外研版 (2019)必修 第一册Unit 6 At one with nature教案

这是一份外研版 (2019)必修 第一册Unit 6 At one with nature教案，共16页。


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
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。
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。
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。
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。
Starting ut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：
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；
简单描述家乡的自然环境及其对自己生活的影响；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher plays the vide and asks students t watch the vide.
Teacher asks students t answer the tw questins. Teacher plays the vide again if necessary.
Students watch the vide.
Students answer the tw questins.
T aruse students’ interest and draw their attentin t the theme f this unit – human and nature.
Activity 2
Teacher asks students t lk at the fur pictures n the right and find ut what are in the pictures.
Teacher asks students t discuss the tw questins in grups f fur.
Teacher asks each grup t chse ne speaker t share the grup’s answers with the class.
Students lk at the fur pictures n the right and find ut what are in the pictures.
Students discuss the tw questins in grups f fur.
Grup speakers share their answers with the class.
T make students be aware f the relatins between natural envirnments and peple’s lives.
Understanding ideas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：
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；
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；
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
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；
引导学生了解说明文的文体特征。
教学难点
引导学生进一步把握和运用定语从句；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Teacher asks student t have discussins in grups.
Teacher invites sme grups t share their answers with the class.
Students lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Students discuss in grups.
Sme grups share their answers with the class.
T have students get t knw the backgrund infrmatin abut Zhuang and Ya ethnic grups, thus understanding the peple, living habits and envirnment there better.
T prepare students fr reading.
Activity 2
Teacher asks students t read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Teacher asks students t answer the questins.
Students read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Students answer the questins.
T get the main idea f the passage.
Activity 3
Teacher asks students t read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Teacher asks students t discuss and chse the authr’s purpse in writing the passage in grups.
Teacher invites sme students t share their answers with the class.
Students read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Students discuss and chse the authr’s purpse in grups.
Sme students share their answers with the class.
T encurage students t figure ut the authr’s purpse in writing the passage.
T let students gather infrmatin abut the passage, thus preparing fr Activity 4.
Activity 4
Teacher divides the class int grups and asks students t crrect fur factual mistakes in the summary.
Teacher checks the answers with the class.
Students discuss and crrect fur factual mistakes in grups.
Students check the answers with the teacher.
T examine hw much students have grasped the detailed infrmatin, and enhance students’ critical thinking ability.
Activity 5
Teacher asks students t read the passage again and wrk in pairs t discuss the wrking principle f the Lngji Rice Terraces.
Teacher asks each pair t make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Teacher asks students t retell the wrking principle in pairs.
Teacher invites sme pairs t retell the wrking principle in frnt f the class and asks ther students t make cmments.
Students read the passage again and have discussins in pairs.
Students wrk in pairs and make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Students wrk in pairs and retell the wrking principle.
Sme pairs retell the wrking principle in frnt f the class. Others make cmments.
T strengthen students’ understanding f the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T develp students’ abilities t transfer knwledge and discver phenmena in real life.
Using language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：
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；
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；
从优势和不足两方面去对比谈论不同地区的生活方式；
认识到人与自然和谐相处的重要性。
教学重点
引导学生进一步了解并掌握定语从句的用法；
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
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；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the sentences in the first bx and pay attentin t the wrds in bld. Then ask students Questins 1–3.
Teacher asks students t cmpare the sentences in the secnd bx with thse in the first bx. Then ask students Questins 4–5.
Teacher asks and helps students t summarise the functins and usage f “a prepsitin + whm / which” in attributive clauses.
Teacher instructs students t lk fr mre sentences with attributive clauses in the reading passage and underline the sentences.
Students bserve the tw sentences in the first bx and answer Questins 1–3.
Students cmpare sentences in the secnd bx with thse in the first bx and answer Questins 4–5.
Students summarise the functins and usage f “a prepsitin +
whm / which” in attributive clauses with the help f the teacher.
Students lk fr mre sentences with attributive clauses in the reading passage and underline them.
T encurage students t discver the grammar usage by themselves.
T further enhance students’ understanding f attributive clauses.
Activity 2
Teacher asks students t read and cnnect the sentences individually.
Teacher asks sme students t share their answers with the class.
Students read and cnnect the sentences individually.
Sme students share their answers with the class.
T get students t practise using attributive clauses with “a prepsitin + whm / which”.
Activity 3
Teacher asks students t read the passage and get its main idea.
Teacher asks students t fill in the blanks.
Teacher checks the answers with the class.
Students read the passage and get its main idea.
Students fill in the blanks.
Students check the answers with the teacher.
T help students cnslidate the applicatin f attributive clauses in a real-life cntext.
Activity 4
Teacher asks students t lk at the fur pictures and try t describe them.
