新外研版高中英語必修第一冊Unit 6教學設計

Book1Unit6Atonewithnature教學設計單元主題本單元的主題語境是“人與自然”，涉及的主題語境內(nèi)容是人類與自然和諧相處。本單元從介紹“水上城市”威尼斯面臨的問題開始，分別介紹了龍脊梯田的開墾原因及運作原理、天然染料、特殊地理景觀、因紐特人的生活、英國人對花園的熱愛和英國的水果茶及花草茶文化，幫助學生了解人類生活與大自然的相關性：自然環(huán)境影響人類生活，人類可以充分利用大自然提供的生存環(huán)境并對自然環(huán)境進行適當改造。本單元內(nèi)容有利于學生理解和探究人與自然的關系，最終形成尊重自然、合理利用與改造自然、與自然和諧相處的意識。單元目標語言能力目標能夠理解和人與自然相關的內(nèi)容，聽懂并談論與之相關的話題，使用新學語言簡單談論與自然和諧相處的事例、描述理想的生活環(huán)境，恰當使用定語從句介紹自然景觀，并能用自己的語言總結(jié)所閱讀文章的大意。文化意識目標能夠了解中外人民與自然和諧相處的情況，正確認識人類生活與自然環(huán)境的關系，增強尊重自然、合理利用和開發(fā)自然資源、與自然和諧相處的意識；能夠了解不同民族的文化習俗，樹立文化自信。思維品質(zhì)目標能夠正確判斷文章作者的觀點和態(tài)度，辯證地理解人類生活與自然環(huán)境的關系，科學分析和評價不同地域人類生活的差異及原因，提高與自然和諧相處的自覺性；能夠在深入理解文本的同時聯(lián)系自身實際，實現(xiàn)知識與思維能力的遷移。學習能力目標能夠了解人類如何與自然和諧相處，激發(fā)英語學習的興趣；能夠多渠道獲取英語學習資源，鞏固本單元所學語言知識，豐富自己的相關知識，開闊眼界，提高英語運用能力；能夠選擇恰當?shù)牟呗耘c方法，監(jiān)控、評價、反思和調(diào)整自己的學習內(nèi)容和進程。Startingout板塊教學設計（建議時長10–15分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Viewing+Speaking主題語境人與自然——人類與自然和諧相處內(nèi)容分析本板塊有兩個活動，活動1呈現(xiàn)了一段和人與自然相關的視頻，介紹了“水上城市”威尼斯所面臨的環(huán)境問題及解決方案，請學生聯(lián)系自身實際，思考人與自然的關系；活動2要求學生看圖片并了解自然環(huán)境如何影響不同國家人民的生活，然后結(jié)合自身經(jīng)歷講述自己家鄉(xiāng)的自然環(huán)境及其對自己生活的影響。教學目標在本板塊學習結(jié)束時，學生能夠：了解威尼斯目前面臨的環(huán)境問題以及自然環(huán)境對人類生活的影響；簡單描述家鄉(xiāng)的自然環(huán)境及其對自己生活的影響；認識到與自然和諧相處的重要性并思考如何與自然和諧相處。教學重點引導學生初步了解自然環(huán)境對人類生活的影響，并基于自身經(jīng)歷，簡單描述家鄉(xiāng)的自然環(huán)境，講述環(huán)境對自己生活的影響，從而為整個單元的活動做鋪墊和預熱。教學難點引導學生思考如何與自然和諧相處。教學策略視聽教學法、交際教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchthevideo.Teacherasksstudentstoanswerthetwoquestions.Teacherplaysthevideoagainifnecessary.Studentswatchthevideo.Studentsanswerthetwoquestions.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–humanandnature.Activity2Teacherasksstudentstolookatthefourpicturesontherightandfindoutwhatareinthepictures.Teacherasksstudentstodiscussthetwoquestionsingroupsoffour.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclass.Studentslookatthefourpicturesontherightandfindoutwhatareinthepictures.Studentsdiscussthetwoquestionsingroupsoffour.Groupspeakerssharetheiranswerswiththeclass.Tomakestudentsbeawareoftherelationsbetweennaturalenvironmentsandpeople’slives.Understandingideas板塊教學設計（建議時長30–35分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading主題語境人與自然——人類與自然和諧相處內(nèi)容分析本板塊的課文是一篇說明文，介紹了位于廣西壯族自治區(qū)桂林市龍勝各族自治縣的龍脊梯田，描繪了不同季節(jié)龍脊梯田所呈現(xiàn)出的美景，講述了當?shù)厣贁?shù)民族因地制宜建造梯田的原因，介紹了梯田的運作原理。通過學習，學生可以了解人類對自然的合理利用與改造，體會當?shù)厝嗣衽c自然的和諧相處，熟悉當?shù)厝说沫h(huán)保觀念。教學目標在本板塊學習結(jié)束時，學生能夠：讀懂語篇，了解龍脊梯田的建造背景、建造原因和運作原理，并恰當運用所學介紹龍脊梯田；理清文章結(jié)構(gòu)，把握說明文的文體特征，并能迅速找出文中的關鍵信息；了解當?shù)厝嗣褡鹬刈匀?、合理利用自然、改造自然的行為，逐步培養(yǎng)自己的環(huán)保意識。教學重點引導學生讀懂語篇，理解作者的寫作意圖，并了解龍脊梯田的相關知識；引導學生了解說明文的文體特征。教學難點引導學生進一步把握和運用定語從句；引導學生欣賞當?shù)厝嗣竦闹腔郏J識人與自然和諧相處的重要性。教學策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstolookatthetwopicturesandthinkaboutwhattheyknowabouttheZhuangandYaoethnicgroups.Teacherasksstudenttohavediscussionsingroups.Teacherinvitessomegroupstosharetheiranswerswiththeclass.StudentslookatthetwopicturesandthinkaboutwhattheyknowabouttheZhuangandYaoethnicgroups.Studentsdiscussingroups.Somegroupssharetheiranswerswiththeclass.TohavestudentsgettoknowthebackgroundinformationaboutZhuangandYaoethnicgroups,thusunderstandingthepeople,livinghabitsandenvironmenttherebetter.Topreparestudentsforreading.Activity2Teacherasksstudentstoreadthepassagequicklyandfindouttheproblemsthelocalpeoplearefacingandhowtheproblemsaresolvedbyworkingwithnature.Teacherasksstudentstoanswerthequestions.Studentsreadthepassagequicklyandfindouttheproblemsthelocalpeoplearefacingandhowtheproblemsaresolvedbyworkingwithnature.Studentsanswerthequestions.Togetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassageindividuallyandpickoutthetopicsentenceandkeywordsofeachparagraph.Teacherasksstudentstodiscussandchoosetheauthor’spurposeinwritingthepassageingroups.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassageindividuallyandpickoutthetopicsentenceandkeywordsofeachparagraph.Studentsdiscussandchoosetheauthor’spurposeingroups.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity4Teacherdividestheclassintogroupsandasksstudentstocorrectfourfactualmistakesinthesummary.Teachercheckstheanswerswiththeclass.Studentsdiscussandcorrectfourfactualmistakesingroups.Studentschecktheanswerswiththeteacher.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andenhancestudents’criticalthinkingability.Activity5TeacherasksstudentstoreadthepassageagainandworkinpairstodiscusstheworkingprincipleoftheLongjiRiceTerraces.Teacheraskseachpairtomakeclearthemajorstepsoftheworkingprincipleandwritedownthekeywordsinthepicture.Teacherasksstudentstoretelltheworkingprincipleinpairs.Teacherinvitessomepairstoretelltheworkingprincipleinfrontoftheclassandasksotherstudentstomakecomments.Studentsreadthepassageagainandhavediscussionsinpairs.Studentsworkinpairsandmakeclearthemajorstepsoftheworkingprincipleandwritedownthekeywordsinthepicture.Studentsworkinpairsandretelltheworkingprinciple.Somepairsretelltheworkingprincipleinfrontoftheclass.Othersmakecomments.Tostrengthenstudents’understandingofthepassage,cultivatestudents’analysingandsummarisingabilitiesaswellasretellingskill.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeanddiscoverphenomenainreallife.Usinglanguage板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading+Listening+Speaking主題語境人與自然——人類與自然和諧相處內(nèi)容分析本板塊由三部分構(gòu)成，包括語法、詞匯和聽說活動。語法部分通過由句到篇的形式呈現(xiàn)并運用了含“介詞+關系代詞”結(jié)構(gòu)的定語從句；詞匯部分以地理特征為話題，描述了幾處特殊地貌，并展示了一封介紹中國不同地貌的郵件，引導學生了解如何描述地貌特征；聽說部分的材料是一位因紐特人的獨白，介紹因紐特人的生活方式及其優(yōu)缺點，引導學生辯證地思考人與環(huán)境的關系，了解世界不同地區(qū)人們的生活、傳統(tǒng)與文化。教學目標在本板塊學習結(jié)束時，學生能夠：進一步了解定語從句的結(jié)構(gòu)和表意功能，掌握含“介詞+關系代詞”結(jié)構(gòu)的定語從句在真實語境中的運用；了解并掌握描述地形地貌的詞匯，能從位置、特征等方面恰當、具體地描述地理景觀；從優(yōu)勢和不足兩方面去對比談論不同地區(qū)的生活方式；認識到人與自然和諧相處的重要性。教學重點引導學生進一步了解并掌握定語從句的用法；引導學生學會簡單描述地理特征并對比談論不同地區(qū)的生活方式。教學難點引導學生掌握含“介詞+關系代詞”結(jié)構(gòu)的定語從句中介詞的選擇；引導學生思考人與自然的關系，認識到人尊重自然、合理利用與改造自然、與自然和諧相處的重要性。教學策略任務型教學法、交際教學法、聽說教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenaskstudentsQuestions1–3.Teacherasksstudentstocomparethesentencesinthesecondboxwiththoseinthefirstbox.ThenaskstudentsQuestions4–5.Teacherasksandhelpsstudentstosummarisethefunctionsandusageof“apreposition+whom/which”inattributiveclauses.Teacherinstructsstudentstolookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethesentences.StudentsobservethetwosentencesinthefirstboxandanswerQuestions1–3.StudentscomparesentencesinthesecondboxwiththoseinthefirstboxandanswerQuestions4–5.Studentssummarisethefunctionsandusageof“apreposition+whom/which”inattributiveclauseswiththehelpoftheteacher.Studentslookformoresentenceswithattributiveclausesinthereadingpassageandunderlinethem.