(共16张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Using
language
Review:
non-finite
forms
as
attributive,
adverbial
and
complement
Activity
1
Look
at
the
sentences
from
the
reading
passage
and
answer
the
questions.
1
What
is
the
difference
between
the
verbs
in
bold
in
sentences
(a)
and
(c)?
“Carpeted”
in
sentence
(a)
is
a
past
participle
used
as
complement
and
“flattening”
in
sentence
(c)
is
a
present
participle
used
as
complement.
Activity
1
2
In
sentence
(b),
does
“to
find”
indicate
purpose
or
result?
In
sentence
(b),
“to
find”indicates
result.
3
In
sentence
(d),
does
“to
watch”
indicate
purpose
or
result?
What
is
the
function
of
“falling”?
In
sentence
(d),
“to
watch”
indicates
purpose;
“falling”
is
an
attributive
used
to
describe
the
snow.
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)
there
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.
Activity
2
Complete
the
passage
with
the
correct
form
of
the
verbs
in
brackets.
living
to
come
/
coming
respected
pioneering
drawn
to
live
known
celebrated
Today,
whilst
walking
along
a
peaceful
river
running
through
a
university
campus,
I
was
amazed
to
find…
Activity
3
Look
at
the
pictures
and
complete
the
travel
journal
entry
with
the
words
in
the
box.
Use
the
structures
you
have
learnt
in
this
unit
where
appropriate.
find
blow
go
see
fall
relax
enjoy
run
Activity
4
Work
in
pairs.
Talk
about
a
travel
experience
of
your
own
that
brought
you
closer
to
nature,
using
the
structures
you
have
learnt
in
this
unit
where
appropriate.
Describing
nature
Activity
5
Read
the
paragraph
and
answer
the
questions.
Pay
attention
to
the
words
in
bold.
1
What
does
this
paragraph
mainly
describe?
2
What
aspects
does
the
author
describe?
This
paragraph
mainly
describes
the
beautiful
appearance
in
the
month
of
August.
The
author
describes
the
skies,
fields,
flowers,
orchards,
trees,
wheat
and
the
quality
of
the
light.
Activity
6
Sound
Colour
Shape
Action
Smell
Sensation
loud
clear,
green,
rich,
golden
blooming,
bend,
bow,
piled,
waving,
sweeps,
tinges,
makes
thick
clusters,
graceful
sheaves
fresh,
sweet-smelling
fresh,
bleak,
gentle,
soft,
pleasant
Put
the
words
in
Activity
5
into
the
boxes.
Find
out
what
they
are
used
to
describe.
Now
think
of
more
words
in
each
category
and
add
them
to
the
boxes.
Then
describe
nature
during
your
favourite
season
with
the
words
you
have
learnt.
Activity
6
Put
the
words
in
Activity
5
into
the
boxes.
Find
out
what
they
are
used
to
describe.
Activity
7
Listen
to
the
conversation
and
answer
the
questions.
1
What
book
was
the
man
reading?
The
man
was
reading
a
book
called
Landmarks.
2
Why
was
the
man
annoyed?
3
What
was
the
girl’s
opinion?
Activity
8
Listen
to
the
conversation
again
and
correct
the
mistakes
in
the
man’s
blog.
“annoyed”
instead
of
“confused”
“a
different
opinion
from”
instead
of
“the
same
opinion
as”
“now
missing
from”
instead
of
“being
added
to”
“field
of
grass”
instead
of
“dense
forest”
“blue
flowers”
instead
of
“fruit”
“blog”
instead
of
“film”
“on
computers”
instead
of
“watching
TV”
“history”
instead
of
“literature”
“new
words
become
as
normal
to
young
people
as
the
old
ones
are
to
me”
instead
of
“old
words
become
as
normal
to
young
people
as
the
new
ones
are
to
me”
Now
work
in
pairs
and
act
out
the
conversation.
Activity
9
Complete
the
boxes
with
the
expressions
from
the
conversation.
?
…
such
as…
?
The
main
reason…
?
…,
for
instance.
?
Two
reasons,
I
think.
?
Consider…
Giving
examples
Giving
explanations
…
such
as…
…,
for
instance.
Two
reasons,
I
think.
The
main
reason…
Consider…
Activity
10
Work
in
pairs.
