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高中英语外研版 (2019)必修 第一册Unit 6 At one with nature优秀教案
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这是一份高中英语外研版 (2019)必修 第一册Unit 6 At one with nature优秀教案，共16页。教案主要包含了教学内容，文本解读等内容，欢迎下载使用。
本单元的主题语境是“人与自然”，涉及的主题语境内容是人类与自然和谐相处。本单元Starting ut从介绍“水上城市”威尼斯面临的问题开始，到Understanding ideas介绍了龙脊梯田的开垦原因及运作原理、Using language天然染料特殊地理景观、因纽特人的生活、Develping ideas英国人对花园的热爱和英国的水果茶及花草茶文化，帮助学生了解人类生活与大自然的相关性，自然环境影响人类生活，人类可以充分利用大自然提供的生存环境并对自然环境进行适当改造。本单元内容有利于学生理解和探究人与自然的关系，最终形成尊重自然、合理利用与改造自然、与自然和谐相处的意识。
第一课时分配及教学实施建议
教学内容
Bk 1 U6 Starting ut & Understanding ideas板块（教材P61-64）。本部分教学内容先是Starting ut部分的视频，视频文本是一篇关于“水上城市”威尼斯面临的问题以及问题解决的说明文，然后接着是Understanding ideas的一篇说明文介绍了广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了龙脊梯田在不同季节的美景，讲述了当地少数民族建造梯田的原因，介绍了梯田的运作原理。
文本解读
What：文章介绍了广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了龙脊梯田在不同季节的美景，讲述了当地少数民族建造梯田的原因，介绍了梯田的运作原理。
Why：通过学习，学生可以了解人类对自然的合理利用和改造，体会当地人民与自然的和谐相处，熟悉当地人的环保理念。引导学生理解人们认识自然，适应自然，和大自然和谐相处的主题。
Hw：文章先是描绘了龙脊梯田的四季美景，到龙脊梯田历史的由来，分析了建造的原因以及它运作的巧妙原理，最后提到虽然现如今科技的高速发展，可龙脊梯田的传统种植方式依旧没被替代，这象征了人与自然的和谐相处。
课时教学目标
knw abut the prblems faced by Venice and the slutin that is being taken by watching a vide.
analyze hw natural envirnment influences the lives f the lcal peple in Russia, United Kingdm, China and Myanmar.
talk abut the natural envirnment f ur hme twn and hw ur life is influenced by natural envirnment.
knw abut sme infrmatin abut Lngji Rice Terraces by reading a passage.
learn abut hw Zhuang and Ya peple wrk in harmny with nature t create Lngji Rice Terraces and retell it in ur wn wrds.
talk abut sme ther ways that peple live in harmny with nature and give sme examples.
课时学教活动设计
板书设计
第二课时教学实施建议
教学内容
Bk 1 U6 Using Language (Attributive clause 3＆Gegraphical features) 板块（教材P65-66）。语法部分进一步了解定语从句的结构和表意功能，掌握“介词+关系代词）的用法，并在语境“人们对天然染料的应用”中运用；词汇部分以地理特征为活题，描述了几处特殊地貌，并展示了一封介绍中国不同地貌的邮件，引导学生了解如何描述地貌特征，了解并掌握描述地形地貌的词汇。
课时教学目标
knw the meaning and functin f attributive clause “prepsitin+ which/whm”.
use the attributive clause “prepsitins+which/whm” in prper situatins.
knw abut sme landfrms in different cuntries.
learn sme wrds and expressins t describe gegraphical features.
课时学教活动设计
第三课时教学实施建议
一、教学内容
Bk 1 U6 Using language（Life in different climate znes）版块（教材P67）。本部分教学内容为一篇简短的说明文和一段介绍自己家乡加拿大北部的因纽特村庄的独白。
文本解读
What：独白主要介绍了自然环境给因纽特当地人民在住房、食物、娱乐与旅游方面所带来的的利与弊。
Why：通过因纽特村庄生活条件凸显了当地人的生活与大自然赋予的环境紧紧相连，并且将会将这种与自然和谐共生的美好传统继续传承下去。
Hw: 文章是以总分总的说明文，先整体介绍作者家乡的位置以及生活与自然环境密切相关，接着围绕着自然环境给当地人民在住房、食物、娱乐与旅游方面所带来的的利与弊，最后总结到当地人们会继续传承这些传统。
课时教学目标
Knw abut sme infrmatin abut the Arctic by reading a shrt passage.
