天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 必修第一册 / Unit 6 At one with nature / 外研版高中英语必修第一册Unit 6 At one with nature教学设计
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Book1Unit6Atonewithnature教学设计单元主题本单元的主题语境是“人与自然”，涉及的主题语境内容是人类与自然和谐相处。本单元从介绍“水上城市”威尼斯面临的问题开始，分别介绍了龙脊梯田的开垦原因及运作原理、天然染料、特殊地理景观、因纽特人的生活、英国人对花园的热爱和英国的水果茶及花草茶文化，帮助学生了解人类生活与大自然的相关性：自然环境影响人类生活，人类可以充分利用大自然提供的生存环境并对自然环境进行适当改造。本单元内容有利于学生理解和探究人与自然的关系，最终形成尊重自然、合理利用与改造自然、与自然和谐相处的意识。单元目标1.语言能力目标能够理解和人与自然相关的内容，听懂并谈论与之相关的话题，使用新学语言简单谈论与自然和谐相处的事例、描述理想的生活环境，恰当使用定语从句介绍自然景观，并能用自己的语言总结所阅读文章的大意。2.文化意识目标能够了解中外人民与自然和谐相处的情况，正确认识人类生活与自然环境的关系，增强尊重自然、合理利用和开发自然资源、与自然和谐相处的意识；能够了解不同民族的文化习俗，树立文化自信。3.思维品质目标能够正确判断文章作者的观点和态度，辩证地理解人类生活与自然环境的关系，科学分析和评价不同地域人类生活的差异及原因，提高与自然和谐相处的自觉性；能够在深入理解文本的同时联系自身实际，实现知识与思维能力的迁移。4.学习能力目标能够了解人类如何与自然和谐相处，激发英语学习的兴趣；能够多渠道获取英语学习资源，巩固本单元所学语言知识，丰富自己的相关知识，开阔眼界，提高英语运用能力；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。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——人类与自然和谐相处内容分析本板块有两个活动，活动1呈现了一段和人与自然相关的视频，介绍了“水上城市”威尼斯所面临的环境问题及解决方案，请学生联系自身实际，思考人与自然的关系；活动2要求学生看图片并了解自然环境如何影响不同国家人民的生活，然后结合自身经历讲述自己家乡的自然环境及其对自己生活的影响。教学目标在本板块学习结束时，学生能够：1.了解威尼斯目前面临的环境问题以及自然环境对人类生活的影响；2.简单描述家乡的自然环境及其对自己生活的影响；3.认识到与自然和谐相处的重要性并思考如何与自然和谐相处。教学重点引导学生初步了解自然环境对人类生活的影响，并基于自身经历，简单描述家乡的自然环境，讲述环境对自己生活的影响，从而为整个单元的活动做铺垫和预热。教学难点引导学生思考如何与自然和谐相处。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstowatchthevideo.2.Teacherasksstudentstoanswerthetwoquestions.Teacherplaysthevideoagainifnecessary.1.Studentswatchthevideo.2.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–humanandnature.Activity21.Teacherasksstudentstolookatthefourpicturesontherightandfindoutwhatareinthe1.Studentslookatthefourpicturesontherightandfindoutwhatareinthepictures.Tomakestudentsbeawareoftherelationsbetweennaturalenvironmentsandpeople’slives.
pictures.1.Teacherasksstudentstodiscussthetwoquestionsingroupsoffour.2.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.1.Studentsdiscussthetwoquestionsingroupsoffour.2.Groupspeakerssharetheiranswerswiththeclass.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——人类与自然和谐相处内容分析本板块的课文是一篇说明文，介绍了位于广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了不同季节龙脊梯田所呈现出的美景，讲述了当地少数民族因地制宜建造梯田的原因，介绍了梯田的运作原理。通过学习，学生可以了解人类对自然的合理利用与改造，体会当地人民与自然的和谐相处，熟悉当地人的环保观念。教学目标在本板块学习结束时，学生能够：1.读懂语篇，了解龙脊梯田的建造背景、建造原因和运作原理，并恰当运用所学介绍龙脊梯田；2.理清文章结构，把握说明文的文体特征，并能迅速找出文中的关键信息；3.了解当地人民尊重自然、合理利用自然、改造自然的行为，逐步培养自己的环保意识。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解龙脊梯田的相关知识；2.引导学生了解说明文的文体特征。
教学难点1.引导学生进一步把握和运用定语从句；2.引导学生欣赏当地人民的智慧，认识人与自然和谐相处的重要性。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstolookatthetwopicturesandthinkaboutwhattheyknowabouttheZhuangandYaoethnicgroups.2.Teacherasksstudenttohavediscussionsingroups.3.Teacherinvitessomegroupstosharetheiranswerswiththeclass.1.StudentslookatthetwopicturesandthinkaboutwhattheyknowabouttheZhuangandYaoethnicgroups.2.Studentsdiscussingroups.3.Somegroupssharetheiranswerswiththeclass.1.TohavestudentsgettoknowthebackgroundinformationaboutZhuangandYaoethnicgroups,thusunderstandingthepeople,livinghabitsandenvironmenttherebetter.2.Topreparestudentsforreading.Activity21.Teacherasksstudentstoreadthepassagequicklyandfindouttheproblemsthelocalpeoplearefacingandhowtheproblemsaresolvedbyworkingwithnature.2.Teacherasksstudentstoanswerthequestions.1.Studentsreadthepassagequicklyandfindouttheproblemsthelocalpeoplearefacingandhowtheproblemsaresolvedbyworkingwithnature.2.Studentsanswerthequestions.Togetthemainideaofthepassage.
Activity31.Teacherasksstudentstoreadthepassageindividuallyandpickoutthetopicsentenceandkeywordsofeachparagraph.2.Teacherasksstudentstodiscussandchoosetheauthor’spurposeinwritingthepassageingroups.3.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadthepassageindividuallyandpickoutthetopicsentenceandkeywordsofeachparagraph.2.Studentsdiscussandchoosetheauthor’spurposeingroups.3.Somestudentssharetheiranswerswiththeclass.1.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.2.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity41.Teacherdividestheclassintogroupsandasksstudentstocorrectfourfactualmistakesinthesummary.2.Teachercheckstheanswerswiththeclass.1.Studentsdiscussandcorrectfourfactualmistakesingroups.2.Studentschecktheanswerswiththeteacher.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andenhancestudents’criticalthinkingability.Activity51.TeacherasksstudentstoreadthepassageagainandworkinpairstodiscusstheworkingprincipleoftheLongjiRiceTerraces.2.Teacheraskseachpairtomakeclearthemajorstepsof1.Studentsreadthepassageagainandhavediscussionsinpairs.2.Studentsworkinpairsandmakeclearthemajorstepsoftheworkingprincipleandwritedownthekeywordsinthepicture.Tostrengthenstudents’understandingofthepassage,cultivatestudents’analysingandsummarisingabilitiesaswellasretellingskill.
theworkingprincipleandwritedownthekeywordsinthepicture.1.Teacherasksstudentstoretelltheworkingprincipleinpairs.2.Teacherinvitessomepairstoretelltheworkingprincipleinfrontoftheclassandasksotherstudentstomakecomments.1.Studentsworkinpairsandretelltheworkingprinciple.2.Somepairsretelltheworkingprincipleinfrontoftheclass.Othersmakecomments.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeanddiscoverphenomenainreallife.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——人类与自然和谐相处内容分析本板块由三部分构成，包括语法、词汇和听说活动。语法部分通过由句到篇的形式呈现并运用了含“介词+关系代词”结构的定语从句；词汇部分以地理特征为话题，描述了几处特殊地貌，并展示了一封介绍中国不同地貌的邮件，引导学生了解如何描述地貌特征；听说部分的材料是一位因纽特人的独白，介绍因纽特人的生活方式及其优缺点，引导学生辩证地思考人与环境的关系，了解世界不同地区人们的生活、传统与文化。教学目标在本板块学习结束时，学生能够：
1.进一步了解定语从句的结构和表意功能，掌握含“介词+关系代词”结构的定语从句在真实语境中的运用；2.了解并掌握描述地形地貌的词汇，能从位置、特征等方面恰当、具体地描述地理景观；3.从优势和不足两方面去对比谈论不同地区的生活方式；4.认识到人与自然和谐相处的重要性。教学重点1.引导学生进一步了解并掌握定语从句的用法；2.引导学生学会简单描述地理特征并对比谈论不同地区的生活方式。教学难点1.引导学生掌握含“介词+关系代词”结构的定语从句中介词的选择；2.引导学生思考人与自然的关系，认识到人尊重自然、合理利用与改造自然、与自然和谐相处的重要性。教学策略任务型教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenaskstudentsQuestions1–3.2.Teacherasksstudentstocomparethesentencesinthesecondboxwiththoseinthefirstbox.ThenaskstudentsQuestions4–5.3.Teacherasksandhelpsstudentsto1.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.2.StudentscomparesentencesinthesecondboxwiththoseinthefirstboxandanswerQuestions4–5.3.Studentssummarisethefunctionsandusageof“apreposition+whom/which”inattributiveclauseswiththehelpofthe1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofattributiveclauses.
summarisethefunctionsandusageof“apreposition+whom/which”inattributiveclauses.1.Teacherinstructsstudentstolookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethesentences.teacher.1.Studentslookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethem.Activity21.Teacherasksstudentstoreadandconnectthesentencesindividually.2.Teacheraskssomestudentstosharetheiranswerswiththeclass.1.Studentsreadandconnectthesentencesindividually.2.Somestudentssharetheiranswerswiththeclass.Togetstudentstopractiseusingattributiveclauseswith“apreposition+whom/which”.Activity31.Teacherasksstudentstoreadthepassageandgetitsmainidea.2.Teacherasksstudentstofillintheblanks.3.Teachercheckstheanswerswiththeclass.1.Studentsreadthepassageandgetitsmainidea.2.Studentsfillintheblanks.3.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheapplicationofattributiveclausesinareal-lifecontext.Activity41.Teacherasksstudentstolookatthefourpicturesandtrytodescribethem.1.Studentslookatthefourpicturesandtrytodescribethem.2.StudentsreadthedescriptionsandTohelpstudentsgainmorefactualknowledgeaboutgeographicalfeaturesintheworld.
1.Teacherasksstudentstoreadthedescriptionsandpayattentiontothewordsinbold.2.Teacherasksstudentstoworkinpairsandmatchthedescriptionstothepictures.3.Teacheraskssomestudentstosharetheiranswerswiththeclass.payattentiontothewordsinbold.1.Studentsworkinpairsandmatchthedescriptionstothepictures.2.Somestudentssharetheiranswerswiththeclass.Activity51.Teacherasksstudentstoreadtheemailandgetitsmainidea.2.TeacherasksstudentstoworkinpairsandfillintheblankswiththewordsinboldfromActivity4.3.Teacherinvitessomestudentstoreadthecompletedemailtochecktheanswerswiththeclass.1.Studentsreadtheemailandgetitsmainidea.2.StudentsworkinpairsandfillintheblankswiththewordsinboldfromActivity4.3.Somestudentsreadthecompletedemailtochecktheanswerswiththeclass.Todeepenstudents’understandingofgeographicalfeatures.Activity61.Teacherasksstudentstobrainstormandthinkofothergeographicalfeaturesintheworld.2.Teacherasks1.Studentsbrainstormandthinkofothergeographicalfeaturesintheworld.2.StudentsworkinpairsandchooseoneplacetomakeaToenlargestudents’vocabularyandimprovetheirabilitiestoreachanagreementandexpresstheirideas.
