天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第一册 / Unit 5 Revealing nature / 外研版高中英语选择性必修第一册Unit 5 Revealing nature教学设计
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Unit5Revealingnature教学设计单元主题本单元主题语境是“人与自然”，涉及的主题语境内容是认识与探索自然。使学生通过学习初步了解自然，认识自然，积极探索并努力揭示自然规律，发现自然奥秘。单元通过对生物物种、生物进化、生物的多样性、自然界植物语言奥秘等多维度的介绍，使学生初步了解物种起源、植物发展规律，引发对自然的思考，激发对自然的探索、对规律的敬畏，进而帮助学生理解人与自然和谐相处的重要意义。同时，单元通过讲述达尔文完成著作《物种起源》的故事，引导学生体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。单元目标学生能够围绕本单元的主题语境内容，基于本单元提供的多模态语篇，综合运用各种语言技能，掌握本单元有关动植物及生物进化的词汇及表达，听懂与自然界生物多样性相关的话题，恰当使用所学词汇与表达谈论、阐述相关话题；初步了解中外科学家对大自然的探索，获取世界不同地区的动植物信息，深化对单元主题意义的理解与挖掘；运用单元所学知识，经过比较、分析并联系自身实际，介绍与自然相关的纪录片以及世界著名的自然历史博物馆，积极探索自然，培养不断探究、不断创新的思维意识；在自主、合作、探究式学习的过程中，运用各种策略，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习兴趣，提升分析问题和解决问题的能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境人与自然——认识与探索自然内容分析本板块有两个活动，活动一为科学杂志的一页，介绍三种稀有动物，引入单元主题——自然。活动二呈现了一段与单元话题自然相关的视频，帮助学生初步了解自然界中种子的传播途径。该板块旨在激活学生已有的关于自然界动植物的背景知识和语言知识，并引入新知，为单元后续话题及学习活动做铺垫和预热。教学目标在本板块学习结束时，学生能够：1.了解三种稀有动物的基本信息，指导学生掌握关于动物的相关词汇，引入主题的同时为进一步阅读、表达作词汇铺垫；
1.激活已有的语言、背景知识，激发对话题的兴趣；3.谈论动植物相关的知识，初步探索自然。教学重点引导学生初步了解关于动物的相关词汇，并联系生活实际与自身经历，激发对话题的兴趣，从而为整个单元的活动做铺垫和预热。教学难点谈论动植物相关的知识、用新学的和积累的词汇对动物进行介绍。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherdividesthestudentsintogroupsbeforeclassandasksthemtocollectwordsaboutwildlifeandinformationoftheirfavouriteanimals.2.Teacherasksstudentstointroducetheirfavouriteanimals.3.TeacherasksstudentstoscanthemagazinepageanddiscussQuestion1ingroups.4.Teacheraskssomepairstosharetheiranswersinfrontoftheclassandotherstudentsmakesupplementsor1.Studentscollectwordsaboutwildlifeandinformationoftheirfavouriteanimals.2.Studentsintroducetheirfavouriteanimals.3.StudentsscanthemagazinepageanddiscussQuestion1ingroups.4.Studentssharetheiranswersinfrontoftheclassandotherstudentsmakesupplementsorfreediscussion.5.StudentsreadthepagecarefullytorefinerelevantanimalvocabularyanddiscussandanswerQuestion2.Toarousestudents’interestinthethreeanimalsanddrawtheirattentiontothethemeofthisunit–Revealingnature.
freediscussion.1.TeacherasksstudentstoreadthepagecarefullytorefinerelevantanimalvocabularyanddiscussandanswerQuestion2.2.Teacherasksstudentstoreporttheiroutcomeofthediscussion,andintroducesimilaranimalsbyusingthenewvocabulary.1.Studentsreporttheiroutcomeofthediscussion,andintroducesimilaranimalsbyusingthenewvocabulary.Activity21.Teacherplaysthevideoandasksstudentstowatchthevideoandanswerhowseedstravel.2.Teacherplaysthevideoagainandhelpsstudentstorefinerelevantinformation.3.Teacherasksstudentstoanswerhowseedstravellingbenefitplants.4.Teacherasksstudentstothinkaboutanotherexampleofseeds1.Studentswatchthevideoandanswerhowseedstravel.2.Studentswatchthevideoandcompletetheinformation.3.Studentssharetheinformationingroupsandanswerhowseedstravellingbenefitplants.4.Studentsthinkaboutanotherexampleofseedstravellingandanswerthequestion.Tomakestudentsrealizewaysofseedstravelling.