Acquire sme infrmatin abut Inuit life by listening.
Learn sme wrds and expressins abut hw t talk abut advantages and disadvantages.
Talk abut life in trpics and Arctic.
课时学教活动设计
第四课时教学实施建议
一、教学内容
Bk 1 U6 Develping ideas（A lvely f Gardening）版块（教材P68-69）。本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文，介绍了英国人对园艺的热爱。使学生了解英国人热爱园艺，理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
二、文本解读
What：文章介绍了英国人热爱园艺的起源、英国人在花园里的活动和花园对人类环境及个人的重要意义。
Why：通过了解英国人与园艺的热爱，引导学生理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
Hw：这是一篇说明文，先由《秘密花园》里的一句话作为引入文章主题“花园”引出花英国人热爱园艺的起源，接着分别描述了人们在花园里的各种活动来体现花园对英国人的意义，最后以《秘密花园》里的另一句话来结尾，点出花园对人类环境及个人的重要意义。
课时教学目标
knw abut sme infrmatin abut British gardens by reading a passage.
learn t find ut the tpic sentence f a paragraph.
talk abut the relatinship between British and their gardens.
课时学教活动设计
第五课时教学实施建议
一、教学内容
Bk 1 U6 Develping ideas（writing a summary）版块（教材P71）。该板块语篇类型为说明文，话题是对上一板块话题的延续，介绍了英国人喜欢喝花草茶。
二、文本解读
What：文章介绍了英国人对花草茶的喜爱，花草茶不同的口味以及花草茶对人们健康的益处。
Why：通过了解英国人与花草茶的热爱，引导学生理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
Hw：这是一篇说明文，先介绍了英国人对花草茶的喜爱即花草茶在应该受欢迎度，再谈及花草茶不同的口味如各种水果茶，以及花草茶对人们健康的益处，如放松，提高免疫系统，利于消化。。
课时教学目标
knw abut sme infrmatin abut British lve f making tea with fruit and herbs by reading a passage.
find ut the tpic sentence f each paragraph.
Write a summary f the passage.
课时学教活动设计
One pssible versin：
Fruit and herbal teas
British peple lve t make tea with fruit and herbs. Such a habit is s ppular that many peple plant easy-t-grw herbs in their wn tea gardens. There are many flavurs f fruit and herbal teas, including traditinal lemn andginger, as well as many unusual flavurs such as mang, strawberry, apple, pear, blackberry leaf and dandelin. Aside frm the variety f flavurs, herbal tea als has varius health benefits. Sme can help peple relax, and sme like ginger tea, which are gd fr the immune system, while thers, such as mint tea, are beneficial fr digestin.Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher plays the vide and asks students t watch the vide.
Teacher asks students t answer the 3 questins.
Where is “The Flating City”?
What are the prblems faced by it?
Hw des the city slve these prblems?
Students watch the vide.
Students answer the 3 questins.
T aruse students’ interest and draw their attentin t the theme f this unit – human and nature.
Activity 2
Teacher asks students t lk at the fur pictures n the right and find ut what are in the pictures.
Teacher asks students t discuss the tw questins in grups f fur.
Teacher asks each grup t chse ne speaker t share the grup’s answers with the class.
Students lk at the fur pictures n the right and find ut what are in the pictures.
Students discuss the tw questins in grups f fur.
Grup speakers share their answers with the class.
T make students be aware f the relatins between natural envirnments and peple’s lives.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Teacher asks student t have discussins in grups.
Teacher invites sme grups t share their answers with the class.
Students lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Students discuss in grups.
Sme grups share their answers with the class.
