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外研版 (2019)选择性必修 第三册Unit 6 Nature in words教学设计
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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教学设计，共20页。
Unit 6 Nature in words教案设计
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 Dickinson的诗歌，John Boynton Priestley和Rachel Carson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 out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 Dickinson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note-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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T invites Ss to introduce the literary forms they know.
2. T plays the video and asks Ss to answer Questions 1-2 in Activity 1.
3. T plays the last part of the video and asks Ss why modern writers change their perspective of describing nature.
1. Ss exchange what they know about literary forms to each other.
2. Ss answer the questions.
3. Ss understand the main idea of the last part and understand why modern writers change their perspective of describing nature.
Help Ss understand the video.
Help Ss get to know the common literary forms.
Bring Ss to the topic.
Activity 2
1. T plays the tape and asks Ss to read with the tape and answer Question 1 in Activity 2.
2. T asks Ss to discuss the answers to Question 1 in groups and then read the poem again to answer Question 2-3 in Activity 2.
3. T asks Ss to read again and discuss to get the meaning of the last two sentences.
1. Ss read the poem with the tape and answer Question 1 in Activity 2.
2. Ss first discuss and then answer the Question 2-3 in Activity 2.
3. Ss discuss and share their ideas.
Help Ss get what nature is by the images in the poem.
Get what the poet conveys.
Get Ss to form and express the personal understanding of the poem.
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John Boynton 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John Boynton 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
1. 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；
2. 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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to read the brief introduction to the writer and finish Question 1.
2. T asks Ss to surf the Internet to look for some information about the writer and finish Question 2.
1.Ss read the brief introduction to the writer and answer Question 1.
2. Ss search for the information by themselves and answer Question 2.
Help Ss get information about the writer.
Help Ss understand the passage better by understanding the writer’s writing background and personality.
Activity 2
1. T asks Ss to describe snow using their own language and exchange their description in groups.
2. T asks Ss to read the passage and underline the words or phrases which are used to describe the snow.
1. Ss write down sentences or phrases or words to describe snow.
2. Ss read and underline the words or phrases which are used to describe the snow.
Develop Ss’ language ability.
Help Ss understand the writer’s description of First Snow.
Activity 3
1. T asks Ss to read the three given choices and locate the key information of each one.
2. T asks Ss to read and find out how the writer expresses “The first fall of snow is not only an event but it is a magical event.”
3. T asks Ss to read and find out how the writer expresses “the change of the surroundings after the snow”.
4. T asks Ss to read and discuss why the writer uses the children rhyme at the end of the passage.
5. T asks Ss to finish Activity 3 and check the answer.
1. Ss read and locate the key information in each choice.
2. Ss read and underline the key words of how the writer expresses “The first fall of snow is not only an event but it is a magical event.”
3. Ss read and underline the key words of how the writer expresses “the change of the surroundings after the snow”.
4. Ss read and express their own idea.
5. Ss finish Activity 3.
Train Ss’ ability to understand the writer’s writing purpose.
Get Ss to understand the writer’s writing style by appreciating the language used.
Activity 4
1. T asks Ss to read paragraphs 3 to 5 and complete the diagram in Activity 4 according to the timeline.
2. T checks the answer and asks Ss to retell the snow scenery according to the timeline.
3. T asks Ss to retell in groups, lets one student to retell and the other group members take notes or draw pictures.
1. Ss read paragraphs 3 to 5 and complete the diagram in Activity 4.
2. Ss retell the snow scenery according to the timeline.
3. Ss retell according to the timeline or take notes or draw pictures.
Train Ss’ ability to get the specific information based on the timeline.
Train Ss to retell the story by using the information they get.
Get Ss to learn to use proper structure to tell a story or write a passage.
Think & Share
T asks Ss to work in pairs and talk about how the author organises the structure of the passage.
Ss talk about how the author organises the structure of the passage in pairs according to the clues in Think & Share.
Train Ss’ ability to express their ideas in a logical 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
1. 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；
2. 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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to read the four sentences from the reading passage, pay attention to the logical subject and function of the words in bold and then finish Question 1-3.
2. T asks Ss to discuss the answers in groups and classify non-finite forms as attributive, adverbial and complement.
3. T asks Ss to read the text to find more sentences with non-finite forms that perform the functions of other forms of words like adjectives, nouns or adverbs.
1. Ss read the four sentences, determine the logical subject of the words in bold and their functions and then finish Question 1-3.
2. Ss discuss the answer in groups and classify non-finite forms as attributive, adverbial and complement.
3. Ss read the text to find more sentences with non-finite forms that perform the functions of other forms of words.
Get Ss to know non-finite forms as attributive, adverbial and complement in the context.