travellingandanswerthequestion.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自然——认识与探索自然内容分析该板块为本单元主体课文，体裁为记叙文，文章以时间及行程路线为线索，介绍了著名的生物科学家达尔文著名的发现之旅，此次旅行，达尔文做了大量考察研究并获取了许多关于生物进化的信息及发现，并基于此次之旅，发表了后期改变世界的著名的《物种起源》一书。读前的导入活动旨在帮助学生激活关于生物进化的相关知识及储备相应的词汇，为课文介绍达尔文及其重要发现进行学习铺垫。读中活动引导学生通过文本解读更深入地解读文章标题，理解文章内容。读后活动包括判断主旨大意、理解文章结构和细节和开放性问答等活动，引导学生进一步理解、赏析文本，体会达尔文具有重大历史意义的发现之旅，进一步探究主题意义，感受达尔文探索科学、追求真理之路的艰难与险阻，同时，也激励学生以其为榜样，学习他不畏困难，大胆质疑，勇于探索的科学精神与创新精神。教学目标在本板块学习结束时，学生能够：1.熟悉话题语境，获取文章的主旨大意；2.感知叙述类文本语篇结构及语言特点，并按照事情发展顺序梳理达尔文关于生物进化的发现之旅；3.在语篇中学习和掌握与话题相关词汇并能运用所学词汇进行交流；4.从达尔文的故事中体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神；汲取积极的科研态度，指导实际学习生活。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解尔文关于生物进化的发现之旅；2.引导学生了解叙述类文本语篇结构及语言特点。
教学难点1.引导学生把握动名词与动词不定式做宾语用法并运用其进行表达；2.引导学生深度思考探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherguidesstudentstobrainstormthewordsaboutplantsandanimals.Teachercollectsanswersandpresentsthemontheblackboard.2.TeacherguidesstudentstolookatthepicturesandanswerQuestion1,reviewingoldwordsandlearningnewwords.3.TeacherasksstudentstodiscussingroupsandanswerQuestion2.1.Studentsbrainstormthewordsaboutplantsandanimals.2.StudentsobservethepicturesandanswerQuestion1,reviewingoldwordsandlearningnewwords.3.Studentsdiscussingroupsandanswerthequestion.1.Tounderstandthepicturesandleadinthetopic.2.Toreviewoldwordsandlearnnewwords.Activity21.Teacherasksstudentstoreadthepassagequicklyandpredictthecontent,referringtopicturesandtopic.2.Teacherasksstudentstodiscuss1.Studentsreadthepassagequicklyandpredictthecontent.2.Studentsdiscussingroups.3.StudentscheckanswersingroupsandshareeffectiveTogetthemainideaofthepassage.
thetopicingroups.1.Teacherasksstudentstocheckanswersingroupsandshareeffectivewaysofreading.waysofreading.Activity31.Teacherasksstudentstoreadthepassageindividuallyandchoosethemainideaofthepassage.2.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassageindividuallyandchoosethemainideaofthepassage.2.Somestudentssharetheiranswerswiththeclassandgivethereason.1.Totrainstudents’abilitytosummarize.2.Tohelpstudentsunderstandthestructureofthepassage,thuspreparingforActivity4.Activity41.Teacherguidesstudentstopayattentiontothetitleofthepuzzlepiecesandtrytounderstandtheintention.2.Teacherasksstudentstoputthepuzzlepiecesinrightorder.3.Teacherasksstudentstoreadthepassagecarefullyandcompletethedetailedinformation.4.Teachercheckstheanswerswiththeclass.5.Teacherasksthe1.Studentstrytounderstandtheintention.2.Studentsputthepuzzlepiecesinrightorder.3.Studentsreadthepassagecarefullyandcompletethedetailedinformation.4.Studentschecktheanswerswiththeteacher.5.Studentsretellthepassageaccordingtotime.Toexaminehowmuchthestudentshavegraspedthedetailedinformation,andcultivatestudents’analyzingabilities.
