unit 4 Global warming 全单元 (浙江省台州市临海市)

(共26张PPT)
Language study
Period 4
Learn about vocabulary
1. matter 要紧、有关系，= be important
It doesn’t matter if I miss the train because there’s another one in ten minutes.
It is what you do rather than what you say that matters.
2. compare
compare… to 也可用compare… with 用于比较不同事物.
Their prices are low compared to those in other shops.
用法比较:
compare A with B 把… 和 … 相比。
Researchers compared living conditions in London with those in other cities.
compare A to B 把… 比成 …，比较两者的相似之处。
Poets like to compare death to sleep.
1)The town has changed a lot ______________ what it was before.
2) We often _________ young people ____ the rising sun.
3) ________ this ____ that , and you’ll see which is better.
compared to/with
compared
to
Compare
with
3.come about
1.How has this come about and does it matter
2.你能告诉我事情是怎样发生的吗？
3.With the use of electricity, great changes have come about.
这是如何发生的，是否要紧
Can you tell me how the accident came about
随着电的使用，种种大变化发生了。
come about
come across
come round
come into being
come into effect
come out
come down to earth
发生
偶然碰到,找到
来访, 苏醒
出现, 产生
开始生效
出版;长出;显出
回到现实中来
4.There is no doubt that the earth is becoming warmer but there is fierce debate over whether it is human activity that has caused this global warming or whether it is just a natural phenomenon.
“There is no doubt…but there is fierce debate”是主句，是一个并列句； “There is no doubt”分句中的“that …”是同位语从句， “but there is fierce debate”分句中有两个由whether 引导的宾语从句。作介词over的宾语，第一个宾语从句中又有一个强调句型.
Useful Structure
There is no need… 没有必要…
There is no question… 是没有问题的…
There is no reason… 没有理由…
There is no possibility that… 是没有可能的…
There is no knowing/telling… 没法知道/说…
It is a/no wonder that … 真奇怪/真令人吃惊…
It is no use/good that…
It is no use/good doing sth…
____ was no ____ that he was a fine scholar.
A. There; doubt B. It; doubt
C. There; wonder D. It; question
2. ____ no knowing what he could do. He might get a job tomorrow. He might stay out of work for weeks.
A. There is B. It is
C. There was D. It was
５. Some byproducts of this progress are called “greenhouse” gases, the most important one being carbon dioxide.
在这一过程中产生的许多副产品被叫做温室气体，最重要的是
二氧化碳。
　是一个独立主格结构，其基本结构是：
　名词（代词）+ 现在分词/过去分词/不定式/形容词/副词
６.This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth.
这是当空气中的少量气体像二氧化碳、甲烷和水蒸气将太阳的热量保存住而散发不出去时，因此就使地球变暖。
when 引导表语从句
７.quantity 　n.　(u)数量
He prefers quantity to quality when food is
concerned.
词义拓展　　　quantity 　n.　(c )数量
Police found a large quantity of illegal drugs.
Quantities of books were on the desk.
As a result of destroying the forest, a large ___ of desert ____ covered the land.
A. number; has B. quantity; has
C. number; have D. quantity; have
2.Every day large quantities of water ___ into rivers without being cleaned.
A. is poured B. is pouring
C. are poured D. are pouring
① 可数名词和不可数名词均可修饰：
lots of = a lot of a quantity of = quantities of
a mass of = masses of , plenty of
②只修饰可数名词：
many, a great/large number of = large numbers of,
a good/great many, scores of, dozens of
③只修饰不可数名词：
much, a great/large amount of = large amounts of,
a great/good deal of
8.The increased amount of carbon dioxide means that more heat energy is trapped in the atmosphere causing the global temperature to go up.
二氧化碳量的增加意味着更多的热能滞留在大气中，结果造成地球温度的上升。
主句是 “The increased amount of carbon dioxide means”; that 引导的是宾语从句，其中的分词短语 “causing the global temperature to go up”作结果状语。
the amount of 　+　不可数名词
the number of 　+　可数名词
e.g.
What are you going to do with the amount
of money
result in 产生，导致
（lead to, cause sth to happen)
result from 由…引起，产生
( lie in, occur as a result of/because of )
The accident resulted ______ the driver’s
carelessness, which resulted _____ the death of two passengers.
from
in
9.
1.The experiment _____ the discovery of a cure for cancer.
A. resulted in B. lead to C. resulted from D. was caused by
2. He slipped and broke his leg. ______, he will have to be away from school for two or three months.
A. Resulting in B. With the result that C. As a result D. The result is that
同义表达
His sickness was caused by eating too much.
His sickness _______ ______ eating too much.
He was ill __________ he had too much.
He was ill ______ ______ eating too much.
___ ___ _____ ___ eating too much, he was ill.
Eating too much ________ ____ his illness.
Eating too much ______ ____ his illness.
He had too much. ____ ___ _____, he was ill.
resulted from
because
because of
As a result of
resulted in
led to
as a result
On the other hand, there are those, like scientists George Hambley, who believe that we should not worry about high levels of carbon dioxide in the air and that some scientists’ concerns about global warming are just speculation.
主句是 “there are those”, “like scientists George Hambley”是介词短语作定语， “who believe that…”are just speculation”是非限制性定语从句，都修饰those; believe后有两个宾语从句，都由that 引导。on the other hand, 介词短语作状语从句，修饰全句。
10.
range n. 范围、排列；
v. 排列、安置；漫游；在某范围内变化；
常用短语：
in range of 一系列的
in range 在射程内
out of range 在射程外
beyond the range of 超越…范围
out of one’s range 某人达不到的
11.
China is a country with a wide range of temperature.
2. There is ________________（一系列的活动） for children.
3. Most of the students entering the competition are _________________（在17至20岁的范围内）.
4. The dog stayed well _____________ _______(离孩子们远远的).
a range of activities
in the 17 – 20 age range
out of range of the 　　　　　　
中国是一个气温变化很大的国家。
children
We do not have to put up with pollution.
put up with: suffer or bear patiently; tolerate
忍受；容忍
I cannot put with the toothache.
We can't change the bad weather, so we must put up with it.
I won’t put up with her rudeness any longer!
12.
It’s ok to leave an electrical appliance on so long as you are using it.
Electric: electr 电，电的，电力的
-ic 和电有着更为直接的联系，指产生电的或用电直接产生的或用电操作等。
Electric generator 发电机 An electric shock 触电 an electric light 电灯
Electricity: produced from amber by rubbing
Electrical: adj. concerning electricity
电的，与电有关的
Robert is an electrical engineer. 罗勃特是一个电气工程师。
13.
Designer for this period:
Ding Hongxia from Huipu(共11张PPT)
Period 3
Make a difference
NSEFC Student’s Book 6
Reading & Writing
Global Warming
Global Warming
Suggestions
Turn off the electrical appliance when not using them.
Put more clothes instead of turning on the heat.
Walk or ride a bike if you can instead of using motor vehicles.
Recycle materials.
Buy things made from recycled materials.
Get your parents buy things that use less energy.
Plant trees.
Talk with your family and friends about global warming.
Can They Be Carried Out
Earth Care’s suggestion
Can you carry it out
Reasons






When not using it, turn it off.
More Attractive!
Turn off the electrical appliance when not using them.
Not using it …Turn it off.
More Attractive!
Not using it …Turn it off.
Don’t turn the heat up, put on a jacket.
Walk or ride bike.
Recycle.
Buy products made from recycled materials.
Buy energy-saving products.
Plant trees.
Talk about global warming.
Poster
Not using it …Turn it off.
Don’t turn the heat up, put on a jacket.
Walk or ride bike.
Recycle.
Buy products made from recycled materials.
Buy energy-saving products.
Plant trees.
Talk about global warming.
Fight global warming
cut down on energy, cut down on carbon dioxide
Homework
Improve the poster.
Think out more suggestions to make a difference on global warming, and them down.
Designer for this period:
Wang Lihua from Huipu(共27张PPT)
Period 1
Energy Sources
NSEFC Student’s Book 6
Listening & Speaking
Place and The Related Energy
windmills / wind
Place and The Related Energy
a coal power station / coal
Place and The Related Energy
oil refinery
/
oil
Place and The Related Energy
nuclear power plant / nuclear
Place and The Related Energy
solar panels / solar power
Place and The Related Energy
a hydro-electric dam / water
Energy at Home
sources of energy
things using energy
Lights
Heating
Television
Cassette player
Video recorder
Computer
Fridge
Stove
Washing machine
hairdryer
Coal
Oil
Natural gas
Wind (wind power)
Sun (solar energy)
Uranium (nuclear energy)
Water (hydro-electric power)
Plant waste (biomass energy)
Hot springs or geysers (geothermal energy)
The sea (tidal energy)
Energy at Home
sources of energy
renewable or not
Coal
Oil
Natural gas
Wind (wind power)
Sun (solar energy)
Uranium (nuclear energy)
Water (hydro-electric power)
Plant waste (biomass energy)
Hot springs or geysers (geothermal energy)
The sea (tidal energy)_
Non-renewable
Non-renewable
Non-renewable
Renewable
Renewable
Non-renewable
Renewable
Renewable
Renewable
Renewable
Fossil Fuel
Carbon dioxide
Fossil Fuel
coal
oil
natural gas
global warming
● ● ● ● ● ●
Listening
We’ll have to stop using fossil fuels.
About 90% of the world’s energy comes from fossil fuels.
We can replace fossil fuels with renewable sources of energy.
Nuclear power is a good source of energy.
In the future, we’ll need new technologies to replace fossil fuels.
It’s the developed countries who are to blame for producing and most of the carbon dioxide.
not agree
Listening
Exactly I’m afraid I disagree with you.
That’s true. I’m afraid not.
That’s right. I don’t think so.
That’s correct. No way.
I agree. I don’t agree.
√
√
√
√
√
×
√
×
×
×
Listening
Sources of energy
Forms
Renewable or not
Fossil fuel
Nuclear power
Coal, gas, oil
Uranium
Non-renewable
Non-renewable
Agee or Disagree
Professor Chen: Whatever we do, we have to do it as a global community. That means developed and developing countries will have to work together.
Li Bin: But it’s not the developing countries who put most of the carbon dioxide into the air. The developed countries are really the ones to blame.
Homework
Write down your idea of the last discussion: Do you agree with Professor Chen’s opinion or Li Bin’s
Preview the reading material.
Designer for this period:
Wang Lihua from Huipu(共43张PPT)
Period 2
Global warming
NSEFC Student’s Book 6
Intensive reading
THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER
Skimming
Scanning
Retelling
Text-understanding
Idea-sharing
Lead-in
Procedure
Assignment
Picture reading
A greenhouse
is made of glass and is used for growing plants, especially during cold weather.