Help Ss understand non-finite forms in the context.
Activity 2
1. T asks Ss to complete the passage according to the context.
2. T asks Ss to 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 non-finite forms in the context.
Activity 3
1. T divides Ss into groups and asks every student to make up a sentence according to the given picture and verbs and encourages Ss to use non-finite forms as much as possible.
2. T asks Ss in each group to read their sentence one by one and complete a diary.
3. T asks Ss to enhance the diary based on what they have learnt and add more detailed description.
1. Ss construct sentences according to the given verbs to describe the picture.
2.Ss in each group
read their sentence one by one and complete a diary.
3. Ss enhance the diary based on what they have learnt and add more detailed description.
Get Ss to be familiar with using non-finite forms.
Get Ss to describe the picture using non-finite verbs.
Get Ss to improve on their diary.
Activity 4
1. T asks Ss to work in pairs to talk about their own travel experience which is related to nature, using non-finite forms as much as possible.
2. T invites a few Ss to share their own travel experience with the class.
3. T gives suggestions to Ss about using the non-finite words in an alternative way.
1. Ss talk about their experience in pairs and try to use non-finite forms as much as possible.
2. Ss come to the front of the class to share their travel experience.
3. Ss summarise and take notes.
Train Ss to talk about their travel experience using what they have learnt.
Activity 5
1. T asks Ss to read the paragraph and have a general understanding.
2. T asks Ss to discuss Questions 1 -2 in groups.
3. T invites a few Ss to share their opinions and then to give suggestions.
1. Ss read the paragraph and understand what it is about.
2. Ss discuss and share their ideas about the two questions.
3. Ss share their opinions and try to give others suggestions.
Help Ss obtain more knowledge to prepare for the up-coming activities.
Activity 6
1. T asks Ss to classify the words in bold in Activity 5 according to sound, colour, action, shape, smell, and sensation and add more words to each category.
2. T invites Ss to present the words they can think about and invites more Ss to add more words to expand the vocabulary.
3. T asks Ss to read the paragraph in Activity 5 again and asks Ss to find out what these words are used to describe. Using these as an example, T asks Ss to describe nature in their own way.
4. T asks Ss to use their own collection of words to describe their favorite season.
1. Ss put the words in bold in Activity 5 into the boxes and add as many as possible to each category.
2. Ss exchange words to expand their vocabulary to describe nature.
3. Ss read the paragraph again and find out what these words are used to describe. And then describe nature in their own way, using the example as a reference.
4. Ss discuss and use their own words to describe their favorite season.
Help Ss understand the meaning of the words and expand their vocabulary by classifying the words.
Help Ss consolidate what they have learnt by practising.
Activity 7
1. T plays the recording and asks Ss to take notes according to Questions 1 to 3.
2. T plays the recording again and asks Ss to finish Questions 1 to 3 according to the notes.
3. T asks Ss to discuss and confirm the answers.
1. Ss listen and take notes.
2. Ss answer the questions according to the notes.
3. Ss discuss and obtain the right answers.
Train Ss’listening skills, including detecting key words and taking notes.
Activity 8
1. T asks Ss to read Eric’s blog and try to correct the mistakes based on the listening material.
2. T plays the recording and asks Ss to check the answers.
3. T asks Ss to work in pairs to act out the conversation by playing grandpa and granddaughter’s role.
1. Ss read Eric’s blog and correct the mistakes in it.
2. Ss listen to the recording and check the answers.
3. Ss work in pairs to act out the conversation by playing grandpa and granddaughter’s role.
Help Ss get a better understanding of grandpa’s ideas.
Help Ss prepare themselves in expressing their own ideas.
Activity 9
1. T plays the recording and asks Ss to understand and remember the expressions extracted from the Students’ Book.
2. T asks Ss to complete the boxes with the expressions from the conversation.
3. T invites some Ss to read the content in the box.
1. Ss write down the expressions extracted from the Students’ Book..
2. Ss complete the boxes with the expressions from the conversation.
3. Ss read the information in the chart and confirm the answers.
Help Ss grasp the pragmatic functions of these expressions extracted from the Students’ Book while writing an essay to make the content clear and easy to understand.
