《英语》（新标准）高中选择性必修第一册Unit 6 教学设计

Book4Unit6Nurturingnature教学设计

单元主题本单元主题语境是“人与自然”，涉及的主题语境内容是保护自然环境

和自然遗产。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、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及

澳大利亚的大堡礁，使学生感受自然的美丽与神奇，体会前人为我们留

下的文化遗产的魅力，激发他们保护自然文化遗产的欲望，传达了人与

自然和谐共处这一理念。

单元目标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，联系生活实际，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。

Startingout板块教学设计

（建议时长10-15分钟，教师可根据教学实际酌情调整。）

课型Viewing+Speaking

主题语境人与自然一一保护自然文化遗产

内容分析活动1呈现四张与单元主题相关的图片，图片内容分别为中国的黄龙风

景名胜区、阿根廷和巴西交界处的伊瓜苏大瀑布、坦桑尼亚的乞力马扎

罗山和澳大利亚的乌卢鲁巨石，以吸引学生兴趣，进入单元话题。活动

2呈现的是一段与主题相关的视频，内容介绍了世界遗产的三种类型，

即世界文化遗产、世界文化与自然双重遗产、世界自然遗产，并一一举

例说明。该板块旨在激活学生已有的背景知识和语言知识，为接下来整

个单元的学习活动做铺垫和预热。

教学目标1引导学生讨论图片内容，归纳总结它们的共同之处，激活已有的语言、

背景知识；

2带领学生观看世界自然文化遗产视频，使学生了解相关知识的同时，

培养学生理解视频的主旨大意，并能够从视频中提取关键信息的能力；

3引发学生初步思考人类发展经济的同时如何保护自然文化遗产。

教学重点引导学生归纳总结四张图片的共同之处。

教学难点引导学生初步思考人类发展经济的同时如何保护自然文化遗产。

教学策略视听教学法、交际教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

5

Activity11.Teacherasks1.StudentsworkinToarousestudents

studentstoworkingroupstolookatinterestandencourage

groupstolookatpicturesanddiscussstudentstoextend

picturesanddiscusssomeinformationtheirthinking.

someinformationabouttheseplaces.

abouttheseplaces.2.Therepresentative

2.Teacherinvitestheofeachgroup

representativeofpresentstheir

eachgrouptoreports.

presenttheir3.Studentsdiscuss

reports.Teacherwhattheseplaces

makeshaveincommon.

supplementationif

necessary.

3.Teacherguides

studentstodiscuss

whattheseplaces

haveincommon.

Activity21.Teacherguides1.StudentspredictTomakestudents

studentstopredictwhattheywillgetknowaboutthethree

whattheywillgetfromthevideo.typesofworldnatural

fromthevideo.2.Studentswatchtheandculturalheritage

2.Teacherplaysthevideoandcompleteandsomerelated

videoandasksthetable.knowledge.

studentsto3.Studentsworkin

completethetable.groupstoexchange

3.Teacheraskstheinformation

studentstoworkintheygetfromthe

groupstoexchangevideo.

theinformation4.Studentswatchthe

theygetfromthevideoagainand

video.answerquestions.

4.Teacherplaysthe5.Studentscheck

videoagainandanswerswiththe

asksstudentstoclass

answerquestions.

5.Teacherasks

studentstocheck

answerswiththe

class.

Understandingideas板块教学设计

（建议时长30-35分钟，教师可根据教学实际酌情调整。）

课型Reading

主题语境人与自然一一保护自然文化遗产

内容分析该板块呈现了一篇体现单元主题的课文，语篇类型为游记。作者通过描

述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前

提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。

表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提

的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学

习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。读后活

动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入

理解体会作者写作意图，赏析文本，探究主题意义，培养阅读思维能

力。

教学目标1带领学生通过略读锁定关键词，获取课文主要信息，体会天路对作者

的特殊意义，并把握作者的写作意图；

2带领学生通过精读，找出主要细节在文中的位置，即青藏铁路建设过

程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建

设者的伟大，激发民族自豪感；

3引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握

与话题相关词汇和短语并能运用所学词汇介绍青藏铁路。

教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意；

2.引导学生了解游记类文章的文体特征。

教学难点1.引导学生把握略读和精读的阅读技巧；

2.引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。

教学策略P-W-P模式

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teachershows1.Studentsdiscuss1.Tohavestudents

somepicturesofhowtogotoTibet.gettoknowthe

Tibetandasks2.Somestudentsinformationabout

studentstodiscusssharetheiranswers.theQinghai-Tibet

howtogotoTibet.Railway.

2.Teacherasks

studentstoworkin

pairstoanswerthe

quiz.

3.Teacherchecks

theiranswers.

