外研版（2019）选择性必修第三册 Unit5 Learning from nature Developing ideas and Presenting ideas 名师教学设计
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 21:22:28 | ||
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Unit 5 Developing ideas & Presenting ideas 名师教学设计
课时内容
Back to nature
主题语境：人与自然
主题群：自然生态
子主题：人类向自然界学习
语篇类型：图片、论说文、诗歌、故事、演讲稿
文本分析：
[what]本节课包含Developing ideas和 Presenting ideas两部分。
Developing ideas包含两部分：第一部分是一篇论说文，介绍了东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau生活的年代，回归田园生活的社会背景、原因，并比较两者写作手法的异同点。第二部分Writing about a lesson from nature中的语篇是一则关于“破茧成蝶”及感悟的故事。
Presenting ideas要求写一篇标题为Nature is our best teacher的演讲稿并进行演讲。
[why]本课所有活动均是围绕单元主题展开，旨在帮助学生加深对主题意义的理解；学习东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的写作方式；了解故事和演讲稿的撰写；学会尊重自然，树立构建人类命运共同体意识。
[How]文本围绕“自然”展开，语篇丰富多样，更好地帮助学生理解主题意义。
课时目标
1. 通过阅读，学习比较的写作手法，获取和梳理东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau生活年代的社会背景和写作风格的异同点，了解大自然对于文学创作的重要性。
2. 感受诗人陶渊明和 Henry David Thoreau回归大自然的喜悦和对大自然的热爱，树立保护环境和生态的意识。
3. 总结和学习故事的文本结构、内容要求和写作手法，能运用所学知识独立完成故事的撰写，并从中获取启发。
4. 发展自己“从大自然获得灵感”的能力，培养自己的观察力和创新力。
5. 学习演讲稿的撰写方法和演讲的技巧，发挥辩证思维，表达自己观点。
6. 开展小组活动，培养团队意识并能运用所学语言知识和策略进行自评、互评。
7. 不过分追求物质享受，懂得合理开发利用大自然，尊重自然，感恩自然馈赠，与自然和谐共生。
重点难点
重点：
1. 概括东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau 的社会背景和写作风格的相关信息。
2. 学习写作手法(比较)和修辞手法(隐喻)，并在写作中正确运用。
3. 学习故事和演讲稿的写作方法和写作内容。
难点：
1. 增强对大自然的热爱，尊重自然，与自然和谐共生。
2. 学会欣赏诗歌，汲取国内外优秀文化，弘扬中国优秀传统文化，树立文化自信。
教学准备
教师准备：
1. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的相关信息。
2. 写作手法(比较)和修辞手法(隐喻)。
学生准备：
1. 预习本课词汇。
2. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的相关信息。
教学过程
Step I学习理解
活动一：感知与注意
1. Talk about Tao Yuanming and Henry David Thoreau.
(1) Ask students to talk about what they knew about Tao Yuanming and Henry David Thoreau.
(2) Share information as a class. The Internet could be turned to for help.
Related information: Tao Yuanming Tao Yuanming(365～427), also known as Tao Qian, was a Chinese poet who was born in the Eastern Jin Dynasty. Tao is a major poet of the Six Dynasties period. Tao spent much of his life in reclusion, living in the countryside, farming, reading, drinking liquor, receiving the occasional guests, and writing poems in which he often reflected on the pleasures and difficulties of life, as well as his decision to quit the service of the court. Tao’s simple and direct style was somewhat at odds with the norms for literary writing in his time. Tao would later be regarded as the foremost representative of what we now know as Fields and Gardens poetry. Tao found inspiration in the beauty and serenity of the natural world close at hand. Henry David Thoreau Henry David Thoreau (1817～1862) was an American philosopher, poet, and environmental scientist whose major work, Walden, draws upon each of these identities in meditating on the concrete problems of living in the world as a human being. He sought to revive a conception of philosophy as a way of life, not only a mode of reflective thought and discourse. He was well-versed in classical Greek and Roman philosophy, ranging from the pre-Socratics through the Hellenistic schools, and was also an avid student of the ancient scriptures and wisdom literature of various Asian traditions. He was familiar with modern philosophy ranging from Descartes, Locke and the Cambridge Platonists through Emerson, Coleridge, and the German Idealists, all of whom are influential on Thoreau’s philosophy. He discussed his own scientific findings with leading naturalists of the day, and read the latest work of Humboldt and Darwin with interest and admiration. His philosophical explorations of self and world led him to develop an epistemology of embodied perception and a non-dualistic account of mental and material life. In addition to his focus on ethics in an existential spirit, Thoreau also makes unique contributions to ontology, the philosophy of science, and radical political thought. Although his political essays have become justly famous, his works on natural science were not even published until the late twentieth century, and they help to give us a more complete picture of him as a thinker.
