课件19张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warmingit的用法（二）It 的用法及强调句型 口诀
代词 it 本意它, 既可指这又指那;
时间天气均可指, 谈到距离也用它;
假主假宾均可做, 强调句型跟that。 Was it on a lonely island ______ he
was saved one month after the boat
went down? （四川2011）
where B. that
C. which D. what从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。2. It is not how much we do but how much love we put into what we do ______ benefits our work most. （陕西2011）
who B. which
C. that D. what3. It was from only a few supplies that she
had bought in the village ______ the
hostess cooked such a nice dinner.
（安徽2010）
where B. that
C. when D. which4. It was ______ he came back from
Africa that year ______ he met the
girl he would like to marry.
（江西2009）
A. when; then B. not; until
C. not until; that D. only; when5. — I’ve read another book this week.
— Well, maybe ______ is not how
much you read but what you read
that counts. （浙江2009）
this B. that
C. there D. it课件53张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warmingLanguage points1. So how has this come about and does it matter?come about 是不及物短语，意为“发生”。
Please tell me how the accident _____. I
am still in the dark.
A. came by B. came out
C. came to D. came about得到，获得出来， 露出达到It’s already 10 o’clock. I wonder how it ____ that she was two hours late on such a short trip. A. came over B. came out
C. came about D. came up 【点拨】
选 C。句意为：已经十点了，这么短的路途她竟然晚了两个小时，我真不知道这是怎么回事。come over顺便来访；come out出现，出版；come up走近，上来，提出。 2. result in 导致, 造成David’s carelessness resulted in his failure.e.g. The earthquake resulted in the death of many people. = lead to result from 起因于，由于
e.g. 1. The development of the city results
from its tourist attractions.
2. We have to deal with problems resulting from unemployment. 用适当的介词填空。
Max’s success resulted _____ accepting
the advice of his teacher.
2. The excellent class atmosphere resulted ____ the increase in knowledge gained by students.from in3. consequencein consequence 因此
as a consequence 结果
as a consequence of
由于……的结果e.g. What will the consequence be?
这会有什么后果呢？4. range 种类；范围in /within range
在射程之内
out of / beyond range
在射程之外e.g. This is outside the range of
our study.
这不属于我们研究的范围。This restaurant has become popular for its wide ______ of foods that suit all tastes and pockets. （湖北2010）
A. division B. area
C. range D. circle
【点拨】
句意为：这家饭馆的食品种类丰富，可以满足不同口味和收入的顾客，因此深受大家的喜爱。C5. quantities of
quantities of 大量的，其后既可以跟可数名词，也可以跟不可数名词。In summer, quantities of fruit and vegetables are preserved in the fridge.e.g. Rose owns quantities of books. 当“quantities of / a quantity of + 名词”作主语时，谓语动词的数取决于quantity的数，而与所修饰的名词无关。e.g. 1. There is a large quantity of snow in this area.
2. There are quantities of snow in this area.我们在高一学过amount这个词，也可构成a great amount of，表示“大量的”， 其后通常跟不可数名词。当“an amount of / amounts of + 不可数名词”作主语时，谓语动词的数同样取决于amount的数。 根据汉语提示，补全下列句子。
Large quantities of beer _____________
(已被售出) in this shop.
2. __________________________________ __________ (大量的学生) crowded into the library.have been soldQuantities of / A quantity of students
result in6. tend
观察tend在下列各句中的词性、含义及用法。2. David tends
towards obesity.1. Janet tends to get very
angry if you can’t
satisfy her demands.3. Sofia was tending to her
son in the bedroom.5. Mary will tend the garden while you’re on vacation.4. The nurse skillfully
tended the soldiers’
wound. 从以上例句我们可以看出，tend 既可作及物动词也可作不及物动词。
作不及物动词时，意为“易于”，构成tend to do sth. 结构，意为“易于做某事”（句1）；“______”，后常接towards或to（句2）；“照顾”，构成tend to sb. / sth. 结构（句3）。
作及物动词时，意为“____________”（句4、句5）。趋向照顾，护理 将下列句子翻译成英语。
他们表演的舞蹈风格多样，但多半倾
向于民族舞。
2. 这里春天雨水很多。The sort of dance they perform varies, but tends to folk style.It tends to rain a lot here in spring.7. ... causing the global temperature to go
up.
go up 上升；增长；升起。【考例】
— Do you think that housing price will
keep ______ in the years to come?
— Sorry, I have no idea. （江苏2007）
A. lifting up B. going up
C. bringing up D. growing upB【点拨】
选B。句意为：你认为房价在未来几年内会持续上涨吗？lift up拿起，举起；bring up抚养，培养，提出；grow up长大，成长。 8. Even if we start reducing the amount of carbon dioxide ...
even if /though 即使
used to emphasize that, although something may happen or may be true, it will not change a situationThe engineers are so busy that they have zero time for outdoor sports activities, _____ they have the interest. （安徽2010）
A. wherever B. whenever
C. even if D. as if
【点拨】
选C。句意为：这些工程师太忙了，以至于虽然他们有兴趣进行户外体育运动，但是没有时间。C 1. There is no doubt that the earth is
becoming warmer and that it is human
activity that has caused this global
warming rather than a random but
natural phenomenon.
本句的主句是There is no doubt，从句是两个由that引导的同位语从句。There is no doubt that ...是固定句型，意为“毫无疑问……”，that引导的是同位语从句，用来进一步补充说明doubt的具体内容。
[考例] Some researchers believe that there is no doubt ______ a cure for AIDS will be found. (广东2005)
A. which B. that C. what D. whether[点拨] 根据固定搭配there is no doubt that ... 可知选B。There is no doubt that ….
There is some doubt whether ….主句为肯定句时，doubt后使用连词whether。主句为否定句时，doubt后则使用连词that。 it is ... that ... 在此句中构成强调句型，强调的是主语human activity。强调句型除谓语不能强调外，可强调主语、宾语或状语。
[考例1] It is not who is right but what is right ______ is of importance. (重庆2007)
A. which B. it C. that D. this [点拨]
根据强调句型的判断方法：将it is和that去掉后，此句成为Not who is right but what is right is of importance，是一个完整的句子，故此题是一个强调句型。[考例2] I don’t mind her criticizing me, but ______ is how she does it that I object to. (江西2007)
A. it B. that C. this D. which
[点拨] 去掉it is和that后，本句相当于..., but I object to how she does it，是个完整的句子。故此句是it强调句型，被强调部分是宾语从句。2. Without the ‘green house effect’, the earth would be about thirty-three degrees Celsius cooler than it is.
如果没有温室效应，地球会比现在冷33℃。
▲这是一个含蓄虚拟条件句 应该注意有时假设的情况并不以条件从句形式表示出来，而是通过一个介词短语或其他方式表示。常用的词或短语有：without, but for, but that, otherwise, or, but等。 e.g. Without your help ( = If we had not had your help), we could not have succeeded.
要是没有你的帮助，我们是不会成功的。 e.g. But for electricity (= If there were no electricity), there would be no modern industry.
要是没有电，就不会有现代工业。 e.g. He was having a meeting with his students; otherwise he would have come.
他当时正与他的学生进行讨论，否则的话他就来帮我们了。 e.g. He felt very tired yesterday, or he would have attended the party.
他昨天很累, 不然他就参加那个聚会了。3. It was a scientist called Charles
Keeling who made accurate
measurements of the amount of carbon
dioxide in the atmosphere from 1957
to 1997.
是一位名叫查尔斯·奎林的科学家把
1957至1997年期间大气层中二氧化碳
的含量作了精确的统计。该句是一个it was ... who强调句。a scientist called Charles Keeling是被强调部分，其中called Charles Keeling为过去分词短语作后置定语，修饰a scientist。4. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air.
另一方面, 还有一些人，对这一观点持反对态度，像科学家乔治·汉布利，他们认为我们不必担心空气中高含量的二氧化碳。该句是一个主从复合句。主句为there are those，like scientist George Hambley 作句子的插入语，who引导的定语从句修饰those，且在该定语从句中其谓语动词believe又带有that引导的宾语从句。句子的主要部分可以表示为: ... there are those who believe that ... on the other hand: used to give another opinion or fact that should be considered as well as the one you have just given 另一方面
also on the one hand ... on the other hand I want to go to the party, but on the other hand I ought to be studying.
我想去参加聚会，但从另一方面来说，我应该留下来学习。I. 根据下列各句句意及所给单词的首字母或汉语提示，写出各单词的正确形式。
A large q______ of rice is badly needed
here.
2. Students are from a wide r______ of backgrounds.
3. She studied hard, and in c____________ she passed the exam.
4. The park attracts 4 million visitors p___ year.quantityrangeconsequenceper5. What sort of ____ (燃料) do these
machines need?
6. The _____ (数据) is still being analysed.
So don’t be so worried.
7. The earthquake was a terrible
___________ (大灾难).
8. A rainbow is a natural ___________ (现
象) especially after a heavy rain.
10. The ______ (曲线图) of export
indicates a new success of the company.graphfuel data catastrophephenomenonII. 根据句意, 选择适当的单词或短语填空
1. climate; weather
It’s very difficult for her to get used to
the dry and cold _______ there.
b. How we wish the sunny _______ could
keep up for another several days!
