高中英语大单元视域下的单元整体教学分享 课件

一、 选择性必修教材的结构 二、 教学方法的建议 三、 实例 Unit 3 Fascinating Parks 1. 数据分 一、 选择性必修教材的结构 （二） 练习册 Using words and expressions聚焦本单元的词汇练习与巩固; Using Structures聚焦本单元的语法练习和运用 Listening and Speaking和Reading and Writing重点训练听说技能和读写 技能，属于语言运用范畴。 *Expanding Your World提供了与本单元主题相关的拓展性阅读材料， 重点培养学生的阅读兴趣，拓展学生的文化视野。 1. 数据分 二、 教学方法的建议 六要素整合的课程内容 重视以学科大概念为核心， 使课程内容结构化； 以主题 为引领，使课程内容情境化。 - - - - -. 语法教学 听说教学 阅读教学 5 3 4 “看 ”的教学 .----- 教学建议 词汇教学 写作教学 - - ---.6 - - - -- - - -. 2 1 -----● - - - - -● - - - - -. . - - - - - .- ---- （一）词汇教学 1. 树立语境意识， 帮助学生在语境中理解和 运用词汇 课标指出： “词汇学习不是单纯的词汇记忆，也不是独 立的词语操练，而是结合具体主题、在特定语境下开展的 综合性语言实践活动。 ” 语境是词汇教学的核心要素。 语境即言语环境，它既包 括语言因素，也包括非语言因素。 语言因素包括句子、阅 读语篇、听力对话或口头描述等，而非语言因素则包括实 物、 图画、标识、动作、表情等。利用语境实施词汇教学 比孤立的词汇教学要有效得多，因为语境能够激活学生的 知识联系和意义联想，更能激发学生的学习兴趣。 2. 树立词块意识， 提高学生语言理解与表 达的准确性和流畅性 课标指出： “高中阶段的词汇教学除了引导学 生更深入地理解和更广泛地运用已学词汇外，重 点是在语境中培养学生的词块意识，并通过广泛 阅读，进一步扩大词汇量，提高运用词汇准确理 解和确切表达意义的能力 ”。词块通常分为： 词 和短语、常见搭配、 固定表达以及半固定表达。 使用词块能够提高语言理解和表达的准确性和流 畅性。 3. 树立词汇运用意识， 帮助学生在词汇学习 的基础上表达意义 课标指出： “学生通过听、说、读、写、看等方 式，感知、理解相关主题意义，使用词语表达相关 话题的信息和意义。 ”词汇的学习主要是在记忆的 基础上不断运用，从而强化语感，迁移词汇运用能 力，最终达到词汇的内化。词汇运用的重点体现在 理解和表达两个方面。 4. 树立词汇学习策略意识， 培养学生自主学 习词汇的能力 课标指出： “学习能力指学生积极运用和主动调适英 语学习策略、拓宽英语学习渠道、努力提升英语学习效 率的意识和能力。学习能力构成英语学科核心素养的发 展条件。学习能力的培养有助于学生做好英语学习的自 我管理，养成良好的学习习惯，多渠道获取学习资源， 自主、高效地开展学习。 ” • 在语境中猜测生词 • 根据构词法记忆单词 • 根据拼读规则记忆单词 • 记忆词块，整存整取 • 构建主题词汇思维导图 （二）语法教学 1. 在语境中开展语法教学 教师应当运用语篇、 图画、动画、视频等来 创设语言情境，在具体语境中呈现语法结构， 并让学生在具体语境中感知、理解和运用语法 结构。 2. 关注语法的表意功能 教师在进行语法教学时不仅要重视语法的结 构形式，更要关注语法结构所表达的意义和所 使用的语言环境特征。语法教学的内容包括语 言形式、意义和使用。 3. 重视学生对语法学习的过程性参与 以学生为中心，发挥学生的主观能动性。语 法教学设计应体现学习过程，引导学生主动参 与到语法学习过程中，尤其要重视学生的思维 参与。 4. 根据学情灵活实施语法教学 在教学中，教师可根据学生实际情况灵活选用归纳法 （inductive approach）或演绎法（deductive approach） 来实施语法教学。 （三）听说教学 1. 关注听力策略培养和听力微技能训练 2. 加强视听说训练， 培养学生的视听说技能 3. 坚持“准确性”和“流利性”并重的原则 （四）阅读教学 1. 从语篇的角度和高度来教阅读 在阅读教学中， 教师应引导学生在理解单个句子意义的基 础上关注句与句 、段与段 、 主题句与支撑细节 、 首段与尾 段 、标题与正文， 以及文字与图表之间的关系， 加强思维 逻辑方面的训练。 2. 注重文本意义的多层次解读， 引导学生进 行深度阅读 在阅读教学中应重视对课文进行不同层次的解读， 尤其要 提高学生在阅读过程中思维和情感的参与， 培养学生的阅 读习惯， 尤其是默读习惯 。 至少要阅读三遍， 每次阅读应 实现不同的教学目标， 关注不同层次语篇信息的获取与处 理、加工与利用。 3. 加强阅读策略培养， 发展学生的自主阅读 能力 • 阅读策略教学一般涉及两个方面： 一是为了不同的阅读 目的而采用不同的阅读策略， 也就是说阅读策略要为阅 读目的服务； 二是根据语篇特征选择适当的阅读策略。 • 阅读策略的训练方式可分为显性和隐性两种。 • 阅读策略的教学不是一次性的， 学生需要反复练习。 4. 阅读活动设计要有思维深度， 重视培养学生 的思维品质 首先， 教师设计的阅读理解问题要分层次。 （1） 字面理解层次； （2） 推断性理解层次； （3） 评价性理解层次； （4） 欣赏性理解层次。 其次， 教师的阅读活动设计应关注批判性思维的培养。 （五）写作教学 • 根据课标对写作技能的要求， 教材在写作教 学方面作了较大幅度的改进 • 采用阅读与写作相结合的模式； • 采用过程性写作模式； • 重视写作语篇类型的多样性和实用性， 鼓励 学生表达自己的真情实感。 1. 加强写作任务的过程性和情境设置的真实性 *“词——句——文” * 应加强写作任务过程性指导 * 分组讨论， 集思广益 * 写作情境要尽量真实 2. 帮助学生从阅读中寻找写作的出路 * what， why， how * 语言支撑； 语篇结构支撑； 认识问题的角度 3. 加强美文背诵， 增加高质量的语言输入 （六）“看”的教学 1. 观看视频前可以处理一些“必要的生词” 2. 激活学生的话题背景知识 3. 让学生带着任务看视频 4. 看听结合 5. 关注视频中的文化内涵 6. 让学生边看边预测 7. 让学生为视频配音 1. 数据分 三、 实例 Unit 3 Fascinating Parks 单元设计思路（李宝荣教授） 1.研读单元各语篇内容，挖掘主题意义，分析 各语篇跟主题的关系，各语篇的内在关联； 2.分析学情，分析已知、未知和想知，确定最 近发展区，确定单元整体目标； 3.基于单元教学目标，整合单元话题，设计相 应的学习活动； 4.设计评价活动与作业，设计单元整合性输出 任务。 在单元主题意义的指导下，聚焦小单元进行 各语篇的教学设计。 Unit 3 Fascinating Parks u 单元整体教材分析 本单元的主题是人与自然， 自然生态和环境保护主题群中 的自然环境和自然遗产保护，人与环境、人类生存、社会发 展与环境的关系。 整个单元以培养学生的核心素养为总目标，依托多模态语篇， 围绕“引人入胜的公园”这一主题开展，主要介绍了国家公园（萨 勒克国家公园Sarek National Park ，东北虎豹国家公园The Northeast Tiger and Leopard Nation Park和西溪湿地国家公园Xixi National Wetland Park）、城市公园（奥林匹克森林公园Beijing Olympic Forest Park）和主题公园（迪士尼乐园Disneyland），引导学生欣 赏不同类型的公园的独特之处，让学生领略和感受大自然的美。 Unit 3 PEOPLE OF ACHIEVEMENT u 单元整体教材分析 在拓展学生视野的同时，探究公园存在的价值意义，培养 学生的多元思维能力，启发学生从人与自然、人与社会的角 度，思考本单元主题所承载的人文内涵和意义，引导学生思 考人与自然的关系，进而懂得人类与自然和谐相处的意义。 处理好经济发展和生态保护之间的关系，号召人们最大限度 地保护自然原貌。 u 版块回顾 整个单元的所有话题从国外到国内，由远及 近，从探究以保护自然生态为主的国家公园， 到与人们生活相关的城市公园，最后到娱乐 与教育相融合的主题公园，层层递进，不断 聚焦，最终达成学科育人的目标。 