人教版高中英语第二册Unit9 Saving the earth--The second period
高中英语Unit9 Saving the earth文章 饥饿每年夺去500万儿童生命旧人教第二册上
饥饿每年夺去500万儿童生命联合国粮食及农业组织（FAO）在8日发表的《2004年全球粮食安全状况报告》中指出，全球有8.52亿人处在经常性的饥饿中，饥饿和营养不良每年使500多万儿童死亡，饥饿直接和间接给各国国民生产力和国家经济造成上百亿美元的巨额经济损失。
现状每年500万儿童死于饥饿，直接经济损失达300亿美元粮农组织总干事雅克·迪乌夫在报告中称：“我们无法承受任由饥饿肆虐带来的严重代价。
每年饥饿会夺去500万儿童的生命，同时给发展中国家带来上十亿美元的损失。
”报告警告说，要实现到2015年将发展中地区饥饿人口减半的目标，目前的进展已经远远落后，更多警示还在于，在过去五年里，四分之三发展中国家中，处于饥饿状态的人群还在上升。
从2000年至2002年，全球饥饿人口比上世纪90年代中期增加了1800万，达到8.52亿，其中8.15亿来自发展中国家。
而儿童是饥饿和营养不良最大受害者之一。
报告称，超过2000万低体重婴儿出生在发展中国家，这些婴儿夭折的几率非常大，而即使存活下来也很可能留下终生生理缺陷或认知性残疾。
根据报告的估计，全球因饥饿造成的直接经济损失达到了300亿美元，而这一数额是联合国全球基金花在艾滋病、肺炎和疟疾上所有资金的5倍还多。
更由于在消除饥饿领域的措施并不到位，从而不得不拿出巨资解决饥饿给其他领域造成的问题。
例如，饥饿加剧艾滋病、结核病以及疟疾的蔓延，从而迫使各国在上述领域投入更多资金；除此之外，饥饿对社会生产力和收入的间接损失也不可忽略。
如果任由目前儿童营养不良状况继续下去，预计将来会造成5000亿到1万亿美元的损失。
挑战全球化、城镇化发展过快带来城市饥饿问题今年的全球粮食安全状况报告还特别提到了全球化、城镇化等社会经济新变化对全球饥饿问题的影响。
尽管各国形势不同，但总体来说，全球发展中国家都出现了一些新的趋势，如城镇人口明显增多，平均收入和卡路里摄入量都有上升等。
城镇化发展过快带来的城市地区饥饿问题不容忽视，生活方式的变化带来的食品结构变化可能引发新的食品安全问题。
高二英语Unit9 Saving the earth知识精讲1 人教版
高二英语Unit9 Saving the earth知识精讲人教版一. 本周教学内容：Unit 9 Saving the earthI. Language Points：Lesson 331. If we go on polluting the world , it won’t be fit for us to live in .如果我们继续污染这个世界，那么，这个世界就会不适合我们生活了。
〔1〕go on + -ing结构是“继续干某事〞的意思。
The factory ______________〔还在继续把废物倒进〕into the lake .〔goes on throwing waste〕If we ___________〔继续捕杀老虎〕, none would be left for us to study . (go on hunting tigers)go on to do结构是“接着又干某事〞他接着又给我们演示怎么做。
He went on to show us how to do it .He ______________________〔接着又谈到国际形势〕。
〔went on to talk about the world situation .〕go on with + n .结构是“继续干某事〞She wants me to __________________〔继续从事画画〕〔go on with painting〕.My mother ____________〔继续做饭〕, and I ______________________〔继续〕my schoolwork . 〔went on cooking / went on with〕〔2〕句中的是形容词fit，作“适合的〞〔suitable〕解。
常构成〔be〕fit for结构，作“适合于〞解。
例如：He is so weak and __________________ 〔不适合这项工作〕。
高中英语第二册上Unit 9 Saving the earth--篇章分析
Unit 9 Saving the earth篇章分析WELCOM TO THE EARTH SUMMIT一、课文图解二、课文复述Retell the text briefly.Note: 1. The students should retell the text paragraph by paragraph.2. They may repeat it either with the help of the key words in the chart, or in the student’s own words.3. The following is just for reference. If you like, it may be used as a dictation material.One possible version:The Earth Summit is the informal and best-known name for the United Nations Conference on Environment and Development (UNCED). It was first held in Stockholm in 1972, with the theme of the Human Environment, and that of the 2002 Johannesburg Summit was Sustainable Development.The earth is facing many serious problems, among which are the big three: contaminated drinking water, poor sanitation and air pollution, which cause 7 million deaths each year. Another big three are poverty, war and violence. Global development now makes the rich richer and the poor poorer, which is really unfair and unaccepted. In general, people think that the richer countries should do whatever they can to help the poorer prosper. Otherwise, sustainable development would be impossible.The Earth summit not only helps people understand the existing problems, but also tells people there is still time to take action. Just as one visitor said, “If all of us make small changes, we could make a big difference.” The important point is the students’ awareness of the situation and willingness to act. Above all, the key to the future is education. Only with better education and by being in harmony with nature will man be able to put an end to the death and suffering caused by the big three, to wipe out much of the poverty, to have less violence and fewer wars. (226 words)三、Moral education德育渗透★Air pollution comes from many different sources such as factories, power plants, dry cleaners, cars, buses, trucks and even windblown dust and wildfires. Air pollution can threaten the health of human beings, trees, lakes, crops, and animals, and damage the ozone layer and buildings. Air pollution also can cause haze, reducing visibility in national parks and wilderness areas. In order to make the air stay clean, we should make concerned laws, which will set limits on how much of a pollutant is allowed in the air. Although national air quality has improved over the past years, many challenges remain in protecting public health and the environment. Our goal is to have clean air to breathe for this generation and those to follow.空气污染来自多种渠道，例如工厂，发电站，干洗店，各种车辆，扬尘和野火。
2019-2020年高中英语第二册上Unit9Savingtheearth-TheSecondPeriod
2019-2020年高中英语第二册上Unit9Savingtheearth-TheSecondPeriodTeaching Aims：1．Improve the students’ reading ability．2．Learn some useful words and expressions．3．Learn something about the Earth Summit to help the students know the importance of protecting our earth．Teaching Important Points：1．Improve the students’ reading ability．2．Master the useful words and expressions.Teaching Difficult Points：1．How to help the students master the usage of the useful words and phrases in the passage.2．How to improve the students’ reading ability．Teaching Methods1．Fast reading and reading to get the general idea and the detailed information of the passage and to i mprove the students’ reading ability．2．Explanation to help Ss master the usage of the important words and phrases．3.Individual or pair work to make every student work in class．4．Listening and repeating method to improve the students’ pronunciation．Teaching Aids：1．a tape recorder2．a projector3．the blackboardTeaching Procedures：Step I Greetings and Lead—inGreet the whole class as usual．T: In the first period of this unit，we talked about our environment．We know that our environment is in great danger．It’s b eing seriously polluted．What can we do to protect the environment?S：We can help more people to know the importance of protecting our earth．S：We should not use the things that pollute the environment，such as plastic bags，air—conditioners and so on．S：…Step Ⅱ Pre—readingT：Very good．Today we’re going to read the passage “Wele to the earth summit”．It is about the earth summit and some of the major problems facing the world．Before reading the text，try to predict its content．Work in pairs and write down what you think each part of the text will be about．(Allow the students a few minutes to finish the task．Then ask some students to say their answers．pare the answers and choose the best of them．)Step III ReadingT：Well done．Now, please read the passage quickly make the outline of the text．pare it with the outline you made just now，Find out how they are different from eachother，Which one do you think is better? Are you clear?S：Yes．s(Give Ss enough time to read the text，make the new outline and pare it with the one made in the Pre-reading．Finally, ask some students to answer the questions．Students may have various answers．)Sample outline：Introduction：Introduce the Earth Summit to the readers．Tell readers when and whereit is first held and what it is about．Body：Give more detailed information about the problems discussed at the meeting．Conclusion：Tell readers what we can do to protect our earth．T：Good．Now, please read the passage carefully．This time you should pay attention to some detailed information in the passage．After that，I'll ask you ,some questions．OK，you can begin．(Ss read for a while．) Have you finished?：Yes．SsT：OK．Now，I’ll ask you some questions．If you know the answer to each question，please stand up．Are you clear?S：Yes．sT：OK．Listen to my first question．What are the “big three”?S：I know the “big three” refers to contaminated drinking water，poor sanitation and air pollution．T：Do you agree with him／her?S：Yes．sT：OK．Who knows of any others?S：I know．People hunt too many wild animals and birds and they cut too many trees．too．T：Right．Why are conferences like the Earth Summit important?S：Because they help people understand that there exist serious problems and that there’s still time to take action．They can tell us what we can do to help, tooT：Very good．Next question．What issues are discussed at the Earth Summit?S： Contaminated drinking water，poor sanitation．air pollution，poverty．wars and violence．T：Which do you think is the most important? Why?S：I think the war is the most important, because wars not only cost too much money, destroy too many buildings，make people homeless，but also they make it difficult for the countries to develop further．Thus，life will be hard for people．especially for the poor．If people lire in peace，the development will continue and people’s life wil1 get better and better day by day．S：But l think the protection of the environment is more important than wars．Because if the environment is polluted，even if there’s not any war in th e world，people can’t live a ha ppy or healthy life，either．S：…(Ss may have different opinions．)T：OK．We know that the issues discussed at the Earth Summit are a11 very important．We should 1earn something from this passage and try to do what we can to protect ourearth．Do you agree?Ss：Yes．Step Ⅳ ExplanationT：OK．Now，please look at the screen．I’11 explain something to you．Listen carefully and take notes．(Show the following on the screen。
(整理版高中英语)高二英语Unit9Savingtheearth人教
高二英语Unit 9—Saving the earth人教版【本讲教育信息】一. 教学内容：Unit 9—Saving the earth1. 单元内容介绍与分析2. 重点词汇与短语讲解3. 重，难点句的解释与分析二. 知识总结与归纳：〔一〕单元内容介绍与分析：1. 本单元的中心话题是“拯救地球’，具体涉及地球所面临的问题、造成这些问题的原因和解决问题的方法等。
语言技能和语言知识都是围绕拯救地球这一中心话题设计的。
2. 学习材料：听力〞〔Listening〕局部提供了一段演说词，谈到了地球所面临的问题。
第一局部要求学生通过听弄清说话者的观点，并根据所听内容预测下文；第二局部要求学生列出说话人的观点等，然后预测下文。
“阅读〞〔Reading〕局部是一篇关于“地球峰会〞的介绍性文章。
文章介绍了在南非首都约翰内斯堡召开的“地球峰会〔The Earth Summit〕〞的根本情况，包括会议召开的背景、会议的主题以及与会者所讨论的主要问题和提出的解决方法等。
通过对该文章的阅读，可以丰富学生有关本单元主题的语言和信息。
“综合技能〞局部设计了听、说、写的活动，以写为主线。
听的内容是“地球峰会〞上的两篇发言。
在听的根底上，要求学生陈述他们的观点。
写的活动包括听中补充提纲，听后写要点、提纲以及说后写段落，环环相扣，层层深入。
“语言学习〞：掌握有关倒装句的几个常用结构。
〔二〕词汇学习：运用构词知识理解以下单词：ecology；environmentalist；sustainable；killer；equality；fairness；responsibility；cooperation；willingness；incorrect〔三〕重点词汇与短语的用法：1. issue：问题；争议；发行；分配，期刊You will attend the meeting and discuss the issue.I just got a rise, so money is no longer an issue.Unemployment is not the issue-the real problem is the decline in public morality.The article will appear in the next month's issue.The post office issued the stamps last week.2. content：内容；目录；容量；满足；满意Without reading the text, try to predict its content.The content of your essay is excellent, but it’s not very well expressed.注意表达“满足，满意〞的短语：be content with sth.be content to do sth.He is content with life.John seems content to sit in front of the television all night.3. access：接近；进入；接近……的方法；到达……的权利20% of the people on earth do not have access to clean drinking water.The house is in the center part of the town with good access to the shops.Hospitals should give patients the right of access to their medical records.All the branch managers can access the data bank of the general office.4. responsibility：责任；责任心；职责Rich countries have a responsibility towards poor countries and must do whatever they can to help others.Taking care of family is a big responsibility.注意构词形式：responsibility的形容词形式为responsible；常见短语是：be responsible for：替/对……负责。
人教版高二英语unit9SavingtheEarth
人教版高二英语unit9SavingtheEarthUnit 9 Saving the earthReading 2Language points and useful expressions1.attend: 出席，上（大学等），照料A To go to an event such as a meetingeg: Only 7 people attended the meeting.B To go regularly to a school, church etceg: All children between the ages of 5 and 16 must attend school.C To look after someone, especially because they are illeg: The nurse attended the patient daily.attend to sb/sth 处理，照应eg: I may be late – I have got one or two things to attend to.Are you being attended to in a shop?Then do some exercises to enable Ss to distinguish the following words:Ex: Fill in the blanks with the expressions givenattend / join / join in / take part in / join sb in sth .1. He’ll _________ an important meeting tomorrow.2. Almost all the teams in our school __________ the basketball match.3. My wish is to ________ the army after graduation.4. We’ll _______________ social activities during the summer vacation.5. They didn’t ___________ the wedding.6. I ________ the party last year.7. Our headmaster will _______ us ____ the discussion this afternoon.( possible answers: attend, join in, join, take part in, attend, joined, join in )2. take notes: 作笔记，记录 take action: 采取行动eg: Do you takes notes of the lectures? He sat quietly in the corner taking notes carefully.They took action to stop him. The police took action to deal with this thing immediately.The medicine will not take action for several hours.开始起作用，见效，生效The pill takes effect as soon as you swallow it.take turns take measures/steps take place take care take medicinetake time take cold take notice take sidesEg: You always takes sides with him without even listening to me.3. content: 1). n. 内容，目录 (常作 ~ s ) ; 容量，容积Eg: the contents of a book a table of contents Look up the contents at the beginning of the book.a bucket of more than usual content2). adj. 满足的，满意的be content to do sth be content with sth content oneself with sthHe is quite con tent to watch TV for hours. I’m very content with my life at present.As there’s no butter we must content ourselves with dry bread.例 Content __________ he was to do it, I was not _________ with the result of it.A. as; contentingB. so; contentedC. as; contentedD. as; content4.access: 进入，接近eg: The dead-end street was the only access to her home.Access to the mountain-town is often difficult because of the bad roads.have access to :Eg: Twenty percent of the people on earth do not have access to clean drinking water.have sth that you can useeg: The public don’t have access to the site.the right to enter a place例 This is an organization, which helps those immigrant (移民的) students to ________ educational opportunities.A. have access toB. accessC. have accessD. access to6.Not until we know more will we be able to improve the situation.until的三种句式I didn’t go to bed until my mother came back. （陈述句）vNot until my mother came back did I go to bed. （倒装句）It was not until my mother came back that I went to bed. （强调句）直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。
高中英语Unit9 Saving the earth文章 消除饥饿和贫困旧人教第二册上
世界粮食峰会敦促消除饥饿和贫困正在这里举行的世界粮食首脑会议五年回顾会议１０日通过了《“世界粮食首脑会议：五年之后”宣言》，敦促各国政府和国际社会为实现截至２０１５年将８亿饥饿人口减半的目标而积极努力。
宣言重申了１９９６年世界粮食首脑会议制定的消除饥饿和贫困的目标，并指出，许多国家已为减轻贫困和改善粮食安全作出了巨大努力，但以目前每年减少８００万饥饿人口的速度发展下去，１９９６年世界粮食首脑会议确定的目标将无法实现。
宣言强调，各国的粮食生产和分配，可持续农业、渔业和林业及乡村发展对实现粮食安全都具有重要意义。
应对发展中国家的国家预算以及国际发展援助和国际金融机构直接用于农业发展的资金呈总体下降趋势等情况予以关注。
宣言重申国际合作在消除饥饿行动中的重要性。
宣言说，由于粮食安全的多面性，国家行动和以补充并加强国家行动为目标的国际努力应该双管齐下。
宣言特别强调，粮食不应作为一种施加政治和经济压力的手段。
宣言敦促发达国家根据第三届联合国最不发达国家会议重申的要求，兑现其对发展中国家的官方发展援助占国民生产总值０．７％的承诺，将发达国家国民生产总值的０．１５％至０．２％用于援助最不发达国家。
宣言呼吁各国政府、国际组织、民间社会组织和私营部门加强努力，以形成一个战胜饥饿的国际联盟。
为此，宣言建议设立一个关于世界粮食首脑会议后续行动的政府间工作组，以便在两年期间制定一套自愿准则，支持成员国在其粮食安全方面努力实现拥有充足食物的权利。
宣言敦促各国政府认真审查各自的国家粮食安全政策，敦促世贸组织所有成员落实多哈会议的成果，尤其是关于改革国际农产品贸易体制的承诺，为促进经济发展和消除饥饿发挥作用。
宣言还呼吁减免重债穷国的债务，关注艾滋病、疟疾和结核病等疾病对粮食安全的破坏性影响，重视食物营养等问题。
由联合国粮农组织主办的世界粮食首脑会议五年回顾会议于１０日至１３日在罗马粮农组织总部举行，来自世界各国１００多个代表团的约４０００名代表出席。
2019-2020年高中英语第二册上Unit9Savingtheearth-TheThirdPeriod
2019-2020年高中英语第二册上Unit9Savingtheearth-TheThirdPeriodTeaching Aims :1. Revise and master some useful words, learning how to remember English words.2. Learn the Grammar: Inversion.Teaching Important Points:1. Learn to use some derivative words.2. Learn to use Inversion.Teaching Difficult Points:How to help the students use partly and fully inverted sentences correctly. Teaching Methods :1. Practising to master the language points.2. Elicitation and inductive methods to help the students master Inversion.3. Individual or pair work to make every student work in class.Teaching Aids:1. a projector2. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Revision and Lead -inT: Yesterday we read a passage about the Earth Summit and some of the major problems facing the world. Through the passage we know at the Earth Summit, representatives from more than one hundred countries discussed some of the most important problems facing our planet. Up to now, several Earth Summits have been held and much progress has made. Can you tell me in which city the xx Earth Summit was held?: Johannesburg in South Africa.SsT: Do you remember one of the main themes of the xx Earth Summit？And what was it? : Yes. It was sustainable development, or the question of how we can continue Ssdeveloping the world without damaging the environment.T: What are the three biggest killers in the world?S: Contaminated drinking water, poor sanitation and air pollution.sT: What other problems did the speakers speak about?: Poverty, war and violence.SsT: What did China's then Premier Zhu Rongji stress?: The need for equality and fairness in the world.SsT: How can we save the earth?: By changing the way we live.SsT: What is the key to the future?: Education.SsT: Quite right. The Earth Summit is not just about problems, but also a place to find solutions for the future. We should believe that the future of our planet must be more and more beautiful with the whole world's effort, Today, we'll learn touse the language points appearing in the passage. First, word study. Then Grammar-Inversion.Step III Preparing for Word study(Teacher shows the following on the screen. )adj. n.lonely _______willing _______responsible _______fair _______equal _______poor _______v. n.kill _______represent _______suffer _______adj. adv.real _______absolute _______successful _______T: Now, please look at the screen and write down the other forms of the given words in each group. Work in pairs first. Then I will check your work.(After a while, teacher checks the students' answers and shows the right ones on the screen.)Suggested answers :loneliness; willingness; responsibility; fairness ; equality; povertykiller; representative; suffering; really; absolutely; successfullyStep IV Word StudyT: Well, now please open your books at Page 69. Look at tile first part in Word study: plete the sentences with the words in brackets. Change their form if necessary. First, let's study the example.… Now please plete each sentence and discuss your answers with your partner. At the end, we'll check the answers together. Suggested answers :1. killer2. alarming 4. citizen 5. responsibility 6. representatives 7.suffering 8. willingness(Then go on with the second part.)T: Now, let's do the second part. First, you should study the words in the box carefully. Then put them into two categories. At the end, state your reasons. Are you clear?: Yes.SsT: You can begin now. Work in pairs.(After a while, teacher checks their work. )Suggested answers:Adverbs: really, unfortunately, absolutely, especially, successfullyAdjectives: lonely, lively, ugly, lovely, friendlyStep V Presentation(Teacher shows the following sentences on the screen. )1. Conferences like the Earth Summit help people understand that thereexist serious problems and that there is still time to take action.2. Among the speakers was Chinas then Premier Zhu Rongji, who stressedthe need for equality and fairness in the world.3. Not until we know more will we be able to improve the situation.4. Only by changing the way we live can we save the earth.5. Had I known that air conditioners cause so much pollution, I would neverhave bought one.6. A better understanding of the environment is necessary, as is thewillingness to act.7. Without international cooperation, developing countries cannotprosper, nor will sustainable development be possible.T: Now, please look at the sentences on the screen and pay attention to the word order of each sentence. In what way are these sentences different from the usual sentences?: The word order is not “Subject + Verb” but “Verb + Subject” or “Auxiliary/ SsModal + S + V”.(Teacher writes the structures on the Bb.)T: Yes. This kind of sentence is called Inversion, which happens in questions and in a number of other cases. Look at the sentences carefully again, paying attention to the underlined words. In the first sentence, “exist” is used after “there” to express a state for existence like“there be” structure; the second sentence begins with a preposition phrase. In these two sentences, the whole predicate verb es before the subject. The third sentence begins with a negative adverb; in the fourth sentence, “only” is placed at the beginning of the sentence with an adverbial. In these two sentences, part of the predicate es before the subject. In most cases, an auxiliary verb or a modal verb es before the subject and the rest of the predicate verb es after. If there is no auxiliary or modal, do, does or did should be added. Can you understand?S: Yes.sT: Then look at the fifth sentence and change it into another sentence with the same meaning, which begins with “if”.: If I had known that air conditioners cause so much pollution, I would neverSshave bought one.T: Quite right. In some special forms of unreal conditional clauses, when “if” is left out, part of the predicate like had, should, were should conies before the subject. Th at is to say, inversion can be used instead of “if”. Are you clear about that?S: Yes.sT: Next, look at the last two sentences, To avoid repetition,“as” and “ nor” are placed at the beginning of the sentences which say that people(or thing or situation)are the same as others that have been mentioned. In this case, the structure “as/nor+ auxiliary/modal/do(does, did) + subject” should be used. Besides,“neither” and “so” can be used like “nor”and “as”. Is that clear?