2023學年完整版Unit4Globalwarming設計

Unit4GlobalWarming教學設計教學目標Ⅰ.教學內容分析本單元的中心話題是人類當今面對的環(huán)境問題，主要探討了“全球變暖”和“節(jié)約能源”等方面的問題。由于人類過多使用不可再生能源，大氣中二氧化碳的含量逐年增加，導致全球氣溫上升。通過學習本單元，讓學生了解能源分為“不可再生能源”和“可再生能源”，幫助學生樹立“節(jié)約能源、保護環(huán)境”的主人翁意識。語言知識和語言技能主要圍繞“全球變暖”和“節(jié)約能源”這一主題設計的?！盁嵘怼?Warmingup)部分要求學生列舉家中、學?；蚱渌胤绞褂媚茉吹奈矬w，指出這些能源的來源，并盡可能多地列舉不同的能源。能源可分為兩類：一類是可再利用能源；另一類是一次性能源。把前面列舉的能源按能否再利用這一標準進行分類。本部分提供了六幅圖片，教師可以從識圖開始組織教學。還可以讓學生搜集一些其他相關圖片。這六幅圖分別為：風力（windpower）、燃煤發(fā)電站（acoalpowerstation）、煉油廠（anoilrefinery）、原子能發(fā)電站（anuclearpowerplant）、太陽能接受器（solarpanels）、水壩（ahydrodam）?！白x前”(Pre-reading)部分首先介紹什么是溫室、它有什么作用，然后要求學生討論大氣中溫室氣體的作用。溫室是由玻璃構成的建筑，主要用于花果蔬菜的培植。溫室是由玻璃構成的建筑，主要用于花果蔬菜的培植。溫室能阻止熱量散發(fā)，因而能幫助植物度過寒冷的時期。該部分的討論有利于學生預測課文內容和理解閱讀課文中的溫室氣體效應?！伴喿x”(Reading)部分是一篇雜志文章，主要講述了地球溫度上升的現象和原因。20世紀中，地球的溫度上升了華氏1度。這看上去是一個很小的數字，但相對于自然界的其他現象來說，這個增長速度是迅猛的。這種現象是自然發(fā)生的還是人為的？這個問題引起激烈的爭論。許多科學家認為，這種變化是人類燃燒礦物燃料所致。這些物質的燃燒產生以二氧化碳為主的溫室氣體。正因為自然界有溫室氣體的存在，地球才不至于很冷。但大量排放二氧化碳會使地球普遍升溫。對于地球升溫，科學家有不同的看法。有些科學家認為，這個問題很嚴重。地球升溫會導致海水上漲、風暴、干旱、饑荒、物種毀滅和疫病等。也有科學家認為，地球升溫有利于改善人類生活，比如，莊稼長得更快、產量更高等。文章最后以開放性的問題結尾要求讀者思考：對于全球變暖，人類要不要采取措施？“理解”(Comprehending)部分設置了三個活動。閱讀課文中的雜志文章，練習1首先就作者、雜志名稱、文中提到的科學家、文中出現的曲線圖等內容提問，并要求學生概括文章的主題。然后，練習2要求學生細讀課文，并判斷所給六個句子是否符合課文內容。最后練習3要求學生小組討論：Weshoulddonothingaboutglobalwarming.在小組討論的基礎上，把全班分成正方和反方，舉行一個辯論會?！罢Z言學習”(Learningaboutlanguage)的詞匯學習部分共兩個練習。練習1讓學生重新閱讀課文并找出文中一些具有不同詞性或不同含義的生詞，分辨它們在文中的含義。練習2則要求學生使用前幾個部分所學的生詞來完成與“全球變暖”話題相關的一些句子。語法學習部分中練習1讓學生通過對比課文中it作強調作用的句子與其他句子的區(qū)別，發(fā)現并熟悉強調句型及其規(guī)律。練習2則要求學生針對所給句子的劃線部分轉換句型，練習使用it的強調句型。練習3則給予學生更廣闊的思維空間，讓學生根據自己對“全球變暖”話題的認識運用強調句型進行復述或表達自己的觀點?！罢Z言運用”(Usinglanguage)部分的“讀和寫”(Readingandwriting)讓學生就WHATCANWEDOABOUTGLOBALWARMING?進行討論。歐陽光給關愛地球組織雜志寫電子郵件，請求幫助。雜志回信指出，群策群力，問題可解。他們提出了幾個具體措施：1、減少電器的使用；2、盡量步行或騎自行車；3、回收玻璃、塑料、報紙等物品；4、勸父母購買節(jié)能產品；5、植樹；6、宣傳有關知識。閱讀之后，教師可以讓學生就文中提出的建議進行討論，并可以讓學生提出更多的建議。這樣，學生就有了充分的材料去完成寫的任務：設計一個海報，介紹減少空氣中二氧化碳含量的方法。聽力部分是大學生李斌與陳教授的一段對話，討論能源的使用問題，并學習表達“贊成”或“不贊成”的交際用語?！靶〗Y”(Summingup)部分要求學生就全球變暖、如何減少二氧化碳、強調句、相關詞語等方面進行自我評價，判定學習情況：了解還要進一步改進的地方?！皩W習建議”(Learningtip)部分介紹首字母大寫的規(guī)則，要求學生在閱讀中學會辨別人名、地名、書名、題目等。Ⅱ.教學重點和難點1.教學重點：(1)本單元的生詞和短語。(2)it的用法。(3)了解“全球變暖”、“能源的種類”和“節(jié)約能源”等方面的知識。幫助學生樹立“節(jié)約能源、保護環(huán)境”的主人翁意識。2.教學難點(1)學會表達同意和不同意、責備和抱怨等日常交際用語。(2)學習it在強調句中的用法。(3)學習如何寫一幅表達自己觀點、勸說他人節(jié)約能源、保護環(huán)境的海報。(4)學習有關氣候、能源、環(huán)保的詞匯。