2C Unit 4 Protecting the Environment
《高中英语》（上外版）选择性必修三 第四单元 第 1 课时
学案（学生版）
I. Pre-reading
Interactive Task 1: Answer the following questions based on the pictures below.
Q1: What is the possible relationship between the two polar bears
Q2: What might have separated them from each other
Interactive Task 2: Predict the main idea of the passage from the title and guess the villain in the atmosphere.
Q1: What can you see in the picture Can you describe the picture briefly
Q2: Can you predict who is the “villain” in the atmosphere
Q3: What do you expect to read in the passage from the title “The Villain in the Atmosphere
II. While-reading
Interactive Task 3: Skim the passage and find out the functions of Para.1, 4 and 7 and the organization of the passage.
Q1: There are some short paragraphs (e.g.Para 1, 4 and 7) in the text. What functions do they serve
Q2: What is the organization of the passage
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2C Unit 4 Protecting the Environment
Interactive Task 4: Read Para. 2-3 and learn the function of small quantity of carbon dioxide, and then complete the mind map.
Q1: Is the small quantity of carbon dioxide a villain
Q2: What functions does it serve
Interactive Task 5: Read Para.4-6， answer the teacher’s questions based on the passage and complete the the mind map.
Q1: Why will Manhattan streets eventually be deep under water according to the author
Q2: What’s the result after many cities are drowned according to the passage
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2C Unit 4 Protecting the Environment
Interactive Task 6: Read Para. 8 and complete the sentences corresponding to the diagram with one word for each blank.
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2C Unit 4 Protecting the Environment
Interactive Task 7: Read Para.7-11, and tick what has been mentioned and then complete the chain of cause
and effect.
III. Post-reading
Interactive Task 8: Summarize the passage according to the mind map of the text.
Checklist
□Do you begin with a topic sentence that states the writer’s opinion clearly □Do you cover the writer’s main points
□Do you use your own words
□Do you use proper transitional words
□Do you stick to original opinions
□Do you limit the summary to 100 words
Interactive Task 9: Work in pairs and discuss the aim of the passage and the writer’s attitude to the villain in the atmosphere.
1. What is the writer’s attitude to the villain in the atmosphere Is he indifferent/ concerned/ delighted/ frightened
2. What is the writer’s purpose in writing this passage To entertain/warn/complain/inform … Has the writer achieved his/her purpose
IV. Homework
1. Read aloud the passage three times. Pay attention to your intonation, pronunciation and stress.
2. Build up a word bank related to the functions, the harmful effects and the causes of these consequences about CO2.
4 / 4《高中英语》（上外版）选择性必修三 第四单元 第 1 课时
学案（教师版）
I. Pre-reading
Interactive Task 1: Answer the following questions based on the pictures below.
Q1: What is the possible relationship between the two polar bears
Parent and kid (Mother and kid).
Q2: What might have separated them from each other
They might have been separated from by the melting ice.
Interactive Task 2: Predict the main idea of the passage from the title and guess the villain in the atmosphere.
Q1: What can you see in the picture Can you describe the picture briefly
The sea level is rising and it is splashing against the windows along the skyscrapers.
Q2: Can you predict who is the “villain” in the atmosphere
Carbon dioxide.
Q3: What do you expect to read in the passage from the title “The Villain in the Atmosphere
The harmful effects of carbon dioxide and the causes of these consequences.
II. While-reading
Interactive Task 3: Skim the passage and find out the functions of Para.1, 4 and 7 and the organization of the passage.
Q1: There are some short paragraphs (e.g.Para 1, 4 and 7) in the text. What functions do they serve
Making the structure of the text clear and easy to follow. Para. 1 is the thesis of the text.
Para. 4 tells the reader that what follows is the harmful effects of carbon dioxide. Para.7 tells the reader that the next part is about the causes of these consequences.
Q2: What is the organization of the passage
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2C Unit 4 Protecting the Environment
Interactive Task 4: Read Para. 2-3 and learn the function of small quantity of carbon dioxide, and then complete the mind map.
Q1: Is the small quantity of carbon dioxide a villain
It does not seem to be a villain.
Q2: What functions does it serve
The small quantity of carbon dioxide in the air is essential to life. Plants absorb it and convert it into a necessity for all animal life.
Interactive Task 5: Read Para.4-6 , answer the teacher’s questions based on the passage and complete the the mind map.
Q1: Why will Manhattan streets eventually be deep under water according to the author
Because the sea level is rising very slowly from year to year.
Q2: What’s the result after many cities are drowned according to the passage
Much of the most productive farming land of the world will be lost and starvation will be widespread.
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2C Unit 4 Protecting the Environment
Interactive Task 6: Read Para. 8 and complete the sentences corresponding to the diagram with one word for each blank.
1. sunlight / atmosphere /Earth’s surface
2. infrared radiation
3. radiation /less heat
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2C Unit 4 Protecting the Environment
Interactive Task 7: Read Para.7-11, and tick what has been mentioned and then complete the chain of cause
and effect.
III. Post-reading
Interactive Task 8: Summarize the passage according to the mind map of the text.
Checklist
□Do you begin with a topic sentence that states the writer’s opinion clearly
□Do you cover the writer’s main points □Do you use your own words
□Do you use proper transitional words
□Do you stick to original opinions
□Do you limit the summary to 100 words
Interactive Task 9: Work in pairs and discuss the aim of the passage and the writer’s attitude to the villain in the atmosphere.
1. What is the writer’s attitude to the villain in the atmosphere Is he indifferent/ concerned/ delighted/ frightened
By referring to harmful effects on people’s daily life, the writer shows his deep concern about the condition of atmosphere.
2. What is the writer’s purpose in writing this passage To entertain/warn/complain/inform … Has the writer achieved his/her purpose
The aim of the passage is to make the public of the serious consequences of global warming.. Yes.
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2C Unit 4 Protecting the Environment
IV. Homework
1. Read aloud the passage three times. Pay attention to your intonation, pronunciation and stress.
2. Build up a word bank related to the functions, the harmful effects and the causes of these consequences about CO2.
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