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 6 Nurturing nature / 外研版高中英语选择性必修第一册Unit 6 Nurturing nature教学设计
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Book4Unit6Nurturingnature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保护自然环境和自然遗产。本单元通过介绍中外著名的自然文化遗产，包括埃及的吉萨金字塔群、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及澳大利亚的大堡礁，使学生感受自然的美丽与神奇，体会前人为我们留下的文化遗产的魅力，激发他们保护自然文化遗产的欲望，传达了人与自然和谐共处这一理念。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容；能够运用阅读策略，从文本中提取信息并解读文本；能够厘清现在完成进行时的概念及用法，并在具体语境中应用；能够听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇与表达说服他人，并学会表示折中、妥协的表达方式，深化对单元主题意义的理解；能够分析招聘广告的基本要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学知识，通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；能够找到合理的解决方法，创造性地表达自己的观点，实现知识与思维能力的拓展与迁移；通过了解世界各地的自然文化遗产，增强爱护环境，保护自然文化遗产的意识。通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够结合单元所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，提高自己的理解和表达能力，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——保护自然文化遗产内容分析活动1呈现四张与单元主题相关的图片，图片内容分别为中国的黄龙风景名胜区、阿根廷和巴西交界处的伊瓜苏大瀑布、坦桑尼亚的乞力马扎罗山和澳大利亚的乌卢鲁巨石，以吸引学生兴趣，进入单元话题。活动2
呈现的是一段与主题相关的视频，内容介绍了世界遗产的三种类型，即世界文化遗产、世界文化与自然双重遗产、世界自然遗产，并一一举例说明。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。教学目标1引导学生讨论图片内容，归纳总结它们的共同之处，激活已有的语言、背景知识；2带领学生观看世界自然文化遗产视频，使学生了解相关知识的同时，培养学生理解视频的主旨大意，并能够从视频中提取关键信息的能力；3引发学生初步思考人类发展经济的同时如何保护自然文化遗产。教学重点引导学生归纳总结四张图片的共同之处。教学难点引导学生初步思考人类发展经济的同时如何保护自然文化遗产。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoworkingroupstolookatpicturesanddiscusssomeinformationabouttheseplaces.2.Teacherinvitestherepresentativeofeachgrouptopresenttheirreports.Teachermakessupplementationifnecessary.3.Teacherguidesstudentstodiscusswhattheseplaceshaveincommon.1.Studentsworkingroupstolookatpicturesanddiscusssomeinformationabouttheseplaces.2.Therepresentativeofeachgrouppresentstheirreports.3.Studentsdiscusswhattheseplaceshaveincommon.Toarousestudents’interestandencouragestudentstoextendtheirthinking.Activity21.Teacherguidesstudentstopredictwhattheywillget1.Studentspredictwhattheywillgetfromthevideo.Tomakestudentsknowaboutthethreetypesofworldnaturalandculturalheritage
fromthevideo.1.Teacherplaysthevideoandasksstudentstocompletethetable.2.Teacherasksstudentstoworkingroupstoexchangetheinformationtheygetfromthevideo.3.Teacherplaysthevideoagainandasksstudentstoanswerquestions.4.Teacherasksstudentstocheckanswerswiththeclass.1.Studentswatchthevideoandcompletethetable.2.Studentsworkingroupstoexchangetheinformationtheygetfromthevideo.3.Studentswatchthevideoagainandanswerquestions.4.Studentscheckanswerswiththeclassandsomerelatedknowledge.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——保护自然文化遗产内容分析该板块呈现了一篇体现单元主题的课文，语篇类型为游记。作者通过描述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。读后活动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入理解体会作者写作意图，赏析文本，探究主题意义，培养阅读思维能力。教学目标1带领学生通过略读锁定关键词，获取课文主要信息，体会天路对作者的特殊意义，并把握作者的写作意图；
2带领学生通过精读，找出主要细节在文中的位置，即青藏铁路建设过程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建设者的伟大，激发民族自豪感；3引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握与话题相关词汇和短语并能运用所学词汇介绍青藏铁路。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意；2.引导学生了解游记类文章的文体特征。教学难点1.引导学生把握略读和精读的阅读技巧；2.引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeachershowssomepicturesofTibetandasksstudentstodiscusshowtogotoTibet.2.Teacherasksstudentstoworkinpairstoanswerthequiz.3.Teachercheckstheiranswers.1.StudentsdiscusshowtogotoTibet.2.Somestudentssharetheiranswers.1.TohavestudentsgettoknowtheinformationabouttheQinghai-TibetRailway.Activity21.Teacherasksstudentstoskimthepassageandpayattentiontosomespecificinformation.2.Teacherasksstudentstoreadthepassagewithtasks1.Studentsskimthepassageandpayattentiontosomespecificinformation.2.Studentsreadthepassagewithtasksandfindoutwhytherailwayis1.Totrainstudents’abilitytoreadthepassagewithtasks.2.Topreparestudentsforreading.
