NSEFC-II Unit9 Saving the earth

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Unit 9 Saving the earth

1．Brief Statements Based 0n the Unit

In this unit，Ss will do some listening speaking，reading and writing practice．Also, they will learn to use the Inversion．In the first period，Ss wi1l improve their speaking ability by talking about nature ecology and the environment and they will listen to some listening material about our environment．After the study of this period，they will improve their speaking and listening abilities and also know something about the problems facing the earth．In the second period，Ss will read a passage about the Earth Summit．From the passage Ss will know more about the importance of protecting our earth．In the third period．Ss will study the grammar item：Inversion．After doing some exercises provided in this period．and with the help of the teacher，Ss will know how to use the Inversion．Teacher may provide more exercises for Ss to consolidate if necessary．In the last period，Ss will listen to two speeches from the Earth Summit and finish the practice provided in the first part．Ss will know more about the Earth Summit and improve their listening ability．In the writing part, Ss will improve their writing ability by writing an evaluation paragraph with the help of some given expressions．After the study of this unit．Ss will know how to support an opinion，and they will know more about environment protection．They will know that if all of us make small changes．we could make a big difference．They will do more to protect our earth．

II．Teaching Goals

1．Talk about nature ecology and the、environment．

2．Practise supporting an opinion．

3．Learn to use inversion．

4．Write an evaluation paragraph．

III．Teaching time：Five periods

IV．Background Information

1．Protect The Ozone Layer

In the middle of winter，when snow is falling in many parts of the United States,

scientists have sounded a warning to people who plan to spend many hours in the sun this summer．The warning：The sun's summer-time rays are more dangerous than once

thought．

A team of scientists from 80 nations recently reported to the United Nations that a layer of ozone in the atmosphere, which protects humans from harmful levels of ultraviolet radiation，will be thinner over the United States this summer．The thinner 1ayer allows more ultraviolet rays from the sun to reach the earth．The extra amount of ultraviolet radiation could cause an increase in the number of cases of skin cancer．

Scientists first became concerned about the ozone layer in the mid-1980s when a hole was discovered in the layer above Antarctica during the winter．The hole was caused by chemicals used in refrigerators and air conditioners．When these chemicals are sent out into the atmosphere, they produce gases that destroy the ozone．

Concern about the protective ozone layer rose more recently when data from satellites and ground stations showed that ozone levels were dropping over areas other than Antarctica．Low ozone levels were recorded in the spring and summer over the United States and over other populated areas in the world．

Although many countries have already begun stopping the use or ozone-destroying

chemicals, the new findings are expected to advance the timetable for a total ban of the chemicals．

2．Pollution

People today all over the world are beginning to hear and learn more and more about tile problem of pollution．Pollution is caused either by the release(排放)of completely new and often artificial substances into the environment, or by releasing greatly increased amounts of a natural substance．such as oil from oil tankers into the sea．With the development of modern industry，many of the goods and machines we need and use in our daily lives are creating a number of waste products which upset the environment balance．Many of these waste products can be prevented if people pay more attention，but clearly while more and more new goods are produced and made complex，there will be new dangerous wastes to be thrown away，for example，the waste products from nuclear power stations．Many people，therefore, see pollution as only part of a larger and more complex problem．

There is no doubt that much of the pollution caused could be controlled if only companies, individuals and government would make more efforts．In the home there is an obvious need to control litter and waste．Food comes wrapped up three or four times in packages that all have to be got rid of；drinks are increasingly sold in bottles or times which cannot be reused．This not only causes a litter problem，but also is a great waste of resources，in terms of glass，metals and paper．

Advertising has helped this process by persuading many of us not only to buy things we neither want nor need．but also to throw away much of what we do buy．Pollution and waste combine to be a problem everyone can help to solve by cutting unnecessary buying, over consumption and careless release of the products we use in our daily lives．

The First Period

Teaching Aims：

1.Train the students’ listening ability．

2.Improve the studens’speaking ability by talking about nature ecology and the environment．

3.Learn and master some useful expressions for supporting an opinion．

4.Help the students to know something about the pollution．

Teaching Important Points：

1．Improve the students’speaking ability．

2．Improve the students’listening ability．

3．Help the students to learn to support an opinion．

Teaching Difficult Points：

1．How to improve the students’speaking and listening abilities．

Teaching Methods

1．Listening-and-answering activity to help the students go through the listening material．

2．Discussion to make the students practice supporting an opinion．

3．Individual，pair or group work to make every student work in class．

Teaching Aids：

1．the multimedia

2．a tape recorder

3．the blackboard

Teaching Procedures：

Step I Greetings

Greet the whole class as usual．

Step II Warming up

(Show the pictures on the screen．)

T: Look at these pictures. How beautiful they are! Do you want to pay a visit to

these places?

Ss：Yes．

T：But in some places，it’s not so beautiful Look at the pictures．please．

(Show the following pictures on the screen．)

T：What can you see in the pictures?

S：1 can see a river，which is polluted．The river water is very dirty．

S：I can see smoke coming from many chimneys，and the air is dark．The air is polluted．

T：Good．Which problem do you think is the biggest one facing the earth?

S：I think it is the water pollution．

T：Why do you think so?

