身实际，对环保问题表达自己的见解，提高环保意识，实现知识与思维能力的迁移。 学习能力目标 能够通过了解人与自然相处的现状，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Topic Talk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 Listening + Speaking
主题语境 人与自然——环境保护
内容分析 本部分包含两个音频，内容分别是两个学生交流Linda Wei教授关于世界面临的环境问题的讲座和对Bradshaw教授关于保护犀牛的采访。第一段音频旨在介绍人与环境不和谐相处的现状，让学生初步了解环境破坏的问题，对环保问题进行初步的反思；第二段音频旨在介绍人与动物不和谐相处的现状，让学生意识到环保问题其实不仅仅指的是人与环境的关系，还包括人与动物之间的关系。
教学目标 通过听对话，获取关键信息，勾画思维导图，梳理听力材料的内容，并借助听力材料的内容进行话题讨论。 利用思维导图对文本内容进行大致复述，锻炼口头表达能力，建立听说之间良性的互动关系，并启发思维，对话题内容进行深度讨论。
教学重点 引导学生通过听对话，获取两名学生交流讲座的主要内容，把握对话中的细节信息。 提出保护环境、保护犀牛等珍稀动物的可行性措施。
教学难点 引导学生通过听力技巧获取主要信息和细节信息； 引导学生通过思维导图复述文本内容并提出保护环境、保护动物的有效措施。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words and expressions T presents some pictures and leads the Ss to familiarize the new words in a specific context. Ss look at the pictures and try to use the new words in a specific context. To introduce the new words and let the students learn to use them in a specific context.
Activity 1 T asks Ss several questions to lead in the topic. Ss answer the questions: ① What do you know about rhinos ② Do you know any other animals in a similar situation like rhinos ③ What do you think of the relationship between animals and human beings To arouse Ss’ interest in learning and lead in the topic.
Activity 2 T asks Ss several questions to present the background information of the topic. Ss answer the questions: ① What needs to be protected ② Why do they need protection ③ What should we do To lead in the topic and present the background information of the topic.
Activity 3 T introduces several listening skills to help Ss better find the main idea of the listening material. Ss listen to the material and find the main information by using the listening skills. To help Ss better find the main idea of a listening material.
Activity 4 T encourages Ss to try to draw a mind map for the text. T lets Ss express themselves by using the mind map. Ss work in pairs and figure out the mind map of the material. Ss try to express themselves by using their mind map. To help Ss summarize the main idea of the material.
Activity 5 T leads Ss to listen to the material and find out the detailed information. Ss listen to the material and find out the detailed information. To train Ss’ listening skill of finding detailed information.
Activity 6 T asks Ss to have a group discussion and further explore the contents. Ss work in groups and discuss the questions: ① What else can we do to help rhinos ② What can we do to help animals in danger To cultivate Ss ability of thinking deeply.
Activity 7 T lets Ss to work in pairs and try to act out the contents of the listening material. Ss work in pairs and act out the dialogue or interview based on their own choice. To review what Ss have learned in this period and practice their speaking ability.
Lesson 1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 + Speaking
主题语境 人与自然——自然生态
内容分析 本文是一篇说明文，主要介绍了第六次物种灭绝的原因、后果及对策。全文共四个自然段。第一段主要介绍了物种灭绝的历史及原因，引出第六次物种灭绝的内容，第二段主要分析了第六次物种灭绝的原因，人类活动造成的水污染、空气污染、森林破坏及过度捕捞等都对第六次物种灭绝有重大影响。第三段主要介绍了第六次物种灭绝对人类造成的后果，因为没有干净的水源、清新的空气等最终人类也将会灭绝，第四段主要介绍了科学家们对于防止第六次物种灭绝来临的对策，如保护珍稀动植物、改变生产生活的方式，使用更加环保的资源等。全文结构清晰，逻辑合理，作者运用了下定义、举例子、列数字、作引用等说明方法对第六次物种灭绝进行了详细的介绍。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息。 2. 运用话题相关词汇、句型，对保护环境、保护动物提出可行性措施。 3. 通过阅读，学生能意识到保护环境、保护动物的重要性。
教学重点 引导学生通过自主阅读和小组合作完成对第六次物种灭绝内容的理解和整合，完成思维导图。
教学难点 引导学生根据思维导图进行文章内容的复述，并提出环保的可行性措施。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words and expressions T presents some pictures and leads the Ss to familiarize the new words in a specific context. Ss look at the pictures and try to use the new words in a specific context. To introduce the new words and let the students learn to use them in a specific context.