u单元核心素养目标 u 教学内容整合建议 u 课时安排建议 小单元I教学目标 • 了解并欣赏国内外著名的国家公园，理解并能欣 赏游记中常用的叙述方式以及语篇结构和特点 • 体验国家公园的历史由来，风俗人情和传统 • 会用感官描述景物 • 能用话题词汇和动词-ing形式作主语描述公园景 色和活动、旅游感受 • 探索国家公园的存在价值和意义 u教学内容设计建议 Period 1-2-3: Opening page Reading and Thinking Expanding Your World Language Points 课时学习目标 1.理解并能欣赏游记中常用的叙述方式以及语篇结构和特点； 2.体验国家公园的历史由来，风俗人情和传统； 3.根据小标题预测文章内容，再根据内容概括提炼标题； 通过文本分析，聚焦作者的经历，提取感官体验的信息，体 会作者的内心收获，深入理解文本内容。 4.通过对作者体验的概述，评鉴作者的遣词造句，赏析隐含意 义，从内容、语言和思维上加深对主题的认识。由旅行思考 人生旅程。 A national park is not a playground. It's a sanctuary for nature and for humans who will accept nature on nature's own terms. ——Michael Frome 1. Do you know the place in the picture? What words can you think of to describe it? 2. What is the meaning of “fascinating”? Have you ever been to a fascinating park? Could you introduce it? 3. Read the quote of Michael Frome. How do you understand it? Activity 1 Step 1 Lead-in 激发思考 1.What is a national park? 2. Look at the title and pictures. In what person is the passage written? What do you think will be talked about? What is the style of the text? Where would you most likely read the passage? Activity 2 Prediction Step 2 Pre-reading 1. Is the result the same with your predication? 2. Match the subheadings with the paragraph and give reasons. Activity 3 Read for verification Step 3 While-reading Para. 1 A Summer Where the Sun Never Sleeps I wake up to the sound of the wind buffeting the cloth of my tent. Even though the sun is brightly shining, telling whether it is morning or night is impossible. I’m above the Arctic Circle, where in summer the sun never sets. Checking my watch, I see that it is 7: 30 a.m. I leave my tent and walk over to the mountain edge. Spreading out before me, branches of the Rapa River flow through the valley below. I ’m in the remote far north of Sweden in Sarek National Park, a place with no roads or towns. Para.1 1. Where was the author and what did he see? The time, the weather, and the sight? 2. How many hours a day does the sun shine in summer in Sarek? 教材活动3 3. What are the main activities of the writer after he wakes up? Activity 4 Read for details Para. 2 A Land of Mountain and Ice Sarek’s mountains used to be covered b o s ago, this ice melted, leaving behind about 100 glaciers. S n to arrive. Following the reindeer were th Sami peop e, who made this territory their home. Getting here is quite difficult apart fro the Sami ver fe people have ever seen Sarek. In 1909, Sarek was made a national park in or land in its natural state. Though the Sami are allowed to continue t way of life in the park, no one else can live here, and all new d p banned within park boundaries . At the far side of the valley, an ancient Sami Para.2 1. How is the par graph developed? Make a timeline ab t th his Around 9, 000 years ago, this ice melted Following the reindeer were the Sami people In 1909, Sarek was made a national park cottage is visible. Close by, there are a few reindeer feeding on grass. used to be covered by vast sheets of ice Soon after, reindeer began to arrive Para. 2 A Land of Mountain and Ice Sarek’s mountains used to be covered by vast sheets of ice. Around 9, 000 years ago, this ice melted, leaving behind about 100 glaciers. Soon after, reindeer began to arrive. Following the reindeer were the Sami people, who made this territory their home. Getting here is quite difficult, so apart from the Sami very few people have ever seen Sarek. In 1909, Sarek was made a national park in order to keep the land in its natural state. Though the Sami are allowed to continue their traditional way of life in the park, no one else can live here, and all new development is banned within park boundaries . At the far side of the valley, an ancient Sami cottage is visible. Close by, there are a few reindeer feeding on grass. Para.2 1. How is the paragraph developed? Make a timeline about the history of Sarek. 