译林版英语必修三《Unit 2 Natural disasters》Reading II教学设计

《英语》必修第三册•Unit1Nature in the balanceReadingIII.Learning objectivesBythe endof thelesson,students willbe ableto:

1.understand theusage of the followingwords and expressions:a hugesea of,alive with,play asignificant role in,including,variety,while,a number of.survive,in turn,impact;

2.use theabove words and expressions in new situations;

3.understand thenegative prefixesun-,dis-,non-\

4.present figures by making comparisons withfamiliar placesor objects.IL Keycompetence focus

1.Understand somenew words and expressions.

2.Use the new wordsandexpressionsin newsituations.III.Predicted areaof difficultyUsethenewwordsandexpressionsin newsituationsproperly andcorrectly.IV.Teaching proceduresStep1Lead-inT asks Ss toreview thedocumentary scriptby completinga summary.T showsSs thestructure andsomekeywords tohelp themsummarize the text.T:Hello,everyone!In thefirst periodof thisunit,weve learneda documentary script aboutthe Amazonrainforest.Today wellreview the text,appreciate thelanguage init,discuss howto usesome of thewords and phrases,and practiseusing theminnewsituations.T:Would youplease summarizethetextaccording to the followingkeywords•Size:the largest rainforest in the world;an areaof around6million squarekilometres•Plant species:more than40,000;different levels•Species ofbirds andmammals:more than1,300species ofbirds andover400species ofmammals;jaguars and the foodchain•Values:fixes carbonand producesover20%of allthe Earth9s oxygen;a treasurehouse of species•Threats:17%of the rainforest lostdue tohuman activities【设计意图回归课本，教师给出语言支架，要求学生概括文章内容，帮助学生回忆前一日所学文章内容；培养学生的语言概括能力，为概要写作打下基础】Step2Group workTassigns the5paragraphs of thetextto5different groups.T:Do youhave anydifficulties inreading thedocumentaryscript,including the words,phrases andsentences,etc Now,well workin groupsto discussand shareour learning notes.【设计意图让学生找出语篇的语言重难点，鼓励学生开展自主学习和小组合作学习，借助词典等工具书解决疑惑拓展新知，培养学生的学习能力，为下一步讲解语篇中重点语言知识做准备】Step3Language comprehensionand extensionTasksSs to presenttheir difficultieson theblackboard andshare theirlearningnotes.During theirpresentations,T makesnecessary extension.T:Now,lefs welcomesome studentsto sharewhat theyhave gotby studyingindividually andcooperatively.

1.Paragraph11Welcome to the jungle,a hugesea ofgreen alivvwith thesounds ofanimals.page2,line1•A hugesea of:a lotof,plenty of•Alive with:be fullof thingsthat arealiveT:Now,boys andgirls,please translatethe followingsentences.2As thelargestrainforestin the world,it playsa significantaole inmaintaining thefine balance of theEarthsecosystem,page2,lines2-3T:Can youguess themeaning ofplay a significantroleOK,lets look at anexample.

2.Paragraph21The Amazon rainforest crossesinto eightcountries,including Braziland Peru,and oneoverseasregion ofFrance,all onthe SouthAmerican continent,page2,lines4-5T:Boys andgirls,do youknow thepart ofspeech ofincluding!What doesit meanWhat areits verbform and adjectiveform Letslook atsome examples.一2The Amazon River,from whichtherainforestgets itsname,is closeto6,400kilometres inlengthroughly100kilometres longerthan the Yangtze River,page2,lines7-9•Analysis ofthe relative clauseT:What kind of relativeclause is it What is itintroduced byCan yougive more examples•Presenting figuresby makingcomparisons withfamiliar placesor objectsT:In thissentence,we canlearn thewriting techniqueof presentingfiguresbymakingcomparisonswithfamiliar placesor objects.While thereader mayfind alarge figuretoo abstractto understand,makingcomparisons withfamiliar placesor objectswill helpthem gaina betterunderstanding.Here aresomeexpressions thatcan beused to make comparisons:the samesize/length asmore than/larger than/longer，than...as large/long as,twice/three timesas large/long as...T:The documentaryscript comparesthe sizeoftheAmazonrainforestwith thatof China,and thelengthof theAmazonRiverwith thatofthe Yangtze River.Can youfind thethe comparisonsin thedocumentaryscriptT:Now,please usethe followinginformation tomake comparisonstomakethese figuresin thesesentenceseasier fbrreaders tounderstand.

