資源簡介

(共139張PPT)
一、 選擇性必修教材的結構
二、 教學方法的建議
三、 實例 Unit 3 Fascinating Parks
1. 數據分
一、 選擇性必修教材的結構
（二） 練習冊
Using words and expressions聚焦本單元的詞匯練習與鞏固;
Using Structures聚焦本單元的語法練習和運用
Listening and Speaking和Reading and Writing重點訓練聽說技能和讀寫
技能，屬于語言運用范疇。
*Expanding Your World提供了與本單元主題相關的拓展性閱讀材料，
重點培養學生的閱讀興趣，拓展學生的文化視野。
1. 數據分
二、 教學方法的建議
六要素整合的課程內容
重視以學科大概念為核心，
使課程內容結構化； 以主題 為引領，使課程內容情境化。
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語法教學
聽說教學
閱讀教學
5 3
4
“看 ”的教學 .-----
教學建議
詞匯教學
寫作教學
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（一）詞匯教學
1. 樹立語境意識， 幫助學生在語境中理解和
運用詞匯
課標指出： “詞匯學習不是單純的詞匯記憶，也不是獨 立的詞語操練，而是結合具體主題、在特定語境下開展的 綜合性語言實踐活動。 ”
語境是詞匯教學的核心要素。 語境即言語環境，它既包 括語言因素，也包括非語言因素。 語言因素包括句子、閱 讀語篇、聽力對話或口頭描述等，而非語言因素則包括實 物、 圖畫、標識、動作、表情等。利用語境實施詞匯教學 比孤立的詞匯教學要有效得多，因為語境能夠激活學生的 知識聯系和意義聯想，更能激發學生的學習興趣。
2. 樹立詞塊意識， 提高學生語言理解與表
達的準確性和流暢性
課標指出： “高中階段的詞匯教學除了引導學 生更深入地理解和更廣泛地運用已學詞匯外，重 點是在語境中培養學生的詞塊意識，并通過廣泛 閱讀，進一步擴大詞匯量，提高運用詞匯準確理 解和確切表達意義的能力 ”。詞塊通常分為： 詞 和短語、常見搭配、 固定表達以及半固定表達。 使用詞塊能夠提高語言理解和表達的準確性和流 暢性。
3. 樹立詞匯運用意識， 幫助學生在詞匯學習
的基礎上表達意義
課標指出： “學生通過聽、說、讀、寫、看等方 式，感知、理解相關主題意義，使用詞語表達相關 話題的信息和意義。 ”詞匯的學習主要是在記憶的 基礎上不斷運用，從而強化語感，遷移詞匯運用能 力，最終達到詞匯的內化。詞匯運用的重點體現在 理解和表達兩個方面。
4. 樹立詞匯學習策略意識， 培養學生自主學
習詞匯的能力
課標指出： “學習能力指學生積極運用和主動調適英 語學習策略、拓寬英語學習渠道、努力提升英語學習效 率的意識和能力。學習能力構成英語學科核心素養的發 展條件。學習能力的培養有助于學生做好英語學習的自 我管理，養成良好的學習習慣，多渠道獲取學習資源， 自主、高效地開展學習。 ”
在語境中猜測生詞
根據構詞法記憶單詞
根據拼讀規則記憶單詞
記憶詞塊，整存整取
構建主題詞匯思維導圖
（二）語法教學
1. 在語境中開展語法教學
教師應當運用語篇、 圖畫、動畫、視頻等來 創設語言情境，在具體語境中呈現語法結構， 并讓學生在具體語境中感知、理解和運用語法 結構。
2. 關注語法的表意功能
教師在進行語法教學時不僅要重視語法的結 構形式，更要關注語法結構所表達的意義和所 使用的語言環境特征。語法教學的內容包括語 言形式、意義和使用。
3. 重視學生對語法學習的過程性參與
以學生為中心，發揮學生的主觀能動性。語 法教學設計應體現學習過程，引導學生主動參 與到語法學習過程中，尤其要重視學生的思維 參與。
4. 根據學情靈活實施語法教學
在教學中，教師可根據學生實際情況靈活選用歸納法
（inductive approach）或演繹法（deductive approach）
來實施語法教學。
（三）聽說教學
1. 關注聽力策略培養和聽力微技能訓練
2. 加強視聽說訓練， 培養學生的視聽說技能
3. 堅持“準確性”和“流利性”并重的原則
（四）閱讀教學
1. 從語篇的角度和高度來教閱讀
在閱讀教學中， 教師應引導學生在理解單個句子意義的基 礎上關注句與句 、段與段 、 主題句與支撐細節 、 首段與尾 段 、標題與正文， 以及文字與圖表之間的關系， 加強思維 邏輯方面的訓練。
2. 注重文本意義的多層次解讀， 引導學生進
行深度閱讀
在閱讀教學中應重視對課文進行不同層次的解讀， 尤其要 提高學生在閱讀過程中思維和情感的參與， 培養學生的閱 讀習慣， 尤其是默讀習慣 。 至少要閱讀三遍， 每次閱讀應 實現不同的教學目標， 關注不同層次語篇信息的獲取與處 理、加工與利用。
3. 加強閱讀策略培養， 發展學生的自主閱讀
能力
閱讀策略教學一般涉及兩個方面： 一是為了不同的閱讀 目的而采用不同的閱讀策略， 也就是說閱讀策略要為閱 讀目的服務； 二是根據語篇特征選擇適當的閱讀策略。
閱讀策略的訓練方式可分為顯性和隱性兩種。
閱讀策略的教學不是一次性的， 學生需要反復練習。
4. 閱讀活動設計要有思維深度， 重視培養學生
的思維品質
首先， 教師設計的閱讀理解問題要分層次。
（1） 字面理解層次；
