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 Get the Ss to listen to the recording 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 Background Knowledge (1) Environmental protection organizations Green Party Greenpeace The Environmental Protection Agency greenhouse effect Environment New words and expressions b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Questions on P245-246 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” Protagoras’ principle oil war and reindeer 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 ( 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’ ) 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 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. 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. 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. 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. 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. 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. 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. 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. combat: fight or struggle (against) e.g. Many politicians emphasized the importance of combating international terrorism. Doctors are still seeking ways to combat AIDS. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. contemporary: current; modern e.g. She has worked in both classical and contemporary dance. I like my furniture to be in a contemporary style. worship: feel great love and admiration for (ab./sth.), esp to such an extent that one can’t see their/its faults e.g. Being competent and learned, he was worshipped by his students. Humans have worshipped the sun throughout the ages. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 16.Language Focus P249-257 b.Written: 1. P250 1 Teaching Period : 10 (5-6) 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. Review the first part of the words and phrases 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 23. to the point of: to a degree that can described as e.g. The salesman’s manner was abrupt to the point of rudeness. To accomplish the task, the employer worked his staff to the point of exhaustion. excess: more than the reasonable degree or amount of sth. e.g. Children are allowed to see the film as there is an excess of violence in it. He smoked like a chimney. It was the excess of cigarettes that caused his death. nothing more than: just the same as; only e.g. Don’t be scared. It is nothing more than a nightmare. You needn’t report to him. He is nothing more than a clerk. current: occurring in or existing at the present time e.g. In comparison to the former ones, Coca-Cola’s current advertising campaign is more attractive and effective. The current economic situation is very different from that in 1990. 27. debate: discussion or argument in which people express their different opinions ( followed by on/about) e.g. There has been much debate about the cloning of human beings. An intense debate on cease-fire talks with the Palestinians was going on within the Israeli government. v. e.g. The United Nations Security Council will debate the issue of Afghanistan today. 28. rage: continue with great force; be intense e.g. Price inflation still rages although the government has taken some measures to tackle the problem. Street fighting raged all over the city. 29. work one’s way: manage to reach or go through; make efforts to attain one’s goal e.g. As my family couldn’t pay that much for me to go to school, I have to work my way through law school. The board are still working their way through the application forms. come through: experience, survive or overcome (a difficulty, etc.) e.g. It’s a miracle that some of the people working in the World Trade Center came through the terrorist attacks. The Chinese football team was in trouble at the beginning of the match but in the end it came through. If we can come through this financial crisis the company’s future will be bright. in part: to some extent; partly e.g. His failure was due in part to his laziness. Whether you will be sent to Yale University for further study depends in part on how well you perform in the exam. ridiculous: absurd e.g. It is ridiculous to spend all her salary buying that so-called antique. It is ridiculous that they should want to wait ten hours just to have a look at their favorite film star. deny: (1) refuse to grant or allow (used in the pattern: deny sb. sth.) e.g. The kid was denied the chance of going to school. His ex-wife denied him access to his children. (2) state sth. is not true ( used in the pattern: deny sth.; deny that; deny doing sth.) e.g. When the police asked her neighbors questions, they all denied ever having seen her. In court the suspect denied that he had been involved in the robbery. similarly: in a similar way e.g. He was late and his girlfriend was similarly delayed. Twins often dress similarly. distinction: difference (followed by between) e.g. It’s hard to draw a distinction between popular and serious literature. There is no distinction between courage and bravery. In their education proposals they made a clear distinction between academic and practical training. bind: tie or fasten; tie together e.g. The criminal bound the woman’s hands together behind her back. When the police rushed into the room, they found that the hostages had been bound and left in the corner. accommodation: the process of adapting; adjustment e.g. Mutual accommodation is of importance especially to newly married couples. It is necessary to seek accommodation from both sides in the dispute. threat: a danger that sth. unpleasant might happen to sb. (followed by to/ from/of/against) e.g. There have been death threats against the witnesses. The Hurricane Center warns people not to take the threat of tropical storms lightly. The President said that he would stand firm and not give in to the threats from terrorists. The newly built Wal-Mart will be a threat to the local supermarkets. fatal: causing death; bringing ruin e.g. The doctor said the patient was suffering from a fatal disease. He made a fatal mistake of giving her his telephone number. concern: (1) thing that is important or interesting to sb. e.g. What are your main concerns as a college student? It’s no concern of mine. ( I am not involved in it or I have no responsibility.) (2) worry, anxiety (followed by for/ about/over/that) e.g. Public concern about corruption has drawn the local government’s attention. Our main concern is that students from underdeveloped areas are not receiving enough education. There was growing concern over the rise in unemployment. sake: purpose; benefit or well-being (used in the pattern: for sb.’s/sth.’s sake; for the sake of) e.g. He changed into old shoes for the sake of comfort. I’m studying history for its own sake, not because it will help me get a job. She argues for the sake of arguing. (i.e. because she likes arguing) STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the structures and long sentences of the text; 2.Language Focus P249-257 b.Written: 1. P252 3 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures in Text A 1. …an attitude in polite society as it is, say, belief in democracy… *say在这里是插入语，表明思维的停顿。 