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofattributiveclauses.Activity2Teacherasksstudentstoreadandconnectthesentencesindividually.Teacheraskssomestudentstosharetheiranswerswiththeclass.Studentsreadandconnectthesentencesindividually.Somestudentssharetheiranswerswiththeclass.Togetstudentstopractiseusingattributiveclauseswith“apreposition+whom/which”.Activity3Teacherasksstudentstoreadthepassageandgetitsmainidea.Teacherasksstudentstofillintheblanks.Teachercheckstheanswerswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsfillintheblanks.Studentschecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheapplicationofattributiveclausesinareal-lifecontext.Activity4Teacherasksstudentstolookatthefourpicturesandtrytodescribethem.Teacherasksstudentstoreadthedescriptionsandpayattentiontothewordsinbold.Teacherasksstudentstoworkinpairsandmatchthedescriptionstothepictures.Teacheraskssomestudentstosharetheiranswerswiththeclass.Studentslookatthefourpicturesandtrytodescribethem.Studentsreadthedescriptionsandpayattentiontothewordsinbold.Studentsworkinpairsandmatchthedescriptionstothepictures.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsgainmorefactualknowledgeaboutgeographicalfeaturesintheworld.Activity5Teacherasksstudentstoreadtheemailandgetitsmainidea.TeacherasksstudentstoworkinpairsandfillintheblankswiththewordsinboldfromActivity4.Teacherinvitessomestudentstoreadthecompletedemailtochecktheanswerswiththeclass.Studentsreadtheemailandgetitsmainidea.StudentsworkinpairsandfillintheblankswiththewordsinboldfromActivity4.Somestudentsreadthecompletedemailtochecktheanswerswiththeclass.Todeepenstudents’understandingofgeographicalfeatures.Activity6Teacherasksstudentstobrainstormandthinkofothergeographicalfeaturesintheworld.Teacherasksstudentstoworkinpairsandchooseoneplacetomakeaconversation.Teacheraskssomepairstoactouttheirconversationsinfrontoftheclass.Studentsbrainstormandthinkofothergeographicalfeaturesintheworld.Studentsworkinpairsandchooseoneplacetomakeaconversation.Somepairsactouttheirconversationsinfrontoftheclass.Toenlargestudents’vocabularyandimprovetheirabilitiestoreachanagreementandexpresstheirideas.Activity7Teacherasksstudentstolookatthefivepictures,describethemandpredictwhattheaudiotalksabout.Teacherplaystheaudioandasksstudentstochoosethepicturesthatarementioned.Teachercheckstheanswerswiththestudents.Studentslookatthefivepictures,describethemandpredictwhattheaudiotalksabout.Studentslistentotheaudioandchoosethepicturesthatarementioned.Studentschecktheanswerswiththeteacher.Totrainstudentstograspthemainideaandkeyinformationofthelisteningmaterials.Activity8Teacherplaystheaudioagainandasksstudentstocompletethetable.Teachercheckstheanswerswiththeclass.Teacherasksstudentstoidentifythelanguagethegirlusestodiscussadvantagesanddisadvantages.Studentslistentotheaudioagainandcompletethetable.Studentschecktheanswerswiththeteacher.Studentsidentifythelanguagethegirlusestodiscussadvantagesanddisadvantages.Tohelpstudentsunderstandthedetailsofthelisteningmaterials.Tohelpstudentslearnhowtodiscussadvantagesanddisadvantages.Activity9TeacherdividesstudentsintopairsandasksthemtoreadthematerialsonPage83andPage86respectively.Teacherasksstudentstoworkinpairsandmaketheconversationaccordingtothedifferentmaterials.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.StudentsworkinpairsandreadthematerialsonPage83andPage86respectively.Studentsworkinpairsandmaketheconversationaccordingtothedifferentmaterials.Severalpairsactouttheirconversationsinfrontoftheclass.Othersmakecomments.Tohelpstudentslearnmoreaboutthefactualinformationaboutlifeinextremeclimatezones.Toencouragestudentstopractisediscussingadvantagesanddisadvantages.Activity10TeacherdividesstudentsintopairsandasksthemtotalkaboutthedifferencesbetweenlifeinsouthernChinaandnorthernChina.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.StudentsworkinpairsandtalkaboutthedifferencesbetweenlifeinsouthernChinaandnorthernChina.Severalpairsactouttheirconversationsinfrontoftheclass.Othersmakecomments.Totrainstudentstotransferwhatthey’velearntinclasstodiscoverandexpresswhatthey’reexperiencingintheirlives.Developingideas板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading+Writing主題語境人與自然——人類與自然和諧相處內(nèi)容分析本板塊的課文為一篇說明文，介紹了英國人對園藝的熱愛；讀寫部分的范文是一篇說明文，介紹了英國人飲用水果茶和花草茶的情況及花草茶的功效。教學目標在本板塊學習結(jié)束時，學生能夠：讀懂文章，準確把握各段主題句，歸納段落大意，理清文章結(jié)構(gòu)；了解概要寫作的文體特點和內(nèi)容要素，能夠運用所學內(nèi)容進行概要寫作；了解英國人對園藝的熱愛和飲用水果茶及花草茶的傳統(tǒng)，并聯(lián)系自身實際對中外文化都崇尚與自然和諧相處形成跨文化的理解。教學重點引導學生通過閱讀來把握和概括段落大意和語篇主旨；培養(yǎng)學生概要寫作的能力。教學難點引導學生進行概要寫作；引導學生形成親近自然、崇尚自然、合理利用自然、與自然和諧相處的意識。教學策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherdividestheclassintogroupsandasksstudentstohavediscussionsandcompletethequiz.Teacheraskssomestudentstosharetheiranswerswiththeclass.Studentshavediscussionsandcompletethequizingroups.Somestudentssharetheiranswerswiththeclass.Toactivatestudents’theme-relatedbackgroundknowledge.Activity2Teacherasksstudentstolookatthetitleofthepassageaswellasthepictureandgivetheirownunderstandingofthetitle.Teacherasksstudentstotickwhattheythinkismentionedinthepassageandgivereasons,andasksotherstudentstomakecomments.Teacherasksstudentstoreadthepassageandchecktheiranswers.Studentslookatthetitleofthepassageaswellasthepictureandgivetheirownunderstandingofthetitle.Studentstickwhattheythinkismentionedinthepassageandgivereasons.Othersmakecomments.Studentsreadthepassageandchecktheiranswers.Totrainstudentstopredictthecontentofthepassagethroughthetitleandtherelatedpicture.Activity3Teacherasksstudentstoreadthepassageandsummarisethemainideaofeachparagraph,thenmatchthetopicsentenceswiththeparagraphs.Teacherasksstudentstopayattentionto“Learningtolearn”beforetheydotheactivity.Teacheraskssomestudentstosharetheanswerswiththeclassandgivereasons.Studentsreadthepassageandsummarisethemainideaofeachparagraph,thenmatchthetopicsentenceswiththeparagraphs.Studentspayattentionto“Learningtolearn”beforetheydotheactivity.Somestudentssharetheanswerswiththeclassandgivereasons.Totrainstudents’abilitytosummarise.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity4TeacherasksstudentstoreadthepassageagainwithmoredetailedinformationongardeninginBritain.Teacherasksstudentstoworkinpairsandpreparequestionsfortheinterview.Teacherasksstudentstodecidetherolesofinterviewerandintervieweeandactouttheinterviewinpairs.Teacheraskssomepairstoactouttheirinterviewsinfrontoftheclass.StudentsreadthepassageagainwithmoredetailedinformationongardeninginBritain.Studentsworkinpairsandpreparequestionsfortheinterview.Studentsdecidetherolesofinterviewerandintervieweeandactouttheinterviewinpairs.Somepairsactouttheirinterviewsinfrontoftheclass.Totrainstudents’abilitytoorganisedetailedinformation.Toimprovestudents’speakingskills.Activity5Teacherasksstudentstoreadthepassageandgetitsmainidea.Teacherdividestheclassintogroupsandasksstudentstodiscussthemainideaofeachparagraphandunderlinethetopicsentences.Teacherasksstudentstomakenotesundertheheadings.Teacheraskssomegroupstosharethetopicsentencesaswellasthenoteswiththeclass.Studentsreadthepassageandgetitsmainidea.Studentsdiscussthemainideaofeachparagraphandunderlinethetopicsentencesingroups.Studentsmakenotesundertheheadings.Somegroupssharethetopicsentencesaswellasthenoteswiththeclass.Toteachstudentshowtoanalyseapassageandtraintheirabilitytosummarise.Activity6TeacherasksstudentstomakeclearthekeyinformationinActivity5.Teacherasksstudentstowriteasummaryofthepassage.StudentsmakeclearthekeyinformationinActivity5.Studentswriteasummaryofthepassage.Totrainstudents’abilitytowriteasummary.Activity7Teacheraskssomestudentstosharetheirsummarieswiththeclassandasksotherstudentstomakecomments.Somestudentssharetheirsummarieswiththeclassandothersmakecomments.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.Presentingideas&Reflection板塊教學設計（建議時長40–45分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Speaking主題語境人與自然——人類與自然和諧相處內(nèi)容分析Presentingideas板塊要求學生先看圖，討論自己的理想居住地，并思考在該地生活的優(yōu)點和不便、需要攜帶的物品及如何應對當?shù)氐沫h(huán)境；Reflection板塊引導學生回顧本單元所學知識，及時對自己的學習行為和效果做出評估和判斷，反思自己并進行改進。教學目標在本板塊學習結(jié)束時，學生能夠：對人與自然的關系這一話題有更深入的理解；通過對理想居住地的選擇，更深刻地認識人與自然的關系；辯證地看待問題，客觀地對事物的優(yōu)點和不足進行評價。教學重點引導學生對人與自然的關系這一話題進行更深入的理解，并恰當?shù)剡\用本單元所學內(nèi)容談論自己的理想居住地及生活方式；引導學生根據(jù)學生用書中的評價內(nèi)容評估自己的學習表現(xiàn)。教學難點引導學生關注自然、熱愛自然，形成與自然和諧相處的意識；引導學生在自我評價分析的基礎上確定自己要改進和提高的方面。教學策略任務型教學法、交際教學法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity1Teacherasksstudentstolookatthefourpicturesanddescribethemingroups.Teacheraskseachgrouptodecideinwhichplacetheywouldliketolive.Studentslookatthefourpicturesanddescribethemingroups.Eachgroupdecidesinwhichplacetheywouldliketolive.Tohelpstudentsthinkaboutthingsfromanobjectivepointofview.Activity2Teacherasksstudentstothinkaboutwhytheywanttoliveintheplaceandmakenotesindividually.Teacherasksstudentstohavediscussionsingroups.Studentsthinkaboutwhytheywanttoliveintheplaceandmakenotesindividually.Studentshavediscussionsingroups.Tomakestudentsevaluateadvantagesanddisadvantagesofthingsobjectively.Activity3Teacherasksstudentstoprepareforthetalkindividually.Teacherasksstudentstopresenttheirtalksingroupsandeachgroupchoosestheirspeakers.Studentsprepareforthetalkindividually.Studentspresenttheirtalksingroupsandeachgroupchoosestheirspeakers.Toencouragestudentstoexpresstheiropinionsandcultivatetheirteamspirit.Activity4Teacherasksgroupspeakerstopresenttheirtalksinfrontoftheclassandaskstheclasstovoteforthebest.Groupspeakerspresenttheirtalksinfrontoftheclassandtheclassvoteforthebest.Topractisestudents’speakingskills.ReflectionReflectionTeacherasksstudentstorecallwhatthey’velearntinthisunit.Teacherasksstudentstocomplete“Reflection”inStudent’sBook.Studentsratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutwhattheyneedtoimprove.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板塊教學設計(此部分教師可根據(jù)教學實際酌情處理。)課型Speaking主題語境人與自然——人類與自然和諧相處內(nèi)容分析本板塊要求學生在校園內(nèi)開展調(diào)