studentstoworkinpairsandchooseoneplacetomakeaconversation.1.Teacheraskssomepairstoactouttheirconversationsinfrontoftheclass.conversation.1.Somepairsactouttheirconversationsinfrontoftheclass.Activity71.Teacherasksstudentstolookatthefivepictures,describethemandpredictwhattheaudiotalksabout.2.Teacherplaystheaudioandasksstudentstochoosethepicturesthatarementioned.3.Teachercheckstheanswerswiththestudents.1.Studentslookatthefivepictures,describethemandpredictwhattheaudiotalksabout.2.Studentslistentotheaudioandchoosethepicturesthatarementioned.3.Studentschecktheanswerswiththeteacher.Totrainstudentstograspthemainideaandkeyinformationofthelisteningmaterials.Activity81.Teacherplaystheaudioagainandasksstudentstocompletethetable.2.Teachercheckstheanswerswiththeclass.3.Teacherasksstudentstoidentifythelanguagethegirlusestodiscussadvantagesanddisadvantages.1.Studentslistentotheaudioagainandcompletethetable.2.Studentschecktheanswerswiththeteacher.3.Studentsidentifythelanguagethegirlusestodiscussadvantagesanddisadvantages.1.Tohelpstudentsunderstandthedetailsofthelisteningmaterials.2.Tohelpstudentslearnhowtodiscussadvantagesanddisadvantages.Activity91.Teacherdividesstudentsintopairs1.Studentsworkinpairsandreadthe1.Tohelpstudentslearnmoreabout
andasksthemtoreadthematerialsonPage83andPage86respectively.1.Teacherasksstudentstoworkinpairsandmaketheconversationaccordingtothedifferentmaterials.2.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.materialsonPage83andPage86respectively.1.Studentsworkinpairsandmaketheconversationaccordingtothedifferentmaterials.2.Severalpairsactouttheirconversationsinfrontoftheclass.Othersmakecomments.thefactualinformationaboutlifeinextremeclimatezones.1.Toencouragestudentstopractisediscussingadvantagesanddisadvantages.Activity101.TeacherdividesstudentsintopairsandasksthemtotalkaboutthedifferencesbetweenlifeinsouthernChinaandnorthernChina.2.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.1.StudentsworkinpairsandtalkaboutthedifferencesbetweenlifeinsouthernChinaandnorthernChina.2.Severalpairsactouttheirconversationsinfrontoftheclass.Othersmakecomments.Totrainstudentstotransferwhatthey’velearntinclasstodiscoverandexpresswhatthey’reexperiencingintheirlives.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——人类与自然和谐相处内容分析本板块的课文为一篇说明文，介绍了英国人对园艺的热爱；读写部分的范文是一篇说明文，介绍了英国人饮用水果茶和花草茶的情况及花草茶的功效。教学目标在本板块学习结束时，学生能够：1.读懂文章，准确把握各段主题句，归纳段落大意，理清文章结构；2.了解概要写作的文体特点和内容要素，能够运用所学内容进行概要写作；3.了解英国人对园艺的热爱和饮用水果茶及花草茶的传统，并联系自身实际对中外文化都崇尚与自然和谐相处形成跨文化的理解。教学重点1.引导学生通过阅读来把握和概括段落大意和语篇主旨；2.培养学生概要写作的能力。教学难点1.引导学生进行概要写作；2.引导学生形成亲近自然、崇尚自然、合理利用自然、与自然和谐相处的意识。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherdividestheclassintogroupsandasksstudentstohavediscussionsandcompletethequiz.2.Teacheraskssomestudentstosharetheiranswerswiththeclass.1.Studentshavediscussionsandcompletethequizingroups.2.Somestudentssharetheiranswerswiththeclass.Toactivatestudents’theme-relatedbackgroundknowledge.