2. come about; come across
a. I’ve never ___________ anyone quite
like her before.
b. Please tell me how the accident ___________. I am still in the dark. climateweathercome acrosscame about3. quantity; quality
a. Much of the land was of poor _______.
b. Buy vegetables in small __________,
for your immediate use.
4. result in; result from
The accident ___________ the death of
three people.
b. His failure ______________ not working hard enough.qualityquantitiesresulted inresulted fromIII. 每空一词, 使两个句子的意思相同。
It was very late, but they went on
working.
It was very late, but they ________
working.
2. We don’t doubt that he can do a good job.
____________________ he can do a good job.
3. Their carelessness led to the failure.
Their carelessness __________ the failure.kept onThere is no doubt thatresulted in4. I don’t know how the accident happened.
I don’t know how the accident _________.
5. The factory turns out a large number of
paper products.
The factory turns out ________________
_________ paper products.
6. Although they raise the price, he’s going
to buy the farm.
He’s going to buy the farm ____________
they raise the price.even if/ thoughcame aboutlarge quantities of/ a lot ofIV. 根据括号内的提示将下列句子翻译
成英语。
他的粗鲁导致了孩子和他的争吵。(result in)
2. 他们不知道这个变化是怎样产生的。
(come about)They didn’t know how the change had come about.His rudeness resulted in the child’s quarreling with him.3. 他以优质的服务使生意逐步兴隆起
来。(build up)
4. 邻居们让他们停止制造噪音, 但他们
仍然继续。(keep on)The neighbours asked them to stop making a noise, but they still kept on.He built up his business by good service.5. 不用担心, 我们已经储藏了很多食
物。(quantities of)
6. 那个老人瞥了一下他的手表, 然后看
了看天空。(glance at)The old man glanced at his watch and then looked at the sky.Don’t worry. We have stored quantities of food already.Thank you!课件28张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warmingLearning
about
language Go over new words and phrases in the previous the sections. Then complete each sentence with one of those new words or phrases.21. Charles Keeling collected _____ on the carbon dioxide content in the atmosphere over a forty-year period. He found that the amount of carbon dioxide _______ increasing during that time.datakept on2. Although we are burning coal in huge _________ every year, we won’t ________ of it for centuries.
3. If the amount of greenhouse gases continues to ________, we could be facing a global ___________.quantitiesrun outbuild upcatastrophe4. Many scientists believe that global warming has __________ through the burning of fossil fuels. come about5. The ____________ of a rising sea
level would be widespread flooding.consequence6. On the whole the warming
of the earth is a ____________ that causes great concern.
7. The _______ shows temperature changes during the 20th century.
8. One hectare of forest can absorb 23 tons of carbon dioxide ____ year.phenomenongraphper9. The washing machine uses
too much energy, but _______ we buy a more economical one, it would still use too much water.
10. The car accident on the main road yesterday __________ one driver’s death.even if resulted in由 it 引导的强调句结构：
It is (was) + 被强调部分 + that (who) + 句子其他部分
注意：此结构强调的成分仅限于主语，宾语和状语。ExplanationIt was in that city that we met for the first time．e.g. It was not until he told me that I knew the truth．原句：My father did the experiment in
the lab yesterday evening． 强调宾语：It was the experiment that my father did in the lab yesterday evening． 强调主语：It was my father who /
that did the experiment in the lab
yesterday evening． 强调地点：It was in the lab that my father did the experiment yesterday evening． 强调时间：It was yesterday evening
that my father did the experiment in
the lab．It was last night ____ I saw the film Star Wars．
A. who B. when
C. that D. whichC 答案C 强调句的结构是：It + be + 强调部分 + that (who) +主谓句。强调句的连词只有两个，that和who。当强调的部分是人，且为句子的主语时，才用who，其余用that。 2) It is ten years _____ Miss Green
returned to Canada．
A. that B. when
C. since D. as
答案C 考点是连词用法。本题易误选为A其实本句不是强调句。C 若是去掉 It be … that 还应是一个完整的句子。而本句去掉 It is … that, 只剩下 ten years Miss Green returned to Canada 不成句。因此本句不是强调句。It is + 时间 + since...，其中 is = has been.1. It was this village ___ I was bought.
A. where B. that
C. on which D. which 2. It was in this village _______ I was
brought up.
A. where B. that
C. on which D. which3. — Was it under the tree _____ you
were away talking to a friend?
— Sure. But when I got back there,
the bike was gone.
A. that B. where
C. which D. while根据句意及所给单词的首字母或
汉语提示，写出所缺单词的正确形式。
1. On the w_____, I thought the film Animals United was pretty good.
2. The a_______ age of the boys in this class is twelve years old.
3. These creatures were believed to have come from o_____ space.outerwholeaverage4. There is a growing ________ (趋势)
for people to work at home instead of
in offices.
5. There are reports of ___________ (分
布广的) flooding in northern France.
6. The newspaper didn’t appear any
longer after being in ________ (存在)
for only three months.existencetendencywidespreadII. 根据汉语提示，用强调句型补全
下列句子。
_____________________ (是在校门口)
that I met an old friend of mine.
2. ______________ (是在晚上7点) that
we reached the mountain village.
3. It is our parents ___________________
__________________ (我们经常向他们寻求帮助). that / whom / who we often turn to for helpIt was at the school gate It was at 7 p.m.4. It was our monitor _____________
____________________ (在考试中获得
第一名).
5. __________________ (那是在去年吗)
the building was completed?
6. _________________ (是在哪里) you
met your English teacher?Where was it that who / that won first place in the examWas it last year that7. _______________ (是怎么) Susan
went to school yesterday?
8. ____________________________ (是
在前天) that you lost the money,
wasn’t it?It was the day before yesterday How was it that Make four sentences with “it” for emphasis.HomeworkThank you!课件13张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warmingListeningLi Bin is interviewing Professor Keeling about using different sources of energy. Read the statements below and tick the ones you agree with. We should stop depending on fossil
fuels for our energy.
2. 90% of our energy comes from
fossil fuels.
3. We can replace fossil fuels with
cleaner sources of energy.
4. Nuclear power is a good source of
energy.1. Listen to Part 1 and decide which statements Professor Keeling does NOT agree with.
We should stop depending on fossil fuels for our energy.
2. 90% of our energy comes from fossil fuels.Agree Agree 3. We can replace fossil fuels with cleaner
sources of energy.
4. Nuclear power is a good source of
energy.Disagree Disagree 2. Listen to Part 1 again and tick the energy sources that are mentioned. Complete the notes on them.Produce carbon dioxide
cheap and concentrated form of energyclean
not very practical with present technologydoes not produce carbon dioxide
dangerousclean
not practical: need huge areas of land to provide enough energy3. Listen to Part 2 and then list three things we can do to save energy. First we must try to find ways to use fossil fuels that does not put carbon dioxide into the air.
Second we must produce products that are economical with energy.
Third we must ask people to cut down on the energy they use.4. Listen to part 2 again and fill in the blanks.LI BIN: … What about ________? They don’t cut down on their use of ______.energyfactoriesKEELING: No, they don’t. However, that is a ________ we must work on as a ______ community. That means _________ and __________ countries will have to work together.problemglobaldevelopeddevelopingLI BIN: But it’s not the __________ countries that put most of the carbon _______ into the air. The developed countries are really the ones to ______.developingdioxideblame课件51张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warmingWarming upFrom the following pictures, you will
know where all this energy comes from.windmillsa coal power stationan oil refinerya nuclear power plantsolar panelshydro-electric damSample listslightheatingcoalnon-renewableoilnon-renewabletelevision cassette player video recorder computer natural gasnon-renewable wind (wind power)renewable sun (solar energy)renewable uranium (nuclear energy)non-renewable fridgestovewashing machinehairdryerwater (hydro-electric)renewableplant waste (biomass energy)renewablehot springs or geysers (geothermal energy)renewablethe sea (tidal energy)renewableRenewable or non-renewable?Renewable or non-renewable?What is told in the picture?What is the greenhouse made and used for? A greenhouse is made of glass
and is used for growing plants,
especially during cold weather.How does it work?
The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow
throughout the
cold period.What are the “greenhouse gases”?
In the atmosphere surrounding the earth there are gases called “greenhouse gases”, including carbon dioxide, methane (甲烷, 沼气) and water vapor.What do you think greenhouse
gases do?
They trap the heat of the sun and keep the air surrounding the earth warm. (Paragraph 1)Introduce a debate over the issue of global warming. Raising a question(Paragraphs 2---3) Illustrate how global warming comes about.Giving examples, using graphs, explanation. (Paragraphs 4---5) List two different attitudes among scientists towards global warming.Giving examples, making contrast. (Paragraph 6) It’s up to readers to think and decide whether people should do something about global warming or not.Using a question, leaving readers to think over the issue. Careful readingRead the text carefully and fill in the blanks.gasesquantities ofglobal temperaturecatastrophehigh levels consequencesStatespositiveII. Choose the best answer.
1. The first graph in the text is used to ________.
attract readers’ attention
B. introduce the topic of global warming
C. act as an example
D. support the opinion and make it more convincing2. The author probably agrees that ________.
global warming is good for us
B. we can do nothing about global warming
C. catastrophes will happen if the globe keeps on warming
D. much remains to be found out about the effects of global warmingPost reading Answer the questions.
Who wrote the magazine article?
What is the name of the magazine?
Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care. 2. What are the names of the three scientists mentioned in the article?
