(共39张PPT)
选择性必修一
Unit
5
Revealing
Nature
(1)
高二年级
英语
Understanding
ideas
A
Journey
of
Discovery
Reading
Objectives
At
the
end
of
the
class,
you
will
be
able
to:
1.
find
out
the
main
idea
of
the
text
and
specific
information
about
the
journey
of
discovery:
the
time
and
what
the
main
character
did
or
thought
and
summarize
what
kind
of
person
he
was
according
to
some
details.
Objectives
2.
retell
the
passage
simply.
3.
share
opinions
after
learning
the
passage.
Lead-in
Observe
the
picture
in
Activity
1
on
page
50
and
think
about
the
questions:
1.
What
is
the
name
of
the
tree?
2.
What
is
evolution?
3.
Can
you
tell
us
the
direction
of
evolution?
4.
What
species
do
you
recognise
in
the
picture?
Lead-in
evolutionary
tree
Lead-in
paramecium
earthworm
snail
crab
fish
frog
tortoise
bird
horse
human
algae
moss
fern
evolutionary
tree
Lead-in
5.
What
factors
can
cause
the
process
of
evolution?
6.
Can
you
show
us
a
very
famous
person
related
to
evolution?
Evolution
is
not
only
a
natural
selection
process,
but
also
the
result
of
competition
and
communication
among
populations
Darwin.
Predict
the
main
idea
of
the
text
according
to
the
picture
and
the
title.
Predicting
Predicting
A
Journey
of
Discovery
Read
the
passage
to
answer
the
questions.
1.
Whose
journey
is
it?
2.
What
did
he
discover?
3.
What
do
the
notebook
and
the
pen
imply?
Reading
for
general
idea
1.
Whose
journey
is
it?
Checking
the
answers
It
is
Darwin’s
journey
(paragraph
2).
2.
What
did
he
discover?
Checking
the
answers
He
discovered
how
different
species
came
to
exist
(paragraph
5).
3.
What
do
the
notebook
and
the
pen
imply?
Checking
the
answers
The
notebook
and
the
pen
imply
that
he
wrote
a
book
(paragraph
6).
So
the
text
is
about
Darwin’s
journey,
his
discovery
and
his
achievement,
On
the
Origin
of
Species.
Read
the
passage
again
and
find
out
the
genre
of
the
passage.
Reading
for
general
idea
He
left
England
on
the
ship,
the
Beagle,
in
1831.
When
the
Beagle
reached
the
Galápagos
Island
in
1835,
Darwin
saw
a
variety
of
new
species.
It
is
a
narrative
in
time
order.
Reading
for
specific
information
Read
to
find
out
the
detailed
information
about
the
journey:
the
time
and
what
he
did
or
thought.
Reading
for
specific
information
In
1831
He
left
England
on
the
ship,
the
Beagle.
Time:
What
he
did:
Reading
for
specific
information
Time:
What
he
did:
After
he
had
spent
some
time
in
South
America.
He
studied
the
samples
of
plants
and
animals
and
asked
himself
the
question:
how
did
different
species
come
to
exist?
He
noticed
that
some
species
of
animals
were
very
similar
to
each
other.
Reading
for
specific
information
In
1835
when
he
reached
the
Galápagos
Islands.
He
noticed
that
there
was
a
difference
between
the
finches
on
each
of
the
islands.
He
suspected
that
the
finches
had
evolved
from
a
common
ancestor.
Over
time,
it
had
slowly
evolved
into
many
new
species.
Time:
What
he
did:
Reading
for
specific
information
In
1859
His
book,
On
the
Origin
of
Species,
was
published,
which
immediately
caused
a
storm.
Time:
What
he
did:
Reading
for
specific
information
Today
Time:
What
he
did:
On
the
Origin
of
Species
is
regarded
as
one
of
the
most
important
works
ever
written.
It
has
changed
ideas
about
life
on
Earth
forever.
Reading
for
main
idea
Choose
the
main
idea
of
the
passage
on
page
52.
1.
Darwin’s
interest
in
various
living
things
made
him
a
good
naturalist.
2.
Darwin’s
journey
on
the
Beagle
inspired
his
Theory
of
Evolution.
