Unit 5 A delicate World-Starting out 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 5 A delicate World-Starting out 内容导航 Starting out of Unit 5 A Delicate World focuses on the theme of ecological balance. It guides students to perceive the fragility of ecosystems through videos, pictures and simple interactions, laying a foundation for subsequent in-depth learning of ecological protection and human-nature relationships. 教学目标和重难点 1. 教学目标 Language Competence: Students master core words and expressions related to ecosystems and develop basic listening and speaking skills. Cultural Awareness: They understand the global significance of ecological protection and establish the concept of harmony between humans and nature. Thinking Quality: They cultivate logical thinking by analyzing the impact of human activities on ecosystems. Learning Ability: They learn to use observation and discussion to obtain information and improve autonomous learning and cooperative inquiry skills. 2. 教学重难点 Key Points: Mastering core vocabulary such as ecosystem, habitat, and conservation, and basic expressions about ecological changes; understanding the main content of the starting-out activities and initially establishing the awareness of ecological protection. Difficult Points: Using the learned vocabulary and expressions to express personal views on human-nature relationships; realizing the fragility of ecosystems and forming correct ecological values through thinking and discussion. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) Activity 1: Daily Discussion & Vocabulary Preview The teacher greets the students and starts with a daily discussion question: “Have you ever noticed any changes in the environment around you? For example, the number of some animals, the condition of plants, or the quality of air and water?” The teacher invites 3-4 students to share their observations in English. After the sharing, the teacher presents 5 core vocabulary words of this part on the screen: ecosystem, habitat, conservation, delicate, damage. The teacher pronounces each word slowly, explains the basic meaning and usage with simple English sentences, and asks students to read after the teacher twice to ensure correct pronunciation. Then, the teacher asks students to match the words with their simple definitions, and checks the answers together with the whole class. Design Intention: Starting with daily life topics is close to students’ actual life, which can quickly arouse students’ interest and enthusiasm for participation, reduce their anxiety in English expression, and help them enter the English learning state smoothly. Previewing core vocabulary in advance lays a foundation for students to understand subsequent activities, avoids language barriers in the learning process, and helps improve the efficiency of classroom teaching. At the same time, the form of matching definitions helps students initially master the meaning of words and deepen their memory. Activity 2: Video Watching & Question Answering The teacher plays a 2-minute short video. The video shows the beautiful scenery of different ecosystems (such as forests, oceans, grasslands) and the changes caused by human activities (such as deforestation, garbage pollution, and the reduction of animal habitats). After playing the video, the teacher puts forward two questions on the screen: 1. What ecosystems are shown in the video? 2. What changes have happened to these ecosystems? The teacher gives students 1 minute to think independently, then organizes group discussions (4 students in a group) for 2 minutes, and asks each group to send a representative to answer the questions. The teacher listens carefully to the students’ answers, gives positive evaluations and supplements, and guides students to realize that many ecosystems are facing damage and are very delicate. Design Intention: The short video is intuitive and vivid, which can help students visually perceive the diversity of ecosystems and the impact of human activities on them, and quickly focus on the unit theme “A Delicate World”. Independent thinking and group discussion combine individual learning and cooperative learning, which not only gives students enough time to sort out their ideas, but also enables them to learn from each other, improve their expression ability and cooperative inquiry ability. The teacher’s evaluation and supplement can help students correct their mistakes and deepen their understanding of the theme. Step 2: Presentation & Exploration (Theme Perception & Key Content Learning) Activity 1: Picture Observation & Detail Discussion The teacher presents two groups of pictures on the screen. Group 1 shows the satellite images of the Aral Sea in Central Asia in 1990 and 2010: the Aral Sea was rich in water in 1990, but almost dried up in 2010. Group 2 shows the natural scenery of Macquarie Island (blue sea, green grass, various seabirds) and the scene of ecological damage (invasive species, soil erosion). The teacher asks students to observe the pictures carefully and discuss the following questions in groups: 1. What changes can you find between the two pictures in each group? 2. What do you think caused these changes? 