人教版新课标选修六Unit4WarmingupandListening教案
(完整word版)高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period 1(word文档良心出品)
Unit 4Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases”are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)3Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?________________________________________________________________________(2)Who wrote the magazine article？What is the name of the magazine?________________________________________________________________________(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?________________________________________________________________________ Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide theSuggested answer：4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.8Reflection after teaching________________________________________________________________________。
新人教选修六 Unit 4 Global warming单元教学设计
教学课题Unit 4 Global warming period1 课程类型Warming up and reading课时一课时教材分析本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是全球变暖。
本节课是单元的阅读课，教材以说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。
学情分析The students are interested in the topic .After a year’s English learning ,most of them have formed some basic reading skills ,which contribute to the development of the class.教学重点1.Improve the students’ reading ability.2.Master the useful words and expressions.教学难点1.How to help the students master the usage of the useful words and phrases in thepassage .2.How to improve the students’ reading ability .教学目标一、知识目标1、初步理解、掌握课文中关于全球变暖方面的词语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。
2、利用已获取的信息发表自己对全球变暖问题的看法。
二、技能目标1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。
人教版英语选修六Unit 4 Global Warming(Listening, Speaking and Writing)教案
Teaching methods
1.self-learningmethod
2.cooperativelearningmethod
3.task-basedmethod
Teaching aids
learningplan, a computer and a blackboard
Teaching objectives
1. Knowledge to get
To learn about the phenomenon of global warming，the bad effects and causes of global warming andtheways to slow global warming.
Givethem the key words and phrases,help them finish the task and make a comment
Create situations to improve the Ss’speaking ability
11’
Step 5
Writing training
Teaching procedures
Teaching tasks
Students’activities
Teachers’activities
Purposes
Time
Step 1 Lead in
Watch the video and answer two questions.
Play the video and ask two questions
Lead into the topic
新人教选修六 Unit 4 Global warming单元教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Step 5HomeworkFinish off the exercises in workbook.1consume v.消费，消耗；吃完；喝光Make a list of the things that consume energy in your home ，school ，or any other places you can think of.列举一些在家里、学校里或者其他你能想到的地方消耗能量的东西。
(回归课本)用法点拨The car consumes a lot of fuel.这辆汽车很费燃料。
She consumed the big cake.她把那块大蛋糕吃光了。
归纳拓展consumer n ．消费者consumption n ．消费(量)，消耗(量) time-consuming adj .耗费时间的 consumer goods(家用)消费品consuming adj .使人全神贯注的；强烈的 翻译句子(1)新的灯泡耗电量更小。
The_new_light_bulbs_consume_less_electricity. (2)足球让许多孩子都非常着迷Football_is_a_consuming_passion_for_lots_of_kids.2matter v.要紧，有重大关系So how has this come about and does it matter?那么这是如何产生的，有什么要紧吗？(回归课本) 用法点拨⎩⎪⎨⎪⎧⎭⎪⎬⎪⎫It doesn ’t matter to me It matters nothing to me It makes no matter to me whether he is satisfied. 他满意与否对我关系不大(不重要)。
高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period
Period 3Grammar—the Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it”can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4．To ask the students to summarize the usages of the emphasized sentences.5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it”is used for emphasis.Find them and then write them down.________________________________________________________________________ ________________________________________________________________________Suggested answers：1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Step 4Summing upTry to help the students draw the following conclusions.1．The main structure of the emphasized sentences is “It is/was...that/who...”．2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．Step 5Grammar practiceAsk students to do the following exercises：1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrow－minded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow－minded?The last two may be a little difficult for the students.Help them to get the correct answer.2．Do Exercise 2 in Discovering useful structures on Page 29.3．Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.Suggested answers：In these three sentences，the underlined parts are all clauses—a subject clause and twoadverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：Is/Was it＋被强调部分＋that＋其他部分Wh－疑问词＋is/was it that＋其他部分Step 7Task－based learningAsk students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1．