Unit+6+Nurturing+Nature+单元教学设计-2023-2024学年高中英语外研版（2019）选择性必修第一册

Book4Unit6Nurturingnature教学设计

单元主题Thethemecontextofthisunitis"manandnature",andthethemecontext

involvestheprotectionofthenaturalenvironmentandnaturalheritage.

ThisunitbyintroducingtheChineseandforeignfamousnaturalandcultural

heritage,includingEgyptthepyramids,southeastSiberianLakeBaikal,

China'smounttaiandTibetandAustralia'sgreatbarrierreef,makestudents

feelthebeautyofnatureandmagic,experiencethecharmofcultural

heritage,inspiretheirdesiretoprotectnaturalculturalheritage,conveythe

conceptofharmoniouscoexistencebetweenmanandnatureo

单元目标Studentswereabletofollowaroundthethematiccontextcontentofthis

unit,Basedonmultimodaltextssuchastravelnotesandadvertisements

providedbyunits,Usingavarietyoflanguageskills,Readthecontentof

articlesrelatedtotheprotectionofnaturalandculturalheritage;Abilityto

usereadingstrategies,Extractinformationfromthetextandinterpretthe

text;Abilitytoclarifytheconceptandusageofpresentperfectcontinuous

tense,Anditisappliedinthespecificcontext;Beabletounderstand

ecotourism-relatedtopicsandtalkaboutenvironmentalprotectionissues,

Properuseoflearnedwordsandexpressionstopersuadeothers,Andlearn

toexpresscompromise,compromise,Deepentheunderstandingofthe

meaningoftheunittheme;Abilitytoanalyzetheessentialelementsofjob

advertising,Accordingtothecontentofthegivenparagraph,Writeajob

advertisement;Alsobeabletousetheknowledgelearnedintheunit,

Throughthedebate,theanalysis,Contactwiththerealityoflife,Treatthe

problemdialectically,Analyzingtheprosandcons,Andmaketheright

judgment;Beabletofindreasonablesolutions,Expressyouropinions

creatively,Realizetheexpansionandmigrationofknowledgeandthinking

ability;Byunderstandingthenaturalandculturalheritagesitesaroundthe

world,Enhancethecarefortheenvironment,Theawarenessofprotecting

thenaturalandculturalheritage.Byusingvariouslearningstrategies,

conductresearchandeffectivelystudyindependently;usenetwork

resources,screen,integrateandeditnaturalheritageprotectionbrochures,

evaluate,reflectandadjustthelearningcontentandprocess,improvetheir

understandingandexpressionability,andfinallypromotethe

comprehensiveimprovementoflanguageability,culturalawareness,

thinkingqualityandlearningability.

Startingout板块教学设计

（建议时长10-15分钟，教师可根据教学实际酌情调整。）

课型Viewing+Speaking

主题语境Manandnature------toprotectthenaturalandculturalheritage

内容分析Activity1presentsfourpicturesrelatedtothethemeoftheunit,whichare

theHuanglongScenicAreainChina,IguazuFallsontheborderofArgentina

andBrazil,MountKilimanjaroinTanzaniaandUluruRockinAustralia,to

attractstudents'interestandentertheunittopic.Activity2presentsa

videorelatedtothetheme,introducingthethreetypesofworldheritage,

namely,worldculturalheritage,worldculturalandnaturalheritage,and

worldnaturalHeritage,andexplainingtheexamplesonebyone.This

sectionaimstoactivatestudents'existingbackgroundknowledgeand

languageknowledge,andpavethewayandpreheatingforthenextlearning

activitiesofthewholeunit.

教学目标1.Guidethestudentstodiscussthecontentofthepictures,summarize

theircommonfeatures,andactivatetheexistinglanguageandbackground

knowledge;

2.Leadstudentstowatchtheworldnaturalandculturalheritagevideo,so

thatstudentscanunderstandtherelevantknowledge,cultivatetheability

tounderstandthegeneralideaofthevideo,andtoextractkeyinformation

fromthevideo;

3.Leadstudentstothinkabouthowtoprotectnaturalandculturalheritage

whiledevelopinghumaneconomy.