They are Dr. Janice Foster,
Charles Keeling and George
Hambley.3. What do they think about global
warming? Do they agree with one
another?
There are some very different attitudes among scientists towards this issue. Some think the effects will be terrible, while some others believe that we should not worry about it. Graph I shows the temperature increase of one degree Fahrenheit between 1860 to 2000.4. What are the two graphs about?Graph 2 shows the carbon dioxide content
in the atmosphere from 1957 to 1997.5. What is the main topic of the
article?
Global warming/ the warming of
the earth.1. The temperature in the last century did not seem to increase much.
2. Everyone believes that global warming is caused by the activities of humans.
3. Janice Foster believes that she can measure the future global rise in temperature.4. The rise in carbon dioxide is causing a
steady increase in global warming.
5. George Hambley believes that global
warming will do good rather than
harm to the earth.
6. It is clear what the effects of global
warming will be.We should do nothing about the global warming.Debate
Instructions
● Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).● Group A discuss why they agree with the statement; Group B discuss why they disagree.
● Group A and B get together. Tell each other the reasons for agreeing or disagreeing with the statement.Supplementary materials for debating
Global warming
1. The planet has warmed anywhere
from 0.5 to 1.0°C (1 to 2°F) over
the last century. This small amount makes a huge difference, causing glaciers to melt and, potentially (潜在的), sea level to rise. We could see even more of this in the future, (maybe another 3°C, or 5°F)2. A definition of global warming would have to include a measurable, consistent temperature rise, like the one we have seen in recent history. A question remains – Is it an unusual change? Much debate about that one.3. The earth gets one kind of energy (visible light) from the sun and gives off another kind (infrared红外线). This kind is what gets trapped by “green house gases” (GHG’s) in the atmosphere.Green house gases
4. The global warming green house effect really is a bogus (假的) term. A greenhouse keeps warm by physically trapping the air inside and preventing convection (对流). The atmosphere helps keep the planet warm by trapping outgoing radiation instead.5. The leading gasses are Carbon-dioxide, Methane, Ozone (臭氧) and Nitrous Oxide (一氧化二氮). Gas analyzers show the concentrations of this stuff have increased somewhat since the beginning of the industrial revolution. 6. The greenhouse effect raises the average temperature of the Earth by more than 30 degrees, so without it the Earth would be a very cold place! green house effect Homework
1. Read the passage again and review
the new words and expressions.
2. Prepare the debate in groups.
3. Preview Using Language -- WHAT
CAN WE DO ABOUT GLOBAL
WARMING?Thank you!Unit 4 Global warming
Ⅰ. 单元教学目标
技能目标Skill Goals
▲Talk about global warming, pollution and the importance of protecting the earth
▲Practise expressing agreement, disagreement, blame and complaint
▲How to use“it” for emphasis in a sentence
▲Write an essay on environmental problems
Ⅱ. 目标语言
功
能
句
式
Expressing agreement, disagreement, blame and complaint
Yes, I agree with you.
Yes, I think so.
I believe that you’ve got it right.
I don’t think so.
I don’t think that’s right.
I’m afraid you are wrong.
I’m sorry to bring this up, but ...
I’m sorry to have to say this, but ...
They shouldn’t have done it.
They are to blame.
Why don’t you do something about it?
Perhaps they should / ought to do ...
词 汇
1． 四会词汇
compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title
2． 认读词汇
renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane, Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative
3． 词组
compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on
4. 重点词汇
data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence
语
法
“It” used for emphasis
It is human activity that has caused this global warming.
重
点
句
子
1. There is no doubt that the earth is becoming warmer. P26
2. Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26
3. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26
4. Together, individuals can make a difference. P30
5. It takes a lot of energy to make things from new materials…. P30
6. Remember — your contribution counts. P30
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending包含了三大部分。前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。此项活动旨在激发学生的学习热情并体现学生在课堂中的主体位置。
1.5 Learning about Language 分词汇和语法两部分。词汇部分设计了两项练习，一项是具有一定情境的10个句子，引导学生加深对新词汇的理解和记忆。语法部分主要是通过练习加强学生对强调句式的掌握并能真正体会强调句的作用。
1.6 Using Language 部分设计了包括听、读、写的活动。Reading and writing 是Reading的一个延伸。通过读者和杂志社之间的两封信件，学生可以更多地了解如何控制全球变暖。同时通过课后练习可以让学生更多地联系自己的生活习惯，树立从自身做起倡导环保的观念。其中课后练习make a poster 更是激发了学生自主学习的兴趣，而且很有实用性——可将所做的环保内容的海报贴在校园或社区中，将课堂的抽象知识变为了社会实践，实现了真正意义上的学以致用。Listening and speaking 部分是关于能源使用的一篇电台采访。要求学生在理解大意和主要细节的基础上回答听力练习中的几大问题，提高学生的听力水平。
2. 教材重组
2.1 将Warming Up与Listening and speaking 整合在一起，设计为一节听说课。
2.2 将Pre-reading, Reading和Comprehending 整合在一起，设计为一节阅读课。
2.3 将Using Language中的Reading and writing 设计为一节泛读课。
2.4 将Learning about Language 与Workbook 中的USING WORDS AND EXPRESSIONS和USING STRUCTURES 整合在一起，设计为一节语言学习课。
2.5 将Workbook 中的LISTENING，TALKING，LISTENING TASK 和SPEAKING TASK 整合在一起，上一节听、说练习课。
2.6 将Workbook 中的READING TASK 和WRITING TASK 整合在一起，设计为一节写作课。
3. 课型设计与课时分配
1st Period Speaking and Listening
2nd Period Reading
3rd Period Extensive Reading
4th Period Language Study
5th Period Drills
6th Period Writing
Ⅳ. 分课时教案
The First Period Speaking and Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run out
b. 交际用语
Expressing agreement and disagreement
Yes, I agree with you.
Yes, I think so.
I believe that you’ve got it right.
I don’t think so.
I don’t think that’s right.
I’m afraid you are wrong.
2. Ability goals 能力目标
Enable the students to talk about different sources of energy and express their own ideas.
3. Learning ability goals 学能目标
Help the students learn how to give their ideas about the use of energy.
Teaching important points 教学重点
Enable the students to express agreement and disagreement.
Teaching difficult points 教学难点
Enable the students to learn how to express agreement and disagreement.
Teaching methods 教学方法
Brainstorming, listening and group work.
Teaching aids 教具准备
A tape recorder and a computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
T: Good morning, everyone.
Ss: Good morning, teacher.
T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?
Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.
Step ⅡWarming up
T: As we all know, we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?
Sa: Energy lights our cities.
Sb: Energy heats our buildings.
Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.
Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.
Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.
Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.
T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.
After a while.
T: Who’d like to tell us your answers?
Sg: Wind power.
Sh: Coal power.
T: Right. Is there any difference between them?
Si: Yes. Wind will never run out while coal is a limited source.
T: It’s true. As we know, an energy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.
If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.
The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.
Sample answers:
Renewable
Non-renewable
Wind power
Coal
Solar power
Natural gas and oil
Hydroelectric power
Nuclear power
Step Ⅲ Listening and Discussing
T: From what we’ve just talked about, it is clear that energy does a lot of good to us. But every coin has two sides. Is there any negative effect of using energy?
Sa: Yes. People use too much energy which is resulting in an increase in carbon dioxide. That is how the global warming comes about.
Sb: And meanwhile it pollutes the environment.
T: It’s true. Many people have realized the problem. Next we’ll do some listening practice on this topic. Let’s see what other people think of this issue.
The students are asked to read the questions quickly to find out the listening points first. Then listen to the tape twice and give the correct answers.
T: Now please turn to page 31. Let’s do listening. Before you listen to the tape, please read fast the statements in Exercise 1 to find out the listening points. Pay much attention to the key points while listening.
Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to finish Exercise 1. Play the tape again, train the students’ ability to spot specific information and understand the implication in the dialogue. The students listen and finish Exercise 2.
Several minutes later.
T：Have you finished the exercises?
Ss: Yes.
T: OK, let’s check your answers.
Explain some difficult points if necessary.
T: Now read what Professor Chen and Li Bin say. Work in groups. Discuss who you agree with and give reasons. Use some of the phrases listed in Exercise 2 or any others you know.
Step Ⅳ Homework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up
b. 重点句式
There is no doubt that the earth is becoming warmer. P26
Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26
They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26
2. Ability goals 能力目标
Enable the students to talk about the causes and effects of global warming.
3. Learning ability goals 学能目标
Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.
Teaching important points教学重点
Help the students learn how to debate over the topic “We should do nothing about global warming.”
Teaching difficult points 教学难点
Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.
Teaching methods 教学方法
Listening, reading and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Check the homework.
Review the useful expressions about agreement and disagreement.
Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.
Step Ⅱ Pre-reading
Show a picture of greenhouse on the screen.
T: Now look at the picture. What is it in the picture?
S: A greenhouse.
T: Right. Who can tell me what it is used for?
Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather.
T: Yes, you are right. And how does it work?
Sb: The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.
T: Exactly. Thank you. But today we are not going to talk about greenhouse, we’ll talk about greenhouse gases. Have you heard about this before?
Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.
T: That’s correct. Then what do you think greenhouse gases do?
Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.
T: Yes. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?”
Step Ⅲ While-reading
Get the students to read the passage fast and meanwhile help the students form a good habit of reading.
T: What do you think will be talked about at the sight of the title “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part.