Talk
about
your
opinions
of
the
issue
discussed
in
Activity
8
using
the
expressions
in
this
section.
Now
think
about
your
performance.
Have
you
actively
participated
in
the
discussion?
What
can
you
do
to
improve
your
performance?(共7张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Project
UNIT
6
People
have
always
loved
a
good
performance.
From
Ancient
Greek
theatre
to
the
plays
of
Shakespeare,
a
good
performance
has
always
had
the
power
to
keep
an
audience
transfixed.
Take
the
passion
you
feel
for
your
favourite
literary
work
about
nature
and
share
it
with
others!
Giving
a
literary
reading
on
nature
Investigate
1
Look
for
poems
or
literary
excerpts
about
nature.
3
Choose
one
of
the
poems
or
excerpts
and
do
research
online
or
in
the
library
to
find
out
about:
2
Work
in
groups.
Share
your
poems
or
excerpts
with
your
group
and
find
out
what
they
think
of
them.
?
its
author
?
background
information
as
to
when,
where
and
why
it
was
written
?
analysis
of
key
themes
?
definitions
and
explanations
of
any
unusual
words
or
expressions
Plan
1
Plan
a
slide
presentation
to
accompany
your
reading.
The
presentation
should
include
the
following:
?
the
text
of
your
reading
?
results
from
your
research
?
visual
elements
that
reflect
any
key
themes
or
emotions
within
the
work
?
suitable
background
music
2
Assign
roles
to
the
members
of
your
group
:
?
presentation
designer(s)
?
sound
and
image
researcher(s)
?
narrator(s)
Create
1
Prepare
your
presentation
and
practise
giving
your
reading.
2
Remember
to
rehearse
your
reading
with
the
slide
presentation.
Present
2
Vote
for
the
most
powerful
presentation.
1
Give
your
reading
and
presentation
to
the
class.(共9张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Presenting
ideas
&
Reflection
Activity
1
Work
in
groups.
Share
with
each
other
a
book
about
nature
you
have
read.
Consider
the
following:
Now
plan
your
own
book
about
nature
based
on
your
research.
Think
about
the
questions
and
make
notes.
Activity
1
What
is
the
genre
of
your
book？
What
is
the
theme
of
your
book？
What
content
will
you
include
in
your
book？
What
makes
your
book
interesting？
Activity
2
Discuss
how
many
chapters
the
book
will
have
and
make
a
brief
table
of
contents.
Activity
3
Think
of
a
catchy
title
for
your
book
and
design
a
book
cover
if
possible.
Activity
4
1
the
structure
of
your
introduction
2
useful
words,
expressions
and
structures
Prepare
a
short
introduction
to
the
book.
Consider
the
following:
Activity
5
Give
your
introduction
to
the
class.
Vote
for
the
most
creative
book
about
nature.
Reflection
Write
a
reflection
after
completing
this
unit.
Consider
the
following:
5
What
improvement
have
you
made
in
using
learning
strategies
and
exploring
effective
ways
of
learning?
1
What
is
your
understanding
of
nature
in
literature?
2
What
text
types
have
you
learnt
about?
What
are
their
features?
3
What
words,
expressions
and
structures
have
you
learnt?
4
What
improvement
have
you
made
in
understanding
different
cultures?
6
What
improvement
have
you
made
in
analysing
and
solving
problems?(共5张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Starting
out
Activity
1
Watch
the
video
and
answer
the
questions.
2
What
other
nature
writers
do
you
know
of
?
Tell
the
class
about
him
or
her.
Poems,
letters,
travel
journals,
essays
and
novels
are
the
literary
forms
mentioned
in
the
video.
1
What
literary
forms
are
mentioned
in
the
video?
Activity
2
Listen
and
read
the
poem
by
Emily
Dickinson.
Answer
the
questions.
1
What
images
are
used
to
symbolise
nature?
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”.
Activity
2
2
What
message
does
the
poem
try
to
convey?
3
What
does
nature
mean
to
you?
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.(共11张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Understanding
ideas
Activity
1
Read
the
short
introduction
to
the
author
of
First
Snow
and
answer
the
questions.
1
What
careers
did
Priestley
have
in
his
lifetime?
Priestly
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.
2
What
kind
of
person
do
you
think
Priestley
was?
Do
more
research
if
necessary.
Activity
2
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…
Describe
snow
in
your
own
words.
