发布时间 : 星期日 文章上海牛津英语，初三年级，第二学期教案更新完毕开始阅读
6. CFC 氟里昂
7. a spray can 喷雾器，喷雾罐 8. destruction 破坏，毁坏，毁灭 9. rain forest 热带雨林 10.take in 吸收
11.erosion 腐蚀，侵蚀 12.flooding 洪水泛滥 13.throw away 扔掉
14.massive 大规模的，大量的 15.do with 对付，处理 16.billion 十亿 Teaching procedure:
ⅠPre-task preparation 1. Have a dictation.
Around the earth ,there is atmosphere, which lets the sunlight in and keeps the warmth from getting out. It is essential for all living things. Without it, the Earth would be as lifeless and cold as the surface of the moon.
The greenhouse effect is happening because people are using many chemicals in the form of gases and they are polluting the atmosphere around our earth. The gases are mainly CO2 carbon dioxide, which are produced by burning fuels. 2. Read the first part of the reading.
3. Ask the students the following questions about the first part of reading.
a) T: Is it vital that we do something to save the earth? S: Yes.
b) T: What is essential to all living things?
S: The atmosphere.
c) T: Why is our atmosphere changing?
S: Because we are polluting it with chemicals. d) T: How are carbon dioxide produced?
S: By burning fuels such as petrol.
e) T: What may the Greenhouse Effect cause?
S: To cause the level of the sea to rise and drown cities and even whole countries.
4. Read the new words. Ⅱ While-task procedure
1.Listen to the tape recording of part two
2.Listen and repeat it sentence by sentence after the recording. 3. Explain some new words and expressions on the reading. 1) damage: 损害，伤害
(解释) harm or hurt, especially to things
（例句）The storm did a lot of damage to the crops. 2) the ozone layer: 臭氧层 layer: 层，涂层
(解释)covering, thickness
（例句）1.When it is cold, you need an extra layer of clothes. 2.This cake has a layer of chocolate in the middle. 3) occur: 发生，出现，存在 (解释)exist, happen
（例句）1. If an earthquake occurs in California, many people may die. 2. The accident occurred at five o’clock. 3. Such plants don’t occur here.
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4) protective: 保护的，防护的
(解释) that prevents sb./sth. from being damaged or harmed （词性转换）v: protect n: protection
（例句）She is too protective towards her son. 5) burn up: 烧起来，烧掉
（例句）Without the ozone layer, the sun would burn us up. 6) CFC: 氟里昂
7) a spray can: 喷雾器，喷雾罐 8) destruction: 破坏，毁坏，毁灭
(解释) destroying or being destroyed, damage （词性转换）adj: destructive
（例句）1. The fire caused the destruction of my books.
2. The war brought death and destruction to the death. 9) rain forest: 热带雨林 10) take in: 吸收
（例句）People take in oxygen and give out carbon dioxide. 11) erosion: 腐蚀，侵蚀
(解释) wearing away, gradual destruction
（例句）Sand is created by the erosion of rocks. 12) flooding: 洪水泛滥 13) throw away: 扔掉
14) massive: 大规模的，大量的
(解释) huge, very big, with a large mass （词性转换）n: mass
（例句）1. I’ve got a massive amount of work to do.
2. We must make massive efforts to improve things. 15) do with: 对付，处理=deal with, handle
（例句）We do not know what to do with the rubbish and it pollutes our land and
sea
16) billion: 十亿 e.g. billions of
4. Read the reading together. 5. T or F
1) The ozone layer forms an essential protective layer around the earth. T 2) Using too many CFCs is not bad for us F
3) The burning and cutting down of trees is making the Greenhouse Effect better.
F
4) Each of us should become green consumers. T Ⅲ Post-task activity
Ask some students to retell the reading with their own words. Consolidation:
1. Read the reading after the tape recording. 基本要求 2. Recite the new words and expressions. 基本要求
3. Write something about how people are damaging the ozone layer and what people should do
拓展要求 Sum up:
本课时将对课文进行整体阅读。培养学生略读（获取大意）、扫读（整理有
关信息）、细读（分析篇章结构，概括中心）等的阅读技能。课前应该准备适当的内容，充实课堂内容，可以把对与错，选择，回答问题等方法充分运用在细读和扫读的各个环节中。
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Third Period Teaching aims:
1. To review the reading
2. To understand the sequence of events. 3. To improve the students‘ ability of listening. Teaching aids: 3. Students‘ Book 4. Cassette player Teaching procedure:
ⅠPre-task preparation 1. Have a dictation. 2. Read the reading.
