mitment
n.承诺；交托；信奉
range
n.种类；范围
pollution
n.污染；弄脏
tendency
n. 趋向；趋势
growth
n.增长；生长
circumstance
n.环境；情况
motor
n.发动机
opposed
adj.反对的，对立的
can
n.容器；罐头
steady
adj. 平稳的；持续的
microwave
n.微波炉；微波
widespread
adj.分布广的；普遍的
educator
n.教育工作者；教育家
average
adj.平均的
contribution
n.贡献
consume
v.消费；消耗；耗尽；吃完
presentation
n.显示；演出
subscribe
v.同意；捐赠；订阅
disagreement
n.分歧；不一致
advocate
v.拥护；提倡；主张
random
adj.胡乱的；任意的
refresh
v. 使恢复；使振作
mild
adj.温和的；温柔的；淡的
graph
n.图表；坐标图；曲线图
outer
adj.外部的
phenomenon
n.现象
electrical
adj.电的；与电有关的
fuel
n.燃料
casual
adj.随便的；偶然的
data
n.资料；数据
nuclear
adj.核的；核能的
trend
n.趋势；倾向
per
prep.每；每一
come about 发生；
keep on 继续
subscribe to 同意；赞成；订购
on the whole 大体上；基本上
quantities of 大量的
on behalf of 代表……一方；作为……的代言人
go up 上升；增长；升起
put up with 忍受；容忍
result in 导致
so long as 只要
be opposed to 反对
and so on 等等
even if 即使
greenhouse effect 温室效应
句
型
1....it_is human activity that has caused this global warming... (emphatic “it”)
2....it is a rapid increase when_compared_to other natural changes.(ellipsis)
3.There is no doubt that_the_earth_is_becoming_warmer...(the appositive clause)
4.Without the “greenhouse effect”，the earth would_be about thirty－three degrees Celsius cooler than it is.(the subjunctive mood)
功
能
1.同意与不同意(Agreement and disagreement)
Exactly.You're right. 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. I doubt...
2．责备与抱怨(Blame and complaint)
I'm sorry to bring this up，but... I'm sorry to have to say this，but...
They shouldn't have done it. They are to blame.
Perhaps/Maybe they should/ought to... Why don't you do something about it？
语法
“it”的用法(the use of “it”)(2)
...it_is human activity that has caused this global warming...
教
学
重
点
1.Get students to know about global warming and its effect；to realize what we can do about global warming.
2．Have students learn some useful new words and expressions about global warming and let them learn effective ways to master them.
3．Enable students to grasp and use the expressions of agreement and disagreement，blame and complaint.
4．Let students learn the new grammar item：the use of “it”(2)．
5．Develop students' listening，speaking，reading and writing ability.
教学难点
1.Enable students to master the use of “it”(2)．
2．Let students learn to write a short passage to tell others how to solve the problem of global warming.
3．Develop students' integrative skills.
课时安排
Periods needed：6
Period 1 Warming Up，Pre－reading，Reading and Comprehending
Period 2 Language Study
Period 3 Grammar―the Use of “It”(2)
Period 4 Listening and Speaking
Period 5 Reading and Writing
Period 6 Summing Up，Learning Tip and Assessment
Period 1 Warming Up，Pre－reading，
Reading and Comprehending
整体设计
教学内容分析 This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer―But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000” and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage―Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the stude nts have understood the text.三维目标设计 Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make student s realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点 1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.
教学过程
?Step 1 Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy fo r，what are the sources of these energy and whether the sources are renewable or non－renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Draw a form on the blackboard as follows：Things that use energy
Sources of energy
Renewable/non－renewable
Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer：Things that use energy
Sources of energy
Renewable/non－renewable
lights
heating
television
cassette player
video recorder
computer
fridge
stove
hairdryer
...
coal
non－renewable
oil
non－renewable
natural gas
non－renewable
wind power
renewable
solar energy
renewable
nuclear energy
non－renewable
hydro－electric power
renewable
biomass energy
renewable
geothermal energy
renewable
tidal energy
renewable
?Step 2 Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)?Step 3 Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?________________________________________________________________________(2)Who wrote the magazine article？What is the name of the magazine?_____________________________________________________________ ___________(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?________________________________________________________________________Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.( )②Natural gas is a greenhouse gas.( )③Carbon dioxide is a byproduct of burning fossil fuels.( )④People accept Charles Keeling's data because he took accurate measurements.( )⑤Flooding could be one of the effects of future global warming.( )⑥George Hambley believes scientists are just guessing about the effects of global warming.( )⑦George Hambley is worried about the effects of carbon dioxide on plant growth.( )⑧It is clear what the effects of global warming will be.( )(Suggested answers：TFTTTTFF)3．Structure analyzing Ask students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Part
Main idea
Part 1(Paragraph ______)
Part 2(Paragraphs ______ to ______)
Part 3(Paragraphs ______ to ______)
Part 4(Paragraph ______)
Suggested answer：Part
Main idea
Part 1(Paragraph 1)
To introduce a debate over the issue of global warming.
Part 2(Paragraphs 2 to 5)
To illustrate how global warming comes about.
Part 3(Paragraph 6)
To list two different attitudes among scientists towards global warming.
Part 4(Paragraph 7)
It's up to readers to think and decide whether people should do something about global warming or not.
?Step 4 Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.?Step 5 Listening，reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.?Step 6 Retelling Ask students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.?Step 7 Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.?Step 8 Reflection after teaching________________________________________________________________________________________________________________________________________________教学参考
About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32?)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that mo st of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5?)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the o ceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.