Was it in this place ______ they once built a tall building?A．that B．in whichC．before D．which2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.A．what；that B．that；whatC．that；that D．because；that3．It is because English is being widely used at present ______.A．why we learn it hard B．that we learn it hardC．which we must learn D．when we should learn4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?—No，not really.A．which B．thatC．when D．what5．______ the people have become masters of their country ______ science can really serve the people.A．It is only then；that B．It was that；whenC．It is only when；that D．It was when；then6．—I think we have met the word before.—Yes.It is in the reading material ______ we ______ reading yesterday.A．that；did B．that；wereC．when；were D．when；did7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.A．until B．whichC．that D．when8．It was this sense of failure ______ made him determined to succeed in his new life.A．who B．whichC．that D．why9．______ that so many people think that being perfect is the way to go?A．It is why B．Why is itC．Why it is D．Is why it10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.A．what it is that B．that what it isC．what is it that D．that what is it11．—Wasn't it Dr Wang who spoke to you just now?—______.A．I didn't know who was B．Yes，it wasC．No，he wasn't D．Yes，he did12．It was ______ he said at the meeting last night ______ made me angry.A．what；that B．that；thatC．what；what D．that；what13．Was ______ that I saw last night at the concert?A．it you B．not youC．you D．that yourself14．It was the nervousness in the interview ______ probably lost him the job.A．which B．sinceC．that D．what15．It was ______I reached there ______ I began to know something about the matter.A．until；when B．until；thatC．not until；that D．not when；that16．It was ______ my father worked ______ I worked now.A．where；that B．where；whenC．that；where D．that；that17．What a silly mistake it is ______ you've make!A．it B．thatC．this D．whichSuggested answers：1～5 ACBBC6～10 BCCBA11～15 BAACC16～17 ABStep 9Homework1．Finish off the Workbook exercises.2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching________________________________________________________________________________________________________________________________________________。
人教版高中英语选修6教案Unit 4 Global warming
人教版高中英语选修6教案Unit 4Global warmingUnit4Globalwarming一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.consequence/result/effect/outcome2.glance/gaze/glare/stare词形变化1.agreev.同意disagreev.不同意agreement/disagreementn.同意/不同意2.existv.存在existencen.存在3.statev.陈述，说明statementn.声明，阐述4.environmentn.环境environmentaladj.周围的，环境的environmentalistn.环境保护主义者重点单词1.phenomenonn.現象2.tendvt.趋向,往往是；照管,护理3.statevt.声明,陈述4.rangen.行列,范围；vt.排列,归类于5.averageadj.平均的6.existencen.生存7.advocate倡导，拥护8.refreshv.精神振作,精力恢复,更新9.contributionn.捐献,贡献,投稿重点词组comeabout发生quantitiesof大量的resultin导致beopposedto反对onbehalfof代表……一方putupwith忍受；容忍solongas只要重点句子1.Somebyproductsofthisprocessarecalled“greenhouse”gases,themostimportantoneofwhichiscarbondioxide.这个升温过程的一些副产品就叫“温室”气体,其中最重要的就是二氧化碳.重点语法it的用法（II）II词语辨析1).consequence/result/effect/outcome【解释】consequence强调因某件事而引起的后果，有时带贬义。
人教版高中英语选修6精选教案：Unit4GlobalwarmingReading
⼈教版⾼中英语选修6精选教案：Unit4GlobalwarmingReading⼈教版选修6 Unit 4 Global warming教案ReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming. Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let's look at a picture on the slide and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather. What's greenhouse effect? Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious.George Hambley thinks global warming will be mild with few bad environmental consequences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide. The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century didn't increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling's data because he took accurate measurements.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of globalwarming.9. George Hambley is worried about the effects of carbon dioxide on plant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part. Part (Para_ to Para_ )Main ideaPart 1 (Para _1_)introduce a debate over the issue of global warmingPart 2 (Para _2__ to _4__)illustrate how global warming comes aboutPart 3 (Para _5__ to 10___)list two different attitudes among scientists towards global warmingPart 4 (Para _11__ to ___)It's up to readers to think and decide whether people should do something about global warming or not.Step 5 DebateGet into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.Group A discuss why they agree with the statement; Group B discuss why they disagree.Group A and B get together. Tell each other the reasons why agree or disagree with the statement. Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。
人教版高中英语选修6教案Unit 4 Global warming
人教版高中英语选修6教案Unit 4Glbal aringUnit4Glbalaring一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1nsequene/result/effet/ute2glane/gaze/glare/stare词形变化1agreev同意disagreev不同意agreeent/disagreeentn同意/不同意2existv存在existenen存在3statev陈述，说明stateentn 声明，阐述4envirnentn环境envirnentalad周围的，环境的envirnentalistn环境保护主义者重点单词1phenennn現象2tendvt趋向,往往是；照管,护理3statevt声明,陈述4rangen行列,范围；vt排列,归类于averagead平均的6existenen生存7advate倡导，拥护8refreshv精神振作,精力恢复,更新9ntributinn捐献,贡献,投稿重点词组eabut发生quantitiesf大量的resultin导致beppsedt反对nbehalff代表……一方putupith忍受；容忍slngas只要重点句子1Sebprdutsfthispressarealled “greenhuse”gases,thestiprtantnefhihisarbndixide这个升温过程的一些副产品就叫“温室”气体,其中最重要的就是二氧化碳重点语法it的用法（II）II词语辨析1)nsequene/result/effet/ute【解释】nsequene强调因某事而引起的后果，有时带贬义。
result普通用语，指某行动，计划或事带来的最终结果。
effet与相对，指动作行为带来的后果或效应。
ute侧重某项活动，比赛的结果，结局【练习】选择nsequene/result/effet或ute并用其适当的形式填空1)The________fthegaeasbendurexpetatin2)The_________ ftheeetingasthatnneshuldbedisissed3)Theadvertiseent shaveuh________nnsuers’hie4)In_________flaziness,heasfiredes:1)ute2)result3)effet4)nsequene2)glane/gaze/glare/stare看，注视【解释】glane一瞥，匆匆一看，强调动作的短暂gaze凝视，注视，因惊异或赞赏而长时间无意识地凝视某人或某事物glare怒视，带有敌对或威胁的态度stare盯着看，含有无礼或粗俗的意味。
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Unit 4 Global warming
Warming up & Listening
Teaching goals
Enable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible. Learning ability goals
Enable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.
Teaching important and difficult points
How to make sure the answers of listening material.
Teaching aids
A recorder and cassette tapes, a projector, and a computer
Teaching procedures
Step 1 Warming up
Do you know any kind of energy resource?
Do you know anything that use energy?
things that use energy in a house
T: Now let’s look at some more pictures and decide whether they are renewab le or
not.
(Slide show: pictures of some forms of energy)
wind energy renewable
solar energy renewable
hydroelectric power renewable
geothermal energy renewable
tidal energy renewable
biomass energy renewable
nuclear power plant, non-renewable (picture)
an oil refinery(精炼厂), non-renewable (picture)
coal power station, non-renewable (picture)
natural gas non-renewable (picture)
uranium Ore (铀矿石) non-renewable (picture)
The element uranium does not occur in pure form in nature but is found in m inerals such as carnotite（钒钾铀矿）, pictured above. (picture)
Conclusion
non-renewable
coal oil natural gas Uranium fossil fuels
renewable
wind (wind power) sun (solar energy) water (hydro-electric power)
plant waste (biomass energy) hot springs or geysers (geothermal energy)
the sea (tidal energy)
Slide show
What are fossil fuels?
Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, which can be burnt to produ ce energy.
Also known as non-renewable energy because once they are used they have go ne
forever; they cannot be renewed.
Step 2 Pre-listening
Read Exercise 1 together:
1. Read the statements below and tick the ones you agree with.
2. Listen to the tape and answer and decide which statement Professor Chen d oes
NOT agree with.
1. We'll have to stop using fossil fuels.
2. About 90% of the world's energy comes from fossil fuels.
3. We can replace fossil fuels with renewable sources of energy.
4. Nuclear power is a good source of energy.
5. In the future, we'll need new technologies to replace fossil fuels.
6. It's the developed countries who are to blame for producing most of the car bon
dioxide.
3. Listen again and tick the phrases that Professor Chen uses to agree or disag ree
with Li Bin.
Slide show
Exactly. I’m afraid I dis agree with you.
That’s true. I’m afraid not.
That’s right. I don’t think so.
That’s correct. No way.
I agree. I don’t agree.
4. Listen for the third time and fill in the blanks.
1．Our modern _________ societies depend on the energy we get from___ ______.
2．It’s a very ____________ and cheap form of energy.
3．Can’t we just ________ fossil fuels with ________ sources of energy li ke sun or wind power?
4．However, whatever we do, we have to do it as a ________________.
5．The _________ countries are really the ones to ______.
Keys:
1．industrial; fossil fuels 2. concentrated 3。
replace；renewable 4。
global com munity
5．developed；blame
Step 3 Homework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.。