北师大高中英语选修八GlobalWarming

Ｉ．单元教学目标1. Read an article on global warming and identify missing information in a text.2. Talk about environmental issues in the world today.3. Listen to and take notes from a lecture and a radio interview.4. Write a report about the environment.5. Revise reported speech and practice vocabulary relating to global warming, natural disasters and endangered animals.II．目标语言词汇1. 课标词汇trap, ecology, botanical, consultant, brewery, reserve, principle, boycott, corrupt, conservation, consensus, beyond, relevant, refer, ray, bounce, pin, agriculture, coincidence, condemn, federal, reservation, sacrifice, advocate, recycle, substitute, threaten, pancake, hurricane, tortoise, mainland, hook, seize, behalf, typhoon, grand, scale, changeable, thunderstorm, rainfall, irrigation, arm, rough, quake, offshore, catastrophe, separation, means, construct, shabby, clay, brick, slip, slide, mountainous, howl, flee, potential, roll, plug, quilt, cushion, skyscraper, adopt, rail, warehouse, considerate, finance, allocate, politics, fragile, pest, sharpener, sharpen, valid, evolution, trunk, tusk, mature, carve, calculate, cube, cubic2. 认读词汇greenhouse effect, endanger, claim, drought, species, leopard, crested ibis, alligator, extinct, habitat, Tibetan antelope, Tibet, fashionable, enforce, orangutan, landslide, tsunami, industrialisation, negative, soundproof, decibel二. 词组a number of, beyond one’s control, look ahead, in turn, lead to, take action, ahead of, apart from, answer for, call for an end to sth, or else, wrap up, on somebody’s behalf, for good, carry off, all in all, result in, earn one’s living, plug one’s ears, all the best, sum up, as a matter of fact, break away from三. 语法Reported speechPassive V oice (III)四．重点句子1. Global warming refers to an average increase in the Earth’s temperature that, in turn, leads to climate change.2. Without these naturally occurring gases, the sun’s rays would bounce back into space leaving the Earth cold and impossible to live on.3. Given this data, it seems that the link between human activities and rising global temperatures is not merely a coincidence.4. What is ridiculous is that they say the climate isn’t changing when it obviously is.5. Tigers are killed by hunters because it is falsely believed that parts of the tiger’s body are good for people’s health.6.There are thousands of endangered species in the world and if the rate at which species are becoming extinct continues to rise, then millions of species will become extinct in the next decade.7. Nature is turning on us!8. The last few years have seen environmental disasters on a grand scale, and experts are predicting far worse to come.9. This catastrophe is still very fresh in the minds of people worldwide who have not yet get over their separation from loved ones lost in the tsunami.10.Most disaster experts believe there is the potential that things could get a lot worse.11.In the last few decades, scientists have reached consensus and reported that human beings are causing changes in the Earth’s climate —something previously seen as beyond our control. 12.A number of nations have already been in armed conflict over water, and reduced rainfall in the west of the US has resulted in huge forest fires.五．交际用语1. Justifying Arguments...so that...That’s why...I mean, basically...And I think, because of that....That’s the reason why...One reason they are poor is...2. Giving opinionsWhat I don’t understand is...What’s really worrying ...I’m not sure. I haven’t thought about it much.What’s ridiculous is...That’s a good question.What we should do is...III．教材分析与教材重组本单元以环保为话题，介绍了人类与环境、动物与环境的关系。

