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中小学教育资源及组卷应用平台
Unit 5 Natural Wonders in the World
教学设计（一）
第一、第二课时 Warming up and Listening and Speaking
一、教材分析
本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3 基础模块》中Unit 5 Natural Wonders in the World的Warming up和Listening and Speaking部分，语料是一名外国记者对珠峰大本营的工作人员采访咨询，内容是关于喜马拉雅自然景观的介绍。要求学生能根据问题和选项预测听力内容，在听的过程中提取具体信息，能以记者的身份询问问题，并以受访者的身份回应并对景观进行介绍，在对话中体现应有的职业素养和职场礼仪，培养思维差异感知能力，提升职业素养。
二、学情分析
学生已经具备一定的听说基础，能够在特定的情景下围绕某主题进行英文交流。但由于知识面有限，学生对景观采访的主题和内容不够熟悉，在进行景观采访的听力和口语练习时理解和表达有困难，需要教师及时补充背景知识，尤其是图片等视觉信息，辅助学生进行理解。
三、教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. inquire and answer the information about natural wonders.
询问和回应有关自然景观的问题；
2. interview as a reporter, ask the interviewee further questions and his attitude.
以记者身份进行采访，并根据受访者的回答进一步提出问题，能询问对方是否赞成自己的观点；
3. find out the relationship between the taste of the visitors and character of the natural wonders.
能找到游客的喜好和自然景观特色之间的关系；
4. know the preparation and the good manners for an interview，learn about the serious attitude and courtesy from the staff and show their own professional quality.
明确采访前的工作准备和采访时的礼仪规范，学习工作人员的认真态度和礼貌行为，在职场中能展示自己的职业素养。
5. treasure and protect the nature.
珍惜自然景观，保护大自然。
四、教学重点、难点分析
教学重点：学生能听懂有关自然景观的问题的询问和回应，学生能够以记者身份进行采访，针对自然景观的具体情况询问受访者并回应。
教学难点：学生以记者身份采访受访者，根据回答进一步提出问题。
五、教学过程
Step 1 Warming Up
*1. 铺垫活动： Brainstorm.
（1）激活词汇储备：学生说出已知的自然景观名称及相关的英文表达，教师可适当提供图片作为提示以激活学生思维。 Possible answer: the Yellow River, the Yangtze River, Mount Tai, Mount Hua, West Lake, River Thames等等。学生可能会说出the Great Wall, Summer Palace等非自然景观，教师要引导和纠正，强调所问是自然景观。
Situation：Kevin, a travel reporter, likes traveling, photographing and interviewing, whose job is to interview and report when traveling all around the world. Kevin is going on a trip again. What tourist attractions would you recommend him to visit
2. Look and match.
处理教材活动1。Kevin is going to travel for an interview. Please help him match the pictures and names of the scenic spots.
自然景观名称 自然景观图片
Stone Forest
Amazon River
Himalayas
Chaka Salt Lake
Great Rift Valley
Iguassu Falls
3. Think and tick.
（1）处理教材活动2。As a travel reporter, Kevin travels all over the world. Tick out the sentences when Kevin introduces a natural wonder. Give reasons for your judgment.
A. It’s located in China.
□B. I will go to the wonders myself someday.
□C. I went to the Himalayas this summer holiday.
D. “Qiyun” is a unique scenery in Mount Qomolangma.
（2） 教师在活动完成后播放有关喜马拉雅山的采访视频，补充景观信息和采访对话。视频可以在课前由学生自行检索或教师准备，上课时呈现。
（设计意图：本环节旨在引出自然景观和与描述自然景观相关的词汇和句型，为之后的听说活动做准备。如果学生对呈现的语言比较熟悉，教师应注意语音的练习。如果学生对呈现的语言不熟悉，教师可以教授生词。）
Step 2 Listening
补充新词：
Word unique独特的 flag-shaped旗形的 forecast预测
Picture
呈现情境： Travel reporter Kevin is having an interview. Please finish the listening task according to the dialogue.
1. Listen and choose.
处理教材活动3。学生在听前读选项，预测听力主题，并结合选项对主题做出选择。听后教师检查并反馈。提醒学生注意四个选项都和喜马拉雅山相关，但侧重点不同。选项A侧重喜马拉雅的旅行经历。选项B侧重喜马拉雅的美丽景色。选项C侧重喜马拉雅的旅行建议。选项D侧重喜马拉雅的登山者。
2. Listen and decide.
处理教材活动4。学生首先阅读选项，进行初步判断。然后听录音，抓关键词，即重点关注“旗云”和“天气”，判断正误并更正错误信息。Students first read the options and make a preliminary judgment. Then listen to the tape and grasp the key words, focus on "Qiyun" and "weather", judge the options and correct the wrong information.听后教师检查并反馈。