2. Read the short introductions.
(1) Let students read the short introductions to Tao Yuanming and Henry David Thoreau on Page 56.
(2) Encourage students to share what else they know about the two persons with the class.
【设计意图】要求学生在读前查阅有关陶渊明和Henry David Thoreau的资料，获取两位田园诗人的生平、社会背景﹑诗歌特点等信息，再阅读两篇人物简介，掌握主旨大意，初步导入话题，激活已有的背景知识，为课文学习铺垫。
活动二：获取与梳理
Read and Answer
1. Ask students to look at the title and picture. Predict what the passage is about.
2. Have students read the passage alone and catch the main idea to check their prediction.
3. Let students read the passage and find out what Tao and Thoreau learnt from nature.
Suggested answer: Both of them got inspiration from nature for their literary works. Both of them lived simply in nature with few material desires，which helped them to attain their personal fulfilment.
【设计意图】引导学生关注课文的标题和图片，预测文本大意，迅速阅读检验预测，了解两位田园诗人从大自然中获得的启发，提高学生阅读和获取主旨大意的能力。
活动三：概括与整合
1. Have students reread the passage carefully and understand the chart below.
Tao Yuanming: ·He went back to nature because _____________________________________ ·_______________________________________________________________ ·_______________________________________________________________
Similarities: They went back to nature. ·_______________________________________________________________ ·_______________________________________________________________
Henry David Thoreau ·_______________________________________________________________ ·_______________________________________________________________ ·He wrote about nature in order to ____________________________________
2. Ask students to organise information from the passage and complete the chart.
3. Tell students to share in groups or in class then check the answers.
Suggested answers: Tao Yuanming He went back to nature because he felt conflicted over life at court. ·His return to nature was a reaction to a lifestyle he was opposed to. ·The calm and peaceful life he wrote about is in contrast to and critical of the depressive court life. Henry David Thoreau Thoreau’s return to nature was a personal decision to transform the way he lived. ·Thoreau’s descriptions of nature emphasised the beauty and purity of the wild areas around him. ·He wrote about nature in order to convince people that animals and plants had a right to live and prosper, as we do. Similarities ·Both made dramatic transformations to their lives in order to reconnect with nature. ·Both were happy to withdraw from contemporary life, seeking a harmonious relationship with nature in the quietness of their lives.
【设计意图】通过精读，概括、整合信息完成图表，使学生能够进一步加深对课文细节和结构的了解，提高学生提取信息的能力，加深对主题意义的探究。
Step II应用实践
活动四：描述与阐释
1. Retell the passage.
(1) Ask students to read the passage and retell it according to the chart.
(2) Invite volunteers to present in the class.
2. Learning to learn.
Learning to learn
A comparative essay compares, contrasts and evaluates two or more topics. There must be enough similarities and differences between the topics so that they can be discussed in a meaningful way. A number of points should be discussed with in a comparative essay.
3. Think and share.
(1) Ask students to read the following questions carefully and find answers to them.
·Why did it take Tao and Thoreau great courage to walk away from their previous lives
·Why are their ideas important to our lives today
·What do you think about living in nature like Tao and Thoreau Give your reasons.
·Compare the two reading passages in this unit. In what ways does each passage contribute to the unit theme
(2) Invite volunteers to share their answers with the class.
