Unit5Adelicateworld单元教学设计-高中英语选择性

Book5Unit5AdeliciousworldTeachingdesignUnitthemeThesubjectcontextofthisunitis“ManandNature”,andthesubjectcontextcontentinvolvedistoprotectourfragileplanet.ThismoduleintroducestheprocessoftheecosystemofMacquarieIslandfrombeingseverelydamagedtogradualrecovery,theimpactofthepetredearedtortoiseonthelocalecosystemafterbeingreleased,therestorationoftheecologicalenvironmentofSaihambaNationalForestPark,therelationshipbetweentheecosystemandthesurvivalofbees,ShennongjiaandFanjingMountainecosystemsGoodprotectionguidesstudentstorealizethathumansurvivalmustdependonagoodnaturalecosystem.Protectingecologyistoprotecthumanbeingsanddeepenstudents'understandingoftheconceptofharmoniouscoexistencebetweenmanandnature.Thetargetstudentsoftheunitcanfocusonthecontextualcontentofthesubjectofthisunit,basedonthemultimodaldiscoursesuchasthephenomenondescriptionandflowchartprovidedbytheunit,prehensivelyusevariouslanguageskillstoreaddifferenttypesofdiscoursecontent;beabletoproperlyuseitasaformalobjecttodescribetheproblemsandchangesfacedbydifferentecosystems,understandandgrasplisteningThecoreideasanddetailedinformationofthetextbook,usethelanguagelearnedtodescribethedisastrousimpactthatthedisappearanceofasinglecreaturemayhaveonmankind,deepentheunderstandingofthesignificanceofthesubjectoftheunit,raisetheawarenessofprotectingtheecosystemandestablishingamunityofhumandestiny;atthesametime,beabletousetheknowledgelearnedintheunittodescribethecurrentsituationofthelocalecosystemandthinkaboutadoptingWhatkindofprotectivemeasurestorealizetheexpansionandmigrationofknowledgeandthinkingskills;throughtheuseofvariouslearningstrategies,intheprocessofautonomous,cooperativeandinquirybasedlearning,binedwiththereflectiveandevaluativeissuesprovidedbytheunit,continuouslymonitor,evaluate,reflectonandadjustone'sownlearningcontentandprocesstoimproveoneselfTheabilitytounderstandandexpress,andultimatelypromotetheprehensiveimprovementofone'sownlanguageability,culturalawareness,thinkingqualityandlearningability.StartingoutTheteachingdesignoftheStartingoutsection(theremendeddurationis1015minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeListening+ViewingThemeContextManandNatureProtectingourFragilePlanetContentanalysisTherearetwoactivitiesinthissection.Activity1presentsavideothat该视频introducestheinterdependenceofalllivingthingsintheecosysteminterdependentrelationshipbetweenalllivingthingsintheecosystem的关系.Activity2askedstudentstolookatthreesatellitephotosanddiscusstheongoingchangesintheAralSea.TeachingobjectivesAttheendofthestudyinthissection,studentscan:understandthevideo,perceivethediversityoftheearth'secosystemand之间theinterdependenceofallliving的关系things,andthinkabouttheimpactofhumanactivitiesontheecosystem;understandthepictures,discusswhatthenextsatellitephotooftheAralSeamaylooklike,andthinkaboutthereasonsforthesechanges,Triggerpreliminarythinkingonthetopicoftheunit.Theteachingfocusistoguidestudentstounderstandthevideo,perceivethediversityoftheearth'secosystemand之间theinterdependenceofallliving的关系things,andthinkabouttheimpactofhumanactivitiesontheecosystem.TeachingdifficultiesguidestudentstothinkaboutwhatthenextsatellitephotooftheAralSeamightlooklike,andthinkaboutthereasonsforthesechanges,whichleadstopreliminarythinkingaboutthetopicoftheunit.Teachingstrategyaudiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchitcarefully.Teacherasksstudentstoanswerthefirstquestion.Teacherplaysthevideoagainifneeded.