Writing a pem abut nature
主題語(yǔ)境：人與自然
主題群：自然生態(tài)
子主題：不同文學(xué)形式中描寫(xiě)的自然
語(yǔ)篇類型：圖片、書(shū)評(píng)、頒獎(jiǎng)詞，詩(shī)歌，調(diào)研
文本分析：
[What]本節(jié)課包含Develping ideas和Presenting ideas兩部分。
Develping ideas包含兩板塊：第一板塊是一篇書(shū)評(píng)，介紹并評(píng)價(jià)了科普作家 Rachel Carsn和她的作品Silent Spring。第二板塊“Writing a pem abut nature”中的語(yǔ)篇是三首關(guān)于自然的小詩(shī)。
Presenting ideas部分要求學(xué)生通過(guò)調(diào)研，設(shè)計(jì)一本關(guān)于自然的書(shū)，并附上英文介紹。
[Why]本課所有活動(dòng)均圍繞單元主題展開(kāi)，旨在幫助學(xué)生樹(shù)立保護(hù)自然的意識(shí)，引導(dǎo)學(xué)生學(xué)習(xí)詩(shī)歌的韻律和修辭手法，鼓勵(lì)學(xué)生嘗試創(chuàng)作詩(shī)歌。
[Hw]本節(jié)課的閱讀文本及活動(dòng)圍繞“自然”展開(kāi)，語(yǔ)篇豐富多樣，以不同的語(yǔ)篇幫助學(xué)生更好地理解主題意義。
課時(shí)目標(biāo)
1. 通過(guò)閱讀，獲取科普作家Rachel Carsn和她的作品Silent Spring 的相關(guān)信息，分析書(shū)評(píng)作者的評(píng)價(jià)和態(tài)度。
2. 思考Silent Spring這本書(shū)傳達(dá)的思想，感受作家關(guān)愛(ài)自然﹑保護(hù)自然的情感，深思人類活動(dòng)帶來(lái)的社會(huì)影響和啟發(fā)。
3. 了解詩(shī)歌的韻律、寫(xiě)作手法﹑修辭手法、基本結(jié)構(gòu)、內(nèi)涵意境等，學(xué)會(huì)賞析、比較中外詩(shī)歌，創(chuàng)作與自然有關(guān)的詩(shī)歌。
4. 學(xué)會(huì)欣賞和設(shè)計(jì)與自然有關(guān)的文學(xué)作品，了解其與自然的關(guān)系。
5. 加深對(duì)主題的理解，思考人與自然的關(guān)系，提高保護(hù)大自然、與自然和諧共生的意識(shí)并積極行動(dòng)，從身邊小事做起。
6. 展開(kāi)小組活動(dòng)，培養(yǎng)團(tuán)隊(duì)意識(shí)并運(yùn)用所學(xué)語(yǔ)言知識(shí)和策略進(jìn)行自評(píng)、互評(píng)。
重點(diǎn)難點(diǎn)
重點(diǎn)：
1. 獲取、概括科普作家Rachel Carsn和她的作品Silent Spring 的相關(guān)信息，了解書(shū)評(píng)作者對(duì)Rachel Carsn及其作品的評(píng)價(jià)和寫(xiě)作態(tài)度。
2. 學(xué)習(xí)詩(shī)歌的韻律，基本結(jié)構(gòu)、中心思想、修辭手法、寫(xiě)作手法、主題意境并嘗試創(chuàng)作。
難點(diǎn)：
1. 增強(qiáng)對(duì)大自然的熱愛(ài)，提高保護(hù)大自然的意識(shí)，與自然和諧共生。
2. 學(xué)會(huì)欣賞與自然有關(guān)的詩(shī)歌及其他文學(xué)作品，汲取國(guó)內(nèi)外優(yōu)秀文化，弘揚(yáng)中國(guó)優(yōu)秀傳統(tǒng)文化，樹(shù)立文化自信。
教學(xué)準(zhǔn)備
教師準(zhǔn)備：
1. 科普作家Rachel Carsn和她的作品Silent Spring的相關(guān)信息。
2. 詩(shī)歌的韻律﹑修辭手法與寫(xiě)作手法。
學(xué)生準(zhǔn)備：
1. 預(yù)習(xí)本課詞匯。
2. DDT的相關(guān)信息。
3. 自己最喜歡的一首中文和英文詩(shī)歌。
教學(xué)過(guò)程。
Step I學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut DDT.
