Unit5RevealingNature單元教學設計高中英語選擇性

選擇性必修1Unit5Revealingnature教學設計單元主題Thethemecontextofthisunitis"manandnature",andthethemecontextinvolvedisunderstandingandexploringnature.Makestudentsthroughlearningapreliminaryunderstandingofnature,understandnature,activelyexploreandtrytorevealthelawofnature,discoverthemysteryofnature.Unitthroughthebiologicalspecies,biologicalevolution,biologicaldiversity,natureplantlanguagemystery,makestudentsinitiallyunderstandtheoriginofspecies,plantdevelopment,causethinkingaboutnature,stimulatetheexplorationofnature,thefearofthelaw,andhelpstudentsunderstandthesignificanceofharmonybetweenmanandnature.Atthesametime,theunittellsthestoryofDarwin'swork"TheOriginofSpecies",guidingstudentstoexperiencethehardshipsofexploration,andlearningthescientificspiritandinnovativespiritofscientistswhobravedifficulties,boldquestioningandbraveinquiry.單元目標Studentswereabletofollowaroundthethematiccontextcontentofthisunit,Basedonthemultimodaldiscourseprovidedinthisunit,Usingavarietyoflanguageskills,Masterthevocabularyandexpressionsofplantsandanimalsandbiologicalevolutioninthisunit,Understandthetopicsrelatedtobiodiversityinnature,Appropriateuseoflearnedvocabularyandexpressiontotalkaboutandelaboraterelatedtopics;PreliminaryunderstandingoftheexplorationofnaturebyChineseandforeignscientists,Getinformationaboutplantsandanimalsindifferentpartsoftheworld,Deepentheunderstandingandminingoftheunitthemesignificance;Usingtheknowledgelearnedintheunit,Afterparison,analysisandcontactwiththeirownreality,Introducenaturerelateddocumentariesandtheworldrenownednaturalhistorymuseums,Activelyexploringnature,Cultivatethethinkingconsciousnessofcontinuousexplorationandcontinuousinnovation;Intheprocessofautonomous,cooperativeandinquirybasedlearning,Usingvariousstrategies,biningthereflectiveandevaluativequestionsprovidedbytheunit,Constantlymonitor,evaluate,reflect,andadjusttheirownlearningcontentandprocess,Tostimulateyourinterestinlearning,Improveyourabilitytoanalyzeandsolveproblems,Finally,topromotetheprehensiveimprovementoftheirownlanguageability,culturalconsciousness,thinkingqualityandlearningability.Startingout板塊教學設計（建議時長10–15分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Viewing+Speaking主題語境Manandnature——tounderstandandexplorenature內(nèi)容分析Therearetwoactivitiesinthissection.Activityoneisapageofthesciencejournal,introducingthreerareanimalsandintroducingtheunittheme——nature.Activity2presentsavideorelatedtotheunittopictohelpstudentshaveapreliminaryunderstandingofthetransmissionrouteofseedsinnature.Thissectionaimstoactivatestudents'existingbackgroundknowledgeandlanguageknowledgeofnaturalanimalsandplants,andintroducenewknowledge,andpavethewayandpreheatingforthefollowuptopicsandlearningactivitiesoftheunit.教學目標Attheendofthissection,studentscan:Understandthebasicinformationofthethreerareanimals,guidethestudentstomastertherelevantvocabularyabouttheanimals,introducethethemeandpavethewayforfurtherreadingandexpression;Activatetheexistinglanguageandbackgroundknowledge,andstimulatetheinterestinthetopic;3.Talkaboutknowledgeaboutanimalsandplantsandexplorenature.教學重點Guidestudentstoinitiallyunderstandtherelevantvocabularyaboutanimals,andcontacttheactuallifeandtheirownexperience,stimulatetheinterestinthetopic,soastopavethewayandpreheatingfortheactivitiesofthewholeunit.教學難點Talkaboutknowledgeaboutplantsandanimals,andintroduceanimalswithnewwordsandaccumulatedwords.