外研版（2019） 选择性必修第三册 Unit6 Nature in words Starting out and Understanding ideas 名师教学设计
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Unit 6 Starting out & Understanding ideas 名师教学设计
课时内容
First snow
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：视频、音频、诗歌、图片﹑散文
文本分析：
[what]本节课包含Starting out和Understanding ideas两部分。
Starting out是导入部分：通过视频介绍了中西方以自然为主题的文学作品的发展史；赏析Emily Dickinson的诗歌，感受作者对自然的爱和欣赏。
Understanding ideas部分是一篇散文，节选自英国作家John Boynton Priestley 的《初雪》(First Snow)，描绘了冬日里的第一场雪。
[Why]通过观看视频和学习诗歌，懂得现代作家用笔墨唤醒人们保护自然的意识的写作目的及诗人Emily Dickinson对大自然的热爱之情。学习散文，感受作者对雪的热爱和写作意图。
[How]First Snow是一篇散文，作者把“下雪”描述成一件“大事”，语言形象生动，采用大量的动词、形容词、副词来描写初雪的情景，为读者创造了一幅人与自然和谐共存的画面。
课时目标
1. 了解中西方以自然为主题的文学作品的发展史和代表作，明白现代作家用笔墨唤醒人们保护自然的意识的写作目的。
2. 学会品味和鉴赏诗人Emily Dickinson的诗歌，感受她对大自然的热爱之情。
3. 了解First Snow作者John Boynton Priestley的生平和相关信息，探索本文中作者的写作意图及其对雪的热爱之情。
4. 概括散文的主旨大意，获取细节信息，能根据时间轴描绘不同时间段的雪景，了解写作手法和写作思路。
5. 讨论与自然有关的文学作品的内容及内涵，了解作者的写作意图，反思人与自然的关系，对大自然产生敬畏之情，做到人与自然和谐相处。
重点难点
重点：
1. 了解中西方以自然为主题的文学作品的发展史；读懂Emily Dickinson的诗歌；获取散文First Snow的主旨大意和细节信息。
2. 了解作者的写作意图及写作方法。
难点：
1. 通过品味诗歌和散文，感受作者对大自然的热爱之情﹐提高对文学作品的鉴赏能力。
2. 运用所学词汇描述雪景，并对自然产生敬畏之情。
教学准备
教师准备：
1. 视频及播放设备。
2. Emily Dickinson、John Boynton Priestley、Robert Lynd、Jane Austen和First Snow等背景知识。
学生准备：
1. 预习本课词汇。
2. Emily Dickinson、John Boynton Priestley、Robert Lynd、Jane Austen的生平信息和代表作品。
3. 反思人类与大自然的关系。
教学过程
Step I学习理解
活动一：感知与注意
1. Watch a video.
(1) Ask students to talk about nature writers they know and what their literary forms are.
(2) Tell students to take notes while watching a video, and then answer the questions.
·What literary forms are mentioned in the video
·What other nature writers do you know of Tell the class about him or her.
(3) Check the answers.
Suggested answers: ·Poems, letters, travel journals, essays and novels are the literary forms mentioned in the video. ·(略)
(4) Play the video again if needed. Invite students who do well in English to repeat the main idea of the video.
(5) Encourage students to add more writers and their works describing nature.
2. Listen and read.
(1) Look at the pictures and learn basic information about Emily Dickinson.
Background information: Emily Dickinson (1830～1886) The poems of Emily Dickinson are considered to be some of the most original and defining works of American poetry. With a childhood love of reading and exploring nature, she grew up to be a keen observer of the people and places around her, and many of her poems convey a deep appreciation of the mystery and beauty of the natural world.
(2) Ask students to listen and read the poem by Emily Dickinson on Page 61.
(3) Ask students to listen again and answer the questions below.
·What images are used to symbolise nature
·What message does the poem try to convey
·What does nature mean to you
(4) Have students share the answers in groups and in class.
(5) Check the answers as a class.