教学重点Guidethestudentstosummarizethecommonfeaturesofthefourpictures.

教学难点Toguidethestudentstoinitiallythinkabouthowtoprotectthenaturaland

culturalheritagewhiledevelopingthehumaneconomy.

教学策略Audio-visualteachingmethod,communicativeteachingmethod

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.StudentsworkinToarousestudents,

studentstoworkingroupstolookatinterestandencourage

groupstolookalpicturesanddiscussstudentstoextend

picturesanddiscusssomeinformationtheirthinking.

someinformationabouttheseplaces.

abouttheseplaces.2.Therepresentative

2.Teacherinvitestheofeachgroup

representativeofpresentstheir

eachgrouptoreports.

presenttheir3.Studentsdiscuss

reports.Teacherwhattheseplaces

makeshaveincommon.

supplementationif

necessary.

3.Teacherguides

studentstodiscuss

whattheseplaces

haveincommon.

Activity21.Teacherguides1.StudentspredictTomakestudents

studentstopredictwhattheywillgetknowaboutthethree

whattheywillgetfromthevideo.typesofworldnatural

fromthevideo.2.Studentswatchtheandculturalheritage

2.Teacherplaysthevideoandcompleteandsomerelated

videoandasksthetable.knowledge.

studentsto3.Studentsworkin

completethetable.groupstoexchange

3.Teacheraskstheinformation

studentstoworkintheygetfromthe

groupstoexchangevideo.

theinformation4.Studentswatchthe

theygetfromthevideoagainand

video.answerquestions.

4.Teacherplaysthe5.Studentscheck

videoagainandanswerswiththe

asksstudentstoclass

answerquestions.

5.Teacherasks

studentstocheck

answerswiththe

class.

Understandingideas板块教学设计

（建议时长30-35分钟，教师可根据教学实际酌情调整。）

课型Reading

主题语境Manandnature------toprotectthenaturalandculturalheritage

内容分析Thissectionpresentsatextreflectingthethemeoftheunit,andthe

discoursetypeistravelnotes.Bydescribingajourneytothesky,theauthor

reviewsthatduring:heconstructionoftheQinghai-TibetRailway,he

overcamemanydifficultiesandfinallybuilttheworld'sfirst"impossible"

railwayproject.Expressedasthebuilderisfullofpride,butalsoexpressed

theprojectconstructiontoprotecttheecologyasthepremiseofthe

conceptofenvironmentalprotection.Thepre-readingactivitytestaimsto

helpstudentsgetfamiliarwiththetextcontentandpavethewayforthe

textlearning.PleasefindoutthespecialsignificanceoftheQinghai-Tibet

Railwaytotheauthor.Afterreading,theactivitysummarizedthegeneral

ideaofthetheme,foundthechallengesandsolutionsencounteredinthe

railwayconstruction,deeplyunderstandtheauthor'swritingintention,

appreciatethetext,explorethesignificanceofthetheme,andcultivatethe

abilityofreadingthinking.

教学目标1.Leadthestudentstolockthekeywordsthroughskimming,obtainthe

maininformationofthetext,understandthespecialmeaningofTianluto

theauthor;andgrasptheauthor'swritingintention;

2.Leadthestudentstofindoutthelocationofthemaindetailsinthe

articlethroughintensivereading,thatis,thedifficultiesovercomeinthe

constructionprocessoftheQinghai-TibetRailwayandtheimpactofthe

Qinghai-TibetRailwayonthelifeofthelocalresidents,feelthegreatnessof

thebuilders,andstimulatethenationalpride;

3Guidestudentstoperceivethelanguagecharacteristicsofthearticleby

readingthetext,learnandmasterthevocabularyandphrasesrelatedto

thetopicinthediscourse,andcanusethevocabularytointroducethe

Qinghai-TibetRailway.