3. Listen and complete.
处理教材活动5，可分三步：
（1）学生个人活动，通读短文，理清记者报道的文章脉络（self-introduction - interview background - introduction to scenic spots - attractive wonders - influence of scenic spots - provoke interest），先对填空处的词性进行预判。
（2）全班活动，播放录音，学生听后重新组织语言，以记者的叙述角度，将对话内容转述成一篇文字报道。
文字报道 对话内容
①Good afternoon, everyone. This is Kevin James from International Newspaper. ②Early this morning, I interviewed Mr Li, the manager of north side base camp of the Himalayas. ③Himalayas, with the world’s highest mountain, have many great 1)wonders. ④The cloud on the top of the mountain is called Qiyun and it’s a 2)unique scenery in the Himalayas. ⑤With this piece of cloud, people can 3)forecast the weather. ⑥Isn’t it 4)amazing ⑦As one of the top natural wonders in the world, the Himalayas 5)attract thousands of travelers from all over the world every year. ⑧Do you want to climb to the top to see the wonders yourself someday ②Mr Li, a manager from the north side base camp of the Himalayas. Reporter: ①Good morning, Mr Li. I’m the reporter from International Newspaper. Can I ask you some questions about the Himalayas Mr Li: Sure, it’s my pleasure. Reporter:③Many travelers say as the world’s highest mountain, the Himalayas have many great wonders, right Mr Li: Yes.④Can you see the cloud on the top of the mountain It is called Qiyun, a unique scenery in Mount Qomolangma. Reporter: Wow, it’s beautiful. Why do you call it Qiyun Mr Li:⑤In Chinese, Qiyun means flag-shaped clouds. It is also said this piece of cloud can forecast the weather. Reporter: Forecast the weather How could we possibly do that Mr Li: Well, the local people say if Qiyun is pointing to the east, heavy snow is on the way. If it is going directly upwards, we will probably have bad weather. Reporter:⑥ That’s amazing. Many travelers say the Himalayas have the most beautiful mountain they have ever seen. Mr Li: Yes, it really is.⑦As one of the top natural wonders in the world, the Himalayas attract thousands of travelers from all over the world every year. Reporter: Great! ⑧I’ll climb to the top to see the wonders myself someday.
（3）全班活动，教师点名检查，让学生通读报道给出答案，并给予反馈。修正答案后，全班齐读本篇报道。教师呈现录音原文，解读文本。
（设计意图：本环节旨在训练学生根据已有的信息预测听力内容，在听的过程中获取和归纳关键信息，能够通过改变叙述角度，重新组织语言，培养提前熟悉本单元语法结构，培养学生交流沟通能力和逻辑表达能力。）
Step 3 Speaking
1. Listen, read and underline.
处理教材活动6，可分四步：
（1）全班活动：Travel reporter Kevin is interviewing Mr Brown, manager of a scenic spot. Please listen to the dialogue and read after it, paying attention to the intonation and pronunciation. 教师也可邀请两位学生进行对话展示。
（2）学生用下画线标出有关信息咨询的重点交际语句。教师就对话中的重点词句进行讲解。 It is also said that there is a story about “tablecloth”. 关于“桌布”，还有一个故事。本句中包含一个主语从句，“it”为先行词，作形式主语，代指从句“there is a story about ‘tablecloth’”。“It’s said that…”可翻译为据说。
It’s a flat-topped mountain that looks like a table. 因为山顶是平的，看上去像一张桌子。本句包含关系代词“that”所引导的定语从句，“look like”为看起来 像……；“flat-topped”是平顶的、顶端扁平的意思。
Many travelers say as a famous tourist destination in South Africa, it has many great wonders, right 很多游客都说桌山作为南非的著名景点，有很多自然奇观，对吧？本句中的宾语从句省略了“that”，从句中主语前增加了状语，“right ”是附 加疑问，在口语中很常见。
（3）全班活动，教师播放情景动画，学生跟读模仿对话。
（4）全班活动，教师播放微课视频，让学生总结交际用语。
- Can I ask you some questions about …
- Sure. It’s my pleasure.
- It has many great wonders, right
- Yes. It really is.
- That sounds interesting! Oh, what is it
- As one of the famous natural wonders in the world, it attracts many travelers every year.
- Great! I’ll climb to the top to see the wonders myself someday.
2. Imitate and talk.
处理教材活动7。可分两步：
（1）全班活动，教师介绍背景、呈现情境：旅行记者在对景区经理进行采访。Travel reporter Kevin is interviewing manager of a tourist destination. Please imitate and practice the dialogue with your partner, according to the picture and sentences.引导学生结合活动6的交际句型，熟悉本活动的对话模版和景观信息。
A: Good morning. Can I ask...
B: Sure. It's my pleasure.
A: Many travelers say as a famous tourist destination in ..., it has many great wonders, right
B: Yes. It really is. Can you see...
A: That's amazing! Many visitors say this is the most special wonder they have ever seen.
B: Yes. As one of ..., it attracts many travelers every year.
A: I'll see the wonder myself someday.
（2）学生两人一组，参照所给景观信息，根据交际框架，进行替换关键词的模仿对话练习。A: Good morning. Can I ask you some questions about Mount Hua
B: Sure. It's my pleasure.
A: Many travelers say as a famous tourist destination in China, it has many great wonders, right
B: Yes. It really is. Can you see the five peaks of the mountain They form the shape of a large flower.
A: That's amazing! Many visitors say this is the most special wonder they have ever seen.
B: Yes. As one of the five famous mountains in China, it attracts many travelers every year.
A: I'll see the wonder myself someday.
（3）教师可让程度好的一组同学在班上示范，教师点评。全班活动，教师点名检查并给予反馈。
（设计意图：本环节是控制性口语训练活动，要求学生通过与同伴合作，根据相关的句子结构和图片信息提示，参照活动6的形式，进行对话练习。帮助学生进一步操练句型，巩固对交际框架的掌握。）
2. Role play.
处理教材活动8，教师介绍背景、呈现情境：旅行记者Jane Smith在对景区工作人员Mr Jones进行采访。Jane Smith, a reporter from International Newspaper, is interviewing Mr Jones, the staff working in PP Underground River in Philippines.可分四步：
（1）个人活动，识别对话场景，阅读相关信息（包括景观名称、景观信息和特色），思考可能用到的语句。
（2）全班活动，教师选择学生，与其进行对话示范。
A: Good morning. Can I ask you some questions about Puerto Princess Underground River
B: Sure. It's my pleasure.
A: Many travelers say as a famous tourist destination in Philippines, it has many great wonders, right
B: Yes. It really is. Can you see the two layers There are small waterfalls inside the cave.
