下载文档原格式
Module 6 Old and New教学设计说明话题介绍本模块主题是“Old and New”，介绍了中国人民在文明进步方面做出的历史成就和现实成就，如长城、香港国际机场和三峡大坝。
Period 1 Reading INTRODUCTION Vocabulary and speaking 和READING ANDVOCABULARY合并为第一课时“阅读课。
”课文“The Three Gorges Dam”是说明文，介绍了举世瞩目的三峡大坝。
三峡大坝设计全长2309米、坝顶海拔高程185米、混凝土浇筑总量1610万立方米，是世界上规模最大的钢筋混凝土大坝。
整个三峡工程分为前期施工期、围堰挡水期、初期运行期和后期运行期四个阶段。
Period 2 Grammar 课本54和56页合并为第二课时“语法课”，学习Non-defining clauses andcontraction of relative。
Period 3 Writing 课本55页是写作课“Writing”，阅读一则email，写作一则email。
Period 4 Speaking 课本55页“Speaking”为“口语课”，学习Talking about dams。
Period 5 Function 课本58页是“功能课”，学习使用strong adjectives，即“强势形容词”，或“书面形容词”。
Period 6 CULTURAL CORNER 课本59页的CULTURE CORNER 是“文化阅读课”，“The Empire State Building, New York”，即纽约帝国大厦。
纽约帝国大厦设计者为美国史莱夫-兰布-哈蒙建筑事务所，1931年落成，是70年代以前世界上最高的建筑。
纽约州别名帝国州，故名。
Period 7 TASK 课本60页的TASK 是“任务课”，学习用英文preparing a news bulletin。
Module 4 MusicTeaching ArrangementPeriod 1: Introduction + Reading and vocabularyPeriod 2: Reading and Vocabulary (Language Points )Period 3: Listening and Vocabulary + Grammar + Everyday English + function Period 4: Cultural Corner + Writing + SpeakingPeriod 5: Reading + Grammar + Vocabulary (Workbook)Period 6: Listening + Speaking + Writing (Workbook)Period 7: Test on Basic KnowledgePeriod 8 and 9: Dealing with exercises in Newspapers.Period 1.Teaching content: Introduction + Reading and vocabulary▲Step 1. Introduction1.Leading-in using the photos on page 312.Do Activity 1and 2 and pay attention to the following points.1) a relative of the European lute2) Do you know any Chinese classical music pieces which feature theseinstruments?（Translation）3) the sound of traditional Chinese music?▲Step 2 Reading and vocabulary1.Finishing activity 4 and 52.Reading1)Read the first part and do activity 12)Read the second part and do activity 23)Read the third part and do activity 33.Key points and sentences.1)Liu Fang is an international music star, famous for her work withtraditional Chinese instruments.（Translation）2)give concerts3)She graduated from the Shanghai Conservatory of Music, where she alsostudied the guzheng in 1993. （Translation）4)When I was a child, she took me to performances.（change it into asimple sentence.）5)I listened to music before I could speak!（ Translation）6)When I was five years old, she taught me to play the yueqin.7)Work as a pipa soloist of the Kunming Music and Dance Troupe.8) What are the biggest challenges of playing the pipa and guzheng?9) There are many different pipa schools and each one has its specialway of interpreting the classical pieces.(变成独立主格结构)10) The biggest challenge is to respect the traditions but to add my own style.（Translation）11).be true of / for12) traditional opera singing, and folk songs13) play a tune14). What characteristics of Chinese classical music do you try to showin your playing?（Translation）15). be closely connected to Chinese poetry16). give life to the whole painting17). allow people to come into the picture18) It’s the same with classical Chinese music.19) empty spaces20) Listeners can experience the power and the beauty of the music, like enjoying a beautiful poem or painting.（Translation）21). What do you like best about performing live?22). I feel a little depressed or lonely when there is no concert for a long time.23). I also enjoy the time immediately after the concert to share the feelings and ideas with friends and music lovers, listening to their impressions and understanding about the music.24). Have opportunities to make contact with other musical traditions and play with master musicians.25). compose music26). I also wish to introduce classical Chinese pipa and guzheng music toevery corner of the world.27). What’s her ambition regarding Chinese music?(p33. activity 3)4.Post-reading.Into the text1.Which of the following is True about Liu Fang?a.She was born in 1974.b.She has played the pipa since 1983.c.She went to the UK to perform for the Queen of England.d.Her mother taught her to play the pipa when she was five years old.e.In 1996, she moved to Canada with her husband.A.a, c B a. b C a, e D d, e2.The biggest challenge of playing the pipa and guzheng is _______.A.to improve your technique onlyB.to play the pieces during the Tang Dynasty onlyC.to study in different pipa and guzheng schoolsD.to respect the traditions but to add your own styles3.Why did liu Fang say that Chinese music is similar to the Chinese