studentstoretellthepassageaccordingtotime.Think&Share1.Teacherasksstudentstodiscussandanswerthequestionsingroups.2.Teacherasksindividualstudentstoanswerthequestions.TeachercommentsandleadstudentstothinkaboutDarwin’sscientificspirit.1.Studentsdiscussandanswerthequestionsingroups.2.Studentsanswerandtalkabouthowtostudyandinheritthespirit.Todeepenunderstandingthepassageandraisetheirawarenessofgettingalongwellwithnature.Usinglanguage板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Listening+Speaking主题语境人与自然——认识与探索自然内容分析本板块围绕单元“人与自然”的话题，通过多模态的形式，引领学生通过语篇、听说训练，学习单元语法、相关词汇，帮助学生从不同视角开阔视野，提升语言学习能力，巩固单元话题，进一步理解单元主题。这部分是单元话题下的词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用水平。语法部分通过文本的语句，帮助学生总结归纳“动词的时态和语态之过去完成时”的用法并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。此外，通过听说材料介绍细胞、细菌、及地球上的一些独特物种，如：蓝鲸、水熊、Galapagos岛的大龟、Isabela岛上的红树林、SanCristobal上的美洲蜥蜴以及中国境内的东北虎、水杉、牦牛、胡杨树、孔雀等，帮助学生进一步了解自然界中生物的多样性，激发学生了解神奇自然，走进自然的兴趣，从而能够理解人与自热的和谐关系。
教学目标在本板块学习结束时，学生能够：1.发现并掌握“过去完成时”的概念、特点及用法，并能够在真实语境中灵活运用；2.在关于生物多样性的语篇中完成词汇学习并进一步了解自然界中生物的多样性；3.听懂与生物多样性、自然界相关话题，并能够恰当地运用功能表达询问信息、补充信息;4.通过运用不同的查找信息的方法了解更多关于生物多样性的相关知识，并思考这些方法的有效性，提高信息搜索能力。教学重点1.引导学生进一步了解并掌握“过去完成时”的概念、特点及用法；2.引导学生学会简单表达询问信息、补充信息。教学难点1.引导学生掌握“过去完成时”的用法；2.引导学生思考生物多样性的相关知识，并提高信息搜索能力。教学策略任务型教学法、发现教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstofindsentencesaandbinthepassageandpayattentiontothewordsinbold.ThenaskstudentstoanswerQuestions1–2.2.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudents1.StudentsfindthetwosentencesinthefirstboxandanswerQuestions1–2.2.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andanswerwhatthestructurehaddoneindicate.3.Studentsusethegrammaringroupsandpresentin1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingthefunctionsandusageofthepastperfect.
tosummarisethefunctionsandusageofthepastperfect.1.Teacherencouragesstudentstousethegrammaringroupsandpresentinclass.class.Activity21.Teacherasksstudentstoreadtheinstructions,sentencesandparagraphstogetthemainaimandidea.2.TeacherguidesthestudentstopayattentiontotheordersandcompleteActivity2.3.Teacheraskssomeindividualstosharetheiranswersinfrontoftheclassandteachercheckstheanswerswiththestudents.1.Studentsreadandgetthemainaimandidea.2.StudentspayattentiontotheordersandcompleteActivity2.3.Studentschecktheanswerswiththeteacher.Togetstudentstopractiseuseoftenses.Activity3-41.Teacherasksstudentstoreadthepassageandgetitsmainideaandcompletetheentrywiththecorrectformofthewords.2.Teacherasksindividualstudentstosharetheiranswersandthe1.Studentsgetthemainideaandcompletetheentrywiththecorrectformofthewords.2.Studentssharetheiranswersandtheclassdiscuss.3.StudentsdiscusswhyLonesomeGeorgeTohelpstudentsconsolidatetheapplicationofpastperfectinauthenticcontext.
