选修六unit4知识点。教学文稿
人教英语选修六第四单元知识点
人教版英语选修六第四单元知识点U4(选修六)Language points-reading 1on/ upon+ n 依靠,依赖, 确(坚)信You can’t depend on your parents forever.depend on/upon+sb.+to do 指望某人做……You can’t depend on him to come on time.depend on/upon +it +that…. 指望…..You may depend on it that he will come.depend on/upon +wh-从句Whether you can pass the exam depends on how hard you work.That (all) depends./ it all depends. (口语)视情况而定，I may help you. But that/ it depends.2. light1)n. 光,线,灯2)v.照亮,点燃He lit a match. 他划着了一根火柴。
A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。
The match lights easily. 这火柴容易划着3)adjThe suitcase is very light.（轻的）There was a light rain falling.He is a light sleeper. 他睡不沉。
（易醒的）3. heat v. / heat up 是某物变热或变暖heated adj. 热的激烈的heated debate, heated discussionheatedly adv.愤怒地激昂地heater加热器发热器consumer (n.).1 消耗,花费;耗尽She consumed most of her time in reading.2吃完,喝光The kids soon consumed all the food on the table. 孩子们一会儿功夫便把桌上的食品全部吃光。
高二英语选修六unit4知识点
重点词汇
2.tend vi. 趋向;易于;照顾 vt.照顾;护理
【用法总结】
LOGO
tend towards/towards
【典例】
趋向;有助于
Most of boys tend to enjoy playing basketball.
【2013北京模拟】The boy was so seriously wounded that nothing could have saved him even if he without delay.
come up with 赶上, 提出
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词义辨析
happen/take place/come about
LOGO
①happen “发生，(偶然)发生”，较多地用来指某个事件的 突然发生，强调其偶然性，它后也可接动词不定式，或用于 It happens that ...结构 ②take place “发生，举行”，常指有计划安排的事情的发生 。 ③come about 侧重于指事情发生的原因，常与 how 连用。
【总结归纳】
above/below the average 在一般水平以上/下 on average 一般说来
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牛刀小试
翻译: 他在我们班处于中等位置。
LOGO
He is an average student in our class.
(2012山东淄博) This new car is so expensive that it is beyond the reach of those with A.average income. ual
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重点词汇
人教版高中英语选修六：Unit4教案+
Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。
大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。
表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。
但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。
对此，在课堂活动中要进行有针对性的帮助。
如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。
本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。
因而在本堂课的引入环节中就结合这个内容进行了设问。
如“健康生活需不需要保护环境呢？”等。
且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。
二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。
同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。
引导学生运用所学语言知识、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力。
Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。
从而为本单元主题Global warming 作了很好的铺垫。
Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。
XX年高考英语选修六Module 4知识点单元总复习上课学习上课学习教案
XX年高考英语选修六Module 4知识点单元总复习教案XX年高考英语选修六module4知识点单元总复习教案XX届高考英语一轮单元总复习讲义精品荟萃外研版选修六module4知识详解.combine v．结合，联合Thepipasoundsandthepausescombinetomakeapoetryofsoun d.琵琶演奏抑扬顿挫相结合，谱成一曲曲音乐的诗歌。
【归纳总结】【例句探源】①Hydrogenandoxygencombinetoformwater.氢与氧化合成水。
②Steelisproducedbycombiningironwithcarbon.钢是由铁加碳炼制成的。
③InternetcompanieshavebeenworkingwithchineseTVmakers likechanghongandHaiertocombineInternetserviceswitht raditionalTVsets.已有网络公司同中国电视制造商如长虹、海尔等联合在传统电视的基础上又推出了网络服务。
④Thetwocountriescombinedagainsttheirenemy.这两个国家联手抵抗共同的敌人。
⑤Shehassuccessfullycombinedacareerandbringingupafami ly.她成功地兼顾了事业和抚养子女。
【易混辨析】combine，mixcombine表示相结合在一起时仅是彼此结合或贴近，但仍保持自己的特性，并可在合适的条件下重新分离。
mix指把两者或两者以上的东西混合、搅和在一起，是普通用词，可与together连用。
①Shemixedthetwopaintstogether.②Beijingoperacombinesmusic，art，literaturealongwithcolourfulcostumesandmake-upintoo neperformanceonthestage.【即境活用】．Hedesignedthefirstgreatsuspensionbridge，usinganideathat________beautyandfunctionperfectly.A．gathers B．joinsc．combinesD．connects解析：选c。
人教版高二英语选修6unit4知识点