language?A.Because the same pronunciation with different tones has differentmeanings in ChineseB.Because Chinese language is a tool foe performanceC.Because Chinese music is a tool for conversation.D.Because Chinese music is played through Chinese words.4.Liu fang feels a little depressed or lonely ________.A.when she is too busy to have a restB.when there is no concert for along timeC.when she performs in public again and againD.when she doesn’t like the atmosphere in a concert hall5.which of the following is TRUE about Liu Fsng’s goals?A.She has a particular goal as an artist.B.She wants to change her backgrounds.C.She wants to be more famous in Canada than in China.D.She hopes to work with many famous composers and wishes to composeher own music.▲Step 3 Homework.1.He was d_________ because he had not passed his examinations.2.The dress is in the latest s____.3.He won the election because he got most v_____.4.I like the way she i________ classical pieces.5.Classical Chinese music is closely c_______ to Chinese poetry.Please remember the following words:父母过去的辛酸，我们已无法去改变；我们要努力奋斗，让父母体味未来的甘甜；严以律己，孜孜耕耘；让微笑，写满父母疲惫的脸庞；让骄傲，挂在老师欣慰的脸上；让希望，围绕在我们身旁；让未来，因拼搏更加辉煌；洒下汗水，定有丰硕的成果；努力拼搏，会有金色的收获；Period 2.Teaching content. Reading and vocabulary (language points) ▲Step 1 Revision.1.刘芳是一位国际知名的音乐家，以弹奏中国传统乐器见长。
Unit 6 Nature in words单元主题本单元的主题是语境是“人与自然”，涉及的主题语境内容是不同文学形式中描写的自然。
本单元带领学生赏析不同作家笔下妙不可言的自然。
他们在描绘自然之美的同时传递了环境保护的主题。
通过本单元的学习，学生不仅能够掌握不同文体的特点，体会作者对自然的爱，也能更好地理解人与自然的关系，树立欣赏和保护自然的意识，建立感恩自然、珍视自然、关爱自然的信念。
单元目标学生能够围绕本单元的主题语境，基于单元提供的诗歌、散文、小说、博客、书评等多模态语篇，综合运用各种语言技能，赏析描写自然的美文，体会作者的语言魅力；能够听懂并谈论与自然相关的文学作品，恰当使用所学词汇和表达通过不同的文学形式描写自然，深化对单元主题意义的理解；能够运用单元所学内容，提升分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力，文化意识、思维品质和学习能力的提升。
教学计划经过对教材内容的分析和重组，本模块可以分五课时教授：第一课时Starting out第二课时Understanding ideas第三课时Using language第四课时Developing ideas第五课时Presenting ideas教学步骤：Period 1 Starting outTeaching Goals:1. To arouse Ss’ interest in learning about the development of the various literary form related with nature.2. To develop Ss’ appreciation of the beauty of nature.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about the literary forms they know.Ask Ss to brainstorm the literary forms they have already known.What literary forms do you know?？Suggested answers:novels, poems, essays, letters, travel journals, dramas and folk tales.Step 2 watch the video and answer questionsPurpose: To learn the development of the various literary form related with nature as well as the nature writers and their works.Ask Ss to watch the video and answer the following three questions.1 What literary forms are mentioned in the video?Suggested answers:Poems, letters, travel journals, essays and novels are the literary forms mentioned in the video.2 Write down the writers and their works mentioned in the video.Suggested answers:Ralph Waldo Emerson ----NatureThoreau ------WaldenJack London----The call of the wild, White Fang3 What is new of literary works about nature now?Suggested answers: Writers now are more aware of the vulnerability of nature, and they call for the protection of nature.Step 3 Listen and learn the poem by Emily Dickson.Purpose: To help Ss understand the message conveyed in the poem and think about the significance of nature to human beings.1 Give Ss some background information about Emily Dickson and the feature of her poems.2 Ask Ss to listen and read the poem and answer questions.3Lead Ss to understand the poem by answering the questons.1) How many aspects are there to introduce “Nature” in the poem?Suggested answers:Three aspects. Nature is what we see. Nature is what we hear.Nature is what we know.2) What images are used to symbolize nature?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 i t is described as “Heaven” and “Harmony”.3) What message does the poem try to convey?Suggested answers: 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.4) What does nature mean to you?Ss’s own answer.Step 4 Describing naturePurposes:Enable Ss to appreciate the beauty of nature in Charles Dickens’s The Pickwick Papers.1 Ask Ss to read the paragraph and answer the questions.1) What does this paragraph mainly describe?Suggested answers: This paragraph mainly describes the beautiful appearance in the month of August.2) What aspects does the author describe?Suggested answers:The author describes the skies, fields, flowers, orchards, trees, wheat