Suggested answers: ·Nature is symbolised by simple images of animals (“Squirrel” “the Bumble bee” “The Bobolink” “ the Cricket”) and features (“The Hill” “the Afternoon” “Eclipse” “the Sea” “Thunder”), which are in turn symbolic of the poet’s thoughts and feelings about the simplicity of nature. Nature is also symbolised in a metaphorical sense when it is described as “Heaven” and “Harmony”. ·The message of the poem is that although what we see and hear in nature appears to be simple, within that simplicity lie great beauty，mystery and magnificence that humans cannot truly appreciate or capture in their art. ·(略)
【设计意图】引导学生观看视频，了解中西方以自然为主题的文学作品的发展史和现代作家用笔墨唤醒人们保护自然的意识的写作目的。再倾听和阅读Emily Dickinson的诗歌，感受作者对大自然的热爱之情。以上活动为听力和单元学习做铺垫。
3. Look and answer.
(1) Ask students to look at the pictures, search for and share information about them.
John Boynton Priestley Robert Lynd Jane Austen
Background information: John Boynton Priestley John Boynton Priestley (1894～1984)was an English novelist, playwright and broadcaster known for his perceptive and often humourous characterisations of people in their day-to-day lives. His best-known and most widely performed play is An Inspector Calls, written at the end of World War II. Robert Lynd Robert Lynd (1879～1949):British essayist. He is remembered today for the remarkable sequence of essays he wrote over a period of more than forty years. They never fall below a high level of elegance and fluency, and while some are too self-consciously literary for today’s taste, the best of them—such as The Herring Fleet, inspired by his memories of Ardglass—have become twentieth century classics. Jane Austen Jane Austen (1775～1817): English novelist. Her novels are highly prized not only for their light irony, humour, and depiction of contemporary English country life, but also for their underlying serious qualities.
(2) Tell students to read the short introduction to the author of First Snow on Page 62 and answer the questions below.
·What careers did Priestley have in his lifetime
·What kind of person do you think Priestley was Do more research if necessary.
(3) Have students share and check the answers in class. Then teacher evaluates students’ answers.
Suggested answers: ·Priestley joined the army in World War I before going on to study at Cambridge University. After graduation, he worked as a freelance writer and radio presenter. ·(略)
【设计意图】通过观察图片、讨论及分享，了解 John Boynton Priestley、 Robert Lynd和 Jane Austen 的相关背景信息﹐为下一步的文本阅读做好准备。
活动二：获取与梳理
1. Predict.
Encourage students to look at the following picture carefully and describe it.
2. Read.
Ask students to describe snow in their own words. Have them read the passage and underline the expressions the author uses to describe the first snow.
Suggested answers: The expressions used by the author to describe the first snow: an event, so fantastically carpeted, a magical event, a cold place of dead white and pale blues, faintly flushed, artfully disposed, a cold sparkle of white and blue, falling heavily, in great soft flakes...
3. Read the whole passage.
(1) Have students read the whole passage carefully and complete the diagram below with the expressions they have underlined in the passage.
Timeline Scenery
When I got up this morning... The world became a ①________. The light coming through the windows seemed quite strange, and it made the familiar business of splashing and shaving and brushing and dressing very strange too.
The sun came out... The snow became ②________. My dining-room window changed into ③________ The little plum tree outside, with snow ④________, stood in full sunlight.
An hour or two later... Everything was a ⑤________. The ground ⑥________, the sky was ⑦________ and all the trees ⑧________. The entire scene looked ⑨________
Now... The snow is ⑩________. The roofs are ________. The trees are ________. I can see the children flattening their noses against the window.
Suggested answers: ①cold place of dead white and pale blues ②delicate pinks ③a lovely Japanese print ④lining its branches and artfully disposed along its trunk ⑤cold sparkle of white and blue ⑥went on and on ⑦thick grey ⑧so many black and threatening shapes ⑨like a cruel grassland ⑩falling heavily, in great soft flakes thick all bending
(2) Ask students to draw a diagram or mind map of this passage and compare it with the diagram above.
