外研版（2019）必修一 Unit 6 At one with nature Starting out & Understanding Ideas单元教学设计（表格式）
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| 名称 | 外研版（2019）必修一 Unit 6 At one with nature Starting out & Understanding Ideas单元教学设计（表格式） |  | |
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| 文件大小 | 792.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-04-18 22:48:01 | ||
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文档简介
编写时间： 2023年 4 月 会东县和文中学 高2022级英语 备课组
会东县和文中学集体备课教学设计
课 题 Unit6 At one with nature 主备人 授课人
课 型 Starting out & Understanding Ideas 课时 第 1 课时 授课时间 节数安排 节
教学目标 1 语言能力目标能够理解和人与自然相关的内容，通过阅读文章，理解文章大意，分析作者的写作意图。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，同时树立文化自信。引导学生了解龙胜各族自治县人民尊重自然、合理利用自然、改造自然的行为，加深对语篇和单元主题的认知，认识人与自然和谐相处的重要性。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；在深入理解文本的同时联系自身，实现知识与思维能力的迁移。4 学习能力目标能够通过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。
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：如何处理好人与自然的关系
重 难 点 了解龙脊梯田的建造背景、建造原因和运作原理，并恰当地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，并迅速找出关键细节在文中的位置。
难点： 概括并简述龙脊梯田的运作原理，培养学生对此类逻辑关系的梳理能力和看图复述课文的能力。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Warming up教师引导学生观看视频，了解威尼斯目前所面临的问题，初步导入话题。第一步：播放无字幕视频，请学生通过看画面和听旁白，试着回答问题。第二步：再次播放视频，学生检查答案是否正确。如果学生理解有困难，可带字幕多播放几遍。第三步：学生以小组为单位，联系实际，思考并讨论面临相似问题的中国城市或城镇。Watch the video and answer the questions.1 What are the problems faced by Venice 2 Are there any similar cities or towns in China Introduce one to the class.○参考答案1 Venice is faced with the problems caused by water. Saltwater is slowly damaging the bases of Venice’s buildings, making the city gradually sink. Floods also hit the city each winter, causing more problems.2 Students’ own answers.Step2 Starting out 教师带领学生讨论自然环境对不同地区人们生活的影响。学生以小组为单位，根据图片内容，联系自身经历，讨论问题答案，介绍家乡的自然环境及对自己生活的影响。Look at the pictures and answer the questions.1 How does the natural environment influence the lives of the local people in each picture 2 What is the natural environment of your home town like How is your life influenced by it ○参考答案1 In Russia, it can get very cold with heavy snow in winter, so people live in houses with inclined roofs and wear thick clothes for outdoor activities.In the UK, the mild climate and parks in towns and cities provide a pleasant natural environment in which people can relax and enjoy life.In northwest China, the yellow earth is thick and compacted, so people build cave dwellings as their place of residence.In Myanmar, the climate is hot and humid and there are many rivers. Many people live in bamboo houses on stilts, which keep them above the water.2 Students’ own answers.Step3 Understanding ideas Activity 1 Before-readingTask1 第一步：请学生看图，描述图片中展示的有关壮族和瑶族的信息。第二步：学生分组讨论图片内容，联系实际，交流更多有关壮族和瑶族的信息。第三步：请部分小组代表分享关于壮族和瑶族的知识，其他小组进行补充或展开讨论。Look at the pictures and talk about what you know about the Zhuang and Yao ethnic groups.Task2 请学生带着任务阅读、理解课文。Read the passage and find out what problems the local people solved by working with nature.○参考答案Two problems are solved. The first one is that there are few large, flat areas of land in the region for people to grow rice. The other one is that the mountains are steep and the soil is shallow.Activity 2 ReadingⅠ.Reading for the author’s purpose.引导学生通过主题句、关键词等把握文章大意，理清文章结构，分析作者的写作意图。Choose the author’s purpose in writing the passage.1 To praise the wisdom of the ethnic groups living in Guangxi Zhuang Autonomous Region.2 To explain how people worked in harmony with nature to create the Longji Rice Terraces.3 To describe the beauty of the Longji Rice Terraces and to attract visitors to this scenic spot.Ⅱ.Reading for detail information.教师通过此活动引导学生关注文章的具体内容，考查学生对文章细节的理解和信息的整合。第一步：学生阅读文章概要，理解活动意图。第二步：学生分组活动，各小组回归课文，找出四处信息错误，讨论并改正。第三步：请部分小组选择代表分享答案，其他小组进行补充。Read the summary of the passage and correct four factual mistakes.The Longji Rice Terraces were built by the local Zhuang ethnic group alone. Though there are many large, flat areas in the region, they built terraces on the mountains to have more areas to grow rice. The terraces are cleverly designed, and can wash away the shallow soil. There are hundreds of waterways, along which rainwater moves down the mountains and into the terraces. Today, local people use modern methods to maintain the terraces, and they attract lots of visitors from all over the country.○参考答案The Longji Rice Terraces were built by the local Zhuang and Yao people. Since there are few large, flat areas in the region, they built terraces on the mountains to have more areas to grow rice. The terraces are cleverly designed, and can hold the shallow soil. There are hundreds of waterways, along which rainwater moves down the mountains and into the terraces. Today, local people use ancient methods of agriculture to maintain the terraces, and they attract lots of visitors from all over the country.Activity 3 After-reading第一步：确认学生理解指令和图片中的内容，明确活动意图。第二步：请学生回归课文，总结龙脊梯田的运作原理。第三步：学生两人一组，讨论运作原理并画出流程示意图。第四步：各小组将自己的示意图与学生用书中的图片进行对比，改进自己的示意图，并看图复述龙脊梯田的运作原理。提醒学生复述时适当运用连词、过渡语和定语从句。第五步：请部分小组进行复述，其他小组进行补充或评价。Work in pairs. Read the passage again and find out the working principle of the Longji Rice Terraces. Then use the picture to retell it in your own words.○参考答案During the rainy season, rainwater moves down the mountains along hundreds of waterways that connect with each other and the terraces. The sun heats the water and turns it into vapour. This forms clouds, from which rain falls down onto the mountain terraces once again.Activity 4 Homework Think & Share:1 Why do the local people still keep their traditional way of growing rice 2 In what other ways do people live in harmony with nature Give examples.