After a few minutes.
T: How many parts can this text be divided into?
T: Any different ideas? OK. Now let’s finish the form on the screen.
Show the form on the screen and let the students complete the form.
Main ideas of each part
Writing techniques
Step Ⅳ Comprehending
Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2.
T: Now let’s listen to the tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.
Step Ⅴ Debate
Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.
T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.
Put the following instructions on the screen.
● Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).
● Group A discuss why they agree with the statement; Group B discuss why they disagree.
● Group A and B get together. Tell each other the reasons why agree or disagree with the statement.
T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.
Step Ⅵ Homework
1. Read the passage again and review the new words and expressions.
2. Prepare the debate in groups.
3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING？
The Third Period Extensive Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so on
b. 重点句式 P30
Together, individuals can make a difference.
It takes a lot of energy to make things from new materials…
Remember — your contribution counts.
2. Ability goals 能力目标
Get the students to realize what individuals can do about global warming.
3. Learning ability goals 学能目标
Learn what to do in daily life to reduce the carbon dioxide content in the air.
Teaching important points 教学重点
Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.
Teaching difficult points 教学难点
Enable the students to learn how to make a poster.
Teaching methods 教学方法
Listening, skimming and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the students’ homework to see whether they have mastered what they learnt last class.
Check their group work — debate.
T: Have you finished your homework — prepare a debate in groups?
Ss: Yes.
T: Which groups would like to come to the front and act out your debates? Choose one as your representative.
Ask a representative in each group to state their group’s opinion.
A sample debate: (A=Group A; B=Group B)
A: We think people should do something about global warming. Because it could have many negative effects on the earth. With temperature increasing, the polar ice caps eventually would melt, causing sea levels to rise by several meters. Coastal and low-lying cities would be submerged. Some scientists predict severe storms, droughts, famines, the spread of diseases and the destruction of species. Don’t you think these are terrible? So don’t hesitate to take action to reduce the carbon dioxide content in the air. Only in this way will we be able to save the earth and save ourselves.
B: We don’t think so. Some scientists’ concerns about global warming are just speculation. I want to remind everyone to pay attention to what Group A has just said. You said a lot of “could” and “would”, which obviously indicates that you are not sure about the bad effects you just mentioned. In our opinion, global warming will be mild with few bad environmental consequences. What’s more, more carbon dioxide is actually a positive thing. It will make plants grow faster; crops will produce more; it will make a greater range of animals, all of which will make life for humans better. So there’s no need for us to reduce the carbon dioxide.
A: It is true that no one knows exactly what the effects of global warming will be. But don’t you think it will be too late for us to take action after the bad effects come out? Hope for the best and prepare for the worst.
B: ...
Step Ⅱ Lead-in
T: Group A did a good job and showed us the importance of reducing the amount of carbon dioxide in the air. But what shall we do in our daily life?
Sa: Save energy. For example, if we are not using the lights, the TV, the computer and so on, turn them off.
Sb: Cars use a lot of energy, so we’d better walk or ride a bike.
Sc: Buy things made from recycled materials because it takes a lot of energy to make things from new materials.
T: Right. You’ve done a good job. Next open your books and turn to page 30. Today we’ll read two letters and learn what we can do about global warming.
Step Ⅲ Listening and Reading
Get the students to read the two letters and then fill in the table on page 30.
T: Skim the letters and find who the writers are and what their purpose of writing the letters is.
Sd: The first letter is written by a student who is asking for suggestions for his project — global warming.
Se: The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming.
T: Good answers. Now scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.
Sample answers:
Earth Care’s
suggestions
Can you carry it out?
Reasons
If you are not using electrical appliances, turn them off.
Yes
Save
energy
If you’re cold, put on more clothes instead of turning up the heat.
Yes
Save energy
Motor vehicles use a lot of energy, so walk or ride a bike if you can.
Yes
Save energy
Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials.
Yes
Save energy
Get your parents or friends to buy products that are made to save energy.
Yes
Save energy
Plant more trees.
Yes
Plants absorb carbon dioxide from the air.
Talk with your family and friends about global warming and tell them what you’ve learned.
Yes
Together, individuals can make a difference.
Step Ⅳ Making a poster
Help the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class.
T: Now in groups of five, make a poster for your school that tells the students various ways they can reduce the amount of carbon dioxide in the air. Remember the following: give your poster a large heading, use imperative sentences to list the ways we can reduce the amount of carbon dioxide in the air. What’s more, try every possible way to make your poster impressive, which is the purpose of a poster. If time is limited, you can finish it after class.
Step Ⅴ Homework
Finish the poster.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
glance, widespread, decrease, steady, average, existence, outer, on the whole
b. 重点句式
It is human activity that has caused this global warming. P29
…it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide. P26
2. Ability goals 能力目标
Learn about “it” used for emphasis.
3. Learning ability goals 学能目标
Help the students learn how to use new words and expressions of this unit and how to use “it” for emphasis.
Teaching important points 教学重点
The structure of “It is ... that ...”.
Teaching difficult points 教学难点
Teach the students how to master the use of “it” for emphasis.
Teaching methods 教学方法
Explanation and practice.
Teaching aids 教具准备
A computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
T: Good morning, everyone.
Ss: Good morning, sir / madam.
T: First I’ll check your homework. Have you finished the poster?
Ss: Yes.
T: Well, which group would like to show us yours?
Get several groups to show their posters.
A sample poster:
What Can We Do about Carbon Dioxide?
Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.
● Turn the electrical appliances off if you are not using them.
● Put on more clothes if you are cold instead of turning up the heat.
● Walk or ride a bike instead of using motor vehicles if you can.
● Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials.
● Buy products that are made to save energy such as fridges and microwaves.
● Plant trees in your garden or school yard.
Together, individuals make a difference. It’s time for us to do something about carbon dioxide. Talk with your friends or family about global warming. Let’s work together and care the planet we are living in.
Step Ⅱ Discovering words and expressions
T: Now please open your books and turn to page 28. Let’s do some exercises.
Step Ⅲ Discovering useful structures
T: Next let’s turn back to page 29. We’ll learn a useful structure. Now compare these two sentences below.
Show the following two sentences on the screen.
Human activity has caused this global warming.
It is human activity that has caused this global warming.
T: Who can translate them into Chinese?
Sa: I think they are the same. They both mean“人类行为引发了全球变暖”.
Sb: I don’t think so. They are a little bit different. The latter one should be “引发全球变暖的正是人类行为”. In the second sentence, “human activity” is emphasized.
T: Quite right. This is the structure we are going to learn today.
Present the structure on the screen and give some explanation.
由it 引导的强调句结构:
It is (was) + 被强调部分 + that (who) + 句子其他部分
注意：此结构强调的成分仅限于主语，宾语和状语。
如：
原句：My father did the experiment in the lab yesterday evening.
强调主语：It was my father who did the experiment in the lab yesterday evening.
强调宾语：It was the experiment that my father did in the lab yesterday evening.
强调时间：It was yesterday evening that my father did the experiment in the lab.
强调地点：It was in the lab that my father did the experiment yesterday evening.
又如：
It was in that city that we met for the first time.
It was not until he told me that I knew the truth.
典型例题分析:
1）It was last night _______ I saw the film Star Wars.
A. who B. when C. that D. which
答案C. 强调句的结构是： It + be + 强调部分 + that (who) + 主谓句。强调句的连词只有两个，that和who。当强调的部分是人，且为句子的主语时，才用who，其余用that。
2）It is ten years _______ Miss Green returned to Canada.
A. that B. when C. since D. as
答案C. 考点是连词用法。 本题易误选为A.
其实本句不是强调句。若是，去掉It be ... that还应是一个完整的句子。而本句去掉‘It is ...that’，只剩下ten years Miss Green returned to Canada不成句。因此本句不是强调句。 It is + 时间 + since ..., 其中is = has been.
T: In the article there are two sentences in which “it” is used for emphasis. Can you find them?
Sc: Yes. One is “It was a scientist called Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.” The other is “It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.”
T: Good. Next let’s do some practice about this structure. Turn to page 29, Exercise 2. Please rewrite each sentence with “It is ... that ...” to give more emphasis to the underlined part.
Sample answers:
1. It is greenhouse gases that have warmed the earth by trapping heat energy in the atmosphere.
2. It is the greenhouse effect that gives the earth’s surface the average temperature of 15℃.
3. It is fossil fuels that much of the energy used to light and heat our homes comes from.
4. It is the United States of America that the biggest producer of greenhouse gases is.
5. It is for centuries that carbon dioxide stays in the atmosphere while other greenhouse gases stay in the atmosphere only for a day or less.
6. It is their very existence that low-lying countries feel is in danger from rising sea levels.
7. It is human activities that many scientists believe that have caused the earth’s temperature to rise.
8. It is future climate changes and their effects on our environment that scientists want to find out about.
9. It is by several meters that the level of the sea could rise because of global warming in the years ahead.
10. It is outer space that might provide us with new energy sources in the future.
Step IV Using structures
Get the students to do more exercises about the use of “it” for emphasis.
T: Please turn to page 64. Read the instructions of the two exercises and then finish them.
Sample answers to Exercise 2:
(1) It was four Australian children who started it in 1996 when they organized the first children’s environmental conference.
(2) It is at this conference that we decide which projects we want to work on in the following year.
(3) It was through one of these projects about five years ago that I first became involved in Millennium Kids.
