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1、Book 4 Unit 6 Nurturing nature教学设计单元主题本单元主题语境是“人与自然”，涉及的主题语境内容是保护自然环境和自然遗产。本单元通过介绍中外著名的自然文化遗产，包括埃及的吉萨金字塔群、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及澳大利亚的大堡礁，使学生感受自然的美丽与神奇，体会前人为我们留下的文化遗产的魅力，激发他们保护自然文化遗产的欲望，传达了人与自然和谐共处这一理念。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容；能够运用阅读策略，从文本中提取信息并解读文本；能够厘
2、清现在完成进行时的概念及用法，并在具体语境中应用；能够听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇与表达说服他人，并学会表示折中、妥协的表达方式，深化对单元主题意义的理解；能够分析招聘广告的基本要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学知识，通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；能够找到合理的解决方法，创造性地表达自己的观点，实现知识与思维能力的拓展与迁移；通过了解世界各地的自然文化遗产，增强爱护环境，保护自然文化遗产的意识。通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传
3、册；并能够结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。）课型Viewing + Speaking主题语境人与自然保护自然文化遗产内容分析活动1呈现四张与单元主题相关的图片，图片内容分别为中国的黄龙风景名胜区、阿根廷和巴西交界处的伊瓜苏大瀑布、坦桑尼亚的乞力马扎罗山和澳大利亚的乌卢鲁巨石，以吸引学生兴趣，进入单元话题。活动2呈现的是一段与主题相关的视频，内容介绍了世界遗产的三种类型，即
4、世界文化遗产、世界文化与自然双重遗产、世界自然遗产，并一一举例说明。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。教学目标1 引导学生讨论图片内容，归纳总结它们的共同之处，激活已有的语言、背景知识； 2 带领学生观看世界自然文化遗产视频，使学生了解相关知识的同时，培养学生理解视频的主旨大意，并能够从视频中提取关键信息的能力；3 引发学生初步思考人类发展经济的同时如何保护自然文化遗产。教学重点引导学生归纳总结四张图片的共同之处。教学难点引导学生初步思考人类发展经济的同时如何保护自然文化遗产。教学策略视听教学法、交际教学法Teaching contentsPr
5、oceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to work in groups to look at pictures and discuss some information about these places. 2. Teacher invites the representative of each group to present their reports. Teacher makes supplementation if necessary.3. Tea
6、cher guides students to discuss what these places have in common.1. Students work in groups to look at pictures and discuss some information about these places. 2. The representative of each group presents their reports.3. Students discuss what these places have in common.To arouse students interest
7、 and encourage students to extend their thinking.Activity 21. Teacher guides students to predict what they will get from the video.2. Teacher plays the video and asks students to complete the table. 3. Teacher asks students to work in groups to exchange the information they get from the video.4. Tea
8、cher plays the video again and asks students to answer questions.5. Teacher asks students to check answers with the class.1. Students predict what they will get from the video.2. Students watch the video and complete the table.3. Students work in groups to exchange the information they get from the
9、video.4. Students watch the video again and answer questions. 5. Students check answers with the classTo make students know about the three types of world natural and cultural heritage and some related knowledge. Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自然保护自然文化遗产内容分析该板块呈现了
10、一篇体现单元主题的课文，语篇类型为游记。作者通过描述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。 读后活动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入理解体会作者写作意图， 赏析文本，探究主题意义，培养阅读思维能力。教学目标1 带领学生通过略读锁定关键词，获取课文主要信息，体会天路对作者的特殊意义，并把握作者的写作意图；2 带
11、领学生通过精读，找出主要细节在文中的位置，即青藏铁路建设过程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建设者的伟大，激发民族自豪感； 3 引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握与话题相关词汇和短语并能 运用所学词汇介绍青藏铁路。教学重点1. 引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意；2. 引导学生了解游记类文章的文体特征。教学难点1. 引导学生把握略读和精读的阅读技巧；2. 引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。教学策略P-W-P模式Teaching contentsProceduresPurposes Teacher
12、s activityStudents activityActivity 11. Teacher shows some pictures of Tibet and asks students to discuss how to go to Tibet.2. Teacher asks students to work in pairs to answer the quiz.3. Teacher checks their answers.1. Students discuss how to go to Tibet. 2. Some students share their answers.1. To
13、 have students get to know the information about the Qinghai-Tibet Railway.Activity 21. Teacher asks students to skim the passage and pay attention to some specific information.2. Teacher asks students to read the passage with tasks and find out why the railway is particularly special to the author
14、and grasp the main idea of the passage.3. Teacher asks students to work in pairs to discuss questions.4. Teacher asks some students to share their answers and explains some key points. 1. Students skim the passage and pay attention to some specific information.2. Students read the passage with tasks
15、 and find out why the railway is particularly special to the author and grasp the main idea of the passage.3. Students work in pairs to discuss the questions.4. Students share their answers.1. To train students ability to read the passage with tasks.2. To prepare students for reading.Activity 31 Tea
16、cher asks students to read the passage individually, complete the table, and find out the supporting ideas to explain their opinions.2. Teacher asks students to discuss in groups, check their answers and express their opinions.3. Teacher asks some students to present their answers and give the reaso
