The Natural Garden (Period 1) Students’ worksheet
1. Read paragraph 6 and draw a mind map to show the relationship among all the creatures in the garden.
2. Compare the young man’s father’s actions and attitudes to the tree with the king’s.
The young man’s father The king
3. Answer the following questions:
u How long did it probably take to recreate the beauty of the garden in the young man’s home Find the supporting details.
u What does “Nature couldn’tbe rushed” mean
u Who is the wisest person in the story Why
4. Make your own dialogue (optional)
The king is about to have the old tree cut down. Suppose you are one of the advisers to the king and you know how everything in the gardens is connected. You want to persuade the king to give up his plan. Work with your partner and make your own dialogue and then act it
out.
The king: The old tree is withered and dry. What’s the point of leaving it in my royal gardens It’s completely out of place.
The adviser: Your Majesty! ['m d st ] Allow me to ... You’d better not ...because ... The king: Only an old tree can have such a huge effect
The adviser: Yes. Everything in the garden ... For example, ...
The king: I want my gardens to keep their beauty and my children and my descendants can ...
The adviser: Nature can’t be rushed. If you ..., it will take time ... and you won’t live to see it.
The king: I don’t want to be full of regrets. It’s beyond my expectation that an old tree should make such a big difference. I’ll keep it.
5. Read the text again and match each word with its meaning.
fountain (Line 10) A person who gives advice, especially sb. who knows a lot about a particular subject
nobleman (Line 11) A structure from which water is sent up into the air by a pump, used to decorate parks and gardens
adviser (Line 20) Grand and impressive beauty
theory (Line 22) A long thin creature with no bones or legs that lives in soil
splendor (Line 24) A person who comes from a family of high social rank
moth (Line 28) A formal set of ideas that is intended to explain
why sth. happens or exists.
worm (Line 38) Easily damaged or broken
delicate (Line 63) A flying insect with a long thin body and four
large wings like a butterfly, but less brightly colored
Assignments
1. Read the text twice and underline the difficult words and phrases. Finish exercise 5 in your worksheet.
2. Retell the story to your partner based on a timeline.
3. If you have a chance to design the royal garden, what the garden will be like Please draw a design draft below and use your own words to describe it. (for speaking &writing class)
If I have a chance to design a garden, I will design it like this.(共17张PPT)
View and Think
Recommend one of the pictures to participate in a photography
competition "approaching nature".
trees
insects mammals birds
flowers
pines
roses
lakes clouds
mountains
natural
phenomena
landscape
animals
rivers seas
plants
rainbow
snow
The Natural Garden
what do you expect to read in the story
Skimming
main characters:
the king, the wise nobleman
the young man, the young man’s father
writing order: time order
once sometime later years later
6
The king was full of regrets. He wanted to restore the beauty of his gardens, but it would take many years.
2
The king had the tree—the only thing that he disliked in the gardens—cut down.
3
The king realized that there were no more living animals in his gardens.
5
A young man came with an explanation and a solution.
4
The king sent for advisers, but none of them was able to explain the mystery.
1
The king had gardens as beautiful as paradise on earth.
Scan the passage and put the following sentences into the right order according to the story.
What was the only one thing that the king disliked Why
What did the King do to it
elaborate fountains
problem
noone animal in the empty gardens
the
sent for his advisers
king’s
offered a reward to anyone with a
solution solution
result
Nothing could restore the royal gardens to its former splendor.
Some time later
splendor
What has caused the problem of the gardens
Not enough poo, particularly moth poo.
Years later
Draw a picture showing the relationship among all the creatures in the garden
plants and flowers colorful worms
brightly colored birds
bigger animals
moth poo
feed on
have it cut down
want it back
destroy
dislike regret
The young The king
man’s father
Compare the young man’s father’sactions and attitudes to the tree with the king’s.
collect re-plant recreate
cherish respect
How long did it possibly take to recreate the natural gardens
Nature couldn’t be rushed.
Who is the wisest person in the story Why
years later
some time later one day
once upon a time
Retell the plot of the story according to the timeline and the keywords.
… realised
… had the tree cut down
…had beautiful gardens …
… regretted
Lucid waters and lush mountains are invaluable assets.
（绿水青山就是金山银山。）
——President Xi
Nature is not governed except by obeying her .