教學策略Audiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherdividesthestudentsintogroupsbeforeclassandasksthemtocollectwordsaboutwildlifeandinformationoftheirfavouriteanimals.Teacherasksstudentstointroducetheirfavouriteanimals.TeacherasksstudentstoscanthemagazinepageanddiscussQuestion1ingroups.Teacheraskssomepairstosharetheiranswersinfrontoftheclassandotherstudentsmakesupplementsorfreediscussion.TeacherasksstudentstoreadthepagecarefullytorefinerelevantanimalvocabularyanddiscussandanswerQuestion2.Teacherasksstudentstoreporttheirouteofthediscussion,andintroducesimilaranimalsbyusingthenewvocabulary.Studentscollectwordsaboutwildlifeandinformationoftheirfavouriteanimals.Studentsintroducetheirfavouriteanimals.StudentsscanthemagazinepageanddiscussQuestion1ingroups.Studentssharetheiranswersinfrontoftheclassandotherstudentsmakesupplementsorfreediscussion.StudentsreadthepagecarefullytorefinerelevantanimalvocabularyanddiscussandanswerQuestion2.Studentsreporttheirouteofthediscussion,andintroducesimilaranimalsbyusingthenewvocabulary.Toarousestudents’interestinthethreeanimalsanddrawtheirattentiontothethemeofthisunit–Revealingnature.Activity2Teacherplaysthevideoandasksstudentstowatchthevideoandanswerhowseedstravel.Teacherplaysthevideoagainandhelpsstudentstorefinerelevantinformation.Teacherasksstudentstoanswerhowseedstravellingbenefitplants.Teacherasksstudentstothinkaboutanotherexampleofseedstravellingandanswerthequestion.Studentswatchthevideoandanswerhowseedstravel.Studentswatchthevideoandpletetheinformation.Studentssharetheinformationingroupsandanswerhowseedstravellingbenefitplants.Studentsthinkaboutanotherexampleofseedstravellingandanswerthequestion.Tomakestudentsrealizewaysofseedstravelling.Understandingideas板塊教學設計（建議時長30–35分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading主題語境Manandnature——tounderstandandexplorenature內(nèi)容分析Theplateforthisunitmainbodytext,genrefornarrative,thearticletotimeandtravelrouteforclues,introducesthefamousbiologicalscientistsDarwinfamousdiscoverytrip,thetrip,Darwindidalotofresearchandgetalotofinformationaboutbiologicalevolutionanddiscovery,andbasedonthetrip,publishedthelatechangetheworldfamousbook"theoriginofspecies".Theprereadingintroductionactivityaimstohelpstudentsactivaterelevantknowledgeaboutbiologicalevolutionandreservecorrespondingvocabulary,andpavethewayfortheintroductionofDarwinanditsimportantdiscoveries.Thereadingactivitiesguidestudentstointerpretthetitleofthearticleandunderstandthecontentofthearticlethroughtextinterpretation.Afterreadingactivitiesincludingjudgmentidea,understandthearticlestructureanddetailsandopenquestions,guidestudentstofurtherunderstand,appreciatetext,experienceDarwindiscoveryjourneyofgreathistoricalsignificance,furtherexplorethethemesignificance,feelingDarwintoexplorescience,thepursuitoftruthoftheroadofdifficultiesandobstacles,atthesametime,alsomotivatestudentstoitsexample,learninghenotafraidofdifficulties,boldquestion,havethecouragetoexplorethescientificspiritandinnovativespirit.教學目標Attheendofthissection,studentscan:Familiarwiththetopiccontext,getthegeneralideaofthethemeofthearticle;Percvethestructureandlanguagecharacteristicsofnarrativetexts,andsortoutDarwin'sjourneyofbiologicalevolutionaccordingtotheorderofthings;Learnandmasterthevocabularyrelatedtothetopicandcanusethevocabularytomunicate;ExperiencethehardshipsofexplorationfromthestoryofDarwin,learnthescientificspiritandinnovativespiritofscientists,boldquestioningandbraveinquiry;drawonthepositivescientificresearchattitudetoguidetheactualstudyandlife.教學重點Guidethestudentstoreadthetext,understandtheauthor'swritingintention,andunderstandErvinaboutbiologyAjourneyofdiscovery;Guidestudentstounderstandthetextstructureandlanguagecharacteristicsofnarrativetext.教學難點1.Guidestudentstograspthenounsdandverbinfinitiveasobjectusesandusethemtoexpress;2.Guidestudentstothinkdeeplyaboutthehardshipsofexploration,andlearnthescientificspiritandinnovativespiritofbravedifficulties,boldquestioningandbraveexploration.