Module 4 Sandstorms in Asia

I．教學(xué)內(nèi)容分析

     本模塊以Sandstorms為話題，旨在讓學(xué)生深入了解沙塵暴的起因和對(duì)我國(guó)乃至整個(gè)亞洲的危害，并通過(guò)以“沙塵暴”和“環(huán)境保護(hù)”為話題的各種任務(wù)或活動(dòng)，讓學(xué)生掌握與沙塵暴和環(huán)境有關(guān)的詞匯，了解沙塵暴方面的知識(shí)。培養(yǎng)學(xué)生用英語(yǔ)談?wù)撋硥m暴及環(huán)保的語(yǔ)言技能，同時(shí)提高學(xué)生的環(huán)保意識(shí)。

Introduction 部分介紹了一些有關(guān)“沙塵暴”的詞匯，要求通過(guò)練習(xí)讓學(xué)生熟悉這些詞匯的意義，并通過(guò)討論問(wèn)題的方式，讓學(xué)生初步了解沙塵暴。

Reading and Vocabulary 部分通過(guò)閱讀Sandstorms in Asia，讓學(xué)生學(xué)習(xí)相關(guān)詞匯，學(xué)會(huì)分析文章結(jié)構(gòu),歸納段落大意，同時(shí)增進(jìn)對(duì)沙塵暴危害性的了解，為后面的說(shuō)、寫(xiě)做準(zhǔn)備。

Grammar 1 部分旨在讓學(xué)生通過(guò)三個(gè)學(xué)習(xí)活動(dòng)，發(fā)現(xiàn)規(guī)律，理解掌握“動(dòng)詞不定式”的各種時(shí)態(tài)和語(yǔ)態(tài)概念，以達(dá)到正確使用各種形式的目的。

Listening and Vocabulary 部分先引入大量與環(huán)境有關(guān)的詞匯，然后通過(guò)給topics排序，回答問(wèn)題以及用剛學(xué)詞匯完成句子的活動(dòng)對(duì)詞匯加以鞏固和掌握。

Grammar 2 部分為“動(dòng)詞不定式”的一種特殊用法，即but后加不帶to的不定式。要求在進(jìn)行活動(dòng)的同時(shí)加以啟發(fā)，讓學(xué)生明確用法。

Pronunciation and Function部分通過(guò)聽(tīng)的訓(xùn)練讓學(xué)生掌握句子的重讀，同時(shí)掌握如何“表達(dá)強(qiáng)烈感情”，并加以練習(xí)進(jìn)行鞏固。

Speaking 1 部分要求學(xué)生就“沙塵暴”的話題進(jìn)行訪談。

Speaking 2 部分要求教師引導(dǎo)學(xué)生認(rèn)識(shí)了解環(huán)境污染問(wèn)題，然后以“環(huán)保”為主題，進(jìn)行討論，提高學(xué)生的環(huán)保意識(shí)。

Writing 部分通過(guò)四個(gè)步驟的練習(xí)掌握寫(xiě)作技巧，學(xué)會(huì)寫(xiě)有關(guān)環(huán)保的短文。

Everyday English部分出自本模塊聽(tīng)力部分，可以在聽(tīng)力結(jié)束后處理本環(huán)節(jié)。主要通過(guò)補(bǔ)全對(duì)話的形式使學(xué)生熟練掌握這幾個(gè)表達(dá)

Cultural Corner部分通過(guò)介紹歐洲一些國(guó)家的環(huán)保情況，讓學(xué)生了解歐洲國(guó)家在環(huán)保方面的一些做法。

Task部分為社區(qū)活動(dòng)，要求寫(xiě)一張海報(bào)，列出有關(guān)環(huán)保的建議，鼓勵(lì)人們采取行動(dòng)。

Module File部分對(duì)本模塊內(nèi)容進(jìn)行歸納，學(xué)生對(duì)自己的學(xué)習(xí)進(jìn)行反思和檢驗(yàn)，教師獲得反饋信息。

II．教學(xué)重點(diǎn)和難點(diǎn)

1. 教學(xué)重點(diǎn)

(1)   掌握一些與沙塵暴和環(huán)保有關(guān)的詞匯。

(2)   學(xué)習(xí)不定式的各種形式。

(3)   學(xué)習(xí)表達(dá)有關(guān)沙塵暴和環(huán)保的話題。

2. 教學(xué)難點(diǎn)

