Unit5 A Delicate World Developing Ideas阅读设计-2025-2026学年高中英语外研版（2019）选择性必修第二册

该高中英语教学设计聚焦“人与自然——保护脆弱星球”主题，围绕阅读文本《Why shennongjia?》，引导学生理解神农架入选世界遗产的原因及演讲的论证方法。通过提问世界遗产知识、列举中国遗产地导入，结合视频直观呈现神农架概况，搭建背景知识支架，梳理主题脉络。 特色在于采用P-W-P模式，通过读前视频感知、读中分析演讲结构（数据、举例、比较）、读后小组讨论保护措施及跨文本比较，培养语言能力（语篇理解与表达）和思维品质（比较与批判），融入文化意识（环保与发展的和谐）。助力学生提升综合语言运用能力，为教师提供清晰的读写结合教学路径。

Book 5 Unit 5 A delicate world 教学设计 Developing ideas板块教学设计 课型 Why shennongjia? (Reading) 主题语境 人与自然——保护我们脆弱的星球 教材分析 本板块呈现了从另一个角度反映单元主题的课文，语篇类型为演讲。课文介绍了神农架被列入联合国教科文组织世界遗产名录的原因，展示了人类在发展的同时也能与生态环境和谐共处。读写部分介绍了我国另一个生态系统保护的典范——梵净山，请学生起草关于梵净山的讲座稿。通过这一板块的学习，学生能够深入思考人类发展与保护生态系统两者之间的关系，最终认识到这两者并不是对立的，人类在追求发展的同时也可以保护生态系统，从而增强学生的环保意识，进一步提高学生的思维品质。 教学目标 在本板块学习结束时，学生能够： 1. 把握文章大意，理解神农架入选联合国教科文组织世界非物质文化遗产名录的原因； 2. 理解演讲的组织结构特点及如何使用数据、举例和比较来支持自己的观点； 教学重点 带领学生把握文章大意，理解神农架入选联合国教科文组织世界非物质文化遗产名录的原因； 教学难点 引导学生学习演讲的组织结构特点及如何使用数据、举例和比较来支持自己的观点； 教学方法 P-W-P模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 Lead in 1. Teacher leads to Ss to know about World Heritage Site by asking one question: How much do you know about UNESCO World Heritage Site? 2. Teacher asks Ss to think about the question: What are the UNESCO World Heritage Site in China? 1. Ss think about the question and some Ss give answers. 2. Ss think about the question and some Ss give answers. 1. To lead Ss to learn about the background information. 2. To introduce the topic to Ss. Activity 2 Pre-reading Teacher asks students to watch the video and answer the questions: ①Where is Shennongjia and what is it famous for? ②What else do you know about Shennongjia? Students watch the video and some Ss answer the questions. To lead students into the topic of Shennongjia. Activity 3 Pre-reading 1. Teacher asks students to look at the title of the passage and think about what it means. 2. Teacher asks students to work in groups and discuss the question. Then invite some students to share the answers. 3. Teacher asks students to read the passage and check their answer. 1. Students look at the title of the passage and think about what it means. 2. Students work in groups and discus the question. Some students share the answers. 3. Students read the passage and check their answers. To strengthen students’ ability to understand the topic. Activity 4 While -reading 1. T ask students to think about the question: What is the genre of the passage? 2. T asks students to read each paragraphs respectively to find more detailed information. 3. Teacher asks students to read the sentences from the passage and decide if they serve to give data, examples or make comparisons. 4. Teacher asks students to discuss in groups, and decide their answers. 5. Teacher invites some students to give answers. 1. Students judge the genre of the passage. 2. Ss read each paragraph carefully and answer the questions. 3. Students read the sentences from the passage and decide if they serve to give data, examples or make comparisons. 4. Students discuss in groups and decide their answers. 5. Some students give answers. To help students understand the genre of the passage, learn more about the passage and learn giving data, examples and making comparisons. Think & Share 1. Teacher asks students to think about the question and discuss them in groups: According to the passage, what has been done to protect the ecology of Shennongjia? 2. Teacher invites some students to give answers. 1. Students think about the questions and discuss them in groups. 2. Some students give answers. To enhance students’ understanding of the theme of the passage and encourage students to show their own opinions. Activity 5 1. Teacher asks students to think about the similarities and differences between Macquarie Island and Shennongjia and make notes. 2. Teacher asks students to discuss their answers in groups, decide the key points and prepare for a talk. 3. Teacher invites several students to give their talk to the class and others to make comments. 1. Students think about the similarities and differences between Macquarie Island and Shennongjia and make notes. 2. Students discuss their answers in groups, decide the key points and prepare for a talk. 3. Some students give their talk to the class and others make comments. 1. To help students learn to compare and contrast. 2. To improve students’ speaking skill and performance ability. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $