Unit 4 Global warming 单元导学课件（207张PPT）

课件207张PPT。Unit 4　Global warmingPeriod One　Warming Up & Reading
Period Two　Learning about Language & Using Language
Period Three　Grammar
Period Four　Writing
? 单元总结提升全球变暖早已成为不争的事实,并且有加剧的趋势。那么这会对北极地区造成什么样的影响呢?单元话题导入A nearly ice-free Arctic Ocean in summer may happen three times sooner than scientists have assessed.New research says the Arctic might lose most of its ice cover in summer in as few as 30 years instead of the end of the century.单元话题导入The amount of the Arctic Ocean covered by ice at the end of summer by then could be only about one million square kilometres.That's compared with today's ice extent (范围) of 4.6 million square kilometres—so much more open water could be a boon for shipping and for extracting (提取) minerals and oil from the sea bed, but it raises the question of ecosystem change.单元话题导入While the Intergovernmental Panel on Climate Change in 2007 assessed what might happen in the Arctic in the future based on the results from more than a dozen global climate models, two researchers said that dramatic drops in the extent of ice at the end of summer in 2007 and 2008 called for a different approach.Out of the 23 models now available, the new predictions are based on the six most suited for assessing sea ice, according to Muyin Wang, a climate scientist from the University of Washington, and James Overland, an oceanographer.Wang and Overland sought models that best matched what has actually happened in recent years, because, “if a model can't do today's conditions well, how can you trust its future predictions?” Wang says.单元话题导入“In recent years the combination of unusual warm temperatures from natural causes and the global warming signals has worked together to provide an earlier summer sea-ice loss than predicted when scientists considered the effects from human-caused carbon dioxide alone,” says Overland.
Scientists don't expect the Arctic to be totally ice-free, figuring that ice still will be found along northern Canada and Greenland where powerful winds sweeping across the Arctic Ocean force ice layers to slide on top of each other, making for a very thick ice cover.单元话题导入根据短文内容,回答下列问题。
1.The researchers' assessment is based on
?　　　　　　　　　　　　　　　　　　　　　　　　　　　　　.
2.The underlined word “boon” in the second paragraph probably means “　　　　　　　　　　　　　　　”.?
3.There will be a very thick ice cover in northern Canada.
The probable reason is that_________________________________________
____________________________________________________________________.?单元话题导入the results from more than a dozen global climate modelsadvantage/benefit/strength powerful winds sweeping across the Arctic Ocean force ice layers to slide on top of each other, making for a very thick ice cover?这是本单元的第一课时，包括“热身”和“阅读”两大部分，都是围绕单元中心话题“全球变暖”和“节约能源”展开的，旨在引导学生了解能源分为“一次性能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。1. Knowledge and skills
(1) Know the meanings of the following new words and expressions:
renewable adj.　　　 能再生的；可更新的
non-renewable adj. 不能再生的；不可更新的
run out 用完；耗尽
come about 发生；产生
graph n. 图表；坐标图；曲线图
random adj. 胡乱的，任意的三维目标phenomenon n. 现象
subscribe to 同意，赞同，订购
fuel n. 燃料
quantity n. 量，数量
tend vi. 趋向；易于；照顾
　　vt. 照顾，护理
go up 上升；增长；升起
per prep. 每；每一三维目标result in 导致
catastrophe n. 大灾难；浩劫
oppose vt. 反对；反抗；与(某人)较量
consequence n. 后果，结果，影响
range n. 种类；范围
keep on 继续
glance vi. 看一下；扫视；粗略地看一下
　n. 一瞥
steady adj. 平稳的，稳固的，持续的三维目标(2)Help the students understand and use the following important and useful sentence patterns：
There is no doubt that the earth is becoming warmer (see Graph 1) and that it is human activity that has caused this global warming rather than a random but natural phenomenon.
(3) Enable the students to talk about different sources of energy.
(4) Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.三维目标2. Process and methods
(1) Warming Up
In this section teachers can lead in the topic of this unit by showing the students some pictures or some short films about sources of energy to let them understand what the energy is about.
(2) Pre-reading
While dealing with this part, teachers had better hold a small discussion among the students and help the students learn about “greenhouse”and “greenhouse gases”. At the same time help the students to understand what effects they may have.三维目标(3) Reading and Comprehending
In this part, teachers may first ask the students to read the text quickly to finish a multiple choice or get the main idea of the passage. Then read the text to answer some detailed questions and discuss how the text is organized.
3. Emotion, attitude and values
(1) Enable the students to understand what global warming is about and talk about the causes and effects of it.
(2) Help the students know how to protect the earth to live better.三维目标【重点】
Guide and help the students master the important words, phrases and sentence patterns above.
【难点】
1. Enable the students to get a better understanding of this article.
2. Enable the students to know how to prevent global warming.重点难点1. In doing Warming Up, help the students learn about the environment and review some expressions.
2. During Pre-reading, help the students talk more about the bad effects of greenhouse and how to give advice on stopping the effect of greenhouse.
3. While Reading and Comprehending, ask students to understand how to prevent global warming.教学建议Step Ⅰ. Prevision
(1) Listen to the vocabulary of this period and then read them aloud.
(2) Have a dictation of the important vocabulary of this period.
Step Ⅱ. Leading in
Two or even more different ways are offered to help make it easier for the students to have access to this text.Step Ⅲ. Extensive reading
(1) Read the text fast to get the main idea of the text; then match the main idea with different parts.
(2) Read the text carefully to finish some single-choice questions; then answer some relevant questions.Step Ⅳ. Intensive reading
Different methods and flexible examples of language points are offered for the students to understand and master the usage of key words, phrases and sentence structures. Meanwhile, this can help the students have a better or deeper understanding of the whole text.Step Ⅴ. Practice and application
A variety of exercises are offered for practice and application.
(1) 单句语法填空
(2) 短语/搭配填空
(3) 句式结构训练
(4) 语篇型语法填空
(5) 语篇巩固提高训练Step Ⅵ. Homework
It is advised that students should be free to choose and do some exercises above.
Step Ⅶ. Reflection afterwards
Teachers are advised to reflect on the whole learning process, including the advantages and disadvantages, both from the teacher's perspective and the students' perspective.【导入一】
Show a picture of greenhouse on the screen.
T: Now look at the picture. What is it in the picture?
S: A greenhouse.
T: Right.Who can tell me what it is used for?
Sa: A greenhouse is made of glass and is used for growing plants, especially during the cold weather.
T: Yes, you are right. And how does it work?新课导入Sb: The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.
T: Exactly. Thank you. But today we are not going to talk about greenhouse. We'll talk about greenhouse gases. Have you heard about this before?
Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”， including carbon dioxide, methane and water vapor.新课导入T: That's correct. Then what do you think greenhouse gases do?
Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.
T: Yes. Last we talk about the effects of burning fossil fuels. One of the effects is that more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What are your opinions? Next we'll read an article THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?新课导入【导入二】
1. Pair work
Get the students to ask each other the following questions, and then ask them to present it before the class.
(1) What is energy?
(2) Where does it come from?
(3) What energy sources are renewable?
(4) What energy sources are non-renewable?新课导入2. Group work
(1) Get the students to talk about energy sources according to the following photos.新课导入The above pictures can be used for students to talk about, and students can also talk as much as they can.
By learning Warming Up we all know that energy is so important, but where does it come from?
There are different forms of energy：
light energy　光能　heat energy　热能
sound energy　声能　chemical energy source　化学能源
nuclear energy　核能　internal energy　内能
kinetic energy　动能　potential energy　势能新课导入新课导入(2) Conclusion
When energy changes from one form to another, the amount of energy stays the same. Energy cannot be made or destroyed. This fact is called “conservation of energy”. Matter can be made into energy through processes like nuclear fission and nuclear fusion.新课导入Ⅰ.The text mainly tells us
　　　　　　　　　　　　　　　　　　　　　　　　　　　　.?
Ⅱ.Read the passage and then match the following.
(　　)1.Part Ⅰ (Paragraph 1)　 A.To list two different attitudes among scientists towards global warming.课前自主预习BTask OneTask OneFast Readingthe earth is becoming warmer and whether it matters(　　)2.Part Ⅱ (Paragraphs 2~5)　 B.To introduce a debate over the issue of global warming.
(　　)3.Part Ⅲ (Paragraph 6)　　 C.To explain how global warming comes about.
(　　)4.Part Ⅳ
(Paragraph 7)　　 D.It's up to the readers to think and decide whether people should do something about global warming or not.课前自主预习Task OneCADⅠ.Read the text and then choose the best answer.
1.Who found out the amount of carbon dioxide in the atmosphere from 1957 to 1997?
A.Dr Janice Foster.　　　　
B.Charles Keeling.
C.George Hambley.
D.Sophie Armstrong.课前自主预习Careful ReadingTask Two[答案] B2.The author probably agrees that 　　　　.?
A.a lot remains to be found out about the effects of global warming
B.we should do nothing about the global warming
C.catastrophes will happen if the globe keeps on warming
D.actually global warming is good for human beings课前自主预习[答案] A3.Which of the following statements is TRUE?
A.Natural gas is a greenhouse gas.
B.We are sure of the effects of global warming now.
C.Carbon dioxide is a byproduct of burning fossil fuels.
D.Dr Janice Foster believes that global warming will do good rather than harm to the earth.课前自主预习[答案] C4.This article is from 　　　　.?
A.a story
B.a diary
C.a novel
D.an environmental magazine课前自主预习[答案] DⅡ.Read the text and then answer the following questions.
1.What's the cause of global warming according to the scientists?
____________________________________________________________________
2.What is the most important part of greenhouse gases?
___________________课前自主预习The burning of fossil fuels like coal, natural gas and oil.Carbon dioxide.3.What's Dr Foster's attitude towards the rise of the earth's temperature?
_________________________________________________________________
4.We should do nothing about global warming, do you think so? Why? (within 30 words)
__________________________________________________________________________________________________________________________________________
课前自主预习Dr Foster thinks the rise of the earth's temperature will lead to a catastrophe.I don't think so, because global warming may cause the sea level to rise, severe storms, floods, droughts and many other serious problems.Scientists believe that there is no doubt 1.　　　　 “greenhouse effect” begins when we add huge 2.　　　　　　 (quantity) of extra carbon dioxide into atmosphere by burning fossil fuels. The 3.　　　　　　 (increase) amount of carbon dioxide is causing the global temperature to go up, which is not a 4.
　　　　 (nature) phenomenon. Scientists also agree that the burning of more and more fossil fuels has resulted5.　　 this increase in carbon dioxide.课前自主预习thatquantitiesincreasingMicro-writingTask ThreenaturalinOn the one hand, Dr Foster thinks that an increase of five degrees would be a catastrophe. On the 6.　　　　 hand, some scientists, like George Hambley, predict that any warming will be mild with few bad 7.
　　　　　　　 (environment) consequences. Hambley states that more carbon dioxide will make plants 8.　　　　 (grow) quicker; crops will produce more; it will encourage a greater range 9.　　　　 animals, all of which will make life for human beings 10.　　　　 (good). ?课前自主预习otherenvironmentalgrowofbetter1 random　adj.胡乱的,任意的　n.随意
(教材P26)…has caused this global warming rather than a random but natural phenomenon.
……已经引起了这种全球变暖(现象),这种现象并非一种随意的自然现象。课堂互动探究词汇点睛(1)at random　　　　　　　随意地,随机地
(2)on purpose　 故意地,有目的地
by accident = by chance　 意外地,偶然地课堂互动探究【活学活用】
(1)This list is arranged in a random order.
这份名单是按随机顺序排列的。
(2)She took a book off the shelf at random.
她随意地从书架上拿下一本书。
(3)　　　　　　　　　, I saw a flight of wild geese head south for the winter while I was hiking.?
当我远足时,我偶然看到一群大雁南飞过冬去了。By chance/accident课堂互动探究(4)The lucky fan will be picked out 　　　　　　　　to perform with the singer during the party.?
在聚会期间,幸运的歌迷将会被随机挑选出来与这位歌手一起表演。at random2 quantity　n.量,数量
(教材P26)The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere.
当我们在大气层中增加了大量的额外的二氧化碳时,问题就来了。课堂互动探究(large/huge)quantities of = a large quantity of
　　　　　　　　　　　　　　　　大量,很多
in quantity/in large quantities 大量地,大批地【归纳拓展】
(large/huge) quantities of和a large quantity of后都可接可数名词复数或不可数名词。
【活学活用】
(1)Many foreign experts used to think there wasn't a large quantity of oil in China.
许多外国专家过去认为中国不存在大量原油。课堂互动探究(2)Generally speaking, it's cheaper to buy goods in quantity/in large quantities.
一般来说,大批量购货较便宜。
(3)　　　　　　　　　　　　　 necessities are needed in that area stricken by the earthquake.?
那个地震灾区需要大量的生活必需品。
(4)He is in charge of buying things 　　　　　　　　　　　　　　　for the company.?他负责为公司大量采购物品。课堂互动探究Large/Huge quantities ofin quantity/in large quantities3 oppose　vt.反对;反抗;与(某人)较量
(教材P27)On the other hand, there are those, like George Hambley, who are opposed to this view and believe that we should not worry about high levels of carbon dioxide in the air.而另一方面,还有一些人,像科学家乔治·汗布利,反对这种观点,他们认为我们不必担心空气中高含量的二氧化碳。课堂互动探究课堂互动探究(1)oppose (doing) sth　　　　　　反对(做)某事
oppose oneself to sth 反对……
(2)opposed adj. 反对的;对立的
be opposed to (doing) sth 反对
(3)opposite adj. 相反的;对面的
opposition n. 反对;对立;抵抗
come across/meet with opposition 遭到反对【活学活用】
(1)The President opposes giving military aid to that country.
总统反对给予那个国家军事援助。
(2)I am opposed to all wars.我反对所有的战争。
(3)She remained bitterly　　　　　　　 the idea of moving abroad.?
她仍然坚决反对移居国外这个想法。
(4)Mary is strongly 　　　　　　　　shopping on Sunday because the streets are full of people.?玛丽强烈反对在周日购物,因为街上人太多了。课堂互动探究opposed toopposed to going4 consequence　n.后果,结果,影响
(教材P27)They predict that any warming will be mild with few bad environmental consequences.
他们预测变暖的情况不会很严重,对环境的不良影响也不会太多。课堂互动探究课堂互动探究(1)as a consequence = in consequence=as a result　因此,所以
be of no (little)/great (much) consequence 不/非常重要
as a consequence of= in consequence of= as a result of 由于,因为
take the consequence of… 承担……的责任
answer for the consequence of… 对……负责
(2)consequent　adj. 　　　　 随之而来/发生的
consequently　adv. 所以,因而【活学活用】
(1)As a consequence of a great fire, the house was completely destroyed. 由于一场大火,房子被彻底毁坏了。
(2)Who should answer for the consequence of the accident?谁应该为这起事故负责?
(3)The rise in lung cancer patients is 　　　　　　　　cigarette smoking.?
肺癌患者的增多是吸烟导致的结果。
(4)The city was in ruins 　　　　　　　　　　　　　　　　　a severe earthquake.?由于一场严重的地震,这座城市变成了废墟。课堂互动探究a consequence ofin consequence of/as a consequence of5 range　n.范围　v.排列;变化
(教材P27)It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals —all of which will make life for human beings better.
它(二氧化碳含量的增加)会使植物长得更快;农作物产量更高;还会促进动物种类的增多——所有这些都将改善人类生活。课堂互动探究课堂互动探究(1)a wide/full range of　　　各种各样的,大范围的
in/within the range of 在……范围内
out of/beyond one's range 能力达不到/超过……
范围
(2)range from…to…(= range between…and…)
从……到……之间变化【活学活用】
(1)The houses are sold out within this price range.
这个价位范围之内的房子已售完。
(2)He has a variety of interests, ranging from hiking to diving.
他兴趣广泛,远足、跳水,不一而足。课堂互动探究(3)This tourist attraction offers 　　　　　　　　　activities for the tourists.?
这个旅游景点为游客们提供了各种各样的活动。
(4)The price of basketball in this shop 　　　　　　　　100 yuan
　　　　1000 yuan.?