2. Why did Sarek become a national park? 3. What steps has the Swedish government taken to keep Sarek in its natural state? 教材活动3 Para. 3 Man at Peace with Nature For hundreds of years, looking after reindeer was a way of life for the Sami. They used the reindeer ’s meat for food, their bones for tools, and their skin for making clothes and tents . Since reindeer were always on the move, the Sami would pick up their tents and accompany them. Today, most Sami have houses in villages near Sarek and live a modern life just like their neighbours . But every spring, a small number of Sami still follow their reindeer into the valleys of Sarek, living in tents or old cottages and enjoying their traditions. I am not a Sami, but in Sarek I’ve adopted some of their habits. For example, this morning my breakfast is flat bread warmed over a fire, dried reindeer meat, and some sweet and sour berries that I found growing near my tent. Para.3 1. How has life changed for the Sami? 2. Draw a mind map to show the changes of the Sami’s lifestyle. looked after reindeer They used the reindeer’s meat for food, their bones for tools, and their skin for making clothes and tents the Sami would pick up their tents and accompany them. a small number of Sami live in tents or old cottages and enjoy their traditions every spring most Sami have houses in villages near Sarek and live a modern life the changes of the Sami’s lifestyle Man at Peace with Nature For hundreds of years Today Para. 4 A Land of Adventure anything like yesterday, it will be full of sweat and hard work as I hike over this difficult land to my destination on the other side of the valley. However, I cannot complain. Being in such a beautiful and wild place makes me feel blessed to be alive. Here I am, alone under this broad sky, breathing the fresh air, and enjoying this great adventure. What could be better? worthwhile 1. How did the author feel about the adventure? Find the supporting details. 2. Why does the writer think the sweat and hard work is worth it? 3. What kind of person is the author? After breakfast, I pa tired ag and set out again. Since I must carry all of my food and supplies with me , my bag weighs about 30 kilo enjoyable ay is Para.4 Activity 5 Read for language features 教材活动4 1. Try to explain why it is called “hidden” treasure in the subtitle. Activity 6 Pair Work Step 4 After-reading sarek National park First I must emphasize that Sarek is not for beginners. The wild area demands big from t at respect nature remote, pathless and wild exp humble e attitude in awe. Geographical feature Activity 6 Read for thinking Step 4 After-reading Because the Sarek national park is geographically remote and is almost unknown to people for being protected in its natural state. fanscinating vast wild remote primitive hidden A national park is not a playground. It's a sanctuary for nature and for humans who will accept nature on nature's own terms. ——Michael Frome 1. Try to explain why it is called “hidden” treasure in the subtitle. 