Unit6NatureinWords單元教學(xué)設(shè)計(jì)-高中英語選擇性

Book6Unit6Natureinwords教案設(shè)計(jì)UnitThemeThesubjectcontextofthisunitis“ManandNature”,andthesubjectcontextcontentinvolvedisthenaturedescribedindifferentliteraryforms.Thisunitleadsstudentstoappreciatethewonderfulnaturewrittenbydifferentwriters,includingthepoemsofEMilyDickinson,theessaysofJohnBoyntonPriestleyandRachelCarson，thenovelsofCharlesDickens,etc.Theyportraythebeautyofnaturewhilealsoconveyingthethemeofenvironmentalprotection.Throughthestudyofthisunit,studentscannotonlymasterthecharacteristicsofdifferentstylesandstyles,andexperiencetheauthor'slovefornature,butalsobetterunderstandtherelationshipbetweenmanandnature,establishasenseofappreciationandprotectionofnature,andestablishabeliefinbeinggratefultonature,cherishingnature,andcaringfornature.ThetargetStudentsoftheunitcanfocusonthecontextualcontentofthethemeofthisunit,basedonthemultimodaldiscourseofpoetry,prose,novels,blogs,bookreviews,etc.providedbytheunit,prehensivelyusevariouslanguageskills,appreciatethebeautyofnature,experiencethecharmoftheauthor'slanguage,understandandtalkaboutnaturerelatedliteraryworks,appropriateUsethevocabularyandexpressionsyouhavelearnedtodescribenaturethroughdifferentliteraryformstodeepenyourunderstandingofthemeaningofthesubjectoftheunit;atthesametime,youmustbeabletousethecontentyouhavelearnedintheunit,throughparisonandanalysis,connectwithyourownactualsituation,appreciateandsharenaturerelatedliteraryworks,createnaturerelatedworks,andexpressyourownunderstandingofnaturelovefornature.Throughtheuseofvariouslearningstrategies,intheprocessofindependentlearning,cooperativelearningandinquirybasedlearning,binedwiththereflectiveandevaluativeissuesprovidedbytheunit,continuouslymonitor,evaluate,reflectonandadjustone'sownlearningcontentandprocess,stimulateinterestinEnglishlearning,improveanalysisandreconciliationTheabilitytosolveproblems,improveone'sunderstandingandexpressionskills,andultimatelypromotetheprehensiveimprovementofone'slanguageability,culturalawareness,thinkingqualityandlearningability.Startingout部分(theremendeddurationis3045minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeViewing+Listening+Reading+SpeakingThemeContextManandNature—GratefulforNature,CherishingNature,CaringfornatureContentanalysisActivity1presentsavideorelatedtothethemeoftheunit,introducingthedevelopmenthistoryofChineseandWesternliteraryworksonthethemeofnature,withspecialreferencetomodernwritersUsepenandinktoawakenpeopletothepurposeofwritingtoprotectnature.Activity2StudentsareinvitedtoreadEmilyDickinson'spoemNatureisWhatWeSeeandfeeltheauthor'sloveandappreciationfornature.Thissectionaimstoactivatestudents'existingbackgroundknowledgeandlanguageknowledge,andpavethewayforthenextlearningactivitiesoftheentireunit.Teachinggoal1.Studentswatchvideostounderstandthedevelopmenthistory,masterpieces,writingstylesandcontentofdifferentliteraryformsrelatedtonaturalthemes,andactivatestudents'existingbackgroundknowledgeandlanguageknowledge;2.Bylisteningtoandreadingpoems,studentsanalyzethenaturalscenesweseeandhear,analyzethecharacteristicsofthesescenes,tastethemeaningoftheseimages,initiallyappreciatethepoems,andunderstandtheattitudesandopinionsconveyedbytheauthor;3.