教学重点1.Guidethestudentstoreadthetext,understandtheauthor'swriting

intention,andunderstandthemainideaofthearticle;

2.Guidethestudentstounderstandthestylisticcharacteristicsoftravel

notesarticles.

教学难点1.Guidethestudentstograspthereadingskillsofskimmingand

intensivereading;

2.Guidethestudentstousethevocabularyandphraseslearnedand

masteredinthediscoursetointroducetheQinghai-TibetRailway.

教学策略P-W-Ppattern

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teachershows1.Studentsdiscuss1.Tohavestudents

somepicturesofhowtogotoTibet.gettoknowthe

Tibetandasks2.Somestudentsinformationabout

studentstodiscusssharetheiranswers.theQinghai-Tibet

howtogotoTibet.Railway.

2.Teacherasks

studentstoworkin

pairstoanswerthe

quiz.

3.Teacherchecks

theiranswers.

Activity21.Teacherasks1.Studentsskimthe1.Totrainstudents?

studentstoskimthepassageandpayabilitytoreadthe

passageandpayattentiontosomepassagewith

attentiontosomespecifictasks.

specificinformation.2.Toprepare

information.2.Studentsreadthestudentsfor

2.Teacheraskspassagewithtasksreading.

studentstoreadtheandfindoutwhy

passagewithtaskstherailwayis

andfindoutwhyparticularlyspecial

therailwayistotheauthorand

particularlyspecialgraspthemainidea

totheauthorandofthepassage.

graspthemainidea3.Studentsworkin

ofthepassage.pairstodiscussthe

3.Teacherasksquestions.

studentstoworkin4.Studentssharetheir

pairstodiscussanswers.

questions.

4.Teacheraskssome

studentstoshare

theiranswersand

explainssomekey

points.

Activity31Teacherasks1.Studentsreadthe1.Togetthemain

studentstoreadthepassageideaofthe

passageindividually,passage.

individually,completethetable,2.Toletstudents

completethetable,andfindoutthegather

andfindoutthesupportingideastoinformationabout

supportingideastoexplaintheirthepassage.

explaintheiropinions.

opinions.2Studentsdiscussin

2.Teacherasksgroups,checktheir

studentstodiscussanswersand

ingroups,checkexpresstheir

theiranswersandopinions

expresstheir3Studentssharetheir

opinions.answers.

3.Teacheraskssome

studentstopresent

theiranswersand

givethereasons.

Activity41.Teacherasks1.Studentsreadthe1.Totrainstudents'

studentstoreadthepassageagainandabilitiesto

passageagainandorganizetheunderstandthe

organizetheinformationfrompassagedeeply.

informationfromthepassageto2Totrainstudents'

thepassagetocompletethetable.abilitiesto

completethetable.2.Studentsshareexploretheme

2.Teacherasksanswersandfindmeaning.

studentstoshareoutwhatchallenges

answersandfindweremetand

outwhatchallengesovercomebythe

weremetandrailwayworkers.

overcomebythe3.Studentsdrawa

railwayworkers.mapofTibetand

3.Teacherasksmarkthesites

studentstodrawareferredtointhe

mapofTibetandpassage.

markthesites4.Studentsretellthe

referredtointhepassageaccording

passage.tothemap.

4.Teacherasksthe

studentstoretell

thepassage

accordingtothe

map.

Think&TeacherasksstudentstoStudentsanswertheTodevelopstudents*

workingroupstoquestionsandmakeabilitiestotransfer

Sharediscussquestions.supplementation.knowledgeandlearn

moreaboutthe

passage.

Usinglanguage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Manandnature------toprotectthenaturalandculturalheritage

内容分析Themaincontentofthegrammarpartistheconceptandusageofpresent

perfectcontinuoustense.Thepassagetellstheauthor'sexperienceof

wearingavirtualrealityhelmettoexploretheAmazonrainforest.Next,

studentsarefurtherfamiliarwiththeuseofpresentperfectcontinuous

tensebycomparingtheenvironmentalconditionsof20yearsagoandnow.