Suggested answers: ·Because it was difficult to reject the easy and familiar life they used to live. Because in today’s modern world, we still need to live harmoniously with nature, and live a simple life. Fewer material desires lead to better personal well-being and fulfilment. ·(略) ·Both passages have the common theme of learning from nature. The first passage focuses on the inspirations people get from nature, while the second focuses more on the natural way of living that people still need today. The second passage calls upon us to live in harmony with nature. which is an important message for today.
【设计意图】在学习理解类活动的基础上，引导学生复述文本，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。同时鼓励学生结合实际，关注两篇文章之间的联系，加强对主题意义的理解，培养高阶思维。
活动五：分析与判断
Lead students to work in groups and compare the quotes by Tao and Thoreau.
Beyond the dark and distance lies a village, The smoke above reluctant to depart. A dog is barking somewhere down the lane, And chickens sit atop the mulberry tree.
Live in each season as it passes; breathe the air, drink the drink, taste the fruit, and resign yourself to the influences of each. Let them be your only diet, drink and botanical medicines.
(1) Ask students to find the Chinese version of Tao’s poem，and translate Thoreau’s quote into Chinese.
Suggested answers: 归园田居(其一) 陶渊明 少无适俗韵，性本爱丘山。误落尘网中，一去十三年。 羁鸟恋旧林，池鱼思故渊。开荒南野际，守拙归园田。 方宅十余亩，草屋八九间。榆柳荫后檐，桃李罗堂前。 暧暧远人村，依依墟里烟。狗吠深巷中，鸡鸣桑树颠。 户庭无尘杂，虚室有余闲。久在樊笼里，复得返自然。 好好度过每一个季节，呼吸新鲜的空气，畅饮美酒，品尝水果，尽情享受这一切。让生活中只有饮食和草药。
(2) Tell students to decide which portrayal of nature they prefer and make notes
·Genres of their works: ·Images in their works: ·What nature means to them: ·What message they try to convey: Tao ________________ ________________ ________________ ________________ ________________ ________________ Thoreau ________________ ________________ ________________ ________________ ________________ ________________
(3) Encourage students to organise their thoughts and share them with the class. Have students think about their performance in this activity.
·How effectively did you compare the two literary works
·What additional information did you need to make the comparison
【设计意图】引导学生从诗歌的类型、意象、内容、内涵等方面进行分析和判断，并开展自我评价和自我反思,实现知识的巩固。
活动六：内化与运用
1. Request students to read the following questions.
·What does a butterfly do to get out of its pupa
·Why did the man think he needed to help the butterfly
·What happened to the butterfly after the man enlarged the hole in the pupa
·What is the lesson behind this story What else can you learn from it
2. Tell students to read the story on Page 59 and answer the questions.
Suggested answers: ·The butterfly struggles to force its body through the little hole. ·Because the butterfly couldn’t get out. The struggle seemed too hard for its weak body. ·The butterfly dragged itself around weakly, and then died. ·We need struggle to grow strong and survive. (略)
3. Lead students to read “Learning to learn”.
Learning to learn
An extended metaphor refers to a comparison between two things that is developed at length over many lines of text, or throughout an entire work of literature. For example, in the butterfly story, the struggle of the butterfly illustrates life’s struggles. While the story appears to be about a butterfly, it is really about us.
4. Encourage students to discuss how an extended metaphor is used in the story.
【设计意图】带领学生阅读语篇，回答问题，掌握相关表达；结合Learning to learn，讨论语篇中采用的修辞手法，了解扩展隐喻的使用方法，进行知识的拓展与迁移。
Step Ⅲ 迁移创新
活动七：Writing
1. Direct students to look at the pictures and think about what they can learn from nature.
2. Request students to work in pairs，plan their writing and consider the following:
·the topic you wish to write about
·whether you will use an extended metaphor
·what lesson it teaches us，and how we can apply this lesson to daily life
·a suitable title for your story
3. Encourage students to write their stories.
4. Request student to work in pairs, make improvements to each other’s stories and share them with the class. Consider how well they have understood how to use an extended metaphor.