T have students get t knw the backgrund infrmatin abut Zhuang and Ya ethnic grups, thus understanding the peple, living habits and envirnment there better.
T prepare students fr reading.
Activity 2
Teacher asks students t read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Teacher asks students t answer the questins.
Students read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Students answer the questins.
T get the main idea f the passage.
Activity 3
Teacher asks students t read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Teacher asks students t discuss and chse the authr’s purpse in writing the passage in grups.
Teacher invites sme students t share their answers with the class.
Students read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Students discuss and chse the authr’s purpse in grups.
Sme students share their answers with the class.
T encurage students t figure ut the authr’s purpse in writing the passage.
T let students gather infrmatin abut the passage, thus preparing fr Activity 4.
Activity 4
Teacher divides the class int grups and asks students t crrect fur factual mistakes in the summary.
Teacher checks the answers with the class.
Students discuss and crrect fur factual mistakes in grups.
Students check the answers with the teacher.
T examine hw much students have grasped the detailed infrmatin, and enhance students’ critical thinking ability.
Activity 5
Teacher asks students t read the passage again and wrk in pairs t discuss the wrking principle f the Lngji Rice Terraces.
Teacher asks each pair t make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Teacher asks students t retell the wrking principle in pairs.
Teacher invites sme pairs t retell the wrking principle in frnt f the class and asks ther students t make cmments.
Students read the passage again and have discussins in pairs.
Students wrk in pairs and make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Students wrk in pairs and retell the wrking principle.
Sme pairs retell the wrking principle in frnt f the class. Others make cmments.
T strengthen students’ understanding f the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T develp students’ abilities t transfer knwledge and discver phenmena in real life.
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.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
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 2
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 3
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 4
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.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher divides the class int grups and asks students t have discussins and cmplete the quiz.
Teacher asks sme students t share their answers with the class.
Students have discussins and cmplete the quiz in grups.
Sme students share their answers with the class.
T activate students’ theme-related backgrund knwledge.
Activity 2
Teacher asks students t lk at the title f the passage as well as the picture and give their wn understanding f the title.
Teacher asks students t tick what they think is mentined in the passage and give reasns, and asks ther students t make cmments.
Teacher asks students t read the passage and check their answers.
Students lk at the title f the passage as well as the picture and give their wn understanding f the title.
Students tick what they think is mentined in the passage and give reasns. Others make cmments.
Students read the passage and check their answers.
T train students t predict the cntent f the passage thrugh the title and the related picture.
Activity 3
Teacher asks students t read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Teacher asks students t pay attentin t “Learning t learn” befre they d the activity.
Teacher asks sme students t share the answers with the class and give reasns.
Students read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Students pay attentin t “Learning t learn” befre they d the activity.
Sme students share the answers with the class and give reasns.
T train students’ ability t summarise.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T help students further explre the tpic.
T imprve students’ critical thinking ability.
T help students apply what they’ve learnt in a real-life cntext.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the passage and get its main idea.
Teacher divides the class int grups and asks students t discuss the main idea f each paragraph and underline the tpic sentences.
Teacher asks students t make ntes under the headings.
Teacher asks sme grups t share the tpic sentences as well as the ntes with the class.
Students read the passage and get its main idea.
Students discuss the main idea f each paragraph and underline the tpic sentences in grups.
Students make ntes under the headings.
Sme grups share the tpic sentences as well as the ntes with the class.
T teach students hw t analyse a passage and train their ability t summarise.
Activity 2
Teacher asks students t make clear the key infrmatin in Activity 5.
Teacher asks students t write a summary f the passage.
Students make clear the key infrmatin in Activity 5.
Students write a summary f the passage.
T train students’ ability t write a summary.
Activity 3
Teacher asks sme students t share their summaries with the class and asks ther students t make cmments.
Sme students share their summaries with the class and thers make cmments.
T prvide pprtunities fr students t present their writing and d evaluatin.
