Unit Eight Protecting our environment Teaching Period 10(1-2) Reference book: (New) Integrated Course 2 Student's and Teaching's book Teaching Method: Combining explanation and practice To understand the read ing material (Text A) Important Point: Understanding the read ing material Difficult Point: Training the Ss reading ability Processes: STEP ONE Organization STEP TWO Revision STEP THREE Introduction a. Pre-read ing task on P238 1. Get the Ss to listen to the recording 2. Ask the Ss to answer the following questions Q1: What kind of paradise is described in the song Q2: Why do people have to pay to see the trees? Q3: What would happen if farmers continued to use DDT Q4: What is the theme of the song? b. Theme of the unit text a Protecting our environment The issue of environment has been talked about over and over again. That's why we can come up with so many associations. Now lets take a look at Text A to find out what new ideas the author has to offer STEP FOUR: New Lesson (80’) Text A on P238-P242 a. Pre-read ing 1. Background Knowled (1) Environmental protection organizations Green Party The Environmental Protection Agency (2)greenhouse effect (3)Environment 2. New words and expressions b. While-read in 1. Go through the Text paragraph by paragraph 2. Point out the important structures and long sentences for further explanation
Unit Eight Protecting Our Environment Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P238 1. Get the Ss to listen to the recording 2. Ask the Ss to answer the following questions: Q1: What kind of paradise is described in the song? Q2: Why do people have to pay to see the trees? Q3: What would happen if farmers continued to use DDT? Q4: What is the theme of the song? b. Theme of the unit: & Text A: Protecting Our Environment The issue of environment has been talked about over and over again. That’s why we can come up with so many associations. Now let’s take a look at Text A to find out what new ideas the author has to offer. STEP FOUR: New Lesson ( 80’ ) Text A on P238-P242 Comprehension a. Pre-reading 1. Background Knowledge (1) Environmental protection organizations Green Party Greenpeace The Environmental Protection Agency (2) greenhouse effect (3) Environment 2. New words and expressions b. While-reading 1. Go through the Text paragraph by paragraph 2. Point out the important structures and long sentences for further explanation
late c. Post-reading 1. Text Questions on P245-246 2. Text Organization Part One: (Parasl-5) Central Argument: It is important to distinguish between environmental necessities and environmental luxuries and apply the fundamental principle of sensible environmentalism Supporting Details: (1)the ozone layer; skin cancer; plankton (2)the green house effect: melting ice caps; disturbed climate, dried up plains; empty bread baskets (3)mans self-preservation Part Two:(Paras6-l1 Central Argument: A sensible environmentalism does not sentimentalize the earth Supporting Details: (1)the so-called"Gaia theory (2) Protagoras' principle (3)oil war and reindeer (4) the spotted owl and logging families Part Three:(Paras 12-14) Central Argument: Man is the master of nature Supporting Details: (1)mans well-being first (2)who should accommodate and how ()Humanistic environmentalism 3. Writing characteristics (1)an persuasive essay P266) the differences between the persuasive essay and the expository essay (2)the argumentative methods ① contrast ② concession quotation ④) exami ⑤ definition ⑥ cause and effect data 4 Discussion (1)Do you think it is necessary to distinguish between environmental luxuries and environmental necessities? Why or why not? (2)Do you agree with the writer on the distinction between sensible and sentimental environmental ism? What do you think sensible environmentalism should be like? ()Are there any environmental problems in the area you live? What would you
later c. Post-reading 1. Text Questions on P245-246 2. Text Organization Part One: (Paras1-5) Central Argument: It is important to distinguish between environmental necessities and environmental luxuries and apply the fundamental principle of sensible environmentalism. Supporting Details: (1) the ozone layer; skin cancer; plankton (2) the green house effect: melting ice caps; disturbed climate; dried up plains; empty breadbaskets (3) man’s self-preservation Part Two: (Paras6-11) Central Argument: A sensible environmentalism does not sentimentalize the earth. Supporting Details: (1) the so-called “Gaia theory” (2) Protagoras’ principle (3) oil war and reindeer (4) the spotted owl and logging families Part Three: (Paras12-14) Central Argument: Man is the master of nature. Supporting Details: (1) man’s well-being first (2) who should accommodate and how (3)Humanistic environmentalism 3. Writing characteristics (1) an persuasive essay (P266) the differences between the persuasive essay and the expository essay (2) the argumentative methods: ① contrast ② concession ③ quotation ④ example ⑤ definition ⑥ cause and effect ⑦ data 4. Discussion (1) Do you think it is necessary to distinguish between environmental luxuries and environmental necessities? Why or why not? (2) Do you agree with the writer on the distinction between sensible and sentimental environmentalism? What do you think sensible environmentalism should be like? (3) Are there any environmental problems in the area you live? What would you