17、ns.1. Students read the passage individually, complete the table, and find out the supporting ideas to explain their opinions.2 Students discuss in groups, check their answers and express their opinions3 Students share their answers.1. To get the main idea of the passage.2. To let students gather in
18、formation about the passage.Activity 41. Teacher asks students to read the passage again and organize the information from the passage to complete the table. 2. Teacher asks students to share answers and find out what challenges were met and overcome by the railway workers. 3. Teacher asks students
19、to draw a map of Tibet and mark the sites referred to in the passage. 4. Teacher asks the students to retell the passage according to the map.1. Students read the passage again and organize the information from the passage to complete the table.2. Students share answers and find out what challenges
20、were met and overcome by the railway workers. 3. Students draw a map of Tibet and mark the sites referred to in the passage. 4. Students retell the passage according to the map.1. To train students abilities to understand the passage deeply. 2 To train students abilities to explore theme meaning.Thi
21、nk & ShareTeacher asks students to work in groups to discuss questions.Students answer the questions and make supplementation.To develop students abilities to transfer knowledge and learn more about the passage.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening + Speaking主题语境人与自然保护
22、自然文化遗产内容分析语法部分的主要内容为现在完成进行时的概念及用法。小语段讲述了作者戴上虚拟现实头盔装置探索亚马孙雨林的经历。接下来通过对比二十年前和现在的环境状况使学生进一步熟悉现在完成进行时的用法。听说部分首先介绍了生态旅游相关信息，然后是父女之间的一段对话，商讨生态旅游事宜。听说语段探讨了发展旅游经济与保护环境的问题。这部分是单元话题下的句子表达及应用和听说结合的综合活动，帮助学生聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用水平。教学目标1 引导学生通过观察例句归纳现在完成进行时的概念及用法，理解这种时态的功能，并在具体语境中应用； 2 通过听力对话的学习，
23、帮助学生掌握说服他人的表达方式，以及在有 分歧时如何表示折中、妥协，以达成一致的看法； 3 引领学生阅读并听听力材料，帮助学生进行优势条件和劣势条件的归 纳及对比，并引导学生思考如何达成在发展经济的同时保护自然环境 的共识。教学重点1. 引导学生进一步了解并掌握现在完成进行时的用法及概念；2. 引导学生掌握说服他人的表达方式。教学难点1. 引导学生理解现在完成进行时与现在完成时的区别；2. 引导学生思考如何达成在发展经济的同时保护自然环境的共识。教学策略任务型教学法、发现教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers ac
24、tivityStudents activityActivity 11. Teacher asks students to answer some questions (When did you begin to learn English? How long have you been learning English?).2. Teacher shows some pictures (the picture of raining), then explains the concept of present perfect continuous tense.3. Teacher asks st
25、udents to read sentence (a) and pay attention to the words in bold, then asks students to answer Question 1.4. Teacher checks answers with the class.5. Teacher asks students to work in groups to look for more sentences with the similar structures in the reading passage. Then asks students to discuss
26、 the differences between sentence (a) and sentence (b).6. Teacher invites the representative of each group to present their view. Teacher helps students to summarize present perfect continuous tense.1. Students answer the questions. 2. Students understand the concept of present perfect continuous te
27、nse.3. Students read sentence (a) and pay attention to the words in bold, then answer Question 1.4. Students checks answers with the teacher.5. Students work in groups to look for more sentences with the similar structures in the reading passage. Then discuss the differences between sentence (a) and
28、 sentence (b).6. The representative of each group presents their view.1. To encourage students to discover the grammar usage by themselves.2. To further enhance students understanding of the functions and usages of present perfect continuous tense.Activity 21. Teacher asks students to read and compl
29、ete the passage with the correct form of the verbs in brackets individually.2. Teacher checks the answers with the class.1. Students read and complete the passage with the correct form of the verbs in brackets individually.2. Students check the answers with the teacher.To get students to practice us
30、ing present perfect continuous tense.Activity 31. Teacher asks students to make some sentences according to the pictures in students book individually.2. Teacher asks students to share their answers and encourages students to make different sentences.1. Students make some sentences according to the
31、pictures in students book individually.2. Students share their answers and make different sentences.To help students consolidate the application of present perfect continuous tense.Activity 41. Teacher asks students to work in groups to discuss the environmental changes in recent years, using presen
32、t perfect continuous tense as many as possible. 2. Teacher invites the representative of each group to present their view.3. Teacher makes comments1. Students work in groups to discuss the environmental changes in recent years, and use present perfect continuous tense as many as possible. 2. The rep
