(沙漠中的绿洲).docVIP

Unit 12 The Danger of Market Forces Teaching Objectives 1. Topic: Talking about environmental issues 2. Grammar Point: Verb-noun collocations 3. Vocabulary: derelict, provincial, exotic, tantalising, rummage, dormancy, exploit, sustainable, save from, be up to …, be bewildered, all but, interfere with, lay out, fear for, take …for granted Writing: Reviewing expository writing Part l Listening and Speaking Activities 1 Brainstorming Aims: Preparing the students for speaking activities in this part Familiarizing the students with the basic vocabulary of this unit To begin with, ask the students to read the six tasks and elicit the key words “environment” and “economy” from them. Then use the following questions to lead to the discussion comparing environment and economic development. Questions for discussion Why does “environment” come with “economy”? What, do you think is the relation between them? Put the students into small groups of four or five, asking each group to write at least five words for each task within five minutes. After that, invite a group representative to write their findings on the blackboard. Make comments or add new expressions if necessary. If the atmosphere is friendly, try the following activity to practice the new words and make sure that all the students understand them. Highlight the difficult or important words on the blackboard. Suggested words: River, lake, ocean, sea, desert, forest, motorway, concrete block, park, acid rain, productivity, industry, earn foreign currency, economic returns, social returns, ●Let the students select four words from the board. ●Give the students two minutes to prepare a speech, in which the four words must be included. ●Have two students present their speeches. NB: If the some expressions are considered too technical for the students, give the students Chinese equivalents. Give them an assignment to find out more information about the following terms using an Internet search: Acid r