资源简介

课题
Unit 6 At one with nature-Using language (词汇+听说)
教学目标
在本课学习结束时，学生能够：
理解、掌握并积累地理特征的相关词汇，能在语境中正确运用地理特征的词汇；
通过听独白，根据关键词，判断独白中提到因纽特人生活方式的哪些方面，完成关于因纽特人生活方式优缺点的表格，归纳总结如何描述一个地区的生活方式及其优缺点；
恰当运用所学词汇句型，根据课本提供材料，联系生活实际，描述不同地区（热带地区和中国南北方等）的生活方式，谈论其优势和不足；
4.思考人与自然的关系，认识到人尊重自然、合理利用和改造自然、与自然和谐相处的重要性。
教学重点：
1.如何让学生理解、掌握积累地理特征的相关词汇，在语境中正确运用地理特征的词汇；
2.如何让学生通过完成听力活动，获取关于因纽特人的生活方式及其优缺点的事实细节；
3.如何让学生运用所学词汇句型描述不同地区的生活方式，谈论其优势和不足。
教学难点：
1.如何让学生在语境中正确运用地理特征的词汇；
2.如何让学生在学习因纽特人生活方式及其优缺点过程中，达到对人与自然关系的深层理解。
教学过程
Part 1 Vocabulary building
Step 1 lead-in
T asks Ss to look at the pictures and fill in the blank. And think about what other geographical features they know.
设计意图：通过图片和所学知识引出话题，激活学生相关背景知识。
Step 2 Match the pictures with the descriptions
T asks Ss to read the descriptions and match them to the pictures.（Use key words to match them quickly）Then summarize the words about geographical features.
设计意图: 利用关键词快速匹配图文，学习地理特征的相关词汇。
Step 3 Complete the email with the words in the box.
154305278130reef river basin canyon valley falls waterfall channel tunnel sea
reef river basin canyon valley falls waterfall channel tunnel sea
T asks Ss to follow Jane’s journey in China and complete the email with the words in the box.
设计意图：练习在语篇中运用地理特征的词汇。
Step 4 Pair work
T asks students to work in pairs and brainstorm other geographical features in the world.
设计意图：头脑风暴并积累更多地理特征的相关词汇。
Part 2 Listening
Step 1 lead-in
T asks students to learn about the knowledge in the Arctic region and try to imagine Inuit’s life.
设计意图：不同地理特征对应不同的生活方式，激活学生相关背景知识，为后面的听力活动做准备。
Step 2 Pre-listening:Prediction
T asks Ss to listen to a girl talking about Inuit life and identify the things that are mentioned.
设计意图：听前预测，激活学生已有的知识储备和生活经验，同时激发学生对听力材料的兴趣。
Step 3 While-listening : Listen for main idea
T asks Ss to listen and identify the things that are mentioned. (Tip 1:Try to focus on key words while listening.)
设计意图：让学生聚焦关键词泛听，快速了解听力材料的主旨大意, 捕捉关键信息。
Step 4 While-listening : Listen for details
A.T asks Ss to listen and fill in the gaps.
My name’s ____. I’m from an ____ village in the far north of ______. Our lives are ___the natural world of the Arctic.( Tip 2: self-introduction: name and hometown)
设计意图：学生完成表格，培养获取细节信息的能力，为后面的讨论和对话铺垫语言。
B.T asks Ss to listen and complete a table about Inuit life’s advantages and disadvantages and answer the question. (What other aspects of Inuit life do you want to explore ? )
设计意图：获取因纽特人生活方式及优缺点的事实性细节。
3550920255905C.T shows Ss some expressions about advantages and disadvantages in the listening material. Add more useful expressions.
1. On the one hand, ... , but on the other, ...
2. The downside is that...
3. But the good thing is...
4. The advantage to this is that..., but the disadvantage is that...
( Tip 3: Use these expressions about advantages and disadvantages to describe lives in different places. )
设计意图：总结补充描述不同地区生活方式优缺点句型，为后面的讨论搭建语言支架。
D.T asks students to listen and think about what Marley thinks of traditions in Inuit life.
设计意图：帮助学生理解主题，培养学生批判性思维。
Step 5 : Summary
T asks Ss to summarize how to describe lives in different places.
-21590131445119443512255526435051397003612515114300
设计意图：总结所学重点知识，为后面应用做准备。
Step 6 Post-listening : Discussion in pairs
T asks Ss to work in pairs and talk about life in tropics and the Arctic.(Pay attention to the tips and expressions we have learned and try to apply them to the conversation.)
设计意图：恰当运用所学词汇句型，描述不同地区（热带地区和北极地区）的生活方式，谈论其优势和不足。
T asks Ss to think about the relationship between our lives and the natural world. Try to find out what we should do.
设计意图：引导学生思考人类生活和自然环境的相关性，从而得出我们要尊重自然，保护自然，加深学生对文章主题意义的理解。
Step 7 Homework
1.Compulsory homework :
Write a letter about the differences between life in southern China and northern China to your friend Marley, the following two points should be included:
1) two aspects of people’s life;
2) the advantages and disadvantages.
2. Optional homework:
Make a poster describing people’s life in Loess Plateau from at least 3 different aspects.
设计意图：通过讨论中国南北方生活方式及其优缺点，巩固本节课所学内容和相关表达。迁移应用所学知识，讨论黄土高原生活方式及其优缺点。

展开更多......

收起↑