Ⅲ、教學課時計劃本單元用五課時：第一課時：WarmingUp第二課時：Pre-reading,Reading,Comprehending第三課時：LearningaboutLanguage第四課時：UsingLanguage第五課時：Summingup-Learning-TipⅣ、教學步驟：Period1WarmingUpTeachingGoals:1.ToarouseSs’interestinlearningaboutglobalwarming.2.TogetSstoknowtheenergysource.Teachingprocedures:Step1.Leading-inPurpose:ToactivateSsandarousethemtotalkaboutglobalwarming.T:Hello,everyone.Todaywearegoingtoreadaboutglobalwarming.Butfirstlet’sthinkaboutwhatmovestheworldaround.Yes,itisenergy.Butwhatisenergy?Energyisafundamentalquantitythateveryphysicalsystempossesses;itallowsustopredicthowmuchworkthesystemcouldbemadetodo,orhowmuchheatitcanproduceorabsorb.Inthepast,energywasdiscussedintermsofeasilyobservableeffectsithasonthepropertiesofobjectsorchangesinstateofvarioussystems.Basically,ifsomethingchanges,somesortofenergywasinvolvedinthatchange.Renewableenergysourceslikewindpowerdon’temitcarbondioxide.Step2WarmingupPurpose:ToleadSstothetopicofthisunit.PairworkGetSstoaskeachotherthefollowingquestions,andthenaskthemtopresentitbeforetheclass.(1)Whatisenergy?(2)Wheredoesitcomefrom?(3)Whatenergysourcesarerenewable?(4)Whatenergysourcesarenon-renewable?2.Groupwork(1)GetSstotalkaboutsourcesofenergyaccordingtothefollowingphotos.TheabovepicturescanbeusedforSstotalkabout,andSscanalsotalkasmuchastheycan.BylearningWarmingUpweallknowthatenergyissoimportant,butwheredoesitcomefrom?Therearedifferentformsofenergy:Lightenergy 光能 Heatenergy 熱能Soundenergy 聲能 Chemicalenergysource 化學能源Nuclearenergy 核能 Internalenergy 內能Kineticenergy 動能 Potentialenergy 勢能能源類型定義實例一次能源直接來自自然界而未經加工轉換的能源化石燃料、太陽能、核能、生物燃料、水能等二次能源由一次能源直接或間接轉化而來的能源電能、煤氣、汽油、沼氣、氫能等可再生能源不隨其本身的轉化或被人類利用而減少的能源太陽能、生物能、水能、風能、地熱能等非再生能源隨其本身的轉化或被人類利用而減少的能源化石燃料、核燃料(2)ConclusionWhenenergychangesfromoneformtoanother,theamountofenergystaysthesame.Energycannotbemadeordestroyed.Thisfactiscalled“conservationofenergy”.Mattercanbemadeintoenergythroughprocesseslikenuclearfissionandnuclearfusion.3.Competition:TakethequizbelowandseewhetherSscanfillintheblanks.ThingsthatuseenergySourcesofenergyRenewable/non-renewablelightsheatingtelevisioncassetteplayervideorecordercomputerfridgestovewashingmachinehairdryercoal(1)______________oil(2)______________naturalgas(3)______________wind(windpower)(4)_______________sun(solarenergy)(5)________________uranium(nuclearenergy)(6)________________water(hydro-electricpower)(7)________________plantwaste(biomassenergy)(8)________________hotspringsorgeysers(geothermalenergy)(9)_______________thesea(tidalenergy)(10)____________SuggestedAnswers:(1)non-renewable;(2)non-renewable;(3)non-renewable;(4)renewable;(5)renewable(6)non-renewable;(7)renewable;(8)renewable;(9)renewable;(10)renewable4.HomeworkWriteashortcompositionaboutsourcesofenergy.Period2Pre-reading,Reading,ComprehendingTeachingGoals:readaboutglobalwarming.getsomeideaabouttheeffectofglobalwarming.developsomebasicreadingskills.TeachingProcedures:Step1.WarmingUpPurpose:ToarouseSsinterestinlearningaboutglobalwarming.1.TeamworkAnswerthequestionsbelow:(1)Haveyoueverseenagreenhouse?(2)Howdoesagreenhousework?(3)Whatdoyouthinkgreenhousegasesdo?2.GroupworkLookatthepicture,andaskSssomequestions.T:Whatisthisbuildingmadeof?S1:It’smadeofplastic.T:What’sitspurpose?S2:Plantscangrowinitwhenit’scoldoutside.T:Howdoesitwork?S3:Theglasstrapstheheatfromthesun,makingtheairwarmsothatplantsgrowbetter.Step2.Pre-readingPurpose:TogetSstolearnaboutgreenhousegases.1.GroupworkNowlookattheword“GREENHOUSEGASES”.Whatdoesitmean?Greenhousegases(GHG)aregaseouscomponentsoftheatmospherethatcontributetothegreenhouseeffect.Themajornaturalgreenhousegasesarewatervapor,whichcausesabout36-70%ofthegreenhouseeffectonEarth(notincludingclouds):carbondioxide,whichcausesbetween9-26%;andozone,whichcausesbetween3-7%(notethatitisnotreallypossibletoassertthatsuch-and-suchagascausesacertainpercentageoftheGHE,becausetheinfluencesofthevariousgasesarenotadditive.Thehigherendsoftherangesquotedareforthegasalone;thelowerend,forthegascountingoverlaps).Naturallyoccurringgreenhousegasesincludewatervapor,carbondioxide,methane,nitrousoxide,andozone.Certainhumanactivities,however,addtothelevelsofmostofthesenaturallyoccurringgases.Verypowerfulgreenhousegasesthatarenotnaturallyoccurringincludehydrofluorocarbons(HFCs),perfluorocarbons(PFCs),andsulfurhexafluoride(SF6),whicharegeneratedinavarietyofindustrialprocesses.Eachgreenhousegasdiffersinitsabilitytoabsorbheatintheatmosphere.HFCsandPFCsarethemostheat-absorbent.2.IndividualworkGetSstoanswerthesequestionsindividually.Thenletthemdiscusstheanswers.(1)Whowrotethemagazinearticle?Whatisthenameofthemagazine?(2)Whatarethenamesofthethreescientistsmentionedinthearticle?(3)Whatdotheythinkaboutglobalwarming?Dotheyagreewithoneanother?(4)Whatarethetwographsabout?(5)Whatisthemaintopicofthearticle?Step3.Reading1.SkimmingPurpose:Togetabriefunderstandingofthetext.Readthroughthetext,preferablythefirstandthelastsentencesofeachparagraphandwritethekeysentenceofeachparagraph.Keysentencesofeachparagraph:(1)Adebateoverwhetheritishumanactivitythathascausedtheglobalwarmingorwhetheritisjustanaturalphenomenon.(2)Manyscientistsbelievepeoplehavecausedtheincreaseintheearth’stemperature.(3)Theincreasedextraamountofcarbondioxidetrapsmoreheatenergycausingtheglobaltemperaturetogoup.(4)Thelevelsofcarbondioxidehaveincreasedgreatlyoverthelast100to150years.(5)Therearesomedifferentattitudestowardsthecausesofthisincreaseincarbondioxide.(6)Overthenext100yearstheamountofwarmingcouldbeaslowas1todegreesCelsiusbutitcouldbeasmuchas5degreesCelsius.(7)Anincreaseoffivedegreeswouldbeacatastrophe.(8)Futurewarmingwouldcausethesealeveltorisebyseveralmeters.(9)Somepredictanywarmingwillbemildwithfewbadenvironmentalconsequences.(10)Morecarbondioxideisapositivething.(11)Nooneknowswhattheeffectsofglobalwarmingwillbe.2.ScanningPurpose:TogetSstohavesomedetailsinthetext.Readthearticlecarefully.Arethesestatementstrueorfalse?WriteaTforeachtruesentenceandanFforeachfalsesentence.(1)Thetemperaturelastcenturydidn’tincreasemuch.()(2)Everyonebelievesthatglobalwarmingiscausedbytheactivitiesofhumans.()(3)JaniceFosterbelievesthatburningfossilfuelscausesglobalwarming.()(4)Naturalgasisagreenhousegas.()(5)Carbondioxideisabyproductofburningfossilfuels.()(6)PeopleacceptCharlesKeeling’sdatabecausehetookaccuratemeasurements.()(7)Floodingcouldbeoneoftheeffectsoffutureglobalwarming.()(8)GeorgeHambleybelievesscientistsarejustguessingabouttheeffectsofglobalwarming.()(9)GerogeHambleyisworriedabouttheeffectsofcarbondioxideonplantgrowth.()(10)Itisclearwhattheeffectsofglobalwarmingwillbe.()SuggestedAnswers:(1)F (2)F(3)T(4)F(5)T(6)T(7)T(8)T(9)F(10)F3.ListeningPurpose:TotrainSslisteningability.Listentothetapeandfollowitinalowvoice.4.GroupworkSsaredividedintofourgroups.Eachgroupissupposedtoreadthrougheachpartandthendiscussthem.Part1(Paragraph1)compare比較●常見用法：①compare…with…把…和…比較Comparedwithhim,Iamfast.②compare…to…把…比作…Lifeisoftencomparedtovoyage.(2)comeabout發(fā)生Howdiditcomeabout?那事是怎么發(fā)生的?●常見詞組：comeacross 偶遇；碰到 comeround 恢復知覺，comealong 進展；進行 cometo 涉及；到達；共計comeout 公開；問世；出版 cometooneself 恢復知覺comeupwith 想出(4)phenomenonn現象Itisonlyasocialphenomenon,butnotaphenomenonofnature.Part2(Paragraph2,3,4)fueln燃料Don’tleavetheengineswitchedon.Itwastesfuel.●拓展：fuelv加油；補給燃料Thecarisbeingfuelledreadytotrytobeatthespeedrecord.(2)quantitiesof大量Largequantitiesofmoneyhavebeenspentonthebridge.●拓展：alargequantityof大量的Heatealargequantityofnice.(3)perprep每;每一Thefruitcosts30penceperkilo.Howmuchdoyouearnperweek?Part3(Paragraph5,6,7,8,9)(1)datan資料;數據Wehaven’tgotenoughdata..(2)resultin導致Theaccidentresultedinthedeathoftwopassengers.Itresultedinsuccess.●拓展：resultfrom由于Hisillnessresultedfromeatingbadfood.(3)catastrophen突如其來的大災難；大災禍Thewarwasaterriblecatastropheinwhichmanypeopledied.(4)climaten氣候Wehaveamildclimatehere.(5)consequencen結果；后果；影響Asaconsequenceofbeinginhospital,Shellydecidedthatshewantedtobecomeanurse.●常見詞組：inconsequence因此，由此inconsequenceof…由于…的緣故(6)statevt陳述；說明Thebusmenhavestatedthatthestrikewillcontinueuntilgeneralagreementisreachedaboutpayandworkingconditions.(7)range n&v①種類；范圍；幅度Thereisawiderangeoftemperature.氣溫變化很大。②vi(在一定范圍內)變化Thenumberrangesbetween5and15.③vt排列，整理Pleaserangethegoodsneatlyintheshopwindow.Part4(Paragraph10)(1)buildup逐步建立；增加；增進Weneedtobuildupourreputation.Trafficisbuildinguponroadsintothecity.(2)Keepon繼續(xù)Pricekeptonincreasing.Hedidn’tstoprunning;hejustkepton.●拓展：keepondoing與keepdoing的區(qū)別：keepondoing表示動作反復發(fā)生；keepdoing表示狀態(tài)或動作的持續(xù)。Hekeptonstandingupinclass.他在課堂上一再地站起來。Hekeptstandingthereforhalfanhourwithoutmoving.他一動不動地在那里站了半個小時。Step4.Post-readingPurpose:Tohaveadeepunderstandingofthetext.1.GroupworkNowyouaregoingtodiscussthestatement:Weshoulddonothingaboutglobalwarming.Followtheseinstructions:Getintogroupsofsix.Decidewhichthreeinyourgrouparegoingtoagreewiththestatement(GroupA)andwhichthreearegoingtodisagreewiththestatement(GroupB).(2)GroupAstudentsdiscusswhytheyagreewiththestatement;GroupBstudentsdiscusswhytheydisagree.(3)GroupsAandBgettogether.Theytelleachotherthereasonsforagreeingordisagreeingwiththestatement.2.IndividualworkAskSstoanswerthefollowingquestions.Presenttheiropinionstootherclassmates.(1)Whatdoyouthinkofglobalwarming?(2)Doyouthinkitserious?3.Discussion(1)Globalwarmingreferstoanaverageincreaseintheearth’stemperature,whichinturncauseschangesinclimate.(2)Earth’sclimatehasbeenchangingconstantlyoverits5-billion-yearhistory.(3)Theearthcouldbegettingwarmeronitsown.(4)Scientistsaresureaboutthegreenhouseeffect.TheyknowthatgreenhousegasesmaketheEarthwarmerbytrappingenergyintheatmosphere.(5)Withoutthegreenhouseeffect,theearthwouldnotbewarmenoughforhumanstolive.(6)Awarmerearthmayleadtochangesinrainfallpatterns,ariseinsealevel,andawiderangeofimpactsonplants,wildlife,andhumans.(7)Scientistsdon’tknowexactlywhatwillhappeninthefuture.Buttheycanusespecialcomputerprogramstofindouthowtheclimatemaychangeintheyearsahead.(8)Globalwarmingmaybeabigproblem,buttherearemanylittlethingswecandotomakeadifference.Step5.ReflectivethinkingFirstshowthefollowingquestionstoSsandthenaskSstodiscussthemingroups.1.Whatdoyouthinkcauseglobalwarming?2.Howdoesglobalwarmingaffectyouandothers?3.Howdoesglobalwarmingaffectthenature?4.Whendoyousendgasesintotheair,whichaffecttheearth?(Usetheairconditioner,rideinacar,anduseafridge…)Step6.Homeworkthenewwordsandexpressionstomakesomesentences.towriteashortcomposition.Thetitleis“Howtoslowclimatechange”,beginningwith“Globalwarmingdoesnothavetooccur.Itispossibleforthehumanracetoslowdownglobalwarmingandmaybeevenremovealloftheeffectthatpeoplehaveontheclimate.”Period3LearningaboutLanguageTeachingGoals:enableSstomastersomeusefulwordsandexpressions.discoverusefulstructures.getSstohaveknowledgeofthegrammarpoint:theuseofit.TeachingProcedures:Step1.FreetalkGetSstotalkaboutwhatcausesglobalwarming.Step2.WordstudyPurpose:Toconsolidatethewordsandphrasesinthetext.1.IndividualworkGooverthenewwordsandphrasesintheprevioussections.Thencompleteeachsentencewithoneofthosenewwordsorphrases.(1)CharlesKeelingcollectedonthecarbondioxidecontentintheatmosphereoveraforty-yearperiod.Hefoundthattheamountofcarbondioxide_________increasingduringthattime.(2)Althoughweareburningcoalinhugeeveryyear,wewon’tofitforcenturies.(3)Iftheamountofgreenhousegasescontinuestowecouldbefacingaglobal.(4)Manyscientistsbelievethatglobalwarminghasthroughtheburningoffossilfuels.Theydonotthinkthatignoringtheissueisworththe_______.(5)describesweatherconditionsoveraperiodofyearsinaparticularplace.(6)Theofarisingsealevelwouldbewidespreadflooding.(7)TheuseofenergyinSusanna’scountryislowtheuseofenergyintheUSA.(8)Thewarmingoftheearthisathatcausegreatconcern.(9)Theshowstemperaturechangesduringthe20thcentury.(10)Onehectareofforestcanabsorb23tonsofcarbondioxideyear.SuggestedAnswers:data,kepton(2)quantities,runout(3)buildup,catastrophe(4)comeabout,risk(5)Climate(6)consequence(7)comparedto(8)phenomenon(9)graph(10)per2.PairworkLookatthetwographsonpage26.Thencompletetheparagraphsaboutthemwithappropriatewords.Dotheexerciseinpairs.Thefirstgraphshowstheglobalbetweenand.ThetemperatureanddecreasedoverthisperiodbutonthewholeitbyaroundonedegreeFahrenheit.Duringthistime,theearthreacheditstemperatureinaboutanditshighestinwasasteadyinthetemperatureduringthetwentyyearsaftercanseefromthegraphthattheearthhasbecomesinceearlylastcentury.Thesecondgraphshowstheamountofintheatmospherefromto.Thecarbondioxidesteadilyoverthisforty-yearperiod.Itwentupfrom315to370partsmillion.SuggestedAnswers:temperature;1860,2000;increased/rose/wentup;increased/rose/wentup;coolest/lowest;1910;increase/rise;warmer;carbondioxide;1957;1997;content;increased/rose/wentup;perStep3.Grammar1.It構成的英語強調結構①強調句型的基本結構形式為：“Itis/was+被強調部分+that+句子的其余部分”當被強調部分是人時that也可以換成who。如：ProfessorLiuteachesusEnglishthisyear.今年劉教授教我們英語。ItisprofessorLiuwho/thatteachesusEnglishthisyear.(強調主語)ItisEnglishthatProfessorLiuteachesusthisyear.(強調賓語)ItwasthisyearthatProfessorLiuteachesusEnglish.（強調狀語）②強調句型的一般疑問句式：Is/Wasit+被強調部分+that+句子的其余部分？IsitProfessorLiuwho/thatteachesusEnglishthisyear?③強調句型的特殊疑問句式：特殊疑問句+is/wasit+被強調部分+that+句子的其余部分？WhoisitthatteachesusEnglishthisyear?WhatsitthatProfessorLiuteachesusthisyear?2.強調句型的特點去掉Itis(was)及that(who)后，在不添詞、不減詞的前提下能重新構成一個意義完整的句子。這也是判斷一個句子是否是強調句型的依據。3.強調句型的時態(tài)如果原句中謂語動詞使用的是現在或將來時間范疇的時態(tài)（一般現在時、現在進行時、現在完成/現在完成進行時、一般將來時、將來進行時、將來完成時等），用Itis…that…。如果原句中謂語動詞為過去時間范疇的時態(tài)（一般過去時、過去進行時、過去完成時、過去將來時等），則用Itwas…that…。4.not…until句型的強調句型當被強調的是not…until句型時，應將not置于until之前，主句由否定句改為肯定句。如：Hedidn’tleaveuntil11o’clock.他直到11點才離開。Itwasnotuntil11o’clockthatheleft.