资源简介

Unit 1 Nature in the balance
Reading 教案
教材分析：
本课时阅读文章是关于亚马孙热带雨林的现况以及对世界环境起到的重要性。学生通过阅读文章，需要识别和提取有关亚马孙热带雨林的基本信息，其中包括动植物及地理知识。然后，进行演绎归纳并整合诠释。学生需要掌握对比的写作手法，感知本单元主题“自然环境”，积极调动思维，理解环境保护的迫切性和重要性。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的修辞手法；能够通过写作和口语描述地点。
思维品质上，厘清文章的结构框架，分析文章的主要观点和例证；发散思维，从不同视角思考问题，创造性地提出自己的观点。
文化品格上，从全球的角度，整体考虑环境问题。
学习能力上，识别作者的态度，获取文章中的关键信息，利用上下文和背景知识归纳总结文章的主要观点。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
学生发散思维，从不同角度思考问题。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: 1.T leads Ss to think about where they can see species in our daily life by displaying four pictures (sky, water, soil and ground). 2.Students talk about the plants and animals they know about, which involves some features of certain plants and animals. If possible, the teacher can show some pictures to offer some clues or give a example to guide Ss to discuss the questions logistically. 激发兴趣，定位学习起点，自然引出学习任务，拓展学生思维。 8’ CW/GW
Step 2 Warm up for reading: 1.The teacher has students recall their previous knowledge and experiences of documentaries. 2.T shows the definition of “documentary” for help Ss have a deeper understanding for below context. 3.The teacher directs students’ attention to the title of the speech: The Amazon rainforest: a natural treasure as well as the illustrations around the text, and explains to students that the text is a documentary script. Students predict the main content of the documentary script according to the title and given information. 引导学生基于标题的细节与背景信息，预测文章主要内容，激发学生的阅读兴趣，为后续活动埋下伏笔。 5’ CW/IW
Step 3 Reading (first time): T asks Ss to read the script for the first time, and let them follow the main process (introduction-main paragraphs and details-reflection and summary). Then Ss write down the main idea for each paragraph. Alternatively, T can provide tips to Ss (focus on key words, first and last sentences of each paragraph.) After 10 minutes, T checks the answers. Suggested answers: P3: Plant biodiversity; levels of the rainforest P4: Animal biodiversity; food chain P5: The rainforest’s value to the human race; threats to the rainforest. 帮助学生掌握阅读策略，进行整体阅读，抓住主题句，从而把握文章大意与行文思路。 12’ IW/CW
Step 4 Reading (second time): The teacher asks each student to read the text carefully again. Before Ss do the task, T could analyse the image on the page and divide it into three parts (Basic information about Amazon rainforest, Threat and benefit, Biodiversity). Students locate detailed information of figures by scanning the speech and finish A2 on Page 4. While reading, students are encouraged to use a dictionary if they come across any new words. T checks the answers and teach how to locate specific date by locating key words in the questions. Lastly, T asks a question: Why does the documentary show these figures (expanding Ss’ though and relating to writing technique) 进一步梳理细节信息，提取有关文章主旨的基本事实性信息，理清行文脉络，加深理解本篇纪录片脚本传达的信息。 10’ IW/CW/GW
Step 5 Reading (third time): Students read through Paragraph 3 and Paragraph 4, and get some detailed information as well as the structure of each paragraph using mind maps. During discussion, students realize the importance of the Amazon rainforest to plants as well as animals. 利用思维导图引导学生完成对第3段和第4段细节内容的分析、梳理与归纳，使思维过程可视化。关注段落结构及衔接手段，更好地理解文章的内容逻辑。 10’ IW/CW
Step 6 Reading and watching: Students read and watch the material again and then fill in the chart concerning the structure and main idea of the documentary script. Students summarize the script based on the chart above. While summarizing, students are encouraged to use the strategy of topic sentence at the beginning of each part. 理解文章的结构、大意以及关键细节信息。引导学生，有效利用关键信息，提炼主旨句，总结全文。 5’ IW/CW
Step 7 Discussion: Students read the text again and then in groups of four discuss the message conveyed by answering the following questions. Q1: T asks Ss to think about its beauty, value and uniqueness, give some examples for supporting your ideas. Q2: T highlights “lungs of the planet”, guides Ss to expand their thought (example: ecological security of the planet – balance of the ecosystem – provide food, oxygen…) Q3: T analyses a map to encourage Ss choose a place to describe. T leads Ss review the mind map they’ve learnt for organizing their ideas and information. 理解文章的写作意图。引导学生理性欣赏文本，并能用英语积极自信地表达观点。将亚马孙和中国生物多样性地区相练习，提高文化认同感。 15’ GW/CW
Step 8 Language points: T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences. 提高语言能力，强化主题词汇。 5’ CW
Step 9 Building the language: Students consolidate the use of new words and phrases and finish B1 on Page 5. Check the answers together. The teacher explains the terms “prefixes” and “negative prefixes” to the students. Then the students work in groups to build new words with negative prefixes and finish B2 on the same page. 在新的语境中运用生词，巩固新知，加深对文本内容的理解。掌握构词法，拓展词汇储备。 8’ IW/CW
Step 10 Appreciation: T analyses comparison writing skill and asks Ss why the write compare these two places. A: Making comparisons with familiar places or objects will help readers gain a better understanding, and makes the information more precise and accurate. Then T teaches the phrase patterns and Ss do the next writing task to complete sentences. 掌握作者的写作技巧，理解行文中对比的用意。 5’ CW
Step 11 Homework: 1. Write a summary of the script based on the chart discussed in class 2. Find more places needed our help and collect information. 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work

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