【设计意图】首先，引导学生描述图片，预测文本，用自己的语言描述雪，鼓励学生阅读课文，画出作者使用的描写初雪的表达。然后，引导学生进行精读，根据时间线，补全图表缺失信息，帮助学生梳理文本信息，深入了解课文脉络，品味不同时间段的雪景，感悟大自然的冬日之美，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。
活动三：概括与整合
Share feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel inspired and interested from this passage
【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会欣赏自然，感悟大自然的美。
Step II应用实践
活动四：描述与阐释
1. Structure analysis.
(1) Ask students to analyse the structure of this passage.
Para. 1 ________________________
Para. 2 ________________________
Para. 3 ________________________
Para. 4 ________________________
Para. 5 ________________________
(2) Encourage students to share their ideas and check the answers.
Suggested answers: Para.1: People all feel very excited about the first snow. Para.2: The first snow is magic. It makes the world totally different over one night. Para.3: The author describes a dreamy snow scenery in the morning. Para.4: Everything has changed again. Para.5: The snow falls more heavily. The world becomes a world of fairy tales，which reminds the author of his childhood.
2. Group work.
(1) Ask students to work in groups of four to retell the scenery.
(2) Tell the volunteers to present in class.
活动五：分析与判断
1. Ask students to read the following three sentences.
①By describing the magical scenery of the first snow, the author encourages readers to come to England and experience its beauty for themselves.
②By depicting the beautiful，near-magical scenery of the first snow, the author wants to convey his love for snow.
③By recalling his memories as a child during the first snow, the author expresses his longing for the innocent happiness of childhood.
2. Tell students to choose the author’s purpose inwriting the passage and give their reasons.
Suggested answers: ②
【设计意图】在学习理解类活动的基础上，要求学生分析课文结构﹑复述课文，选出作者的写作意图，并在课文中找到相应的内容证实自己的选择，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
活动六：内化与运用
Reading comprehension.
①What images does the author use to enhance the description of snow A. The little plum tree, weathercock. B. The little plum tree, green grand, sun. C. Sun, ice, the apple tree. D. Ice, the little plum tree, sun. ②What other literary works about snow do you know A. The Sea Around US. B. Under the Sea-Wind. C. Silent Spring. D. A Girl Selling Matches.
Suggested answers: ①A ②D
【设计意图】通过阅读理解，帮助学生内化文本细节信息，加强对阅读策略的认知和阅读能力的培养。
Step Ⅲ 迁移创新
活动七：推理与论证
Questions for discussion.
·Do you like snow Why or why not
·What is your favourite prose or essay Try to retell it to your partner and give the reason for your likes.
【设计意图】引导学生讨论自己对雪及有关雪的散文的感受，加深对主题意义的理解，学习、赏析更多文学作品，推断作者的写作意图和内心情感。
活动八：批判与评价
1. Explain difficult sentences.
①Even at the risk of appearing to this fair and witty reviewer as another Mr Woodhouse, I must insist that last night’s fall of snow here was an event.
Explanation:
This sentence expresses the author’s strong excitement about the first snow. It can be paraphrased as “You probably think I am a little fussy, but I have to admit that the first snow is so great that it makes me very excited.”
②The first fall of snow is not only an event but it is a magical event. You go to bed in one kind of world and wakeup to find yourself in another quite different, and if this is not magic, then where is it to be found
Explanation:
The snow changes the whole world in a magic way, which the author thinks different from any other scenery or weather.
2. 赏析连词、引用、指代﹑省略和插入语的用法，探讨其与主题意义的关联。
(1)并列连词
The fact is, however, that the snow was as strange and fascinating to me as it was to them.
The first fall of snow is not only an event but it is a magical event.
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
But the snow is falling heavily, ...
…
(2)引用
Mr Robert Lynd once said of Jane Austen’s characters: “They are people in whose lives a slight fall of snow is an event.”
Snow, snow faster:
White alabaster!
Killing geese in Scotland,
Sending feathers here!
