步  骤

教学活动

设计意图

互动时间/模式

Pre-reading

Step 1

Students talk about the plants and animals they know about, which involves some features of certain plants and animals. If possible, the teacher can show some pictures to offer some clues.

激发兴趣，定位学习起点，自然引出学习任务。

2’

Individual Work

Step 2

The teacher has students recall their previous knowledge and experiences of documentaries. The teacher directs students’ attention to the title of the speech: The Amazon rainforest: a natural treasure as well as the illustrations around the text, and explains to students that the text is a documentary script. Students predict the main content of the documentary script according to the title and given information.

引导学生基于标题的细节与背景信息，预测文章主要内容，激发学生的阅读兴趣，为后续活动埋下伏笔。

3’

Individual Work

Group Work

While reading

Step 3

First reading

Students find the topic sentence of each paragraph by skimming the script and finish A1 on Page 4. During the process, the teacher can help students understand some new words and expressions.

帮助学生掌握阅读策略，进行整体阅读，抓住主题句，从而把握文章大意与行文思路。

5’

Individual Work

Class Work

Step 4

Second reading

The teacher asks each student to read the text carefully again. Students locate detailed information of figures by scanning the speech and finish A2 on Page 4.

(1)____ countries and one overseas region

around (2)____ km2 of forest

about (3) ____ km in length

more than (4)____ plant species

more than (5)____ bird species

over (6) ____ species of mammals

over (7) ____ of all the Earth’s oxygen produced

about (8)     of the rainforest lost over the past 50 years

While reading, students are encouraged to use a dictionary if they come across any new words.

进一步梳理细节信息，提取有关文章主旨的基本事实性信息，理清行文脉络，加深理解本篇纪录片脚本传达的信息。

5’

Individual Work

Class Work

Step 5

Third reading

Students read through Paragraph 3 and Paragraph 4, and get some detailed information as well as the structure of each paragraph using mind maps.

During discussion, students realize the importance of the Amazon rainforest to plants as well as animals.

利用思维导图引导学生完成对第3段和第4段细节内容的分析、梳理与归纳，使思维过程可视化。关注段落结构及衔接手段，更好地理解文章的内容逻辑。

8’

Individual Work

Class Work

Step 6

Fourth reading

Students read the text again and then fill in the chart concerning the structure and main idea of the documentary script.

Students summarize the script based on the chart above. While summarizing, students are encouraged to use the strategy of topic sentence at the beginning of each part.

理解文章的结构、大意以及关键细节信息。引导学生，有效利用关键信息，提炼主旨句，总结全文。

7’

Individual Work

Class Work

Step 7

Fifth reading

Students read the text again and then in groups of four discuss the message conveyed by answering the following questions:

1. What makes the Amazon rainforest a natural     treasure according to the script?

2. What is your answer to the question at the end of the script? Support your opinion with information from the script or other sources.

3. In the sentence “Yet there is one major danger to these irreplaceable plants and animals: us.” (Page 3, Lines 33–34), why does the author choose “us” instead of “human beings”?

理解文章的写作意图。引导学生理性欣赏文本，并能用英语积极自信地表达观点。

10’

Individual Work

Group Work

Step 6

Building the language

Students consolidate the use of new words and phrases and finish B1 on Page 5. Check the answers together.

The teacher explains the terms “prefixes” and “negative prefixes” to the students. Then the students work in groups to build new words with negative prefixes and finish B2 on the same page.

在新的语境中运用生词，巩固新知，加深对文本内容的理解。掌握构词法，拓展词汇储备。

3’

Individual Work

Group Work

Homework

1. Write a summary of the script based on the chart discussed in class.

2. Finish the workbook.

2’