3.
Darwin
went
on
a
journey
to
confirm
his
theory
that
humans
had
evolved
over
time.
Reading
for
main
idea
Supporting
information
Paragraph
2:
The
journey
gave
him
the
chance
to
study
various
living
things
in
the
natural
environments.
As
he
studied
these,
he
asked
himself
the
question:
how
did
different
species
come
to
exist?
Paragraph
3:
At
that
time
Darwin
began
to
think
differently.
It
was
just
an
idea,
but
enough
to
inspire
Darwin
to
look
for
more
evidence.
Paragraph
4:
Darwin
noticed
that
there
was
a
difference
between
the
finches
on
each
of
the
islands.
It
seemed
that
their
beaks
had
evolved
according
to
what
food
was
available
on
that
particular
island.
Supporting
information
Paragraph
5:
That
was
the
answer
to
how
new
species
of
plants
and
animals
came
to
exist:
they
evolved
from
earlier
ancestors.
Paragraph
6:
It
was
a
completely
new
idea—a
theory
of
evolution.
Darwin
explained
this
theory
in
his
book,On
the
Origin
of
Species.
It
was
not
published
until
1859.
Supporting
information
Paragraph
7:
On
the
Origin
of
Species
is
regarded
as
one
of
the
most
important
works
ever
written.
It
has
changed
ideas
about
life
on
Earth
forever.
So
the
main
idea
of
the
passage
is
the
second
one—Darwin’s
journey
on
the
Beagle
inspired
his
Theory
of
Evolution.
Supporting
information
Number
the
puzzle
pieces
in
order
on
page
52.
Organise
the
information
from
the
passage
and
complete
them.
Reading
for
specific
information
Reading
for
specific
information
3.
Propose
A
Theory
4.
Generate
Ideas
1.
On
His
Journey
5.
Look
For
More
Evidence
2.
Develop
Ideas
1.
On
His
Journey
2.
Develop
Ideas
5.
Look
For
More
Evidence
4.
Generate
Ideas
3.
Propose
A
Theory
The
order
is:14523.
Reading
for
specific
information
The
answers
to
the
blanks:
1.
On
his
journey
Darwin
studied
various
living
things
in
their
natural
environments
and
samples
of
the
plants
and
animals
he
had
collected.
He
noticed
that
some
species
of
animals
were
very
similar
to
each
other.
Reading
for
specific
information
2.
Generate
ideas
Darwin
asked
the
questions:
?
How
did
different
species
come
to
exist?
?
Maybe
animals
evolved
as
they
adapted
to
their
changing
environments?
Reading
for
specific
information
3.
Look
for
more
evidence
On
the
Galápagos
Islands:
?
He
noticed
that
there
was
a
difference
between
the
finches
on
each
of
the
islands.
?
It
seemed
the
beaks
had
evolved
according
to
what
food
was
available
on
that
particular
island.
Reading
for
specific
information
4.
Develop
ideas
Darwin
suspected
that
the
finches
had
evolved
from
a
common
ancestor,
which
had
arrived
on
the
islands
a
long
time
before
and
it
had
slowly
evolved
into
many
new
species.
5.
Propose
a
theory
The
Theory
of
Evolution
:
living
things,
including
humans,
had
evolved
from
lower
forms
of
life.
Retell
the
text
according
to
the
development
of
the
journey
or
Activity
4
on
P52.
You
can
add
more
information
from
the
passage
if
necessary.
Retelling
Think
about
the
following
questions
and
share
your
opinions.
1)
Why
were
many
people
“shocked”
by
Darwin’s
theory?
2)
What
kind
of
person
was
Darwin?
Thinking
and
Sharing
At
that
time,
people
believed
that
all
species
had
appeared
on
Earth
at
the
same
time
and
had
not
changed
since,
but
Darwin’s
theory
proposed
that
living
things,
including
humans,
had
evolved
from
lower
forms
of
life,
which,
as
a
result,
shocked
many
people.
Thinking
and
Sharing
1)
Why
were
many
people
“shocked”
by
Darwin’s
theory?
Darwin
was
a
determined
man.
