(共31张PPT)
选择性必修二
Unit
5
A
delicate
world
(2)
高二年级
英语
Using
language
Ecosystems
Listening
and
speaking
Objectives
At
the
end
of
the
class,
you
will
be
able
to:
1.
acquire
words
and
expressions
related
to
ecosystems
2.
obtain
the
relationships
between
the
living
things
3.
get
the
specific
information
and
choose
the
true
statements
4.
take
down
some
information
and
expressions
expressing
doubt
and
responding
to
doubt
5.
act
out
a
conversation
about
the
ecosystem,
using
the
words
and
expressions
you
have
learnt
Objectives
Warming
up
Look
at
the
diagram
on
Page
54
and
answer
the
questions.
Q1:
What
does
the
diagram
show?
Q2:
What
are
the
relationships
between
the
living
things?
Checking
the
answers
1.
What
does
the
diagram
show?
The
diagram
shows
a
food
chain
—
the
connection
between
the
living
things.
Checking
the
answers
2.
What
are
the
relationships
between
the
living
things?
The
living
things
are
closely
connected
with
each
other
by
the
food
they
eat.
Secondary
consumers
prey
on
primary
consumers.
Primary
consumers
feed
on
producers.
Producers
absorb
light
from
the
sun,
water
and
dissoloved
nutrients
from
the
soil,
which
are
provided
by
decomposers.
In
the
woodland
ecosystem,
trees
and
other
plants
are
producers.
They
water
and
take
in
nutrients
from
the
soil
and
energy
from
the
sun.
Complete
the
passage
with
the
correct
form
of
the
words
and
expressions
in
Activity
5.
absorb
Insects
are
an
example
of
a
primary
consumer.
They
the
producers
to
provide
food
for
them,
and
are
by
secondary
consumers:
small
mammals
and
birds.
rely
on
fed
on
They
the
primary
consumers.
Worms,
fungi
and
bacteria
are
decomposers.
They
animal
waste
and
the
remains
of
living
things.
The
chemicals
these
decomposers
fertilise
the
soil
and
give
the
plants
the
nutrients
they
need
to
grow.
prey
on
break
down
release
Read
about
bees
on
Page
55.
What
do
you
know
about
bees?
1.
They
have
been
in
existence
for
millions
of
years.
2.
They
can
fly
24
kilometres
per
hour.
The
wings
can
beat
200
times
per
second.
3.
One
bee
can
pollinate
50
—100
flowers.
Listening
for
main
idea
What
will
be
talked
about?
Listen
to
the
conversation
in
Acticity
7
on
Page
55,
and
choose
the
true
statements.
1.
Bees
are
very
important
to
our
food
supply
because
they
provide
honey.
2.
The
bee
population
is
declining.
3.
Without
bees,
humans
would
die
out.
4.
All
human
crops
depend
on
bees
for
pollination.
5.
If
bees
became
extinct,
other
insects
could
pollinate
enough
crops.
6.
Humans
are
responsible
for
the
decline
in
the
bee
population.
Checking
the
answers
1.
Bees
are
very
important
to
our
food
supply
because
they
provide
honey.
2.
The
bee
population
is
declining.
3.
Without
bees,
humans
would
die
out.
4.
All
human
crops
depend
on
bees
for
pollination.
5.
If
bees
became
extinct,
other
insects
could
pollinate
enough
crops.
6.
Humans
are
responsible
for
the
decline
in
the
bee
population.
Listening
for
detailed
information
Task
1:
Listen
again
and
complete
the
flow
chart.
Checking
the
answers
A
combination
of
things
damages
bee
habitats,
mainly
1
.
The
bee
population
is
2
.
According
to
statistics,
bee
numbers
in
the
US
3
in
just
one
year.
pesticides
and
climate
change
declining
very
quickly
have
fallen
by
70%
Checking
the
answers
Without
bees,
crops
would
4
.
5
would
not
be
able
to
compensate
for
the
loss
of
bees,
because
6
of
the
species
of
crops.
Animals
that
live
on
the
crops
7
.
be
unable
to
reproduce
Other
insects
bees
are
responsible
for
pollinating
about
70%
would
die
out
Listening
for
detailed
information
Task
2.
Discuss
and
talk
about
the
importance
of
bees.
Sample
Bees
are
very
important.
Without
bees,
crops
would
be
unable
to
reproduce.
Meanwhile,
other
insects
would
not
be
able
to
compensate
for
the
loss
of
bees,
because
bees
are
responsible
for
pollinating
about
70%
of
the
species
of
crops.
Sample
Without
bees,
numerous
plants
species
would
die
out.
As
a
result,
animals
that
live
on
the
crops
would
disappear,
and
humans
would
have
nothing
to
eat.
Listening
for
speaking
Complete
the
box
in
Activity
9
with
the
useful
expressions
from
the
conversation.
Checking
the
answers
Expressing
doubt
You
must
be
kidding!
I
don’t
believe
it!
Are
you
sure
about
...?
Checking
the
answers
Responding
to
doubt
It’s
a
fact!
Don’t
forget
that
...
Check
it
out
for
yourself
...
