英语Unit 6 Nature in words教案

这是一份英语Unit 6 Nature in words教案，共14页。
Writing a pem abut nature
主题语境：人与自然
主题群：自然生态
子主题：不同文学形式中描写的自然
语篇类型：图片、书评、颁奖词，诗歌，调研
文本分析：
[What]本节课包含Develping ideas和Presenting ideas两部分。
Develping ideas包含两板块：第一板块是一篇书评，介绍并评价了科普作家 Rachel Carsn和她的作品Silent Spring。第二板块“Writing a pem abut nature”中的语篇是三首关于自然的小诗。
Presenting ideas部分要求学生通过调研，设计一本关于自然的书，并附上英文介绍。
[Why]本课所有活动均围绕单元主题展开，旨在帮助学生树立保护自然的意识，引导学生学习诗歌的韵律和修辞手法，鼓励学生尝试创作诗歌。
[Hw]本节课的阅读文本及活动围绕“自然”展开，语篇丰富多样，以不同的语篇帮助学生更好地理解主题意义。
课时目标
1. 通过阅读，获取科普作家Rachel Carsn和她的作品Silent Spring 的相关信息，分析书评作者的评价和态度。
2. 思考Silent Spring这本书传达的思想，感受作家关爱自然﹑保护自然的情感，深思人类活动带来的社会影响和启发。
3. 了解诗歌的韵律、写作手法﹑修辞手法、基本结构、内涵意境等，学会赏析、比较中外诗歌，创作与自然有关的诗歌。
4. 学会欣赏和设计与自然有关的文学作品，了解其与自然的关系。
5. 加深对主题的理解，思考人与自然的关系，提高保护大自然、与自然和谐共生的意识并积极行动，从身边小事做起。
6. 展开小组活动，培养团队意识并运用所学语言知识和策略进行自评、互评。
重点难点
重点：
1. 获取、概括科普作家Rachel Carsn和她的作品Silent Spring 的相关信息，了解书评作者对Rachel Carsn及其作品的评价和写作态度。
2. 学习诗歌的韵律，基本结构、中心思想、修辞手法、写作手法、主题意境并尝试创作。
难点：
1. 增强对大自然的热爱，提高保护大自然的意识，与自然和谐共生。
2. 学会欣赏与自然有关的诗歌及其他文学作品，汲取国内外优秀文化，弘扬中国优秀传统文化，树立文化自信。
教学准备
教师准备：
1. 科普作家Rachel Carsn和她的作品Silent Spring的相关信息。
2. 诗歌的韵律﹑修辞手法与写作手法。
学生准备：
1. 预习本课词汇。
2. DDT的相关信息。
3. 自己最喜欢的一首中文和英文诗歌。
教学过程。
Step I学习理解
活动一：感知与注意
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.
【设计意图】要求学生在读前查阅有关 DDT的资料，阅读文字和观察图片，获取有关 DDT的信息再回答问题，初步导入话题，激活已有的背景知识，为课文学习铺垫。
活动二：获取与梳理
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.
【设计意图】引导学生关注课文的标题和图片，讨论书评的基本要素(作者、出版日期、主题、大意、写作意图、写作特点、评价、影响)，预测文本大意，速读，检验预测，并理解文本大意，提高学生阅读和获取主旨大意的能力。了解蕾切尔·卡森向公众发出的“制止使用有毒化学品的私人和公共计划，这些计划将最终毁掉地球上的生命”的呼吁，鼓励学生关注大自然中的一切生命、珍爱生命。
活动三：概括与整合
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.
【设计意图】通过精读，概括、整合信息完成笔记，使学生能够进一步加深对课文结构、文章脉络、行文逻辑、语言知识的了解，提高学生提取信息的能力，加深对主题意义的探究。
Step Ⅱ 应用实践
活动四：描述与阐释
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.
【设计意图】在学习理解类活动的基础上，引导学生复述课文，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。同时鼓励学生结合实际，关注两篇文章之间的联系，加强对主题意义的理解，提醒学生关注自然和人类行为之间的相互作用，提高保护自然的意识，培养高阶思维。
活动五：分析与判断
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?
【设计意图】引导学生讨论Rachel Carsn为环境做出的贡献，根据课文内容,为她写一篇100词左右的颁奖词。然后展开演讲和互评及反思，帮助学生判断作者态度，检测学生对文章的深层理解能力，助力表达能力、思维创新能力的提升。
活动六：内化与运用
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.
【设计意图】带领学生阅读诗歌，理解诗歌描述的内容及作者传达的情感；学习与韵律相关的知识，探索暗喻、明喻﹑拟人三种修辞手法及写作手法，加深对诗歌意境的理解，进行知识的拓展与迁移。
Step Ⅲ 迁移创新
活动七：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.
【设计意图】引导学生发散思维，探索与自然有关的词汇和表达，补充思维导图，从诗歌的主题﹑种类、人物和韵律等方面展开构思，独立创作一首描写大自然的诗歌，提高学生语言技能和创作能力。
活动八：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.
【设计意图】鼓励学生展开调研，设计一本书并介绍，加深对关于大自然的文学作品的理解，帮助学生巩固所学，发展思维品质，深思文学作品创作背景与自然的关系，提高热爱自然﹑保护自然的意识,促进能力向素养的转化。
活动九：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?
【设计意图】要求学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等方面进行自我评价和总结，检测自己对本单元的理解程度，并通过小组讨论寻找改进方法和完善学习策略。
板书设计
Related infrmatin:
DDT，又叫滴滴涕，化学名为双对氯苯基三氯乙烷(Dichlrdiphenyltrichlrethane)，是有机氯类杀虫剂，结构式(ClC6H4)2CH(CCl3)，为白色晶体，不溶于水，溶于煤油，可制成乳剂，是有效的杀虫剂。DDT为20世纪上半叶防止农业病虫害，减轻疟疾、伤寒等蚊蝇传播的疾病危害起到了不小的作用，但由于其对环境污染过于严重，目前很多国家和地区已经禁止使用。世界卫生组织于2002年宣布，重新启用DDT用于控制蚊子的繁殖以及预防疟疾﹑登革热、黄热病等在世界范围的卷土重来。
2017年10 月27日，世界卫生组织国际癌症研究机构公布的致癌物清单初步整理参考，滴滴涕在2A类致癌物清单中。
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:
蕾切尔·卡森(Rachel Carsn,1907年5月27 日～1964年4月14日),美国海洋生物学家,她的作品《寂静的春天》(Silent Spring)引发了美国以至于全世界的环境保护事业。
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________.
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:
▶第一首诗的排版既强化了它要传达的信息，又会加强读者的情感回应。lneliness意为“孤独，寂寞”，诗句中的lneliness被单独放在括号外，强调了这个词本身的含义。a leaf falls中包含的字母被括号括了起来，并被分隔在不同的诗行之中。有的诗行放了一个字母，有的诗行放了两个字母，以此表达一片树叶独自飘落的意象。这些字母的位置也映现出树叶摇摇摆摆落到地面之前的轨迹。
▶诗歌中常使用明喻、暗喻和拟人这三种修辞手法。
1)明喻是将两个不同的事物进行比较，展示二者的相同之处。明喻一般借助like或as这样的词来描绘相似之处。例如：
a. The muntains were like enrmus shadws n the hrizn. (群山就像地平线上巨大的阴影。)
b. Her cheeks are red like a rse. (她的脸颊像玫瑰一样红。)
2)暗喻是将两个不相关但具有某些共同特征的事物进行含蓄的、暗示的或是隐含的比较。例如：
That test was a ttal breeze. (那次考试真是易如反掌。)breeze意为“微风”，也可以指代“轻而易举的事”，因此，这句话表示那次考试并不难。
3)拟人是指把人类的情感﹑欲望、感觉、手势和语言等赋予人类以外的事物。这些人类以外的事物可以是物体﹑事件、动植物等。例如：
a. The branches waved in the wind. (树枝在风中摇曳。)
b. The sun was smiling. (太阳在微笑。)
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:
▶中文格律诗较英文格律诗的优势
①中文格律诗的格式，字数可以更整齐，兼具音韵美和形体美，还可以用对仗等其他语言格律诗很难做到的技巧格式。
②同音字多，同韵字多，更方便押韵。
③依托悠久深邃的文化。可以用很多现成的典故，使语言更加凝练，有利于言简意深的含蓄表达。
④句法更灵活，很多句法成分可以省略，倒装也十分灵活。
▶英文格律诗较中文格律诗的优势
①以英语为依托，在世界范围内更易懂，受众群体更广泛。
②更容易表现和吸收其他文化元素。
③押韵方式更灵活，有abab、abba以及其他隔句押韵的方式。
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. 学习理解
活动一：感知与注意
1. Talk abut DDT.
2. Answer the questins.
活动二：获取与梳理
1. Search fr infrmatin.
2. Predict.
活动三：概括与整合
1. Reread.
2. Cmplete the ntes.
3. Check the answers.
II. 应用实践
活动四：描述与阐释
1. Retell and reflect.
2. Think and share.
活动五：分析与判断
Write an award speech.
活动六：内化与运用
1. Read and tick.
2. Learning t learn.
III. 迁移创新
活动七： Writing
1. Think.
2. Plan a pem.
3. Write a pem.
4. Make imprvements.
5. Discuss.
活动八：Presenting ideas
活动九：Reflectin