外研版（2019） 必修第一册 Unit 6 At one with nature  全单元教案（表格式）
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| 名称 | 外研版（2019） 必修第一册 Unit 6 At one with nature  全单元教案（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-05 18:38:14 | ||
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Book 1 Unit 6 At one with nature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 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 out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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch the video. Teacher asks students to answer the two questions. Teacher plays the video again if necessary. Students watch the video. Students answer the two questions. To arouse students’ interest and draw their attention to the theme of this unit – human and nature.
Activity 2 Teacher asks students to look at the four pictures on the right and find out what are in the pictures. Teacher asks students to discuss the two questions in groups of four. Teacher asks each group to choose one speaker to share the group’s answers with the class. Students look at the four pictures on the right and find out what are in the pictures. Students discuss the two questions in groups of four. Group speakers share their answers with the class. To make students be aware of the relations between natural environments and people’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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Teacher asks student to have discussions in groups. Teacher invites some groups to share their answers with the class. Students look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Students discuss in groups. Some groups share their answers with the class. To have students get to know the background information about Zhuang and Yao ethnic groups, thus understanding the people, living habits and environment there better. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. Teacher asks students to answer the questions. Students read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. Students answer the questions. To get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and pick out the topic sentence and key words of each paragraph. Teacher asks students to discuss and choose the author’s purpose in writing the passage in groups. Teacher invites some students to share their answers with the class. Students read the passage individually and pick out the topic sentence and key words of each paragraph. Students discuss and choose the author’s purpose in groups. Some students share their answers with the class. To encourage students to figure out the author’s purpose in writing the passage. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Teacher divides the class into groups and asks students to correct four factual mistakes in the summary. Teacher checks the answers with the class. Students discuss and correct four factual mistakes in groups. Students check the answers with the teacher. To examine how much students have grasped the detailed information, and enhance students’ critical thinking ability.
Activity 5 Teacher asks students to read the passage again and work in pairs to discuss the working principle of the Longji Rice Terraces. Teacher asks each pair to make clear the major steps of the working principle and write down the key words in the picture. Teacher asks students to retell the working principle in pairs. Teacher invites some pairs to retell the working principle in front of the class and asks other students to make comments. Students read the passage again and have discussions in pairs. Students work in pairs and make clear the major steps of the working principle and write down the key words in the picture. Students work in pairs and retell the working principle. Some pairs retell the working principle in front of the class. Others make comments. To strengthen students’ understanding of the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and discover phenomena 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then ask students Questions 1–3. Teacher asks students to compare the sentences in the second box with those in the first box. Then ask students Questions 4–5. Teacher asks and helps students to summarise the functions and usage of “a preposition + whom / which” in attributive clauses. Teacher instructs students to look for more sentences with attributive clauses in the reading passage and underline the sentences. Students observe the two sentences in the first box and answer Questions 1–3. Students compare sentences in the second box with those in the first box and answer Questions 4–5. Students summarise the functions and usage of “a preposition + whom / which” in attributive clauses with the help of the teacher. Students look for more sentences with attributive clauses in the reading passage and underline them. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of attributive clauses.
Activity 2 Teacher asks students to read and connect the sentences individually. Teacher asks some students to share their answers with the class. Students read and connect the sentences individually. Some students share their answers with the class. To get students to practise using attributive clauses with “a preposition + whom / which”.
Activity 3 Teacher asks students to read the passage and get its main idea. Teacher asks students to 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. To help students consolidate the application of attributive clauses in a real-life context.
Activity 4 Teacher asks students to look at the four pictures and try to describe them. Teacher asks students to read the descriptions and pay attention to the words in bold. Teacher asks students to work in pairs and match the descriptions to the pictures. Teacher asks some students to share their answers with the class. Students look at the four pictures and try to describe them. Students read the descriptions and pay attention to the words in bold. Students work in pairs and match the descriptions to the pictures. Some students share their answers with the class. To help students gain more factual knowledge about geographical features in the world.
Activity 5 Teacher asks students to read the email and get its main idea. Teacher asks students to work in pairs and fill in the blanks with the words in bold from Activity 4. Teacher invites some students to read the completed email to check the answers with the class. Students read the email and get its main idea. Students work in pairs and fill in the blanks with the words in bold from Activity 4. Some students read the completed email to check the answers with the class. To deepen students’ understanding of geographical features.