本单元的主题语境是“人与自然”，涉及的主题语境内容是人类与自然和谐相处。本单元Starting ut从介绍“水上城市”威尼斯面临的问题开始，到Understanding ideas介绍了龙脊梯田的开垦原因及运作原理、Using language天然染料特殊地理景观、因纽特人的生活、Develping ideas英国人对花园的热爱和英国的水果茶及花草茶文化，帮助学生了解人类生活与大自然的相关性，自然环境影响人类生活，人类可以充分利用大自然提供的生存环境并对自然环境进行适当改造。本单元内容有利于学生理解和探究人与自然的关系，最终形成尊重自然、合理利用与改造自然、与自然和谐相处的意识。
第一课时分配及教学实施建议
教学内容
Bk 1 U6 Starting ut & Understanding ideas板块（教材P61-64）。本部分教学内容先是Starting ut部分的视频，视频文本是一篇关于“水上城市”威尼斯面临的问题以及问题解决的说明文，然后接着是Understanding ideas的一篇说明文介绍了广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了龙脊梯田在不同季节的美景，讲述了当地少数民族建造梯田的原因，介绍了梯田的运作原理。
文本解读
What：文章介绍了广西壮族自治区桂林市龙胜各族自治县的龙脊梯田，描绘了龙脊梯田在不同季节的美景，讲述了当地少数民族建造梯田的原因，介绍了梯田的运作原理。
Why：通过学习，学生可以了解人类对自然的合理利用和改造，体会当地人民与自然的和谐相处，熟悉当地人的环保理念。引导学生理解人们认识自然，适应自然，和大自然和谐相处的主题。
Hw：文章先是描绘了龙脊梯田的四季美景，到龙脊梯田历史的由来，分析了建造的原因以及它运作的巧妙原理，最后提到虽然现如今科技的高速发展，可龙脊梯田的传统种植方式依旧没被替代，这象征了人与自然的和谐相处。
课时教学目标
knw abut the prblems faced by Venice and the slutin that is being taken by watching a vide.
analyze hw natural envirnment influences the lives f the lcal peple in Russia, United Kingdm, China and Myanmar.
talk abut the natural envirnment f ur hme twn and hw ur life is influenced by natural envirnment.
knw abut sme infrmatin abut Lngji Rice Terraces by reading a passage.
learn abut hw Zhuang and Ya peple wrk in harmny with nature t create Lngji Rice Terraces and retell it in ur wn wrds.
talk abut sme ther ways that peple live in harmny with nature and give sme examples.
课时学教活动设计
板书设计
第二课时教学实施建议
教学内容
Bk 1 U6 Using Language (Attributive clause 3＆Gegraphical features) 板块（教材P65-66）。语法部分进一步了解定语从句的结构和表意功能，掌握“介词+关系代词）的用法，并在语境“人们对天然染料的应用”中运用；词汇部分以地理特征为活题，描述了几处特殊地貌，并展示了一封介绍中国不同地貌的邮件，引导学生了解如何描述地貌特征，了解并掌握描述地形地貌的词汇。
课时教学目标
knw the meaning and functin f attributive clause “prepsitin+ which/whm”.
use the attributive clause “prepsitins+which/whm” in prper situatins.
knw abut sme landfrms in different cuntries.
learn sme wrds and expressins t describe gegraphical features.
课时学教活动设计
第三课时教学实施建议
一、教学内容
Bk 1 U6 Using language（Life in different climate znes）版块（教材P67）。本部分教学内容为一篇简短的说明文和一段介绍自己家乡加拿大北部的因纽特村庄的独白。
文本解读
What：独白主要介绍了自然环境给因纽特当地人民在住房、食物、娱乐与旅游方面所带来的的利与弊。
Why：通过因纽特村庄生活条件凸显了当地人的生活与大自然赋予的环境紧紧相连，并且将会将这种与自然和谐共生的美好传统继续传承下去。
Hw: 文章是以总分总的说明文，先整体介绍作者家乡的位置以及生活与自然环境密切相关，接着围绕着自然环境给当地人民在住房、食物、娱乐与旅游方面所带来的的利与弊，最后总结到当地人们会继续传承这些传统。
课时教学目标
Knw abut sme infrmatin abut the Arctic by reading a shrt passage.