2. Considering the measures Swedish government took, explain the quote on the front page. 3. What’s the writing purpose of the text? Activity 6 Pair Work Step 4 After-reading 1. Is it worth making a place like Sarek a national park? Give your reasons. l Keep the land in its natural state l Promote ecological protection l Preserve the natural resources for future generation l Keep the harmony between human and nature l Preserve the land for its historical and scientific value 2. Do you think setting up national parks is an effective way to balance development and the protection of nature? Why or why not? Activity 7 Step 5 Discussion Step 6 • 词汇和句型的处理 引导学生在语境中运用词汇学习策略, 理解词义 （1）判断词性； （2）注意该词出现的分句和句子； （3）观察该分句或句子与其他句子或段落的关系，标点符号有时也有用处； （4）利用步骤1至3所获得的知识猜测词义； buffet, cloth, edge, valley, vast, glacier, reindeer, territory, ban, boundary, cottage, visible, on the move, accompany, adopt, sour, set out, bless, live off, prohibition, prohibit （1）判断词性； （2）注意该词出现的分句和句子； （3）观察该分句或句子与其他句子或段落的关系，标点符号有时也有用处； （4）利用步骤1至3所获得的知识猜测词义； adopt vt.①采用; 采取(方法、态度等); 采纳(建议等) vi. & vt. ②收养;领养 联想词 adoption n.[C,U] 收养 [U]采用; 采纳 写出下列adopt的意思 ⑴ But perhaps they should adopt a simpler approach. ⑵ The committee adopted my suggestion. ⑶ He is not her real father; she was adopted when she was two. 易混辨析 adopt与adapt的含义区别 adopt 意为“采用; 收养”。 adapt 意为“改编; 改装; 使适应” Finally, I his idea, that’s to say, I’ll try to myself to the new circumstances here. 【分析】 Following the reindeer were the Sami people是主谓倒 装，主语the Sami people后置，以便与后面的定语从句更好地衔 接，语义上也更连贯。 e.g. Among the presents is a bear car, which is given by my father. e.g. Happy are those who are contented. e.g. Growing all over the mountain are wild flowers. e.g. Gone are the days when we had nothing to eat. e.g. Inside the parcel was a letter. e.g. At the meeting place of the Yangtze River and The Jialing River lies Chongqing, one of the ten largest cities in China. e.g. John opened the door. There stood a girl he had never seen before. Following the reindeer were the Sami people, who made this territory their home. 在驯鹿之后来的是萨米人，他们在这片土地上安家落户。 1. What is the world’s first national park? 2. What was the main purpose of establishing Serengeti National Park? 3. What is the biggest threat to the Great Barrier Reef Marine Park? 4. Sanjiangyuan National Park is located in which Chinese province? 5. How did the film “ Serengeti Shall Not Die” help raise awareness about wildlife conservation? 6. Explain why coral reefs in the Great Barrier Reef are dying due to global warming. 7. What measures are taken to protect the ecosystem in Sanjiangyuan National Park? Step 7 补充阅读素材 1. Complete a mind map and then retell the text according to it. 2. Review what you have learnt today and introduce a park you are interested in from sight, touch, smell, taste and sound. 3. Recite the vocabulary and the language points. 4. Complete the exercise 5 on page 27, exercise 1, 3 on page 28. 5. Complete the paper assigned. Homework Period 3-4: Learning About Your Language (Build up your vocabulary + Discover useful structures) Using words and Expressions(Workbook) Using Structures(Workbook) Language Points 课时学习目标 : 1.掌握三种构词法：转化，派生 与合成；能用话题词汇描述 公园景色和活动，旅游感受 2.能用动词-ing形式作主语描述 公园景色和活动，旅游感受。 Activity 1 Check your homework. Step 1 Learning About Your Language (Build up your vocabulary) 1. Summarize what is conversion according to exercise 1. 转化 指一个词从一种词类转化为另 一种词类而词形不变。 buffet, edge, remote, ban water, book, hand, present Activity 1 Check your homework. Step 1 Learning About Your Language (Build up your vocabulary) 1. Summarize what is conversion according to exercise 1. 2. Introduce what is derivation and what is compounding. 派生：是通过添加前缀或后缀构成另一个词， 例如patient (adj.)