What is a greenhouse made of and used for
WINTER

Picture reading
traps the heat from the sun
keeps it from escaping
heat up
A greenhouse
How does it work
Picture reading
“greenhouse gases”
What do you think “greenhouse gases” do
Picture reading
Video watching
Click the picture to play the video.
Skimming
Skim the article:
★
★
What are the names of the three scientists mentioned in the article
Who wrote the article
What is the name of the magazine
Tip: In English, some nouns begin with a capital letter, such as names of people and places, titles of magazines, newspapers, stories and books, people’s titles, etc..
Skimming
Let’s check it:
Who wrote the article
What is the name of the magazine
What are the names of the 3 scientists
Sophie Armstrong
Earth Care
Dr Janice Foster, Charles Keeling,
George Hambley
Skimming
Skim the organization of the article:
A first paragraph that runs across
the page and is in bold (粗体)
A title
It is a article most probably.
magazine
★
★
★
The main text is in 2 columns (栏), and has 2 graphs (图表) and 2 quotes (引言).
Skimming
Skim the title:
THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER
What is the main topic
A. The earth. B. Global warming.
C. Becoming warmer doesn’t matter.
What is the writing style
A. Expositive. B. Descriptive.
C. Argumentative.


★
★
Skimming
The organization of an expositive:
Introduction
A title
Body
Conclusion
Skimming
Skim the main text:
Para. 1
Para. 2-3
I
II
Para. 4-8
III
Para. 9
IV
★
★
★
★
Introduction
Body
Conclusion
Skimming
Match the parts with the main ideas:
Explain how global warming comes about.
List two different attitudes among scientists towards global warming.
Introduce a debate over global warming.
It’s up to readers to think and decide whether people should do something about global warming or not.
I
(1)
II (2-3)
III (4-8)
IV (9)
I
(1)
II (2-3)
III (4-8)
IV (9)
★
★
★
★
Scanning
Match the parts with the writing skills:
Using a question, leaving readers to think over the issue
Raising a question
Giving examples, making contrast (comparison)
Giving examples, using graphs, explanation
I
(1)
II (2-3)
III (4-8)
IV (9)
I
(1)
II (2-3)
III (4-8)
IV (9)
★
★
★
★
★
★
★
★
The 2 graphs are used to explain points by providing .
evidence
Evidence or phenomenon
Scanning
Read the 2 graphs:
Scanning
Read something more about the 2:
Then do Ex. 2 on page 28.
★
★
★
★
Scanning
Let’s check it:
The 1st graph shows the global t between 1860 and . The temperature i and decreased over this period but on the whole it i by around one degree Fahrenheit. During this time, the earth reached its l temperature in about 1910 and its highest in . There was a steady i in the temperature during the 20 years after 1980. We can see from the graph that the earth has become w since early last century.
emperature
2000
ncreased
ncreased
owest
2000
ncrease
armer
Scanning
Let’s check it:
The 2nd graph shows the amount of c d in the atmosphere from to 1997. The Co2 c steadily i over this forty-year period. It went up from 315 to parts p million.
arbon
ioxide
1957
ontent
ncreased
370
er
Tip: While reading a graph, you’d better pay attention to the numbers.
1. The temperature last century didn’t increase much.
2. Everyone believes that global warming is caused by the activities of humans.
3. Janice Foster believes that global warming is caused by burning fossil fuels.
4. Natural gas is a greenhouse gas.
5. Carbon dioxide is a byproduct of burning fossil fuels.
Scanning
★
★
★
★
Read the article carefully. Are these statements true or false
F
F
T
F
T
6. People accept Charles Keeling’s data because he took accurate measurements.
7. Flooding could be one of the effects of future global warming.
8. George Hambley believes scientists are just guessing about the effects of global warming.
9. George Hambley is worried about the effects of carbon dioxide on plant growth.
10. It is clear what the effects of global warming will be.
Read the article carefully. Are these statements true or false
Scanning
★
★
★
★
T
T
T
F
F
Tip: You can know somebody’s opinion through understanding his .
What do the 3 scientists think about global warming
Do they agree with one another
Read the article carefully.
Scanning
★
★
★
★
They don't agree with each other.
quotations
Read the article carefully.
Scanning
★
★
★
★
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Retelling
Listen and fill in the blanks.
A first paragraph
Part I
Para. 1
Part II
Para. 2
Para. 3
Part III
Para. 4
Para. 5&6
Para. 7
Para. 8
Part IV
Para. 9
Retelling: A first Para.
Listen and fill in the blanks.
THE EARTH IS BECOMING WARMER—BUT DOES IT MATTER
During the 20th century the temperature of the earth rose about one degree Fahrenheit. That probably doesn’t sound very much to you or me but it is a rapid increase _____ _____ (与…相比) most natural changes. So how has this _____ _____ (发生) and does it _____ (起作用) Earth Care’s Sophie Armstrong explores these questions.
come about
matter
compared
to
Listen and fill in the blanks.
___ ___ ____ ____ ____ (毫无疑问) the earth is becoming warmer (see Graph1) but there is _______ ________ (激烈的争论) over whether it is human activity that has caused this global warming or whether it is just a _________ __________(自然现象).
fierce debate
natural phenomenon
There is no doubt that
Retelling: Para. 1
Listen and fill in the blanks.
Many scientists believe that people have caused the ______ (增长) in the earth’s temperature through the burning of fossil ______ (燃料) like coal, natural gas and oil to produce energy. Some _________ (副产品) of this process are called “greenhouse” gases, the most important one _____ (是) Co2. Dr Janice Foster explains, “You see, there is a natural phenomenon that scientists call the _______ ________ (温室效应).
fuels
byproducts
increase
being
greenhouse effect
Retelling: Para. 2
This is when small amounts of gases in the atmosphere, like Co2, methane and water vapor, _____(困住) heat from the sun and _________ (因此) warm the earth. So, we need those gases. The problem begins when we add huge ___________ ( 大量的) extra Co2. The increased amount of Co2 _________ (意味着) more heat is trapped in the atmosphere _____ (引起) the global temperature to go up.”
trap
therefore
quantities of
means that
causing
Retelling: Para. 2
We know that the _____ (水平)of Co2 have increased greatly over the last 100 to 150 years. __ __a scientist called Charles Keeling __ made ______ ____________ (精确的统计) of the amount of Co2 in the atmosphere from 1957 to 1997. He found that, between these years, the carbon dioxide ______ (含量) of the atmosphere went up from around 315 parts per million to around 370
parts ______ (每) million.
Listen and fill in the blanks.
levels
It was
who
accurate measurements
content
per
per
Retelling: Para. 3
Listen and fill in the blanks.
All scientists accept this ____ (数据). They also believe ___ __ the burning of more fossil fuels ___ is ______ ___(导致) this increase in carbon dioxide. But there are some very different _______ (态度) among scientists towards this ______ (问题) .
data
it is
that
resulting in
attitudes
issue
Retelling: Para. 4
Listen and fill in the blanks.
Dr Janice Foster says that over the next 100 years ___ _____ ___(数量) warming could be ___ ____ ___(低到) 1 to 1.5 oC but it could be as much as 5 oC.
“An increase of five degrees would be a _________ (灾难), I would say. We can’t predict the _____ (气候) well enough know what to expect. But it could be
very serious.”
the amount of
as low as
catastrophe
climate
Retelling: Para. 5&6
Listen and fill in the blanks.
How serious Some people think future global warming would cause the sea level to rise _____ several meters; others predict _______ (严重的) storms, droughts, famines, the _______ (传播) of diseases, and the _________of species.(物种的灭绝)
by
severe
spread
destruction
Retelling: Para. 7
___ ____ ___ ___, there are those, like scientist George Hambley, who believe that we should not worry about high levels of carbon dioxide in the air and that some scientists’ ______ (关注) about global warming are just ________ (推测). He predicts that any warming will be _____ (温和的) with few bad environmental ________ (结果). In fact, he ____ (陈述), “More Co2 is actually a positive thing. It will make plants grow faster; crops will produce more; it will encourage a greater ___ (范围) of
animals—all of which will make life
for human being better.”
concerns
speculation
mild
consequences
On the other hand
states
range
Retelling: Para. 8
Listen and fill in the blanks.
build up
greenhouse
Greenhouse gases continue to ____ _____(聚集) in the atmosphere. Even if we start reducing the amount of Co2 and other ___________ ___ (温室气体) the climate is going to ___ ___ (继续) warming for_____ (几十年) or centuries. No one knows ______________________________. (没有人知道全球变暖会带来什么样的影响。)Does that mean we should do nothing Or, are the ___ (风险) too great
gases
decades
what the effects of global warming will be
risks
keep on
Retelling: Para. 9
Text-understanding
Translate the following words into English:
图表
现象
燃料
影响
灾难
副产品
数据
气候
每
陈述
范围
干旱
graph
phenomenon
fuel
per
data
catastrophe
climate
consequence
state
range
byproduct
drought
Text-understanding
Translate the following phrases into English:
与…比较
发生
大量的
导致
增加
毫无疑问
继续
物种的灭绝
compare to
come about
huge quantities of
result in
build up
There is no doubt that …
keep on
the destruction of species
There is fierce debate over whether it is human activity that has caused this global warming.
It was a scientist called Charles Keeling who made accurate measurements ...
It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.
Text-understanding
Understand the following sentences:
“it” is used for emphasis.
Some byproducts of this process are called “greenhouse” gases, the most important one being carbon dioxide.
No one knows what the effects of global warming will be. Does that mean we should do nothing Or, are the risks too great
Text-understanding
Understand the following sentences:
the most important one of which is
Idea-sharing
We should do nothing about global warming.
Group A
3 Ss
agree
reasons
Group B
3 Ss
disagree
reasons
Debate
A note about your opinion in the debate.
Writing
Words and expressions
Ex. 1 on P28
Revision
Preview
WHAT CAN WE DO ABOUT GLOBAL WARMING
Find an article on global warming.