引用Robert Lynd作出的评价和童谣。
(3)指代
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
引导学生理解this和it的含义，this指代本句前半句的内容，it指代magic。
(4)省略
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
补充：You go to bed and the world changes while you are sleeping, and when you wake up it is quite different. If you don’t consider this magic, then where else could you find it
引导学生把句子补充完整，以帮助学生更好地理解句子。
(5)插入语
It was as if our kindly countryside, close to the very heart of England, had been turned into a cruel grassland.
本句中close to the very heart of England是插入语，修饰countryside，指出它的具体方位，即“靠近英格兰的中心位置”。这样的描写加强了气氛的渲染，使读者更加清楚地感受到countryside原本的样子。
【设计意图】通过解释长难句、赏析写作手法﹑修辞手法和显性衔接及连贯手段，加深对文本的理解，提高学生的文学鉴赏力。
活动九：想象与创造
1. Think and share.
Encourage students to work in pairs and discuss the following questions.
·Why does the author mention Jane Austen at the beginning of the passage
·What images does the author use to enhance the description of snow
·What other literary works about snow do you know Share them with the class.
·Have you encountered any difficulties in understanding this passage Can you use visualisation to better understand the passage
Suggested answers: ·By referencing the characters of Jane Austen, who is known for her witty, perceptive observations of early 19th century English country life, the author is emphasising the irony and self-awareness with which he goes on to make his statement about the first snow. Images used by the author to enhance the description of snow: a cold place of dead white and pale blues, flushing the snow with delicate pinks, a cold sparkle of white and blue, falling heavily, in great soft flakes... ·(略) ·(略)
2. Writing.
根据课文内容写一篇60词左右的内容概要。
Suggested answer: When I got up this morning, it was snowing. The dining-room window had been transformed into a lovely Japanese print. It was a kind of landscape. At any moment, it seemed, a body of horsemen might be seen breaking out from the black trees, so many weapons might be heard and some distant spot of snow be reddened. Now it has changed again. Snow is falling heavily. And there is running through my head a rhyme I used to repeat when I was a child: Snow, snow faster: White alabaster! Killing geese in Scotland, Sending feathers here!
【设计意图】引导学生深入理解课文主题和关键信息，联系实际，讨论问题；直击高考，引导学生根据短文内容写一篇内容概要，实现知识和思维能力的扩展与迁移。
3. Learn expressions.
be snowed under
这个表达非常生动形象，snowed under从字面去理解是“(地方)被雪封住”的意思，而在口语中这个短语表达的是“因工作忙得不可开交,分身乏术”的意思。
(be) as pure as the driven snow
雪的纯白让我们常常把雪和“纯洁”联想到一起，这里的(be) as pure as the driven snow就是用来表示一个人思想上的纯洁。
I once knew a friend who could only be described as pure as the driven snow.
我曾认识一位朋友，对他最好的形容就是像雪一样洁白。
snowball
这个单词的原意是“雪球”，但有一个网络流行语叫“滚雪球”，其实这里的snowball作动词时，就是“滚雪球”的意思。
We started by satisfying every customer we had, but things snowballed from there. In the end, we couldn’t manage their expectations.
我们一开始会尽力满足每一位顾客，但事情滚起了雪球，到最后我们已经无法管理这些客户的期望值了。
【设计意图】学习、探索与“雪”有关的表达，了解更多关于snow的知识。
板书设计
Unit 6 Nature in words Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video. 2. Listen and read. 3. Look and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Read the whole passage. 活动三：概括与整合 Share feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Structure analysis. 2. Group work. 活动五：分析与判断 1. Read three sentences. 2. Choose the author's purpose. 活动六：内化与运用 Reading comprehension. Ⅲ. 迁移创新 活动七：推理与论证 Questions for discussion. 活动八：批判与评价 1. Explain difficult sentences. 2. 赏析 活动九：想象与创造 1. Think and share. 2. Writing. 3. Learn expressions.