S：Because if water is polluted．People will not be able to get clean water to drink；

therefore，many people will get sick．It’s terrible．

T：Very good．Who has a different opinion?

S：I think the air pollution is the biggest problem．Because if the air is polluted， there will not be clean air for us to breathe．Everybody will get terrible diseases．

T：Quite right．Now，who can tell us what causes these problems?

S：I think it is because people pay no attention to our environment．They pour

waste water into rivers，1akes and seas without cleaning it．

S：The air pollution is caused by the factories．People build factories to develop

the industry，but they never pay attention to controlling the pollution．The

harmful smoke should be made harmless before it goes into the air，but few

factories would like to do so because this will cost much．

T：Very good．Now，who knows what we can do to solve these problems?

S：I think our government should pay more attention to environmental protection．They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t let

harmful smoke go into the air．

T：Good idea．Now，please open your books and turn to Page 65．There are six pictures in Warming up．We have just talked about two of them．Now，work in groups of four to talk about the other pictures．Answer the questions below the pictures．

(A while 1ater，ask some students to act out．)

Step III Preparation for Listening and Listening

T：Very good．I think you’re known something about our environment.

Now，please turn to Page 66．Look at the picture in Listening．What can you see?

Ss：A person is making a speech to the audience．

T：Can you guess what speech she is giving?

Ss：Maybe about our earth．

T：OK．Now，let’s listen to the tape．I’ll play it twice for you．Listen carefully

to answer the questions in Part 1．

(Play the tape twice for Ss to listen and write down their answers．Then ask some students to read out their answers．Check with the whole class．The teacher says the following．)

T：Good．You’re done very well． But from the passage we know that she hasn’t finished her speech．What do you think she wi1l say next? Have a short discussion in pairs．please．(Ss have a short discussion and then the teacher asks one or two pairs to say their answers．)Well done．Now．1et’s listen to the second part．Listen carefully to outline the speaker’s two arguments. Fill in the table in Part 2．Are you ready?

Ss：Yes．

T：OK．Let’s begin．

(Play the tape twice for Ss to Listen and write down their answers．Pause the tape if necessary. Then ask several students to read out their answers．)

T：Now，let’s listen to the tape again to check your answers．(Play the tape once more and then check the answers with the whole class．)Good．P1ease think a bout what the speaker will say next．You call use what you have heard on the tape to predict what will come next．Make an outline like the one in the table and then write down what you think the speaker will say．You can work in pairs or groups of four as you like．

(A moment 1ater，ask some students to read out their paragraphs and compare different speeches to choose the best one．)

Step Ⅳ Speaking

T：Well done! We’ve talked much about pollution．We know that pollution is a big problem facing the earth．But why can’t we stop the pollution? Why doesn’t our government shut down the factories that pollute the environment badly? Who knows?

S：I think our government must have its own opinion．Maybe they think the factories are more important than the environment．Because the government can get lots of money from factories．If they shut the factories down ,it will not be able to get so much money．And this is not good for the development of the city or town.

T：Yes．Different people have different opinions．They may not agree with one another．So sometimes it’s very hard to make a decision and to make a change．For example，we know that coal is a valuable resource that can be used to produce energy，but it also causes serious pollution．What should we do with it? (Ss may have various answers．) You see，you don’t agree with each other．Now，we need to have a meeting to discuss this problem．Please work in groups of five．You should play different roles：a businessman．a scientist. a local citizen，an environmentalist and a local leader．Different people have different opinions．

(Every person has his／her own opinion．) Please discuss the issue first and

then the local leader should summarise and make a decision．You can have a look at the table and the useful expressions in Speaking Part before you begin your discussion．They’re very helpful．

(Give the students enough time to have a discussion and then ask the students who play the role of the local leader to read out their decisions．Compare them and choose the best decision．)

Sample dialogue：

A：Today we are here to decide whether we should burn the coal．Please tell us

whatever you think．

B：I think we should burn the coal．1f we don’t burn it now，maybe it will be

useless in the future，New energy wi1l be used instead of coal，such as．solar energy．

C：But burning coal causes too much pollution to our environment．1t pollutes the air badly. If nothing is done to stop its pollution to our earth，then we will

Have no fresh air to breathe．

D：Yes，I quite agree．I think we shouldn’t burn the coal now. It would be better

if we spend more money on science to find a better way of using the coal．Once

we know how to burn it with out polluting the environment ,we can make full use of it．

E：That sounds quite reasonable，but it’s clear that if we want to develop our area as soon as possible，we need money．How can we get money? We can only burn the coal to make the factories work to make money．If we stop using the coal now ,how shall we continue our production and development?…

A：OK．All that you said are reasonable．I believe that we must try our best to

find a better way to use the coal．Meanwhile ,we must make sure that the factories which burn the coal take measures to stop polluting the environment．

Step V Summary and Homework

T：Well done．After class，please write down your dialogue in your exercise book．Today．we’ve talked about our environment．We know that there are some big problems facing our earth．We must try to do what we can to protect the earth．Besides．we’ve practiced supporting an opinion．Who can come to the blackboard and write down the useful expressions we’ve practiced just now?

(A student writes them down on the blackboard．If this student can't write all of them，the teacher may ask another student to write the other expressions．)

T: Very good．After class, you need practise more to master them better。That’s a11 for today．See you tomorrow!

