资源简介

Unit6 Nurturing nature Developing ideas--The Best Job in the World
教材分析—Unit 6 Nurturing nature Analysis of the teaching material：
主题分析
本单元的主题语境是“人与自然”，包括自然生态、环境保护、灾害防范、宇宙探索等主题群，内容有介绍
1. 主要国家地理概况；
2. 自然环境、自然遗产保护；
3. 人与环境、人与动植物；
4. 自然灾害与防范，安全常识与自我保护；
5. 人类生存、社会发展与环境的关系；
6. 自然科学研究成果；
7. 地球与宇宙奥秘探索，在整个课程教材体系中占据十分重要的地位，也是普通高中英语课程主题语境要求的重要内容。本单元涉及的具体主题语境内容是保护自然环境和自然文化遗产。本单元通过介绍中外著名的自然文化遗产，包括埃及的吉萨金字塔群、西伯利亚南部的贝加尔湖、中国的泰山和青藏铁路以及澳大利亚的大堡礁，引导学生感受自然的美丽与神奇，体会前人为我们留下的自然文化遗产的魅力，使学生产生保护自然文化遗产的意愿，加深对人和自然和谐共处这一理念的认识。
内容分析
学生能够围绕本单元的主题语境内容，基于单元提供的游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容；能够运用阅读策略，从文本中提取信息并解读文本；能够厘清现在完成进行时的概念及用法，并在具体语境中应用；能够听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇与表达说服他人，并学会表示折中、妥协的表达方式，深化对单元主题意义的理解；能够分析招聘广告的基本要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学知识，通过辩论、分析、联系实际生活，辩证地看待问题，分析利弊，并做出正确评判；能够找到合理的解决方法，创造性地表达自己的观点，实现知识与思维能力的拓展与迁移；通过了解世界各地的自然文化遗产，增强爱护环境，保护自然文化遗产的意识。通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课程教学资源的取舍
针对 Developing Ideas中的 The best job in the world可知，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，是一节阅读课，本板块的导入活动是一个视频材料，该视频展示了澳大利亚大堡礁所面临的由人类活动和天气变化带来的威胁。在实践教学中，我并没有采用单元提供的导入视频，而是把自己比作小丑鱼，采用海底总动员这部动画片中的小段视频作为介绍“我”的生活环境，从而介绍了大堡礁的美丽同时引出它所受到的威胁是来自人类。阅读语篇介绍了世界上最好的工作—岛屿看护员，这个在风景如画的岛屿上写写博客，拍拍照，通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇工作申请使学生了解此类写作的基本要素，然后进行模仿练习。这个版块是本模块主题话题的延展，使学生通过学习更加珍惜大自然赐予我们的一切，增强环保意识，进一步提升语言能力和思维品质。
教学重点
引导学生通过文章中了解这个世界上最好的工作—大堡礁的岛屿保育员和相关介绍；培养学生阅读技能并学会如何申请工作并表达自己。
教学难点
引导找到每段的主旨大意和全文的写作目的；引导学生仿写工作申请；培养学生热爱自然，保护环境，与自然和谐共处的意识。
lesson type Reading Theme Man and Nature
Analysis of the Content
The passage introduces the job of the Great Barrier Reef's caretakers so as to arouse people's awareness of protecting the ocean and our nature. Through learning, students are able to cherish everything given by nature, enhance their awareness of environmental protection, and further improve their language ability and thinking quality.
Teaching objectives
1.To know about the job of the Great Barrier Reef's caretakers and some facts about it.
2.To learn about how to apply for a job and express your ideas.
3.To arouse your awareness to protect the reef, the ocean and our nature.
Key points
1.How students are able to find the main idea of each paragraph and the passage.
2.How students are able to apply for volunteer work.
3.How students are able to analyse the purpose of the passage.
Difficult points
1.How to develop their reading ability
2.How to cooperate with each other and express their ideas
3.How to guide students to love nature, protect the environment, and develop the consciousness of harmonious coexistence with nature.
Teaching strategies
Situational teaching method（情景创设法）
Task-based teaching method（任务型教学法）
Teaching procedures
Teaching contents Teacher’s activity Students’ activity Purposes
Activity 1 1. Teacher asks students to choose their favorite cartoon and gives two pictures to students and ask them who is it. Then teacher tells students she is a clown fish so that put students in the situation. 2. Teacher plays the video and activates students’ background information. Students answered that it is Nemo. Then Students watch the video and know about Nemo’s home - the Great Barrier Reef. To activate students’ interest and theme-related background knowledge.
Activity 2 1. Teacher invites students to read paragraph 3 to find out the information about my home and finish the form. 2. Teacher invites students to present their answer and emphasize that the Great Barrier Reef is under threat from pollution and climate change which caused by human beings. 1. Students read paragraph 3 to find out the information about my home and finish the form.2. Students learn about that the Great Barrier Reef is under threat from pollution and climate change which caused by human beings. To train students’ analyzing abilities.