Assignment
Designer for this period:
Cai Xiaojia from HuipuAn instructional design for NSEFC Student’s Book 6
Unit 4 Global warming
Designers:
浙江省临海市回浦中学
蔡晓佳 丁红霞 王丽华
完成时间：2007年7月
Contents 目录
Chapter 1教学目标和要求 (Teaching aims and demands)
Chapter 2课前分析 (Teaching analysis in the pre-class stage)
2.1 教学材料分析 (About the teaching stuff)
2.2 教学对象分析 (About the instructional object)
Chapter 3教学安排 (Teaching arrangement)
3.1 教学设计概要 (Outline of the instructional design)
3.2 教学课时安排 (Time allocation)
3.3 具体教学步骤 (Teaching procedure)
Chapter 4评价与反思 (Assessment and reflection)
4.1 教师教学效果的评价与反思 (Ts’)
4.2 学生学习效果的评价与反思 (Ss’)
Chapter 5补充参考材料 (Supplementary reference materials)
5.1 学生作业材料 (Assignments for Ss)
5.2 教师备课参考资料 (Reference materials for Ts)
5.3 练习与测试 (Exercises and tests)(共5张PPT)
Unit 4
Global warming
NSEFC Student’s Book 6
Period 1
Energy sources
Teaching arrangement
Period 3
Period 5
Period 2
Global warming
Period 4
Learn about vocabulary
Improve the environment
Period 6
Language practice
Make a difference(共14张PPT)
Period 5 Improve the environment
Extensive reading & Listening
Pre-listening
Discussion
1. What are the top rubbish items
2. What can people do to reduce
or get rid of theses rubbish
Predicting:
3. What does the table tell you the talk might be about
2. Who do you think Ian Kiernan is
1. What’s the topic of Tom’s talk
1.Cigarette butts
2.Glass bottles
3.Plastic bags
Top 9 rubbish items
4.Small pieces of paper
5.Plastic bottle caps
6.Glass pieces
7.Plastic straws
8.Soft drink cans
9.Plastic bottles
Take notes
Year Event Facts about the event
1987 Ian Kiernan competed in
an around-the-world yacht race He was shocked at the pollution in the ocean
1989 Clean-up day for Sydney Harbour 40,000 volunteers; collected old car bodies, plastics, glass bottles, cigarette butts
1990 1st Clean Up Australia Day 300,000 volunteers
2001 Clean Up Australia Day Most common kinds of rubbish: cigarette butts, glass bottles, plastic bags
1993 1st Clean Up the World 30 million volunteers in 80 countries
2001 Clean Up the World 40 million volunteers in 128 countries; cleaned streets, beaches, river banks & parks
Clean up your butts
and bags
Reading
2) They can be seen in most dirty places, so what do people think of these two sorts of litter
3) Why do people think like that
cigarette butts, plastic bags
The most common and
most dangerous litter.
1) What’s the picture about
Underline the evidence Tom gives to support his argument that cigarette butts are an environmental problem.
Draw a box around the evidence Tom gives to support his argument that plastic bags are an environmental problem.
Number each of Tom’s solutions. Can you think of any other solutions that he could have included.
Over 1,600 billion cigarettes are smoked each… … the toxic chemicals add up to a great amount.
They are made from oil and gas which are non-nenewable resources……the plastic bag becomes free again to kill another animal.
1. Put them in the rubbish bin 2. Not to let plastic bags become litter 3.It would be better if they used fewer. 4. Recycled them 5. Not to smoke 6. Not use plastic bags at all
1stpara Point of view
2nd para 1st point of the argument
Evidence
3rd para 2nd point of the argument
Evidence
4th para Point of view
What’s the
problem
the cause of
the problem
your goals
Where is the
problem
Project
writing down the steps
Do a project
Homework
Check yourself:
difficulties
you have
What do you want to learn more
The 5 most useful words
Designer for this period:
Ding Hongxia from Huipu(共18张PPT)
Grammar 强调句
Period 6 Language practice
It is (was) 被强调部分+ that (who) + 句子其他部分
此结构强调的成分仅限于主语、宾语、表语和状语。
一、强调句型的强调部分必须是对 that / who 之后句子的某一成分表示强调，如果把“It is as)...that ”去掉，该句应该意思完整，不缺任何句子成分：
Is it _____ who wants to see you. A. him B. he C. his D. himself
B
It was _____ who respected all their teachers. A. them B. their C. they D. themselves
C
--- Who is Mary --- Was it _____ that you referred to A. he B. she C. her D. they
C
强调部分如果是人称代词，应根据句子需要选择它的主格或宾格形式
It _____ Mike and Mary who helped the old man
several days ago . A. was B. are C. were D. had been
It _____ at Christmas that John Smith gave Mary a
handbag. A. must have B. will be
C. might have been D. may have had
注意谓语动词形式与整个句子语境的一致性
C
A
二、强调部分为疑问词时：
_____ electricity plays an important part in our daily
life A. Why was it that B. Why is it that
C. Why is it D. Why it is that
B
Who was it _____ wanted to see me just now A. that B. who C. when D. when
A
_____ you met the foreigner from Canada A. Where it was that B. Who it was that C. Where was it that D. Where was that
C
强调部分为疑问代词或疑问副词时，该强调句句型结构
与特殊疑问句句型相 同，即：“疑问词 + 一般疑问句”
三、强调部分为 " not ... until " 句型：
It was not until late in the evening _____ her husband
arrived home . A. which B. when C. that D. how
C
It was not until 1920 _____ regular radio broadcasts began. A. which B. when C. that D. since
C
It was not _____ she took off her dark glasses _____ I realized she was a famous film star. A. when ; that B. until ; that
C. until ; when D. when ; then
B
注意 “ not ... until ” 句型的变化。
比较下列三个句子：
She didn't remember her appointment with the doctor
until she had arrived home.
It was not until she had arrived home that she remembered her appointment with the doctor.
Not until she had arrived home did she remember
her appointment with the doctor.
四、强调部分为介词短语：
It was through Jack _____ Mary got to know Bob . A. who B. whom C. how D. that
D
It was on October 1st 1949 _____ new China was
founded . A. which B. when C. as D. that
D
Was it in this palace _____ the last emperor died A. that B. in which C. in where D. which
A
It was the school gate _____ I met an old friend of
mine after class . A. that B. which C. where D. why
C
强调部分为介词短语时，表示时间或地点时，应注意与定语从句的区别。
练习：
It was ______ he said ______disappointed me.
A. what…that B. that…that
C. What…what D. that…what
A
2. It was for this reason ______ her uncle moved out of New York and settled down in a small village．
A．which B．why C．that D．how
C
3. It is because he is too young _____he does not
understand it.
A. as B. so C. that D. what
C
4. _____ in this room that our first meeting was held.
A. Just when B. When C. Where D .It was
D
5. It was on the National Day_____ she met with
her separated sister.
A. that B. where C. when D. which
A
6______ computers play such an important part in
our daily life
A．Why it is that　　　　　B．Why is it that
C．Why was it that　　　　 D．Why is it
B
D
7. Was it during the Second World War_____ he died
A. that B .while C. in which D .then
8. _____ he came back home that we knew what had
happened . A. When it was B. It was when
C. Was it when D. When was it
B
A
9. It was the training ____ he had as a young man _____
made him such a good engineer. A. what ; that B. that ; what
C. that ; which D. which : that
强调划线部分
Mary gave me the new book.
It was Mary who (that) gave me the new book.
We went to the Great Wall the day before yesterday.
It was the day before yesterday that we went to the
Great Wall.
I want you to help me with my English.
It is my English that I want you to help me with.
The days begin to get longer in February.
It is in February that the days begin to get longer.
改为强调结构
The meeting will not begin until everyone is seated.
It is not until everyone is seated that the meeting will
begin.
Why is it that he came late for the meeting
Why did he come late for the meeting
How did you find his house
How was it that you found his house
Where did the 44th World Table Tennis Championships
take place
Where was it that the 44th World Table Tennis
Championships took place
Designer for this period:
Ding Hongxia from HuipuChapter 1教学目标和要求 (Teaching aims and demands)
根据
《英语新课程标准》（实验稿）关于总目标的具体描述，结合高二年级学生的实际和本单元的教材内容，我们将本单元的教学目标分为语言知识、语言技能、学习策略、情感态度和文化意识等五个方面。
Part I 语言知识（Knowledge）
1.语音（Phonology）：
能根据语音辨别和书写本单元不太熟悉的单词。
能就Global warming的有关话题流畅地表达自己的观点，并做到语音准确、语调自然。
2.词汇（Vocabulary）：
能理解、内化、运用以下单词 — compare, graph, phenomenon (pl. phenomena), fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, pollution, electrical, motor, can (n.), microwave, nuclear, disagreement, title
能理解、内化、运用以下短语 — 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
3. 语法（Grammar）：The use of “it”（it的强调句用法）（2）。如：
It is human activity that has caused this global warming.
4. 功能（Functions）：能学习掌握一些用于表示同意与不同意及责备与抱怨的结构，如：
Agreement & disagreement（同意与不同意）
Exactly. I agree.
That’s correct/true/right.
I’m afraid I disagree with you.
I’m afraid not.
I don’t think so.
No way. I don’t agree.
Blame & complaint（责备与抱怨）
I’m sorry to say this, but …
They shouldn’t have done it.