Ss：Se you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 9 Saving the earth

The First Period

Useful expressions：

We must make sure that…

It’s clear that…

I believe that we must…

I’m all for…

If nothing is done…，then…

I can't imagine that…

Sure／Certainly／Absolutely．

It would be better if we…

Is there a better way to…

Step Ⅶ Record after Teaching

The Second Period

Teaching Aims：

1．Improve the students’ reading ability．

2．Learn some useful words and expressions．

3．Learn something about the Earth Summit to help the students know the importance

of protecting our earth．

Teaching Important Points：

1．Improve the students’ reading ability．

2．Master the useful words and expressions.

Teaching Difficult Points：

1．How to help the students master the usage of the useful words and phrases in the passage.

2．How to improve the students’ reading ability．

Teaching Methods

1．Fast reading and reading to get the general idea and the detailed information of the passage and to improve the students’ reading ability．

2．Explanation to help Ss master the usage of the important words and phrases．

3.Individual or pair work to make every student work in class．

4．Listening and repeating method to improve the students’ pronunciation．

Teaching Aids：

1．a tape recorder

2．a projector

3．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

Greet the whole class as usual．

T: In the first period of this unit，we talked about our environment．We know that our environment is in great danger．It’s being seriously polluted．

What can we do to protect the environment?

S：We can help more people to know the importance of protecting our earth．

S：We should not use the things that pollute the environment，such as plastic bags，air-conditioners and so on．

S：…

Step Ⅱ Pre-reading

T：Very good．Today we’re going to read the passage “Welcome to the earth summit”．It is about the earth summit and some of the major problems facing the world．Before reading the text，try to predict its content．Work in pairs and write down what you think each part of the text will be about．

(Allow the students a few minutes to finish the task．Then ask some students

to say their answers．Compare the answers and choose the best of them．)

Step III Reading

T：Well done．Now, please read the passage quickly make the outline of the text．Compare it with the outline you made just now，Find out how they are different from each other，Which one do you think is better? Are you clear?

Ss：Yes．

(Give Ss enough time to read the text，make the new outline and compare it with the one made in the Pre-reading．Finally, ask some students to answer the questions．Students may have various answers．)

Sample outline：

Introduction：Introduce the Earth Summit to the readers．Tell readers when and where it is first held and what it is about．

Body：Give more detailed information about the problems discussed at the meeting．

Conclusion：Tell readers what we can do to protect our earth．

T：Good．Now, please read the passage carefully．This time you should pay attention to some detailed information in the passage．After that，I'll ask you ,some questions．OK，you can begin．(Ss read for a while．) Have you finished?

Ss：Yes．

T：OK．Now，I’ll ask you some questions．

If you know the answer to each question，please stand up．Are you clear?

Ss：Yes．

T：OK．Listen to my first question．What are the “big three”?

S：I know the “big three” refers to contaminated drinking water，poor sanitation and air pollution．

T：Do you agree with him／her?

Ss：Yes．

T：OK．Who knows of any others?

S：I know．People hunt too many wild animals and birds and they cut too many trees．too．

T：Right．Why are conferences like the Earth Summit important?

S：Because they help people understand that there exist serious problems and that there’s still time to take action．They can tell us what we can do to help, too

T：Very good．Next question．What issues are discussed at the Earth Summit?

S： Contaminated drinking water，poor sanitation．air pollution，poverty．wars and violence．

T：Which do you think is the most important? Why?

S：I think the war is the most important, because wars not only cost too much money, destroy too many buildings，make people homeless，but also they make it difficult for the countries to develop further．Thus，life will be hard for people．especially for the poor．If people lire in peace，the development will continue and people’s life wil1 get better and better day by day．

S：But l think the protection of the environment is more important than wars．

Because if the environment is polluted，even if there’s not any war in the

world，people can’t live a happy or healthy life，either．

S：…

(Ss may have different opinions．)

T：OK．We know that the issues discussed at the Earth Summit are a11 very important．We should 1earn something from this passage and try to do what we can to protect our earth．Do you agree?

Ss：Yes．

Step Ⅳ Explanation

T：OK．Now，please look at the screen．I’11 explain something to you．Listen carefully and take notes．

(Show the following on the screen。)

1．representative

n. people chosen to present another or others.

adj．serving to s}low a class or group.

e．g．He was the first representative to Japanese．

This painting is representative of his work．

2．access

n.(to)①means of entering a place

②opportunity or right to use something or approach somebody

e．g．The only access to the farmhouse is across the fields．

Students must have access to a good library．

3．alone adv．(following a n．or pron．)

only，exclusively

e．g．The shoes alone cost$100．

4．stress

vt．put stress or emphasis on(sth．)

n. special emphasis or sigmficance

e．g．I stressed the importance of coming early．

My parents lay great stress on honesty．

5．take action：

do sth．in response t0 what has happened

e．g．Immediate action must be taken to stop the fire spreading．

6．in harmony with…;

agreeing, matching

e．g．His tastes are in harmony with mine．

7．put an end to…：

stop sth．from happening any more

e．g．We must put an end to this foo1ish behaviour．

8．wipe out：

clean the inside of sth．by rubbing it with a cloth．

e．g．Have you wiped out the bath after using it?