人教版高二英语选修6unit4知识点Unit 4: Knowledge Point ReviewIn this article, we will review the key concepts and knowledge points covered in Unit 4 of the People's Education Press (PEP) Senior High School English textbook, "Exploring Language." This unit focuses on various aspects related to the theme of "Cultural Heritage."1. Cultural Heritage and IdentityCultural heritage refers to the traditions, beliefs, customs, and artifacts that are passed down from one generation to another. It plays a crucial role in shaping individuals' identities and fostering a sense of belonging. In this unit, students explore how cultural heritage defines one's identity and the importance of preserving it.2. The Importance of Cultural Heritage PreservationIn this section, students learn about the significance of preserving cultural heritage. They understand that cultural heritage is not only valuable for its historical and artistic aspects but also for its contribution to social cohesion and economic development. Various case studies, such as the preservation of ancient buildings and culturalartifacts, highlight the importance of protecting cultural heritage for future generations.3. Intangible Cultural HeritageIntangible cultural heritage refers to traditions, knowledge, and skills passed down through generations, such as oral traditions, performing arts, social practices, rituals, and festive events. Students study different forms of intangible cultural heritage and recognize its importance in maintaining cultural diversity and promoting intercultural dialogue.4. Cultural Heritage and Sustainable TourismThis section explores the relationship between cultural heritage and tourism. Students examine how cultural heritage sites attract tourists and contribute to local economies. They also discuss the challenges and responsibilities associated with balancing tourism development and the preservation of cultural heritage.5. Indigenous Peoples and Cultural HeritageIn this part, students delve into the unique cultural heritage of indigenous peoples. They learn about their distinct traditions, languages, and spiritual beliefs. The unit encourages students to appreciate andrespect indigenous cultures, promoting a more inclusive and diverse society.6. Cultural Exchange and GlobalizationThis section focuses on the impact of globalization on cultural heritage. Students explore how cultural exchange and interaction between different societies can lead to both preservation and assimilation of cultural heritage. They discuss the importance of cultural sensitivity and the need for mutual respect in a globalized world.7. Heritage Protection OrganizationsThe final topic examines the role of heritage protection organizations and their efforts in safeguarding cultural heritage. Students learn about international organizations such as UNESCO and their initiatives to protect and preserve cultural heritage worldwide. They also explore the role of local communities in heritage conservation and the challenges they face.ConclusionUnit 4 of the PEP Senior High School English textbook provides students with a comprehensive understanding of cultural heritage. Byexploring its significance, preservation, and impact on identity and globalization, students develop a deeper appreciation for their own cultural heritage while fostering a sense of respect and understanding towards different cultures worldwide.。
新课标高中英语选修6 Unit4 核心词汇教学提纲
新课标高中英语选修6 Unit 4 核心词汇选修6 Unit 4 Global warming核心词汇1. subscribevi. 同意；捐赠；订阅vt. （签署）文件；捐助常用结构：subscribe to ... 同意，赞许；（在文件等下面）签名，署名subscribe sth. to ... 捐助subscribe to/for ... 订阅；订购(书籍等)He did not subscribe to my proposal.他不赞同我的建议。