3. How do you feel about these changes? After the discussion, the teacher invites representatives from different groups to share their views. For the answers related to human activities (such as overuse of water resources, introduction of invasive species), the teacher gives affirmation and further guides students to think: “What consequences will these changes bring to the ecosystem and human beings?” Design Intention: The satellite images and real pictures can直观 show the changes of ecosystems, which is more convincing than simple language description, and helps students deeply realize the fragility of ecosystems. The discussion questions are designed from “observing changes” to “analyzing causes” and then to “expressing feelings”, which conforms to the law of students’ thinking development and guides them to think in depth step by step. At the same time, combining the Aral Sea and Macquarie Island cases lays a foundation for the subsequent Understanding Ideas part, realizing the connection between Starting out and other parts of the unit. Activity 2: Key Expression Learning & Simple Practice Based on the students’ discussion, the teacher summarizes and presents the key expressions related to ecological changes and environmental protection on the screen: 1. be in harmony with... 2. take over 3. out of control 4. lead to 5. die out 6. take measures to do sth. For each expression, the teacher gives a simple example sentence combined with the pictures and video content, such as “The native species on Macquarie Island once lived in harmony with their habitat.” “The invasive rabbits multiplied quickly and took over the island.” Then, the teacher organizes a “sentence making competition”: students are asked to make sentences with the key expressions in groups, and each group makes at least 3 sentences. After 3 minutes, each group presents their sentences, and the teacher comments and corrects them, and selects the best group to give praise. Design Intention: Combining the discussion content to learn key expressions can help students understand the usage of expressions in specific contexts, avoid mechanical memory, and improve the efficiency of language learning. The sentence making competition increases the fun of classroom learning, stimulates students’ enthusiasm for participation, and enables them to flexibly use the learned expressions, thus improving their language application ability. At the same time, the form of competition can enhance the sense of teamwork and competition among students. Activity 3: Theme Exploration & Value Guidance The teacher puts forward a core question: “As high school students, what can we do to protect the delicate world and maintain ecological balance?” The teacher guides students to think from different aspects, such as daily life, study, and social participation. For example, saving water and electricity, reducing the use of plastic products, participating in tree planting activities, and propagating ecological protection knowledge. The teacher invites students to share their ideas one by one, and writes down the useful suggestions on the blackboard. After all students finish sharing, the teacher makes a summary: “The world is delicate and needs our joint protection. Every small action we take can make a difference to the ecosystem. We should establish the concept of harmony between humans and nature and take responsibility for protecting the environment.” Design Intention: This activity connects the classroom learning with students’ actual life, guides students to transfer the learned knowledge and concepts to practical life, and realizes the combination of learning and application. Inviting students to share their suggestions can give full play to their subjective initiative, cultivate their sense of responsibility and sense of mission, and help them establish correct ecological values. The teacher’s summary further strengthens the theme of the unit and deepens students’ understanding of ecological protection. Step 3: Practice & Consolidation (Language Application & Ability Improvement) Activity 1: Listening Practice & Information Extraction The teacher plays a short listening material (about 1.5 minutes). The listening content is a dialogue between two students, talking about the changes of the local park ecosystem and their suggestions for protection. Before playing, the teacher gives students two listening tasks: 1. What changes have happened to the local park? 2. What suggestions do the two students put forward? The teacher plays the listening material twice. For the first time, students listen carefully to get the general idea; for the second time, they take notes to complete the listening tasks. After playing, the teacher checks the answers with the whole class, and asks students to repeat the key sentences in the listening material to consolidate the key expressions learned. Design Intention: Listening practice is an important part of English learning, which can improve students’ listening comprehension ability and information extraction ability. The listening content is closely related to the unit theme and the key expressions learned, which can help students consolidate the knowledge they have learned in the listening process. The design of two listening tasks (general idea and specific details) conforms to the law of listening training, and helps students gradually improve their listening ability. Asking students to repeat key sentences can also help them improve their oral expression ability. Activity 2: Role-Play & Oral Expression The teacher divides students into groups of 3, and assigns roles to each group: Student A is a reporter, Student B is an environmentalist, and Student C is an ordinary citizen. The task of the group is to have a dialogue around the topic “How to Protect Our Delicate Ecosystem”. The dialogue should include the following contents: 1. The current situation of a certain ecosystem (such as a river, a forest); 2. The problems existing in this ecosystem; 3. Suggestions for protection. The teacher gives students 5 minutes to prepare the dialogue, and reminds them to use the key vocabulary and expressions learned in this class. After preparation, each group performs their dialogue in front of the class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, and content completeness, and gives targeted suggestions for improvement. Design Intention: Role-play is a vivid and interesting language practice form, which can stimulate students’ enthusiasm for oral expression and improve their oral communication ability. Assigning different roles enables students