(Bb：words：representative，access，alone, stress expressions：take action，in harmony with…，put an end to…，wipe out)

Step V Listening and Reading

T：Now you’ve understood the passage well．Let’s listen to t}1e tape twice．The first time I p1ay the tape．you should listen carefully. The second time the tape is played, please read after the tape. Pay more attention to your pronunciation and intonation.

(Play the tape twice for Ss to listen and repeat. Then ask some students to read the text. One student, one paragraph. Help them with their pronunciation and praise the student who reads the best.

Step VI Summary and Homework

T: In this period, we've read a passage about the Earth Summit. We know we can do things to protect our earth. And we should help more people to know about the Earth Summit. Besides, we've learnt some useful words and expressions in the passage. After class ,try to make sentences with them so that you can use them freely. Don't forget to preview next period, the Language Study. OK. That's all for today. See you tomorrow!

Ss: See you tomorrow!

Step VII The Design of the Writing on the Blackboard

Unit 9 Saving the earth

The Second Period

Useful words :

representative n. /adj.

access n.

alone adv.

stress yr./n.

Useful expressions:

take action

in harmony with …

put an end to …

wipe out

Step VIII Record after Teaching

The Third Period

Teaching Aims :

1. Revise and master some useful words, learning how to remember English words.

2. Learn the Grammar: Inversion.

Teaching Important Points:

1. Learn to use some derivative words.

2. Learn to use Inversion.

Teaching Difficult Points:

How to help the students use partly and fully inverted sentences correctly.

Teaching Methods :

1. Practising to master the language points.

2. Elicitation and inductive methods to help the students master Inversion.

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a projector

2. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Revision and Lead -in

T: Yesterday we read a passage about the Earth Summit and some of the major

problems facing the world. Through the passage we know at the Earth Summit, representatives from more than one hundred countries discussed some of the most important problems facing our planet. Up to now, several Earth Summits have been held and much progress has made. Can you tell me in which city the 2002 Earth Summit was held?

Ss: Johannesburg in South Africa.

T: Do you remember one of the main themes of the 2002 Earth Summit？And what was it?

Ss: Yes. It was sustainable development, or the question of how we can continue

developing the world without damaging the environment.

T: What are the three biggest killers in the world?

Ss: Contaminated drinking water, poor sanitation and air pollution.

T: What other problems did the speakers speak about?

Ss: Poverty, war and violence.

T: What did China's then Premier Zhu Rongji stress?

Ss: The need for equality and fairness in the world.

T: How can we save the earth?

Ss: By changing the way we live.

T: What is the key to the future?

Ss: Education.

T: Quite right. The Earth Summit is not just about problems, but also a place to find solutions for the future. We should believe that the future of our planet must be more and more beautiful with the whole world's effort, Today, we'll learn to use the language points appearing in the passage. First, word study. Then Grammar-Inversion.

Step III Preparing for Word study

(Teacher shows the following on the screen. )

adj. n.

lonely _______

willing _______

responsible _______

fair _______

equal _______

poor _______

v. n.

kill _______

represent _______

suffer _______

adj. adv.

real _______

absolute _______

successful _______

T: Now, please look at the screen and write down the other forms of the given words

in each group. Work in pairs first. Then I will check your work.

(After a while, teacher checks the students' answers and shows the right ones on the screen.)

Suggested answers:

Adverbs: really, unfortunately, absolutely, especially, successfully

Adjectives: lonely, lively, ugly, lovely, friendly

Step V Presentation

(Teacher shows the following sentences on the screen. )

1. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.

2. Among the speakers was Chinas then Premier Zhu Rongji, who stressed the need for equality and fairness in the world.

3. Not until we know more will we be able to improve the situation.

4. Only by changing the way we live can we save the earth.

5. Had I known that air conditioners cause so much pollution, I would never have bought one.

6. A better understanding of the environment is necessary, as is the willingness to act.

7. Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.

T: Now, please look at the sentences on the screen and pay attention to the word order of each sentence. In what way are these sentences different from the usual sentences?

Ss: The word order is not “Subject + Verb” but “Verb + Subject” or “Auxiliary/ Modal + S + V”.

(Teacher writes the structures on the Bb.)

T: Yes. This kind of sentence is called Inversion, which happens in questions and in a number of other cases. Look at the sentences carefully again, paying attention to the underlined words. In the first sentence, “exist” is used after

“there” to express a state for existence like“there be” structure; the second

sentence begins with a preposition phrase. In these two sentences, the whole predicate verb comes before the subject. The third sentence begins with a negative adverb; in the fourth sentence, “only” is placed at the beginning of the sentence with an adverbial. In these two sentences, part of the predicate comes before the subject. In most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there is no auxiliary or modal, do, does or did should be added. Can you understand?

Ss: Yes.

T: Then look at the fifth sentence and change it into another sentence with the same meaning, which begins with “if”.

Ss: If I had known that air conditioners cause so much pollution, I would never

have bought one.

T: Quite right. In some special forms of unreal conditional clauses, when “if” is left out, part of the predicate like had, should, were should conies before the subject. That is to say, inversion can be used instead of “if”. Are you clear about that?