3.Paragraph31This talland ancientbrazil nuttree producesnuts thatwe caneat thesewater liliesare bigenoughto liedown on.page3,lines13-14T:Boys andgirls,can youtranslate thissentence WhatkindofrelativeclauseisitWhatisit introducedbyNow letslookatmoreexamples.2The forestsdifferent levelssupport anunbelievable varietyof wildlife.page3,lines14-15•The usageof varietyT:Look at the sentencefrom paragraph

3.Whafs themeaning ofvariety hereDo youknow theverbformandthe adjectiveform ofvariety•The usageof negative prefixes toexpress thenegative meanings of adjectivesor verbsT:Boys andgirls,please payattention tothewordunbelievable.How isit formedIt isformed byaddingthe negativeprefix un-totheadjective believable.Here aremore negativeprefixes:dis-,in-/im-/il-/ir-,non-.Would youplease listas manysimilar wordsas possibleT:Now pleasefill in the blanks with wordswith negativeprefixes.

4.Paragraph41While asignificant number of jaguarssurvive here,there areonly oneelement ofthis fbresfsfoodchain,page3,lines23-24T:Can youunderstand theunderlined wordsandphrases in the sentence•While:although;despite thefact thatT:Please explainthe meaningsof whilein thesesentences.•A significantnumberof:a lotofT:Pay attentiontothedifference ofa numberQ/andthenumberof.Then fill inthe blanks.•Survive:to continueto liveor existdespite adangerous eventor timeT:Match thesentences withthe correctmeaningsofsurvive,survival orsuj^vivor.2These frogs,in turn,feed oninsects whicheat leavesand fruit,page3,lines25-27T introducesthe collocationsof turnand asksSs tofillintheblanks.T:Now,lefs lookatthesentences andfill theblankswiththe wordsinthebox.

5.Paragraph5As the impact of human activitiescontinues togrow andthe listofspeciesin dangerof extinction？becomes longer,we areleft witha question:can weafford todamage thelungs ofthe planet”page3,lines35-38•Impact asa nounT:Look atthesentencefrom paragraph

5.Whafs themeaning ofimpact hereDo youknow othermeaningsof impacf!Can youguess themeaning ofimpact inthe followingsentence“The impactof thestoneagainst thewindowpane shatteredthe glass.”•Impact asa verbT:Impact canalso beused asa verb.For example:Her father^death impactedgreatly onher childhoodyears.Boys andgirls,can youtranslate thissentence intoEnglish【设计意图结合主题语境，深度挖掘文本，通过阅读文本来梳理重要语言知识，包括词汇和长难句等，培养学生学习能力在语言知识拓展环节中，不断创设新的语言情境，鼓励学生从不同的情境中获得新知，通过梳理、概括、整合信息，建立信息间的关联，形成新的知识，并学会应用到新的情境中去，达到对文本重点语言知识的理解和运用，为下一步语言知识在新语境中的运用打下基础】Step4ConsolidationT asksSstotranslate somesentences intoEnglish,using thewordsandphrasesinthe brackets.•长江是世界上第三大河，它几乎和亚马孙河有相同的长度the same length asTheYangtze Riveris thethird largestriver intheworld,which almosthas thesamelengthas theAmazonRiver.•长江流域面积有万平方千米，流经中国八个省、两个直辖市和一个自治区180with an area ofWithanareaof180million squarekilometres,theYangtzeRiver crossesinto eightprovinces,twomunicipalities andone autonomousregion ofChina.•长江在维持中国的生态平衡中扮演着重要的角色play asignificanl role inThe YangtzeRiver playsasignificantroleinkeeping thebalanceofthe ecosystemin China.•长江维系着许多不同的生态系统，许多珍稀动物都能在这里找到a varietyofThe YangtzeRiver supportsmany differentecosystem anda varietyof rareanimals canbe foundhere.•然而，由于人类活动的影响，一些珍稀动物消失了the impactof...However,because oftheimpactofhumanactivities,some rareanimals havedisappeared.•这些动物是不可替代的，我们应该采取措施来保护它们irreplaceableThese animalsare irreplaceableand weshould takesome measuresto protectthem.【设计意图让学生的关注点从亚马孙河、亚马孙热带雨林转移到长江以及长江流域，在新的语境中应用本课知识点】V.Homework

1.Look upinthedictionary ora referencebook tofind outmore wordsformed withnegativeprefixes.

2.Finish partBl onpage5ofthetextbook.

3.Write ashort passageto introducetheYangtzeRiver usingwhat wehave learntin class.。