The Natural Garden (Period 2) Students’ worksheet
I ．Fill in the blanks with the appropriate forms of the words and expressions below.
replace balance flourish in turn turnout organism wither
Beyond the pond there stood an enormous poplar（白杨）of two men's embraces in circumference（周长）. Nearby was a clearing, and poplar shoots（嫩枝）all
. I ordered them to be cut out because I wanted the spot to look more
cheerful, but, above all, I wanted to make it easier for the old poplar, as I thought that
all those young trees came from its roots, which were draining it of
its sap（汁液）. When we cut out these young poplars,I felt sorry as Isaw them chop out the sap-filled roots underground, and as all four of us pulled at the poplar that had been cut down, and could not pull it out. It held on with all its might, and did not wish
to be . I thought that, without doubt, they had to live, since they
clung so much to life. Only later, I learned that they ought not to have been cut down.
I thought that the shoots were taking the away from the old
poplar, but it to be quite differently. When I was cutting them down,
the old poplar was already dying. When the leaves came out, Isaw (it grew from two branches) that one branch was bare; and that same summer it
completely. The tree had been dying for quite a while, and the tree
knew it, so it tried to give its life to the shoots.
That was the reason why they grew so fast. I wanted to maintain the
of the tree here, only to kill all its children.
II ．Translation
1. 经过精心管理后，这片森林又恢复了昔日的生机。(restore)
2. 蝙蝠是一种在夜间飞行，以昆虫为食的生物。（feed）
3. 结果证明，人类试图掌控自然是无用的，调节自然最好的方式是自然本 身。（turnout）
4. 一些生物技术爱好者开展了一项“自然光”的研究，利用发光植物来取代 路灯，并提供阅读照明的设备。（replace）
III ．Find the antonyms of the words from reading. Then make up meaningful sentences by using the antonyms in their proper forms.
1. theory practice
eg. It’s much more difficult than expected for us to put theory into practice.
2. royal
Your sentence:
3. former
Your sentence:
4. native
Your sentence:
5. delicate
Your sentence:(共15张PPT)
Review the main idea
Once upon a time One day Some time later Many years later Now
What did the King's garden use
to be
paradise n.
Species of roses
species n.
An endangered species
The king’s decision
Why did the king have the tree cut down
What did that place become elaborate a.
replace
In order to protect the environment, 科学家们
试图用清洁的、可再生能源来取代化石燃料(fossil fuel).
scientists have attempted to replace fossile fuel with
clean and renewable energy.
Sometime later
What happened to the gardens
What are the different attitudes towards the
the wise nobleman
Feel tricked and worried
king’s cutting down the tree
people Sing the praise of
Sometime later
the king’s solution to the problem after
meeting the wise nobleman What was the result
restore v.
The old temple was rebuilt during the early
nineteenth century.
The mostrecent operation recovered his sight.
Many years later
What’s the reason he explained
What were others’ reactions to the young man
break into a house
break into laughter
What’s the relationship among everything in
the garden
in turn
flourish v.
How could the young man know so much about the royal gardens
It turned out that … …
How did the king feel and know
antonyms
restore destroy
Iam the tree who used to live in the king's gardens. Every spring thousands of moths came out of me. The moths attracted birds, which (1) in turn provided food for bigger animals. Gradually, the gardens were filled with life and colour. The king was very proud of
his gardens, in which thousands of creatures (2) representing hundreds of species now lived. They turned the gardens into a paradise that everyone enjoyed. I was old, withered
and dry, and it turned out that I was the only thing in the gardens that the king disliked. Then one day the king (3) showed up and decided he could stand no more. He had me cut down and (4) replaced by elaborate fountains. But to his surprise, all the animals living in the gardens were gone in time. The king sent for advisers, but none of them
came up with a solution.
show up break into former explanation
send for
represent balance destroy replace
in turn
Fill in the blanks with the appropriate forms of the given words and phrases to complete
the same story retold by the tree.
Many years passed before a young man presented himself to the king. Though
everyone else (6) broke into laughter when he pointed out that it was the "moth poo” that played a key role in keeping a balanced and healthy nature, the king took his (7) explanation seriously.
The king wanted to recreate the (8) former beauty of his gardens, sol was re-planted. However, it would take many years to restore the (9)
balance of nature, for I was delicate—easy to (10) destroy and so was the balance of nature!
paradise, represent,
species
wither, send for, solution to , show up
feed on, flourish, organism, in turn, balance
turnout
Suppose you are the king and can’t live to see the royal gardens restore. You want to tell the story to your descendants and ask them to protect the natural gardens.
Once upon a time
Some time later
Many years later
Now
exercises 3on the worksheet.
Assignments
worksheet.Teaching Plan
Subject: 1B U1 Vocabulary: The Natural Garden (2nd Period) Teaching objectives:
By the end of this period, students are expected to:
1. review the plot of the text;
2. have abetter understanding of the text;
3. learn how to use some target words (represent, replace, send for, reward, theory, restore, in turn, various,flourish, turn out).
Teaching procedures:
I. Pre-task
Interactive task 1: Feedback on Assignments
Teacher: retell the main idea of the story. *Students: check the answers to the assignment on Page 7. *Purpose: to review the plot of the text and to learn that a story can be told from different perspectives.
Guided question:
Can you retell the story based on the pictures and the timeline
II. While-task
Interactive task 2: Text-based Vocabulary Learning
*Teacher: present pictures and ask students to recall the details in the story *Students: answer some text-based questions and learn the usages of the target words by means of translation, paraphrase, sentence-making, picture-describing, Q&A, sentence-completing. *Purpose: to have a better understanding of the text and to learn how to use some target words.
Guided Questions:
1. Why was it said that the king’s palace with beautiful gardens was a paradise (target words: represent, species)
2. What did the king do to the withered and dry tree (target words: remain, replace A with B)
3. After the wise nobleman visited the King, what did the king do to solve the problem (target words: send for, offer)
4. After the king sent for his advisers and offered a reward to anyone with a solution, he was presented with many theories and ideas. What happened after the king tried all the theories and ideas provided by his advisers (target words: restore)
5. What did the bigger animals mainly feed on What were the relationships of all the creatures in the garden？ (target words: feed, in turn)
6. If there is enough moth poo, what will happen to the plants (target words: flourish)
7. How could the young man know much about the royal gardens (target words: it turns out that)
III. Post-task
Interactive Task 3: controlled practice
*Teacher: present the same story retold by the tree and ask students to fill in the blanks
*Students: fill in the blanks in the passage with the target words Purpose: to master the target words in the context.
Guided Question:
Could you please fill in the blanks with the appropriate forms of the given words and phrases to complete the same story retold by the tree
Interactive Task 4: freer practice
*Teacher: introduce a set-up situation *Students: make amonologue to tell the king’s descendants to protect the tree Purpose: to use the target words and expressions in a set-up situation
Guided question:
Suppose you are the king and can’t live to see the royal gardens restore. You want to tell the story to your descendants and ask them to protect the natural gardens. What will you say to them
Homework:
1. Finish vocabulary focus on page 7 and 8.
2. Review and practice the words and expressions learned in class by blank-filling and translation exercises.
3. Review the definition of antonyms and finish exercises 3 on the worksheet. Purpose: to consolidate what have been learned in the class.
