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Unit 7 The natural world-Reading
This unit focuses on "The Natural World", specifically on ecosystems. The reading passage mainly introduces the three major ecosystems on earth - oceans, wetlands, and forests. It elaborates on their coverage areas, functions, and importance in maintaining the balance of the earth's environment. For example, the ocean, covering about 71% of the earth's surface, is like the "heart" of the earth as it holds plenty of salt water and plays a crucial role in the water cycle and oxygen production. Wetlands, though only covering about 6% of the earth's land area, are home to about 40% of the world's plants and animals and function as the "kidneys" of the earth by filtering pollution and preventing floods. Forests, making up nearly a third of the earth's land area, are called the "lungs" of the earth as they take in carbon dioxide and produce oxygen. The passage also briefly mentions some problems these ecosystems are facing, such as the death of coral reefs in the ocean due to human activities and climate change.
教学目标 Students will be able to master the key vocabulary related to ecosystems, such as "ecosystem", "ocean", "wetland", "forest", "coral reef", "carbon dioxide", "oxygen", etc. Students will understand the sentence patterns used to describe the characteristics and functions of ecosystems, for example, "An ecosystem includes all the living and non - living things in an area."; "The ocean is just like the 'heart' of the earth." Students will learn some reading skills, like skimming for the main idea and scanning for specific information.
教学重难点 A. Key Points Key vocabulary and sentence patterns related to ecosystems. Understanding the functions and importance of the three major ecosystems (oceans, wetlands, and forests). Mastering basic reading skills to comprehend the text about ecosystems. B. Difficult Points Helping students understand the complex relationship between different components within an ecosystem and how human activities affect ecosystems. Encouraging students to think critically and come up with practical suggestions for protecting ecosystems in English.
A. Vocabulary
Ecosystem - related: ecosystem, living things, non - living things, balance, role
Ocean - related: ocean, cover, surface, produce, oxygen, hold, salt water, rise, fall, return, coral reef
Wetland - related: wetland, home (be home to), get rid of, pollution, prevent, flood, store, sponge, kidney
Forest - related: forest, make up, take in, carbon dioxide, trap, clean, lung
B. Phrases and Expressions
be home to
play a role
keep the balance between... and...
get rid of
make up
take in
prevent... from...
C. Sentence Patterns
An ecosystem includes all the living and non - living things in an area.
The ocean is a very large ecosystem on earth. It covers around 71% of the earth's surface and produces about 70% of the earth's oxygen.
Wetlands only cover about 6% of the earth's land area. But they are home to about 40% of the world's plants and animals.
Forests make up nearly a third of the earth's land area. Plants there take in carbon dioxide from the air and produce oxygen.
教学过程
A. Lead - in (5 minutes)
Show students some pictures of different natural scenes, such as the ocean, wetlands, forests, deserts, etc. and ask them to name these scenes in English.
T: Class, look at these pictures. What can you see Raise your hands and tell me in English.
Ss: Ocean! Wetland! Forest!
Then ask students to share their general impressions or knowledge about these natural scenes briefly.
T: Good. Now, can you tell me something you know about the ocean Or wetlands Any ideas
S1: The ocean is very big and has a lot of fish.
S2: Wetlands have a lot of water and many birds live there.
B. Pre - reading (8 minutes)
Present the title "The big three: oceans, wetlands and forests" on the blackboard or screen and ask students to predict what the passage might be about.
T: Here is the title of our reading passage. What do you think we will read about Discuss in pairs.
Ss (after discussion): Maybe it will talk about the features of oceans, wetlands, and forests.
Introduce some new words and phrases related to the reading passage, such as "ecosystem", "carbon dioxide", "oxygen", etc. Use pictures, real - life examples, or simple explanations to help students understand their meanings.
T: Look at this picture. This is a coral reef. It's an important part of the ocean ecosystem. "Ecosystem" means all the living and non - living things in an area.
Write new words and phrases on the blackboard and ask students to read them aloud several times.
C. While - reading (20 minutes)
Skimming
Let students read the passage quickly within 3 minutes to get the main idea. Then ask them to answer the question: "What are the main ideas of this passage "
T: Now, read the passage quickly. Try to find out what the passage mainly talks about. You have 3 minutes.
After 3 minutes:
T: Stop reading. Who can tell me the main ideas
S: The passage mainly talks about the three major ecosystems on earth - oceans, wetlands, and forests, and their importance.
Scanning
Divide the passage into three parts according to the three ecosystems. Ask students to read each part carefully and answer some detailed questions.
For the part about the ocean:
Questions: How much of the earth's surface does the ocean cover How much of the earth's oxygen does it produce Why is the ocean like the "heart" of the earth
T: Read the part about the ocean carefully. Answer these questions on the screen.
Ss read and answer.
Check the answers together.
For the part about wetlands:
Questions: What percentage of the earth's land area do wetlands cover What percentage of the world's plants and animals live in wetlands How do wetlands help prevent floods
Similar steps as above.
For the part about forests:
Questions: What proportion of the earth's land area do forests make up What do plants in forests do Why are forests called the "lungs" of the earth
Let students read, answer, and check the answers.
Language Points
Pick out some important sentence patterns and language points from the passage, such as "be home to", "play a role in", "keep the balance between... and...", etc. Explain their meanings and usage.
T: Look at this sentence "Wetlands are home to about 40% of the world's plants and animals." "Be home to" means a place where a lot of animals or plants live. Can you make a sentence using "be home to"
S1: My hometown is home to many beautiful flowers.
Drill more language points in a similar way.
D. Post - reading (10 minutes)
Group discussion
Divide students into groups of four. Give each group a topic related to ecosystems, such as "The problems that the ocean is facing" or "How to protect wetlands". Let them discuss in groups for 5 minutes.
T: Now, divide into groups of four. Here are your topics. Discuss and find out as many ideas as you can. You have 5 minutes.
After 5 minutes, ask each group to choose a representative to report their discussion results to the whole class.
Group 1 representative: For the problem of the ocean, we think pollution is a big problem. Human activities like dumping waste into the ocean make the water dirty and harm the marine life.
Summary
Summarize the key points of this reading passage, including important vocabulary, sentence patterns, and the main idea of the passage with students.
T: Class, let's summarize what we have learned today. What are the three major ecosystems
Ss: Oceans, wetlands, and forests.
T: Very good. And what are some important words Like...
Ss: Ecosystem, cover, produce...
E. Homework (2 minutes)
Ask students to write a short passage about their favorite ecosystem, introducing its features and why they like it. The passage should be at least 80 words.
Encourage students to collect more information about ecosystems, such as some interesting facts or the latest research, and share it in the next class.
教学反思
After this class, students showed great interest in learning about ecosystems. Most students could master the key vocabulary and understand the main idea of the reading passage. The group discussion activity effectively stimulated students' thinking and communication ability in English. However, there are still some aspects that need improvement. For example, when explaining some complex ecological concepts, a few students seemed a bit confused. In the future, more vivid teaching methods, such as using short videos or more real - life cases, could be adopted to help students better understand. Also, during the group discussion, some students were a bit shy to express their opinions. More encouragement and guidance should be given to these students to make them more actively involved in class activities.

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