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课时内容
First snow
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：视频、音频、诗歌、图片﹑散文
文本分析：
[what]本节课包含Starting out和Understanding ideas两部分。
Starting out是导入部分：通过视频介绍了中西方以自然为主题的文学作品的发展史；赏析Emily Dickinson的诗歌，感受作者对自然的爱和欣赏。
Understanding ideas部分是一篇散文，节选自英国作家John Boynton Priestley 的《初雪》(First Snow)，描绘了冬日里的第一场雪。
[Why]通过观看视频和学习诗歌，懂得现代作家用笔墨唤醒人们保护自然的意识的写作目的及诗人Emily Dickinson对大自然的热爱之情。学习散文，感受作者对雪的热爱和写作意图。
[How]First Snow是一篇散文，作者把“下雪”描述成一件“大事”，语言形象生动，采用大量的动词、形容词、副词来描写初雪的情景，为读者创造了一幅人与自然和谐共存的画面。
课时目标
1. 了解中西方以自然为主题的文学作品的发展史和代表作，明白现代作家用笔墨唤醒人们保护自然的意识的写作目的。
2. 学会品味和鉴赏诗人Emily Dickinson的诗歌，感受她对大自然的热爱之情。
3. 了解First Snow作者John Boynton Priestley的生平和相关信息，探索本文中作者的写作意图及其对雪的热爱之情。
4. 概括散文的主旨大意，获取细节信息，能根据时间轴描绘不同时间段的雪景，了解写作手法和写作思路。
5. 讨论与自然有关的文学作品的内容及内涵，了解作者的写作意图，反思人与自然的关系，对大自然产生敬畏之情，做到人与自然和谐相处。
重点难点
重点：
1. 了解中西方以自然为主题的文学作品的发展史；读懂Emily Dickinson的诗歌；获取散文First Snow的主旨大意和细节信息。
2. 了解作者的写作意图及写作方法。
难点：
1. 通过品味诗歌和散文，感受作者对大自然的热爱之情﹐提高对文学作品的鉴赏能力。
2. 运用所学词汇描述雪景，并对自然产生敬畏之情。
教学准备
教师准备：
1. 视频及播放设备。
2. Emily Dickinson、John Boynton Priestley、Robert Lynd、Jane Austen和First Snow等背景知识。
学生准备：
1. 预习本课词汇。
2. Emily Dickinson、John Boynton Priestley、Robert Lynd、Jane Austen的生平信息和代表作品。
3. 反思人类与大自然的关系。
教学过程
Step I学习理解
活动一：感知与注意
1. Watch a video.
(1) Ask students to talk about nature writers they know and what their literary forms are.
(2) Tell students to take notes while watching a video, and then answer the questions.
·What literary forms are mentioned in the video
·What other nature writers do you know of Tell the class about him or her.
(3) Check the answers.
Suggested answers: ·Poems, letters, travel journals, essays and novels are the literary forms mentioned in the video. ·(略)
(4) Play the video again if needed. Invite students who do well in English to repeat the main idea of the video.
(5) Encourage students to add more writers and their works describing nature.
2. Listen and read.
(1) Look at the pictures and learn basic information about Emily Dickinson.
Background information: Emily Dickinson (1830～1886) The poems of Emily Dickinson are considered to be some of the most original and defining works of American poetry. With a childhood love of reading and exploring nature, she grew up to be a keen observer of the people and places around her, and many of her poems convey a deep appreciation of the mystery and beauty of the natural world.
(2) Ask students to listen and read the poem by Emily Dickinson on Page 61.
(3) Ask students to listen again and answer the questions below.
·What images are used to symbolise nature
·What message does the poem try to convey
·What does nature mean to you
(4) Have students share the answers in groups and in class.
(5) Check the answers as a class.
