Unit 6 At one with nature
Period 3 Developing ideas
【教材分析】
本课时学生将学习一篇讲述英国花园的文章。通过对本文的学习，学生可以对英国的花园文化有一个初步的了解；同时也树立起热爱自然环境，与自然和谐共处的思想品质。通过理解课文中的一些具体描述，再结合课外的文字、图片等素材，畅想生活，热爱生活。语言能力目标上，首先要求学生掌握本课时的重点单词、词组和句型；其次要求学生能够概括归纳文段的主旨大意，并寻找主题句；最后要求学生对文章进行“改造”或“再创造”，根据文章内容编写一段采访。最后一个练习对学生要求较高，尤其是如何提出问题，因此教师在具体实施过程中可以根据实际情况采用别的方式达到训练目的，如教师提出问题学生回答等。
【教学目标与核心素养】
1．语言能力目标
学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
概括归纳文段主旨大意，寻找主题句。
能够根据文章内容编写采访，有问有答。
2．思维品质目标：
通过概括归纳等方式获得文段的主旨句。
能够对文章陈述的具体信息以“How” “When” “Where” “What” 等方式进行提问。
3．学习能力目标
能够充分利用网络和小组合作学习等方式获取知识，帮助自己学习。
4．文化意识目标：
了解英国的花园文化，进行中英文化差异对比；通过学习文章树立热爱自然，热爱生活的美好品质。
【教学重难点】
1．重点
本课时的重点单词和词组；主旨句。
2．难点
对文章的具体信息进行提问。
【教学过程】
Step 1 Lead in
Enjoy some pictures of gardens and answer the question:
In which place do you want to live?
Quiz: How much do you know about British gardens?
Step 2. Prediction
Look at the title and the picture. Tick what you think is mentioned in the passage. Then read the passage and check your answer.
different kinds of plants
famous gardens
gardening competitions
greening of cities
air quality
country life
(When students make predictions, there can be many versions or possibilities, but it will be better if they can give some reasons about their predictions.)
Step 3.Learning to learn: main idea
Read the statements of learning to learn on page 70 and answer the questions:
What is a topic sentence?
(A topic sentence is a sentence that states or suggests the main idea or topic of a paragraph.)
Where can we find a topic sentence?
(A topic sentence often comes at the beginning of a paragraph and sometimes it appears in the middle or at the end.)
Choose the topic sentences and write them on the lines to complete the passage.
As well as being good for the environment, gardening is also good for the soul. (Para 4)
But in cities, limited space has led to people looking for new solutions. (Para 3)
For many people in the UK, their garden is their own private world. (Para 2)
This is what started the British love of gardening. (Para 1)
Step 4. Think and share
What do you think the sentence “Where you tend a rose...A thistle cannot grow” means?
(Open. A rose and a thistle can be the rose and the thistle themselves, and they can also refer to something else such as the spirit world.)
What’s are the benefits of gardening?
(Find the answers from the passage and according to students’ own experience.)
In what ways do people bring nature into their lives?
(planting sunflowers, growing vegetables to enter into competitions, cutting the grass, sitting under the branches of the trees and enjoying the beauty of the world.)
Do you know anyone who loves gardening? Tell the class about him/her.
(Open. One example: the teachers.)
Step 6. Group work: Interviewing.
Read the passage and find out important information.
Prepare questions for the interview. Use the information from the passage.
Decide the roles of interviewer and interviewee. Act out the interview.
Step 7. Homework
课后练习
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Unit 6 At one with nature
Period 4 Presenting ideas
【教材分析】
本课时是本单元最后一个课时，共分为两个部分。第一部分为写作，要求学生针对一篇文章进行概要写作。这个写作不能仅仅是把每一段的主题句合在一起，而是要有整合，使得学生的summary同时要具备简洁、自然、有逻辑等特点。一方面，学生要对文章信息进行取舍，提炼出关键的概括性的内容；另一方面，要将这些内容通过适当的逻辑词串联起来。这对学生的写作能力是一个不小的挑战。第二部分为presentation，要求学生选择一个自己喜欢的地方居住并陈述理由。相对来讲学生在这个话题上应该有话可说，因此教师要注意充分调动学生的积极性，同时要根据课本内容进行适当提示，以此帮助学生说话，并且要说得有条理，说得清楚明白。
【教学目标与核心素养】
1．语言能力目标
写：根据文章内容进行概要写作；
说：按照提示陈述自己喜欢居住的地方及理由；
学习本课时的一些重点单词/词组/句型。
2．学习能力目标
能够有意识地借助网络、图书、小组讨论交流等方式拓宽自己的学习渠道，获得自己所需要的信息，从而帮助自己学习。
3．文化意识目标
了解英国茶文化；
通过选择一个自己喜欢居住的地方，去了解该地的自然环境及风土人情，从而了解自然，思考与自然的关系。
4．思维品质目标
能够对文章信息进行提炼和加工，从而进行概括性写作；
能够根据提示或按照要求逐步地展开话语。
【教学重难点】
1．重点
概括性写作；
本课时的重点单词/词组/句型。
2．难点
根据提示或按照要求逐步地展开话语；
组织写作（使其具有逻辑性、条理性）
【教学过程】
Part 1. Writing
Step 1 Before writing
Look at the pictures and answer the questions:
Do you like drinking tea?