andfindoutwhytherailwayisparticularlyspecialtotheauthorandgraspthemainideaofthepassage.1.Teacherasksstudentstoworkinpairstodiscussquestions.2.Teacheraskssomestudentstosharetheiranswersandexplainssomekeypoints.particularlyspecialtotheauthorandgraspthemainideaofthepassage.1.Studentsworkinpairstodiscussthequestions.2.Studentssharetheiranswers.Activity31Teacherasksstudentstoreadthepassageindividually,completethetable,andfindoutthesupportingideastoexplaintheiropinions.1.Teacherasksstudentstodiscussingroups,checktheiranswersandexpresstheiropinions.2.Teacheraskssomestudentstopresenttheiranswersandgivethereasons.1.Studentsreadthepassageindividually,completethetable,andfindoutthesupportingideastoexplaintheiropinions.2Studentsdiscussingroups,checktheiranswersandexpresstheiropinions3Studentssharetheiranswers.1.Togetthemainideaofthepassage.2.Toletstudentsgatherinformationaboutthepassage.Activity41.Teacherasksstudentstoreadthepassageagainandorganizethe1.Studentsreadthepassageagainandorganizetheinformationfrom1.Totrainstudents’abilitiestounderstandthepassagedeeply.
informationfromthepassagetocompletethetable.1.Teacherasksstudentstoshareanswersandfindoutwhatchallengesweremetandovercomebytherailwayworkers.2.TeacherasksstudentstodrawamapofTibetandmarkthesitesreferredtointhepassage.3.Teacherasksthestudentstoretellthepassageaccordingtothemap.thepassagetocompletethetable.1.Studentsshareanswersandfindoutwhatchallengesweremetandovercomebytherailwayworkers.2.StudentsdrawamapofTibetandmarkthesitesreferredtointhepassage.3.Studentsretellthepassageaccordingtothemap.2Totrainstudents’abilitiestoexplorethememeaning.Think&ShareTeacherasksstudentstoworkingroupstodiscussquestions.Studentsanswerthequestionsandmakesupplementation.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthepassage.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——保护自然文化遗产内容分析语法部分的主要内容为现在完成进行时的概念及用法。小语段讲述了作者戴上虚拟现实头盔装置探索亚马孙
雨林的经历。接下来通过对比二十年前和现在的环境状况使学生进一步熟悉现在完成进行时的用法。听说部分首先介绍了生态旅游相关信息，然后是父女之间的一段对话，商讨生态旅游事宜。听说语段探讨了发展旅游经济与保护环境的问题。这部分是单元话题下的句子表达及应用和听说结合的综合活动，帮助学生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。教学目标1引导学生通过观察例句归纳现在完成进行时的概念及用法，理解这种时态的功能，并在具体语境中应用；2通过听力对话的学习，帮助学生掌握说服他人的表达方式，以及在有分歧时如何表示折中、妥协，以达成一致的看法；3引领学生阅读并听听力材料，帮助学生进行优势条件和劣势条件的归纳及对比，并引导学生思考如何达成在发展经济的同时保护自然环境的共识。教学重点1.引导学生进一步了解并掌握现在完成进行时的用法及概念；2.引导学生掌握说服他人的表达方式。教学难点1.引导学生理解现在完成进行时与现在完成时的区别；2.引导学生思考如何达成在发展经济的同时保护自然环境的共识。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.Teacherasksstudentstoanswersomequestions(WhendidyoubegintolearnEnglish?HowlonghaveyoubeenlearningEnglish?).2.Teachershowssomepictures(thepictureofraining),thenexplainsthe1.Studentsanswerthequestions.2.Studentsunderstandtheconceptofpresentperfectcontinuoustense.3.Studentsreadsentence(a)andpayattentiontothewordsinbold,thenanswerQuestion1.1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofthefunctionsandusagesofpresentperfectcontinuoustense.