1heardthat1firstintroducedtheinformationaboutecotourism,andthen1

hadadialoguebetweenfatheranddaughtertodiscussecotourismmatters.

Thisparagraphdiscussestheproblemofdevelopingtourismeconomyand

protectingtheenvironment.Thispartisacomprehensiveactivityof

sentenceexpressionandapplicationwithlisteningandspeakingunderthe

unittopic,whichhelpsstudentsfocusonthemeaningandfunctionof

language,thinkandcommunicateinrealcontext,andimprovethe

comprehensivelanguageapplicationlevelinanall-roundway.

教学目标1.Guidestudentstosummarizetheconceptandusageofthecurrent

currenttensethroughobservationexamplesentences,understandthe

functionofthistense,andapplyitinthespecificcontext;

2.Throughthestudyoflisteningdialogue,helpstudentstomasterthe

expressionwayofpersuadingothers,andhowtocompromiseand

compromisewhentherearedifferences,soastoreachaconsensus;

3.Leadstudentstoreadandlistentolisteningmaterials,helpstudentsto

return,acceptandcomparetheiradvantagesanddisadvantages,andguide

studentstothinkabouthowtoreachaconsensusonprotectingthenatural

environmentwhiledevelopingtheeconomy.

教学重点1.Toguidestudentstofurtherunderstandandmastertheusageand

conceptofpresentperfectcontinuoustense;

2.Guidestudentstomasterthewayofpersuadingothers.

教学难点1.Toguidestudentstounderstandthedifferencebetweenpresent

perfectcontinuoustenseandpresentperfecttense;

2.Guidethestudentstothinkabouthowtoreachaconsensuson

protectingthenaturalenvironmentwhiledevelopingtheeconomy.

教学策略Task-basedteachingmethod,discoveryteachingmethod,communicative

teachingmethod,listeningandspeakingteachingmethod

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents'activity

Activity11.Teacherasks1.Studentsanswerthe1.Toencourage

studentstoanswerquestions.studentsto

somequestions2.Studentsunderstanddiscoverthe

(Whendidyoutheconceptofgrammarusageby

begintolearnpresentperfectthemselves.

English?Howlongcontinuoustense.2.Tofurther

haveyoubeen3.Studentsreadenhancestudents*

learningEnglish?).sentence(a)andunderstandingof

2.Teachershowspayattentiontothethefunctionsand

somepictures(thewordsinbold,thenusagesofpresent

pictureofraining),answerQuestion1.perfect

thenexplainsthe4.Studentscheckscontinuoustense.

conceptofpresentanswerswiththe

perfectcontinuousteacher.

tense.5.Studentsworkin

3.Teacherasksgroupstolookfor

studentstoreadmoresentences

sentence(a)andwiththesimilar

payattentiontothestructuresinthe

wordsinbold,thenreadingpassage.

asksstudentstoThendiscussthe

answerQuestion1.differencesbetween

4.Teachercheckssentence(a)and

answerswiththesentence(b).

class.6.Therepresentative

5.Teacherasksofeachgroup

studentstoworkinpresentstheirview.

groupstolookfor

moresentences

withthesimilar

structuresinthe

readingpassage.

Thenasksstudents

todiscussthe

differencesbetween

sentence(a)and

sentence(b).

6.Teacherinvitesthe

representativeof

eachgroupto

presenttheirview.

Teacherhelps

studentsto

summarizepresent

perfectcontinuous

tense.

Activity21.Teacherasks1.StudentsreadandTbgetstudentsto

studentstoreadandcompletethepracticeusingpresent

completethepassagewiththeperfectcontinuous

passagewiththecorrectformofthetense.

correctformoftheverbsinbrackets

verbsinbracket?individually.

individually.2.Studentscheckthe

2.Teacherchecksiheanswerswiththe

answerswiththeteacher.

class.