Teacher asks students t read the descriptins and pay attentin t the wrds in bld.
Teacher asks students t wrk in pairs and match the descriptins t the pictures.
Teacher asks sme students t share their answers with the class.
Students lk at the fur pictures and try t describe them.
Students read the descriptins and pay attentin t the wrds in bld.
Students wrk in pairs and match the descriptins t the pictures.
Sme students share their answers with the class.
T help students gain mre factual knwledge abut gegraphical features in the wrld.
Activity 5
Teacher asks students t read the email and get its main idea.
Teacher asks students t wrk in pairs and fill in the blanks with the wrds in bld frm Activity 4.
Teacher invites sme students t read the cmpleted email t check the answers with the class.
Students read the email and get its main idea.
Students wrk in pairs and fill in the blanks with the wrds in bld frm Activity 4.
Sme students read the cmpleted email t check the answers with the class.
T deepen students’ understanding f gegraphical features.
Activity 6
Teacher asks students t brainstrm and think f ther gegraphical features in the wrld.
Teacher asks students t wrk in pairs and chse ne place t make a cnversatin.
Teacher asks sme pairs t act ut their cnversatins in frnt f the class.
Students brainstrm and think f ther gegraphical features in the wrld.
Students wrk in pairs and chse ne place t make a cnversatin.
Sme pairs act ut their cnversatins in frnt f the class.
T enlarge students’ vcabulary and imprve their abilities t reach an agreement and express their ideas.
Activity 7
Teacher asks students t lk at the five pictures, describe them and predict what the audi talks abut.
Teacher plays the audi and asks students t chse the pictures that are mentined.
Teacher checks the answers with the students.
Students lk at the five pictures, describe them and predict what the audi talks abut.
Students listen t the audi and chse the pictures that are mentined.
Students check the answers with the teacher.
T train students t grasp the main idea and key infrmatin f the listening materials.
Activity 8
Teacher plays the audi again and asks students t cmplete the table.
Teacher checks the answers with the class.
Teacher asks students t identify the language the girl uses t discuss advantages and disadvantages.
Students listen t the audi again and cmplete the table.
Students check the answers with the teacher.
Students identify the language the girl uses t discuss advantages and disadvantages.
T help students understand the details f the listening materials.
T help students learn hw t discuss advantages and disadvantages.
Activity 9
Teacher divides students int pairs and asks them t read the materials n Page 83 and Page 86 respectively.
Teacher asks students t wrk in pairs and make the cnversatin accrding t the different materials.
Teacher invites several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in pairs and read the materials n Page 83 and Page 86 respectively.
Students wrk in pairs and make the cnversatin accrding t the different materials.
Several pairs act ut their cnversatins in frnt f the class. Others make cmments.
T help students learn mre abut the factual infrmatin abut life in extreme climate znes.
T encurage students t practise discussing advantages and disadvantages.
Activity 10
Teacher divides students int pairs and asks them t talk abut the differences between life in suthern China and nrthern China.
Teacher invites several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in pairs and talk abut the differences between life in suthern China and nrthern China.
Several pairs act ut their cnversatins in frnt f the class. Others make cmments.
T train students t transfer what they’ve learnt in class t discver and express what they’re experiencing in their lives.
Develping ideas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：
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；
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；
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
引导学生通过阅读来把握和概括段落大意和语篇主旨；
培养学生概要写作的能力。
教学难点
引导学生进行概要写作；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher divides the class int grups and asks students t have discussins and cmplete the quiz.
Teacher asks sme students t share their answers with the class.
Students have discussins and cmplete the quiz in grups.
Sme students share their answers with the class.
T activate students’ theme-related backgrund knwledge.
Activity 2
Teacher asks students t lk at the title f the passage as well as the picture and give their wn understanding f the title.
Teacher asks students t tick what they think is mentined in the passage and give reasns, and asks ther students t make cmments.
Teacher asks students t read the passage and check their answers.
Students lk at the title f the passage as well as the picture and give their wn understanding f the title.
Students tick what they think is mentined in the passage and give reasns. Others make cmments.
Students read the passage and check their answers.
T train students t predict the cntent f the passage thrugh the title and the related picture.
Activity 3
Teacher asks students t read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Teacher asks students t pay attentin t “Learning t learn” befre they d the activity.
Teacher asks sme students t share the answers with the class and give reasns.
Students read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Students pay attentin t “Learning t learn” befre they d the activity.
Sme students share the answers with the class and give reasns.
T train students’ ability t summarise.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T help students further explre the tpic.
T imprve students’ critical thinking ability.
T help students apply what they’ve learnt in a real-life cntext.
Activity 4
Teacher asks students t read the passage again with mre detailed infrmatin n gardening in Britain.
Teacher asks students t wrk in pairs and prepare questins fr the interview.
