【英语】2018届人教选修6一轮复习：Unit4Globalwarming单元教案设计（19页） 24页

‎2018届人教选修6一轮复习：Unit4Globalwarming单元教案设计 Period1Warming up & Listening Teaching goals Enable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.‎ Learning ability goals ‎ Enable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials. ‎ Teaching important and difficult points How to make sure the answers of listening material. ‎ Teaching aids A recorder and cassette tapes, a projector, and a computer ‎ Teaching procedures ‎ Step 1 Warming up ‎ Do you know any kind of energy resource?‎ Do you know anything that use energy?‎ things that use energy in a house ‎(Slide show: some pictures of things that use energy in a house.)‎ Things that use energy Sources of energy ‎ lights ‎ television ‎ cassette player ‎ computer fridge ‎ stove ‎ washing machine ‎ coal oil natural gas ‎ wind(power)‎ sun(solar energy) ‎ water(hydro-electric power) ‎ the sea ( tidal energy) ‎ uranium(nuclear energy)‎ hairdryer ‎ video recorder ‎ plant waster(biomass energy)‎ T: Now let’s look at some more pictures and decide whether they are renewable or ‎ not.‎ ‎(Slide show: pictures of some forms of energy)‎ wind energy renewable solar energy renewable hydroelectric power renewable geothermal energy renewable ‎ tidal energy renewable ‎ biomass energy renewable nuclear power plant, non-renewable (picture)‎ an oil refinery(精炼厂), non-renewable (picture)‎ coal power station, non-renewable (picture)‎ natural gas non-renewable (picture)‎ uranium Ore (铀矿石) non-renewable (picture)‎ The element uranium does not occur in pure form in nature but is found in minerals such as carnotite（钒钾铀矿）, pictured above. (picture)‎ Conclusion non-renewable coal oil natural gas Uranium fossil fuels renewable wind (wind power) sun (solar energy) water (hydro-electric power)‎ plant waste (biomass energy) hot springs or geysers (geothermal energy)‎ the sea (tidal energy)‎ Slide show What are fossil fuels?‎ Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, which can be burnt to produce energy. ‎ Also known as non-renewable energy because once they are used they have gone ‎ forever; they cannot be renewed.‎ Step 2 Pre-listening Read Exercise 1 together:‎ ‎1. Read the statements below and tick the ones you agree with.‎ ‎2. Listen to the tape and answer and decide which statement Professor Chen does NOT agree with.‎ ‎1. We'll have to stop using fossil fuels.‎ ‎2. About 90% of the world's energy comes from fossil fuels.‎ ‎3. We can replace fossil fuels with renewable sources of energy.‎ ‎4. Nuclear power is a good source of energy.‎ ‎5. In the future, we'll need new technologies to replace fossil fuels.‎ ‎6. It's the developed countries who are to blame for producing most of the carbon ‎ dioxide.‎ ‎3. Listen again and tick the phrases that Professor Chen uses to agree or disagree ‎ with Li Bin.‎ Slide show Exactly. I’m afraid I disagree with you.‎ That’s true. I’m afraid not.‎ That’s right. I don’t think so.‎ That’s correct. No way.‎ I agree. I don’t agree.‎ ‎4. Listen for the third time and fill in the blanks.‎ 1． Our modern _________ societies depend on the energy we get from_________.‎ 2． It’s a very ____________ and cheap form of energy.‎ 3． Can’t we just ________ fossil fuels with ________ sources of energy like sun or wind power?‎ 4． However, whatever we do, we have to do it as a ________________.‎ 5． The _________ countries are really the ones to ______.‎ Keys:‎ ‎1．industrial; fossil fuels 2. concentrated 3。replace；renewable 4。global community ‎5．developed；blame Step 3 Homework ‎1. Review the new words and expressions you learned in this class.‎ ‎2. Preview Reading.‎ Period2Reading Teaching goals Target language words and phrases:‎ energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep on Ability goals Enable the students to talk about different sources of energy.‎ Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.‎ Teaching important & difficult points Enable the students to get a better understanding of articles of this kind.‎ Teaching aids ‎ A projector and a blackboard Teaching procedures ‎ Step 1 Warming up T：Now let’s look at a picture on the slide and answer the question below.‎ What is the greenhouse made and used for?‎ A greenhouse is made of glass and is used for growing plants, especially during cold weather.‎ What’s greenhouse effect?‎ Step 2 Scanning Read the text quickly and find the answer to the questions:‎ ‎1. Who wrote the magazine article? What is the name of the magazine?‎ Sophie Armstrong, Earth Care.‎ ‎2. What are the names of the three scientists mentioned in the article?‎ Dr Janice Foster, Charles Keeling, George Hambley.‎ ‎3. What do they think about global warming? Do they agree with one another?‎ They don't agree with each other. ‎ Dr. Janice Foster thinks the effects of global warming could be very serious.‎ George Hambley thinks global warming will be mild with few bad environmental ‎ consequences.‎ Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.‎ The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. ‎ The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.‎ ‎4. What are the two graphs about?‎ The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.‎ ‎5. What is the main topic of the article?‎ Global warming/ the warming of the earth.‎ Step 3 Skimming ‎ Read the passage carefully and judge whether the statements are true or false.‎ ‎1. The temperature last century didn’t increase much.‎ ‎2. Everyone believes that global warming is caused by the activities of humans.‎ ‎3. Janice Foster believes that global warming is caused b the burning fossil fuels.‎ ‎4. Natural gas is a greenhouse gas.‎ ‎5. Carbon dioxide is a byproduct of burning fossil fuels.‎ ‎6. People accept Charles Keeling’s data because he took accurate measurements.‎ ‎7. Flooding could be one of the effects of future global warming.‎ ‎8. George Hambley believes scientists are just guessing about the effects of ‎ global ‎ warming.‎ ‎9. George Hambley is worried about the effects of carbon dioxide on plant growth.‎ ‎10. It is clear what the effects of global warming will be.‎ Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10‎ Step 4 Detailed reading Read the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part.‎ Part (Para_ to Para_ )‎ Main idea Part 1 (Para _1_)‎ introduce a debate over the issue of global warming Part 2 (Para _2__ to _4__)‎ illustrate how global warming comes about Part 3 (Para _5__ to 10___)‎ list two different attitudes among scientists towards global warming Part 4 (Para _11__ to ___)‎ It’s up to readers to think and decide whether people should do something about global warming or not.‎ Step 5 Debate Get into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.‎ Group A: We shall do something about global warming.‎ Group B: We shall do nothing about global warming.‎ Group A discuss why they agree with the statement; Group B discuss why they disagree.‎ Group A and B get together. Tell each other the reasons why agree or disagree with the statement.‎ Step 6 Homework ‎1. Read the passage again and review the new words and expressions.‎ ‎2. Prepare the debate in groups.‎ ‎3. Surf the Internet for more information about global warming ‎ Period3 Language points Teaching material ‎ NSEFC Book 6 —— Unit 4‎ Teaching Aims 1. To learn some new words and phrases.‎ 2. To learn some complicated sentence patterns.‎ Teaching Important Point How to help the students to master the usage of some useful words, expressions and sentences.‎ Teaching Difficult Point How to enable the students to grasp and remember the detailed information of the reading material.‎ Teaching aids ‎ A projector, and a blackboard Teaching Procedure Step 1 Revision ‎ Retell the text.‎ Step 2 Language points ‎ T: Now let’s learn some language points of the text.‎ Slide show ‎1. It is a rapid increase compared to most natural changes. ‎ ‎1．vt. 比较；对照。如： Compare your answers with those at the back of the book to see if they are right. 