9

Activity21.Teacherasks1.Studentsskimthe1.Totrainstudents

studentstoskimthepassageandpayabilitytoreadthe

passageandpayattentiontosomepassagewith

attentiontosomespecifictasks.

specificinformation.2.Toprepare

information.2.Studentsreadthestudentsfor

2.Teacheraskspassagewithtasksreading.

studentstoreadtheandfindoutwhy

passagewithtaskstherailwayis

andfindoutwhyparticularlyspecial

therailwayistotheauthorand

particularlyspecialgraspthemainidea

totheauthorandofthepassage.

graspthemainidea3.Studentsworkin

ofthepassage.pairstodiscussthe

3.Teacherasksquestions.

studentstoworkin4.Studentssharetheir

pairstodiscussanswers.

questions.

4.Teacheraskssome

studentstoshare

theiranswersand

explainssomekey

points.

Activity31Teacherasks1.Studentsreadthe1.Togetthemain

studentstoreadthepassageideaofthe

passageindividually,passage.

individually,completethetable,2.Toletstudents

completethetable,andfindoutthegather

andfindoutthesupportingideastoinformationabout

supportingideastoexplaintheirthepassage.

explaintheiropinions.

opinions.2Studentsdiscussin

2.Teacherasksgroups,checktheir

studentstodiscussanswersand

ingroups,checkexpresstheir

theiranswersandopinions

expresstheir3Studentssharetheir

opinions.answers.

3.Teacheraskssome

studentstopresent

theiranswersand

givethereasons.

9

Activity41.Teacherasks1.Studentsreadthe1.Totrainstudents

studentstoreadthepassageagainandabilitiesto

passageagainandorganizetheunderstandthe

organizetheinformationfrompassagedeeply.

informationfromthepassageto2Totrainstudents5

thepassagetocompletethetable.abilitiesto

completethetable.2.Studentsshareexploretheme

2.Teacherasksanswersandfindmeaning.

studentstoshareoutwhatchallenges

answersandfindweremetand

outwhatchallengesovercomebythe

weremetandrailwayworkers.

overcomebythe3.Studentsdrawa

railwayworkers.mapofTibetand

3.Teacherasksmarkthesites

studentstodrawareferredtointhe

mapofTibetandpassage.

markthesites4.Studentsretellthe

referredtointhepassageaccording

passage.tothemap.

4.Teacherasksthe

studentstoretell

thepassage

accordingtothe

map.

Think&TeacherasksstudentstoStudentsanswertheTodevelopstudents'

workingroupstoquestionsandmakeabilitiestotransfer

Sharediscussquestions.supplementation.knowledgeandlearn

moreaboutthe

passage.

Usinglanguage板块教学设计

（建议时长80-90分钟，教师可根据教学实际酌情调整。）

课型Reading+Listening+Speaking

主题语境人与自然一一保护自然文化遗产

内容分析语法部分的主要内容为现在完成进行时的概念及用法。小语段讲述了作

者戴上虚拟现实头盔装置探索亚马孙雨林的经历。接下来通过对比二十

年前和现在的环境状况使学生进一步熟悉现在完成进行时的用法。听说

部分首先介绍了生态旅游相关信息，然后是父女之间的一段对话，商讨

生态旅游事宜。听说语段探讨了发展旅游经济与保护环境的问题。这部

分是单元话题下的句子表达及应用和听说结合的综合活动，帮助学生聚

焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综

合语言运用水平。

教学目标1引导学生通过观察例句归纳现在完成进行时的概念及用法，理解这种

时态的功能，并在具体语境中应用；

2通过听力对话的学习，帮助学生掌握说服他人的表达方式，以及在有

分歧时如何表示折中、妥协，以达成一致的看法；

3引领学生阅读并听听力材料，帮助学生进行优势条件和劣势条件的归

纳及对比，并引导学生思考如何达成在发展经济的同时保护自然环境

的共识。

教学重点1.引导学生进一步了解并掌握现在完成进行时的用法及概念；

2.引导学生掌握说服他人的表达方式。

教学难点1.引导学生理解现在完成进行时与现在完成时的区别；

2.引导学生思考如何达成在发展经济的同时保护自然环境的共识。

教学策略任务型教学法、发现教学法、交际教学法、听说教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentsanswerthe1.Toencourage

studentstoanswerquestions.studentsto

somequestions2.Studentsunderstanddiscoverthe

(Whendidyoutheconceptofgrammarusageby

begintolearnpresentperfectthemselves.