He
had
strong
curiosity
and
interest
in
science
and
was
good
at
thinking
and
making
discoveries.
These
good
qualities
helped
Darwin
make
such
a
long
journey
from
1831
to
1859
to
pursue
his
scientific
exploration
and
finally
published
the
great
book,On
the
Origin
of
Species.
Thinking
and
Sharing
2)
What
kind
of
person
was
Darwin?
The
passage
is
a
narrative
arranged
in
time
order.
The
main
character
Darwin
made
a
long
journey,
during
which
he
finally
found
how
different
species
came
to
exist.
We
also
know
Darwin
was
a
determined
man.
He
had
strong
curiosity
and
interest
in
science
and
was
good
at
thinking
and
making
discoveries.
So
we
should
learn
from
his
spirit
of
devotion
when
pursuing
what
is
right.
Summary
Homework
1.
Read
the
passage
again
and
retell
the
passage.
2.
Write
a
summary
of
the
passage
and
summarize
the
new
words
and
language
points
you
have
learned,
and
then
add
them
to
your
lapbook.(共34张PPT)
选择性必修一
Unit
5
Revealing
nature
(2)
高二年级
英语
Using
language
Listening
Learning
objectives
1.
Get
the
main
idea
of
the
passage
and
list
expressions
related
to
biodiversity
by
reading.
2.
Get
the
main
idea
of
the
listening
material
and
write
down
useful
expressions
related
to
the
topic
of
cells
and
bacteria.
3.
Act
out
the
conversation
about
cells
and
bacteria.
4.
Make
a
new
conversation
about
biodiversity.
What
is
biodiversity
in
your
mind?
Reading
for
information
The
main
idea
of
the
passage:
It
introduces
the
largest
animal
species:
the
blue
whale
and
the
toughest
species
—
the
water
bear
and
their
characteristics.
1.
What
species
are
mentioned
and
what
is
special
about
them?
2.
What
other
unusual
life
forms
do
you
know
of?
Reading
for
information
1.
What
species
are
mentioned
and
what
is
special
about
them?
Earth
is
home
to
millions
of
different
species.
Some
can
be
very
small,
like
bacteria
and
viruses,
which
are
so
small
that
we
cannot
see
them
with
only
our
eyes.
By
contrast,
the
largest
animal
species
so
far
found
on
our
planet
is
the
blue
whale,
which
can
grow
up
to
almost
30
metres
in
length
and
weigh
over
130,000
kilos.
Reading
for
information
1.
What
species
are
mentioned
and
what
is
special
about
them?
The
toughest
species
is
probably
the
water
bear.
This
tiny
organism
can
survive
temperatures
from
150℃
to
a
below
freezing
-272℃.
To
best
survive
in
their
environment,
each
species
has
developed
its
own
unique
physical
characteristics.
Reading
for
information
1.
What
species
are
mentioned
and
what
is
special
about
them?
Two
species
are
mentioned:
The
blue
whale
and
the
water
bear.
The
blue
whale
is
the
largest
animal
species
on
earth,
which
can
grow
up
to
almost
30
metres
in
length
and
weigh
over
130,000
kilos.
The
water
bear
is
the
toughest
species,
which
can
survive
in
extreme
temperature.
Reading
for
information
2.
What
other
unusual
life
forms
do
you
know
of?
Vipers,
elephants
and
pandas
are
very
unusual.
You
can
have
your
own
answers.
Reading
for
information
A
map
of
the
Galapagos
Islands
Tortoises,
mangroves
and
iguanas
are
mentioned.
Find
out
the
species
mentioned.
ancestor
scientific
be
native
to
primitive
habitat
appearance
be
home
to
ecosystem
Complete
the
paragraphs.
The
Galapagos
Islands
are
renowned
worldwide
for
their
unique
biodiversity.
The
Giant
Tortoise
Reserve
on
Santa
Cruz
several
species
of
giant
tortoise
that
the
Galapagos
Islands.
The
island
is
also
home
to
the
Charles
Darwin
Research
Station,
where
studies
are
carried
out.
is
home
to
are
native
to
scientific
Complete
the
paragraphs.
Mangroves
are
one
of
the
coastal
plants
that
grow
on
Isabela.
They
serve
as
the
for
various
birds
and
fish,
and
are
very
important
to
the
.
habitats
ecosystem
Complete
the
paragraphs.
Iguanas
can
be
found
on
San
Cristobal.
They
have
a
very
special
,
with
comb-like
spines
on
their
back.
There
is
evidence
that
all
the
different
iguanas
have
developed
from
more
ones
and
share
a
common
.
appearance
primitive
ancestor
Complete
the
paragraphs.
1.
The
existence
of
a
large
number
of
different
kinds
of
animals
and
plants
which
make
a
balanced
environment.
2.
The
simplest
and
smallest
forms
of
life.
3.
Oganics.
biodiversity
organic
matters
bacteria
Useful
Words
4.
The
system
in
your
body
that
produces
substances
to
help
it
fight
against
infection
and
disease.
5.
All
the
plants
and
living
creatures
in
a
particular
area
considered
in
relation
to
their
physical
environment.
6.
The
smallest
unit
of
living
matter
that
can
exist
on
its
own.
cell
immune
system
ecosystem
Useful
Words
When
you
listen
to
the
podcast,
it
is
important
to
find
out
the
purpose
of
it.
Before
listening,
think
about
what
topics
might
be
discussed.
The
main
idea
of
the
passage
is:
something
about
cells
and
bacteria.
Listening
for
main
idea
1.
Biodiversity
is
important.
2.
Bacteria
are
always
harmful
to
humans.
3.
Some
species
of
bacteria
are
used
in
food
production.
4.
Many
species
of
bacteria
recycle
dead
organic
matter.
5.
Our
immune
systems
are
able
to
fight
off
all
germs.
Listen
and
choose
the
statements
that
are
made.
During
the
podcast,
listen
carefully
to
each
question
and
try
to
understand
the
main
ideas
within
the
responses.
Learning
to
learn
1.
Biodiversity
is
important.
2.
Bacteria
are
always
harmful
to
humans.
3.
Some
species
of
bacteria
are
used
in
food
production.
4.
Many
species
of
bacteria
recycle
dead
organic
matter.
5.
Our
immune
systems
are
able
to
fight
off
all
germs.
N
F
N
T
T
Listen
and
choose
the
statements
that
are
made.
As
you
listen,
make
notes
of
key
information
such
as
key
words,
numbers
and
facts.
This
will
help
you
understand
and
remember
the
information
you
hear.
Learning
to
learn
Every
living
thing
is
1
.
They
are
like
2
.
In
the
human
body
there
are
about
3
human
cells
and
around
4
bacteria
cells.
Most
bacteria
in
the
human
body
can
5
.
In
the
food
production
process,
bacteria
can
6
dead
organic
matter.
Listening
for
detailed
information
Every
living
thing
is
.
They
are
like
.
In
the
human
body
there
are
about
human
cells
and
around
bacteria
cells.
Most
bacteria
in
the
human
body
can
.
In
the
food
production
process,
bacteria
can
dead
organic
matter.
made
up
of
cells
bricks
that
are
used
to
build
houses
break
down
thirty
trillion
help
digestion
thirty-nine
trillion
Listening
for
detailed
information
Do
you
know
about...?
Have
you
heard
of...?
By
the
way,
…
In
fact,
...
Actually,
....
Speaking
of
which,...
The
useful
expressions
Checking
background
knowledge
Do
you
know
about...?
Have
you
heard
of
...?
Adding
information
By
the
way,
…
Actually,
....
In
fact,....
Speaking
of
which,
...
The
useful
expressions
Student’s
work
Speaking
Criteria
Pronunciation
and
intonation
30’
Language
(useful
expressions)
30’
Content
40’
Overall
performance
100’
Score
Comment
Student’s
work
Methods
survey
method
experimental
method
observation
method
assess
to
information
method
......
Summary
1.
Get
the
main
idea
of
the
passage
and
list
expressions
related
to
biodiversity
by
reading.
2.
Get
the
main
idea
of
the
listening
material
and
write
down
useful
expressions
related
to
the
topic
of
cells
and
bacteria.
3.
Act
out
the
conversation
about
cells
and
bacteria.
4.
Make
a
new
conversation
about
biodiversity.
Option
1
Work
in
pairs
to
discuss
what
you
know
about
cells
and
bacteria.
Option
2
Work
in
pairs
to
talk
about
biodiversity
in
different
regions
of
China,
using
the
words
and
expressions
in
this
section.
Homework(共35张PPT)
选择性必修一
Unit
5
Revealing
nature
(4)
高二年级
英语
Writing
an
observational
journal
Objectives
At
the
end
of
the
class,
you
will
be
able
to:
1.
get
the
main
idea
and
find
some
expressions
such
as
nouns,
verbs,
adjectives,
and
adverbs
related
to
the
process
of
the
growth
of
the
daffodil
bulbs;
2.
get
the
structure
of
an
observational
journal;
3.
write
about
an
observational
journal
about
the
sunflower;
4.
revise
your
and
others’
writing.
Warm
up
daffodils
daffodil
bulbs
stems
Read
and
answer
the
questions.
Q1.
How
were
the
daffodil
bulbs
planted?
Q2.
In
what
environment
did
the
leaves
grow?
Q3.
What
do
the
flowers
look
like?
Read
and
answer
the
questions.
Read
and
answer
the
questions.
Week
1
The
daffodil
bulbs
have
been
planted
side
by
side
in
soil,
with
the
pointed
ends
facing
up.
Water
has
been
added
and
the
container
was
put
in
a
cool,
dark
place.
The
bulbs
are
being
watered
regularly.
Read
and
answer
the
questions.
Week
3
A
single
stem
has
sprouted
from
each
of
the
bulbs.
On
each
stem
are
two
leaves,
which
are
long
and
narrow
with
a
waxy
texture.
The
container
has
been
moved
to
a
sunny,
but
cool
place.
Read
and
answer
the
questions.
Week
6
The
stems
have
grown
to
around
20
centimetres
tall
and
each
has
produced
a
single
flower.
The
flowers
are
yellow
and
white,
and
shaped
like
trumpets.
Q1.
How
were
the
daffodil
bulbs
planted?
Answer
the
questions.
Answer:
They
were
planted
side
by
side
in
soil,
with
the
pointed
ends
facing
up.
Q2:
In
what
environment
did
the
leaves
grow?
Answer
the
questions.
Answer:
The
leaves
grew
in
a
sunny,
but
cool
place.
Q3:
What
do
the
flowers
look
like
?
Answer
the
questions.
Answer:
The
flowers
are
yellow
and
white,
and
shaped
like
trumpets.
Detailed
information
Week
1
The
daffodil
bulbs
have
been
planted
side
by
side
in
soil,
with
the
pointed
ends
facing
up.
Water
has
been
added
and
the
container
was
put
in
a
cool,
dark
place.
The
bulbs
are
being
watered
regularly.
the
way
to
plant
environment
the
special
requirement
Detailed
information
Week
3
A
single
stem
has
sprouted
from
each
of
the
bulbs.
On
each
stem
are
two
leaves,
which
are
long
and
narrow
with
a
waxy
texture.
The
container
has
been
moved
to
a
sunny,
but
cool
place.
shape
and
texture
environment
sprout
Detailed
information
Week
6
The
stems
have
grown
to
around
20
centimetres
tall
and
each
has
produced
a
single
flower.
The
flowers
are
yellow
and
white,
and
shaped
like
trumpets.
color
and
shape
height
An
observational
journal
journal
time
the
way
to
plant
environment
special
requirement
sprout
shape
texture
height
color
Some
words
from
the
passage
Nouns:
bulbs,
container,
water,
stem,
leaves,
flowers,
trumpets
Verbs:
plant,
add,
put,
water,
sprout,
move,
grow,
produce,
shape
Adjectives:
cool,
dark,
long,
narrow,
waxy,
sunny,
tall,
single,
yellow,
white
Adverbs:
regularly
Writing
an
observational
journal
Person:
the
sunflower
seedling/
water/
stem…
Tense:
past
tense,
present
perfect,
present
simple
Voice:
passive
voice
Order:
time
order
Structure:
Writing
an
observational
journal
Structure
time
What
it
is
like,
including
height,
shape,
color,
texture.
environment
Writing
an
observational
journal
Language
we
can
use
in
writing
an
observational
journal.
be
planted
side
by
side
in
soil
be
put
in
a
cool,
dark
place
be
watered
regularly
have
sprouted
from
each
of
the
bulbs
Writing
an
observational
journal
Language
we
can
use
in
writing
an
observational
journal.