加否定意义的前缀im- 构成impatient(adj.), 或者改变词性的后 缀-ly构成patiently (adv.)。 合成：是由两个或两个以上的词合成一个词， 例如everyday, handshake。 Activity 1 Check your homework. Step 1 Learning About Your Language (Build up your vocabulary) 多数情况下，加前缀改变原词词义，加后缀改变原词词性 或词义。 distinct distinctive distinction distinguish n. 差别，区分；卓越，杰出 adj. 独特的，与众不同的 adj. 模糊的，不清楚的 v. 使有别于；看清，区别 adj. 清晰的； 清楚的； 有区别的 suffixex（后缀） indistinct （前缀） prefixes 1. Summarize what is transformation according to exercise 1. 2. Introduce what is derivative and what is compound. 3. 探究语篇的主题意义： Activity 1 Check your homework. Step 1 Learning About Your Language (Build up your vocabulary) * Why did the number of Siberian tigers decrease? * What resulted in a visible population increase of the species? * How many tigers and leopards are in the area now? * What was the problem facing a growing number of the species? * Do you think it is worth setting up the new park? Why? 1. Summarize what is transformation according to exercise 1. 2. Introduce what is derivative and what is compound. 3. 探究语篇的主题意义： Activity 1 Check your homework. Step 1 Learning About Your Language (Build up your vocabulary) • Being in such a beautiful and wild place makes me feel blessed to be alive. • Even though the sun is brightly shining, telling whether it is morning or night is impossible. • Getting here is quite difficult, so apart from the Semi very few people have ever seen Sarek. • For hundreds of years, looking after reindeer was a way of life for the Sami. 1. Identify the function of the -ing form in the sentence below. Find more sentences with the –ing form as the subject from the reading passage and state their functions. Activity 2 Observe and discover. Step 2 Discover useful structures ——视学生接收能力 Singing is my hobby, and to sing at my friend's birthday party is my dream. Playing with fire is dangerous. Be careful! To play with fire will be dangerous. 1. Identify the function of the -ing form in the sentence below. Find more sentences with the –ing form as the subject from the reading passage and state their functions. 2. The difference of V-ing and to do as the subject form. V- ing 形式和 to do 不定式都可以作主语， 但 v-ing 通常表示 动作或行为； 而 to do 不定式通常表示 动作或行为。 Activity 2 Observe and discover. Step 2 Discover useful structures ____________ 1. Identify the function of the -ing form in the sentence below. Find more sentences with the –ing form as the subject from the reading passage and state their functions. 2. The difference of V-ing and to do as the subject form. 3. Rewrite each of the following sentences using the -ing form as the subject. How does the sentence focus change? Activity 2 Observe and discover. Step 2 Discover useful structures V-ing 形式作主语时常后置, 用it作形式主语。 1. Identify the function of the -ing form in the sentence below. Find more sentences with the –ing form as the subject from the reading passage and state their functions. 2. The difference of V-ing and to do as the subject form. 3. Rewrite each of the following sentences using the -ing form as the subject. How does the sentence focus change? 4. The form of predicate. Activity 2 Observe and discover. Step 2 Discover useful structures Playing basketball makes me happy. Laughing at others is impolite. Watching TV and reading books are interesting. Listening, speaking, reading and writing are basic skills of a language. 单个v-ing作主语， 谓语动词用 单数 ； 两个或两个以上表达不同意义的v-ing作主语， 谓语动词常用 复数 . Activity 3 Language use Step 2 Discover useful structures 1. Fill in the blank using the -ing form of a verb from the box and state its function. 2. 