Activity 10
1. T asks Ss to write down their own opinions on the topic in Activity 8.
2. T asks Ss to discuss their opinions in pairs by giving examples and explanations.
3. T invites a few Ss to give a presentation and then give an assessment.
4. T asks Ss to think about their words and expressions they use independently and share their thinking in the class.
1. Ss write down their own opinions on the topic.
2. Ss improve on their opinions by giving examples and explanations.
3. Some of the Ss give a presentation and others learn from it.
4. Ss think about their words and expressions they use independently and share their thinking in the class.
Help Ss express their ideas using “how to give examples and explanations” and have the chance to develop their transferable skills.
Developing 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 Carson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 Carson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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to work in groups and discuss the information they know about DDT.
2. T asks Ss to read and absorb the information about DDT in the picture, and then answer Question 1-2
3. T asks Ss to discuss and finalise the answers.
1. Ss work in groups and discuss what they know about DDT.
2. Ss read and absorb the information about DDT in the picture, and then answer Question 1-2.
3. Ss discuss and finalise the answers.
Help Ss learn more information about DDT which helps to understand the passage.
Activity 2
1. T introduces the supplementary background information which is related to Silent Spring.
2. T asks Ss to work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn.
3. T asks Ss to share the answers.
1. Ss learn the background information which is related to Silent Spring.
2. Ss work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn.
3. Ss share the answers.
Get Ss learn more about the background information about Silent Spring.
Get Ss to predict what might be mentioned in the passage and attract their interest in learning more.
Activity 3
1. T asks Ss to think about how the author organises the passage.
2. T asks Ss to pay attention to the sub-titles in the notes and organise the structure according to them.
3. T asks Ss to read the passage carefully and locate the detailed information and complete the notes.
4. T asks Ss to find the related information and finalise the answer.
5. T asks Ss to work in pairs, discuss and share what they have learnt from the book review, and discuss which aspects of the book review make Ss want to read the book Silent Spring.
1. Ss exchange their ideas about how the author organises the passage.
2. Ss organise the structure according to the sub-titles.
3. Ss read the passage carefully and complete the notes.
4. Ss read and check.
5. Ss discuss and share what they have learnt from the book review, and discuss which aspects of the book review make them want to read the book Silent Spring.
Help Ss understand the passage better by analysing the organisation of the passage.
Help Ss recognise the key words, and think logically.
Help Ss express their ideas based on the facts.
Think & Share
1. T asks Ss to work in groups, discuss and answer the questions in Think & Share.
2. T invites some Ss to share their opinions.
Ss discuss the four questions in groups and then share their opinions with the class.
Help Ss deepen their understanding of the passage and arouse their curiosity.
Activity 4
1. T asks Ss to read the passage again, find Rachel Carson’s contributions and take notes.
2. T asks Ss to discuss and share notes in groups by introducing Rachel Carson’s contributions.
3. T invites Ss to read President Carter’s award speech for Rachel Carson and asks Ss to underline the President’s assessment and note the language features.
4. T asks Ss to do the group work by writing an award speech for Rachel Carson according to the passage and the President’s award speech.
5. T invites Ss to give an presentation and encourages Ss to do self-evaluation and peer assessment.
1. Ss read and take notes.
2. Ss discuss and share their notes in groups by introducing Rachel Carson’s contributions.
3. Ss read President Carter’s award speech for Rachel Carson. Ss underline the President’s assessment and note the language features.
4. Ss write an award speech based on the passage and the President’s award speech.
5. Ss give an presentation, do self-evaluation and peer assessment.
Help Ss have a deeper understanding of the passage.
Help Ss gain the ability of using language to express their ideas.
Train Ss’ creative thinking ability.
Activity 5
1. T guides Ss to read the poems, understand what the poems describe and their meanings.
2. T illustrates the knowledge about rhymes of English poetry, explain what are metaphor, smile and personification by giving examples.
3. T asks Ss to discuss in groups and tick the correct boxes for each question.
4. T asks group representatives to share their answers.
1. Ss read the poems, understand what the poems describe and their meanings.
2. Ss learn rhymes of English poetry and how to tell the difference between metaphor, smile and personification.
3. Ss discuss in groups and tick the correct boxes for each question.
4. Ss share the answers.
Get Ss to understand the use of rhymes in poetry and be able to tell the difference between metaphor, smile, and personification.
Get Ss to be able to use different rhymes in poems.
Activity 6-7
1. T asks Ss to brainstorm words which are related to nature.
2. T asks Ss to use the rhetoric and language Ss have learnt to describe the sceneries Ss think about in the mind map in nature.
