Unit 5 Period 1 Starting out & Understanding ideas（课件）英语外研版选择性必修第二册

Unit 5 A delicate world 高中英语外研版选择性必修第二册 Starting out & Understanding ideas 1.7.2013 Click to add text ‹#› Learning objectives ● To understand the ecological story of Macquarie Island from harmony to chaos to conservation. ● To learn the structure of the passage and master key vocabulary (chaos, conservation, multiply, etc.). ● To understand how human interference affects fragile ecosystems and the importance of conservation. 1.7.2013 Click to add text ‹#› Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Summary 5. Post-reading 6. Assessment 7. Language points 8. Homework 1.7.2013 Click to add text ‹#› 01. Lead in 1.7.2013 Click to add text ‹#› Lead-in Lead in 1.What animals can you see in the picture? 2. What kind of changes would take place if cats, rats and rabbits were introduced to an environment like this? 02. Pre-reading 1.7.2013 Click to add text ‹#› Lead-in Pre-reading Choose the right answer. 1. What's the main idea of the text? A．The history of Macquarie Island. B．How human interference damaged and is being repaired on Macquarie Island. C．The animals living on Macquarie Island. D．How to protect endangered species. √ 1.7.2013 Click to add text ‹#› Activity 2 Find out the main idea of each part and match them. Pre-reading Part 1 (Para. 1) Part 2 (Paras. 2-5) Part 3 (Para. 6) A. The island's more recent history is a tragic story of ecological chaos. B. Measures are being taken to repair the island's ecology. C. Macquarie Island enjoys a wild and natural beauty and ecological harmony. 1.7.2013 This matching task helps students understand the text structure: Part 1 introduces the island's natural beauty and ecological harmony; Part 2 describes the tragic chaos caused by human interference; Part 3 introduces the recovery measures being taken. ‹#› 03. While-reading Read the passage to choose the right answer. Detailed Reading Task 1 Choose the author's purpose in writing the passage. 1. To analyse how Macquarie Island was saved from destruction. 2. To inform readers of the chaos caused on Macquarie Island by humans. 3. To entertain readers with a funny story about what happened on Macquarie Island. 4. To suggest ways in which an ecosystem can be protected. √ 1.7.2013 Task 1 asks students to identify the author's purpose. The correct answer is option 1 - to analyse how Macquarie Island was saved from destruction. The passage traces the island's journey from ecological harmony to chaos and then to recovery, focusing on the process of saving it. ‹#› Task 2 Complete the flow chart (Action → Purpose → Result) Detailed Reading ① Humans arrived (1810) → Purpose: To live there → Result: Rats & mice brought by accident, took over the island (eating birds' eggs & attacking baby birds) ② Cats were brought → Purpose: To control the rats & mice → Result: Cats developed an appetite for the birds, too ③ Rabbits were introduced → Purpose: As a source of food for humans → Result: Rabbits multiplied → soil erosion; provided food for cats → more cats hunting birds; parakeets died out in 1891 1.7.2013 Task 2 guides students through the causal chain of Macquarie Island's ecological disaster. Steps 1-3 show how human arrival, cats, and rabbits were introduced, each with unintended consequences that escalated the chaos. ‹#› Task 2 Complete the flow chart (Action → Purpose → Result) Detailed Reading ④ A virus was released (1970s) → Purpose: To remove all the rabbits → Result: Rabbits dropped from 130,000 to ~10,000; cats had less food & turned back to birds (killing up to 60,000/year) ⑤ Traps & cats used (1980s-2000) → Purpose: To control the cats → Result: Last cat caught in 2000; but mouse & rat population started to increase ⑥ Rabbits developed immunity (2006) → Unintended consequence → Result: Digging caused land collapse; many penguins killed in 2006; problem needed solving once and for all 1.7.2013 Steps 4-6 show the escalating attempts to fix the problem: virus release, cat eradication, and rabbit immunity. Each intervention created new unintended consequences, demonstrating the complexity of fragile ecosystems. ‹#› Task 3 Choose the best answers. Detailed Reading 2. What happened to the parakeets on Macquarie Island? A. They were brought there by humans. B. They died out in 1891. C. They were protected by the government. D. They migrated to other islands. √ 1.7.2013 Question 2 tests understanding of species extinction. Parakeets died out in 1891 due to the chain reaction caused by introduced cats and rabbits. ‹#› Task 2 Complete the flow chart (Action → Purpose → Result) Detailed Reading ⑦ Poison dropped from helicopters Dogs trained to find invaders (2010s) → Purpose: To tackle the pest problem once and for all → Result: 2014: declared pest-free; ecology on the road to recovery The Ecological Story of Macquarie Island • Harmony: Native animals lived in perfect balance for thousands of years • Chaos: Human introduction of rats, cats & rabbits caused a chain reaction of ecological disaster • Recovery: After decades of effort, the island was declared pest-free in 2014 "We humans owe it to the island to give it a happy ending." 