suggest to solve them? 5. Main idea The author offers his sensible environmentalism against many environmental proposals and projects. We need not sentimentalize the earth. We protect the earth only because it is for man. not for the nature itself STEP FIVE Consolidation STEP SIX Homework 1. Review the understand ing of the text and preview the language items of the text b. Written: Nothing Teaching Period 10 (3-4) Reference book: (New) Integrated Course 2 Student's and Teaching's book Teaching Method: Combining explanation and practice Objective To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE. Organization STEP TWO Revision a. Revising the understanding of Text A b. Check the homework STEP THREE Introduction a. Tell the Ss that in these two periods, we are going to learn some useful words and STEP FOUR. New lesson Text a 1. environment (1) natural conditions, e.g. land, air and water, in which we(used in the singular) e.g. The committee is passing new laws to preserve the environment The factory released poisonous chemicals that damaged and destroyed the (2)all the circumstances, people, things, and events around sb. that influence their life e.g. The twins were separated at birth and brought up in entirely different Pupils in our schools are taught in a safe secure environment The hotel provides a quiet, restful environment for our guests to relax in
suggest to solve them? 5. Main idea The author offers his sensible environmentalism against many environmental proposals and projects. We need not sentimentalize the earth. We protect the earth only because it is for man, not for the nature itself. STEP FIVE: Consolidation ( 8’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P245-247 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 1. environment: (1) natural conditions, e.g. land, air and water, in which we (used in the singular) e.g. The committee is passing new laws to preserve the environment. The factory released poisonous chemicals that damaged and destroyed the environment. (2) all the circumstances, people, things, and events around sb. that influence their life e.g. The twins were separated at birth and brought up in entirely different environments. Pupils in our schools are taught in a safe, secure environment. The hotel provides a quiet, restful environment for our guests to relax in
2. aversion: strong dislike(followed by to e.g. He took an immediate aversion to his new teacher Many people have a natural and emotional aversion on insects 3. conflict: be in opposition, collision or disagreement(followed by with) e.g. Our find ings conflict with the results of the governments survey Personal ethics and professional ethics sometimes conflict There are conflicting reports about the identity of the hostage 4. proposal: a plan or idea, often a formal or written one, which is suggested for people to think about and decide upon (followed by for or to do sth. g. The new president is to put forward new proposals for resolving the country Their proposal to build a supermarket was welcomed by the local residents Palestinians rejected the latest cease-fire proposal put forward by the israeli 5. in the name: for the reason of; using the excuse of, as the representative of; by the e.g. They arrested him in the name of the safety of the country Let me thank you in the name of my parents 6. distinguish: recognize the difference(between) e.g. He is too young to distinguish right from wrong Fingerprints can be used to distinguish the two suspects 7. regardless: in spite of everything, anyway e.g. His parents objected to his marriage, but he carried on regardless We warned them that there wasnt time to get to the top of the mountain and back before dark, but they went on regardless 8. fundamental: of the basis or foundation of sth. followed by to) e.g. Teaching your child to distinguish right from wrong is one of the fundamental The fundamental problem lies in their inability to distinguish between real ity and fantasy He believes better relations with China are fundamental to the well-being of 9. combat: fight or struggle(against) e.g. Many politicians emphasized the importance of combating international Doctors are still seeking ways to combat AIDS (1) the mixture of gases that surrounds the earth(used in the singular e.g. The space shuttle Columbia will re-enter Earth's atmosphere tomorrow morning. The treaty bans nuclear testing in the atmosphere (2)feeling in the mind that is created by a group of people or a place e.g. It gas been a week since the outbreak of the riot. There is still an atmosphere of great tension in the city
2. aversion: strong dislike (followed by to ) e.g. He took an immediate aversion to his new teacher. Many people have a natural and emotional aversion on insects. 3. conflict: be in opposition, collision or disagreement (followed by with) e.g. Our findings conflict with the results of the government’s survey. Personal ethics and professional ethics sometimes conflict. There are conflicting reports about the identity of the hostage. 4. proposal: a plan or idea, often a formal or written one, which is suggested for people to think about and decide upon (followed by for or to do sth.) e.g. The new president is to put forward new proposals for resolving the country’s financial crisis. Their proposal to build a supermarket was welcomed by the local residents. Palestinians rejected the latest cease-fire proposal put forward by the Israeli Prime Minister. 5. in the name: for the reason of; using the excuse of; as the representative of; by the authority of e.g. They arrested him in the name of the safety of the country. Let me thank you in the name of my parents. 6. distinguish: recognize the difference (between) e.g. He is too young to distinguish right from wrong. Fingerprints can be used to distinguish the two suspects. 