A: That's amazing! Many visitors say this is the most special wonder they have ever seen.
B: Yes. As one of the New Seven Natural Wonders in the world, it attracts many travelers every year.
A: I'll see the wonder myself someday.
（3）双人活动，学生选择角色，编排对话。
（4）全班活动，教师选出部分学生进行展示，然后引导学生互评并给予反馈。
（发音是否正确，升调或降调的使用是否正确，语法是否正确，句式表达是否恰当。）
Checklist for the reporter： Checklist for the interviewee：
Greeted the interviewee properly. Introduced yourself. Expressed purpose first. Demonstrated good attitude. Got prepared for the interview. Asked question based on the interviewee’s answer. Listened to the interviewee patiently. 1) Listened to the reporter patiently. 2) Answered the questions properly. 3) Demonstrated good attitude.
（设计意图：本环节是实用对话练习。通过活动6语料范本的操练和活动7的模仿练习，学生已经掌握了关于景观信息询问和回应的基本语言表达。本活动在此基础上，要求学生将语言知识和口语表达技能迁移到真实的语境中，以角色扮演的形式进行自主练习。在活动中可互换记者和景区工作人员的角色进行练习，培养职场语言沟通能力，促进跨文化理解能力、思维差异感知素养和综合职业素养的提升。）
Step 4 Conclusion
引导学生围绕以下三个问题，结合第五单元教材听说部分的配套微课，总结本课所学：
How do we interview about natural wonders
How do we recommend travel destinations to tourists
How do we introduce natural wonders
Step 5 Homework
1.呈现情景：旅游记者对喜马拉雅山景区人员进行采访。两人合作共同完成采访任务。Finish an interview task in pairs. One student plays the travel reporter, the other plays the staff working in Himalayan scenic spot. Role play in class.
*2. 拓展作业：请你录制一段介绍某处自然景观的视频，播放给全班，确定该景观的基本信息和特点。
Unit 5 Natural Wonders in the World
教学设计（二）
第三、第四课时 Reading and Writing
一、教材分析
本课教学内容选自教材Unit 5 Natural Wonders in the World的Reading and Writing部分，语料是自然奇观的宣传册，内容是石林、伊瓜苏瀑布和东非大裂谷的景观介绍。要求学生能读懂有关自然景观的文章，结合景观描述充分联想，使用恰当的词汇与句型描述自然景观，完成景点宣传手册的写作任务。通过阅读活动锻炼职场语言沟通能力和思维差异感知能力，通过写作夯实语言基础，提升职场书面语言沟通的素养。
二、学情分析
经过前两节课的学习，学生已经掌握了关于景观信息询问和回应的基本语言表达和礼仪规范。与此同时，学习以记者的角度将对话内容转述成一篇文字报道。但对于宣传册中有关自然景观的基本信息和特色信息缺乏区分辨别能力，需要教师设计相应教学活动，使学生能够识别各地自然景观中包含的基本信息和特色信息，以及游客的喜好和自然景观特色之间的关系。
三、教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. elicit the key information about natural wonders in the brochure.
提取宣传册中有关自然景观的关键信息；
2. identify and distinguish the basic information and the features of natural wonders in a brochure, find out local cultural information contained in landscapes.
识别和区分宣传册中自然景观的基本信息和特色信息，发现各地自然景观中包含的当地文化信息；
3. create travel brochures according to the features of the natural wonders.
根据自然景观的特色，制作旅行宣传手册；
4. imagine the scenic spots according to the description, cherish and protect the nature.
根据景点描述构建想象，珍惜和保护大自然。
四、教学重点、难点分析
教学重点：能读懂并识别宣传册中有关自然景观的基本信息和特色信息，能够围绕自然景观的特色，制作旅行宣传手册。
教学难点：能区分自然景观的基本信息和特色信息，并完成旅行宣传手册的制作。
五、教学过程
Step 1　Warming-up
1. 教师引导学生再现一段旅行记者和受访者的采访，激活听说课所学旧知，复习自然景观相关表达。参考对话：
A: Good morning. Can I ask...
B: Sure. It's my pleasure.
A: Many travelers say as a famous tourist destination in ..., it has many great wonders, right
B: Yes. It really is. Can you see...
A: That's amazing! Many visitors say this is the most special wonder they have ever seen.
B: Yes. As one of ..., it attracts many travelers every year.
A: I'll see the wonder myself someday.
Step 2　Pre-reading
Read and match. 处理教材活动9。教师呈现情境： These are three natural sights that travel journalist Kevin has covered. Please match the descriptions with the natural sights.：
（1）学生小组活动，分组讨论并匹配景观信息。
（2）全班活动，教师展示三处景观的实景图，给学生提供参考。
（设计意图：本环节是读前活动，要求学生阅读并匹配三处自然景观信息，提前熟悉阅读内容，为后续活动做语言和信息铺垫。）
Step 3 While-reading
1. Read and check.
处理教材活动10。教师呈现情境：The following material is an article on natural wonders written by travel reporter Kevin, please read the article and judge whether your choices in activity 9 is correct.
（1）个人活动，学生阅读文章并核对活动 9 的匹配是否正确并给出理由。
（2）全班活动，教师点名检查并给予反馈。
（设计意图：本环节要求学生通过阅读文章，核对活动9的匹配是否正确，并给出判断理由。）
Read and complete.
处理教材活动11。教师呈现情境：The following material is a briefing on natural wonders written by travel reporter Kevin. Please find out the details from the text and fill in the key words about the natural wonders.