Activity 1 T asks Ss a question to lead in the topic. T lets Ss predict the main content of the passage by looking at the photos and title on the textbook. T asks Ss to predict the answers to the questions about extinction. Ss answer the question and predict the main content of the passage according to the title and photos on the textbook. Ss predict the answers to the questions about extinction. To lead in the topic and arouse Ss’ interest.
Activity 2 T make Ss read the passage and check their prediction. Ss read the passage and check their prediction. To train students’ reading skills of prediction.
Activity 3 T asks Ss to read again and complete the mind map. T asks Ss several questions to check their understanding of the passage. T lets Ss to use different colored pens to highlight examples for four elements on the textbook. T leads Ss to explore the text type of the passage. Ss read the passage again and complete the mind map. Ss answer the questions and communicate with teacher. Ss read the passage again and highlight the examples of four elements on the textbook. Ss think over and explore the text type with teacher. Train Ss’ skills of getting specific information and better understanding the content of the passage.
Activity 4 T guides Ss to analyze the complex sentences. Ss answer the questions asked by teacher to better under the language of the passage. To help Ss better understand the language of the passage.
Activity 5 1. T lets Ss work in groups and discuss the measures we can take to protect the animals. 2. T leads Ss to review the passage and create some slogans to protect animals from extinction. 1. Ss work in groups and discuss the measures to protect the animals. 2. Ss retell the passage according to the mind map and work in groups to create some slogans. To train Ss’ ability of using language in their real life and express the ideas in a logical way.
Activity 6 T guides Ss to finish the quiz to consolidate what they have learned. T explains the language points and lets Ss express themselves by using what they have learned. Ss finish the quiz and ask some questions if possible. Ss write down notes and raise questions if possible and express themselves using what they have learned. To consolidate what Ss have learned during this period.
Lesson 2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 Listening + Speaking
主题语境 人与自然——环境保护
内容分析 本板块主要是听力练习，内容为两个学生就塑料袋的使用发表自己的看法。Kevin在超市购买椰子时发现本就有坚硬外壳的椰子仍然用塑料袋进行包装，他认为这种做法浪费塑料袋，但是他的朋友Alicia不这样认为，她认为椰子使用塑料袋是因为商家想让它保持最纯正的口感，而且便于运输。两人就一个问题发表自己不同的看法，文章题材虽然为对话，但是内容却已经为本单元议论文写作做好了铺垫。学生通过听力练习，一方面锻炼提高听力技能，另一方面学会用辩证的思维思考事情。
教学目标 运用听力技能获取文章主要内容和细节信息。 运用思维导图梳理文本内容。 运用所学词汇和句型表达自己对于塑料袋使用的看法。
教学重点 引导学生通过听力技能获取文章主要内容和细节信息。 引导学生运用所学发表自己的观点，锻炼批判性思维。
教学难点 引导学生运用思维导图进行文本复述，并针对环保问题提出自己的看法。
教学策略 听说法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words and expressions T presents some pictures and leads the Ss to familiarize the new words in a specific context. Ss look at the pictures and try to use the new words in a specific context. To introduce the new words and let the students learn to use them in a specific context.
Activity 1 T lets Ss look at the opinions on page 56 and try to predict which one is Kevin’s opinion and which one is Alicia’s opinion. Ss look at the opinions and predict which one is Kevin’s opinion and which one is Alicia’s opinion. To train Ss’ listening skill of prediction.
Activity 2 T asks Ss to listen to the material and check their prediction. T lets Ss to listen again and fill in the blanks. T leads Ss to draw a mind map of the content. 4.T lets Ss listen to the material again and answer several questions. Ss listen to the material and check their prediction. 2. Ss listen to the material again and fill in the blanks. 3. Ss work in groups to draw a mind map of the content. 4. Ss listen to the material again and answer the questions. To train Ss’ listening skills of finding general and detailed information.
Activity 3 T encourages Ss to exchange their opinions on plastic packaging. Ss work in pairs and exchange their opinions on plastic packaging. To encourage Ss to express their own ideas.
Activity 4 T asks Ss to finish the quiz based on what they have learned in this period. Ss finish the quiz based on what they have learned in this period. To consolidate what they have learned in this period.