(1) Ask students t talk abut what they knew abut DDT.
(2) Share infrmatin as a class. The Internet culd be turned t fr help.
2. Answer the questins.
(1) Let students lk at the infgraphic belw and answer what they can see frm it.
(2) Have students answer the questins.
·Hw des DDT reach the human bdy in the fd chain?
·What harm des DDT cause?
(3) Encurage students t share and check the answers with the class.
【設(shè)計(jì)意圖】要求學(xué)生在讀前查閱有關(guān) DDT的資料，閱讀文字和觀察圖片，獲取有關(guān) DDT的信息再回答問(wèn)題，初步導(dǎo)入話題，激活已有的背景知識(shí)，為課文學(xué)習(xí)鋪墊。
活動(dòng)二：獲取與梳理
1. Tell students t search fr infrmatin abut Rachel Carsn and Silent Spring.
2. Predict.
(1) Ask students t lk at the title and pictures n Pages 68～69. Have them predict what will be mentined in the passage.
(2) Encurage students t discuss hw t write a bk8 review.
(3) Tell students t read the bk review n Silent Spring, a bk that led t the banning f DDT t check their predictin.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生關(guān)注課文的標(biāo)題和圖片，討論書(shū)評(píng)的基本要素(作者、出版日期、主題、大意、寫(xiě)作意圖、寫(xiě)作特點(diǎn)、評(píng)價(jià)、影響)，預(yù)測(cè)文本大意，速讀，檢驗(yàn)預(yù)測(cè)，并理解文本大意，提高學(xué)生閱讀和獲取主旨大意的能力。了解蕾切爾·卡森向公眾發(fā)出的“制止使用有毒化學(xué)品的私人和公共計(jì)劃，這些計(jì)劃將最終毀掉地球上的生命”的呼吁，鼓勵(lì)學(xué)生關(guān)注大自然中的一切生命、珍愛(ài)生命。
活動(dòng)三：概括與整合
1. Have students reread the passage carefully and understand the ntes belw.
2. Ask students t rganise infrmatin frm the passage and cmplete the ntes abut Silent Spring.
3. Tell students t share in grups r in class then check the answers.
【設(shè)計(jì)意圖】通過(guò)精讀，概括、整合信息完成筆記，使學(xué)生能夠進(jìn)一步加深對(duì)課文結(jié)構(gòu)、文章脈絡(luò)、行文邏輯、語(yǔ)言知識(shí)的了解，提高學(xué)生提取信息的能力，加深對(duì)主題意義的探究。
Step Ⅱ 應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
1.Retell and reflect.
(1) Ask students t reread the passage and retell it accrding t the ntes.
(2) Invite vlunteers t present in class.
(3) Have students wrk in pairs and talk abut which aspects f the bk review make them want t read the bk.
2. Think and share.
(1) Ask students t read the fllwing questins carefully and find answers t them.
·Why was Silent Spring s successful?
·What is the mral lessn behind “A Fable fr Tmrrw”?
·Why did sme peple challenge Carsn’s findings?
·In what different ways d First Snw and Silent Spring raise peple’s awareness f nature?
(2) Invite vlunteers t share their answers and check in class.
【設(shè)計(jì)意圖】在學(xué)習(xí)理解類活動(dòng)的基礎(chǔ)上，引導(dǎo)學(xué)生復(fù)述課文，逐漸實(shí)現(xiàn)對(duì)語(yǔ)言知識(shí)和文化知識(shí)的內(nèi)化，促進(jìn)語(yǔ)言運(yùn)用的自動(dòng)化，助力學(xué)生將知識(shí)轉(zhuǎn)化為能力。同時(shí)鼓勵(lì)學(xué)生結(jié)合實(shí)際，關(guān)注兩篇文章之間的聯(lián)系，加強(qiáng)對(duì)主題意義的理解，提醒學(xué)生關(guān)注自然和人類行為之間的相互作用，提高保護(hù)自然的意識(shí)，培養(yǎng)高階思維。
活動(dòng)五：分析與判斷
Lead students t wrk in grups and write an award speech fr Rachel Carsn.
(1) Let students read the passage again and make ntes abut Rachel Carsn’s cntributins t envirnmental prtectin. Cnsider the fllwing:
her mst influential wrk what pints she tried t make difficulties she met with her persnal qualities
(2) Rachel Carsn received her Presidential Medal f Freedm psthumusly in 1980. Request students t read the excerpt frm President Carter’s award speech and nte the language features.
(3) Ask students t write their wn award speech f abut 100 wrds and share it with the class.
(4) Encurage students t think abut their perfrmance in grup discussin.
·Were yu able t make an bjective judgement abut Rachel Carsn?
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生討論Rachel Carsn為環(huán)境做出的貢獻(xiàn)，根據(jù)課文內(nèi)容,為她寫(xiě)一篇100詞左右的頒獎(jiǎng)詞。然后展開(kāi)演講和互評(píng)及反思，幫助學(xué)生判斷作者態(tài)度，檢測(cè)學(xué)生對(duì)文章的深層理解能力，助力表達(dá)能力、思維創(chuàng)新能力的提升。
活動(dòng)六：內(nèi)化與運(yùn)用
1. Read and tick.
(1) Request students t read the fllwing table.
(2) Tell students t read the pems n Page 71 and tick the crrect bx(es) fr each questin.
2. Learning t learn.
(1) Lead students t read “Learning t learn”.
(2) Have students appreciate the pems.
【設(shè)計(jì)意圖】帶領(lǐng)學(xué)生閱讀詩(shī)歌，理解詩(shī)歌描述的內(nèi)容及作者傳達(dá)的情感；學(xué)習(xí)與韻律相關(guān)的知識(shí)，探索暗喻、明喻﹑擬人三種修辭手法及寫(xiě)作手法，加深對(duì)詩(shī)歌意境的理解，進(jìn)行知識(shí)的拓展與遷移。
Step Ⅲ 遷移創(chuàng)新
活動(dòng)七：Writing
1. Direct students t think abut wrds and expressins related t nature and add them t the mind map.
2. Request students t wrk in pairs, plan a pem and cnsider the fllwing:
·what yur pem will be abut
·what kind f pem yu are ging t write
·what figures f speech yu will use
·what wrds yu can use fr that rhyme ( if using rhyme)
3. Encurage students t write their pems.
4. Ask students t wrk in pairs, make imprvements t each ther’s pems and share them with the class.
5. Encurage students t discuss the similarities and differences between Chinese and English pems.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生發(fā)散思維，探索與自然有關(guān)的詞匯和表達(dá)，補(bǔ)充思維導(dǎo)圖，從詩(shī)歌的主題﹑種類、人物和韻律等方面展開(kāi)構(gòu)思，獨(dú)立創(chuàng)作一首描寫(xiě)大自然的詩(shī)歌，提高學(xué)生語(yǔ)言技能和創(chuàng)作能力。
活動(dòng)八：Presenting ideas
1. Have students wrk in grups t share with each ther a bk abut nature they have read and cnsider the fllwing: theme, cntent, genre, features... Then have them plan their wn bk abut nature based n their research and think abut the questins and make ntes.
2. Ask students t discuss hw many chapters the bk will have and make a brief table f cntents.
3. Help students think f a catchy title fr their bk and design a bk cver if pssible.
4. Have students prepare a shrt intrductin t the bk and cnsider the fllwing:
·the structure f yur intrductin
·useful wrds, expressins and structures
5. Encurage students t give their intrductin t the class, and then vte fr the mst creative bk abut nature.
【設(shè)計(jì)意圖】鼓勵(lì)學(xué)生展開(kāi)調(diào)研，設(shè)計(jì)一本書(shū)并介紹，加深對(duì)關(guān)于大自然的文學(xué)作品的理解，幫助學(xué)生鞏固所學(xué)，發(fā)展思維品質(zhì)，深思文學(xué)作品創(chuàng)作背景與自然的關(guān)系，提高熱愛(ài)自然﹑保護(hù)自然的意識(shí),促進(jìn)能力向素養(yǎng)的轉(zhuǎn)化。
活動(dòng)九：Reflectin
Have students write a reflectin after cmpleting this unit. Cnsider the fllwing :
·What is yur understanding f nature in literature?
·What text types have yu learnt abut? What are their features?
·What wrds, expressins and structures have yu learnt?
·What imprvement have yu made in understanding different cultures?
·What imprvement have yu made in using learning strategies and explring effective ways f learning?.
·What imprvement have yu made in analysing and slving prblems?
【設(shè)計(jì)意圖】要求學(xué)生從文本、語(yǔ)言、文化、學(xué)習(xí)策略和方法、分析和解決問(wèn)題的能力等方面進(jìn)行自我評(píng)價(jià)和總結(jié)，檢測(cè)自己對(duì)本單元的理解程度，并通過(guò)小組討論尋找改進(jìn)方法和完善學(xué)習(xí)策略。
板書(shū)設(shè)計(jì)
Related infrmatin:
DDT，又叫滴滴涕，化學(xué)名為雙對(duì)氯苯基三氯乙烷(Dichlrdiphenyltrichlrethane)，是有機(jī)氯類殺蟲(chóng)劑，結(jié)構(gòu)式(ClC6H4)2CH(CCl3)，為白色晶體，不溶于水，溶于煤油，可制成乳劑，是有效的殺蟲(chóng)劑。DDT為20世紀(jì)上半葉防止農(nóng)業(yè)病蟲(chóng)害，減輕瘧疾、傷寒等蚊蠅傳播的疾病危害起到了不小的作用，但由于其對(duì)環(huán)境污染過(guò)于嚴(yán)重，目前很多國(guó)家和地區(qū)已經(jīng)禁止使用。世界衛(wèi)生組織于2002年宣布，重新啟用DDT用于控制蚊子的繁殖以及預(yù)防瘧疾﹑登革熱、黃熱病等在世界范圍的卷土重來(lái)。
2017年10 月27日，世界衛(wèi)生組織國(guó)際癌癥研究機(jī)構(gòu)公布的致癌物清單初步整理參考，滴滴涕在2A類致癌物清單中。
Suggested answers:
·When DDT is sprayed nt plants in rder t kill insects, it is absrbed by plants and subsequently cnsumed by animals; humans in turn eat thse animals. DDT als leaks thrugh the sil and int rivers and lakes, where it cntaminates fish cnsumed by humans.
·DDT is highly pisnus t living rganism, including humans.
Related infrmatin:
蕾切爾·卡森(Rachel Carsn,1907年5月27 日～1964年4月14日),美國(guó)海洋生物學(xué)家,她的作品《寂靜的春天》(Silent Spring)引發(fā)了美國(guó)以至于全世界的環(huán)境保護(hù)事業(yè)。
Silent Spring began with “A Fable fr Tmrrw”—a true stry using a cmpsite f examples drawn frm many real cmmunities where the use f DDT had caused damage t plants, animals, and even humans. Carsn used it as an intrductin t a very scientifically cmplicated and already cntrversial subject. This “fable” made an indelible impressin n readers and was used by critics t charge that Carsn was a fictin writer and nt a chemist. Serialized in three parts in The New Yrk Times, where President Jhn F. Kennedy read it in the summer f 1962, Silent Spring was published in August and became an instant best-seller and the mst talked abut bk in decades. Utilizing her many surces in federal science and in private research, Carsn spent ver six years dcumenting her analysis that humans were misusing pwerful, persistent, chemical pesticides befre knwing the full extent f their ptential harm t the whle bita.