3. T asks Ss to plan their own poems, considering the content, the features, the genre and the rhyme of the poem.
4. T asks Ss to write their own poem based on their plan.
1. Ss brainstorm words which are related to nature and add to the mind map.
2. Ss use the rhetoric and language they have learnt to describe the sceneries they think about.
3. Ss plan their own poems, considering the content, the features, the genre and the rhyme of the poem.
4. Ss write their own poem based on their plan.
Develop Ss’ ability to use the knowledge they have learnt (including the language skills and writing skills) to create their own poem about nature.
Activity 8
1. T asks Ss to work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions.
2. T invites a few Ss to share their poems with the class, asks others to review the poems and consider the following: the theme and content of the poems, the features and the rhyme of the poems.
3. T explains to Ss the differences and similarities between Chinese and English poems.
1. Ss work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions.
2. Some Ss share their poems with the class, others review the poems and consider the theme and content of the poem, the features and the rhyme of the poem.
3. Ss learn the differences and similarities between Chinese and English poems.
Leads Ss to share and review.
Develop Ss’s comprehensive ability.
Presenting ideas & Reflection板块教学设计
（Presenting ideas和Reflection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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to work in groups, share with each other a book about nature which they have read, consider the following: the theme, the content, the genre and the features.
2. T asks Ss to plan their own books about nature, considering the theme, the content, the genre and the features.
1. Ss work in groups, share with each other a book about nature which they have read, consider the following: the theme, the content, the genre and the features.
2. Ss plan their own books about nature, considering the theme, the content, the genre and the features.
Help Ss have a deeper understanding of the book about nature by analysing and planning a book.
Activity 2-3
1. T asks Ss to make a brief table of contents for the book, plan the contents of each chapter, pay attention to the relationship between each chapter as well as the relationship between the theme of the book and the chapters.
2. T asks Ss to create a title for the book which is attractive and represents the book.
3. T asks Ss to design a book cover to represent the book.
1. Ss make a brief table of contents for the book, plan the contents of each chapter, pay attention to the relationship between each chapter as well as the relationship between the theme of the book and the chapters.
2. Ss create a title for the book which is attractive and represents the book.
3 Ss design a book cover.
Help Ss design the book as a whole.
Encourage Ss to add more related features to the book.
Activity 4-5
1. T asks Ss to prepare a short introduction to the book considering the structure of the introduction, the useful words, expressions and structures.
2. T asks Ss to share their introduction with the class and asks the class to vote for the most creative one.
1. Ss prepare a short introduction to the book considering the structure of the introduction, the useful words, expressions and structures.
2. Ss share their introductionwith the class and vote for the most creative one.
Lead Ss to share their work with the class and understand the deep meaning of the unit properly.
Reflection
1. T asks Ss to do the self-performance assessment.
2. T asks Ss to summarise the knowledge they have learnt in this unit.
3. T asks Ss to decide on what they need to improve based on their self-assessment and analysis.
4. T encourages Ss to communicate and discuss to find better ways to improve and optimise learning strategies.
1. Ss assess their performance in this unit.
2. Ss summarise what they have learnt.
3. Ss think and find out what they need to improve.
4. Ss communicate with each other to find ways to improve and optimise learning strategies.
Help Ss learn to self-reflection and self-assessment.
Help Ss learn to communicate and think about ways to improve.
Project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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Investigate
1. T asks Ss to search for articles or poems which are related to nature.
2. T asks Ss to work in groups and share the literary works they searched for.
3. T asks each group to confirm the literary work they are going to investigate on, and do research on the author, writing background and other related features.
1. Ss search for articles or poems which are related to nature.
2. Ss work in groups and share the literary works they searched for.
3. Each group confirms the literary work they are going to investigate on, and do research on the author, writing background and other related features.
Help Ss develop skills for searching information.
Help Ss have the ability to do some research.
Plan
1. T asks some Ss to decide on the content of the presentation and how they are going to present it.
2. T asks Ss to list the related virtual material, such as pictures and background music according to the content they are going to present.
3. T asks Ss to discuss and decide on responsibilities.
1. Ss decide on the content of the presentation and how they are going to present it.
2. Ss list the related virtual material, such as pictures and background music according to the content they are going to present.
3. Ss discuss and decide on responsibilities.
Lead Ss to learn to make a plan that works for their own responsibilities.
Create
1. T asks Ss to complete their slides.
2. T asks Ss to practise their presentation.
Ss complete their slides and practise their presentation.
Help Ss improve their presentation skills.
Present
1. T asks groups to share their presentations, and then T reviews it.
2. T asks the class to choose the best group and encourages all the groups to participate.
Ss give the presentations and choose the best group.
Help Ss practise skills in giving a presentation, doing peer assessment and learning from each other.