33、resentative of each group presents their view.To arose students awareness of environmental protection.Activity 51. Teacher asks students to read the passage Did You Know.2. Teacher shares some information about ecotourism and prepares for listening activity.3. Teacher shows some pictures of tourist
34、attractions, then asks students to work in groups to discuss what kind of activity we can do in these tourist attractions. 4. Teacher asks each group to choose one speaker to share the groups answers, and asks other groups to make supplementation.5. Teacher plays the audio and asks students to pick
35、out the places mentioned.6. Teacher checks the answers with the students.1. Students read the passage Did You Know.2. Students work in groups to discuss what kind of activity we can do in these tourist attractions.3. Group speakers share their answers with the class. Other groups make supplementatio
36、n.4. Students listen to the audio and pick out the places mentioned.Students check answers with the teacher.To train students to grasp key information of the listening materials.Activity 61. Teacher plays the audio again and asks students to make notes and complete the notes.2. Teacher asks students
37、 to read their entire notes, and check answers with the class.3. Teacher asks students to work in groups to discuss what type of travel they prefer.4. Teacher makes comments.1. Students listen to the audio, make notes, complete the notes.2. Students read their entire notes, and check answer with the
38、 class.3. Students work in groups to discuss what type of travel they prefer.1. To train students to practice listening skills and express themselves.2. To train students ability to make key notes while listening.Activity 71 Teacher asks students to understand and remember the expression of persuadi
39、ng others and compromisingthrough the conversation.2 Teacher asks students to complete the boxes with the expressions from the conversation. 3 Teacher asks some students to share their information, and checks answers with the class.4 Teacher divides students into groups and asks them to choose one s
40、ituation and act out a conversation.5 Teacher invites several groups to act out their conversations in front of the class and asks other students to make comments.1 Students understand and remember the expression of persuading others and compromisingthrough the conversation.2 Students complete the b
41、oxes with the expressions from the conversation.3. Students share their information, and check answers with the teacher.4. Students choose one situation and act out a conversation in groups.5. Several groups act out their conversations in front of the class. Other students make comments.To train stu
42、dents ability to express themselves.Activity 8-91. Teacher downloads some pictures of White Beach, and guides students to describe the beautiful scenery, then leads to the topic.2. Teacher asks students to get to know the phrases in the box before listening.3. Teacher asks some students to read the
43、whole passage individually and complete the passage with the expressions in the box.4. Teacher asks students to share answers with the class.5. Teacher plays the audio again, and asks students to check answers again.6. Teacher asks students to work in groups to look for similar expressions in the pa
44、ssage, and add more phrases through searching for materials.7. Teacher invites the representative of each group to present their information. Teacher makes supplementation.1. Students describe the beautiful scenery.2. Students get to know the phrases in the box.3. Students read the whole passage ind
45、ividually and complete the passage with the expressions in the box before listening.4. Students check answers with the teacher.5. Students check the answers again.6. Students work in groups to look for similar expressions in the passage, and add more phrases through searching for materials.7. The re
46、presentative of each group presents their information.1. To help students get familiar with the topic and prepare for Activity 8.2. To train students ability to searching for materials.Activity 101. Teacher guides students to understand the activity, then asks students to work in pairs to choose a r
47、ole to play respectively. 2. Teacher asks students to make a dialogue using learned vocabulary according to his own task. 3. Teacher asks students to work in groups to discuss, express their opinions and finally reach an agreement.4. Teacher invites several pairs to act out their dialogues in front
48、of the class and asks other students to make comments.1. Students work in pairs to choose a role to play respectively. 2. Students make a dialogue using learned vocabulary according to his own task. 3. Students work in groups to discuss, express their opinions and finally reach an agreement.4. Several pairs act out their dialog