外研版（2019）选择性必修 第三册Unit 6 Nature in words Using Language名师教学设计
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| 名称 | 外研版（2019）选择性必修 第三册Unit 6 Nature in words Using Language名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 21:43:24 | ||
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Unit 6 Using Language(1) 名师教学设计
课时内容
Review: non-finite forms as attributive, adverbial and complement
主题语境：人与自然
主题群：自然生态
子主题：不同文学形式中描写的自然
语篇类型：图片、人物介绍﹑旅游日记
文本分析：
[What]本节课的主要内容是 Review: non-finite forms as attributive, adverbial and complement。首先探讨摘自上篇文本的例句，带领学生复习非谓语动词作定语、状语和补语的用法，然后学习介绍湖畔诗人的材料和学习撰写旅游日记。
[why]通过习题训练、文本阅读和写作活动，进一步巩固学生对非谓语动词作定语﹑状语和补语的用法的掌握，提升学生在真实语境中的综合运用能力。
[How]本课时包含两段材料：第一段阅读材料是关于湖畔诗人的，呈现了大量非谓语动词作定语、状语和补语的情况，为学生复习提供了真实的语境;第二部分提供了图片和关键词，为学生的创作留下了丰富的想象和发挥空间。
课时目标
1. 分析和读懂语法例句，总结和复习非谓语动词作定语﹑状语和补语的用法，能在具体语境中正确使用非谓语动词作定语、状语和补语的用法。
2. 了解湖畔诗人的背景知识。
3. 关注语法功能，增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
4. 运用所学知识描述自己亲近大自然的旅游经历，并撰写成旅游日记，感悟大自然的美，加深对大自然的热爱。
重点难点
重点：
掌握非谓语动词作定语、状语和补语的用法。
难点：
关注非谓语动词作定语﹑状语和补语的语用功能，学会在真实语境中对其进行正确运用。
教学准备
教师准备：
1. 非谓语动词作定语、状语和补语的用法知识和习题。
2. 湖畔诗人的相关背景知识。
学生准备：
1. 预习本课词汇。
2. 预习已学过的非谓语动词的知识。
3. 湖畔诗人的代表人物。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to look at the following sentences from the reading passage and pay attention to the non-finite forms.
a ... I saw the ground so fantastically carpeted. b ... wake up to find yourself in another quite different... c ... I can see the children flattening their noses against the window, ... d ... flattened my nose against the cold window to watch the falling snow...
2. Have students discuss the questions below and share in groups. Then check the answers.
·What is the difference between the verbs in bold in sentences (a) and (c)
·In sentence (b), does “to find” indicate purpose or result
·In sentence (d), does “to watch” indicate purpose or result What is the function of “falling”
Suggested answers: ·“Carpeted” in sentence (a) is a past participle used as complement and “flattening” in sentence (c) is a present participle used as complement. ·In sentence (b), “to find” indicates result. ·In sentence (d), “to watch” indicates purpose; “falling” is an attributive used to describe the snow.
3. Encourage students to look for more sentences with these structures in reading passage First Snow and share in class.
4. Have students conclude the function and usage of non-finite forms as attributive, adverbial and complement briefly in their own words.
【设计意图】首先，学习摘自上一篇文本的四个句子，关注句中的非谓语动词部分，发现它们的相同功能和不同特点，引入本课语法知识，激发思考，鼓励学生大胆基于已知，简单地讨论非谓语动词作定语﹑状语和补语的用法，为下一步阅读及语法的学习做铺垫。
活动二：获取与梳理
Read and explore.
(1) Learn some information about The Lake Poets.
Related information: 湖畔诗人(The Lake Poets)，是指十九世纪英国浪漫主义运动中较早产生的一个流派。他们的诗作中的词句赞美大自然的湖光山色、抒发缠绵的爱情、歌颂纯真的友谊，多带有清新自然﹑青春亮丽、富有哲理的特点。 湖畔派诗人的主要代表有华兹华斯、柯勒律治、骚塞。 华兹华斯 柯勒律治 骚塞
(2) Ask students to read the passage and complete it with the correct form of the verbs in brackets.