conceptofpresentperfectcontinuoustense.1.Teacherasksstudentstoreadsentence(a)andpayattentiontothewordsinbold,thenasksstudentstoanswerQuestion1.2.Teacherchecksanswerswiththeclass.3.Teacherasksstudentstoworkingroupstolookformoresentenceswiththesimilarstructuresinthereadingpassage.Thenasksstudentstodiscussthedifferencesbetweensentence(a)andsentence(b).4.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teacherhelpsstudentstosummarizepresentperfectcontinuoustense.1.Studentschecksanswerswiththeteacher.2.Studentsworkingroupstolookformoresentenceswiththesimilarstructuresinthereadingpassage.Thendiscussthedifferencesbetweensentence(a)andsentence(b).3.Therepresentativeofeachgrouppresentstheirview.Activity21.Teacherasksstudentstoreadandcompletethepassagewiththe1.StudentsreadandcompletethepassagewiththecorrectformoftheTogetstudentstopracticeusingpresentperfectcontinuoustense.
correctformoftheverbsinbracketsindividually.1.Teachercheckstheanswerswiththeclass.verbsinbracketsindividually.1.Studentschecktheanswerswiththeteacher.Activity31.Teacherasksstudentstomakesomesentencesaccordingtothepicturesinstudents’bookindividually.2.Teacherasksstudentstosharetheiranswersandencouragesstudentstomakedifferentsentences.1.Studentsmakesomesentencesaccordingtothepicturesinstudents’bookindividually.2.Studentssharetheiranswersandmakedifferentsentences.Tohelpstudentsconsolidatetheapplicationofpresentperfectcontinuoustense.Activity41.Teacherasksstudentstoworkingroupstodiscusstheenvironmentalchangesinrecentyears,usingpresentperfectcontinuoustenseasmanyaspossible.2.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.3.Teachermakescomments1.Studentsworkingroupstodiscusstheenvironmentalchangesinrecentyears,andusepresentperfectcontinuoustenseasmanyaspossible.2.Therepresentativeofeachgrouppresentstheirview.Toarosestudents’awarenessofenvironmentalprotection.Activity51.TeacherasksstudentstoreadthepassageDidYouKnow.1.StudentsreadthepassageDidYouKnow.2.StudentsworkinTotrainstudentstograspkeyinformationofthelisteningmaterials.
1.Teachersharessomeinformationaboutecotourismandpreparesforlisteningactivity.2.Teachershowssomepicturesoftouristattractions,thenasksstudentstoworkingroupstodiscusswhatkindofactivitywecandointhesetouristattractions.3.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswers,andasksothergroupstomakesupplementation.4.Teacherplaystheaudioandasksstudentstopickouttheplacesmentioned.5.Teachercheckstheanswerswiththestudents.groupstodiscusswhatkindofactivitywecandointhesetouristattractions.3.Groupspeakerssharetheiranswerswiththeclass.Othergroupsmakesupplementation.4.Studentslistentotheaudioandpickouttheplacesmentioned.Studentscheckanswerswiththeteacher.Activity61.Teacherplaystheaudioagainandasksstudentstomakenotesandcompletethenotes.2.Teacherasksstudentstoreadtheirentirenotes,1.Studentslistentotheaudio,makenotes,completethenotes.2.Studentsreadtheirentirenotes,andcheckanswerwiththeclass.1.Totrainstudentstopracticelisteningskillsandexpressthemselves.2.Totrainstudents’abilitytomakekeynoteswhilelistening.