Ss : Yes.

T: Next, look at the last two sentences, To avoid repetition,“as” and “ nor” are placed at the beginning of the sentences which say that people(or thing or situation) are the same as others that have been mentioned. In this case, the structure “as/nor+ auxiliary/modal/do(does, did) + subject” should be used. Besides,“neither” and “so” can be used like “nor”and “as”. Is that clear?

(Bb: as/so; neither/nor + aux./mod. / do( does. did) + subject )

Ss: Yes.

T: OK. Now， let's change them into the usual word order sentences. Wang Xia ,you try the first.

Ss: It is a special sentence pattern like“ There be” structure. “exist” can only

come after “there”.

T: Yes. Sit down, please. Then the next sentence.

Ss: China's then Premier Zhu Rongji was among the speakers, who stressed the need for equality and fairness in the world.

T: …

S3: We will not be able to improve the situation until we know more.

S4: We can save the earth only by changing the way we live.

S5: If I had known that air conditioners cause so much pollution, I would never

have bought one.

S6: A better understanding of the environment is necessary, and the willingness to act is necessary, too.

S7: Without international cooperation, developing countries can't prosper. Sustainable development will not be possible either.

Step VI Grammar Practice

T: Well, now please turn to Page 70. Look at the first part ,Grammar: Rewrite the

following sentences, beginning with the underlined part. First study the example, and then complete each sentence below. A few minutes later, I'll check

your work. Begin now.

Suggested answers:

1. Not until we stop polluting our lakes and rivers, will we have enough drinking water

2. Only by learning to live in harmony with nature can we save the earth.

3. Only after the meeting did 1 know that air pollution causes almost three million deaths every year.

4. Only with international cooperation can sustainable development be possible.

5. Not only is the Earth Summit a place to talk about problems, but also a place to find solutions for the future.

6. Only with better education will people be able to build a better society in harmony with nature.

7. Seldom do we think of the small changes that we can do to make a big difference.

8. Never have I realised that water is so precious.

(Then teacher deals part in Grammar.)

T: All right. Now let's come to the second part. Complete the following sentences

using the words in the box: so, neither, nor, as. At the same time, you should pay attention to the verb form before the subject. First do it individually. Then check your answers with your partner. At the end, I'll ask some of you to read the whole sentence.

Suggested answers:

1. so/as have 2. neither/nor should

3. so/as do 4. so/as am 5. neither/nor do

6. so/as is 7. neither/nor 8. neither/nor can

9. so/as can

(After checking the answers, teacher says the following. )

T: From these sentences, we know the verb-form after “so, neither, nor, as”

should be the same as the verb-form after the first subject. The person and

number should agree with its own subject. Is that so?

Ss: Yes.

Step VI Summary and Homework

T: Now, let's look at what we've learnt in this period. At the beginning of class, we revised the contents of the last class. Then we did some exercises to further

study some learnt words in the text. At the end, we learnt the usage of Inversion. To master it better, we also did some exercises. But that's not enough. I hope you can practise more after class. The more you practise, the greater progress you will make. So much for this period. See you tomorrow.

Ss: See you tomorrow !

Step VIII The Design of the Writing on the Blackboard

Unit 9 Saving the earth

The Third Period

I. Word study

II. Grammar: Inversion

1. There exist/be...

2. Not/Never/Seldom...

3. Only + adverbial…

4.…so, neither, nor, as+ V +S

Step IX Record after Teaching

The Fourth Period

Teaching Aims:

1. Learn and master the following words: defend, incorrect, affect, advise

2. Train the students listening and speaking abilities.

3. Learn to write an evaluation paragraph.

Teaching Important Points:

1. Master the useful words and phrases appearing in this period.

2. Learn to support an opinion both in speaking and writing.

Teaching Difficult Point:

How to help the students finish each task and improve their skills to use language.

Teaching Methods :

1. Oral practice to train the students' speaking ability.

2. Written work to train the students' writing ability.

3. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a projector

4. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Revision and Lead-in

T: Yesterday, we learnt the use of Inversion and did some exercises. Can you

tell me the difference between inverted sentences and usual sentences? Wu

Li, would you like to have a try?

Sl: Yes. In an inverted sentence, part of the predicate or the whole predicate

comes before the subject. In a usual sentence, the predicate comes after the

subject.

T: Quite right. Sit down, please. Then for what reasons do you think Inversion is

used? Any volunteer?

S2: I think Inversion is used for two reasons. One for the need of the grammatical structure of a certain type of sentence the other for emphasis of a certain part of a sentence.

T: Quite right. Now, let's do an exercise, Look at the screen and write your answers on a piece of paper. Then I'11 check the answers with the whole class.

(Teacher shows the following on the screen. )

Rewrite the following sentences using Inversion.

1. We can finish the work on time only by seizing every minute.

______ ______ _______ _______ ________ _______ _______finish the work on time.2. I have never heard such nonsense in all my life.