Unit 6 Nature in words教案设计
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 Dickinson的诗歌，John Boynton Priestley和Rachel Carson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 out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 Dickinson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note-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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T invites Ss to introduce the literary forms they know.
2. T plays the video and asks Ss to answer Questions 1-2 in Activity 1.
3. T plays the last part of the video and asks Ss why modern writers change their perspective of describing nature.
1. Ss exchange what they know about literary forms to each other.
2. Ss answer the questions.
3. Ss understand the main idea of the last part and understand why modern writers change their perspective of describing nature.
Help Ss understand the video.
Help Ss get to know the common literary forms.
Bring Ss to the topic.
Activity 2
1. T plays the tape and asks Ss to read with the tape and answer Question 1 in Activity 2.
2. T asks Ss to discuss the answers to Question 1 in groups and then read the poem again to answer Question 2-3 in Activity 2.
3. T asks Ss to read again and discuss to get the meaning of the last two sentences.
1. Ss read the poem with the tape and answer Question 1 in Activity 2.
2. Ss first discuss and then answer the Question 2-3 in Activity 2.
3. Ss discuss and share their ideas.
Help Ss get what nature is by the images in the poem.
Get what the poet conveys.
Get Ss to form and express the personal understanding of the poem.
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John Boynton 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John Boynton 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
1. 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；
2. 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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to read the brief introduction to the writer and finish Question 1.
2. T asks Ss to surf the Internet to look for some information about the writer and finish Question 2.
1.Ss read the brief introduction to the writer and answer Question 1.
2. Ss search for the information by themselves and answer Question 2.
Help Ss get information about the writer.
Help Ss understand the passage better by understanding the writer’s writing background and personality.
Activity 2
1. T asks Ss to describe snow using their own language and exchange their description in groups.
2. T asks Ss to read the passage and underline the words or phrases which are used to describe the snow.
1. Ss write down sentences or phrases or words to describe snow.
2. Ss read and underline the words or phrases which are used to describe the snow.
Develop Ss’ language ability.
Help Ss understand the writer’s description of First Snow.
Activity 3
1. T asks Ss to read the three given choices and locate the key information of each one.
2. T asks Ss to read and find out how the writer expresses “The first fall of snow is not only an event but it is a magical event.”
3. T asks Ss to read and find out how the writer expresses “the change of the surroundings after the snow”.
4. T asks Ss to read and discuss why the writer uses the children rhyme at the end of the passage.
5. T asks Ss to finish Activity 3 and check the answer.
1. Ss read and locate the key information in each choice.
2. Ss read and underline the key words of how the writer expresses “The first fall of snow is not only an event but it is a magical event.”
3. Ss read and underline the key words of how the writer expresses “the change of the surroundings after the snow”.
4. Ss read and express their own idea.
5. Ss finish Activity 3.
Train Ss’ ability to understand the writer’s writing purpose.
Get Ss to understand the writer’s writing style by appreciating the language used.
Activity 4
1. T asks Ss to read paragraphs 3 to 5 and complete the diagram in Activity 4 according to the timeline.
2. T checks the answer and asks Ss to retell the snow scenery according to the timeline.
3. T asks Ss to retell in groups, lets one student to retell and the other group members take notes or draw pictures.
1. Ss read paragraphs 3 to 5 and complete the diagram in Activity 4.
2. Ss retell the snow scenery according to the timeline.
3. Ss retell according to the timeline or take notes or draw pictures.
Train Ss’ ability to get the specific information based on the timeline.
Train Ss to retell the story by using the information they get.
Get Ss to learn to use proper structure to tell a story or write a passage.
Think & Share
T asks Ss to work in pairs and talk about how the author organises the structure of the passage.
Ss talk about how the author organises the structure of the passage in pairs according to the clues in Think & Share.
Train Ss’ ability to express their ideas in a logical 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
1. 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；
2. 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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to read the four sentences from the reading passage, pay attention to the logical subject and function of the words in bold and then finish Question 1-3.
2. T asks Ss to discuss the answers in groups and classify non-finite forms as attributive, adverbial and complement.
3. T asks Ss to read the text to find more sentences with non-finite forms that perform the functions of other forms of words like adjectives, nouns or adverbs.
1. Ss read the four sentences, determine the logical subject of the words in bold and their functions and then finish Question 1-3.
2. Ss discuss the answer in groups and classify non-finite forms as attributive, adverbial and complement.
3. Ss read the text to find more sentences with non-finite forms that perform the functions of other forms of words.
Get Ss to know non-finite forms as attributive, adverbial and complement in the context.
Help Ss understand non-finite forms in the context.