(1)   掌握不定式的各種形式。

(2)   談?wù)撋硥m暴和環(huán)保。

(3) 寫(xiě)有關(guān)環(huán)保的短文。

III．教學(xué)計(jì)劃

本單元分五個(gè)課時(shí)：

第一課時(shí)：Introduction, , Pronunciation and function

第二課時(shí)：Reading and Vocabulary,

第三課時(shí)：Vocabulary and Listening, Everyday English

第四課時(shí)：Grammar 1 and Grammar 2

第五課時(shí)：Cultural Corner

第六課時(shí)：Speaking ,Writing, Task, Module File

IV．教學(xué)步驟

Period 1 Introduction, Pronunciation and function

Teaching Goals: 

1. To arouse Ss’ interest about sandstorms and environmental protection;

2. To get Ss to learn some words to describe sandstorms;

3.To let Ss know the stress of sentences.

4.To enable Ss to express strong opinions.

Teaching Procedures:

Step 1. Introduction

1. Present some pictures and let Ss know what is Sandstorm..

2. Ask Ss to work in pairs to make sure of the meanings of the words in the box of Activity 1. And then complete the sentences.

3. Ask Ss to discuss these questions in Activity 3.

4.Language Points

1.frightening

單詞積累：frighten vt 嚇唬，使驚恐 frightened adj  害怕的

拓展: frighten away嚇跑

     frightensb.to death把某人嚇得要死

     frighten sb. into/out of doing sth.嚇得某人要做/不做某事

     be frightened with sth.對(duì)某事感到害怕

     be frightened by被嚇……壞 

     be frightened of對(duì)……感到驚恐

2．cut down砍倒；削減(數(shù)量、開(kāi)支)

Many big trees along the road have been cut down for building houses，

many of the branches of which were cut up for firewood.

路邊的許多大樹(shù)都被砍掉用來(lái)建房了，樹(shù)上的很多樹(shù)枝被劈作木柴了。

I’m trying to cut down on caffeine.我在努力減少咖啡因的攝入量。

【相關(guān)鏈接】

與cut構(gòu)成的短語(yǔ)

cut away切下，砍掉

cut across/through抄近路穿過(guò)，取捷徑

cut back剪枝；修剪，減少，削減

cut in(on sth.)插嘴，插入

cut off切斷；切掉；隔絕

cut out剪除，切掉，割掉；刪除

cut up切碎(=cut...into pieces)；使傷心

cut sth. in half/in two將……對(duì)半切開(kāi)

⑦If you don’t ________ your smoking，I will ________ your supply.

A．cut up；cut down      B．cut down；cut off   C．cut in；cut off     D．cut in；cut up

解析：句意：“如果你不少抽煙，我就不供給你了。”考查cut down“削減”，cut off“切斷”用法，故答案是B。

3. prevent 阻止
prevent sb.（from ）sth.\doing sth.
Stop sb.（from ）doing sth
Keep sb. from doing sth
protect sb. from sth                     

There was nothing to prevent her from doing so.
Who prevent their plans from being carried out?

理清prevent,defend,protect和guard的準(zhǔn)確詞義。

Many people in the region believe that oneshould eat garlic(大蒜)every day to  _D___

disease.

     A. Defend         B. protect     C. guard           D. prevent

Step 2. Pronunciation and Function

1. Ask Ss to look at the sentences in Activity 1 and 2. Ask Ss to discuss the stress of the sentences and underline the stressed words. Let them listen to the tape and check the answers.

I couldn’t agree with you more.

I think you are absolutely right.

It’s extremly serious.

I have no idea.

It couldn’t be worse.

It’s absolutly hopeless

2. Let Ss know that the sentences in Step 4 can be used to express strong opinions. Then ask Ss to finish Activity 3 using the sentences.

Step 3. Homework

1. Ask Ss to collect more information in English about sandstorms.

2. Preview Reading and Vocabulary.

Period 2 Reading and Vocabulary

Teaching Goals:

1.        To get Ss to learn how to guess new words in the context;

2.        To get Ss to learn more words and phrases about sandstorms;

3.        To let Ss grasp some reading skills and reading strategy;

4.        To help Ss learn how to talk about sandstorms further.

Teaching Procedures:

Step 1. Pre-reading

Ask Ss to answer the following questions to lead to the topic of this period.

(1) What’s your definition of sandstorm?

(2) Can we prevent sandstorms? How?

(3) Suppose you are an expert, what will you advise people to do in this situation?