andcheckanswerswiththeclass.1.Teacherasksstudentstoworkingroupstodiscusswhattypeoftraveltheyprefer.1.Teachermakescomments.1.Studentsworkingroupstodiscusswhattypeoftraveltheyprefer.Activity71Teacherasksstudentstounderstandandremembertheexpressionofpersuadingothersandcompromisingthroughtheconversation.2Teacherasksstudentstocompletetheboxeswiththeexpressionsfromtheconversation.3Teacheraskssomestudentstosharetheirinformation,andchecksanswerswiththeclass.4Teacherdividesstudentsintogroupsandasksthemtochooseonesituationandactoutaconversation.5Teacherinvitesseveralgroupsto1Studentsunderstandandremembertheexpressionofpersuadingothersandcompromisingthroughtheconversation.2Studentscompletetheboxeswiththeexpressionsfromtheconversation.3.Studentssharetheirinformation,andcheckanswerswiththeteacher.4.Studentschooseonesituationandactoutaconversationingroups.5.Severalgroupsactouttheirconversationsinfrontoftheclass.Otherstudentsmakecomments.Totrainstudents’abilitytoexpressthemselves.
actouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.Activity8-91.TeacherdownloadssomepicturesofWhiteBeach,andguidesstudentstodescribethebeautifulscenery,thenleadstothetopic.2.Teacherasksstudentstogettoknowthephrasesintheboxbeforelistening.3.Teacheraskssomestudentstoreadthewholepassageindividuallyandcompletethepassagewiththeexpressionsinthebox.4.Teacherasksstudentstoshareanswerswiththeclass.5.Teacherplaystheaudioagain,andasksstudentstocheckanswersagain.6.Teacherasks1.Studentsdescribethebeautifulscenery.2.Studentsgettoknowthephrasesinthebox.3.Studentsreadthewholepassageindividuallyandcompletethepassagewiththeexpressionsintheboxbeforelistening.4.Studentscheckanswerswiththeteacher.5.Studentschecktheanswersagain.6.Studentsworkingroupstolookforsimilarexpressionsinthepassage,andaddmorephrasesthroughsearchingformaterials.7.Therepresentativeofeachgrouppresentstheirinformation.1.TohelpstudentsgetfamiliarwiththetopicandprepareforActivity8.2.Totrainstudents’abilitytosearchingformaterials.
studentstoworkingroupstolookforsimilarexpressionsinthepassage,andaddmorephrasesthroughsearchingformaterials.1.Teacherinvitestherepresentativeofeachgrouptopresenttheirinformation.Teachermakessupplementation.Activity101.Teacherguidesstudentstounderstandtheactivity,thenasksstudentstoworkinpairstochoosearoletoplayrespectively.2.Teacherasksstudentstomakeadialogueusinglearnedvocabularyaccordingtohisowntask.3.Teacherasksstudentstoworkingroupstodiscuss,expresstheiropinionsandfinallyreachanagreement.4.Teacherinvitesseveralpairstoactouttheirdialoguesinfrontoftheclass1.Studentsworkinpairstochoosearoletoplayrespectively.2.Studentsmakeadialogueusinglearnedvocabularyaccordingtohisowntask.1.Studentsworkingroupstodiscuss,expresstheiropinionsandfinallyreachanagreement.2.Severalpairsactouttheirdialoguesinfrontoftheclass.Otherstudentsmakecomments.1.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearned.2.Toguidestudentstomakeevaluationandreflection.
andasksotherstudentstomakecomments.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——保护自然文化遗产内容分析这个版块第一个内容是一个视频，展示了澳大利亚大堡礁所面临的来自人类活动和天气变化的威胁。阅读语篇介绍了世界上最好的工作—岛屿看护员，这个在风景如画的岛屿上写写博客，拍拍照，通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇招聘广告使学生了解此类写作的基本要素，然后进行模仿练习。这个版块是本模块主题话题的延展，使学生通过学习更加珍惜大自然赐予我们的一切，增强环保意识，进一步提升语言能力和思维品质。教学目标1.引导学生理解语篇内容，通过阅读“世界上最好的工作”，加深对本单元人与自然的主题的理解，提升热爱自然、保护环境、与自然和谐共处的意识；2引导学生完成相应活动，为文章的段落找到主题句，同时让学生观察文章中过渡句的使用，理解其在文章中承上启下、增强文章逻辑的作用；3启发学生分析招聘广告的要素，并根据所给文段内容，仿写招聘广告。教学重点1.引导学生在文章中找主题句，过渡句，并理解在文章中的作用；2.培养学生阅读技能。教学难点1.引导学生仿写招聘广告；2.引导学生热爱自然，保护环境，与自然和谐共处的意识。教学策略P-W-P模式TeachingProceduresPurposes
contentsTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreviewstartingoutandencouragesstudentstodiscusswhatkindofthreattheworldnaturalheritageisfacingandhowtosolveit.2.Teacherplaysthevideoandasksstudentstoworkingroupstodiscussthequestion.3.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplementation.Teachermakescomments.1.Studentsreviewstartingoutanddiscusswhatkindofthreattheworldnaturalheritageisfacingandhowtosolveit.2.Studentswatchthevideoandworkingroupstodiscussthequestion.3.Somestudentsshareanswersandotherstudentsmakesupplementation.Toactivatestudents’theme-relatedbackgroundknowledge.Activity21.Teacherasksstudentstoworkingroupstolookatthepictures,discusswhatthepicturesexpress,andpredictwhatthepassageisabout.2.Teacheraskseachgrouptoreadthetitleofthepassageanddiscusswhetherthepredictedresult1.Studentsworkingroupstolookatthepictures,discusswhatthepicturesexpress,andpredictwhatthepassageisabout.2.Studentsreadthetitleofthepassageanddiscusswhetherthepredictedresultcanhappen.3.StudentspresentTotrainstudents’analyzingabilities.