Activity 2
1. T asks Ss to complete the passage according to the context.
2. T asks Ss to 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 non-finite forms in the context.
Activity 3
1. T divides Ss into groups and asks every student to make up a sentence according to the given picture and verbs and encourages Ss to use non-finite forms as much as possible.
2. T asks Ss in each group to read their sentence one by one and complete a diary.
3. T asks Ss to enhance the diary based on what they have learnt and add more detailed description.
1. Ss construct sentences according to the given verbs to describe the picture.
2.Ss in each group
read their sentence one by one and complete a diary.
3. Ss enhance the diary based on what they have learnt and add more detailed description.
Get Ss to be familiar with using non-finite forms.
Get Ss to describe the picture using non-finite verbs.
Get Ss to improve on their diary.
Activity 4
1. T asks Ss to work in pairs to talk about their own travel experience which is related to nature, using non-finite forms as much as possible.
2. T invites a few Ss to share their own travel experience with the class.
3. T gives suggestions to Ss about using the non-finite words in an alternative way.
1. Ss talk about their experience in pairs and try to use non-finite forms as much as possible.
2. Ss come to the front of the class to share their travel experience.
3. Ss summarise and take notes.
Train Ss to talk about their travel experience using what they have learnt.
Activity 5
1. T asks Ss to read the paragraph and have a general understanding.
2. T asks Ss to discuss Questions 1 -2 in groups.
3. T invites a few Ss to share their opinions and then to give suggestions.
1. Ss read the paragraph and understand what it is about.
2. Ss discuss and share their ideas about the two questions.
3. Ss share their opinions and try to give others suggestions.
Help Ss obtain more knowledge to prepare for the up-coming activities.
Activity 6
1. T asks Ss to classify the words in bold in Activity 5 according to sound, colour, action, shape, smell, and sensation and add more words to each category.
2. T invites Ss to present the words they can think about and invites more Ss to add more words to expand the vocabulary.
3. T asks Ss to read the paragraph in Activity 5 again and asks Ss to find out what these words are used to describe. Using these as an example, T asks Ss to describe nature in their own way.
4. T asks Ss to use their own collection of words to describe their favorite season.
1. Ss put the words in bold in Activity 5 into the boxes and add as many as possible to each category.
2. Ss exchange words to expand their vocabulary to describe nature.
3. Ss read the paragraph again and find out what these words are used to describe. And then describe nature in their own way, using the example as a reference.
4. Ss discuss and use their own words to describe their favorite season.
Help Ss understand the meaning of the words and expand their vocabulary by classifying the words.
Help Ss consolidate what they have learnt by practising.
Activity 7
1. T plays the recording and asks Ss to take notes according to Questions 1 to 3.
2. T plays the recording again and asks Ss to finish Questions 1 to 3 according to the notes.
3. T asks Ss to discuss and confirm the answers.
1. Ss listen and take notes.
2. Ss answer the questions according to the notes.
3. Ss discuss and obtain the right answers.
Train Ss’listening skills, including detecting key words and taking notes.
Activity 8
1. T asks Ss to read Eric’s blog and try to correct the mistakes based on the listening material.
2. T plays the recording and asks Ss to check the answers.
3. T asks Ss to work in pairs to act out the conversation by playing grandpa and granddaughter’s role.
1. Ss read Eric’s blog and correct the mistakes in it.
2. Ss listen to the recording and check the answers.
3. Ss work in pairs to act out the conversation by playing grandpa and granddaughter’s role.
Help Ss get a better understanding of grandpa’s ideas.
Help Ss prepare themselves in expressing their own ideas.
Activity 9
1. T plays the recording and asks Ss to understand and remember the expressions extracted from the Students’ Book.
2. T asks Ss to complete the boxes with the expressions from the conversation.
3. T invites some Ss to read the content in the box.
1. Ss write down the expressions extracted from the Students’ Book..
2. Ss complete the boxes with the expressions from the conversation.
3. Ss read the information in the chart and confirm the answers.
Help Ss grasp the pragmatic functions of these expressions extracted from the Students’ Book while writing an essay to make the content clear and easy to understand.
Activity 10
1. T asks Ss to write down their own opinions on the topic in Activity 8.
2. T asks Ss to discuss their opinions in pairs by giving examples and explanations.
3. T invites a few Ss to give a presentation and then give an assessment.
4. T asks Ss to think about their words and expressions they use independently and share their thinking in the class.
1. Ss write down their own opinions on the topic.
2. Ss improve on their opinions by giving examples and explanations.
3. Some of the Ss give a presentation and others learn from it.
4. Ss think about their words and expressions they use independently and share their thinking in the class.
Help Ss express their ideas using “how to give examples and explanations” and have the chance to develop their transferable skills.