I’m sorry to bring this up, but …
Perhaps/Maybe they should/ought to do …
They are to blame. Why don’t you do something about it
5. 话题（Topic）：本单元以Global warming为主要话题。
Part II 语言技能（Skills）
听：能通过听前预测、抓关键词等听力技巧来捕捉特定信息，从而听懂理解文章。
说：能熟练掌握与话题相关的常用词汇与表达方式，如：如何通过英语来表达同意与不同意及责备与抱怨，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。
读：能获取关于Global warming的相关信息，且进行skimming, scanning, global reading, inference, generalization等阅读微技能训练，并注重精读和泛读的有效结合。
写：能完成表达自己观点、劝说他人节约能源、保护环境的海报，对单元内容有一个较好的输出。
Part III 学习策略（Strategies）
高二学生应在高一阶段有所培养的自主学习能力的基础上，进一步掌握资源策略，学会独立地获取信息和资料，并能加以整理、分析、归纳和总结，从而扩展知识、开阔视野、充实生活。
认知策略：在听和读的过程中，能借助情景和上下文猜测词义或推测段落大意；能在学习中借助图表等非语言信息进行理解或表达。
调控策略：能主动拓宽学习Global warming知识的渠道；能评价自己学习的效果，总结有效的学习方法，遵循记忆规律，提高记忆效果。
交际策略：能在课内外活动中积极用英语与同学讨论Global warming，用英语进行真实交际。
资源策略：能通过图书馆、计算机网络、广播、电视等资源获得更广泛的有关Global warming的英语信息，扩展所学知识。
Part IV 情感态度（Affect）
让学生清醒认识Global warming的事实，增强其保护地球的意识。
帮助学生树立“节约能源、保护环境”的主人翁意识。
使学生在学习中形成较强的合作精神，愿意与他人分享各种学习资源。
Part V 文化意识（ Cultural awareness）
帮助学生理解不同文化中人们对全球环境问题、能源问题的看法和关注程度。
Chapter 2 课前分析 (Teaching analysis in the pre-class stage)
本套
英语新教材的编写以模块为单位，每个模块由若干单元组成，但是每个单元的设计打破了呆板的块状结构，换之以流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。每个单元以功能为主题、话题为支撑、结构为平台、任务为载体、意义交流为目的，充分体现了语言运用的基本思路和Communicative Curriculum的指导思想，为任务型课堂教学构建了框架。另外，还注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。
2.1 教学材料分析（About the teaching stuff）
本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。由于人类过多使用能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。通过学习本单元，让学生了解能源分为“一次性能源”和“可再利用能源”， 帮助学生树立“节约能源、保护环境”的主人翁意识。语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。
“热身”（Warming up）部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。能源可分为两类：
一类是可再利用能源；
另一类是一次性能源。
再把前面列举的能源按能否再利用这一标准进行分类。
本部分提供了六幅图片，教师可以从识图开始组织教学，还可以让学生搜集一些其他相关图片。这六幅图片分别为：
风力（wind power）、
燃煤发电站（a coal power station）、
炼油厂（an oil refinery）、
原子能发电站（a nuclear power plant）、
太阳能接受器（solar panels on the roof of a house on a bright sunny day）、
水坝（a hydro dam）。
“读前”（Pre-reading）部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。温室能阻止热量散发，因而能帮助植物度过寒冷的时期。该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。
“阅读”（Reading）部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。20世纪中，地球的温度上升了华氏1度。这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度却是迅猛的。这种现象是自然发生的还是人为的？这个问题引起了激烈的争论。许多科学家认为，这种变化是人类燃烧矿物燃料所致。这些物质的燃烧产生以二氧化碳为主的温室气体。正因为自然界有温室气体的存在，地球才不至于很冷。但大量排放二氧化碳会使地球普遍升温。对于地球升温，科学家有不同的看法。有些科学家认为，这个问题很严重。地球升温会导致海水上涨、风暴、干旱、饥饿、物种毁灭和疫病等。也有科学家认为，地球升温有利于改善人类生活，比如，庄稼长得更快、产量更高等。文章最后以开放性的问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？
“理解”（Comprehending）部分设置了三个活动。阅读课文中的杂志文章，首先就作者、杂志名、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题。然后，要求学生细读课文，并判断所给10个句子是否符合课文内容。最后要求学生小组讨论：We should do nothing about global warming， 在小组讨论的基础上把全班分成正方和反方，举行一个辩论会。
“语言学习”（Learning about language）的词汇部分首先通过填词理解并运用课文中的生词，然后，根据课文中的曲线图完成短文，这不仅巩固课文中的词汇，也加深对课文的理解。语法部分学习it用于强调句型的用法。先是让学生比较一组句子，认识强调句，然后用该句型改写句子。可以让学生口头翻译各组句子，以比较它们的不同。
“语言运用”（Using language）部分综合训练听说读写的能力。读和讨论部分就“WHAT CAN WE DO ABOUT GLOBAL WARMING ”进行讨论。欧阳光给“关爱地球组织”杂志写e-mail，请求帮助。杂志回信指出，群策群力，问题可解。他们提出了几个具体措施：
减少电器的使用；
尽量步行或骑自行车；
回收玻璃、塑料、报纸等物品；
劝父母购买节能产品；
植树；
宣传有关知识。
阅读之后，教师可以让学生就文中提出的建议进行讨论，并可以让学生提出更多的建议。这样的话，学生就有了充分的语言材料去完成写的任务：设计一个海报，介绍减少空气中二氧化碳含量的方法。听力部分是大学生李斌与陈教授的一段对话，讨论能源的使用问题，并学习表达“赞成”或“不赞成”的交际用语。
“小结”（Summing up）部分要求学生就全球变暖、如何减少二氧化碳、强调句、相关词语等方面进行自我评价，判定学习情况：掌握了还是需要进一步的练习。
“学习建议”（Learning tip）部分介绍首字母大写的规则，要求学生在阅读中学会辨别人名、地名、书名、题目等。
本单元涉及的要点是：
了解“全球变暖”、“能源的种类”和“节约能源”等方面的知识，帮助学生树立“节约能源、保护环境”的主人翁意识。
学习有关气候、能源、环保的词汇。
学会表达同意和不同意、责备和抱怨等日常交际用语。
学习it在强调句中的用法。
学习如何写一篇表达自己观点、劝说他人节约能源、保护环境的海报。
2.2 教学对象分析（About the instructional object）
本单元的教学对象为高二年级学生，他们的认知能力比高一年级有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语的方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，会把语言学习与现实生活和兴趣联系起来。因此，在当下的社会环境中，对于Global warming这样一个社会热点问题，此阶段的学生有兴趣也有能力了解、学习、运用有关Global warming及其影响的知识和语言。
Chapter 3 教学安排 (Teaching arrangement)
新教材
在选材和教学活动的设计上充分考虑到了高中学生的年龄特征和他们生理和心理发展的需要，在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动。同时，对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统。但是，一套教材的编写只能面对一般意义上的学生，无法完全针对特定学生群体的需求，所以我们不能全盘照搬，要结合自己学生的实际作适当调整。因此，在明确了本单元的教学目标和从学生的现有水平到教学目标之间所需获得的能力及其层次关系、分析了解了教学材料和教学对象的具体情况之后，我们根据“LARA教学原则”，对教材进行尝试性的删除（L – leave out）、 修补（A – Amending）、替换（R – Replace）和增添（A – Add），让教材为学生的“学”服务。
3.1 教学设计概要 (Outline of the instructional design)
在整个单元的教学设计中，我们以话题为纲，交际功能为主线，兼顾结构，适当拓展；在教学方法上坚持以Communicative approach为主，辅以其他多种有效的教学方法，充分运用任务型教学途径，精心设计各种任务，并以任务为载体，搭建学生使用英语的舞台；以单元的整体教学为备课原则，突显不同课型的教学特点：
阅读教学图式化，科学结合语言图式（linguistic schemata）、内容图式（content schemata）和形式图式(formal schemata)；
词汇教学语境化，在语境中呈现和巩固词法知识；
语法教学三维化，从形式、意义与运用三方面教授语法；
听说教学功能化，以功能性项目提升语言的运用和表达；
写作教学过程化，过程即参与，参与即应用。
我们希望，通过本单元的教学，能进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情。例如，提高用英语获取信息、处理信息、分析和解决问题的能力；发展学生与人沟通和合作的能力；激发学生对Global warming深入了解的探究心理，逐步养成研究性学习意识；帮助学生通过自主学习和社会调查，了解Global warming及其影响，增强社会责任感（Social responsibility），培养全球观念（Global sense）。
本单元的教学内容以“Global warming”为中心话题，我们由这一中心话题衍生出三个Sub topics, 分别是Energy sources，Take measures towards global warming和Improve the environment。我们根据每一个Sub topic精心设计相应的任务，突出交际功能，通过完成任务使学生达到交际的目的，完成语言的真实运用。所有的Sub topics 均指向中心话题，在单元结束时提升主题：节约能源，保护环境。
本单元教学设计的简要思路如下：
3.2 教学课时安排 (Time allocation)
根据教材内容，我们将本单元的教学时间安排为6课时，具体如下：
课 时 课 型 教学内容
Period 1:Energy sources 听说课（以说为主） Warming up, Using language – Listening and discussing
Period 2:Global warming 精读课 Pre-reading, Reading, Comprehending, Learning about language - Discovering useful words and expressions-2
Period 3:Make a difference 泛读写作课（以写作为主） Using language – Reading and discussing，Using language – Writing
Period 4:Learn aboutvocabulary 词汇学习课 Learning about language-Discovering useful words and expressions, (Workbook) Using words and expressions
Period 5: Improve the environment 泛读听力课（以泛读为主） (Workbook) Talking, (Workbook) Listening task, (Workbook) Reading task
Period 6:Language Practice 语法学习与语言实践课 Learning about language-Discovering useful structures, (Workbook) Using structures，补充练习
这里我们要说明的是，本单元的教学设计以话题为纲，因此，我们以话题或次话题来命名各课时，而不是按照以Skills来命名的惯例。另外，我们在课堂教学时间内删除了以下的内容，其中包括：(Workbook) Listening、(Workbook) Speaking task、(Workbook) Writing task、(Workbook) Project，并把它们作为学生自主学习和研究性学习的内容。
3.3 具体教学步骤 (Teaching procedure)
3.3.0简要说明（Brief introduction）
Period 1 Energy sources
Topic: Energy sources
Teaching materials: Warming up, Using language – Listening and discussing
Skills: Speaking, Listening（以Speaking为主）
Warming up要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。能源可分为两类：一类是可再利用能源；另一类是一次性能源。再把前面列举的能源按能否再利用这一标准进行分类。本部分提供了六幅图片，教师可以从识图开始组织教学，还可以让学生搜集一些其他相关图片。Using language的Listening and discussing训练听说的能力。听力部分是大学生李斌与陈教授的一段对话，讨论能源的使用问题，并学习表达“赞成”或“不赞成”的交际用语。因此，将这两个部分内容整合为第一课时，使学生在单元教学的开始对能源的种类、可再利用能源和一次性能源的划分、各种能源对环境的负面影响等有一个较为全面的认识，并初步了解全球变暖的现象和成因。
Period 2 Global warming
Topic: Global warming
Teaching materials: Pre-reading, Reading, Comprehending, Learning about language - Discovering useful words and expressions-2
Skills: Intensive reading, skimming, scanning, global reading, inference, generalization, etc.
Pre-reading首先介绍什么是温室、它有什么样的作用，然后要求学生讨论大气中温室气体的作用。该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。Reading是一篇杂志文章，主要讲述了地球温度上升的现象和原因。对于地球升温，科学家有不同的看法。文章最后以开放性的问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？Comprehending设置了三个活动。阅读课文中的杂志文章，首先就作者、杂志名、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题。然后，要求学生细读课文，并判断所给10个句子是否符合课文内容。最后要求学生小组讨论：We should do nothing about global warming，在小组讨论的基础上把全班分成正方和反方，举行一个辩论会。Learning about language - Discovering useful words and expressions-2是对文中图表的理解，可以用来训练学生的读图表能力。这四部分的话题一致，内容上有连贯性，因此，将这四个部分内容整合为第二课时。
Period 3 Make a difference
Topic: Take measures towards global warming
Teaching materials: Using language – Reading and discussing, Using language – Writing
Skills: Extensive reading, Writing（以Writing 为主）
Using language的读和讨论部分就“WHAT CAN WE DO ABOUT GLOBAL WARMING ”进行讨论。欧阳光给“关爱地球组织”杂志写e-mail，请求帮助。杂志回信指出，群策群力，问题可解，他们还提出了几个具体措施。阅读之后，教师可以让学生就文中提出的建议进行讨论，并可以让学生提出更多更好的建议。这样，学生就有了充分的语言材料去完成写的任务：设计一个海报，介绍减少空气中二氧化碳含量的方法。此时，Reading and discussing就是为了Writing作铺垫，因此，将这两个部分内容整合为第三课时。
Period 4 Learn about vocabulary
Teaching materials: Learning about language-Discovering useful words and expressions, (Workbook) Using words and expressions
Learning about language的词汇部分首先通过填词理解并运用课文中的生词，然后，根据课文中的曲线图完成短文，这不仅巩固课文中的词汇，也加深对课文的理解。(Workbook) Using words and expressions也是课文词汇练习，因此，将这两个部分内容整合为第四课时，学习和应用本单元的重要词汇。
Period 5 Improve the environment
Topic: Improve the environment
Teaching materials: (Workbook) Talking, (Workbook) Listening task, (Workbook) Reading task
Skills: Extensive reading, Listening, Speaking（以Extensive reading为主）
WB的Talking 、 Listening task和 Reading task的话题相近，因此，将这三个部分内容整合为第五课时，并在这个课时提升主题：节约能源，保护环境。
Period 6 Language practice
Teaching materials: Learning about language – Discovering useful structures, (Workbook) Using structures, 补充练习
Learning about language的语法部分学习it用于强调句型的用法。先是让学生比较一组句子，认识强调句，然后用该句型改写句子。可以让学生口头翻译各组句子，以比较它们的不同。WB的Using structures也是课文语法练习，因此，将这两个部分内容整合为第六课时，学习和应用本单元的重要语法：it的强调句用法。并且借助补充练习综合训练本单元重要词汇语法。
Designer：蔡晓佳
3.3.1 Period 1 Energy sources
Topic: Energy sources
Teaching materials: Warming up, Using language – Listening and discussing
Skills: Speaking, Listening（以Speaking为主）
Step 1 Presentation
T: Can you imagine what will happen if there is no electricity
Ss: No lights, no TV, no computers to use, no industry….