_________ _________ _________ heard such nonsense in all my life.

3. A piece of paper was folded in the pocket.

______ ______ ______ _______ _______ a piece of paper.

4. He little realizes how important this heart operation is.

______ _______ _______ _______ how important this heart operation is.

5. Churchill was not only a statesman but also a poet.

______ ______ _______ Churchill a statesman but also a poet.

Suggested answers:

1. Only by seizing every minute can we

2. Never have I

3. Folded in the pocket was

4. Little does he realize

5. Not only was

T: Well done. Besides, we've read a passage in this unit about the Earth Summit and environmental problems and solutions. What words we've learnt in this unit can help us describe environment problems and solutions?

Ss: Sustainable development, contaminated drinking water, poor sanitation, air

pollution, killer, poverty, war, violence, equality, fairness, take action, make changes, education, in harmony with nature...

T: Oh. So many. I hope you can remember and use them. We know the Earth Summit mainly talks about environment problems and solutions. Experts from all over the world are welcome to the Earth Summit, speaking about different topics and discussing new ways to solve old problems. Today we are going to listen to the voices of the

Earth Summit. And we'll talk about the environment problem again. First, let’s learn the new words in this period.

(Teacher shows the new words on the screen and gives brief explanations.)

( Bb: alternative-alternate; defend against/from; incorrect--correct; affect/effect; advise sb. (not) to do sth. ,advise doing sth. )

Step III Listening and Speaking

T: Well, now please open your books at Page 71. Look at the first part in Listening and Speaking: Listen to the speeches from the Earth Summit and complete the outlines below, I'll play the tape twice continuously. Listen carefully and finish your task. At the end ,I'll check your answers.

(After listening, teacher introduces the next task.)

T: Well done. You've understood the speeches exactly. Do you agree with what they are saying? Work in pairs to talk about this question. Write down your thoughts, comments, opinions and questions about what they said. Prepare for a few minutes. Then we'll go on with the next task. (A few minutes later.)

T: OK. Now you have a chance to make your own speech. Use your notes and think about what you would like to say. First, write an outline, and then give the speech in class. Make sure that you are ready to answer questions and defend your argument. Are you clear?

Ss: Yes.

T: You can begin to prepare tot it now.

(Another few minutes later.)

T: Are you ready?

Ss: Yes.

T: OK. Now let's begin our speech. Each student should listen to your classmate's speeches carefully and get ready to ask them questions. Who'd like to be the first to give your speech? Any volunteer7

S:…

(One of the students stands up and gives his speech. The others go on. After the speeches, teacher shows the following on the screen. )

Tips for preparing a speech:

Knowing how to give a good speech is a useful skill. If you want to give a good

speech, there are a few things you need to consider.

I. Think about your audience

a. Who will listen to your speech?

b. What are they interested in?

c. What do they want to know?

d. What do they already know?

Outlines like these will help you decide what you are going to say.

II. Prepare and practise

a. Research your topic carefully and organise the material,

b. Before you give the speech, practise in front of a mirror or together with a friend.

T: Your speeches were all made successfully, but in order you can make a better speech, I give you some advice on preparing a speech. Look at the screen. Let's study together.…

Step IV Writing

T: As we all know, environment problems are becoming more and more serious with the development of modern agriculture and industry. Among all the problems, which do you think is the most serious one? Why do you think so? What do you think should be done to solve it? Now write a paragraph to tell your reader about these questions.

(Teacher writes the questions on the Bb. )

T: You can prepare your paragraph as follows: First, write a sentence that states

your opinion, for example,“I think that air pollution is the most serious problem because it does great harm to our health. ”Then list as many reasons as possible. Finally, use the sentences to organise your paragraph. Are you clear?

Ss: Yes.

T: Well. I'll show you some words and phrases on the screen. You can refer to

them. After finishing your paragraph, use the check list in Unit 2 to check it

for errors and mistakes. Are you clear?

Ss: Yes.

(Teacher shows the following on the screen and the students begin to work.)

Many products are bad for the environment.

It is wrong to buy products that are harmful to the environment.

To think that there is nothing we can do is incorrect.

What we do is important because it affects the environment I suggest that we do something about these problems.

I would advise people not to buy products that harm the environment.

I recommend that all of us should think about what we do and what we buy.

Step V Summary and Homework

T: You all did very well in class. Now let's see what we've done in this period. First. we've revised the previous contents, including the text and the grammar. Second, we've done some listening and speaking. Then we've learnt to write an evaluation paragraph. All these activities center on the subject “environment problems and absolution ”. Everyone should make an effort to take care of our

planet. Do you think so?

Ss: Yes.

T: Besides, we've learnt some useful words and phrases, such as… After class, please practise more to improve your ability to use language. So much for today. See you tomorrow!

Ss: See you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 9 Saving the earth

The Fourth Period

I. Words and Phrases:

alternative--alternate

incorrect--correct

defend against/from

affect/effect

advise sb. (not) to do sth.

advise doing sth.

II. an evaluation paragraph

What do you think is the most serious one?

Why do you think so?

What do you think should be done to solve it?

Step VII Record after Teaching

The Fifth Period

Inversion

Teaching Aim:

Learn and master the use of inversion.

Teaching Important Point:

Help tile students to make a summary of all kinds of inversion.

Teaching Difficult Point:

Help the students know in which cases full inversion is used and in which cases partial inversion is used.

Teaching Methods :

Revision; summary; explanation and inductive methods.