(Bb: as/so; neither/nor + aux./mod. / do( does. did) + subject )S: Yes.sT: OK. Now， let's change them into the usual word order sentences. Wang Xia ,you try the first.: It is a special sentence pattern like“There be” structure. “exist” can only Sse after “there”.T: Yes. Sit down, please. Then the next sentence.: China's then Premier Zhu Rongji was among the speakers, who stressed the need Ssfor equality and fairness in the world.T: …: We will not be able to improve the situation until we know more.S3: We can save the earth only by changing the way we live.S4S: If I had known that air conditioners cause so much pollution, I would never5have bought one.: A better understanding of the environment is necessary, and the willingness to S6act is necessary, too.: Without international cooperation, developing countries can't prosper.S7Sustainable development will not be possible either.Step VI Grammar PracticeT: Well, now please turn to Page 70. Look at the first part ,Grammar: Rewrite the following sentences, beginning with the underlined part. First study the example, and then plete each sentence below. A few minutes later, I'll checkyour work. Begin now.Suggested answers:1. Not until we stop polluting our lakes and rivers, will we have enough drinking water2. Only by learning to live in harmony with nature can we save the earth.3. Only after the meeting did 1 know that air pollution causes almost three milliondeaths every year.4. Only with international cooperation can sustainable development be possible.5. Not only is the Earth Summit a place to talk about problems, but also a place tofind solutions for the future.6. Only with better education will people be able to build a better society in harmonywith nature.7. Seldom do we think of the small changes that we can do to make a big difference.8. Never have I realised that water is so precious.(Then teacher deals part in Grammar.)T: All right. Now let's e to the second part. plete the following sentencesusing the words in the box: so, neither, nor, as. At the same time, you should pay attention to the verb form before the subject. First do it individually. Then check your answers with your partner. At the end, I'll ask some of you to readthe whole sentence.Suggested answers:1. so/as have2. neither/nor should3. so/as do4. so/as am5. neither/nor do6. so/as is7. neither/nor8. neither/nor can9. so/as can(After checking the answers, teacher says the following. )T: From these sentences, we know the verb-form after “so, neither, nor, as”should be the same as the verb-form after the first subject. The person and number should agree with its own subject. Is that so?S: Yes.sStep VI Summary and HomeworkT: Now, let's look at what we've learnt in this period. At the beginning of class, we revised the contents of the last class. Then we did some exercises to further study some learnt words in the text. At the end, we learnt the usage of Inversion.To master it better, we also did some exercises. But that's not enough. I hope you can practise more after class. The more you practise, the greater progress you will make. So much for this period. See you tomorrow.S: See you tomorrow !sStep VIII The Design of the Writing on the BlackboardUnit 9 Saving the earthThe Third PeriodI. Word studyII. Grammar: Inversion1. There exist/be...2. Not/Never/Seldom...3. Only + adverbial…4.…so, neither, nor, as+ V +SStep IX Record after Teaching2019-2020年高中英语第二册上Unit9Savingtheearth一．教学目标与要求1. Achieve language skills and related knowledge about nature, ecology and the environment.2. Learn to use some sentence structures.二．教学重点与难点1．话题1）Talking about nature, ecology and the environment.2) Talking about how to save the earth.2．重点词汇ecology, coal, summarize, content, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, wipe, per, alternative, defend, incorrect, affect, advisethe United Na tions, take part in, take action, air conditioner, in harmony with…, put an end to, wipe out, advise sb.(not) to do sth.3．重要句型1) If we are to develop the world successfully, we must make sure that …2) Among the speakers was China’s Premier Zhu Rongji.3) Rich countries must do whatever they can to help others.4) What are the biggest problems facing the earth?5) It was these people’s willingness to work hard and well that impressed me most.4．语法常见的倒装句式：1) There exist serious problems and there is still time to take action.2) Not until we know more will we be able to improve the situation.3) Only by changing the way we live can we save the earth..4) Had I known that air conditioners cause so much pollution, I would never have bought one.5) A better understanding of the environment is necessary, as is the willingness to act.5. 日常交际用语表明支持某种意见(Supporting an opinion) :We must make sure that…It’s clear that…I believe that we must…I’m all for…If nothing is done…, then…I can’t imagine that…Sure / Certainly /Absolutely.It would be better if we…Is there a better way to…?三．课型(一)Warming up, listening& speakingⅠ教具录音机；多媒体等。
人教版高中英语第二册Unit9 Saving the earth--The first period
Unit 9 Saving the earthThe first periodI. Goals:1. To make Ss know pollution and present situation throughout the world and encourage them to find solutions to this problem.2. To encourage Ss to activate the relevant vocabulary.3. To develop Ss' speaking by practicing supporting an opinion.II. Teaching proceduresStep 1 Warming up1. Greetings2. Talk about the picturesPresent the students a series of pictures to assure them how serious the pollution isand ask them some questions about these pictures.⑴⑵⑶⑷⑸⑹Q1: What can you see in these pictures? How does it happen?Q2: What causes the problem?Q3: What are the biggest problems facing the earth? Why do you think so?Q4: Have you ever done something bad to the environment?Q5: Can you give me more examples that happened in people's daily life and is badfor the environment?Step 2 Listening1. Lead inMore and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection.2. While-listeningListen to Part 1 and answer the questions.1)Why is she giving this speech?2)What does she think the most serious problem is?3)What does she say that we should do about it?4)What do you think she will say next?Listen to Part 2 and fill in the blanks with what Ss hear.Argument 1: We should _____________.We must _________________________.We should _______________________.If we _______, we ________________.Argument 2; _______________________Problem: _______________________Solutions: _______________________3. Post-listeningPair work: Infer what the speaker will say next, list like the above one and share the speech with the partner and the class.Group work: Discuss with group members about the measures that we may take to protect air, forest; animals; grassland.Ask Ss to deliver their speech on environment protection.Step 3 Speaking1. Talking about what Ss can see in the picture.(1) (2)Q1: What is being piled in the picture 1?Q2: What can coal be used for?Q3: What is being giving off from the workshop?Q4: What is being polluted?Every coin has two sides. It is true with coal, which is a valuable resource that can be used to produce energy, but it can also cause serious pollution.2. Group work: A debate Coal is/isn’t a valuable resource.prosconsA businessmanAn environmentalistA scientistA local citizenA local leader……后记：学生对环保问题比较关注，因此学生讲的比较多，课堂气氛比较活跃。
人教版高中英语第二册Unit9 Saving the earth--The third period
Unit 9 Saving the earthThe third periodI. Goals:To get Ss to learn and master the usages of the new words and the useful expressions in this unit.II. Teaching procedures:Step 1 Warming up1. Greetings2.Play a guessing game: first some items are shown on the screen, and each item is the paraphrase of one new word. Divide the class into four groups. Ss are encouraged to guess the word as quickly as possible. This game is to enlarge Ss’ vocabulary.(1)To make a place or substance dirty and dangerous by adding sth to it.(2) To make a short statement giving only the main information and not the details of a plan, report etc.(3)The situation or experience of being poor.(4)A position or situation in which people have the same rights, advantages.(5)To do sth in order to protect someone or sth from being attacked(6)To do sth that produces an effect or change in someone or sth(7)Behavior that is intended to hurt other people physically(8)Not right or fair(9)Sth that you can choose to do or use instead of sth elsecontaminate, summarize, poverty, equality, defend, affect;violence, unfair, alternative )Complete the following sentences with the words from the bracket, using the correct form.1.According to the report, the environment has become a major _______ worldwide.One in five children before age five die from diseases caused by environmental problems. ( kill )2. Internet use has been spreading at a(n) _________ speed in China. “Have you surfed the net?’’ has become a more common greeting than the traditional “ Haveyou eaten?’’ ( alarm )3. The word “netizen”, which means a person who uses the Internet, comes from “net” and “________”. ( city )4. During the interview, the young man asked about the job ____________ as a sales manager. ( responsible)5. How many Chinese ______________ will be sent to the international meeting in Stockholm, Sweden? ( represent )6. The people who listened to the report were shocked by the ________ of the villagers. ( suffer )7. It was there people’s __________ to work hard and well that impressed me most. ( willing )( possible answers: killer, alarming, citizen, responsibility, representatives, suffering, willingness )Step 3 language points and useful expressions1Attend: 出席，上（大学等），照料•To go to an event such as a meetingeg: Only 7 people attended the meeting.•To go regularly to a school, church etceg: All children between the ages of 5 and 16 must attend school.•To look after someone, especially because they are illeg: The nurse attended the patient daily.attend to sb/sth 处理，照应eg: I may be late – I have got one or two things to attend to.Are you being attended to in a shop?Then do some exercises to enable Ss to distinguish the following words:attend / join / join in / take part in / join sb in sthEx: Fill in the blanks with the expressions given.1. He’ll _________ an important meeting tomorrow.2. Almost all the teams in our school __________ the basketball match.3. My wish is to ________ the army after graduation.4. We’ll _______________ social activities during the summer vacation.5. They didn’t ___________ the wedding.6. I ________ the party last year.7. Our headmaster will _______ us ____ the discussion this afternoon.( possible answers: attend, join in, join, take part in, attend, joined, join in ) 2. take notes: 作笔记，记录take action: 采取行动Eg: Do you takes notes of the lectures?He sat quietly in the corner taking notes carefully.They took action to stop him.The police took action to deal with this thing immediately.The medicine will not take action for several hours.taktakTakta开始起作用，见效，生效The pill takes effect as soon as you swallow it.• take turns •take measures/steps•take place •take care•take medicine •take time•take cold •take notice•take sidesEg: You always takes sides with him without even listening to me.3. content:1). n. 内容，目录 (常作 ~ s ) ; 容量，容积Eg: the contents of a booka table of contentsLook up the contents at the beginning of the book.a bucket of more than usual content2). Adj. 满足的，满意的be content to do sth be content with sth content oneself with sthHe is quite content to watch TV for hours.I’m very content with my life at present.As there’s no butter we must content ourselves with dry bread.4 access: 进入，接近Eg: The dead-end street was the only access to her home.Access to the mountain-town is often difficult because of the bad roads.have access to :Eg: Twenty percent of the people on earth do not have access to clean drinking water.have sth that you can useEg: The public don’t have access to the site.the right to enter a place5 Not until we know more will we be able to improve the situation.Until 的三种句式I didn’t go to bed until my mother came back. （陈述句） vNot until my mother came back did I go to bed. （倒装句）It was not until my mother came back that I went to bed. （强调句）直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。
高中英语第二册上Unit 9 Saving the earth-The Fourth Period
Unit 9 Saving the earth-The Fourth PeriodTeaching Aims:1. Learn and master the following words: defend, incorrect, affect, advise2. Train the students listening and speaking abilities.3. Learn to write an evaluation paragraph.Teaching Important Points:1. Master the useful words and phrases appearing in this period.2. Learn to support an opinion both in speaking and writing.Teaching Difficult Point:How to help the students finish each task and improve their skills to use language. Teaching Methods :1. Oral practice to train the students' speaking ability.2. Written work to train the students' writing ability.3. Individual, pair or group work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector4. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Revision and Lead-inT: Yesterday, we learnt the use of Inversion and did some exercises. Can youtell me the difference between inverted sentences and usual sentences? WuLi, would you like to have a try?S: Yes. In an inverted sentence, part of the predicate or the whole predicatelcomes before the subject. In a usual sentence, the predicate comes after the subject.T: Quite right. Sit down, please. Then for what reasons do you think Inversion is used? Any volunteer?: I think Inversion is used for two reasons. One for the need of the grammatical S2structure of a certain type of sentence the other for emphasis of a certain part of a sentence.T: Quite right. Now, let's do an exercise, Look at the screen and write your answers on a piece of paper. Then I'11 check the answers with the whole class.(Teacher shows the following on the screen. )Rewrite the following sentences using Inversion.1. We can finish the work on time only by seizing every minute.______ ______ _______ _______ ________ _______ _______finish thework on time.2. I have never heard such nonsense in all my life._________ _________ _________ heard such nonsense in all my life.3. A piece of paper was folded in the pocket.______ ______ ______ _______ _______ a piece of paper.4. He little realizes how important this heart operation is.______ _______ _______ _______ how important this heart operation is.5. Churchill was not only a statesman but also a poet.______ ______ _______ Churchill a statesman but also a poet.Suggested answers:1. Only by seizing every minute can we2. Never have I3. Folded in the pocket was4. Little does he realize5. Not only wasT: Well done. Besides, we've read a passage in this unit about the Earth Summit and environmental problems and solutions. What words we've learnt in this unit can help us describe environment problems and solutions?: Sustainable development, contaminated drinking water, poor sanitation, airSspollution, killer, poverty, war, violence, equality, fairness, take action, make changes, education, in harmony with nature...T: Oh. So many. I hope you can remember and use them. We know the Earth Summit mainly talks about environment problems and solutions. Experts from all over the world are welcome to the Earth Summit, speaking about different topics and discussing new ways to solve old problems. Today we are going to listen to the voices of the Earth Summit. And we'll talk about the environment problem again. First, let’s learn the new words in this period.(Teacher shows the new words on the screen and gives brief explanations.)( Bb: alternative—alternate; defend against/from; incorrect--correct;affect/effect; advise sb. (not) to do sth. ,advise doing sth. )Step III Listening and SpeakingT: Well, now please open your books at Page 71. Look at the first part in Listening and Speaking: Listen to the speeches from the Earth Summit and complete the outlinesbelow, I'll play the tape twice continuously. Listen carefully and finish your task. At the end ,I'll check your answers.(After listening, teacher introduces the next task.)T: Well done. You've understood the speeches exactly. Do you agree with what they are saying? Work in pairs to talk about this question. Write down your thoughts, comments, opinions and questions about what they said. Prepare for a few minutes.Then we'll go on with the next task. (A few minutes later.)T: OK. Now you have a chance to make your own speech. Use your notes and think about what you would like to say. First, write an outline, and then give the speech in class. Make sure that you are ready to answer questions and defend your argument.Are you clear?: Yes.SsT: You can begin to prepare tot it now.(Another few minutes later.)T: Are you ready?: Yes.SsT: OK. Now let's begin our speech. Each student should listen to your classmate's speeches carefully and get ready to ask them questions. Who'd like to be the first to give your speech? Any volunteer7S:…(One of the students stands up and gives his speech. The others go on. After the speeches, teacher shows the following on the screen. )Tips for preparing a speech:Knowing how to give a good speech is a useful skill. If you want to givea goodspeech, there are a few things you need to consider.I. Think about your audiencea. Who will listen to your speech?b. What are they interested in?c. What do they want to know?d. What do they already know?Outlines like these will help you decide what you are going to say.II. Prepare and practisea. Research your topic carefully and organise the material,b. Before you give the speech, practise in front of a mirror or togetherwith a friend.T: Your speeches were all made successfully, but in order you can make a better speech,I give you some advice on preparing a speech. Look at the screen. Let's studytogether.…Step IV WritingT: As we all know, environment problems are becoming more and more serious with the development of modern agriculture and industry. Among all the problems, which do you think is the most serious one? Why do you think so? What do you think should be done to solve it? Now write a paragraph to tell your reader about these questions.(Teacher writes the questions on the Bb. )T: You can prepare your paragraph as follows: First, write a sentence that states your opinion, for example,“I think that air pollution is the most serious problem because it does great harm to our health. ”Then list as many reasons as possible.Finally, use the sentences to organise your paragraph. Are you clear?: Yes.SsT: Well. I'll show you some words and phrases on the screen. You can refer tothem. After finishing your paragraph, use the check list in Unit 2 to check it for errors and mistakes. Are you clear?S: Yes.s(Teacher shows the following on the screen and the students begin to work.)T: You all did very well in class. Now let's see what we've done in this period. First.we've revised the previous contents, including the text and the grammar. Second, we've done some listening and speaking. Then we've learnt to write an evaluation paragraph. All these activities center on the subject “environment problems and absolution ”. Everyone should make an effort to take care of ourplanet. Do you think so?: Yes.SsT: Besides, we've learnt some useful words and phrases, such as… After class, please practise more to improve your ability to use language. So much for today. See you tomorrow!S: See you tomorrow!sStep VI The Design of the Writing on the Blackboard Unit 9 Saving the earthThe Fourth PeriodI. Words and Phrases:alternative--alternateincorrect--correctdefend against/fromaffect/effectadvise sb. (not) to do sth.advise doing sth.II. an evaluation paragraphWhat do you think is the most serious one?Why do you think so?What do you think should be done to solve it? Step VII Record after Teaching。
高中英语第二册上Unit 9 Saving the earth-the First Period
Unit 9 Saving the earth-the First Period1．Brief Statements Based 0n the UnitIn this unit，Ss will do some listening speaking，reading and writing practice．Also, they will learn to use the Inversion．In the first period，Ss wi1l improve their speaking ability by talking about nature ecology and the environment and they will listen to some listening material about our environment．After the study of this period，they will improve their speaking and listening abilities and also know something about the problems facing the earth．In the second period，Ss will read a passage about the Earth Summit．From the passage Ss will know more about the importance of protecting our earth．In the third period．Ss will study the grammar item：Inversion．After doing some exercises provided in this period．and with the help of the teacher，Ss will know how to use the Inversion．Teacher may provide more exercises for Ss to consolidate if necessary．In the last period，Ss will listen to two speeches from the Earth Summit and finish the practice provided in the first part．Ss will know more about the Earth Summit and improve their listening ability．In the writing part, Ss will improve their writing ability by writing an evaluation paragraph with the help of some given expressions．After the study of this unit．Ss will know how to support an opinion，and they will know more about environment protection．They will know that if all of us make small changes．we could make a big difference．They will do more to protect our earth．II．Teaching Goals1．Talk about nature ecology and the、environment．2．Practise supporting an opinion．3．Learn to use inversion．4．Write an evaluation paragraph．III．Teaching time：Five periodsIV．Background Information1．Protect The Ozone LayerIn the middle of winter，when snow is falling in many parts of the United States, scientists have sounded a warning to people who plan to spend many hours in the sun this summer．The warning：The sun's summer-time rays are more dangerous than once thought．A team of scientists from 80 nations recently reported to the United Nations that a layer of ozone in the atmosphere, which protects humans from harmful levels of ultraviolet radiation，will be thinner over the United States this summer．The thinner 1ayer allows more ultraviolet rays from the sun to reach the earth．