Acquire sme infrmatin abut Inuit life by listening.
Learn sme wrds and expressins abut hw t talk abut advantages and disadvantages.
Talk abut life in trpics and Arctic.
课时学教活动设计
第四课时教学实施建议
一、教学内容
Bk 1 U6 Develping ideas（A lvely f Gardening）版块（教材P68-69）。本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文，介绍了英国人对园艺的热爱。使学生了解英国人热爱园艺，理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
二、文本解读
What：文章介绍了英国人热爱园艺的起源、英国人在花园里的活动和花园对人类环境及个人的重要意义。
Why：通过了解英国人与园艺的热爱，引导学生理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
Hw：这是一篇说明文，先由《秘密花园》里的一句话作为引入文章主题“花园”引出花英国人热爱园艺的起源，接着分别描述了人们在花园里的各种活动来体现花园对英国人的意义，最后以《秘密花园》里的另一句话来结尾，点出花园对人类环境及个人的重要意义。
课时教学目标
knw abut sme infrmatin abut British gardens by reading a passage.
learn t find ut the tpic sentence f a paragraph.
talk abut the relatinship between British and their gardens.
课时学教活动设计
第五课时教学实施建议
一、教学内容
Bk 1 U6 Develping ideas（writing a summary）版块（教材P71）。该板块语篇类型为说明文，话题是对上一板块话题的延续，介绍了英国人喜欢喝花草茶。
二、文本解读
What：文章介绍了英国人对花草茶的喜爱，花草茶不同的口味以及花草茶对人们健康的益处。
Why：通过了解英国人与花草茶的热爱，引导学生理解人类生活与自然环境的关系，培养亲近自然与自然和谐相处的意识。
Hw：这是一篇说明文，先介绍了英国人对花草茶的喜爱即花草茶在应该受欢迎度，再谈及花草茶不同的口味如各种水果茶，以及花草茶对人们健康的益处，如放松，提高免疫系统，利于消化。。
课时教学目标
knw abut sme infrmatin abut British lve f making tea with fruit and herbs by reading a passage.
find ut the tpic sentence f each paragraph.
Write a summary f the passage.
课时学教活动设计
One pssible versin：
Fruit and herbal teas
British peple lve t make tea with fruit and herbs. Such a habit is s ppular that many peple plant easy-t-grw herbs in their wn tea gardens. There are many flavurs f fruit and herbal teas, including traditinal lemn andginger, as well as many unusual flavurs such as mang, strawberry, apple, pear, blackberry leaf and dandelin. Aside frm the variety f flavurs, herbal tea als has varius health benefits. Sme can help peple relax, and sme like ginger tea, which are gd fr the immune system, while thers, such as mint tea, are beneficial fr digestin.Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher plays the vide and asks students t watch the vide.
Teacher asks students t answer the 3 questins.
Where is “The Flating City”?
What are the prblems faced by it?
Hw des the city slve these prblems?
Students watch the vide.
Students answer the 3 questins.
T aruse students’ interest and draw their attentin t the theme f this unit – human and nature.
Activity 2
Teacher asks students t lk at the fur pictures n the right and find ut what are in the pictures.
Teacher asks students t discuss the tw questins in grups f fur.
Teacher asks each grup t chse ne speaker t share the grup’s answers with the class.
Students lk at the fur pictures n the right and find ut what are in the pictures.
Students discuss the tw questins in grups f fur.
Grup speakers share their answers with the class.
T make students be aware f the relatins between natural envirnments and peple’s lives.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Teacher asks student t have discussins in grups.
Teacher invites sme grups t share their answers with the class.
Students lk at the tw pictures and think abut what they knw abut the Zhuang and Ya ethnic grups.
Students discuss in grups.
Sme grups share their answers with the class.
T have students get t knw the backgrund infrmatin abut Zhuang and Ya ethnic grups, thus understanding the peple, living habits and envirnment there better.
T prepare students fr reading.
Activity 2
Teacher asks students t read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Teacher asks students t answer the questins.