这家商店的篮球价格从100元到1000元不等。课堂互动探究a wide range ofranges fromto6 glance　vi.看一下;扫视;粗略地看一下　n.一瞥
(教材P27)Glance quickly at the magazine article and answer the questions.迅速浏览一下杂志上的这篇文章并回答问题。课堂互动探究(1)glance at/over/through　　匆匆瞥一眼
glance around/about 环顾……
(2)give/take a glance at　 对……匆匆一瞥
at a glance　 (只)看一眼
at (the) first glance　 乍一看,乍看起来,第一眼……【活学活用】
(1)He only had time to glance at the newspapers before breakfast.
他只来得及在早餐前浏览一下报纸。
(2)He gave another impatient glance at his watch.
他又一次不耐烦地看了看他的表。
(3)He could tell 　　　　　　　what was wrong with the car. ?
他一眼就能看出汽车有什么毛病。课堂互动探究at a glance(4)She just 　　　　　　　the envelope and recognized her boyfriend's handwriting.?
她只是瞥了一眼那个信封,就认出了她男朋友的笔迹。课堂互动探究glanced at7 steady　adj.平稳的,稳固的,持续的
(教材P27)The rise in carbon dioxide is causing a steady increase in global warming.
二氧化碳排放量的增加导致了全球变暖趋势的平稳上升。课堂互动探究(1)steadiness n.　　　　稳定,稳固
(2)steadily adv. 平稳地,持续地,稳固地【活学活用】
(1)She has made steady progress this year.
今年她取得了稳固的进步。
(2)Keep the camera steady while you take a picture.
照相时要把相机拿稳。
(3)There is 　　　　　　　　　　in the price of the houses.?
房屋价格持续走高。课堂互动探究a steady increase(4)We were driving at 　　　　　　　of 50 mph on the way to my hometown.?
在回我家乡的路上我们一直以50英里的时速行驶。课堂互动探究a steady speed1 come about　发生;产生
(教材P26)So how has this come about and does it matter?
那么,这种温度的增长是怎么产生的呢?它会产生什么影响呢?课堂互动探究短语储存课堂互动探究come across　　　　　　　偶遇,碰到,被理解
come along　 进展,进行
come back to life　 复活
come into being　 形成,出现
come out　 公开,问世,出版
come to oneself　 恢复知觉
come up　 走近,发芽,被提出
come up with　 想出【活学活用】
(1)Do you know how the accident came about?
你知道事故是怎样发生的吗?
(2)Last weekend I came across an old friend in the park.
上周末我在公园里偶然遇到了我的一位老朋友。
(3)How did the differences between American English and British English 　　　　　　　??
美式英语和英式英语之间的差别是怎样产生的?课堂互动探究come about(4)Luckily that weak girl 　　　　　　　　　after drinking some water.?
幸运的是那个虚弱的女孩在喝了一些水之后恢复了知觉。
(5)Is that the best way you 　　　　　　　　　　??
那就是你想出来的最好的方法吗?课堂互动探究came to herselfcame up with2 subscribe to　同意,赞同;订购
(教材P26)All scientists subscribe to the view that…
所有的科学家都赞同这种观点……课堂互动探究(1)subscribe…to…(= donate…to…)　　　　向……捐款……
subscribe for… 认购……
(2)subscription n. 订阅数,捐赠款课堂互动探究【活学活用】
(1)I subscribe to the view that children benefit from being independent.
我同意这一观点,就是独立有利于孩子们(的成长)。
(2)I have subscribed to several magazines recently.
最近我订阅了几份杂志。
(3)It was said that the businessman subscribed ten million dollars to the charity.
据说,那个商人为慈善事业捐款一千万美元。课堂互动探究(4)That rich businessman regularly 　　　　　　　　the Red Cross.?
那个富商定期向红十字会捐款。
(5)This is a choice that most people tend 　　　　　　　　　.?
这是一项大多数人都会赞同的选择。subscribes toto subscribe to3 go up　上升;增长;升起
(教材P26)It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.这意味着更多的热量将被困在大气层中,从而引起全球温度上升。课堂互动探究课堂互动探究go up by　　　　　　上升了(多大幅度)
go up to　 上升到
go against　 违背,违反
go ahead　 前进;可以;往下说
go around　 四处走动;(病、消息等)流传
go by　 走过;(时间)流逝;过去
go in for　 从事;酷爱;参加
go through　 经历,仔细检查,浏览课堂互动探究【名师点津】
短语go up= rise“上升”, go down=fall“下降”,相当于不及物动词,都无被动语态。
go up/down作“沿着”讲时,相当于及物动词。
【活学活用】
(1)Do you think the house prices will keep going up in the years to come?你觉得房价在未来几年会一直上涨吗?课堂互动探究（2)She doesn't go in for rock and roll.It's much too noisy.
她不喜欢摇滚乐。它太吵了。
(3)Prices of all kinds of goods have 　　　　　.?
各种商品的价格都已上涨。
(4)It 　　　　　　　　one's body cycle to have snacks at midnight.?
半夜吃夜宵违背了一个人的身体循环规律。
(5)That country has 　　　　　　　　too many wars.?
那个国家经历了太多的战争。gone upgoes againstgone through4 result in　导致
(教材P26)They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.他们还赞同下述观点:正是燃烧越来越多的化石燃料导致了二氧化碳的增加。课堂互动探究(1)result in (= lead to)　结果,致使,导致(in的宾语是结果)
result from　 起因于, 由于, 由……引起(from 的宾语是起因)
(2)as a result　 结果,因此
as a/the result of　 作为……的结果课堂互动探究【活学活用】
(1)Careless driving resulted in the traffic accident.
粗心驾驶导致了这起交通事故。
(2)Stress and tiredness often result in a lack of concentration.
紧张和疲劳常使人精神不集中。
(3)He likes making fun of others, which often 　　　　　　　　quarrelling and fighting.?
他喜欢取笑别人,这常常导致吵嘴和打架。results in/leads to课堂互动探究(4)He was late for the conference 　　　　　　　　　the heavy snow.?
由于这场大雪,他开会迟到了。
(5)The great loss of our company this year　　　　　　　　 that stupid decision.?
我们公司今年惨重的损失是由那项愚蠢的决策导致的。as a result ofresulted from5 keep on　继续
(教材P27)Even if we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries.
即使我们开始减少二氧化碳和其他温室气体的排放量,在(未来)几十年或几个世纪内,气候仍会持续变暖。课堂互动探究(1)keep on doing sth= continue/go on doing sth　　　继续做某事
keep sb doing sth 让某人一直做某事课堂互动探究keep sb from doing sth 阻止某人做某事
(2)keep back 忍住,隐瞒
keep down 控制,压制
keep off 回避,不接近
(3)keep up 持续,维持
keep up with 跟上
(4)keep…in mind　　　　　　　 记住
keep in touch with 保持联系课堂互动探究【活学活用】
(1)Prices keep on increasing this year.
今年的物价在不断上涨。
(2)The teacher kept him from spending too much time surfing the Internet.
老师阻止他花费太多的时间上网。
(3)I‘m sorry to have 　　　　　　　　　for so long.?
对不起,让你久等了。kept you waiting课堂互动探究(4)Do be careful to 　　　　　the grassland.?
小心不要踩踏草坪。
(5)　　　　　　　　　 that safety is the first place.?
要牢记安全第一的原则。keep offKeep it in mind1 (教材P26)There is no doubt that the earth is becoming warmer (see Graph 1)…
毫无疑问,地球正在变得更温暖(参见表1)……课堂互动探究句型透视【句型公式】
There is no doubt that…=Without doubt/Doubtless…课堂互动探究【句法分析】
句中的“There is no doubt that…”是一个固定句型,意为“毫无疑问……”。
【归纳拓展】
doubt既可作名词,也可作动词。常见用法如下:
(1)作名词,意为“疑惑;怀疑”。
①肯定句中doubt后多接whether (一般不用if代替)引导的同位语从句。
She had her doubts whether the new book would sell well.她怀疑新书是否会畅销。课堂互动探究②否定句中doubt后多接that引导的同位语从句。
There is no doubt that they will ask you for help.
毫无疑问,他们会请你帮忙的。
(2)作及物动词,意为“怀疑;不能肯定;不大相信”,一般不用进行时态。
①用于否定句或疑问句,后接that引导的宾语从句。
Do you doubt that he will win the match?你怀疑他会赢得这场比赛吗?
②用于肯定句,一般接whether 或if引导的宾语从句。
We doubt if she will be persuaded.我们不知道她会不会被说服。课堂互动探究【活学活用】
(1)There's some doubt whether he'll keep his promise.
他会不会信守诺言还难说。
(2)I don't doubt that he is telling the truth.
我毫不怀疑他在讲真话。
?(3)　　　　　　　　　　　　　　　　　　　　　　 this famous writer will be invited to attend the lecture.?
毫无疑问这位著名的作家将会被邀请参加这个讲座的。There is no doubt that/Without doubt/Doubtless课堂互动探究(4)　　　　　　　　　　　　　　　　 he will be elected.?
他能否当选还不太确定。
(5)Some researchers believe that 　　　　　　　　　　　　a cure for AIDS will be found.?
一些研究人员认为,治疗艾滋病的方法将会被发现,这是毫无疑问的。There is some doubt whetherthere is no doubt that2 (教材P26)…it is human activity that has caused this global warming…
……正是人类活动导致了全球变暖……
(教材P26)They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
他们还赞同下述观点:正是由于燃烧越来越多的化石燃料导致了二氧化碳的增加。课堂互动探究【句型公式】
It is/was+被强调部分+that/who…课堂互动探究【句法分析】
以上两句中都使用了强调句型:It+is/was+被强调部分+that/who+其他成分.
一般疑问句式:Is/Was+it+被强调部分+that/who+其他成分?
特殊疑问句式:特殊疑问词+is/was+it+that/who+其他成分?
此句型可以强调句子的主语、宾语和状语,不能强调谓语。课堂互动探究【活学活用】
(1)It is the Great Wall that these foreign guests will visit.这些外宾将要参观的是长城。
(2)It was in a different way that they played the game.
他们以一种不同的方式进行了这场比赛。
(3)　　　 the department manager 　　　　　　is to blame for the loss.?
正是那个部门经理要为这次损失承担责任。It iswho/that课堂互动探究(4)　　　　　　　　　　　 of the local guide 　　　　the mountain climber was rescued.?
正是在当地导游的帮助下那个登山者获救了。
(5)　　　　　　　　　　 that this film was shot.?
这部电影正是在我们村里拍摄的。It was with the helpthatIt was in our village这是本单元的第二课时，包括“语言学习”和“语言运用”两大部分，旨在帮助学生巩固这两部分中的生词、加深理解课文，并通过听、说、读的方式侧重讨论了WHAT CAN WE DO ABOUT GLOBAL WARMING，训练了学生的语言综合运用能力。1. Knowledge and skills
(1) Understand the meanings of the following words and phrases and learn about how to use some of them：
average adj.　　　　 平均的，普通的(无比较级)
existence n. 生存；存在
advocate vt. 拥护，主张，提倡
commitment n. 承诺；交托；信奉；(在金钱、时间、人力等)投入，花费三维目标casual adj. 漫不经心的，随便的，偶然的
circumstance n. 环境；情况
contribution n. 贡献
on the whole 大体上；基本上
on behalf of 代表……；作为……的代言人
put up with 忍受；容忍
so long as 只要三维目标(2)Get the students to understand and use the following important and useful sentence patterns：
① As I'm not sure where to start with my project, I would appreciate any suggestions you may have.
② It is OK to leave an electrical appliance on so long as you are using it — if not, turn it off!
③ It takes a lot of energy to make things from new materials, so, if you can, buy things made from recycled materials.三维目标2. Process and methods
(1) Offer some explanations and examples to help the students to understand the meanings of the above words and expressions, and then do some exercises to help the students master their usages.
(2) Ask the students to read for specific information.
(3) Use a task-based teaching approach and a cooperative-communication approach.三维目标3. Emotion, attitude and values
(1) Stimulate the students' interest in learning English.
(2) Develop the students' sense of cooperation and teamwork.
(3) Develop the students' love for our environment.三维目标【重点】
1. Guide and help the students master the important words, phrases and sentence patterns above.
2. Use reading skills to finish the reading activity.
3. Help the students realize what they can do about global warming.
【难点】
How to write an essay about what the students can do about global warming.重点难点1. In dealing with the languages, especially the difficulties, the teachers had better offer the students enough examples to read and understand, so that the students can fully understand and master them.
2. Three parts of the text will be dealt with in this period: reading the passage on Page 30, Exercise 2 on Page 31 and a writing task. By doing the three parts, students can strengthen their knowledge about global warming and become more aware of the environmental problems we are facing.教学建议Step Ⅰ. Prevision
(1) Listen to the vocabulary of this period and then read them aloud.
(2) Have a dictation of the important vocabulary of this period.
Step Ⅱ. Leading in
Two or even more different ways are offered to help make it easier for the students to have access to this text.Step Ⅲ. Extensive reading
Read the text fast to finish Exercise 1 on Page 30.
Step Ⅳ. Intensive reading
(1) Different methods and flexible examples of language points are offered for the students to understand and master the usage of key words, phrases and sentence structures. Meanwhile, this can help the students have a better or deeper understanding of the whole text.
(2) Read the text carefully and finish Exercise 2 on Page 31.Step Ⅴ. Practice and application
A variety of exercises are offered for practice and application.
(1) 单句语法填空
(2) 短语/搭配填空
(3) 句式结构训练
(4) 语篇型语法填空
(5) 语篇巩固提高训练Step Ⅵ. Homework
It is advised that students should be free to choose and do some exercises above.
Step Ⅶ. Reflection afterwards
Teachers are advised to reflect on the whole learning process, including the advantages and disadvantages, both from the teacher's perspective and the students' perspective.【导入一】
Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and decide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.
Take the quiz below and see whether the students can fill in the blanks.新课导入新课导入新课导入新课导入Key: (1) non-renewable　 (2) non-renewable
(3) non-renewable　(4) renewable　
(5) Renewable (6) non-renewable　
(7) Renewable　(8) renewable
(9) renewable　(10) renewable新课导入【导入二】
Review: the causes and effects of global warming.
Q1: How does global warming come about?
Q2: What are the possible effects of global warming?
Some scientists hold the view that global warming will cause some serious consequences such as famines, droughts, floods and so on. However, other scientists hold the view that global warming is a positive thing and that there is no need to worry about it.新课导入Last period we also had a simple debate on whether we should do something about global warming or not. Most of you hold the view that we should do something about global warming. But have you thought about what should we do about global warming? Let's come to the passage on Page 30.新课导入1 average　 adj.(无比较级)平均的,普通的
(教材P29)The greenhouse effect gives the earth's surface the average temperature of 15℃.
温室效应使地球表面的平均温度保持在15℃。课堂互动探究词汇点睛课堂互动探究average n.　　　　　　　平均数;平均水平
vt. 平均为;计算……的平均值
an average of ……的平均数
on average 平均,一般地,通常
below/above average 在平均数以下/以上【活学活用】
(1)The average age of the boys in this class is fifteen.
这个班级中男生的平均年龄为十五岁。
(2)On average, men smoke more cigarettes than women.
一般来说,男士比女士吸烟多。
(3)It takes 　　　　　　　ten weeks for a house sale to be completed.?
一套房子的销售平均要花10周时间。
(4)The people who die of this disease 　　　　400 every year in this area.?这个地区平均每年有400人死于这种疾病。课堂互动探究an average ofaverage2 existence　n.生存;存在
(教材P29)Low-lying countries feel their very existence is in danger from rising sea levels.
一些地势较低的国家从海平面上升中感到它们的存在已陷入被海水淹没的危险。课堂互动探究课堂互动探究(1)in existence　　　现存,实际存在,现有
come into existence = come into being 产生;形成;出现;开始存在
(2)existent adj. 存在的,实在的
exist vi. 存在
existing adj. 现存的【活学活用】
(1)I was unaware of his existence until today.
直到今天我才知道有他这么个人。
(2)He exists on bread and water.
他靠面包和水度日。
(3)Human beings 　　　　　　　　　　　　air, food and water.?