Step 2. While-reading.

1. Fast reading

Ask Ss to read the passage quickly and decide how to divide the whole passage. Then give the main idea of every paragraph.

Suggested Answers:    

(1) The structure of the passage:

Part 1: para 1

Part 2: paras2-4

Part 3: paras5-6

(2) The main idea of every paragraph

Para 1: Major disaster in Asia—Sandstorms.

Para 2: The description of sandstorms.

Para 3: The causes of sandstorms.

Para 4: The influence of sandstorms.

Para 5: The forecast and suggestions of sandstorms.

Para 6: The measures taken by the government.

2. Intensive reading

(1) Ask Ss to read the passage carefully in pairs and check the meanings of the new words or difficulty words with each other. If they have difficulty, they may refer to the dictionary.

(2) Check whether Ss understand some words or phrases in the passage. Ask them to find words to match the definitions.

① to ride a bicycle      ______

② someone who knows a lot about a particular subject      ________

③ things that happen one after another, and have a result    ________

④ someone who first lives in a particular town or country   ________

⑤ very small bits of dirt or earth, on the ground or in the air      ______

⑥ to continue to live after a difficult or dangerous situation or event   _____

⑦ to say what will probably happen   ______

⑧ everything that is happening at a particular time    _______

⑨ sand hills    _______

⑩ to cause a change    ________

11 something that is worn over one’s face   _______

12 the noun form of strong    _______

Suggested Answers:

① cycle  ② expert    ③ process   ④ citizen ⑤ dust   ⑥ survive

⑦ forecast ⑧ situations ⑨ sand dunes ⑩ affect  11 mask  12 strength

3.Finish the exercise at Activity 3, Page 33

Answers:BBAA

4.Complete the sentences

1) prevent you from seeing the sun

2) he experienced a terrible sandstorm

3) desertification.

4) deserts and sandstorms to increase

5) prevent the desert coming nearer

5.Complete the sentences in Activity 5.

Step 3. Language Points

1. Ask Ss to work in pairs and find sentences in the passage to replace the following sentences.

(1) Ren Jianbo is from Inner Mongolia. He described a terrible sandstorm that he experienced in the desert when he was a child.

(2) When citizens wake up, they find that the sky has an orange color and there are strong winds with thick, brown-yellow dust.

Suggested Answers:

(1) Ren Jianbo, form Inner Mongolia described a terrible sandstorm he experienced as a child in the desert. (Paragraph 2, Page 32)

(2) Citizens wake up to an orange sky and strong winds that cover the city in a thick, brown-yellow dust. (Paragraph 4, Page 32)

2.Sandstorms have been a major disaster for many Asian countries  for centuries.

major:主要的，重大的

minor: 次要的，較小的

majority: 多數(shù)，大部分(n.)

minority: 少數(shù)；少數(shù)民族

I don’t think that is a major problem.

Mary plays a major role in the game.

I majors in English in the University.

  major adj. (數(shù)量、大小、程度等)較大的，較多的，較大范圍的；主要的，重要的；嚴(yán)重的

n. 主修科目；專(zhuān)業(yè)；主修某專(zhuān)業(yè)的學(xué)生

vi. 主修 (常與in連用)

【語(yǔ)境展示】

1) The major part of the audience began   laughing. 大部分觀眾笑了起來(lái)。

2) The road to be completed next week will   be a major transport line for the city.  下周要完工的這條公路將成為該城市的主要交通線。

3) They suffered some major setbacks during the fighting.                                       他們?cè)谶@次戰(zhàn)斗中遭受了嚴(yán)重的挫折。

4). He is a history major. / His major is  history.

    他是主修歷史的學(xué)生。/ 他的專(zhuān)業(yè)是歷史。

5). She majored in philosophy when she was studying at Harvard.

    在哈佛上大學(xué)時(shí)，她主修哲學(xué)。

3. A mass campaign has been started to help solve it.

（1） campaign運(yùn)動(dòng)，戰(zhàn)役

a mass campaign   大規(guī)模的運(yùn)動(dòng)

a sale campaign  促銷(xiāo)運(yùn)動(dòng)

an anti-smoking campaign

an advertising campaign

carry on a campaign

我們準(zhǔn)備開(kāi)展一場(chǎng)反對(duì)污染環(huán)境的運(yùn)動(dòng)。

We are going to begin a campaign against the pollution of the environment.

（2）mass adj 大規(guī)模的；大量的
n. 團(tuán)、塊、堆；大量；the mass（=the puplic）群眾,民眾  vt.聚集.

The sky was full of masses of clouds.(amass of = masses of 大量的)

Their latest product is aimed at the mass market.

Dark clouds massed ,and we expected rain.

4. They are so thick that you cannot see the sun, and the wind is sometimes strong enough to move sand dunes.沙塵暴能見(jiàn)度經(jīng)常很低以至于看不見(jiàn)太陽(yáng)，風(fēng)有時(shí)得能移動(dòng)沙丘。

So… that…與 such… that…句型歸納

1 such + a/an + adj +單數(shù)可數(shù)名詞 +that-clause

2 such + adj + 復(fù)數(shù)可數(shù)名詞 + that-clause

3 such + adj +不可數(shù)名詞 + that-clause

4 so + adj/ adv + that-clause

5 so + adj + a/an +單數(shù)可數(shù)名詞+ that-clause

6 so + many / few +復(fù)數(shù)可數(shù)名詞 +that-clause

7 so + much / little (少)+不可數(shù)名詞 + that-clause

5. To have been caught in a sandstorm was a terrible experience. 陷在風(fēng)塵暴中是一次可怕的經(jīng)歷。

be caught in the heavy rain/snowstorm/traffic突然遭到 (雨,暴風(fēng)雪，堵車(chē)等)。如：

He was caught in the heavy snow on his way home last night.

※【拓展】catch常用詞組：

catch sb doing sth 撞見(jiàn)/發(fā)現(xiàn)某人正在做……

catch up with 趕上

6. There was nothing to be done.什么也干不了。

  這是一個(gè)動(dòng)詞不定式作定語(yǔ)的there be 句型,動(dòng)詞不定式用主動(dòng)和被動(dòng)都可以,但也略有區(qū)別.當(dāng)說(shuō)話人考慮的是必須有人去完成某事時(shí)，用主動(dòng)；如強(qiáng)調(diào)的是事情本身必須完成，則用被動(dòng)。

如：

There was nothing to be done （某東西壞了，無(wú)法使之恢復(fù)）

There was nothing to do. (無(wú)事可做，十分乏味)

There is a lot of work to do.  (Somebody has to do the work.)

There is a lot of work to be done. (The work has to be done.)

7.Sandstorms in China appear to have increase in recent years ---.

  appear to: 似乎，好象(一般不用進(jìn)行時(shí)態(tài)）

He appears to be upset today.

è He seems to be upset today.

My parents appeared to get angry easily yesterday.

e.g Do let your mother know all the truth. She  appears ___ everything.

A.      to tell             B. to be told C.  to be telling      D. to have been told

8. Sandstorms in China appear to have increased in recent years as a result of “desertification”. 因“荒漠化”越發(fā)嚴(yán)重，中國(guó)近年來(lái)發(fā)生沙塵暴的次數(shù)明顯增加了。

  as a result of 因?yàn)?#8230;…的結(jié)果。如： 

He got ill as a result of the bad weather.

  ※【拓展】相關(guān)詞組：

① as a result  因此。如：  

As a result, he got a great success in his experiment.

  ② result from  因于，因……而起。如： 

His success resulted from his hard work.

  ③ result in  致使， 導(dǎo)致，造成……的結(jié)果。如： 

His hard work resulted in his success.

9. This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up grass.

① cut down砍倒, 削減 (數(shù)量,開(kāi)支)。如：

Enough has been done to stop people cutting down many trees.

   ② dig up / dig out 掘出；挖出；發(fā)掘。如：

   (a) He has dug up some vegetables.

      (b) We have to dig out the car from the snow.   

10. The storms sometimes continue all day and traffic moves very slowly because the thick dust makes it difficult to see. 暴風(fēng)有時(shí)持續(xù)一整天，車(chē)輛開(kāi)得很慢，因?yàn)闈鉂獾膲m埃降低了能見(jiàn)度。

make it + adj (n) + (for sb) to do

to do為真正賓語(yǔ)，it是形式賓語(yǔ)。如：

① The holes in the window made it very hard to keep the room warm.

② This has made it necessary for us to learn English well.

11. … but the strength of the storm sometimes surprises people.

   surprise vt 使驚奇，使震驚。如：

① That he cheated in the exam surprised me.

  ② The news surprised me.

   類(lèi)似的動(dòng)詞還有：

excite, disappoint, frighten, interest, etc.