classdiscuss.1.TeacherasksstudentstodiscusswhyLonesomeGeorgedisappeared.2.Teacheraskssomestudentstoactoutarole-playinpairsusingtheinformationinActivity3.OnewillplaythekeeperofLonesomeGeorge,andtheotherwillplaythereporteraskingaboutGeorge.disappeared.1.Studentsworkinpairstoactout.Usethepastperfecttensewhereappropriate.Activity5-71.Teacherasksstudentstoreviewandlearnnewrelevantvocabularybycreatingauthenticcontextandandprepareforthefollowinglisteningpractice.2.Teacherguidesstudentstoreadthe5sentencesinActivity5andhelpsthemunderstandtheirmeanings,toprepareforthelisteningpart.1.Studentsreviewandlearnnewrelevantvocabularybycreatingauthenticcontextandandprepareforthefollowinglisteningpractice.2.Studentsreadthe5sentencesandtrytounderstandthemeaningstoprepareforthelisteningpart.3.Studentslistenandfinishthetask.Discussandchecktheanswers.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.
1.TeacherplaystheaudioandasksstudentstolistenandfinishthetaskinActivity5.Discussandchecktheanswersingroups.2.TeacherasksstudentstolistenagainandgetspecificinformationtofinishActivity6.Askthestudentstodiscussknowledgeoncellandbacteriumingroupsandshareinclass.3.TeacherasksstudentstodiscussrelevantsentencestructuresinActivity7andpayattentiontothepragmaticfunction.4.Teacherasksstudentstomakedialoguesbyusingthesentencestructures.1.StudentslistenagainandgetspecificinformationtofinishActivity6.Discussknowledgeoncellandbacteriumingroupsandshareinclass.2.StudentsdiscussrelevantsentencestructuresinActivity7andpayattentiontothepragmaticfunction.3.Studentsmakedialoguesbyusingthesentencestructures.Activity81.Teacherasksstudentstolookatthepicturesandvideo.2.Teacherasks1.Studentslookatthepicturesandvideo.2.StudentsreadthematerialsonPage1.Toarousetheirinterestinreading.2.Tohelpstudentsknowmore
studentstoreadthematerialsonPage54respectivelyandanswerQuestion1and2.1.Teachercheckstheanswerswiththestudents.54respectivelyandanswerQuestion1and2.1.Studentschecktheanswerswiththeteacher.speciestoenlargetheirknowledgeaboutbiodiversity1.Tohelpstudentsimprovetheirabilityofgettinginformation.Activity91.Teacherguidesstudentstoreviewthepassagetoconsolidate.2.TeacherasksstudentstodiscussthevocabularyinActivity9ingroups.3.TeacherasksstudentstoreadtheparagraphsonPage55respectivelyandcompletethetask.4.Teacheraskssomeindividualstosharetheiranswerswiththeclass.1.Studentsreviewthepassagetoconsolidate.2.StudentsdiscussthevocabularyinActivity9.3.StudentsreadtheparagraphsonPage55respectivelyandcompletethetask.4.Therepresentativeofeachgrouppresentstheirview.1.Toconsolidatevocabularyandknowledgetoleadin“theGalapagosIslands”.2.Tohelpstudentsdeeplyunderstandbiodiversity.Activity101.TeacherasksstudentstolookatthepicturesofthespeciesnativetodifferentregionsofChina.TalkaboutbiodiversityinChinausingthewordsandexpressionsin1.Studentslookatthepictures,talkingaboutbiodiversityinChina.2.Studentschooseonespeciesandcollectinformation,studyanddiscussits1.TohelpstudentsunderstandthebiodiversityinChina.2.Tostrengthenstudents’abilityofusingtheme-relatedlanguageto
Activity5and9.1.Teacherdividesstudentsintopairsandasksthemtochooseonespeciestheyareinterestedinandcollectinformation,studyanddiscussitsevolutionandpresentsituationaccordingtothepictures.2.Teacherasksstudentstodiscussingroupsandaddmoreinformationfromothergroups.3.TeacherasksstudentstodiscussusingsentencestructuresinActivity7andvocabularyinActivity8and9.4.Teacherasksstudentstosharewhattheydiscussedingroupsandreporttheirdata,andothergroupsmakesupplementsandcomment.5.Teacherarrangehomework:Tointroducespeciesintheirhomeevolutionandpresentsituationaccordingtothepictures.1.Studentsdiscussingroupsandaddmoreinformationfromothergroups.2.StudentsdiscussusingsentencestructuresinActivity7andvocabularyinActivity8and9.3.Studentssharewhattheydiscussedingroupsandreporttheirdata,andothergroupsmakesupplementsandcomment.4.Studentsfinishthehomework.expressviews.1.Toconsolidateandusewhattheyhavelearned.