Activity 6 Teacher asks students to brainstorm and think of other geographical features in the world. Teacher asks students to work in pairs and choose one place to make a conversation. Teacher asks some pairs to act out their conversations in front of the class. Students brainstorm and think of other geographical features in the world. Students work in pairs and choose one place to make a conversation. Some pairs act out their conversations in front of the class. To enlarge students’ vocabulary and improve their abilities to reach an agreement and express their ideas.
Activity 7 Teacher asks students to look at the five pictures, describe them and predict what the audio talks about. Teacher plays the audio and asks students to choose the pictures that are mentioned. Teacher checks the answers with the students. Students look at the five pictures, describe them and predict what the audio talks about. Students listen to the audio and choose the pictures that are mentioned. Students check the answers with the teacher. To train students to grasp the main idea and key information of the listening materials.
Activity 8 Teacher plays the audio again and asks students to complete the table. Teacher checks the answers with the class. Teacher asks students to identify the language the girl uses to discuss advantages and disadvantages. Students listen to the audio again and complete the table. Students check the answers with the teacher. Students identify the language the girl uses to discuss advantages and disadvantages. To help students understand the details of the listening materials. To help students learn how to discuss advantages and disadvantages.
Activity 9 Teacher divides students into pairs and asks them to read the materials on Page 83 and Page 86 respectively. Teacher asks students to work in pairs and make the conversation according to the different materials. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students work in pairs and read the materials on Page 83 and Page 86 respectively. Students work in pairs and make the conversation according to the different materials. Several pairs act out their conversations in front of the class. Others make comments. To help students learn more about the factual information about life in extreme climate zones. To encourage students to practise discussing advantages and disadvantages.
Activity 10 Teacher divides students into pairs and asks them to talk about the differences between life in southern China and northern China. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students work in pairs and talk about the differences between life in southern China and northern China. Several pairs act out their conversations in front of the class. Others make comments. To train students to transfer what they’ve learnt in class to discover and express what they’re experiencing in their lives.
Developing 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher divides the class into groups and asks students to have discussions and complete the quiz. Teacher asks some students to share their answers with the class. Students have discussions and complete the quiz in groups. Some students share their answers with the class. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to look at the title of the passage as well as the picture and give their own understanding of the title. Teacher asks students to tick what they think is mentioned in the passage and give reasons, and asks other students to make comments. Teacher asks students to read the passage and check their answers. Students look at the title of the passage as well as the picture and give their own understanding of the title. Students tick what they think is mentioned in the passage and give reasons. Others make comments. Students read the passage and check their answers. To train students to predict the content of the passage through the title and the related picture.
Activity 3 Teacher asks students to read the passage and summarise the main idea of each paragraph, then match the topic sentences with the paragraphs. Teacher asks students to pay attention to “Learning to learn” before they do the activity. Teacher asks some students to share the answers with the class and give reasons. Students read the passage and summarise the main idea of each paragraph, then match the topic sentences with the paragraphs. Students pay attention to “Learning to learn” before they do the activity. Some students share the answers with the class and give reasons. To train students’ ability to summarise.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students further explore the topic. To improve students’ critical thinking ability. To help students apply what they’ve learnt in a real-life context.
Activity 4 Teacher asks students to read the passage again with more detailed information on gardening in Britain. Teacher asks students to work in pairs and prepare questions for the interview. Teacher asks students to decide the roles of interviewer and interviewee and act out the interview in pairs. Teacher asks some pairs to act out their interviews in front of the class. Students read the passage again with more detailed information on gardening in Britain. Students work in pairs and prepare questions for the interview. Students decide the roles of interviewer and interviewee and act out the interview in pairs. Some pairs act out their interviews in front of the class. To train students’ ability to organise detailed information. To improve students’ speaking skills.
Activity 5 Teacher asks students to read the passage and get its main idea. Teacher divides the class into groups and asks students to discuss the main idea of each paragraph and underline the topic sentences. Teacher asks students to make notes under the headings. Teacher asks some groups to share the topic sentences as well as the notes with the class. Students read the passage and get its main idea. Students discuss the main idea of each paragraph and underline the topic sentences in groups. Students make notes under the headings. Some groups share the topic sentences as well as the notes with the class. To teach students how to analyse a passage and train their ability to summarise.
Activity 6 Teacher asks students to make clear the key information in Activity 5. Teacher asks students to write a summary of the passage. Students make clear the key information in Activity 5. Students write a summary of the passage. To train students’ ability to write a summary.