According
to
statistics
...
Speaking
Act
out
a
conversation
about
what
would
happen
to
the
ecosystem
if
another
species
died
out.
Use
the
words
and
expressions
in
this
section.
Criteria
for
speaking
content
lanuage
(useful
expressions)
Pronunciation
&
intonation
Speaking
Student
A:
Hey,
Mark,
what
do
you
think
would
happen
to
the
ecosystem
if
wolves
died
out?
Student
B:
I
don’t
think
it
has
a
big
impact
on
the
ecosystem.
Student
A:
If
wolves
died
out,
it
would
threaten
the
planet’s
balance.
Student
B:
What?!
You
must
be
kidding!
I
don’t
believe
it!
Speaking
Student
A:
It’s
a
fact!
I
watched
a
nature
article
about
it.
Student
B:
How
can
that
be
possible?
Student
A:
Wolves
feed
on
sheep.
People
capture
and
kill
them
to
get
more
benefits
from
sheep,
which
causes
the
wolf
population
declining
quickly.
Without
wolves,
sheep
would
start
breeding,
and
the
number
of
sheep
would
be
larger
and
larger.
Student
B:
So
more
milk,
meat,
and
fur
would
be
provided
to
people.
Speaking
Student
A:
It
sounds
reasonable.
Don’t
forget
that
the
wild
rabbits
and
cows
compete
for
the
grass
with
sheep.
Years
later,
the
number
of
grass
would
be
greatly
reduced.
In
turn,
numerous
sheep
would
die
of
starvation.
Even
worse,
much
of
the
grassland
would
become
desert.
Student
B:
That’s
scary.
Speaking
Student
A:
Remember
that
we
are
a
part
of
the
food
chain,
so
we
would
be
in
danger
too!
Student
B:
Obviously,
human
activity
is
the
main
cause.
Student
A:
That’s
right.
Student
B:
Well,
we’d
better
do
something
before
it’s
too
late.
Summary
1.
Some
vocabularies
about
a
food
chain;
2.
Relationships
between
the
living
things;
3.
Importance
of
bees;
4.
Some
useful
expressions
expressing
doubt
and
responding
to
doubt;
5.
Conversation
about
the
ecological
impact
of
the
extinction
of
a
species.
We’ve
learned
in
the
lesson:
Homework
Optional
1:
Draw
a
food
chain
diagram
and
talk
about
the
relationships
between
the
living
things.
Optional
2:
Write
about
a
passage
about
the
impact
that
the
extinction
of
a
species
may
have
on
the
ecosystem
using
the
useful
expressions
learned
in
this
section.(共36张PPT)
选择性必修二
Unit
5
A
delicate
world
(4)
高二年级
英语
主讲人
于妍
北京师范大学良乡附属中学
北京市中小学空中课堂
Drafting
a
lecture
Writing
Learning
objectives
1.
Get
specific
information
about
Fanjing
Mountain;
2.
Summarize
the
structure,
features
and
useful
expressions
of
a
lecture;
3.
Draft
a
lecture
about
Fanjing
Mountain;
4.
Improve
your
own
writing.
Fanjing
Mountain
资料
资料
Read
the
passage
about
Fanjing
Mountain
and
answer
the
questions.
Reading
for
information
Activity
1
资料
Reading
for
information
Activity
1
1.
Where
is
Fanjing
Mountain?
Why
is
it
significant?
2.
Why
was
Fanjing
Mountain
selected
for
inclusion
in
the
UNESCO
World
Heritage
List?
If
you
haven’t
already
heard
of
Fanjing
Mountain,
you
soon
will!
A
“must”
for
anyone
visiting
Guizhou
Province,
Fanjing
Mountain
has
now
been
added
to
the
UNESCO
World
Heritage
List,
bringing
the
total
number
of
UNESCO
sites
in
China
to
53.
Where
is
Fanjing
Mountain?
The
main
reason
for
its
inclusion
is
its
biological
diversity,
with
approximately
50
endangered
plant
and
animal
species
found
in
its
protected
area.
Why
was
Fanjing
Mountain
selected
for
inclusion
in
the
UNESCO
World
Heritage
List?
Why
is
it
significant?
One
of
the
first
national
natural
reserves
in
China,
Fanjing
Mountain
represents
one
of
the
country’s
greatest
achievements
in
environmental
protection.
It
is
also
renowned
for
its
breathtaking
scenery
as
a
summer
resort.
Location:
Reading
for
information
Activity
1
Significance:
Fanjing
Mountain
represents
one
of
the
country’s
greatest
achievements
in
environmental
protection.
Fanjing
Mountain
is
located
in
Guizhou
Province.
Reason
for
its
inclusion
in
the
UNESCO
World
Heritage
List:
Reading
for
information
Activity
1
The
main
reason
for
its
inclusion
is
its
biological
diversity,
with
approximately
50
endangered
plant
and
animal
species
found
in
its
protected
area.
Prepare
for
writing
Activity
2
What
is
a
lecture?
A
lecture
is
an
exposition
of
a
given
subject
delivered
before
an
audience
or
a
class,
as
for
the
purpose
of
instruction.