没有空气、食物和水,人类是无法存活的。
(4)This school 　　　　　　　　　　　　　　　20 years ago.?
这座学校创办于20年前。课堂互动探究cannot exist/live withoutcame into existence/being3 commitment　n.承诺,交托,信奉,(在金钱、时间、人力等方面)投入,花费
(教材P30)There are many people who have a commitment like yours, but they do not believe they have the power to do anything to improve our environment.
有许多人有你这样的承诺,但他们不相信自己有能力去做些事情来改善我们的环境。课堂互动探究课堂互动探究“答应、许诺做某事”的多种表达法:
make a commitment to do sth
be committed to doing sth
promise to do sth
promise that…
make a promise to do sth
agree to do sth【活学活用】
(1)Her commitment to work is beyond question.
她的敬业精神是不容置疑的。
(2)I can't make such a commitment at the moment.
此刻我不能做出这样的承诺。
(3)He 　　　　　　　　helping us when we are in trouble.?
他承诺,他会在我们身处困境时帮助我们。
(4)Never 　　　　　　　　　　　　　　　　　　　　　　to do anything that is beyond your ability.?不要承诺去做你能力之外的任何事情。课堂互动探究is committed toagree/promise/make a commit-ment/promise4 casual　adj.漫不经心的,随便的,偶然的
(教材P30)Do not be casual about this.
不要对此疏忽大意。课堂互动探究be casual about　　　对……漫不经心、随便
be crazy about 　 对……疯狂、痴迷
be curious about　 对……好奇
be careful about　 对……细心、细致
be particular about　 对……挑剔【活学活用】
(1)That fellow is casual about his work.
那家伙对工作漫不经心。
(2)Nowadays many people are crazy about making more money.
如今很多人都痴迷于挣更多的钱。
(3)The scientist devotes all his attention to his research and
　　　　　　　　 his clothes.?
那位科学家把他所有的精力都投入到了研究中,对他的穿着很随便。课堂互动探究is casual about(4)The boy 　　　　　　　　　　how the machine works.?
这个男孩对这台机器是怎样工作的感到很好奇。课堂互动探究is curious about5 contribution　n.贡献
(教材P30)Remember—your contribution counts!
记住——你的贡献是有价值的!课堂互动探究(1)make a contribution/contributions to…
　　　　　　　　　为……做出贡献
(2)contribute vt. 捐献,贡献
contribute to 捐献;有助于
contribute…to… 把……贡献给……【活学活用】
(1)Make contributions to others' happiness, and you will be well on the way to happiness.
为别人的幸福做贡献,你就迈上了通往幸福之路。
(2)I hope I can contribute to your team.
我希望我能为你们的团队做出贡献。
(3)Charlie Chaplin_____________________________________________________ _____________________silent films.?
查理·卓别林对无声电影做出了很大贡献。课堂互动探究 contributed greatly to/made great contributions to/made a great contribution to(4)Whoever __________________________________________________________
the development of our company will get a prize or promotion.?
任何一个对我们公司发展有贡献的人都会得到奖励或晋升。课堂互动探究contributes to/makes contributions to/makes a contribution to1 on the whole　大体上;基本上
(教材P28)On the whole the warming of the earth is a phenomenon that causes great concern.总体上来说,全球气候变暖是一种引起极大关注的现象。课堂互动探究短语储存as a whole　　总体上,作为一个整体看待课堂互动探究【活学活用】
(1)On the whole, I am in favour of the idea.
总的来说,我同意这个观点。
(2)You must consider those matters as a whole.
你必须从总体上考虑那些问题。
(3)　　　　　　　　, life today is much better than that in the past.?
总的说来,如今的生活比过去好多了。
(4)I analyzed his words 　　　　　　.?我把他的言论作为一个整体来分析。On the wholeas a whole2 put up with　忍受;容忍
(教材P30)We do not have to put up with pollution.我们不必去忍受污染。课堂互动探究put up with = stand/bear/tolerate　　　　　忍受,容忍
put away 　　　　 收拾起来;储存(钱)
put aside 储备;把……放在一边
put off 延期;推迟
put back 放回原处
put forward 提出(意见、建议);向前移【活学活用】
(1)How has Mary put up with Smith for such a long time?
玛丽怎么能忍受史密斯那么久?
(2)Remember to put back everything where it is after you use it. 记得在你使用后把东西放回原处。
(3)We are trying to 　　　　　　some money every month in case of any emergencies.?
我们尽量每个月存些钱以备紧急之需。课堂互动探究put aside(4)To enjoy these jobs, they are willing to 　　　　　　　　many disadvantages of city life such as traffic jams and pollution.?
为了享受这些工作,他们愿意忍受城市生活的许多不利因素,例如交通拥堵和污染。课堂互动探究put up with3 so long as　只要
(教材P30)It is OK to leave an electrical appliance on so long as you are using it—if not, turn it off! 只要在使用电器时你就可以让它开着——如果不用就把它关掉!课堂互动探究so long as = as long as　　只要
as long as 长达……之久
as far as 远及;就……而论课堂互动探究引导条件状语从句的连词:
in case (that) 假如;以防(万一)
suppose/supposing (that) 假设,如果
provided that… 如果……
on/upon condition that… 如果;在……条件下
unless (= if…not) 如果不,除非……,否则……【活学活用】
(1)So long as you drive carefully, you will be very safe.
只要你开车小心,你就会很安全。
(2)I'll stay here with you as long as I can.
我会在这儿和你一起能待多久就待多久。
(3)My parents don't care what job I do 　　　　　　　I'm happy.?
我的父母对我从事什么工作无所谓,只要我开心就好。
(4)　　　　　　　　　 there is life, there is hope.?
只要有生命,就有希望。课堂互动探究so/as long asSo/As long as1 (教材P30) As I'm not sure where to start with my project, I would appreciate any suggestions you may have.
因为我还不清楚我该从哪里着手开始我的研究,所以我会感激你们所给的任何建议。课堂互动探究句型透视【句型公式】
疑问词+不定式课堂互动探究【句法分析】
句中的“where to start with my project”属于“疑问词+不定式”结构,可用作句子的主语(其后面谓语动词常用单数形式)、宾语和表语。其中的疑问词包括where, what, when, how, which, why等。
【活学活用】
(1)We haven't decided where to spend the coming winter holiday.
我们还没有决定到哪里去度过即将到来的寒假。(2)When and where to hold the opening ceremony hasn't been known so far.何时何地举行开幕式到现在为止尚未知晓。
(3)What everyone worries now is 　　　　　　an idea into an act.?
现在大家担心的是如何把想法变成行动。
(4)Each of us is clear about 　　　　　　　from our job.?
我们每个人都对工作上能期待什么十分清楚。
(5)Please show us 　　　　　　　　　this machine.?
请给我们演示一下如何操作这台机器。课堂互动探究how to turnwhat to expecthow to operate2 (教材P30)It is OK to leave an electrical appliance on so long as you are using it—if not, turn it off! 只要在使用电器时你就可以让它开着——如果不用就把它关掉!课堂互动探究【句型公式】
省略结构:if not课堂互动探究【句法分析】
句中的“if not”是“if you are not using it”的省略形式。if后常跟so或not来代替上文内容。
if so如果这样　　　if ever如果曾有过的话
if any如果有 if necessary如果有必要
【活学活用】
(1)Are you free now to help me with this problem? If not, please tell me.
你现在有空帮我处理这个问题吗?如果没有,请告诉我。(2)Do call me to help you out of the trouble, if any.
如果有困难的话,一定要给我打电话以便我能帮你。
(3)You‘d better get up early.　　　　　, you'll miss the first bus.?
你最好早起。如果没有早起,你会错过第一班公交车的。
(4)An important customer will probably come here.　　　　, someone must stay here.?
一位重要的客户可能会来。如果这样的话,一定要留个人在这儿。课堂互动探究If notIf so(5)The climate here is quite pleasant, the temperature hardly, 　　　　, reaching 30℃ in summer.?
这儿的气候很宜人,如果有的话,夏天的温度也很少达到30摄氏度。课堂互动探究if ever3 (教材P30)It takes a lot of energy to make things from new materials, so, if you can, buy things made from recycled materials.