Activity21.Teacherasksstudentstolookatthetitleofthepassageaswellasthepictureandgivetheirownunderstandingofthetitle.2.Teacherasksstudentstotickwhattheythinkismentionedinthepassageandgivereasons,andasksotherstudentstomakecomments.3.Teacherasksstudentstoreadthepassageandchecktheiranswers.1.Studentslookatthetitleofthepassageaswellasthepictureandgivetheirownunderstandingofthetitle.2.Studentstickwhattheythinkismentionedinthepassageandgivereasons.Othersmakecomments.3.Studentsreadthepassageandchecktheiranswers.Totrainstudentstopredictthecontentofthepassagethroughthetitleandtherelatedpicture.Activity31.Teacherasksstudentstoreadthepassageandsummarisethemainideaofeachparagraph,thenmatchthetopicsentenceswiththeparagraphs.Teacherasksstudentstopayattentionto“Learningtolearn”beforetheydotheactivity.2.Teacheraskssomestudentstosharetheanswerswiththeclassandgive1.Studentsreadthepassageandsummarisethemainideaofeachparagraph,thenmatchthetopicsentenceswiththeparagraphs.Studentspayattentionto“Learningtolearn”beforetheydotheactivity.2.Somestudentssharetheanswerswiththeclassandgivereasons.Totrainstudents’abilitytosummarise.
reasons.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.1.Tohelpstudentsfurtherexplorethetopic.2.Toimprovestudents’criticalthinkingability.3.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity41.TeacherasksstudentstoreadthepassageagainwithmoredetailedinformationongardeninginBritain.2.Teacherasksstudentstoworkinpairsandpreparequestionsfortheinterview.3.Teacherasksstudentstodecidetherolesofinterviewerandintervieweeandactouttheinterviewinpairs.4.Teacheraskssomepairstoactouttheirinterviewsinfrontoftheclass.1.StudentsreadthepassageagainwithmoredetailedinformationongardeninginBritain.2.Studentsworkinpairsandpreparequestionsfortheinterview.3.Studentsdecidetherolesofinterviewerandintervieweeandactouttheinterviewinpairs.4.Somepairsactouttheirinterviewsinfrontoftheclass.1.Totrainstudents’abilitytoorganisedetailedinformation.2.Toimprovestudents’speakingskills.Activity51.Teacherasksstudentstoreadthepassageandgetits1.Studentsreadthepassageandgetitsmainidea.Toteachstudentshowtoanalyseapassageandtraintheirability
mainidea.1.Teacherdividestheclassintogroupsandasksstudentstodiscussthemainideaofeachparagraphandunderlinethetopicsentences.2.Teacherasksstudentstomakenotesundertheheadings.3.Teacheraskssomegroupstosharethetopicsentencesaswellasthenoteswiththeclass.1.Studentsdiscussthemainideaofeachparagraphandunderlinethetopicsentencesingroups.2.Studentsmakenotesundertheheadings.3.Somegroupssharethetopicsentencesaswellasthenoteswiththeclass.tosummarise.Activity61.TeacherasksstudentstomakeclearthekeyinformationinActivity5.2.Teacherasksstudentstowriteasummaryofthepassage.1.StudentsmakeclearthekeyinformationinActivity5.2.Studentswriteasummaryofthepassage.Totrainstudents’abilitytowriteasummary.Activity7Teacheraskssomestudentstosharetheirsummarieswiththeclassandasksotherstudentstomakecomments.Somestudentssharetheirsummarieswiththeclassandothersmakecomments.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.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——人类与自然和谐相处内容分析Presentingideas板块要求学生先看图，讨论自己的理想居住地，并思考在该地生活的优点和不便、需要携带的物品及如何应对当地的环境；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.对人与自然的关系这一话题有更深入的理解；2.通过对理想居住地的选择，更深刻地认识人与自然的关系；3.辩证地看待问题，客观地对事物的优点和不足进行评价。教学重点1.引导学生对人与自然的关系这一话题进行更深入的理解，并恰当地运用本单元所学内容谈论自己的理想居住地及生活方式；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.引导学生关注自然、热爱自然，形成与自然和谐相处的意识；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.Teacherasksstudentstolookatthefourpicturesanddescribethemingroups.2.Teacheraskseachgrouptodecideinwhichplacetheywouldliketolive.1.Studentslookatthefourpicturesanddescribethemingroups.2.Eachgroupdecidesinwhichplacetheywouldliketolive.Tohelpstudentsthinkaboutthingsfromanobjectivepointofview.