The Lake Poets were a small group of poets ①________(live) in the Lake District of England in the late 18th and early 19th centuries. The Lake District, ②________ (know) for its beauty, is in the north-west of England. The first of the poets ③________ (come) here was Robert Southey, one of the most ④________ (respect) poets of his time. He was followed by William Wordsworth, perhaps Britain’s most ⑤________ (celebrate) 19th century poet, and then Samuel Coleridge, who had written the ⑥________ (pioneer) work Lyrical Ballads with Wordsworth. Soon, ⑦________ (draw) both by its natural beauty and a desire to be near these famous poets, other poets came ⑧________ (live) in the Lake District. All of these poets were seen as part of the Romantic Movement.
(3) Encourage the volunteer students to read the sentences one by one and check the answers in class.
Suggested answers: ①living ②known ③to come/ coming ④respected ⑤celebrated ⑥pioneering ⑦drawn ⑧to live
【设计意图】指导学生学习关于湖畔诗人的材料，理解语境，获取短文的主旨大意。要求学生在空格处填入动词的适当形式，引导学生在真实的语言情境中体会和理解本课语法知识。
活动三：概括与整合
Ask students to share more information about other famous Lake Poets.
Related information: 中国湖畔诗人是指汪静之、应修人、潘漠华、冯雪峰等人，是中国二十世纪二十年代的新诗团体。他们于1921年左右开始写诗，1922年春在杭州西子湖畔成立湖畔诗社，1922年4月出版诗歌合集《湖畔》，1923年出版诗歌集《春的歌集》。他们的作品以抒情短诗为主，内容多为歌唱大自然的清新美丽和赞美友情﹑爱情的纯真，表现了新文学运动初期刚刚挣脱封建礼教束缚的青少年对美好自然的向往和幸福爱情的憧憬，展现了五四新人的青春人格与气质，独具一种单纯、清新、质朴的美。朱自清称他们是真正专心致志作情诗的年轻人，爱情诗是他们对于中国诗歌的主要贡献。他们诗中的纯真的自我抒情主人公形象是五四个性解放精神的另一表现形式。湖畔派后有魏金枝、谢旦如(谵如)、楼建南(适夷)等人加入。 中国的湖畔派诗人的诗歌与英国的浪漫主义湖畔派诗人的作品在风格上有相似之处，其最有特色的是歌颂爱情的诗歌。二十世纪二十年代，中国爱情诗创作又一次进入了一个繁荣期。“五四”前后，在民主、科学观念的影响下，沉睡的国人开始醒来，追求个体解放﹑婚姻自由。《伤逝》主人公子君喊出“我是我自己的，谁也没有干涉我的权利”的吼声。《沉沦》主人公大胆宣称，“知识我不要，名誉我不要，我所要的就是爱情，我所要求的就是异性的爱情”。以周作人《小河》、康白情的《窗外》为肇始，爱情诗的大幕徐徐拉开。湖畔社推出的诗歌合集《湖畔》《春的歌集》掀起了“五四”爱情诗创作的一个新高潮。 应修人 冯雪峰 汪静之
【设计意图】鼓励学生相互分享更多关于湖畔诗人的信息，并用英语进行概括总结，提高学生的信息概括能力、文学鉴赏能力。
Step Ⅱ 应用实践
活动四：描述与阐释
1. Ask students to look at the picture carefully.
2. Divide the class into several groups, each of which includes eight students, and ask them to make a sentence with one word in the box to describe the picture.
find blow go see fall relax enjoy run
3. Have students complete the travel journal entry with these sentences made by them and use the structures they have learnt in this unit where appropriate.
Today, whilst walking along a peaceful river running through a university campus, I was amazed to find...
4. Encourage some students to read their travel journals，and then make comments on the journals.
【设计意图】引导学生观看图片,运用本单元所学结构和表达撰写旅游日记,尽可能使用非谓语动词形式作定语﹑状语和补语,培养学生使用非谓语动词的意识和能力。
活动五：分析与判断
1. Ask students to work in groups to share the usage of non-finite forms as attributive, adverbial and complement in class.