12. Citizens wake up to an orange sky and---.

    wake up to sth :意識(shí)到，發(fā)覺(jué)到某事物

直到參加了工作他才意識(shí)到學(xué)習(xí)的重要性。

He didn’t wake up to the importance of study until he joined in the work.

他還沒(méi)意識(shí)到形勢(shì)的嚴(yán)峻性。

He didn’t wake up to the seriousness of the situation.

13.To be cycling in a sandstorm is frightening. 在沙塵暴中騎車(chē)真可怕。

to be cycling  為動(dòng)詞不定式，在句子中做主語(yǔ)。如：

To refuse him is no easy this time.

14. To prevent it coming nearer, the government is planting trees.為阻止沙漠的逼近，政府已經(jīng)開(kāi)始植樹(shù)。

① To prevent it coming nearer, 動(dòng)詞不定式作目的狀語(yǔ)。

② prevent… (from) doing…防止或阻止……干……如：

His advice prevented me from making a serious mistake.

類(lèi)似的短語(yǔ)還有：

stop … (from) doing…, keep… from doing…

The heavy rain stopped /keept me from going shopping.

15..things that happen one after another…..

one after another一個(gè)接一個(gè)（強(qiáng)調(diào)連續(xù)性）

one by one一個(gè)一個(gè)地（強(qiáng)調(diào)一次一個(gè)）

The students came one after another.

Write down your idea one by one.

比較：

one and all        個(gè)個(gè)都，全都

one another      相互

one ang only     唯一的，獨(dú)一無(wú)二的

cne and the other  (兩個(gè)人)輪流的，交替的

Step 4. Post-reading

Ask Ss to work in pairs and discuss these questions.

Q1. What do you know about sandstorms in Beijing?

Q2. What caused sandstorms?

Q3. What can we do to stop sandstorms?

Step 5. Homework

Ask Ss to finish the Reading exercises in the Workbook on P87~88.

Period 3 Vocabulary and Listening, Everyday English

Teaching Goals:

1.      To enable Ss to know some skills of listening.

2.      To study some daily expressions.

Teaching procedures:

Step 1. Revision

    Check the answers to the Reading exercises in the Workbook.

Step 2. Vocabulary study

Ask Ss to match the words with the definitions in Activity 1 on page 35.

Step 3. Listening

1. Ask Ss to listen to the conversation and finish Activity 2 on page 35.

2. Get Ss to check and explain the meaning of the words in the box in Activity 3 in pairs.

3. Get Ss to listen again and ask them to answer the questions in Activity 3.

4. Ask Ss to listen again and complete the sentences in Activity 4.

Step 4. Post-listening

Ask Ss to think about the following question:

As a senior high student, what should we do to improve our environment?

Step 5. Everyday English

1. Ask Ss to finish the exercises in Everyday English on page 38.

2. Give Ss the explanations of the expressions.

1.to have a bad effect on someone or something

have an effect on sb./sth.對(duì)某人/某物有影響

have an influence on sb./sth.對(duì)某人/某物有影響

have an impact on sb./sth.對(duì)某人/某物有影響

have a side effect on sb./sth.對(duì)某人/某物有負(fù)面影響/副作用

have an important effect/ impact/ influence

on sb./sth.對(duì)某人/某物有重大影響

bring/carry/put sth. into effect實(shí)行，實(shí)現(xiàn)，貫徹，

使某物生效

take effect生效，起作用

2.the most northern and southern points on earth

單詞積累：

pointed尖的，尖銳的  pointer 指針

pointless無(wú)意義的

拓展：

a point of view觀點(diǎn)，著眼點(diǎn) 

at all points在各個(gè)方面

at the piont of 將近……的時(shí)候

in point恰當(dāng)?shù)?，中肯?span lang=EN-US> 

to the point切題；中肯；扼要   off  the point離題

be on the point of 正要……

point at 指著     point out 指出     point to 指向

3. concerned  adj. 關(guān)心的

 concern    n.影響，涉及；擔(dān)心，憂慮

Unconcerned  adj. 不擔(dān)心的

Concerning   prep.關(guān)于；有關(guān)

be concerned about /over /for    對(duì)某事關(guān)心, 掛念

as (so) far as … is concerned    就……來(lái)說(shuō), 就……而言

where … is concerned   在牽扯到……的時(shí)候 (情況下)

be concerned with/in  和……有關(guān)

show /express concern about對(duì)……表示關(guān)心/擔(dān)心

have a concern in和……有利害關(guān)系

as concerns that matter

關(guān)于那件事

4.Trees take in carbon dioxide ang give out oxygen. 