He subscribed a large sum to the relief fund.他向救济基金捐赠巨资。
He subscribed his name to a petition. 他在请愿书上签名。
2. tendvt. & vi. （常与to连用）有某种倾向；有……的趋势；走向；趋向；朝向；照管，照料；看护People under stress tend to express their full range of potential.处于压力下的人容易发挥自己全部的潜力。
He tends to pitch the ball too high.他往往把球掷得过高。
Prices are tending upward. 物价在上涨。
The woman stayed at home to tend her child.那个妇女呆在家里照料她的孩子。
3. opposevt. 反对；反抗；对抗；（与to连用）使反对，使相对Many members of the council opposed the building of the luxury houses in the centre of the city.许多议会议员反对在市中心建造豪华型住宅。
My mother is opposed to the new plan.我妈妈是反对这个新计划的。
高中英语新课标选修6unit4
高中英语新课标选修6unit4高中英语新课标选修6的Unit 4通常围绕一个特定的主题展开，例如文化、科技、环境等。
由于我没有具体的教材内容，我将提供一个通用的Unit 4教学内容框架，以供参考。
Unit 4: Exploring Cultural DiversitySection 1: Warm-up and Vocabulary- Begin the class with a brief discussion about the importance of cultural diversity.- Introduce new vocabulary related to the theme, such as "heritage," "tradition," "cuisine," "folklore," and "customs."Section 2: Reading Comprehension- Present a reading passage that explores different aspects of cultural diversity, such as festivals, art, and music from various countries.- After reading, ask students to identify the main ideas and supporting details.- Discuss any unfamiliar expressions or idiomatic language used in the text.Section 3: Grammar Focus- Introduce a grammar point relevant to the theme, such ascomparative and superlative adjectives, which can be used to describe cultural differences.- Provide examples and practice exercises for students to complete.Section 4: Listening Practice- Play an audio recording of a conversation or a lecture about cultural exchange programs or experiences.- Have students listen for specific information and answer comprehension questions.Section 5: Speaking Activity- Organize a role-play activity where students take on the roles of cultural ambassadors from different countries, sharing information about their "country's" culture with the class.- Encourage the use of the new vocabulary and grammar structures learned in the previous sections.Section 6: Writing Task- Assign a writing task where students describe a cultural event or tradition from their own or another culture.- Provide a template or outline to guide their writing, focusing on organization and the use of descriptive language.Section 7: Cultural Appreciation- Conclude the unit with a class activity that involvesstudents sharing and appreciating various cultural elements, such as food, music, or clothing.- Encourage reflection on the importance of respecting and understanding different cultures.Section 8: Assessment- Administer a quiz or test to assess students' understanding of the vocabulary, grammar, and reading comprehension skills covered in the unit.Section 9: Homework- Assign homework that reinforces the learning objectives of the unit, such as further reading on a cultural topic, additional grammar exercises, or a short essay on cultural diversity.This framework is designed to be adaptable to the specific content and requirements of the actual textbook or curriculum being used. Adjustments can be made based on the needs and interests of the students.。
外研高二选修6Module4 知识点重难点详解教案设计
Module 4 The world of music一、教学内容：Module 4 The world of music二、重难点讲解：（一）重点单词：1. interpret动词 v. 口译；翻译Say in one language what someone has said in another languageI couldn’t speak Italian so I asked Maria to interpret for me in the shop.我不会说意大利语，所以在商店里我请玛丽亚给我翻译。
Have you got to do any interpreting next week?下周你有什么口译任务吗？动词 v. 了解；抓到意思understand; take the meaning to beThey interpreted his silence as consent.他们把他的沉默理解为赞同。
2. combine动词 v. 使结合to（cause to）come together; unite; act togetherThe acid and alkali are combined into salt.酸与碱化合成盐。