Teaching Aids:

a projector and the blackboard

Teaching Procedures :

Step Greetings

Greet the whole class as usual.

Step II Revision and Lead-in

T: In Unit 9, we've learnt some sentences in inverted word-order. Now, I'll show

you some sentences on the screen. Please tell which are in natural or normal word-order and which are in inverted word-order. Look at the screen and compare them carefully.

(Show the following on the screen.)

Out rushed the boy.

The boy rushed out.

Only in this way can we lose weight.

We can lose weight only in this way.

T: Who can tell us which are in normal word-order?

S: I know. The second sentence in each pair is in normal word-order.

T: How do you know?

S: If the predicate comes after the subject, it is in normal word-order.

T: Very good. So the first sentence in each pair is in inverted word-order. In the first pair, the whole predicate of the first sentence comes before the

subject, in the second pair, part of the predicate of the first sentence comes

before the subject. Now, please look at the screen.

(Show the following on the screen and make brief explanation if necessary. )

Word-order

natural word-order : S+ V

inverted word-order V+S

Auxiliary/Modal + S+V

Step HI Summary and Explanation

T: If the predicate verb is placed before the subject, the sentence is said to be

in inverted word-order. Such a word-order is called inversion. We use inversion for two reasons. One for the need of the grammatical structure of a given type of sentence, the other for emphasis of a certain part of a sentence. Inversion happens in questions, and in a number of other cases. There are two main kinds of inversion. In some cases the whole verb comes before the subject. This kind of inversion is called full inversion. And in most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there's no auxiliary or modal verb, “do”“does” or “did” should be added. This kind of inversion is called partial inversion. Now, let’s make a summary of the inverted cases. Please look at the screen. In these cases, the whole predicate comes before the subject.

(Show the following on the screen.)

1. In the construction there be for existence e. g. There are some books on the table.

There's a boy in the classroom.

Note: Some other verbs can be used with “there” besides “to be”, such as: live, exist, remain, come, arise, appear, enter, follow and so on.

e. g. There came shouts for help from the river. '. There remains nothing to be done.

2. When the sentence begins with one of the adverbs, such as here, there, now, then, out, away, up, down, off, back, over.

e. g, There goes the bell!

In rushed the children.

Note: When the subject is a personal pronoun, inversion can't be used.

e. g. There he comes.

Out he ran.

3. When the sentence begins with “such” for referring back, which means personor thing of a special kind.

e. g. Such was Albert Einstein.

Such are the facts.

Note: The predicate must agree with the subject after it in person and number.4. When the sentence begins with a long adverbial expression of place, especiallya prepositional phrase denoting place.

e. g. Between the two buildings stands a tall tree.

South of the city lies a steel factory.

Note: Some intransitive verbs like “come”“lie”“stand”“walk” often follow

after the adverbial expressions of place.

5. The whole or part of the direct speech is placed at the beginning, followed by

verbs of reporting like “answered John”“said the old lady”, which tell you who spoke or how they spoke.

e. g. “Help!” shouted the boy.

“I've had enough ,”said John.

Note: ①When the subject is a pronoun, the verb normally comes after it.

e. g. “You are,”I answered.

②When the verb of reporting is followed by an indirect object or an adverbial, the verb normally comes after the subject, inverted word-order is impossible

e. g. “Why?” the teacher asked him.

“Both, sir.” he answered proudly.

6. To balance the sentence structure or to link the sentence closely.

e. g. They reached a farmhouse, in front of which sat a small boy.

Inside the pyramids are the rooms for the bodies of the kings and queens. Note: Pay attention to the “agreement”.

T: In the following cases, part of the predicate comes before the subject.

Look at the screen.

(Show the following on the screen.)

1. To avoid repetition, “so, neither nor” can be placed at the beginning of a sentence which says that people (or thing or situation)are the same as others that have just been mentioned.

e. g. (1)--My mother is ill this week.

--So is my sister.

(2)--I can't speak French.

--Nor can I.

(3)--My husband never touches a drying-up cloth.

--Neither does mine.

Note: “So” can also be used in a different sense, to introduce surprised agreement with what has been said, which means “ Yes, indeed! You're quite right. ”In this case, the same subject is mentioned. Inversion is not used.

e. g. --That's Isabel, look!

--So it is.

2. In sentences beginning with negative expressions like never, seldom hardly, scarcely, barely, rarely, little, not, nowhere ,by no means, in no way, at!

no time, neither… (nor).

e. g. Hardly do I think it possible.

By no means shall we give up.

Neither will theory do without practice; nor will practice do without theory.

Note: When “little” which does press negative is used as an adjective before the subject, natural word-order is used.

e. g. Little Franz often played truant.

3. In sentence structures like “Not only…, but (also) …; No sooner…than…; Hardly/Scarcely…when…; Not until…;So…that…; Such…that…”.

e. g. Not only did we lose all our money, but we also came close to losing ourlives.

Hardly had I arrived when I had a new problem to cope with.

No until all the fish died in the river did the villagers realize how

serious the problem was.

So fast does light travel that it is difficult for us to imagine its

speed.

Note: In all these sentences, inversion happens in the main clause, not in the subordinate clause.

4. When “only” is used to modify an adverbial which is placed at the beginningof the sentence.

e. g. Only in this way can you succeed.