Suggested answer: A Lesson from Ants One day, I was resting in my grandparent’s garden when I saw that the sky was covered with dark clouds, this being a sure sign of rain. All of a sudden, an ant came into my sight. The tiny creature was trying hard to carry a tiny piece of bread to its nest, but its efforts were in vain. Each time the ant picked up the piece of bread, it rolled down its body and fell onto the ground. While I was wondering why the ant was trying so hard to achieve the impossible, it was joined by more ants. This group of ants worked together, and eventually they managed to carry the piece of bread to their nest. Similarly, we can cooperate and collaborate in order to achieve what seems impossible for us to do as individuals. In order to achieve our goals, we should work together.
【设计意图】首先，让学生看图片并讨论从三幅图中得到的启示；然后指导学生运用所给提示，按一定逻辑顺序列出所写内容，并合理地使用修辞手法，利用语言知识和技能从词汇表达的正确性、故事的连贯性和修辞手法的运用等方面进行自评和互评，进行知识和思维能力的拓展与迁移。
活动八：Presenting ideas
1. Have students work in groups to plan a speech on the topic “Nature is our best teacher” and think about what they have learnt in this unit.
2. Let students organise their ideas by answering the questions.
·How can nature help people to solve practical problems in their lives
·What lesson can you learn from nature
·What else do you think people can learn from nature
·How does this unit deepen your understanding of the relationship between people and nature
3. Help students to prepare a short speech and consider the following:
·the structure of your speech
·useful words, expressions and structures
4. Encourage students to share their speech with the class and vote for the best speech.
【设计意图】要求学生开展演讲，讨论演讲稿的结构和内容，关注语言表达的正确性，并对演讲稿进行完善和评比,培养学生的逻辑思维，提升写作和口头表达能力，促进能力向素养的转化。
活动九：Reflection
Ask students to write a reflection after completing this unit. Let them consider the following:
·What is your understanding of how human beings learn from nature
·What text types have you learnt about What are their features
·What words, expressions and structures have you learnt
·What improvement have you made in understanding different cultures
·What improvement have you made in using learning strategies and exploring effective ways of learning
·What improvement have you made in analysing and solving problems
【设计意图】要求学生从文本、语言、文化、学习策略和方法﹑分析和解决问题的能力等多方面进行自我评价和总结，并写出反思日记。
活动十：想象与创造
了解全国土地日 National Land Day。
全国土地日是每年6月25日。1986年6 月25日，第六届全国人民代表大会常务委员会第十六次会议通过并颁布我国第一部专门调整土地关系的大法——《中华人民共和国土地管理法》。为纪念这一天，1991年5月24日国务院第83次常务会议决定，从1991年起，把每年的6 月25日确定为全国土地日。“土地日”是国务院确定的第一个全国纪念宣传日。中国是世界上第一个为保护土地而设立专门纪念日的国家。
【设计意图】通过了解“全国土地日”，使学生懂得粮食是治国安邦的根本，耕地是粮食孕育的“温床”，我们共同坚守耕地与生态的红线，呵护土地资源，保护人类赖以生存的生命线，绿水青山就是金山银山，土地永远是大自然中最美好和丰满的母体，学会尊重自然，敬畏自然，与大自然和谐共生。
板书设计
Unit 5 Learning from nature Period IV Developing ideas & Presenting ideas Ⅰ. 学习理解 活动一：感知与注意 1. Talk. 2. Read. 活动二：获取与梳理 Read and Answer 活动三：概括与整合 1. Reread. 2. Organise. 3. Share. Ⅱ. 应用实践 活动四：描述与阐释 1. Retell the passage. 2. Learning to learn. 3. Think and share. 活动五：分析与判断 Compare the quotes by Tao and Thoreau. 活动六：内化与运用 1. Read the questions. 2. Read the story. 3. Learning to learn. 4. Discuss. Ⅲ. 迁移创新 活动七： Writing 1. Look and think. 2. Plan writing. 3. Write a story. 4. Make improvements. 活动八：Presenting ideas 1. Plan a speech. 2. Organise. 3. Prepare a short speech. 4. Share. 活动九：Reflection Write a reflection. 活动十：想象与创造 National Land Day.