——Bacon
Assignments
1.Read the text twice and underline the difficult words and phrases. Finish task 5 on the worksheet.
2. Retell the story based on the timeline.
3. Design your ideal natural garden and describe it with your own words. (for speaking& writing class).
感谢您的观看Teaching Plan
Subject: 1B U1 Reading A：The Natural Garden (1st Period) Teaching objectives:
By the end of this period, students are expected to:
1. grasp the key elements and moral of a fable by skimming and scanning
2. identify words related to nature such as wither, elaborate, splendour, moth poo
3. compare the characters’ attitudes towards nature across time
4. understand the importance of the balance of nature and have the awareness of protecting natural species
Teaching procedures:
I. Pre-reading
Interactive Task 1: view and think
*Teacher: introduce the scenario of a photography competition “approaching nature” *Students: view 2 pictures of the teacher and recommend 1of them to participate in the competition Purpose: to arouse students’ interest in the topic
Guided Questions:
1. Which one do you recommend tome to participate in the photography competition Why
2. Is it natural
Interactive Task 2: brainstorm the mind map
*Teacher: present a mind map about nature *Students: draw a mind map about nature. Share their ideas with each other *Purpose: to understand the relationship between different species in nature
Guided Questions:
1. When it comes to nature, what will you think of
2. What adjective will you use to describe the relationship of all the things in nature
Interactive Task 3: predict the main idea
*Teacher: ask students to predict what they expect to read according to the title *Students: read the title and make a prediction about the passage Purpose: to train the skills of predicting and identifying the features of a fable
Guided question:
What do you expect to read in the story
II. While-reading
Interactive Task 4: understand the text structure
*Teacher: guide students to read for the general idea *Students: skim for the general idea, the main characters and the writing order Purpose: to practice students’ skimming skills
Guided Questions:
1. What are the main characters in the story
2. How does the story develop
3. What’s the writing order of the story
4. How did you know that Are there any keywords
Interactive Task 5: put all the sentences in the right order
*Teacher: ask students to scan the story and put the details in the right order *Students: read the whole story and put the details in the right order Purpose: to understand the details of the story
Guided Question:
Can you put the following sentences in the right order
Interactive Task 6: answer questions
*Teacher: ask students to scan paragraphs 1-5 and answer questions *Students: scan paragraphs 1-5 and answer questions Purpose: to further understand the details
Guided Questions:
1. what was the only one thing that he disliked Why
2. What did he do to it
3. Who visited the king
4. What did he say to him and what’sthe king’sreaction
5. According to the young man, what has caused the problem
Interactive Task 7: draw a concept map showing the food chain in the garden
*Teacher: ask students to draw a concept map to show the relationship of the creatures in the garden *Students: scan paragraph 6 and draw amap Purpose: to further understand the details
Guided Questions:
1. According to the man, what are the relationships among all the creatures in the garden
2. Can you use some adjectives to describe the relationship of all the things in nature
3. How did the young man know so much about the garden
Interactive Task 8: compare the young man’s father’s actions and attitudes to the tree with the king’s
*Teacher: guide students to find out the words indicating their actions and attitudes *Students: find out the words indicating their actions and feelings Purpose: to understand the details of the story
Guided questions:
1. What are the young man’s father’s actions and attitudes
2. What are the king’s actions and attitudes
3. How long did it probably take the beauty of the gardens to recreate itself in the young man's
home
4. What’s your understanding of the sentence “Nature couldn’t be rushed.”
Step 3 Post-reading
Interactive Task 9:retell the story
*Teacher: help students retell the story *Students: retell the story with the help of the table *Purpose: to consolidate the understanding of the story
Guided Questions:
1. What can we learn from the different results
2. Who do you think is the wisest person in the story
Interactive Task 10: discuss the quotes about nature from some famous people
*Teacher: present some quotes about nature from some famous people and ask students to share their opinions *Students: share their understanding of the quotes *Purpose: to foster the awareness of nature protection
Homework:
1.Read the text twice and underline the difficult words and phrases. Finish task 5 on the worksheet.
2. Retell the story based on the timeline.
3. Design your ideal natural garden and describe it with your own words. (for speaking& writing class)
Purpose: to consolidate what students have learned in the text.