探究语篇的主题意义： * What makes Xixi National Park the “green lungs of Hangzhou”? * Is it possible to develop and preserve nature at the same time? Activity 3 Language use Step 2 Discover useful structures Step 3 Workbook-Using words and Expressions Activity 4 Activity 5 Step 4 Workbook-Using structures 引导学生在语境中运用词汇学习策略, 理解词义 （1）判断词性； （2）注意该词出现的分句和句子； （3）观察该分句或句子与其他句子或段落的关系，标点符号有时也有用处； （4）利用步骤1至3所获得的知识猜测词义； journalist, sneeze, teapot, label, cream, leopar, stretch, rewarding, brush, lung • 词汇和句型的处理 Activity 6 Step 5 [句式分析]本句基本结构为“主语+谓语+ 宾语+宾语补足语”。 动名词短语“Combining....wetland” 充当句子的主语; 谓语动词 “make”意为“使...成为...” ; 宾语 “the park” ; 宾语补足语 “a popular destination...”。 [尝试翻译]将城市生活、 自然和湿地融为一体，使该公园成为 外国游客和当地居民的热门目的地。 Combining city life, nature and wetland makes the park a popular destination both for foreign visitors and local residents. 例如： Homework： 1. Review the new words and expressions learned in this period. 2. Consolidate the usage of the v-ing form as the subject. 3. Writing: choose a place in your city as the destination for a school trip. Use the passage on Page 29 as an example and write your choice. 4. Complete the paper. With the colourful scenery and wonderful hiking trails, taking a trip to Danxia Geothermal Park in Gansu Province is one of the highlights of any trip to the northwestern part of China. You’re welcome to visit! It is near the city of Zhangye in Gansu Province, my hometown and where my school is, and it covers about 510 square kilometres. Forming of the rocks took many millions of years and involved many kinds of erosion such as wind and water on the red sandstone. What encourages thousands of people to come here each year is the natural beauty of the rocks. Walking around the park will allow you to see iridescent tall peaks, deep cave holes, and stone halls. Visiting the colourful, magical rock formations in person will surely be an unforgettable experience and one you will share with friends and family for years to come. 小单元Ⅱ教学目标 • 了解并欣赏著名的城市公园 • 思考城市公园的价值与意义，以及与人们的关系 • 学会制定旅行路线并学会问路和指路，能在对话 中灵活运用 u教学内容设计建议 Period 5: Listening (Using Language) Listening and speaking (Workbook) Video Time Language Points 课时学习目标 : 1.引导学生学会如何问路和指路，掌握问路和指路的问句。 2.能根据方位关键词，获取相关信息，并在地图上标注游玩路线。 3.能够就方位、地点信息组织语言开展对话交流。 1. Do you still remember Xixi Wetland Natioanl Park on page 29? If you are to visit it, what activities would you like to take part in? How do you organize your visit to all these places in the park? Activity 1 Pre-listening Step 1 Using Language 2. Listening for directions can be difficult as often lots of information is given in a short time. 1. Listen for sequence words; 2. Listen for direction words; 3. Form a mental map of where you are going while the other is taking. Activity 2 While-listening Step 1 Using Language Suppose you want to Cuihu park, what should you do next？ Activity 2 While-listening Step 1 Using Language 引导学生在语境中运用词汇学习策略, 理解词义 （1）判断词性； （2）注意该词出现的分句和句子； （3）观察该分句或句子与其他句子或段落的关系，标点符号有时也有用处； （4）利用步骤1至3所获得的知识猜测词义； journalist, sneeze, teapot, label, cream, leopar, stretch, rewarding, brush, lung • 词汇和句型的处理 Activity 3 Step 3 [句式分析] 一般take turns to do sth 和take turns doing sth 有两种 用法。要看强调主要是将要去做或者这件事情本身 了，比如Beth and Amanda are taking turns riding(强调 骑马这件事).另如We take turns to answer the phone.(强调将要开始的动作) [尝试翻译] 轮流给公园里不同的地方指路。 Activity 4 While-listening Step 2 Listening and speaking (Workbook) Read the title and predict what a BioBlitz is. What may a BioBlitz be？ BioBlitz: Life in 24 Activity 5 Before you watch Step 3 Video Time living things Hours Read the title and predict what a BioBlitz is. What may a BioBlitz be？ BioBlitz: Life in 24 Hours a quick, energetic a time limit effort to do something Activity 5 Before you watch Step 3 Video Time Activity 5 Before you watch Step 3 Video Time From the title: BioBlitz is about life or living things. From the photos: BioBlitz may be an activity in which a group of people have gathered together in a park to collect samples of plants, insects and small animals. Predict what a BioBlitz is. Activity 5 Before you watch Step 3 Video Time BioBlitz is a research project in which scientists, volunteers, parents and kids go to a park to find the living things there. Watch the video and check your predictions. Activity 6 While you watch Step 3 Video Time Activity 6 While you watch Step 3 Video Time BioBlitz Place Participants Goal Animals and insects mentioned Time limit Purpose Activity 7 After you watch 1. Fill in the blanks according to the video. Step 3 Video Time BioBlitz Place Rock Creek Park Participants scientists, volunteers, parents and kids Goal look for examples of everything that’s alive there Animals and insects mentioned deer, rabbits, caterpillars, spiders and butterflies Time limit 24 hours Purpose get people interested in biodiversity Activity 7 After you watch 1. Fill in the blanks according to the video. 2. Introduce BioBlitz based on the table. Step 3 Video Time 1. Fill in the blanks according to the video. 2. Introduce BioBlitz based on the table. 3 Watch the video again and talk about how you feel about BioBlitz. 4. This BioBlitz is conducted in the middle of a large city. Do you think there is as much biodiversity in your city or town? Why or why not? 5. Are there any parks in your city or town where you can find many different kinds of plants and animals? What activities can you do there? Activity 7 After you watch Step 3 Video Time Homework： 1. Listen to the converstaions in this period again. 2. Review the new words and expressions learned in this period. 3. Make a dialogue about asking for and giving directions to Nanhu Park. 小单元 Ⅲ教学目标 • 能有条理地介绍公园 • 会制作旅游明信片 • 能创设理想的公园并制作公园海报，运用本单元 的语言知识进行口头介绍，并讲明创设理由，加 深对人类命运共同体的认知，启发人与自然和谐 共处的意义 u教学内容设计建议 Period 6-7: Reading for writing Language Points 课时学习目标 : 1.介绍三大主题公园，思考公园存在的价值和意义。 2.读后完成介绍公园的短文。 1. What is a theme park? 2. Have you ever been to a theme park? Which theme park have you been to? 3. How do you understand “Fun and more than fun” in the title? Activity 1 Pre-reading Step 1 Lead in Para 1 1. What can we learn about from the first paragraph? 2. Which one shows the right structure of the text? 1 2 3 4 A Activity 2 Detailed reading Step 2 Reading and thinking B C 2 1 3 4 4 3 1 2 Para 2 Name: Location: Theme: Activities: What impression did Disneyland leave on visitors? Activity 2 Detailed reading Step 2 Reading and thinking Para 3 Name: Location: Theme: Activities: What is Dollywood’s most distinctive feature? Activity 2 Detailed reading Step 2 Reading and thinking Para 4 Name: Location: Theme: Activities: Activity 2 Detailed reading Step 2 Reading and thinking Find the following items in the text, and then discuss in groups how they are used and what they add to the text. A adjectives B if-clauses C imperatives (祈使句) D. 动词-ing 形式 Activity 3 Step 3 Language features 引导学生在语境中运用词汇学习策略, 理解词义 （1）判断词性； （2）注意该词出现的分句和句子； （3）观察该分句或句子与其他句子或段落的关系，标点符号有时也有用处； （4）利用步骤1至3所获得的知识猜测词义； incredible, appeal to, adorable, wander, amuse, enormous, swing, iron, fashion, steam, rare, superb, polar, splendid, display, appetite, entertainment, Step 4 • 词汇和句型的处理 Activity 4 例如：entertainment n. 