板书设计
作业设计 微点unit6section 1 课堂小练19微点unit6section 2 课堂小练20
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（1） 课时 第 2 课时 授课时间 节数安排 节
教学目标 1 引导学生进一步了解定语从句的结构和表意功能，掌握“介词 + 关系代词”的用法，并在实际语境中运用。2 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：如何处理好人与自然的关系
重 难 点 1了解“介词+关系代词”在定语从句中的功能；2会根据实际情况灵活正确选用相应的介词。
难点： 在定语从句中适当介词的选择使用。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in: Attributive clauses (3)此活动聚焦课文素材，引导学生自己去发现、总结限制性定语从句中“介词 + which / whom”的表意功能。教师仅作为辅助者、监督者，为学生提供支持性信息。第一步：学生朗读例句，关注粗体部分，尝试理解粗体部分表达的含义。第二步：学生分组活动，各小组对比两组例句，基于活动中的问题展开讨论，发现两组例句在句子结构上的不同之处，归纳限制性定语从句中“介词 + which / whom”结构的表意功能及其在语篇层面的效果。第三步：请个别小组分享答案并总结限制性定语从句中“介词 + which / whom”的表意功能和用法，根据学生水平酌情进行补充和扩展。第四步：学生在课文中找出更多含“介词 + which / whom”结构的限制性定语从句，体会其用法和表意功能。Look at the sentences from the reading passage and answer the questions. a … they could increase the areas in which they could grow rice.b … these terraces still mean a lot to the local people for whom traditions hold much value.1 What do “which” and “whom” refer to in each sentence 2 Why do we use prepositions before “which” and “whom” 3 In sentence (a), can we replace ”in which“ with ”where“ without changing the meaning Compare them with the following sentences and answer the questions.c … they could increase the areas. They could grow crops in these areas. d … these terraces still mean a lot to the local people. Traditions hold much value for them.4 What is the difference between the two groups of sentences 5 Why does the author choose to use sentences (a) and (b) in the reading passage Now look for more sentences with attributive clauses in the reading passage.○参考答案1 “Which” refers to “the areas” in sentence (a), and “whom” refers to “the local people” in sentence (b).2 Because “which” and “whom” serve as the object of the action phrases that end with a preposition.3 Yes.4 Sentences (a) and (b) both contain a clause defining a noun in the sentence. Sentences (c) and (d) are constructed with a pair of simple sentences, with one defining a noun in the other sentence in each pair.5 Because there is a closer link and connection between the item and the clause defining it in sentences (a) and (b). It will also make the passage clearer, and create an emphatic effect on the objects being defined.Step2 Presenting定语从句介词 + 关系代词讲解1 使用“介词 + 关系代词”引导定语从句的情况当关系代词在定语从句中作介词的宾语时，通常用“介词 + 关系代词”引导定语从句。如果关系代词在句中指人，则用“介词 + whom”；如果指物，则用“介词 + which”。例句：①The man by whom the thief was caught was a good policeman. 那个抓住小偷的男人是个优秀的警察。②This is the reason for which I was praised by my chemistry teacher. 这就是我得到化学老师表扬的原因。2 介词选用的规则介词的选择要根据其与先行词的关系以及句意决定，在定语从句中，经常可以根据谓语动词的搭配习惯来确定介词。3 其他注意事项含有介词的动词固定短语在定语从句中一般不拆开，在这种情况下，介词仍然放在后面，例如 hear from, look after 等。而在介词处于句尾时，句中的关系代词可以省略。例句：①I met the child (whom) I looked after ten years ago. 我遇到了十年前我照料过的那个孩子。②I wanted to visit the house (which) my grandparents lived in. 我想去看看我祖父母曾经居住过的房子。Step3 Consolidation教师带领学生改写句子，在真实语境中巩固对定语从句“介词 + 关系代词”结构的理解。第一步：学生阅读语句，理解语句内容和活动目的。第二步：学生分组活动，各小组画出每组句子中的先行词，讨论并确认介词结构，按要求用“介词 + 关系代词”的结构改写句子。第三步：请部分小组代表分享改写的句子，全班核对答案。Complete the passage with a preposition + whom / which.Among the many beautiful treasures people can receive from nature are natural dyes. The most common natural source 1.______ natural dyes come is plants. Materials for making natural dyes can often be found in gardens 2.______ colourful flowers are planted. Other natural dyes are made from insects, sea creatures and mineral compounds. Natural dyes are now returning to popularity, especially with artists and craftspeople. The reasons 3.______ they prefer natural dyes are that the colours are brighter and can be kept longer. Natural dyes are also becoming more popular with consumers 4.______ caring for the environment is a priority. More and more people feel that by using natural dyes, we can remind ourselves of nature’s beauty and protect the natural world.○参考答案1 The Zhuang is an ethnic group, of which the population is the largest of all ethnic groups in China.2 Guangxi is a province in which the Longji Rice Terraces are located.3 I want to visit this cultural landscape, to which the title of UNESCO World Heritage Site was given in 2016.4 He is an expert on rice planting, from whom the local Zhuang people have learnt a lot.Step4 Practice Activity 3教师引导学生在真实、具体的语境中运用“介词 + 关系代词”引导定语从句的结构。第一步：学生阅读语篇，整体理解语境和语篇大意。第二步：学生分组活动，运用恰当的“介词 + 关系代词”填空，补全语篇。第三步：请个别小组阅读完整的语篇，全班核对答案。第四步（适合程度较好的班级或学生）：请学生联系实际生活，模仿语篇形式写一篇短文，介绍生活中其他利用自然中动植物资源的生产活动，恰当使用由“介词 + 关系代词”引导的定语从句，进行知识和能力的迁移。Connect the sentences with a preposition + whom / which.1 Guangxi is a province. The Longji Rice Terraces are located in it.2 I want to visit this cultural landscape. The title of UNESCO World Heritage Site was given to it in 2016.3 He is an expert on rice planting. The local Zhuang people have learnt a lot from him.4 The Zhuang is an ethnic group. Its population is the largest of all ethnic groups in China.○参考答案1 from which 2 in which 3 for which 4 for whom
板书设计
作业设计 微点unit6section 3课堂小练21微点unit6section 4 课堂小练22