(Answer and tell the reasons.)
What benefits do you think tea has?
(help to be awake and energetic; help to keep calm; a way of social communication...)
Do you know any tea culture?
(Chinese; Japanese; British...)
Step 2. Topic sentences
Read the passage and underline the topic sentence of each paragraph.
Para 1: British people like to make tea with fruit and herbs.
Para 2: However, recent years have seen more and more unusual flavors come onto the market.
Para 3: Herbal tea has various health benefits.
Make notes under the headings:
Their popularity: flavors, scents, colors; people’s own gardens.
Unusual flavors: mango, strawberry, apple, pear; blackberry leaf, dandelion.
Health benefits: help to relax, give immune system a helping hand, be good for digestion.
(If the topic sentences are bones, then the notes we are making are fresh; what we need to do is to add the flesh onto the bones to make our essay lively and natural.)
Step 3. Learning to learn
When writing a summary, don’t just combine all the topic sentences. Instead, reconstruct the key information to make the paragraph coherent, concise and natural.
Step 4. Writing
Write a summary of the passage. Use the notes you make in Activity 5 to help you.
One possible version:
Many British people grow their own tea gardens and like to make tea with fruit and herbs because they usually have pleasant flavors, scents and colors. Recent years have seen more and more unusual flavors come onto the market, such as mango, strawberry, dandelion and so on. Herbal tea has various health benefits such as helping to relax, give immune system a helping hand and being good for digestion.
Step 5. Sharing
Share the summary with the class.
Part 2. Presentation
Step 1. Where to live?
Look at the pictures and decide in which place you would most like to live. Ask and answer in groups.
Step 2. Why?
Think about why you want to live there and make notes.
Ask and answer in groups.
Step 3. Preparation
Prepare a talk about your chosen place. Use the notes in activity 2 and the expressions in the box to help you.
Step 4. Presentation
Present your talk to the class.
Step 3. Homework
课后练习
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Unit 6 At one with nature
Period 1 Starting out & Understanding ideas
【教材分析】
本节课是高中英语第一册最后一个单元Unit 6 At one with nature 的引入和阅读部分。从单元名称就可以看出，本单元将继续学习人与自然的话题。与上一单元不同的是，第五单元重心在于人与动物的相互关系，而本单元则要重点学习人与自然环境的关系。尤其是人类如何因势利导，改善自然环境为我所用，但同时又不对自然造成破坏甚至反而是进行一种保护。通过深入思考人与自然环境复杂微妙的关系，体会人类的智慧，进一步树立人与自然和谐相处的时代理念。语言能力目标上，还是继续关注重点单词，重点词组和句型。目标在于会读，会写，会运用，并重在落实。随着学习的深入，课文难度逐渐增加，教师一定要重视基础，避免空中楼阁。可以通过听写，练习等方式进行相应检测，及时了解情况。
【教学目标与核心素养】
1．语言能力目标
（1）全面掌握本课时重点单词/词组/句型（读/写/记/运用）；
（2）能够通过阅读文章，快速获取细节信息,并推断作者写作目的。
2．思维品质目标：
通过阅读文本，判断并获取细节信息；
利用思维导图（流程图）帮助自己理解文本。
3．文化意识目标：
（1）通过观察不同地区人们所处的不同自然环境，思考自然是如何影响人类生活的；
（2）通过学习龙脊梯田的相关知识，思考人类是如何改善自然环境为我所用的，从而树立起人与自然和谐相处的意识。
4．学习能力目标：
推测作者写作意图；判断事件发生的先后关系及相互影响。
【教学重难点】
1．重点
（1）全面掌握本课时重点单词/词组/句型；
（2）能够通过阅读文章，快速获取细节信息,并推断作者写作目的。
2．难点
（1）思维导图的制作或根据图示复述文章。
（2）理解人与自然的相互关系。
【教学过程】
Part 1. Starting out
Step 1 Video time
Watch the video and answer the questions.
What are the problems faced by Venice?
Are there any similar cities or towns in China? Introduce one to the class.
Step 2 Picture time
Look at the pictures and answer the questions.
How does the natural environment influence the lives of the local people in each picture?
What is the natural environment of your hometown like? How is your life influenced by it?
What can we conclude from the two questions above?
(The natural environment can influence our life/lifestyle from many aspects such as living, eating, clothing, and so on. 一方水土养一方人。)
Part 2. Understanding ideas
Step 1.