（1）个人活动，细读文章，完成三个自然景观的信息简述。
（2）全班活动，教师点名提问并给予反馈。
Wonders of nature The most attractive part
Stone Forest Through a long history, the stones have developed into different shapes, such as plants, animals and human figures. They are all lifelike.
Iguassu Falls The most attractive part of Iguassu Falls is called “The Devil’s Throat”, a U-shaped rift of 260 ─ 300 feet wide and 230 ─ 260 feet deep.
Great Rift Valley It is the longest rift in the world with a length of 6,400 kilometers, and can be seen from space. The rift ranges from 500 feet below sea level to towering, snow covered mountains.
（设计意图：本环节要求学生细读文章，提取文中有关三处奇观的细节信息，完成景观的简述，锻炼逻辑思维能力，为后续的写作活动做语言上的准备。）
（3）Explain the key points in the passage.
Seen from distance, the high stones seem to be a “forest”.从远处看，高耸的石头群看上去像森林一样。
“seen”为过去分词，在句子中作状语。由于 seen 与 the high stones之间是动宾关系，所以用过去分词。
Want a trip to discover the natural world 想来次探索自然世界之旅吗？
此句为省略句，省略了主语和助动词，完整的句子为“Do you want a trip to discover the natural world ”
Our travel agency has worked out a list of natural wonders for your travel destinations. 我们旅行社为您列出了一份自然奇观的清单，作为您的旅游目的地。
“work out”在此句中意为“设计出、做出”的意思，“work out”本身还有“解决、实现、锻炼”的意思。“a list of”意为“一览表、清单”。
The first wonder we will introduce to you is the Stone Forest in China, which lies about 80 miles from Kunming city. 我们向您推荐的第一个奇观是中国的石林，它距离昆明市大约 80 英里（约 128.75 千米）。
此句中包含限定性定语从句和非限制性定语从句,“we will introduce to you”为限定性定语从句；“which”为关系代词，引导非限制性定语从句.“introduce…to…”意为“向……介绍……”，如“introduce sb to sb”向某人 介绍某人、introduce sth to sb”向某人介绍某物。
That’s why people call it “Stone Forest”.这就是人们称之为“石林”的原因。 “That’s why …”意为“这就是……的原因”。
The second wonder is Iguassu Falls, located on the border between Brazil and Argentina and known as one of the world’s greatest wonders. 第二个奇观是位于巴西和阿根廷边境的伊瓜苏瀑布。被称为世界上最伟大的奇迹之一。
“located”为过去分词，在句子中做定语，修饰“Iguassu Falls”。注意后面的“and”连接的是“located”和“known”，所以“known”用过去分词形式，与“located”一起引导定语。
The most impressive part of Iguassu Falls is called “The Devil’s Throat”, a U-shaped rift of 260—300 feet wide and 230—260 feet deep. 伊瓜苏瀑布最令人印象深刻的部分被誉为“魔鬼之喉”，是一个宽度从 260—300 英尺（约79～91米），深度从 230—260英尺（约70～90米）的 U 形裂口。
本句中“a U-shaped rift of 260—300 feet wide and 230— 260 feet deep”是“The Devils Throat”的同位语。
It varies in width from 30 to 100 kilometers and ranges from 500 feet below sea level to towering snow covered mountains. 裂谷宽度从30千米到100千米不等，深处达海平面以下500英尺（约152米），高处雪山高耸。
注意英语中“vary”和“range”都可以与“from…to”搭配。
The rift is also home to lots of wildlife, from lions and elephants to the African buffalo and mountain gorillas. 裂谷也是许多野生动物的家园，从狮子、大象
到非洲水牛和山地大猩猩。
“be home to…”常用来表达某人或某物的所在地，或者是“（某地）拥有……”，这里的“home”为不可数，只能用单数形式。
e.g. China is home to 1.4 billion people. 中国有 14 亿人口。
Read and choose. 处理教材活动12。教师呈现情境：Travel reporter Kevin wants to recommend the natural landscapes in the article to three travelers. Please help him make a suitable choice and give reasons for the recommendation.
个人活动，阅读三位顾客的需求信息，选择合适的景观。
小组活动，分组讨论，解释匹配的原因。
全班活动，教师点名检查并给予反馈。
（设计意图：本环节要求学生在理解三处景观信息的基础上，阅读并了解三位顾客的喜好和职业信息，为其推荐合适的景观。）
Step 4 Post-reading
Analyze and recommend. 处理教材活动13。教师呈现情境： Suppose you are a travel reporter, please select the recommended landscape in a group discussion based on the natural landscape in the article, and explain the reasons.