Step Ⅵ Homework
Make four sentences with “it” for emphasis.
The Fifth Period Drills
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
environmental problem, plastic bags, reuse, litter, rubbish items, Clean Up Day, bring up
b. 重点句式 P63
I’m sorry to bring this up, but...
I’m sorry to have to say this, but...
They shouldn’t have done it.
They are to blame.
Why don’t you do something about it?
Perhaps they should / ought to do...
2. Ability goals 能力目标
Enable the students to talk about some environmental problems and Clean Up Day.
3. Learning ability goals 学能目标
Help the students learn how to express their own ideas about some environmental problems.
Teaching important points 教学重点
Enable the students to talk about some environmental problems.
Teaching difficult points 教学难点
Enable the students to talk about some environmental problems.
Teaching methods 教学方法
Listening, speaking and group work.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check the homework to see whether the students have mastered the use of “it” for emphasis.
T: Last class we learned about “it” used for emphasis. Do you remember the structure?
Ss: Yes. The structure is: It is (was) ... + that (who) +...
T: Now, who would like to read the sentences you have written as homework.
Sample sentences:
It was James who broke the window.
It was the little ants that destroyed the whole building.
It is her grandma who brings her up all these years.
It was the hope in his heart that enabled him to escape from the prison.
Step Ⅱ Listening
Get the students to prepare for the listening by asking some questions.
T: In this unit we have talked much about global warming, which obviously causes great concern all over the world. Many organizations have been set up to protect the environment, one of which is Millennium Kids. Have you ever heard about it?
Ss: No.
T: Would you like to know something about it?
Ss: Yes.
T: OK. We’ll listen to a dialogue about it. Please open your workbooks and turn to page 62. Please read the instructions and questions fast to find out the listening points first. Pay much attention to the key points while listening.
Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to answer questions in Exercise 2. Play the tape again, train the students’ ability to pick out specific information. The students listen and fill in the information sheet in Exercise 3. Play the tape for a third time and let the students check their answers by themselves.
T: Have you finished the questions?
Ss: Yes.
T: OK, let’s check the answers together.
Explain some difficult points if necessary.
Step Ⅲ Talking
T: From what we’ve just listened to, we can see global warming is only one of the environmental problems. There are many other problems. Can you give me some examples?
Sa: Air pollution and water pollution.
Sb: Deforestation.
Sc: ...
T: You are right. Many environmental problems endanger the world we are living in.
The teacher may as well collect some pictures about environmental problems and show them to the students through a computer. One of the pictures should be about plastic bags.
T: What can you see in the picture?
Ss: We can see lots of plastic bags and a beach seriously polluted by plastic bags.
T: What do you think plastic bags do to the environment?
Sd: I think they pollute the environment and they are a big environmental problem.
T: Do you agree with him?
Se: Yes. I don’t like using plastic bags because they are bad for our health. I also heard that plastic bags can not be reused and therefore it is a great waste to use them.
T: It’s true that plastic bags do great harm to the environment. It’s time that we did something about this big environmental problem. Now work in small groups, discuss the questions in TALKING on page 63. The expressions below the questions may help you.
Ask some groups to show their work.
A sample discussion:
Sa: Plastic bags can be seen everywhere. Some people always leave litter everywhere including plastic bags.
Sb: Yes. They shouldn’t have done it. Sometimes we even find plastic bags hanging on trees. They spoil the beauty of the cities.
Sc: Apart from the facts that you mentioned, plastic bags are doing great harm to the environment.
Sa: What do you mean? Is it a very big environmental problem?
Sc: Yes.
Sb: Can you explain why?
Sc: First, plastic bags are made from non-renewable resources.
Sa: Does it mean those resources are lost to us if they are not recycled?
Sc: Exactly. Second, plastic bags pollute the soil because they can hardly break down.
Sb: It sounds terrible!
Sc: The bad effects are more than that. Plastic bags kill seabirds, sea mammals and countless fish each year world wide.
Sb: But how does this come about?
Sc: Plastic bags float easily in air and water and travel long distances. What’s worse, when the animals die and break down, the plastic bag can become free again to kill another animal.
Sa: It’s time for people to do something about this problem.
Sb: Yes. But how? We have to face the fact that 2 billion plastic bags are used every day in China. It’s impossible to stop it in one day!
Sc: Yes. But people can use fewer and reuse them.
Sa: So let’s do it right now. And we should let more and more people know it.
Sb: Right. Hope everyone can do something to it. Together, individuals can make a big difference.
Step Ⅳ Listening task and Speaking task
T: Though there are many serious environmental problems, fortunately most countries realize these problems and they are taking steps to save the earth. Clean Up Australia Day is a good example. Next we’ll listen to Tom’s talk about it.
Play the tape for the first time. Help the students get a general understanding about the talk. Play the tape again, let the students pay attention to the dates Tom mentioned and what happened on these dates. While listening, ask the students to make some notes in the table on page 65. Play the tape for the third time, let them have a check.
T: OK, let’s check the answers to Exercise 1.
Explain some difficult points if necessary.
Ask the students to read the top 9 rubbish litter Tom mentioned in his talk and let them talk about litter at their school or communities.
...
T: Like Australia, China also has a Clean Up Day. Do you know something about it?
Ss: No.
T: OK. It doesn’t matter. After class, collect some information about Clean Up China Day. You are asked to plan a talk about it. Work in groups of three, follow the steps in the bottom on page 65 to prepare the talk. That is your homework for today.
Step Ⅴ Homework
Prepare a talk about Clean Up China Day.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
litter, butt, pollute, endanger, solution, add up to, break down
b. 重点句式 P66
Apart from the fact that butts spoil the beauty of the environment, they contain some very toxic chemicals.
It is up to people not to let plastic bags become litter.
The earth would be a better place because it would be less polluted.
2. Ability goals 能力目标
Enable the students to write an essay on one of the environmental problems.
3. Learning ability goals 学能目标
Enable the students to learn how to write an essay.
Teaching important points 教学重点
The structure of an essay.
Teaching difficult points 教学难点
Enable the students to learn how to support their points of view.
Teaching methods 教学方法
Task-based method.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision and Lead-in
Check the homework. Ask two groups to present their talk to the class.
T: In the last period, we talked about plastic bags. What do you think of plastic bags?
S: Plastic bags are widely used all over our country. Many people use them to carry food or other things. But I think they are annoying and they seriously pollute our environment.
T: You are right. Plastic bags are also known as white pollution. They endanger our environment and people’s health. Now, let’s read an article and find how they endanger the environment. I hope after reading the article, all of you can realize the harm of using plastic bags and use fewer of them.
Step ⅡReading
T: Open your workbooks and turn to page 66. Read Tom’s essay about litter. Make a summary for each paragraph, and then fill in the table on page 67. You don’t have to write down complete sentences, notes will be OK. Pay attention to the writing skills while reading.
Sample answers:
Paragraph 1
Point of view
Two of the most common and dangerous litter: cigarette butts and plastic bags.
Paragraph 2
First point of the argument; Evidence
Cigarette butts are small but bad for the environment: over 1,600 billion cigarettes are smoked each year and large quantities of butts are thrown away; Butts contain toxic chemicals; Decrease the quality of water; Endanger plants and animals
Paragraph 3
Second point of the argument; Evidence
Plastic bags litter is a danger to the environment: Waste of non-renewable resources; Last from 20 to 1,000 years in the environment; Kill up to one million seabirds, 100,000 sea mammals and countless fish every year
Paragraph 4
Point of view
The best solution would be not to smoke or use plastic bags at all.
T: This article is an essay. Essay is a short literary composition on a single subject, usually presenting the personal view of the author. After reading the article, can you summarize the writing characteristics of the essay?
S: Let me try. In the first paragraph, the author presents his point of view on butts and bags. And in the next two paragraphs, he separately presents his views on butts and bags and provides evidences to support his views. In the last paragraph, he states his views again and calls up people to do something to our planet.
Step Ⅲ Pre-writing
T: After reading this essay, I’d like you to write an essay on your own. I will give you some tips on how to write an essay.
Show the tips on the screen.
Writing tips:
Step 1: Write out the thesis statement.
(point of view)
Step 2: Write out the topic sentence of the first body paragraph.
Step 3: Give the supporting points and details about the first subtopic.
Step 4: Write out the topic sentence of the second body paragraph.
Step 5: Give the supporting points and details about the second subtopic.
(more body paragraphs ... )
The last step: State again the thesis statement.
(point of view)
Step Ⅳ Writing
Ask the students to list as many environment topics as possible. Choose one topic and write an essay about it.
T: Now think of the environmental problems that concern people most. I will divide you into two groups. Each group tries to give as many environment topics as possible. Let’s see which groups get more topics.
Ask the students to speak out the topics and collect them on the screen or blackboard.
A sample list of environment topics:
air pollution, noise, soil erosion, water pollution, litter classification, desertification, make green by planting trees
T: Now choose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to those in the table above. Use Tom’s essay as a model to write your own.
A sample version:
The Environmental Effects of Fossil Fuels
There is no doubt that fossil fuels bring a lot of good to us. But do you know that many of the environmental problems our country faces today result from our fossil fuel dependence.
The environment faces air pollution, global warming, acid rain, and several other very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere. Carbon dioxide is one of the main factors in global warming which is negatively affecting everyone.