Suggested answers: ·Nature is symbolised by simple images of animals (“Squirrel” “the Bumble bee” “The Bobolink” “ the Cricket”) and features (“The Hill” “the Afternoon” “Eclipse” “the Sea” “Thunder”), which are in turn symbolic of the poet’s thoughts and feelings about the simplicity of nature. Nature is also symbolised in a metaphorical sense when it is described as “Heaven” and “Harmony”. ·The message of the poem is that although what we see and hear in nature appears to be simple, within that simplicity lie great beauty，mystery and magnificence that humans cannot truly appreciate or capture in their art. ·(略)
【设计意图】引导学生观看视频，了解中西方以自然为主题的文学作品的发展史和现代作家用笔墨唤醒人们保护自然的意识的写作目的。再倾听和阅读Emily Dickinson的诗歌，感受作者对大自然的热爱之情。以上活动为听力和单元学习做铺垫。
3. Look and answer.
(1) Ask students to look at the pictures, search for and share information about them.
John Boynton Priestley Robert Lynd Jane Austen
Background information: John Boynton Priestley John Boynton Priestley (1894～1984)was an English novelist, playwright and broadcaster known for his perceptive and often humourous characterisations of people in their day-to-day lives. His best-known and most widely performed play is An Inspector Calls, written at the end of World War II. Robert Lynd Robert Lynd (1879～1949):British essayist. He is remembered today for the remarkable sequence of essays he wrote over a period of more than forty years. They never fall below a high level of elegance and fluency, and while some are too self-consciously literary for today’s taste, the best of them—such as The Herring Fleet, inspired by his memories of Ardglass—have become twentieth century classics. Jane Austen Jane Austen (1775～1817): English novelist. Her novels are highly prized not only for their light irony, humour, and depiction of contemporary English country life, but also for their underlying serious qualities.
(2) Tell students to read the short introduction to the author of First Snow on Page 62 and answer the questions below.
·What careers did Priestley have in his lifetime
·What kind of person do you think Priestley was Do more research if necessary.
(3) Have students share and check the answers in class. Then teacher evaluates students’ answers.
Suggested answers: ·Priestley joined the army in World War I before going on to study at Cambridge University. After graduation, he worked as a freelance writer and radio presenter. ·(略)
【设计意图】通过观察图片、讨论及分享，了解 John Boynton Priestley、 Robert Lynd和 Jane Austen 的相关背景信息﹐为下一步的文本阅读做好准备。
活动二：获取与梳理
1. Predict.
Encourage students to look at the following picture carefully and describe it.
2. Read.
Ask students to describe snow in their own words. Have them read the passage and underline the expressions the author uses to describe the first snow.
Suggested answers: The expressions used by the author to describe the first snow: an event, so fantastically carpeted, a magical event, a cold place of dead white and pale blues, faintly flushed, artfully disposed, a cold sparkle of white and blue, falling heavily, in great soft flakes...
3. Read the whole passage.
(1) Have students read the whole passage carefully and complete the diagram below with the expressions they have underlined in the passage.
Timeline Scenery
When I got up this morning... The world became a ①________. The light coming through the windows seemed quite strange, and it made the familiar business of splashing and shaving and brushing and dressing very strange too.
The sun came out... The snow became ②________. My dining-room window changed into ③________ The little plum tree outside, with snow ④________, stood in full sunlight.
An hour or two later... Everything was a ⑤________. The ground ⑥________, the sky was ⑦________ and all the trees ⑧________. The entire scene looked ⑨________
Now... The snow is ⑩________. The roofs are ________. The trees are ________. I can see the children flattening their noses against the window.
Suggested answers: ①cold place of dead white and pale blues ②delicate pinks ③a lovely Japanese print ④lining its branches and artfully disposed along its trunk ⑤cold sparkle of white and blue ⑥went on and on ⑦thick grey ⑧so many black and threatening shapes ⑨like a cruel grassland ⑩falling heavily, in great soft flakes thick all bending
(2) Ask students to draw a diagram or mind map of this passage and compare it with the diagram above.
【设计意图】首先，引导学生描述图片，预测文本，用自己的语言描述雪，鼓励学生阅读课文，画出作者使用的描写初雪的表达。然后，引导学生进行精读，根据时间线，补全图表缺失信息，帮助学生梳理文本信息，深入了解课文脉络，品味不同时间段的雪景，感悟大自然的冬日之美，培养学生深层理解语篇和探讨主题意义的能力，扩展学生的批判性思维。
活动三：概括与整合
Share feelings of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel inspired and interested from this passage
【设计意图】以分享阅读感受为任务，驱动学生独立思考，使学生学会欣赏自然，感悟大自然的美。
Step II应用实践
活动四：描述与阐释
1. Structure analysis.
(1) Ask students to analyse the structure of this passage.