用新材料来做这些东西要耗费大量的能源,因此,如果可以的话,就买那些用回收材料制成的东西。课堂互动探究【句型公式】
It takes/took (sb) time/energy to do sth.课堂互动探究【句法分析】
句中的“It takes a lot of energy to make things”属于常用句型“It takes/took (sb) time/energy to do sth.”,意为“做某事花费(某人)多少时间/精力”。
(1)当表示“花费时间”时,可相当于“sb spend time on sth/(in) doing sth”;
(2)当表示“花费金钱”时,可使用“sb spend money on sth/on doing sth”或者“sth cost sb money”。【活学活用】
(1)It took him ten minutes to walk from here to there.
从这儿走到那儿花费了他十分钟。
(2)It took us a lot of energy to design the project.
设计这项工程耗费了我们很多精力。
(3)　　　　　　　　　　　　　 a taxi to the airport.?
乘出租车去机场用时极少。课堂互动探究It takes little time to take(4)The new car 　　　　　　　　　　　　　　　　　.?
这辆新车花了这对新婚夫妇很多钱。
(5)　　　　　　　　　　　　　　　 shopping online; it's very convenient.?
网上购物几乎不需要很多精力,很方便。课堂互动探究cost the new couple a lot of moneyIt hardly takes energy to go这是本单元的第三课时，主要学习it用于强调句型的用法。1. Knowledge and skills
Enable the students to learn the usage of “it” used for emphasis.
2. Process and methods
(1) Let the students pick out the sentences with “it” used for emphasis in the passage and ask them to translate them into Chinese to understand them.三维目标(2) Offer the students more examples to compare and help them discover the usage of “it” used for emphasis.
(3) Do the exercises in Discovering useful structures on Page 29 to master the usage of “it” used for emphasis.
(4) Summarize the usage of “it” used for emphasis with the students together.
(5) Do more exercises for consolidation.三维目标3. Emotion, attitude and values
(1) Stimulate students' interest in learning English grammar.
(2) Develop students' ability to compare and summarize.三维目标【重点】
Master and learn to use the sentence pattern “It is/was… that…”．
【难点】
How to use the sentence pattern “It is…that…” when we emphasize the nouns which mean places or time and so on.重点难点The emphasized sentence is a very useful sentence pattern. The teachers should offer enough examples and exercises for the students to understand and practise.教学建议Step Ⅰ. Revision
Have a dictation of the important vocabulary of the first two periods.
Step Ⅱ. Leading in
Two or even more different ways are offered to help make it easier for the students to have access to this grammar item.
Step Ⅲ. Presentation
Select suitable examples and show concise instructions to the students as a presentation of the usage of “it”．Step Ⅳ. Practice and application
A variety of exercises are offered for practice and application.
(1) 句型转换
(2) 单句语法填空
(3) 完成句子
(4) 语篇巩固提高训练Step Ⅴ. Homework
It is advised that students should be free to choose and do some exercises above.
Step Ⅵ. Reflection afterwards
Teachers are advised to reflect on the whole learning process, including the advantages and disadvantages, both from the teacher's perspective and the students' perspective.【导入一】
Step 1: Read the following two groups of sentences and find the differences between them.
1. It is an interesting film. I want to see it again. I am glad to have got a ticket for it.
2. It is such an interesting film that I really want to see it again. I am so glad to have got a ticket for it.新课导入Step 2: Introduction
Sentence emphasis is a major skill in creating well-constructed and effective sentences and in this class we will have a detailed study of the various ways of achieving the purpose.
【导入二】
Ask the students to compare the two sentences below. The second sentence is from the reading passage. Translate them into Chinese and then discuss any difference in meaning and form.新课导入Ask the students to explain why “it” is used in the second form.
Human activity has caused this global warming.
It is human activity that has caused this global warming.
Tell the students the second is an emphasized sentence and there are more such sentences in the text.Ask the students to find them and write them down.新课导入it的用法(Ⅱ)
　　　　　　　　　　　　　　　　　　　　　
一、it引导强调句型
1.强调句型的基本结构为:It is/was+被强调部分+that/who+其他成分.
(1)此结构中it没有具体意义,只是引出被强调部分。
(2)此强调句型只能强调主语、宾语、状语,不能强调谓语。
(3)强调时间状语、地点状语、原因状语等时要用that而不能用when,where,because。语法归纳(4)被强调的成分是表示人的词时用who/that,而被强调部分是物时只能用that。
It is my mother that/who reminds me to get up on time every day.每天都是我妈妈提醒我按时起床。
It was Mr Smith who/that/whom he turned to for help.
他是向史密斯先生求助的。
It was in the museum that I first saw this old ancient vase.我是在博物馆里第一次见到这个古老的花瓶的。语法归纳It is every Sunday that they get together to have a good time.每个星期天他们聚在一起来度过愉快的时光。
It was by train that they travelled to Tibet last summer.
去年夏天他们乘火车去了西藏。语法归纳2.强调句型的时态:
(1)如果原句中谓语动词的时态是现在或将来时间范畴的时态 (如一般现在时、现在进行时、现在完成时、现在完成进行时、一般将来时、将来进行时、将来完成时等),强调句型的时态为:It is+被强调部分+that/who+其他成分.
(2)如果原句中谓语动词为过去时间范畴的时态(如一般过去时、过去进行时、过去完成时、过去将来时等),强调句型的时态为:It was+被强调部分+that/who+其他成分.语法归纳A meeting will be held next week in the meeting room.
→ It is next week that a meeting will be held in the meeting room.
We go to work every day by bus.
→ It is by bus that we go to work every day.
The couple have got separated from each other recently.
→ It is recently that the couple have got separated from each other.
They bought an expensive apartment the other day.
→ It was the other day that they bought an expensive apartment.语法归纳When they arrived at the airport, the plane had already left.
→ It was when they arrived at the airport that the plane had already left.
3.强调句型的疑问形式:
(1)强调句型的一般疑问句:Is/Was it+被强调部分+that/who+其他成分?
(2)强调句型的特殊疑问句:特殊疑问词+is/was it+that/who+其他成分?
Is it in the dining hall that they will hold a party?
他们将在这家餐厅举行宴会吗?语法归纳语法归纳Is it Professor Li who will come to our school to give us a speech? 是李教授要来我们学校给我们做演讲吗?
Was it last month that they had an important examination?他们是上个月进行了一次重要考试吗?
When is it that they are going to leave for Paris?
他们打算何时动身去巴黎?
How was it that they got to the top of that high mountain?他们是如何到达那座高山的山顶的?4.强调结构not…until…中的until时间状语:
当被强调的是not…until句型时,应将not与until部分一起进行强调,即构成“It is/was not until…that…”结构。由于not已经前移,that后应用肯定句式。
He didn't come back until the next year.
→ It was not until the next year that he came back.
They will not leave here until they finish the project.
→ It is not until they finish the project that they will leave here.语法归纳【深化点拨】强调句型的几个注意事项:
(1)在强调句型中,若强调原句中的主语,that/who后的谓语动词的单复数应与被强调的主语的单复数形式一致。
①The little boy has broken a window of the old lady.
→ It is the little boy who/that has broken a window of the old lady.
②His friends are planning to attend his party to be held tomorrow.
→ It is his friends that/who are planning to attend his party to be held tomorrow.语法归纳③Personally, it is the sales manager, rather than the assistants, that 　　　　to blame.?
【答案】 is
(2)强调句型的特殊疑问形式用于主从复合句中的名词性从句时,其语序应用陈述语序。
What is it that they will do next?
→ Do you know what it is that they will do next?
Why was it that they went to that village last week?
→ Can you tell me why it was that they went to that village last week?语法归纳(3)强调句型与定语从句相结合,若强调句型中的被强调部分含有定语从句,注意对定语从句引导词及强调句型中的that要做出正确的判断。
It was last spring when they worked together that they became good friends. 是他们一起工作的去年的春天他们成了好朋友。(when引导定语从句)
It was in the school where they had their schooling that they had a get-together again twenty years later.
在他们曾接受学校教育的学校里,他们20年后又聚在了一起。(where引导定语从句)语法归纳(4)强调句型的反意疑问句句式
It was Alice and her boyfriend who sent the old man to the hospital, wasn't it?