Activity 3 1. Teacher acts as Nemo and asks students for help. 2. Based on the interest of the job，students are invited to read paragraph 1 and finish the mind map which indicate the six elements included in a job advertisement. Students understand the content of paragraph 1 and finish the mind map which indicate the six elements included in a job advertisement. To get students to understand the six elements included in a job advertisement
Activity 4 1.Teacher acts as Nemo telling students a man appears to protect its home. 2.Teacher asks students to read paragraph 5 and answer the questions and other students make supplementation or free discussion. Students read paragraph 5 and answer the questions and other students to make supplementation or free discussion
Think & Share 1. Teacher asks students to read paragraph 6 and find the purpose of the job. 2. Teacher asks students to answer the questions and other students to make supplementation or free discussion. 1. Students read paragraph 6 and find the purpose of the job. 2. Some students answer the questions and other students make supplementation or free discussion. 1. To help students further explore the theme. 2.To improve students’ advanced thinking ability
Conclusion 1.Teacher invite students to conclude the main idea of each paragraph and the whole passage. 2.Teacher indicates the four aspects used in job application. 1. Students are invited to conclude the main idea of each paragraph and the whole passage. 2. Students learn the four aspects used in job application. To cultivate students' sense of summary
Activity 5 Discussion And Presentation 1. Teacher asks students to work in groups, imagine he is an applicant for the job of volunteer in the Baiji Dolphin Nature Reserve, discuss and write a job application. 2. Teacher encourages each group to discuss the presented ideas by considering the four aspects that we mentioned in our class. 3.Teacher asks several groups to present their ideas. 4. Teacher guides students to pay attention to the self evaluation. Teacher asks students to read the presentation again and underline some language knowledge students have learned from the passage. Teacher make comments 1. Students work in groups, imagine he is an applicant for the job of volunteer in the Baiji Dolphin Nature Reserve, discuss and write a job application. 2.Each group discuss the presented ideas by considering the four aspects that we mentioned in our class. 3. Students work in groups to make supplementation and finally write an entire job application. 4. Several groups present their ideas. 5.Students pay attention to the self evaluation, read the presentation again and underline some language knowledge they have learned from the passage. 1. To guide students to transfer learning content. 2. To guide students to apply the four aspects to the job application . 3. To arouse your awareness to protect the ocean and our nature
Activity 6 1. Teacher acts as Nemo and tells students the World Natural Heritage and the jobs behind them. 2.Teacher arouse students’ awareness to protect the reef，the ocean and our nature. 3. Teacher summarizes the jobs that are good for our nature, the earth and human civilization are the best jobs in the world 1. Students learn about the World Natural Heritage and the jobs behind them. 2. Summarize the theme that the jobs which are good for our nature，the earth and human civilization are the best jobs in the world. To activate students’ interest to learn more about the World Natural Heritage and the jobs behind them.
Assignment Compulsory：Polish your application letter for volunteer work. Optional：Search the Internet to know more about jobs related to the protection of the environment
课后反思
本板块的导入活动是一个视频材料，该视频展示了澳大利亚大堡礁所面临的由人类活动和天气变化带来的威胁。在实践教学中的导入环节，我并没有采用单元提供的此视频，而是采用情境教学法，把自己比作小丑鱼，采用海底总动员这部动画片中的小段视频作为介绍“我”的生活环境，从而介绍了大堡礁的美丽同时引出它所受到的威胁是来自人类，更大程度上地带动了同学们阅读的积极性和主动性，激发学习兴趣的同时又切合本单元及本篇文章的主题。阅读语篇介绍了世界上最好的工作—岛屿看护员，这个在风景如画的岛屿上写写博客，拍拍照，通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇工作申请使学生了解此类写作的基本要素，然后进行模仿练习。这个版块是本模块主题话题的延展，使学生通过学习更加珍惜大自然赐予我们的一切，增强环保意识，进一步提升语言能力和思维品质。本节课设计的教学目标清晰，教学重点突出，教学难点恰当适中。学生经过老师的引导，不仅顺利完成了老师设置的阅读任务，提高了学习招聘启示的技巧，还能够熟练掌握运用本课文中的基本词汇来申请工作。教学方式多样，教学活动以学生为主体，注重教学方法与手段的不断改进。在授课过程中教师与学生能充分互动和沟通，课堂气氛活跃，实现了师生之间和生生之间的有效互动。本节课的不足之处，就是在介绍完本文的世界文化遗产-大堡礁之外，若还能再结合后续活动渗透其他的世界文化遗产，就能更好地扩宽同学们的知识面，提高学科素养。再者本身的个人素养还要在不断的提升，要提高处理课堂活动的能力，使自己的课堂更流畅，各个环节衔接地更紧密。

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