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课时内容
Back to nature
主题语境：人与自然
主题群：自然生态
子主题：人类向自然界学习
语篇类型：图片、论说文、诗歌、故事、演讲稿
文本分析：
[what]本节课包含Developing ideas和 Presenting ideas两部分。
Developing ideas包含两部分：第一部分是一篇论说文，介绍了东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau生活的年代，回归田园生活的社会背景、原因，并比较两者写作手法的异同点。第二部分Writing about a lesson from nature中的语篇是一则关于“破茧成蝶”及感悟的故事。
Presenting ideas要求写一篇标题为Nature is our best teacher的演讲稿并进行演讲。
[why]本课所有活动均是围绕单元主题展开，旨在帮助学生加深对主题意义的理解；学习东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的写作方式；了解故事和演讲稿的撰写；学会尊重自然，树立构建人类命运共同体意识。
[How]文本围绕“自然”展开，语篇丰富多样，更好地帮助学生理解主题意义。
课时目标
1. 通过阅读，学习比较的写作手法，获取和梳理东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau生活年代的社会背景和写作风格的异同点，了解大自然对于文学创作的重要性。
2. 感受诗人陶渊明和 Henry David Thoreau回归大自然的喜悦和对大自然的热爱，树立保护环境和生态的意识。
3. 总结和学习故事的文本结构、内容要求和写作手法，能运用所学知识独立完成故事的撰写，并从中获取启发。
4. 发展自己“从大自然获得灵感”的能力，培养自己的观察力和创新力。
5. 学习演讲稿的撰写方法和演讲的技巧，发挥辩证思维，表达自己观点。
6. 开展小组活动，培养团队意识并能运用所学语言知识和策略进行自评、互评。
7. 不过分追求物质享受，懂得合理开发利用大自然，尊重自然，感恩自然馈赠，与自然和谐共生。
重点难点
重点：
1. 概括东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau 的社会背景和写作风格的相关信息。
2. 学习写作手法(比较)和修辞手法(隐喻)，并在写作中正确运用。
3. 学习故事和演讲稿的写作方法和写作内容。
难点：
1. 增强对大自然的热爱，尊重自然，与自然和谐共生。
2. 学会欣赏诗歌，汲取国内外优秀文化，弘扬中国优秀传统文化，树立文化自信。
教学准备
教师准备：
1. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的相关信息。
2. 写作手法(比较)和修辞手法(隐喻)。
学生准备：
1. 预习本课词汇。
2. 东晋田园诗人陶渊明和19世纪美国诗人Henry David Thoreau的相关信息。
教学过程
Step I学习理解
活动一：感知与注意
1. Talk about Tao Yuanming and Henry David Thoreau.
(1) Ask students to talk about what they knew about Tao Yuanming and Henry David Thoreau.
(2) Share information as a class. The Internet could be turned to for help.
Related information: Tao Yuanming Tao Yuanming(365～427), also known as Tao Qian, was a Chinese poet who was born in the Eastern Jin Dynasty. Tao is a major poet of the Six Dynasties period. Tao spent much of his life in reclusion, living in the countryside, farming, reading, drinking liquor, receiving the occasional guests, and writing poems in which he often reflected on the pleasures and difficulties of life, as well as his decision to quit the service of the court. Tao’s simple and direct style was somewhat at odds with the norms for literary writing in his time. Tao would later be regarded as the foremost representative of what we now know as Fields and Gardens poetry. Tao found inspiration in the beauty and serenity of the natural world close at hand. Henry David Thoreau Henry David Thoreau (1817～1862) was an American philosopher, poet, and environmental scientist whose major work, Walden, draws upon each of these identities in meditating on the concrete problems of living in the world as a human being. He sought to revive a conception of philosophy as a way of life, not only a mode of reflective thought and discourse. He was well-versed in classical Greek and Roman philosophy, ranging from the pre-Socratics through the Hellenistic schools, and was also an avid student of the ancient scriptures and wisdom literature of various Asian traditions. He was familiar with modern philosophy ranging from Descartes, Locke and the Cambridge Platonists through Emerson, Coleridge, and the German Idealists, all of whom are influential on Thoreau’s philosophy. He discussed his own scientific findings with leading naturalists of the day, and read the latest work of Humboldt and Darwin with interest and admiration. His philosophical explorations of self and world led him to develop an epistemology of embodied perception and a non-dualistic account of mental and material life. In addition to his focus on ethics in an existential spirit, Thoreau also makes unique contributions to ontology, the philosophy of science, and radical political thought. Although his political essays have become justly famous, his works on natural science were not even published until the late twentieth century, and they help to give us a more complete picture of him as a thinker.