Activity 7 Teacher asks some students to share their summaries with the class and asks other students to make comments. Some students share their summaries with the class and others make comments. To provide opportunities for students to present their writing and do evaluation.
Presenting ideas & 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 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； 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： 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to look at the four pictures and describe them in groups. Teacher asks each group to decide in which place they would like to live. Students look at the four pictures and describe them in groups. Each group decides in which place they would like to live. To help students think about things from an objective point of view.
Activity 2 Teacher asks students to think about why they want to live in the place and make notes individually. Teacher asks students to have discussions in groups. Students think about why they want to live in the place and make notes individually. Students have discussions in groups. To make students evaluate advantages and disadvantages of things objectively.
Activity 3 Teacher asks students to prepare for the talk individually. Teacher asks students to present their talks in groups and each group chooses their speakers. Students prepare for the talk individually. Students present their talks in groups and each group chooses their speakers. To encourage students to express their opinions and cultivate their team spirit.
Activity 4 Teacher asks group speakers to present their talks in front of the class and asks the class to vote for the best. Group speakers present their talks in front of the class and the class vote for the best. To practise students’ speaking skills.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to complete “Reflection” in Student’s Book. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
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： 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to read the “plant profile” of the bamboo and find out what information is included. Teacher divides the class into groups and asks students to explore the school campus to find out what different types of plants grow there and take photos and make notes. Teacher asks the groups to look for information online or in the library about the plants they have found. (In the previous class) Students read the “plant profile” of the bamboo and find out what information is included. Each group explores the school campus to find out what different types of plants grow there and takes photos and makes notes. Each group looks for information online or in the library about the plants they have found. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks each group to get a notebook in which to put the profiles. Teacher asks each group to have discussions and decide the plants they want to put in the profiles and make notes. Each group gets a notebook in which to put the profiles. Each group has discussions and decides the plants they want to put in the profiles and makes notes. To help students prepare for the handbook making.
Create Teacher asks students to write their “plant profiles” in groups. Teacher asks students to add photos or sketches of the plants. Students write their “plant profiles” in groups. Students add photos or sketches of the plants. To teach students to cooperate with each other.
Present Teacher encourages each group to present their handbooks to the class. Teacher asks the whole class to vote for the best. Each group presents their handbooks to the class. The whole class vote for the best. To help students learn from each other.
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 out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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch the video. Teacher asks students to answer the two questions. Teacher plays the video again if necessary. Students watch the video. Students answer the two questions. To arouse students’ interest and draw their attention to the theme of this unit – human and nature.
Activity 2 Teacher asks students to look at the four pictures on the right and find out what are in the pictures. Teacher asks students to discuss the two questions in groups of four. Teacher asks each group to choose one speaker to share the group’s answers with the class. Students look at the four pictures on the right and find out what are in the pictures. Students discuss the two questions in groups of four. Group speakers share their answers with the class. To make students be aware of the relations between natural environments and people’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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Teacher asks student to have discussions in groups. Teacher invites some groups to share their answers with the class. Students look at the two pictures and think about what they know about the Zhuang and Yao ethnic groups. Students discuss in groups. Some groups share their answers with the class. To have students get to know the background information about Zhuang and Yao ethnic groups, thus understanding the people, living habits and environment there better. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. Teacher asks students to answer the questions. Students read the passage quickly and find out the problems the local people are facing and how the problems are solved by working with nature. Students answer the questions. To get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and pick out the topic sentence and key words of each paragraph. Teacher asks students to discuss and choose the author’s purpose in writing the passage in groups. Teacher invites some students to share their answers with the class. Students read the passage individually and pick out the topic sentence and key words of each paragraph. Students discuss and choose the author’s purpose in groups. Some students share their answers with the class. To encourage students to figure out the author’s purpose in writing the passage. To let students gather information about the passage, thus preparing for Activity 4.
Activity 4 Teacher divides the class into groups and asks students to correct four factual mistakes in the summary. Teacher checks the answers with the class. Students discuss and correct four factual mistakes in groups. Students check the answers with the teacher. To examine how much students have grasped the detailed information, and enhance students’ critical thinking ability.