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（2） and listening 课时 第 3 课时 授课时间 节数安排 节
教学目标 1 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。2 借助所提供的话题情境和实用表达，编演新的对话，谈论在热带地区和北极地区生活的优点和不便。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。
难点： 听录音的内容，对于不熟悉的单词，结合上下文内容和语境推测出该词汇或表达的意思。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
tep1 Warming up: American and British English教师引导学生学习对典型地理景观的描述，了解如何介绍其与众不同之处。第一步：学生先看活动下方的图片，尝试描述图中的内容。第二步：学生以小组为单位，阅读 4 段描述，将这些描述与对应的图片进行匹配，并根据图片和描述内容讨论粗体单词的含义。Read the descriptions and match them to the pictures.○参考答案1–a 2–c 3–d 4–bStep2 Before-listening用粗体单词补全电子邮件，进一步理解语义，巩固对地理景观词汇的理解。第一步：学生整体阅读电子邮件，理解电子邮件大意，了解活动意图。第二步：学生以小组为单位，根据电子邮件的上下文信息，完成填空，并巩固对活动 4 中粗体单词的理解。第三步：请部分学生朗读完整的语篇，全班核对答案。第四步：请学生展开头脑风暴，拓展其他描述地理景观的词汇，在全班分小组开展比赛，拓展词汇数最多的小组获胜。Complete the email with the words in bold above.Hi Jane,I’m now back in the hotel after a fantastic day exploring Huangguoshu National Park. The park is most famous for its 1_______ . Check out this video that I made – it shows the water falling into the deep 2_______ below.Next week we are flying to the Turpan 3_______ in Xinjiang, which is famous for its sweet grapes. I‘ve heard that grapes are dried in drying houses to make raisins. The walls of the houses have a lot of holes in them to allow wind to pass through. How clever! We are also going to ride camels, “the ships of the desert”. It sounds like I will be sailing on a(n) 4_______ of sand! See you soon.Emma第一步：全班进行头脑风暴，例举更多著名的地理景观。第二步：学生两人一组，选择 1-2 个地理景观，描述其特点，并参考活动 5 的电子邮件，写一封回复邮件。鼓励学生结合实际，在邮件中描述家乡的著名地理景观。第三步：请各小组展示自己的回复邮件，全班进行评比，选出最佳邮件。Work in pairs. Talk about other geographical features in the world.○参考答案1 waterfall 2 valley 3 Basin 4 sea / ocean.Step3 While-listening Task1 教师带领学生听第一遍录音，理解录音大意，选出与录音内容相关的图片。Listen to a girl talking about Inuit life and identify the things that are mentioned.○参考答案b, d, eTask2 第一步：播放录音，学生根据听到的信息完成表格。如需要，可以再次播放录音。第二步：请部分学生分享答案，全班核对答案。第三步：再次播放录音，请学生做笔记，记录录音中用以说明生活方式的优点和不便的表达方式。第四步：请学生分组讨论录音中如何说明某种生活方式的优点和不便。第五步：全班分享记录结果，并根据表格内容和笔记，复述所听内容。第六步（适合程度较好的班级或学生）：引导学生思考录音中关于因纽特人生活的不便，讨论可能的解决方案，并鼓励学生思考他们的生活方式可能还存在哪些优点和不便。Listen again and complete the table.Now identify the language the girl uses to discuss advantages and disadvantages. Listen again if necessary○参考答案1 building materials 2 be kept3 fight the cold 4 cold weather5 time 6 boring7 job opportunities 8 pollutedStep4 After-listening: make a dialogue教师鼓励学生运用在前面活动中所学习的语言知识，编演新的对话，论在热带地区和北极地区生活的优点和不便。第一步：学生两人一组，根据活动情境和任务进行分工，编演对话。提醒学生在对话中运用前面活动提供的语言知识，并运用提供的实用表达。第二步：请几组学生在全班展示对话，其他学生进行补充或展开讨论。第三步：活动结束后，引导学生归纳并酌情扩展说明生活方式的优点和不便的表达方式。Work in pairs. Talk about life in the tropics and the Arctic. Student A: Turn to Page 83. Student B: Turn to Page 86.Step5 Homework学生两人一组，讨论中国南北方人民的生活方式，比较其差异，自创情境，编演对话，并在对话中恰当运用所学，说明两种生活方式的优点和不便。Work in pairs. Talk about the differences between life in southern China and northern China.
板书设计
作业设计 微点unit6section 4课堂小练22微点unit6section 5 课堂小练23
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 --Developing ideas 课时 第 4 课时 授课时间 节数安排 节
教学目标 1 带领学生通过阅读课文各段内容，准确把握各段主题句，归纳段落大意，理清文章结构；2 引导学生了解概要写作的文体特点和内容要素，能运用所学内容进行概要写作，总结文章大意；3 引导学生深入了解英国人对园艺的热爱和饮用花草茶的传统，并引导学生联系自身，对中外文化都崇尚与自然的和谐相处形成跨文化的理解，最终形成合理利用自然、与自然和谐相处的意识。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 了解概要写作的文体特点和内容要素，能运用所学内容进行概要写作，总结文章大意。
难点： 如何进行概要写作。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in小测试活动，各小组成员基于自己对英国园艺的了解，讨论并完成测试。旨在激活学生关于英国园艺的已有知识，为学习课文做好准备。Complete the quiz to see how much you know about British gardens. Try to guess if you are not sure of the correct answers.1 The earliest British gardens were planted in __________.a the 5th century BCb the 1st century ADc the 6th century AD2 By 2020, about __________ of British homes are likely to have a garden.a 80%b 85%c 90%3 It is estimated that __________ species of insects can be found in a British garden.a over 800b over 8,000c over 80,000○参考答案1 b 2 c 3 bStep2 Predict请学生阅读文章标题并看文章的图片，描述图片内容，讲述自己对标题的理解，讨论预测文章的内容，并完成勾选。Look at the title of the passage and the picture. Tick what you think is mentioned in the passage.___different kinds of plants___famous gardens___gardening competitions___greening of cities___air quality___country lifeStep3 ReadingTask1教师可以利用这个活动检验学生初读之后对课文的理解情况，培养学生归纳段落大意的能力。第一步：学生阅读课文，总结各段的段落大意，并根据段落大意为课文匹配主题句。第二步：请个别学生说出答案并陈述理由，全班核对答案。Choose the topic sentences and write them on the lines to complete the passage.a As well as being good for the environment, gardening is also good for the soul.b But in cities, limited space has led to people looking for new solutions.c For many people in the UK, their garden is their own private world.d This is what started the British love of gardening!○参考答案1–d 2–c 3–b 4–aTask2 教师鼓励学生深入理解课文内容并联系自身，开展说的活动，加深对课文主题的理解和思考，引导学生形成合理利用自然、与自然和谐相处的意识。第一步：学生分组活动，各小组讨论并回答四个问题。必要时，教师可以补充更多背景知识。第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。教师可进行点评，引导学生深入思考人与自然的关系，形成合理利用自然、与自然和谐相处的意识。