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.Teacherinvitessomestudentstosharetheiranswerstothesecondquestion.Studentswatchthevideocarefully.Studentsanswerthefirstquestion.Studentswatchthevideoagainifneeded.Studentsworkingroupsanddiscussthesecondquestion.Somestudentssharetheiranswerstothesecondquestionwiththeclass.Toarousestudents’interestinthetopic.Tohelpstudentsunderstandhumanscanaffectecosystems.Activity2Teacherasksstudentstoviewthethreesatelliteimagesandanswerthefirstquestionindividually.Teachercheckstheanswertothefirstquestionwiththeclass.Teacherasksstudentstoworkingroupstoanswertheothertwoquestions.Teacherinvitesstudentstosharetheanswers.Studentsviewtheimagesandanswerthefirstquestionindividually.Studentschecktheanswertothefirstquestionwiththeteacher.Studentsdiscusstheothertwoquestionsingroups.Somestudentssharetheanswerswiththeclass.Tohelpstudentshaveafurtherunderstandingofthedelicateecosystems.Understandingideassectionteachingdesign(theremendeddurationis3035minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeReadingSubjectContextManandNatureProtectingourFragileplanetContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunit,andthediscoursetypeisnarrative.Basedonhisownworkexperience,theauthordescribestheprocessoftheecosystemofMacquarieIslandfromseveredamagetogradualrecovery.Theintroductionactivitybeforereadinginvitesstudentstolookatthepicturesandimaginewhatchangeswillbecausedbytheintroductionofcats,miceandrabbitsintosuchanenvironment.Itaimstohelpstudentsbeefamiliarwiththetopicinadvanceandpavethewayforlearningthetext.Thereadingactivitiesteststudents'understandingoftheoverallcontentofthetext.Postreadingactivitiesincludeactivitiessuchasanalyzingtheauthor'swritingpurpose,understandingthedetailsofthetext,andansweringopenquestions,soastoinspirestudentstothinkdeeplyandactivelyexplorethemeaningofthetopic.TeachingobjectivesAttheendofthestudyinthissection,studentscan:quicklyreadthearticletounderstandwhathappenedonMacquarieIsland;readthetext,findouttheauthor'swritingpurposeandsaythereason;analyzethehumaninterventionbehavior,purposeandintentionofMacquarieIslandandtheconsequencescaused,andusemindguidanceThepicturepresentsimportantinformationtoimprovelearningefficiency;bythinkingaboutopenissues,theabilitytospeculateisimproved.Theteachingfocusistoguidestudentstoreadthetext,findoutthepurposeoftheauthor'swriting,andunderstandthevariousbehaviorsthathumanshavedonetosaveMacquarieIsland.Teachingdifficultiesguidestudentstoanalyzethehumaninterventionbehavior,purposeandconsequencesofMacquarieIsland,anddeepentheirunderstandingofthesignificanceofthetopic.TeachingstrategyPWPmodelTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstolookatthepictureandthinkaboutthequestions.Teacherdividestheclassintogroupstohavediscussionsaboutthequestions.Teacherchoosesoneortwogroupstosharetheirresultswiththeclass.Studentslookatthepictureandthinkaboutthequestionsindividually.Studentsworkingroupsanddiscussthequestions.Oneortwogroupspresenttheirresultstotheclass.Toletstudentsunderstandinvasivespeciescandamagethelocalecosystems.Toarousethestudents’curiosityaboutthetopic.Activity2Teacherasksstudentstolookatthetitleandpredictwhatthepassagemainlytalksabout.TeacherasksstudentstoreadthepassageandfindoutwhathappenedtoMacquarieIsland.Teacheraskssomestudentstosharetheanswers.Studentslookatthetitleandthinkaboutwhatthepassagemainlytalksabout.StudentsreadthepassageandfindoutwhathappenedtoMacquarieIsland.Somestudentssharetheanswerswiththeclass.ToletstudentsunderstandwhathappenedtoMacquarieIsland.Activity3Teacherasksstudentstochoosetheauthor’spurposeinwritingthispassageandgivetheirreasons.Teacherinvitessomestudentstosharetheiranswersandotherstomakements.Studentsreadthepassageagainandchoosetheauthor’spurposeinwritingthispassageandgivetheirreasons.Somestudentssharetheiranswerswiththeclass.Othersmakements.Tohelpstudentsfigureouttheauthor’spurposeinwritingthepassage.Activity4Teacherasksstudentstoreadthepassagecarefullyandpletetheflowchart.Teachercheckstheanswerswiththestudents.TeacherasksstudentstodiscussingroupshowhumaninterferenceledtosuchsevereconsequencesforMacquarieIsland.