Activity 5 Teacher asks students to read the passage again and work in pairs to discuss the working principle of the Longji Rice Terraces. Teacher asks each pair to make clear the major steps of the working principle and write down the key words in the picture. Teacher asks students to retell the working principle in pairs. Teacher invites some pairs to retell the working principle in front of the class and asks other students to make comments. Students read the passage again and have discussions in pairs. Students work in pairs and make clear the major steps of the working principle and write down the key words in the picture. Students work in pairs and retell the working principle. Some pairs retell the working principle in front of the class. Others make comments. To strengthen students’ understanding of the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To develop students’ abilities to transfer knowledge and discover phenomena 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then ask students Questions 1–3. Teacher asks students to compare the sentences in the second box with those in the first box. Then ask students Questions 4–5. Teacher asks and helps students to summarise the functions and usage of “a preposition + whom / which” in attributive clauses. Teacher instructs students to look for more sentences with attributive clauses in the reading passage and underline the sentences. Students observe the two sentences in the first box and answer Questions 1–3. Students compare sentences in the second box with those in the first box and answer Questions 4–5. Students summarise the functions and usage of “a preposition + whom / which” in attributive clauses with the help of the teacher. Students look for more sentences with attributive clauses in the reading passage and underline them. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of attributive clauses.
Activity 2 Teacher asks students to read and connect the sentences individually. Teacher asks some students to share their answers with the class. Students read and connect the sentences individually. Some students share their answers with the class. To get students to practise using attributive clauses with “a preposition + whom / which”.
Activity 3 Teacher asks students to read the passage and get its main idea. Teacher asks students to 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. To help students consolidate the application of attributive clauses in a real-life context.
Activity 4 Teacher asks students to look at the four pictures and try to describe them. Teacher asks students to read the descriptions and pay attention to the words in bold. Teacher asks students to work in pairs and match the descriptions to the pictures. Teacher asks some students to share their answers with the class. Students look at the four pictures and try to describe them. Students read the descriptions and pay attention to the words in bold. Students work in pairs and match the descriptions to the pictures. Some students share their answers with the class. To help students gain more factual knowledge about geographical features in the world.
Activity 5 Teacher asks students to read the email and get its main idea. Teacher asks students to work in pairs and fill in the blanks with the words in bold from Activity 4. Teacher invites some students to read the completed email to check the answers with the class. Students read the email and get its main idea. Students work in pairs and fill in the blanks with the words in bold from Activity 4. Some students read the completed email to check the answers with the class. To deepen students’ understanding of geographical features.
Activity 6 Teacher asks students to brainstorm and think of other geographical features in the world. Teacher asks students to work in pairs and choose one place to make a conversation. Teacher asks some pairs to act out their conversations in front of the class. Students brainstorm and think of other geographical features in the world. Students work in pairs and choose one place to make a conversation. Some pairs act out their conversations in front of the class. To enlarge students’ vocabulary and improve their abilities to reach an agreement and express their ideas.
Activity 7 Teacher asks students to look at the five pictures, describe them and predict what the audio talks about. Teacher plays the audio and asks students to choose the pictures that are mentioned. Teacher checks the answers with the students. Students look at the five pictures, describe them and predict what the audio talks about. Students listen to the audio and choose the pictures that are mentioned. Students check the answers with the teacher. To train students to grasp the main idea and key information of the listening materials.
Activity 8 Teacher plays the audio again and asks students to complete the table. Teacher checks the answers with the class. Teacher asks students to identify the language the girl uses to discuss advantages and disadvantages. Students listen to the audio again and complete the table. Students check the answers with the teacher. Students identify the language the girl uses to discuss advantages and disadvantages. To help students understand the details of the listening materials. To help students learn how to discuss advantages and disadvantages.
Activity 9 Teacher divides students into pairs and asks them to read the materials on Page 83 and Page 86 respectively. Teacher asks students to work in pairs and make the conversation according to the different materials. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students work in pairs and read the materials on Page 83 and Page 86 respectively. Students work in pairs and make the conversation according to the different materials. Several pairs act out their conversations in front of the class. Others make comments. To help students learn more about the factual information about life in extreme climate zones. To encourage students to practise discussing advantages and disadvantages.
Activity 10 Teacher divides students into pairs and asks them to talk about the differences between life in southern China and northern China. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments. Students work in pairs and talk about the differences between life in southern China and northern China. Several pairs act out their conversations in front of the class. Others make comments. To train students to transfer what they’ve learnt in class to discover and express what they’re experiencing in their lives.
Developing 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher divides the class into groups and asks students to have discussions and complete the quiz. Teacher asks some students to share their answers with the class. Students have discussions and complete the quiz in groups. Some students share their answers with the class. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to look at the title of the passage as well as the picture and give their own understanding of the title. Teacher asks students to tick what they think is mentioned in the passage and give reasons, and asks other students to make comments. Teacher asks students to read the passage and check their answers. Students look at the title of the passage as well as the picture and give their own understanding of the title. Students tick what they think is mentioned in the passage and give reasons. Others make comments. Students read the passage and check their answers. To train students to predict the content of the passage through the title and the related picture.
