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Unit2TheenvironmentProjectWritingareportIndustrialpollutionalongtheYangtzeRiverendangereddolphinDoyouthinkitisimportanttoprotectthisgreatriver?ProtectingtheYangtzeRiverFastreadingGroupwork:matchthemainideawiththecorrectparagraph.B:TheenvironmentalproblemsoftheYangtzeRiverhaveraisedconcern.A:Twospecialgovernmentprojectsareunderwaytoprotecttheriver.Oneisthewaterandsoilpreservationproject.Para.3Para.1E:Thesecondprojectisanaturereserveforwhite-flagdolphins.
C:TheenvironmentalsituationoftheYangtzeRiverisimproving.D:ManypeoplehaverecognizedtheimportanceofprotectingtheYangtzeRiverandmanyenvironmentalorganizationsandprojectshavebeensetup.Para.5Para.2Para.4Carefulreading1.WhyhavetheenvironmentalproblemsoftheYangtzeRiverraisedconcernbothnationallyandinternationally?
2.WhatdoestheGreenRiverorganizationdo?
3.Whatproblemsdothetwogovernmentprojectsfocuson?4.Whatdidfarmershavetodounderthewaterandsoilpreservationproject?
5.Whatdoesthesecondprojectconcern?
Answerquestions:
Answerquestions:
1.WhyhavetheenvironmentalproblemsoftheYangtzeRiverraisedconcernbothnationallyandinternationally?
Rapidagriculturalandindustrialdevelopmentplushugepopulationgrowthhasmeantthatnotonlyistheamountofwatertakenfromtheriverrising,butthewastebeingputbackintotheriverhasalsobeenincreasing.2.WhatdoestheGreenRiverorganizationdo?
IteducatesandadvisespeopleontheimportanceofprotectingtheYangtzeRiver.Italsowatchestheriverandstopstheillegalhuntingofanimals.3.Whatproblemsdothetwogovernmentprojectsfocuson?
TheyfocusonproblemsalongtheYangtzeRiversuchaswaterconservationandanaturereserveforwhite-flagdolphins.
4.Whatdidfarmershavetodounderthewaterandsoilpreservationproject?
Theyhadtoreplacecropsontheirfarmlandwithtreesorgrassland.
5.Whatdoesthesecondprojectconcern?
Thesecondprojectisanaturereserveforwhite-flagdolphins.
Readthetextcarefullyagainandanalyzethestructureofit.
ProtectingtheYangtzeRiverRaisetheproblemHowtosolvetheproblemConclusionTheenvironmentalproblemsoftheYangtzeRiverhaveraisedconcern.AlotofworkhasbeendonetoprotecttheriverTheenvironmentalsituationoftheYangtzeRiverisimprovingPara.1Para.2-4Para.5Usefulsentencephrasesandstructuresforyoutousewhenwritingyourownreport.Languagepointsraiseconcernrelyon/dependonresultin/leadtohave/hasharmfuleffectson…setupdealwith/dowithunderwayfocusonsolutiontotheproblemreplaceAwithBishometoadiverserangeofprohibitsb.fromdoinghavealongwaytogoUsefulPhrases1.Rapidagriculturalandindustrialdevelopment…hasmeantthat[notonly
istheamountofwater…rising,butthewater…hasalsobeenincreasing].
水量正在增长。Theamountofwaterisrising.废水也正在增长。Thewaterhasalsobeenincreasing.Notonly…but(also)…不但…而且…(连词词组)连接两个句子,notonly放于句首时,其后的句子要部分倒装。Butalso引导的句子不要倒装。Notonlyistheamountofwaterrising,butthewaterhasalsobeenincreasing.E.g.他不仅去过加拿大,而且他还认识几个加拿大人。NotonlydidhegotoCanada,but(also)heknewsomeCanadians.UsefulstructuresNotonly…but(also)…只是连接两个主语时,用就近原则。E.g.NotonlyTombutalsootherstudents________music.NotonlyotherstudentsbutalsoTom________music.likelikes2.notonlyistheamountofwatertakenfromtheriverrising,butthewaterbeingputbackintotheriverhasalsobeenincreasing.解析:水量正在增长。Theamountofwaterisrising.【取自长江的】水量正在增长。Theamountofwatertakenfromtheriverisrising.过去分词放在名词后面作后置定语。废水也正在增长。Thewaterhasalsobeenincreasing.【正被排入长江的】废水也正在增长。Thewaterbeingputbackintotheriverhasalsobeenincreasing现在分词的被动态放在名词后面作后置定语。
都可以改成定语从句。E.g.他正在读一本鲁迅写的小说。Heisreadinganovelwrittenbyluxun.现在正在被讨论的问题很重要。Theproblembeingdiscussednowisveryimportant.3.Norisitgoodnewsforthefishandwildlifethatliveinoralongtheriver.对…是好消息。Itisgoodnewsfor….当含有否定意义的词或词组放于句首时,句子要进行部分倒装。Norisit
goodnewsfor…E.g.Weshouldnevercheatintheexams.=Nevershouldwecheatintheexams.Sheseldomgoestothepark.=Seldomdoesshegotothepark.WriteareportaboutotherthingsCjectStep1:Planning1.workingroupsandworkoutthetopicforyourreport2.assigntasks(分配任务)Brainstorming:WhatdoyouthinkarethebiggestenvironmentalproblemsinChina?2.WhatistheChinesegovernmentdoingtoprotecttheenvironment?Member’snametask???Research???Writetheoutline???Writethereport???Editthereport???presentationThetopicforyourreportwillbe_________.Step2:Preparing1.
researcher--findinformationfromvarioussources2.discusstheinformationfound3.thestudentwhowritestheoutlineorganizestheusefulinformationStep3:Producing1.thestudentwhowritesthereportwritesitbasedontheoutline.2.editthereportsentencestructureorganizationgrammarspellingvocabulary
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