Unit22 Lesson 1 Global Warming参考教案Teaching aims:By the end of this lesson, students will1.have a better understanding of what global warming is2.know the serious consequences that global warming may cause3.realize the importance that we need to take actionTeaching methods:Prediction, pair work, fast reading, careful reading, group discussionTeaching aids:Some slides, a projector, a computerTeaching procedures:Step 1 pre-reading1. Lead- inUse some cartoons to lead to the topic--- Global Warming.Ask students how much information they know about global warming and which countries contribute more to global warming: developed countries or developing countries.2. PredictionEnable students to consider what they will talk about if they are to write a passage entitled “global warming”.3. Sub-title explanationWork out the meaning of the word “take”.Step 2 While-reading1.First reading (pair work)Go through the text quickly and grasp the general idea of each paragraph.2.Second readingRead the text carefully and answer the following six questions.1 What is global warming?2What’s the use of carbon dioxide according to the text?3 By how much has the global average temperature increased in the last 100 years?4 What human activities are causing global warming?5 What consequences will global warming cause?6 How can each of us help solve the problem of global warming?Step 3 Post-reading1. Listening (Listen to strengthen understanding)2. Blanks filling. Students are asked to fill in the blanks with some key words to retell the text. Step 4 Group discussionWhat’s your attitude towards plastic bags banning?What can we use without these free plastic bags?Step5 SummaryWhat do we learn from today’s lesson?What will we do to protect our environment in our daily life?Step 6 Homework1.Finish Exercise 5 on page 72.Preview Grammar--- Reporting。

Task 1 Guessing game
Words about global warming! 8 points for Step1 16 points for Step2
Step1 Scan the text for these words and work out their meanings •
Reading for details ; Group Discussion and presentation
E.the effects (consequences)
of global warming
青云中学 罗喜红
STRUCTURE OF THE TEXT
• 提出问题(paragraphs1--2) • 分析问题(paragraphs3--4) • 解决问题(Paragraph5)
• ——说明文常见结构
Science or practice of farming
农业(学)
青云中学 罗喜红
5.The prisoner was condemned to death for killing six people.
be sentenced
宣判
6. At first, the two sides didn’t agree with each other. After 5 days’ negotiation ,they finally reached a consensus . 一致意见/共识 agreement
• • •
• A. the science of growing 1.consensus food and raising animals— farming 2.substitute • B. general agreement • C. a striking occurrence of two or more events at the 3.agriculture same time,apparently by chance 4.coincidence • D. to take the place of

Slow Loris (蜂猴）俗名懒猴
Sika Deer (梅花鹿）
4 .What can you do to help save them ? Write down your suggestions, then present you ideas to the class. Everyone shares a responsibility in helping to save Endangered Animals that live on Earth. Here are some ways we can help all wildlife: （1） Support zoos, reserves, and organizations that help animals. Volunteer your money, time and ideas.
（2）Avoid buying any products made from endangered animals.
Do not buy!
（3）Learn all about endangered animals and share this information with everyone. （4）Put out food and water for birds, especially in winter. If you start this, you should carry it out all winter. （5）Find out about your local conservation groups that work to protect animals. Ask how you can help them. （6）Don't pollute.

Unit22 Lesson 1 Global Warming教案Teaching aims:By the end of this lesson, students will1.have a better understanding of what global warming is2.know the serious consequences that global warming may cause3.realize the importance that we need to take actionTeaching methods:Prediction, pair work, fast reading, careful reading, group discussionTeaching aids:Some slides, a projector, a computerTeaching procedures:Step 1 pre-reading1. Lead- inUse some cartoons to lead to the topic--- Global Warming.Ask students how much information they know about global warming and which countries contribute more to global warming: developed countries or developing countries.2. PredictionEnable students to consider what they will talk about if they are to write a passage entitled “global warming”.3. Sub-title explanationWork out the meaning of the word “take”.Step 2 While-reading1.First reading (pair work)Go through the text quickly and grasp the general idea of each paragraph.2.Second readingRead the text carefully and answer the following six questions.1 What is global warming?2What’s the use of carbon dioxide according to the text?3 By how much has the global average temperature increased in the last 100 years?4 What human activities are causing global warming?5 What consequences will global warming cause?6 How can each of us help solve the problem of global warming?Step 3 Post-reading1. Listening (Listen to strengthen understanding)2. Blanks filling. Students are asked to fill in the blanks with some key words to retell the text. Step 4 Group discussionWhat’s your attitude towards plastic bags banning?What can we use without these free plastic bags?Step5 SummaryWhat do we learn from today’s lesson?What will we do to protect our environment in our daily life?Step 6 Homework1.Finish Exercise 5 on page 72.Preview Grammar--- Reporting。