town.Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自然——认识与探索自然内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为描述性说明文，以植物界语言的奥秘为题，具体介绍了自然界中不同植物之间不同的交流方式，从而使学生通过了解神奇的自然，不仅增长了自然界知识，而且还激发了其对自然的好奇心。写作部分为观察日志，鼓励学生通过学习水仙花的生长过程的日志，通过实践观察，仿写向日葵的生长过程。通过这一板块的学习，学生能够加深对自然界的理解和认识，进一步走进自然、探索自然、了解自然、欣赏自然，学会自然的和谐共生，并且初步掌握观察日志的内容特点、文体特点和写作手法。教学目标在本板块学习结束时，学生能够：1理解文章，通过完成相应的活动，掌握与主题相关的关键词汇，并能清晰叙述文本介绍的自然界植物间的几种交流方式；2掌握描述性说明文的文体特征，从文本结构入手，通过对文本段落的分析，在把握结构的基础上掌握主题，加深对单元主题意义的认识，进一步了解自然，形成与自然和谐相处的积极的人生态度。教学重点1.引导学生通过阅读来把握和概括段落大意和推测作者写作意图；2.培养学生描述性说明文的写作能力。教学难点1.引导学生进行描述性说明；2.引导学生树立与自然和谐相处的积极的人生态度。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
Activity11.Teacherasksstudentstolookatthepicturesandtickwhatplantscando.2.Teacheraskssomestudentstosharetheiranswerswiththeclass,andfurtherdiscusswhatelseplantscando.1.Studentslookatthepicturesandtickwhatplantscando.2.Studentssharetheiranswerswiththeclass,andfurtherdiscusswhatelseplantscando.Toguidesstudentstofocusonwhatplantscandoandactivatetheirinterestinthestudy.Activity21.Teacherasksstudentstoreadtheinstructionindividuallyandfindoutthespecialinformationtheyshouldpayattentionto.2.Teacherasksstudentstoreadtheinformationquicklyandfindouttheanswers.3.Teacherorganizedthestudentstoanswerthequestionsandexplainifnecessary.1.Studentsreadtheinstructionindividuallyandfindoutthespecialinformationtheyshouldpayattentionto.2.Studentsreadtheinformationquicklyandfindouttheanswers.3.Studentsanswerthequestions.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity31.Teacherasksstudentstoscanthediagramtogetkeyinformation,payingspecialattentiontocorevocabulary.1.Studentsscanthediagramtogetkeyinformation,payingspecialattentiontocorevocabulary.2.StudentsscantheToencouragestudentstofigureoutthestructureandauthor’spurposeinwritingthepassage.
1.Teacherasksstudentstoscanthepassagetofindouttheanswersbyusingkeywordposition.2.Teacherinvitessomestudentstosharetheiranswerswiththeclass.passagetofindouttheanswers.1.Somestudentssharetheiranswerswiththeclass.Think&Share1.Teacherasksstudentstoworkinpairstodiscusstheanswers.2.Teacherasksindividualstudentstoanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.1.Studentsworkinpairstodiscusstheanswers.2.Someindividualstudentsanswerthequestionsandothersmakesupplementsorfreediscussion.1.Toencouragestudentsfurtherexplorethetopicandinspirethemtothinkmoreaboutnaturalrulesandsecrets.2.Tohelpstudentsunderstandpersonificationandapplythefigureofspeech.Activity41.TeacherasksstudentstoworkingroupstoretellwaysofplantscommunicationbyreferringtothediagraminActivity3.2.Teacherintroduceshowbeesandantscommunicateandasksstudentstodiscussanimals’otherwaysofcommunication.3.Teacherguides1.StudentsworkingroupstoretellwaysofplantscommunicationbyreferringtothediagraminActivity3.2.Studentsdiscussanimals’otherwaysofcommunication.3.Studentsfinishtheirspeechbyreferringtotheirnotesandbooks.1.Toimprovestudents’speakingskills.2.Tocultivatestudents’abilityofcreativethinking.3.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.