把你的答案同书后面的答案对照一下，看看是否正确。 My handwriting can not be compared with my father’s. 我的书法不能与我父亲的相比。 ‎ ‎2．vt. 喻为；比拟。如： Man’s life is often compared do a candle.‎ 人生常被比为蜡烛。 Shakespeare compared the world to a stage.‎ 莎士比亚把人世比做舞台。 ‎ compare…with…表示“把……与……相比（同类相比）” compare…to… 表示“把……比做……（异类相比，比喻）” compared to /with 与……相比, 只能作状语 ‎2.How has this come about and does it matter?‎ come about : 发生，造成 相当于happen When Mother woke up, she didn’t know what had come about. I’ll never understand how it came about that you were late three times a week. Do you know how the air accident came about? ‎ ‎3. There is no doubt that….‎ 一、作不可数名词,作"疑惑;怀疑”‎ ‎①肯定句中doubt多接whether (一般不用if代替) 同位语从句。如: ‎ There's some doubt whether he'll keep his promise. 他会不会信守诺言还难说。 ‎ She had her doubts whether the new book would sell well. 她怀疑新书是否会畅销。‎ ‎②否定句中doubt多接that同位语从句。如: ‎ There is no doubt that they will ask you for help. 毫无疑问,他们会请你帮忙的。 ‎ I have no doubt that you will succeed. 我毫不怀疑你会成功的。 ‎ 二、作及物动词常用于下列句型中,作"怀疑;不能肯定;不大相信"解,一般不用进行时态。‎ ‎①用于否定句或疑问句,后接that引导的宾语从句。如: ‎ I don't doubt that he is telling the truth. ‎ 我毫不怀疑他在讲真话。 ‎ Do you doubt that he will win the match? ‎ 你怀疑他会赢这场比赛吗? ‎ ‎②用于肯定句,一般接whether 或if引导的宾语从句.如: ‎ I doubt whether we will make a profit out of it. 我认为我们不可能从此事中获利。 ‎ We doubt if she will be persuaded. ‎ 我们不知道她会不会被说服。 ‎ ‎4. He found that the amount of carbon dioxide keep on increasing during that time.‎ ‎①amount n. 数量 习惯用语：‎ an amount of 相当数量的; 一些 修饰不可数名词 amounts of 相当数量的; 一些 修饰不可数名词 large amounts of money 大量的金钱 ‎②keep on 继续 +doing sth.‎ 他们虽然很累了，还是继续工作。‎ They keep on working although they are tired.‎ ‎5. result in result in 结果; 致使; 导致 主语：起因 in 的宾语：结果 Acting before thinking always results in failure.做事不先考虑总会导致失败。‎ The accident resulted in the death of two people.这场意外事故造成两人死亡。‎ result from 起于, 由于, 由…引起，‎ 主语： 结果 from 的宾语：起因 His sickness resulted __in____eating too much. (in / from)‎ ‎6．concern ‎ 一、concern作动词 ‎① v.使担心；使关心；使烦恼 ‎ ‎ The boy's poor performance at school concerned his parents. ‎ 这个男孩在学校很差的表现，使他父母很担心。 ‎ ‎ 注意：其过去分词concerned通常作形容词用，意为“担心的；烦恼的；忧虑的”。‎ The concerned parents were all concerned for the children's safety. ‎ 忧心忡忡的家长们都为孩子们的安全担忧。 ‎ ‎②涉及；与……有关或相关 Attend to what concerns you. 注意与你有关的事物。‎ 注意：其过去分词concerned常用来作表语，意为“和……有关；牵涉”；而作定语，则意为“有关的”。 ‎ It is reported that the pop singer is concerned with selling drug.‎ 据报道，那个流行歌手涉嫌贩毒。 ‎ He asked all concerned to take an active part in helping the girl. ‎ 他要求所有相关的人积极帮助那个女孩。 ‎ 二、concern作名词 ‎ 有关……的事（可数） ‎ ‎ That's my concern, so I'll do as I like about it. 那是我的事，因此，我想怎么做就怎么做。 ‎ 关怀；关心（不可数） ‎ Some people don't show much concern for our environment. 有些人不太关心我们的环境。‎ 担心；担忧 ‎ She showed great concern about you.‎ 她很为你担心。‎ ‎7. range range v.排列, 使成行；偏袒，站在…的方面。‎ ‎ n. ：范围(尤指从…到…各种种类,可供选择的范围等，可加不定冠词) ；排列 beyond the range of… 超越……的范围 out of one’s range 某人达不到的 这家商店商品品种多。‎ The shop keeps a wide range of goods.‎ v.排列, 使成行；偏袒，站在……的方面。‎ 主要搭配为：+名词/代词；+介词+名词/代词；‎ 常可用于: 1. 被动结构 ‎ 2. range oneself；‎ ‎ 3. range from… to … / between…and … 从……到……不等。‎ 老师令其学生沿着小径排队。‎ The teacher _________________along the path.‎ 温度在15度到35度之间。‎ The temperature__________________________.‎ 我们应当列身于法律与秩序的一边。‎ We should __________________ on the side of law and order.‎ Keys：ranged his students；ranges from 15 to 35 degrees；range ourselves ‎8. build up 逐步建立，增加，增进 build up one’s fortune build up one’s strength build up the business This built up my hope after the interview.‎ Sediment (沉淀物)builds up on the ocean floor.‎ Keys：累积财富；；养精蓄锐；develop 扩大, 发展； 增加, 支持, 树立；collect ‎ 累积, 收集 ‎ ‎9.Some byproducts of this process are called “greenhouse” gases, the most important one being carbon dioxide.‎ the most important one being carbon dioxide 是一个独立主格结构，由名词+分词构成，在句中做补充说明或伴随的状况。‎ ‎________________(时间允许的话)，I will show you around the city.‎ ‎_________________(今天是星期天)，I don’t have to go to work.‎ ‎___________________________(没有人要说的话)，the meeting was closed.‎ Keys：Time permitting；Today being Sunday；Nobody having any more to say ‎10．Without the ‘green house effect’，the earth would be about thirty-three degrees Celsius cooler than it is.‎ 这是一个含蓄虚拟条件句有时假设的情况并不以条件从句形式表示出来，而是通过一个介词短语或其他方式表示。常用的词或短语有：without, but for，but that，otherwise，or，but等。 ‎ Without your help ( = If we had not had your help)，we could not have succeeded．‎ 要是没有你的帮助，我们是不会成功的。 ‎ Step3 Homework ‎1. Memorize all the language points by heart.‎ ‎2. Finish exercises of Discovering useful words and expressions (P28)‎ Period5 Grammar Teaching material NSEFC Book 6 —— Unit 4‎ Teaching aims Enable the students to master the usage of the form it is/was... that..... ‎ Teaching important points How to enable the students to know the structure and the usage of the form it is/was... that....‎ Teaching difficult points How to help the students to master the usage of the form it is/was... that....‎ Teaching aids tape recorder, slides Teaching procedures Step1 Revision T: First let’s check answers. (slide show)‎ Discovering useful words and expressions. (P28)‎ ‎1. Charles Keeling collected ______on the carbon dioxide content in the atmosphere over a forty-year period. He found that the amount of carbon dioxide _______ increasing during that time.‎ ‎2. Although we are burning coal in huge _________ every year, we won't ________ of it for centuries.‎ ‎3. If the amount of greenhouse gases continues to _______ we could be facing a global __________.‎ ‎4. Many scientists believe that global warming has __________ through the burning of fossil fuels. They do not think that ignoring the issue is worth the ____.‎ ‎5. ______ describes weather conditions over a period of years in a particular place.‎ ‎6. The _____________ of a rising sea level would be widespread flooding.‎ ‎7. The use of energy in Susanna's country is low ______________ the use of energy in the USA.‎ ‎8. The warming of the earth is a _____________ that causes great concern.‎ ‎9. The ________ shows temperature changes during the 20th century.‎ ‎10. One hectare of forest can absorb 23 tons of carbon dioxide ____ year.‎ Keys：1.data kept on 2. quantities; run out 3. build up; catastrophe ‎4. come about; risk 5. Climate 6. consequence 7.compared to 8.phenomenon ‎9. graph 10. per Answer keys for Ex.2 on Page 28:‎ The first graph shows the global _______________ between ________ and _________The temperature __________ and decreased over this period but on the whole it _________ by around _________ and its highest in 2000. There was a steady _________________ in the temperature during the twenty years after 1980. We can see from the graph that the earth has become ___________ since early last century.‎ The second graph shows the amount of ______________in the atmosphere from ________ to _______ .The carbon dioxide __________ steadily over this forty-year period. It went up from 315 to 370 parts ___________million.‎ Keys：‎ Temperature；1860；2000；increased；rose；1910；increase/rise；warmer carbon dioxide；1957；1997；increase/ went up；per Step2 Grammar 强调句结构 常考的强调句结构是it 引导的句子。 一、It is (was) 被强调部分+ that (who) + 句子其他部分。此结构强调的成分仅限于主语，宾语和状语。‎ It is from the sun that we get light and heat. It was not until I had read your letter that I understood the true state of affairs.‎ Karl bought Marva a bicycle on her birthday．卡尔在玛瓦生日那天给她买了一辆自行车。  It was Karl that／who bought Marva a bicycle on her birthday．（强调主语）  It was Marva for whom Karl bought a bicycle on her birthday．（强调间接宾语）  It was a bicycle that Karl bought Marva on her birthday．（强调直接宾语）‎ 注意区别强调句中的that／who分句与定语从句：  It was the student that／who asked the silly question．是一个学生问了这么一个愚蠢的问题。（分裂句）  He was the student who asked the silly question．他就是问了这么一个愚蠢问题的学生。（划线部分是定语从句） ‎ 二、not ... until ... 的强调形式: It is not until + 被强调部分 + that ... “直到…才…”， 主要用于强调时间状语的强调句型。 ‎ We did not begin studying French until we entered university．我们进了大学才开始学法语。 要强调until we entered university，就成了：  It was not until we entered university that we began studying French． ‎ ‎______ the 18th century that man realized that the whole of the brain was involved in the workings of the mind．  