是爱丽丝和她的男朋友把这位老人送到医院的,是吗?
(5)强调句型的省略形式
—Who is making so much noise in the garden?
—It is the children (who are making so much noise in the garden).
“是谁在花园里弄这么大的声音?”
“是孩子们。”语法归纳二、it的习惯用法
1.it 的习惯用语
① How is it with your study? 你的学习怎么样?
② We must fight it out.我们必须坚持到底。
③ I can't help it.我没有办法。
④ It went hard with him.他身遭不幸。
⑤ It is all over with me.我完蛋了。
⑥ You got it! 你猜对了! /你答对了!
语法归纳⑦ Thank you! I can manage it.谢谢你!我能行。
⑧ I hope we can make it.我希望我们能成功。
2.it 指代时间的常用句型
(1)It be+时间段+since…
It is five years since he left here.他离开这儿已有5年了。
It is five years since she graduated.
她毕业已经5年了。语法归纳(2)It be+时间段+before…
It was some time before I realized the truth.
过了一段时间我才了解到真相。
(3)It is/was+时间+when定语从句.
It was midnight when we got home.
我们到家时已是半夜。语法归纳【活学活用】
Ⅰ.句型转换(强调下列各句中的黑体部分)
1.Have they decided to give up their chance to work for the company?
→ 　　　　　　　　　　　　　　　　　　　　　　　they have decided to give up??
2.Not what you said but what you did matters much.
→ 　　　　　　　　　　　　　　　　　　　　　　matters much.?语法归纳Is it their chance to work for the company thatIt is not what you said but what you did that3.Where did the police find their missing child?
→ 　　　　　　　　　the police found their missing child?
4.They didn't leave to travel until they finished the work.
→ 　　　　　　　　　　　　　　　　　　　　　　they left to travel.?
5.In the city where they spent their holiday, they had a quarrel for the first time.
→ 　　　　　　　　　　　　　　　　　　　　　　　　they had a quarrel for the first time.?语法归纳Where was it thatIt was not until they finished the work thatIt was in the city where they spent their holiday that语法归纳Ⅱ.单句填空
1.It is not who is right but what is right 　　　　is of importance.?
2.I just wonder 　　　　it is that makes him so excited.?
3.　　　　 was along the Mississippi River 　　　　Mark Twain spent much of his childhood.?
4.—I've read another book this week.
—Well, maybe 　　　　is not how much you read but what you read that counts.?thatwhatitthatit5.—What do you think of the job of teaching, Bob?
—I find it fun and challenging.It is a job 　　　　you are doing something serious but interesting.?
6.—When did you come back last night?
—It was not until 11 o'clock 　　　　the party ended.?
7.It is five months 　　　　my son went to America.?
8.It will be half a year 　　　　my son comes back from America.?语法归纳wherewhensincebefore9.It was midnight 　　　　she was woken up by a phone call.?
10.It was at midnight 　　　　she was woken up by a phone call.?语法归纳whenthat应用文写作之通知
　　通知(notice) 是上级对下级、组织对成员布置工作、传达情况或告诉公众某件事情等时使用的一种应用文体, 通常分为口头通知和书面通知两种。
1. 口头通知是面对面地把信息传达给对方。这种通知开头应有称呼语, 正式场合用Ladies and gentlemen(女士们、先生们), 有时也可以用Boys and girls或Comrades and friends(同志们、朋友们)等。开头还常有提醒听众注意的开场白, 如“Attention, please.”或“May I have your attention, please?”或“I have an announcement to make.”等;结尾常说“That's all. Thank you.”或“Thank you for listening.”等, 以示礼貌。基础写作知识2. 写书面通知时, 应明确写出发出通知的单位和日期。一般情况下, 书面通知的首行中央写上Notice。通知的发布单位常写在正文结束的右下角, 也可以写在Notice 的上方或前面, 发布通知的日期一般写在正文的右下角(在落款的下一行)或写在通知正文的右上角(在Notice的下一行)。口头通知和书面通知都是宣布即将发生的事情及其具体内容, 因而多用将来时, 一般用祈使句来强调。通知的语言要简洁明了、条理清晰、准确无误, 特别是时间概念很重要, 必须写得十分明确。基础写作知识通知常用语:
1. 段首常用语:
(1)May I have/call your attention, please?
(2)Attention, please, everybody!
(3)I have an announcement to make.
(4)I have something to tell you.
2. 段中常用语:
(1)There will be a talk this afternoon. 基础写作知识(2)Student Union has decided that…
(3)We shall have a lecture on…
(4)It has been decided that we'll pay a visit to…
3. 段尾常用语:
(1)Please be there on time and don't be late.
(2)I hope you can have a good time.
(3)That's all. Thank you. 基础写作知识【例】 作为交换项目的一部分, 学校将于本周五下午两点组织美国交换生到红星小学进行志愿者活动。假设你是校学生会主席, 请向他们口头通知此事, 内容包括:
1. 集合时间、地点;
2. 活动内容(介绍美国文化、教英文歌等);
3. 活动意义。
注意:1. 词数80左右;基础写作知识2. 开头和结尾已给出, 不计入总词数。
May I have your attention, please? _______________________________
___________________________________________________________
That's all. Thank you. 基础写作知识[参考范文]
May I have your attention, please??
This Friday you will visit Hongxing Primary School as volunteers, which is a very important part of the exchange programme. The school bus will pick you up at the school gate at 2:00 pm. This trip aims to give the kids there a taste of American culture. You may prepare some mini-lectures and teach the kids some simple but beautiful songs. 基础写作知识Through sharing your culture with them, you will know more about this country in return. We wish you all a good trip!
That's all. Thank you. ?基础写作知识【及时演练】
假如你校将举办一次英语演讲比赛(contest),请你用英语写一篇书面通知,以便张贴到布告栏上。通知须包括以下内容:
1. 比赛主题:人与自然
2. 比赛时间:5月20日下午4点
3. 比赛地点:教学楼五楼礼堂(auditorium)
4. 评比办法:由六位老师做评委,其中包括Mr Smith基础写作知识5. 奖项设置:前五名优胜者获奖
6. 报名办法:去找各自英语老师报名
注意:1. 词数80左右;
2. 可适当增加细节,以使行文连贯。
Notice
________________________________________________________________________________________________________________________________________
Students' Union基础写作知识基础写作知识One possible version:
Notice
In order to improve the students' spoken English, an English speaking contest on human beings and nature will be held by the school Students' Union in the auditorium on the fifth floor at 4:00 pm on May 20th. Six teachers, including Mr Smith, have been invited to be judges. Five prizes will be given to the excellent speakers. Anyone who is willing to take part in the contest, please go to your English teacher and sign your name for it. All are welcome to be present at the contest.
Students' Union?海报写作
【写作点拨】
1.概念:英文海报(poster)是用来告知广大公众有关事情的招贴,如电影消息、球讯、商品拍卖、文娱活动、游园、晚会、讲座等。
2.分类:(1)招聘广告;(2)活动宣传;(3)人物介绍。
3.内容安排:英文海报一般由标题、正文、出海报的单位以及日期构成。
4.语言特征:
(1)海报不同于其他类型的书面表达,它属于广告。单元话题写作(2)用最短的文字包含最多的信息,多用省略句、缩略语及类似的简洁生动的语言。
5.注意事项:
(1)海报的标题须简洁明了,能吸引读者的注意力。
(2)海报的文字修饰要服务于信息。
【词汇模板】
亮点句式:
1. Come and cheer for them.
2. All are warmly welcome.单元话题写作3. Admission free.
4. Do something./Please do something./You'd better do something.
5. Don't do something.
6.…is an organization to raise money for…
7.…is holding a party at its biggest hall…
8. The time is from…to…
9. We hope to…to help…单元话题写作【活学活用】
假设你是校学生会的一员,为了保护我们的地球家园,你代表学生会发出了关于低碳生活的倡议,并制作了下面的海报。单元话题写作请根据海报内容及以下要点写一份80词左右的倡议书:
1.低碳生活在节约资源、保护环境方面起着越来越重要的作用;
2.我们可以培养这些低碳生活习惯;
3.发出倡议。
Dear friends,
Do you want to live in a beautiful world? _______________________________________________________________________________________
Thank you!单元话题写作单元话题写作One possible version:
Dear friends,?