Fossil fuels also affect water pollution, land pollution, and thermal pollution(heat pollution). Coal mining is one of the causes of pollution in the environment. After the mining is completed, the land will remain barren. Materials other than coal are also brought to the surface in the coal mining process, and these are left as solid wastes.
The production, transportation, and use of fossil fuels are to blame for the effects of pollution on the environment. Then what should we do? We should spare no effort to improve our environment. Please save energy and use fewer fossil fuels in our daily lives.
Step Ⅴ Homework
1. Finish the essay.
2. Review the whole unit by doing SUMMING UP on page 32 and CHECK YOURSELF on page 68.
附 件
相关背景资料
Global warming may be twice as bad as feared
The impact of global warming could be twice as severe as the worst scenario feared by United Nations scientists, the world’s largest climate-modelling experiment has shown.
Average temperatures could rise by 11℃ (20) to reach highs that would change the face of the globe, researchers who have run 60,000 computer simulations of climate change said yesterday.
The conclusions suggest that forecasts by the UN’s Intergovernmental Panel on Climate Change (IPCC) may be much too conservative. In the worst case, the world would eventually heat up by almost double the maximum increase envisaged by the panel. The IPCC’s latest report predicted that temperatures will rise by between 1.4℃ (2.5) and 5.8℃ (10.4) by 2100.
A world 11℃ warmer than it is today would be unrecognisable: while records show that the planet has been hotter than it is today for about 80 per cent of its history, there is no evidence that it has ever been more than about 7℃ warmer.
Although it would take hundreds of years for the full effects to be felt, the polar ice caps eventually would melt completely, causing sea levels to rise by 70m to 100m (230ft to 330ft). Coastal and low-lying cities such as London and New York would be submerged.
As the 11℃ figure is a global average, temperatures would be expected to climb even further in some regions.
David Stainforth, of the University of Oxford, the study’s chief scientist, said: “When I start to look at these figures, I get very worried about them. An 11-degree warmed world would be a dramatically different world.”
Global warming
According to the National Academy of Sciences, the Earth’s surface temperature has risen by about 1 degree Fahrenheit in the past century, with accelerated warming during the past two decades. There is new and stronger evidence that most of the warming over the last 50 years is attributable to human activities.
Human activities have altered the chemical composition of the atmosphere through the buildup of greenhouse gases — primarily carbon dioxide, methane, and nitrous oxide. The heat-trapping property of these gases is undisputed although uncertainties exist about exactly how earth’s climate responds to them.
Energy from the sun drives the earth’s weather and climate, and heats the earth’s surface; in turn, the earth radiates energy back into space. Atmospheric greenhouse gases, such as water vapor, carbon dioxide, trap some of the outgoing energy, retaining heat somewhat like the glass panels of a greenhouse.
Without this natural “greenhouse effect”, temperatures would be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’s average temperature is a more hospitable 60°F.
However, problems may arise when the atmospheric concentration of greenhouse gases increases. Once, all climate changes occurred naturally. However, during the Industrial Revolution, we began altering our climate and environment through changing agricultural and industrial practices.
Before the Industrial Revolution, human activity released very few gases into the atmosphere, but now through population growth, fossil fuel burning, and deforestation, we are affecting the mixture of gases in the atmosphere.
Carbon dioxide is released to the atmosphere when solid waste, fossil fuels and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil. Methane emissions also result from the decomposition of organic wastes in municipal solid waste landfills, and the raising of livestock. Nitrous oxide is emitted during agricultural and industrial activities, as well as during combustion of solid waste and fossil fuels.
Rising global temperatures are expected to raise sea level, and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It could also affect human health, animals, and many types of ecosystems and deserts may expand into existing rangelands. Unless we act now, our children will inherit a hotter world, dirtier air and water, more severe floods and droughts, and more wildfires.
But solutions are in sight. We know where most heat-trapping gases come from: power plants and vehicles. And we know how to curb their emissions: modern technologies and stronger laws. By shifting the perception of global warming from abstract threat to pressing reality, and promoting online activism. By pressing businesses to use less energy and build more efficient products. And by fighting for laws that will speed these advances.
What is Clean Up Australia Day
Every year hundreds of Australians help clean up their local environment on Clean Up Australia Day.
It’s easy, fun and everyone can take part.
Individuals, local groups and schools can either organise a Clean Up site, or volunteer to join an existing site.
So why not do your bit for the environment and get involved next year?
Clean Up Australia Day in 2005
Across the country over 670,000 volunteers removed more than 8,450 tonnes of rubbish from our beaches, parks, streets, bush land and waterways as part of Clean Up Australia Day, the nation’s largest community based environmental event.
Families, friends, neighbours, businesses and community groups spent the equivalent of 62,163 days, at over 7,000 sites, removing rubbish ranging from car bodies and electronic waste to thousands of chip packets, drink bottles, plastic bags and cigarette butts.
Speaking from the Clean Up Australia Day site in Taren Point, Sydney, Ian Kiernan AO, Chairman && Founder of Clean Up Australia, praised volunteers and site organisers around the country.
“Taren Point captures perfectly the real long term benefits of Clean Up Australia Day and reinforces that Clean Up is more than just one day. Volunteers at Taren Point have begun to transform a rubbish dump, polluting the delicate salt marshes, back into a natural recreational area for us all to enjoy,” Mr Kiernan said.
“Congratulations to the thousands of volunteers who spent their time removing packaging waste and illegally dumped items from the environment today. Their actions show government and industry that Australians do care about the environment.” he continued.
At this stage, the country’s most polluted sites appear to be roadways followed by parks, waterfronts and coastal areas.
Some of the amazing accomplishments of volunteers during this year’s campaign include the clean up of 1,545 roadsides, 738 parks and 1,387 waterways and coastal areas.
Weird and interesting items collected around the country today include an unopened slab of beer and a bottle of whiskey, two headless garden statues, a bride’s veil, an electric guitar, a plastic monkey and a chair up a tree.
The most common rubbish items found were plastic and glass bottles, chip and confectionary packets, plastic bags and cigarette butts.
“Sadly these rubbish items continue to end up in the environment when plastic containers should be recycled, cigarette butts should be binned and we should all being saying no to plastic bags,” Mr Kiernan said.
“It is estimated that only 20% of plastic packaging is recycled, this is far below paper recycling at 80%. This is not good enough and I urge government and industry to take action immediately by setting strong targets for the National Packaging Covenant and investing more resources to address this issue,” he continued.
The Clean Up Australia Day campaign is one time during the year when Australians get physical about cleaning up the environment. It also provides the platform to implement positive environmental practices every day of the year.
Australians can continue to clean up by supporting Clean Up Australia’s Say No to Plastic Bags and Personal Ashtray campaigns, the Mobile Phone Recycling program and by making use of the new computer and electronics recycling initiative recently established by Collex, Major Sponsor of Clean Up Australia Day.
Unit 4单元测试卷
第二部分： 英语知识运用（共两节，满分45分）
第一节：单项填空（共15小题；每小题1分，满分15 分）
从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
21. —I was told that your boss had turned down your request for leave.
—_____. He promised to think it over.
A. That’s OK B. I’m afraid not
C. Of course D. Not exactly
22. It is sad that _____ water pollution all over the world is very serious, but on _____ whole, people here have been able to get clean drinking water.
A. the; the B. the; a
C. 不填; the D. 不填; a
23. Lily _____ shyly at the young man from behind her friends and left quickly.
A. glanced B. appeared
C. glared D. stared
24. We’d better help him later _____ it’s raining hard now.
A. as if B. unless C. even if D. for
25. —Why do you want to visit that small town?
—Because it was in that small town _____ my family had a great time.
A. which B. that C. where D. what
26. —I’m very sorry, Mr. White, but I just wanted to please my parents.
—With what you did during the examination, there is no _____ that you did the opposite.
A. doubt B. excuse
C. need D. possibility
27. —How did the terrible situation _____?
—Neither side agreed to cooperate with each other.
A. result from B. come about
C. result in D. come out
28. —My sister hasn’t received any reply from the company yet, so she wants to give up.
—My advice is that she _____ till next week.
A. has been waiting B. waits
C. wait D. will wait
29. The mayor is strongly opposed to _____ a new hall, which may cost a lot of money.
A. building B. build C. be building D. have built
30. To our surprise, most residents living nearby choose to _____ the noise from the factory and even keep quiet when interviewed by reporters.
A. catch up with B. put up with
C. come up with D. keep up with
31. With all of us trying hard all the time, we are winning mild but _____ support from the public.
A. steady B. casual
C. average D. random
32. To tell the truth, I have never imagined living in a bigger apartment than this one, but I’m afraid I can’t afford _____ at all.
A. that B. one C. it D. what
33. The woman stayed at home to _____ her very sick child.
A. tend B. educate
C. refresh D. advocate
34. Spoiled children, often compared _____ flowers in a greenhouse, may be slow to changes.
A. with B. to C. by D. on
35. George is such a devoted partner that I know I can trust him in any _____.
A. phenomenon B. tendency
C. consequence D. circumstance
第二节：完形填空（共20小题；每小题1.5分，满分30 分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。
Last week after a long day of traveling, I found myself delayed at a bus station. The bus was running two hours late! I was a little 36 and had to wait there reading a book. Just then a woman 37 and asked me if I had any spare change to help her 38 a bus ticket.
“Oh, sure,” I said.