1 What do you think the sentence “Where you tend a rose… A thistle cannot grow” means 2 What are the benefits of gardening 3 In what ways do people bring nature into their lives 4 Do you know anyone who loves gardening Tell the class about him / her.○参考答案1 When there are beautiful and positive ideas in our minds, we will feel fulfilled, and won’t be easily influenced by negative thoughts and ideas.2 It’s good for the environment and people’s souls.3 Students’ own answers.4 Students’ own answers.Step4 Group Work教师利用此活动，请学生结合课文内容，创设情境进行采访，引导学生深入理解人与自然和谐相处的关系，学以致用。第一步：请学生再次阅读课文，整理课文主要信息。第二步：学生两人一组，根据整理的信息，讨论采访需主要关注的内容，设计采访问题，形成采访提纲。第三步：组内进行角色分配，按照提纲展开采访。第四步：请部分小组进行展示，其他小组进行评价。Work in pairs. Act out an interview about gardening in Britain. 1 Read the passage again and find out important information.2 Prepare questions for the interview. Use the information from the passage.3 Decide the roles of interviewer and interviewee. Act out the interview.Interview questions How many British people love gardening ___________________________________ ___________________________________ ___________________________________Step5 After-reading: writing a summary教师带领学生阅读语篇，了解英国人饮用花草茶的习惯，找出各段主题句，梳理语篇主要信息。第一步：学生阅读文章，了解语篇大意。第二步：学生分组活动，各小组讨论各段大意，找出各段主题句，并梳理语篇的关键信息，填入学生用书中。第三步：请部分小组说出各段主题句并朗读笔记内容，全班核对答案。Read the passage and underline the topic sentence of each paragraph.British people love to make tea with fruit and herbs. With pleasant flavours and scents, and coming in a variety of colours, fruit and herbal teas make a nice change to traditional teas. Many people grow their very own tea gardens, in which they plant easy-to-grow herbs such as mint and lemongrass.Flavours such as lemon and ginger have long been popular in the UK. However, recent years have seen more and more unusual flavours come onto the market. Fruit teas now include mango, strawberry, apple and pear. Herbal teas include blackberry leaf and dandelion. Herbal tea has various health benefits. Many people enjoy herbal tea because it can have a positive effect on energy levels. If you need a good night’s sleep, choose a tea that helps you relax. If you haven’t been feeling very well, drink some ginger tea to give your immune system a helping hand. Mint tea, meanwhile, is good for digestion.Now make notes under the headings.Fruit and herbal teas:Their popularity:Unusual flavours:Health benefits:○参考答案 Topic sentence of each paragraph Para 1: British people love to make tea with fruit and herbs.Para 2: However, recent years have seen more and more unusual flavours come onto the market. Para 3: Herbal tea has various health benefits. Notes under the headings Their Popularity: Many people make their very own gardens with easy-to-grow herbs. Unusual flavours: mango, strawberry, apple, pear, blackberry leaf and dandelion Health benefits: It can help people relax. It can help people’s immune systems. It can be good for digestion
板书设计
作业设计 完成以上概要写作并上交。课堂小练24
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 ---Presenting ideas 课时 第 5 课时 授课时间 节数安排 节
教学目标 1 引导学生通过本单元的学习，对人与自然的关系这一话题有更深入的理解，能够恰当地运用本单元所学谈论自己的理想居住地及生活方式；2 引导学生辩证地看待问题，能够客观地对事物的优点和不足进行评价；3 引导学生通过对居住地的选择，更深刻地认识人与自然的关系，形成合理利用自然、与自然和谐相处的价值观。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 通过内容和观点阐述，促进学生复习与掌握所学内容，并在真实的情境下加以运用和实践。
难点： 恰当地运用本单元所学谈论自己的理想居住地及生活方式。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in教师带领学生看图，讨论自己理想的居住地。第一步：学生分组活动，各小组从气候、地形地貌、居住条件等方面对四幅图进行描述，尽可能多地反映四幅图的信息。第二步：根据描述信息，小组成员分别从四幅图中选择一处作为自己的理想居住地。Work in groups. Look at the pictures and decide in which place you would most like to live.Step2 Group work教师引导学生深入思考，总结选择居住地的原因。第一步：活动 1 中选择的结果，思考居住在选择地点的优点和不便，并针对优缺点有目的性地列出需要准备的行李，思考如何应对当地的环境。第二步：学生分组活动，在小组内展开讨论，汇报思考结果，并讨论在居住地生活的其他方面，扩展思维的广度。第三步：学生基于自我思考和小组讨论的结果，整理选择居住地的原因。Think about why you want to live there and make notes. benefits of living there disadvantages of living there things you need to bring how you deal with the local environment ... Step3 Presentation教师指导学生开展小组活动，汇报自己的选择，在真实语境中完成语言的综合运用。第一步：学生根据活动 2 的整理结果准备演讲，并在准备过程中使用学生用书中提供的实用表达。第二步：学生分组活动，轮流在组内进行试讲，其他成员帮助演讲人完善展示内容。第三步：请学生在全班演讲展示，全班学生投票选出最佳演讲者。Prepare a talk about your chosen place. Use the notes in Activity 2 and the expressions in the box to help you.Useful expressions We think the best place to live in would be… Although we like…, we prefer… The problem with… is that… The good thing about… is… If we lived in…, we would miss… I would love to have… Present your talk to the class. Step4 Reflection of this unitAfter completing this unit, I can rate my performance 1 (excellent), 2 (good) or 3 (in need of improvement). ___describe natural landmarks ___talk about advantages and disadvantages ___write a summary using topic sentences ___respect the traditions of different cultures ___appreciate the wisdom of living in harmony
板书设计
作业设计 课堂小练25知能小卷
课后反思
补充修改
补充修改
补充修改
补充修改
补充修改
会东县和文中学集体备课教学设计
课 题 Unit6 At one with nature 主备人 授课人
课 型 Starting out & Understanding Ideas 课时 第 1 课时 授课时间 节数安排 节