English?Howlongcontinuoustense.2.Tofurther

haveyoubeen3.Studentsreadenhancestudents9

learningEnglish?).sentence(a)andunderstandingof

2.Teachershowspayattentiontothethefunctionsand

somepictures(thewordsinbold,thenusagesofpresent

pictureofraining),answerQuestion1.perfect

thenexplainsthe4.Studentscheckscontinuoustense.

conceptofpresentanswerswiththe

perfectcontinuousteacher.

tense.5.Studentsworkin

3.Teacherasksgroupstolookfor

studentstoreadmoresentences

sentence(a)andwiththesimilar

payattentiontothestructuresinthe

wordsinbold,thenreadingpassage.

asksstudentstoThendiscussthe

answerQuestion1.differencesbetween

4.Teachercheckssentence(a)and

answerswiththesentence(b).

class.6.Therepresentative

5.Teacherasksofeachgroup

studentstoworkinpresentstheirview.

groupstolookfor

moresentences

withthesimilar

structuresinthe

readingpassage.

Thenasksstudents

todiscussthe

differencesbetween

sentence(a)and

sentence(b).

6.Teacherinvitesthe

representativeof

eachgroupto

presenttheirview.

Teacherhelps

studentsto

summarizepresent

perfectcontinuous

tense.

Activity21.Teacherasks1.StudentsreadandTogetstudentsto

studentstoreadandcompletethepracticeusingpresent

completethepassagewiththeperfectcontinuous

passagewiththecorrectformofthetense.

correctformoftheverbsinbrackets

verbsinbracketsindividually.

individually.2.Studentscheckthe

2.Teachercheckstheanswerswiththe

answerswiththeteacher.

class.

Activity31.Teacherasks1.StudentsmakeTohelpstudents

studentstomakesomesentencesconsolidatethe

somesentencesaccordingtotheapplicationofpresent

accordingtothepicturesinstudents'perfectcontinuous

picturesinstudents9bookindividually.tense.

bookindividually.2.Studentssharetheir

2.Teacherasksanswersandmake

studentstosharedifferentsentences.

theiranswersand

encouragesstudents

tomakedifferent

sentences.

5

Activity41.Teacherasks1.StudentsworkinToarosestudents

studentstoworkingroupstodiscussawarenessof

groupstodiscusstheenvironmentalenvironmental

theenvironmentalchangesinrecentprotection.

changesinrecentyears,anduse

years,usingpresentpresentperfect

perfectcontinuouscontinuoustenseas

tenseasmanyasmanyaspossible.

possible.2.Therepresentative

2.Teacherinvitestheofeachgroup

representativeofpresentstheirview.

eachgroupto

presenttheirview.

3.Teachermakes

comments

Activity51.Teacherasks1.StudentsreadtheTotrainstudentsto

studentstoreadthepassageDidYougraspkeyinformation

passageDidYouKnow.ofthelistening

Know.2.Studentsworkinmaterials.

2.Teachersharesgroupstodiscuss

someinformationwhatkindofactivity

aboutecotourismwecandointhese

andpreparesfortouristattractions.

listeningactivity.3.Groupspeakers

3.Teachershowssharetheiranswers

somepicturesofwiththeclass.Other

touristattractions,groupsmake

thenasksstudentssupplementation.

toworkingroups4.Studentslistento

todiscusswhattheaudioandpick

kindofactivityweouttheplaces

candointhesementioned.

touristattractions.Studentscheck

4.Teacheraskseachanswerswiththe

grouptochooseteacher.

onespeakerto

sharethegroup's

answers,andasks

othergroupsto

make

supplementation.

5.Teacherplaysthe

audioandasks

studentstopickout

theplaces

mentioned.

6.Teacherchecksthe

answerswiththe

students.

Activity61.Teacherplaysthe1.Studentslistento1.Totrainstudents

audioagainandtheaudio,maketopracticelistening

asksstudentstonotes,completetheskillsandexpress

makenotesandnotes.themselves.

completethenotes.2.Studentsreadtheir2.Totrainstudents5

2.Teacherasksentirenotes,andabilitytomakekey

studentstoreadcheckanswerwithnoteswhilelistening.

theirentirenotes,theclass.

andcheckanswers3.Studentsworkin

withtheclass.groupstodiscuss

3.Teacheraskswhattypeoftravel

studentstoworkintheyprefer.

groupstodiscuss

whattypeoftravel

theyprefer.

4.Teachermakes

comments.

9

Activity71Teacherasks1StudentsTotrainstudents

studentstounderstandandabilitytoexpress

understandandrememberthethemselves.

remembertheexpressionof

expressionofpersuadingothers

persuadingothersandcompromising

andcompromisingthroughthe

throughtheconversation.

conversation.2Studentscomplete

2Teacheraskstheboxeswiththe

studentstoexpressionsfrom

completetheboxestheconversation.

withthe3.Studentssharetheir

expressionsfrominformation,and

theconversation.checkanswerswith

3Teacheraskssometheteacher.

studentstoshare4.Studentschoose

theirinformation,onesituationand

andchecksanswersactouta

withtheclass.conversationin

4Teacherdividesgroups.

studentsinto5.Severalgroupsact

groupsandasksouttheir

themtochooseoneconversationsin

situationandactfrontoftheclass.

outaconversation.Otherstudents

5Teacherinvitesmakecomments.

severalgroupsto

actouttheir

conversationsin

frontoftheclass

andasksother

studentstomake

comments.

