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“The World’s Water Hotspots”

_BBC News

Instructor: Stella Liao

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Unit: " The World’s Water Hotspots "

學生程度：高中部二年級學生

學生數目：３５人 時間：５小時

課程規劃1. 課前活動 (Pre-Reading Activity)2. 課內活動 (During Reading Activity)3. 課後活動 (Post Reading Activity)4. 延伸學習 (Follow up Activity)

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Teaching Purpose 教學目標：Purpose: 1. To integrate the impact

of water on people and culture.

2. To understand what should be done to protect and preserve the water quality.

3. To acknowledge the importance of water resources in daily life by presenting the report.

教學目標 : 1. 了解水資源對人類和

文化的影響。2. 明白如何保護和維護

水資源。 3. 藉由課堂報告進一步

了解日常生活裡水資源保護的重要性。

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A. 課前活動Pre-Reading Activities:

(A) 腦力激盪：創意聯想法 ■ 將學生每四人分為一小組，其成員執掌： 1. 組長：負責提問及綜整各方意見。 2. 文書：記錄並繕打整組的討論結果。 3. 小記者：負責上臺報告綜整後的意見。 4. 創意插畫者：將討論結果完成一幅組織圖。

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A. 課前活動Pre-Reading Activities:

(B) K/W/L 圖表 (know about , wonder about, what Ss learn):

(1) 請看以下投影片所提供的世界地圖回答下列問題。

(2) 分組討論，五分鐘後請各組負責同學上台報告。

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(B) K/W/L 圖表 (know about , wonder about, what have learn):

Where is this region?

What kind of water pressure do you think happened to this kid? Where? Why?

Which solutions would you provide?

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(B) K/W/L 圖表 (know about , wonder about, what have learn):

More People,

More Challenges!

_River Ganges

Where is this region? What problems might cause

since more people need to use water? How to solve it?

What do you want to learn from this photo? Kolkata (Calcutta), India

http://ngm.nationalgeographic.com/ngm/0209/feature1/zoom5.html

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K/W/L charts:

What do you know about the problems of water resources in these regions? (Choose at least 2 regions)

What do you want to know about the problems of water resources in these regions?

What have you learned and still need to know?

Name:_________ School Number:_________

* Please answer the following questions.

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B. 課堂活動 During-reading activities:

(A) "Right There" questions:

Chad:1.Which river provide water

to Chad?

2.Why does Lake Chad

sink greatly?

3.What’s the plan to remain water to reduce the water shortage?

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B. 課堂活動 During-reading activities:River Ganges in India How many countries has the River Nile supported? What is the treaty between Britain and Egypt? What’s the purpose? Under this unfair treaty, what do other countries do underground? To fight for their rights of the water, what does

the Egypt decide to do?

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B. 課堂活動 During-reading activities:

River Ganges in India

How is this river polluted? What is “Deforestation?”

What is the result in India? How do people solve this

problem?

Kolkata (Calcutta), India http://ngm.nationalgeographic.com/ngm/0209/feature1/zoom5.html

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B. 課堂活動 During-reading activities:

River Jordan supports 2countries:____and ________.

Reasons to cause dry years: ____ and ___.

the overuse of water in Israel

The level of ___ dropped.

The settlers in West Bank faced_______.

The Palestinians had no water.

Results

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Not as Wet as It Looks Photograph by Peter Essick

As the South Nahanni River sweeps through northwestern Canada, it reminds us that fresh water abounds—for those who have access to it. Canada has less than one percent of the world’s population but a tenth of Earth’s surface fresh water. Most people live without such bounty. Though the planet has 333 million cubic miles (1.39 million cubic kilometers) of water, 97.5 percent of it is too salty to use. Of the water that remains, nearly 70 percent is tied up in glaciers and ice sheets, and 30 percent is groundwater, much of it beyond reach in deep aquifers. What’s left for the planet’s 6.2 billion people? Less than .01 percent of Earth’s water.

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For Many Species It’s Sink or SwimPhotograph by Peter Essick

A southern sand darter hovers in Alabama’s unbridled Cahaba River, which boasts remarkable freshwater biodiversity with more fish species per mile than any other river in North America. But the introduction of dams and other diversions alters much of the world’s river habitat. Some species can adapt, but for others the results can be devastating: Modifications of natural river flows are part of the reason that during the past decade 20 percent of all freshwater fish species have become threatened or endangered—or extinct.

http://ngm.nationalgeographic.com/ngm/0209/feature1/zoom3.html

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Trapped, Tapped, and Squandered Photograph by Peter Essick

Fresh water surges toward Mexico City’s 18 million people after being diverted from the Borracho and Lerma Rivers. Diversions, dams, and canals regulate and reroute close to 60 percent of 227 of the world’s largest rivers, primarily to supply agriculture with water. Irrigation accounts for 70 percent of all water use, and much of that water is wasted—more than half is lost to evaporation and runoff long before reaching any crops.

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B. 課內活動 During-reading activities:

(B) "Think and search" questions:

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B. 課內活動 During-reading activities:

(C) "In your head" questions: Q1.What is your most difficult challenge you

have faced in you life?

Q2.What is the scariest creature you might see if you swim in the sea?

Q3.Have you ever had any experience of painstakingly enjoying an activity?

(D) Graphic organizer: (Appendix A)

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C. 課後活動Post-reading activity

(A) Grammar Focus: Underline 6 sentences containing

when-adverbial clauses and circle 6 verbs in the present perfect tense. Indicate the page and the line numbers The first ones are already done.

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Adverbial clause - when

Present perfect tense – have +p.p.

1. David first became interested in the underwater world when he was about 10 years old. (P. 19, L14)

1. For almost 20 years, David and Anne have worked for the National Geographic Society. (P. 24, L3, left column)

2 2

3 3

4 4

5 5

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C. 課後活動 Post-reading activity (B) Vocabulary Focus: Circle the verb take and its following

object. There are five occurrences. Indicate the page and the line numbers. Underline the other sentences containing take. The first ones are already done.

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to take pictures: to shoot pictures

to take classes: to acquire knowledge or have something with someone

1. After a while David decided to take pictures of what he saw while he was underwater. (p20, L3)

1. Anne took scuba classes when she was 18, as well as photography classes. (P.20 / L19)

2 2

3 3

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D. 延伸學習 Follow-up activities:

(1). Jigsaw ActivityPurpose: 1. To integrate reading, writing, speaking, and

listening.2. To learn by thinking, watching, listening 3. To help Ss get personally involved4. To learn by thinking, doing,

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D. 延伸學習 Follow-up activities:

* Have students act out a two-minute dialogue about the interaction among Anne, David and two sea creatures

(1) Cut each picture in the article into four pieces. (Jigsaw)

(2) Students find their own partners. (3) Have students decide which roles they want to

play and create a two-minute conversation about the interaction among the roles. (Role play)

(4) Evaluate students by means of the conversation rubric (Appendix B - Rubrics)

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Appendix B: Conversation RubricGrading Criteria

Level 1 (Poor) Level 4 (Very good) Level 5 (Excellent) Your Level(/5)

Speaking (Fluency/Volume/ pronunciation)

Very difficult to hear/understand

Easy to hear/understand. A few pronunciation errors

Easy to hear/understand. Almost no pronunciation errors

Content no coherent meaning in the chronological order

more coherent meaning in the chronological order

outstanding coherent meaning in the chronological order

Gestures Little or no gestures,

eye contact/or tone

change

Appropriate and expressive body emotion, eye contact and tone change

Excellent in gestures, eye contact and tone change

Grammar Too many grammatical errors

Few grammatical errors No errors & organized