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassagecarefullyandpletetheflowchart.Studentschecktheanswerswiththeteacher.Accordingtotheflowchart,studentsdiscussingroupshowhumaninterferenceledtosuchsevereconsequencesforMacquarieIsland.Somestudentssharetheiranswerswiththeclass.Tohelpstudentstofigureoutthekeyinformationwithsomedetailsofthepassage.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestionsindividually.Teacherasksstudentstodiscussthequestionsingroups.Teacherinvitessomestudentstosharetheanswerswiththeclass.Studentsthinkaboutandanswerthequestionsindividually.Studentsdiscussthequestionsingroups.Somestudentssharetheanswerswiththeclass.Tohelpstudentshaveadeepunderstandingofthethemeofthepassage.Tohelpstudentsapplywhatthey’velearntinlife.Toencouragestudentstoapplycauseandeffectintheirreadingandwriting.UsinglanguageTeachingdesignoftheUsinglanguagesection(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+Listening+SpeakingThemeContextManandNatureProtectingourFragilePlanetContentanalysisThissectionisaprehensiveactivitythatbinesgrammar,vocabulary,andlisteningandspeakingunderthetopicoftheunit.Themaincontentofthegrammarpartistheusageofitasaformalobject,includingasmalldiscourseandtwoparativepictures.Theshortparagraphtellsaboutthethreatposedbythepetredearedtortoisesreleasedinrecentyearstolocalspecies;thetwopicturesparethepresentandpastchangesinSaihambaNationalForestPark.Thetopicoftheprehensivelanguageusepartis“Ecosystem”.Thevocabularypartpresentsthefoodchainintheecosystemanditsrelatedexpressionsthroughasetofschematicdiagramsandasmalldiscourse;thenextpartisadialogueaboutthepotentialimpactofthedecreaseinthenumberofbeesontheentireecosystem.Thissectionaimstohelpstudentsdeeplyfocusonthemeaningandfunctionoflanguage,thinkandmunicateintherealcontext,andenhancestudents'prehensivelanguageuseabilityinalldirections.TeachingobjectivesAttheendofthestudyinthissection,studentscan:masteranduseitasaformalobject;masterrelevantexpressionsofaboutthefoodchaintounderstandtherelationshipbetweendifferentspeciesinthefoodchain;understandthedialogueaboutbeesonthevergeofextinction对话tofurtherunderstandtheimportanceofecologicalbalance;usetoexpressdoubtsandrespondtodoubtstotalkaboutsomethingTheimpactofspeciesextinctionontheecosystem.Theteachingfocusistoguidestudentstodiscoverandunderstandtheusageofitasaformalobject,andlearntouseitintherealcontext;leadstudentstolearnanduserelevantexpressionsaboutthefoodchaintounderstandtherelationshipbetweendifferentspeciesinthefoodchain;guidestudentstopletelisteningactivitiestofurtherunderstandtheimportanceofecologicalbalance,whilealsobeingabletoPayattentiontopragmaticfunctions,learntoexpressdoubtsandrespondtoothers'doubts.Teachingdifficultiesguidestudentstouseitasaformalobjectintherealcontext;guidestudentstorealizethattheextinctionofacertainkindofcreaturewillhaveahugeimpactontheecosystem,andencouragestudentstocontributetotheprotectionoftheecologicalenvironment..Teachingstrategytaskbasedpedagogy,municativepedagogy,listeningandspeakingpedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesineachgroupintheboxandpayspecialattentiontothedifferencebetweenthem.Teacherasksstudentstoworkingroupsanddiscussthetwoquestions.Teacherinvitessomestudentstosharetheiranswers.Teacherinstructsstudentstolookformoresentenceswithitasanemptyobjectinthereadingpassageandsummarisetheuseofitasanemptyobjectintheirownwords.Teacheraskssomestudentstosharetheanswers.Studentsobservethesentencesineachgroupintheboxandpayattentiontothedifferencebetweenthem.Studentsdiscussthetwoquestionsingroups.Somestudentssharetheiranswers.Studentslookformoresentenceswithitasanemptyobjectinthereadingpassageandsummarisetheuseofitasanemptyobjectintheirownwords.Somestudentssharetheanswerswiththeclass.Tohelpstudentsfindoutthestructureandfunctionofitasanemptyobject.Tohelpstudentsgetfamiliarwiththeuseofitasanemptyobject.Activity2Teacherasksstudentstoreadthepassageandgetthemainideaofthepassage.Teacherasksstudentstorewritetheunderlinedpartsusingitasanemptyobject.Thenasksstudentstomakecorrectionsingroups.Teachercheckstheanswerswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsrewritetheunderlinedpartsusingitasanemptyobject.Thenmakecorrectionsingroups.Studentschecktheanswerswiththeteacher.Toletstudentsapplyitasanemptyobjectinacontext.Activity3TeacherasksstudentstolookatthetwopicturesoftheSaihanbaNationalForestParkandfinditschanges.TeacherasksstudentstoworkingroupsandfollowthemodelsentencestodescribethechangesintheSaihanbaNationalForestParkusingitasanemptyobjectwhereappropriate.Teacherinvitesoneortwogroupstosharetheanswerswiththeclass.StudentslookatthetwopicturesoftheSaihanbaNationalForestParkandfinditschanges.StudentsworkingroupsandfollowthemodelsentencestodescribethechangesintheSaihanbaNationalForestParkusingitasanemptyobjectwhereappropriateOneortwogroupssharetheanswerswiththeclass.Tohelpstudentsconsolidatetheapplicationofitasanemptyobjectinarealcontext.Activity4Teacherasksstudentstothinkaboutaplacetheyknowhaschangedindividually.Teacherasksstudentstoworkingroupsandhaveadiscussion,thendescribehowtheplacehaschangedusingitasanemptyobjectwhereappropriate.Teacherinvitessomestudentstosharetheanswerswiththeclassandothersmakements.Studentsthinkaboutaplacetheyknowhaschangedindividually.Studentsworkingroupsandhaveadiscussion,thendescribehowtheplacehaschangedusingitasanemptyobjectwhereappropriate.Somestudentssharetheanswerswiththeclass.Othersmakements.Tohelpstudentstofurtherunderstandaplacethathaschangedandtheuseofitasanemptyobject.Activity5Teacherasksstudentstolookatthediagramandanswerthefirstquestion.Teachercheckstheanswerswiththeclass.Teacherasksstudentstopayattentiontotheexpressionsinboldandthenanswerthesecondquestion.Teacherinvitessomestudentstosharetheanswerswiththeclass.Studentslookatthediagramandanswerthefirstquestion.Studentschecktheanswerswiththeteacher.Studentspayattentiontotheexpressionsinboldandthenanswerthesecondquestion.Somestudentssharetheanswerswiththeclass.Toletstudentslearnsomenewexpressionsabouttherelationshipsbetweenthelivingthings.Activity6TeacherasksstudentstopletethepassagewiththecorrectformofthewordsandexpressionsinActivity5.Teachercheckstheanswerswiththeclass.StudentspletethepassagewiththecorrectformofthewordsandexpressionsinActivity5.Studentschecktheanswerswiththeteacher.Tohelpstudentsreviewtheexpressionsabouttherelationshipsbetweenthelivingthings.Activity7TeacherasksstudentstoreadthestatementsinDidYouKnow?andlearnaboutthefactsabouthoneybees.Teacherasksstudentstoreadthestatementsandchoosethetrueones.Teacherplaystheaudioandasksstudentstochoosethetruestatements.Teachercheckstheanswerwiththeclass.StudentsreadthestatementsinDidYouKnow?andlearnaboutthefactsabouthoneybees.Studentsreadthestatementsandchoosethetrueones.Studentslistentotheaudioandchoosethetruestatements.Studentschecktheanswerwiththeteacher.Totrainstudents’skillsingraspingthemainideaofaconversationthroughlistening.Activity8Teacherasksstudentstolookattheflowchartfirst.Thenplaytheaudioagainandaskstudentstopletetheflowchart.Teacherasksstudentstolistenforathirdtimeandchecktheanswersbythemselves.Teacherinvitessomestudentstosharetheanswerswiththeclass.Teacherasksstudentstotalkabouttheimportanceofbeesintheirownwords.Studentslookattheflowchartfirst.Thenlistentotheaudioagainandpletetheflowchart.Studentslistentotheaudioforathirdtimeandchecktheanswersbythemselves.Somestudentssharetheanswerswiththeclass.Studentstalkabouttheimportanceofbeesintheirownwords.Toletstudentsgetthedetailsofthelisteningmaterial.Activity9Teacherasksstudentstolookatthetwoheadersandtellwhattheyknowaboutthedifferentfunctions.Teacherasksstudentstopletetheboxeswiththeexpressionsfromtheconversation.Teachercheckstheanswerswiththeclass.Studentslookatthetwoheadersandtellwhattheyknowaboutthedifferentfunctions.Studentspletetheboxeswiththeexpressionsfromtheconversation.