and the quality of the light.2 Ask Ss three more questions to further understand the text.Why did the passing wagon move slowly?Why didn’t the author hear no loud noises?Can you find some clues from the text?Suggested answers:Ss’s understanding of the text.3 Ask Ss to finish 6 on page 66.4 To play Thomas Nash’s poem Spring for Ss to further stimulate Ss’s appreciation of the beauty of nature in literature.Step 5 Homework1Describe nature during your favorite season with the words you have learnt.2 Read the word list of unit6.Period 2 Understanding ideasTeaching Goals:1. To understand First Snow by John Boynton Priestley and analyze the structure and the purpose of the text.2. To enable Ss to describe nature.3. To stimulate Ss’ love for nature and their ability to appreciate the related literary forms.Teaching Procedures:Step 1 IntroductionPurpose: To present Ss the background information of the author.1 As Ss to quickly read the paragraph and answer two questions to get the background information of the author.1) What careers did Priestley have in his lifetime?Suggested answers: 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?Suggested answers: talented, productive, observant = being good at observing, imaginative, quick-minded2 Present Ss several breathtaking pictures of the snow to arouse their interest and provide words related to this topic.blizzard大风雪snowstorm暴风雪blowing snow 飞雪drifting snow 飘雪sleet雨夹雪snow drift雪堆snow shower 阵雪light snow 小雪flurry阵雪/小雪heavy snow 大雪snowfall降雪snowflake雪花Step 2. Reading.1. ScanningPurpose: To get a brief understanding of the text and learn to read for the main ideas by looking for topic sentences.A Ask Ss to go through the text and underline the expressions the author uses to describe the first snow.B Ask Ss to match the main ideas of each paragraph by looking for topic sentences.C Finish the task on page 64 to understand the purpose of the text.2. SkimmingPurpose: To get Ss to further understand the text and learn the words and expressions in the text as well as the structure and the author’s attitude and emotions behind the text.A Learn the text paragraph by paragraph.B Ask Ss to finish task 4 on page 64 to learn how the author describe the first snow.C Enable Ss to retell the passage based upon the mind map.To deal with the new words in the text.Step 3. Post-reading& HomeworkPurpose: To further consolidate the words and expressions as well as the way to depict nature in the text.1. To ask Ss to finish a grammar filling text based upon the passage.2.Ask Ss to write a short article within 100 words to depict anything they like in nature.Try to use as many words you have learnt in this unit as possible.Try to use different images to make your description vivid.Period 4 Developing ideasTeaching Goals:1. To consolidate a basic reading skill—analyzing the text.2. To understand the words and expressions in the text.3.To learn the basic elements of a book review and how to write a book review.4 Arouse Ss’ awareness of environmental protection.Teaching Procedures:Step 1 Leading-inPurpose: To provide background information about DDT and its harmfulness.1Ask the Ss to look at at the infographic below and answer the questions.1)How does DDT reach the human body in the food chain?Suggested answers:When DDT is sprayed onto plants in order to kill insects, it is absorbed by the plants and later 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.2)What harm does DDT cause?Suggested answers:DDT is highly poisonous to living organism, including humans.2 Ask Ss to brainstorm the basic elements of a book review and provide theanswers.A book review: an article in a newspaper or magazine giving opinion about a new bookIt includes basic information of the book, the reason for its publication, features of the writing, comments on this book and influence of this book.3 Ask Ss to read the book review on Silent Spring, a book that led to the banning of DDT.Predict what will be mentioned in the passage.Step 2 ReadingPurpose: To consolidate a basic reading skill—analyzing the text, understand the words and expressions in the text and learn the basic elements of a book review and how to write a book review.1Read and choose the correct answers to five questions.2Further understand the text by learning the words and difficult sentences in the text. 3Fill the blanks with the correct forms of