T: Besides the electricity, what other sources of energy do you know
Ss: Wind, coal, water, natural gas, sun (solar energy), nuclear, oil….
T: (show pictures of windmills, a coal power station, an oil refinery, an nuclear power plant, solar panels, and a hydro-electric dam) Now we have some pictures, can you tell which sources of energy they refer to
Ss: Wind, coal, oil, nuclear, solar power, water.
Step 2 Discussion
T: As we know it is hard for us to imagine what our life will be without energy. We need energy both at home and at work. So would you please make a list of the things that use energy in your home and what sources of energy they need
(Ss are put into groups of four to discuss)
The possible answer:
Things that use energy Sources of energy
LightsHeatingTelevisionCassette playerVideo recorderComputerFridgeStoveWashing machinehairdryer CoalOilNatural gasWind (wind power)Sun (solar energy)Uranium (nuclear energy)Water (hydro-electric power)Plant waste (biomass energy)Hot springs or geysers (geothermal energy)The sea (tidal energy)_
T: Can all these sources of energy be used again Please discuss it in groups of four.
Possible answer:
Sources of energy Renewable/non-renewable
CoalOilNatural gasWind (wind power)Sun (solar energy)Uranium (nuclear energy)Water (hydro-electric power)Plant waste (biomass energy)Hot springs or geysers (geothermal energy)The sea (tidal energy) Non-renewableNon-renewableNon-renewableRenewableRenewableNon-renewableRenewableRenewableRenewableRenewable
T: Of all these sources of energy, which do you think will cause the pollution, especially the global warming
Ss: coal, oil, natural gas….
T: why do you think they can cause pollution How can they cause global warming
Ss: When burnt, they can give off some harmful gases, the greenhouse gases, especially the carbon dioxide, which can lead to the global warming.
T: So how do coal, oil, and natural gas come out
Ss: Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, can be burnt to produce energy.
T: what do we usually call these sources of energy
Ss: Fossil Fuel.
Step3 Listening
T: Recently, I’ve listened to a radio interview on the local student radio station by student Li Bin and Professor Chen about the use of fossil fuels and other sources of energy. Do you want to listen
Ss: Yes.
T: Before listening lets read some statements brought up by Li Bin. Do you agree with them or not
1. We’ll have to stop using fossil fuels.
2. About 90% of the world’s energy comes from fossil fuels.
3. We can replace fossil fuels with renewable sources of energy.
4. Nuclear power is a good source of energy.
5. In the future, we’ll need new technologies to replace fossil fuels.
6. It’s the developed countries who are to blame for producing and most of the carbon dioxide.
Ss: Answers are various.
T: Now lets listen to the tape for the first time, and then decide which statement Professor Chen does not agree with.
Ss: Professor Chen does not agree with statement 3: We can replace fossil fuels with renewable sources of energy.
T: Then listen to the tape again, meanwhile would you please tick out the phrases that Professor Chen uses to agree or disagree with Li Bin.
Agree (√) disagree (×)
Exactly √ I’m afraid I disagree with you. ×
That’s true. √ I’m afraid not. √
That’s right. √ I don’t think so. ×
That’s correct. √ No way. ×
I agree. √ I don’t agree. ×
T: Now we’ve known what Li Bin and Professor are talking about. So let’s listen to the tape for the third time to get more detailed information. At the same time please complete the table.
Sources of energy Forms Renewable or not
Fossil fuel Coal, gas, oil Non-renewable
Nuclear power Uranium Non-renewable
Step 4 Discussion
T: Please read what Professor Chen and Li Bin say, then decide who do you agree with And why
Professor Chen: Whatever we do, we have to do it as a global community. That means developed and developing countries will have to work together.
Li Bin: But it’s not the developing countries who put most of the carbon dioxide into the air. The developed countries are really the ones to blame. (Ask several Ss to give their answers)
T: Next, please discuss it in groups of four, then one of you give the report of your agreement or disagreement and the reasons and try to use some of the phrases expressing agreement and disagreement.
Step5 Homework
1. Write down your idea of the last discussion: Do you agree with Professor Chen’s opinion or Li Bin’s And why
2. Preview the reading material.
Designer：王丽华
3.3.2 Period 2 Global warming
Topic: Global warming
Teaching materials: Pre-reading, Reading, Comprehending, Learning about language-Discovering useful words and expressions-2
Skills: Intensive reading, skimming, scanning, global reading, inference, generalization, etc.
Step 1 Lead-in
1. Greetings.
2. (Refer to “Pre-reading”.)
T: What can you see in the picture
S: A girl is eating a piece of watermelon in summer.
T: Is it possible for her to eat it in winter
S: Yes.
T: In what way can people make it
S: With the help of a greenhouse.
T: What is a greenhouse made of and used for
S: A greenhouse is made of glass and is used for growing plants, especially during cold weather.
T: How does it work
S: The glass traps the heat from the sun and keeps it from escaping, so the air inside is warm. The trapped heat makes the greenhouse heat up and so the plants can grow throughout the cold period.
T: Do you know “greenhouse gases”
S: “Greenhouse gases” are the gases in the atmosphere surrounding the earth.
T: Read the picture, and try to find some greenhouse gases.
S: Carbon dioxide, methane, nitrous oxide.
T: In what ways are theses geenhouse gases produced
S: The burning of fossil fuels, deforestation, the waste of farm animals, vehicles, etc..
T: What do you think “greenhouse gases” do
S: They make the earth a global greenhouse, making the earth warmer and warmer.
T: Exactly. Scientists usually call it “global warming”.
Then what happens to the man in this picture
S: As the result of global warming, the icebergs have been melting, making the global average sea level rise. Then people can only find more and more of their land under water.
T: OK, the video clip will give you more information about global warming.
( The video is a TV programme on CCTV 10 on July 16, 2007. )
Step 2 Skimming
1. Skim the whole article, then answer the following questions.
Who wrote the article
What is the name of the magazine
What are the names of the three scientists mentioned in the article
( Keys: Sophie Armstrong; Earth Care; Dr Janice Foster, Charles Keeling, George Hambley )
Tip: In English, some nouns begin with a capital letter, such as names of people and places, titles of magazines, newspapers, stories and books, people’s titles, etc..
2. Skim the organization of the article.
T: Where can you see the article most probably
( Keys: magazine )
3. Skim the title: THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER
What is the main topic
A. The earth. B. Global warming. C. Becoming warmer doesn’t matter.
What is the writing style
A. Expositive. B. Descriptive. C. Argumentative.
( Keys: B A )
Then introduce the organization of an expositive to the Ss: A title, Introduction, Body, Conclusion.
4. Skim the main text, and divide it into 4 parts.
Part I is “Introduction”.
Part II & Part III are “Body”.
Part IV is “Conclusion”.
5. Match the parts with the main ideas:
I Explain how global warming comes about.
II Introduce a debate over global warming.
III It’s up to readers to think and decide whether people should do something about global warming or not.
IV List two different attitudes among scientists towards global warming.
( Keys: II, I, IV, III )
Step 3 Scanning
1. Scan the article, then match the parts with the writing skills:
I Using a question, leaving readers to think over the issue
II Giving examples, using graphs, explanation
III Giving examples, making contrast (comparison)
IV Raising a question
( Keys: IV,II, III ,I )
2. Read the 2 graphs.
The 2 graphs are used to explain points by providing . Evidence or phenomenon
( Key: evidence )
Then do Ex. 2 on page 28.
The 1st graph shows the global t between 1860 and . The temperature i and decreased over this period but on the whole it i by around one degree Fahrenheit. During this time, the earth reached its l temperature in about 1910 and its highest in . There was a steady i in the temperature during the 20 years after 1980. We can see from the graph that the earth has become w since early last century.
The 2nd graph shows the amount of c d in the atmosphere from to 1997. The carbon dioxide c steadily i over this forty-year period. It went up from 315 to parts p million.
(Keys: temperature, 2000, increased, increased, lowest, 2000, increase, warmer;
carbon, dioxide, 1957, content, increased, 370, per )
Tip: While reading a graph, you’d better pay attention to the numbers.
3. Read the article carefully. Are these statements true or false
The temperature last century didn’t increase much.
Everyone believes that global warming is caused by the activities of humans.
Janice Foster believes that global warming is caused by burning fossil fuels.
Natural gas is a greenhouse gas.
Carbon dioxide is a byproduct of burning fossil fuels.
People accept Charles Keeling’s data because he took accurate measurements.
Flooding could be one of the effects of future global warming.
George Hambley believes scientists are just guessing about the effects of global warming.
George Hambley is worried about the effects of carbon dioxide on plant growth.
It is clear what the effects of global warming will be.
( Keys: FFTFT TTTFF )
4. Read the article carefully.
What do the 3 scientists think about global warming
Do they agree with one another
( Keys: They don’t agree with each other. )
T: How can we know their opinions
S: Try to understand their quotations.
Tip: You can know somebody’s opinion through understanding his quotations.
( Keys: Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide. )
(The number of stars can tell the level of difficulty.)
Step 4 Retelling
Listen and read the article. Then fill in the blanks.
Ss can be given the chance to choose the paragraph they want to challenge. Besides, not all of the paragraphs need to be covered. Instead, some of them can be omitted if necessary.