to experience different identities and think about ecological protection from different perspectives, which helps cultivate their empathy and comprehensive thinking ability. The requirements for the dialogue content ensure that students can flexibly use the knowledge learned in this class, realize the application of language, and the teacher’s evaluation and suggestions can help students find their own shortcomings and improve their oral expression ability. Activity 3: Written Practice & Knowledge Consolidation The teacher asks students to write a short passage (about 80-100 words) with the title “My Suggestions on Protecting the Delicate World”. The teacher reminds students to use the key vocabulary and expressions learned in this class, and the content should be specific and practical. Students write independently, and the teacher walks around the classroom to guide them, helping students solve the problems encountered in writing (such as the use of expressions, sentence structure, etc.). After students finish writing, the teacher collects 3-4 compositions (including good ones and those with common problems), reads them out in class, and comments on them, affirming the advantages and pointing out the areas that need improvement. Then, students exchange their compositions with their deskmates, and help each other revise and improve them. Design Intention: Written practice is an important way to consolidate language knowledge and improve writing ability. The title of the composition is closely related to the unit theme, which can guide students to integrate the knowledge learned into written expression. Independent writing, teacher guidance, and peer revision combine individual learning, teacher guidance, and cooperative learning, which not only helps students improve their writing ability, but also cultivates their ability to find and correct mistakes. Commenting on students’ compositions in class can let students learn from each other and improve their writing level together. Step 4: Summary & Extension (Knowledge Sorting & Ability Transfer) Activity 1: Classroom Summary The teacher invites students to summarize the key content of this class independently. First, ask 2-3 students to share what they have learned in this class (including vocabulary, expressions, theme understanding, etc.), and then the teacher makes a systematic summary: In this class, we have learned the core vocabulary and expressions related to ecosystems and ecological protection, perceived the fragility of the world through videos, pictures and discussions, and discussed how to protect the ecosystem. We have also improved our listening, speaking, reading and writing abilities through various practices. The teacher emphasizes again: “The ecosystem is delicate, and protecting the environment is the responsibility of every one of us. We should always keep this in mind and put it into action.” Design Intention: Inviting students to summarize independently can help them sort out the knowledge learned in this class, deepen their memory and understanding, and improve their ability to sort out and summarize knowledge. The teacher’s systematic summary can make up for the deficiencies in students’ summaries, help students form a complete knowledge system, and further strengthen the theme of the unit and the guidance of ecological values. Activity 2: After-Class Extension The teacher assigns three after-class tasks: 1. Review the key vocabulary and expressions learned in this class, and make a vocabulary card (write the word, phonetic symbol, meaning, example sentence on the card); 2. Observe the ecosystem around your home or school, write a short observation report (about 100 words), describing its current situation and putting forward your own protection suggestions; 3. Search for information about Macquarie Island or other ecological protection cases, and prepare to share it in the next class. The teacher reminds students to complete the tasks independently and actively, and encourages them to use the knowledge learned in this class to solve practical problems. Design Intention: After-class extension tasks are an extension and supplement of classroom teaching, which can help students consolidate the knowledge learned in class and realize the connection between classroom learning and real life. Making vocabulary cards helps students deepen their memory of words and improve their vocabulary accumulation. Writing an observation report guides students to pay attention to the surrounding environment and cultivate their observation ability and practical application ability. Searching for ecological protection cases can enrich students’ knowledge and lay a foundation for the subsequent in-depth learning of the unit. Activity 3: Emotional sublimation At the end of the class, the teacher plays a short video about global ecological protection, which shows the efforts made by people around the world to protect the environment and the positive changes brought about by these efforts. After playing the video, the teacher says: “The world is a whole, and the ecosystem is closely connected. Every one of us has the responsibility to protect our delicate home. Let’s work together to take action, protect the environment, and maintain the balance of the ecosystem, so that our world can remain beautiful forever.” Then, the teacher ends the class with a positive and encouraging tone. Design Intention: Emotional sublimation at the end of the class can further strengthen students’ sense of responsibility and mission for ecological protection, and deepen their understanding of the theme of “A Delicate World”. The positive video can arouse students’ emotional resonance, inspire their enthusiasm for environmental protection, and guide them to establish correct ecological values and take practical actions to protect the environment. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $