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外研版 (2019)选择性必修 第三册Unit 6 Nature in words随堂练习题
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这是一份外研版 (2019)选择性必修 第三册Unit 6 Nature in words随堂练习题，共20页。
单元主题
本单元的主题语境是“人与自然”，涉及的主题语境内容是不同文学形式中描写的自然。本单元带领学生赏析了不同作家笔下妙不可言的自然，包括Emily Dickinsn的诗歌，Jhn Byntn Priestley和Rachel Carsn的散文，Charles Dickens的小说等，他们在描绘自然之美的同时也传递了环境保护的主题。通过本单元的学习，学生不仅能够掌握不同文体的特点，体会作者对自然的爱，同时也能够更好地理解人与自然的关系，树立欣赏和保护自然的意识，建立感恩自然、珍视自然、关爱自然的信念。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、散文、小说、博客、书评等多模态语篇，综合运用各种语言技能，赏析描写自然的美文，体会作者的语言魅力，听懂并谈论与自然相关的文学作品，恰当使用所学词汇与表达通过不同文学形式描写自然，深化对单元主题意义的理解；同时要能够运用单元所学内容，通过比较、分析，联系自身实际，赏析并分享和自然相关的文学作品，创作与自然相关的作品，表达自己对自然的热爱，树立环保意识；能够通过运用各种学习策略，在自主学习、合作学习和探究式学习过程中，结合单元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，激发英语学习的兴趣，提升分析和解决问题的能力，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。
Starting ut板块教学设计
（建议时长30-45分钟，教师可根据教学实际酌情调整。）
课型
Viewing +Listening+Reading+ Speaking
主题语境
人与自然—感恩自然、珍视自然、关爱自然
内容分析
活动1呈现了一段与单元主题相关的视频，介绍了中西方以自然为主题的文学作品的发展史，特别提到了现代作家用笔墨唤醒人们保护自然的写作目的。活动2请学生阅读Emily Dickinsn的诗歌Nature is What We See，感受作者对自然的爱和欣赏。本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.学生通过观看视频了解和自然主题相关的不同文学形式的发展历史、代表作、写作风格和内容，激活学生已有的背景知识和语言知识；
2.学生通过听读诗歌，分析我们看到、听到的自然景象，分析这些景象的特点，品味这些形象的寓意，初步赏析诗歌，理解作者传达的态度和观点；
3.学生通过讨论和自然相关的文学作品和自然的意义，对单元话题进行导入，产生对自然的敬畏感。
教学重点
1.引导学生通过赏析诗歌，理解作者所传达的对自然的态度和观点；
2.引导学生通过看到、听到的自然景象，分析其特点、品味及寓意。
教学难点
1.引导学生激活已有的背景知识和语言知识；
2.引导学生初步形成对自然的敬畏感。
教学策略
在看、听、读前引领学生关注需获取的信息点，过程中用nte-taking的方式记录，引导学生交流、讨论诗歌中作者利用image传递的信息及寓意。
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板块教学设计
（建议时长60–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自然—感恩自然、珍视自然、关爱自然
内容分析
本板块呈现了一篇英国作家Jhn Byntn Priestley的《初雪》，作者把下雪视为一件“神奇的大事件”，通过形象生动的语言描写了冬天的第一场雪，表达了自己对雪的热爱，营造了人与自然和睦共存的景象。读前的导入活动介绍了Jhn Byntn Priestley的生平及代表作，要求学生通过回答问题和继续搜索资料，了解作家的信息，旨在帮助学生熟悉写作背景，为接下来的课文学习做铺垫。读中活动请学生描写初雪的表达，进一步赏析文章。读后活动则通过理解作者的写作目的，分析写作思路和回答开放性问题等活动，帮助学生深入理解课文，赏析课文，探究主题意义，培养思维能力。
教学目标
学生通过了解作者的生平信息，更有效地理解课文中作者想要表达的观点和写作意图；
学生通过略读和精读，获取课文大意，并引导学生通过语言知识的学习、写作线索的捕捉及作者写作手法的分析，理解作者对雪的描写及传达的情感；
3.学生通过将课文内容转换成视觉信息的形式，更好地理解文本信息，同时联想并分享更多描写雪的文学作品。
教学重点
引导学生理解作者对雪的描写及传达的情感。
教学难点
引导学生捕捉写作线索、分析作者的写作手法。
教学策略
按照时间线索理解文章内容,品味作者语言的魅力，划出描写雪的神奇的词或短语，划出关键词等。
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板块教学设计
（建议时长80–100分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening+Speaking+Writing