1.7.2013 Step 7 shows the final successful intervention: poison dropped from helicopters and specially trained dogs. In 2014, Macquarie Island was declared pest-free. The quote at the bottom sets up the post-reading discussion about human responsibility. ‹#› Task 3 Choose the best answers. Detailed Reading 1. When did humans first arrive on Macquarie Island? A. 1810. B. 1891. C. 1970. D. 2000. √ 1.7.2013 Question 1 tests students' ability to find specific time details. Humans first arrived on Macquarie Island in 1810, which marked the beginning of ecological disruption. ‹#› Task 3 Choose the best answers. Detailed Reading 3. Why was a virus released onto the island? A. To kill the cats. B. To remove all the rabbits. C. To protect the penguins. D. To restore the vegetation. √ 1.7.2013 Question 3 tests students' understanding of intervention measures. The virus was released to remove all the rabbits, but it led to unintended consequences. ‹#› Task 3 Choose the best answers. Detailed Reading 4. What does "While the cat's away, the mice will play" imply in the passage? A. Cats and mice can live together. B. After cats were removed, the mouse and rat population increased. C. Mice are afraid of cats. D. Cats like to play with mice. √ 1.7.2013 Question 4 tests students' understanding of idiomatic expressions in context. After cats were removed in 2000, the mouse and rat population started to increase, which is what the saying implies. ‹#› Task 3 Choose the best answers. Detailed Reading 5. What is the author doing on Macquarie Island? A. Researching penguins. B. Participating in the programme to tackle the pest problem. C. Writing a book about the island. D. Working as a tour guide. √ 1.7.2013 Question 5 tests students' understanding of the author's identity and purpose. The author is personally participating in the pest eradication programme, which adds authenticity to the narrative. ‹#› Task 3 Choose the best answers. Detailed Reading 6. What does the Postscript tell us? A．The island was declared pest-free in 2014 and its ecology is recovering.　 B．The island is still in chaos.　 C．All animals on the island died.　 D．Humans gave up on the island. √ 1.7.2013 Question 6 tests students' understanding of the ending. The Postscript tells us that in 2014 Macquarie Island was declared pest-free and its ecology is on the road to recovery - a hopeful conclusion to the story. ‹#› 04. Summary Activity 4 Summary — Complete with the correct words Summary Macquarie Island, halfway between Australia and Antarctica, was once a place of wild and natural ①____ (beautiful), where native animals lived in perfect ②____ (harmonious) with their habitat for thousands of years. But in 1810, humans arrived and ③____ (knowing) brought rats and mice. Cats were brought to control them, but they also developed an ④____ (appetising) for birds. Rabbits were introduced as food and ⑤____ (multiplication) rapidly, causing soil ⑥____ (erode). The exploding rabbit population provided food for cats, which in turn led to more cats hunting birds. The end result was that parakeets ⑦____ (dead) out in 1891. 1.beauty 2.harmony 3.unknowingly 4.appetite 5.multiplied 6.erosion 7.died 1.7.2013 Activity 4 is a summary cloze test that consolidates the main narrative. Students need to change the word forms (noun/adjective/verb/adverb) to complete the passage. This reinforces key vocabulary and the overall story arc. ‹#› Activity 4 Summary — Complete with the correct words Summary In the 1970s, the island became a nature reserve, but rabbits remained out of ⑧____ (controllable). A virus was released, reducing rabbits from 130,000 to around 10,000. In the 1980s, traps and dogs were used to catch cats, and the last cat was caught in 2000. But then the mouse and rat population increased, and rabbits developed ⑨____ (immune) to the virus. In 2006, rabbits' digging caused land to collapse, killing many penguins. Finally, a programme was launched to tackle the problem once and for all. In 2014, the island was declared ⑩____ (pest)-free and its ecology is on the road to recovery. 8.control 9.immunity 10.pest 1.7.2013 Activity 4 is a summary cloze test that consolidates the main narrative. Students need to change the word forms (noun/adjective/verb/adverb) to complete the passage. This reinforces key vocabulary and the overall story arc. ‹#› 05. Post-reading Activity 5 Think & Share — Discuss in groups Post-reading Q1. What is your understanding of "... we humans owe it to the island to give it a happy ending"? Q2. Do you think it was right to eradicate the "pests"? Give your reasons. Q3. How could similar situations be avoided in the future? Q4. What language can you use to talk about cause and effect? 1.7.2013 Activity 5 encourages critical thinking and discussion. Q1 explores human responsibility. Q2 debates the ethics of pest eradication. Q3 looks at preventive measures. Q4 reviews cause-and-effect language for writing. ‹#› Activity 6 Grammar Cloze — Fill in the blanks Macquarie Island, ①____ (locate) halfway between Australia and Antarctica, is a UNESCO World Heritage Site. Its native animals, ②____ (include) royal penguins and elephant seals, lived in perfect harmony with their habitat for thousands of years. But in 1810, humans arrived and rats and mice ③____ (bring) there by accident. These small animals quickly took over the island, ④____ (eat) the birds' eggs and attacking baby birds. Cats ⑤____ (bring) to the island to control the rats and mice, but they subsequently developed an appetite for the birds, too. Meanwhile, rabbits ⑥____ (introduce) as a source of food for humans. 