（2） 推斷性理解層次；
（3） 評價性理解層次；
（4） 欣賞性理解層次。
其次， 教師的閱讀活動設計應關注批判性思維的培養。
（五）寫作教學
根據課標對寫作技能的要求， 教材在寫作教 學方面作了較大幅度的改進
采用閱讀與寫作相結合的模式；
采用過程性寫作模式；
重視寫作語篇類型的多樣性和實用性， 鼓勵 學生表達自己的真情實感。
1. 加強寫作任務的過程性和情境設置的真實性
*“詞——句——文”
* 應加強寫作任務過程性指導
* 分組討論， 集思廣益
* 寫作情境要盡量真實
2. 幫助學生從閱讀中尋找寫作的出路
* what， why， how
* 語言支撐； 語篇結構支撐； 認識問題的角度
3. 加強美文背誦， 增加高質量的語言輸入
（六）“看”的教學
1. 觀看視頻前可以處理一些“必要的生詞”
2. 激活學生的話題背景知識
3. 讓學生帶著任務看視頻
4. 看聽結合
5. 關注視頻中的文化內涵
6. 讓學生邊看邊預測
7. 讓學生為視頻配音
1. 數據分
三、 實例
Unit 3 Fascinating Parks
單元設計思路（李寶榮教授）
1.研讀單元各語篇內容，挖掘主題意義，分析
各語篇跟主題的關系，各語篇的內在關聯；
2.分析學情，分析已知、未知和想知，確定最
近發展區，確定單元整體目標；
3.基于單元教學目標，整合單元話題，設計相
應的學習活動；
4.設計評價活動與作業，設計單元整合性輸出
任務。
在單元主題意義的指導下，聚焦小單元進行 各語篇的教學設計。
Unit 3 Fascinating Parks
u 單元整體教材分析
本單元的主題是人與自然， 自然生態和環境保護主題群中 的自然環境和自然遺產保護，人與環境、人類生存、社會發 展與環境的關系。
整個單元以培養學生的核心素養為總目標，依托多模態語篇，
圍繞“引人入勝的公園”這一主題開展，主要介紹了國家公園（薩 勒克國家公園Sarek National Park ，東北虎豹國家公園The Northeast Tiger and Leopard Nation Park和西溪濕地國家公園Xixi National
Wetland Park）、城市公園（奧林匹克森林公園Beijing Olympic
Forest Park）和主題公園（迪士尼樂園Disneyland），引導學生欣 賞不同類型的公園的獨特之處，讓學生領略和感受大自然的美。
Unit 3 PEOPLE OF ACHIEVEMENT
u 單元整體教材分析
在拓展學生視野的同時，探究公園存在的價值意義，培養 學生的多元思維能力，啟發學生從人與自然、人與社會的角 度，思考本單元主題所承載的人文內涵和意義，引導學生思 考人與自然的關系，進而懂得人類與自然和諧相處的意義。
處理好經濟發展和生態保護之間的關系，號召人們最大限度 地保護自然原貌。
u 版塊回顧
整個單元的所有話題從國外到國內，由遠及
近，從探究以保護自然生態為主的國家公園， 到與人們生活相關的城市公園，最后到娛樂 與教育相融合的主題公園，層層遞進，不斷 聚焦，最終達成學科育人的目標。
u單元核心素養目標
u 教學內容整合建議
u 課時安排建議
小單元I教學目標
了解并欣賞國內外著名的國家公園，理解并能欣 賞游記中常用的敘述方式以及語篇結構和特點
體驗國家公園的歷史由來，風俗人情和傳統
會用感官描述景物
能用話題詞匯和動詞-ing形式作主語描述公園景 色和活動、旅游感受
探索國家公園的存在價值和意義
u教學內容設計建議
Period 1-2-3: Opening page
Reading and Thinking
Expanding Your World
Language Points
課時學習目標
1.理解并能欣賞游記中常用的敘述方式以及語篇結構和特點；
2.體驗國家公園的歷史由來，風俗人情和傳統；
3.根據小標題預測文章內容，再根據內容概括提煉標題；
通過文本分析，聚焦作者的經歷，提取感官體驗的信息，體 會作者的內心收獲，深入理解文本內容。
4.通過對作者體驗的概述，評鑒作者的遣詞造句，賞析隱含意
義，從內容、語言和思維上加深對主題的認識。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
激發思考
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 教材活動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 教材活動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
教材活動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
詞匯和句型的處理
引導學生在語境中運用詞匯學習策略, 理解詞義
（1）判斷詞性；
（2）注意該詞出現的分句和句子；
（3）觀察該分句或句子與其他句子或段落的關系，標點符號有時也有用處；
（4）利用步驟1至3所獲得的知識猜測詞義；
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）判斷詞性；
（2）注意該詞出現的分句和句子；
（3）觀察該分句或句子與其他句子或段落的關系，標點符號有時也有用處；
（4）利用步驟1至3所獲得的知識猜測詞義；
adopt