Activity 1
Look at the pictures and talk about what you know about the Zhuang and Yao people.
(They have their special clothes./They love dancing./They have their special language./They have special food.)
Step 2. Watch the video and look at the pictures, then answer the question:
What do you know about the terraces?
(Students can answer the question from the aspects of the name, the location, the functions of terraces and so on. In other words, the question can be asked in the way below: How do the terraces get the name? Where are they located? What are the functions of the terraces?)
Step 3. Detailed reading.
Read the first three paragraphs and answer the questions:
How many colors are mentioned in first paragraph?
(silver, bright green, flash gold, white.)
When did the work on the terraces start and complete?
(From the Yuan Dynasty to the early Qing Dynasty.)
What are the advantages of the terraces?
(Increasing the area in which people can grow rice./Preventing the soil from being washed away.)
Read the summary of this passage and correct four factual mistakes.
The Longji Rice Terraces were built by the local Zhuang ethnic group alone. There are many large, flat areas in the region, and they turned mountains into terraces to have more areas to grow rice. The flat terraces can wash away the shallow soil. The terraces are cleverly designed. 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 all over the country.
The Longji Rice Terraces were built by the Zhuang and Yao ethnic groups.)
There are few large, flat areas in the region.)
The flat terraces catch the rainwater and prevent the soil from being washed away.)
Today, local people continue to use ancient methods to maintain the terraces.)
Step 4. Writing purpose
Choose the author’s purpose in writing this passage.
To praise the wisdom of the ethnic groups living in Guangxi Autonomous Region.
To explain how people worked in harmony with nature to create the Longji rice terraces.
To describe the beauty of the Longji rice terraces and to attract visitors to this scenic spot.
Step 5. Group work: mind-map
Work in pairs. Read the passage again and find out the working principle of the Longji Rice Terraces. Then look at the picture and retell in your own words.
Step 6. Think and share
Why do the local people still keep their traditional way of growing rice?
In what other ways do people live in harmony with nature? Give examples.
Step 7. Homework
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Unit 6 At one with nature
Period 2 Using language
【教材分析】
本节课是高中英语第一册Unit 6 At one with nature的语法部分：定语从句之“介词+关系代词”。在第四五单元，学生已经学习了定语从句的相关概念及关系代词与关系副词的选择，但本单元的内容虽然与之前的内容有联系，但也对学生提出了新的挑战：介词的选择。学生首先要理解该结构的作用，然后才能谈得上如何选择介词。这并不容易，因为介词有很多并且有不同的方法进行选择。为了学生充分理解，教师应该提供给学生大量的例句和练习，让学生在实际语境中去体会和总结归纳。在学习完本单元的知识之后，定语从句的内容将更加深入并且全面系统化，教师应该注意结合前面所学，将定语从句的知识形成一个独立的体系。
【教学目标与核心素养】
1．语言能力目标
了解“介词+关系代词”在定语从句中的功能；
会根据实际情况灵活正确选用相应的介词或关系代词。
2．思维品质目标：
通过观察、分析、举例等方式，了解定语从句的相关基础知识，从而加深对定语从句的认识。
3．文化意识目标：
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。
在学习过程中养成善观察，善钻研，善自学，不畏困难迎头而上的优秀学习品质。
4．学习能力目标：
能够借助老师提供给自己的资源，通过自主学习和合作学习等方式，探究定语从句的相关知识，学会正确选择介词或关系代词。
【教学重难点】
1．重点
了解“介词+关系代词”在定语从句中的功能；
会根据实际情况灵活正确选用相应的介词。
2．难点
在定语从句中正确使用介词。
【教学过程】
Step 1 课前复习
观察以下句子，按要求完成任务。
This is the place where we lived for 5 years.
I know the reason why he did so.
I remember the day when we met.
任务一：划出先行词。
任务二：圈出关系副词。
任务三：说明关系副词在定语从句中的成份及指代。
Step 2. 自主学习+合作探究（见导学案）
Step 3. 教师讲解
“介词+关系代词”结构的功能
①替where，在定语从句中在地点状语
This is the farm in which (=where) I stayed two years ago.
②替when，在定语从句中在时间状语
I shall never forget the days on which (=when) we worked on the farm
③替why在从句中做原因状语
This is the reason for which (=why) I was late this morning.
④名词/代词+介词+关系代词的结构”
常见得结构有：some /several /a few/a little/ many/more/most/the largest… of which /whom
Here are the questions, some of which I thought difficult for you.
关系代词前介词的确定
①依据从句中的习惯搭配来确定
I bought a great many books, on which I spent all my money that I saved.
②依据先行词的习惯搭配来确定
I shall never forget the time during which I spent my childhood in the country.
③依据表达的意思来确定
The colorless gas without which we cannot live is called oxygen.
思考：“介词+关系代词”与关系副词之间有何关系？
Step 4. 课堂练习（见导学案）
Step 5. Homework
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