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheexpressionsofexpressingdoubtandrespondingtodoubt.Activity10Teacherdividesstudentsintogroupsandasksthemtotalkaboutwhatwouldhappentotheecosystemifanotherspeciesdiedoutusingtheexpressionsinthissection.Teacherinvitesseveralgroupstopresenttheirideasinfrontoftheclass.Teacherasksstudentstothinkabouthowtheirknowledgehelpedthemcontributetothediscussion.Studentsworkingroupsandtalkaboutwhatwouldhappentotheecosystemifanotherspeciesdiedoutusingtheexpressionsinthissection.Severalgroupspresenttheirideasinfrontoftheclass.Studentsthinkabouthowtheirknowledgehelpedthemcontributetothediscussion.Toencouragestudentstofurtherpractisedescribingthedelicateecosystem.DevelopingideasTheteachingdesignoftheDevelopingideassection(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+WritingThemeContextManandNatureProtectingourFragilePlanetContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunitfromanotherperspective.Thetypeofdiscourseisspeech.ThetextintroducesthereasonswhyShennongjiahasbeenincludedintheUNESCOWorldHeritageList,andshowsthathumanbeingscancoexistinharmonywiththeecologicalenvironmentwhiledeveloping.ThesecondpartintroducesFanjingMountain,anothermodelofecosystemprotectioninourcountry,andasksstudentstodraftalectureonFanjingMountain.Throughthestudyofthissector,studentscanthinkdeeplyabouttherelationshipbetweenhumandevelopmentandtheprotectionofecosystems,andfinallyrealizethatthetwoarenotantagonistic.Humanscanalsoprotectecosystemswhilepursuingdevelopment,therebyenhancingstudents'environmentalawarenessandfurtherimprovingstudents'thinkingquality.TeachingobjectivesAttheendofthestudyinthissection,studentscan:graspthemeaningofthearticleandunderstandthereasonswhyShennongjiawasselectedfortheUNESCOWorldIntangibleCulturalHeritageList;understand演讲theorganizationalstructurecharacteristicsofthespeechandhowtousedata,examplesandparisonstosupporttheirownviews;usetheknowledgetheyhavelearnedtowritealectureonFanjingMountainTofurtherenhancetheabilitytouselanguageanddeepentheunderstandingofthemeaningofthesubjectoftheunit.ThefocusofteachingistoleadstudentstograspthemeaningofthearticleandunderstandthereasonswhyShennongjiawasselectedfortheUNESCOWorldIntangibleCulturalHeritageList;guidestudentstowritelecturedraftstofurtherimprovetheirlanguageskillsanddeepentheirunderstandingofthesignificanceofthesubjectoftheunit.Teachingdifficultiesguidestudentstolearn演讲thecharacteristicsoftheorganizationalstructureofthespeechandhowtousedata,examplesandparisonstosupporttheirownviews;teachingstrategyPWPmodelTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstowatchthevideoandanswerthequestions.Teacherinvitessomestudentstogiveanswers.Studentswatchthevideoandanswerthequestions.Somestudentsgiveanswers.ToleadstudentsintothetopicofShennongjia.Activity2Teacherasksstudentstolookatthetitleofthepassageandthinkaboutwhatitmeans.Teacherasksstudentstoworkingroupsanddiscussthequestion.Theninvitesomestudentstosharetheanswers.Teacherasksstudentstoreadthepassageandchecktheiranswer.Studentslookatthetitleofthepassageandthinkaboutwhatitmeans.Studentsworkingroupsanddiscusthequestion.Somestudentssharetheanswers.Studentsreadthepassageandchecktheiranswers.Tostrengthenstudents’abilitytounderstandthetopic.Activity3Teacherasksstudentstoreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakeparisons.Teacherasksstudentstodiscussingroups,anddecidetheiranswers.Teacherinvitessomestudentstogiveanswers.Studentsreadthesentencesfromthepassageanddecideiftheyservetogivedata,examplesormakeparisons.Studentsdiscussingroupsanddecidetheiranswers.Somestudentsgiveanswers.Tohelpstudentslearngivingdata,examplesandmakingparisons.Think&ShareTeacherasksstudentstothinkaboutthequestionsanddiscussthemingroups.Teacherinvitessomestudentstogiveanswers.Studentsthinkaboutthequestionsanddiscussthemingroups.Somestudentsgiveanswers.Toenhancestudents’understandingofthethemeofthepassageandencouragestudentstoshowtheirownopinions.Activity4TeacherasksstudentstothinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.Teacherasksstudentstodiscusstheiranswersingroups,decidethekeypointsandprepareforatalk.Teacherinvitesseveralstudentstogivetheirtalktotheclassandotherstomakements.Teacherasksstudentstothinkabouthoweffectivelytheyusedthelanguagetheyhavelearnttotalkaboutthesimilaritiesanddifferences.StudentsthinkaboutthesimilaritiesanddifferencesbetweenMacquarieIslandandShennongjiaandmakenotes.Studentsdiscusstheiranswersingroups,decidethekeypointsandprepareforatalk.Somestudentsgivetheirtalktotheclassandothersmakements.Studentsthinkabouthoweffectivelytheyusedthelanguagetheyhavelearnttotalkaboutthesimilaritiesanddifferences.Tohelpstudentslearntopareandcontrast.Toimprovestudents’speakingskillandperformanceability.Activity5Teacherasksstudentstoreadthepassageandthinkaboutthequestions.Teacherdividestheclassintogroupsandasksthemtodiscussthetwoquestionsingroups.Teacherinvitesoneortwogroupstosharetheiranswersandotherstomakements.Studentsreadthepassageandthinkaboutthequestions.Studentsdiscussthequestionsingroups.Oneortwogroupssharetheiranswersandothersmakements.TohelpstudentslearnwhyFanjingMountainwasaddedtotheUNESCOWorldHeritageList.Activity6TeacherasksstudentstopletetheoutlinebasedontheinformationinActivity5.TeacherasksstudentstodrafttheirlecturesaboutFanjingMountain.StudentspletetheoutlinebasedontheinformationinActivity5.StudentsdrafttheirlecturesaboutFanjingMountain.Tohelpstudentsorganisethelecturedraftbeforemakingalecture.Activity7Teacherdividesstudentsintopairsandasksthemtomakeimprovementstoeachother’slecturedrafts.Teacherinvitesoneortwopairstosharetheiranswerstotheclassandotherstomakements.Studentsworkinpairsandmakeimprovementstoeachother’slecturedrafts.Oneortwopairssharetheiranswerstotheclassandothersmakements.Toencouragestudentstolearnfromtheirpartners.Toimprovestudents’writingandspeakingskills.Presentationideas&Reflectionsectionteachingdesign(theremendeddurationis4045minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeSpeakingTopicContextPeopleandsocietyProtectingourfragileplanetContentanalysisThePresentingideassectionrequiresstudentstofirstread总书记thefamoussentencesofGeneralSecretaryXiJinpingandthinkaboutthemeaningof”greenwaterandgreenmountains“and”GoldenmountainsandSilvermountains"andthemessageconveyedbythesesentences.Then,intheformofspeeches,studentsarepromotedtoprehensivelyusethecontenttheyhavelearned,cooperatewitheachother,showtheirindividuality,andfullyexpresstheirunderstandingandunderstandingofthesubjectideasoftheunit.TheReflectionsectionguidesstudentstoreviewtheknowledgetheyhavelearnedinthisunit,evaluateandjudgetheirlearningbehaviorandeffectivenessinatimelymanner,reflectonthemselvesandmakeimprovements.TeachingobjectivesAttheendofthestudyinthissection,studentscan:understandtheimportanceofprotectingtheecologicalenvironmentconveyedby“greenwaterandgreenmountainsaregoldenmountainsandsilvermountains”保护生态环境的重要性;giveexamplestoprovethat“greenwaterandgreenmountainsaregoldenmountainsandsilvermountains”tofurtherdeepentheirunderstandingofthistopic.Theteachingfocusistoguidestudents保护生态