教學策略PWP模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherguidesstudentstobrainstormthewordsaboutplantsandanimals.Teachercollectsanswersandpresentsthemontheblackboard.TeacherguidesstudentstolookatthepicturesandanswerQuestion1,reviewingoldwordsandlearningnewwords.TeacherasksstudentstodiscussingroupsandanswerQuestion2.Studentsbrainstormthewordsaboutplantsandanimals.StudentsobservethepicturesandanswerQuestion1,reviewingoldwordsandlearningnewwords.Studentsdiscussingroupsandanswerthequestion.Tounderstandthepicturesandleadinthetopic.Toreviewoldwordsandlearnnewwords.Activity2Teacherasksstudentstoreadthepassagequicklyandpredictthecontent,referringtopicturesandtopic.Teacherasksstudentstodiscussthetopicingroups.Teacherasksstudentstocheckanswersingroupsandshareeffectivewaysofreading.Studentsreadthepassagequicklyandpredictthecontent.Studentsdiscussingroups.Studentscheckanswersingroupsandshareeffectivewaysofreading.Togetthemainideaofthepassage.Activity3Teacherasksstudentstoreadthepassageindividuallyandchoosethemainideaofthepassage.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsreadthepassageindividuallyandchoosethemainideaofthepassage.Somestudentssharetheiranswerswiththeclassandgivethereason.Totrainstudents’abilitytosummarize.Tohelpstudentsunderstandthestructureofthepassage,thuspreparingforActivity4.Activity4Teacherguidesstudentstopayattentiontothetitleofthepuzzlepiecesandtrytounderstandtheintention.Teacherasksstudentstoputthepuzzlepiecesinrightorder.Teacherasksstudentstoreadthepassagecarefullyandpletethedetailedinformation.Teachercheckstheanswerswiththeclass.Teacherasksthestudentstoretellthepassageaccordingtotime.Studentstrytounderstandtheintention.Studentsputthepuzzlepiecesinrightorder.Studentsreadthepassagecarefullyandpletethedetailedinformation.Studentschecktheanswerswiththeteacher.Studentsretellthepassageaccordingtotime.Toexaminehowmuchthestudentshavegraspedthedetailedinformation,andcultivatestudents’analyzingabilities.Think&ShareTeacherasksstudentstodiscussandanswerthequestionsingroups.Teacherasksindividualstudentstoanswerthequestions.TeachermentsandleadstudentstothinkaboutDarwin’sscientificspirit.Studentsdiscussandanswerthequestionsingroups.Studentsanswerandtalkabouthowtostudyandinheritthespirit.Todeepenunderstandingthepassageandraisetheirawarenessofgettingalongwellwithnature.Usinglanguage板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading+Listening+Speaking主題語境Manandnature——tounderstandandexplorenature內(nèi)容分析Thissectionfocusesonthetopicof"manandnature"intheunit,andleadsstudentstolearnunitgrammarandrelatedvocabularythroughdiscourse,listeningandspeakingtrainingthroughmultimodalform,soastohelpstudentsbroadentheirhorizonsfromdifferentperspectives,improvetheirlanguagelearningability,consolidatetheunittopic,andfurtherunderstandtheunittopic.Thispartisaprehensiveactivitybiningvocabularyandlisteningandspeakingundertheunittopic,whichhelpsstudentsdeeplyfocusonthemeaningandfunctionoflanguage,thinkandmunicateinrealcontext,andimprovetheprehensivelanguageuselevelinanallroundway.Inthegrammarpart,ithelpsstudentstosummarizetheusageof"thetenseandvoicepastperfecttenseofverbs"throughthestatementofthetext,andconsolidatethegrammarandvocabularyknowledgethroughtheexperimentsofYuanLongpingandMendelandtheintroductionoftheturtle.Inaddition,byhearingmaterialintroducedcells,bacteria,andsomeuniquespeciesonearth,suchas:bluewhale,waterbear,Galapagosislandturtle,Isabelamangroveisland,SanCristobalandtheSiberianlizard,metasequoia,yak,poplar,peacock,helpstudentstofurtherunderstandthebiologicaldiversityinnature,inspirestudentstounderstandthemagicnature,intothenaturalinterest,soastounderstandtheharmoniousrelationshipbetweenpeopleandtheheat.教學目標Attheendofthissection,studentscan:Discoverandmastertheconcept,characteristicsandusageof"pastperfecttense",andcanuseitflexiblyintherealcontext;pletevocabularylearninginadiscourseonbiodiversityandfurtherunderstandthediversityoforganismsinnature;Understandthetopicsrelatedtobiodiversityandnature,andbeabletoproperlyusefunctionalexpressiontoaskforinformationandsupplementinformation;4.Learnmoreaboutbiodiversitybyusingdifferentmethodstofindinformation,andthinkabouttheeffectivenessofthesemethods,andimprovetheabilitytosearchforinformation.