studentstodrafttheirspeech.1.Teacheraskssomegroupstosharetheirspeecheswiththeclass.Othergroupscomment.1.Somegroupssharetheirspeecheswiththeclass.Othergroupscomment.Activity51.Teacherasksstudentstoreadthejournalandunderstandthemainidea.2.Teacherdividestheclassintogroups,andasksthemtopickoutn./v./adj.andadvtodescribedaffodilbulbsanddiscussthequestions.3.Teacheraskssomegroupstosharetheiropinionswiththeclass.1.Studentsreadthejournalandtrytounderstandthemainidea.2.Studentspickoutn./v./adj.andadvtodescribedaffodilbulbsanddiscussthequestionsingroups.3.Somegroupssharetheiropinionswiththeclass.1.Toimprovestudents’readingskills.2.Tounderstandhowthedaffodilbulbsgrow.Activity6-71.Teacheraskstudentstosortoutstructureandlanguagetoclarifykeypointsinobservationaljournal.2.TeacheraskstudentstoobservethethreepicturesinActivity6tofinishthewriting,usingcorrectn./v.1.Studentssortoutstructureandlanguagetoclarifykeypointsinobservationaljournal.2.StudentsobservethethreepicturesinActivity6tofinishthewriting,usingcorrectn./v./adj.andadv./todescribesunflower.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummarise.
adj.andadv./todescribesunflower.1.Teacherasksstudentstopresenttheirwritingandguideotherstudentstomakecomment.Somestudentsanswerthequestionsandotherstudentschecktheanswers.1.Studentspresenttheirwritingandotherstudentsmakecomment.Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与自然——认识与探索自然内容分析Presentingideas本板块要求学生介绍一部揭示自然奥秘的纪录片，回顾记录片的主要内容并说出推荐理由。通过内容和观点阐述，促使学生对所学内容进行复习，进而掌握，并在真实的情境下加以运用和实践。Reflection板块引导学生回顾本单元所学知识，及时对自己的学习行为和效果做出评估和判断，反思自己并进行改进。教学目标在本板块学习结束时，学生能够：1从多角度了解自然界，储备相关的词汇及知识，并恰当地运用本单元所学，讲述自然界相关的内容；2推荐与单元主题相关的一部优秀纪律片，从而对人与自然这一话题有更深入的理解；3更深刻地认识人与自然白的关系，进而帮助学生理解人与自然和谐相处的重要意义。教学重点1.引导学生了解自然界,认识人与自然白的关系从而对人与自然这一话题有更深入的理解；并恰当地运用本单元所学内容进行演讲；2.引导学生根据学生用书中的评价内容评估自己的学习表现。教学难点3.引导学生学会了解自然，形成与自然和谐相处的积极的人生态度；4.引导学生在自我评价分析的基础上确定自己要改进和提高的方面。
教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstoworkingroupstodiscussthefourpicturestodiscoverthesecretsofnature.2.Teacherasksgroupstosharetheiroutcomesandgivethereasons.Othergroupsmakesupplementsorfreediscussion.3.Teacherasksstudentstobrainstormtheirfavouritenaturedocumentaryandgivetheirreasons.1.Studentsworkingroupstodiscussthefourpicturestodiscoverthesecretsofnature.2.Studentssharetheiroutcomesandgivetheirreasons.Othergroupsmakesupplementsorfreediscussion.3.Studentsbrainstormtheirfavouritenaturaldocumentaryandgivetheirreasons.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activity2-41.TeacherasksstudentstodecidewhattheirgrouparegoingtointroduceaccordingtoActivity1.2.Teacherasksstudentstodiscussdocumentariesingroups,writingdownkeyinformationand1.StudentsdecidewhattheirgrouparegoingtointroduceaccordingtoActivity1.2.Studentsdiscussdocumentariesingroups,writingdownkeyinformationandsortoutnotes,Toguidestudentstounderstandthetopiccorrectlyandpayattentiontolanguageexpressionaswellasthelogicofthecontent.
sortoutnotestomakepreparationsforpresentation.1.Teacherasksstudentstointroduceandchoosethebestoneintheirgroups.2.Teacheraskstherepresentativesofeachgrouptosharetheirdocumentary.consideringusefulwords,expressionsandstructurestomakepreparationsforpresentation.1.Studentspresenttheirdocumentaryintheirgroup.2.Therepresentativesofeachgroupsharetheirdocumentary.ReflectionReflection1.Teacherasksstudentstoevaluatethemselves.2.Teacherasksstudentstorecallwhatthey’velearnedinthisunit.3.Teacherasksstudentstothinkaboutwhattheyneedtoimproveandhowtoimproveit.1.Studentsevaluatethemselves.2.Studentssummarisewhatthey’velearnt.3.Studentstheirthinkaboutwhattheyneedtoimproveandhowtoimproveit.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计(此部分教师可根据教学实际酌情处理。)课型Speaking主题语境人与自然——认识与探索自然内容分析本单元的项目实践活动要求学生开展调研，了解世界上著名的自然历史博物馆，并对其进行全面的介绍，唤醒大家探索自然历史的意识。学生在教师的指导下，综合运用本单元所学，自主合作，有效
完成开放型任务，进一步挖掘人与自然的主题语境，发展综合语言运用能力。教学目标在本板块学习结束时，学生能够：1了解自然历史博物馆的不同方面（国家、名称、特色、设施、馆藏等），能够自主选择合适的设计和呈现方式介绍自然博物馆；2通过多种途径查询博物馆的相关信息，开展合作探究，提升沟通、协作能力；3将研究、体验相结合，解决生活中的实际问题，从而提高调研、计划、再创等实践能力；4关注自然、热爱自然，形成与自然和谐相处的意识。教学重点1.引导学生了解自然历史博物馆的不同方面（国家、名称、特色、设施、馆藏等），能够自主选择合适的设计和呈现方式介绍自然博物馆；幻灯片进行分享；2.引导学生关注自然、热爱自然，形成与自然和谐相处的意识。教学难点1.引导学生综合运用本单元所学知识，有效完成开放型任务；2.引导学生对关注自然、热爱自然，形成与自然和谐相处的主题做进一步探索。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.Teacherasksstudentstogoonlinetofindinformationaboutnaturalhistorymuseums.2.Teacherasksstudentstoworkingroups,andtellaboutthenaturalmuseumsthey(Inthepreviousclass)1.Studentsfindinformationaboutnaturalhistorymuseumsonlineandmakenotes.2.Studentsworkingroups,andtellaboutthenaturalmuseumstheysearchedandchooseonetodoTogetstudentstopreparefortheproject,anddeveloptheirindividuallearningandexploringabilities.
searchedandchooseonetodofurtherresearch.furtherresearch.Plan：1.Teacheraskseachgrouptogatherrelevantinformationaboutthechosenmuseum.2.Teacherasksstudentstodiscussingroupsandmakenotesaboutitsfeatures,itemsfacilities,servicesandroutes.3.Teacheraskseachgrouptocollectlatestinformationofactivitiesandshows.1.Eachgroupgatherrelevantinformationaboutthechosenmuseum.2.Studentsdiscussingroupsandmakenotesaboutitsfeatures,itemsfacilities,servicesandroutes..3.Eachgroupcollectslatestinformationofactivitiesandshows.Tohelpstudentsprepareforthepresentation.Create1.Teacherasksstudentstosearchforphotosandotherpicturesrelatedtothemuseum.2.Teacherguideseachgrouptomakeacompletereportandsetupthepresentation.1.Studentssearchforphotosandotherpicturesrelatedtothemuseum.2.Studentsmakeacompletereportandsetupthepresentation.Toteachstudentstocooperatewitheachother.Present1.Teacherencourageseachgrouptopresenttheirmuseumstotheclass.Otherstudentsmake1.Eachgrouppresentstheirmuseumstotheclass.OtherstudentsmakeTohelpstudentslearnfromeachother.
comments.1.Teacherasksthewholeclasstovoteforthemuseumtheclasswouldmostliketovisit.comments.1.Studentsvoteforthemuseumtheclasswouldmostliketovisit.
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