Less is more
Main Content |
Passage A Achieving sustainable e糍粑怎么吃
nvironmentalism Passage B What nature is telling you |
Teaching Objectives | Knowledge Objectives | To enlarge your vocabulary by learning the key words, esp. active words; To master key phras and expressions; To talk about environmental issues |
Ability Objectives | To master the argumentative essay writing skill. |
Emotion Objectives | The unit can help students to become aware of the importance of environmental protection, develop their environmental awareness and make contribution to the sustainable development. |
Key Points | Helping students to e how an argumentation is organized in the text. |
Difficult Points | Topic understanding and content understanding of the texts; To master the reading technique: reading between the lines. |
Teaching Methods | Task-bad teaching in while-teaching procedure; Group discussion in while-teaching procedure; |
Time Allotment |
1st-2nd periods | Warming-up, global reading & vocabulary |
3rd -4th periods | Text analysis (key language points & structure)& exercis |
5th -6th periods | Exercis in Passage A, oral practice & Passage B |
Teaching Procedure |
Step 1: Pre-reading activities |
Step 2: While-reading activities |
Step 3: Post-reading activities |
Step 4: Assignment |
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Unit 4 Section A Achieving sustainable environmentalism
Step 1 Pre-reading activities
1. Warming-up activities
(1) Ask students to work in pairs, and discuss the following questions, and then share their answers with the whole class.
What do the following pictures remind you of in terms of the environmental issues
What do you think of the relationship between man and nature
(2) Since it is a connsus around the world that it is high time to take immediate actions to protect the environment now, in your opinion, what policy should human beings should take to revert the worning environmental situation as soon as possible Share your opinions.
2. Background information
(1) Environmentalism
Environmentalism refers to the concern about the environment, or the consciousness about the intricate human-nature relation, which mainly advocates the prervation, restoration and / or improvement of the natural environment by social and political movements.
(2) Protagoras
Protagoras is a pre-Socratic Greek philosopher and one of the veral fifth century . Greek thinkers collectively known as the Older Sophists (诡辩家).
Protagoras is known primarily for three claims:
1) Man is the measure of all things; 2) He could make the wor (or weaker) argumen阮籍简介
t appear the better (or stronger); 3) One could not tell if the gods existed or not.
(3) Arctic National Wildlife Refuge
It is a national wildlife refuge in northeastern Alaska, United States, and the largest protected wilderness region in the country. The refuge supports a wide variety of plant and animal life including caribou, polar bears, grizzly bears, wolves, migratory birds, fish, den shrubs, and rare groves of poplar trees .
Step 2 While-reading activities
1. Structure analysi物态
s
Part I: Introduction :
Two questions are raid to show that people have conflicting ideas about environmental protection. The introduction paves the way for the author's central argument. (Para. 1)
Part II: Body.
The author establishes and validates his criterion for making environmental choices by providing explanations and prenting a rebuttal to a counter-argument. (Paras. 5-9)
Section 1: The author tries to establish a rule for people to follow when they make environmental choices. The author defines environmental luxuries and environmental necessities (Para. 2)
The author gives examples "combating ozone depletion and the greenhou effect to explain what he es as an environmental necessity. (Paras, 3-4)
A rule for making environmental choices is prented. The author calls it a sane environmentalism, which advocates the priority of human interests over tho of nature. This is also the authors central argument in the article.
Section 2: The author rebuts a different rule, one which he calls a ntimental environmentalism, which he says is characterized by excessive earth worship. The author reviews a different rule, one which he calls a ntimental environmentalism. (Para. 6)
.
The author cites the debate about whether to drill for oil in ANWR to rebut the ntimental environmentalism and justify his own argument. (Paras. 7-9)
. The author cites the debate about prerving the spotted owl in Oregon vs. protecting the livelihood of the logging families to rebut the ntimental environmentalism and justify his own argument. (Paras. 10)
Dr. Ariely’s suggestions
Part: Conclusion: The writer restates his central argument: Human interests should be given priority over tho of nature.
Nature should accommodate human beings. (Para. 11).
Human beings should adapt to nature only when their survival is endangered by certain environmental changes. Human beings protect the environment for their own sake rather than for that of nature. (Paras. 12-13)