7. regardless: in spite of everything; anyway e.g. His parents objected to his marriage, but he carried on regardless. We warned them that there wasn’t time to get to the top of the mountain and back before dark, but they went on regardless. 8. fundamental: of the basis or foundation of sth. ( followed by to) e.g. Teaching your child to distinguish right from wrong is one of the fundamental tasks of parenthood. The fundamental problem lies in their inability to distinguish between reality and fantasy. He believes better relations with China are fundamental to the well-being of the area. 9. combat: fight or struggle (against) e.g. Many politicians emphasized the importance of combating international terrorism. Doctors are still seeking ways to combat AIDS. 10. atmosphere: (1) the mixture of gases that surrounds the earth (used in the singular) e.g. The space shuttle Columbia will re-enter Earth’s atmosphere tomorrow morning. The treaty bans nuclear testing in the atmosphere. (2) feeling in the mind that is created by a group of people or a place e.g. It gas been a week since the outbreak of the riot. There is still an atmosphere of great tension in the city
Atmosphere over dinner was warm and friendly 11. reality: real or true situation failed They say that the economy is al ready coming out of the recession, but the reality is that there has been no improvement at all 12. consequence: the result or effect of an action or condition e.g. An economic crisis may have tremendous consequences for our global There may be serious consequences for the country if the peace talks fail 13. melt: cause(a solid ) to become liquid e.g. The ice-cream has melted in the sun The temperature is high enough to melt iron 14. urgent: calling for immediate attention e.g. After the earthquake, there was an urgent need for food and medicines He was injured in the car accident and needed urgent med ical attention 15. universal: of, belong ing, affecting or done by all people or things in the world or in a particular group e.g. AIDS has become a universal disease Human beings have to face up to the universal threat of pollution The harry potter books have been of universal interest 16. call for: require, demand e.g. Faced with the threat of a civil war, the President has called for self-control and calm The teaching profession calls for a lot of patien 17. on the grounds of/on. grounds for reasons of e.g. She ompany on the grounds of unfair dismiss John was not employed by the company on the grounds of his age 18. resistance: opposition(followed by to) e.g. There is strong resistance to the plan for a new chemical plant in this area Any attempt to influence our decision will be met with the strongest 19. vote: express one's choice in favor of( a person, political party, etc. )at an election used in the pattern: vote on sth. vote for/against) e.g. If we can't agree with each other about the plan, Lets vote on it They will vote for George Bush, I think The board of school has voted by an overwhelming majority to suspend its curriculum reform 20. run/go against the grain: be contrary to ones desire or feeling(followed by of sth /to do sth) e.g. It really goes against the grain to have to go to school on National day Privatization goes against the grain of their principle of opposition to 21. contemporary: current; modern e.g. She has worked in both classical and contemporary dance
Atmosphere over dinner was warm and friendly. 11. reality: real or true situation e.g. We must face up to reality and accept that we’ve failed. They say that the economy is already coming out of the recession, but the reality is that there has been no improvement at all. 12. consequence: the result or effect of an action or condition e.g. An economic crisis may have tremendous consequences for our global security. There may be serious consequences for the country if the peace talks fail. 13. melt: cause (a solid) to become liquid e.g. The ice-cream has melted in the sun. The temperature is high enough to melt iron. 14. urgent: calling for immediate attention e.g. After the earthquake, there was an urgent need for food and medicines. He was injured in the car accident and needed urgent medical attention. 15. universal: of, belonging, affecting or done by all people or things in the world or in a particular group e.g. AIDS has become a universal disease Human beings have to face up to the universal threat of pollution. The Harry Potter books have been of universal interest. 16. call for: require, demand e.g. Faced with the threat of a civil war, the President has called for self-control and calm. The teaching profession calls for a lot of patience. 17. on the grounds of/on…grounds: for reasons of e.g. She is suing the company on the grounds of unfair dismissal’ John was not employed by the company on the grounds of his age. 18. resistance: opposition (followed by to) e.g. There is strong resistance to the plan for a new chemical plant in this area. Any attempt to influence our decision will be met with the strongest resistance. 19. vote: express one’s choice in favor of ( a person, political party, etc.) at an election ( used in the pattern: vote on sth.; vote for/against) e.g. If we can’t agree with each other about the plan, Let’s vote on it. They will vote for George Bush, I think. The board of school has voted by an overwhelming majority to suspend its curriculum reform. 20. run/go against the grain: be contrary to one’s desire or feeling (followed by of sth./to do sth.) e.g. It really goes against the grain to have to go to school on National Day. Privatization goes against the grain of their principle of opposition to private ownership of industry. 21. contemporary: current; modern e.g. She has worked in both classical and contemporary dance