A. During B. In C. It was until D. It was not until ‎ D对。直到十八世纪，人们才意识到：心理活动与整个大脑有关。‎ ‎ 三、强调句的疑问句句型 ‎1.强调句的一般疑问句句型:‎ Is / Was +it +所强调的部分+that / who/ whom +其它?‎ ‎2.强调句的特殊疑问句句型:‎ 特殊疑问词 + is/was it  that / who/ whom+其它 ?‎ Why is it that you hate winter？你究竟为什么不喜欢冬天？  How was it that you missed such a wonderful lecture？你怎么会错过这么精彩的报告？  When was it that they went abroad？他们什么时候出国的？ ‎ 四、判断强调句的方法 判断是否是强调句是，可把 It is / was …that 去掉，剩余部分在不增减任何词的情况下还是一个完整的句子，那么这种句子是强调句。‎ It was in the street that I met her father. ‎ ‎→In the street I met her father. ‎ It was because she was ill that they didn’t ask her to do the job.‎ ‎→Because she was ill, they didn’t ask her to do the job.‎ Step 3 Exercises 一、根据划线部分把下列句子变成强调句。‎ ‎1. Peter lent us the money.‎ ‎2. They want money.‎ ‎3. All this happened on Monday.‎ ‎4. I didn’t hear form her until last summer.‎ ‎5.Why does everyone think I am narrow-minded？ ‎ Keys：‎ ‎1. It was Peter who lent us the money.‎ ‎2. It is money that they want.‎ ‎3. It was on Monday that all this happened.‎ ‎4. It was not until last summer that I heard from her.‎ ‎5.Why is it that everyone thinks I am narrow-minded？‎ 二、Multiple choices ‎1. It was in this village ___ I was brought up.‎ ‎ A. where B. that C. on which D. which ‎2. Is it the factory______ this type of cars are produced?‎ A. which B. where C. that D. /‎ ‎3. It was _____ the old worker came that we _____ the experiment.‎ A. until; didn’t begin B. not until; began C. until began D. not until; didn’t begin ‎ ‎4. It was in the lab ___was taken charge of by Mr. Harris ____they did the experiment.‎ A. which，that B. that，which ‎ C. that， whom D. which，where ‎5. It was ___he did ___frightened me.‎ A. what，that B. that，that ‎ C. what，what D. that，what ‎6. _____ on Monday night that all this happened?‎ A. Is it B.? It is ‎ C. Was it D. It was Keys：BBBAAC Step4 Homework ‎1. Finish exercises of discovering useful structures (P29) and using structures on P64.‎ ‎2. Preview Using Language.‎ ‎ Period6 Using language Teaching material NSEFC Book 6 —— Unit 4‎ Teaching aims Enable the students to learn some information about the current situation of the global warming and know what we should do about it.‎ Teaching important& difficult point How to help the students to get the information about the current situation of the global warming and know what we should do about it.‎ Teaching aids tape recorder, slides Teaching procedures Step1 Lead in Have you ever seen the film The Day After Tomorrow?‎ What kind of disasters have you seen in the film?‎ What have you learnt from the film?‎ Slide show What causes the global warming?‎ gas emission ‎ What is the effect of global warming?‎ Step 2 Skimming Skim the first letter, and answer the questions below:‎ 1. Who is the writer?‎ A student named Ouyang Guang.‎ ‎2. What is the purpose of the email? / What are the two concerns of the email?‎ ‎① His opinion that, as an individual, he can have no effect on environmental ‎ problems.‎ ‎② getting some suggestions for what he can do about global warming. ‎ ‎3. Read the second email, and answer the question:‎ Does Earth Care agree with Ouyang Guang’s opinion that individuals can have no effect?‎ No, Earth Care does not agree.‎ Step 3 Scanning Scan the letter and list Earth Care’s suggestions in the chart on P30, and discuss whether you can carry out each suggestion. Give reason for you answers.‎ Earth Care’s suggestion Can you ‎ carry it out reason If you are not using electrical appliances, turn them off. ‎ Yes save energy If you’re cold, put on more clothes ‎ instead of turning up the heat.‎ Yes save energy Motor vehicles use a lot of energy, so walk or ride a bike if you can.‎ Yes save energy Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials.‎ Yes save energy Get your parents or friends to buy ‎ products that are made to save energy.‎ Yes save energy Plant more trees.‎ Yes Plants absorb carbon dioxide from the ‎ air.