the words in the box.4Analyze the the structure of a book review by learning the structure of the text.5Ask Ss to write their own book review.Step 3 Post readingPurpose:Arouse Ss’ awareness of environmental protection.Ask Ss four questions and allow them to discuss with their group members or partners.1 )Why was Silent Spring so successful?Suggested answers: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”?Suggested answers: The moral lesson is that financial profit should not come at the expense of the environment and the creatures living in it.3) Why did some people challenge Carson’s findings?Suggested answers:Some people challenged Carson’s findings because they were concerned about the negative impact they would have on business in the pesticide industry.4) In what different ways do First Snow and Silent Spring raise people’s awareness of nature?Suggested answers: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 theinterplay between nature and human behavior.Step4 Homework1. Use the new words and expressions to make some sentences.2. Finish the following exercises on P70 of the workbook.。
外研版（2019）高中英语必修第一册Unit 6课文知识点讲义Unit 6 At one with natureUnderstanding ideas一、知识点：1 此处为“介词＋关系代词”引导的定语从句。
2 starting in...是现在分词短语作时间状语。
3 that引导宾语从句，其中包含一个“介词＋关系代词”引导的定语从句。
4 although引导让步状语从句。
5 what引导主语从句，在从句中作主语；in which引导定语从句，修饰先行词the way。
6 此处为强调句型it is...that...，强调状语along these waterways。
7 from which引导定语从句，修饰先行词clouds。
8此处为“不定代词＋介词＋关系代词”引导的定语从句，修饰先行词birds and fish；其中又包含一个that引导的定语从句，修饰先行词insects。
9 for whom引导定语从句，修饰先行词people。
10 which引导非限制性定语从句，先行词为整个主句；that引导的是宾语从句。
11 who引导定语从句，修饰先行词visitors；created by people为过去分词短语作后置定语，修饰wonder。
二、单词&短语：1 terrace n. 梯田2 wrap v. 包，裹3 sheet n. （冰或水等的）一大片4 frost n. 霜5 dynasty n. 朝代6 completion n. 完成，结束7 region n. 地区，区域8 therefore adv. 因此，由此9 steep adj. 陡的，陡峭的10 soil n. 土壤11 shallow adj. 浅的12 prevent v. 阻挡，防止prevent sb/ sth from doing sth阻止某人/某物做某事13 wash away 冲走14 significant adj. 重要的，影响深远的15 harmony n. 融洽相处，和谐in harmony with与……协调，与……一致16 design v. 设计17 waterway n. 水路，航道18 once again再一次19 feed on以……为食20 harm v.伤害，损害21 crop n.庄稼，作物22 tradition n.传统23 pass down传下来24 generation n.一代人25 agriculture n.农业26 attract v.吸引，引起……的兴趣27 admire v.欣赏，观赏三、课文Longji Rice TerracesImagine mountains wrapped in silver water, shining in the spring sun. Summer sees the mountains turn bright green with growing rice. During autumn, these same mountains are gold, and in winter they are covered in sheets of white frost. These are the colours of the Longji Rice Terraces.These terraces were built by the local Zhuang and Yao people, (1) to whom Guangxi is home. (2) Starting in the Yuan Dynasty, work on the terraces took hundreds of years, until its completion in the early Qing Dynasty. Reaching as far as the eye can see, these terraces cover tall mountains, often from the bottom to the very top.So why did these people go to so much trouble to turn the entire mountains into terraces? Firstly, there are few large, flat areas of land in the region. Building the terraces therefore meant (3) that they could increase the areas in which they could grow rice. Secondly, (4) although the region has plenty of rain, the mountains are steep and the soil is shallow. The flat terraces catch the rainwater and prevent the soil from being washed away.But perhaps (5) what is most significant is the way in which people have worked in harmony with nature to make these terraces and grow rice. The terraces are cleverly designed, with hundreds of waterways that connect with each other. During the rainy season, (6) it is along these waterways that rainwater moves down the mountains and into the terraces. The sun heats the water and turns it into vapour. This forms clouds (7) from which rain falls down onto the mountain terraces once again. These terraces also provide a perfect environment for birds and fish, (8) some of which feed on insects that can harm the rice crops.Although modern technology could help produce more crops, these terraces still mean a lot to the people (9) for whom traditions hold much value. This knowledge is passed down through families, (10) which means that new generations continue to use ancient methods of agriculture to maintain the terraces. Today, the Longji Rice Terraces attract thousands of visitors (11) who come to admire this great wonder created by people and nature working together.Developing ideas一、知识点：1 if引导条件状语从句；that引导宾语从句作see的宾语。