task 3 Post reading
1. Words and expressions I. Word building 1) danger n. → _e_n__d_a_n_g__e_r_（v.) courage n. → _e_n_c_o__u_r_a_g_e__（v.) case n. → __e_n_c_a__s_e_____（v.) 2) threat n. → _t_h_r_e_a_t_e_n___（v.) height n. → __h_e_i_g_h_t_e_n____（v.) length n. → __l_e_n_g__t_h_e_n___（v.) 3) botanical adj. _b__o_t_a_n_y______(n.)
4. Deforestation（采伐森林）, especially tropical forests for wood, pulp, and farmland 5. Increase in usage of chemical fertilizers on croplands
Global Warming effects: A Top 5 List
I own nothing _____________ the clothes on my
back.
beyond (except, but)
5. 是的。真巧在上海遇到你。
Yes. What a _c_o_i_n_c_i_d_e_n_c__e to meet you in
Shanghai.
6. 因为旱灾，我们没有足够的食物可吃.
unit 22
Environmental Protection
task 1 Pre-reading 1.Background knowledge

Global Warming Global warming refers to an average increase in the Earth's temperature, which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities.
Factory
The Greenhouse Effect
The greenhouse effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere (water vapor, carbon dioxide, nitrous oxide, and methane, for example) trap energy from the sun. Without these gases, heat would escape back into space and Earth’s average temperature would be about 60º F colder. Because of how they warm our world, these gases are referred to as greenhouse gases.

Use the expressions in the box in the correct form to complete the sentences.
beyond our control, pump into, as a result of, in large quantities, refer to, speed up
people worldwide, the savings are significant.
Taking public transport like buses can reduce greenhouse gas emissions
And Taking train can also help a reduction of greenhouse gas.
pumped into
1 Water was
the fish pond from the
river. 2 We all need to
speed up
to finish in time!
3 There is nothing more we can do .the situation is now beyond our contr.ol
The Greenhouse Effect
Without this greenhouse heating, the Earth's average temperature would be only about -73 C
(-100 F); even the oceans would be frozen under such conditions,such as the Moon and the Mars.
to believe that

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A．根据词性和汉语意思写出单词
1． trap vt.
使困住
2． consensus n.
一致的意见
3． beyond prep.
超出
4． coincidence n.
巧合
5． hurricane n.
飓风
6． reserve n．保护区；v.保留，预约→ reservation n. 保留，
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7．substitute [教材原句] After all, there's no substitute for our Earth. 别忘了，我们的地球是不可替代的。 (1)n.代替品，代用品
as a substitute (for ...) a substitute for sb./sth. be no substitute for
③sacrifice oneself / one's life for ... 为……而牺牲
④ sacrifice ... to do sth.
为做某事而牺牲……
(2)n.牺牲 ⑤Parents often make sacrifices for their children. 父母常常为子女作出牺牲。
⑤ by coincidence
由于巧合
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4．condemn vt.注定毁灭；宣判死刑；谴责；迫使(某人)陷 于不幸的境地 [教材原句] ... we are condemning life on Earth and should expect severe consequences. ……我们将毁灭地球上的生命，后果将非常严重。 ①She was condemned to a life of hardship in the past. 过去她不得不过着艰难的生活。