‎ Talk with your family and friends about global warming and tell them what you’ve learned.‎ Yes Together, individuals can make a ‎ difference.‎ Step 4 Language points ‎1. make a difference ‎ make a difference(1)有很大差别, 有很大不同(2)有很大的关系/影响 make some/ no difference to对...有些/没有关系 That makes no difference to me.‎ 那对我没有影响。‎ Exercise can make a great difference to your health.‎ 锻炼对你的健康产生很大的影响。‎ ‎2. put up with ‎ put up with 忍受;忍耐;受苦 That woman, as a housewife, has a lot to put up with. 作为家庭主妇,那女人得忍受很多烦恼。‎ 知识拓展 put aside 节省(钱、时间);储蓄;把……放在一边 ‎ put away 收拾起来;储存(钱);喝掉 ‎ put back 放回原处;拖延 put down 写下;记下;控制 ‎ put forward 提出(意见、建议);推荐 ‎ put off 延期;推迟 put on 假装;增加;上演(戏剧) ‎ put out 熄灭;使忧虑;扑灭;出版 put up 举起;张开(伞);张贴;为……提供食宿 ‎ ‎3. so long as / as long as as long as 只要，如果 As long as there is life there is hope. ‎ 留得生命在,不怕没希望. ‎ You can go out, as / so long as you promise to be back before 11 o'clock. ‎ 你可以出去,只要你答应在11点以前回来. ‎ I'll accept any job as / so long as I don't have to get up early. ‎ 只要不必早起,任何工作我都可以接受. ‎ 在用as / so long as连接的从句中,当其谓语为be,而主语和主句的主语相同时,则从句的主语和be可以省略。如: ‎ I'm sure we are safe as long as (we are) in his care. 我深信只要在他的保护下,我们就会平安无事. ‎ Step 5 Homework Surf the internet to know more about what we can do about global warming.‎ Period 6Extensive reading and writing Teaching goals Ability goals Enable the Ss to talk about environmental pollution and write a composition on environmental problems.‎ Learning ability goals ‎ Help the Ss to write a composition on environmental problems.‎ Teaching important & difficult points How to help the Ss to write a composition on environmental problems.‎ Teaching aids ‎ A computer and a projector Teaching procedures ‎ Step1 Extensive reading ‎ Read Tom’s essay about litter. Make a summary for each paragraph, and then fill in ‎ the following table.‎ First Para.‎ Point of view ‎ ‎ Second Para.‎ First point of the argument ‎ ‎ Evidence ‎ ‎ ‎ Third Para.‎ Second point of the argument ‎ ‎ ‎ Evidence ‎ ‎ Fourth Para.‎ Point of view ‎ ‎ Step2 Discussion Discuss the environmental problems that concern people most in groups of four. ‎ List as many environment topics as possible, and then write them on a piece of paper.‎ A sample list of environment topics:‎ air pollution, noise, soil erosion, water pollution, litter classification, desertification, and make green by planting trees Step 3 Writing ‎ Choose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.‎ Writing tips:‎ Step 1: Write out the thesis statement. (point of view)‎ Step 2: Write out the topic sentence of the first body paragraph.‎ Step 3: Give the supporting points and details about the first subtopic.‎ Step 4: Write out the topic sentence of the second body paragraph.‎ Step 5: Give the supporting points and details about the second subtopic. (more body paragraphs ...)‎ A sample version:‎ The Environmental Effects of Fossil Fuels There is no doubt that fossil fuels bring a lot of good to us. But do you know that many of the environmental problems our country faces today result from our fossil fuel dependence.‎ The environment faces air pollution, global warming, acid rain, and several other very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere. ‎ Carbon dioxide is one of the main factors in global warming which is negatively affecting everyone. ‎ Fossil fuels also affect water pollution, land pollution, and thermal pollution (heat pollution). Coal mining is one of the causes of pollution in the environment. After the mining is completed, the land will remain barren. Materials other than coal are also brought to the surface in the coal mining process and these are left as solid wastes.‎ The production, transportation, and use of fossil fuels are to blame for the effects of pollution on the environment. Then what should we do? We should spare no effort to improve our environment. Please save energy and use fewer fossil fuels in our daily lives.‎ Step 4 Homework Finish your composition on environmental problems.‎