Only then did I realize that I was wrong.

Note: When “only” is used for emphasis of a subject, normal word-order is

used.

e. g. Only John knows the answer.

5. In some special forms of unreal conditional clauses, when “if” is left out, the structure “Were (Should, Had) I (you/he ,etc)” are used instead of “If I (you/he, etc.) were (should, had)”.That is to say, inversion can be used

instead of “if”.

e.g. Were he (= If he were) here now ,could ask him.

Should he (= If he should)

come, tell him to ring me up.

Had you (= If you had ) not helped me, I’d have failed.

Note: If there's no：“were” “had” or“should”in the unreal conditional

clauses, inversion can't be used.

6. In questions

e. g. Have you seen John?

Note: Inversion is not always used in questions. Like the following cases: (1) In a special question, if the subject is expressed or modified by an

interrogative word ,the subject comes before the predicate.

e. g. What happened to Mary?

How many people are listening to the lecture?

(2)In some other cases:

e. g. You've seen John?

I wondered whether he'd seen John.

7. In sentences expressing “blessing” or“concession”.

e. g. May you succeed!

May you gain still greater success!

Cost what it may, I'll stick it out.

Note: In “Long live the people!”, inversion is used with the whole verb fore

T: Now, let's look at the screen, there's another kind of inversion you should

remember.

(Show the following on the screen.)

In an adverbial clause introduced by“as” or “though”.

Structure:

predicative

adverbial +as(though) +subject +…

verb

e. g. Much as I like it, 1 will not buy it.

Try as she might, she failed.

Child as he was, he had to make a living.

Note: (1)When the adverbial clause is introduced by “though”, inverted and natural word-order are both possible.

e. g. Though she is young, she knows a lot.

Young though she is, she knows a lot.

(2)When the predicative is a countable noun in singular, “a” or “an” should be left out.

e. g. Hero as he is, he has some shortcomings.

Step IV Practice and Consolidation

T: Now, let's do some exercises. Please look at the screen. Finish them by yourself first and then check your answers in pairs.

(Show the following on the screen.)

I．Choose the best answers:

1. If you don't go there,________.

A. so won't I B. nor do I

C. neither shall I D. so don't I

2.--He has passed the exam.

--_____________.

A. So have I B. So I have

C. I have so D. So did I

3. Hardly the bus station when the bus started.

A. has she arrived at

B. had reached she

C. did she arrive at

D. had she reached

4. it rain, the crops would be saved.

A. Were to B. Would

C. Should D. Could

5. Listen!______________.

A. There the bell goes

B. The bell goes there

C. The bell goes there

D. There goes the bell

6. At no time_________ beat student.

A. teachers can't

B. I will teachers

C. teachers will not

D. can't teachers

7. Not until 7:00________.

A. he got up

B. he didn't get up

C. did he get up

D. didn't he get up

8. the film,1 would have told you something about it.

A. Have I seen B. Had I seen

C. Should I see D. I had seen

9. After that we never saw her again, nor from her.

A. did we hear B. we heard

C. had we heard D. we have heard

10. He is unhappy,________.

A. so is she B. neither is she

C. so isn't he D. nor isn't she

(A moment later, check the answers with the whole class.)

Suggested answers:

1~5 CADCD 6~10 BCBAA

II. Choose the best answers:

1.--Do you know Jim quarreled with his brother?

--I don't know,

A. nor don't I care

B. nor do 1 care

C. I don't care, neither

D. 1 don't care also

2. Not until I began to work __ how much time I had wasted.

A. didn't 1 realize B. did I realize

C. I didn't realize D. I realized

3. Little about his own safety, though he was in great danger himself.

A. does he care

B. did he care

C. he cares

D. he cared

4. Not only polluted but __________ crowded.

A. was tile city; were the streets

B. the city was; were the streets

C. was the city; the streets were

D. the city was; the streets were

5. So that no fish can live in it.

A. the lake is shallow

B. shallow the lake is

C. shallow is the lake

D. is the lake shallow

6. “It was careless of you to have left your clothes outside all night.”“My God!____________________”

A. So did I B. So I did

C. So were you D. So did you

7.--David has made great progress recently.

-- , and______________

A. So he has; so you have

B. So he has; so have you

C. So has he; so have you

D. So has he; so you have

8. Only by practising a few hours every day______ be able to master the language.

A. you can B. can you

C. you will D. will you

9. Not until all the fish died in the river ________ how serious the pollution was.

A. did the villagers realize

B. the villagers realize

C. the villagers did realize

D. didn't the villagers realize

10. , he doesn't study well.

A. As he is clever

B. He is as clever

C. Clever as he is

D. As clever he is

(A moment later, check the answers. )

Suggested answers:

1--5 BBBCC 6--10 BBDAC

Step V Summary and Homework

T: In this class, we have revised and summarized all kinds of different inversions. After class, please go over what we've learnt about inversion. Besides, you should do more practice to master it better. So much for today. See you tomorrow.

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 9 Saving the earth

The Fifth Period

Inversion

I. Full inversion: V+S

II. Partial inversion: Aux/Mod + S + V

III.

predicative

adverbial + as(though) + subject +…

verb

Step VII Record after Teaching