Do you want to live in a beautiful world? So it is our responsibility to have low-carbon lifestyle, which matters more and more in energy saving and environmental protection.To achieve the goal, we should bear the following habits in mind.Firstly, it's important to turn off taps and lights and recycle everything recyclable in our daily life.单元话题写作What's more, while sticking to the habit of setting the temperature of your air conditioner at above 26℃ in summer and eating fruit and vegetables in season, we should also climb stairs under the fifth floor instead of taking lifts.Let's all take action now and contribute to the long life of our earth.?
Thank you!?1.　　　　　 vt.消费,消耗,耗尽,吃完→ 　　　　　　　n.消费者,用户,顾客→
　　　　　　　n.消费,消耗量?
2.　　　　　　vi.同意,捐赠,订阅vt.签署(文件),捐助→　　　　　　n.捐献,订阅?
3.　　　　vi.趋向,易于vt.照顾,护理→　　　　　　n.倾向,趋势?
4.　　　　　　　n.测量,衡量,尺寸→ 　　　　　vt.测量,估量,权衡n.措施,程度?单元知识回眸重点单词consumeconsumerconsumptionsubscribesubscriptiontendtendencymeasurementmeasure5.　　　　 vt.反对,反抗,(与人)较量→　　　　　adj.反对的,对立的→
　　　　　adj.相反的,对立的,对面的prep.在……的对面?
6.　　　　　　　adj.环境的→　　　　　　　　　　n.环境保护论者→
　　　　　　　　n.环境?
7.　　　　　　　n.结果,后果,影响→　　　　　　　adj.随之发生的,作为后果的→ 　　　　　　adv.因此,所以,结果?
8.　　　　 vt.陈述,说明→　　　　　　n.声明,陈述,报表,说法?
9.　　　　adj.平稳的,持续的,稳固的→　　　　　adv.平稳地,持续地?单元知识回眸opposeopposedoppositeenvironmentalenvironmentalistenvironmentconsequenceconsequentconsequentlystatestatementsteadysteadily10.　　　　　　adj.节约的,经济的→ 　　　　　adj.经济学的,经济上的→
　　　　　n.经济,节约,理财→　　　　　 vt.节约,节俭,有效利用?
11.　　　　　　n.生存,存在→　　　　　vi.生存,存在,生活→ 　　　　　adj.目前的,现存的,既有的?
12.　　　　　 n.污染,弄脏→　　　　　 vt.污染,玷污,败坏→ 　　　　　　adj.受污染的,被玷污的?
13.　　　　 n.增长,生长→　　　　 vi.生长,发展vt.使成长,种植?
14.　　　　　　 adj.电的,有关电的→　　　　　　 adj.电动的,发电的,导电的→ 　　　　　　n.电力,电流?单元知识回眸economiceconomyeconomicaleconomizeexistenceexistexistingpollutionpollutepollutedgrowthgrowelectricalelectricelectricity15.　　　　 vt.使恢复,使振作→　　　　　　　 adj.提神的,使清爽的→
　　　　　　　n.精力恢复,能提神的东西?
16.　　　　　 n.教育工作者,教育家→　　　　　　 vt.教育,培养,训练→
　　　　　　　n.教育,教育学,培养→　　　　　　　　adj.教育的,有教育意义的→ 　　　　　　adj.受过教育的,有教养的?
17.　　　　　　n.贡献,捐献,投稿→　　　　　　 vi.& vt.贡献,捐献,投稿,出力?
18.　　　　　　　 n.分歧,不一致→　　　　　　　　 vi.不同意,有分歧,不一致→ 　　　　　vi.同意,意见一致→　　　　　　　　n.同意,协议,协定?单元知识回眸refreshingrefreshmentrefresheducatoreducateeducationeducationaleducatedcontributioncontributedisagreementdisagreeagreeagreement1.发生;产生　　　　　　　　　　　　　　　　　　　?
2.任意,随机地 　　　　　　　　　　　?
3.同意,赞同,订购 　　　　　　　　　　　?
4.大量的 　　　　　　　　　　　?
5.上升;增长;升起 　　　　　　　　　　　?
6.导致 　　　　　　　　　　　?
7.反对 　　　　　　　　　　　?单元知识回眸重点短语come aboutat randomsubscribe toquantities ofgo upresult inbe opposed to8.积累,积聚 　　　　　　　　　　　?
9.即使,尽管 　　　　　　　　　　　?
10.继续 　　　　　　　　　　　?
11.大体上;基本上 　　　　　　　　?
12.代表……,作为……的代言人 　　　　　　　?
13.忍受;容忍 　　　　　　　　　　　?
14.只要 　　　　　　　　　　　?
15.等等(表列举) 　　　　　　　　　　　?单元知识回眸build upeven ifkeep onon the wholeon behalf ofput up withso long asand so on1.　　　　　　　　　　 the earth is becoming warmer (see Graph 1)and that it is human activity that has caused this global warming…?
毫无疑问,地球是在变得更温暖(参见表1)并且正是人类活动导致了全球变暖……
2.They also agree that________________________________________________
_______________this increase in carbon dioxide.?
他们还赞同下述观点:正是燃烧越来越多的化石燃料导致了二氧化碳的增加。单元知识回眸重点句式There is no doubt that it is the burning of more and more fossil fuels that has resulted in3.　　　　　　　　　　　　　　　　　　　　　　　　　, I would appreciate any suggestions you may have.?
因为我还不清楚我该从哪里着手开始我的研究,所以我会感激你们所给的任何建议。
4.It is OK to leave an electrical appliance on so long as you are using it— 　　　　　　　　　　!?
在使用电器时你可以让它开着——如果不用就把它关掉!单元知识回眸if not, turn it offAs I'm not sure where to start with my project5.　　　　　　　　　　　　　　　　 things from new materials, so, if you can, buy things made from recycled materials.用新材料来做这些东西要耗费大量的能源,因此,如果可以的话,就买那些用回收材料制成的东西。?单元知识回眸It takes a lot of energy to makeit的用法(Ⅱ):引导强调句型及其他习惯用法。单元知识回眸单元语法如何写一则海报。单元知识回眸单元写作[导读] 全球变暖是环境变化、恶化的集中体现,也是社会发展不科学、不和谐的一种必然结果,而这甚至影响了语言词汇的变化。
The word “conservation” has a thrifty (节俭) meaning.To conserve is to save and protect, to leave what we ourselves enjoy in such good condition so that others may also share the enjoyment.(1)Our forefathers had no idea that human population would increase faster than the supplies of raw materials; most of them, even until very recently, had this foolish idea that the treasures were “limitless” and延伸拓展阅读“inexhaustible”.In fact, this foolish idea means that, as in a living body, an unhealthy condition of one part will sooner or later be harmful to all the others.
Fifty years ago nature study was not part of
the school work; scientific forestry (林业) was a
new idea: timber (木材) was still cheap because
it could be brought in any quantity from distant
woodlands; soil destruction and river floods were not national problems; 延伸拓展阅读nobody had yet studied long-term climatic cycles in relation to proper land use; even the word “conservation” had nothing of the meaning that it has for us today.
For the sake of ourselves and those who will come after us, we must now set about repairing the mistakes of our forefathers.Conservation should, therefore, be made a part of everyone‘s daily life.(2)In brief, it should be our goal to restore as much of the original beauty of nature as we can.延伸拓展阅读【典句赏析】
(1)Our forefathers had no idea that human population would increase faster than the supplies of raw materials…我们的祖先不知道人类数量会比原材料供应增长得快……
赏析:句中的that从句用作idea的同位语从句。如:
I have no idea that he'd be here.我不知道他会在这里。
(2)In brief, it should be our goal to restore as much of the original beauty of nature as we can.延伸拓展阅读简而言之,尽可能地恢复大自然的原生态美应该成为我们的目标。
赏析:句中的“it should be our goal to restore…”属于“it+is/was+n./adj.+to do sth”结构,it代指其中的不定式短语。如:
It is our great honour to have invited that famous professor to give us a lecture.能邀请到那位著名的教授给我们做演讲真是我们的荣幸。延伸拓展阅读