(Some links that have been set are available. )
Step 5 Text-understanding
1. Translate the following words into English:

图表 graph
现象 phenomenon
燃料 fuel
影响 consequence
灾难 catastrophe
副产品 byproduct
数据 data
气候 climate
每 per
陈述 state
范围 range
干旱 drought
2. Translate the following phrases into English:
与…比较 compare to
发生 come about
大量的 huge quantities of
导致 result in
增加 build up
毫无疑问 There is no doubt that …
继续 keep on
物种的灭绝 the destruction of species
3. Understand the following sentences:
There is fierce debate over whether it is human activity that has caused this global warming.
It was a scientist called Charles Keeling who made accurate measurements ...
It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.
T: If these words in red are left out, is there any difference compared to the former sentences
So “it” is used for emphasis.
Some byproducts of this process are called “greenhouse” gases, the most important one being carbon dioxide.
T: It is the Absolute Nominative Construction that means the most important one of which is carbon dioxide.
No one knows what the effects of global warming will be. Does that mean we should do nothing Or, are the risks too great
T: Share your ideas with your partners.
Step 6 Idea-sharing
(Refer to “Comprehending” – 3.)
Get into groups of 6. Decide which 3 in your group are going to agree with the statement (Group A) and which 3 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.
Then have a debate between Group A and Group B.
Step 7 Assignment
1. Revision: Learn more about the words and expressions in “Reading”, and do Ex. 1 on P28.
2. Writing: Write a note about your opinion in the debate.
3. Preview: Read “WHAT CAN WE DO ABOUT GLOBAL WARMING ” first, and find an article on global warming to read.
Designer：蔡晓佳
3.3.3 Period 3 Make a difference
Topic: Take measures towards global warming
Teaching materials: Using language – Reading and discussing, Using language – Writing
Skills: Extensive reading, Writing（以Writing 为主）
Step1 Presentation
T: Generally speaking, the temperature nowadays is much more warmer than that of ten year ago. We all know that it is called global warming. And what caused such a terrible change
Ss: The carbon dioxide and other greenhouse gases from the burning of coal, oil and some natural gases.
T: If our earth grows warmer at such an amazing speed, what will happen to our life
Ss: The temperature becomes warmer and warmer, icebergs melt, low land becomes sea, and many precious living things die….
T: Can you stand all these happening
Ss: No.
T: You see global warming is such a huge environmental problem; can we individuals do anything to make a difference
Ss: Yes/No.
T: If you think we can have some effect on it, do you know what we can do
Ss: Plant more trees, save electricity, reduce the use of cars….
T: Would you talk with your family and friends about global warming and tell them what you’ve learned Why or why not
Ss: Answers are various.
Step2 Reading
T: Here is a teenager named Quyang Guang. He is also considering this problem. And he wrote a letter to Earth Care. Do you want to know what details they discussed in the letters
Ss: Yes.
T: Read the two letters, and find out why Quyang Guang wrote his letter, and whether Earth Care think it possible for us to do something to affect such a huge environmental problem.
Ss: Quyang Guang wrote his letter to ask advice on his two concerns: his opinion that, as an individual, he can have no effect on environmental problems, and getting some suggestions for what he can do about global warming. Earth Care thinks it is absolutely possible for us to do something to make a difference.
T: please read the letters again, and list the suggestions given by Earth Care.
The possible answer:
Turn off the electrical appliance when not using them.
Put more clothes instead of turning on the heat.
Walk or ride a bike if you can instead of using motor vehicles.
Recycle materials.
Buy things made from recycled materials.
Get your parents buy things that use less energy.
Plant trees.
Talk with your family and friends about global warming.
Step 3 Discussion
T: Of all these suggestions given by Earth Care, which ones do you think can be carried out And why do you think so Please discuss it in groups of four, and then write your answers on the reporting paper with the headings below.
Earth Care’s suggestion Can you carry it out Reasons
Ss: Answers are various.
Step 4 Writing
T: As for the first suggestion, turn off the electrical appliance when not using them, maybe it is too long for us to fill in the form, can you make it a shorter sentence
Ss: when not using it, turn it off.
T: Yes, it is much briefer and we can catch its meaning more quickly. But I think maybe it is a little common, can you make it more attractive by using some words, punctuation, or sentence patterns.
Ss: Not using it …Turn it off.
T: It is obviously clear and attractive now. So would you please change the other suggestions this way Please do it in your group. The possible answers:
Not using it …Turn it off.
Don’t turn the heat up, put on a jacket.
Walk or ride bike.
Recycle.
Buy products made from recycled materials.
Buy energy-saving products.
Plant trees.
Talk about global warming.
T: If I put a title and a subtitle above these suggestions, just like the form below, it can be a poster to make others more aware of their environmental responsibility.
Fight global warmingcut down on energy, cut down on carbon dioxideNot using it …Turn it off.Don’t turn the heat up, put on a jacket.Walk or ride bike.Recycle.Buy products made from recycled materials.Buy energy-saving products.Plant trees.Talk about global warming.
T: If we add some pictures to this poster, I think it will be more inviting. So please, in groups of four, think of your own suggestions on global warming, and make a poster to propagandize your idea. Meanwhile remember to make your poster clear, attractive and beautiful by using proper sentences and pictures if necessary.
(Ss discuss and make posters. Teacher walks around, giving a little help if necessary.)
T: Would you please present your poster for us to appreciate
(Ss present their posters group by group. Teacher or other Ss give comments.)
Step 5 Homework
Improve the poster.
Think out more suggestions to make a difference on global warming, and them down.
Designer：王丽华
Period 4 Learn about vocabulary
Teaching materials: Learning about language - Discovering useful words and expressions, (Workbook) Using words and expressions
You can see the details in the courseware. Designer：丁红霞
Period 5 Improve the environment
Topic: Improve the environment
Teaching materials: (Workbook) Talking, (Workbook) Listening task, (Workbook) Reading task
Skills: Extensive reading, Listening, Speaking（以Extensive reading为主）
Goals:
To arouse Ss’ interest in talking about environmental organization
To develop Ss’ listening ability for information.
Step 1 Listening
1. Pre-listening
Pair work: Ask Ss to discuss with their partners
(1) What are the top rubbish items
(2) What can people do to reduce or get rid of theses rubbish
2. Predicting
(1) What’s the topic of Tom’s talk
Clean Up Australia Day
(2) Who is Ian Kiernan
(3) What does the table tell you the talk might be about
The history of Clean Up Australia Day; when certain events happened.
3. While-listening
(1) Listen once or twice. Notice the dates Tom mentions, what happened on these dates and any other interesting facts. Make notes in the table.
Year Event Facts about the event
1987 Ian Kiernan competed in an around-the-world yacht race He was shocked at the pollution in the ocean
1989 Clean-up day for Sydney Harbour 40,000 volunteers; collected old car bodies, plastics, glass bottles, cigarette butts
1990 1st Clean Up Australia Day 300,000 volunteers
2001 Clean Up Australia Day Most common kinds of rubbish: cigarette butts, glass bottles, plastic bags
1993 1st Clean Up the World 30 million volunteers in 80 countries
2001 Clean Up the World 40 million volunteers in 128 countries; cleaned streets, beaches, river banks & parks
3. Post-listening
Discussion (Pair work):
Why do you think litter is bad for the environment
4. Homework
(1) Find more information about environmental organization.
(2) Conduct a survey about people’s ideas of reducing the rubbish.
Step 2 Reading
1. Warming up
Enjoy a flash clip: the colors of the wind
2. Pre-reading
Discussion (Pair work).
(1) What’s the picture about
cigarette butts, plastic bags
(2) They can be seen in most dirty places, so what do people think of these two sorts of litter
The most common and most dangerous litter.
(3) Why do people think like that Get more details about these two litter.
3. Reading
Individual work.
(1) Underline the evidence Tom gives to support his argument that cigarette butts are an environmental problem.
Over 1,600 billion cigarettes are smoked each… … the toxic chemicals add up to a great amount.
(2) Draw a box around the evidence Tom gives to support his argument that plastic bags are an environmental problem.
They are made from oil and gas which are non-renewable resources……the plastic bag becomes free again to kill another animal.
(3) Number each of Tom’s solutions. Can you think of any other solutions that he could have included.
1. Put them in the rubbish bin 2. Not to let plastic bags become litter 3.It would be better if they used fewer. 4. Recycled them 5. Not to smoke 6. Not use plastic bags at all
(4) Read the essay again and make notes in the table.
1st para Point of view Cigarette butts and plastic bags are serious environmental problems.
2nd para 1st point of the argument Butts are small but are bad for the environment.
Evidence 1. 1,600 billion cigarettes are smoked each year in China. Many of these become litter. 2. 4.5 trillion butts are littered every year in the world. 3. Butts are ugly.4. Butts contain toxic chemicals. These get into the water supply. These decrease the quality of the water & endanger living things.5. Butts take up to 5 years to break down, so the toxic chemicals add up to a great amount.
3rd para 2nd point of the argument Plastic bags are a danger to the environment.
Evidence 1. Plastic bags are made form non-renewable resources. If they are not recycled, these resources are lost to us.2. In China, 2 billion plastic bags are used every day. Many of these become litter.3. Plastic bags last from 20 to 1,000 years in the environment.4. They can travel long distances in the air and water. They are in rivers, parks, beaches and oceans.5. Plastic bags kill up to one million seabirds, 100,000 sea mammals and countless fish each year worldwide.6. After the animal breaks down, the plastic bag becomes free and can kill another animal.
4th para Point of view The environment would be less polluted if we cleaned up cigarette butts and plastic bags. The best solution would be not to smoke or use plastic bags at all.
4. Post-reading
Project (Group work).
In a group, you are going to develop an action plan for an environmental project. For example, how you could stop the litter problem in your school or community.
Here is a description of each step needed to develop a plan of action for your project.
1 Decide on an environmental problem in your school or community that you would like to solve and you think is possible to solve. It could be something to do with birds and animals; the soil and trees; lakes, rivers, streams and oceans; the air; or waste.
2 Where is the problem
3 What do you think is the cause of the problem
4 What do you want to achieve and think is possible to achieve Write down your goals. Discuss ways to achieve your goals.
5 Make a plan of action by writing down the steps you need to take to make your project a reality.
6 Present your plan to other students. Ask them what they think of your plan.
5. Homework
Check yourself:
1. What difficulties do you have:
A. readings B. listenings C. vocabulary D. structures
2. What do you want to learn more:
A. global warming B. environmental organizations in China C. recycling D. saving energy
Designer：丁红霞
Period 6 Language practice
Teaching materials: Learning about language – Discovering useful structures, (Workbook) Using structures, 补充练习
You can see the details in the courseware.