（1）小组活动，分组对文章进行分析，对比并选出推荐的景观。
（2）全班活动，教师点名检查，小组陈述推荐的景观并给出理由，教师评价并给予反馈。
（3）教师播放视频，内容可为央视《美丽中国》系列之多彩之湖九寨沟。
（4）小组活动，小组根据视频内容制作一张九寨沟的宣传海报，并在班级内进行展示，可采用学生互评或教师点评的方式对学生作品进行评价。
（5）全班活动，教师带领学生阅读一则有关游客不文明行为破坏九寨沟五彩池钙化 滩的新闻。通过此活动，呼吁学生爱护自然环境，珍惜大自然的馈赠。
（设计意图：本环节是开放性讨论活动，要求学生通过分析文章中的自然景观介绍，推荐其中一个，并解释推荐的理由，训练思维能力。）
Step 5 Writing
Read and describe. 处理教材活动14。教师呈现情境： A is a staff member of the Victoria Falls Scenic Area, and B is a travel reporter. Please complete the following dialogue based on the pictures and the tips given.分为两步：
（1）个人活动，学生阅读图片和提示信息，补全对话。 活动建议：第一遍读，通读文本。了解全文大意。第二遍读，边读边填。① 判断所填词的词性；② 选择合适的词；③ 调整所选词的形式，使之符合语法规范和行文逻辑。第三遍读，再次通读。勘误校正，进一步熟悉文本。
（2）全班活动，教师点名检查并给予反馈。
（设计意图：本环节要求学生通过阅读图片和提示信息，补全对话，为后续写作活动做语言方面的准备。）
Write and practice. 处理教材活动15。Complete the Victoria Falls brochure based on the conversations between A and B (Victoria Falls Scenic staff and a travel reporter) in Activity 14.分为三步：
（1）铺垫活动：教师带领学生回忆教材听力部分的活动3、4和5。在听力部分，学生已能够将旅行记者和受访者关于喜马拉雅景区的采访对话文本转换成一篇记者的报道文章。在写作部分，也是同理。需要学生将旅行记者和维多利亚瀑布景区工作人员的采访对话文本转换成一篇景区介绍，以作为维多利亚瀑布景区的旅游宣传手册。 （2）个人活动，学生阅读宣传手册内容，根据活动14，完成旅游宣传手册制作。
宣传手册 对话内容
(①A)As one of the greatest attractions in South Africa, Victoria Falls are located on the border between Zambia and Zimbabwe .(②B) It is not the tallest or widest, it’s commonly known as the largest waterfall in the world , and one of the seven natural wonders in the world. (③A)The falls are 1,708 meters wide and range from 90 to 107 meters high, roughly twice the height of Niagara Falls. (④A)The noise and mist can be heard and seen from a distance of 40 kilometers, that’s why local people call it “the smoke that thunders”(④B) . (④A)“Victoria Falls are the most beautiful and powerful waterfalls we’ve ever seen”, many visitors claim. ①A: Victoria Falls are located on the border between Zambia and Zimbabwe. It is one of the greatest attractions in South Africa. ② B: Is it the tallest one in the world ②A: No, it is the largest one in the world, and one of the seven natural wonders in the world. ③ B: Can you tell me more about it A: The falls are 1,708 meters wide and range from 90 to 107 meters high, roughly twice the height of Niagara Falls. ④B: They say that local people call it “the smoke that thunder”, why ④A: From a distance of 40 kilometers, people can hear the noise and see the mist of the falls. Victoria Falls are the most beautiful and powerful waterfalls we’ve ever seen.
（设计意图：本环节是写作活动，要求学生根据活动14的对话内容，提取信息并突出自然景观的特色，制作旅游宣传手册，达到宣传的目的。将活动14的对话的直接引语转换成活动15的间接引语，为下文语法知识部分做铺垫。）
Step 6 Summary
教师引导学生围绕以下两方面，结合本单元读写部分微课，总结本课所学：
Reading Writing
Can we understand a passage about a natural wonder Can we find out the features or details of it How do we describe a natural wonder How can we make a leaflet to introduce a natural wonder
Step 7 Homework
学生结合自己的旅行经历，撰写一处景点介绍（不少于100个单词），并与同学分享。
参考元素：location, height, width, range, feature, attraction…
Unit 5 Natural Wonders in the World
教学设计（三）
第五课时 Language Practice & Vocabulary
一、教材分析
本节课的主要内容为教材Unit 5 Natural Wonders in the World的Language Practice 和Vocabulary部分，针对直接引语和间接引语以及本单元的重点词汇。语法和词汇活动分为呈现、训练和应用三个阶段，帮助学生理解、掌握直接引语和间接引语的用法，强调学生的探究能力、在具体语境中的应用能力。在呈现阶段，不仅呈现了听力和阅读板块已学到的语言，也会呈现新的语法应用，旨在为学生呈现较为完整的语法体系。词汇训练均为本单元的核心词汇，学生通过在具体语境中运用单词和短语，巩固本单元重点词汇的学习，达到真正运用的目的。
二、学情分析
学生经过初中阶段的英语学习，对一些英语中直接引语和间接引语虽然也有了一定的认识，但是不够深入。因此，教师要在直接引语和间接引语相互转换中发生的人称代词和动词时态的变化等方面进行重点教学，从而使学生更准确地运用该语法进行表达。对于词汇学习，教师要注意调动学生学过的词汇，并激发学生的想象力，帮助学生掌握描述风景特点和美的词汇。
教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. organize the basic usage of direct speech and indirect speech and use them accurately.
梳理直接引语和间接引语的基本用法，并能准确运用;
2. accurately use key words to describe landscapes in specific contexts, such as wonder, attract, unique, range, length, locate, border, etc.
在具体语境中准确使用描写景观的重点词汇，如：wonder, attract, unique, range, length, locate, border等。
3. improve their ability to explore and apply in context through the learning and practical application of grammar and vocabulary knowledge.
通过语法和词汇知识的学习与实际运用，提高探究能力和在语境中的应用能力。
四、教学重、难点分析
重点：学生能够掌握直接引语和间接引语的基本用法并运用；准确使用描写景观的重点词汇。
难点：直接引语和间接引语相互转换时发生的变化。
五、教学过程
Step 1 Warming-up
Brainstorm：情景呈现：以下是旅行记者Kevin的对话。请你将左右栏的句子搭配，请问有几种搭配方法？Here are the dialogues of travel reporter Kevin. Please match column A with column B.
A B
Kevin says Kevin said He is a travel reporter. He was a travel reporter. “I am a travel reporter”
提示：
Kevin says,“I am a travel reporter”.
Kevin says (that) he is a travel reporter.
Kevin said, “I am a travel reporter”.
Kevin said (that) he was a travel reporter.