2. Instruct students to summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
【设计意图】通过分享和总结语法知识点，使学生进一步了解语法项目的使用场合、表达形式、基本意义和语用功能，从而学会应用语法知识理解和表达意义。
活动六：内化与运用
1. Underline and analyse.
在句中非谓语动词下画线，并且分析其充当什么成分。
①She was the first woman to win the gold medal in the Olympic Games. ②The teacher came into the lab, followed by some students. ③I heard her sing an English song just now. ④Mr Smith had his house broken into while he was away on holiday. ⑤A good teacher must have the ability to make himself understood. ⑥Having been separated from other continents for millions of years, Australia has many animals and plants not found in any other country in the world. ⑦He had no photographs to remind him of the past. ⑧John received an invitation to dinner, and with his work finished, he gladly accepted it. ⑨Judging from his accent, he is from Hong Kong. ⑩Listen! The song being sung is very popular with the students.
Suggested answers: ①to win定语 ②followed状语 ③sing补语 ④broken补语 ⑤to make定语 ⑥Having been separated状语 ⑦to remind定语 ⑧finished补语 ⑨Judging状语 ⑩being sung定语
2. Translate the sentences into Chinese.
①In order to/To make a study of kangaroos, he went to Australia. __________________________________________________________________ ②With a lot of difficult problems to settle, the newly elected president is having a hard time. __________________________________________________________________ ③He was the only one to survive the plane crash. __________________________________________________________________ ④He glanced at her, noticing that though she was tiny, she seemed very well. __________________________________________________________________ ⑤He has a strange way to make his classes lively and interesting. __________________________________________________________________ ⑥They found the answer to be quite satisfactory. __________________________________________________________________ ⑦Generally speaking, if taken according to the instructions, the drug has no side effects. __________________________________________________________________ ⑧The question to be discussed at tomorrow’s meeting is very important. __________________________________________________________________ ⑨Her mother plans to fly to Beijing at least four times a year so as to/in order to/to visit her. __________________________________________________________________ ⑩I heard an English song being sung by the little girl when I passed by her room yesterday. __________________________________________________________________
Suggested answers: ①为了研究袋鼠，他去了澳大利亚。 ②因为有很多难题要解决，这位新选的总统的日子不好过。 ③他是这次飞机失事中唯一的幸存者。 ④他匆匆地看了一下她，注意到她虽然很纤弱，但看起来非常健康。 ⑤他有一种奇怪的方法使他的课既生动又有趣。 ⑥他们觉得那个回答非常令人满意。 ⑦一般来说，如果按照说明书服用，这种药没有副作用。 ⑧明天在会上将要讨论的问题非常重要。 ⑨她的母亲计划每年至少四次飞到北京去看她。 ⑩昨天经过那个小女孩的房间时，我听见她正在唱一首英文歌。
3. Fill in the blanks.
①Most colleges now offer first-year students a course specially ________ (design) to help them succeed academically and personally. ②________ (enjoy) the convenience of digital payment, many senior citizens started to use smart phones. ③A city is the product of the human hand and mind, ________ (reflect) man’s intelligence and creativity. ④He has been an emergency room doctor since July2005, and now he serves as the ________ (attend) doctor in the emergency department. ⑤The locations ________ (select) by us were the most interesting. ⑥Confucius taught that ________ (educate) somebody you should start with poems, emphasise ceremonies, and finish with music. ⑦Traditional Chinese wedding customs have been holding an important position in the lives of Chinese people, ________ (cause) a far-reaching impact on the way the Chinese lead their lives. ⑧________ (watch) the pictures on the screen more clearly, they moved to the front row. ⑨We went to a fast food restaurant for dinner together. My husband went to the counter ________ (order) dishes and I stood with my parents. ⑩To learn English well, we should find opportunities to hear English ________ (speak) as much as we can.
Suggested answers: ①designed ②To enjoy ③reflecting ④attending ④selected ⑥to educate ⑦causing ⑧To watch ⑨to order ⑩spoken
4. Correct the mistakes.
①She hears the dolphins talk and sang and that sounds really cool! ②In the picture, we can see a boy in worn clothes, sits at a shabby wooden table with a pile of books on it. ③After I followed the advice giving by my teacher, I finally overcame my fear. ④Locating in Jiaxing，Zhejiang Province, it has a history of about 6,000 years. ⑤The boy brought his guitar to the stage, worn a fashionable hat which made him seem so mysterious.
Suggested answers: ①sang→ sing ②sits→ sitting ③giving→ given ④Locating→ Located ⑤worn→ wearing
【设计意图】在系统地总结和学习语法知识后,通过分析句子、英译汉﹑填空、改错的练习，使学生在真实的语境中恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
Step III迁移创新
活动七：构思与分享
Ask students to work in pairs and find some exercises about non-finite forms as attributive，adverbial and complement for their partners.