2. Read the short introductions.
(1) Let students read the short introductions to Tao Yuanming and Henry David Thoreau on Page 56.
(2) Encourage students to share what else they know about the two persons with the class.
【设计意图】要求学生在读前查阅有关陶渊明和Henry David Thoreau的资料，获取两位田园诗人的生平、社会背景﹑诗歌特点等信息，再阅读两篇人物简介，掌握主旨大意，初步导入话题，激活已有的背景知识，为课文学习铺垫。
活动二：获取与梳理
Read and Answer
1. Ask students to look at the title and picture. Predict what the passage is about.
2. Have students read the passage alone and catch the main idea to check their prediction.
3. Let students read the passage and find out what Tao and Thoreau learnt from nature.
Suggested answer: Both of them got inspiration from nature for their literary works. Both of them lived simply in nature with few material desires，which helped them to attain their personal fulfilment.
【设计意图】引导学生关注课文的标题和图片，预测文本大意，迅速阅读检验预测，了解两位田园诗人从大自然中获得的启发，提高学生阅读和获取主旨大意的能力。
活动三：概括与整合
1. Have students reread the passage carefully and understand the chart below.
Tao Yuanming: ·He went back to nature because _____________________________________ ·_______________________________________________________________ ·_______________________________________________________________
Similarities: They went back to nature. ·_______________________________________________________________ ·_______________________________________________________________
Henry David Thoreau ·_______________________________________________________________ ·_______________________________________________________________ ·He wrote about nature in order to ____________________________________
2. Ask students to organise information from the passage and complete the chart.
3. Tell students to share in groups or in class then check the answers.
Suggested answers: Tao Yuanming He went back to nature because he felt conflicted over life at court. ·His return to nature was a reaction to a lifestyle he was opposed to. ·The calm and peaceful life he wrote about is in contrast to and critical of the depressive court life. Henry David Thoreau Thoreau’s return to nature was a personal decision to transform the way he lived. ·Thoreau’s descriptions of nature emphasised the beauty and purity of the wild areas around him. ·He wrote about nature in order to convince people that animals and plants had a right to live and prosper, as we do. Similarities ·Both made dramatic transformations to their lives in order to reconnect with nature. ·Both were happy to withdraw from contemporary life, seeking a harmonious relationship with nature in the quietness of their lives.
【设计意图】通过精读，概括、整合信息完成图表，使学生能够进一步加深对课文细节和结构的了解，提高学生提取信息的能力，加深对主题意义的探究。
Step II应用实践
活动四：描述与阐释
1. Retell the passage.
(1) Ask students to read the passage and retell it according to the chart.
(2) Invite volunteers to present in the class.
2. Learning to learn.
Learning to learn
A comparative essay compares, contrasts and evaluates two or more topics. There must be enough similarities and differences between the topics so that they can be discussed in a meaningful way. A number of points should be discussed with in a comparative essay.
3. Think and share.
(1) Ask students to read the following questions carefully and find answers to them.
·Why did it take Tao and Thoreau great courage to walk away from their previous lives
·Why are their ideas important to our lives today
·What do you think about living in nature like Tao and Thoreau Give your reasons.
·Compare the two reading passages in this unit. In what ways does each passage contribute to the unit theme
(2) Invite volunteers to share their answers with the class.
Suggested answers: ·Because it was difficult to reject the easy and familiar life they used to live. Because in today’s modern world, we still need to live harmoniously with nature, and live a simple life. Fewer material desires lead to better personal well-being and fulfilment. ·(略) ·Both passages have the common theme of learning from nature. The first passage focuses on the inspirations people get from nature, while the second focuses more on the natural way of living that people still need today. The second passage calls upon us to live in harmony with nature. which is an important message for today.
【设计意图】在学习理解类活动的基础上，引导学生复述文本，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。同时鼓励学生结合实际，关注两篇文章之间的联系，加强对主题意义的理解，培养高阶思维。
活动五：分析与判断
Lead students to work in groups and compare the quotes by Tao and Thoreau.
Beyond the dark and distance lies a village, The smoke above reluctant to depart. A dog is barking somewhere down the lane, And chickens sit atop the mulberry tree.
Live in each season as it passes; breathe the air, drink the drink, taste the fruit, and resign yourself to the influences of each. Let them be your only diet, drink and botanical medicines.
(1) Ask students to find the Chinese version of Tao’s poem，and translate Thoreau’s quote into Chinese.
Suggested answers: 归园田居(其一) 陶渊明 少无适俗韵，性本爱丘山。误落尘网中，一去十三年。 羁鸟恋旧林，池鱼思故渊。开荒南野际，守拙归园田。 方宅十余亩，草屋八九间。榆柳荫后檐，桃李罗堂前。 暧暧远人村，依依墟里烟。狗吠深巷中，鸡鸣桑树颠。 户庭无尘杂，虚室有余闲。久在樊笼里，复得返自然。 好好度过每一个季节，呼吸新鲜的空气，畅饮美酒，品尝水果，尽情享受这一切。让生活中只有饮食和草药。
(2) Tell students to decide which portrayal of nature they prefer and make notes
·Genres of their works: ·Images in their works: ·What nature means to them: ·What message they try to convey: Tao ________________ ________________ ________________ ________________ ________________ ________________ Thoreau ________________ ________________ ________________ ________________ ________________ ________________
(3) Encourage students to organise their thoughts and share them with the class. Have students think about their performance in this activity.
·How effectively did you compare the two literary works
·What additional information did you need to make the comparison
【设计意图】引导学生从诗歌的类型、意象、内容、内涵等方面进行分析和判断，并开展自我评价和自我反思,实现知识的巩固。
活动六：内化与运用
1. Request students to read the following questions.
·What does a butterfly do to get out of its pupa
·Why did the man think he needed to help the butterfly
·What happened to the butterfly after the man enlarged the hole in the pupa
·What is the lesson behind this story What else can you learn from it
2. Tell students to read the story on Page 59 and answer the questions.
Suggested answers: ·The butterfly struggles to force its body through the little hole. ·Because the butterfly couldn’t get out. The struggle seemed too hard for its weak body. ·The butterfly dragged itself around weakly, and then died. ·We need struggle to grow strong and survive. (略)
3. Lead students to read “Learning to learn”.
Learning to learn
An extended metaphor refers to a comparison between two things that is developed at length over many lines of text, or throughout an entire work of literature. For example, in the butterfly story, the struggle of the butterfly illustrates life’s struggles. While the story appears to be about a butterfly, it is really about us.
4. Encourage students to discuss how an extended metaphor is used in the story.
【设计意图】带领学生阅读语篇，回答问题，掌握相关表达；结合Learning to learn，讨论语篇中采用的修辞手法，了解扩展隐喻的使用方法，进行知识的拓展与迁移。
Step Ⅲ 迁移创新
活动七：Writing
1. Direct students to look at the pictures and think about what they can learn from nature.
2. Request students to work in pairs，plan their writing and consider the following:
·the topic you wish to write about
·whether you will use an extended metaphor
·what lesson it teaches us，and how we can apply this lesson to daily life
·a suitable title for your story
3. Encourage students to write their stories.
4. Request student to work in pairs, make improvements to each other’s stories and share them with the class. Consider how well they have understood how to use an extended metaphor.