3. Ask the students the following questions about the second part of reading.
a) T: Is it vital that we do something to save the earth? S: Yes.
b) T: What is essential to all living things?
S: The atmosphere.
c) T: Why is our atmosphere changing?
S: Because we are polluting it with chemicals. d) T: How are carbon dioxide produced?
S: By burning fuels such as petrol.
e) T: What may the Greenhouse Effect cause?
S: To cause the level of the sea to rise and drown cities and even whole countries.
4. Complete Exercise B
To check on comprehension. Ⅱ While-task procedure
1. Complete Exercise C
a) Ask the students to use all the clues they can find to help them complete
these exercises. They should not be allowed to use the dictionaries. b) Complete Exercise C1, tell the students to decide which part of speech
they are looking for the right answer. The paragraphs where the answers can be found in the article are given in brackets.
c) Tell the students to use the words they have found in Exercise C1 to
complete the sentences in Exercise C2 meaningfully.
d) Exercise C3 combines the skills practiced in Exercises C1 and C2. Tell
the students to follow the same procedure and to complete the exercise. The paragraphs where the words can be found in the article are given in brackets.
2. Complete Exercise D
This exercise tests comprehension by seeing if the students can
recognize the information from the article when it is slightly reworded. As the choice of answers is either/or, ask students to justify their answers by referring to the passage.
3. Complete listening.
1) This exercise gives students practice in listening carefully and matching the
information they hear with a set of pictures. In each set, they must put the three pictures in the order in which the events happened.
2) This exercise is useful practice for sharpening students‘ attention and forcing them to
listen carefully. They should listen in particular for time expressions, which will help them in this exercise.
Consolidation:
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1.Read the reading after the tape recording.基本要求 2.Review the new words and expressions.基本要求
3.Ask students to make a small quiz with the words and phrases in the C Vocabulary Sum up:
本节课是对课文内容的精读和扫读的延续，教师应继续利用各种有效的教学方法培养学术的阅读能力和阅读技巧。
Fourth Period Teaching aims:
1. To review the reading
2. To learn the sentence why and because, (not) as? as 3. To compare things with like, the same as, different from Teaching aids: Students‘ Book
Teaching procedure:
ⅠPre-task preparation
1. Have a dictation. 2. Read the reading Ⅱ While-task procedure 1. A why and because
1)The uses of why include:
a) To ask for reasons
e.g. Why are you late for school today?
b) Why + infinitive : to suggest that an action is pointless
e.g. Why waste your time on that?
c) Why not and why don‘t you: to make suggestions
e.g. Why not go and see him?
Why don‘t you buy a new one?
d) Why didn‘t you : to suggest criticism or complaint
e.g. Why didn‘t you come earlier?
e) Why can be used after the reason.
e.g. The reason why he came was that he was lonely.
2)Read the example with the class and then ask them to complete Exercise A1
3)After the oral practice of Exercise A1. Exercise A2 can be done as a written exercise. 2. B Using (not) as ? as to compare things
1) Read through the example and instructions with the class. Then tell the students to prepare
the answers to Exercise B1, which they can give you orally a few minutes later.
2) Tell the students to refer to the chart on page 7 to find the necessary information to complete
the statement in Exercise B2.
3. C Comparing things with like, the same as, different from
1) Read the examples and the introduction in the Student‘s Book with the class. 2) Like is a prep. and must be followed by a noun, pronoun or gerund. 3) Pay attention to the difference between the prep. like and the verb like.
4) Go through Exercise C1 with the students, stressing that the words are used to compare or
contrast two things. Let the students write out their answers. 5) Using the same and difference:
a) Read the text carefully with the students and explain the use of the same and different. b) Students should work in pairs. They should take it in turns to ask and answer questions.
The person asking the question should name something in the pictures and ask if it is the same in both. Students can follow the model dialogues provided.
6) Using the same as with nouns and phrases
a) Read the text with the class, and then let the students continue in pairs to complete
Exercise C3.
b) Exercise C4 asks the students to choose between the same, the same as and different as
well as using the information from Exercise C3.
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