2.请学生对上面搭配组合出来的句子进行分组，并说出理由。
Possible answers：
间接引语 直接引语（）
Kevin says (that) he is a travel reporter. Kevin said (that) he was a travel reporter. Kevin says,“I am a travel reporter”. Kevin said, “I am a travel reporter”.
过去时 现在时
Kevin said (that) he was a travel reporter. Kevin said, “I am a travel reporter”. Kevin says (that) he is a travel reporter. Kevin says,“I am a travel reporter”.
（设计意图：帮助学生列举和区分直接引语和间接引语，为下一步系统化这一些碎片知识做好知识上的准备）
*3. 学生观看本单元配套语法微课视频，结合上一活动Brainstorm进行理解
（设计意图：通过可视化方式，帮助学生在轻松的氛围下梳理知识。)
Step 2 Presentation
Read and group.
处理教材活动16。
总结直接引语和间接引语的区别。
直接引语 间接引语 教材活动
作用 引述 说话人原话 转述 说话人的话 教材Grammar例句
标点符号 用,和“”引号 不用引号， 用宾语从句 教材活动16
（设计意图：本环节要求学生通过阅读和理解句子，识别出与表格分类中结构相同的句子，将序号填入表格。）
Step 3 Practice
Read and complete.
处理教材活动17，两人一组阅读并补全对话。小结：
直接引语 间接引语
宾语从句 时态 主句一般现在时 从句可用任意时态
主句过去时 从句用相应的过去时
主句过去时候 从句是客观真理时，只用一般现在时
（设计意图：本环节要求学生通过补全三段对话，在具体语境中练习直接引语和间接引语，检测学习效果。）
Ask and answer.
处理教材活动18，可分四步：
(1) 教师讲解人称变化口诀：“一随主，二随宾，第三人称不更新。”
“一随主”，引号内的第一人称变间接引语后与主语的人称保持一致。
“二随宾”，引号内的第二人称变间接引语后与主句宾语的人称保持一致。
“第三人称不更新”，引号内的第三人称变间接引语后人称保持不变。
直接引语 间接引语
人称 第一人称 第三人称
第二人称 第三人称或 第一人称
第三人称 第三人称
小组活动，3人一组，阅读示例，完成对话编写。
A: What did you do last Sunday B: I went to my friend’s birthday party. C: What did B say A: B said that he went to his friend’s birthday party./ B said that she went to her friend’s birthday party.
(3) 全班活动，教师点名检查并给予反馈。
(4) 全班活动，教师可以让学生依据活动18的形式，进行现场提问和转述。学生可根据问题的内容自由作答，教师随机选取学生进行提问、回答和转述。
（设计意图：本环节要求学生阅读并理解给出的对话示例，替换画线部分句子，组成一段完整的对话。）
Step 4 Practice
1. Think and group.
处理教材活动19，可分两步：
（1）小组活动，分组讨论并完成单词的归类。
（2）全班活动，教师点名检查并给予反馈，然后对本单元核心词汇进行梳理总结。
（设计意图：本环节是单词分类，要求学生把所列出的词汇按照用处分类填入表格，检测学生在听说板块和读写板块学到的词汇。）
● wonder 英[ w nd (r)] 美[ w nd r]
v. 想知道; 想弄明白; 琢磨; 礼貌地提问或请人做事时说; 感到诧异; 非常惊讶;
n. 惊讶; 惊奇; 惊异; 惊叹; 奇迹; 奇观; 奇事; 奇妙之处; 能人; 奇才;
adj. 极好的; 极有效的; 非常美丽的;
[短语] natural wonders自然奇观
[例句] Let's have a discussion about the natural wonders of the world. 让我们来讨论一下世界自然奇观吧。
She was wondering if her fantasy could become reality. 她想知道自己的幻想能否变成现实。
●unique 英 [ju ni k] 美 [ju ni k]
adj. 唯一的;独一无二的;独特的;罕见的;(某人、地或事物)独具的，特有的
n. 独一无二的人[物,事实]
[例句] Everyone's fingerprints are unique. 每个人的指纹都是独一无二的。
●lie 英 [la ] 美 [la ]
v. 躺;平卧;平放;处于，保持(某种状态);撒谎;编造谎言;位于;（比赛时）名列，排名
n. 谎言;位置
第三人称单数： lies 复数： lies 现在分词： lying
过去式：lay lied 过去分词： lain lied
[短语] lie in 处于
[例句] South-west China lies in an area that is prone to earthquakes. 中国西南地区处于地震多发带。
I seem to remember that Sam told a number of lies 我好像记得萨姆说过不少谎话。
●range 英 [re nd ] 美 [re nd ]
n. 范围;(变动或浮动的)界限;区间;射程;山脉;
v. (在一定的范围内)变化;变动;包括(从…到…)之间的各类事物;(按一定位置或顺序)排列;徘徊
[短语] range from A to B | range between A and B （在一定的范围内）变化，变动
[例句] Accommodation ranges from tourist class to luxury hotels. 住宿条件从经济旅馆至豪华宾馆不等。
●locate 英 [l ke t] 美 [ lo ke t]
v. 定位;找出…的准确位置;确定…的准确地点;把…安置在(或建造于);创办于(某地)
[短语] be located in 位于
[例句] This small country is largely located in the desert. 这个小国家大部分地区位于沙漠中。
●attract 英 [ tr kt] 美 [ tr kt]
vt. 吸引;使喜爱;引起…的好感(或爱慕);招引;引起(反应)