Para. 1 ________________________
Para. 2 ________________________
Para. 3 ________________________
Para. 4 ________________________
Para. 5 ________________________
(2) Encourage students to share their ideas and check the answers.
Suggested answers: Para.1: People all feel very excited about the first snow. Para.2: The first snow is magic. It makes the world totally different over one night. Para.3: The author describes a dreamy snow scenery in the morning. Para.4: Everything has changed again. Para.5: The snow falls more heavily. The world becomes a world of fairy tales，which reminds the author of his childhood.
2. Group work.
(1) Ask students to work in groups of four to retell the scenery.
(2) Tell the volunteers to present in class.
活动五：分析与判断
1. Ask students to read the following three sentences.
①By describing the magical scenery of the first snow, the author encourages readers to come to England and experience its beauty for themselves.
②By depicting the beautiful，near-magical scenery of the first snow, the author wants to convey his love for snow.
③By recalling his memories as a child during the first snow, the author expresses his longing for the innocent happiness of childhood.
2. Tell students to choose the author’s purpose inwriting the passage and give their reasons.
Suggested answers: ②
【设计意图】在学习理解类活动的基础上，要求学生分析课文结构﹑复述课文，选出作者的写作意图，并在课文中找到相应的内容证实自己的选择，检验学生对课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
活动六：内化与运用
Reading comprehension.
①What images does the author use to enhance the description of snow A. The little plum tree, weathercock. B. The little plum tree, green grand, sun. C. Sun, ice, the apple tree. D. Ice, the little plum tree, sun. ②What other literary works about snow do you know A. The Sea Around US. B. Under the Sea-Wind. C. Silent Spring. D. A Girl Selling Matches.
Suggested answers: ①A ②D
【设计意图】通过阅读理解，帮助学生内化文本细节信息，加强对阅读策略的认知和阅读能力的培养。
Step Ⅲ 迁移创新
活动七：推理与论证
Questions for discussion.
·Do you like snow Why or why not
·What is your favourite prose or essay Try to retell it to your partner and give the reason for your likes.
【设计意图】引导学生讨论自己对雪及有关雪的散文的感受，加深对主题意义的理解，学习、赏析更多文学作品，推断作者的写作意图和内心情感。
活动八：批判与评价
1. Explain difficult sentences.
①Even at the risk of appearing to this fair and witty reviewer as another Mr Woodhouse, I must insist that last night’s fall of snow here was an event.
Explanation:
This sentence expresses the author’s strong excitement about the first snow. It can be paraphrased as “You probably think I am a little fussy, but I have to admit that the first snow is so great that it makes me very excited.”
②The first fall of snow is not only an event but it is a magical event. You go to bed in one kind of world and wakeup to find yourself in another quite different, and if this is not magic, then where is it to be found
Explanation:
The snow changes the whole world in a magic way, which the author thinks different from any other scenery or weather.
2. 赏析连词、引用、指代﹑省略和插入语的用法，探讨其与主题意义的关联。
(1)并列连词
The fact is, however, that the snow was as strange and fascinating to me as it was to them.
The first fall of snow is not only an event but it is a magical event.
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
But the snow is falling heavily, ...
…
(2)引用
Mr Robert Lynd once said of Jane Austen’s characters: “They are people in whose lives a slight fall of snow is an event.”
Snow, snow faster:
White alabaster!
Killing geese in Scotland,
Sending feathers here!