Developing 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 Carson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 Carson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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to work in groups and discuss the information they know about DDT.
2. T asks Ss to read and absorb the information about DDT in the picture, and then answer Question 1-2
3. T asks Ss to discuss and finalise the answers.
1. Ss work in groups and discuss what they know about DDT.
2. Ss read and absorb the information about DDT in the picture, and then answer Question 1-2.
3. Ss discuss and finalise the answers.
Help Ss learn more information about DDT which helps to understand the passage.
Activity 2
1. T introduces the supplementary background information which is related to Silent Spring.
2. T asks Ss to work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn.
3. T asks Ss to share the answers.
1. Ss learn the background information which is related to Silent Spring.
2. Ss work in groups and discuss the author’s introduction, the main content of the book and the influence of the book according to the information they learn.
3. Ss share the answers.
Get Ss learn more about the background information about Silent Spring.
Get Ss to predict what might be mentioned in the passage and attract their interest in learning more.
Activity 3
1. T asks Ss to think about how the author organises the passage.
2. T asks Ss to pay attention to the sub-titles in the notes and organise the structure according to them.
3. T asks Ss to read the passage carefully and locate the detailed information and complete the notes.
4. T asks Ss to find the related information and finalise the answer.
5. T asks Ss to work in pairs, discuss and share what they have learnt from the book review, and discuss which aspects of the book review make Ss want to read the book Silent Spring.
1. Ss exchange their ideas about how the author organises the passage.
2. Ss organise the structure according to the sub-titles.
3. Ss read the passage carefully and complete the notes.
4. Ss read and check.
5. Ss discuss and share what they have learnt from the book review, and discuss which aspects of the book review make them want to read the book Silent Spring.
Help Ss understand the passage better by analysing the organisation of the passage.
Help Ss recognise the key words, and think logically.
Help Ss express their ideas based on the facts.
Think & Share
1. T asks Ss to work in groups, discuss and answer the questions in Think & Share.
2. T invites some Ss to share their opinions.
Ss discuss the four questions in groups and then share their opinions with the class.
Help Ss deepen their understanding of the passage and arouse their curiosity.
Activity 4
1. T asks Ss to read the passage again, find Rachel Carson’s contributions and take notes.
2. T asks Ss to discuss and share notes in groups by introducing Rachel Carson’s contributions.
3. T invites Ss to read President Carter’s award speech for Rachel Carson and asks Ss to underline the President’s assessment and note the language features.
4. T asks Ss to do the group work by writing an award speech for Rachel Carson according to the passage and the President’s award speech.
5. T invites Ss to give an presentation and encourages Ss to do self-evaluation and peer assessment.
1. Ss read and take notes.
2. Ss discuss and share their notes in groups by introducing Rachel Carson’s contributions.
3. Ss read President Carter’s award speech for Rachel Carson. Ss underline the President’s assessment and note the language features.
4. Ss write an award speech based on the passage and the President’s award speech.
5. Ss give an presentation, do self-evaluation and peer assessment.
Help Ss have a deeper understanding of the passage.
Help Ss gain the ability of using language to express their ideas.
Train Ss’ creative thinking ability.
Activity 5
1. T guides Ss to read the poems, understand what the poems describe and their meanings.
2. T illustrates the knowledge about rhymes of English poetry, explain what are metaphor, smile and personification by giving examples.
3. T asks Ss to discuss in groups and tick the correct boxes for each question.
4. T asks group representatives to share their answers.
1. Ss read the poems, understand what the poems describe and their meanings.
2. Ss learn rhymes of English poetry and how to tell the difference between metaphor, smile and personification.
3. Ss discuss in groups and tick the correct boxes for each question.
4. Ss share the answers.
Get Ss to understand the use of rhymes in poetry and be able to tell the difference between metaphor, smile, and personification.
Get Ss to be able to use different rhymes in poems.
Activity 6-7
1. T asks Ss to brainstorm words which are related to nature.
2. T asks Ss to use the rhetoric and language Ss have learnt to describe the sceneries Ss think about in the mind map in nature.
3. T asks Ss to plan their own poems, considering the content, the features, the genre and the rhyme of the poem.
4. T asks Ss to write their own poem based on their plan.
1. Ss brainstorm words which are related to nature and add to the mind map.
2. Ss use the rhetoric and language they have learnt to describe the sceneries they think about.
3. Ss plan their own poems, considering the content, the features, the genre and the rhyme of the poem.
4. Ss write their own poem based on their plan.
Develop Ss’ ability to use the knowledge they have learnt (including the language skills and writing skills) to create their own poem about nature.
