外研版 (2019)選擇性必修第三冊Unit 6 Nature in words隨堂練習題-教案下載-教習網

單元主題
本單元的主題語境是“人與自然”，涉及的主題語境內容是不同文學形式中描寫的自然。本單元帶領學生賞析了不同作家筆下妙不可言的自然，包括Emily Dickinsn的詩歌，Jhn Byntn Priestley和Rachel Carsn的散文，Charles Dickens的小說等，他們在描繪自然之美的同時也傳遞了環(huán)境保護的主題。通過本單元的學習，學生不僅能夠掌握不同文體的特點，體會作者對自然的愛，同時也能夠更好地理解人與自然的關系，樹立欣賞和保護自然的意識，建立感恩自然、珍視自然、關愛自然的信念。
單元目標
學生能夠圍繞本單元的主題語境內容，基于單元提供的詩歌、散文、小說、博客、書評等多模態(tài)語篇，綜合運用各種語言技能，賞析描寫自然的美文，體會作者的語言魅力，聽懂并談論與自然相關的文學作品，恰當使用所學詞匯與表達通過不同文學形式描寫自然，深化對單元主題意義的理解；同時要能夠運用單元所學內容，通過比較、分析，聯(lián)系自身實際，賞析并分享和自然相關的文學作品，創(chuàng)作與自然相關的作品，表達自己對自然的熱愛，樹立環(huán)保意識；能夠通過運用各種學習策略，在自主學習、合作學習和探究式學習過程中，結合單元提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調整自己的學習內容和進程，激發(fā)英語學習的興趣，提升分析和解決問題的能力，提高自己的理解和表達能力，最終促進自身語言能力、文化意識、思維品質和學習能力的綜合提升。
Starting ut板塊教學設計
（建議時長30-45分鐘，教師可根據教學實際酌情調整。）
課型
Viewing +Listening+Reading+ Speaking
主題語境
人與自然—感恩自然、珍視自然、關愛自然
內容分析
活動1呈現了一段與單元主題相關的視頻，介紹了中西方以自然為主題的文學作品的發(fā)展史，特別提到了現代作家用筆墨喚醒人們保護自然的寫作目的?；顒?請學生閱讀Emily Dickinsn的詩歌Nature is What We See，感受作者對自然的愛和欣賞。本板塊旨在激活學生已有的背景知識和語言知識，為接下來整個單元的學習活動做鋪墊和預熱。
教學目標
1.學生通過觀看視頻了解和自然主題相關的不同文學形式的發(fā)展歷史、代表作、寫作風格和內容，激活學生已有的背景知識和語言知識；
2.學生通過聽讀詩歌，分析我們看到、聽到的自然景象，分析這些景象的特點，品味這些形象的寓意，初步賞析詩歌，理解作者傳達的態(tài)度和觀點；
3.學生通過討論和自然相關的文學作品和自然的意義，對單元話題進行導入，產生對自然的敬畏感。
教學重點
1.引導學生通過賞析詩歌，理解作者所傳達的對自然的態(tài)度和觀點；
2.引導學生通過看到、聽到的自然景象，分析其特點、品味及寓意。
教學難點
1.引導學生激活已有的背景知識和語言知識；
2.引導學生初步形成對自然的敬畏感。
教學策略
在看、聽、讀前引領學生關注需獲取的信息點，過程中用nte-taking的方式記錄，引導學生交流、討論詩歌中作者利用image傳遞的信息及寓意。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
1. T invites Ss t intrduce the literary frms they knw.
2. T plays the vide and asks Ss t answer Questins 1-2 in Activity 1.
3. T plays the last part f the vide and asks Ss why mdern writers change their perspective f describing nature.
1. Ss exchange what they knw abut literary frms t each ther.
2. Ss answer the questins.
3. Ss understand the main idea f the last part and understand why mdern writers change their perspective f describing nature.
Help Ss understand the vide.
Help Ss get t knw the cmmn literary frms.
Bring Ss t the tpic.
Activity 2
1. T plays the tape and asks Ss t read with the tape and answer Questin 1 in Activity 2.
2. T asks Ss t discuss the answers t Questin 1 in grups and then read the pem again t answer Questin 2-3 in Activity 2.
3. T asks Ss t read again and discuss t get the meaning f the last tw sentences.
1. Ss read the pem with the tape and answer Questin 1 in Activity 2.
Ss first discuss and then answer the Questin 2-3 in Activity 2.
3. Ss discuss and share their ideas.
Help Ss get what nature is by the images in the pem.
Get what the pet cnveys.
Get Ss t frm and express the persnal understanding f the pem.
Understanding ideas板塊教學設計
（建議時長60–90分鐘，教師可根據教學實際酌情調整。）
課型
Reading + Speaking
主題語境
人與自然—感恩自然、珍視自然、關愛自然
內容分析
本板塊呈現了一篇英國作家Jhn Byntn Priestley的《初雪》，作者把下雪視為一件“神奇的大事件”，通過形象生動的語言描寫了冬天的第一場雪，表達了自己對雪的熱愛，營造了人與自然和睦共存的景象。讀前的導入活動介紹了Jhn Byntn Priestley的生平及代表作，要求學生通過回答問題和繼續(xù)搜索資料，了解作家的信息，旨在幫助學生熟悉寫作背景，為接下來的課文學習做鋪墊。讀中活動請學生描寫初雪的表達，進一步賞析文章。讀后活動則通過理解作者的寫作目的，分析寫作思路和回答開放性問題等活動，幫助學生深入理解課文，賞析課文，探究主題意義，培養(yǎng)思維能力。
教學目標
學生通過了解作者的生平信息，更有效地理解課文中作者想要表達的觀點和寫作意圖；
學生通過略讀和精讀，獲取課文大意，并引導學生通過語言知識的學習、寫作線索的捕捉及作者寫作手法的分析，理解作者對雪的描寫及傳達的情感；
3.學生通過將課文內容轉換成視覺信息的形式，更好地理解文本信息，同時聯(lián)想并分享更多描寫雪的文學作品。
教學重點
引導學生理解作者對雪的描寫及傳達的情感。
教學難點
引導學生捕捉寫作線索、分析作者的寫作手法。
教學策略
按照時間線索理解文章內容,品味作者語言的魅力，劃出描寫雪的神奇的詞或短語，劃出關鍵詞等。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
T asks Ss t read the brief intrductin t the writer and finish Questin 1.
2. T asks Ss t surf the Internet t lk fr sme infrmatin abut the writer and finish Questin 2.
1.Ss read the brief intrductin t the writer and answer Questin 1.
2. Ss search fr the infrmatin by themselves and answer Questin 2.
Help Ss get infrmatin abut the writer.
Help Ss understand the passage better by understanding the writer’s writing backgrund and persnality.
Activity 2
1. T asks Ss t describe snw using their wn language and exchange their descriptin in grups.
2. T asks Ss t read the passage and underline the wrds r phrases which are used t describe the snw.
1. Ss write dwn sentences r phrases r wrds t describe snw.
2. Ss read and underline the wrds r phrases which are used t describe the snw.
Develp Ss’ language ability.
Help Ss understand the writer’s descriptin f First Snw.
Activity 3
1. T asks Ss t read the three given chices and lcate the key infrmatin f each ne.
2. T asks Ss t read and find ut hw the writer expresses “The first fall f snw is nt nly an event but it is a magical event.”
3. T asks Ss t read and find ut hw the writer expresses “the change f the surrundings after the snw”.
4. T asks Ss t read and discuss why the writer uses the children rhyme at the end f the passage.
5. T asks Ss t finish Activity 3 and check the answer.
1. Ss read and lcate the key infrmatin in each chice.
2. Ss read and underline the key wrds f hw the writer expresses “The first fall f snw is nt nly an event but it is a magical event.”
3. Ss read and underline the key wrds f hw the writer expresses “the change f the surrundings after the snw”.
4. Ss read and express their wn idea.
5. Ss finish Activity 3.
Train Ss’ ability t understand the writer’s writing purpse.
Get Ss t understand the writer’s writing style by appreciating the language used.
Activity 4
1. T asks Ss t read paragraphs 3 t 5 and cmplete the diagram in Activity 4 accrding t the timeline.
2. T checks the answer and asks Ss t retell the snw scenery accrding t the timeline.
3. T asks Ss t retell in grups, lets ne student t retell and the ther grup members take ntes r draw pictures.
1. Ss read paragraphs 3 t 5 and cmplete the diagram in Activity 4.
2. Ss retell the snw scenery accrding t the timeline.
3. Ss retell accrding t the timeline r take ntes r draw pictures.
Train Ss’ ability t get the specific infrmatin based n the timeline.
Train Ss t retell the stry by using the infrmatin they get.
Get Ss t learn t use prper structure t tell a stry r write a passage.
Think & Share
T asks Ss t wrk in pairs and talk abut hw the authr rganises the structure f the passage.
Ss talk abut hw the authr rganises the structure f the passage in pairs accrding t the clues in Think & Share.
Train Ss’ ability t express their ideas in a lgical way.
Using Language板塊教學設計
（建議時長80–100分鐘，教師可根據教學實際酌情調整。）
課型
Reading + Listening+Speaking+Writing
主題語境
人與自然——感恩自然、珍視自然、關愛自然
內容分析
本板塊圍繞單元話題，通過多模態(tài)的形式，引導學生通過語篇活動、聽說訓練等內容，學習語法知識及相關詞匯和表達，從不同方面開拓視野，提升語言運用能力，進一步理解單元主題。語法部分的主要內容為復習非謂語動詞作定語、狀語、補語的功能和意義。在引導學生歸納總結課文中該語法用法的同時，通過介紹湖畔詩人的小語篇和旅游日記，談論自己的旅游經歷等內容復習和鞏固非謂語動詞的用法。綜合語言運用部分的話題為“描述自然”，涉及Charles Dickens筆下的魅力八月和時代變遷下字典中消失的一些描述自然的詞匯等內容，幫助學生深度聚焦語言的意義和功能，在真實語境下進行思考和交際運用，全方位提升綜合語言運用能力。
教學目標
學生總結非謂語動詞的意義，復習非謂語動詞作定語、狀語和補語的用法，學會在寫作中正確使用非謂語動詞；
學生學習并運用描寫自然的詞匯，按照聲音、顏色、動作、形狀、氣味和感覺進行詞匯分類，并找到更多類似的詞語；
3. 學生關注語用功能，學會區(qū)分有關“舉例子”和“做解釋”的表達，，并能夠在實際生活中運用這些表達。
教學重點
引導學生得體地使用非謂語動詞描寫自然。
教學難點
引導學生在真實任務情境中運用列舉和解釋得體表達。
教學策略
語境中習得語法、通過歸類學習和拓展詞匯、在聽對話中注意記錄關鍵信息。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss t read the fur sentences frm the reading passage, pay attentin t the lgical subject and functin f the wrds in bld and then finish Questin 1-3.
2. T asks Ss t discuss the answers in grups and classify nn-finite frms as attributive, adverbial and cmplement.
3. T asks Ss t read the text t find mre sentences with nn-finite frms that perfrm the functins f ther frms f wrds like adjectives, nuns r adverbs.
Ss read the fur sentences, determine the lgical subject f the wrds in bld and their functins and then finish Questin 1-3.
Ss discuss the answer in grups and classify nn-finite frms as attributive, adverbial and cmplement.
3. Ss read the text t find mre sentences with nn-finite frms that perfrm the functins f ther frms f wrds.
Get Ss t knw nn-finite frms as attributive, adverbial and cmplement in the cntext.
Help Ss understand nn-finite frms in the cntext.
Activity 2
1. T asks Ss t cmplete the passage accrding t the cntext.
2. T asks Ss t read the passage and check the answers.
1. Ss read the passage and fill in the blanks.
2. Ss read and check the answers.
Help Ss use nn-finite frms in the cntext.
Activity 3
1. T divides Ss int grups and asks every student t make up a sentence accrding t the given picture and verbs and encurages Ss t use nn-finite frms as much as pssible.
2. T asks Ss in each grup t read their sentence ne by ne and cmplete a diary.
3. T asks Ss t enhance the diary based n what they have learnt and add mre detailed descriptin.
1. Ss cnstruct sentences accrding t the given verbs t describe the picture.
2.Ss in each grup
read their sentence ne by ne and cmplete a diary.
3. Ss enhance the diary based n what they have learnt and add mre detailed descriptin.
Get Ss t be familiar with using nn-finite frms.
Get Ss t describe the picture using nn-finite verbs.
Get Ss t imprve n their diary.
Activity 4
T asks Ss t wrk in pairs t talk abut their wn travel experience which is related t nature, using nn-finite frms as much as pssible.
2. T invites a few Ss t share their wn travel experience with the class.
3. T gives suggestins t Ss abut using the nn-finite wrds in an alternative way.
1. Ss talk abut their experience in pairs and try t use nn-finite frms as much as pssible.
2. Ss cme t the frnt f the class t share their travel experience.
3. Ss summarise and take ntes.
Train Ss t talk abut their travel experience using what they have learnt.
Activity 5
1. T asks Ss t read the paragraph and have a general understanding.
2. T asks Ss t discuss Questins 1 -2 in grups.
3. T invites a few Ss t share their pinins and then t give suggestins.
1. Ss read the paragraph and understand what it is abut.
2. Ss discuss and share their ideas abut the tw questins.
3. Ss share their pinins and try t give thers suggestins.
Help Ss btain mre knwledge t prepare fr the up-cming activities.
Activity 6
1. T asks Ss t classify the wrds in bld in Activity 5 accrding t sund, clur, actin, shape, smell, and sensatin and add mre wrds t each categry.
2. T invites Ss t present the wrds they can think abut and invites mre Ss t add mre wrds t expand the vcabulary.
3. T asks Ss t read the paragraph in Activity 5 again and asks Ss t find ut what these wrds are used t describe. Using these as an example, T asks Ss t describe nature in their wn way.
4. T asks Ss t use their wn cllectin f wrds t describe their favrite seasn.
1. Ss put the wrds in bld in Activity 5 int the bxes and add as many as pssible t each categry.
Ss exchange wrds t expand their vcabulary t describe nature.
Ss read the paragraph again and find ut what these wrds are used t describe. And then describe nature in their wn way, using the example as a reference.
4. Ss discuss and use their wn wrds t describe their favrite seasn.
Help Ss understand the meaning f the wrds and expand their vcabulary by classifying the wrds.
Help Ss cnslidate what they have learnt by practising.
Activity 7
1. T plays the recrding and asks Ss t take ntes accrding t Questins 1 t 3.
2. T plays the recrding again and asks Ss t finish Questins 1 t 3 accrding t the ntes.
3. T asks Ss t discuss and cnfirm the answers.
1. Ss listen and take ntes.
2. Ss answer the questins accrding t the ntes.
3. Ss discuss and btain the right answers.
Train Ss’listening skills, including detecting key wrds and taking ntes.
Activity 8
1. T asks Ss t read Eric’s blg and try t crrect the mistakes based n the listening material.
2. T plays the recrding and asks Ss t check the answers.
3. T asks Ss t wrk in pairs t act ut the cnversatin by playing grandpa and granddaughter’s rle.
1. Ss read Eric’s blg and crrect the mistakes in it.
2. Ss listen t the recrding and check the answers.
3. Ss wrk in pairs t act ut the cnversatin by playing grandpa and granddaughter’s rle.
Help Ss get a better understanding f grandpa’s ideas.
Help Ss prepare themselves in expressing their wn ideas.
Activity 9
T plays the recrding and asks Ss t understand and remember the expressins extracted frm the Students’ Bk.
2. T asks Ss t cmplete the bxes with the expressins frm the cnversatin.
3. T invites sme Ss t read the cntent in the bx.
1. Ss write dwn the expressins extracted frm the Students’ Bk..
2. Ss cmplete the bxes with the expressins frm the cnversatin.
3. Ss read the infrmatin in the chart and cnfirm the answers.
Help Ss grasp the pragmatic functins f these expressins extracted frm the Students’ Bk while writing an essay t make the cntent clear and easy t understand.
Activity 10
1. T asks Ss t write dwn their wn pinins n the tpic in Activity 8.
2. T asks Ss t discuss their pinins in pairs by giving examples and explanatins.
3. T invites a few Ss t give a presentatin and then give an assessment.
4. T asks Ss t think abut their wrds and expressins they use independently and share their thinking in the class.
1. Ss write dwn their wn pinins n the tpic.
2. Ss imprve n their pinins by giving examples and explanatins.
3. Sme f the Ss give a presentatin and thers learn frm it.
4. Ss think abut their wrds and expressins they use independently and share their thinking in the class.
Help Ss express their ideas using “hw t give examples and explanatins” and have the chance t develp their transferable skills.
Develping ideas板塊教學設計
（建議時長90–120分鐘，教師可根據教學實際酌情調整。）
課型
Reading + Writing
主題語境
人與自然——感恩自然、珍視自然、關愛自然
內容分析
本板塊呈現了從另一個角度反映單元主題的文章，語篇類型為書評。課文通過介紹、評價科普作家Rachel Carsn及她的作品《寂靜的春天》，表達了人要敬畏自然、關愛自然、保護自然的觀點。讀寫部分的范文通過給學生呈現三首關于自然的小詩，引導學生了解英語詩歌的韻律、詩句體現的修辭手法及其表達意境的寫作手法，學會賞析詩歌、創(chuàng)作詩歌。本板塊旨在啟迪學生遵循大自然的規(guī)律，學會和自然和諧相處，表達對自然的喜歡，進一步提高學生的語言能力和思維品質。
教學目標
1.學生通過分析課文，理解作者對Rachel Carsn的評價，并且理解《寂靜的春天》一書所傳遞的信息及其對社會的啟示；
2.學生在理解課文內容的基礎上，感悟文章主題，加深對單元主題意義的認識，進一步思考人類活動對自然環(huán)境的影響，提高保護自然的意識；
3.學生分析英文詩歌的基本要素、寫作手法，并創(chuàng)作與自然主題相關的詩歌。
教學重點
引導學生感悟文章主題，加深對單元主題意義的認識，洞察人類活動對自然環(huán)境的影響。
教學難點
引導學生分析英文詩歌的基本要素、寫作手法，并創(chuàng)作自然主題相關的詩歌。
教學策略
理解-感悟-模仿-表達
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss t wrk in grups and discuss the infrmatin they knw abut DDT.
2. T asks Ss t read and absrb the infrmatin abut DDT in the picture, and then answer Questin 1-2
3. T asks Ss t discuss and finalise the answers.
1. Ss wrk in grups and discuss what they knw abut DDT.
2. Ss read and absrb the infrmatin abut DDT in the picture, and then answer Questin 1-2.
3. Ss discuss and finalise the answers.
Help Ss learn mre infrmatin abut DDT which helps t understand the passage.
Activity 2
1. T intrduces the supplementary backgrund infrmatin which is related t Silent Spring.
2. T asks Ss t wrk in grups and discuss the authr’s intrductin, the main cntent f the bk and the influence f the bk accrding t the infrmatin they learn.
3. T asks Ss t share the answers.
1. Ss learn the backgrund infrmatin which is related t Silent Spring.
2. Ss wrk in grups and discuss the authr’s intrductin, the main cntent f the bk and the influence f the bk accrding t the infrmatin they learn.
3. Ss share the answers.
Get Ss learn mre abut the backgrund infrmatin abut Silent Spring.
Get Ss t predict what might be mentined in the passage and attract their interest in learning mre.
Activity 3
1. T asks Ss t think abut hw the authr rganises the passage.
2. T asks Ss t pay attentin t the sub-titles in the ntes and rganise the structure accrding t them.
3. T asks Ss t read the passage carefully and lcate the detailed infrmatin and cmplete the ntes.
4. T asks Ss t find the related infrmatin and finalise the answer.
5. T asks Ss t wrk in pairs, discuss and share what they have learnt frm the bk review, and discuss which aspects f the bk review make Ss want t read the bk Silent Spring.
1. Ss exchange their ideas abut hw the authr rganises the passage.
2. Ss rganise the structure accrding t the sub-titles.
3. Ss read the passage carefully and cmplete the ntes.
4. Ss read and check.
5. Ss discuss and share what they have learnt frm the bk review, and discuss which aspects f the bk review make them want t read the bk Silent Spring.
Help Ss understand the passage better by analysing the rganisatin f the passage.
Help Ss recgnise the key wrds, and think lgically.
Help Ss express their ideas based n the facts.
Think & Share
1. T asks Ss t wrk in grups, discuss and answer the questins in Think & Share.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their pinins with the class.
Help Ss deepen their understanding f the passage and aruse their curisity.
Activity 4
1. T asks Ss t read the passage again, find Rachel Carsn’s cntributins and take ntes.
2. T asks Ss t discuss and share ntes in grups by intrducing Rachel Carsn’s cntributins.
3. T invites Ss t read President Carter’s award speech fr Rachel Carsn and asks Ss t underline the President’s assessment and nte the language features.
4. T asks Ss t d the grup wrk by writing an award speech fr Rachel Carsn accrding t the passage and the President’s award speech.
5. T invites Ss t give an presentatin and encurages Ss t d self-evaluatin and peer assessment.
1. Ss read and take ntes.
2. Ss discuss and share their ntes in grups by intrducing Rachel Carsn’s cntributins.
3. Ss read President Carter’s award speech fr Rachel Carsn. Ss underline the President’s assessment and nte the language features.
4. Ss write an award speech based n the passage and the President’s award speech.
5. Ss give an presentatin, d self-evaluatin and peer assessment.
Help Ss have a deeper understanding f the passage.
Help Ss gain the ability f using language t express their ideas.
Train Ss’ creative thinking ability.
Activity 5
1. T guides Ss t read the pems, understand what the pems describe and their meanings.
2. T illustrates the knwledge abut rhymes f English petry, explain what are metaphr, smile and persnificatin by giving examples.
3. T asks Ss t discuss in grups and tick the crrect bxes fr each questin.
4. T asks grup representatives t share their answers.
1. Ss read the pems, understand what the pems describe and their meanings.
2. Ss learn rhymes f English petry and hw t tell the difference between metaphr, smile and persnificatin.
3. Ss discuss in grups and tick the crrect bxes fr each questin.
4. Ss share the answers.
Get Ss t understand the use f rhymes in petry and be able t tell the difference between metaphr, smile, and persnificatin.
Get Ss t be able t use different rhymes in pems.
Activity 6-7
1. T asks Ss t brainstrm wrds which are related t nature.
2. T asks Ss t use the rhetric and language Ss have learnt t describe the sceneries Ss think abut in the mind map in nature.
3. T asks Ss t plan their wn pems, cnsidering the cntent, the features, the genre and the rhyme f the pem.
4. T asks Ss t write their wn pem based n their plan.
1. Ss brainstrm wrds which are related t nature and add t the mind map.
2. Ss use the rhetric and language they have learnt t describe the sceneries they think abut.
3. Ss plan their wn pems, cnsidering the cntent, the features, the genre and the rhyme f the pem.
4. Ss write their wn pem based n their plan.
Develp Ss’ ability t use the knwledge they have learnt (including the language skills and writing skills) t create their wn pem abut nature.
Activity 8
1. T asks Ss t wrk in pairs, give suggestins t each ther’s pem and imprve their pems based n the suggestins.
2. T invites a few Ss t share their pems with the class, asks thers t review the pems and cnsider the fllwing: the theme and cntent f the pems, the features and the rhyme f the pems.
3. T explains t Ss the differences and similarities between Chinese and English pems.
1. Ss wrk in pairs, give suggestins t each ther’s pem and imprve their pems based n the suggestins.
2. Sme Ss share their pems with the class, thers review the pems and cnsider the theme and cntent f the pem, the features and the rhyme f the pem.
3. Ss learn the differences and similarities between Chinese and English pems.
Leads Ss t share and review.
Develp Ss’s cmprehensive ability.
Presenting ideas & Reflectin板塊教學設計
（Presenting ideas和Reflectin部分建議時長60–90分鐘，
教師可根據教學實際酌情調整。）
課型
Speaking
主題語境
人與自然——感恩自然、珍視自然、關愛自然
內容分析
本板塊要求學生通過調研，設計一本關于自然的書籍并對其進行介紹。通過內容和觀點的闡述，學生可以復習并鞏固所學內容，在真實的情境中加以運用和實踐，進一步加深對本單元主題意義的理解，發(fā)展思維品質，完成對所學內容的遷移和創(chuàng)新。
教學目標
1.學生通過整個單元的學習，加深對本單元話題的理解，形成自己的自然觀；
2.學生通過調研和分享自己知道的有關自然的作品，學會設計一本描繪自然的書；
3.學生通過設計有關自然的書，更深刻地理解文學作品和自然的關系，從而更加熱愛自然，提高保護自然的意識。
教學重點
引導學生通過調研、利用本單元的學習收獲，學會設計一本描繪自然的書。
教學難點
引導學生發(fā)揮自己的創(chuàng)造力完成作品的框架設計和布局安排。
教學策略
引導學生學會反思、歸納、規(guī)劃、布局。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss t wrk in grups, share with each ther a bk abut nature which they have read, cnsider the fllwing: the theme, the cntent, the genre and the features.
2. T asks Ss t plan their wn bks abut nature, cnsidering the theme, the cntent, the genre and the features.
1. Ss wrk in grups, share with each ther a bk abut nature which they have read, cnsider the fllwing: the theme, the cntent, the genre and the features.
2. Ss plan their wn bks abut nature, cnsidering the theme, the cntent, the genre and the features.
Help Ss have a deeper understanding f the bk abut nature by analysing and planning a bk.
Activity 2-3
1. T asks Ss t make a brief table f cntents fr the bk, plan the cntents f each chapter, pay attentin t the relatinship between each chapter as well as the relatinship between the theme f the bk and the chapters.
2. T asks Ss t create a title fr the bk which is attractive and represents the bk.
3. T asks Ss t design a bk cver t represent the bk.
1. Ss make a brief table f cntents fr the bk, plan the cntents f each chapter, pay attentin t the relatinship between each chapter as well as the relatinship between the theme f the bk and the chapters.
2. Ss create a title fr the bk which is attractive and represents the bk.
3 Ss design a bk cver.
Help Ss design the bk as a whle.
Encurage Ss t add mre related features t the bk.
Activity 4-5
1. T asks Ss t prepare a shrt intrductin t the bk cnsidering the structure f the intrductin, the useful wrds, expressins and structures.
2. T asks Ss t share their intrductin with the class and asks the class t vte fr the mst creative ne.
1. Ss prepare a shrt intrductin t the bk cnsidering the structure f the intrductin, the useful wrds, expressins and structures.
2. Ss share their intrductinwith the class and vte fr the mst creative ne.
Lead Ss t share their wrk with the class and understand the deep meaning f the unit prperly.
Reflectin
1. T asks Ss t d the self-perfrmance assessment.
2. T asks Ss t summarise the knwledge they have learnt in this unit.
3. T asks Ss t decide n what they need t imprve based n their self-assessment and analysis.
4. T encurages Ss t cmmunicate and discuss t find better ways t imprve and ptimise learning strategies.
1. Ss assess their perfrmance in this unit.
2. Ss summarise what they have learnt.
3. Ss think and find ut what they need t imprve.
4. Ss cmmunicate with each ther t find ways t imprve and ptimise learning strategies.
Help Ss learn t self-reflectin and self-assessment.
Help Ss learn t cmmunicate and think abut ways t imprve.
Prject板塊教學設計
（此部分教師可根據教學實際酌情調整。）
課型
Speaking
主題語境
人與自然——感恩自然、珍視自然、關愛自然
內容分析
本單元的項目實踐活動要求學生根據自己的興趣愛好，搜索詩歌和文學作品節(jié)選，通過同伴協(xié)商、開展調研，分享作品。學生在教師的指導下，綜合運用本單元所學知識，自主合作完成開放性任務，進一步挖掘“人與自然”的主題語境，提高綜合語言運用能力。通過展示準備，應用本單元的有關知識，提升能力、內化素養(yǎng)。
教學目標
1.學生通過在圖書館查閱或網上搜索開展調研，研究作品的作者、寫作背景、主題意義、專用術語等，自主選擇合適方式呈現作品；
2.學生通過小組分工、合作、協(xié)商，開展合作探究，提升溝通、協(xié)作能力；
3.學生通過朗讀和介紹作品，加深對單元主題意義的理解，認識到描寫自然的文學作品的力量和價值。
教學重點
1.引導學生學會利用資源開展研究；
2.引導學生學會整體規(guī)劃、合作協(xié)商、合作探究。
教學難點
1.引導學生通過參與設計、調研、協(xié)商、展示，加深對單元主題意義的理解；
2.引導學生認識到描寫自然的文學作品應對解決社會問題的力量和價值。
教學策略
按照規(guī)劃、調研、協(xié)商、合作、展示等方式表達信息、完成任務。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Ss’ activity
Investigate
1. T asks Ss t search fr articles r pems which are related t nature.
2. T asks Ss t wrk in grups and share the literary wrks they searched fr.
3. T asks each grup t cnfirm the literary wrk they are ging t investigate n, and d research n the authr, writing backgrund and ther related features.
1. Ss search fr articles r pems which are related t nature.
2. Ss wrk in grups and share the literary wrks they searched fr.
3. Each grup cnfirms the literary wrk they are ging t investigate n, and d research n the authr, writing backgrund and ther related features.
Help Ss develp skills fr searching infrmatin.
Help Ss have the ability t d sme research.
Plan
1. T asks sme Ss t decide n the cntent f the presentatin and hw they are ging t present it.
2. T asks Ss t list the related virtual material, such as pictures and backgrund music accrding t the cntent they are ging t present.
3. T asks Ss t discuss and decide n respnsibilities.
1. Ss decide n the cntent f the presentatin and hw they are ging t present it.
2. Ss list the related virtual material, such as pictures and backgrund music accrding t the cntent they are ging t present.
3. Ss discuss and decide n respnsibilities.
Lead Ss t learn t make a plan that wrks fr their wn respnsibilities.
Create
1. T asks Ss t cmplete their slides.
2. T asks Ss t practise their presentatin.
Ss cmplete their slides and practise their presentatin.
Help Ss imprve their presentatin skills.
Present
1. T asks grups t share their presentatins, and then T reviews it.
2. T asks the class t chse the best grup and encurages all the grups t participate.
Ss give the presentatins and chse the best grup.
Help Ss practise skills in giving a presentatin, ding peer assessment and learning frm each ther.

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