【设计意图】要求学生两人一组，为对方出题，相互讨论与批改评价。也可鼓励学生将教师提供的习题进行加工，改编成翻译﹑语法填空﹑改错﹑分析非谓语动词等形式，帮助学生巩固语法知识点和体会出题人的设计意图。
活动八：想象与创造
1. Work in pairs.
(1) Encourage students to talk about a travel experience of their own that brought them closer to nature，using the structures they have learnt in this unit where appropriate.
(2) Share as a class.
(3) Teacher evaluates students’ travel journals.
2. Describe and draw.
(1) Ask students to work in groups of 4～6.
(2) One member chooses one natural attraction he/she has been to and describes it while the rest draw a picture according to the description as accurately as possible.
【设计意图】要求学生首先基于已知，两人一组，分享自己亲近自然的旅游经历，帮助学生正确地使用非谓语动词结构来描述个人旅游经历；然后引导学生小组合作，一人口头描述自己亲近自然的经历，其他成员根据描述进行绘画。活动之后，教师做出评价﹑给出建议，帮助学生在真实的语境中正确地﹑得体地运用非谓语动词形式，实现知识和思维能力的拓展与迁移，同时用心感受大自然的美。
板书设计
Unit 6 Nature in words Period Ⅱ Using language (1) I. 学习理解 活动一：感知与注意 1. Look at the following sentences. 2. Discuss the questions. 3. Look for more sentences. 4. Conclude. 活动二：获取与梳理 Read and explore. 活动三：概括与整合 Share more information about other famous Lake Poets. Ⅱ. 应用实践 活动四：描述与阐释 1. Look at the picture. 2. Make a sentence. 3. Complete the travel journal. 4. Make comments. 活动五：分析与判断 1. Share the usage. 2. Summarise the grammar. 活动六：内化与运用 1. Underline and analyse. 2. Translate the sentences into Chinese. 3. Fill in the blanks. 4. Correct the mistakes. Ⅲ. 迁移创新 活动七：构思与分享 Find some exercises. 活动八：想象与创造 1. Work in pairs. 2. Describe and draw.
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课时内容
Review: non-finite forms as attributive, adverbial and complement
主题语境：人与自然
主题群：自然生态
子主题：不同文学形式中描写的自然
语篇类型：图片、人物介绍﹑旅游日记
文本分析：
[What]本节课的主要内容是 Review: non-finite forms as attributive, adverbial and complement。首先探讨摘自上篇文本的例句，带领学生复习非谓语动词作定语、状语和补语的用法，然后学习介绍湖畔诗人的材料和学习撰写旅游日记。
[why]通过习题训练、文本阅读和写作活动，进一步巩固学生对非谓语动词作定语﹑状语和补语的用法的掌握，提升学生在真实语境中的综合运用能力。
[How]本课时包含两段材料：第一段阅读材料是关于湖畔诗人的，呈现了大量非谓语动词作定语、状语和补语的情况，为学生复习提供了真实的语境;第二部分提供了图片和关键词，为学生的创作留下了丰富的想象和发挥空间。
课时目标
1. 分析和读懂语法例句，总结和复习非谓语动词作定语﹑状语和补语的用法，能在具体语境中正确使用非谓语动词作定语、状语和补语的用法。
2. 了解湖畔诗人的背景知识。
3. 关注语法功能，增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
4. 运用所学知识描述自己亲近大自然的旅游经历，并撰写成旅游日记，感悟大自然的美，加深对大自然的热爱。
重点难点
重点：
掌握非谓语动词作定语、状语和补语的用法。
难点：
关注非谓语动词作定语﹑状语和补语的语用功能，学会在真实语境中对其进行正确运用。
教学准备
教师准备：
1. 非谓语动词作定语、状语和补语的用法知识和习题。
2. 湖畔诗人的相关背景知识。
学生准备：
1. 预习本课词汇。
2. 预习已学过的非谓语动词的知识。
3. 湖畔诗人的代表人物。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to look at the following sentences from the reading passage and pay attention to the non-finite forms.
a ... I saw the ground so fantastically carpeted. b ... wake up to find yourself in another quite different... c ... I can see the children flattening their noses against the window, ... d ... flattened my nose against the cold window to watch the falling snow...