We consider it necessary to combine theory with practice.我们认为理论联系实际是必要的。
Combine each pair of sentences into one sentence, using the second as an attributive clause.把下列各对句子结合成一个句子，用第二句作为定语从句。
In proteins, atoms of nitrogen are combined with carbon, hydrogen and oxygen atoms.在蛋白质中，氮原子与碳、氢、氧原子相化合。
选修六unit 4词汇讲解课件
3．subscribe v. 捐款；订阅；签署(文件)；赞成
subscriber n. 订户；签署者；捐献者
subscribe for 预订，订阅；捐款，捐助；认购 subscribe to 对……捐款；订阅(报刊)；同意，赞成 辨析：agree，approve与subscribe 这些动词均含“同意、赞同”之意。具体区别如下：
体区别如下：
(1)use“用”，“使用”。普通用语。指事物时有消 费的意义，指人时，对这个行动表示强烈的不赞成。如： The company now uses a computer to do all its accounts. 该公司现在使用一台电脑处理一切账目。
(2)consume“用”。表示用尽，耗尽，指用在自己身 上。如：
put away 把……收起来，放好
put forward 提出，向前拨
14．so/as long as只要(引导条件状语从句) (1)与so/as long as同义的引导条件状语从句的连词还
有：on condition that，provided(that)，providing(that)，
only if，if等。 (2)as long as还有“与……一样长”之意。
(2)at a glance 一眼；立刻
at first glance 乍一看；乍看之下
take/have a glance at 匆匆看一眼 steal a glance 偷偷看一眼
① At first glance ，the place seemed deserted. 乍一看，这地方似乎被废弃了。
个别的或引起兴趣的consequence of/in consequence of(＝as a result of)
人教高中英语选修六Unit 4--知识点 +句型
in no circumstances 决不 under any circumstances
在任何情况下；无论如何
[教材30原句] Plant trees in your garden or your school yard, as they absorb carbon
dioxide from the air and refresh your spirit when you look at them.在你的花园或学校的
be opposed to sth/ doing sth 反对…； 与…相对
= be against, object to, disagree with
oppose vt. 反抗 作对 对抗
oppose...doing sth. 反对做...
opposed adj. 反对的 对立的 对抗的
as opposed to （表对比）而，相对于
所有这些都将使人类的生活更好。
range n. 一系列；种类；范围; 山脉 v. 变化；排列;包括
a wide range of 大范围的;多种多样的 range from ...to... 范围从…到... range in age/size/price 年龄/尺寸/价格变动
[教材27原句] Glance quickly at the magazine article and answer the
[教材P29原句] Low-lying countries feel their very existence is in danger from rising sea levels. 地势低洼的国家感到它们的生存正受到海平面上升的威胁。
existence n. 存在 生存
选修6unit4单词及知识点
易混淆词汇辨析
Impoverish vs. Deplete
• “Impoverish”指使贫困或枯竭，强调经济或资源的缺乏；而“deplete”则指耗尽或减少，可用 于各种资源或能量。
易混淆词汇辨析
Pertinent vs. Relevant
• “Pertinent”强调与主题或讨论直接相关，而“relevant”则更广泛地指与某事物有关或重要。
词汇拓展与例句
• 例句
Years of war had impoverished the country.
• 拓展
deplete, exhaust, impoverish
词汇拓展与例句
• 例句
It's pertinent to mention that we need more funds for the project.
• 例句
Smoking is detrimental to your health.
• 拓展
harmful, damaging, adverse
易混淆词汇辨析
Alleviate vs. Mitigate
• “Alleviate”强调减轻痛苦或紧张，而“mitigate”更偏向于缓和或降低严重 程度。
选修6unit4单词及知识点
目录
• 单词概览与重点词汇 • 知识点梳理与解析 • 听力训练与技巧指导 • 口语表达能力提升 • 阅读理解策略探讨 • 写作技能培养与实践
01 单词概览与重点词汇
本单元核心词汇
alleviate：减轻，缓解（痛 苦、紧张等）
impoverish：使贫困，使枯 竭
02
01
pertinent：相关的，切题的
高二英语选修六_Unit4_写作课_公开课教学设计(三)
Unit4 写作课名师教学设计Module 6 Unit 4 Using Language--Writing教学设计1. 学情分析Learning situation:In BOOK6 UNIT4, although students have already learned some knowledge about global warming in the previous reading part, they still have some difficulties in expressing ideas on how to reduce global warming in their daily life. Besides, for the writing task, students have known something about how to write a letter of advice, but most of them still don’t know the structure of it clearly, which may cause some confusion in their writing. So they need more guidance and some proper help on how to give suggestions on such big a social problem--how to reduce global warming.2 重点难点Difficult points and important points:Students may have difficulty analyzing which key information should be included in the letter and how to make use of some good sentence-patterns of suggestions. So students may have difficulty using their own words for the output part.3 教学过程3.1 第一学时3.1.1教学目标Teaching goals:1. Language competences: Students will be able to(1)learn some new words in situations: global warming, carbon dioxide, the rise of the sea level, cause, make a difference, count.(2)learn the structure of a letter of advice.(3)learn how to express themselves by using proper sentence-patterns of suggestions.2. Learning competence:The class is based on the students-centered principle, so every student is encouraged to participate in all the steps of writing. The teacher is just a guide, who will adopt some skills to get students to think about one question in the whole class---how canwe write a letter of advice on a social problem well? After all these activities, students will be able to exchange their ideas and learn how to organize a letter of advice.3. Cognitive competence:Students will be able to think about the structure of this kind of letter critically and they will form a right attitude towards the problem of global warming, which will exert some positive effects in their daily life.4.1.2 学时重点与难点Difficult points and important points:Students may have difficulty in analyzing the key information before writing and failing to adopt some good ways to express their opinions.4.1.3 教学活动活动1【导入】Greetings＆Lead inEnjoy a short video1. What is the video about? Global warming2. What are the main causes of global warming?It is human activities that have caused global warming, for example, human beings are putting too much carbon dioxide into the air and many people are still cutting down trees in the forests.As we have seen in this video, global warming has caused many disasters in the world. It has become so serious a problem that many people around the world are concerned about it. Are you concerned about it? What can we do to help? We may do some small things to call on more people to take action, for example, we can finish a task like this.【设计说明】: 在Greetings的环节明确本节课教学目标，本节课我们要学习写一封信。
选修六unit4知识点
U4（ 选修六 ）on/ upon+ n 依靠 , 依赖 , 确( 坚) 信 You can't depend on your parents forever.depe nd on/up on+sb.+to do指望某人做 ...........You can 't depend on him to come on time.depend on/upon +it +that …. 指望… You may depend on it that he will come.depend on/upon +wh- 从句Whether you can pass the exam depends on how hard you work.That (all) depends./ it all depends. ( 口语)视情况而定，I may help you. But that/ it depends.2. light 1) n. 光, 线, 灯2) --------------------------- v. 照亮,点燃 ----------- lit(lighted ) lit(lighted ) He lit a match. 他划着了一根火柴。
A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。
The match lights easily. 这火柴容易划着3) adj .The suitcase is very There was a light rain盆大雨He is a light sleeper 3.heat v. / heat up 是某物变热或变暖 heated adj. 热的激烈的 heated debate, heated discussionheatedly adv. 愤怒地激昂地 heater 加热器发热器consumer (n.). 1 消耗 , 花费 ; 耗尽She consumed most of her time in reading.light. （轻的） falling. （ 蒙蒙细雨）. 他睡不沉。
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U4(选修六)1.depend on/ upon+ n 依靠,依赖, 确(坚)信You can’t depend on your parents forever.depend on/upon+sb.+to do 指望某人做……You can’t depend on him to come on time.depend on/upon +it +that…. 指望…..You may depend on it that he will come.depend on/upon +wh-从句Whether you can pass the exam depends on how hard you work.That (all) depends./ it all depends. (口语)视情况而定，I may help you. But that/ it depends.2.light1)n. 光,线,灯2)v.照亮,点燃-----lit(lighted）-----lit(lighted）He lit a match. 他划着了一根火柴。
A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。
The match lights easily. 这火柴容易划着3)adj .The suitcase is very light.（轻的）There was a light rain falling. （蒙蒙细雨）·heavy rain/rain cats and dogs倾盆大雨He is a light sleeper. 他睡不沉。
（易醒的）3.heat v. / heat up 是某物变热或变暖heated adj. 热的激烈的heated debate, heated discussionheatedly adv.愤怒地激昂地heater加热器发热器4.consume v.---- consumer (n.).1 消耗,花费;耗尽She consumed most of her time in reading.2吃完,喝光The kids soon consumed all the food on the table. 孩子们一会儿功夫便把桌上的食品全部吃光。
