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高二英语 Unit 4 Global Warming

高二英语 Unit 4 Global Warming
高二英语 Unit 4 Global Warming

高二上学期第九次教案设计人

Unit 4 Global Warming

Period 1 Warming Up

Teaching Goals:

1. To arouse Ss’ interest in learning about global warming.

2. To get Ss to know the energy source.

Teaching procedures:

Step 1. Leading-in

Purpose: To activate Ss and arouse them to talk about global warming.

Step 2 Warming up

Purpose: To lead Ss to the topic of this unit.

1.Pair work

Get Ss to ask each other the following questions, and then ask them to present it before the class.

2. Group work

(1) Get Ss to talk about sources of energy according to the following photos. The above pictures can be used for Ss to talk about, and Ss 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:

(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 fiss ion and nuclear fusion.

3. Competition:

Take the quiz below and see whether Ss can fill in the blanks.

4. Homework

Write a short composition about sources of energy.

Period 2 Pre-reading, Reading, Comprehending Teaching Goals:

1.To read about global warming.

2.To get some idea about the effect of global warming.

3.To develop some basic reading skills.

Teaching Procedures:

Step 1. Warming Up

Purpose: To arouse Ss interest in learning about global warming.

1. Team work

Answer the questions below:

2. Group work

Look at the picture, and ask Ss some questions.

Step 2. Pre-reading

Purpose: To get Ss to learn about greenhouse gases.

1. Group work

Now look at the word “GREENHOUSE GASES”. What does it mean?

2. Individual work

Get Ss to answer these questions individually. Then let them discuss the answers.

(1) Who wrote the magazine article? What is the name of the magazine?

(2) What are the names of the three scientists mentioned in the article?

Step 3. Reading

1. Skimming

Purpose: To get a brief understanding of the text.

Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph.

Key sentences of each paragraph:

(1) A debate over whether it is human activity that has caused the global

warming or whether it is just a natural phenomenon.

(2) Many scientists believe people have caused the increase in the earth’s

temperature.

2. Scanning

Purpose: To get Ss to have some details in the text.

Read the article carefully. Are these statements true or false? Write a T for each true sentence and an F for each false sentence.

3. Listening

Purpose: To train Ss listening ability.

Listen to the tape and follow it in a low voice.

4. Group work

Ss are divided into four groups. Each group is supposed to read through each part and then discuss them.

Part 1 (Paragraph 1)

(1)compare 比较

●常见用法:

①compare…with…把…和…比较

Compared with him, I am fast.

②compare…to… 把…比作…

Life is often compared to voyage.

(2) come about发生

How did it come about? 那事是怎么发生的?

●常见词组:

come across 偶遇;碰到come round 恢复知觉,come along 进展;进行come to 涉及;到达;

共计

come out 公开;问世;出版come to oneself 恢复知觉come up with 想出

(3) phenomenon n 现象

It is only a social phenomenon, but not a phenomenon of nature.

Purpose: To have a deep understanding of the text.

1. Group work

Now you are going to discuss the statement: We should do nothing about global warming.

Follow these instructions:

(1)Get into groups of six. Decide which three in your group are going to agree

with the statement

(Group A) and which three are going to disagree with the statement (Group B).

(2) Group A students discuss why they agree with the statement; Group B

students discuss why they disagree.

(3) Groups A and B get together. They tell each other the reasons for agreeing

or disagreeing with the statement.

2. Individual work

Ask Ss to answer the following questions. Present their opinions to other classmates.

(1) What do you think of global warming?

(2) Do you think it serious?

3. Discussion

(1) Global warmin g refers to an average increase in the earth’s temperature,

which in turn causes changes in climate.

(2) Earth’s climate has been changing constantly over its 5-billion-year history.

(3) The earth could be getting warmer on its own.

Step 5. Reflective thinking

First show the following questions to Ss and then ask Ss to discuss them in groups.