The extra amount of ultraviolet radiation could cause an increase in the number of cases of skin cancer． Scientists first became concerned about the ozone layer in the mid-1980s when a hole was discovered in the layer above Antarctica during the winter．The hole was caused by chemicals used in refrigerators and air conditioners．When these chemicals are sent out into the atmosphere, they produce gases that destroy the ozone．Concern about the protective ozone layer rose more recently when data from satellites and ground stations showed that ozone levels were dropping over areas otherthan Antarctica．Low ozone levels were recorded in the spring and summer over the United States and over other populated areas in the world．Although many countries have already begun stopping the use or ozone—destroying chemicals, the new findings are expected to advance the timetable for a total ban of the chemicals．2．PollutionPeople today all over the world are beginning to hear and learn more and more about tile problem of pollution．Pollution is caused either by the release(排放)of completely new and often artificial substances into the environment, or by releasing greatly increased amounts of a natural substance．such as oil from oil tankers into the sea．With the development of modern industry，many of the goods and machines we need and use in our daily lives are creating a number of waste products which upset the environment balance．Many of these waste products can be prevented if people pay more attention，but clearly while more and more new goods are produced and made complex，there will be new dangerous wastes to be thrown away，for example，the waste products from nuclear power stations．Many people，therefore, see pollution as only part of a larger and more complex problem．There is no doubt that much of the pollution caused could be controlled if only companies, individuals and government would make more efforts．In the home there is an obvious need to control litter and waste．Food comes wrapped up three or four times in packages that all have to be got rid of；drinks are increasingly sold in bottles or times which cannot be reused．This not only causes a litter problem，but also is a great waste of resources，in terms of glass，metals and paper．Advertising has helped this process by persuading many of us not only to buy things we neither want nor need．but also to throw away much of what we do buy．Pollution and waste combine to be a problem everyone can help to solve by cutting unnecessary buying, over consumption and careless release of the products we use in our daily lives．The First PeriodTeaching Aims：1.Train the students’ listening a bility．2.Improve the st udens’speaking ability by ta lking about nature ecology and theenvironment．3.Learn and master some useful expressions for supporting an opinion．4.Help the students to know something about the pollution．Teaching Important Points：1．Improve the students’speaking ability．2．Improve the stu dents’listening abi lity．3．Help the students to learn to support an opinion．Teaching Difficult Points：1．How to i mprove the students’speaking and listening abilities．Teaching Methods1．Listening-and-answering activity to help the students go through the listening material．2．Discussion to make the students practice supporting an opinion．3．Individual，pair or group work to make every student work in class．Teaching Aids：1．the multimedia2．a tape recorder3．the blackboardTeaching Procedures：Step I GreetingsGreet the whole class as usual．Step II Warming up(Show the pictures on the screen．)T: Look at these pictures. How beautiful they are! Do you want to pay a visit to these places?Ss：Yes．T：But in some places，it’s not so b eautiful Look at the pictures．please． (Show the following pictures on the screen．)T：What can you see in the pictures?S：1 can see a river，which is polluted．The river water is very dirty．S：I can see smoke coming from many chimneys，and the air is dark．The air is polluted．T：Good．Which problem do you think is the biggest one facing the earth?S：I think it is the water pollution．T：Why do you think so?S：Because if water is polluted．People will not be able to get clean water to drink；therefore，many people will get sick．It’s terrib le．T：Very good．Who has a different opinion?S：I think the air pollution is the biggest problem．Because if the air is polluted，there will not be clean air for us to breathe．Everybody will get terrible diseases．T：Quite right．Now，who can tell us what causes these problems?S：I think it is because people pay no attention to our environment．They pour waste water into rivers，1akes and seas without cleaning it．S：The air pollution is caused by the factories．People build factories to develop the industry，but they never pay attention to controlling the pollution．The harmful smoke should be made harmless before it goes into the air，but fewfactories would like to do so because this will cost much．T：Very good．Now，who knows what we can do to solve these problems?S：I think our government should pay more attention to environmental protection．They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t letharmful smoke go into the air．T：Good idea．Now，please open your books and turn to Page 65．There are six pictures in Warming up．We have just talked about two of them．Now，work in groups of four to talk about the other pictures．Answer the questions below the pictures．(A while 1ater，ask some students to act out．)Step III Preparation for Listening and ListeningT：Very good．I think you’re known something about our environment.Now，please turn to Page 66．Look at the picture in Listening．What can you see? Ss：A person is making a speech to the audience．T：Can you guess what speech she is giving?Ss：Maybe about our earth．T：OK．Now，let’s listen to the tape．I’ll play it twice for you．Listen carefully to answer the questions in Part 1．(Play the tape twice for Ss to listen and write down their answers．Then ask some students to read out their answers．Check with the whole class．The teacher says the following．)T：Good．You’re done very well． But from the passage we know that she hasn’t finished her speech．What do you think she wi1l say next? Have a short discussion in pairs．please．(Ss have a short discussion and then the teacher asks one or two pairs to say their answers．)Well done．Now．1e t’s listen to the second part．Listen carefully to outli ne the speaker’s two arguments. Fill in t he table in Part 2．Are you ready?Ss：Yes．T：OK．Let’s begin．(Play the tape twice for Ss to Listen and write down their answers．Pause the tape if necessary. Then ask several students to read out their answers．)T：Now，let’s listen to the tape again to check your answers．(Play the tape once more and then check the answers with the whole class．)Good．P1ease think a bout what the speaker will say next．You call use what you have heard on the tape to predict what will come next．Make an outline like the one in the table and then write down what you think the speaker will say．You can work in pairs or groups of four as you like．(A moment 1ater，ask some students to read out their paragraphs and compare different speeches to choose the best one．)Step Ⅳ SpeakingT：Well done! We’ve talked much about po llution．We know that pollution is a bigproblem facing the earth．But why can’t we stop the pollution? Why doesn’t our government shut down the factories that pollute the environment badly? Who knows? S：I think our government must have its own opinion．Maybe they think the factories are more important than the environment．Because the government can get lots of money from factories．If they shut the factories down ,it will not be able to get so much money．And this is not good for the development of the city or town.T：Yes．Different people have different opinions．They may not agree with one another．So sometimes it’s ver y hard to make a decision and to make a change．For example，we know that coal is a valuable resource that can be used to produce energy，but it also causes serious pollution．What should we do with it? (Ss may have various answers．) You see，you don’t agree with each other．Now，we need to have a meeting to discuss this problem．Please work in groups of five．You should play different roles：a businessman．a scientist. a local citizen，an environmentalist and a local leader．Different people have different opinions．(Every person has his／her own opinion．) Please discuss the issue first and then the local leader should summarise and make a decision．You can have a look at the table and the useful expressions in Speaking Part before you begin your discussion．They’re very helpful．(Give the students enough time to have a discussion and then ask the students who play the role of the local leader to read out their decisions．Compare them and choose the best decision．)Sample dialogue：A：Today we are here to decide whether we should burn the coal．Please tell us whatever you think．B：I think we should burn the coal．1f we d on’t burn it now，maybe it will be useless in the future，New energy wi1l be used instead of coal，such as．solar energy．C：But burning coal causes too much pollution to our environment．1t pollutes the air badly. If nothing is done to stop its pollution to our earth，then we will Have no fresh air to breathe．D：Yes，I quite agree．I think we sho uldn’t burn the coal now. It would be better if we spend more money on science to find a better way of using the coal．Once we know how to burn it with out polluting the environment ,we can make full use of it．E：That sounds quite reasonable，b ut it’s clear t hat if we want to develop our area as soon as possible，we need money．How can we get money? We can only burn the coal to make the factories work to make money．If we stop using the coal now ,how shall we continue our production and development?…A：OK．All that you said are reasonable．I believe that we must try our best to find a better way to use the coal．Meanwhile ,we must make sure that the factories which burn the coal take measures to stop polluting the environment．Step V Summary and HomeworkT：Well done．After class，please write down your dialogue in your exercise book．Today．we’v e talked about our environment．We know that there are somebig problems facing our earth．We must try to do what we can to protect the earth．Besides．we’ve practiced support ing an opinion．Who can come to the blackboard and write down the useful expressions we’ve practiced just now?(A student writes them down on the blackboard．If this student can't write allof them，the teacher may ask another student to write the other expressions．) T: Very good．After class, you need practise more to master them better。
(整理版高中英语)高中英语人教大纲第2册基础巩固(Unit9 Savingtheearth)
高中英语人教大纲版第2册根底稳固〔Unit 9 Saving the earth〕根底稳固汉英翻译1.有时机进入……答案：have access to2.清洁的饮用水答案：clean drinking water3.在农村地区答案：in rural areas4.保暖；取暖答案：stay warm5.对……的需求答案：the need for...6.采取行动答案：take action7.对……有害答案：be bad for...8.有很大影响答案：make a big difference9.传遍全世界答案：spread across the world10.与……和谐相处答案：in harmony with...11.结束答案：put an end to12.消除；消灭答案：wipe out单项填空1.复习检测The maths problem remained confusing to the boy although over and over.A.expcainergB.being explainedC.explainedD.having explained解析：although引导让步状语，主从句主语一致，从句谓语动词为be动词时，可将主语和谓语动词be一并省略。