3 使全神贯注,使着迷+with The boy was consumed with curiosity. 那男孩充满好奇心。
5.as … as one can = as … as possiblePlease come here as soon as possible.= Please come here as soon as you can..as many as 多达as long as 长达,只要as far as远至,就…而论as well as 和…一样好,也,和as early as 早在6.对比：Our food supply has given out.His money soon ran out.We are running out of our time.I have run out of my oil.All his savings have been used up.7.Trap vt. 陷入/ n. 陷阱圈套They finally trapped the mouse in a cage.最后，他们用笼子把老鼠逮着了。
The police set a trap for the thieves.She was trapped in the burning house.8.keep ….from….远离..stop…. (from)….停止..prevent…(from)….阻止...You should clean your room to keep it from getting dirty.你应该打扫房间以保持干净。
Keep doing 继续keep out 挡住使进不去keep up with 跟上9 What do you think green house gases do?你认为温室气体有什么作用呢?▲本句中think后接了一个由what引导的宾语从句。
但应注意的是：特殊宾语从句即当一般疑问句主句的谓语动词是think, believe，suppose，consider, imagine，guess 和suggest 等时，表疑问的词要放在主句前即句首。
例如：[正] Who do you think will win in the game?[误] Do you think who will win in the game?当然一般情况下宾语从句的疑问词应放在主句之后，例如：[正] Do you know why we can't cut down the big tree?[误] Why do you know we can't cut down the big tree?when compared to other natural changes是一个省略的时间状语从句，其完整的形式应该是When it is compared to…;在时间、地点、条件、方式或让步状语从句中，如果从句和主句为同一主语，或者从句的主语是it,而且从句中的谓语动词时动词be或含有助动词be，可省略主语和be 如：If (it is) so, you must get back and get it. Although (he was) criticized, he still worked hard.He hurt his legs badly when (he was) playing footballparecompare to/ with: 与…相比Compared to/with many women, she was indeed very fortunate.compared to most natural changes 与大多数的自然变化相比compare A with B：相比（不同）If you compare her work with his, you will find hers is much better.compare A to B：把A比作BA teacher's work is often compared to a candle.People often compare teachers to gardeners. 人们经常把老师比做园丁。
The poet compares his lover to a rose in his poem.e about:发生=happen(无被动）1 .This situation should never have come out.2 .How did it come about that he had his leg hurt?他的腿伤着了，这是怎么发生的？3 .This has not come about overnight.冰冻三尺，非一日之寒Take place事件的发生有某种原因或事先的安排：The Olympic Games of 2008 took place in Beijing.Happen 偶然或突发性事件：what happened to you?I happened to see him on my way home= It happened that I saw him on my way home.Occur 发生或想到，突然想起，意为发生时=happen: what has occurred?I occurred to me that she didn’t know I had moved into the new house.Come about 事情发生了，但还不知道为什么。
常用于否定和疑问When mother woke up, she didn’t know what had come about.Break out 常指战争灾难疾病争吵事件的发生拓展：come into being 形成Come into power/office 当权/当职Come into force/effect 开始生效Come out出版,结果… come across偶遇come to 共计，苏醒When it comes to 涉及Come up with 提出Come up在空中出现，Come along, 进展，跟随come true …成真12.There is no doubt that ….毫无疑问….There is no doubt that he can come on time.doubt的宾语从句,肯定句whether / if / that ；否定句只用thatHe doubted whether they would be able to help.He never doubted that they would win the game.beyond / without doubt无疑地13.random 随意的胡乱的随机的randomly =at random 任意地随便地14. phenomenon (sing.) phenomena (pl.)the phenomena of nature自然现象a social phenomenon 社会现象15.Subscribe vi.Vt.I subscribe to your opinion completely.(同意赞同)I subscribe to a weekly women’s magazine（订阅报纸杂志）She subscribes to a society which helps to protect animals(定期捐款）16．W ithout the ‘green house effect’，the earth would be about thirty-three degrees Celsius cooler than it is.如果没有温室效应，地球会比现在冷33℃▲这是一个含蓄虚拟条件句=If there were no “green house effect”, the earth would be about thirty-three degrees Celsius cooler than it is.But for electricity (= If there were no electricity)，there would be no modem industry．要是没有电，就不会有现代工业。