Suggested answer:
It is a bk review n Silent Spring, s the fllwing parts may be mentined in the passage:
·basic infrmatin abut the bk, including the authr, year f publicatin, theme and main idea; the reasn why this bk is published;
·features f the writing;
·cmments n this bk;
·influence f this bk.
Silent Spring
Authr
Rachel Carsn
Year f publicatin
①________
Purpses
·Carsn aimed t alert peple t ②________ n natural ecsystems.
·She wished t see pesticides used in a ③________ way.
Features f the bk
·Carsn wrte a lt f ④________ in the bk.
·The arguments are strng and the language is ⑤________
Oppsing vices
⑥________ said that Carsn’s research is nt precise. Carsn appeared in public and n televisin t ⑦_(dá)_______.
Influence f the bk
·⑧________ was banned and the EPA was established in the US.
·Carsn earned a psthumus ⑨________.
·The bk changed the wrld by increasing peple’s ⑩________.
Suggested answers:
①1962
②the damaging effects f human activity
③mre respnsible, limited and carefully mnitred
④scientific infrmatin, examples and research
⑤beautiful and elegant
⑥The pesticide industry
⑦defend her claims
⑧The use f DDT
⑨Presidential Medal f Freedm
⑩envirnmental awareness
Suggested answers:
·Silent Spring was s successful because it alerted the general public t the dangers f DDT. It planted imprtant new ideas in the public mind, such as that spraying chemicals t cntrl insect ppulatins has an impact n ther wildlife, and that the chemicals gt int the fd chain.
·The mral lessn is that financial prfit shuld nt cme at the expense f the envirnment and the creatures living in it.
·Sme peple challenged Carsn’s findings because they were cncerned abut the negative impact they wuld have n business in the pesticide industry.
·First Snw shws the beauty f nature-and in particular the snw--thrugh its wrds and imagery, while Silent Spring describes an unnatural spring withut the beauty f birdsng. They each raise peple’s awareness f nature by highlighting the interplay between nature and human behaviur.
Never silent herself in the face f destructive trends, Rachel Carsn fed a spring f awareness acrss America and beynd. Always cncerned, always elquent, she created a tide f envirnmental cnsciusness that has nt ebbed.
Which Pem…
a
b
c
its shape t help cnvey message?
rhyming wrds at the end f lines?
…uses metaphr?
…uses simile?
…uses persnificatin?
Suggested answers:
Which Pem…
a
b
c
its shape t help cnvey message?
√
rhyming wrds at the end f lines?
√
√
…uses metaphr?
√
…uses simile?
√
…uses persnificatin?
√
√
Learning t learn
Rhyme is a typical feature f English petry. A rhyme is a repetitin f similar sunds (r the same sund) in tw r mre wrds. Children’s pems, called “nursery rhymes?”, usually cntain strng rhymes s they are easy t be remembered. In mdern petry, hwever, features ther than rhyme are mre imprtant. Lines f mdern petry can be f variable length, the shape f the wrds n the page is mre imprtant, and rhyme is nt ften used.