2. Have students discuss the questions below and share in groups. Then check the answers.
·What is the difference between the verbs in bold in sentences (a) and (c)
·In sentence (b), does “to find” indicate purpose or result
·In sentence (d), does “to watch” indicate purpose or result What is the function of “falling”
Suggested answers: ·“Carpeted” in sentence (a) is a past participle used as complement and “flattening” in sentence (c) is a present participle used as complement. ·In sentence (b), “to find” indicates result. ·In sentence (d), “to watch” indicates purpose; “falling” is an attributive used to describe the snow.
3. Encourage students to look for more sentences with these structures in reading passage First Snow and share in class.
4. Have students conclude the function and usage of non-finite forms as attributive, adverbial and complement briefly in their own words.
【设计意图】首先，学习摘自上一篇文本的四个句子，关注句中的非谓语动词部分，发现它们的相同功能和不同特点，引入本课语法知识，激发思考，鼓励学生大胆基于已知，简单地讨论非谓语动词作定语﹑状语和补语的用法，为下一步阅读及语法的学习做铺垫。
活动二：获取与梳理
Read and explore.
(1) Learn some information about The Lake Poets.
Related information: 湖畔诗人(The Lake Poets)，是指十九世纪英国浪漫主义运动中较早产生的一个流派。他们的诗作中的词句赞美大自然的湖光山色、抒发缠绵的爱情、歌颂纯真的友谊，多带有清新自然﹑青春亮丽、富有哲理的特点。 湖畔派诗人的主要代表有华兹华斯、柯勒律治、骚塞。 华兹华斯 柯勒律治 骚塞
(2) Ask students to read the passage and complete it with the correct form of the verbs in brackets.
The Lake Poets were a small group of poets ①________(live) in the Lake District of England in the late 18th and early 19th centuries. The Lake District, ②________ (know) for its beauty, is in the north-west of England. The first of the poets ③________ (come) here was Robert Southey, one of the most ④________ (respect) poets of his time. He was followed by William Wordsworth, perhaps Britain’s most ⑤________ (celebrate) 19th century poet, and then Samuel Coleridge, who had written the ⑥________ (pioneer) work Lyrical Ballads with Wordsworth. Soon, ⑦________ (draw) both by its natural beauty and a desire to be near these famous poets, other poets came ⑧________ (live) in the Lake District. All of these poets were seen as part of the Romantic Movement.
(3) Encourage the volunteer students to read the sentences one by one and check the answers in class.
Suggested answers: ①living ②known ③to come/ coming ④respected ⑤celebrated ⑥pioneering ⑦drawn ⑧to live
【设计意图】指导学生学习关于湖畔诗人的材料，理解语境，获取短文的主旨大意。要求学生在空格处填入动词的适当形式，引导学生在真实的语言情境中体会和理解本课语法知识。
活动三：概括与整合
Ask students to share more information about other famous Lake Poets.
Related information: 中国湖畔诗人是指汪静之、应修人、潘漠华、冯雪峰等人，是中国二十世纪二十年代的新诗团体。他们于1921年左右开始写诗，1922年春在杭州西子湖畔成立湖畔诗社，1922年4月出版诗歌合集《湖畔》，1923年出版诗歌集《春的歌集》。他们的作品以抒情短诗为主，内容多为歌唱大自然的清新美丽和赞美友情﹑爱情的纯真，表现了新文学运动初期刚刚挣脱封建礼教束缚的青少年对美好自然的向往和幸福爱情的憧憬，展现了五四新人的青春人格与气质，独具一种单纯、清新、质朴的美。朱自清称他们是真正专心致志作情诗的年轻人，爱情诗是他们对于中国诗歌的主要贡献。他们诗中的纯真的自我抒情主人公形象是五四个性解放精神的另一表现形式。湖畔派后有魏金枝、谢旦如(谵如)、楼建南(适夷)等人加入。 中国的湖畔派诗人的诗歌与英国的浪漫主义湖畔派诗人的作品在风格上有相似之处，其最有特色的是歌颂爱情的诗歌。二十世纪二十年代，中国爱情诗创作又一次进入了一个繁荣期。“五四”前后，在民主、科学观念的影响下，沉睡的国人开始醒来，追求个体解放﹑婚姻自由。《伤逝》主人公子君喊出“我是我自己的，谁也没有干涉我的权利”的吼声。《沉沦》主人公大胆宣称，“知识我不要，名誉我不要，我所要的就是爱情，我所要求的就是异性的爱情”。以周作人《小河》、康白情的《窗外》为肇始，爱情诗的大幕徐徐拉开。湖畔社推出的诗歌合集《湖畔》《春的歌集》掀起了“五四”爱情诗创作的一个新高潮。 应修人 冯雪峰 汪静之