vt.①采用; 采取(方法、態度等); 采納(建議等) vi. & vt. ②收養;領養
聯想詞 adoption n.[C,U] 收養 [U]采用; 采納
寫出下列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與adapt的含義區別
adopt 意為“采用; 收養”。
adapt 意為“改編; 改裝; 使適應”
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是主謂倒
裝，主語the Sami people后置，以便與后面的定語從句更好地銜
接，語義上也更連貫。
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.
在馴鹿之后來的是薩米人，他們在這片土地上安家落戶。
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 補充閱讀素材
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
課時學習目標 :
1.掌握三種構詞法：轉化，派生
與合成；能用話題詞匯描述
公園景色和活動，旅游感受
2.能用動詞-ing形式作主語描述
公園景色和活動，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.
轉化 指一個詞從一種詞類轉化為另
一種詞類而詞形不變。 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：是通過添加前綴或后綴構成另一個詞， 例如patient (adj.)加否定意義的前綴im- 構成impatient(adj.), 或者改變詞性的后 綴-ly構成patiently (adv.)。
合成：是由兩個或兩個以上的詞合成一個詞， 例如everyday, handshake。
Activity 1 Check your homework.
Step 1 Learning About Your Language (Build up your vocabulary)
多數情況下，加前綴改變原詞詞義，加后綴改變原詞詞性 或詞義。
distinct
distinctive
distinction
distinguish
n. 差別，區分；卓越，杰出
adj. 獨特的，與眾不同的
adj. 模糊的，不清楚的
v. 使有別于；看清，區別
adj.
清晰的； 清楚的； 有區別的
suffixex（后綴）
indistinct
（前綴）
prefixes
1. Summarize what is transformation according to exercise 1.
2. Introduce what is derivative and what is compound.
3. 探究語篇的主題意義：
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. 探究語篇的主題意義：
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
——視學生接收能力
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 不定式都可以作主語， 但 v-ing 通常表示
動作或行為； 而 to do 不定式通常表示
動作或行為。
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 形式作主語時常后置, 用it作形式主語。
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.
單個v-ing作主語， 謂語動詞用 單數 ；
兩個或兩個以上表達不同意義的v-ing作主語， 謂語動詞常用 復數 .
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. 探究語篇的主題意義：
* 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
引導學生在語境中運用詞匯學習策略, 理解詞義
（1）判斷詞性；
（2）注意該詞出現的分句和句子；
（3）觀察該分句或句子與其他句子或段落的關系，標點符號有時也有用處；
（4）利用步驟1至3所獲得的知識猜測詞義；
journalist, sneeze, teapot, label, cream, leopar, stretch, rewarding, brush, lung
詞匯和句型的處理
Activity 6
Step 5
[句式分析]本句基本結構為“主語+謂語+ 賓語+賓語補足語”。
動名詞短語“Combining....wetland” 充當句子的主語; 謂語動詞
“make”意為“使...成為...” ; 賓語 “the park” ; 賓語補足語 “a popular destination...”。
[嘗試翻譯]將城市生活、 自然和濕地融為一體，使該公園成為 外國游客和當地居民的熱門目的地。
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.
