(10) More carbon dioxide is a positive thing.
(11) No one knows what the effects of global warming will be. 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.
(1) The temperature last century didn’t increase much. ( )
(2) Everyone believes that global warming is caused by the activities of humans. ( ) (3) Janice Foster believes that burning fossil fuels causes global warming. ( ) (4) Natural gas is a greenhouse gas. ( )
(5) Carbon dioxide is a byproduct of burning fossil fuels. ( )
(6) People accept Charles Keeling ’s data because he took accurate measurements. ( ) (7) Flooding could be one of the effects of future global warming. ( )
(8) George Hambley believes scientists are just guessing about the effects of global warming.( ) (9) Geroge Hambley is worried about the effects of carbon dioxide on plant growth. ( ) (10) It is clear what the effects of global warming will be. ( ) Suggested Answers: (1) F (2) F (3) T (4) F (5) T (6) T (7) T (8) T (9) F (10) F 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：
① compare…with… 把?和?比较 Compared with him, I am fast. ② compare…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 (4) phenomenon n 现象
It is only a social phenomenon, but not a phenomenon of nature.
Part 2 (Paragraph 2, 3, 4) (1) fuel n 燃料
Don’t leave the engine switched on .It wastes fuel.
● 拓展：fuel v 加油；补给燃料
The car is being fuelled ready to try to beat the speed record. (2) quantities of大量
Large quantities of money have been spent on the bridge.
● 拓展： a large quantity of大量的 He ate a large quantity of nice. (3) per prep 每; 每一
The fruit costs 30 pence per kilo. How much do you earn per week? Part 3 (Paragraph 5,6,7,8,9) (1) data n 资料; 数据
We haven’t got enough data.. (2) result in导致
The accident resulted in the death of two passengers. It resulted in success.
● 拓展：result from 由于
His illness resulted from eating bad food. (3) catastrophe n 突如其来的大灾难；大灾祸
The war was a terrible catastrophe in which many people died.
(4) climate n 气候
We have a mild climate here.
(5) consequence n 结果；后果；影响
As a consequence of being in hospital, Shelly decided that she wanted to become a nurse. ● 常见词组：in consequence 因此，由此 in consequence of… 由于?的缘故
(6) state vt 陈述；说明
The busmen have stated that the strike will continue until general agreement is reached about pay and working conditions.
(7) range n & v
① 种类；范围；幅度
There is a wide range of temperature.气温变化很大。 ② vi (在一定范围内)变化
The number ranges between 5 and 15. ③ vt 排列，整理
Please range the goods neatly in the shop window. Part 4 (Paragraph 10)
(1) build up逐步建立；增加；增进
We need to build up our reputation. Traffic is building up on roads into the city. (2) Keep on 继续
Price kept on increasing.
He didn’t stop running; he just kept on. ● 拓展：
keep on doing与keep doing的区别：
keep on doing表示动作反复发生；keep doing表示状态或动作的持续。 He kept on standing up in class. 他在课堂上一再地站起来。
He kept standing there for half an hour without moving.他一动不动地在那里站了半个小时。 Step 4. Post-reading
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 warming 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.
(4) Scientists are sure about the greenhouse effect. They know that greenhouse gases make the Earth warmer by trapping energy in the atmosphere.
(5) Without the greenhouse effect, the earth would not be warm enough for humans to live.
(6) A warmer earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans.
(7) Scientists don’t know exactly what will happen in the future. But they can use special computer programs to find out how the climate may change in the years ahead.
(8) Global warming may be a big problem, but there are many little things we can do to make a difference.
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? 3. How does global warming affect the nature?
4. When do you send gases into the air, which affect the earth? (Use the air conditioner, ride in a car, and use a fridge…)
Step 6. Homework
1.Use 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. Suggested Answers:
(1) data, kept on (2) quantities, run out (3) build up, catastrophe (4) come about, risk (5)
Climate (6) consequence (7) compared to (8) phenomenon (9) graph (10) per 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. Suggested Answers:
temperature; 1860,2000; increased/rose/went up; increased/rose/went up; coolest/lowest; 1910; increase/rise; warmer; carbon dioxide; 1957; 1997; content; increased/rose/went up; per
Step 3. Grammar
1. It构成的英语强调结构
①强调句型的基本结构形式为：“It is/was+被强调部分+that+句子的其余部分”当被强调部分
是人时that也可以换成who。如：
Professor Liu teaches us English this year.今年刘教授教我们英语。 It is professor Liu who/that teaches us English this year. (强调主语) It is English that Professor Liu teaches us this year. (强调宾语)
It was this year that Professor Liu teaches us English.（强调状语） ②强调句型的一般疑问句式：
Is/Was it+被强调部分+that+句子的其余部分？
Is it Professor Liu who/that teaches us English this year? ③强调句型的特殊疑问句式：
特殊疑问句+is/was it+被强调部分+that+句子的其余部分？ Who is it that teaches us English this year?
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。 3. 强调句型的时态
如果原句中谓语动词使用的是现在或将来时间范畴的时态（一般现在时、现在进行时、现在完成/现在完成进行时、一般将来时、将来进行时、将来完成时等），用It is…that…。 如果原句中谓语动词为过去时间范畴的时态（一般过去时、过去进行时、过去完成时、过去将来时等），则用It was…that…。 4. not…until句型的强调句型
当被强调的是not…until句型时，应将not置于until之前，主句由否定句改为肯定句。 如：He didn’t leave until 11 o ’clock.他直到11点才离开。
It was not until 11 o’clock that he left.（强调not until时间状语） 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