教学目标 1 语言能力目标能够理解和人与自然相关的内容，通过阅读文章，理解文章大意，分析作者的写作意图。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，同时树立文化自信。引导学生了解龙胜各族自治县人民尊重自然、合理利用自然、改造自然的行为，加深对语篇和单元主题的认知，认识人与自然和谐相处的重要性。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；在深入理解文本的同时联系自身，实现知识与思维能力的迁移。4 学习能力目标能够通过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。
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：如何处理好人与自然的关系
重 难 点 了解龙脊梯田的建造背景、建造原因和运作原理，并恰当地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，并迅速找出关键细节在文中的位置。
难点： 概括并简述龙脊梯田的运作原理，培养学生对此类逻辑关系的梳理能力和看图复述课文的能力。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Warming up教师引导学生观看视频，了解威尼斯目前所面临的问题，初步导入话题。第一步：播放无字幕视频，请学生通过看画面和听旁白，试着回答问题。第二步：再次播放视频，学生检查答案是否正确。如果学生理解有困难，可带字幕多播放几遍。第三步：学生以小组为单位，联系实际，思考并讨论面临相似问题的中国城市或城镇。Watch the video and answer the questions.1 What are the problems faced by Venice 2 Are there any similar cities or towns in China Introduce one to the class.○参考答案1 Venice is faced with the problems caused by water. Saltwater is slowly damaging the bases of Venice’s buildings, making the city gradually sink. Floods also hit the city each winter, causing more problems.2 Students’ own answers.Step2 Starting out 教师带领学生讨论自然环境对不同地区人们生活的影响。学生以小组为单位，根据图片内容，联系自身经历，讨论问题答案，介绍家乡的自然环境及对自己生活的影响。Look at the pictures and answer the questions.1 How does the natural environment influence the lives of the local people in each picture 2 What is the natural environment of your home town like How is your life influenced by it ○参考答案1 In Russia, it can get very cold with heavy snow in winter, so people live in houses with inclined roofs and wear thick clothes for outdoor activities.In the UK, the mild climate and parks in towns and cities provide a pleasant natural environment in which people can relax and enjoy life.In northwest China, the yellow earth is thick and compacted, so people build cave dwellings as their place of residence.In Myanmar, the climate is hot and humid and there are many rivers. Many people live in bamboo houses on stilts, which keep them above the water.2 Students’ own answers.Step3 Understanding ideas Activity 1 Before-readingTask1 第一步：请学生看图，描述图片中展示的有关壮族和瑶族的信息。第二步：学生分组讨论图片内容，联系实际，交流更多有关壮族和瑶族的信息。第三步：请部分小组代表分享关于壮族和瑶族的知识，其他小组进行补充或展开讨论。Look at the pictures and talk about what you know about the Zhuang and Yao ethnic groups.Task2 请学生带着任务阅读、理解课文。Read the passage and find out what problems the local people solved by working with nature.○参考答案Two problems are solved. The first one is that there are few large, flat areas of land in the region for people to grow rice. The other one is that the mountains are steep and the soil is shallow.Activity 2 ReadingⅠ.Reading for the author’s purpose.引导学生通过主题句、关键词等把握文章大意，理清文章结构，分析作者的写作意图。Choose the author’s purpose in writing the passage.1 To praise the wisdom of the ethnic groups living in Guangxi Zhuang Autonomous Region.2 To explain how people worked in harmony with nature to create the Longji Rice Terraces.3 To describe the beauty of the Longji Rice Terraces and to attract visitors to this scenic spot.Ⅱ.Reading for detail information.教师通过此活动引导学生关注文章的具体内容，考查学生对文章细节的理解和信息的整合。第一步：学生阅读文章概要，理解活动意图。第二步：学生分组活动，各小组回归课文，找出四处信息错误，讨论并改正。第三步：请部分小组选择代表分享答案，其他小组进行补充。Read the summary of the passage and correct four factual mistakes.The Longji Rice Terraces were built by the local Zhuang ethnic group alone. Though there are many large, flat areas in the region, they built terraces on the mountains to have more areas to grow rice. The terraces are cleverly designed, and can wash away the shallow soil. There are hundreds of waterways, along which rainwater moves down the mountains and into the terraces. Today, local people use modern methods to maintain the terraces, and they attract lots of visitors from all over the country.○参考答案The Longji Rice Terraces were built by the local Zhuang and Yao people. Since there are few large, flat areas in the region, they built terraces on the mountains to have more areas to grow rice. The terraces are cleverly designed, and can hold the shallow soil. There are hundreds of waterways, along which rainwater moves down the mountains and into the terraces. Today, local people use ancient methods of agriculture to maintain the terraces, and they attract lots of visitors from all over the country.Activity 3 After-reading第一步：确认学生理解指令和图片中的内容，明确活动意图。第二步：请学生回归课文，总结龙脊梯田的运作原理。第三步：学生两人一组，讨论运作原理并画出流程示意图。第四步：各小组将自己的示意图与学生用书中的图片进行对比，改进自己的示意图，并看图复述龙脊梯田的运作原理。提醒学生复述时适当运用连词、过渡语和定语从句。第五步：请部分小组进行复述，其他小组进行补充或评价。Work in pairs. Read the passage again and find out the working principle of the Longji Rice Terraces. Then use the picture to retell it in your own words.○参考答案During the rainy season, rainwater moves down the mountains along hundreds of waterways that connect with each other and the terraces. The sun heats the water and turns it into vapour. This forms clouds, from which rain falls down onto the mountain terraces once again.Activity 4 Homework Think & Share:1 Why do the local people still keep their traditional way of growing rice 2 In what other ways do people live in harmony with nature Give examples.