…,
which
are
long
and
narrow
with…
have
grown
to
around…
centimetres
tall
have
produced
a
single
flower
be
shaped
like…
Writing
an
observational
journal
Writing
an
observational
journal
Notes:
1.
What
order
did
you
use
when
describing
the
sunflower?
2.
Where
did
it
grow?
How
about
the
environment?
3.
What
changes
happened
to
the
sunflower?
How
about
its
color,
shape
and
texture?
Evaluation
Chart
Structure
Correctness
Content
Completion
(information)
Accuracy
(language)
Communication
Appropriateness
Student’s
Work
1
June
In
the
morning,
the
hole
was
dig
to
about
2
centimetres.
Then
the
young
seedling
planted
into
a
pot
with
moist
soil.
Water
has
been
added
and
the
container
was
put
in
a
cool,
dark
place.
The
seedling
is
being
watered
regularly.
Student’s
Work
6
July
A
single
stem
is
growing
upwards.
There
are
five
leaves
at
the
tip
of
the
stem,
which
is
thin
with
the
spade
shape.
The
container
has
been
moved
to
a
sunny,
but
cool
place.
Student’s
Work
26
July
The
stem
have
grown
to
around
165
centimetres
tall
and
have
produced
a
single
flower.
The
flower
is
yellow
and
brown
in
the
centre
and
shaped
like
the
sun.
Student’s
Work
1June
In
the
morning,
the
hole
was
dig
to
about
2
centimetres.
Then
the
young
seedling
planted
into
a
pot
with
moist
soil.
Water
has
been
added
and
the
container
was
put
in
a
cool,
dark
place.
The
seedling
is
being
watered
regularly.
was
dug
was
planted
Student’s
Work
6
July
A
single
stem
is
growing
upwards.
There
were
five
leaves
at
the
tip
of
the
stem,
which
is
thin
with
the
spade
shape.
The
container
has
been
moved
to
a
sunny,
but
cool
place.
There
are
the
spade-like
shape
Student’s
Work
26
July
The
stem
have
grown
to
around
165
centimetres
tall
and
have
produced
a
single
flower.
The
flower
is
yellow
and
brown
in
the
centre
and
shaped
like
the
sun.
has
grown
has
produced
Sample
An
observational
journal
about
the
sunflower
1
June
Covered
with
1-2
cm
of
moist
soil,
the
sunflower
seed
takes
a
few
days
to
come
up
after
being
planted.
Water
has
been
added
regularly
and
the
hard
seed
coat
softens
in
the
damp
soil
to
allow
the
first
root
to
pierce
downwards
and
the
first
leaves
to
push
to
the
soil
surface.
Sample
6
July
The
root
continues
to
grow
downwards.
The
single
stem
grows
hollow
and
smooth,
revealing
large
spade-shaped
leaves
from
the
growing
tip.
Gradually,
the
plant’s
growing
tip
reveals
the
first
hints
of
development
of
the
flower
bud.
The
plant
stem
becomes
more
woody.
Sample
26
July
About
three
weeks
after
the
flower
bud
first
becomes
visible
at
the
tip
of
the
sunflower
stem.
It
enlarges
and
begins
to
reveal
a
flattened
disc.
Over
the
course
of
one
week,
the
yellow
ray
florets,
and
disc
florets
bloom
across
the
core
of
the
sunflower
blossom.
It
is
yellow,
looking
beautiful.
Writing
an
observational
journal
structure
the
time
height,
shape,
texture,
color,
environment
language
the
criteria
Homework
Choose
one
of
the
tasks
to
finish.
1.
Revise
the
passage
written
in
class.
2.
Try
to
plant
a
kind
of
plants
and
observe,
and
after
a
few
days,
write
an
observational
journal.
