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英語學科教學設計
教學基本信息
課題名稱 Why Shennongjia 授課時間 2024.12.20
教師姓名 學生年級 高2 課時 1
課型 Reading
一、教學分析設計
Analysis of the teaching material 一．單元整體分析 本單元的主題語境是“人與自然”，涉及的主題語境內容是保護我們脆弱的星球。Starting out主要內容為connected together , 講述了生態系統中所有生物互相依賴的關系。understanding部分介紹了麥夸里島的生態系統從被嚴重破壞到逐漸恢復的過程。語法部分要求學生用it作形式主語重寫該語篇（寵物紅耳龜被放生后對當地生態系統的影響）中的某些句子。詞匯部分是關于生態系統中的食物鏈的描述。Developing idea部分為一篇演講稿：why shennongjia 闡釋了張家界入選 UNESCO World Heritage List的多種原因：美麗的自然及人文景觀、生物的多樣性、人與自然的和諧相處、當地人所做出的貢獻等方面。呼吁大家與自然和諧共處，保護共同家園。Writing部分提供了一個關于梵凈山語篇，要求起草一份關于梵凈山生態保護的演講稿。 二．文本分析 What：why shennongjia是一篇演講稿。本語篇主要分為3個部分。第一部分（para1-2)介紹了首先是演講稿的固定格式，然后筆者由三個問題導入這個文本的主題，Why shennongjia made it onto the UNESCO World Heritage Site 。第二部分(para3-7)從兩個層面回答了這個問題，首先是自然層面，神農架的自然的獨特性滿足聯合國教科文組織對于世界文化遺址的兩個標準。其次是科學家和當地人民對于神農架的保護，保證了自然和人類和諧相處。第3部分（para8-9)作者先是做了總結，說明了人們理解和意識以及努力工作有助于保護自然世界中獨特而美妙的一部分，也再次強調了神農架因其價值而當之無愧地被列入聯合國教科文組織世界遺產名錄。最后是演講結束的固定格式。 Why:本單元主要從人與自然主題出發，神農架因為其生物多樣性，人與自然和諧相處等原因列入世界遺產名錄，使學生意識到人類屬于生態系統的一部分，人類無意識的行為都會對生態系統造成巨大影響，樹立人與自然和諧共處和構建人類命運共同體的意識。 How: 文本框架清晰，在課文中，通過以下方式展開對神農架的討論和分析：數據引用：通過引用具體的數據，如神農架的海拔范圍、植物和動物物種的數量等，來展示神農架的自然環境和生物多樣性。舉例說明：通過具體的實例，如神農架的村民與中華蜜蜂的共存關系科學家們在神農架進行的研究等，來進一步說明神農架的獨特之處。比較對比：可能會將神農架與其他地區進行比較，以突出其獨特性和重要性。
Ideas of the Design 基于英語學習活動觀
Analysis of the students 學生已經學過相應的話題B1U6at one with nature;B2U6earth first;XB1U6nurturing nature，已有一定量的語言知識儲備。
Teaching Methods Task-based
Teaching Aims 1.把握文章大意，理解神農架入選聯合國教科文組織世界非物質文化遺產名錄的原因。 2.學習演講的組織結構特點，熟練掌握如何使用數據、舉例和比較來支持自己的觀點。
Key and difficult points 使用數據、舉例和比較的演講說明方法寫演講稿，進一步提升語言運用能力，加深對單元主題意義的認識。
二、教學實施設計
Teaching steps
steps Ss’ activities T’s activities Intention
Lead in Teacher asks students to enjoy some pictures and ask the where it is？ Teacher plays the video and asks students to answer the questions” Q1: what is the relationship between shennong and Shennongjia Q2: where is Shennongjia Q3: What about the landscape Students enjoy the pictures and share their ideas with the class. Students watch the video carefully and try to answer the questions. 展示圖片，激發興趣，關聯話題
Pre-reading Guide the students to look at the title of the passage and think about what it means. Teacher asks students to look through the passage quickly and find out the answer. Teacher said: shennongjia is a natural world heritage site. How much do you know about world heritage site Do you know some other heritage sites Students try to complete the title according to their prediction and then look through the passage to find the answer. Students share their ideas about the World Heritage Sites. 補充背景知識，鋪墊主題
While -reading Fast-reading Listen to the first paragraph and ask students to get key words. Genre: Lecturer: Topic: Key words about the topic: Ask students to work out the structure： How many parts What content in each part What method will be used when supporting main ideas Ask students to divide the passage into three parts according to the lecture’s structure. Part1: address the topic (para____) Part 2: support the main ideas (para____) Part3: the end of the lecture (para____) Students listen the tape carefully and work out genre, lecturer, topic and key words about the topic. Suggested answer: Three parts. Addressing the topic. Supporting the main ideas. The end of the parison, example, data... Students look through the passage quickly and divide it into three parts. Part1 1-2 Part2 3-7 Part3 8-9 借助音頻，了解文體，理解主題 了解演講的結構特征，有助于文章的理解 閱讀文本，分析結構，關注文本類型
While-reading Para 2 Teacher ask students to read this paragraph carefully. Three question are raised here. Are they reasons why shennongjia made it onto the UNESCO World Heritage Sites What roles do the questions in paragraphs play Para 3-5 Teacher asks the students to read these paragraphs and find out the reasons. Teacher ask students to work in groups and fill up the flow chart. Pay attention to what methods the author uses when supporting the main ideas. (data/statistics, make comparison, or example...) Para 6-7 Teachers says: we have known the natural aspect of shennongjia. Let’s enjoy the following two paragraphs and think over which other aspect is talked about. Scientists: How ‘s their job What have they done What is the result Local people: What information about the local people could you get from paragraph 7 Teacher says: we have witnessed that people can live and work in harmony with nature. Teacher say: now we have found the reasons “why Shennongjia ” Para 8: Teacher says: As we all know, shennongjia earned and deserves its place on the UNESCO World Heritage Site. Q: why “earned” and why “deserves” Earned past tense Deserves present tense Students read this paragraph carefully. Students answer “NO” Suggested answer:they serve to lead to the topic and arouse reads’ interest. Suggested answers: Because it meets two criteria required by the list Students work in groups to fill up the blanks and pay attention to the methods Suggested answer: It is challenging. They brave heavy snow and freezing temperature to supply food to the Golden Snub-nosed Monkey. The monkey’s population has doubled. The local people provided bees with a secure home. Bees provides local people with honey. Suggested answer: YES. Suggested answer: Shennongjia earned the title in 2016. that is past tense. Because people’s understanding, awareness, and hard work will make it always deserves its title to be a unique and wonderful part our natural world. 細讀文本，思考寫法，梳理原因，理解語篇，整合信息，明確邏輯，理解主題
Post -reading Group work Work in groups and give a talk comparing Macquarie Island and Shennongjia. After comparing the two passages we know “Clear Waters and Lush Mountains are gold and silver.” We all share the planet together. People should be in harmony with nature. This is not a dream but a necessity. Students work in groups and present their discussion result by giving a talk. Try to use the lecture’s structure. 對比異同，運用演講，創新表達，描述闡釋 主題升華，與大然和諧共生，是人類必須要做的事情。
Assignment Compulsory polish your talk and change it into a passage. Optional search the internet to introduce another World Heritage Site and try to write into a lecture.
Blackboard design Unit 5 A delicate world Why Shennongjia Part 1 address the topic why (Para1~2) Part 2 support the main idea Reasons (Para3~7) Part 3 the end of lecture Conclusion (Para8~9)

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