Activity8-91.Teacherdownloads1.Studentsdescribe1.Tohelpstudents

somepicturesofthebeautifulgetfamiliarwith

WhiteBeach,andscenery.thetopicand

guidesstudentsto2.Studentsgettopreparefor

describetheknowthephrasesActivity8.

beautifulscenery,inthebox.2.Totrainstudents9

thenleadstothe3.Studentsreadtheabilityto

topic.wholepassagesearchingfor

2.Teacherasksindividuallyandmaterials.

studentstogettocompletethe

knowthephrasespassagewiththe

intheboxbeforeexpressionsinthe

listening.boxbefore

3.Teacheraskssomelistening.

studentstoread4.Studentscheck

thewholepassageanswerswiththe

individuallyandteacher.

completethe5.Studentscheckthe

passagewiththeanswersagain.

expressionsinthe6.Studentsworkin

box.groupstolookfor

4.Teacheraskssimilarexpressions

studentstoshareinthepassage,and

answerswiththeaddmorephrases

class.throughsearching

5.Teacherplaystheformaterials.

audioagain,and7.Therepresentative

asksstudentstoofeachgroup

checkanswerspresentstheir

again.information.

6.Teacherasks

studentstoworkin

groupstolookfor

similarexpressions

inthepassage,and

addmorephrases

throughsearching

formaterials.

7.Teacherinvitesthe

representativeof

eachgroupto

presenttheir

information.

Teachermakes

supplementation.

Activity101.Teacherguides1.Studentsworkin1.Toencourage

studentstopairstochooseastudentstomake

understandtheroletoplayfreeandopen

activity,thenasksrespectively.communication

studentstoworkin2.Studentsmakeaunderrelevant

pairstochooseadialogueusingtopicsusingthe

roletoplaylearnedvocabularyvocabularyand

respectively.accordingtohisexpressionsthey

2.Teacherasksowntask.havelearned.

studentstomakea3.Studentsworkin2.Toguidestudents

dialogueusinggroupstodiscuss,tomake

learnedvocabularyexpresstheirevaluationand

accordingtohisopinionsandfinallyreflection.

owntask.reachanagreement.

3.Teacherasks4.Severalpairsactout

studentstoworkintheirdialoguesin

groupstodiscuss,frontoftheclass.

expresstheirOtherstudents

opinionsandfinallymakecomments.

reachanagreement.

4.Teacherinvites

severalpairstoact

outtheirdialogues

infrontoftheclass

andasksother

studentstomake

comments.

Developingideas板块教学设计

（建议时长80-90分钟，教师可根据教学实际酌情调整。）

课型Reading+Writing

主题语境人与自然一一保护自然文化遗产

内容分析这个版块第一个内容是一个视频，展示了澳大利亚大堡礁所面临的来自

人类活动和天气变化的威胁。阅读语篇介绍了世界上最好的工作一岛

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。

写作部分通过一篇招聘广告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。

教学目标1.引导学生理解语篇内容，通过阅读“世界上最好的工作”，加深对本

单元人与自然的主题的理解，提升热爱自然、保护环境、与自然和谐共

处的意识；

2引导学生完成相应活动，为文章的段落找到主题句，同时让学生观察

文章中过渡句的使用，理解其在文章中承上启下、增强文章逻辑的作用；

3启发学生分析招聘广告的要素，并根据所给文段内容，仿写招聘广告。

教学重点1.引导学生在文章中找主题句，过渡句，并理解在文章中的作用；

2.培养学生阅读技能。

教学难点1.引导学生仿写招聘广告；

2.引导学生热爱自然，保护环境，与自然和谐共处的意识。

教学策略P-W-P模式

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

9

Activity11.Teacherasks1.StudentsreviewToactivatestudents

studentstoreviewstartingoutandtheme-related

startingoutanddiscusswhatkindbackground

encouragesstudentsofthreattheworldknowledge.

todiscusswhatnaturalheritageis

kindofthreatthefacingandhowto

worldnaturalsolveit.

heritageisfacing2.Studentswatchthe

andhowtosolveit.videoandworkin

2.Teacherplaysthegroupstodiscuss

videoandasksthequestion.

studentstoworkin3.Somestudents

groupstodiscussshareanswersand

thequestion.otherstudents

3.Teacheraskssomemake

studentstosharesupplementation.

theiranswerswith

theclass,andasks

otherstudentsto

make

supplementation.

Teachermakes

co