资源简介

单元名称 Unit 3 We Are Part of Nature 课型 Reading and Writing 1
教学目标 能够简述北美大草原的位置、常见动植物、生态系统组成部分。能够通过同义词替换方式改写草原生态系统的介绍。能够感知生态系统的重要性并形成尊重、保护自然资源和生态系统的环保意识。4. 能够运用读前预测、抓取语篇高频词、提炼段落主题词句的阅读策略把握语篇主题及段落大意；能够通过同、近义词以及细节描述猜测新词词义。
思政目标：1.能够认识到生态系统的重要性并形成尊重、保护自然资源和生态系统的环保意识；2.能够树立“绿水青山就是金山银山”的发展理念，思考如何解决生态环境和生物多样性保护等社会热点问题，积极关注生态环境、保护生物多样性。
教学重点 能够简述北美大草原的位置、常见动植物、生态系统组成部分。能够通过同义词替换方式改写草原生态系统的介绍。
教学难点 能够运用抓取语篇高频词、提炼段落主题词句的阅读策略把握语篇主题及段落大意。
教学方法 交际教学法、小组讨论法、任务教学法
教学手段 PPT课件、多媒体设备、语音素材、北美大草原图片等
教学过程
教学环节与时间分配 教学活动与步骤 设计意图 评价要点
Warm-up8’ T invites Ss to report their lists of environmental measures on their notebooks (homework last time) with sequential words and expressions. T checks and gives an evaluation on Ss’ reports and pronunciation. 通过展示笔记本整理作业，带领学生复习有关环保措施和次序信号词的语言知识以强化学习效果、为本课背景词汇作铺垫，让学生快速做好进一步学习单元话题的准备，也可获得上一课时的学习反馈以便教师及时做出必要的教学调整。 利用次序信号词正确、有条理地说出已学过的环保措施，做到用词准确、发音正确。
Pre-reading4’ T shows the words from the box in Activity One and tells Ss they are taken from the text. Ss try to read them and T checks Ss’ pronunciation. Ss guess what the text is about. 引入重点词汇，调动学生阅读兴趣,引导学生运用语篇内词汇进行读前预测的阅读策略。 准确朗读词汇并预测语篇大意。
Ss tell reasons for their prediction and T encourages Ss to predict further what information the text will give. T helps with Ss’ explanation and elicits as many background words and expressions as possible for Ss. 鼓励学生说出判断语篇大意的依据，锻炼学生的逻辑推理能力，并进一步引出背景词汇，扫清阅读障碍。 预测背景词汇并借助背景词汇来说明判断依据。
While-reading16’ Ss skim the text to check whether their guesses are right or not. T encourages Ss to find out the high-frequency word “prairie” as the theme word of the text. Ss are also encouraged to get the main idea from the first and last paragraphs. 快速获取语篇大意并判断预测是否正确，引导学生关注高频词来确定语篇主题，同时也继续鼓励学生利用首尾段获取语篇主题，提升学生快速获取语篇大意的能力。 圈出语篇高频词prairie，并通过首尾两段关键词句正确说出语篇主题。
Ss read paragraphs 1 and 2 to get the detailed description of theme word “prairie”. T encourages Ss to find out its synonym “grassland” in the first paragraph and then guess its meaning. T checks the answer, explains the theme word more and points out the reading skill that readers can always guess efficiently the meaning of a new word from its detailed description and synonym. 引导学生寻找prairie的同义词grassland，并结合第1、2两个自然段对主题词prairie的详细描述猜测新词prairie的含义，培养学生利用同义词、细节描述猜测新词的能力。 从语篇第一段中找到prairie同义词grassland，并结合第一、二两个自然段对prairie的描述正确猜测出prairie的含义。
T shows two possible sources of the text and encourages Ss to tell the possible themes of the two sources: science and fashion. Then Ss decide which source the text is taken from by the theme word “prairie”. T encourages Ss to give reasons for their decision and checks the answer. 引导学生利用语篇主题词确定主题类别并判断语篇出处，培养学生利用分类、关联、排除等方法提升逻辑推理能力。 从science 和fashion两类主题中选出主题词prairie所属的主题类别，正确说出语篇来源并简述判断依据。
Ss read the main ideas in Activity Three and T explains the new words if needed. Ss try to match the main ideas with the paragraphs after reading the text again. T encourages Ss to tell their answers and how they get such answers. T comments on Ss’ answers and ways of matching. 引导学生关注段落及大意的配对方法，为下一步训练利用同近义关系来匹配作铺垫。 尝试匹配段落及其段落大意，简述判断依据。
T points out that words and sentences with the same meaning are useful references for matching. Ss are encouraged to find out the words and sentences showing the main ideas of paragraphs in the text and T comments on Ss’ answers. Then, Ss match the above words and sentences with the ones in the main ideas in Activity Three, which helps with the matching of paragraphs with their main ideas. T checks the answers. 训练学生提取、归纳段落主题句、主题词，寻找其与目标大意的同义、近义关系，进而为配对语篇段落与大意提供判断依据，培养学生大意归纳以及逻辑关联能力。 正确找出或归纳出段落主题句或主题词；通过将段落主题句、主题词与目标段落大意进行匹配来最终确定各段落大意。
T plays the recording of the text. Ss read and follow the recording. T checks and helps with Ss’ pronunciation. 跟读录音加深对语篇内容的印象，有助于识记语篇主旨大意和要点细节、反馈学生在表达和发音上的情况以便教师及时进行评价、指正。 正确跟读语篇录音，正确把握句子重音，模仿句子节奏。
Post-reading16’ T leads Ss to go through the whole text paragraph by paragraph. T then explains the parts and language points Ss have difficulty in understanding. Meanwhile, T highlights the important words, phrases, expressions and sentences in the text where Ss mark and take explanatory notes. 分段梳理语篇内重要字词、表达及句子，为后续语言训练活动奠定基础；引导学生做标记并记录语言点，养成良好的语言学习习惯。 提出语篇内理解难点，划出重要字词、表达及句子，记录相关语言点。
Ss read the five words and expressions from the box in Activity Four and tell their meanings. T checks their understanding. Ss try to replace the underlined parts with the words and expressions in the box. T checks the answers. 及时巩固重点词和表达的理解并引入利用同义词改写句子的写作方法，同时反馈学生对语言点的掌握情况以便教师对后续教学做出及时调整。 选择合适词汇替换原句划线部分，确保改写过的句子忠于原句。
Ss read the words and expressions in Activity Five, which are taken from the text introducing the definition of an ecosystem. T asks Ss to write down the original sentence and then checks Ss’ answers. 引导学生关注语篇中对生态系统的描述性定义，加强学生对生态系统的理解，为下一步同义句转换的写作训练做好准备。 正确朗读活动五中的词汇和表达，从语篇中找到介绍生态系统的描述性定义并写出原句。
T asks Ss to work in pairs and underline the parts of the original sentence which can be replaced by learnt vocabulary. Ss report their answers and T checks them. 向学生介绍使用同义词替换的改写方法，培养提升学生的基础写作能力。 小组合作讨论后指出生态系统定义句中可以用同义词替换改写的部分。
Ss discuss in pairs to find out the synonyms for the underlined parts. T offers Ss several substitutes for choice if they have difficulty in giving synonyms. Then, Ss rewrite the original sentence by replacing the underlined parts with synonyms. T invites several Ss to show their new sentences and then checks language accuracy and fidelity to the original sentence. Ss revise their sentences in pairs after T gives suggestions on sentence improvement. 逐步引导并训练学生使用同义词替换的方法进行同义句改写，有效减轻写作畏惧感，从词句的写作入手提升学生的基础写作能力，为学生体验写作成就感奠定基础。 小组讨论出划线部分的同义词，将生态系统定义句进行替换改写后进行全班分享；随后学生依据教师点评意见修改、完善句子。
Based on board writing, Ss go through the main ideas of the text and language points together with T. 回顾板书内容，复习语篇大意和要点，回顾并梳理语言点，为下一阶段的阅读教学作铺垫。 重述语篇大意及要点和重点词句含义及用法。
Homework1’ Practise reading the text and the audio clip to the learning platform. Read the text again and then replace as many parts as possible with your learnt vocabulary. Write down the new text on your notebook and share it next class. 朗读语篇并将音频上传学习平台以便师生开展即时评价、完善学习评价电子档案袋；在笔记本上利用同义词替换的方法改写语篇以复习、夯实本课内容，进一步加强和提升基础写作能力，为下一阶段的阅读教学作铺垫。 利用学习平台开展语言实践，促进交流与互动；在笔记本上改写语篇，训练写作技能、巩固重点内容。
板书设计 Unit 3 We Are Part of Nature Reading and Writing 1
Main ideas (Activity 3)
Topic sentences / Key words
The North America Prairie was once one of the largest grasslands on Earth, but now only parts of the prairie remain.
Para 1: The North America Prairie was once one of...
high-frequency
word
You can see animals and plants on the prairie.
Para 2: east of the Rocky Mountains, dogs, short grass, yellow sunflowers, snake, hawk, rabbit...
Para 3: ...important to this prairie ecosystem. An ecosystem can be described as ...
An ecosystem consists of all living things, the environment and their relationships.
Prairie
theme
word
Para 4: work together, healthy, survive, home...
A healthy ecosystem is essential for the survival of all living things.
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