2023學(xué)年完整公開課版globalwarming教案

Unit4Globalwarming單元教學(xué)目標(biāo)技能目標(biāo)SkillGoals▲Talkaboutglobalwarming,pollutionandtheimportanceofprotectingtheearth▲Practiseexpressingagreement,disagreement,blameandcomplaint▲Howtouse“it”foremphasisinasentence▲WriteanessayonenvironmentalproblemsⅡ.目標(biāo)語(yǔ)言功能句式Expressingagreement,disagreement,blameandcomplaintYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou’vegotitright.Idon’tthinkso.Idon’tthinkthat’sright.I’mafraidyouarewrong.I’msorrytobringthisup,but...I’msorrytohavetosaythis,but...Theyshouldn’thavedoneit.Theyaretoblame.Whydon’tyoudosomethingaboutit?Perhapstheyshould/oughttodo...詞匯1．四會(huì)詞匯compare,graph,phenomenon,fuel,quantity,per,data,catastrophe,climate,consequence,state,range,glance,widespread,decrease,steady,steadily,average,existence,outer,electrical,motor,can(n.),microwave,nuclear,disagreement,title2．認(rèn)讀詞匯renewable,greenhouse,Fahrenheit,Sophie,Armstrong,Janice,Foster,methane,CharlesKeeling,measurement,Celsius,famine,destruction,GeorgeHambley,speculation,environmental,hectare,emphasis,individual,appliance,heading,imperative3．詞組compareto,comeabout,quantitiesof,resultin,buildup,keepon,onthewhole,makeadifference,putupwith,solongas,andsoon4.重點(diǎn)詞匯data,quantity,catastrophe,climate,consequence,compare,per,range,glance,average,existence語(yǔ)法“It”usedforemphasisItishumanactivitythathascausedthisglobalwarming.重點(diǎn)句子1.Thereisnodoubtthattheearthisbecomingwarmer.P262.Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P263.Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P264.Together,individualscanmakeadifference.P305.Ittakesalotofenergytomakethingsfromnewmaterials….P306.Remember—yourcontributioncounts.P30分課時(shí)教案TheFirstPeriodSpeakingandListeningTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)energy,light(v.),heat(v.),renewable,non-renewable,fuel,blame,runoutb.交際用語(yǔ)ExpressingagreementanddisagreementYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou’vegotitright.Idon’tthinkso.Idon’tthinkthat’sright.I’mafraidyouarewrong.2.Abilitygoals能力目標(biāo)Enablethestudentstotalkaboutdifferentsourcesofenergyandexpresstheirownideas.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtogivetheirideasabouttheuseofenergy.Teachingimportantpoints教學(xué)重點(diǎn)Enablethestudentstoexpressagreementanddisagreement.Teachingdifficultpoints教學(xué)難點(diǎn)Enablethestudentstolearnhowtoexpressagreementanddisagreement.Teachingmethods教學(xué)方法Brainstorming,listeningandgroupwork.Teachingaids教具準(zhǔn)備Ataperecorderandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Sitdown,please.Beforeclass,I’llcheckyourhomeworkfirst.Mary,wouldyoureadyourhomeworktous?Checkthestudents’homeworkandhaveadiscussionwiththestudentsaboutthemistakesMarymade.Letthestudentshaveaclearunderstandingaboutthemistakesandthencorrectthem.StepⅡWarmingupT:Asweallknow,wedependonenergytodomanythingsinourdailylife.Somepeopleevensaywecoulddonothingwithoutenergy.Canyoutellmewhatweuseenergyfor?Sa:Energylightsourcities.Sb:Energyheatsourbuildings.Sc:Energyentertainsus.Withthehelpofelectricity,peoplehavegotalotoffunfromwatchingTV,playingcomputersandsoon.Sd:Therearemanyotherelectricalappliancesthatmakeourlifemoreconvenientandcomfortablesuchaswashingmachines,microwaves,airconditionersandsoon.Se:Todayenergyalsohelpspeoplerealizemanyso-calleddreamsinthepast.Forexample,peoplecan“fly”fromoneplacetoanotherbyplanewhichrunsonenergy.Sf:It’strue.Infact,notonlyplanesbutalsocars,shipsandtrainsrunonenergy.T:Welldone.Allthatyou’vejustsaidisright.Soitseemsthatenergyplaysaveryimportantroleinthemodernworld.Thenwheredoesalltheenergycomefrom?Openyourbooksandturntopage25.Lookatthepicturesonthispage.Theymayhelpyoufindouttheanswers.Afterawhile.T:Who’dliketotellusyouranswers?Sg:Windpower.Sh:Coalpower.T:Right.Isthereanydifferencebetweenthem?Si:Yes.Windwillneverrunoutwhilecoalisalimitedsource.T:It’strue.Asweknow,anenergysourceisrenewablewhensuppliesofitneverrunoutwhilesomesupplies，suchascoal,willdefinitelyrunoutoneday.Energyofthiskindiscallednon-renewablesources.Pleasethinkofasmanysourcesasyoucananddecidewhichenergysourcesonyourlistarerenewableandwhicharenon-renewable.Ifnecessary,givesomewordsrelatedtothepictureswhichmightbedifficultforthestudentssuchasoilrefinery,hydroelectricpowerandsoon.Theteachershouldalsocollectasmuchinformationaboutdifferentsourcesofenergyaspossibleandshowittothestudentsinclassthroughacomputer.Inthisway,thestudentswillbecomemoreinterestedinthistopicandtheirknowledgeonthisaspectwillbeenlarged.Sampleanswers:RenewableNon-renewableWindpowerCoalSolarpowerNaturalgasandoilHydroelectricpowerNuclearpowerStepⅢListeningandDiscussingT:Fromwhatwe’vejusttalkedabout,itisclearthatenergydoesalotofgoodtous.Buteverycoinhastwosides.Isthereanynegativeeffectofusingenergy?Sa:Yes.Peopleusetoomuchenergywhichisresultinginanincreaseincarbondioxide.Thatishowtheglobalwarmingcomesabout.Sb:Andmeanwhileitpollutestheenvironment.T:It’strue.Manypeoplehaverealizedtheproblem.Nextwe’lldosomelisteningpracticeonthistopic.Let’sseewhatotherpeoplethinkofthisissue.Thestudentsareaskedtoreadthequestionsquicklytofindoutthelisteningpointsfirst.Thenlistentothetapetwiceandgivethecorrectanswers.T:Nowpleaseturntopage31.Let’sdolistening.Beforeyoulistentothetape,pleasereadfastthestatementsinExercise1tofindoutthelisteningpoints.Paymuchattentiontothekeypointswhilelistening.Playthetapeforthefirsttime.Helpthestudentsgetageneralunderstandingaboutthedialogue.ThestudentslistenandtrytofinishExercise1.Playthetapeagain,trainthestudents’abilitytospotspecificinformationandunderstandtheimplicationinthedialogue.ThestudentslistenandfinishExercise2.Severalminuteslater. T：Haveyoufinishedtheexercises?Ss:Yes.T:OK,let’scheckyouranswers.Explainsomedifficultpointsifnecessary.T:NowreadwhatProfessorChenandLiBinsay.Workingroups.Discusswhoyouagreewithandgivereasons.UsesomeofthephraseslistedinExercise2oranyothersyouknow.StepⅣHomework1.Reviewthenewwordsandexpressionsyoulearnedinthisclass.2.PreviewReading.TheSecondPeriodReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)compare,phenomenon,graph,fuel,trap,data,climate,catastrophe,consequence,range,per,glance,compareto,comeabout,fiercedebate,resultin,buildupb.重點(diǎn)句式Thereisnodoubtthattheearthisbecomingwarmer.P26Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P26Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P262.Abilitygoals能力目標(biāo)Enablethestudentstotalkaboutthecausesandeffectsofglobalwarming.