（強調notuntil時間狀語）5.Practice(1)Itwasn’tuntilnearlyamonthlaterIreceivedthemanager’sreply.A.since B.when C.as D.that(2)Itwasbackhomeaftertheexperiment.A.notuntilmidnightdidhego B.untilmidnightthathedidn’tgoC.notuntilmidnightthathewent D.untilmidnightwhenhedidn’tgo(3)Why!Ihavenothingtoconfess.youwantmetosay?A.Whatisitthat B.Whatitisthat C.Howisitthat D.Howitisthat(4)Itisthesepoisonousproductscancausethesymptoms(癥狀)oftheflu,suchasheadacheandachingmuscles.A.who B.that C.how D.what(5)Itwasbecauseofbadweatherthefootballmatchhadtobeputoff.A.so B.sothat C.why D.that(6)ItwasforthisreasonherunclemovedoutofNewYorkandsettleddowninasmallvillage.A.which B.why C.that D.how(7)Itistheabilitytodothejobmatternotwhereyoucomefromorwhatyouare.A.it B.that C.one D.this(8)Itwashowtheyoungmanhadlearnedfiveforeignlanguagesattractedtheaudience’sinterest.A.sothat B.that C.what D.inwhich(9)Itwashesaiddisappointedme.A.what;that B.that;that C.what;what D.that;what(10)Itwasnotuntil1920regularradiobroadcastsbegan.A.while B.which C.that D.sinceSuggestedAnswers:(1)～(5)DCABD(6)～(10)CBBACStep4.HomeworkRewriteeachsentencewith“Itis…that…”togivemoreemphasistotheunderlinedpart.1.Greenhousegaseshavewarmedtheearthbytrappingheatenergyintheatmosphere.2.Thegreenhouseeffectgivestheearth’ssurfacetheaveragetemperatureof15℃.3.Muchoftheenergyusedtolightandheatourhomescomesfromfossilfuels.4.ThebiggestproducerofgreenhousegasesistheUnitedStatesofAmerica.5.Carbondioxidestaysintheatmosphereforcenturieswhileothergreenhousegasesstayintheatmosphereonlyforadayorless.6.Low-lyingcountriesfeeltheirveryexistenceisindangerfromrisingsealevels.7.Manyscientistsbelievethathumanactivitieshavecausedtheearth’stemperaturetorise.8.Scientistswanttofindoutaboutfutureclimatechangesandtheireffectsonourenvironment.9.Intheyearsahead,theleveloftheseacouldrisebyseveralmetersbecauseofglobalwarming.10.Inthefutureouterspacemightprovideuswithnewenergysources.Period4UsingLanguageTeachingGoals:discussandreadaboutglobalwarming.learntowriteaposter.TeachingProcedures:Step1.WarmingupTurntopage30.Listentothetapeandfollowinalowvoice.Pausewherethereaderpauses.Payattentiontothepronunciationandintonation.Step2.ReadingIndividualworkWhenyoureadthetextforthesecondtimeyouaresupposedtounderlinealltheusefulcollocations.Youhavetocopythemintoyournotebook.IhopeyoucanfullyunderstandtheimportanceofexpressionsinEnglishlearning.2.GroupworkDiscussingroupsthecollocationsfromthetext.Doaprojecton…;do…about…h(huán)aveeffecton…;startwith…getsuggestions;havetopowerto;makeadifference;putupwith…comefrom…reducethecarbondioxidecontent;bestartedwith…;useenergyin…leave…on;turn…off;turnuptheheat;rideabike;make…from…;bemadefromrecycledmaterials;saveenergy;planttreesinthegarden;absorbcarbondioxidefrom…;talkwith…about…Step3.WritingYouaregoingtomakeapostertotellyourschoolmateswaystoreducetheamountofcarbondioxideinthe