Teaching goals 教学目标1. Target language目标语言Learn the Grammar — Reporting2. Ability goals能力目标Enable students to use the reporting verbs freely.3. Learning ability goals学能目标By practicing enable students to use reporting verbs freely.Teaching important points教学重点Patterns of reporting verbsVerb+ thatVerb +someone +thatVerb + (not) doing somethingVerb + (not) to do somethingVerb + someone (not) to do somethingVerb+ (someone) +preposition + (doing) somethingStep I RevisionAsk students to pick out the reporting verbs used in the text.Step II GrammarDeal with Ex 6-7 on page 7. From this exercise students will have a better understanding of the function of reporting verbs. Then read Grammar Summary 1 onpage 100. After reading Grammar Summary 1, continue to do the rest of grammar exercises.T: In Grammar definitions, you will find a summary of basic reported speech. This most commonly involves using the verbs say, tell and ask, as well as changes of verb tenses, times, places and pronouns: (Show the following on the PowerPoint.)"I am going to the shop."He said (that) he was going to the shop."Sit down and open your books."She told us to sit down and open our books."Will you come with us tomorrow?"He asked me if I would go with them the following day.A native speaker of English, however, will often use reporting verbs other than just say, tell and ask. Compare the following:"I didn't do it!"He said that he hadn't done it.He denied that he had done it OR He denied doing it."I'll bring the book back tomorrow."She said that she would bring the book back the following day.She promised to bring the book back the following day."Please will you think about it some more?"He asked me if I would think about it some more.He begged me to think about it some more."First you should put the money in the slot and then you should press the button."She said that I should first put the money in the slot and then press the button.She explained what I should do.Notice that different reporting verbs are followed by different structures, i.e.deny + that-clause ORdeny + -ing formpromise + infinitivebeg + object + infinitiveSUMMARY OF REPORTING VERBSNote that some reporting verbs may appear in more than one of the following groups.1. Verbs followed by 'if'or 'whether' + clause:ask know remember say see2. Verbs followed by a that-clause:add admit agree announce answer argue boast claim comment complain confirm consider deny doubtestimateexplainfearfeelinsistmentionobservepersuadeproposeremarkrememberrepeatreplyreportrevealsaystatesuggestsupposetellthinkunderstandwarn3. Verbs followed by either a that-clause or a to-infinitive:decide expect guarantee hope promise swear threaten4. Verbs followed by a that-clause containing should(but note that it may be omitted, leaving a subject + zero-infinitive):advise beg demand insistpreferproposerecommendrequestsuggest5. Verbs followed by a clause starting with a question word:decide describe discover discuss explain forget guess imagineknowlearnrealiserememberrevealsayseesuggestteachtellthinkunderstandwonder6. Verbs followed by object + to-infinitiveadvise askbeg command forbid instruct inviteteachtellwarnStep III PracticeDeal with grammar Ex 8-10 on Page 7. Students should do the exercises individually first, then check the answers with the whole class. Deal with the grammar Ex 1-3 on Page 52 and Ex 6 on Page 53 in the same way.Examples:Jack encouraged me to look for a new job.They invited all their friends to attend the presentation.She offered to give him a lift to work.My brother refused to take no for an answer.Tom admitted (that) he had tried to leave early.She agreed (that) we needed to reconsider our plans.He denied having anything to do with her.Ken suggested studying early in the morning.Ken suggested that we (should) study early in the morning.Mr. Smith advised to set off early.Mr. Smith advised us setting off early.Mr. Smith advised that we should set off early.They accused the boys of cheating on the exam.She blamed her husband for missing the train. He apologized for being late.She insisted on doing the washing up.He apologized for being late.She insisted on doing the washing up.Step V Homework1. Go over the grammar in Unit 22.2. Finish Ex 4-5 on Page 53.。