引用Robert Lynd作出的评价和童谣。
(3)指代
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
引导学生理解this和it的含义，this指代本句前半句的内容，it指代magic。
(4)省略
You go to bed in one kind of world and wake up to find yourself in another quite different, and if this is not magic, then where is it to be found
补充：You go to bed and the world changes while you are sleeping, and when you wake up it is quite different. If you don’t consider this magic, then where else could you find it
引导学生把句子补充完整，以帮助学生更好地理解句子。
(5)插入语
It was as if our kindly countryside, close to the very heart of England, had been turned into a cruel grassland.
本句中close to the very heart of England是插入语，修饰countryside，指出它的具体方位，即“靠近英格兰的中心位置”。这样的描写加强了气氛的渲染，使读者更加清楚地感受到countryside原本的样子。
【设计意图】通过解释长难句、赏析写作手法﹑修辞手法和显性衔接及连贯手段，加深对文本的理解，提高学生的文学鉴赏力。
活动九：想象与创造
1. Think and share.
Encourage students to work in pairs and discuss the following questions.
·Why does the author mention Jane Austen at the beginning of the passage
·What images does the author use to enhance the description of snow
·What other literary works about snow do you know Share them with the class.
·Have you encountered any difficulties in understanding this passage Can you use visualisation to better understand the passage
Suggested answers: ·By referencing the characters of Jane Austen, who is known for her witty, perceptive observations of early 19th century English country life, the author is emphasising the irony and self-awareness with which he goes on to make his statement about the first snow. Images used by the author to enhance the description of snow: a cold place of dead white and pale blues, flushing the snow with delicate pinks, a cold sparkle of white and blue, falling heavily, in great soft flakes... ·(略) ·(略)
2. Writing.
根据课文内容写一篇60词左右的内容概要。
Suggested answer: When I got up this morning, it was snowing. The dining-room window had been transformed into a lovely Japanese print. It was a kind of landscape. At any moment, it seemed, a body of horsemen might be seen breaking out from the black trees, so many weapons might be heard and some distant spot of snow be reddened. Now it has changed again. Snow is falling heavily. And there is running through my head a rhyme I used to repeat when I was a child: Snow, snow faster: White alabaster! Killing geese in Scotland, Sending feathers here!
【设计意图】引导学生深入理解课文主题和关键信息，联系实际，讨论问题；直击高考，引导学生根据短文内容写一篇内容概要，实现知识和思维能力的扩展与迁移。
3. Learn expressions.
be snowed under
这个表达非常生动形象，snowed under从字面去理解是“(地方)被雪封住”的意思，而在口语中这个短语表达的是“因工作忙得不可开交,分身乏术”的意思。
(be) as pure as the driven snow
雪的纯白让我们常常把雪和“纯洁”联想到一起，这里的(be) as pure as the driven snow就是用来表示一个人思想上的纯洁。
I once knew a friend who could only be described as pure as the driven snow.
我曾认识一位朋友，对他最好的形容就是像雪一样洁白。
snowball
这个单词的原意是“雪球”，但有一个网络流行语叫“滚雪球”，其实这里的snowball作动词时，就是“滚雪球”的意思。
We started by satisfying every customer we had, but things snowballed from there. In the end, we couldn’t manage their expectations.
我们一开始会尽力满足每一位顾客，但事情滚起了雪球，到最后我们已经无法管理这些客户的期望值了。
【设计意图】学习、探索与“雪”有关的表达，了解更多关于snow的知识。
板书设计
Unit 6 Nature in words Period I Starting out & Understanding ideas Ⅰ. 学习理解 活动一：感知与注意 1. Watch a video. 2. Listen and read. 3. Look and answer. 活动二：获取与梳理 1. Predict. 2. Read. 3. Read the whole passage. 活动三：概括与整合 Share feelings of reading. Ⅱ. 应用实践 活动四：描述与阐释 1. Structure analysis. 2. Group work. 活动五：分析与判断 1. Read three sentences. 2. Choose the author's purpose. 活动六：内化与运用 Reading comprehension. Ⅲ. 迁移创新 活动七：推理与论证 Questions for discussion. 活动八：批判与评价 1. Explain difficult sentences. 2. 赏析 活动九：想象与创造 1. Think and share. 2. Writing. 3. Learn expressions.
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