Designer：丁红霞
Chapter 4评价与反思 (Assessment and reflection)
《英语
课程标准》指出，在英语课程中，应突出学生主体，努力倡导学生的积极参与，让学生在学习过程中通过感知、体验、实践、参与和合作探究等活动方式，完成任务和实现目标。正所谓，“授之以鱼，不如授之以渔”。对教师而言，把学生培养为终身学习者，使他们成为学习的主人，才是教学真正的成功。所以，本单元的教学设计结合教学内容及学生基础，采取评价表对学生进行过程性评价。同时，教师也要对自己的教学做出相应的评价与反思。
4.1 教师教学效果的评价与反思 (Ts’)
教师教学效果的评价（Ts’ assessment）：
表一：英语课堂教学评价表：
学校 执教者 授课班级 授课时间
教学内容 评价者
评价维度 评价指标 权重 评价得分 要点记载
教学目标 目标理解 5
教学要求 5
贯彻始终 5
教学内容 内容选取 5
切入角度 5
优化组合 5
学习活动方式 教学方法 14
学习方式 14
师生关系 14
教学实效 课堂表现 7
任务完成 7
语言素养 7
教学特色 个人风格 3．5
教学创新 3．5
执教者与评价者交流 执教者 改进建议：
评价者
注：评价结果呈现方式：A(100-88) B(87-75) C(74-60) D(60以下)
表二：教师对学生课堂活动的评价：
Class: Name: Score:
Items: Understandable 5 4 3 2 1
Logical 5 4 3 2 1
Creative 5 4 3 2 1
Active 5 4 3 2 1
Cooperative 5 4 3 2 1
Others 5 4 3 2 1
教师反思（Ts’ reflection）：
1. Have all the teaching aims been reached
1. Have all the Ss learnt a lot in the lessons
1. What can be improved
1. …
4.2 学生学习效果的评价与反思 (Ss’)
学生学习效果的评价（Ss’ assessment）：
表一：Summing up：
SUMMING UP
Think about what you have read and practiced in this unit. Then tick the boxes.I have learned this well I need to learn moreI have learned about:global warming;some ways that individuals can reduce carbon dioxide content in the air;different forms of energy;new vocabulary and expressions;how to use “it” for emphasis in a sentence;phrases I can use to express agreement and disagreement.
表二：Checking yourself：
CHECKING YOURSELF1. I found readings in the unit:A. exciting B. interesting C. informative D. persuasive2. The five useful words from this unit are:3. The sentence that uses special emphasis is:A. Air pollution causes the main environmental problem in this city.B. It is air pollution that causes the main environmental problem in this city.C. The main environmental problem in this city is caused by air pollution.D. In this city, air pollution causes the main environmental problem.4. From this unit I found out more about:A. sources of energy B. the effects of increased carbon dioxide in the airC. how to reduce my energy use D. environmental organizations5. I would like to know more about:A. global warming B. environmental organizations in ChinaC. recycling D. saving energy6. In this unit, I had difficulties with the:A. readings B. listenings C. vocabulary D. structures
表三：写作评价表（WRITING ASSESSMENT）：
我的写作评价表（MY WRITING ASSESSMENT）
评价内容 成绩（COMMENT）
能正确使用标点符号 0 5 10
能正确使用字母的大小写和拼写 0 5 10
能使用地道、准确的词汇写作 0 5 10
能巧用连词，上下文连贯 0 5 10
能在海报中适当运用图片、图表等 0 5 10
海报主题简要明确，能引起读者兴趣 0 5 10
能正确应用海报格式 0 5 10
能运用本单元词汇、结构 0 5 10
逻辑顺序正确，条理清楚 0 5 10
书写规范、漂亮，卷面整洁 0 5 10
COMMENT： 总评：
学生反思（Ss’ reflection）：
1. Have all the learning aims been reached
1. Have I learnt a lot in the lessons
1. What can be improved
1. …
Chapter 5补充参考资料 (Supplementary reference materials)
5.1 学生作业材料 (Assignments for Ss)
第一课时作业（Assignment for Period 1）：
课前：
1. 预习各种Energy sources的名称，掌握词义、发音、词性以及基本用法，必要时查字典。
2. 列举各种能源及其对环境的负面影响。
3. 通过报刊、杂志、网络等途径，多渠道查阅并了解与资源相关的信息资料和背景知识，做好充分的课前预习工作。
课后：
Energy sources Negative effects on the environment Effects on global warming
Notes:
第二课时作业（Assignment for Period 2）：
课前：
1. 预习Reading部分的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法，必要时查字典。
2. 预习有关Global warming的材料。
课后：
Learning about language – Discovering useful words and expressions
第三课时作业（Assignment for Period 3）：
课前：
1. 预习Using language – Reading and discussing中的词汇和相关知识。
2. 查找并阅读一篇关于Global warming的文章。
课后：
Make a poster.
Writing: Writing a poster
Part A Writing skill.
I. Advice on how to write a poster.
A poster is any large piece of paper which hangs from a wall or other such surface. It is a frequent tool used by advertisers, propagandists and protesters and other groups trying to communicate a message. It can be used to give some information of an event, and it can also be some message trying to persuade people to do something.
To write a poster is not an easy job. Usually some useful expressions or sentence patterns can be used. Here is some advice on how to write a good poster.
1. Choose a topic. It should be simple but attractive.
2. Collect some information which includes pictures or graphs, causes, effects, solutions etc.. This can attract readers.
3. Organize the information in the logical order to make the poster read fluently.
4. Try to find some phrases that have been learned to combine the given information.
5. Check the poster to make sure no given information is left out.
II. The format of a poster.
While writing a poster, paying attention to its format is also quite important. Usually the format of a poster is as follows:
The following is an example of a poster about a basketball match.
Part B Writing task
Please learn the example carefully again and try to write a poster with the given information.
Topic: 环境保护 The signature: 学生会
Content: 1. 校园是学习的场所，保持环境清洁很重要； 2. 有塑料袋的早餐不能带进校园；
3. 不要乱扔草稿纸、餐巾纸等。
第四课时作业（Assignment for Period 4）：
课前：
复习运用Reading中的词汇。
课后：
补充练习
第五课时作业（Assignment for Period 5）：
课前：
1. 预习(Workbook) Reading task中的词汇。
2. 查找并阅读一篇关于Pollution的文章。
课后：
复习运用单元的词汇。
第六课时作业（Assignment for Period 6）：
课前：
复习归纳前五个课时中学到的语言点和语法点。
课后：
补充练习
5.2 教师备课参考材料 (Reference materials for Ts)
材料一：历年世界环境日主题
2007　　Melting Ice - A Hot Topic 冰川消融，是个热点话题吗？
2006 Deserts and Desertification – Don’t Desert Drylands!沙漠和荒漠化 - 莫使荒地变沙漠！
2005　　Green Cities - Plan for the Planet! 营造绿色城市 - 呵护地球家园
2004 Wanted! Seas and Oceans - Dead or Alive 海洋存亡，匹夫有责！
2003　　Water - Two Billion People are Dying for It! 水 - 二十亿生命之所系！
2002　　Give Earth a Chance 地球充满生机
2001　　Connect with the World Wide Web of life 世间万物 生命之网
2000　　2000 The Environment Millennium - Time to Act 2000环境千年 - 行动起来吧！
1999　　Our Earth - Our Future - Just Save It! 拯救地球就是拯救未来
1998　　For Life on Earth - Save Our Seas 为了地球上的生命 - 拯救我们的海洋
材料二：Energy sources
材料三：Frequently Asked Questions about Global Warming
1. What does the greenhouse effect have to do with global warming ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "1 )
2. What is causing global warming ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "2 )
3. What is the best source of scientific information on global warming ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "3 )
4. Is global warming already happening ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "4 )
5. Are humans contributing to global warming ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "5 )
6. How much warmer is the Earth likely to become ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "6 )
7. Would a temperature rise of a couple degrees really change the global climate ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "7 )
8. Is global warming connected to the hole in the ozone layer ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "8 )
9. Is there anything we can do about global warming ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "9 )
10. Will responding to global warming be harmful to our economy ( http: / / www.ucsusa.org / global_warming / science / global-warming-faq.html" \l "10 )
11. More questions
1. What does the greenhouse effect have to do with global warming
The "greenhouse effect" refers to the natural phenomenon that keeps the Earth in a temperature range that allows life to flourish. The sun's enormous energy warms the Earth's surface and its atmosphere. As this energy radiates back toward space as heat, a portion is absorbed by a delicate balance of heat-trapping gases in the atmosphere—among them carbon dioxide and methane—which creates an insulating layer. With the temperature control of the greenhouse effect, the Earth has an average surface temperature of 59°F (15°C). Without it, the average surface temperature would be 0°F (-18°C), a temperature so low that the Earth would be frozen and could not sustain life.
"Global warming" refers to the rise in the Earth's temperature resulting from an increase in heat-trapping gases in the atmosphere.
2. What is causing global warming
Scientists have concluded that human activities are contributing to global warming by adding large amounts of heat-trapping gases to the atmosphere. Our fossil fuel use is the main source of these gases. Every time we drive a car, use electricity from coal-fired power plants, or heat our homes with oil or natural gas, we release carbon dioxide and other heat-trapping gases into the air. The second most important source of greenhouse gases is deforestation, mainly in the tropics, and other land-use changes.
Since pre-industrial times, the atmospheric concentration of carbon dioxide has increased by 31 percent. Over the same period, atmospheric methane has risen by 151 percent, mostly from agricultural activities like growing rice and raising cattle.
As the concentration of these gases grows, more heat is trapped by the atmosphere and less escapes back into space. This increase in trapped heat changes the climate, causing altered weather patterns that can bring unusually intense precipitation or dry spells and more severe storms.
3. What is the best source of scientific information on global warming
In 1988, the United Nations Environment Programme and the World Meteorological Organization set up the Intergovernmental Panel on Climate Change (IPCC) to examine the most current scientific information on global warming and climate change. More than 1,250 authors and 2,500 scientific experts reviewers from more than 130 countries contributed to the panel's most recent report, Climate Change 2007: The Fourth Assessment Report (the full report will be released in November 2007). These scientists reviewed all the published and peer-reviewed scientific information produced during the previous few years to assess what is known about the global climate, why and how it changes, what it will mean for people and the environment, and what can be done about it.
The IPCC Fourth Assessment Report is the most comprehensive and up-to-date evaluation of global warming. As the new benchmark, it serves as the basis for international climate negotiations.