With the words, I reached into my bag for some 39 . As I handed her five dollars I 40 her stomach rumble (发出辘辘声) and I knew she was very 41 .
I then reached back into my 42 and brought out a Danish pastry (酥皮糕点) I had bought earlier and 43 it to her with a smile.
She took the pastry and gave me a bus ticket to Milwaukee to show her 44 . I don’t live in Milwaukee and the ticket will probably 45 be used, but I took it. A look of 46 spread over her face. Then she went to get her 47 and I went back to my 48 .
She came back a few 49 later, apologized, and told me there were five dollars 50 . I gave her the money and slipped (悄悄地塞) a twenty 51 . She thanked me and went back to the counter. 52 I went back to my book.
Five minutes later she came back again and 53 to return my twenty. 54 I said it was for her so she could get something else to eat and that I wasn’t taking it back, she 55 crying and hugged me.
From then on, I always help others in trouble, be-cause I believe I am really making a difference to them!
36. A. worried B. terrified C. interested D. moved
37. A. looked around B. came up C. walked about D. ran away
38. A. exchange B. check C. find D. get
39. A. books B. newspapers C. money D. food
40. A. felt B. heard C. imagined D. proved
41. A. weak B. sick C. tired D. hungry
42. A. bag B. counter C. pocket D. suitcase
43. A. handed B. showed C. lent D. sold
44. A. trouble B. thankfulness C. kindness D. belief
45. A. always B. ever C. never D. still
46. A. surprise B. relief C. excitement D. fear
47. A. luggage B. pastry C. coffee D. ticket
48. A. speech B. seat C. book D. room
49. A. days B. minutes C. hours D. weeks
50. A. short B. missing C. available D. unused
51. A. as well B. in return C. with anger D. by chance
52. A. Sometimes B. Once C. Again D. Often
53. A. refused B. pretended C. agreed D. tried
54. A. Since B. After C. Though D. If
55. A. forgot B. considered C. started D. avoided
第三部分： 阅读理解（共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A ★
On Monday, my classmates and I heard that our astronomy teacher’s mother had died. We were surprised that he was still teaching in school. My best friend was telling me that the teacher was trying to forget the pain of losing his mother and trying to be strong in the middle of teaching.
The teacher was such a warm-hearted person and we figured that we should give him a lot of love and good cheer. That night after school, my best friend and I thought about our teacher as well as his beloved mother and then we came up with an idea.
When we went back to school yesterday, we gave him cheer-up cards which we had taken time to decorate with flowers, hearts and peace signs. As we handed the cards to him, we could both see the light in his eyes. The smiles on his face showed how much he appreciated what we did for him. The whole atmosphere was very warm and loving, and it’s hard to express in words.
This morning, when we both went to see the teacher again, he was so happy, and gave us both a hug. This made us feel that we just might have made his day, and that he was going to be okay.
With that, I want to remind you to take the time to smile at the ones you love, be extra generous with hugs, kisses, things of that lovely nature! Life is so precious (宝贵的), so let us be happy and enjoy the gift of life.
56. What made the author and her best friend surprised?
A. Their teacher never cared about his mother.
B. Their teacher didn’t ask for leave.
C. Their teacher tried to forget his mother.
D. Their teacher loved teaching so much.
57. The cheer-up cards include all of the following EX-CEPT _____.
A. smiles B. flowers C. hearts D. peace signs
58. What can be the best title for the text?
A. Extra care for a teacher going through a difficult time
B. So much help from my astronomy teacher
C. How a teacher helps the students out of trouble
D. Love can change everything in the world
B ★★
TV LISTINGS FOR WLS-TV IN CHICAGO
Sept. 5, 2011
2:30
AM
Save My Planet (Repeat)
Learn how to keep electronics out of rubbish; a man that changes old shipping containers into homes; a community in Costa Rica that does well in eco-tourism.
3:00AM
Mary Talks Money (Repeat, TVPG) Tips on
lending money to family and friends.
4:00
AM
Mirror Mirror Thrift
How to find the best deals in thrift stores (二手店); commonly asked beauty questions, breaking fashion rules.
4:30
AM
Home with Lisa Quinn
Mixing traditional and modern design elements (元素); how to style impressive food; creating a comfortable home.
5:00
AM
Say Ahh (Repeat)
The hosts discuss the causes of heart disease, its diagnosis, and the treatments for those with the disease.
6:30
AM
Everyday Living
Quick beauty tips; protect yourself from money problems; the four most common parenting mistakes.
7:00 AM
My Green House
Jesse looks into global warming; Andy talks about sustainable (可持续的) cleaning; an eco-friendly supply store.
7:30 AM
Advice for Life (Repeat)
Can you save your father from himself Starting over at 60? Laughter really is the best medicine.
＊TVPG: Programs for children with parents’ guidance
59. According to the text, Save My Planet is mainly about _____.
A. science development
B. international tourism
C. environmental protection
D. ways to build homes
60. Which of the following content can’t children watch alone?
A. Tips on lending money to family and friends.
B. The four most common parenting mistakes.
C. Commonly asked beauty questions.
D. Creating a comfortable home.
61. Which of the following programs may help you deal with money problems?
A. Advice for Life.
B. Home with Lisa Quinn.
C. Say Ahh. D. Everyday Living.
62. If you want to know Andy’s idea about cleaning, you should watch at _____.
A. 4:00 AM B. 7:00 AM C. 4:30 AM D. 7:30 AM
C ★★★
Half the world’s population could face a shortage of food by 2100 due to climate change, a new report by US scientists warns. Rapid global warming is likely to reduce crop production in the tropics and subtropics (热带和亚热带地区), according to Professor David Battisti of the University of Washington.
The most extreme summers of the last century will become common, he says. We must immediately create crops that can bear heat and drought if we are to adapt (适应) in time, he writes in Science journal.
“The stresses on global food production from temperature alone are going to be huge,” said Mr Battisti. “And that doesn’t take into account water supplies stressed by the higher temperatures.”
He worked with Professor Rosamond Naylor on Food Security and the Environment, to examine the influence of climate change on the world’s food supplies. They predict there is a greater than 90% probability that by 2100, the average growing-season temperatures in the tropics and subtropics will be higher than any temperatures recorded there to date.
“We are taking the worst of what we’ve seen historically and saying that in the future it is going to be a lot worse unless there is some kind of adaptation,” said Professor Naylor. “This is a powerful reason for us to invest (投资) in adaptation, because it is clear that this is the direction we are going in terms of temperature and it will take decades to develop new food crop varieties that can better bear a warmer climate.”
In the tropics, the higher temperatures could be expected to cut production of the primary food crops by 20-40%, the researchers said. Rising temperatures are also likely to reduce soil moisture (湿度), cutting production even further.
Three billion people live in the tropics and subtropics now, and their number is expected nearly to double by the end of the century.
“You are talking about hundreds of millions of additional people looking for food because they won’t be able to find it where they find it now,” said Professor Battisti.
Crop failures would not be limited to the tropics, the scientists concluded.
63. According to Professor David Battisti, what should be done to deal with crops reduction caused by global warming?
A. To plant more crops.
B. To develop new crops.
C. To control population growth.
D. To improve farming technology.
64. What does the underlined word “this” in Paragraph 5 refer to?
A. To reduce the temperature.
B. New food crop variety.
C. To invest in adaptation.
D. Some kind of adaptation.
65. We can know from the text that _____.
A. the number of people living in the tropics is reducing
B. temperatures will rise most in the tropics
C. crop failures will be a global problem
D. new food crop varieties will be developed soon
66. The text intends to tell us that _____.
A. our world is becoming warmer and warmer
B. high temperatures may cause food shortages
C. the consequences of global warming
D. the ways to adapt to high temperatures
D ★★
AfricaTown is the place in Mobile, Alabama, along the Gulf Coast where the last cargo (一货轮的) of African slaves landed in 1860. Their landing marked the last record of carrying Africans to the United States for the purpose of slavery.
The history of AfricaTown, USA, began with Ghana, West Africa, near the present city of Tamale in 1859. The tribes (部落) of Africa were fighting against each other then. The Tarkbar tribe was defeated by the Dahomey tribe, and the survivors were taken to Whydah, and sold for $100 each. Then they were taken to the United States on board the schooner (纵帆船) named Clotilde, under the control of William Foster. He had been employed by Captain Timothy Meaher, who had built the schooner Clotilde in Mobile in 1856.
In the 1850s there was much opposition to reopening the African slave trade, which had been outlawed since 1808. So Meaher and Foster secretly planned the journey of the Clotilde for the purpose of bringing an illegal cargo of slaves back to Mobile. But their plan was discovered. William Foster entered Mobile Harbor on the night of July 9, 1860. He transferred the slaves to a riverboat and hid them in the fields. He then burned the Clotilde and sank it. The African slaves were sent to those having an interest in the voyage, with 32 living in Meaher’s houses at Magazine Point, three miles north of Mobile. This formed the center of what came to be known, and still is known, as AfricaTown.
AfricaTown is unique in that it represents (代表) a group of Africans who were forcefully removed from their homeland, sold into slavery, and then formed their own com-munity, all the while keeping a strong sense of African culture. This sense of culture and community continues to be popular today, more than 150 years after the landing of the Clotilde in Mobile Bay.