答案：C2.Will you please let me have a look at the notes you’ve of the lecture given by Mr Johnson?B.takenD.marked解析：此句实际是考查take notes of这一短语，意为“做记录〞。
答案：B3.It’s a very good idea to read through the introduction a book before you start reading it.B.forD.with解析：introduction后常接介词to，意为“……的介绍；……的序言〞。
高中英语第二册上Unit 9 Saving the earth-The Second Period
Unit 9 Saving the earth-The SecondPeriodTeaching Aims：1．Improve the students’ reading ability．2．Learn some useful words and expressions．3．Learn something about the Earth Summit to help the students know the importanceof protecting our earth．Teaching Important Points：1．Improve the students’ reading ability．2．Master the useful words and expressions.Teaching Difficult Points：1．How to help the students master the usage of the useful words and phrases in the passage.2．How to improve the students’ r eading ability．Teaching Methods1．Fast reading and reading to get the general idea and the detailed information of the passage and to i mprove the students’ reading ability．2．Explanation to help Ss master the usage of the important words and phrases．3.Individual or pair work to make every student work in class．4．Listening and repeating method to improve the students’ pronunciation．Teaching Aids：1．a tape recorder2．a projector3．the blackboardTeaching Procedures：Step I Greetings and Lead—inGreet the whole class as usual．T: In the first period of this unit，we talked about our environment．We know that our environment is in great danger．It’s b eing seriously polluted．What can we do to protect the environment?S：We can help more people to know the importance of protecting our earth．S：We should not use the things that pollute the environment，such as plastic bags，air—conditioners and so on．S：…Step Ⅱ Pre—readingT：Very good．Today we’re going to read the passage “Welcome to the earthsummit”．It is about the earth summit and some of the major problems facing the world．Before reading the text，try to predict its content．Work in pairs and write down what you think each part of the text will be about．(Allow the students a few minutes to finish the task．Then ask some studentsto say their answers．Compare the answers and choose the best of them．) Step III ReadingT：Well done．Now, please read the passage quickly make the outline of the text．Compare it with the outline you made just now，Find out how they are different from each other，Which one do you think is better? Are you clear?S：Yes．s(Give Ss enough time to read the text，make the new outline and compare it with the one made in the Pre-reading．Finally, ask some students to answer the questions．Students may have various answers．)Sample outline：Introduction：Introduce the Earth Summit to the readers．Tell readers when and where it is first held and what it is about．Body：Give more detailed information about the problems discussed at the meeting．Conclusion：Tell readers what we can do to protect our earth．T：Good．Now, please read the passage carefully．This time you should pay attention to some detailed information in the passage．After that，I'll ask you ,some questions．OK，you can begin．(Ss read for a while．) Have you finished?：Yes．SsT：OK．Now，I’ll ask you some questions．If you know the answer to each question，please stand up．Are you clear? S：Yes．sT：OK．Listen to my first question．What are the “big three”?S：I know the “big three” refers to contaminated drinking water，poor sanitation and air pollution．T：Do you agree with him／her?：Yes．SsT：OK．Who knows of any others?S：I know．People hunt too many wild animals and birds and they cut too many trees．too．T：Right．Why are conferences like the Earth Summit important?S：Because they help people understand that there exist serious problems and that there’s still time to take action．They can tell us what we can do to help, tooT：Very good．Next question．What issues are discussed at the Earth Summit? S：Contaminated drinking water，poor sanitation．air pollution，poverty．wars and violence．T：Which do you think is the most important? Why?S：I think the war is the most important, because wars not only cost too much money, destroy too many buildings，make people homeless，but also they make it difficult for the countries to develop further．Thus，life will be hard for people．especially for the poor．If people lire in peace，the development will continue and people’s life w il1 get better and better day by day．S：But l think the protection of the environment is more important than wars．Because if the environment is polluted，even if there’s not any war in theworld，people can’t live a ha ppy or healthy life，either．S：…(Ss may have different opinions．)T：OK．We know that the issues discussed at the Earth Summit are a11 very important．We should 1earn something from this passage and try to do what we can to protect our earth．Do you agree?Ss：Yes．Step Ⅳ ExplanationT：OK．Now，please look at the screen．I’11 explain something to you．Listen carefully and take notes．(Show the following on the screen。
高中英语第二册上Unit 9 Saving the earth-The Fifth Period
Unit 9 Saving the earth-The Fifth PeriodInversionTeaching Aim:Learn and master the use of inversion.Teaching Important Point:Help tile students to make a summary of all kinds of inversion. Teaching Difficult Point:Help the students know in which cases full inversion is used and in which cases partial inversion is used.Teaching Methods :Revision; summary; explanation and inductive methods.Teaching Aids:a projector and the blackboardTeaching Procedures :Step GreetingsGreet the whole class as usual.Step II Revision and Lead-inT: In Unit 9, we've learnt some sentences in inverted word-order. Now, I'll showyou some sentences on the screen. Please tell which are in natural or normal word-order and which are in inverted word-order. Look at the screen and compare them carefully.(Show the following on the screen.)T: Who can tell us which are in normal word-order?S: I know. The second sentence in each pair is in normal word-order. T: How do you know?S: If the predicate comes after the subject, it is in normal word-order. T: Very good. So the first sentence in each pair is in inverted word-order.In the first pair, the whole predicate of the first sentence comes before thesubject, in the second pair, part of the predicate of the first sentence comesbefore the subject. Now, please look at the screen.(Show the following on the screen and make brief explanation if necessary. )Word-ordernatural word-order : S+ Vinverted word-order V+SAuxiliary/Modal + S+VStep HI Summary and ExplanationT: If the predicate verb is placed before the subject, the sentence is said to bein inverted word-order. Such a word-order is called inversion. We use inversion for two reasons. One for the need of the grammatical structure of a given type of sentence, the other for emphasis of a certain part of a sentence. Inversion happens in questions, and in a number of other cases. There are two main kinds of inversion. In some cases the whole verb comes before the subject. This kind of inversion is called full inversion. And in most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there's no auxiliary or modal verb, “do”“does” or “did” should be added. This kind of inversion is called partial inversion. Now, let’s make a summa ry of the inverted cases. Please look at the screen. In these cases, the whole predicate comes before the subject. (Show the following on the screen.)1. In the construction there be for existencee. g. There are some books on the table.There's a boy in the classroom.Note: Some other verbs can be used with “there” besides “to be”, such as: live, exist, remain, come, arise, appear, enter, follow and so on.e. g. There came shouts for help from the river. '. There remains nothing to be done.2. When the sentence begins with one of the adverbs, such as here, there, now, then, out, away, up, down, off, back, over.e. g, There goes the bell!In rushed the children.Note: When the subject is a personal pronoun, inversion can't be used.e. g. There he comes.Out he ran.3. When the sentence begins with “such” for referring back, which means personor thing of a special kind.e. g. Such was Albert Einstein.Such are the facts.Note: The predicate must agree with the subject after it in person and number.4. When the sentence begins with a long adverbialexpression of place, especiallya prepositional phrase denoting place.e. g. Between the two buildings stands a tall tree.South of the city lies a steel factory.Note: Some intransitive verbs like “come”“lie”“stand”“walk” often followafter the adverbial expressions of place.5. The whole or part of the direct speech is placed at the beginning, followed byverbs of reporting like “answered John”“said the old lady”, which tell you who spoke or how they spoke.e. g. “Help!” shouted the boy.“I've had enough ,”said John.Note: ①When the subject is a pronoun, the verb normally comes after it.e. g. “You are,”I answered.②When the verb of reporting is followed by an indirect object or an adverbial, the verb normally comes after the subject, invertedword-order is impossiblee. g. “Why?” the teacher asked him.“Both, sir.” he answered proudly.6. To balance the sentence structure or to link the sentence closely.e. g. They reached a farmhouse, in front of which sat a small boy.Inside the pyramids are the rooms for the bodies of the kings and queens. Note: Pay attention to the “agreement”.T: In the following cases, part of the predicate comes before the subject. Look at the screen.(Show the following on the screen.)1. To avoid repetition, “so, neither nor” can be placed at the beginningof a sentence which says that people (or thing or situation)are the same as others that have just been mentioned.e. g. (1)--My mother is ill this week.--So is my sister.(2)--I can't speak French.--Nor can I.(3)--My husband never touches a drying-up cloth.--Neither does mine.Note: “So” can also be used in a different sense, to introduce surprised agreement with what has been said, which means “ Yes, indeed!You're quite right. ”I n this case, the same subject is mentioned.Inversion is not used.e. g. --That's Isabel, look!