canhappen.1.Teacherinvitesstudentstopresenttheirreportsandencouragesstudentstostatetheirreasons.theirreportsandstatetheirreasons.Activity31.TeacherguidesstudentstounderstandthecontentofLearningtolearn,andgettoknowthefunctionoftransition.2.Teacherasksstudentstoreadthepassageindividually,choosethetopicsentencesfortheparagraphsandwritethemonthelinestocompletethepassage.3.Teacherasksstudentstoworkingroupstosharetheiranswerswithothersanddiscussthefunctionsofthefoursentencesinthepassage.4.Teacheraskssomestudentstopresenttheiranswersandstatereasons.1.StudentsunderstandthecontentofLearningtolearn,andgettoknowthefunctionoftransition.2.Studentsreadthepassageindividually,choosethetopicsentencesfortheparagraphsandwritethemonthelinestocompletethepassage.3.Studentsworkingroupstosharetheiranswerswithothersanddiscussthefunctionsofthefoursentencesinthepassage.4.Somestudentspresenttheiranswersandstatereasons.Othersmakesupplementation.Togetstudentstounderstandthefunctionoftransition.
Othersmakesupplementation.Think&Share1.Teacherasksstudentstoworkingroupstodiscusstheanswerstothequestions.2.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementationorfreediscussion.1.Studentsworkingroupstodiscusstheanswerstothequestions.2.Somestudentsanswerthequestionsandotherstudentsmakesupplementationorfreediscussion.1.Tohelpstudentsfurtherexplorethetopic.2.Toimprovestudents’advancedthinkingability.3.Toguidestudentstopayattentiontotheconnectionbetweenthetwopassages.Activity41.Teacherasksstudentstoworkingroups,imagineheisanapplicantforthejobofislandcaretaker,discussandpresenttheirideasfortheshortvideorequired.2.Teacheraskseachgrouptodiscussthepresentedideasbyconsideringthefollowingpoints.(1.WhatIknowaboutthereef?2.WhyIthinkenvironmentalprotectionisimportant?3.WhyIshouldgetthejob?4.WhatIwilldoifIgetthejob?)1.Studentsworkingroups,imagineheisanapplicantforthejobofislandcaretaker,discussandpresenttheirideasfortheshortvideorequired.2.Eachgroupdiscussthepresentedideasbyconsideringthefollowingpoints.3.Studentsworkingroupstomakesupplementationandfinallywriteanentirejobadvertisement.4.Severalgroupspresenttheirideas.5.Studentspayattentiontotheself1.Toguidestudentstomakeevaluationandreflection.2.Todevelopstudents’abilitytosolveproblems
1.Teacherasksstudentstoworkingroupstomakesupplementationandfinallywriteanentirejobadvertisement.2.Teacherasksseveralgroupstopresenttheirideas.3.Teacherguidesstudentstopayattentiontotheselfevaluation.Teacherasksstudentstoreadthepresentationagainandunderlinesomelanguageknowledgestudentshavelearnedfromthepassage.Makeareflectiontofindoutwhatareadvantagesanddisadvantages.evaluation,readthepresentationagainandunderlinesomelanguageknowledgetheyhavelearnedfromthepassage.Makeareflectiontofindoutwhatareadvantagesanddisadvantages.Activity51.Teacherasksstudentstodiscusstheirfavoritejobsandstatereasonssoastoleadtothewritingtopic.2.Teacherasksstudentstoreadthejobadvertisementindividuallyandanswerthe1.Studentsdiscusstheirfavoritejobsandstatereasons.2.StudentsreadthejobadvertisementindividuallyandanswerthequestionsinActivity5.3.SomestudentsanswertheToactivatestudents’interesttowriteajobadvertisementandprepareforactivity6