67. The first people of AfricaTown came from _____.
A. Mobile B. the Dahomey tribe
C. Whydah D. the Tarkbar tribe
68. The schooner Clotilde was made in _____.
A. 1808 B. 1856
C. 1859 D. 1860
69. The schooner Clotilde was burnt to _____.
A. reduce the travel cost
B. avoid being found
C. show determination
D. burn the slaves to death
70. According to the text, in AfricaTown ______.
A. African culture is largely preserved
B. people still want to go back to their homeland
C. the history of slavery has already been forgotten
D. people don’t socialize with other communities
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Kids who have autism (自闭症) see the world differently than other people do, so they sometimes react to it in unexpected ways. 71 She hopes that people can understand autism and treat those who have autism with respect. So if you meet someone who has autism, you can try...
72
It can be hard for some kids who have autism to approach groups of kids to make friends. But Gina says that making friends with someone who has autism isn’t a big deal. “Just say hi — even if you’re shy. Every-one has to get used to a new friend.” 73
Learning about them
74 For example, a person who has autism might be very bothered by a noisy classroom. You might have no problem with the noise, but a kid with autism might be so upset that she has to leave the room. Gina says, “To understand a kid like me, you just have to be patient.”
Being kind to them
Words can hurt a kid with autism and sometimes it’s very hard for them to get over it after someone is mean to them. Gina says, “ 75 Try to have a nice heart.”
A. Saying hello to them
B. Making friends with them
C. Be nice to people who are different.
D. Autism can cause a kid to be afraid in public.
E. That includes kids who don’t have autism, too, she says.
F. Autism can make some kids uncomfortable in certain situations.
G. Gina is such a girl who has made great success through her efforts.
第四部分： 写作（共两节，满分35分）
第一节：短文改错（共10小题；每小题1分，满分10分）
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（＼）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：
1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
I was sitting at my favorite table in a restaurant last Sunday and wait for the food I had ordered to arrive. I suddenly found that Lin Ling, one of my classmate, worked like a waitress there. Honest speaking, it was great surprise for me to find her working there. As far as I know, she’s from a richer family. What was it that made her to work there? I walked up to her and asked her the reason. When asking, she said, “I just want to earn some pocket money so that we can help some children in poor areas go back to school.” How a good girl! I should learn from her.
第二节：书面表达（满分25分）
最近，某英语报社就全球变暖这一话题向在校高中生征稿，请你根据以下表格信息，写一篇100词左右的英语短文投稿。
原因
二氧化碳的排放
森林减少
大气污染、环境破坏
应对措施
减少二氧化碳排放
种草种树、保护环境
不用一次性产品
参考词汇：排放物 emissions 一次性的 disposable
【参考答案】
21-25 DCADB 26-30 ABCAB
31-35 ACABD 36-40 ABDCB
41-45 DAABC 46-50 BDCBA
51-55 ACDBC 56-60 BAACA
61-65 DBBCC 66-70 BDBBA
71-75 GAEFC
76. ... and wait for ... wait → waited / waiting
77. ... one of my classmate ... classmate → classmates
78. ... worked like a waitress ... like → as
79. Honest speaking ... Honest → Honestly
80. ... was great surprise ... great前加a
81. ... a richer family. richer → rich
82. ... made her to work ... 去掉to
83. When asking, she said... asking → asked
84. ... so that we can help ... we → I
85. How a good girl! How → What
One possible version:
As is known to all, global warming has done great harm to Earth.
There are several reasons for global warming. Firstly, carbon dioxide emissions are to blame. Secondly, more and more forests have been cut down. Thirdly, the air is being polluted and the environment is being damaged.
In my opinion, to stop Earth from becoming warmer and warmer, we must firstly try our best to reduce carbon dioxide emissions. Secondly, we should plant more grass and trees and take effective measures to protect the environment. Lastly, we should not use disposable products.
Let’s make a great effort together to stop global warming and make Earth a better place to live in.
课件24张PPT。人教课标
高二 选修 6
Unit 4Unit 4
Global warmingUsing languageWhat can we do
about global warming?Skim the letters and find who the writers are and what their purpose of writing the letters is. SkimmingThe first letter is written by a student who is asking for suggestions for his project — global warming.
The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming. List Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. ScanningIf you are not using electrical appliances, turn them off.YesSave
energyYesSave
energyYesSave
energyYesSave
energyIf you’re cold, put on more clothes instead of turning up the heat.Motor vehicles use a lot of energy, so walk or ride a bike if you can.Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials.YesSave energyYesPlants absorb carbon dioxide from the air.Plant more trees.Get your parents or friends to buy products that are made to save energy.YesTogether, individuals can make a difference.Talk with your family and friends about global warming and tell them what you’ve learned.Read the text carefully and fill in the blanks. What can we do about global warming?
◆ Turn a(n) _________________ off when
you’re not using it.
◆ Put on more clothes instead of turning
up the _____.
◆ Walk or __________ instead of taking
motor vehicles. electrical applianceheatride a bike◆ ________ cans, bottles, plastics and
newspapers.
◆ Buy things made from __________
__________.
◆ Buy products that are made to save
________.
◆ __________ in your garden or your
school yard.
◆ Talk with your family and friends
about _______________. recycled
materialsenergyPlant treesglobal warmingRecycle1. I am doing a project on behalf of my school about global warming.
on behalf of 代表……一方，作为……的代言人
e.g. I’m writing on behalf of my mother to express her thanks for your gift.
我代表我母亲写信, 对你的礼物表示感谢。Language points He spoke on behalf of all the
members of the staff.
他代表全体教职员工讲了话。2. We don not have to put up with
pollution.
put up with 忍受，容忍
e.g. He couldn’t put up with the noise,
so he kept the windows shut all day long.
他忍受不了嘈杂声，所以整天窗户紧
闭。I can’t put up with her another day — she never stops complaining.
她整天抱怨，我一天也不能忍受了。3. It is OK to leave an electrical appliance on so long as you are using it –if not, turn it off!
so long as 只要，也可以用作as long as
e.g. You will do all right so long as you
follow my advice.
只要你听我的建议, 你一定会做好的。
I am happy so long as you are happy.
只要你高兴，我就高兴。4. Recycle cans, bottles, plastic bags and newspapers if circumstances allow you do.
circumstance n. 环境，情况
e.g. I know I can trust her in any
circumstance.
我知道我在任何情况下都能信任她。
You should soon accommodate
yourself to the new circumstance.
你应尽快适应新环境。In/under the circumstances
In/under no circumstances在这种情况下，既然如此
绝不，无论如何不PractiseI. 根据句意及所给单词的首字母或汉语提示，写出所缺单词的正确形式。
The cool water r________ John after
his long sleep.
2. This is a formal party so you’d better not wear c______ clothes.
3. I was asked to give a short p__________ on the aims of the plan.refreshedcasualpresentation4. The company’s ____________ (承诺) to
providing quality at a reasonable price
has been vital to its success.
5. It is very difficult to see doctors, so
many people ________ (提倡) building
more hospitals.
6. It’s the best result that could be
expected under the _____________ (情况).circumstances commitmentadvocate II. 根据汉语提示，补全下列句子。
I’m writing ______________________
(代表我母亲) to express her thanks for
your gift.
2. I ____________________________ (再也不能忍受Ivy了) — she never stops complaining.
3. I don’t care about the price, _________
_________________________ (只要这块儿表质量好). on behalf of my mother can’t put up with Ivy any more so long as the watch is of good quality4. If you know a foreign language you can
tell your foreign friends about ________
_________________________ (你的家
庭、学习等情况).
5. To the doctors’ disappointment, the
medicine __________________________
(对这个病人几乎不起作用). your family, your study and so onhas little effect on the patient6. In sport _________________ (重要的是)
is not the winning but the playing.
7. The doctor told Paul to _____________
_________ (少抽烟). what really counts cut down on smoking课件15张PPT。人教课标
高二 选修 6
Unit 4Unit 4 Global warming如何设计英文海报
海报是极为常见的一种招贴形式，属于户外广告，常见于公共场所，具有画面大、内容广泛、艺术表现力丰富等特点，一般用于宣传活动。【写作要求】
1. 海报的主题鲜明，内容简单明了，
使人一看就懂，同时要具有感染
力，能够唤起公众的关注。
2. 海报的语言要求简明扼要，可以用
些鼓动性的词语， 但不可夸大事实。
3. 海报的形式要求新颖美观，能
吸引眼球。【写作指导】
海报的基本结构：
标题：可以直接用号召性的语句，也
可以添加副标题，对海报的内
容加以说明。
2. 正文：多用祈使句，句子短小精炼、
通俗易懂。
3. 结尾：可以用标语或口号鼓
动人心。【实战演练】
请你根据下面的图片和提示，自己设计一张英文海报。 要点提示：
1. 使用环保购物袋；
2. 多步行，骑单车；
3. 双面使用纸张；
4. 拒绝使用一次性用品；
5. 随手关灯，节约用电；
6. 回收废电池；
7. 少用罐装食品、饮品。【参考范文】
Save our earth
Green earth needs your efforts
Use reusable shopping bags.
Walk or ride a bike.
Use paper on both sides.
Never use one-use only
items. Turn off lights when
leaving.
Recycle used batteries.
Use canned food or drinks less often.
Your efforts can make a difference!通过学习这篇写作指导，你掌握英文海报的写作方法了吗？试着根据要求自己设计一张海报，然后与范文对照，找出其中的不足并加以改进。请你选择其中一张海报，设计一份英文海报。
