高中英語 M5U2 Project課件 牛津版必修5

Unit2TheenvironmentProjectWritingareportIndustrialpollutionalongtheYangtzeRiverendangereddolphinDoyouthinkitisimportanttoprotectthisgreatriver?ProtectingtheYangtzeRiverFastreadingGroupwork:matchthemainideawiththecorrectparagraph.B:TheenvironmentalproblemsoftheYangtzeRiverhaveraisedconcern.A:Twospecialgovernmentprojectsareunderwaytoprotecttheriver.Oneisthewaterandsoilpreservationproject.Para.3Para.1E:Thesecondprojectisanaturereserveforwhite-flagdolphins.

C:TheenvironmentalsituationoftheYangtzeRiverisimproving.D:ManypeoplehaverecognizedtheimportanceofprotectingtheYangtzeRiverandmanyenvironmentalorganizationsandprojectshavebeensetup.Para.5Para.2Para.4Carefulreading1.WhyhavetheenvironmentalproblemsoftheYangtzeRiverraisedconcernbothnationallyandinternationally?

2.WhatdoestheGreenRiverorganizationdo?

3.Whatproblemsdothetwogovernmentprojectsfocuson?4.Whatdidfarmershavetodounderthewaterandsoilpreservationproject?

5.Whatdoesthesecondprojectconcern?

Answerquestions:

Answerquestions:

1.WhyhavetheenvironmentalproblemsoftheYangtzeRiverraisedconcernbothnationallyandinternationally?

Rapidagriculturalandindustrialdevelopmentplushugepopulationgrowthhasmeantthatnotonlyistheamountofwatertakenfromtheriverrising,butthewastebeingputbackintotheriverhasalsobeenincreasing.2.WhatdoestheGreenRiverorganizationdo?

IteducatesandadvisespeopleontheimportanceofprotectingtheYangtzeRiver.Italsowatchestheriverandstopstheillegalhuntingofanimals.3.Whatproblemsdothetwogovernmentprojectsfocuson?

TheyfocusonproblemsalongtheYangtzeRiversuchaswaterconservationandanaturereserveforwhite-flagdolphins.

4.Whatdidfarmershavetodounderthewaterandsoilpreservationproject?

Theyhadtoreplacecropsontheirfarmlandwithtreesorgrassland.

5.Whatdoesthesecondprojectconcern?

Thesecondprojectisanaturereserveforwhite-flagdolphins.

Readthetextcarefullyagainandanalyzethestructureofit.

ProtectingtheYangtzeRiverRaisetheproblemHowtosolvetheproblemConclusionTheenvironmentalproblemsoftheYangtzeRiverhaveraisedconcern.AlotofworkhasbeendonetoprotecttheriverTheenvironmentalsituationoftheYangtzeRiverisimprovingPara.1Para.2-4Para.5Usefulsentencephrasesandstructuresforyoutousewhenwritingyourownreport.Languagepointsraiseconcernrelyon/dependonresultin/leadtohave/hasharmfuleffectson…setupdealwith/dowithunderwayfocusonsolutiontotheproblemreplaceAwithBishometoadiverserangeofprohibitsb.fromdoinghavealongwaytogoUsefulPhrases1.Rapidagriculturalandindustrialdevelopment…hasmeantthat[notonly

istheamountofwater…rising,butthewater…hasalsobeenincreasing].

水量正在增長。Theamountofwaterisrising.廢水也正在增長。Thewaterhasalsobeenincreasing.Notonly…but(also)…不但…而且…（連詞詞組）連接兩個句子，notonly放于句首時，其后的句子要部分倒裝。Butalso引導的句子不要倒裝。Notonlyistheamountofwaterrising,butthewaterhasalsobeenincreasing.E.g.他不僅去過加拿大，而且他還認識幾個加拿大人。NotonlydidhegotoCanada,but(also)heknewsomeCanadians.UsefulstructuresNotonly…but(also)…只是連接兩個主語時，用就近原則。E.g.NotonlyTombutalsootherstudents________music.NotonlyotherstudentsbutalsoTom________music.likelikes2.notonlyistheamountofwatertakenfromtheriverrising,butthewaterbeingputbackintotheriverhasalsobeenincreasing.解析：水量正在增長。Theamountofwaterisrising.【取自長江的】水量正在增長。Theamountofwatertakenfromtheriverisrising.過去分詞放在名詞后面作后置定語。廢水也正在增長。Thewaterhasalsobeenincreasing.【正被排入長江的】廢水也正在增長。Thewaterbeingputbackintotheriverhasalsobeenincreasing現在分詞的被動態放在名詞后面作后置定語。

都可以改成定語從句。E.g.他正在讀一本魯迅寫的小說。Heisreadinganovelwrittenbyluxun.現在正在被討論的問題很重要。Theproblembeingdiscussednowisveryimportant.3.Norisitgoodnewsforthefishandwildlifethatliveinoralongtheriver.對…是好消息。Itisgoodnewsfor….當含有否定意義的詞或詞組放于句首時，句子要進行部分倒裝。Norisit

goodnewsfor…E.g.Weshouldnevercheatintheexams.=Nevershouldwecheatintheexams.Sheseldomgoestothepark.=Seldomdoesshegotothepark.WriteareportaboutotherthingsCjectStep1:Planning1.workingroupsandworkoutthetopicforyourreport2.assigntasks（分配任務）Brainstorming:WhatdoyouthinkarethebiggestenvironmentalproblemsinChina?2.WhatistheChinesegovernmentdoingtoprotecttheenvironment?Member’snametask???Research???Writetheoutline???Writethereport???Editthereport???presentationThetopicforyourreportwillbe_________.Step2:Preparing1.

researcher--findinformationfromvarioussources2.discusstheinformationfound3.thestudentwhowritestheoutlineorganizestheusefulinformationStep3:Producing1.thestudentwhowritesthereportwritesitbasedontheoutline.2.editthereportsentencestructureorganizationgrammarspellingvocabulary