Unit 5 Period 1 Starting out & Understanding ideas（表格式教学设计）英语外研版选择性必修第二册

Unit 5 A delicate world Period 1 Starting out & Understanding ideas教学设计 教学基本信息 单元名称 选择性必修第二册 Unit 5 A delicate world 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2017年 课时安排 2课时(80min) 课型 阅读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以“脆弱的世界与生态保护”为子主题，在“人与自然”主题语境统领下，将英语学习活动观与深度阅读教学相融合。本课语篇为生态叙事文，以第一人称亲历视角回顾麦夸里岛从生态和谐到人类引入入侵物种引发混乱、再到逐步修复的完整过程，揭示“人类干预如何影响脆弱的生态系统”。教学围绕“和谐—混乱—修复”的递进逻辑展开，通过看图激活、因果链梳理、生态伦理讨论等活动，引导学生理解“脆弱的世界”的主题，构建关于“生态保护与人类责任”的主题认知。 2. 基于英语学科核心素养，本课严格遵循“学习理解—应用实践—迁移创新”三阶活动链设计。读前，通过麦夸里岛企鹅/海鸟图片与“外来物种引入会带来什么变化”的问题激活学生既有认知；读中，通过梳理时间线，完成文本细节提取与归类，深度解读生态事件的连锁反应；读后，通过讨论人类责任、根除害虫的伦理、未来如何避免生态灾难，实现语言内化与批判性输出。 3. 本节课全程凸显学生主体地位，设计多个任务，践行英语学习活动观。通过探讨“人类干预如何影响生态”这一核心问题，引导学生辩证看待人类活动与自然恢复的关系，理解生态保护的重要性与长期性，培养生态意识与国际理解，实现语言学习与立德树人的深度融合，助力学生完成关于“尊重自然、共建地球生命共同体”的意义建构。 教材分析 【What】本课语篇为第一人称亲历视角的生态叙事文。Para1介绍麦夸里岛的地理位置（澳大利亚与南极洲之间）、自然美景、UNESCO世界遗产地位，以及皇家企鹅、王企鹅、象海豹等原生动物与自然栖息地和谐共存数千年。Para2～5按时间线讲述1810年人类到来后，鼠、猫、兔相继被引入，引发连锁生态灾难：鼠吃鸟蛋→猫控鼠但也吃鸟→兔繁殖导致水土流失→兔为猫提供食物→猫增多捕鸟→长尾鹦鹉1891年灭绝；1970年代成为自然保护区后投放病毒控兔→兔减但猫转而捕鸟→1980年代捕猫至2000年→猫走后鼠回升、兔对病毒免疫再次暴增→2006年兔挖洞致土地坍塌、企鹅死亡。Para6作者亲历修复项目（直升机投毒、训练狗清除入侵物种），强调人类有责任给岛屿美好结局。Postscript补充：2014年宣布无虫害，生态开始恢复。 【Why】通过本节课文，学生能从不同层面获得提升。语言层面，围绕生态叙事搭建主题词块，训练因果链梳理与时间线信息提取能力；文化层面，结合麦夸里岛生态灾难与修复案例，理解人类活动对自然的深远影响与生态修复的艰难，培养生态保护意识；育人层面，反思人类与自然的关系，树立“绿水青山就是金山银山”理念，落实立德树人根本任务。 【How】本文以“和谐—混乱—修复”为结构主线，采用第一人称亲历视角与时间线叙事，通过因果链串联生态事件，语言庄重又具感染力；运用 lead to, in turn, meaning that, consequently 等因果关系表达，清晰呈现事件间的连锁反应。课堂遵循“学习理解—应用实践—迁移创新”三阶推进。 学情分析 1. What I know 词汇方面：学生已掌握描述环境与动物的基础词汇，如 environment, nature, animal, plant, protect, pollution, endangered；熟悉 country, island, ocean, climate 等常用词，能读懂环保类叙事短文，对“生态保护”“外来物种”等话题具备初步感知能力。 语法方面：学生掌握一般过去时、现在完成时及被动语态，具备理解叙事文本与复杂句式（如非限制性定语从句、现在分词作结果状语）的语法基础。 背景知识方面：学生对生态入侵、外来物种有零星了解（如水葫芦、巴西龟），但对麦夸里岛具体案例不熟悉；对“生态修复”“食物链连锁反应”等概念感到陌生，对人类活动如何深远影响生态缺乏系统认知。 2. What I want to know 1.学生对麦夸里岛生态灾难的完整过程与修复方法感到好奇，想深入理解人类干预的连锁后果。 2.学生对因果关系的英语表达（lead to, result in, consequently, in turn, meaning that）感兴趣，想掌握如何用英语清晰描述事件间的因果关系。 3.学生希望思考人类在生态保护中的责任与角色，学会辩证看待人类干预与自然恢复的关系。 3. What I learned 主题内容方面：通过阅读本文，学生了解麦夸里岛生态灾难与修复的完整过程，理解生态入侵的连锁反应与生态修复的艰难，深化对单元主题“脆弱的世界”的理解。 语言知识方面：学生将积累Unit 5核心词块（chaos, conservation, multiply, erosion, immunity, intervention等）与因果关系表达；能力方面，学会用时间线与因果链（ACTION→PURPOSE→RESULT）梳理叙事文本，并能运用因果关系表达描述生态事件。 教学目标 语言能力 引导学生梳理麦夸里岛从和谐到混乱再到修复的因果链，整理框架；运用单元核心词块（chaos, conservation, multiply, erosion, immunity, intervention等）与因果关系表达，描述生态事件并支撑个人观点。 学习能力 运用预测、略读、扫读等策略，快速定位关键信息并完成信息归纳；学会用流程图梳理因果关系；通过小组讨论与互评反馈调整自身认知，提升合作学习效率。 文化意识 理解生态入侵的危害与生态修复的艰难，认识人类活动对自然的深远影响；结合“绿水青山就是金山银山”理念，培养生态保护意识与国际理解，树立尊重自然、顺应自然、保护自然的生态文明理念。 思维品质 通过梳理因果链、分析作者目的、评价根除害虫的伦理、探讨未来避免生态灾难的方法等任务，锻炼因果推理与批判性思维，引导学生辩证看待人类干预与自然恢复的关系，形成理性认知。 教学重难点 教学重点 引导学生运用时间线与因果链梳理麦夸里岛生态灾难与修复过程，把握“和谐—混乱—修复”的主题主线，读懂作者对人类干预生态的反思态度。 掌握Unit 5核心词块，如 chaos, conservation, multiply, erosion, immunity, intervention, out of control, once and for all, take over；理解并识别因果关系表达（lead to, result in, consequently, in turn, meaning that），能借助文本细节推断事件间的连锁关系。 教学难点 引导学生理解生态修复的复杂性与长期性（一个干预可能引发新问题），辩证看待人类干预与自然恢复的关系，理解“人类有责任给自然一个美好结局”的深层含义。 灵活识别与运用因果关系句式，准确区分事件间的因果与连锁关系，在讨论与书面表达中运用因果表达清晰输出对生态保护的见解。 教学资源 课件PPT（含麦夸里岛图片与生态修复视频），黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1 Pre-reading Activity 1 Lead-in 以图片导入。呈现教材麦夸里岛企鹅/海鸟图片，引导学生观察并回答教材Activity 1问题，激活生态话题背景，引发对“外来物种引入影响”的思考，自然过渡到课文学习。 1. What animals can you see in the picture? 2. What kind of changes would take place if cats, rats and rabbits were introduced to an environment like this? ●通过呈现麦夸里岛企鹅/海鸟图片，引导学生观察并思考外来物种引入对生态环境的影响，激活学生关于生态保护的既有认知，激发阅读期待。 