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtotalkaboutthecausesandeffectsofglobalwarmingandexpressideasaboutwhatpeopleshoulddoaboutit.Teachingimportantpoints教學(xué)重點(diǎn)Helpthestudentslearnhowtodebateoverthetopic“Weshoulddonothingaboutglobalwarming.”Teachingdifficultpoints教學(xué)難點(diǎn)Enablethestudentstolearnthewritingskillsofthetextandgetabetterunderstandingofarticlesofthiskind.Teachingmethods教學(xué)方法Listening,readingandgroupwork.Teachingaids教具準(zhǔn)備Arecorderandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomework.Reviewtheusefulexpressionsaboutagreementanddisagreement.Showthestudentssomepicturesonthescreen.Thestudentshavetogivenamesofdifferentenergysourcesrelativetothepicturesanddeicidewhichenergysourcesarerenewableandwhicharenot.Thenaskthestudentstotelltheeffectsofusingtheseenergysources.StepⅡPre-readingShowapictureofgreenhouseonthescreen.T:Nowlookatthepicture.Whatisitinthepicture?S:Agreenhouse.T:Right.Whocantellmewhatitisusedfor?Sa:Agreenhouseismadeofglassandisusedforgrowingplants,especiallyduringcoldweather.T:Yes,youareright.Andhowdoesitwork?Sb:Theairinsideiswarmbecausetheglasstrapstheheatfromthesunandkeepsitfromescaping.Thismakesthegreenhouseheatupandsotheplantscangrowthroughoutthecoldperiod.T:Exactly.Thankyou.Buttodaywearenotgoingtotalkaboutgreenhouse,we’lltalkaboutgreenhousegases.Haveyouheardaboutthisbefore?Sc:Iknow.Intheatmospheresurroundingtheearththerearegases,whicharecalled“greenhousegases”,includingcarbondioxide,methaneandwatervapor.T:That’scorrect.Thenwhatdoyouthinkgreenhousegasesdo?Sd:Letmeexplainit.Theytrapheatfromthesunandthereforewarmtheearth.T:Yes.Lastclasswetalkedabouttheeffectsofburningfossilfuels.Oneoftheeffectsismoreandmorecarbondioxideisbeingproduced,whichinturnincreasesthespeedofglobalwarming.Doesitmatter?What’reyouropinions?Nextwe’llreadanarticle“THEEARTHISBECOMINGWARMER—BUTDOESITMATTER?” StepⅢWhile-readingGetthestudentstoreadthepassagefastandmeanwhilehelpthestudentsformagoodhabitofreading.T:Whatdoyouthinkwillbetalkedaboutatthesightofthetitle“THEEARTHISBECOMINGWARMER—BUTDOESITMATTER?”Nowpleaseskimthepassagetoobtainageneralideaofthewholepassage.Whilereading,payattentiontothewritingskillsandifpossible,dividethewholepassageintoseveralpartsandsummarizethemainideaforeachpart.Afterafewminutes.T:Howmanypartscanthistextbedividedinto?T:Anydifferentideas?OK.Nowlet’sfinishtheformonthescreen.Showtheformonthescreenandletthestudentscompletetheform.MainideasofeachpartWritingtechniquesStepⅣComprehendingLetthestudentsreadthepassageagaintofindouttheanswerstothequestionsinExercises1and2.T:Nowlet’slistentothetape.Whilelistening,paymoreattentiontospecificinformation.Thenreadthewholepassagebyyourselves.TrytofindouttheanswerstoquestionsinExercises1and2.Youmayworkingroups.StepⅤDebate（學(xué)生活動(dòng)）Getthestudentstodebateoverthestatement:Weshoulddonothingaboutglobalwarming.Letthemworkingroupsofsixtoprepareit.T:Nowyouaregoingtohaveadebate:Weshoulddonothingaboutglobalwarming.Pleasefollowtheseinstructions.Putthefollowinginstructionsonthescreen.●Getintogroupsofsix.Decidewhichthreeinyourgrouparegoingtoagreewiththestatement(GroupA)andwhichthreearegoingtodisagreewiththestatement(GroupB).●GroupAdiscusswhytheyagreewiththestatement;GroupBdiscusswhytheydisagree.●GroupAandBgettogether.Telleachotherthereasonswhyagreeordisagreewiththestatement.T:Wedon’thavetimetodoitinclass.Pleasefinishitafterclass.TrytocollectasmuchinformationaspossibleontheInternetandshareitwiththeothersinclass.NextclassI’llgetsomegroupstoactoutyourdebates.StepⅥHomework1.Readthepassageagainandreviewthenewwordsandexpressions.2.Preparethedebateingroups.3.PreviewUsingLanguage―WHATCANWEDOABOUTGLOBALWARMING？TheThirdPeriodExtensiveReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)pollution,electrical,motor,can(n.),microwave,disagreement,title,makeadifference,putupwith,leaveanelectricalapplianceon,solongas,andsoonb.重點(diǎn)句式P30Together,individualscanmakeadifference.Ittakesalotofenergytomakethingsfromnewmaterials…Remember—yourcontributioncounts.2.Abilitygoals能力目標(biāo)Getthestudentstorealizewhatindividualscandoaboutglobalwarming.3.Learningabilitygoals學(xué)能目標(biāo)Learnwhattodoindailylifetoreducethecarbondioxidecontentintheair.Teachingimportantpoints教學(xué)重點(diǎn)Enablethestudentstoknowwhattodoindailylifetoreducethecarbondioxidecontentintheair.Teachingdifficultpoints教學(xué)難點(diǎn)Enablethestudentstolearnhowtomakeaposter.Teachingmethods教學(xué)方法Listening,skimmingandgroupwork.Teachingaids教具準(zhǔn)備Arecorderandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthestudents’homeworktoseewhethertheyhavemasteredwhattheylearntlastclass.Checktheirgroupwork—debate.T:Haveyoufinishedyourhomework—prepareadebateingroups?Ss:Yes.T:Whichgroupswouldliketocometothefrontandactoutyourdebates?Chooseoneasyourrepresentative.Askarepresentativeineachgrouptostatetheirgroup’sopinion.Asampledebate:(A=GroupA;B=GroupB)A:Wethinkpeopleshoulddosomethingaboutglobalwarming.Becauseitcouldhavemanynegativeeffectsontheearth.Withtemperatureincreasing,thepolaricecapseventuallywouldmelt,causingsealevelstorisebyseveralmeters.Coastalandlow-lyingcitieswouldbesubmerged.Somescientistspredictseverestorms,droughts,famines,thespreadofdiseasesandthedestructionofspecies.Don’tyouthinktheseareterrible?Sodon’thesitatetotakeactiontoreducethecarbondioxidecontentintheair.Onlyinthiswaywillwebeabletosavetheearthandsaveourselves.B:Wedon’tthinkso.Somescientists’concernsaboutglobalwarmingarejustspeculation.IwanttoremindeveryonetopayattentiontowhatGroupAhasjustsaid.Yousaidalotof“could”and“would”,whichobviouslyindicatesthatyouarenotsureaboutthebadeffectsyoujustmentioned.Inouropinion,globalwarmingwillbemildwithfewbadenvironmentalconsequences.What’smore,morecarbondioxideisactuallyapositivething.Itwillmakeplantsgrowfaster;cropswillproducemore;itwillmakeagreaterrangeofanimals,allofwhichwillmakelifeforhumansbetter.Sothere’snoneedforustoreducethecarbondioxide.A:Itistruethatnooneknowsexactlywhattheeffectsofglobalwarmingwillbe.Butdon’tyouthinkitwillbetoolateforustotakeactionafterthebadeffectscomeout?Hopeforthebestandpreparefortheworst.B:...StepⅡLead-inT:GroupAdidagoodjobandshowedustheimportanceofreducingtheamountofcarbondioxideintheair.Butwhatshallwedoinourdailylife?Sa:Saveenergy.Forexample,ifwearenotusingthelights,theTV,thecomputerandsoon,turnthemoff.Sb:Carsusealotofenergy,sowe’dbetterwalkorrideabike.Sc:Buythingsmadefromrecycledmaterialsbecauseittakesalotofenergytomakethingsfromnewmaterials.T:Right.You’vedoneagoodjob.Nextopenyourbooksandturntopage30.Todaywe’llreadtwolettersandlearnwhatwecandoaboutglobalwarming.StepⅢListeningandReadingGetthestudentstoreadthetwolettersandthenfillinthetableonpage30.T:Skimthelettersandfindwhothewritersareandwhattheirpurposeofwritingthelettersis.Sd:Thefirstletteriswrittenbyastudentwhoisaskingforsuggestionsforhisproject—globalwarming.Se:ThesecondletteriswrittenbyaneditorofEarthCaremagazine.Heoffersthestudentsomesuggestionsonwhattodoaboutglobalwarming.T:Goodanswers.NowscantheletterandlistEarthCare’ssuggestionsandtheningroups,discusswhetheryouthinkyoucancarryouteachsuggestion.Givereasonsforyouranswers.Sampleanswers: EarthCare’ssuggestionsCanyoucarryitout?ReasonsIfyouarenotusingelectricalappliances,turnthemoff.YesSaveenergyIfyou’recold,putonmoreclothesinsteadofturninguptheheat.YesSaveenergyMotorvehiclesusealotofenergy,sowalkorrideabikeifyoucan.YesSaveenergyRecyclecans,bottles,plasticsandnewspapersandbuythingsmadefromrecycledmaterials.YesSaveenergyGetyourparentsorfriendstobuyproductsthataremadetosaveenergy.YesSaveenergyPlantmoretrees.YesPlantsabsorbcarbondioxidefromtheair.Talkwithyourfamilyandfriendsaboutglobalwarmingandtellthemwhatyou’velearned.YesTogether,individualscanmakeadifference.StepⅣMakingaposter（學(xué)生活動(dòng)）Helpthestudentslearnhowtomakeaposter.Theteachermaycollectsomepostersorpicturesabouttheenvironmentandshowthemtothestudentsinclass.T:Nowingroupsoffive,makeaposterforyourschoolthattellsthestudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.Rememberthefollowing:giveyourposteralargeheading,useimperativesentencestolistthewayswecanreducetheamountofcarbondioxideintheair.What’smore,tryeverypossiblewaytomakeyourposterimpressive,whichisthepurposeofaposter.Iftimeislimited,youcanfinishitafterclass.StepⅤHomeworkFinishtheposter.TheFourthPeriodLanguageStudyTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)glance,widespread,decrease,steady,average,existence,outer,onthewholeb.重點(diǎn)句式Itishumanactivitythathascausedthisglobalwarming.P29…itistheburningofmoreandmorefossilfuelsthatisresultinginthisincreaseincarbondioxide.P262.Abilitygoals能力目標(biāo)Learnabout“it”usedforemphasis.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtousenewwordsandexpressionsofthisunitandhowtouse“it”foremphasis.Teachingimportantpoints教學(xué)重點(diǎn)Thestructureof“Itis...that...”.Teachingdifficultpoints教學(xué)難點(diǎn)Teachthestudentshowtomastertheuseof“it”foremphasis.Teachingmethods教學(xué)方法Explanationandpractice.Teachingaids教具準(zhǔn)備Acomputer.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionT:Goodmorning,everyone.Ss:Goodmorning,sir/madam.T:FirstI’llcheckyourhomework.Haveyoufinishedtheposter?Ss:Yes.T:Well,whichgroupwouldliketoshowusyours?Getseveralgroupstoshowtheirposters.Asampleposter:WhatCanWeDoaboutCarbonDioxide?Carbondioxideisoneofthemaincausesofglobalwarmingwhichwillbringtheearthcatastrophe.Hereareafewwaysthatindividualscanfollowtoreduceitscontentintheair.●Turntheelectricalappliancesoffifyouarenotusingthem.●Putonmoreclothesifyouarecoldinsteadofturninguptheheat.●Walkorrideabikeinsteadofusingmotorvehiclesifyoucan.●Recyclecans,bottles,plasticsandnewspapers;buythingsmadefromrecycledmaterials.●Buyproductsthataremadetosaveenergysuchasfridgesandmicrowaves.●Planttreesinyourgardenorschoolyard.Together,individualsmakeadifference.It’stimeforustodosomethingaboutcarbondioxide.Talkwithyourfriendsorfamilyaboutglobalwarming.Let’sworktogetherandcaretheplanetwearelivingin.StepⅡDiscoveringwordsandexpressionsT:Nowpleaseopenyourbooksandturntopage28.Let’sdosomeexercises.StepⅢDiscoveringusefulstructuresT:Nextlet’sturnbacktopage29.We’lllearnausefulstructure.Nowcomparethesetwosentencesbelow.Showthefollowingtwosentencesonthescreen.Humanactivityhascausedthisglobalwarming.Itishumanactivitythathascausedthisglobalwarming.T:WhocantranslatethemintoChinese?Sa:Ithinktheyarethesame.Theybothmean“人類行為引發(fā)了全球變暖”.Sb:Idon’tthinkso.Theyarealittlebitdifferent.Thelatteroneshouldbe“引發(fā)全球變暖的正是人類行為”.Inthesecondsentence,“humanactivity”isemphasized.T:Quiteright.Thisisthestructurewearegoingtolearntoday.Presentthestructureonthescreenandgivesomeexplanation.由it引導(dǎo)的強(qiáng)調(diào)句結(jié)構(gòu):Itis(was)+被強(qiáng)調(diào)部分+that(who)+句子其他部分注意：此結(jié)構(gòu)強(qiáng)調(diào)的成分僅限于主語(yǔ)，賓語(yǔ)和狀語(yǔ)。如：原句：Myfatherdidtheexperimentinthelabyesterdayevening.強(qiáng)調(diào)主語(yǔ)：Itwasmyfatherwhodidtheexperimentinthelabyesterdayevening.強(qiáng)調(diào)賓語(yǔ)：Itwastheexperimentthatmyfatherdidinthelabyesterdayevening.強(qiáng)調(diào)時(shí)間：Itwasyesterdayeveningthatmyfatherdidtheexperimentinthelab.強(qiáng)調(diào)地點(diǎn)：Itwasinthelabthatmyfatherdidtheexperimentyesterdayevening.又如：Itwasinthatcitythatwemetforthefirsttime.ItwasnotuntilhetoldmethatIknewthetruth.典型例題分析:1）Itwaslastnight_______IsawthefilmStarWars.A.who B.when C.that D.which答案C.強(qiáng)調(diào)句的結(jié)構(gòu)是：It+be+強(qiáng)調(diào)部分+that(who)+主謂句。強(qiáng)調(diào)句的連詞只有兩個(gè)，that和who。當(dāng)強(qiáng)調(diào)的部分是人，且為句子的主語(yǔ)時(shí)，才用who，其余用that。2）Itistenyears_______MissGreenreturnedtoCanada.A.that B.when C.since D.as答案C.考點(diǎn)是連詞用法。本題易誤選為A.其實(shí)本句不是強(qiáng)調(diào)句。若是，去掉Itbe...that還應(yīng)是一個(gè)完整的句子。而本句去掉‘Itis...that’，只剩下tenyearsMissGreenreturnedtoCanada不成句。因此本句不是強(qiáng)調(diào)句。Itis+時(shí)間+since...,其中is=hasbeen.T:Inthearticletherearetwosentencesinwhich“it”isusedforemphasis.Canyoufindthem?Sc:Yes.Oneis“ItwasascientistcalledCharlesKeelingwhomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.”Theotheris“Itistheburningofmoreandmorefossilfuelsthatisresultinginthisincreaseincarbondioxide.”T:Good.Nextlet’sdosomepracticeaboutthisstructure.Turntopage29,Exercise2.Pleaserewriteeachsentencewith“Itis...that...”togivemoreemphasistotheunderlinedpart.Sampleanswers:1.Itisgreenhousegasesthathavewarmedtheearthbytrappingheatenergyintheatmosphere.2.Itisthegreenhouseeffectthatgivestheearth’ssurfacetheaveragetemperatureof15℃.3.Itisfossilfuelsthatmuchoftheenergyusedtolightandheatourhomescomesfrom.4.ItistheUnitedStatesofAmericathatthebiggestproducerofgreenhousegasesis.5.Itisforcenturiesthatcarbondioxidestaysintheatmospherewhileothergreenhousegasesstayintheatmosphereonlyforadayorless.6.Itistheirveryexistencethatlow-lyingcountriesfeelisindangerfromrisingsealevels.7.Itishumanactivitiesthatmanyscientistsbelievethathavecausedtheearth’stemperaturetorise.8.Itisfutureclimatechangesandtheireffectsonourenvironmentthatscientistswanttofindoutabout.9.Itisbyseveralmetersthattheleveloftheseacouldrisebecauseofglobalwarmingintheyearsahead.10.Itisouterspacethatmightprovideuswithnewenergysourcesinthefuture.StepIVUsingstructuresGetthestudentstodomoreexercisesabouttheuseof“it”foremphasis.T:Pleaseturntopage64.Readtheinstructionsofthetwoexercisesandthenfinishthem.SampleanswerstoExercise2:(1)ItwasfourAustralianchildrenwhostarteditin1996whentheyorganizedthefirstchildren’senvironmentalconference.(2)Itisatthisconferencethatwedecidewhichprojectswewanttoworkoninthefollowingyear.