Then
read
the
passage
and
underline
the
expressions
the
author
uses
to
describe
the
first
snow.
Activity
3
1
By
describing
the
magical
scenery
of
the
first
snow,
the
author
encourages
readers
to
come
to
England
and
experience
its
beauty
for
themselves.
2
By
depicting
the
beautiful,
near-magical
scenery
of
the
first
snow,
the
author
wants
to
convey
his
love
for
snow.
3
By
recalling
his
memories
as
a
child
during
the
first
snow,
the
author
expresses
his
longing
for
the
innocent
happiness
of
childhood.
Choose
the
author’s
purpose
in
writing
the
passage
and
give
your
reasons.
Activity
4
Timeline
Scenery
When
I
got
up
this
morning...
The
sun
came
out...
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
snow
became
2_________________.
My
dining-room
window
changed
into
3______________________________.
The
little
plum
tree
outside,
with
snow
4______________________________,
stood
in
full
sunlight.
cold
place
of
dead
white
and
pale
blues
delicate
pinks
a
lovely
Japanese
print
lining
its
branches
and
artfully
disposed
along
its
trunk
The
author
uses
picturesque
language
to
depict
the
first
plete
the
diagram
with
the
expressions
you
have
underlined
in
the
passage.
Activity
4
Timeline
Scenery
An
hour
or
two
later...
Now...
Everything
was
a
5______________________________.
The
ground
6______________________________,
the
sky
was
7___________________
_______,
and
all
the
trees
8________________________________.
The
entire
scene
looked
9______________________________.
The
snow
is
10______________________________.
The
roofs
are
11______________________________.
The
trees
are
12______________________________.
I
can
see
the
children
flattening
their
noses
against
the
window.
cold
sparkle
of
white
and
blue
went
on
and
on
thick
grey
all
bending
so
many
black
and
threatening
shapes
like
a
cruel
grassland
falling
heavily
in
great
soft
flakes
thick
Activity
4
Now
work
in
pairs
and
talk
about
how
the
author
organises
the
structure
of
the
passage.
Think
&
Share
1
Why
does
the
author
mention
Jane
Austen
at
the
beginning
of
the
passage?
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.
Think
&
Share
2
What
images
does
the
author
use
to
enhance
the
description
of
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…
Think
&
Share
3
What
other
literary
works
about
snow
do
you
know?
Share
them
with
the
class.
4
Have
you
encountered
any
difficulties
in
understanding
this
passage?
Can
you
use
visualisation
to
better
understand
the
passage?(共21张PPT)
Unit
6
Nature
in
words
新标准《英语》高中选择性必修第三册
Developing
ideas
Activity
1
Facts
about
DDT:
?
DDT
was
first
produced
in
1874
and
was
later
used
as
pesticide.
?
It
stays
in
the
environment.
?
It
is
highly
poisonous
to
living
organism,
including
humans.
?
Now
banned
in
many
countries,
it
is
still
used
in
some
for
malaria
control.
Look
at
the
infographic
below
and
answer
the
questions.
Activity
1
Look
at
the
infographic
below
and
answer
the
questions.
1
How
does
DDT
reach
the
human
body
in
the
food
chain?
When
DDT
is
sprayed
onto
plants
in
order
to
kill
insects,
it
is
absorbed
by
the
plants
and
subsequently
consumed
by
animals;
humans
in
turn
eat
those
animals.
DDT
also
leaks
through
the
soil
and
into
rivers
and
lakes,
where
it
contaminates
fish
consumed
by
humans.
Activity
1
Look
at
the
infographic
below
and
answer
the
questions.
2
What
harm
does
DDT
cause?
DDT
is
highly
poisonous
to
living
organism,
including
humans.
Activity
2
Read
the
book
review
on
Silent
Spring,
a
book
that
led
to
the
banning
of
DDT.
Predict
what
will
be
mentioned
in
the
passage.
Activity
2
Now
read
the
passage
and
check
your
prediction.
It
is
a
book
review
on
Silent
Spring,
so
the
following
parts
may
be
mentioned
this
this
passage:
1)
basic
information
about
the
book,
including
the
author,
year
of
publication,
theme
and
main
idea;
2)
the
reason
why
this
book
is
published;
3)
features
of
the
writing;
4)
comments
on
this
book;
5)
influence
of
this
book.
