牛津译林版（2019）必修 第三册Unit 1 Nature in the balance Reading 教学设计（表格式）

Book 3 Unit1 Nature in the balance
Reading (Period 1)
◆Analyses of the teaching material：
【 What】The topic of this part is about the Amazon rainforest. It is a documentary script, which introduces the basic information of the forest, its animal and plant species, biodiversity, its significance to the earth and the dangers it is facing.
【Why】The aim of this part is to lead the students to understand the significance of maintaining the balance of the Earth’s ecosystem. Besides, after reading the script, the students are able to think over whether we can afford to damage the “lungs of the planet”, thus making the students raise the awareness of protecting the environment.
【 How】The whole structure of the documentary is clear and orderly. When stating information about the Amazon rainforest, methods, like illustration, classification,
comparison and statistics, are used in the script.
◆ Analyses of the learners：
This lesson is designed for senior one students in high school. They have some basic skills of reading, like finding the topic sentence of each paragraph, and reading for the detailed information. They have some knowledge of environmental protection. But many of them lack knowledge about a documentary script and the Amazon rainforest .They are not able to do well in expressing themselves correctly in English. In addition, their English knowledge framework and learning quality still need to be improved. In this class, I would help them learn the structure of documentary script, know more about the Amazon rainforest,think independently and improve themselves through cooperative learning.
◆ Teaching Objectives：
By the end of the section, students will be able to :
1. summarize the outline of the documentary script and locate some basic information related to the Amazon rainforest;
2. analyze the reason why the Amazon rainforest is a natural treasure;
3. evaluate the importance of the Amazon rainforest and the dangers it is facing.
◆ Important teaching points:
1. Students can grasp the feature of the documentary script ;
2. Students can evaluate the importance of the Amazon rainforest and the dangers it is facing;
3. Students are aware of the importance to protect environment.
◆Difficult teaching points:
Students can think critically and express their opinions of protecting the Amazon rainforest freely.
◆ Teaching Procedures：
教学目标 Objectives 教学活动与步骤 Teaching procedures 设计意图 Intention 评价要点 Assessment 时间&模式 Time and pattern
1. Students will be able to know how to predict what they will learn from the title and expand their knowledge of the Amazon rainforest . Step I. Lead-in Students read the title “The Amazon rainforest:a natural treasure” and look at the picture shown, then think about the following question: Judging from the title and pictures,what do you think this script is about 创设话题情境， 训练学生阅读能 力 ——通过标题 猜测语篇内容。 Students could make prediction according to the title and the picture shown. 3’ Class work Individual work
2. Students will be able to find out the main idea of each paragraph and conclude the structure of the script. Step II. Understanding 1.Students skim the documentary script and find out the main idea of each paragraph. (Finish Exercise A1 on P4) 帮助学生通过找 各段落主题句来 掌握纪录片脚本 的结构，并为接下 来的学生活动做 好准备。 Students could find out the topic sentences and summarize the main idea of each paragraph. 5’ Individual work Class work
3.Students will be able to find out the detailed information about the Amazon 2. Students finish Exercise A2 on P4 and have a quick discussion: Why are so many figures mentioned in the script 在了解纪录片脚 本基本结构的基 础上，帮助学生学 习关于亚马孙雨 林丰富的动植物 Students could collect and collate information based on the 18’ Individual work Class Work Pair work
rainforest. 3. Students read Para.3 and find out information about the different levels of the forest; then, students think about the question: What is the benefit of the vertical structure of the forest 3. Students read Para. 4, draw out The forest’s food chain and describe it on their own. 4. Students read Para. 5 and answer two questions: What’s the significance of the rainforest What are the threats the rainforest is facing Who is to blame for the damage 资源、作用以及目 前面临的危害。 structure of the script. Group work
4.Students will be able to realize the Step III. Application Discussion:（ Use the sentences in the script to support your opinion） 1. Why is the Amazon rainforest called a natural treasure according to the script 2. Can we afford to damage the “lungs of the planet” Why 训练学生整合文 章细节信息的能 力， 同时， 帮助学 生进一步了解亚 马孙雨林保持地 球生态平衡的重 要性。 Students could analyze the reason why the Amazon rainforest is a natural treasure and evaluate the importance of the Amazon rainforest. 8’ Group work
significance protecting Amazon rainforest . of the
5.Students will be Step IV. Innovation 帮助学生分析亚 Students could 8’
able to evaluate the dangers the Amazon rainforest is facing and give suggestions on how to maintain the ecological balance of the Amazon rainforest. Students work in groups and discuss ways to help maintain the ecological balance of the Amazon rainforest. 马孙雨林面临危 险的原因，通过学 生小组合作活动 来寻找保护亚马 孙雨林生态平衡 的措施。 find out the causes to the danger it is facing and list some measures to protect the Amazon rainforest. Group work
◆ Blackboard design:
The Amazon rainforest: a natural treasure A brief introduction Para.1 Introduction
Para.3 Plant biodiversity
(
Animal biodiversit
) Para.4
Para.5 Significance
◆ Homework:
1.Retell according to the structure of the documentary script.
2.Collect information online and make a list of ways to maintain the balance of the Amazon rainforest. Please follow the form below .
For the citizens For the government
1. 2. 1. 2.
3. 3.
The homework is intended to encourage students to come up with more practical solutions to help solve the current danger the Amazon rainforest is facing , help students review the information about the Amazon rainforest and put what they learn in this class into practice .Therefore, help the students raise the awareness of protecting the environment.
◆ Reflection
In terms of my organization of the class, there were mainly four parts in details: lead-in, listening, reading and discussion ，all of which were carried out successfully during the class. Students were very active in class and could achieve most of the teaching objectives. During the class, I proceeded well as I had designed and gave them enough time to read the passage and think about or discuss each question I raised. Once I raised a question, most of the students could undertake brainstorm and gave me the right answer. For most of the time, all the students were very focused and hard-working. It seemed that they had grasped the knowledge in this period effectively. But when they stood up to answer my questions, I found sometimes they had difficulty expressing their opinions in a grammatically correct way. And it is a pity that I didn’t give them enough chances to express their opinions of protecting the Amazon rainforest because the time was limited. I should have listened to more students’ ideas. What’s more, the class was relatively dull, and I should have come up with more new ideas to make it more interesting. Finally, because of my carelessness, I made one or two grammar mistakes in class.
All in all, this was a moderately successful class. However, it was not perfect. I think I should improve the teaching procedures and my language competency for future use. I have learned a lot from this experience and in order to realize the new concept of teaching, I will do more research and learn from other teachers to make my teaching both informative and entertaining.