Unit 4《Global Warming》说课稿2(人教版选修6)

Unit 4 Global Warming

教材分析

Ⅰ.教学内容分析

本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。通过学习本单元，让学生了解能源分为“不可再生能源”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。语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。

“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。能源可分为两类：一类是可再利用能源；另一类是一次性能源。把前面列举的能源按能否再利用这一标准进行分类。本部分提供了六幅图片，教师可以从识图开始组织教学。还可以让学生搜集一些其他相关图片。这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。

“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。温室能阻止热量散发，因而能帮助植物度过寒冷的时期。该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。

“阅读”(Reading) 部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。20世纪中，地球的温度上升了华氏1度。这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。这种现象是自然发生的还是人为的？这个问题引起激烈的争论。许多科学家认为，这种变化是人类燃烧矿物燃料所致。这些物质的燃烧产生以二氧化碳为主的温室气体。正因为自然界有温室气体的存在，地球才不至于很冷。但大量排放二氧化碳会使地球普遍升温。对于地球升温，科学家有不同的看法。有些科学家认为，这个问题很严重。地球升温会导致海水上涨、风暴、干旱、饥荒、物种毁灭和疫病等。也有科学家认为，地球升温有利于改善人类生活，比如，庄稼长得更快、产量更高等。文章最后以开放性的问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？

“理解”(Comprehending) 部分设置了三个活动。阅读课文中的杂志文章，练习1首先就作者、杂志名称、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题。然后，练习2要求学生细读课文，并判断所给六个句子是否符合课文内容。最后练习3要求学生小组讨论：We should do nothing about global warming.在小组讨论的基础上，把全班分成正方和反方，举行一个辩论会。

“语言学习”(Learning about language) 的词汇学习部分共两个练习。练习1让学生重新阅读课文并找出文中一些具有不同词性或不同含义的生词，分辨它们在文中的含义。练习2则要求学生使用前几个部分所学的生词来完成与“全球变暖”话题相关的一些句子。语法学习部分中练习1让学生通过对比课文中it作强调作用的句子与其他句子的区别，发现并熟悉强调句型及其规律。练习2则要求学生针对所给句子的划线部分转换句型，练习使用it的强调句型。练习3则给予学生更广阔的思维空间，让学生根据自己对“全球变暖”话题的认识运用强调句型进行复述或表达自己的观点。

“语言运用”(Using language) 部分的“读和写”(Reading and writing)让学生就WHAT CAN WE DO ABOUT GLOBAL WARMING?进行讨论。欧阳光给关爱地球组织杂志写电子邮件，请求帮

助。杂志回信指出，群策群力，问题可解。他们提出了几个具体措施：1、减少电器的使用；2、尽量步行或骑自行车；3、回收玻璃、塑料、报纸等物品；4、劝父母购买节能产品；5、植树；6、宣传有关知识。阅读之后，教师可以让学生就文中提出的建议进行讨论，并可以让学生提出更多的建议。这样，学生就有了充分的材料去完成写的任务：设计一个海报，介绍减少空气中二氧化碳含量的方法。听力部分是大学生李斌与陈教授的一段对话，讨论能源的使用问题，并学习表达“赞成”或“不赞成”的交际用语。

“小结”(Summing up) 部分要求学生就全球变暖、如何减少二氧化碳、强调句、相关词语等方面进行自我评价，判定学习情况：了解还要进一步改进的地方。 “学习建议”(Learning tip) 部分介绍首字母大写的规则，要求学生在阅读中学会辨别人名、地名、书名、题目等。 Ⅱ.教学重点和难点 1. 教学重点：

(1)本单元的生词和短语。 (2)it的用法。

(3)了解“全球变暖”、“能源的种类”和“节约能源”等方面的知识。帮助学生树立“节约能源、保护环境”的主人翁意识。 2. 教学难点

(1)学会表达同意和不同意、责备和抱怨等日常交际用语。 (2)学习it在强调句中的用法。

(3)学习如何写一幅表达自己观点、劝说他人节约能源、保护环境的海报。 (4)学习有关气候、能源、环保的词汇。 Ⅲ、教学计划

本单元用五课时： 第一课时：Warming Up

第二课时：Pre-reading, Reading, Comprehending 第三课时：Learning about Language 第四课时：Using Language

第五课时：Summing up-Learning-Tip Ⅳ、教学步骤：

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.

T: Hello, everyone. Today we are going to read about global warming. But first let’s think about what moves the world around .Yes, it is energy. But what is energy?

Energy is a fundamental quantity that every physical system possesses; it allows us to predict

how much work the system could be made to do, or how much heat it can produce or absorb .In the past, energy was discussed in terms of easily observable effects it has on the

properties of objects or changes in state of various systems. Basically, if something changes, some sort of energy was involved in that change. Renewable energy sources like wind power don’t emit carbon dioxide. 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.

(1) What is energy?

(2) Where does it come from?

(3) What energy sources are renewable? (4) What energy sources are non-renewable? 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: 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 能源类型 一次能源 二次能源 可再生能源 非再生能源 定义 直接来自自然界而未经加工转换的能源 由一次能源直接或间接转化而来的能源 不随其本身的转化或被人类利用而减少的能源 随其本身的转化或被人类利用而减少的能源 实例 化石燃料、太阳能、核能、生物燃料、水能等 电能、煤气、汽油、沼气、氢能等 太阳能、生物能、水能、风能、地热能等 化石燃料、核燃料 (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. 3. Competition:

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

Things that use energy lights heating television cassette player video recorder computer fridge stove washing machine hairdryer coal oil Sources of energy Renewable/non-renewable (1) ______________ (2) ______________ (3) ______________ (4) _______________ (5) ________________ (6) ________________ (7) ________________ (8) ________________ (9) _______________ (10) ____________ natural gas wind (wind power) sun (solar energy) uranium (nuclear energy) water (hydro-electric power) plant waste (biomass energy) hot springs or geysers (geothermal energy) the sea (tidal energy) Suggested Answers: (1) non-renewable; (2) non-renewable; (3) non-renewable; (4) renewable; (5) renewable (6) non-renewable; (7) renewable; (8) renewable; (9) renewable; (10) renewable

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:

(1) Have you ever seen a greenhouse? (2) How does a greenhouse work?

(3) What do you think greenhouse gases do?

2. Group work Look at the picture, and ask Ss some questions.

T: What is this building made of? S1: It’s made of plastic. T: What’s its purpose?

S2: Plants can grow in it when it’s cold outside.

T: How does it work?

S3: The glass traps the heat from the sun, making the air warm so that plants grow better. 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?

Greenhouse gases (GHG) are gaseous components of the atmosphere that contribute to the greenhouse effect .The major natural greenhouse gases are water vapor, which causes about 36-70% of the greenhouse effect on Earth (not including clouds): carbon dioxide, which causes between 9-26%; and ozone, which causes between 3-7%(note that it is not really possible to assert that

such-and-such a gas causes a certain percentage of the GHE,

because the influences of the various gases are not additive .The higher ends of the ranges quoted are for the gas alone ;the lower end ,for the gas counting overlaps).

Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Certain human activities, however, add to the levels of most of these naturally occurring gases.

Very powerful greenhouse gases that are not naturally occurring include hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6), which are generated in a variety of industrial processes.

Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCs are the most heat-absorbent. 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?

(3) What do they think about global warming? Do they agree with one another? (4) What are the two graphs about?

(5) What is the main topic of 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.

(3) The increased extra amount of carbon dioxide traps more heat energy causing the global

temperature to go up.

(4) The levels of carbon dioxide have increased greatly over the last 100 to 150 years.

(5) There are some different attitudes towards the causes of this increase in carbon dioxide.

(6) Over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius but

it could be as much as 5 degrees Celsius.

(7) An increase of five degrees would be a catastrophe.

(8) Future warming would cause the sea level to rise by several meters.

(9) Some predict any warming will be mild with few bad environmental consequences.

(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

(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

(7) It is the ability to do the job matter not where you come from or what you are. A. it B. that C. one D. this

(8) It was how the young man had learned five foreign languages attracted the audience’s interest. A. so that B. that C. what D. in which (9) It was he said disappointed me. A. what; that B. that; that C. what; what D. that ;what (10) It was not until 1920 regular radio broadcasts began. A. while B. which C. that D. since Suggested Answers: (1)～(5) DCABD (6)～(10) CBBAC 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. 6. Low-lying countries feel their very existence is in danger from rising sea levels. 7. Many scientists believe that human activities have caused the earth’s temperature to rise.

8. Scientists want to find out about future climate changes and their effects on our environment.

9. In the years ahead, the level of the sea could rise by several meters because of global warming.

10. In the future outer space might provide us with new energy sources.

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 project on…; do…about…have effect on…; start with…get suggestions; have to power to; make a difference; put up with…come from…reduce the carbon dioxide content; be started with…; use energy in…leave…on; turn…off; turn up the heat; ride a bike; make…from…; be made from recycled materials; save energy; plant trees in the garden; absorb carbon dioxide from…; talk with…about… 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. Nuclear power is a good source of energy.

5. In the future, we’ll need new technologies to replace fossil fuels.

6. It’s the developed countries who are to blame for producing most of the carbon dioxide. Step 5. Closing down

Discuss what we individuals can do about global warming in groups of four. Non-renewable不可再生能源 Coal煤炭能源 Gas石油能源 Nuclear核能源 Renewable可再生能源 Solar太阳能 Wind风能 Hydro-electric水电能源 Geothermal地热能源 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. global warming some ways that individuals can reduce carbon dioxide content in the air different forms of energy new vocabulary and expressions how to use“it ”for emphasis in a sentence phrases I can use to express I have learned this well I need to learn more agreement or disagreement Step 4. Homework Finish the exercises in the Workbook.

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