Opening
Body
Conclusion
Introduce
the
topic.
Provide
supporting
details.
Summarize
your
lecture.
Greet
the
audience.
Prepare
for
writing
Activity
2
Q&A
Interact
with
the
audience.
Opening
Greeting:
Good
afternoon,
everyone!
I’m
very
happy
to
be
here
to
give
a
short
lecture.
Introduction
to
the
topic:?
Useful
expressions
Prepare
for
writing
Activity
2
Today
I
am
going
to
talk
about
…
The
purpose
of
my
presentation
is
to
introduce
…
Opening
Explain
the
structure
of
your
speech:
I’ll
mainly
talk
about
three
points
…
Useful
expressions
Prepare
for
writing
Activity
2
During
my
talk,
I’ll
be
looking
at
three
areas.
First,
…
Second,
…
I’ve
divided
my
presentation
into
four
parts.
They
are
…
Body
Present
the
subject
itself:
To
start
with,
I’d
like
to
talk
about
the
…
Useful
expressions
Prepare
for
writing
Activity
2
The
first
problem
today
is
that
…
Let’s
go
to
the
first
topic
…
Conclusion
Summarize
your
lecture:
To
conclude/In
conclusion/To
sum
up,
…
Useful
expressions
Prepare
for
writing
Activity
2
Finally,
I’d
like
to
repeat
the
points
I
made
at
the
beginning.
Let
me
summarize
what
I’ve
said.
Conclusion
Thank
your
audience:
Many
thanks
for
your
attention.
Useful
expressions
Prepare
for
writing
Activity
2
Thank
you
all
for
being
such
attentive
audience.
Thank
you
for
your
listening.
Q&A
Raise
your
question:
Does
anyone
have
any
questions?
Useful
expressions
Prepare
for
writing
Activity
2
If
you
have
any
questions,
please
feel
free
to
ask.
Prepare
for
writing
Activity
2
What
makes
a
good
lecture?
A
clear
structure:
opening,
body,
conclusion
and
Q&A.
Prominent
main
idea.
A
good
and
meaningful
topic.
Logic
Enough
supporting
details.
Prepare
for
writing
Activity
2
What
makes
a
good
lecture?
Proper
tense:
the
simple
present
tense.
Interesting
and
persuasive.
Proper
person:
the
third
person.
Proper
transitions:
make
the
lecture
coherent.
Writing
Activity
3
Draft
your
lecture
about
Fanjing
Mountain
with
the
help
of
the
outline
in
Activity
6.
Writing
Activity
3
Opening
1.
greeting
2.
introduction
to
the
topic:?
The
wonders
of
Fanjing
Mountain.?
Writing
Activity
3
Reason
for
selection:
Fanjing
Mountain
represents
one
of
the
country’s
greatest
achievements
in
environmental
protection.
The
rich
biodiversity
of
the
Wuling
Mountain
range
is
the
principal
reason.
Writing
Activity
3
Other
information:
Fanjing
Mountain
is
renowned
for
the
breathtaking
views
from
the
summit.
When
night
falls,
the
Mushroom
Stone
is
illuminated
so
that
visitors
can
enjoy
the
wonders
of
Fanjing
Mountain.
Writing
Activity
3
Conclusion:
Fanjing
Mountain
deserves
to
earn
its
place
on
the
UNESCO
World
Heritage
List.
Q&A
Making
improvements
Activity
4
Checklist:
Does
the
lead
sentence
tell
the
readers
about
the
theme
of
the
lecture?
Has
the
writer
included
enough
supporting
details
in
the
body
part?
Does
the
writer
use
relative
clauses
to
identify
people,
places,
things
and
time?
Making
improvements
Activity
4
Checklist:
Does
the
writer
end
with
a
short
summary?
Does
the
writer
interact
with
the
audience?
Is
the
lecture
interesting
and
persuasive?
Are
there
any
grammar
or
spelling
mistakes?
Sample
Good
afternoon,
everyone!
I’m
very
happy
to
be
here
to
give
a
short
lecture.
The
Wonders
of
Fanjing
Mountain
Have
you
ever
heard
of
Fanjing
Mountain?
Or
have
you
ever
visited
it?
If
you
haven’t,
you
soon
will!
Fanjing
Mountain
lies
in
Tongren,
Guizhou
Province
with
an
elevation
of
about
2570
metres.
It
is
the
highest
peak
of
the
Wuling
Mountain
range
in
south-west
China.
Fanjing
Mountain
was
added
to
the
UNESCO
World
Heritage
List
in
2018.
The
Fanjingshan
Nature
Reserve
was
established
in
1978
and
represents
one
of
the
country’s
greatest
achievements
in
environmental
protection.
The
rich
biodiversity
of
the
Wuling
Mountain
range
is
the
principal
reason
for
Fanjing
Mountain’s
inclusion
in
the
UNESCO
World
Heritage
prising
the
largest
subtropical
primeval
beech
forest,
the
region
is
home
to
2000
species
of
plants,
such
as
the
endangered
Chinese
dove
tree.