e.g. There were, say, 500 people present. The number left was not great, say, only ten. 2. …far worse then previously thought… *“比较级+than+过去粉刺或形容词”表示现在与过去相比更… 使用此句型的常见的过去分词有:think, expect, estimate, report, say, believe等 使用此句型的常见的形容词有necessary, urgent, enough等 e.g. The situation is much urgent than we previously estimated. I have eaten much more foods than enough. Foods are far scare then formerly reported. It is nothing more than sentimental. But it is no more than that. *这是等比句型 “nothing more than, no more than, no+比较级” 均表示前者与后者一样。 e.g. A whale is no more than a fish than a horse. I am nothing more than sorry about that. His grammar is no better than mine. Mike is no more a doctor than a teacher. 4. …that we should be conserving energy instead of drilling for it. *instead of 是个介词短语 that we should be conserving energy instead. Instead of drilling for oil, we should be conserving energy. e.g. I will go instead of you. We will have tea in the garden instead of in the house. If you can’t go, let him go instead. I didn’t have a pen, so I used a pencil instead. 5. It is to be repected… *be+to+v. be going+to+v. be about+to+v. 均表示将来做某事，但他们有细微差别。 (1) be to do 强调计划，安排，有时表示命令 e.g. Our boss is to visit your factory next month. You are to do your homework before you watch TV. (2) be going to do 强调实现决定好的事，确定即将发生的事 e.g. Look---it’s going to snow. (3) be about to do 强调很快就要做，甚至正在做 e.g. Don’t go out. We are about to have lunch. Her father is about to retire. Difficult sentences in Text A 1. Combating ecological changes that directly threaten the health and safety of people is an environmental necessity. (It is environmental essential and extremely necessary for us to fight against the ecological changes that are direct changers to people’s health and safety.) 2. A sensible environmentalism, the only kind of environmentalism that will win universal public support, begins by unashamedly declaring that nature is here to serve man. (A sensible environmentalism first makes it clear to the public that nature should serve man, but not the other way around. And this is the only kind of environmentalism that will be welcomed and supported by the public.) 3. Ask handworking voters to sacrifice in the name of the snail darter, and, if they are feeling polite, they will give you a shrug. (If you ask handworking people to vote for the proposal in which the snail darter would be protected at the cost of the voters’ own benefit, they will, if they are polite enough, give you a shrug to show their disagreement.) It is a ridiculous sentimentalism that would deny ourselves oil that is peacefully attainable because it risks disrupting the breeding grounds of arctic reindeer. (It is very silly for the sentimental environmentalisms to prevent people from suing oil that can be got without using force, only because it my disturb the breeding grounds of arctic reindeer. ) The important distinction is between those environmental goods that are fundamental and those that are merely aesthetic. (The essential difference is between basic environmental benefit and aesthetic benefit.) Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A 1. Comprehension Pre-reading * Background knowledge (2) While-reading * Go through the Text paragraph by paragraph *Point out the important structures and long sentences for further explanation later (3) Post-reading *Text Questions *Text Organization * Writing Characteristics * Discussion *Main Idea 2. Language items 41 words and phrases 5 structures 5 sentences 5 paragraphs 1 essay 3. Exercises P245-P257 b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P254-255 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: 1.To understand Text B 2.To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P258) (1) nothing but (2) pollute (3) patch (4) stain (5) substance (6) harden (7) litter (8) wash up (9) get away (from) (10) spoil (11) explosion (12) mankind (13) assumption (14) enable (15) for all (16) rust (17) dump (18) destruction (19) triumph (20) pinch 2. Comprehension (1) Explain the text (2) Summarize Text Organization Part One (Paras 1-4) A lonely island at the very edge of the Atlantic is polluted by oil. Part Two: (Paras 5-7) The main cause of the pollution is not the population explosion but the escalation of technology. Part Three: (Para 8-9) The author is worried about the polluted beach. (3) Summarize General idea A lonely island at the very edge of the Atlantic is polluted by oil. The main cause of the pollution is not the population explosion but the escalation of technology. If nothing is done, the technology will destroy the atmosphere man lives in. 3. Long sentences And so for the moment on this island we are witness to the beginning, as it were, of the pollution of our environment. Their livelihood is involved, and the motor, for all its unpleasant smell, had helped increase the fisherman’s catch so that he can now afford to do away with the far words outdoor toilet. If the oil is killing the life along the coral heads, what must it not be doing to the plankton at sea which provide 70% of the oxygen we breathe? The technology—the machine—will then indeed have had its ultimate, mindless, all unintended triumph over man, by destroying the atmosphere he lives in just as surely as you can pinch off a driver’s breathing tube. b. the theme-related language learning tasks (Part IV) 1.Mock Debate (P265) Group A: Human beings should keep the environment intact, including the rivers, forests, underground resources and all habitats of animals. Group B: We should make full use of all the natural resources available, and we should let the people of tomorrow solve their own problems in the future. Step 1: Form teams Make teams of four people. Half of the teams will take the side of Group A and the other half will side with Group B. Step 2: Have a pre-debate discussion Prepare your arguments and supporting facts by brainstorming together Step 3: Carry on the debate The debate begins between two teams having different view. It will go on until one side fails to respond. 2. Essay Writing P266 How to write a persuasive essay The purpose of persuasive writing is to state an opinion which you are going to defend and to offer supporting evidence in order to convince the reader to agree with you. There are three steps that you should take to produce a good persuasive essay. ① Write your thesis clearly at the beginning of the essay. The thesis is your statement of purpose and it will serve to guide you in writing the entire paper. ② Give facts or other useful data to support your thesis. This can be done in several paragraphs in order of importance or relevance to the thesis. ③ By tying together what has ebbn discussed, conclude your essay with a restatement of the thesis or a forceful sentence that helps to drive your thesis home. Titles for choice *My Thoughts on Environmental Protection STEP FIVE: Consolidation ( 10’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P261-264) b. Written: 1.Write an essay