Students read the passage quickly and find ut the prblems the lcal peple are facing and hw the prblems are slved by wrking with nature.
Students answer the questins.
T get the main idea f the passage.
Activity 3
Teacher asks students t read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Teacher asks students t discuss and chse the authr’s purpse in writing the passage in grups.
Teacher invites sme students t share their answers with the class.
Students read the passage individually and pick ut the tpic sentence and key wrds f each paragraph.
Students discuss and chse the authr’s purpse in grups.
Sme students share their answers with the class.
T encurage students t figure ut the authr’s purpse in writing the passage.
T let students gather infrmatin abut the passage, thus preparing fr Activity 4.
Activity 4
Teacher divides the class int grups and asks students t crrect fur factual mistakes in the summary.
Teacher checks the answers with the class.
Students discuss and crrect fur factual mistakes in grups.
Students check the answers with the teacher.
T examine hw much students have grasped the detailed infrmatin, and enhance students’ critical thinking ability.
Activity 5
Teacher asks students t read the passage again and wrk in pairs t discuss the wrking principle f the Lngji Rice Terraces.
Teacher asks each pair t make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Teacher asks students t retell the wrking principle in pairs.
Teacher invites sme pairs t retell the wrking principle in frnt f the class and asks ther students t make cmments.
Students read the passage again and have discussins in pairs.
Students wrk in pairs and make clear the majr steps f the wrking principle and write dwn the key wrds in the picture.
Students wrk in pairs and retell the wrking principle.
Sme pairs retell the wrking principle in frnt f the class. Others make cmments.
T strengthen students’ understanding f the passage, cultivate students’ analysing and summarising abilities as well as retelling skill.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T develp students’ abilities t transfer knwledge and discver phenmena in real life.
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.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
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 2
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 3
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 4
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.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher divides the class int grups and asks students t have discussins and cmplete the quiz.
Teacher asks sme students t share their answers with the class.
Students have discussins and cmplete the quiz in grups.
Sme students share their answers with the class.
T activate students’ theme-related backgrund knwledge.
Activity 2
Teacher asks students t lk at the title f the passage as well as the picture and give their wn understanding f the title.
Teacher asks students t tick what they think is mentined in the passage and give reasns, and asks ther students t make cmments.
Teacher asks students t read the passage and check their answers.
Students lk at the title f the passage as well as the picture and give their wn understanding f the title.
Students tick what they think is mentined in the passage and give reasns. Others make cmments.
Students read the passage and check their answers.
T train students t predict the cntent f the passage thrugh the title and the related picture.
Activity 3
Teacher asks students t read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Teacher asks students t pay attentin t “Learning t learn” befre they d the activity.
Teacher asks sme students t share the answers with the class and give reasns.
Students read the passage and summarise the main idea f each paragraph, then match the tpic sentences with the paragraphs. Students pay attentin t “Learning t learn” befre they d the activity.
Sme students share the answers with the class and give reasns.
T train students’ ability t summarise.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T help students further explre the tpic.
T imprve students’ critical thinking ability.
T help students apply what they’ve learnt in a real-life cntext.
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the passage and get its main idea.
Teacher divides the class int grups and asks students t discuss the main idea f each paragraph and underline the tpic sentences.
Teacher asks students t make ntes under the headings.
Teacher asks sme grups t share the tpic sentences as well as the ntes with the class.
Students read the passage and get its main idea.
Students discuss the main idea f each paragraph and underline the tpic sentences in grups.
Students make ntes under the headings.
Sme grups share the tpic sentences as well as the ntes with the class.
T teach students hw t analyse a passage and train their ability t summarise.
Activity 2
Teacher asks students t make clear the key infrmatin in Activity 5.
Teacher asks students t write a summary f the passage.
Students make clear the key infrmatin in Activity 5.
Students write a summary f the passage.
T train students’ ability t write a summary.
Activity 3
Teacher asks sme students t share their summaries with the class and asks ther students t make cmments.
Sme students share their summaries with the class and thers make cmments.
T prvide pprtunities fr students t present their writing and d evaluatin.
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