   (1) take in理解，吸收；收容，接納；欺騙

The students find it easy to take in what

You teach.

He had nowhere to live in,so we took

him in .

I was taken in by the cheat.

(2) give out 分發(fā)；用完，用盡；發(fā)表，公布；發(fā)出（光、熱）

Please give out  the examination papers.

The sun gives out  light ang heat.

They gave out  ad leaflets to the customers.

After a day’s walk,both the horse and the

man gave out .

give away泄露；揭發(fā)；送掉give off放出，散發(fā)出give in遞交，呈送；屈服

5.In a nutshell：簡(jiǎn)言之

To put it in a nutshell,the show was bad.

鏈接：

in a word總之，一句話 in brief簡(jiǎn)單地說(shuō)，簡(jiǎn)言之 in short長(zhǎng)話短說(shuō)，綜上所述

in summary總的說(shuō)來(lái)，概括地說(shuō)all in all總之   to sum up 總之概括地說(shuō)

in other words換句話說(shuō)in words用語(yǔ)言

Step 6. Homework

Ask Ss to finish the Vocabulary exercises in the Workbook on P86.

Period 4 Grammar 1, Grammar 2

Teaching Goals:

1.      To enable Ss to know about the active voice and passive voice of the infinitive;

2.      To enable Ss to know about three tenses of the infinitive;

3.      To enable Ss to know about a special use of the Infinitive: but + do

Teaching procedures:

Step 1. Revision

Check the answers to the Vocabulary Exercises in the Workbook.

Step 2. Grammar 1

1. Ask Ss to divide the examples in Activity 1 on page 34 into two groups. The sentences in group one use the active voice and those in the other group use the passive voice.

Suggested Answers:

Group one:

(a)  The wind is strong enough to move sand dunes.

   (b)  We were advised not to go outside.

   (c)  It’s frightening to be cycling to work in a sandstorms.

   (d)  I am the only person in my family to have been in a sandstorm.

Group two:

(e)  There’s nothing to be done.

(f)  To have been caught in a sandstorm was a terrible experience.

2. Ask Ss to observe the various forms of the infinitive and find the rules of the formation.

3. Rewrite the sentences using infinitive structures in Activity 2.

4. Ask Ss to put the verbs in brackets into the correct infinitive forms in Activity 3 on P34.

5. Ask Ss to discuss and make the following conclusion.

6. Ask Ss to translate the following sentences.

(1)            媽媽警告我不要獨(dú)自到河里游泳，因?yàn)樘ｋU(xiǎn)了。

(2)            我不想被別人看到穿這么糟糕的衣服。

(3)            不用假裝在睡覺(jué)，我知道你醒著呢。

(4)            你似乎已經(jīng)知道這個(gè)消息了，我就不必再告訴你了。

Suggested Answers:

(1)            My mother warned me not to swim in the river alone because it’s dangerous.

(2)            I don’t want to be seen in such an awful dress.

(3)            Don’t pretend to be sleeping. I know you are awake.

(4)            You seem to have known the news. I don’t need to tell you that.

Step 3. Grammar 2

1. Ask Ss to read the sentences in Activity 1 on page 36 and discuss the questions in pairs.

2. Ask Ss to finish Activity 2 on P36.

3. Ask Ss to discuss the correct sentences in Activity 2 on page 36 and let them find the rules of the infinitive without “to”.

For your reference:

  常見(jiàn)的關(guān)于不帶“to”的不定式的用法如下:

(1)   cannot but;  cannot choose but 與cannot help but 之后的不定式一般都不帶to,常翻譯成“不得不”。

(2)   在連詞but之前如有動(dòng)詞do,其后的不定式不用to, 即: do nothing but do, 譯為“只……”,但如果but之前的動(dòng)詞不是do,其后的不定式一般不帶to.

4. Ask Ss to translate the sentences into English.

(1)   那件事事關(guān)重大,我只好請(qǐng)警察來(lái)。

(2)   聽(tīng)到這個(gè)消息,他忍不住哭了起來(lái)。

(3)   我們不得不拒絕他的建議。

(4)   我不得不承認(rèn)他對(duì)了,我錯(cuò)了。

Suggested answers：

(1)   The matter was so serious that I did nothing but call in the police.