板书设计
作业设计 微点unit6section 1 课堂小练19微点unit6section 2 课堂小练20
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（1） 课时 第 2 课时 授课时间 节数安排 节
教学目标 1 引导学生进一步了解定语从句的结构和表意功能，掌握“介词 + 关系代词”的用法，并在实际语境中运用。2 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：如何处理好人与自然的关系
重 难 点 1了解“介词+关系代词”在定语从句中的功能；2会根据实际情况灵活正确选用相应的介词。
难点： 在定语从句中适当介词的选择使用。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in: Attributive clauses (3)此活动聚焦课文素材，引导学生自己去发现、总结限制性定语从句中“介词 + which / whom”的表意功能。教师仅作为辅助者、监督者，为学生提供支持性信息。第一步：学生朗读例句，关注粗体部分，尝试理解粗体部分表达的含义。第二步：学生分组活动，各小组对比两组例句，基于活动中的问题展开讨论，发现两组例句在句子结构上的不同之处，归纳限制性定语从句中“介词 + which / whom”结构的表意功能及其在语篇层面的效果。第三步：请个别小组分享答案并总结限制性定语从句中“介词 + which / whom”的表意功能和用法，根据学生水平酌情进行补充和扩展。第四步：学生在课文中找出更多含“介词 + which / whom”结构的限制性定语从句，体会其用法和表意功能。Look at the sentences from the reading passage and answer the questions. a … they could increase the areas in which they could grow rice.b … these terraces still mean a lot to the local people for whom traditions hold much value.1 What do “which” and “whom” refer to in each sentence 2 Why do we use prepositions before “which” and “whom” 3 In sentence (a), can we replace ”in which“ with ”where“ without changing the meaning Compare them with the following sentences and answer the questions.c … they could increase the areas. They could grow crops in these areas. d … these terraces still mean a lot to the local people. Traditions hold much value for them.4 What is the difference between the two groups of sentences 5 Why does the author choose to use sentences (a) and (b) in the reading passage Now look for more sentences with attributive clauses in the reading passage.○参考答案1 “Which” refers to “the areas” in sentence (a), and “whom” refers to “the local people” in sentence (b).2 Because “which” and “whom” serve as the object of the action phrases that end with a preposition.3 Yes.4 Sentences (a) and (b) both contain a clause defining a noun in the sentence. Sentences (c) and (d) are constructed with a pair of simple sentences, with one defining a noun in the other sentence in each pair.5 Because there is a closer link and connection between the item and the clause defining it in sentences (a) and (b). It will also make the passage clearer, and create an emphatic effect on the objects being defined.Step2 Presenting定语从句介词 + 关系代词讲解1 使用“介词 + 关系代词”引导定语从句的情况当关系代词在定语从句中作介词的宾语时，通常用“介词 + 关系代词”引导定语从句。如果关系代词在句中指人，则用“介词 + whom”；如果指物，则用“介词 + which”。例句：①The man by whom the thief was caught was a good policeman. 那个抓住小偷的男人是个优秀的警察。②This is the reason for which I was praised by my chemistry teacher. 这就是我得到化学老师表扬的原因。2 介词选用的规则介词的选择要根据其与先行词的关系以及句意决定，在定语从句中，经常可以根据谓语动词的搭配习惯来确定介词。3 其他注意事项含有介词的动词固定短语在定语从句中一般不拆开，在这种情况下，介词仍然放在后面，例如 hear from, look after 等。而在介词处于句尾时，句中的关系代词可以省略。例句：①I met the child (whom) I looked after ten years ago. 我遇到了十年前我照料过的那个孩子。②I wanted to visit the house (which) my grandparents lived in. 我想去看看我祖父母曾经居住过的房子。Step3 Consolidation教师带领学生改写句子，在真实语境中巩固对定语从句“介词 + 关系代词”结构的理解。第一步：学生阅读语句，理解语句内容和活动目的。第二步：学生分组活动，各小组画出每组句子中的先行词，讨论并确认介词结构，按要求用“介词 + 关系代词”的结构改写句子。第三步：请部分小组代表分享改写的句子，全班核对答案。Complete the passage with a preposition + whom / which.Among the many beautiful treasures people can receive from nature are natural dyes. The most common natural source 1.______ natural dyes come is plants. Materials for making natural dyes can often be found in gardens 2.______ colourful flowers are planted. Other natural dyes are made from insects, sea creatures and mineral compounds. Natural dyes are now returning to popularity, especially with artists and craftspeople. The reasons 3.______ they prefer natural dyes are that the colours are brighter and can be kept longer. Natural dyes are also becoming more popular with consumers 4.______ caring for the environment is a priority. More and more people feel that by using natural dyes, we can remind ourselves of nature’s beauty and protect the natural world.○参考答案1 The Zhuang is an ethnic group, of which the population is the largest of all ethnic groups in China.2 Guangxi is a province in which the Longji Rice Terraces are located.3 I want to visit this cultural landscape, to which the title of UNESCO World Heritage Site was given in 2016.4 He is an expert on rice planting, from whom the local Zhuang people have learnt a lot.Step4 Practice Activity 3教师引导学生在真实、具体的语境中运用“介词 + 关系代词”引导定语从句的结构。第一步：学生阅读语篇，整体理解语境和语篇大意。第二步：学生分组活动，运用恰当的“介词 + 关系代词”填空，补全语篇。第三步：请个别小组阅读完整的语篇，全班核对答案。第四步（适合程度较好的班级或学生）：请学生联系实际生活，模仿语篇形式写一篇短文，介绍生活中其他利用自然中动植物资源的生产活动，恰当使用由“介词 + 关系代词”引导的定语从句，进行知识和能力的迁移。Connect the sentences with a preposition + whom / which.1 Guangxi is a province. The Longji Rice Terraces are located in it.2 I want to visit this cultural landscape. The title of UNESCO World Heritage Site was given to it in 2016.3 He is an expert on rice planting. The local Zhuang people have learnt a lot from him.4 The Zhuang is an ethnic group. Its population is the largest of all ethnic groups in China.○参考答案1 from which 2 in which 3 for which 4 for whom