Activity 5 T asks Ss to work in pairs and role-play Kevin and Alicia and offers help if necessary. Ss work in pairs and role-play Kevin and Alicia. To review what they have learned in this period and practice their speaking ability.
Lesson 3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 + Speaking
主题语境 人与自然——环境保护
内容分析 本篇文章是一篇说明文，包含两个部分。第一部主要介绍了英国的交通问题。在过去的20年，汽车数量不断增加，车祸死亡人数也在增长，交通问题造成了全球变暖和气候变化，空气污染造成的死亡人数不断增加，交通污染也造成了某些癌症。第二部分介绍了五种保护环境的方法。第一，用步行或骑行代替开车。第二，多使用交通工具。第三，出发前思考清楚行程是否必须。第四，共享汽车。第五，采取行动，停止抱怨。 通过本篇文本的学习，学生一方面可以运用阅读技巧提高获取主要信息和细节信息的能力，另一方面能切实意识到在日常生活中采取行动保护环境的重要性。
教学目标 1. 读懂语篇大意，获取文章的主要信息和细节信息，系统梳理文本内容。 2. 学习掌握本篇文本中的词汇句型，并能在写作中进行正确运用。 3. 明白保护环境重要性，切实意识到在日常生活中要从点滴做起保护环境。 4. 深度理解文本内容，并能发表自己看法，列举日常生活中保护环境的有效举措。
教学重点 1. 引导学生读懂文章，获取有关环境问题和保护环境的主要信息和细节信息； 2. 引导学生深度理解文本内容，并能发表自己对于保护环境的看法。 3. 引导学生明白保护环境的重要性，提高环保意识。
教学难点 1. 引导学生深度理解文本内容，并能流畅运用所学知识发表自己对于保护环境的意见。 2. 引导学生明白保护环境的重要性，提高环保意识。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words and expressions T presents some pictures and leads the Ss to familiarize the new words in a specific context. Ss look at the pictures and try to use the new words in a specific context. To introduce the new words and let the students learn to use them in a specific context.
Activity 1 T asks students several questions about their daily habits of going to school. Ss answer the questions and communicate with teacher. To arouse Ss’ interest and lead in the topic.
Activity 2 T lets Ss look at the photos and predict the content of the passage. T asks Ss to predict the answers to the questions on textbook. Ss look at the photos and predict the content of the passage. 2. Ss predict the answers to the questions To let Ss predict the content of the passage through pictures and questions.
Activity 3 1. T asks Ss to read through the passage and match the main idea with each part. 2. T lets Ss read Part 1 and Part 2 carefully and finish the mind map. 1. Ss read through the passage and match the main idea with each part. 2. Ss read Part 1 and Part 2 carefully and finish the mind map. To train Ss’ reading skills of finding general and detailed information.
Activity 4 T encourages Ss to answer the two questions and share their opinions with others. Ss work in groups and think about the two questions: ① What’s the writer’s attitude towards cars Find some evidence from the passage. ② How do you understand the title “The Road to Destruction”. To encourage Ss to have a deep thinking on the content.
Activity 5 T asks Ss to have a group discussion and try to express themselves by using what they have learned in this period. 2. T leads Ss to review the passage through the mind map. 1. Ss work in groups and discuss the two questions: ① What’s your attitude towards cars ② Can you think of other solutions to improve the environment 2. Ss retell the passage through the mind map. To cultivate Ss’ critical thinking ability and to encourage Ss to express themselves by using the language learned.
Activity 6 T shows the quiz and lets Ss finish it by themselves. T explains the language points and lets Ss express themselves by using what they have learned. Ss finish the quiz by themselves. 2. Ss write down notes and raise questions if possible and try to express themselves using what they have learned in class. To consolidate what Ss have learned during this period.
Writing板块教学设计 （建议总时长40–45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——自然生态
内容分析 本篇阅读文章属于议论文。话题内容为工厂化养殖。全文共四个自然段。第一段介绍了工厂化养殖的含义和现状。第二段主要为支持工厂化养殖的观点。首先，工厂化养殖的产品价格比传统养殖和有机农业要便宜，其次，工厂化养殖为世界人口提供了更多的食物，再次，工厂化养殖成本较低，产量较高，最后，工厂化养殖的动物不容易遭受疾病。第三段主要为反对工厂化养殖的观点。一方面这种方式对动物不友好，另一方面，工厂化养殖对环境不友好，会产生大量废物，而且使用很多化学药品控制虫害。第四段，作者表达了自己对工厂化养殖的观点，希望社会减少使用工厂化养殖。本篇文章是典型的议论文结构，结构清晰，逻辑合理，旨在为学生学习议论文写作提供一个良好的模版，学生能够清晰的了解议论文结构。
教学目标 1. 通过分析文本内容总结议论文写作格式，了解议论文写作结构， 2. 能够清晰有逻辑的表达自己的不同观点。 3. 进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 引导学生通过分析文本内容，总结议论文写作格式， 2. 引导学生能够通过议论文结构发表自己的观点。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生养成自我评价的好习惯。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words and expressions T presents some pictures and leads the Ss to familiarize the new words in a specific context. Ss look at the pictures and try to use the new words in a specific context. To introduce the new words and let the students learn to use them in a specific context.