(2)   Hearing the news, he cannot help but cry.

(3)   We cannot choose but refuse his proposal.

(4)   I could not but admit that he was right and I was wrong.

Step 4. Homework

1. Ask Ss to review Grammar1 and Grammar2.

2. Ask Ss to finish the Grammar exercises in Workbook on P85-86.

Period 5 Cultural Corner

Teaching Goals:

1. To introduce the environmental protection in some European countries;

2. To enable Ss to talk about environmental protection;

3. To develop Ss’ sense of environmental protection.

Teaching Procedures:

Step 1. Revision

Check the answers to the Grammar exercises in the Workbook.

Step 2. Cultural Corner

1. Leading-in

  Ask Ss to look at the picture on page 39 and answer the questions.

  (1) What is the child doing?

  (2) Why is he doing so?

2. While-reading

  Ask Ss to read the passage and discuss the following questions in pairs.

(1)   Which countries in Europe work hard to improve the environment?

(2)   How do the countries in Europe try to improve the environment?

(3)   What does the “Green” movement try to do?

(4)   How does it work?

Suggested Answers:

(1)   In Europe, Germany and northern European countries work hard to improve the environment.

(2)   They recycle everything, do differential collection of rubbish and have green movement.

(3)   The “Green” movement tries to get governments to think seriously about the environment and how to look after it.

(4)   It collects information about how industry is damaging the environment and gives this information to newspapers.

3. Post-reading

   Ask Ss to work in groups and discuss the following questions.

(1)   Are there any organizations in China whose aim is to protect the environment?

(2)   What do you know about these organizations?

4.Language Points

1. Are there organizations in china whose aim is to protect the environment.

protect …from /against 使……免受……

under the protection of … 在……的保護(hù)下

save …from… 使……免受……

keep/prevent/stop…from… 阻止……做……

free… from… 把……從……解救出來(lái)。

We put on our mackintoshes to protect us _______ the rain.

A.       from to     B. against to    C. from       D. against 

2.  The garbage is then taken away and, if possible, recycled.

    這些垃圾然后被運(yùn)走，如果可以回收利用就再進(jìn)行回收利用。

    if possible是 if it is possible的省略形式。

在 if, when, while, once, where, 等引導(dǎo)的從句中如果含有系動(dòng)詞be的某種形式, 而且主從句的主語(yǔ)一致或從句的主語(yǔ)是it 時(shí), 從句的主語(yǔ)和系動(dòng)詞be 可以省略。

 ① 當(dāng)你過(guò)馬路時(shí)請(qǐng)當(dāng)心。Be careful while/when (you are) crossing the road.

 ② 如果必要的話，我將和你一起去。  I’ll go with you if (it is) necessary

if 引導(dǎo)省略的情況歸類(lèi)：

if any     如果有的話    if necessary如果必要的話

if so 如果是這樣的話     if ever 如果曾經(jīng)有的話   

if not  如果不這樣的話   If possible 如果可能的話

3. CFCs (chlorofluro-carbons), chemicals which are found in refrigerators and aerosol cans, are not allowed.

 allow vt.            允許

allow +n. /pron.       允許……

allow +doing sth.      允許干某事

allow sb. to do sth.     允許某人干某事

allow sb +prep./adv.   允許

The manager has _______ to improve the working conditions in the company.

A.  accepted    B. allowed    C. permitted    D. agreed

4. The “Green” movement tries to get governments to think seriously about the environment and how to look after it.

  【點(diǎn)撥】 本句主語(yǔ)為The “Green” movement，謂語(yǔ)為tries, to get ... it為不定式短語(yǔ)作賓語(yǔ)。其中，又含有get sb. to do sth.結(jié)構(gòu), 表示“讓某人做某事”；the environment和how to look after it作think about的賓語(yǔ)。

get 用法小結(jié)

1.get sb./sth to do sth.讓某人/物做某事

You should det your friend to help you.

2. get sb./sth+n.為……準(zhǔn)備

Will you get the children their supper tonight?

3. get sb./sth+adj.使…… 變得……

I’ll get the children ready for school.

4. get sb./sth+done遭遇……,是某事被做

You must get the work finished ahead of time.

5. get sb./sth+doing使某動(dòng)作驚醒起來(lái)

The lecture soon get us thinking.