[短语] attract sb 吸引某人
[例句] The festival attracts people from a wide area. 这个艺术节吸引了四面八方的人。
What first attracted me to her was her sense of humour.她首先吸引我的是她的幽默感。
2. Read and complete.
处理教材活动20，可分两步：
小组活动，分组讨论，补全句子。
全班活动，教师点名检查并给予反馈。
个人活动，在活动20所给的6个词中任选3个词进行造句。
全班活动，教师点名检查并给予反馈。
（设计意图：本环节要求学生在具体语境用中选择合适的词汇，用其正确形式进行填空， 区分本单元核心单词和短语在不同语境下的形式变化，能够正确地使用词汇，锻炼学生的语用能力。）
3. Read and complete.
处理教材活动 21，可分两步：
（1）小组活动，根据上下文意思补全短文。
（2）全班活动，教师点名检查，给予反馈，并补充其他答案。
（设计意图：本活动要求学生阅读并理解所给短文的基础上，填写适当的词汇补全短文。）
Step 6 Homework
（1）结合本节课内容，尝试设计关于直接引语与间接引语和本单元重点词汇的思维导图。
（2）完成本课练习题。
将所给直接引语变为间接引语，每空一词：
1. “I never eat meat.” he said.
He said that ______ never ______ meat.
2. The teacher said, “The sun rises in the east and goes down in the west.”
The teacher said that the sun ______ in the east and ______ down in the west.
3.“I am having supper,” he said.
He said that _______ _______ having supper.
将下列直接引语变为间接引语。
1．He said: “I’ve left my book in my room.”
2．She said: “He will be busy.”
3．The teacher said to the students, “Don’t waste your time.”
4．He said, “I have studied English since I was a boy.”
5．“Light travels faster than sound,” the physics teacher said to the boys and girls.
Unit 5 Natural Wonders in the World
教学设计（四）
第六课时 Culture Understanding & Group Work
一、教材分析
本节课整合了教材Unit 5 Natural Wonders in the World的Culture Understanding与Group Work部分。Culture Understanding部分介绍了中国青海省的茶卡盐湖和澳大利亚的大堡礁这两处世界著名的自然景观，使学生加深对自然景观的了解，进一步拓展文化视野，懂得珍惜自然环境，保护大自然。Group work部分则是通过让学生为黄山自然景区制作宣传海报，检验本单元学生的职场语言沟通能力、思维差异感知能力、跨文化理解能力和自主学习能力目标达成情况。
二、学情分析
学生已经学习了自然景观的基本信息和特色信息的介绍，以及记者和受访者之间的采访，因此能够提取有关黄山景区的关键信息进行笔记。但对于组织一张旅游手册和海报，尚缺乏经验，需要教师引导学生根据模版进行细节设计和制作。
三、 教学目标
After leaning this lesson，students can
通过本课的学习，学生能够
1. identify local cultural information contained in landscapes.
识别各地自然景观中包含的当地文化信息；
2. make promotional posters for local tourist attractions based on local resources
根据地方资源制作当地旅游景点宣传海报；
3. summarize and reflect on the learning methods and learning strategies of this unit through self-evaluation, develop good study habits, and improve language learning and application ability.
通过自我评价，总结反思本单元学习方法和学习策略，养成良好的学习习惯，提高语言学习和应用能力；
4. cherish and protect nature.
珍惜自然景观，保护大自然。
四、教学重难点分析
重点：学生能根据地方资源制作当地旅游景点宣传海报。
难点：学生结合当地特色，制作旅游景点宣传海报。
五、教学过程
Before class：
*1. 以小组为单位，收集黄山景区资料，以思维导图的形式呈现。
参考维度：What scenic spots does Huangshan Mountain have
Where is Huangshan Mountain
Why is Huangshan Mountain so attractive
How was your personal experience in Huangshan Mountain
...
（设计意图：本活动要求学生在课前查找黄山景区的资料，形成思维导图，在了解景区概况的基础上，结合所给材料，把握黄山的特点，为更好地完成黄山景区宣传海报做铺垫。同时，也加强了小组内成员的合作，培养学生自主学习的能力。）
*2. 教师或学生搜索茶卡盐湖和大堡礁景区的视频，课上播放。
（设计意图：为了更直观的展示景区的美，从而引导学生爱护环境，守护自然。）
During class：
Step 1 Cultural Understanding
处理教材Cultural Understanding活动。
学生或教师展示查找的茶卡盐湖和大堡礁视频资料，全班观赏。
Which scenic spot is the most attractive for you Why
教师扫除教材文本中的生词障碍。is located in, is regarded as, oval shape椭圆形，cover an area of，at place， stretching延伸，from space，living。
小组活动，分组阅读教材文本，填写表格。
Natural wonders location area fame
Chaka Sail Lake
Great Barrier Reef
小组活动，完成教材练习。
*（5）拓展活动：结合大堡礁或将消失的趋势，让学生思考：人与自然应保持怎样的关系？
According to the daily mail, a study found that more than half of the coral in the Great Barrier Reef has been albino due to climate change in the past 25 years. Experts studying the state of Australia's coral reef system, one of the world's seven natural wonders, reported that the Great Barrier Reef is disappearing at an unimaginable rate.
The study said that climate change caused by human activities is accelerating the so-called bleaching phenomenon, that is, corals lose their important symbiotic algae, turn white and may eventually die.
Terry Hughes, a marine biologist at the University of Queensland in Australia and the author of the report, said: "we have found that the number of small, medium and large corals in the Great Barrier Reef has decreased by more than 50% since the 1990s. The number of corals in almost all species is declining in both shallow and deep water. In 2016 and 2017, record breaking temperatures caused massive bleaching of corals, which is the most affected year."