教學重點Toguidestudentstofurtherunderstandandmastertheconcept,characteristicsandusageof"pastperfecttense";Guidethestudentstolearntosimplyexpresstheinquiryinformationandsupplementtheinformation.教學難點Guidethestudentstomastertheuseof"pastperfecttense";Guidestudentstothinkaboutbiodiversityandimprovetheirabilitytosearchforinformation.教學策略Taskbasedteachingmethod,discoveryteachingmethod,municativeteachingmethod,listeningandspeakingteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstofindsentencesaandbinthepassageandpayattentiontothewordsinbold.ThenaskstudentstoanswerQuestions1–2.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisethefunctionsandusageofthepastperfect.Teacherencouragesstudentstousethegrammaringroupsandpresentinclass.StudentsfindthetwosentencesinthefirstboxandanswerQuestions1–2.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andanswerwhatthestructurehaddoneindicate.Studentsusethegrammaringroupsandpresentinclass.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingthefunctionsandusageofthepastperfect.Activity2Teacherasksstudentstoreadtheinstructions,sentencesandparagraphstogetthemainaimandidea.TeacherguidesthestudentstopayattentiontotheordersandpleteActivity2.Teacheraskssomeindividualstosharetheiranswersinfrontoftheclassandteachercheckstheanswerswiththestudents.Studentsreadandgetthemainaimandidea.StudentspayattentiontotheordersandpleteActivity2.Studentschecktheanswerswiththeteacher.Togetstudentstopractiseuseoftenses.Activity34Teacherasksstudentstoreadthepassageandgetitsmainideaandpletetheentrywiththecorrectformofthewords.Teacherasksindividualstudentstosharetheiranswersandtheclassdiscuss.TeacherasksstudentstodiscusswhyLonesomeGeorgedisappeared.TeacheraskssomestudentstoactoutaroleplayinpairsusingtheinformationinActivity3.OnewillplaythekeeperofLonesomeGeorge,andtheotherwillplaythereporteraskingaboutGeorge.Studentsgetthemainideaandpletetheentrywiththecorrectformofthewords.Studentssharetheiranswersandtheclassdiscuss.StudentsdiscusswhyLonesomeGeorgedisappeared.Studentsworkinpairstoactout.Usethepastperfecttensewhereappropriate.Tohelpstudentsconsolidatetheapplicationofpastperfectinauthenticcontext.Activity57Teacherasksstudentstoreviewandlearnnewrelevantvocabularybycreatingauthenticcontextandandprepareforthefollowinglisteningpractice.Teacherguidesstudentstoreadthe5sentencesinActivity5andhelpsthemunderstandtheirmeanings,toprepareforthelisteningpart.TeacherplaystheaudioandasksstudentstolistenandfinishthetaskinActivity5.Discussandchecktheanswersingroups.TeacherasksstudentstolistenagainandgetspecificinformationtofinishActivity6.Askthestudentstodiscussknowledgeoncellandbacteriumingroupsandshareinclass.TeacherasksstudentstodiscussrelevantsentencestructuresinActivity7andpayattentiontothepragmaticfunction.Teacherasksstudentstomakedialoguesbyusingthesentencestructures.Studentsreviewandlearnnewrelevantvocabularybycreatingauthenticcontextandandprepareforthefollowinglisteningpractice.Studentsreadthe5sentencesandtrytounderstandthemeaningstoprepareforthelisteningpart.Studentslistenandfinishthetask.Discussandchecktheanswers.StudentslistenagainandgetspecificinformationtofinishActivity6.Discussknowledgeoncellandbacteriumingroupsandshareinclass.StudentsdiscussrelevantsentencestructuresinActivity7andpayattentiontothepragmaticfunction.Studentsmakedialoguesbyusingthesentencestructures.