精品教案Unit6Natureinwords.docx

1、精品教案Unit6NatureinwordsUnit 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

2、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

3、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

4、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；

5、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 contentsProceduresPurposes Teachers activitySs activityActivity 11. 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.

6、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 p

7、erspective of describing nature.Help Ss understand the video.Help Ss get to know the common literary forms.Bring Ss to the topic.Activity 21. 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 re

8、ad 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

9、 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6090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

10、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

11、，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 contentsProceduresPurposes Teachers activitySs activityActivity 11. T asks Ss to read the brie

12、f 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

13、get information about the writer.Help Ss understand the passage better by understanding the writers writing background and personality.Activity 21. 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

14、 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 writers description of First Snow.Activity 31. T asks Ss

15、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 aft

16、er 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 firs

17、t 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 writers writing purpose.G

18、et Ss to understand the writers writing style by appreciating the language used.Activity 41. 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 r

19、etell 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

20、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 & ShareT asks Ss to work in pairs and talk about how the author organises the structure of

21、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80100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

22、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

23、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 contentsProceduresPurposes Teachers activitySs acti

24、vityActivity 11. 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.

25、 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 discu

26、ss 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.

27、Help Ss understand non-finite forms in the context.Activity 21. 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 contex

28、t.Activity 31. 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 d

29、iary 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 groupread their sentence one by one and complete a diary.3. Ss enhance the diary based on what they have learnt and add more detailed desc

30、ription.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 41. 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

31、. 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 51. 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