Activity21.Teacherasksstudentstothinkaboutwhytheywanttoliveintheplaceandmakenotesindividually.2.Teacherasksstudentstohavediscussionsingroups.1.Studentsthinkaboutwhytheywanttoliveintheplaceandmakenotesindividually.2.Studentshavediscussionsingroups.Tomakestudentsevaluateadvantagesanddisadvantagesofthingsobjectively.Activity31.Teacherasksstudentstoprepareforthetalkindividually.2.Teacherasksstudentstopresenttheirtalksingroupsandeachgroupchoosestheirspeakers.1.Studentsprepareforthetalkindividually.2.Studentspresenttheirtalksingroupsandeachgroupchoosestheirspeakers.Toencouragestudentstoexpresstheiropinionsandcultivatetheirteamspirit.Activity4Teacherasksgroupspeakerstopresenttheirtalksinfrontoftheclassandaskstheclasstovoteforthebest.Groupspeakerspresenttheirtalksinfrontoftheclassandtheclassvoteforthebest.Topractisestudents’speakingskills.ReflectionReflection1.Teacherasksstudentstorecallwhatthey’velearntinthisunit.2.Teacherasksstudentstocomplete“Reflection”inStudent’sBook.Studentsratetheirperformanceinthisunit,summarisewhatthey’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——人类与自然和谐相处内容分析本板块要求学生在校园内开展调研，了解校园内的植物种类，制作校园植物手册，唤起学生对身边自然环境的关注。教学目标在本板块学习结束时，学生能够：1.通过探索校园，发现和记录身边的植物，形成关注身边自然环境的意识；2.综合运用本单元所学知识，从科属、分布等方面全面地介绍植物；3.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.引导学生了解和掌握植物档案的特点，自主选择合适的设计和呈现方式介绍校园植物，制作植物手册；2.引导学生通过多种途径查询植物的相关信息，开展合作探究，提升沟通、协作能力。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.引导学生关注自然、热爱自然，形成与自然和谐相处的意识。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.Teacherasksstudentstoreadthe“plantprofile”ofthebambooandfindoutwhatinformationisincluded.(Inthepreviousclass)1.Studentsreadthe“plantprofile”ofthebambooandfindoutwhatinformationisincluded.2.EachgroupTogetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.
1.Teacherdividestheclassintogroupsandasksstudentstoexploretheschoolcampustofindoutwhatdifferenttypesofplantsgrowthereandtakephotosandmakenotes.2.Teacherasksthegroupstolookforinformationonlineorinthelibraryabouttheplantstheyhavefound.explorestheschoolcampustofindoutwhatdifferenttypesofplantsgrowthereandtakesphotosandmakesnotes.1.Eachgrouplooksforinformationonlineorinthelibraryabouttheplantstheyhavefound.Plan1.Teacheraskseachgrouptogetanotebookinwhichtoputtheprofiles.2.Teacheraskseachgrouptohavediscussionsanddecidetheplantstheywanttoputintheprofilesandmakenotes.1.Eachgroupgetsanotebookinwhichtoputtheprofiles.2.Eachgrouphasdiscussionsanddecidestheplantstheywanttoputintheprofilesandmakesnotes.Tohelpstudentsprepareforthehandbookmaking.Create1.Teacherasksstudentstowritetheir“plantprofiles”ingroups.2.Teacherasksstudentstoaddphotosorsketchesoftheplants.1.Studentswritetheir“plantprofiles”ingroups.2.Studentsaddphotosorsketchesoftheplants.Toteachstudentstocooperatewitheachother.Present1.Teacherencourageseachgrouptopresenttheirhandbookstothe1.Eachgrouppresentstheirhandbookstotheclass.Tohelpstudentslearnfromeachother.
class.1.Teacherasksthewholeclasstovoteforthebest.1.Thewholeclassvoteforthebest.
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