1.located 2.including 3.were brought 4.eating 5.were brought Post-reading 1.7.2013 Activity 6 grammar cloze tests key grammatical structures: past participle as attributive (located), preposition (including), passive voice (were brought, were introduced), present participle as adverbial (eating). ‹#› Activity 6 Grammar Cloze — Fill in the blanks Loose on the island, they multiplied rapidly and began eating the native vegetation, ⑦____ caused soil erosion. The exploding rabbit population provided plentiful food for the cats, ⑧____ (mean) that the number of cats also increased. This in turn led to more cats hunting the birds. The end result was that parakeets, once large in number, died out in 1891. Even after the island became an official nature reserve in the 1970s, the rabbits remained out ⑨____ control. Finally, a programme was launched to tackle the problem once and ⑩____ all. In 2014, the island was declared pest-free. 6.were introduced 7.which 8.meaning 9.of 10.for Post-reading 1.7.2013 Continuation of grammar cloze. Key structures tested: non-restrictive attributive clause with which, present participle meaning that as result adverbial, and fixed phrases out of control / once and for all. ‹#› 07. Language points Activity 7 Language Points — Key Vocabulary Language Points 1. chaos n. 大混乱，紊乱 2. conservation n. 保护，保存 3. multiply v. (使)大大增加，繁殖 4. erosion n. 侵蚀 5. immunity n. 免疫力 6. intervention n. 干预，介入 7. appetite n. 胃口，食欲 8. substantial adj. 大量的 9. collapse v. 倒坍，塌下 10. eradicate v. 根除，消灭 1.7.2013 Key vocabulary from the passage. These words are essential for understanding the ecological narrative and may appear in the college entrance examination. Students should learn both meanings and usage in context. ‹#› Activity 7 Language Points — Phrases & Patterns Language Points Key Phrases • out of control 失控 • once and for all 彻底地，一劳永逸 • take over 接管，占据 • in consequence 因此 • owe it to sb to do sth 有责任做某事 • on behalf of 代表 Cause & Effect Patterns ① lead to / result in / cause + 结果 ② consequently / as a result / in turn / therefore / thus + 句子 ③ meaning that + 从句（现在分词作结果状语） ④ This in turn led to...（连锁反应） ⑤ It turned out that...（结果是……） 1.7.2013 Key phrases and cause-and-effect sentence patterns. These are high-frequency structures in the college entrance examination. Students should practice using them to describe causal chains in their own writing. ‹#› 08. Homework Activity 8 Homework Homework Option A (Basic) 1.假定你是李华，你的英国朋友Chris正在学习环境保护，来信向你询问麦夸里岛（Macquarie Island）的生态修复情况。请你给他写一封邮件介绍，内容包括： （1）麦夸里岛生态灾难的原因； （2）采取的修复措施； （3）你的感悟。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 Option B (Advanced) 2.你校英文报正在开展以“Protecting Our Delicate World”为主题的征文活动。请你结合麦夸里岛的故事，写一篇短文投稿，内容包括： （1）麦夸里岛故事给你的启示； （2）你身边存在的生态问题（如外来物种入侵、环境污染等）； （3）你将如何行动。 注意： （1）词数100左右； （2）至少使用3个本单元核心词汇（如chaos, conservation, multiply, erosion, intervention, immunity等）； （3）行文连贯，可适当增加细节。 1.7.2013 Homework is tiered to meet different student levels. Option A is a guided email writing task based on the text. Option B is an open essay that requires applying cause-and-effect language and critical thinking about ecological protection. ‹#› Activity 8 Homework- 参考范文 Homework Option A (Basic) Dear Chris, I’m writing to tell you about the ecological restoration on Macquarie Island. The island’s ecological disaster was caused by human interference. In 1810, humans accidentally brought rats and mice, and later introduced cats and rabbits, which led to a chain of ecological problems — native birds died out and soil erosion became serious. To repair the island, people released a virus to control rabbits, used traps and dogs to catch cats, and finally launched a programme to remove all invading species. I was deeply moved by the story. It reminds us that we should respect nature and think carefully before introducing species to new environments. Yours, Li Hua 1.7.2013 Homework is tiered to meet different student levels. Option A is a guided email writing task based on the text. Option B is an open essay that requires applying cause-and-effect language and critical thinking about ecological protection. ‹#› Activity 8 Homework- 参考范文 Homework Option B (Advanced) Protecting Our Delicate World The story of Macquarie Island teaches me a powerful lesson: human intervention, however well-intentioned, can lead to ecological chaos. When rats, cats and rabbits were introduced to the island, they multiplied rapidly, caused soil erosion, and pushed native species to extinction. It took decades of conservation work to repair the damage. In my own city, I have noticed similar problems — invasive species are threatening local plants, and water pollution is harming aquatic life. These issues remind me that our world is delicate and fragile. It is up to us to take action. I will start by learning more about local ecosystems, refusing to release pets into the wild, and volunteering for conservation activities. Only by respecting nature can we give our planet a happy ending. 1.7.2013 Homework is tiered to meet different student levels. Option A is a guided email writing task based on the text. Option B is an open essay that requires applying cause-and-effect language and critical thinking about ecological protection. ‹#› $