Teacher asks students t decide the rles f interviewer and interviewee and act ut the interview in pairs.
Teacher asks sme pairs t act ut their interviews in frnt f the class.
Students read the passage again with mre detailed infrmatin n gardening in Britain.
Students wrk in pairs and prepare questins fr the interview.
Students decide the rles f interviewer and interviewee and act ut the interview in pairs.
Sme pairs act ut their interviews in frnt f the class.
T train students’ ability t rganise detailed infrmatin.
T imprve students’ speaking skills.
Activity 5
Teacher asks students t read the passage and get its main idea.
Teacher divides the class int grups and asks students t discuss the main idea f each paragraph and underline the tpic sentences.
Teacher asks students t make ntes under the headings.
Teacher asks sme grups t share the tpic sentences as well as the ntes with the class.
Students read the passage and get its main idea.
Students discuss the main idea f each paragraph and underline the tpic sentences in grups.
Students make ntes under the headings.
Sme grups share the tpic sentences as well as the ntes with the class.
T teach students hw t analyse a passage and train their ability t summarise.
Activity 6
Teacher asks students t make clear the key infrmatin in Activity 5.
Teacher asks students t write a summary f the passage.
Students make clear the key infrmatin in Activity 5.
Students write a summary f the passage.
T train students’ ability t write a summary.
Activity 7
Teacher asks sme students t share their summaries with the class and asks ther students t make cmments.
Sme students share their summaries with the class and thers make cmments.
T prvide pprtunities fr students t present their writing and d evaluatin.
Presenting ideas & Reflectin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
Presenting ideas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；
Reflectin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：
对人与自然的关系这一话题有更深入的理解；
通过对理想居住地的选择，更深刻地认识人与自然的关系；
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
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；
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
引导学生关注自然、热爱自然，形成与自然和谐相处的意识；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Presenting ideas
Activity 1
Teacher asks students t lk at the fur pictures and describe them in grups.
Teacher asks each grup t decide in which place they wuld like t live.
Students lk at the fur pictures and describe them in grups.
Each grup decides in which place they wuld like t live.
T help students think abut things frm an bjective pint f view.
Activity 2
Teacher asks students t think abut why they want t live in the place and make ntes individually.
Teacher asks students t have discussins in grups.
Students think abut why they want t live in the place and make ntes individually.
Students have discussins in grups.
T make students evaluate advantages and disadvantages f things bjectively.
Activity 3
Teacher asks students t prepare fr the talk individually.
Teacher asks students t present their talks in grups and each grup chses their speakers.
Students prepare fr the talk individually.
Students present their talks in grups and each grup chses their speakers.
T encurage students t express their pinins and cultivate their team spirit.
Activity 4
Teacher asks grup speakers t present their talks in frnt f the class and asks the class t vte fr the best.
Grup speakers present their talks in frnt f the class and the class vte fr the best.
T practise students’ speaking skills.
Reflectin
Reflectin
Teacher asks students t recall what they’ve learnt in this unit.
Teacher asks students t cmplete “Reflectin” in Student’s Bk.
Students rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
T help students evaluate their perfrmance, review the unit, and think abut ways t imprve.
Prject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：
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；
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；
关注自然、热爱自然，形成与自然和谐相处的意识。
教学重点
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；
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
引导学生综合运用本单元所学知识，有效完成开放型任务；
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
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
(In the previus class)
Teacher asks students t read the “plant prfile” f the bamb and find ut what infrmatin is included.
Teacher divides the class int grups and asks students t explre the schl campus t find ut what different types f plants grw there and take phts and make ntes.
Teacher asks the grups t lk fr infrmatin nline r in the library abut the plants they have fund.
(In the previus class)
Students read the “plant prfile” f the bamb and find ut what infrmatin is included.
Each grup explres the schl campus t find ut what different types f plants grw there and takes phts and makes ntes.
Each grup lks fr infrmatin nline r in the library abut the plants they have fund.
T get students prepared fr the prject, and develp their individual learning and explring abilities.
Plan
Teacher asks each grup t get a ntebk in which t put the prfiles.
Teacher asks each grup t have discussins and decide the plants they want t put in the prfiles and make ntes.
Each grup gets a ntebk in which t put the prfiles.
Each grup has discussins and decides the plants they want t put in the prfiles and makes ntes.
T help students prepare fr the handbk making.
Create
Teacher asks students t write their “plant prfiles” in grups.
Teacher asks students t add phts r sketches f the plants.
Students write their “plant prfiles” in grups.
Students add phts r sketches f the plants.
T teach students t cperate with each ther.
Present
Teacher encurages each grup t present their handbks t the class.
Teacher asks the whle class t vte fr the best.
Each grup presents their handbks t the class.
The whle class vte fr the best.
T help students learn frm each ther.