Activity 8
1. T asks Ss to work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions.
2. T invites a few Ss to share their poems with the class, asks others to review the poems and consider the following: the theme and content of the poems, the features and the rhyme of the poems.
3. T explains to Ss the differences and similarities between Chinese and English poems.
1. Ss work in pairs, give suggestions to each other’s poem and improve their poems based on the suggestions.
2. Some Ss share their poems with the class, others review the poems and consider the theme and content of the poem, the features and the rhyme of the poem.
3. Ss learn the differences and similarities between Chinese and English poems.
Leads Ss to share and review.
Develop Ss’s comprehensive ability.
Presenting ideas & Reflection板块教学设计
（Presenting ideas和Reflection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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Activity 1
1. T asks Ss to work in groups, share with each other a book about nature which they have read, consider the following: the theme, the content, the genre and the features.
2. T asks Ss to plan their own books about nature, considering the theme, the content, the genre and the features.
1. Ss work in groups, share with each other a book about nature which they have read, consider the following: the theme, the content, the genre and the features.
2. Ss plan their own books about nature, considering the theme, the content, the genre and the features.
Help Ss have a deeper understanding of the book about nature by analysing and planning a book.
Activity 2-3
1. T asks Ss to make a brief table of contents for the book, plan the contents of each chapter, pay attention to the relationship between each chapter as well as the relationship between the theme of the book and the chapters.
2. T asks Ss to create a title for the book which is attractive and represents the book.
3. T asks Ss to design a book cover to represent the book.
1. Ss make a brief table of contents for the book, plan the contents of each chapter, pay attention to the relationship between each chapter as well as the relationship between the theme of the book and the chapters.
2. Ss create a title for the book which is attractive and represents the book.
3 Ss design a book cover.
Help Ss design the book as a whole.
Encourage Ss to add more related features to the book.
Activity 4-5
1. T asks Ss to prepare a short introduction to the book considering the structure of the introduction, the useful words, expressions and structures.
2. T asks Ss to share their introduction with the class and asks the class to vote for the most creative one.
1. Ss prepare a short introduction to the book considering the structure of the introduction, the useful words, expressions and structures.
2. Ss share their introductionwith the class and vote for the most creative one.
Lead Ss to share their work with the class and understand the deep meaning of the unit properly.
Reflection
1. T asks Ss to do the self-performance assessment.
2. T asks Ss to summarise the knowledge they have learnt in this unit.
3. T asks Ss to decide on what they need to improve based on their self-assessment and analysis.
4. T encourages Ss to communicate and discuss to find better ways to improve and optimise learning strategies.
1. Ss assess their performance in this unit.
2. Ss summarise what they have learnt.
3. Ss think and find out what they need to improve.
4. Ss communicate with each other to find ways to improve and optimise learning strategies.
Help Ss learn to self-reflection and self-assessment.
Help Ss learn to communicate and think about ways to improve.
Project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 contents
Procedures
Purposes
Teacher’s activity
Ss’ activity
Investigate
1. T asks Ss to search for articles or poems which are related to nature.
2. T asks Ss to work in groups and share the literary works they searched for.
3. T asks each group to confirm the literary work they are going to investigate on, and do research on the author, writing background and other related features.
1. Ss search for articles or poems which are related to nature.
2. Ss work in groups and share the literary works they searched for.
3. Each group confirms the literary work they are going to investigate on, and do research on the author, writing background and other related features.
Help Ss develop skills for searching information.
Help Ss have the ability to do some research.
Plan
1. T asks some Ss to decide on the content of the presentation and how they are going to present it.
2. T asks Ss to list the related virtual material, such as pictures and background music according to the content they are going to present.
3. T asks Ss to discuss and decide on responsibilities.
1. Ss decide on the content of the presentation and how they are going to present it.
2. Ss list the related virtual material, such as pictures and background music according to the content they are going to present.
3. Ss discuss and decide on responsibilities.
Lead Ss to learn to make a plan that works for their own responsibilities.
Create
1. T asks Ss to complete their slides.
2. T asks Ss to practise their presentation.
Ss complete their slides and practise their presentation.
Help Ss improve their presentation skills.
Present
1. T asks groups to share their presentations, and then T reviews it.
2. T asks the class to choose the best group and encourages all the groups to participate.
Ss give the presentations and choose the best group.
Help Ss practise skills in giving a presentation, doing peer assessment and learning from each other.
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