3min Activity 2 Read for main idea and structure Read the passage and find out what happened to Macquarie Island. What does the passage mainly talk about? A．The history of Macquarie Island. B．How human interference damaged and is being repaired on Macquarie Island. C．The animals living on Macquarie Island. D．How to protect endangered species. 答案：B Find out the main idea of each part and match them. Part 1 (Para.1)　 A．The island’s more recent history is a tragic story of ecological chaos. Part 2 (Paras.2-5) B．Measures are being taken to repair the island’s ecology. Part 3 (Para.6) C．Macquarie Island enjoys a wild and natural beauty and ecological harmony. 答案：C A B ●通过快速浏览文章，把握文章中心思想和主旨。 7min Step 2 While-reading Activity 3 Read for details Task 1 Choose the author’s purpose in writing the passage and give your reasons. 1. To analyse how Macquarie Island was saved from destruction. 2. To inform readers of the chaos caused on Macquarie Island by humans. 3. To entertain readers with a funny story about what happened on Macquarie Island. 4. To suggest ways in which an ecosystem can be protected. 答案：1 Task 2 Organise information from the passage and complete the flow chart (ACTION → PURPOSE → RESULT). ① Humans arrived on Macquarie Island. → To live there. → Rats and mice were brought there by accident, and took over the island (eating birds’ eggs and attacking baby birds). ② Cats were brought to the island. → To control the rats and mice. → The cats subsequently developed an appetite for the birds, too. ③ Rabbits were introduced to the island. → As a source of food for humans. → Rabbits multiplied and caused soil erosion, and provided plentiful food for the cats (leading to more cats hunting birds; parakeets died out in 1891). ④ A virus was released onto the island. → To remove all the rabbits. → The rabbit population decreased from 130,000 to around 10,000, but cats had less food and turned back to native birds (killing up to 60,000 each year). ⑤ Traps and dogs were used to catch the cats. → To control the cats. → The last cat was caught in 2000, but the mouse and rat population started to increase. ⑥ Rabbits developed immunity to the virus; their digging caused land collapse. → (unintended consequence) → A substantial number of penguins were killed in 2006; the problem needed solving once and for all. ⑦ Poison was dropped from helicopters; dogs trained to find invading species. → To tackle the pest problem once and for all. → In 2014, Macquarie Island was declared pest-free and its ecology is on the road to recovery. Task 3 Choose the best answers. 1. When did humans first arrive on Macquarie Island? A．1810.　B．1891.　C．1970.　D．2000. 答案：A 2. What happened to the parakeets on Macquarie Island? A． They were brought there by humans.　 B． They died out in 1891.　 C． They were protected by the government.　 D．They migrated to other islands. 答案：B 3. Why was a virus released onto the island? A． To kill the cats.　 B． To remove all the rabbits.　 C． To protect the penguins.　 D．To restore the vegetation. 答案：B 4. What does “While the cat’s away, the mice will play” imply in the passage? A． Cats and mice can live together.　 B． After cats were removed, the mouse and rat population increased.　 C． Mice are afraid of cats.　 D．Cats like to play with mice. 答案：B 5. What is the author doing on Macquarie Island? A．Researching penguins.　 B． Participating in the programme to tackle the pest problem.　 C． Writing a book about the island.　 D．Working as a tour guide. 答案：B 6. What does the Postscript tell us? A． The island was declared pest-free in 2014 and its ecology is recovering.　 