高中英语 M5U2 Project课件 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].

水量正在增长。Theamountofwaterisrising.废水也正在增长。Thewaterhasalsobeenincreasing.Notonly…but(also)…不但…而且…（连词词组）连接两个句子，notonly放于句首时，其后的句子要部分倒装。Butalso引导的句子不要倒装。Notonlyistheamountofwaterrising,butthewaterhasalsobeenincreasing.E.g.他不仅去过加拿大，而且他还认识几个加拿大人。NotonlydidhegotoCanada,but(also)heknewsomeCanadians.UsefulstructuresNotonly…but(also)…只是连接两个主语时，用就近原则。E.g.NotonlyTombutalsootherstudents________music.NotonlyotherstudentsbutalsoTom________music.likelikes2.notonlyistheamountofwatertakenfromtheriverrising,butthewaterbeingputbackintotheriverhasalsobeenincreasing.解析：水量正在增长。Theamountofwaterisrising.【取自长江的】水量正在增长。Theamountofwatertakenfromtheriverisrising.过去分词放在名词后面作后置定语。废水也正在增长。Thewaterhasalsobeenincreasing.【正被排入长江的】废水也正在增长。Thewaterbeingputbackintotheriverhasalsobeenincreasing现在分词的被动态放在名词后面作后置定语。

都可以改成定语从句。E.g.他正在读一本鲁迅写的小说。Heisreadinganovelwrittenbyluxun.现在正在被讨论的问题很重要。Theproblembeingdiscussednowisveryimportant.3.Norisitgoodnewsforthefishandwildlifethatliveinoralongtheriver.对…是好消息。Itisgoodnewsfor….当含有否定意义的词或词组放于句首时，句子要进行部分倒装。Norisit

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

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