1. What do you think cause global warming?

2. How does global warming affect you and others?

Step 6. Homework

https://www.wendangku.net/doc/8514942061.html,e the new words and expressions to make some sentences.

2.Try to write a short composition .The title is “How to slow climate change”,

beginning with “Global warming does not have to occur .It is possible for the human race to slow down global warming and maybe even remove all of the effect that people have on the climate.”

Period 3 Learning about Language

Teaching Goals:

1.To enable Ss to master some useful words and expressions.

2.To discover useful structures.

3.To get Ss to have knowledge of the grammar point: the use of it.

Teaching Procedures:

Step 1. Free talk

Get Ss to talk about what causes global warming.

Step 2. Word study

Purpose: To consolidate the words and phrases in the text.

1. Individual work

Go over the new words and phrases in the previous sections. Then complete each sentence with one of those new words or phrases.

(1) Charles Keeling collected on the carbon dioxide content in the

atmosphere over a forty-year period .He found that the amount of carbon dioxide _________ increasing during that time.

(2) Although we are burning coal in huge every year, we won’t

of it for centuries.

(3) If the amount of greenhouse gases continues to we could be

facing a global.

(4) Many scientists believe that global warming has through the

burning of fossil fuels. They do not think that ignoring the issue is worth the_______.

(5) describes weather conditions over a period of years in a

particular place.

(6) The of a rising sea level would be widespread flooding.

(7) The use of energy in Susanna’s country is low the use of energy

in the USA.

(8) The warming of the earth is a that cause great concern.

(9) The shows temperature changes during the 20th century.

(10) One hectare of forest can absorb 23 tons of carbon dioxide

year.

2. Pair work

Look at the two graphs on page 26. Then complete the paragraphs about them with appropriate words. Do the exercise in pairs.

The first graph shows the global between and . The temperature and decreased over this period but on the whole it by around one degree Fahrenheit. During this time, the earth reached its temperature in about and its highest in 2000.There was a steady in the temperature during the twenty years after 1980.We can see from the graph that the earth has become since early last century.

The second graph shows the amount of in the atmosphere from to

. The carbon dioxide steadily over this forty-year period .It went up from 315 to 370 parts million.

Step 3. Grammar

1. It构成的英语强调结构

What s it that Professor Liu teaches us this year?

2. 强调句型的特点

去掉It is(was)及that(who)后,在不添词、不减词的前提下能重新构成一个意义完整的句子。这也是判断一个句子是否是强调句型的依据。

5. Practice

(1) It wasn’t until nearly a month later I received the manager’s reply.

A. since

B. when

C. as

D. that

(2) It was back home after the experiment.

A. not until midnight did he go

B. until midnight that he didn’t go

C .not until midnight that he went D. until midnight when he didn’t go

(3) Why !I have nothing to confess. you want me to say?

A. What is it that

B. What it is that

C. How is it that

D. How it is that

(4) It is these poisonous products can cause the symptoms(症状)of

the flu ,such as headache and aching muscles.

A. who

B. that

C. how

D. what

(5) It was because of bad weather the football match had to be put

off.

A. so

B. so that

C. why

D. that

(6) 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

Step 4. Homework

Rewrite each sentence with “It is …that…”to give more emphasis to the underlined part.

1. Greenhouse gases have warmed the earth by trapping heat energy in the

atmosphere.

2. The greenhouse effect gives the earth’s surface the average temperature of

15℃.

3. Much of the energy used to light and heat our homes comes from fossil fuels.

4. The biggest producer of greenhouse gases is the United States of America.

5. Carbon dioxide stays in the atmosphere for centuries while other greenhouse

gases stay in the atmosphere only for a day or less.

Period 4 Using Language

Teaching Goals:

1.To discuss and read about global warming.

2.To learn to write a poster.

Teaching Procedures:

Step 1. Warming up

Turn to page 30. Listen to the tape and follow in a low voice. Pause where the reader pauses. Pay attention to the pronunciation and intonation.