Related infrmatin:
?第一首詩(shī)的排版既強(qiáng)化了它要傳達(dá)的信息，又會(huì)加強(qiáng)讀者的情感回應(yīng)。lneliness意為“孤獨(dú)，寂寞”，詩(shī)句中的lneliness被單獨(dú)放在括號(hào)外，強(qiáng)調(diào)了這個(gè)詞本身的含義。a leaf falls中包含的字母被括號(hào)括了起來(lái)，并被分隔在不同的詩(shī)行之中。有的詩(shī)行放了一個(gè)字母，有的詩(shī)行放了兩個(gè)字母，以此表達(dá)一片樹(shù)葉獨(dú)自飄落的意象。這些字母的位置也映現(xiàn)出樹(shù)葉搖搖擺擺落到地面之前的軌跡。
?詩(shī)歌中常使用明喻、暗喻和擬人這三種修辭手法。
1)明喻是將兩個(gè)不同的事物進(jìn)行比較，展示二者的相同之處。明喻一般借助like或as這樣的詞來(lái)描繪相似之處。例如：
a. The muntains were like enrmus shadws n the hrizn. (群山就像地平線上巨大的陰影。)
b. Her cheeks are red like a rse. (她的臉頰像玫瑰一樣紅。)
2)暗喻是將兩個(gè)不相關(guān)但具有某些共同特征的事物進(jìn)行含蓄的、暗示的或是隱含的比較。例如：
That test was a ttal breeze. (那次考試真是易如反掌。)breeze意為“微風(fēng)”，也可以指代“輕而易舉的事”，因此，這句話表示那次考試并不難。
3)擬人是指把人類的情感﹑欲望、感覺(jué)、手勢(shì)和語(yǔ)言等賦予人類以外的事物。這些人類以外的事物可以是物體﹑事件、動(dòng)植物等。例如：
a. The branches waved in the wind. (樹(shù)枝在風(fēng)中搖曳。)
b. The sun was smiling. (太陽(yáng)在微笑。)
Suggested answer:
There nce was a by wh thught,
He culd eat all the sweets he had bught.
He gbbled them dwn,
Then started t frwn,
Cause he’d eaten mre than he ught.
Related infrmatin:
?中文格律詩(shī)較英文格律詩(shī)的優(yōu)勢(shì)
①中文格律詩(shī)的格式，字?jǐn)?shù)可以更整齊，兼具音韻美和形體美，還可以用對(duì)仗等其他語(yǔ)言格律詩(shī)很難做到的技巧格式。
②同音字多，同韻字多，更方便押韻。
③依托悠久深邃的文化?？梢杂煤芏喱F(xiàn)成的典故，使語(yǔ)言更加凝練，有利于言簡(jiǎn)意深的含蓄表達(dá)。
④句法更靈活，很多句法成分可以省略，倒裝也十分靈活。
?英文格律詩(shī)較中文格律詩(shī)的優(yōu)勢(shì)
①以英語(yǔ)為依托，在世界范圍內(nèi)更易懂，受眾群體更廣泛。
②更容易表現(xiàn)和吸收其他文化元素。
③押韻方式更靈活，有abab、abba以及其他隔句押韻的方式。
What is the theme f yur bk?
______________________________________________________________________________________________________________________________________
What is the genre f yur bk?
______________________________________________________________________________________________________________________________________
What cntent will yu include in yur bk?
______________________________________________________________________________________________________________________________________
What makes yur bk interesting?
______________________________________________________________________________________________________________________________________
Table f Cntents
Chapter One ________________________________________________________
Chapter Tw ________________________________________________________
Chapter Three _______________________________________________________
Chapter Fur ________________________________________________________
Unit 6 Nature in wrds
Perid IV Develping ideas & Presenting ideas
I. 學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut DDT.
2. Answer the questins.
活動(dòng)二：獲取與梳理
1. Search fr infrmatin.
2. Predict.
活動(dòng)三：概括與整合
1. Reread.
2. Cmplete the ntes.
3. Check the answers.
II. 應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
1. Retell and reflect.
2. Think and share.
活動(dòng)五：分析與判斷
Write an award speech.
活動(dòng)六：內(nèi)化與運(yùn)用
1. Read and tick.
2. Learning t learn.
III. 遷移創(chuàng)新
活動(dòng)七： Writing
1. Think.
2. Plan a pem.
3. Write a pem.
4. Make imprvements.
5. Discuss.
活動(dòng)八：Presenting ideas
活動(dòng)九：Reflectin

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高中英語(yǔ)外研版 (2019)選擇性必修 第三冊(cè)電子課本

Unit 6 Nature in words

版本： 外研版 (2019)

年級(jí)： 選擇性必修 第三冊(cè)

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