【设计意图】鼓励学生相互分享更多关于湖畔诗人的信息，并用英语进行概括总结，提高学生的信息概括能力、文学鉴赏能力。
Step Ⅱ 应用实践
活动四：描述与阐释
1. Ask students to look at the picture carefully.
2. Divide the class into several groups, each of which includes eight students, and ask them to make a sentence with one word in the box to describe the picture.
find blow go see fall relax enjoy run
3. Have students complete the travel journal entry with these sentences made by them and use the structures they have learnt in this unit where appropriate.
Today, whilst walking along a peaceful river running through a university campus, I was amazed to find...
4. Encourage some students to read their travel journals，and then make comments on the journals.
【设计意图】引导学生观看图片,运用本单元所学结构和表达撰写旅游日记,尽可能使用非谓语动词形式作定语﹑状语和补语,培养学生使用非谓语动词的意识和能力。
活动五：分析与判断
1. Ask students to work in groups to share the usage of non-finite forms as attributive, adverbial and complement in class.
2. Instruct students to summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
【设计意图】通过分享和总结语法知识点，使学生进一步了解语法项目的使用场合、表达形式、基本意义和语用功能，从而学会应用语法知识理解和表达意义。
活动六：内化与运用
1. Underline and analyse.
在句中非谓语动词下画线，并且分析其充当什么成分。
①She was the first woman to win the gold medal in the Olympic Games. ②The teacher came into the lab, followed by some students. ③I heard her sing an English song just now. ④Mr Smith had his house broken into while he was away on holiday. ⑤A good teacher must have the ability to make himself understood. ⑥Having been separated from other continents for millions of years, Australia has many animals and plants not found in any other country in the world. ⑦He had no photographs to remind him of the past. ⑧John received an invitation to dinner, and with his work finished, he gladly accepted it. ⑨Judging from his accent, he is from Hong Kong. ⑩Listen! The song being sung is very popular with the students.
Suggested answers: ①to win定语 ②followed状语 ③sing补语 ④broken补语 ⑤to make定语 ⑥Having been separated状语 ⑦to remind定语 ⑧finished补语 ⑨Judging状语 ⑩being sung定语
2. Translate the sentences into Chinese.
①In order to/To make a study of kangaroos, he went to Australia. __________________________________________________________________ ②With a lot of difficult problems to settle, the newly elected president is having a hard time. __________________________________________________________________ ③He was the only one to survive the plane crash. __________________________________________________________________ ④He glanced at her, noticing that though she was tiny, she seemed very well. __________________________________________________________________ ⑤He has a strange way to make his classes lively and interesting. __________________________________________________________________ ⑥They found the answer to be quite satisfactory. __________________________________________________________________ ⑦Generally speaking, if taken according to the instructions, the drug has no side effects. __________________________________________________________________ ⑧The question to be discussed at tomorrow’s meeting is very important. __________________________________________________________________ ⑨Her mother plans to fly to Beijing at least four times a year so as to/in order to/to visit her. __________________________________________________________________ ⑩I heard an English song being sung by the little girl when I passed by her room yesterday. __________________________________________________________________
Suggested answers: ①为了研究袋鼠，他去了澳大利亚。 ②因为有很多难题要解决，这位新选的总统的日子不好过。 ③他是这次飞机失事中唯一的幸存者。 ④他匆匆地看了一下她，注意到她虽然很纤弱，但看起来非常健康。 ⑤他有一种奇怪的方法使他的课既生动又有趣。 ⑥他们觉得那个回答非常令人满意。 ⑦一般来说，如果按照说明书服用，这种药没有副作用。 ⑧明天在会上将要讨论的问题非常重要。 ⑨她的母亲计划每年至少四次飞到北京去看她。 ⑩昨天经过那个小女孩的房间时，我听见她正在唱一首英文歌。