Endangered
animal
species
that
can
be
found
on
Fanjing
Mountain
and
its
surrounding
mountain
range
include
the
Chinese
Giant
Salamander,
Forest
Musk
Deer
and
Grey
Snub-nosed
Monkey.
Fanjing
Mountain
is
of
course,
also
renowned
for
the
breathtaking
views
from
its
summit
—
or
more
accurately
“summits”,
as
there
are
three
of
these!
And
when
night
falls
leaving
this
magnificent
scenery
in
darkness,
the
Mushroom
Stone,
one
of
the
many
strange
rock
formations,
is
illuminated
so
that
visitors
can
still
marvel
at
the
wonders
of
Fanjing
Mountain.
All
explains
why
Fanjing
Mountain
earned
its
place
on
the
UNESCO
World
Heritage
List.
Thank
you
for
your
listening.
Now,
does
anyone
have
any
questions?
Summary
Some
basic
information
about
Fanjing
Mountain;
The
definition
of
a
lecture;
The
structure
of
a
lecture;
Some
useful
expressions
of
a
lecture;
What
makes
a
good
lecture?
Draft
a
lecture;
Improve
your
lecture.
Homework
Revise
your
lecture
after
class;
Draft
a
lecture
about
another
famous
scenic
spot.(共44张PPT)
选择性必修二
Unit
5
A
delicate
world
(1)
高二年级
英语
Understanding
ideas
MACQUARIE
ISLAND:
from
Chaos
to
Conservation
Reading
Learning
objectives
At
the
end
of
the
class,
you
will
be
able
to:
1.
find
out
what
happened
to
Macquarie
Island
2.
make
a
flow
chart
to
show
what
human
did,
their
purposes
and
the
results
and
talk
about
the
effect
of
these
human
activities
on
Macquarie
Island
3.
talk
about
how
similar
situations
could
be
avoided
in
the
future
Starting
out
Watch
a
video
and
answer
the
questions.
1.
Are
humans
part
of
Earth’s
ecosystems?
Why?
2.
In
what
ways
can
humans
affect
ecosystems?
Starting
out
1.
Are
humans
part
of
Earth’s
ecosystems?
Why?
Yes.
Humans
are
part
of
Earth’s
ecosystems.
It
is
because
all
the
living
things
live
in
ecosystems
and
people
are
living
things.
Starting
out
2.
In
what
ways
can
humans
affect
ecosystems?
Humans
can
affect
ecosystems
in
positive
and
negative
ways.
For
example,
to
have
a
positive
influence
on
ecosystems,
people
can
plant
trees,
feed
and
protect
animals,
recycle
things,
etc.
However,
deforestation,
air
and
water
pollution
and
excessive
waste
affect
ecosystems
in
a
negative
way.
Warming
up
1.
Please
look
at
the
picture
and
answer
the
questions.
1)
What
animals
can
you
see
in
the
picture?
2)
What
kind
of
changes
would
take
place
if
cats,
rats
and
rabbits
were
introduced
to
an
environment
like
this?
penguins
and
a
seagull
Warming
up
2)
What
kind
of
changes
would
take
place
if
cats,
rats
and
rabbits
were
introduced
to
an
environment
like
this?
They
would
hunt
the
birds
and
eat
the
native
vegetation,
thus
upsetting
the
local
ecological
balance.
Prediction
Please
look
at
the
title
and
make
a
prediction
of
the
content.
MACQUARIE
ISLAND:
from
Chaos
to
Conservation
The
passage
may
talk
about
the
chaos
and
conservation
of
Macquarie
Island.
Reading
for
general
idea
Please
read
the
passage
and
find
out
what
happened
to
Macquaire
Island.
Non-native
species
were
introduced
to
Macquarie
Island,
which
attacked
native
birds
and
led
to
a
substantial
reduction
of
bird
population,
and
even
the
extinction
of
parakeets.
In
addition,
they
ate
and
devastated
the
native
vegetation.
All
of
this
played
a
part
in
upsetting
the
natural
harmony
of
the
island.
But
now
the
island’s
ecology
is
on
the
road
to
recovery
with
human
efforts.
Reading
for
general
idea
Read
the
passage
and
find
out
what
each
paragraph
is
about,
paying
attention
to
the
important
words.
Paragraph
1
I
am
standing
on
Macquarie
Island,
in
the
South-west
Pacific
Ocean,
halfway
between
Australia
and
Antarctica.
Strong
winds
and
stormy
seas
have
helped
sculpt
its
long,
thin
shape.
The
green
grass
and
bare
rock
of
its
landscape
contrast
dramatically,
giving
it
a
wild
and
natural
beauty.
No
visitor
would
think
it
surprising
that
the
island
is
a
UNESCO
World
Heritage
Site.
Nor
would
they
fail
to
imagine
how
its
native
inhabitants,
including
royal
penguins,
king
penguins,
and
elephant
seals,
existed
in
perfect
harmony
with
their
natural
habitat
for
thousands
of
years.
Reading
for
general
idea
Paragraph
1
is
an
introduction
of
position,
shape,
landscape,
fame,
and
native
inhabitants
existing
in
perfect
harmony
of
Macquaire
Island.