Activity
3
Organise
information
from
the
passage
and
complete
the
notes
about
Silent
Spring.
1
1962
2
the
damaging
effects
of
human
activity
3
more
responsible,
limited
and
carefully
monitored
4
scientific
information,
examples
and
research
5
beautiful
and
elegant
6
The
pesticide
industry
7
defend
her
claims
8
The
use
of
DDT
9
Presidential
Medal
of
Freedom
10
environmental
awareness
Now
work
in
pairs.
Talk
about
which
aspects
of
the
book
review
make
you
wantto
read
the
book.
Think
&
Share
1
Why
was
Silent
Spring
so
successful?
Silent
Spring
was
so
successful
because
it
alerted
the
general
public
to
the
dangers
of
DDT.
It
planted
important
new
ideas
in
the
public
mind,
such
as
that
spraying
chemicals
to
control
insect
populations
has
an
impact
on
other
wildlife,
and
that
the
chemicals
got
into
the
food
chain.
2
What
is
the
moral
lesson
behind
“A
Fable
for
Tomorrow”?
The
moral
lesson
is
that
financial
profit
should
not
come
at
the
expense
of
the
environment
and
the
creatures
living
in
it.
Think
&
Share
3
Why
did
some
people
challenge
Carson’s
findings?
Some
people
challenged
Carson’s
findings
because
they
were
concerned
about
the
negative
impact
they
would
have
on
business
in
the
pesticide
industry.
Think
&
Share
Think
&
Share
4
In
what
different
ways
do
First
Snow
and
Silent
Spring
raise
people’s
awareness
of
nature?
First
Snow
shows
the
beauty
of
nature—and
in
particular
the
snow—through
its
words
and
imagery,
while
Silent
Spring
describes
an
unnatural
spring
without
the
beauty
of
birdsong.
They
each
raise
people’s
awareness
of
nature
by
highlighting
the
interplay
between
nature
and
human
behaviour.
Activity
4
Work
in
groups.
Write
an
award
speech
for
Rachel
Carson.
1
Read
the
passage
again
and
make
notes
about
Rachel
Carson’s
contributions
to
environmental
protection.
Consider
the
following:
?
her
most
influential
work
?
what
points
she
tried
to
make
?
difficulties
she
met
with
?
her
personal
qualities
Activity
4
2
Rachel
Carson
received
her
Presidential
Medal
of
Freedom
posthumously
in
1980.
Read
the
excerpt
from
President
Carter’s
award
speech
and
note
the
language
features.
Never
silent
herself
in
the
face
of
destructive
trends,
Rachel
Carson
fed
a
spring
of
awareness
across
America
and
beyond.
Always
concerned,
always
eloquent,
she
created
a
tide
of
environmental
consciousness
that
has
not
ebbed.
Activity
4
3
Write
your
own
award
speech
of
about
100
words
and
share
it
with
the
class.
Now
think
about
your
performance
in
group
discussion.
Were
you
able
to
make
an
objective
judgement
about
Rachel
Carson?
Writing
a
poem
about
nature
Activity
5
Which
poem…
a
b
c
…uses
its
shape
to
help
convey
message?
…has
rhyming
words
at
the
end
of
lines?
…uses
metaphor?
…uses
simile?
…uses
personification?
√
√
√
√
√
√
√
Read
the
poems
and
tick
the
correct
box(es)
for
each
question.
Think
about
words
and
expressions
related
to
nature
and
add
them
to
the
mind
map.
Activity
6
Activity
7
Work
in
pairs.
Plan
a
poem.
Consider
the
following:
?
what
your
poem
will
be
about
?
what
kind
of
poem
you
are
going
to
write
?
what
figures
of
speech
you
will
use
?
what
words
you
can
use
for
that
rhyme
(if
using
rhyme)
Activity
7
Work
in
pairs.
Plan
a
poem.
Consider
the
following:
There
once
was
a
boy
who
thought,
He
could
eat
all
the
sweets
he
had
bought.
He
gobbled
them
down,
Then
started
to
frown,
’Cause
he’d
eaten
more
than
he
ought.
Now
write
your
poem.
Activity
8
Work
in
pairs.
Make
improvements
to
each
other’s
poems
and
share
them
with
the
class.
Now
discuss
the
similarities
and
differences
between
Chinese
and
English
poems.