Bydiscussingliteraryworksrelatedtonatureandthemeaningofnature,studentsintroduceunittopicstogenerateasenseofawearofnature.Teachingfocus1.Guidestudentstounderstandtheattitudeandpointofviewofnatureconveyedbytheauthorthroughtheappreciationofpoetry;2.Guidestudentstoanalyzethecharacteristics,tastesandmeaningsofthenaturalscenestheyseeandhear及.Teachingdifficulty1.Guidestudentstoactivateexistingbackgroundknowledgeandlanguageknowledge;2.Guidestudentstoinitiallyformasenseofaweofnature.Theteachingstrategyleadsstudentstopayattentiontotheinformationpointsthatneedtobeobtainedbeforereading,listening,andreading.Intheprocess,itisrecordedintheformofnotetakingtoguidestudentstomunicateanddiscussimagetheinformationandmeaningconveyedbytheauthorusingimageinthepoem.TeachingcontentsProceduresPurposesTeacher’sactivitySs’activityActivity11.TinvitesSstointroducetheliteraryformstheyknow.2.TplaysthevideoandasksSstoanswerQuestions12inActivity1.3.TplaysthelastpartofthevideoandasksSswhymodernwriterschangetheirperspectiveofdescribingnature.1.Ssexchangewhattheyknowaboutliteraryformstoeachother.2.Ssanswerthequestions.3.Ssunderstandthemainideaofthelastpartandunderstandwhymodernwriterschangetheirperspectiveofdescribingnature.HelpSsunderstandthevideo.HelpSsgettoknowthemonliteraryforms.BringSstothetopic.Activity21.TplaysthetapeandasksSstoreadwiththetapeandanswerQuestion1inActivity2.2.TasksSstodiscusstheanswerstoQuestion1ingroupsandthenreadthepoemagaintoanswerQuestion23inActivity2.3.TasksSstoreadagainanddiscusstogetthemeaningofthelasttwosentences.1.SsreadthepoemwiththetapeandanswerQuestion1inActivity2.SsfirstdiscussandthenanswertheQuestion23inActivity2.3.Ssdiscussandsharetheirideas.HelpSsgetwhatnatureisbytheimagesinthepoem.Getwhatthepoetconveys.GetSstoformandexpressthepersonalunderstandingofthepoem.Understandingideas部分(theremendeddurationis6090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+SpeakingThemeContextManandNature—Gratefulfornature,cherishingnature,CaringfornatureContentanalysisThisboardpresentsanarticlebytheBritishwriterJohnBoyntonPriestley's"FirstSnow".Theauthorregardssnowasa"magicalevent”anddescribesitinvividlanguage.Thefirstsnowinwinter,expressedhisloveforsnow,andcreatedasceneofharmoniouscoexistencebetweenmanandnature.的TheintroductionactivitybeforereadingintroducesJohnBoyntonPriestleythelifeandmasterpiecesofJohnBoyntonPriestley.Studentsarerequiredtounderstandthewriter'sinformationbyansweringquestionsandcontinuingtosearchformaterials.Itaimstohelpstudentsfamiliarizethemselveswiththewritingbackgroundandpavethewayforthenexttextstudy.Pavetheway.Inthemiddleschoolactivities,studentsareinvitedtodescribeChuxue’sexpressionandfurtherappreciatethearticle.Postreadingactivitieshelpstudentsdeeplyunderstandthetext,appreciatethetext,explorethemeaningofthetopic,andcultivatethinkingskillsthroughactivitiessuchasunderstandingtheauthor'swritingpurpose,analyzingwritingideas,andansweringopenquestions，.TeachingobjectivesByunderstandingtheauthor'slifeinformation,studentscanmoreeffectivelyunderstandtheviewsandwritingintentionsthattheauthorwantstoexpressinthetext;Studentscanobtainthemeaningofthetextthroughskimmingandintensivereading,andguidestudentsthroughthestudyoflanguageknowledge,thecaptureofwritingcluesandtheanalysisoftheauthor'swritingtechniquestounderstandtheauthor'sunderstandingofthetext.Describeandconveyemotions;Byconvertingthetextcontentintotheformofvisualinformation,studentscanbetterunderstandthetextinformation,andatthesametimeassociateandsharemoreliteraryworksdescribingsnow.TheteachingfocusToguidestudentstounderstandtheauthor'sdescriptionofsnowandtheemotionsconveyed.Teachingdifficultiesguidestudentstocapturewritingcluesandanalyzetheauthor'swritingtechniques.TheteachingstrategyTounderstandthecontentofthearticleaccordingtothetimeline,tastethecharmoftheauthor'slanguage,drawoutthemagicalwordsorphrasesdescribingsnow,drawoutkeywords,etc.TeachingcontentsProceduresPurposesTeacher’sactivitySs’activityActivity1TasksSstoreadthebriefintroductiontothewriterandfinishQuestion1.2.TasksSstosurftheInternettolookforsomeinformationaboutthewriterandfinishQuestion2.1.SsreadthebriefintroductiontothewriterandanswerQuestion1.2.SssearchfortheinformationbythemselvesandanswerQuestion2.HelpSsgetinformationaboutthewriter.HelpSsunderstandthepassagebetterbyunderstandingthewriter’swritingbackgroundandpersonality.Activity21.TasksSstodescribesnowusingtheirownlanguageandexchangetheirdescriptioningroups.2.TasksSstoreadthepassageandunderlinethewordsorphraseswhichareusedtodescribethesnow.1.Sswritedownsentencesorphrasesorwordstodescribesnow.2.Ssreadandunderlinethewordsorphraseswhichareusedtodescribethesnow.DevelopSs’languageability.HelpSsunderstandthewriter’sdescriptionofFirstSnow.Activity31.TasksSstoreadthethreegivenchoicesandlocatethekeyinformationofeachone.2.TasksSstoreadandfindouthowthewriterexpresses“Thefirstfallofsnowisnotonlyaneventbutitisamagicalevent.”3.TasksSstoreadandfindouthowthewriterexpresses“thechangeofthesurroundingsafterthesnow”.4.TasksSstoreadanddiscusswhythewriterusesthechildrenrhymeattheendofthepassage.5.TasksSstofinishActivity3andchecktheanswer.1.Ssreadandlocatethekeyinformationineachchoice.2.Ssreadandunderlinethekeywordsofhowthewriterexpresses“Thefirstfallofsnowisnotonlyaneventbutitisamagicalevent.”3.Ssreadandunderlinethekeywordsofhowthewriterexpresses“thechangeofthesurroundingsafterthesnow”.4.Ssreadandexpresstheirownidea.5.SsfinishActivity3.TrainSs’abilitytounderstandthewriter’swritingpurpose.GetSstounderstandthewriter’swritingstylebyappreciatingthelanguageused.Activity41.TasksSstoreadparagraphs3to5andpletethediagraminActivity4accordingtothetimeline.2.TcheckstheanswerandasksSstoretellthesnowsceneryaccordingtothetimeline.3.TasksSstoretellingroups,letsonestudenttoretellandtheothergroupmemberstakenotesordrawpictures.1.Ssreadparagraphs3to5andpletethediagraminActivity4.2.Ssretellthesnowsceneryaccordingtothetimeline.3.Ssretellaccordingtothetimelineortakenotesordrawpictures.TrainSs’abilitytogetthespecificinformationbasedonthetimeline.TrainSstoretellthestorybyusingtheinformationtheyget.GetSstolearntouseproperstructuretotellastoryorwriteapassage.Think&ShareTasksSstoworkinpairsandtalkabouthowtheauthororganisesthestructureofthepassage.SstalkabouthowtheauthororganisesthestructureofthepassageinpairsaccordingtothecluesinThink&Share.TrainSs’abilitytoexpresstheirideasinalogicalway.UsingLanguage部分(theremendeddurationis80100–100minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