--So it is.2. In sentences beginning with negative expressions like never, seldomhardly, scarcely, barely, rarely, little, not, nowhere ,by no means, in no way, at!no time, neither… (nor).e. g. Hardly do I think it possible.By no means shall we give up.Neither will theory do without practice; nor will practice do without theory.Note: When “li ttle” w hich does press negative is used as an adjective before the subject, natural word-order is used.e. g. Little Franz often played truant.3. In sentence structures like “Not only…, but (also) …; No sooner…than…; Hardly/Scarcely…when…; Not until…;So…that…; Such…that…”.e. g. Not only did we lose all our money, but we also came close tolosing ourlives.Hardly had I arrived when I had a new problem to cope with. No until all the fish died in the river did the villagers realize howserious the problem was.So fast does light travel that it is difficult for us to imagine itsspeed.Note: In all these sentences, inversion happens in the main clause, not in the subordinate clause.4. When “only” is used to modify an adverbia l which is placed at thebeginningof the sentence.e. g. Only in this way can you succeed.Only then did I realize that I was wrong.Note: When “only” is used for emphasis of a subject, normal word-order isused.e. g. Only John knows the answer.5. In some special forms of unreal conditional clauses, when “if” is left out, the structure “Were (Should, Had) I(you/he ,etc)” are used instead of “If I (you/he, etc.) were (should, had)”.That is to say, inversion can be usedinstead of “if”.e.g. Were he (= If he were) here now ,could ask him.Should he (= If he should)come, tell him to ring me up.Had you (= If you had ) not helped me, I’d have failed.Note: If there's no：“were”“had” or“should”in the unreal conditional clauses, inversion can't be used.6. In questionse. g. Have you seen John?Note: Inversion is not always used in questions. Like the following cases: (1) In a special question, if the subject is expressedor modified by aninterrogative word ,the subject comes before the predicate.e. g. What happened to Mary?How many people are listening to the lecture?(2)In some other cases:e. g. You've seen John?I wondered whether he'd seen John.7. In sentences expressing “blessing” or“concession”.e. g. May you succeed!May you gain still greater success!Cost what it may, I'll stick it out.Note: In “Long live the people!”, inversion is used with the who le verb foreT: Now, let's look at the screen, there's another kind of inversion youshouldremember.(Show the following on the screen.)In an adverbial clause introduced by“as” or “though”.Structure:predicativeadverbial +as(though) +subject +…verbe. g. Much as I like it, 1 will not buy it.Try as she might, she failed.Child as he was, he had to make a living.Note: (1)When the adverbial clause is introduced by “though”, inverted and natural word-order are both possible.e. g. Though she is young, she knows a lot.Young though she is, she knows a lot.(2)When the predicative is a countable noun in singular, “a” or “an”should be left out.e. g. Hero as he is, he has some shortcomings.Step IV Practice and ConsolidationT: Now, let's do some exercises. Please look at the screen. Finish themby yourself first and then check your answers in pairs.(Show the following on the screen.)(A moment later, check the answers with the whole class.) Suggested answers:Suggested answers:1--5 BBBCC 6--10 BBDACStep V Summary and HomeworkT: In this class, we have revised and summarized all kinds of different inversions. After class, please go over what we've learnt about inversion. Besides, you should do more practice to master it better.So much for today. See you tomorrow.Ss: See you tomorrow.Step VI The Design of the Writing on the BlackboardUnit 9 Saving the earthThe Fifth PeriodInversionI. Full inversion: V+SII. Partial inversion: Aux/Mod + S + VIII.predicativeadverbial + as(though) + subject +…verbStep VII Record after Teaching。
人教版高中英语第二册Unit9 Saving the Earth
Unit 9 Saving the Earth(Designed to the periods)Teaching aims and demands1.goals: talk about nature ecology and the environmentdiscuss the measurement we should take to solve the problems facing the earthwrite an evaluation paragraph.2.Vocabulary and useful expressions:Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,3.Function:We/ they should do…We/ they would like to….We must make sure that…It’s clear that….It would be better if we….I’m all for….4.Grammar: .InversionNot until we know more will we be able to improve the situation.Only by changing how we live can we save the earth.Had I known that air conditioners cause so much pollution,I would never have bought one.There exist serious problems and there is still time to take actions.Teaching procedure:Period 1.Step 1.Warming up1.Brainstorming:Activity: discuss the question:What is the biggest problem facing the earth?2.Following the steps of the warming-up on page 65.Step 2. Pre-reading1.Show some pictures of pollution.2.group work: how serious the problem of pollution is.Step 3. While-reading1.Scanning: Ss read quickly and discussWhat have you learned from the passage?2.Ss read and get the main ideas of each paragraph.Step 4. After-readingDiscussion: how to solve the problem of pollution,and how to make the earth in which we live become morebeautiful.Step 5. Assignmentsurf the internet and get more information about the topic..Period 2.Step 1. Warming upAsk some Ss to retell the passage that they have learnt in last period.Step 2. Learning about the languageTeacher explain some language points in the text on page 67--68.1.One of the main themes of the summit was “sustainabledevelopment”, or the question how we can continue developing the world without damaging the environment.同位语从句。
高中英语(人教大纲)第二册上：Unit9 Saving the earth(第一课时)
高中英语（人教大纲）第二册上：Unit9 Saving the earth(第一课时)1．Brief Statements Based 0n the UnitIn this unit，Ss will do some listening speaking，reading and writing practice．Also, they will learn to use the Inversion．In the first period，Ss wi1l improve their speaking ability by talking about nature ecology and the environment and they will listen to some listening material about our environment．After the study of this period，they will improve their speaking and listening abilities and also know something about the problems facing the earth．In the second period，Ss will read a passage about the Earth Summit．From the passage Ss will know more about the importance of protecting our earth．In the third period．Ss will study the grammar item：Inversion．After doing some exercises provided in this period．and with the help of the teacher，Ss will know how to use the Inversion．Teacher may provide more exercises for Ss to consolidate if necessary．In the last period，Ss will listen to two speeches from the Earth Summit and finish the practice provided in the first part．Ss will know more about the Earth Summit and improve their listening ability．In the writing part, Ss will improve their writing ability by writing an evaluation paragraph with the help of some given expressions．After the study of this unit．Ss will know how to support an opinion，and they will know more about environment protection．They will know that if all of us make small changes．we could make a big difference．They will do more to protect our earth．II．Teaching Goals1．Talk about nature ecology and the、environment．2．Practise supporting an opinion．3．Learn to use inversion．4．Write an evaluation paragraph．III．Teaching time：Five periodsIV．Background Information1．Protect The Ozone LayerIn the middle of winter，when snow is falling in many parts of the United States, scientists have sounded a warning to people who plan to spend many hours in the sun this summer．The warning：The sun's summer-time rays are more dangerous than once thought．A team of scientists from 80 nations recently reported to the United Nations that a layer of ozone in the atmosphere, which protects humans from harmful levels of ultraviolet radiation，will be thinner over the United States this summer．The thinner 1ayer allows more ultraviolet rays from the sun to reach the earth．The extra amount of ultraviolet radiation could cause an increase in the number of cases of skin cancer．Scientists first became concerned about the ozone layer in the mid-1980s when a hole was discovered in the layer above Antarctica during the winter．The hole was caused by chemicals used in refrigerators and air conditioners．When these chemicalsare sent out into the atmosphere, they produce gases that destroy the ozone．Concern about the protective ozone layer rose more recently when data from satellites and ground stations showed that ozone levels were dropping over areas other than Antarctica．Low ozone levels were recorded in the spring and summer over the United States and over other populated areas in the world．Although many countries have already begun stopping the use or ozone—destroying chemicals, the new findings are expected to advance the timetable for a total ban of the chemicals．2．PollutionPeople today all over the world are beginning to hear and learn more and more about tile problem of pollution．Pollution is caused either by the release(排放)of completely new and often artificial substances into the environment, or by releasing greatly increased amounts of a natural substance．such as oil from oil tankers into the sea．With the development of modern industry，many of the goods and machines we need and use in our daily lives are creating a number of waste products which upset the environment balance．Many of these waste products can be prevented if people pay more attention，but clearly while more and more new goods are produced and made complex，there will be new dangerous wastes to be thrown away，for example，the waste products from nuclear power stations．Many people，therefore, see pollution as only part of a larger and more complex problem．There is no doubt that much of the pollution caused could be controlled if only companies, individuals and government would make more efforts．In the home there is an obvious need to control litter and waste．Food comes wrapped up three or four times in packages that all have to be got rid of；drinks are increasingly sold in bottles or times which cannot be reused．This not only causes a litter problem，but also is a great waste of resources，in terms of glass，metals and paper．Advertising has helped this process by persuading many of us not only to buy things we neither want nor need．but also to throw away much of what we do buy．Pollution and waste combine to be a problem everyone can help to solve by cutting unnecessary buying, over consumption and careless release of the products we use in our daily lives．The First PeriodTeaching Aims：1.Train the students’ listening a bility．2.Improve the st udens’speaking ability by ta lking about nature ecology and theenvironment．3.Learn and master some useful expressions for supporting an opinion．4.Help the students to know something about the pollution．Teaching Important Points：1．Improve the students’speaking ability．2．Improve the stu dents’listening abi lity．3．Help the students to learn to support an opinion．Teaching Difficult Points：1．How to i mprove the students’speaking and listening abilities．Teaching Methods1．Listening-and-answering activity to help the students go through the listening material．2．Discussion to make the students practice supporting an opinion．3．Individual，pair or group work to make every student work in class．Teaching Aids：1．the multimedia2．a tape recorder3．