Activity 1 T shows Ss two pictures and ask them what kind of chicken they prefer to eat. Ss look at the pictures and communicate with teacher. To arouse Ss’ interest and lead in the topic.
Activity 2 T guides Ss to express their opinions on two statements. Ss think about their opinions on two statements and share their ideas. To prepare Ss for the writing.
Activity 3 T asks Ss to read the passage and answer several questions. T leads Ss to read for the structure and genre of the passage. 3. T lets the students analyze the functions of some linking expressions. Ss read the passage and answer the questions. 2. Ss read the passage and decide the structure and genre of the passage. 3. Ss read the passage and analyze the functions of linking expressions. To help Ss analyze the structure of the passage and better apply it in their writing.
Activity 4 T encourages Ss to practice the functions of linking expressions and try to outline their own structure of their writing. T lets Ss use their outline and the Writing Help to write the first draft. T leads Ss to review what they have learned in this period. Ss practice the functions of linking expressions and outline their own structure of their writing. 2. Ss write their first draft by using their outline and the Writing Help. 3. Ss follow T to review what they have learned in this period. To encourage Ss to use what they have learned in their own writing and to consolidate what they have learned in class.
Grammar板块教学设计 （建议总时长80-90分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自然——环境保护
内容分析 本版块主要包含本单元的两个语法项目。第一是定语从句中限制性定语从句和非限制性定语从句的区别，第二是固定搭配的用法。本部分旨在引导学生感知发现、总结规律、学会定语从句中限制性定语从句和非限制性定语从句的区别以及常见固定搭配的类别和用法。
教学目标 通过感知发现、合作总结规律，总结定语从句中限制性定语从句和非限制性定语从句的用法； 通过回忆文本内容，总结固定搭配的类别和用法。
教学重点 1. 引导学生通过感知发现语法现象，自主总结语言规律。 2. 引导学生在写作中正确运用定语从句和常见的固定搭配。
教学难点 引导学生快速准确感知发现语法现象并总结相应的语言规律。
教学策略 任务型教学法，3P教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T leads Ss to review what they have learned in Lesson 1 The Sixth Extinction. T asks several questions to guide Ss to recall the information in Lesson 1. Ss recall what they have learned in Lesson 1 and answer some questions. To review and foreshadow the following content.
Activity 2 T lets Ss observe the two sentences on the slide and try to figure out their structure. T leads Ss to explore the functions of defining clauses and non-defining clauses. Ss observe the two sentences on the slide and figure out their structure. 2. Ss follow T to figure out the functions of defining clauses and non-defining clauses. To lead Ss to observe and summarize the structure and functions of relative clauses.
Activity 3 T shows some exercises to Ss and lets them finish them. T leads Ss to review what the have learned in this period. Ss finish the exercises about the relative clauses to consolidate what they have learned. To practice and consolidate what they have learned about relative clauses.
Activity 4 T guides Ss to review what they have learned in Lesson 3 by asking questions and showing a summary. Ss review what they have learned in Lesson 3 and fill in the blanks of the summary. To review what they have learned and foreshadow the following content.
Activity 5 1. T asks Ss to match the words with the endings to form common collocations and lets Ss observe the form of these collocations. 2. T leads Ss to summarize the functions of these collocations. 1. Ss match the words with the endings to form common collocations and observe the form of these collocations. 2. Ss follow T to summarize the functions of these collocations. To guide Ss to observe and summarize the form and functions of collocations.
Activity 6 1. T shows some exercises to Ss and lets them finish them. 2. T leads Ss to review what they have learned in this period. Ss finish the exercises on the slide and review what they have learned in this period. To practice and consolidate what they have learned about collocations.

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