板书设计
作业设计 微点unit6section 3课堂小练21微点unit6section 4 课堂小练22
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 Using language（2） and listening 课时 第 3 课时 授课时间 节数安排 节
教学目标 1 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。2 借助所提供的话题情境和实用表达，编演新的对话，谈论在热带地区和北极地区生活的优点和不便。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。
难点： 听录音的内容，对于不熟悉的单词，结合上下文内容和语境推测出该词汇或表达的意思。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
tep1 Warming up: American and British English教师引导学生学习对典型地理景观的描述，了解如何介绍其与众不同之处。第一步：学生先看活动下方的图片，尝试描述图中的内容。第二步：学生以小组为单位，阅读 4 段描述，将这些描述与对应的图片进行匹配，并根据图片和描述内容讨论粗体单词的含义。Read the descriptions and match them to the pictures.○参考答案1–a 2–c 3–d 4–bStep2 Before-listening用粗体单词补全电子邮件，进一步理解语义，巩固对地理景观词汇的理解。第一步：学生整体阅读电子邮件，理解电子邮件大意，了解活动意图。第二步：学生以小组为单位，根据电子邮件的上下文信息，完成填空，并巩固对活动 4 中粗体单词的理解。第三步：请部分学生朗读完整的语篇，全班核对答案。第四步：请学生展开头脑风暴，拓展其他描述地理景观的词汇，在全班分小组开展比赛，拓展词汇数最多的小组获胜。Complete the email with the words in bold above.Hi Jane,I’m now back in the hotel after a fantastic day exploring Huangguoshu National Park. The park is most famous for its 1_______ . Check out this video that I made – it shows the water falling into the deep 2_______ below.Next week we are flying to the Turpan 3_______ in Xinjiang, which is famous for its sweet grapes. I‘ve heard that grapes are dried in drying houses to make raisins. The walls of the houses have a lot of holes in them to allow wind to pass through. How clever! We are also going to ride camels, “the ships of the desert”. It sounds like I will be sailing on a(n) 4_______ of sand! See you soon.Emma第一步：全班进行头脑风暴，例举更多著名的地理景观。第二步：学生两人一组，选择 1-2 个地理景观，描述其特点，并参考活动 5 的电子邮件，写一封回复邮件。鼓励学生结合实际，在邮件中描述家乡的著名地理景观。第三步：请各小组展示自己的回复邮件，全班进行评比，选出最佳邮件。Work in pairs. Talk about other geographical features in the world.○参考答案1 waterfall 2 valley 3 Basin 4 sea / ocean.Step3 While-listening Task1 教师带领学生听第一遍录音，理解录音大意，选出与录音内容相关的图片。Listen to a girl talking about Inuit life and identify the things that are mentioned.○参考答案b, d, eTask2 第一步：播放录音，学生根据听到的信息完成表格。如需要，可以再次播放录音。第二步：请部分学生分享答案，全班核对答案。第三步：再次播放录音，请学生做笔记，记录录音中用以说明生活方式的优点和不便的表达方式。第四步：请学生分组讨论录音中如何说明某种生活方式的优点和不便。第五步：全班分享记录结果，并根据表格内容和笔记，复述所听内容。第六步（适合程度较好的班级或学生）：引导学生思考录音中关于因纽特人生活的不便，讨论可能的解决方案，并鼓励学生思考他们的生活方式可能还存在哪些优点和不便。Listen again and complete the table.Now identify the language the girl uses to discuss advantages and disadvantages. Listen again if necessary○参考答案1 building materials 2 be kept3 fight the cold 4 cold weather5 time 6 boring7 job opportunities 8 pollutedStep4 After-listening: make a dialogue教师鼓励学生运用在前面活动中所学习的语言知识，编演新的对话，论在热带地区和北极地区生活的优点和不便。第一步：学生两人一组，根据活动情境和任务进行分工，编演对话。提醒学生在对话中运用前面活动提供的语言知识，并运用提供的实用表达。第二步：请几组学生在全班展示对话，其他学生进行补充或展开讨论。第三步：活动结束后，引导学生归纳并酌情扩展说明生活方式的优点和不便的表达方式。Work in pairs. Talk about life in the tropics and the Arctic. Student A: Turn to Page 83. Student B: Turn to Page 86.Step5 Homework学生两人一组，讨论中国南北方人民的生活方式，比较其差异，自创情境，编演对话，并在对话中恰当运用所学，说明两种生活方式的优点和不便。Work in pairs. Talk about the differences between life in southern China and northern China.
板书设计
作业设计 微点unit6section 4课堂小练22微点unit6section 5 课堂小练23
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 --Developing ideas 课时 第 4 课时 授课时间 节数安排 节
教学目标 1 带领学生通过阅读课文各段内容，准确把握各段主题句，归纳段落大意，理清文章结构；2 引导学生了解概要写作的文体特点和内容要素，能运用所学内容进行概要写作，总结文章大意；3 引导学生深入了解英国人对园艺的热爱和饮用花草茶的传统，并引导学生联系自身，对中外文化都崇尚与自然的和谐相处形成跨文化的理解，最终形成合理利用自然、与自然和谐相处的意识。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 了解概要写作的文体特点和内容要素，能运用所学内容进行概要写作，总结文章大意。
难点： 如何进行概要写作。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in小测试活动，各小组成员基于自己对英国园艺的了解，讨论并完成测试。旨在激活学生关于英国园艺的已有知识，为学习课文做好准备。Complete the quiz to see how much you know about British gardens. Try to guess if you are not sure of the correct answers.1 The earliest British gardens were planted in __________.a the 5th century BCb the 1st century ADc the 6th century AD2 By 2020, about __________ of British homes are likely to have a garden.a 80%b 85%c 90%3 It is estimated that __________ species of insects can be found in a British garden.a over 800b over 8,000c over 80,000○参考答案1 b 2 c 3 bStep2 Predict请学生阅读文章标题并看文章的图片，描述图片内容，讲述自己对标题的理解，讨论预测文章的内容，并完成勾选。Look at the title of the passage and the picture. Tick what you think is mentioned in the passage.___different kinds of plants___famous gardens___gardening competitions___greening of cities___air quality___country lifeStep3 ReadingTask1教师可以利用这个活动检验学生初读之后对课文的理解情况，培养学生归纳段落大意的能力。第一步：学生阅读课文，总结各段的段落大意，并根据段落大意为课文匹配主题句。第二步：请个别学生说出答案并陈述理由，全班核对答案。Choose the topic sentences and write them on the lines to complete the passage.a As well as being good for the environment, gardening is also good for the soul.b But in cities, limited space has led to people looking for new solutions.c For many people in the UK, their garden is their own private world.d This is what started the British love of gardening!○参考答案1–d 2–c 3–b 4–aTask2 教师鼓励学生深入理解课文内容并联系自身，开展说的活动，加深对课文主题的理解和思考，引导学生形成合理利用自然、与自然和谐相处的意识。第一步：学生分组活动，各小组讨论并回答四个问题。必要时，教师可以补充更多背景知识。第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。