Teaching Material Module 8, Unit 22, Lesson 1Teaching Object Students in Senior TwoTeaching Aims Knowledge aims:1.To read the text and help the students master some words, such as consensus,bounce, agriculture, coincidence, condemn, reservation, sacrifice and advocate.2.To get the students to learn about causes and effects of global warmingAbility aims:1.To guess the meanings of some new words from the context and get the detailedinformation through scanning and careful reading.2.To discuss how to help reduce greenhouse gases in daily life in groups.3.To write an essay about what should be done to help reduce greenhouse gases.Emotion aims:1.To raise the students’ awareness of protection the Earth.2.To encourage the students to get involved in environmental protection and lead alow-carbon lifestyle.Important and Difficult Points 1.Instruct the students to guess the meanings of new words from the context and getkey information from the text.2.Help the students realize the importance of playing their own part to protect theglobe and write an essay about it.Teaching Aids Blackboard, Computer, Projector,Teaching ProceduresTeacher’s Activities Students’ Activities Purposes StepⅠW arm-upGet the students to watch a video clip about a public ad of global warming. Watch the video clip and figure outthe topic of this period.To lead in the topic andarouse their interest.StepⅡPre-reading1. Get the students to talk about which countries contribute more to global warming and explain the reasons.2. Elicit answers from the students. Talk about the question and try tothink about the reasons for theanswer.To prepare for the followingintensive reading.StepⅢWhile-reading T ask One: Scanning1. Get the students to scan the text for some new words.2. Have the students work in pairs and work out their meanings from the context.3. Check the student s’ answers.4. Help the students to analyse the organization of the text. 1. Scan the text for the sentences wherethe words are.2. Work in pairs, working out themeanings from the context.3. Divide the text into three parts.1. To cultivate the students’ability to guess new words.2. To help the students findout the organization of thetext.T ask T wo: Careful Reading1. Guide the students to read Part one carefully and try to find out the main purpose of the first paragraph.2. Guide the students to read Part two carefully and try to find out the answers to the 6 questions.3. Guide the students to read Part three carefully and try to find out the answers to the 2 questions. 1. Read Part one carefully and find outthe main purpose of it.2. Read Part two carefully and find outthe answers according to the 3paragraphs.3. Read Part three carefully and find outthe answers to the following questions.1. To get the students to havea better and furtherunderstanding of the text.2. To cultivate the students’ability to get detailed andkey information throughintensive reading.Task Three: Task-based Reading1. Present the chart and ask the students to find the answers from the text.2. Get the students to check answers in pairs first and then as a class. 1. Look for suitable words from the textaccording to the chart.2. Check answers in pairs by swappinglearning sheets first and then reportanswers actively.1. To consolidate the students’comprehension of the text.2. To help the students storemore vocabulary.StepⅣPost-reading1. Guide the students to think about what they will do to help reduce greenhouse gases, working in groups.2. Call on the students to take part in environmental protection. 1. Work in groups, talking about whatthey will do to help reduce greenhouseeffects.2. Realize the importance of protectingour globe.1. To enforce what thestudents have learnt andencourage cooperation.2. To adovate leading alow-carbon lifestyle.StepⅤHomework1. Read the text fluently and recite Para.2.2. Write an essay about what you will do to live a low-carbon lifestyle.（适应于A层）Step ⅥDesign on the BbStep ⅥRecord after teaching。

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2 OK, you are right,somepoisionous chemical did escape into the atmospere. They admitted that some poisonous chemicals had escaped into the atmosphere. 3 Why don’t you drop in tonight? He /She/They invited me to drop in tonight.
22
Look at these sentences from the text and explain why the underlined verbs are not the same tense as the reporting verbs.
1 Recent report from the IPCC warned that global warming will cause dramatic climate changes. Because it is in the future
3
Traffic Jam
4
Factory
5
The Greenhouse Effect
The greenhouse effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere (water vapor, carbon dioxide, nitrous oxide, and methane, for example) trap energy from the sun. Without these gases, heat would escape back into space and Earth’s average temperature would be about 60ºF colder. Because of how they warm our world, these gases are referred to as greenhouse gases.