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity8Teacherasksstudentstolookatthepicturesandvideo.TeacherasksstudentstoreadthematerialsonPage54respectivelyandanswerQuestion1and2.Teachercheckstheanswerswiththestudents.Studentslookatthepicturesandvideo.StudentsreadthematerialsonPage54respectivelyandanswerQuestion1and2.Studentschecktheanswerswiththeteacher.Toarousetheirinterestinreading.TohelpstudentsknowmorespeciestoenlargetheirknowledgeaboutbiodiversityTohelpstudentsimprovetheirabilityofgettinginformation.Activity9Teacherguidesstudentstoreviewthepassagetoconsolidate.TeacherasksstudentstodiscussthevocabularyinActivity9ingroups.TeacherasksstudentstoreadtheparagraphsonPage55respectivelyandpletethetask.Teacheraskssomeindividualstosharetheiranswerswiththeclass.Studentsreviewthepassagetoconsolidate.StudentsdiscussthevocabularyinActivity9.StudentsreadtheparagraphsonPage55respectivelyandpletethetask.Therepresentativeofeachgrouppresentstheirview.Toconsolidatevocabularyandknowledgetoleadin“theGalapagosIslands”.Tohelpstudentsdeeplyunderstandbiodiversity.Activity10TeacherasksstudentstolookatthepicturesofthespeciesnativetodifferentregionsofChina.TalkaboutbiodiversityinChinausingthewordsandexpressionsinActivity5and9.Teacherdividesstudentsintopairsandasksthemtochooseonespeciestheyareinterestedinandcollectinformation,studyanddiscussitsevolutionandpresentsituationaccordingtothepictures.Teacherasksstudentstodiscussingroupsandaddmoreinformationfromothergroups.TeacherasksstudentstodiscussusingsentencestructuresinActivity7andvocabularyinActivity8and9.Teacherasksstudentstosharewhattheydiscussedingroupsandreporttheirdata,andothergroupsmakesupplementsandment.Teacherarrangehomework:Tointroducespeciesintheirhometown.Studentslookatthepictures,talkingaboutbiodiversityinChina.Studentschooseonespeciesandcollectinformation,studyanddiscussitsevolutionandpresentsituationaccordingtothepictures.Studentsdiscussingroupsandaddmoreinformationfromothergroups.StudentsdiscussusingsentencestructuresinActivity7andvocabularyinActivity8and9.Studentssharewhattheydiscussedingroupsandreporttheirdata,andothergroupsmakesupplementsandment.Studentsfinishthehomework.TohelpstudentsunderstandthebiodiversityinChina.Tostrengthenstudents’abilityofusingthemerelatedlanguagetoexpressviews.Toconsolidateandusewhattheyhavelearned.Developingideas板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Reading+Writing主題語境Manandnature——tounderstandandexplorenature內(nèi)容分析ThisplatepresentsfromanotherAnglereflectsthethemeofthetext,discoursetypefordescriptiveexposition,withthemysteryofplantlanguage,specificallyintroducesthedifferentmunicationbetweendifferentplantsinnature,sothatthestudentsbyunderstandthemagicalnature,notonlyincreasetheknowledgeofnature,butalsoinspiredthecuriosityofnature.Thewritingpartistheobservationlog,andstudentsareencouragedtolearnthelogofthegrowthprocessofdaffodils,andtocopythegrowthprocessofsunflowerthroughpracticalobservation.Throughthestudyofthissection,studentscandeepentheirunderstandingandunderstandingofnature,furtherenternature,explorenature,understandnature,appreciatenature,learntheharmoniouscoexistenceofnature,andinitiallymasterthecontentcharacteristics,stylisticcharacteristicsandwritingtechniquesoftheobservationlog.教學目標Attheendofthissection,studentscan:1.Understandthearticle,bypletingthecorrespondingactivities,masterthekeywordsrelatedtothetheme,andcanclearlydescribetheseveralwaysofmunicationbetweenthenaturalplantsintroducedinthetext;2.Masterthestylisticcharacteristicsofdescriptiveexpositations,startfromthetextstructure,throughtheanalysisofthetextparagraphs,graspthethemeonthebasisofgraspingthestructure,deepentheunderstandingofthemeaningoftheunittheme,furtherunderstandnature,andformapositiveattitudetowardslifeinharmonywithnature.教學重點Guidethestudentstograspandsummarizethegeneralideaoftheparagraphandspeculateontheauthor'swritingintentionthroughreading;Cultivatestudents'abilitytowritedescriptiveessays.教學難點Guidethestudentstogivedescriptiveexplanations;Guidestudentstoestablishapositiveattitudetowardslifeoflivinginharmonywithnature.