B． The island is still in chaos.　 C． All animals on the island died.　 D．Humans gave up on the island. 答案：A ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节；通过教材流程图引导学生梳理生态事件的因果链，层层递进，逐步掌握叙事类文本的因果关系与语言特点。 25min Activity 4 Summary Complete the summary with the correct words. Macquarie Island, halfway between Australia and Antarctica, was once a place of wild and natural ①____ (beautiful), where native animals lived in perfect ②____ (harmonious) with their habitat for thousands of years. But in 1810, humans arrived and ③____ (knowing) brought rats and mice. Cats were brought to control them, but they also developed an ④____ (appetising) for birds. Rabbits were introduced as food and ⑤____ (multiplication) rapidly, causing soil ⑥____ (erode). The exploding rabbit population provided food for cats, which in turn led to more cats hunting birds. The end result was that parakeets ⑦____ (dead) out in 1891. In the 1970s, the island became a nature reserve, but rabbits remained out of ⑧____ (controllable). A virus was released, reducing rabbits from 130,000 to around 10,000. In the 1980s, traps and dogs were used to catch cats, and the last cat was caught in 2000. But then the mouse and rat population increased, and rabbits developed ⑨____ (immune) to the virus. In 2006, rabbits’ digging caused land to collapse, killing many penguins. Finally, a programme was launched to tackle the problem once and for all. In 2014, the island was declared ⑩____ (pest)-free and its ecology is on the road to recovery. 答案： 1.beauty 2.harmony 3.unknowingly 4.appetite 5.multiplied 6.erosion 7.died 8.control 9.immunity 10.pest ●通过概要填空帮助学生系统化地掌握麦夸里岛生态灾难与修复过程，巩固单元核心词块。 5min 应用实践 Step 2 Post-reading Activity 5 Think & Share 1. What is your understanding of “... we humans owe it to the island to give it a happy ending”? 2. Do you think it was right to eradicate the “pests” from Macquarie Island? Give your reasons. 3. How could similar situations be avoided in the future? 4. What language can you use to talk about cause and effect? How would you apply it to your reading and writing? 答案： 1. It means humans are responsible for the ecological damage they caused on the island, and they have a duty to repair it and help the island recover. 2. Open answer. 3. Before introducing species to a new environment, thorough research should be done; strict quarantine measures should be in place; public education about ecological protection should be strengthened. 4. Cause and effect language: lead to, result in, cause, consequently, as a result, in turn, meaning that, therefore, thus. We can use these expressions to connect events in reading and to organize ideas logically in writing. ●通过聚焦性问题，帮助学生回顾课文关键信息，检测阅读理解；引导学生思考人类责任、生态伦理与因果关系表达，为后续主题探讨做铺垫。 10min Activity 6 Assessment Fill in the blanks to consolidate the text Macquarie Island, ①____ (locate) halfway between Australia and Antarctica, is a UNESCO World Heritage Site. Its native animals, ②____ (include) royal penguins and elephant seals, lived in perfect harmony with their habitat for thousands of years. But in 1810, humans arrived and rats and mice ③____ (bring) there by accident. These small animals quickly took over the island, ④____ (eat) the birds’ eggs and attacking baby birds. Cats ⑤____ (bring) to the island to control the rats and mice, but they subsequently developed an appetite for the birds, too. Meanwhile, rabbits ⑥____ (introduce) as a source of food for humans. Loose on the island, they multiplied rapidly and began eating the native vegetation, ⑦____ caused soil erosion. The exploding rabbit population provided plentiful food for the cats, ⑧____ (mean) that the number of cats also increased. This in turn led to more cats hunting the birds. The end result was that parakeets, once large in number, died out in 1891. Even after the island became an official nature reserve in the 1970s, the rabbits remained out ⑨____ control. Finally, a programme was launched to tackle the problem once and ⑩____ all. In 2014, the island was declared pest-free. 