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本板块围绕单元话题，通过多模态的形式，引导学生通过语篇活动、听说训练等内容，学习语法知识及相关词汇和表达，从不同方面开拓视野，提升语言运用能力，进一步理解单元主题。语法部分的主要内容为复习非谓语动词作定语、状语、补语的功能和意义。在引导学生归纳总结课文中该语法用法的同时，通过介绍湖畔诗人的小语篇和旅游日记，谈论自己的旅游经历等内容复习和巩固非谓语动词的用法。综合语言运用部分的话题为“描述自然”，涉及Charles Dickens笔下的魅力八月和时代变迁下字典中消失的一些描述自然的词汇等内容，帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提升综合语言运用能力。
教学目标
学生总结非谓语动词的意义，复习非谓语动词作定语、状语和补语的用法，学会在写作中正确使用非谓语动词；
学生学习并运用描写自然的词汇，按照声音、颜色、动作、形状、气味和感觉进行词汇分类，并找到更多类似的词语；
3. 学生关注语用功能，学会区分有关“举例子”和“做解释”的表达，，并能够在实际生活中运用这些表达。
教学重点
引导学生得体地使用非谓语动词描写自然。
教学难点
引导学生在真实任务情境中运用列举和解释得体表达。
教学策略
语境中习得语法、通过归类学习和拓展词汇、在听对话中注意记录关键信息。
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板块教学设计
（建议时长90–120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——感恩自然、珍视自然、关爱自然
内容分析
本板块呈现了从另一个角度反映单元主题的文章，语篇类型为书评。课文通过介绍、评价科普作家Rachel Carsn及她的作品《寂静的春天》，表达了人要敬畏自然、关爱自然、保护自然的观点。读写部分的范文通过给学生呈现三首关于自然的小诗，引导学生了解英语诗歌的韵律、诗句体现的修辞手法及其表达意境的写作手法，学会赏析诗歌、创作诗歌。本板块旨在启迪学生遵循大自然的规律，学会和自然和谐相处，表达对自然的喜欢，进一步提高学生的语言能力和思维品质。
教学目标
1.学生通过分析课文，理解作者对Rachel Carsn的评价，并且理解《寂静的春天》一书所传递的信息及其对社会的启示；
2.学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，进一步思考人类活动对自然环境的影响，提高保护自然的意识；
3.学生分析英文诗歌的基本要素、写作手法，并创作与自然主题相关的诗歌。
教学重点
引导学生感悟文章主题，加深对单元主题意义的认识，洞察人类活动对自然环境的影响。
教学难点
引导学生分析英文诗歌的基本要素、写作手法，并创作自然主题相关的诗歌。
教学策略
理解-感悟-模仿-表达
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板块教学设计
（Presenting ideas和Reflectin部分建议时长60–90分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本板块要求学生通过调研，设计一本关于自然的书籍并对其进行介绍。通过内容和观点的阐述，学生可以复习并巩固所学内容，在真实的情境中加以运用和实践，进一步加深对本单元主题意义的理解，发展思维品质，完成对所学内容的迁移和创新。
教学目标
1.学生通过整个单元的学习，加深对本单元话题的理解，形成自己的自然观；
2.学生通过调研和分享自己知道的有关自然的作品，学会设计一本描绘自然的书；
3.学生通过设计有关自然的书，更深刻地理解文学作品和自然的关系，从而更加热爱自然，提高保护自然的意识。
教学重点
引导学生通过调研、利用本单元的学习收获，学会设计一本描绘自然的书。
教学难点
引导学生发挥自己的创造力完成作品的框架设计和布局安排。
教学策略
引导学生学会反思、归纳、规划、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板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本单元的项目实践活动要求学生根据自己的兴趣爱好，搜索诗歌和文学作品节选，通过同伴协商、开展调研，分享作品。学生在教师的指导下，综合运用本单元所学知识，自主合作完成开放性任务，进一步挖掘“人与自然”的主题语境，提高综合语言运用能力。通过展示准备，应用本单元的有关知识，提升能力、内化素养。
教学目标
1.学生通过在图书馆查阅或网上搜索开展调研，研究作品的作者、写作背景、主题意义、专用术语等，自主选择合适方式呈现作品；
2.学生通过小组分工、合作、协商，开展合作探究，提升沟通、协作能力；
3.学生通过朗读和介绍作品，加深对单元主题意义的理解，认识到描写自然的文学作品的力量和价值。
教学重点
1.引导学生学会利用资源开展研究；
2.引导学生学会整体规划、合作协商、合作探究。
教学难点
1.引导学生通过参与设计、调研、协商、展示，加深对单元主题意义的理解；
2.引导学生认识到描写自然的文学作品应对解决社会问题的力量和价值。
教学策略
按照规划、调研、协商、合作、展示等方式表达信息、完成任务。
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.
单元主题
本单元的主题语境是“人与自然”，涉及的主题语境内容是不同文学形式中描写的自然。本单元带领学生赏析了不同作家笔下妙不可言的自然，包括Emily Dickinsn的诗歌，Jhn Byntn Priestley和Rachel Carsn的散文，Charles Dickens的小说等，他们在描绘自然之美的同时也传递了环境保护的主题。通过本单元的学习，学生不仅能够掌握不同文体的特点，体会作者对自然的爱，同时也能够更好地理解人与自然的关系，树立欣赏和保护自然的意识，建立感恩自然、珍视自然、关爱自然的信念。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的诗歌、散文、小说、博客、书评等多模态语篇，综合运用各种语言技能，赏析描写自然的美文，体会作者的语言魅力，听懂并谈论与自然相关的文学作品，恰当使用所学词汇与表达通过不同文学形式描写自然，深化对单元主题意义的理解；同时要能够运用单元所学内容，通过比较、分析，联系自身实际，赏析并分享和自然相关的文学作品，创作与自然相关的作品，表达自己对自然的热爱，树立环保意识；能够通过运用各种学习策略，在自主学习、合作学习和探究式学习过程中，结合单元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，激发英语学习的兴趣，提升分析和解决问题的能力，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。
Starting ut板块教学设计
（建议时长30-45分钟，教师可根据教学实际酌情调整。）
课型
Viewing +Listening+Reading+ Speaking
主题语境
人与自然—感恩自然、珍视自然、关爱自然
内容分析
活动1呈现了一段与单元主题相关的视频，介绍了中西方以自然为主题的文学作品的发展史，特别提到了现代作家用笔墨唤醒人们保护自然的写作目的。活动2请学生阅读Emily Dickinsn的诗歌Nature is What We See，感受作者对自然的爱和欣赏。本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.学生通过观看视频了解和自然主题相关的不同文学形式的发展历史、代表作、写作风格和内容，激活学生已有的背景知识和语言知识；
2.学生通过听读诗歌，分析我们看到、听到的自然景象，分析这些景象的特点，品味这些形象的寓意，初步赏析诗歌，理解作者传达的态度和观点；
3.学生通过讨论和自然相关的文学作品和自然的意义，对单元话题进行导入，产生对自然的敬畏感。
教学重点
1.引导学生通过赏析诗歌，理解作者所传达的对自然的态度和观点；
2.引导学生通过看到、听到的自然景象，分析其特点、品味及寓意。
教学难点
1.引导学生激活已有的背景知识和语言知识；
2.引导学生初步形成对自然的敬畏感。
教学策略
在看、听、读前引领学生关注需获取的信息点，过程中用nte-taking的方式记录，引导学生交流、讨论诗歌中作者利用image传递的信息及寓意。
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板块教学设计
（建议时长60–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自然—感恩自然、珍视自然、关爱自然
内容分析
本板块呈现了一篇英国作家Jhn Byntn Priestley的《初雪》，作者把下雪视为一件“神奇的大事件”，通过形象生动的语言描写了冬天的第一场雪，表达了自己对雪的热爱，营造了人与自然和睦共存的景象。读前的导入活动介绍了Jhn Byntn Priestley的生平及代表作，要求学生通过回答问题和继续搜索资料，了解作家的信息，旨在帮助学生熟悉写作背景，为接下来的课文学习做铺垫。读中活动请学生描写初雪的表达，进一步赏析文章。读后活动则通过理解作者的写作目的，分析写作思路和回答开放性问题等活动，帮助学生深入理解课文，赏析课文，探究主题意义，培养思维能力。
教学目标
学生通过了解作者的生平信息，更有效地理解课文中作者想要表达的观点和写作意图；
学生通过略读和精读，获取课文大意，并引导学生通过语言知识的学习、写作线索的捕捉及作者写作手法的分析，理解作者对雪的描写及传达的情感；
3.学生通过将课文内容转换成视觉信息的形式，更好地理解文本信息，同时联想并分享更多描写雪的文学作品。
教学重点
引导学生理解作者对雪的描写及传达的情感。
教学难点
引导学生捕捉写作线索、分析作者的写作手法。
教学策略
按照时间线索理解文章内容,品味作者语言的魅力，划出描写雪的神奇的词或短语，划出关键词等。
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板块教学设计
（建议时长80–100分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening+Speaking+Writing
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本板块围绕单元话题，通过多模态的形式，引导学生通过语篇活动、听说训练等内容，学习语法知识及相关词汇和表达，从不同方面开拓视野，提升语言运用能力，进一步理解单元主题。语法部分的主要内容为复习非谓语动词作定语、状语、补语的功能和意义。在引导学生归纳总结课文中该语法用法的同时，通过介绍湖畔诗人的小语篇和旅游日记，谈论自己的旅游经历等内容复习和巩固非谓语动词的用法。综合语言运用部分的话题为“描述自然”，涉及Charles Dickens笔下的魅力八月和时代变迁下字典中消失的一些描述自然的词汇等内容，帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提升综合语言运用能力。
教学目标
学生总结非谓语动词的意义，复习非谓语动词作定语、状语和补语的用法，学会在写作中正确使用非谓语动词；
学生学习并运用描写自然的词汇，按照声音、颜色、动作、形状、气味和感觉进行词汇分类，并找到更多类似的词语；
3. 学生关注语用功能，学会区分有关“举例子”和“做解释”的表达，，并能够在实际生活中运用这些表达。
教学重点
引导学生得体地使用非谓语动词描写自然。
教学难点
引导学生在真实任务情境中运用列举和解释得体表达。
教学策略
语境中习得语法、通过归类学习和拓展词汇、在听对话中注意记录关键信息。
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板块教学设计
（建议时长90–120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——感恩自然、珍视自然、关爱自然
内容分析
本板块呈现了从另一个角度反映单元主题的文章，语篇类型为书评。课文通过介绍、评价科普作家Rachel Carsn及她的作品《寂静的春天》，表达了人要敬畏自然、关爱自然、保护自然的观点。读写部分的范文通过给学生呈现三首关于自然的小诗，引导学生了解英语诗歌的韵律、诗句体现的修辞手法及其表达意境的写作手法，学会赏析诗歌、创作诗歌。本板块旨在启迪学生遵循大自然的规律，学会和自然和谐相处，表达对自然的喜欢，进一步提高学生的语言能力和思维品质。
教学目标
1.学生通过分析课文，理解作者对Rachel Carsn的评价，并且理解《寂静的春天》一书所传递的信息及其对社会的启示；
2.学生在理解课文内容的基础上，感悟文章主题，加深对单元主题意义的认识，进一步思考人类活动对自然环境的影响，提高保护自然的意识；
3.学生分析英文诗歌的基本要素、写作手法，并创作与自然主题相关的诗歌。
教学重点
引导学生感悟文章主题，加深对单元主题意义的认识，洞察人类活动对自然环境的影响。
教学难点
引导学生分析英文诗歌的基本要素、写作手法，并创作自然主题相关的诗歌。
教学策略
理解-感悟-模仿-表达
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板块教学设计
（Presenting ideas和Reflectin部分建议时长60–90分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本板块要求学生通过调研，设计一本关于自然的书籍并对其进行介绍。通过内容和观点的阐述，学生可以复习并巩固所学内容，在真实的情境中加以运用和实践，进一步加深对本单元主题意义的理解，发展思维品质，完成对所学内容的迁移和创新。
教学目标
1.学生通过整个单元的学习，加深对本单元话题的理解，形成自己的自然观；
2.学生通过调研和分享自己知道的有关自然的作品，学会设计一本描绘自然的书；
3.学生通过设计有关自然的书，更深刻地理解文学作品和自然的关系，从而更加热爱自然，提高保护自然的意识。
教学重点
引导学生通过调研、利用本单元的学习收获，学会设计一本描绘自然的书。
教学难点
引导学生发挥自己的创造力完成作品的框架设计和布局安排。
教学策略
引导学生学会反思、归纳、规划、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板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——感恩自然、珍视自然、关爱自然
内容分析
本单元的项目实践活动要求学生根据自己的兴趣爱好，搜索诗歌和文学作品节选，通过同伴协商、开展调研，分享作品。学生在教师的指导下，综合运用本单元所学知识，自主合作完成开放性任务，进一步挖掘“人与自然”的主题语境，提高综合语言运用能力。通过展示准备，应用本单元的有关知识，提升能力、内化素养。
教学目标
1.学生通过在图书馆查阅或网上搜索开展调研，研究作品的作者、写作背景、主题意义、专用术语等，自主选择合适方式呈现作品；
2.学生通过小组分工、合作、协商，开展合作探究，提升沟通、协作能力；
3.学生通过朗读和介绍作品，加深对单元主题意义的理解，认识到描写自然的文学作品的力量和价值。
教学重点
1.引导学生学会利用资源开展研究；
2.引导学生学会整体规划、合作协商、合作探究。
教学难点
1.引导学生通过参与设计、调研、协商、展示，加深对单元主题意义的理解；
2.引导学生认识到描写自然的文学作品应对解决社会问题的力量和价值。
教学策略
按照规划、调研、协商、合作、展示等方式表达信息、完成任务。
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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