Reading
for
general
idea
Paragraph
2
But
the
island’s
more
recent
history
tells
a
different
story.
It’s
a
tragic
story
that
began
in
1810
when
humans
arrived
on
the
island.
In
their
ships
they
unknowingly
brought
rats
and
mice.
These
small
animals
quickly
took
over
the
island,
eating
the
birds’
eggs
and
attacking
baby
birds.
Cats
were
brought
to
the
island
to
control
the
rats
and
mice.
Unfortunately,
the
cats
subsequently
developed
an
appetite
for
the
birds,
too.
Reading
for
general
idea
Paragraph
2
is
an
introduction
of
the
island’s
more
recent
history
—
brought
rats,
mice
and
cats
to
the
island.
And
the
cats
developed
an
appetite
for
the
birds.
Paragraph
3
Meanwhile,
rabbits
were
introduced
to
the
island
as
a
source
of
food
for
humans.
Loose
on
the
island,
they
did
what
rabbits
do
best
—
they
multiplied
rapidly
and
began
eating
the
native
vegetation
and
digging
holes,
which
caused
soil
erosion.
The
exploding
rabbit
population
provided
plentiful
food
for
the
cats,
meaning
that
the
number
of
cats
also
increased.
This
in
turn
led
to
more
cats
hunting
the
birds.
Reading
for
general
idea
The
end
result
was
that
parakeets,
once
large
in
number
and
native
to
the
island,
died
out
in1891.
Reading
for
general
idea
Paragraph
3
is
mainly
about:
rabbits
were
causing
soil
erosion
and
the
number
of
cats
increased,
resulting
in
the
extinction
of
the
parakeets.
Paragraph
4
Even
after
Macquarie
Island
became
an
official
nature
reserve
in
the
1970s,
the
rabbits
remained
out
of
control.
Experts
felt
it
necessary
to
come
up
with
a
plan
to
remove
all
the
rabbits
from
the
island.
With
this
goal
in
mind,
a
virus
was
released
onto
the
island.
But
although
the
virus
caused
the
rabbit
population
to
decrease
from
130,000
to
around
10,000,
it
also
meant
less
food
for
the
cats.
Reading
for
general
idea
The
cats
in
consequence
turned
their
attention
—
and
their
stomachs
—
back
to
the
native
birds,
killing
up
to
60,000
each
year.
In
the
1980s,
traps
and
dogs
were
used
to
catch
the
cats.
The
last
Macquarie
Island
cat
was
caught
in
2000.
Reading
for
general
idea
Paragraph
4
is
mainly
about
the
vicious
circle
(恶性循环):
The
rabbits
remained
out
of
control.
A
virus
was
released,
causing
the
rabbit
population
to
decrease.
The
cats
killed
more
birds.
Traps
and
dogs
were
introduced.
Paragraph
5
But
as
the
saying
goes,
“While
the
cat’s
away,
the
mice
will
play.”
With
the
departure
of
the
cats
from
the
island,
the
mouse
and
rat
population
started
to
increase.
And
remember
those
10,000
or
so
rabbits?
It
turned
out
that
they
developed
an
immunity
to
the
virus,
and
their
numbers
exploded
once
again.
Then
in
2006,
the
rabbits’
digging
caused
some
land
to
collapse,
and
killed
a
substantial
number
of
penguins.
Reading
for
general
idea
This
incident
made
it
clear
that
the
rat,
mouse
and
rabbit
problem
needed
solving
once
and
for
all.
Reading
for
general
idea
Paragraph
5
is
about
the
ongoing
vicious
circle:
The
mouse
and
rat
population
started
to
increase.
The
number
of
rabbit
exploded,
causing
some
land
to
collapse,
and
penguins
killed.
Paragraph
6
So,
I
am
here
on
Macquarie
Island
to
participate
in
the
programme
to
tackle
this
very
problem.
The
first
step
involved
poison
being
dropped
from
helicopters.
The
next
step
is
to
remove
the
last
remaining
invading
species,
and
that’s
where
I
come
in
—
with
my
dogs.
They
have
been
trained
to
find
every
last
one,
without
harming
the
native
animals.
Reading
for
general
idea
This
intervention
is
a
long,
much-delayed
ending
to
a
sad
story,
but
we
humans
owe
it
to
the
island
to
give
it
a
happy
ending.
Reading
for
general
idea
Paragraph
6
is
mainly
about
the
solution
to
the
problem.
Poison
was
dropped
and
the
invading
species
were
removed
to
give
Macquarie
Island
a
happy
ending.
Postscript:
In
2014,
Macquarie
Island
was
declared
pest-free
and
the
island’s
ecology
is
finally
on
the
road
to
recovery.
Reading
for
general
idea
The
postscript
introduces
the
happy
ending.
Structure
Think
about
the
relationship
of
the
paragraphs
and
find
out
the
writing
style
and
structure
of
the
text.
An
expository
writing
Para.
1:
Introduction
of
Macquarie
Island
Para.
2—5:
The
chaos
caused
on
Macquarie
Island
Para.
6:
The
conservation
of
the
island
Please
read
the
text
more
carefully
and
make
a
flow
chart
to
show
what
human
did
to
Macquarie
Island,
their
purposes
and
the
results
on
page
52.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Human
arrived
on
the
island.
To
live
there.
...
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Human
arrived
on
the
island.
To
live
there.
Rats
and
mice
were
brought
there
by
accident,
and
they
took
over
the
island,
eating
the
birds’
eggs
and
attacking
baby
birds.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Cats
were
brought
to
the
island.
To
control
the
rats
and
mice.
The
cats
developed
an
appetite
for
the
birds.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Rabbits
were
introduced
to
the
island.
To
provide
food
for
humans.
Rabbits
multiplied
and
caused
soil
erosion.
The
exploding
rabbit
population
provided
food
for
the
cats.
This
led
to
more
cats
hunting
the
birds.
Parakeets
died
out
in
1891.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
A
virus
was
released
onto
the
island.
To
remove
all
the
rabbits
from
the
island.
Substantial
reduction
of
rabbit
population
led
to
cats
killing
more
native
birds.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Traps
and
dogs
were
brought
to
the
island.
To
catch
the
cats.
The
departure
of
cats
resulted
in
an
increasing
population
of
rats
and
mice.
And
the
rabbit
population
exploded
once
again.
Reading
for
information
Action(s)
Purpose(s)
Result(s)
Poison
and
dogs
were
used.
To
remove
all
the
invading
species.
The
island
was
pest-free
and
its
ecology
is
on
the
road
to
recovery.
Please
talk
about
how
human
interference
led
to
such
severe
consequences
for
Macquarie
Island
by
referring
to
the
form.
Application
1.
In
1810,
human
arrived
on
the
island.
However,
rats
and
mice
were
brought
there
by
accident,
and
they
took
over
the
island,
eating
the
birds’
eggs
and
attacking
baby
birds.
2.
Then,
cats
were
brought
to
the
island.
But
the
cats
developed
an
appetite
for
the
birds.
Application
3.
Rabbits
were
introduced
to
the
island.
Rabbits
multiplied
and
caused
soil
erosion.
The
exploding
rabbit
population
provided
food
for
the
cats.
This
led
to
more
cats
hunting
the
birds.
As
a
result,
parakeets
died
out
in
1891.
4.
A
virus
was
released
onto
the
island
to
remove
all
the
rabbits
from
the
island.
Substantial
reduction
of
rabbit
population
led
to
cats
killing
more
native
birds.
Application
5.
Traps
and
dogs
were
brought
to
the
island
to
catch
the
cats.
The
departure
of
cats
resulted
in
an
increasing
population
of
rats
and
mice.
And
the
rabbit
population
exploded
once
again.
6.
Poison
and
dogs
were
used
to
remove
all
the
invading
species.
The
island
was
pest-free
and
its
ecology
is
on
the
road
to
recovery.
Reading
for
opinions
Please
read
the
passage
again
and
choose
the
author’s
purpose
in
writing
the
passage
and
give
your
reasons.
1)
To
analyse
how
Macquarie
Island
was
saved
from
destruction.
2)
To
inform
readers
of
the
chaos
caused
on
Macquarie
Island
by
humans.
3)
To
entertain
readers
with
a
funny
story
about
what
happened
on
Macquarie
Island.
4)
To
suggest
ways
in
which
an
ecosystem
can
be
protected.
Please
think
about
the
following
questions
and
show
your
opinions:
1.
Do
you
think
it
was
right
to
eradicate
the
“pests”
from
the
island?
Why?
Reading
for
opinions
2.
How
could
similar
situations
be
avoided
in
the
future?
Reading
for
opinions
Please
think
about
the
following
questions
and
show
your
opinions:
Yes.
The
“pests”
in
the
sentence
refers
to
the
invading
species.
To
restore
the
ecological
balance,
it
was
obvious
that
humans
must
eradicate
the
“pests”.
1.
Do
you
think
it
was
right
to
eradicate
the
“pests”
from
the
island?
Why?
2.
How
could
similar
situations
be
avoided
in
the
future?
To
avoid
similar
situations
in
the
future,
we
should
protect
the
natural
ecosystem
and
be
aware
of
the
potential
impact
that
human
activities
can
have
on
ecosystems.
Reading
for
opinions
Thinking
and
sharing
Please
think
about
the
following
questions
and
show
your
opinions:
1.
What
is
your
understanding
of
“...
we
humans
owe
it
to
the
island
to
give
it
a
happy
ending”?
2.
What
language
can
you
use
to
talk
about
cause
and
effect?
How
would
you
apply
it
to
your
reading
and
writing?
It
was
humans
that
brought
invading
species
to
the
island,
breaking
the
balance
of
the
island’s
nature.
So
we
humans
owe
it
to
the
island
to
give
it
a
happy
ending.
Thinking
and
sharing
1.
What
is
your
understanding
of
“...
we
humans
owe
it
to
the
island
to
give
it
a
happy
ending”?
2.
What
language
can
you
use
to
talk
about
cause
and
effect?
How
would
you
apply
it
to
your
reading
and
writing?
Thinking
and
sharing
Cause
....
arrived
on
...
...
were
brought
to
...
by
accident
...
...
were
introduced
to
...
...
was
released
...
...
were
used
...
Effect
...
took
over
...
,
...
eating
the
birds’
eggs,
...
attacking
baby
birds
...
...
developed
an
appetite
for
...
...
multiplied
and
caused
...
...
led
to
...;
...
died
out
...;
...
were
used
...
Thinking
and
sharing
2.
What
language
can
you
use
to
talk
about
cause
and
effect?
How
would
you
apply
it
to
your
reading
and
writing?
Summary
In
this
lesson,
we
learned
that
when
human
arrived
at
Macquarie
Island,
they
brought
with
them
rats
and
mice
by
accident,
which
broke
the
ecological
balance
of
the
island.
What
human
did
influenced
the
natural
ecosystem.
The
lesson
we
learned
is
to
avoid
similar
situations
in
the
future
and
maintain
the
ecological
balance.
Write
a
summary
of
the
passage
and
summarize
the
new
words
and
language
points
you
have
learned,
and
add
them
to
your
lapbook.
Option
1:
Talk
about
what
human
did
to
Macquarie
Island,
their
purposes
and
the
results.
Option
2:
Surf
the
Internet
to
read
about
what
Macquarie
Island
is
like
now
and
write
a
report
of
it.
Homework(共35张PPT)
选择性必修二
Unit
5
A
delicate
world
(3)
高二年级
英语
Developing
ideas
Why
Shennongjia?
Reading
Learning
objectives
At
the
end
of
the
class,
you
will
be
able
to:
1.
find
out
why
Shennongjia
has
been
chosen
as
a
UNESCO
World
Heritage
2.
work
out
the
structure
of
a
lecture
and
make
a
lecture,
applying
some
data,
examples
and
comparisons
to
serve
the
lecture
3.
talk
about
the
differences
and
similarities
of
two
things
Leading
in
Look
at
some
pictures
and
guess:
Where
is
it?
What
is
it?
资料
Leading
in
Look
at
some
pictures
and
guess:
Where
is
it?
What
is
it?
资料
Leading
in
Look
at
some
pictures
and
guess:
Where
is
it?
What
is
it?
资料
Leading
in
Look
at
some
pictures
and
guess:
Where
is
it?
What
is
it?
资料
资料
Leading
in
Watch
a
short
video
and
think
over
two
questions:
1.
Where
is
Shennongjia
and
what
is
it
famous
for?
2.
What
else
do
you
know
about
Shennongjia?
Leading
in
1.
Where
is
Shennongjia
and
what
is
it
famous
for?
Shennongjia
lies
in
the
north-west
of
Hubei
Province
and
is
famous
for
its
beauty
and
diversity.
Leading
in
2.
What
else
do
you
know
about
Shennongjia?
The
Shennongjia
Nature
Reserve
is
in
northwestern
Hubei
Province.
It
covers
an
area
of
3,253
square
kilometers.
In
2013,
it
was
approved
as
Shennongjia
Global
Geopark.
Afterwards,
it
was
listed
as
a
world
heritage
by
UNESCO
in
2016.
Prediction
Look
at
the
title:
Why
Shennongjia?
And
think
about
what
it
means.
Why
is
Shennongjia
so
well-known?
Why
is
Shennongjia
given
this
name?
Why
is
Shennongjia
so
mysterious?
...
Checking
the
prediction
Read
the
passage
and
check
your
prediction.
The
title
raises
a
question:
Why
did
Shennongjia
make
it
onto
the
UNESCO
World
Heritage
List?
Reading
for
main
idea
Read
the
passage
and
find
out:
Why
did
Shennongjia
make
it
onto
the
UNESCO
World
Heritage
List?
Reading
for
main
idea
Find
out
what
each
paragraph
is
mainly
about.
Para
1:
Give
the
lecture
on
behalf
of
the
Be
at
One
with
Nature
Association.
Para
2:
Why
Shennongjia
made
it
onto
the
UNESCO
World
Heritage.
Para
3:
Shennongjia
meets
two
criteria
required
by
the
list.
Para
4:
For
the
first
criterion,
Shennongjia
is
one
of
the
most
“complete”
natual
areas
in
the
world.
Reading
for
main
idea
Para
5:
For
the
second
criterion,
Shennongjia
has
incredible
biodiversity.
Para
6:
How
the
scientists
protect
the
species.
Para
7:
How
the
local
people
protect
the
nature.
Para
8:
Understanding,
awareness
and
hard
work
have
contributed
towards
protecting
Shennongjia.
Para
9:
Expresses
thanks
and
asks
if
anyone
has
any
questions.
Reading
for
detailed
information
Read
the
sentences
from
the
passage
and
decide
if
they
serve
to
give
data
(D),
examples
(E)
or
make
comparisons
(C).
D
1.
The
region
rises
from
about
400
metres
to
over
3,000
metres
above
sea
level,
…
Reading
for
detailed
information
Read
the
sentences
from
the
passage
and
decide
if
they
serve
to
give
data
(D),
examples
(E)
or
make
comparisons
(C).