答案： 1.located 2.including 3.were brought 4.eating 5.were brought 6.were introduced 7.which 8.meaning 9.of 10.for ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 详解文章中的重点单词、短语和句型。 1. 重点词汇：chaos 大混乱，紊乱；conservation 保护，保存；multiply (使)大大增加，繁殖；erosion 侵蚀；immunity 免疫力；intervention 干预，介入；appetite 胃口，食欲；substantial 大量的；collapse 倒坍，塌下；eradicate 根除，消灭。2. 重点短语：out of control 失控；once and for all 彻底地，一劳永逸；take over 接管，占据；in consequence 因此；owe it to sb to do sth 有责任做某事；on behalf of 代表。3. 重点句型与因果关系表达：① lead to / result in / cause + 结果；② consequently / as a result / in turn / therefore / thus + 句子；③ meaning that + 从句（现在分词作结果状语）；④ This in turn led to...（连锁反应）；⑤ It turned out that...（结果是……）。 ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 10min 迁移创新 Activity 8 Homework 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.假定你是李华，你的英国朋友Chris正在学习环境保护，来信向你询问麦夸里岛（Macquarie Island）的生态修复情况。请你给他写一封邮件介绍，内容包括： （1）麦夸里岛生态灾难的原因； （2）采取的修复措施； （3）你的感悟。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 ·参考范文： Dear Chris, I’m writing to tell you about the ecological restoration on Macquarie Island. The island’s ecological disaster was caused by human interference. In 1810, humans accidentally brought rats and mice, and later introduced cats and rabbits, which led to a chain of ecological problems — native birds died out and soil erosion became serious. To repair the island, people released a virus to control rabbits, used traps and dogs to catch cats, and finally launched a programme to remove all invading species. I was deeply moved by the story. It reminds us that we should respect nature and think carefully before introducing species to new environments. Yours, Li Hua 2.你校英文报正在开展以“Protecting Our Delicate World”为主题的征文活动。请你结合麦夸里岛的故事，写一篇短文投稿，内容包括： （1）麦夸里岛故事给你的启示； （2）你身边存在的生态问题（如外来物种入侵、环境污染等）； （3）你将如何行动。 注意： （1）词数100左右； （2）至少使用3个本单元核心词汇（如chaos, conservation, multiply, erosion, intervention, immunity等）； （3）行文连贯，可适当增加细节。 ·参考范文： Protecting Our Delicate World The story of Macquarie Island teaches me a powerful lesson: human intervention, however well-intentioned, can lead to ecological chaos. When rats, cats and rabbits were introduced to the island, they multiplied rapidly, caused soil erosion, and pushed native species to extinction. It took decades of conservation work to repair the damage. In my own city, I have noticed similar problems — invasive species are threatening local plants, and water pollution is harming aquatic life. These issues remind me that our world is delicate and fragile. It is up to us to take action. I will start by learning more about local ecosystems, refusing to release pets into the wild, and volunteering for conservation activities. Only by respecting nature can we give our planet a happy ending. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 OB2 Unit 5 A delicate world Understanding ideas 教学反思 优点：教学设计完整，图片导入有效激发话题兴趣；分层作业兼顾不同水平学生，实现语言学习与生态育人的融合。 缺点：读中环节任务偏多，导致读后思辨与讨论时间不足；生态修复的专业术语较多，部分学生理解有困难。 改进：精简读中任务数量，增加小组讨论与观点分享时间；为学困生提供生态背景词块支架，降低理解门槛；拓展追问层次，引导学生从“是什么”走向“为什么”和“你怎么看”。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $