資源簡介

Unit 1 Nature in the balance
Reading (II)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the usage of the following words and expressions: a huge sea of, alive with, play a significant role in, including, variety, while, a number of, survive, in turn, impact;
2. use the above words and expressions in new situations;
3. understand the negative prefixes un-, dis-, in-/im-/il-/ir-, non-;
4. present figures by making comparisons with familiar places or objects.
II. Key competence focus
1. Understand some new words and expressions.
2. Use the new words and expressions in new situations.
III. Predicted area of difficulty
Use the new words and expressions in new situations properly and correctly.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss to review the documentary script by completing a summary. T shows Ss the structure and some keywords to help them summarize the text.
T: Hello, everyone! In the first period of this unit, we’ve learned a documentary script about the Amazon rainforest. Today we’ll review the text, appreciate the language in it, discuss how to use some of the words and phrases, and practise using them in new situations.
T: Would you please summarize the text according to the following keywords
Size: the largest rainforest in the world; an area of around 6 million square kilometres
Plant species: more than 40,000; different levels
Species of birds and mammals: more than 1,300 species of birds and over 400 species of mammals; jaguars and the food chain
Values: fixes carbon and produces over 20% of all the Earth’s oxygen; a treasure house of species
Threats: 17% of the rainforest lost due to human activities
【設計意圖：回歸課本，教師給出語言支架，要求學生概括文章內容，幫助學生回憶前一日所學文章內容；培養學生的語言概括能力，為概要寫作打下基礎。】
Step 2 Group work
T assigns the 5 paragraphs of the text to 5 different groups.
T: Do you have any difficulties in reading the documentary script, including the words, phrases and sentences, etc Now, we’ll work in groups to discuss and share our learning notes.
【設計意圖：讓學生找出語篇的語言重難點，鼓勵學生開展自主學習和小組合作學習，借助詞典等工具書解決疑惑拓展新知，培養學生的學習能力，為下一步講解語篇中重點語言知識做準備。】
Step 3 Language comprehension and extension
T asks Ss to present their difficulties on the blackboard and share their learning notes. During their presentations, T makes necessary extension.
T: Now, let’s welcome some students to share what they have got by studying individually and cooperatively.
Paragraph 1
(1) Welcome to the jungle, a huge sea of green alive with the sounds of animals. (page 2, line 1)
A huge sea of: a lot of, plenty of
Alive with: be full of things that are alive
T: Now, boys and girls, please translate the following sentences.
(2) As the largest rainforest in the world, it plays a significant role in maintaining the fine balance of the Earth’s ecosystem. (page 2, lines 2–3)
T: Can you guess the meaning of play a significant role OK, let’s look at an example.
Paragraph 2
(1) The Amazon rainforest crosses into eight countries, including Brazil and Peru, and one overseas region of France, all on the South American continent. (page 2, lines 4–5)
T: Boys and girls, do you know the part of speech of including What does it mean What are its verb form and adjective form Let’s look at some examples.
(2) The Amazon River, from which the rainforest gets its name, is close to 6,400 kilometres in length—roughly 100 kilometres longer than the Yangtze River. (page 2, lines 7–9)
Analysis of the relative clause
T: What kind of relative clause is it What is it introduced by Can you give more examples
Presenting figures by making comparisons with familiar places or objects
T: In this sentence, we can learn the writing technique of presenting figures by making comparisons with familiar places or objects. While the reader may find a large figure too abstract to understand, making comparisons with familiar places or objects will help them gain a better understanding. Here are some expressions that can be used to make comparisons: the same size/length as …, more than/larger than/longer than …, as large/long as, twice/three times as large/long as …
T: The documentary script compares the size of the Amazon rainforest with that of China, and the length of the Amazon River with that of the Yangtze River. Can you find the the comparisons in the documentary script
T: Now, please use the following information to make comparisons to make these figures in these sentences easier for readers to understand.
3. Paragraph 3
(1) This tall and ancient brazil nut tree produces nuts that we can eat; these water lilies are big enough to lie down on. (page 3, lines 13–14)
T: Boys and girls, can you translate this sentence What kind of relative clause is it What is it introduced by Now let’s look at more examples.
(2) The forest’s different levels support an unbelievable variety of wildlife. (page 3, lines 14–15)
The usage of variety
T: Look at the sentence from paragraph 3. What’s the meaning of variety here Do you know the verb form and the adjective form of variety
The usage of negative prefixes to express the negative meanings of adjectives or verbs
T: Boys and girls, please pay attention to the word unbelievable. How is it formed It is formed by adding the negative prefix un- to the adjective believable. Here are more negative prefixes: dis-, in-/im-/il-/ir-, non-. Would you please list as many similar words as possible
T: Now please fill in the blanks with words with negative prefixes.
4. Paragraph 4
(1) While a significant number of jaguars survive here, there are only one element of this forest’s food chain. (page 3, lines 23–24)
T: Can you understand the underlined words and phrases in the sentence
While: although; despite the fact that
T: Please explain the meanings of while in these sentences.
A significant number of: a lot of
T: Pay attention to the difference of a number of and the number of. Then fill in the blanks.
Survive: to continue to live or exist despite a dangerous event or time
T: Match the sentences with the correct meanings of survive, survival or survivor.
(2) These frogs, in turn, feed on insects which eat leaves and fruit. (page 3, lines 25–27)
T introduces the collocations of turn and asks Ss to fill in the blanks.
T: Now, let’s look at the sentences and fill the blanks with the words in the box.
5. Paragraph 5
As the impact of human activities continues to grow and the list of species in danger of extinction becomes longer, we are left with a question: can we afford to damage the “lungs of the planet” (page 3, lines 35–38)
Impact as a noun
T: Look at the sentence from paragraph 5. What’s the meaning of impact here Do you know other meanings of impact Can you guess the meaning of impact in the following sentence “The impact of the stone against the windowpane shattered the glass.”
Impact as a verb
T: Impact can also be used as a verb. For example: “Her father’s death impacted greatly on her childhood years.” Boys and girls, can you translate this sentence into English
【設計意圖：結合主題語境，深度挖掘文本，通過閱讀文本來梳理重要語言知識，包括詞匯和長難句等，培養學生學習能力。在語言知識拓展環節中，不斷創設新的語言情境，鼓勵學生從不同的情境中獲得新知，通過梳理、概括、整合信息，建立信息間的關聯，形成新的知識，并學會應用到新的情境中去，達到對文本重點語言知識的理解和運用，為下一步語言知識在新語境中的運用打下基礎?！?br/>Step 4 Consolidation
T asks Ss to translate some sentences into English, using the words and phrases in the brackets.
長江是世界上第三大河，它幾乎和亞馬孫河有相同的長度。(the same length as)
The Yangtze River is the third largest river in the world, which almost has the same length as the Amazon River.
長江流域面積有180萬平方千米，流經中國八個省、兩個直轄市和一個自治區。(with an area of)
With an area of 180 million square kilometres, the Yangtze River crosses into eight provinces, two municipalities and one autonomous region of China.
長江在維持中國的生態平衡中扮演著重要的角色。(play a significant role in)
The Yangtze River plays a significant role in keeping the balance of the ecosystem in China.
長江維系著許多不同的生態系統，許多珍稀動物都能在這里找到。(a variety of)
The Yangtze River supports many different ecosystem and a variety of rare animals can be found here.
然而，由于人類活動的影響，一些珍稀動物消失了。(the impact of ...)
However, because of the impact of human activities, some rare animals have disappeared.
這些動物是不可替代的，我們應該采取措施來保護它們。(irreplaceable)
These animals are irreplaceable and we should take some measures to protect them.
【設計意圖：讓學生的關注點從亞馬孫河、亞馬孫熱帶雨林轉移到長江以及長江流域，在新的語境中應用本課知識點?！?br/>V. Homework
1. Look up in the dictionary or a reference book to find out more words formed with negative prefixes.
2. Finish part B1 on page 5 of the textbook.
3. Write a short passage to introduce the Yangtze River using what we have learnt in class.

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