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u校园提高级读写教程DX1
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2022-06-14
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u校园提高级读写教程DX1
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1
Upon completion of this unit, the T is expected to enable Ss to:
understand how human activity causes climate change and how our
environment is affected; think about how to reduce the damage caused by
climate change
understand how vegetarianism, desalination, cloud seeding, etc. might relate
to solving water shortages; think about what else people can do to solve the
problem of water shortages
learn about a green miracle in China—Saihanba
Knowledge
&
thinking
Reading skill
use headings to predict content
identify commentary on evidence
Critical thinking skill
evaluate supporting data
Academic writing skill
comment on sources
Language development
use verb and noun collocations
use verb patterns: verb + preposition + gerund; verb + object + to + base
form
Language
&
skills
make a presentation on China’s efforts to tackle deforestation and soil erosion
Mini-project
write a problem-and-solution essay on global warming
Writing task
2
Periods 1 & 2
Ss’ online study
Ss are expected to complete the following activities on Ucampus
1 Watch the mini-lecture of Unit orientation.
2 Think about the questions in Discussion point.
3 Watch the mini-lecture of Getting the skill (AE1) (Using headings to predict
content).
4 Read the text in Academic exploration 1 and finish the tasks in Reading &
understanding.
5 Watch the video in Developing cultural awareness (AE1) (Saihanba—A green
miracle in China).
6 Read the text in Academic exploration 2 and finish the tasks in Reading &
understanding.
7 Watch the mini-lecture of Getting the skill (AE2) (Identifying commentary on
evidence).
8 Watch the mini-lecture of Critical thinking (AE2) (Evaluating supporting data).
Periods 3 & 4
Classroom
teaching
Discussion point & Academic exploration 1
Introduce the topic of the unit (Challenge) by dealing with Discussion point.
10 mins
Check Ss’ online study of Getting the skill (Using headings to predict
content) by asking Ss to do the tasks.
10 mins
Check Ss’ understanding of the text; deal with Interpreting the text and
Thinking critically.
20 mins
Wrap up the text by doing text analysis.
5 mins
Deal with DCA (Saihanba—A green miracle in China) and assign Ss to do the
mini-project.
10 mins
Academic exploration 2
Check Ss’ understanding of the text; deal with Interpreting the text and
Thinking critically.
20 mins
Check Ss’ online study of Getting the skill (Identifying commentary on
evidence) by asking Ss to do the tasks.
10 mins
Wrap up the text by doing text analysis; assign Ss to do Language for writing
online.
5 mins
Periods 5 & 6
Classroom
teaching
Critical thinking, DCA mini-project & Academic writing
Check Ss’ online study of Critical thinking (Evaluating supporting data) by
asking Ss to do the tasks.
25 mins
Ask Ss to present their mini-projects to the class and make comments.
30 mins
Deal with Academic writing and ask Ss to finish the tasks.
25 mins
Wrap up the unit; assign Ss to finish the Writing task and do Review & check
on Ucampus; assign Ss to do online study of Unit 2.
10 mins
3
Note to teachers:
The teaching plan is designed for a six-period class. If there are eight periods, the teacher can spend more time on
Reading 1 & 2, DCA mini-project and extension activities. If there are only four periods, the teacher may focus on
one text.
4
1 Introduce Ss to the topic “Challenge” by showing them some stunning photos of climate change,
environmental degradation, food and water scarcity, and social inequality. Discuss the issues these
photos represent and the causes of those issues. Ask Ss to brainstorm other issues related to the topic
“Challenge.”
2 Guide Ss to go through the Top 5 challenges facing humanity infographic; provide background
information when necessary (e.g. the international organizations mentioned in the infographic).
3 Ask Ss to discuss the questions in pairs or small groups.
4 After a few minutes, open the discussion to include the whole class.
5 Ask 4–5 Ss to share their ideas with the whole class. Offer feedback to Ss’ responses.
1 I think a lack of fresh water is the biggest challenge that humanity is facing. A shortage of fresh water can,
first, cause human health problems. For example, drinking unclean water or not drinking enough water is
harmful to people’s health, which may lead to many diseases, such as cholera. Second, a lack of fresh water
hinders a country’s industrial and agricultural development, especially in the manufacturing sector. Fresh
water shortage can also lead to species extinction, further damaging the ecological environment.
2 Automation will have the biggest impact on traditional manufacturing industry. On the one hand, automation
will replace many laborers in manufacturing, which possibly leads to mass unemployment in the future. On
the other hand, the labor force freed from the assembly lines may need to change occupational categories
and acquire new skills, further promoting industrial upgrading.
3 To bridge the growing economic divide, the first step is to reform the imbalanced global economic system by
establishing a new one. Specifically, governments and international organizations should work collaboratively
to achieve a more equal and balanced distribution system, which could help to provide a better developing
environment for developing countries. Second, governments and organizations should further promote
globalization and accelerate the circulation of resources and commodities around the world.
5
After Ss have discussed and shared their ideas about the questions in Discussion point, let them work in pairs.
Ask them questions like “How did our discussion impact your knowledge of the topic ‘Challenge’?” or “What
was your initial reaction to the information presented in the infographic, and has it changed after our
discussion?” Use these questions to encourage Ss to reflect on their personal connections to the topic.
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