D
2.
…
over
3,000
plant
species
have
been
recorded
there.
This
represents
more
than
ten
percent
of
China’s
total
floral
richness.
Reading
for
detailed
information
Read
the
sentences
from
the
passage
and
decide
if
they
serve
to
give
data
(D),
examples
(E)
or
make
comparisons
(C).
3.
Shennongjia
supports
more
than
600
vertebrate
species,
including
the
Golden
Snub-nosed
Monkey
and
the
Clouded
Leopard
D
E
Reading
for
detailed
information
Read
the
sentences
from
the
passage
and
decide
if
they
serve
to
give
data
(D),
examples
(E)
or
make
comparisons
(C).
E
4.
In
winter,
scientists
brave
heavy
snow
and
freezing
temperatures
to
supply
food
to
the
Golden
Snub-nosed
Monkey.
Reading
for
detailed
information
Read
the
sentences
from
the
passage
and
decide
if
they
serve
to
give
data
(D),
examples
(E)
or
make
comparisons
(C).
C
5.
Although
endangered
elsewhere
in
China
due
to
the
invasion
of
foreign
species,
the
bees
of
Shennongjia
have
coexisted
with
the
local
people
for
centuries.
Thinking
and
sharing
1.
What
roles
do
the
questions
in
Paragraph
2
play?
2.
According
to
the
passage,
what
has
been
done
to
protect
ecology
of
Shennongjia?
3.
Which
part
of
Shennongjia
interests
you
most?
Why?
Thinking
and
sharing
1.
What
roles
do
the
questions
in
Paragraph
2
play?
The
questions
in
Paragraph
2
serve
to
introduce
the
topic
and
attract
the
audience.
Thinking
and
sharing
2.
According
to
the
passage,
what
has
been
done
to
protect
ecology
of
Shennongjia?
Scientists
make
every
effort
to
look
after
the
species
and
brave
heavy
snow
and
freezing
temperatures
to
supply
food
to
the
Golden
Snub-nosed
Monkey.
The
local
people
live
in
harmony
with
nature
and
take
things
from
nature
without
damaging
it.
Thinking
and
sharing
3.
Which
part
of
Shennongjia
interests
you
most?
Why?
What
interests
me
most
is
that
Shennongjia
has
so
many
species
and
has
a
long
history.
It
is
said
that
Emperor
Yan,
Shennong
taught
the
first
people
living
here
how
to
build
houses,
find
herbs,
and
farm
the
land,
so
the
area
is
called
Shennongjia.
Application
Compare
the
Macquarie
Island
and
Shennongjia.
Work
out
the
similarities
and
differences
between
Macquarie
Island
and
Shennongjia
and
make
notes.
Application
Similarities:
1.
Both
have
unique
animals.
2.
Both
have
wild
and
natural
beauty.
3.
Both
are
UNESCO
World
Heritage
sites.
Application
Differences:
1.
Macquarie
is
an
island,
while
Shennongjia
is
a
mountainous
area.
Application
Differences:
2.
Macquqrie
Island
was
once
in
chaos
due
to
the
introduction
of
non-native
species,
while
Shennongjia
has
always
been
in
natural
harmony.
Application
Differences:
3.
The
native
species
of
Macquarie
Island
existed
for
thousands
of
years,
while
some
of
the
plants
and
animals
in
Shennongjia
have
survived
over
millions
of
years.
Application
Differences:
4.
Shennongjia
has
more
varied
species
of
plants
and
animals
than
Macquarie
Island.
Application
Select
the
key
points,
decide
what
conclusions
you
can
draw
from
comparing
the
two
places
and
what
you
would
like
to
include
in
your
talk
and
then
make
a
lecture.
Application
Pay
attention!
A
typical
lecture
often
starts
with
addressing
the
topic
directly.
Data,
examples
and
comparisons
are
then
used
to
support
the
main
ideas.
Both
verbal
and
visual
information
is
used
in
order
to
maintain
the
audience’s
interest.
The
end
of
a
lecture
is
often
followed
by
a
short
question-and-answer
session.
Evaluation
Self-evaluation
Yes
No
Did
I
have
a
topic
sentence
in
the
lecture?
Did
I
have
examples,
data
or
comparisons
to
support
my
topic?
Was
my
lecture
logical?
Was
I
loud
enough?
Was
I
speaking
fluently
and
accurately?
Summary
From
this
lesson,
we
know
why
Shennongjia
has
been
chosen
as
a
UNESCO
World
Heritage.
It
is
our
human’s
understanding,
awareness
and
hard
work
that
have
contributed
towards
protecting
a
unique
and
wonderful
part
of
our
natural
world.
We
should
have
deep
thought
of
human
and
nature.
The
relationship
between
human
development
and
protection
of
ecosystem
should
be
harmonious.
When
we
develop
our
economy,
we
should
protect
our
environment.
Homework
Option
1:
Write
a
brief
summary
of
the
passage.
Option
2:
Search
for
some
pictures
and
detailed
information
about
Fanjingshan
on
the
internet
to
add
the
information
to
your
lapbook.