教學策略PWP模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstolookatthepicturesandtickwhatplantscando.Teacheraskssomestudentstosharetheiranswerswiththeclass,andfurtherdiscusswhatelseplantscando.Studentslookatthepicturesandtickwhatplantscando.Studentssharetheiranswerswiththeclass,andfurtherdiscusswhatelseplantscando.Toguidesstudentstofocusonwhatplantscandoandactivatetheirinterestinthestudy.Activity2Teacherasksstudentstoreadtheinstructionindividuallyandfindoutthespecialinformationtheyshouldpayattentionto.Teacherasksstudentstoreadtheinformationquicklyandfindouttheanswers.Teacherorganizedthestudentstoanswerthequestionsandexplainifnecessary.Studentsreadtheinstructionindividuallyandfindoutthespecialinformationtheyshouldpayattentionto.Studentsreadtheinformationquicklyandfindouttheanswers.Studentsanswerthequestions.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoscanthediagramtogetkeyinformation,payingspecialattentiontocorevocabulary.Teacherasksstudentstoscanthepassagetofindouttheanswersbyusingkeywordposition.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsscanthediagramtogetkeyinformation,payingspecialattentiontocorevocabulary.Studentsscanthepassagetofindouttheanswers.Somestudentssharetheiranswerswiththeclass.Toencouragestudentstofigureoutthestructureandauthor’spurposeinwritingthepassage.Think&ShareTeacherasksstudentstoworkinpairstodiscusstheanswers.Teacherasksindividualstudentstoanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Studentsworkinpairstodiscusstheanswers.Someindividualstudentsanswerthequestionsandothersmakesupplementsorfreediscussion.Toencouragestudentsfurtherexplorethetopicandinspirethemtothinkmoreaboutnaturalrulesandsecrets.Tohelpstudentsunderstandpersonificationandapplythefigureofspeech.Activity4TeacherasksstudentstoworkingroupstoretellwaysofplantsmunicationbyreferringtothediagraminActivity3.Teacherintroduceshowbeesandantsmunicateandasksstudentstodiscussanimals’otherwaysofmunication.Teacherguidesstudentstodrafttheirspeech.Teacheraskssomegroupstosharetheirspeecheswiththeclass.Othergroupsment.StudentsworkingroupstoretellwaysofplantsmunicationbyreferringtothediagraminActivity3.Studentsdiscussanimals’otherwaysofmunication.Studentsfinishtheirspeechbyreferringtotheirnotesandbooks.Somegroupssharetheirspeecheswiththeclass.Othergroupsment.Toimprovestudents’speakingskills.Tocultivatestudents’abilityofcreativethinking.Tohelpstudentsapplywhatthey’velearntinareallifecontext.Activity5Teacherasksstudentstoreadthejournalandunderstandthemainidea.Teacherdividestheclassintogroups,andasksthemtopickoutn./v./adj.andadvtodescribedaffodilbulbsanddiscussthequestions.Teacheraskssomegroupstosharetheiropinionswiththeclass.Studentsreadthejournalandtrytounderstandthemainidea.Studentspickoutn./v./adj.andadvtodescribedaffodilbulbsanddiscussthequestionsingroups.Somegroupssharetheiropinionswiththeclass.Toimprovestudents’readingskills.Tounderstandhowthedaffodilbulbsgrow.Activity67Teacheraskstudentstosortoutstructureandlanguagetoclarifykeypointsinobservationaljournal.TeacheraskstudentstoobservethethreepicturesinActivity6tofinishthewriting,usingcorrectn./v.adj.andadv./todescribesunflower.Teacherasksstudentstopresenttheirwritingandguideotherstudentstomakement.Studentssortoutstructureandlanguagetoclarifykeypointsinobservationaljournal.StudentsobservethethreepicturesinActivity6tofinishthewriting,usingcorrectn./v./adj.andadv./todescribesunflower.Somestudentsanswerthequestionsandotherstudentschecktheanswers.Studentspresenttheirwritingandotherstudentsmakement.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummarise.Presentingideas&Reflection板塊教學設計（建議時長40–45分鐘，教師可根據(jù)教學實際酌情調(diào)整。）課型Speaking主題語境Manandnature——tounderstandandexplorenature內(nèi)容分析PresentingideasThissectionrequiresstudentstoint