Module 6 Unexplained Mysteries of the Natural WorldReading and Vocabulary---教案Teaching Goals:1. To let Ss master how to get useful information from a passage.2. To let Ss master some words and phrases.3. To get Ss to talk something about a monster.4. To help Ss write a story about another monster.Teaching procedures:Step 1. Revision:Purpose: To check whether Ss master what they’ve learnt in the last period or not.Ask Ss to answer the following questions.(1) What will the Yeti do when it gets angry?(2) What does the Bigfoot look like?(3) Where does the Grey man live?(4) What’s the Loch Ness Monster like?Suggested Answers:(1) It will attack anyone who goes close to it.(2) It looks like a very large monkey – tall and hairy with big arms and legs.(3) The Grey man lives on mountains in Scotland.(4) It has a small head and a long tail and some people believe it is a dinosaur.Step 2. Leading-inPurpose: To let Ss have a discussion about the Monster of Lake Tianchi.1. Group workShow four pictures and ask Ss to say something about the Lake Tianchi and the monster.2. Group workLet Ss reported their discussions to the class and collect them. Then give a simple introduction to lead in the reading.For your reference:Lake Tianchi is located in the north-eastern Jilin province near the border of North Korea, in China. The lake is 1,243 feet deep and has had some volcanic activity in the last 300 years. Tianchi is honoured as the deepest mountain lake and the largest crater lake in China.There have been more than 30 reported sightings by tourists from home and abroad over the past 20 years. They said that they saw the great monster in the lake. There are quite a few pictures and videos of this creature, but none is clear enough to give a good appearance of it. Some persons made the picture with computer images of it based on interviews. Someone drew a picture to show its shape, but it remains unconfirmed.Step 3. ReadingPurpose: To improve Ss’ reading skills.1. SkimmingAsk Ss to read the beginning of the passage and finish Activity 1 on page 52.Suggested Answers:A newspaper.2. Scanning(1) Ask Ss to read the first paragraph quickly and answer the two questions.① According to the text, what did the monster look like?② How many people saw it?Suggested Answers:① Black in color; jumped like a seal; its head looked like a horse.② About 200(2) Ask Ss to read the second paragraph and answer the questions:① Who else saw the animal?② What were they doing?③ What did it look like?Suggested Answers:① A group of soldiers② They were walking along the side of the lake.③ It was greenish-black and had a round head with 10cm horns.(3) Ask Ss to read the third and fourth paragraph and answer the questions.① What did Li Xiaohe see?② Why could they see the animal clearly?③ How long was the history of reports of monsters in Lake Tianchi?④ What do many people think?⑤ What do the scientists think?Suggested Answers:① A round black creature moving quickly through the water. After 300 or 400 meters it dived into the water.② The weather was fine and the lake was calm.③ Since the beginning of the last century.④ The monster may be a distant cousin of the Loch Ness monster in Scotland and theremight be similar creatures in other lakes around the world.⑤ The low-temperature lake is unlikely to be able to support such large living creatures.(4) Ask Ss to read the last paragraph and give the following information about Lake Tianchi:Height: ①Area: ② Depth: ③Suggested Answers:① 2189 m ② 10 km2③ 370 m deep in some places4. Post-readingAsk Ss to do Activity 4 on page 53. Then check their answers.Suggested Answers:(1) a (2) a (3) a (4) b (5) c (6)a (7) a (8) c (9) c (10) bStep nguage PointsPurpose: To let Ss understand the passage well.1.Group workAsk Ss to discuss the important and difficult language points in groups.(1) It often gets angry and will attack anyone who goes close to it. (Page 51)它经常生气，会袭击靠近它的任何人.attack vt & vi 袭击Eg ① A girl was attacked and robbed by two strong men.② The enemy attacked during the night.※【拓展】◆ attack vt 抨击attack sb / sth for sth 为某事抨击某人Eg He was attacked for his corruption.◆ attack nlaunch / make an attack (on sb / sth) 攻击某人或者某物Eg They launched an attack on racism.(2) He claims to have seen a round black creature moving quickly through the water. （Page 52）他说他看见一个圆形黑色的东西在湖面快速游过。