the blackboardTeaching Procedures：Step I GreetingsGreet the whole class as usual．Step II Warming up(Show the pictures on the screen．)T: Look at these pictures. How beautiful they are! Do you want to pay a visit to these places?Ss：Yes．T：But in some places，it’s not so b eautiful Look at the pictures．please． (Show the following pictures on the screen．)T：What can you see in the pictures?S：1 can see a river，which is polluted．The river water is very dirty．S：I can see smoke coming from many chimneys，and the air is dark．The air is polluted．T：Good．Which problem do you think is the biggest one facing the earth?S：I think it is the water pollution．T：Why do you think so?S：Because if water is polluted．People will not be able to get clean water to drink；therefore，many people will get sick．It’s terrib le．T：Very good．Who has a different opinion?S：I think the air pollution is the biggest problem．Because if the air is polluted，there will not be clean air for us to breathe．Everybody will get terrible diseases．T：Quite right．Now，who can tell us what causes these problems?S：I think it is because people pay no attention to our environment．They pour waste water into rivers，1akes and seas without cleaning it．S：The air pollution is caused by the factories．People build factories to develop the industry，but they never pay attention to controlling the pollution．The harmful smoke should be made harmless before it goes into the air，but fewfactories would like to do so because this will cost much．T：Very good．Now，who knows what we can do to solve these problems?S：I think our government should pay more attention to environmental protection．They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t let harmful smoke go into the air．T：Good idea．Now，please open your books and turn to Page 65．There are six pictures in Warming up．We have just talked about two of them．Now，work in groupsof four to talk about the other pictures．Answer the questions below the pictures．(A while 1ater，ask some students to act out．)Step III Preparation for Listening and ListeningT：Very good．I think you’re known something about our environment.Now，please turn to Page 66．Look at the picture in Listening．What can you see? Ss：A person is making a speech to the audience．T：Can you guess what speech she is giving?Ss：Maybe about our earth．T：OK．Now，let’s listen to the tape．I’ll play it twice for you．Listen carefully to answer the questions in Part 1．(Play the tape twice for Ss to listen and write down their answers．Then ask some students to read out their answers．Check with the whole class．The teacher says the following．)T：Good．You’re done very well． But from the passage we know that she hasn’t finished her speech．What do you think she wi1l say next? Have a short discussion in pairs．please．(Ss have a short discussion and then the teacher asks one or two pairs to say their answers．)Well done．Now．1e t’s listen to the second part．Listen carefully to outli ne the speaker’s two arguments. Fill i n the tablein Part 2．Are you ready?Ss：Yes．T：OK．Let’s begin．(Play the tape twice for Ss to Listen and write down their answers．Pause the tape if necessary. Then ask several students to read out their answers．)T：Now，let’s listen to the tape again to che ck your answers．(Play the tape once more and then check the answers with the whole class．)Good．P1ease think a bout what the speaker will say next．You call use what you have heard on the tape to predict what will come next．Make an outline like the one in the table and then write down what you think the speaker will say．You can work in pairs or groups of four as you like．(A moment 1ater，ask some students to read out their paragraphs and compare different speeches to choose the best one．)Step Ⅳ SpeakingT：Well done! We’ve talked much about po llution．We know that pollution is a big problem facing the earth．But why can’t we stop the pollution? Why doesn’t our government shut down the factories that pollute the environment badly? Who knows? S：I think our government must have its own opinion．Maybe they think the factories are more important than the environment．Because the government can get lots of money from factories．If they shut the factories down ,it will not be ableto get so much money．And this is not good for the development of the city or town. T：Yes．Different people have different opinions．They may not agree with one another．So sometimes it’s ver y hard to make a decision and to make a change．For example，we know that coal is a valuable resource that can be used to produce energy，but it also causes serious pollution．What should we do with it? (Ss may have various answers．) You see，you don’t agree with each other．Now，we need to have a meeting to discuss this problem．Please work in groups of five．You should play different roles：a businessman．a scientist. a local citizen，an environmentalist and a local leader．Different people have different opinions．(Every person has his／her own opinion．) Please discuss the issue first and then the local leader should summarise and make a decision．You can have a look at the table and the useful expressions in Speaking Part before you begin your discussion．They’re very helpful．(Give the students enough time to have a discussion and then ask the students who play the role of the local leader to read out their decisions．Compare them and choose the best decision．)Sample dialogue：A：Today we are here to decide whether we should burn the coal．Please tell us whatever you think．B：I think we should burn the coal．1f w e don’t burn it now，maybe it will be useless in the future，New energy wi1l be used instead of coal，such as．solar energy．C：But burning coal causes too much pollution to our environment．1t pollutes the air badly. If nothing is done to stop its pollution to our earth，then we will Have no fresh air to breathe．D：Yes，I quite agree．I think we sho uldn’t burn the coal now. It would be better if we spend more money on science to find a better way of using the coal．Once we know how to burn it with out polluting the environment ,we can make full use of it．E：That sounds quite reasonable，b ut it’s clear t hat if we want to develop our areaas soon as possible，we need money．How can we get money? We can only burn the coal to make the factories work to make money．If we stop using the coal now ,how shall we continue our production and development?…A：OK．All that you said are reasonable．I believe that we must try our best to find a better way to use the coal．Meanwhile ,we must make sure that the factorieswhich burn the coal take measures to stop polluting the environment．Step V Summary and HomeworkT：Well done．After class，please write down your dialogue in your exercise book．Today．we’v e talked about our environment．We know that there are some big problems facing our earth．We must try to do what we can to protect the earth．Besides．we’ve practiced support ing an opinion．Who can come to the blackboard and write down the useful expressions we’ve practiced just now?(A student writes them down on the blackboard．If this student can't write allof them，the teacher may ask another student to write the other expressions．) T: Very good．After class, you need practise more to master them better。
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Unit 9 Saving the earth
The second period
I. Goals:
1.To promote the students' understanding of the text
2. To get the students to grasp the detailed information of the text
3. To enable the students to master some words and expressions
4. To improve the students' reading ability
II. Teaching procedures
Step 1 Warming up
Ask the students some questions connected with pollution
Q1: Did you use to go swimming in a river when you were young?
What about the children today? Why not?
Q2: Do you use one-off chopsticks while having fast food?
Q3: How do you deal with the plastic bags?
Q4: What do you think of the air today?
Q5: What do you think of the relationship between economy development and pollution?
Step 2 Pre-reading
1. Discussion
Read the title and discuss in pairs what problems will be discussed at the summit.
(As the title states, problems related to the earth will be discussed at the summit, like air, water, forest, desert, grassland, etc)
2. Prediction
Group work: Fill in the chart with what Ss predict about what each part of the text will be about.
Introduction
Body
Conclusion
3. Problem-solving
Go through the whole passage and compare whose guess is the closest to the content of the passage.
4. Find the answers to these two questions.
Q1: When and where was the Earth Summit held?
(In 2002 in Johannesburg in South Africa.)
Q2: Which Chinese officer attended the meeting? What did he say?
(Premier Zhu Rongji; Stressed the need for quality and fairness in the world. ) Step 3 While-reading
1. Individual work
Get the students to read the text carefully and ask some students to answer thefollowing questions in their own words.
Q1: What was the meeting held in 1972 about ?
Q2: What's the main theme of the Earth Summit?
Q3: Do you know the 'big three’? What are they?
Q4: Where do you think usually has 'the big three'? Why?
Q5: What does global development mean nowadays? What should developed
countries actually do?
Q6: What's the use of conferences like the Earth Summit?
Q7: What's the key to the future? As a student, what should you do?
2. Reading for information
IntroductionNameThe Earth Summit
WhenIn 2002
WhereJohannesburg, south Africa
ThemeSustainable development
How to continue developing the world without damaging the environment
Body
The “big three”Contaminated drinking water; 20%
Poor sanitation:
Air pollution: three million deaths; in rural areas in developing countries Global developmentEquality Each country takes part in
Fairness
International cooperation Rich counties help poor countries; Prosperity of developing countries; Possible sustainable development
Conclusion
Impact1.help to understand the existing serious problems
2.there’s still time to take action
3.change the way we live to save the earth
4.Ss are learning “earth issues”
5.a place to find solutions for the future
Step 4 Post-reading
1. Retelling
Suppose you were the Chinese girl who attended the Earth Summit, tell what she heard and saw at the Summit. Begin with “Hello, everyone. I’m the luckiest girl to attend the 2002 Earth Summit in Johannesburg. Now let me tell you about the summit. …”
2. Interview
Ss work in pairs, playing the role of a newspaper reporter, attendants from different continents attending the Earth Summit. Finally the teacher invites some pairs to act out their interview
2. Design the coming Earth Summit
Group work:
Task: Prepare the coming Earth Summit
Arrangement: S1: organization
S2: Prepare necessities for the Summit
S3: Mess media
S4: Attendants invited
S5: budget
S6: Transportation & accommodation
Have Ss present the preparations for the Summit in groups.
Homework: Preview the language points
后记：对于细节理解，学生表现出色，但对于综合性的，则容易偏差。