教师可进行点评，引导学生深入思考人与自然的关系，形成合理利用自然、与自然和谐相处的意识。1 What do you think the sentence “Where you tend a rose… A thistle cannot grow” means 2 What are the benefits of gardening 3 In what ways do people bring nature into their lives 4 Do you know anyone who loves gardening Tell the class about him / her.○参考答案1 When there are beautiful and positive ideas in our minds, we will feel fulfilled, and won’t be easily influenced by negative thoughts and ideas.2 It’s good for the environment and people’s souls.3 Students’ own answers.4 Students’ own answers.Step4 Group Work教师利用此活动，请学生结合课文内容，创设情境进行采访，引导学生深入理解人与自然和谐相处的关系，学以致用。第一步：请学生再次阅读课文，整理课文主要信息。第二步：学生两人一组，根据整理的信息，讨论采访需主要关注的内容，设计采访问题，形成采访提纲。第三步：组内进行角色分配，按照提纲展开采访。第四步：请部分小组进行展示，其他小组进行评价。Work in pairs. Act out an interview about gardening in Britain. 1 Read the passage again and find out important information.2 Prepare questions for the interview. Use the information from the passage.3 Decide the roles of interviewer and interviewee. Act out the interview.Interview questions How many British people love gardening ___________________________________ ___________________________________ ___________________________________Step5 After-reading: writing a summary教师带领学生阅读语篇，了解英国人饮用花草茶的习惯，找出各段主题句，梳理语篇主要信息。第一步：学生阅读文章，了解语篇大意。第二步：学生分组活动，各小组讨论各段大意，找出各段主题句，并梳理语篇的关键信息，填入学生用书中。第三步：请部分小组说出各段主题句并朗读笔记内容，全班核对答案。Read the passage and underline the topic sentence of each paragraph.British people love to make tea with fruit and herbs. With pleasant flavours and scents, and coming in a variety of colours, fruit and herbal teas make a nice change to traditional teas. Many people grow their very own tea gardens, in which they plant easy-to-grow herbs such as mint and lemongrass.Flavours such as lemon and ginger have long been popular in the UK. However, recent years have seen more and more unusual flavours come onto the market. Fruit teas now include mango, strawberry, apple and pear. Herbal teas include blackberry leaf and dandelion. Herbal tea has various health benefits. Many people enjoy herbal tea because it can have a positive effect on energy levels. If you need a good night’s sleep, choose a tea that helps you relax. If you haven’t been feeling very well, drink some ginger tea to give your immune system a helping hand. Mint tea, meanwhile, is good for digestion.Now make notes under the headings.Fruit and herbal teas:Their popularity:Unusual flavours:Health benefits:○参考答案 Topic sentence of each paragraph Para 1: British people love to make tea with fruit and herbs.Para 2: However, recent years have seen more and more unusual flavours come onto the market. Para 3: Herbal tea has various health benefits. Notes under the headings Their Popularity: Many people make their very own gardens with easy-to-grow herbs. Unusual flavours: mango, strawberry, apple, pear, blackberry leaf and dandelion Health benefits: It can help people relax. It can help people’s immune systems. It can be good for digestion
板书设计
作业设计 完成以上概要写作并上交。课堂小练24
课后反思
课 题 Unit6 At one with nature 主备人 授课人
课 型 ---Presenting ideas 课时 第 5 课时 授课时间 节数安排 节
教学目标 1 引导学生通过本单元的学习，对人与自然的关系这一话题有更深入的理解，能够恰当地运用本单元所学谈论自己的理想居住地及生活方式；2 引导学生辩证地看待问题，能够客观地对事物的优点和不足进行评价；3 引导学生通过对居住地的选择，更深刻地认识人与自然的关系，形成合理利用自然、与自然和谐相处的价值观。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 通过内容和观点阐述，促进学生复习与掌握所学内容，并在真实的情境下加以运用和实践。
难点： 恰当地运用本单元所学谈论自己的理想居住地及生活方式。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step1 Leading-in教师带领学生看图，讨论自己理想的居住地。第一步：学生分组活动，各小组从气候、地形地貌、居住条件等方面对四幅图进行描述，尽可能多地反映四幅图的信息。第二步：根据描述信息，小组成员分别从四幅图中选择一处作为自己的理想居住地。Work in groups. Look at the pictures and decide in which place you would most like to live.Step2 Group work教师引导学生深入思考，总结选择居住地的原因。第一步：活动 1 中选择的结果，思考居住在选择地点的优点和不便，并针对优缺点有目的性地列出需要准备的行李，思考如何应对当地的环境。第二步：学生分组活动，在小组内展开讨论，汇报思考结果，并讨论在居住地生活的其他方面，扩展思维的广度。第三步：学生基于自我思考和小组讨论的结果，整理选择居住地的原因。Think about why you want to live there and make notes. benefits of living there disadvantages of living there things you need to bring how you deal with the local environment ... Step3 Presentation教师指导学生开展小组活动，汇报自己的选择，在真实语境中完成语言的综合运用。第一步：学生根据活动 2 的整理结果准备演讲，并在准备过程中使用学生用书中提供的实用表达。第二步：学生分组活动，轮流在组内进行试讲，其他成员帮助演讲人完善展示内容。第三步：请学生在全班演讲展示，全班学生投票选出最佳演讲者。Prepare a talk about your chosen place. Use the notes in Activity 2 and the expressions in the box to help you.Useful expressions We think the best place to live in would be… Although we like…, we prefer… The problem with… is that… The good thing about… is… If we lived in…, we would miss… I would love to have… Present your talk to the class. Step4 Reflection of this unitAfter completing this unit, I can rate my performance 1 (excellent), 2 (good) or 3 (in need of improvement). ___describe natural landmarks ___talk about advantages and disadvantages ___write a summary using topic sentences ___respect the traditions of different cultures ___appreciate the wisdom of living in harmony
板书设计
作业设计 课堂小练25知能小卷
课后反思
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