Activity31.Teacherasks1.StudentsmakeTohelpstudents

studentstomakesomesentencesconsolidatethe

somesentencesaccordingtotheapplicationofpresent

accordingtothepicturesinstudents'perfectcontinuous

picturesinstudents'bookindividually.tense.

bookindividually.2.Studentssharetheir

2.Teacherasksanswersandmake

studentstosharedifferentsentences.

theiranswersand

encouragesstudents

tomakedifferent

sentences.

Activity41.Teacherasks1.StudentsworkinToarosestudents'

studentstoworkingroupstodiscussawarenessof

groupstodiscusstheenvironmentalenvironmental

theenvironmentalchangesinrecentprotection.

changesinrecentyears,anduse

years,usingpresentpresentperfect

perfectcontinuouscontinuoustenseas

tenseasmanyasmanyaspossible.

possible.2.Therepresentative

2.Teacherinvitestheofeachgroup

representativeofpresentstheirview.

eachgroupto

presenttheirview.

3.Teachermakes

comments

Activity51.Teacherasks1.StudentsreadtheTotrainstudentsto

studentstoreadthepassageDidYougraspkeyinformation

passageDidYouKnow.ofthelistening

Know.2.Studentsworkinmaterials.

2.Teachersharesgroupstodiscuss

someinformationwhatkindofactivity

aboutcculuuribiiiwccanduinllic5c

andpreparesfortouristattractions.

listeningactivity.3.Groupspeakers

3.Teachershowssharetheiranswers

somepicturesofwiththeclass.Other

touristattractions,groupsmake

thenasksstudentssupplementation.

toworkingroups4.Studentslistento

todiscusswhattheaudioandpick

kindofactivityweouttheplaces

candointhesementioned.

touristattractions.Studentscheck

4.Teacheraskseachanswerswiththe

grouptochooseteacher.

onespeakerto

sharethegroup's

answers,andasks

othergroupsto

make

supplementation.

5.Teacherplaysthe

audioandasks

studentstopickout

theplaces

mentioned.

6.Teacherchecksthe

answerswiththe

students.

Activity61.Teacherplaysthe1.Studentslistento1.Totrainstudents

audioagainandtheaudio,maketopracticelistening

asksstudentstonotes,completetheskillsandexpress

makenotesandnotes.themselves.

completethenotes.2.Studentsreadtheir2.Totrainstudents?

2.Teacherasksentirenotes,andabilitytomakekey

studentstoreadcheckanswerwithnoteswhilelistening.

theirentirenotes,theclass.

andcheckanswers3.Studentsworkin

withtheclass.groupstodiscuss

3.Teacheraskswhattypeoftravel

studentstoworkintheyprefer.

groupstodiscuss

whattypeoftravel

theyprefer.

4.Teachermakes

comments.

Activity71Teacherasks1StudentsTotrainstudents'

studentstounderstandandabilitytoexpress

understandandrememberthethemselves.

remembertheexpressionof

expressionofpersuadingothers

persuadingothersandcompromising

andcompromisingthroughthe

throughtheconversation.

conversation.2Studentscomplete

2Teacheraskstheboxeswiththe

studentstoexpressionsfrom

completetheboxestheconversation.

withthe3.Studentssharetheir

expressionsfrominformation,and

theconversation.checkanswerswith

3Teacheraskssometheteacher.

studentstoshare4.Studentschoose

theirinformation,onesituationand

andchecksanswersactouta

withtheclass.conversationin

4Teacherdividesgroups.

studentsinto5.Severalgroupsact

groupsandasksouttheir

themtochooseoneconversationsin

situationandactfrontoftheclass.

outaconversation.Otherstudents

5Teacherinvitesmakecomments.

severalgroupsto

actouttheir

uunvcrsaliuiisin

frontoftheclass

andasksother