Suggested answer: A Lesson from Ants One day, I was resting in my grandparent’s garden when I saw that the sky was covered with dark clouds, this being a sure sign of rain. All of a sudden, an ant came into my sight. The tiny creature was trying hard to carry a tiny piece of bread to its nest, but its efforts were in vain. Each time the ant picked up the piece of bread, it rolled down its body and fell onto the ground. While I was wondering why the ant was trying so hard to achieve the impossible, it was joined by more ants. This group of ants worked together, and eventually they managed to carry the piece of bread to their nest. Similarly, we can cooperate and collaborate in order to achieve what seems impossible for us to do as individuals. In order to achieve our goals, we should work together.
【设计意图】首先，让学生看图片并讨论从三幅图中得到的启示；然后指导学生运用所给提示，按一定逻辑顺序列出所写内容，并合理地使用修辞手法，利用语言知识和技能从词汇表达的正确性、故事的连贯性和修辞手法的运用等方面进行自评和互评，进行知识和思维能力的拓展与迁移。
活动八：Presenting ideas
1. Have students work in groups to plan a speech on the topic “Nature is our best teacher” and think about what they have learnt in this unit.
2. Let students organise their ideas by answering the questions.
·How can nature help people to solve practical problems in their lives
·What lesson can you learn from nature
·What else do you think people can learn from nature
·How does this unit deepen your understanding of the relationship between people and nature
3. Help students to prepare a short speech and consider the following:
·the structure of your speech
·useful words, expressions and structures
4. Encourage students to share their speech with the class and vote for the best speech.
【设计意图】要求学生开展演讲，讨论演讲稿的结构和内容，关注语言表达的正确性，并对演讲稿进行完善和评比,培养学生的逻辑思维，提升写作和口头表达能力，促进能力向素养的转化。
活动九：Reflection
Ask students to write a reflection after completing this unit. Let them consider the following:
·What is your understanding of how human beings learn from nature
·What text types have you learnt about What are their features
·What words, expressions and structures have you learnt
·What improvement have you made in understanding different cultures
·What improvement have you made in using learning strategies and exploring effective ways of learning
·What improvement have you made in analysing and solving problems
【设计意图】要求学生从文本、语言、文化、学习策略和方法﹑分析和解决问题的能力等多方面进行自我评价和总结，并写出反思日记。
活动十：想象与创造
了解全国土地日 National Land Day。
全国土地日是每年6月25日。1986年6 月25日，第六届全国人民代表大会常务委员会第十六次会议通过并颁布我国第一部专门调整土地关系的大法——《中华人民共和国土地管理法》。为纪念这一天，1991年5月24日国务院第83次常务会议决定，从1991年起，把每年的6 月25日确定为全国土地日。“土地日”是国务院确定的第一个全国纪念宣传日。中国是世界上第一个为保护土地而设立专门纪念日的国家。
【设计意图】通过了解“全国土地日”，使学生懂得粮食是治国安邦的根本，耕地是粮食孕育的“温床”，我们共同坚守耕地与生态的红线，呵护土地资源，保护人类赖以生存的生命线，绿水青山就是金山银山，土地永远是大自然中最美好和丰满的母体，学会尊重自然，敬畏自然，与大自然和谐共生。
板书设计
Unit 5 Learning from nature Period IV Developing ideas & Presenting ideas Ⅰ. 学习理解 活动一：感知与注意 1. Talk. 2. Read. 活动二：获取与梳理 Read and Answer 活动三：概括与整合 1. Reread. 2. Organise. 3. Share. Ⅱ. 应用实践 活动四：描述与阐释 1. Retell the passage. 2. Learning to learn. 3. Think and share. 活动五：分析与判断 Compare the quotes by Tao and Thoreau. 活动六：内化与运用 1. Read the questions. 2. Read the story. 3. Learning to learn. 4. Discuss. Ⅲ. 迁移创新 活动七： Writing 1. Look and think. 2. Plan writing. 3. Write a story. 4. Make improvements. 活动八：Presenting ideas 1. Plan a speech. 2. Organise. 3. Prepare a short speech. 4. Share. 活动九：Reflection Write a reflection. 活动十：想象与创造 National Land Day.
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