娱乐; 招待; 娱乐活动; 文娱节目 1. I had several children and books were our main source of entertainment. (2020•全国Ⅱ卷) 我有几个孩子, 书籍是我们娱乐的主要来源。 2. He entertained us for hours with his stories and jokes. 他既讲故事又说笑话, 把我们逗得乐了好几个小时。 3. She was always so funny and entertaining. 她总是那么风趣, 令人愉快。 【词块积累】 (1)entertain v. 热情款待; 使有兴趣; 娱乐 entertain sb. with sth. 用某物逗乐/招待某人 (2)entertaining adj. 令人愉快的 entertained adj. 娱乐的; 愉快的 entertainer n. 表演者, 演艺人员 【要点微练】 (1)语法填空。 ①While on weekend evenings, some competitions are held to entertain (entertain) the ping-pong lovers. ②Moran says one of the problems with jazz today is that the entertainment (entertain) aspect of the music has been lost. ③I found the talk both informative and entertaining (entertain). (2) You could entertain the person with a drinkafter work. 你可以下班后招待这个人来喝一杯。 Theme park Fun activity More than fun Disneyland travelling through... visiting ... make your childhood dreams come true Dollywood enjoying...visiting... riding... learn about America’s historical southeastern cu Chimelong Ocean Kingdem walking... seeing... watching... learn the knowledge about marine animals 1. What does the title “Theme parks- fun and more than fun” mean? Activity 5 Step 5 Post Reading lture It means that theme parks are not only fun to visit, but they can also be educational and can offer useful information. 1. What does the title “Theme parks- fun and more than fun” mean? Activity 5 Step 5 Post Reading 1. What does the title “Theme parks- fun and more than fun” mean? 2. Fill in the blanks according to the passage. Activity 5 Step 5 Post Reading 假定你是李华， 你的家乡新建了一个民俗文化公园。请你给你的加拿 大朋友Tony写一封信， 邀请他来该主题公园游玩。信件内容包括： 1. 位于城南, 占地10公顷； 2. 集文化、娱乐、美食为一体 （如有符合各种口味的饭店； 不同时期 各具特色的文化等） 3. 期待到来。 注意： 1. 词数100左右； 2. 可适当增加细节， 以使行文连贯。 词汇： 民俗文化公园 Folk Culture Park ! ! ___________________________________________________________________________________________ ! Activity 6 实战演练 Step 6 Writing 1. Writing preparation. 2. Draw an outline. 3. Write a first draft. 4. Peer review. 5. Writing and sharing. 1. Make a mental map of the park. 2. Use your notes to write your draft. 假定你是李华， 你的家乡新建了一个民俗文化公园。请你 给你的加拿大朋友Tony写一封信， 邀请他来该主题公园游 玩。信件内容包括： 1. 位于城南, 占地10公顷； 2. 集文化、娱乐、美食为一体 （如有符合各种口味的饭店； 不同时期各具特色的文化等） 3. 期待到来。 Activity 6 实战演练 Writing Process Rides Step 5 Writing Attractions Shows other Food Homework： 1. Review the new words and expressions learned in this period. 2. Polish your writing finished in class. 3. Finish the exercise 1 and 2 on page 34. (Assessing your progress) 4. Skim the email and find the reason why Chris went to Shangri-La. (Reading and writing) Finish the exercise 2 on page 79. Period 8: Assessing your progress Reading and writing (Workbook) Project 课时学习目标 : 1.介绍香格里拉之旅，制作明信片词汇+语法+微写作。 2.创设理想公园：制作海报+展示。 Activity 1 Step 1 Check your homework Lake Baikal Zhangye Danxia Geopark Zhangjiajie Guilin Lijiang 1. Skim the email and find the reason why Chris went to Shangri-La. 2. Check the answers of the exercise 2 on page 79. Activity 1 Step 1 Check your homework Write a postcard to a friend or relative about the trip you have taken. Activity 2 Step 2 Complete the postcard 1. What kind of theme park do you want to create? 2. What will your park offer visitors? Come up with three things for each category. • Rides and attractions • Shows and events • Restaurants and food stands 3. Make a poster, including • an introduction • a map • pictures Activity 3 Group work Step 3 Create your ideal theme park Homework： 1. Review what you have learned in this period. 2. Polish your poster finished in class. 3. Complete the paper. 谢谢观看 $$