+Listening+Speaking+WritingThemeContextPeopleandNatureGratefulfornature,cherishingnature,CaringfornatureContentanalysisThissectionfocusesonunittopicsandguidesstudentsthroughdiscourseactivities,listeningandspeakingtraining,etc.,tolearngrammarknowledgeandrelatedvocabularyandexpressions,throughmultimodalforms.Broadenyourhorizonsfromdifferentaspects,improveyourlanguageskills,andfurtherunderstandthesubjectoftheunit.Themaincontentofthegrammarpartistoreviewthefunctionsandmeaningsofnonpredicateverbsasattributive,adverbial,andplement.Whileguidingstudentstosummarizethegrammaticalusageinthetext,theyreviewandconsolidatetheusageofnonpredicateverbsbyintroducingthesmallessaysandtraveldiariesoflakesidepoets,talkingabouttheirowntravelexperiences,etc.部分Thetopicoftheprehensivelanguageusepartis"Describingnature”,whichinvolvesCharlesDickens’charmingvocabularyandsomewordsdescribingnaturethathavedisappearedfromthedictionaryunderthechangesofthetimes,etc.,tohelpstudentsdeeplyfocusonthemeaningandfunctionoflanguage,thinkandmunicateintherealcontext,andimprovetheprehensivelanguageuseinalldirections.ability.TeachingobjectivesStudentssummarizethemeaningofnonpredicateverbs,reviewtheusageofnonpredicateverbsasattributive,adverbial,andplement用法,andlearntousenonpredicateverbscorrectlyinwriting;Studentslearnandusevocabularythatdescribesnature,classifyvocabularyaccordingtosound,color,movement,shape,smell,andfeeling,andfindmoresimilarwords;3.Studentspayattentiontopragmaticfunctions,learntodistinguishbetweenexpressionsrelatedto“givingexamples”and“explaining”,andcanusetheseexpressionsinreallife.TheteachingfocusToguidestudentstousenonpredicateverbstodescribenaturedecently.TeachingdifficultiesGuidestudentstouseenumerationandinterpretationtoexpressdecentlyinrealtasksituations.Acquiregrammarinthecontextofteachingstrategies,learnandexpandvocabularythroughclassification,andpayattentiontorecordingkeyinformationinlisteningtoconversations.TeachingcontentsProceduresPurposesTeacher’sactivitySs’activityActivity11.TasksSstoreadthefoursentencesfromthereadingpassage,payattentiontothelogicalsubjectandfunctionofthewordsinboldandthenfinishQuestion13.2.TasksSstodiscusstheanswersingroupsandclassifynonfiniteformsasattributive,adverbialandplement.3.TasksSstoreadthetexttofindmoresentenceswithnonfiniteformsthatperformthefunctionsofotherformsofwordslikeadjectives,nounsoradverbs.Ssreadthefoursentences,determinethelogicalsubjectofthewordsinboldandtheirfunctionsandthenfinishQuestion13.Ssdiscusstheansweringroupsandclassifynonfiniteformsasattributive,adverbialandplement.3.Ssreadthetexttofindmoresentenceswithnonfiniteformsthatperformthefunctionsofotherformsofwords.GetSstoknownonfiniteformsasattributive,adverbialandplementinthecontext.HelpSsunderstandnonfiniteformsinthecontext.Activity21.TasksSstopletethepassageaccordingtothecontext.2.TasksSstoreadthepassageandchecktheanswers.1.Ssreadthepassageandfillintheblanks.2.Ssreadandchecktheanswers.HelpSsusenonfiniteformsinthecontext.Activity31.TdividesSsintogroupsandaskseverystudenttomakeupasentenceaccordingtothegivenpictureandverbsandencouragesSstousenonfiniteformsasmuchaspossible.2.TasksSsineachgrouptoreadtheirsentenceonebyoneandpleteadiary.3.TasksSstoenhancethediarybasedonwhattheyhavelearntandaddmoredetaileddescription.1.Ssconstructsentencesaccordingtothegivenverbstodescribethepicture.2.Ssineachgroupreadtheirsentenceonebyoneandpleteadiary.3.Ssenhancethediarybasedonwhattheyhavelearntandaddmoredetaileddescription.GetSstobefamiliarwithusingnonfiniteforms.GetSstodescribethepictureusingnonfiniteverbs.GetSstoimproveontheirdiary.Activity4TasksSstoworkinpairstotalkabouttheirowntravelexperiencewhichisrelatedtonature,usingnonfiniteformsasmuchaspossible.2.TinvitesafewSstosharetheirowntravelexperiencewiththeclass.3.TgivessuggestionstoSsaboutusingthenonfinitewordsinanalternativeway.1.Sstalkabouttheirexperienceinpairsandtrytousenonfiniteformsasmuchaspossible.2.Ssetothefrontoftheclasstosharetheirtravelexperience.3.Sssummariseandtakenotes.TrainSstotalkabouttheirtravelexperienceusingwhattheyhavelearnt.Activity51.TasksSstoreadtheparagraphandhaveageneralunderstanding.2.TasksSstodiscussQuestions12ingroups.3.TinvitesafewSstosharetheiropinionsandthentogivesuggestions.1.Ssreadtheparagraphandunderstandwhatitisabout.2.Ssdiscussandsharetheirideasaboutthetwoquestions.3.Sssharetheiropinionsandtrytogiveotherssuggestions.HelpSsobtainmoreknowledgetopreparefortheupingactivities.Activity61.TasksSstoclassifythewordsinboldinActivity5accordingtosound,colour,action,shape,smell,andsensationandaddmorewordstoeachcategory.2.TinvitesSstopresentthewordstheycanthinkaboutandinvitesmoreSstoaddmorewordstoexpandthevocabulary.3.TasksSstoreadtheparagraphinActivity5againandasksSstofindoutwhatthesewordsareusedtodescribe.Usingtheseasanexample,TasksSstodescribenatureintheirownway.4.TasksSstousetheirowncollectionofwordstodescribetheirfavoriteseason.1.SsputthewordsinboldinActivity5intotheboxesandaddasmanyaspossibletoeachcategory.Ssexchangewordstoexpandtheirvocabularytodescribenature.Ssreadtheparagraphagainandfindoutwhatthesewordsareusedtodescribe.Andthendescribenatureintheirownway,usingtheexampleasareference.4.Ssdiscussandusetheirownwordstodescribetheirfavoriteseason.HelpSsunderstandthemeaningofthewordsandexpandtheirvocabularybyclassifyingthewords.HelpSsconsolidatewhattheyhavelearntbypractising.Activity71.TplaystherecordingandasksSstotakenotesaccordingtoQuestions1to3.2.TplaystherecordingagainandasksSstofinishQuestions1to3accordingtothenotes.3.TasksSstodiscussandconfirmtheanswers.1.Sslistenandtakenotes.2.Ssanswerthequestionsaccordingtothenotes.3.Ssdiscussandobtaintherightanswers.TrainSs’listeningskills,includingdetectingkeywordsandtakingnotes.Activity81.TasksSstoreadEric’sblogandtrytocorrectthemistakesbasedonthelisteningmaterial.2.TplaystherecordingandasksSstochecktheanswers.3.TasksSstoworkinpairstoactouttheconversationbyplayinggrandpaandgranddaughter’srole.1.SsreadEric’sblogandcorrectthemistakesinit.2.Sslistentotherecordingandchecktheanswers.3.Ssworkinpairstoactouttheconversationbyplayinggrandpaandgranddaughter’srole.HelpSsgetabetterunderstandingofgrandpa’sideas.HelpSspreparethemselvesinexpressingtheirownideas.Activity9TplaystherecordingandasksSstounderstandandremembertheexpressionsextractedfromtheStudents’Book.2.TasksSstopletetheboxeswiththeexpressionsfromtheconversation.3.TinvitessomeSstoreadthecontentinthebox.1.SswritedowntheexpressionsextractedfromtheStudents’Book..2.Sspletetheboxeswiththeexpressionsfromtheconversation.3.Ssreadtheinformationinthechartandconfirmtheanswers.HelpSsgraspthepragmaticfunctionsoftheseexpressionsextractedfromtheStudents’Bookwhilewritinganessaytomakethecontentclearandeasytounderstand.Activity101.TasksSstowritedowntheirownopinionsonthetopicinActivity8.2.TasksSstodiscusstheiropinionsinpairsbygivingexamplesandexplanations.3.TinvitesafewSstogiveapresentationandthengiveanassessment.4.TasksSstothinkabouttheirwordsandexpressionstheyuseindependentlyandsharetheirthinkingintheclass.1.Sswritedowntheirownopinionsonthetopic.2.Ssimproveontheiropinionsbygivingexamplesandexplanations.3.SomeoftheSsgiveapresentationandotherslearnfromit.4.Ssthinkabouttheirwordsandexpressionstheyuseindependentlyandsharetheirthinkingintheclass.HelpSsexpresstheirideasusing“howtogiveexamplesandexplanations”andhavethechancetodeveloptheirtransferableskills.Developingideas部分(theremendeddurationis90120–120minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+WritingThemeContextManandNatureGratefulfornature,cherishingnature,caringfornatureContentanalysisThissectionpresentsarticlesthatreflectthethemeoftheunitfromanotherperspective,andthediscoursetypeisbookreview.ThroughtheintroductionandevaluationofpopularsciencewriterRachelCarsonandherwork"SilentSpring",thetextexpressestheviewthatpeopleshouldfearnature,carefornature,andprotectnature.ThesampletextofthereadingandwritingpartguidesstudentstounderstandtherhythmofEnglishpoetry,therhetoricaltechniquesembodiedintheverses,andthewritingtechniquesforexpressingartisticconceptionbypresentingthreesmallpoemsaboutnaturetostudents,soastolearntoappreciatepoetryandcreatepoetry.Thissectionaimstoenlightenstudentstofollowthelawsofnature,learntoliveinharmonywithnature,expresstheirlovefornature,andfurtherimprovestudents'languageskillsandthinkingquality.Teachinggoal1.Byanalyzingthetext,studentscanunderstandtheauthor'sevaluationofRachelCarson,andunderstandthemessageconveyedbythebook"SilentSpring"anditsinspirationtosociety;;2.Onthebasisofunderstandingthecontentofthetext,studentswillprehendthesubjectofthearticle,deepentheirunderstandingofthemeaningofthesubjectoftheunit,furtherthinkabouttheimpactofhumanactivitiesonthenaturalenvironment,andincreasetheirawarenessofprotectingnature;3.StudentsanalyzethebasicelementsandwritingtechniquesofEnglishpoetry,andcreatepoemsrelatedtonaturalthemes.Theteachingfocusistoguidestudentstoprehendthetopicofthearticle,deepentheirunderstandingofthemeaningofthetopicoftheunit,andgaininsightintotheimpactofhumanactivitiesonthenaturalenvironment.TeachingdifficultiesguidestudentstoanalyzethebasicelementsandwritingtechniquesofEnglishpoetry,andcreatepoemsrelatedtonaturalthemes.TeachingstrategyunderstandingperceptionimitationexpressionTeachingcontentsProceduresPurposesTeacher’sactivitySs’activityActivity11.TasksSstoworkingroupsanddiscusstheinformationtheyknowaboutDDT.2.TasksSstoreadandabsorbtheinformationaboutDDTinthepicture,andthenanswerQuestion123.TasksSstodiscussandfinalisetheanswers.1.SsworkingroupsanddiscusswhattheyknowaboutDDT.2.SsreadandabsorbtheinformationaboutDDTinthepicture,andthenanswerQuestion12.3.Ssdiscussandfinalisetheanswers.HelpSslearnmoreinformationaboutDDTwhichhelpstounderstandthepassage.Activity21.TintroducesthesupplementarybackgroundinformationwhichisrelatedtoSilentSpring.2.TasksSstoworkingroupsanddiscusstheauthor’sintroduction,themaincontentofthebookandtheinfluenceofthebookaccordingtotheinformationtheylearn.3.TasksSstosharetheanswers.1.SslearnthebackgroundinformationwhichisrelatedtoSilentSpring.2.Ssworkingroupsanddiscusstheauthor’sintroduction,themaincontentofthebookandtheinfluenceofthebookaccordingtotheinformationtheylearn.3.Sssharetheanswers.GetSslearnmoreaboutthebackgroundinformationaboutSilentSpring.GetSstopredictwhatmightbementionedinthepassageandattracttheirinterestinlearningmore.Activity31.TasksSstothinkabouthowtheauthororganisesthepassage.2.TasksSstopayattentiontothesubtitlesinthenotesandorganisethestructureaccordingtothem.3.TasksSstoreadthepassagecarefullyandlocatethedetailedinformationandpletethenotes.4.TasksSstofindtherelatedinformationandfinalisetheanswer.5.TasksSstoworkinpairs,discussandsharewhattheyhavelearntfromthebookreview,anddiscusswhichaspectsofthebookreviewmakeSswanttoreadthebookSilentSpring.1.Ssexchangetheirideasabouthowtheauthororganisesthepassage.2.Ssorganisethestructureaccordingtothesubtitles.3.Ssreadthepassagecarefullyandpletethenotes.4.Ssreadandcheck.5.Ssdiscussandsharewhattheyhavelearntfromthebookreview,anddiscusswhichaspectsofthebookreviewmakethemwanttoreadthebookSilentSpring.HelpSsunderstandthepassagebetterbyanalysingtheorganisationofthepassage.HelpSsrecognisethekeywords,andthinklogically.HelpSsexpresstheirideasbasedonthefacts.Think&Share1.TasksSstoworkingroups,discussandanswerthequestionsinThink&Share.2.TinvitessomeSstosharetheiropinions.Ssdiscussthefourquestionsingroupsandthensharetheiropinionswiththeclass.HelpSsdeepentheirunderstandingofthepassageandarousetheircuriosity.Activity41.TasksSstoreadthepassageagain,findRachelCarson’scontributionsandtakenotes.2.TasksSstodiscussandsharenotesingroupsbyintroducingRachelCarson’scontributions.3.TinvitesSstoreadPresidentCarter’sawardspeechforRachelCarsonandasksSstounderlinethePresident’sassessmentandnotethelanguagefeatures.4.TasksSstodothegroupworkbywritinganawardspeechforRachelCarsonaccordingtothepassageandthePresident’sawardspeech.5.TinvitesSstogiveanpresentationandencouragesSstodoselfevaluationandpeerassessment.1.Ssreadandtakenotes.2.SsdiscussandsharetheirnotesingroupsbyintroducingRachelCarson’scontributions.3.SsreadPresidentCarter’sawardspeechforRachelCarson.SsunderlinethePresident’sassessmentandnotethelanguagefeatures.4.SswriteanawardspeechbasedonthepassageandthePresident’sawardspeech.5.Ssgiveanpresentation,doselfevaluationandpeerassessment.HelpSshaveadeeperunderstandingofthepassage.HelpSsgaintheabilityofusinglanguagetoexpresstheirideas.TrainSs’creativethinkingability.Activity51.TguidesSstoreadthepoems,understandwhatthepoemsdescribeandtheirmeanings.2.TillustratestheknowledgeaboutrhymesofEnglishpoetry,explainwhataremetaphor,smileandpersonificationbygivingexamples.3.TasksSstodiscussingroupsandtickthecorrectboxesforeachquestion.4.Tasksgrouprepresentativestosharetheiranswers.1.Ssreadthepoems,understandwhatthepoemsdescribeandtheirmeanings.2.SslearnrhymesofEnglishpoetryandhowtotellthedifferencebetweenmetaphor,smileandp