questionsinActivity5.1.Teacheraskssomestudentstoanswerthequestionsandcheckanswerswiththeclass.2.Teacherasksstudentstoworkingroupstodiscusswhataretheessentialelementsinwritingajobadvertisement.3.Teacheraskssomegroupstopresenttheirreports,summarizeideas,andprepareforActivity6.questionsandcheckanswerswiththeteacher.1.Studentsworkingroupstodiscusswhataretheessentialelementsinwritingajobadvertisement.2.Somegroupspresenttheirreports,summarizeideas,andprepareforActivity6.Activity6-71.Teacherasksstudentstoworkingroupstoreadthethreeshortpassages,chooseoneofthejobsandcompletethenotes.2.Teacherinvitesthreegroupsthatchoosedifferentjobstosharetheiranswersandothergroupsmakesupplementation.3.Teacherasksstudentstofinishthewritingtaskindividually1.Studentsworkingroupstoreadthethreeshortpassages,chooseoneofthejobsandcompletethenotes.2.Threegroupsthatchoosedifferentjobssharetheiranswersandothergroupsmakesupplementation.3.Studentsfinishthewritingtaskindividuallyaccordingtonotes,andpolishtheirwriting,finally1.Toteachstudentshowtoanalyzeapassage,traintheirabilitytosummarizeandprepareforthefollowingwritingactivity.2.Toprovideopportunitiesforstudentstopresenttheirwriting.
accordingtonotes,andpolishtheirwriting,finallyformanattractivejobadvertisement.1.Teacherasksstudentstoworkinpairs,makeimprovementstoeachother’sjobadvertisementandchoosethebestoneinthegrouptoshareitwiththeclass.2.Teacherasksseveralgroupstopresenttheirjobadvertisement.Teacherasksstudentstoshareandlearnfromeachothers.Teachermakescomments.formanattractivejobadvertisement.1.Studentsworkinpairs,makeimprovementstoeachother’sjobadvertisementandchoosethebestoneinthegrouptoshareitwiththeclass.2.Severalgroupspresenttheirjobadvertisement.Studentsshareandlearnfromeachothers.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——保护自然文化遗产内容分析该板块要求学生首先阅读两条观点，思考自然遗产地是否应该对公众开放。然后寻找充足的论点和论据支持自己的观点，并组成正反方进行辩论。通过观点的思考与表达，促进学生在真实的情境下综合运用语言，相互合作，展示个性，充分表达自己对主题思想的理解和认识。教学目标1引导学生对如何保护自然遗产有更深入的理解；
2带领学生探究开放与保护自然遗产之间的平衡，以培养学生发现问题及解决问题的能力；3指导学生准确使用本单元所学的短语和句式恰当表达自己的观点，与小组成员合作达成最终意见，与其他小组有理有据地进行辩论，提高综合语言运用能力，锻炼逻辑思维能力。教学重点1.引导学生探究开放与保护自然遗产之间的平衡,并恰当地运用本单元所学内容与同学协作进行辩论；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1.引导学生发现问题及解决问题的能力；2.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.Teacherguidesstudentstolookatpicturesofworldnaturalheritagetoarousetheirawarenessofenvironmentalprotection.Leadtodebate.2.Teacherasksstudentstoworkingroupstodiscussthetwopointsofview,reachanagreement,finallydecidethepointoftheirgroup.1.Studentslookatpicturesofworldnaturalheritage.2.Studentsworkingroupstodiscussthetwopointsofview,reachanagreement,finallydecidethepointoftheirgroup.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.