小單元Ⅱ教學目標
了解并欣賞著名的城市公園
思考城市公園的價值與意義，以及與人們的關系
學會制定旅行路線并學會問路和指路，能在對話 中靈活運用
u教學內容設計建議
Period 5: Listening (Using Language)
Listening and speaking (Workbook)
Video Time
Language Points
課時學習目標 :
1.引導學生學會如何問路和指路，掌握問路和指路的問句。
2.能根據方位關鍵詞，獲取相關信息，并在地圖上標注游玩路線。
3.能夠就方位、地點信息組織語言開展對話交流。
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
引導學生在語境中運用詞匯學習策略, 理解詞義
（1）判斷詞性；
（2）注意該詞出現的分句和句子；
（3）觀察該分句或句子與其他句子或段落的關系，標點符號有時也有用處；
（4）利用步驟1至3所獲得的知識猜測詞義；
journalist, sneeze, teapot, label, cream, leopar, stretch, rewarding, brush, lung
詞匯和句型的處理
Activity 3
Step 3
[句式分析]
一般take turns to do sth 和take turns doing sth 有兩種 用法。要看強調主要是將要去做或者這件事情本身 了，比如Beth and Amanda are taking turns riding(強調
騎馬這件事).另如We take turns to answer the phone.(強調將要開始的動作)
[嘗試翻譯]
輪流給公園里不同的地方指路。
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.
小單元 Ⅲ教學目標
能有條理地介紹公園
會制作旅游明信片
能創設理想的公園并制作公園海報，運用本單元 的語言知識進行口頭介紹，并講明創設理由，加 深對人類命運共同體的認知，啟發人與自然和諧 共處的意義
u教學內容設計建議
Period 6-7: Reading for writing
Language Points
課時學習目標 :
1.介紹三大主題公園，思考公園存在的價值和意義。
2.讀后完成介紹公園的短文。
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. 動詞-ing 形式
Activity 3
Step 3 Language features
引導學生在語境中運用詞匯學習策略, 理解詞義
（1）判斷詞性；
（2）注意該詞出現的分句和句子；
（3）觀察該分句或句子與其他句子或段落的關系，標點符號有時也有用處；
（4）利用步驟1至3所獲得的知識猜測詞義；
incredible, appeal to, adorable, wander, amuse, enormous, swing, iron, fashion, steam, rare, superb, polar, splendid,
display, appetite, entertainment,
Step 4
詞匯和句型的處理
Activity 4
例如：entertainment n. 娛樂; 招待; 娛樂活動; 文娛節目
1. I had several children and books were our main source of entertainment. (2020 全國Ⅱ卷)
我有幾個孩子, 書籍是我們娛樂的主要來源。
2. He entertained us for hours with his stories and jokes. 他既講故事又說笑話, 把我們逗得樂了好幾個小時。
3. She was always so funny and entertaining. 她總是那么風趣, 令人愉快。
【詞塊積累】
(1)entertain v. 熱情款待; 使有興趣; 娛樂
entertain sb. with sth. 用某物逗樂/招待某人
(2)entertaining adj. 令人愉快的
entertained adj. 娛樂的; 愉快的 entertainer n. 表演者, 演藝人員
【要點微練】
(1)語法填空。
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. 你可以下班后招待這個人來喝一杯。
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
假定你是李華， 你的家鄉新建了一個民俗文化公園。請你給你的加拿
大朋友Tony寫一封信， 邀請他來該主題公園游玩。信件內容包括：
1. 位于城南, 占地10公頃；
2. 集文化、娛樂、美食為一體 （如有符合各種口味的飯店； 不同時期 各具特色的文化等）
3. 期待到來。
注意： 1. 詞數100左右；
2. 可適當增加細節， 以使行文連貫。
詞匯： 民俗文化公園 Folk Culture Park
!
! ___________________________________________________________________________________________ !
Activity 6 實戰演練
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.
假定你是李華， 你的家鄉新建了一個民俗文化公園。請你 給你的加拿大朋友Tony寫一封信， 邀請他來該主題公園游 玩。信件內容包括：
1. 位于城南, 占地10公頃；
2. 集文化、娛樂、美食為一體 （如有符合各種口味的飯店； 不同時期各具特色的文化等）
3. 期待到來。
Activity 6 實戰演練
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
課時學習目標 :
1.介紹香格里拉之旅，制作明信片詞匯+語法+微寫作。
2.創設理想公園：制作海報+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.
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