(3)ItwasthroughoneoftheseprojectsaboutfiveyearsagothatIfirstbecameinvolvedinMillenniumKids.StepⅥHomeworkMakefoursentenceswith“it”foremphasis.TheFifthPeriodDrillsTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)environmentalproblem,plasticbags,reuse,litter,rubbishitems,CleanUpDay,bringupb.重點(diǎn)句式P63I’msorrytobringthisup,but...I’msorrytohavetosaythis,but...Theyshouldn’thavedoneit.Theyaretoblame.Whydon’tyoudosomethingaboutit?Perhapstheyshould/oughttodo...2.Abilitygoals能力目標(biāo)EnablethestudentstotalkaboutsomeenvironmentalproblemsandCleanUpDay.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtoexpresstheirownideasaboutsomeenvironmentalproblems.Teachingimportantpoints教學(xué)重點(diǎn)Enablethestudentstotalkaboutsomeenvironmentalproblems.Teachingdifficultpoints教學(xué)難點(diǎn)Enablethestudentstotalkaboutsomeenvironmentalproblems.Teachingmethods教學(xué)方法Listening,speakingandgroupwork.Teachingaids教具準(zhǔn)備Arecorder,acomputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomeworktoseewhetherthestudentshavemasteredtheuseof“it”foremphasis.T:Lastclasswelearnedabout“it”usedforemphasis.Doyourememberthestructure?Ss:Yes.Thestructureis:Itis(was)...+that(who)+...T:Now,whowouldliketoreadthesentencesyouhavewrittenashomework.Samplesentences:ItwasJameswhobrokethewindow.Itwasthelittleantsthatdestroyedthewholebuilding.Itishergrandmawhobringsherupalltheseyears.Itwasthehopeinhisheartthatenabledhimtoescapefromtheprison.StepⅡListeningGetthestudentstoprepareforthelisteningbyaskingsomequestions.T:Inthisunitwehavetalkedmuchaboutglobalwarming,whichobviouslycausesgreatconcernallovertheworld.Manyorganizationshavebeensetuptoprotecttheenvironment,oneofwhichisMillenniumKids.Haveyoueverheardaboutit?Ss:No.T:Wouldyouliketoknowsomethingaboutit?Ss:Yes.T:OK.We’lllistentoadialogueaboutit.Pleaseopenyourworkbooksandturntopage62.Pleasereadtheinstructionsandquestionsfasttofindoutthelisteningpointsfirst.Paymuchattentiontothekeypointswhilelistening.Playthetapeforthefirsttime.Helpthestudentsgetageneralunderstandingaboutthedialogue.ThestudentslistenandtrytoanswerquestionsinExercise2.Playthetapeagain,trainthestudents’abilitytopickoutspecificinformation.ThestudentslistenandfillintheinformationsheetinExercise3.Playthetapeforathirdtimeandletthestudentschecktheiranswersbythemselves.T:Haveyoufinishedthequestions?Ss:Yes.T:OK,let’schecktheanswerstogether.Explainsomedifficultpointsifnecessary.StepⅢTalking（學(xué)生活動(dòng)）T:Fromwhatwe’vejustlistenedto,wecanseeglobalwarmingisonlyoneoftheenvironmentalproblems.Therearemanyotherproblems.Canyougivemesomeexamples?Sa:Airpollutionandwaterpollution.Sb:Deforestation.Sc:...T:Youareright.Manyenvironmentalproblemsendangertheworldwearelivingin.Theteachermayaswellcollectsomepicturesaboutenvironmentalproblemsandshowthemtothestudentsthroughacomputer.Oneofthepicturesshouldbeaboutplasticbags.T:Whatcanyouseeinthepicture?Ss:Wecanseelotsofplasticbagsandabeachseriouslypollutedbyplasticbags.T:Whatdoyouthinkplasticbagsdototheenvironment?Sd:Ithinktheypollutetheenvironmentandtheyareabigenvironmentalproblem.T:Doyouagreewithhim?Se:Yes.Idon’tlikeusingplasticbagsbecausetheyarebadforourhealth.Ialsoheardthatplasticbagscannotbereusedandthereforeitisagreatwastetousethem.T:It’struethatplasticbagsdogreatharmtotheenvironment.It’st