Activity2-41.Teacherasksstudentstodiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes,fillinthetable.2.Teacherguidesstudentstothinkoftheoppositeargumentstheymightface,andwritetheargumentsusingthewords,expressionsandstructureslearnedbefore.3.Teacherasksstudentstoteamupwithagroupwiththeoppositepointofviewandholdthedebate.1.Studentsdiscussingroups,thinkofargumentstosupporttheirpointofviewandmakenotes,fillinthetable.2.Studentsthinkoftheoppositeargumentstheymightfaceandwritethearguments.3.Studentsteamupwithagroupwiththeoppositepointofviewandholdthedebate.Toguidestudentstopayattentiontolanguageexpressionsaswellasthecontentandthelogicofit.ReflectionReflection1.Teacherasksstudentstorecallwhatthey’velearnedinthisunit.2.Teacherasksstudentstocomplete“Reflection”inStudent’sBook.Studentsratetheirperformanceinthisunit,summarizewhatthey’velearntandthinkaboutwhattheyneedtoimprove.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——保护自然文化遗产内容分析本单元的项目实践活动要求学生开展调研，上网搜集相关信息。通过小组合作探究，图文并茂地制成自然遗产地宣传册，向全班分享。本环节突出培养学生的调研与动手能力，让学生对单元主题做进一步的延伸和探索。教学目标1鼓励学生通过搜索、筛选和研究中国被联合国教科文组织列为世界自然遗产的地方，培养识别、分析和整合信息的能力；2引导学生了解和掌握宣传册的特点，能够自主选择合适的设计和呈现方式介绍中国的世界自然遗产；3引导学生综合运用本单元所学，具体、详细、全面地介绍一处自然遗产；4引导学生开展合作探究，提升沟通、协作能力，树立保护自然环境和自然遗产、与自然和谐相处的正确价值观，同时提升民族自豪感。教学重点1引导学生搜索、筛选、识别、分析和整合信息的能力；2引导学生运用本单元所学，具体、详细、全面地介绍一处自然遗产。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.引导学生树立保护自然环境和自然遗产、与自然和谐相处的正确价值观，同时提升民族自豪感。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.TeacherasksstudentstovisitUNESCO’swebsiteorotherwebsitestofindwhatnaturalsitestherearein(Inthepreviousclass)1.StudentsvisitUNESCO’swebsiteorotherwebsitestofindwhatnaturalsitesthereareinTogetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.
china.1.Teacherasksstudentstoworkingroupstosharethethreesitesthattheyhavechosenwithgroupmembersandchoosethetopthreesitesthattheirgroupwantstovisit.2.Teacherasksstudentstodofurtherresearchonlineorinthelibrarytofindout(1.theirlocations2.howmanyvisitorseachofthemreceiveseachday/month/year3.thekeyfeaturesofeachsite4.whytheyaresignificant5.whatisbeingdonetoprotectthem6.anyinterestingfactsandfigures).china.1.Studentsworkingroupstosharethethreesitesthattheyhavechosenwithgroupmembersandchoosethetopthreesitesthattheirgroupwantstovisit.2.Studentsdofurtherresearchonlineorinthelibrarytofindoutanswers.Plan1.Teacherasksstudentstodecidewhatinformationaboutthenaturalheritagesitestoincludeintheirbrochure.2.Teacherasksstudentstolookfor1.Studentsdecidewhatinformationaboutthenaturalheritagesitestoincludeintheirbrochure.2.Studentslookforalistofvisuals,suchasphotos,Tohelpstudentsprepareforthepresentation.
alistofvisuals,suchasphotos,diagramsandmaps.1.Teacherasksstudentstodraftthelayoutoftheirbrochure.diagramsandmaps.1.Studentsdraftthelayoutoftheirbrochure.Create1.Teacherasksstudentstonamethebrochure.2.Teacherasksstudentstowritethetext,selectsuitablevisuals,setupthelayoutandinsertcontentfortheirbrochures.1.Studentsnamethebrochure.2.Studentswritethetext,selectsuitablevisuals,setupthelayoutandinsertcontentfortheirbrochures.Toteachstudentstocooperatewitheachother.Present1.Teacherencourageseachgrouptopresenttheirbrochurestotheclass.2.Teacherasksstudentstofindoutwhichplacetheywouldmostliketovisitandwhy.1.Eachgrouppresentstheirbrochurestotheclass.2.Studentsfindoutwhichplacetheywouldmostliketovisitandexplainreasons.Tohelpstudentslearnfromeachother.
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