据《每日邮报》报道，一项研究发现，由于过去25年的气候变化，大堡礁超过一半的珊瑚已经白化。研究世界七大自然奇观之一澳大利亚珊瑚礁系统状况的专家报告称，大堡礁正在以超乎想象的速度消失。
研究称，人类活动引发的气候变化正在加速所谓的白化现象，即珊瑚失去其重要的共生藻类，变白，最终可能死亡。
报告作者、澳大利亚昆士兰大学的海洋生物学家特里·休斯说:“我们发现，自上世纪90年代以来，大堡礁的小型、中型和大型珊瑚的数量减少了50%以上。无论是浅水还是深水，几乎所有物种的珊瑚数量都在下降。2016年和2017年，破纪录的气温引发了珊瑚大规模白化，这是受影响最严重的年份。”
*（6）全班活动，教师组织学生开展课后小组活动，各小组选择一个景观，查找并收集相关的背景知识信息，制作景观的宣传海报或者宣传视频。
（设计意图：学生通过阅读中国青海省的茶卡盐湖和澳大利亚的大堡礁这两处世界著名的 自然景观的介绍，加深对自然景观的了解，进一步拓展文化视野，借助或将消失的大堡礁，引导学生懂得珍惜自然环境，保护大自然。）
Step 2 Group work
1. 学生展示课前收集的对黄山的思维导图并进行汇报。
（设计意图：本活动要求学生在课前查找黄山景区的资料，为更好地完成黄山景区宣传海报做铺垫。同时，也加强了小组内成员的合作，培养学生自主学习的能力。）
2. Situation： Suppose you are an employee of a tourism development department, now you need to make a poster to publicize the local natural scenic spot Huangshan Mountain.
3. Group work 1。Read the introduction of Huangshan Mountain and collect information for the guidebook.
Basic information of Huangshan Mountain
Huangshan, one of China’s major tourist destinations, is located in Anhui province, east of China. It was called Yishan Mountain in the Qin Dynasty, and got its current name in 747 AD during the Tang Dynasty. As one of the most popular natural wonders in China, it has 77 peaks, rises above 1,800 meters, and covers 154 square kilometers. Huangshan Mountain is famous for both its sceneries and cultural significance, especially in Chinese paintings, and has played an important role in the history of art and literature in China since the Tang Dynasty.
Expressions:
is located in位于 / one of the most...最...的之一 / is famous for 因...而出名 / play an important role起重要作用
The features of Huangshan Mountain
Huangshan is famous for its four wonders, which are spectacular rocks (怪石), pine trees (奇松), hot springs and views of clouds. Other attractive sceneries are lakes, waterfalls, flowers and animals. Forests cover 83.4 percent of the area, with some 1,452 species of native plants that fall into 203 families. The highest peak is called Lianhua Peak (Lotus Flower Peak), reaching up to 1,864 meters.
Expressions:
spectacular壮观的;令人惊叹的 / cover...of the area占地 / fall into 被分成 / reaching up to高达
The interview with visitors
It’s the most beautiful mountain I have ever seen. I love it! The scenery above the mountain is amazing. The scenery is more than just beautiful, it’s filled with surprises. The sea of clouds, the pine trees and the stones are unforgettable.
Expressions:
It’s my pleasure.这是我的荣幸 / more than just不只是 / is filled with充满
（2）小组活动，3人一组，分别负责黄山景观基本信息、特色信息和游客采访素材的阅读，提取和记录关键信息，填入表格。
Note 1 basic information of Huangshan Mountain
Location Huangshan Mountain is located in Anhui province, east of China.
Size It has 77 peaks, rises above 1,800 meters, and covers 154 square kilometers.
Significance It has played an important role in the history of art and literature in China since the Tang Dynasty.
Note 2 the features of Huangshan Mountain
Four wonders Spectacular rocks, pine trees, hot springs and views of clouds.
Other scenery and wildlife Lakes, waterfalls, flowers and animals.
Note 3 visitors’ comments on Huangshan Mountain
The number of visitors 3
Visitor’s comments It is the most beautiful mountain I have ever seen. The scenery above the mountain is amazing. The scenery is more than just beautiful, it’s filled with surprise. The cloud sea, the trees and the stones are unforgettable.
*（2）小组活动，将教材中黄山介绍的相关内容补充到本小组课前所做的思维导图中，完善黄山景区的资料。
处理教材Group work 活动2。小组讨论，为旅游手册组织内容，完成表格。
小组活动，3人小组讨论，汇总记录的信息，填写旅游手册的内容收集表格。
全班活动，总结旅游手册内容模板并记忆，能灵活拓展应用于其他景区、景点的介绍或宣传。
The Pattern of a Tourism Guidebook
· Introduction to the scenic spot
· Natural wonders and the Pictures
· Other scenery
· Visitor’s comments
4.处理教材Group work 活动3。参照模版，各小组完成海报的设计和制作，并在班级内分享。
（设计意图：学生运用本单元所学完成真实任务，检验学习成果。学生通过为黄山自然景区制作宣传海报，检验本单元学生的职场语言沟通能力、思维差异感知能力、跨文化理解能力和自主学习能力目标达成情况。）
Step 3 Conclusion
Self-assessment
1. 看词汇云，检查自己对本单元单词及词组的掌握情况。
2. 根据本单元所学，填写表格对自己的表现进行评价。
（设计思路：强化学生自主学习意识。学生借助词汇云，自我检测对本单元单词及词组等语言知识的掌握情况；借助五级检测表，自我检测对本单元学习内容的掌握情况，找出存在的不足。在进行自我评价、总结和反思的同时，根据自身特点制订学习计划，养成良好的学习习惯，促进语言学习与学习能力的可持续发展。）
Step 4 Homework
1. 小组设计一幅家乡自然景观的海报，要求图文并茂，排版合理美观，具有吸引力。
2. 上传海报作品到班级QQ群，投票选出优秀作品，并展示到班级文化墙一周。
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