教学重点
培养学生如何运 用阅读策略获取信息 以解决问题的能力。 引导学生对低碳生活 的措施进行归纳， 培养 语言表达和概括能力。
任务型教学和合作学习
教学难点
任务型教学和合作学习
七、教学环境设计 本课采用任务型教学法，同时辅助多媒体教学。用图片、视频及动画使抽象的语言 变得直观，同时增加课堂容量。实现师生互动，生生互动的多向交流。 多媒体能很好地利用各种教学资源，而且直观性强，采用多媒体课件形式，在课前 采用与本课主题相关的视频导入。学生参与面广，且充满积极性。 八、教学媒体（资源）选择（依据“经验之塔”P42，确认有助于教学） 知识点 编 号 学习 媒体 教学 媒体内容要点 目标 类型 作用 使用 方式 所 得 结 论 占用 媒体 时间 来源
保护、低碳生活这个主题和他们的实际生活息息相关，能够激发他们的学习兴趣。但由 于本课生词较多，篇幅较长，学生在理解方面存在一定的问题。 信息素养：让学生通过阅读，从语言材料中获取相关信息，并通过信息的加工和处 理，提高他们的语言运用能力。 五、知识点学习目标描述 知识点 编 号 U22 L1.1 学习 目标 知道 具 体 描 述 语 句
Step II Show a picture to the Students read the text 幻 灯 片 、 训练学生通过 skimming 这个阅 Reading Task1 students and ask them quickly and answer 课本 读技巧对文章的大意有所了 what is global the question. 解。 warming. Step III Ask the students to Scan the text and 幻 灯 片 、 学生通过 scanning 获取特定的 Reading Task2 read the text quickly match headings 课本 信息，对文章的内容有了进一 and match the with paragraphs 步了解。 headings with the paragraphs. Step IV Ask the students to Read the Reading Task3 read the text carefully carefully and answer answer the five questions questions text 幻 灯 片 、 通过细读，全面了解课文 and 课本 the

教学设计思路第一课时Warm up & Reading：Can we take the heat?教学目标1. 学生能够借助图片总结出课文各自然段主题。

2. 能够通过阅读掌握课文的细节内容3. 能够通过学习增强环境意识和对地球的保护意识教学内容阅读关注：找出文章结构及细节阅读。

相关词汇：poverty ecology conservation vehicles相关短语：natural disaster the greenhouse effect endangered animals forest destruction nature reserves说明本课难点：①课文内容中的概念对学生来说不易完全理解，需要增加一些背景信息。

②词汇较难较大；③需要落实的短语较多；因此第一课可以用三课时完成。

教学步骤Part One: Warm-up时间课堂安排目的活动方式3m Brainstorming: what areEnvironmental problems?(PPt No.3)进入单元话题，打开思路,。

集体参与2 m Complete the sentences with thekey words(教材P5-Ex1) (PPt No.4,5)让学生对相关词汇进行回顾，引导学生对词汇地关注和巩固。

个人练习小组核对6 m Listen to a news report and decidewhether the statements are true offalse.(教材P5-Ex2) (PPt No.6)让学生熟悉本单元的核心话题：人与自然的关系。

集体参与Part Two : Pre-reading5 m Discussion• What is global warming?• Can we take the heat?(PPt No.8-10)让学生统一概念，多向思考，为随后的阅读做好铺垫。

admit/report/forbid/ask/invite/order /suggest/threaten
1. We’ll close credit lines if you don’t reduce the amount of carbon dioxide you produce.
They threatened to close the credit lines if we don’t reduce Cabon dioxide emissions.
Earth’s climate.
to report that 2. Gases pumped into the Earth’s atmospere have been speeding up the process of global warming.
to claim that
3 Global warming could be one of the biggest environmental problems facing the 21st century.
1. Water was thpuemfipsehd pinotond from the river. 2. We all need to to finish in time!
speed up
3. There is nothing more we can do .the situation is now. beyond our control
The recycling symbol
Recycled products
Recycling the bottles
Your glass bottles could be recycled into house insulation, plastic bottles could be made into a cosy fleece jacket.