4. Is global warming already happening
Yes. The IPCC concluded in its Third Assessment Report, "An increasing body of observations gives a collective picture of a warming world and other changes in the climate system." The kinds of changes already observed that create this consistent picture include the following:
Examples of observed climatic changes
Increase in global average surface temperature of about 1°F in the 20th century
Decrease of snow cover and sea ice extent and the retreat of mountain glaciers in the latter half of the 20th century
Rise in global average sea level and the increase in ocean water temperatures
Likely increase in average precipitation over the middle and high latitudes of the Northern Hemisphere, and over tropical land areas
Increase in the frequency of extreme precipitation events in some regions of the world
Examples of observed physical and ecological changes
Thawing of permafrost
Lengthening of the growing season in middle and high latitudes
Poleward and upward shift of plant and animal ranges
Decline of some plant and animal species
Earlier flowering of trees
Earlier emergence of insects
Earlier egg-laying in birds
5. Are humans contributing to global warming
In 1995, the world's climate experts in the IPCC concluded for the first time in a cautious consensus, "The balance of evidence suggests that there is a discernible human influence on the global climate."
In its 2001 assessment, the IPCC strengthened that conclusion considerably, saying, "There is new and stronger evidence that most of the warming observed over the last 50 years is attributable to human activities."
Scientists have found significant evidence that leads to this conclusion:
The observed warming over the past 100 years is unlikely to be due to natural causes alone; it was unusual even in the context of the last 1,000 years.
There are better techniques to detect climatic changes and attribute them to different causes.
Simulations of the climate's response to natural causes (sun, volcanoes, etc.) over the latter half of the 20th century alone cannot explain the observed trends.
Most simulation models that take into account greenhouse gas emissions and sulphate aerosols (which have a cooling effect) are consistent with observations over the last 50 years.
6. How much warmer is the Earth likely to become
The IPCC's Third Assessment Report projects that the Earth's average surface temperature will increase between 2.5° and 10.4°F (1.4°-5.8°C) between 1990 and 2100 if no major efforts are undertaken to reduce the emissions of greenhouse gases (the "business-as-usual" scenario). This is significantly higher than what the Panel predicted in 1995 (1.8°-6.3°F, or 1.0°-3.5°C), mostly because scientists expect a reduced cooling effect from tiny particles (aerosols) in the atmosphere.
Scientists predict that even if we stopped emitting heat-trapping gases immediately, the climate would not stabilize for many decades because the gases we have already released into the atmosphere will stay there for years or even centuries. So while the warming may be lower or increase at a slower rate than predicted if we reduce emissions significantly, global temperatures cannot quickly return to today's averages. And the faster and more the Earth warms, the greater the chances are for some irreversible climate changes.
7. Would a temperature rise of a couple degrees really change the global climate
An increase of a few degrees won't simply make for pleasantly warmer temperatures around the globe. Even a modest rise of 2°- 3°F (1.1°-1.7°C) could have dramatic effects. In the last 10,000 years, the Earth's average temperature hasn't varied by more than 1.8°F (1.0°C). Temperatures only 5°-9°F cooler than those today prevailed at the end of the last Ice Age, in which the Northeast United States was covered by more than 3,000 feet of ice.
Scientists predict that continued global warming on the order of 2.5°-10.4°F over the next 100 years (as projected in the IPCC's Third Assessment Report) is likely to result in:
a rise in sea level between 3.5 and 34.6 in. (9-88 cm), leading to more coastal erosion, flooding during storms, and permanent inundation
severe stress on many forests, wetlands, alpine regions, and other natural ecosystems
greater threats to human health as mosquitoes and other disease-carrying insects and rodents spread diseases over larger geographical regions
disruption of agriculture in some parts of the world due to increased temperature, water stress, and sea-level rise in low-lying areas such as Bangladesh or the Mississippi River delta.
8. Is global warming connected to the hole in the ozone layer

NASA image -- Ozone layer hole
Global warming and ozone depletion are two separate but related threats. Global warming and the greenhouse effect refer to the warming of the lower part of the atmosphere (also known as the troposphere) due to increasing concentrations of heat-trapping gases. By contrast, the ozone hole refers to the loss of ozone in the upper part of the atmosphere, called the stratosphere. This is of serious concern because stratospheric ozone blocks incoming ultraviolet radiation from the sun, some of which is harmful to plants, animals, and humans.
The two problems are related in a number of ways, including:
Some human-made gases, called chlorofluorocarbons, trap heat and destroy the ozone layer. Currently, these gases are responsible for less than 10 percent of total atmospheric warming, far less than the contribution from the main greenhouse gas, carbon dioxide.
The ozone layer traps heat, so if it gets destroyed, the upper atmosphere actually cools, thereby offsetting part of the warming effect of other heat-trapping gases. But that's no reason to rejoice: the cooling of the upper layers of the atmosphere can produce changes in the climate that affect weather patterns in the higher latitudes.
Trapping heat in the lower part of the atmosphere allows less heat to escape into space and leads to cooling of the upper part of the atmosphere. The colder it gets, the greater the destruction of the protective ozone layer.
Reducing ozone-depleting gases is crucial to preventing further destruction of the ozone layer, but eliminating these gases alone will not solve the global warming problem. On the other hand, efforts to reduce all types of emissions to limit global warming will also be good for the recovery of the ozone layer.
9. Is there anything we can do about global warming
Yes! The most important action we can take to slow global warming is to reduce emissions of heat-trapping gases. Governments, individuals, and businesses can all help.
Governments can adopt a range of options for reducing greenhouse gas emissions, including
increasing energy efficiency standards
encouraging the use of renewable energy sources (such as wind and solar power)
eliminating subsidies that encourage the use of coal and oil by making them artificially cheap
protecting and restoring forests, which serve as important storehouses of carbon
Individuals can reduce the need for fossil fuels and often save money by
driving less and driving more fuel-efficient and less-polluting cars
using energy-efficient appliances
insulating homes
using less electricity in general
Businesses can increase efficiency and save substantial sums by doing the same things on a larger scale. And utilities can avoid building expensive new power plants by encouraging and helping customers to adopt efficiency measures.
10. Will responding to global warming be harmful to our economy
Reducing our impact on the global climate does not have to hurt the world's economies. The answer depends much on the "how" and "when."
The challenge is to strike a balance between responding early enough to avoid major negative (costly) impacts, and responding some time later in order to avoid taking big, expensive steps now which then may turn out to be unnecessary or inappropriate. This type of challenge is typical in business and industry; decision-making under uncertainty is the daily bread of most managers.
Clearly, global warming still involves many unknowns, but the remaining uncertainties in our scientific understanding no longer warrant a "wait and see" stance. Science tells us with increasing certainty that we are in for a serious long-term problem that will affect all of us.
And there is much we can do now that makes sense in terms of the economic bottom line while helping to reduce our impact on the global climate and on our local environment and health. The United States and other developed countries should seize the opportunity to take the lead in developing new, clean, energy-efficient technologies, and help developing countries take a greener path to economic prosperity. All of this can be done in a cost-effective manner, while creating jobs and new business opportunities.
11. More questions
If you have other questions about global warming, check out our briefings, updates, recommendations, analyses, guides, and links.
In addition, there are many web sites that answer frequently asked questions. We recommend the following:
The U.S. Environmental Protection Agency:
http://yosemite.epa.gov/oar/globalwarming.nsf /content/ClimateScienceFAQ.html ( http: / / yosemite.epa.gov / oar / globalwarming.nsf / content / ClimateScienceFAQ.html )
The Carbon Dioxide Information Analysis Center:
http://cdiac.esd.ornl.gov/pns/faq.html ( http: / / cdiac.esd.ornl.gov / pns / faq.html" \t "offWin )
The United Nations Environment Programme/World Meteorological Organization:
http://www.gcrio.org/ipcc/qa/cover.html ( http: / / www.gcrio.org / ipcc / qa / cover.html" \t "offWin )

材料四：Keys to Exercises of Unit4
Comprehending on page 27
Exercise 1
1. Sophie Armstrong. Earth Care.
2. Dr Janice Foster, Charles Keeling, George Hambley.
3. 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.
4. The first graph shows the temperature increases of one degree Fahrenheit between 1860 to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1997.
5. Global warming/ the warming of the earth.
Exercise 2
F F T F T T T T F F
Learning about language on page 28
Exercise 1
1. data, kept on 2. quantities, run out 3. build up, catastrophe 4. come about, risk 5. Climate
6. consequence 7. compared to 8. phenomenon 9. graph 10. per
Exercise 2
temperature, 1860, 2000, increased/ rose/ went up, increased/ rose/ went up, coolest/lowest, 1910, increase/rise, warmer,
carbon dioxide, 1957, 1997, content, increased/rose/went up, per
Discovering useful structures on page 29
Exercise1
1. It was a scientist called Charles keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
2. It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.
Exercise 2
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 oC
3. It is the 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 is the biggest producer of greenhouse gases.
5. It is for centuries that carbon dioxide stays in the atmosphere while other greenhouse gases stay in the atmosphere only for a day of less.
6. It is their very existence that low-lying centuries feel is in danger from rising sea levels.
7. It is the human activities that many scientists believe have caused the earth’s temperature to rise.
8. It is future climate changes and their effects o our environment that scientists want to find out about.
9. It is by several meters that the level of the sea could rise in the years ahead because of global warming.
10.It is outer space that might provide us with new energy sources in the future.
Using language on page 30
Earth care’s suggestions:
If you’re not using an electrical appliance, turn it off.
If you’re cold, put on more clothes instead of turning up the heat.
Don’t drive but walk or ride a bike if you can.
Recycle cans, bottles, plastics and newspapers.
Buy things made from recycled materials if you can.
Buy products that use less energy.
Plant trees.
Talk with your family and friends about global warming.
Listening and discussing on page 31
Exercise 1
Professor Chen does not agree with 3: We can replace fossil fuels with renewable sources of energy.
Exercise 2
Agree:
Exactly. That’s true. That’s right. That’s correct. I agree. I’m afraid not.
Disagree:
I’m afraid I disagree with you. I don’t think so. No way. I don’t agree.
Workbook
Listening on page 62
Exercise 1
1. An organization run by kids who are concerned about the environment.
2. 1996.
3. Kids from all over Australia and from other countries; they decide which projects to work on in the following year.
4. It teaches them about greenhouse gases and how they can cut down greenhouse gases by not traveling to school by car so often.
5. You’d decide on an environmental problem that you’d work out a plan of action that has all the steps needed to solve the problem.
6. Planting trees at school or in farms; looking after a piece of land; developing activities that reduce, reuse and recycle waste.
7. On the internet / on their website.
8. Because she believes that if we don’t care for the environment, we and future children won’t be able to survive.
Using words and expressions on page 63
Exercise 1
1. pollution 2. statement 3. agreement 4. reduction 5. catastrophic 6. electrical 7. existence 8. comparable 9. risky 10. seriousness 11. climatic 12. doubtful
Exercise 2
1. It would make a big difference to out environment if we planted more trees around the school.
2. The research resulted in a better understanding of changes in the climate.
3. I think our conference was very successful on the whole.
4. There is a wide range of energy sources: coal, oil, natural gas, water power, nuclear power and so on.
5. I think people turn up the heat in their houses too high and just