5. It collects information about how industry is damaging the environment and gives this information to newspapers.

【點(diǎn)撥】 本句主語(yǔ)為It, collects和gives為兩個(gè)并列的謂語(yǔ)動(dòng)詞。其中，前一部分含有一個(gè)how引導(dǎo)的名詞性從句，作介詞about的賓語(yǔ)。

【句意】 它收集有關(guān)工業(yè)如何破壞環(huán)境的信息并將這些信息提供給報(bào)社。

Step 3. Homework

   Ask Ss to find out more measures our city takes to protect the environment after class.

Period 6  Speaking , Writing, Task, Module File

Teaching Goals:

1. To enable Ss to describe one environmental problem;

2. To improve Ss’ writing skills;

3. To help Ss review what we have learned in this module.

Teaching procedures:

Step1. Speaking 1

1. Ask Ss to discuss the following questions in groups.

(1) Do sandstorms often take place in your city?

(2) What do you usually do when you cycling to school in sandstorms?

(3) What about the traffic in sandstorms?

(4) What about the sky and the air in sandstorms?

(5) Do sandstorms affect your study and life?

(6) What is your feeling in sandstorms?

2. Suppose Student A has just experienced a sandstorm, and a reporter (Student B) is interviewing him or her. Ask some pairs to perform the interview for the class.

Step 2. Speaking2

1. Present the following pictures and let Ss say what are bad for the environment. If necessary, offer the following words: damage, give out, environment, carbon dioxide, chemicals, pollute, white pollution, dig out, desertification.

                                  、                                    

2. Ask Ss to discuss the causes of environmental pollution and make a list. Then collect the information.

For your reference:

(1) Serious air and water pollution.

(2) Cutting down too many trees.

(3) Desertification.

(4) The growing population of the world.

(5) Climate changes.

(6) Waste in the use of water.

(7) High temperature and little rain.

(8) Gas from the running cars.

(9) Plastics in the rubbish.

3. Ask Ss to do discussion:

  (1) Ask Ss to work in pairs and think of several things we need to do to improve the environment and say why.

  (2) Ask each pair to compare the solutions with another pair. Then work in groups and choose two solutions that they are the most important.

(3) Choose a group number to tell the class why these are the two most important solutions.

For your reference:

① Control water and air pollution.

② Build green fences along the desert.

③ Reduce the number of the population.

④ Produce new types of cars.

⑤ Plant more trees.

⑥ Reduce the number of the cattle to protect the grass land.

    ⑦ Prevent people using plastics bags as containers.

4. As senior high students, what should we do to improve our environment in our daily life?

Step3. Writing

1. Ask Ss to work in pairs and talk about two or three environmental problems. Make notes and write down the key words and phrases. Here are some sentence patterns:

One major environmental problem is…

There is a problem with….

2. Ask Ss to work in pairs and find out as many solutions as possible to the problems and write down the key words and phrases.

  Here are some suggestions for language.

  We should…

  We need to…

  We must…

3. Ask Ss to write down the problems and solutions. And then write two or three sentences to summarize.

One example: One major environmental problem is cars, because they pollute the air with carbon dioxide. We need to find a cleaner way to travel. People should cycle and walk more.

4. Ask Ss to exchange their writing with a partner for peer correction of content, structure and language.

One possible version

   Humans change the environment in many ways and the most serious environmental problems are air pollution and water pollution.

With the development of industry and agriculture, the air and water have been seriously polluted, which is doing harm to us human beings. And many kinds of wild animals are dying out. So we must get a clear understanding of the dangerous situation we are in and take some measures. For example, it is important to deal with the rubbish in cities. Rubbish must be treated properly, or it may pollute the air and water. And when people breathe polluted air or drink polluted water, they may get ill. So some rubbish should be sorted and sent to different factories. Rubbish, such as old newspapers and glass, should be recycled; some harmful rubbish should be sent to certain places and buried. At the same time, waste gases must be cleaned before they are returned to the air; and waster water needs be treated before flowing into rivers.

In a word, it is a duty of everybody to solve the problem and we should put into our hearts how important it is to protect the environment.

Step 4. Task

Ask Ss to design a poster that encourages people to look after the environment. Write down Ss’ suggestions to encourage people to take actions.

Step 5. Module File

Ask Ss to look at Module File on page 20 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know. Help Ss to share their ideas and deal with the difficult or confusing points.

Ask Ss to read some articles or novels about sports to strengthen their reading skills and enlarge their vocabulary.

Step4. Homework

1. Ask Ss to review Module 4.

2. Ask Ss to preview Module 5.