外研版（2019必修第一册 Unit6 At one with nature Using language板块教学设计
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| 名称 | 外研版（2019必修第一册 Unit6 At one with nature Using language板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 13:55:23 | ||
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Unit6 Using language板块教学设计
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.
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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.
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