Step 2. Reading

1.Individual work

When you read the text for the second time you are supposed to underline all the useful collocations .You have to copy them into your notebook. I hope you can fully understand the importance of expressions in English learning.

2. Group work

Discuss in groups the collocations from the text.

Do a projec t on…; do…about…have effect on…; start with…get suggestions;

have to power to;

Step 3. Writing

You are going to make a poster to tell your schoolmates ways to reduce the amount of carbon dioxide in the air.

For your reference:

How To Reduce the Amount of Carbon Dioxide Going into the Air.

●Use public transportation, walk or bike to school or work. If you must drive,

join a carpool

and use a car that gets high mileage.

●Use energy-efficient appliances and weatherize your home.

●Use renewable energy sources, like solar heart or wind power ,which don’t

emit carbon

dioxide.

●Switch from coal and oil to natural gas in power plants and

factories .Natural gas releases the

least amount of carbon dioxide.

Step 4. Listening and discussing

Now turn to page 31. Li Ben is doing an interview with Professor Chen about the use of different sources. Read the statements and listen to the tape

recording of the interview to decide which statement the professor does not agree with.

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.carbon dioxide.

Step 5. Closing down

Discuss what we individuals can do about global warming in groups of four. Step 6. Homework

Make a poster for your school that tells Ss various ways they can reduce the amount of carbon dioxide in the air.

Period 5 Learning Tip & Summing Up

Teaching Goals:

1. To summarize what has been learnt.

2. To learn what nouns are spelt with a capital letter at the beginning of the

word.

Teaching Procedures:

Step 1. Learning tip

1. Group work

Ask Ss to discuss the reading material with their partners in groups of four. 2. Conclusion

Nouns that are spelt with a capital letter at the beginning of the word:

(1) names of people and place

(2) titles of magazines, newspapers, stories and books

(3) a person’s title

(4) months of year

(5) nationalities

(6) holidays

Step 2. Summing Up

Think about what you have read and practiced in this unit. Then tick the boxes. Step 4. Homework

Finish the exercises in the Workbook.

Suggested websites:

https://www.wendangku.net/doc/8514942061.html,

2020年高二英语上学期 25分钟限时阅读天天练—第9天

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① It’s cheaper to buy goods in quantity / in large quantities. ② A large quantity of silk is sold in Japan. ③ A large quantity of drugs are found in his home. ④ Large quantities of rain are needed in this area. ① He tends to get angry when others disagree with her. ② His views tend towards the extreme(极端). ③ He was tending (to) his son when I saw him in the hospital. ④ Jane is nice but has a tendency to talk too much. =Jane is nice but she tends to talk too much. ① The price of the new house in our area has gone up by 1,000 yuan per square meter(平方米)。That is(也就是说)it has gone up to 5,000 yuan per square meter. ② The wind has gone down a little. ④ The country has gone through too many wars.

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Love is a power which produces love 爱是一种能产生爱的能量 Love is an activity, not a passive affect; it is a "standing in", not a "falling for". 爱是一种积极的活动,并不是一种被动的情感;它是主动地“站进去”的活动,而不是盲目地“沉迷上”的情感。 In the most general way, the active character of love can be described by stating that love is primarily giving, not receiving. 如果用最通常的方式来描述爱的主动特征,那么,它主要是给予而不是获取。 The most important sphere of giving, however, 然而,给予最重要的意义。 is not that of material things, but lies in the specifically human realm. 并不在于物质方面,而尤其在于人性方面。 What does one person give to another? 一个人给予另一个人什么东西呢? He gives of himself, of the most precious thing he has, he gives of his life. 他把他自己给予别人,把自己拥有的最珍贵的东西给予别人,把自己的生命给予别人。This does not necessarily mean that he sacrifices his life for the other—but that he gives him of that which is alive in him. 这不一定意味着他要为别人而牺牲自己的生命,而是指他把自己身上存在的东西给予别人。he gives him of his joy, of his understanding, of his knowledge, of his humor, of his sadness—of all expressions and manifestations of that which is alive In him. 把自己的快乐、理解、知识、幽默、哀愁,把他身上存在的所有东西表露和显现给别人。 In thus giving of his life, he enriches the other person, he enhances the other's sense of aliveness by enhancing his own sense of aliveness 通过提高自己的生存感,他会提高别人的生存感. He does not give in order to receive; giving is in itself exquisite joy. 他不是为了获取才给予;给予本身就是一种强烈的快乐。

