高中外研版 (2019)Unit 6 At one with nature教學設(shè)計

這是一份高中外研版 (2019)Unit 6 At one with nature教學設(shè)計，共5頁。
Using language板塊教學設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調(diào)整。）
課型
Reading + Listening + Speaking
主題語境
人與自然——人類與自然和諧相處
內(nèi)容分析
本板塊由三部分構(gòu)成，包括語法、詞匯和聽說活動。語法部分通過由句到篇的形式呈現(xiàn)并運用了含“介詞 + 關(guān)系代詞”結(jié)構(gòu)的定語從句；詞匯部分以地理特征為話題，描述了幾處特殊地貌，并展示了一封介紹中國不同地貌的郵件，引導(dǎo)學生了解如何描述地貌特征；聽說部分的材料是一位因紐特人的獨白，介紹因紐特人的生活方式及其優(yōu)缺點，引導(dǎo)學生辯證地思考人與環(huán)境的關(guān)系，了解世界不同地區(qū)人們的生活、傳統(tǒng)與文化。
教學目標
在本板塊學習結(jié)束時，學生能夠：
進一步了解定語從句的結(jié)構(gòu)和表意功能，掌握含“介詞 + 關(guān)系代詞”結(jié)構(gòu)的定語從句在真實語境中的運用；
了解并掌握描述地形地貌的詞匯，能從位置、特征等方面恰當、具體地描述地理景觀；
從優(yōu)勢和不足兩方面去對比談?wù)摬煌貐^(qū)的生活方式；
認識到人與自然和諧相處的重要性。
教學重點
引導(dǎo)學生進一步了解并掌握定語從句的用法；
引導(dǎo)學生學會簡單描述地理特征并對比談?wù)摬煌貐^(qū)的生活方式。
教學難點
引導(dǎo)學生掌握含“介詞 + 關(guān)系代詞”結(jié)構(gòu)的定語從句中介詞的選擇；
引導(dǎo)學生思考人與自然的關(guān)系，認識到人尊重自然、合理利用與改造自然、與自然和諧相處的重要性。
教學策略
任務(wù)型教學法、交際教學法、聽說教學法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the sentences in the first bx and pay attentin t the wrds in bld. Then ask students Questins 1–3.
Teacher asks students t cmpare the sentences in the secnd bx with thse in the first bx. Then ask students Questins 4–5.
Teacher asks and helps students t summarise the functins and usage f “a prepsitin + whm / which” in attributive clauses.
Teacher instructs students t lk fr mre sentences with attributive clauses in the reading passage and underline the sentences.
Students bserve the tw sentences in the first bx and answer Questins 1–3.
Students cmpare sentences in the secnd bx with thse in the first bx and answer Questins 4–5.
Students summarise the functins and usage f “a prepsitin +
whm / which” in attributive clauses with the help f the teacher.
Students lk fr mre sentences with attributive clauses in the reading passage and underline them.
T encurage students t discver the grammar usage by themselves.
T further enhance students’ understanding f attributive clauses.
Activity 2
Teacher asks students t read and cnnect the sentences individually.
Teacher asks sme students t share their answers with the class.
Students read and cnnect the sentences individually.
Sme students share their answers with the class.
T get students t practise using attributive clauses with “a prepsitin + whm / which”.
Activity 3
Teacher asks students t read the passage and get its main idea.
Teacher asks students t fill in the blanks.
Teacher checks the answers with the class.
Students read the passage and get its main idea.
Students fill in the blanks.
Students check the answers with the teacher.
T help students cnslidate the applicatin f attributive clauses in a real-life cntext.
Activity 4
Teacher asks students t lk at the fur pictures and try t describe them.
Teacher asks students t read the descriptins and pay attentin t the wrds in bld.
Teacher asks students t wrk in pairs and match the descriptins t the pictures.
Teacher asks sme students t share their answers with the class.
Students lk at the fur pictures and try t describe them.
Students read the descriptins and pay attentin t the wrds in bld.
Students wrk in pairs and match the descriptins t the pictures.
Sme students share their answers with the class.
T help students gain mre factual knwledge abut gegraphical features in the wrld.
Activity 5
Teacher asks students t read the email and get its main idea.
Teacher asks students t wrk in pairs and fill in the blanks with the wrds in bld frm Activity 4.
Teacher invites sme students t read the cmpleted email t check the answers with the class.
Students read the email and get its main idea.
Students wrk in pairs and fill in the blanks with the wrds in bld frm Activity 4.
Sme students read the cmpleted email t check the answers with the class.
T deepen students’ understanding f gegraphical features.
Activity 6
Teacher asks students t brainstrm and think f ther gegraphical features in the wrld.
Teacher asks students t wrk in pairs and chse ne place t make a cnversatin.
Teacher asks sme pairs t act ut their cnversatins in frnt f the class.
Students brainstrm and think f ther gegraphical features in the wrld.
Students wrk in pairs and chse ne place t make a cnversatin.
Sme pairs act ut their cnversatins in frnt f the class.
T enlarge students’ vcabulary and imprve their abilities t reach an agreement and express their ideas.
Activity 7
Teacher asks students t lk at the five pictures, describe them and predict what the audi talks abut.
Teacher plays the audi and asks students t chse the pictures that are mentined.
Teacher checks the answers with the students.
Students lk at the five pictures, describe them and predict what the audi talks abut.
Students listen t the audi and chse the pictures that are mentined.
Students check the answers with the teacher.
T train students t grasp the main idea and key infrmatin f the listening materials.
Activity 8
Teacher plays the audi again and asks students t cmplete the table.
Teacher checks the answers with the class.
Teacher asks students t identify the language the girl uses t discuss advantages and disadvantages.
Students listen t the audi again and cmplete the table.
Students check the answers with the teacher.
Students identify the language the girl uses t discuss advantages and disadvantages.
T help students understand the details f the listening materials.
T help students learn hw t discuss advantages and disadvantages.
Activity 9
Teacher divides students int pairs and asks them t read the materials n Page 83 and Page 86 respectively.
Teacher asks students t wrk in pairs and make the cnversatin accrding t the different materials.
Teacher invites several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in pairs and read the materials n Page 83 and Page 86 respectively.
Students wrk in pairs and make the cnversatin accrding t the different materials.
Several pairs act ut their cnversatins in frnt f the class. Others make cmments.
T help students learn mre abut the factual infrmatin abut life in extreme climate znes.
T encurage students t practise discussing advantages and disadvantages.
Activity 10
Teacher divides students int pairs and asks them t talk abut the differences between life in suthern China and nrthern China.
Teacher invites several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in pairs and talk abut the differences between life in suthern China and nrthern China.
Several pairs act ut their cnversatins in frnt f the class. Others make cmments.
T train students t transfer what they’ve learnt in class t discver and express what they’re experiencing in their lives.