3. Fill in the blanks.
①Most colleges now offer first-year students a course specially ________ (design) to help them succeed academically and personally. ②________ (enjoy) the convenience of digital payment, many senior citizens started to use smart phones. ③A city is the product of the human hand and mind, ________ (reflect) man’s intelligence and creativity. ④He has been an emergency room doctor since July2005, and now he serves as the ________ (attend) doctor in the emergency department. ⑤The locations ________ (select) by us were the most interesting. ⑥Confucius taught that ________ (educate) somebody you should start with poems, emphasise ceremonies, and finish with music. ⑦Traditional Chinese wedding customs have been holding an important position in the lives of Chinese people, ________ (cause) a far-reaching impact on the way the Chinese lead their lives. ⑧________ (watch) the pictures on the screen more clearly, they moved to the front row. ⑨We went to a fast food restaurant for dinner together. My husband went to the counter ________ (order) dishes and I stood with my parents. ⑩To learn English well, we should find opportunities to hear English ________ (speak) as much as we can.
Suggested answers: ①designed ②To enjoy ③reflecting ④attending ④selected ⑥to educate ⑦causing ⑧To watch ⑨to order ⑩spoken
4. Correct the mistakes.
①She hears the dolphins talk and sang and that sounds really cool! ②In the picture, we can see a boy in worn clothes, sits at a shabby wooden table with a pile of books on it. ③After I followed the advice giving by my teacher, I finally overcame my fear. ④Locating in Jiaxing，Zhejiang Province, it has a history of about 6,000 years. ⑤The boy brought his guitar to the stage, worn a fashionable hat which made him seem so mysterious.
Suggested answers: ①sang→ sing ②sits→ sitting ③giving→ given ④Locating→ Located ⑤worn→ wearing
【设计意图】在系统地总结和学习语法知识后,通过分析句子、英译汉﹑填空、改错的练习，使学生在真实的语境中恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
Step III迁移创新
活动七：构思与分享
Ask students to work in pairs and find some exercises about non-finite forms as attributive，adverbial and complement for their partners.
【设计意图】要求学生两人一组，为对方出题，相互讨论与批改评价。也可鼓励学生将教师提供的习题进行加工，改编成翻译﹑语法填空﹑改错﹑分析非谓语动词等形式，帮助学生巩固语法知识点和体会出题人的设计意图。
活动八：想象与创造
1. Work in pairs.
(1) Encourage students to talk about a travel experience of their own that brought them closer to nature，using the structures they have learnt in this unit where appropriate.
(2) Share as a class.
(3) Teacher evaluates students’ travel journals.
2. Describe and draw.
(1) Ask students to work in groups of 4～6.
(2) One member chooses one natural attraction he/she has been to and describes it while the rest draw a picture according to the description as accurately as possible.
【设计意图】要求学生首先基于已知，两人一组，分享自己亲近自然的旅游经历，帮助学生正确地使用非谓语动词结构来描述个人旅游经历；然后引导学生小组合作，一人口头描述自己亲近自然的经历，其他成员根据描述进行绘画。活动之后，教师做出评价﹑给出建议，帮助学生在真实的语境中正确地﹑得体地运用非谓语动词形式，实现知识和思维能力的拓展与迁移，同时用心感受大自然的美。
板书设计
Unit 6 Nature in words Period Ⅱ Using language (1) I. 学习理解 活动一：感知与注意 1. Look at the following sentences. 2. Discuss the questions. 3. Look for more sentences. 4. Conclude. 活动二：获取与梳理 Read and explore. 活动三：概括与整合 Share more information about other famous Lake Poets. Ⅱ. 应用实践 活动四：描述与阐释 1. Look at the picture. 2. Make a sentence. 3. Complete the travel journal. 4. Make comments. 活动五：分析与判断 1. Share the usage. 2. Summarise the grammar. 活动六：内化与运用 1. Underline and analyse. 2. Translate the sentences into Chinese. 3. Fill in the blanks. 4. Correct the mistakes. Ⅲ. 迁移创新 活动七：构思与分享 Find some exercises. 活动八：想象与创造 1. Work in pairs. 2. Describe and draw.
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