Activity 3 Teacher asks students to read the passage and summarise the main idea of each paragraph, then match the topic sentences with the paragraphs. Teacher asks students to pay attention to “Learning to learn” before they do the activity. Teacher asks some students to share the answers with the class and give reasons. Students read the passage and summarise the main idea of each paragraph, then match the topic sentences with the paragraphs. Students pay attention to “Learning to learn” before they do the activity. Some students share the answers with the class and give reasons. To train students’ ability to summarise.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students further explore the topic. To improve students’ critical thinking ability. To help students apply what they’ve learnt in a real-life context.
Activity 4 Teacher asks students to read the passage again with more detailed information on gardening in Britain. Teacher asks students to work in pairs and prepare questions for the interview. Teacher asks students to decide the roles of interviewer and interviewee and act out the interview in pairs. Teacher asks some pairs to act out their interviews in front of the class. Students read the passage again with more detailed information on gardening in Britain. Students work in pairs and prepare questions for the interview. Students decide the roles of interviewer and interviewee and act out the interview in pairs. Some pairs act out their interviews in front of the class. To train students’ ability to organise detailed information. To improve students’ speaking skills.
Activity 5 Teacher asks students to read the passage and get its main idea. Teacher divides the class into groups and asks students to discuss the main idea of each paragraph and underline the topic sentences. Teacher asks students to make notes under the headings. Teacher asks some groups to share the topic sentences as well as the notes with the class. Students read the passage and get its main idea. Students discuss the main idea of each paragraph and underline the topic sentences in groups. Students make notes under the headings. Some groups share the topic sentences as well as the notes with the class. To teach students how to analyse a passage and train their ability to summarise.
Activity 6 Teacher asks students to make clear the key information in Activity 5. Teacher asks students to write a summary of the passage. Students make clear the key information in Activity 5. Students write a summary of the passage. To train students’ ability to write a summary.
Activity 7 Teacher asks some students to share their summaries with the class and asks other students to make comments. Some students share their summaries with the class and others make comments. To provide opportunities for students to present their writing and do evaluation.
Presenting ideas & 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 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； 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： 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to look at the four pictures and describe them in groups. Teacher asks each group to decide in which place they would like to live. Students look at the four pictures and describe them in groups. Each group decides in which place they would like to live. To help students think about things from an objective point of view.
Activity 2 Teacher asks students to think about why they want to live in the place and make notes individually. Teacher asks students to have discussions in groups. Students think about why they want to live in the place and make notes individually. Students have discussions in groups. To make students evaluate advantages and disadvantages of things objectively.
Activity 3 Teacher asks students to prepare for the talk individually. Teacher asks students to present their talks in groups and each group chooses their speakers. Students prepare for the talk individually. Students present their talks in groups and each group chooses their speakers. To encourage students to express their opinions and cultivate their team spirit.
Activity 4 Teacher asks group speakers to present their talks in front of the class and asks the class to vote for the best. Group speakers present their talks in front of the class and the class vote for the best. To practise students’ speaking skills.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to complete “Reflection” in Student’s Book. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
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： 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 contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to read the “plant profile” of the bamboo and find out what information is included. Teacher divides the class into groups and asks students to explore the school campus to find out what different types of plants grow there and take photos and make notes. Teacher asks the groups to look for information online or in the library about the plants they have found. (In the previous class) Students read the “plant profile” of the bamboo and find out what information is included. Each group explores the school campus to find out what different types of plants grow there and takes photos and makes notes. Each group looks for information online or in the library about the plants they have found. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks each group to get a notebook in which to put the profiles. Teacher asks each group to have discussions and decide the plants they want to put in the profiles and make notes. Each group gets a notebook in which to put the profiles. Each group has discussions and decides the plants they want to put in the profiles and makes notes. To help students prepare for the handbook making.
Create Teacher asks students to write their “plant profiles” in groups. Teacher asks students to add photos or sketches of the plants. Students write their “plant profiles” in groups. Students add photos or sketches of the plants. To teach students to cooperate with each other.
Present Teacher encourages each group to present their handbooks to the class. Teacher asks the whole class to vote for the best. Each group presents their handbooks to the class. The whole class vote for the best. To help students learn from each other.