global warming?
Industry, agriculture, the cutting down of forests, the increase in transport and the burning of fuels are causing global warming.
3) By how much has the global average temperature increased in the last 10 years?
译文：最近几十年来，科学家已经达成 一致意见，认为人类活动引起了地球的 气候变化，而地球的气候变化在以前看 来是我们人类所不能控制的。
结构分析： 本句中的并列连词and连接两个并
列的谓语。第二个谓语动词reported后 接一个宾语从句that human beings are causing changes in the Earth’s climate。 而破折号后面的内容则是前面changes 的一个同位语，对changes作补充说明。
By 1°F ( one degree Fahrenheit).
4)Are greenhouse gases necessary for life on Earth?
Yes, they are, because they trap heat from the sun in the Earth’s atmosphere. Otherwise the Earth would be cold and unsuitable for life.
高二北师大版模块八
Unit 22
Environmental Protection
Lesson 1 Global Warming
Objectives

英语：22.1《G l o b a l w a r m i n g》教案(北师大版选修8)Unit 22 Environmental ProtectionLesson 1 Global WarmingTeacher:Wang longshui Date:Apr.24,2012Teaching aims:By the end of this lesson, students will1.have a better understanding of what global warming is2.know the serious consequences that global warming may cause3.realize the importance that we need to take actionTeaching methods:Prediction, pair work, fast reading, careful reading, group discussionTeaching aids:Multi-mediaTeaching procedures:Step 1 Revision1. Ask students to say out several kinds of environmental problems.2. Match the Key Words with their Chinese meaningsconsensus bounce agriculture coincidence condemnreservation sacrifice advocateStep 2 pre-reading1. Lead- in Use some pictures to lead to the topic--- Global Warming.Ask students which countries contribute more to global warming: developed countries or developing countries.2. Prediction Based on the title “Can we take the heat”and some pictures, enable students topredict : What is the text about?Step 3 While-reading1.First reading (pair work) Match the headings with the paragraphs.Para 1. Draw readers’ attention to the topic by asking questions.Para 2. What should human beings do.Para 3. What is global warming.Para 4. Consequences of global warming.Para 5. What cause global warming2.Second reading Read the text carefully and answer the following questions.(1)What is global warming?(2) What human activities are causing global warming?(3) By how much has the global average temperature increased in the last 100 years?(4) Are greenhouse gases necessary for life on Earth?(5)How can each of us help solve the problem of global warming?Step4 Post-readingListen and Complete the formStep 5 Group discussionWhat do we learn from today’s lesson?What will we do to protect our environment in our daily life?What will we do every day to help reduce greenhouse gases?We can do:energy-saving light bulbs,recycled paper, low-flow shower head,public transport , switch off…Step 6 SummaryFill in the blanks about the text.Global warming means an aver age increase in the Earth’s temperature which causes climate change in turn. Scientists think it is ______ ______ that cause global warming, especially gases from ________ and vehicles which speed up global warming. They also think global warming is one of the biggest environmental problems in the 21st century.The Earth’s temperature is controlled by __________ _____like carbon dioxide which ___ heat from the sun in the Earth’s atmosphere. Many experts believe global warming is mainly caused by human ________. Over the last 100 years , the global average temperature has increased_______ and if human beings continue to pump __________ gases into the Earth’s atmosphere, the global warming will cause dramatic climate changes like more frequent floods, _________ and Droughts. There are some serious diseases. Sea level will be ______ , floating coastal area , negatively affecting ______ and forestry.So governments all over the world should reduce the ______of greenhouse gases. We individuals should pay ________ to what we are doing, even small changes like ______ public transport, ________, using low-flow ____________, buying energy-efficient ___________ using recycled paper or ___________ lights can have __________ on the future of the Earth .Step 7 Homework1.Finish Exercise 5 on page 72.Preview Grammar--- Reporting。