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高中英语课本必修四重点课文英汉对照高效辅导 ————————————————————————————————————————————————————————————————————————— Module 5 A Trip Along the Three Gorges 三峡之旅 In August 1996, Peter Hessler, a young American teacher of English, arrived in the town of Fuling on the Yangtze River. He and a colleague were to spend two years there teaching English at a teacher training college. They were the only foreigners in the town. The first semester finished at the end of January and they had four weeks off f or the Spring Festival. They could go anywhere they wished. They decided to take a boat downstream. We decided to buy tickets for the Jiangyou boat. 我们打算买到“江油号”的船票。 Our colleagues said, “You shouldn’t go on those ships. They are very crowded. They are mainly for goods and people trading along the river. 同事们说:“你们不要坐那种船。它们太拥挤,主要是用来运货的。乘客多事沿江做生意的人。 They don’t stop at the temples and there won’t be any other foreigners.” That sounded fine to me. 那些船不停靠庙宇,也不会有别的外国游人乘坐。”我觉得听起来还不错。 We just had to show our passports and they let us get on the boat.我们出示护照后边上了船。 We left the docks on a beautiful afternoon. The sun was shining brightly as we sailed downstream through a hilly region. 在一个美丽的午后,我们离开码头。当我们顺流而下穿过山区的时候,阳光很灿烂。 Men rode bamboo rafts along the river’s edge and coal boats went past. 男人们乘坐着江边的竹筏,运煤的小船来来往往。 As the sun set we docked at Fengdu. We could see the sun setting behind the white pagoda. It was beautiful. 太阳落山时,我们的船在丰都靠岸。我们目睹太阳在白塔后西沉,美丽极了。 We slept through the first gorge, which is called the Qutang Gorge. 穿过长江第一峡——翟塘峡时,我们正在睡梦中。 The gorge narrows to 350 feet as the river rushes through the tow-mile-high mountains. 江水在两英里高峰峦间奔流,峡谷狭窄处只有350英尺。 “Oh, well,” my friend said, “at least we have two more left.”我朋友说;“至少我们还能看见另外两个峡谷”。 At Wushan we made a detour up the Daning River to see some of the smaller gorges. 船到巫山时,我们绕道溯游大宁河,观赏了几处小峡谷。 The next day we went through the ig gorges on the Yangtze River. It was a lovely morning as we went through the Wu Gorge. 第二天,我们经过了长江的大峡谷。在一个美丽的上午轮船驶过巫峡。 We passed the Xiang River, home of Qu Yuan, the 3rd century BC poet. There was so much history long the Yangtze River. 我们还经过了湘江,那是公元前三世纪一位诗人——屈原的家乡。 Every rock looked like a person or animal, every stream that joined the great river carried its legends, every hill was heavy with the past. 长江有太多的历史。块块巨石形象各异,条条支流都流淌着传说,座座小山承载着过往。 As we came out of the third gorge, the Xiling Gorge, we sailed into the construction site of the dam. 穿过长江三峡+西陵峡后,轮船驶入大坝建设处的江面。 All the passengers came on deck. We took pictures and pointed at the site, but we weren’t allowed to get off the boat. 所有乘客都上了甲板,大家拍照片,对着工地指指点点,但不可以下船。 The Chinese flag was blowing in the wind. On a distant mountain was a sign in 20-foot characters. “Build the Three Gorges Dam, Exploit the Yangtze River,” it said. 五星红旗在风中飘扬着。远山上写着英尺大的汉子“建造长江大坝,开发长江资源”。

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