高中英语(人教版)选修六 Unit 4 Global warming-Reading 教案
Unit4. The Earth Is Becoming Warmer-But Does it Matter 教案Teaching Aims:
1.Improve the students’ reading ability
2.Having concept of “greenhouse gases”,”greenhouse effect””global warming”
3.Know scientists’ attitude towards “global warming”
4.Can write down the advantages as well as disadvantages of “global warming” and can express them to the whole class
Teaching Important and Difficult Points:
1.How to Improve the students’ reading ability
2.How to guide students to write and to express his or her attitude in own words
Emotional Aims:
Enable the students to know the importance of protecting earth
Media preparation:
Blackboards, PPT, video player, Mp3 player
Teaching Process:
Step1. Greetings
Greet the whole class
Step2. Lead-in
Show three groups of pictures, which are about shallow understanding of “global warming”, and let them choose the right picture of each group.
eg.Which of the following picture doesn’t show the phenomenon?
Step3. Fast-Reading
Match: the main idea of each paragraph. (Divided them into seven groups,each group answer one paragraph.)
Step4. Intensive Reading
1)Analyze paragraph1 and paragraph2 in a way of graph1. Answer two questions.
What is this graph about? What has caused this phenomenon?
2) Listen to paragraph3 and then discuss questions in group to choose right answer.
Greenhouse gases refer to ____.
A. carbon dioxide
B. the burning of fossil fuels
C. byproducts of the burning of fossil fuels
D. coal, natural gas and oil
Greenhouse effect ____.
A. is a natural phenomenon
B. happens when there’s too much carbon dioxide
C. does great harm to human beings
D. makes life for human beings better
Summarize this paragraph in a way of simple drawing.
3)Give a graph2, ask one student to analyze the graph2 as the way of graph1. Then combined with Paragraph4 and Paragraph5, judge T or F. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.
All scientists accept the data in graph 2 except Charles Keeling.
4)Read paragraph6 together and summarize the different attitudes towards global warming.
Dr.Foster: It would lead to a catastrophe.
George Hambly: We should not worry about it.
5)Read paragraph7 independently and answer questions.
If we start reducing the amount of carbon dioxide and other greenhouse gases, is the climate going to stop?
What's the attitude of the author? Positive?Negative or Neutral?
6)Summarize the structure of the whole passage
Part1 (paragraph1)
Part2 (Paragraph2-5)
Part3 (Paragraph6)
Part4 (Paragraph7)
Step 5 Writing
Write down the advantage or disadvantage of global warming in your opinion.
Step 6 Play a video to express my view.
Step7 Homework
Surf the Internet for more information
about global warming.
Teaching Reflect
Global Warming is one of the most important topic we face in this century. Teacher should guide students to focus this topic and do activities to protect our earth.。
高中英语人教版选修六 Unit 4 Global warming Read 课件 (共47张PP
Read and discover:
Greenhouse gases have resulted in global warming. =Global warming has resulted from greenhouse gases. to be caused by 1. Many negative effects have resulted from global warming. 2. The increase in carbon dioxide results from the burning of more and more fossil fuels.
2. My brother bought a large quantity of books.
Read and discover:
1. The book shop sold a quantity of /quantities of books. 2. The factory releases a quantity of / quantities of CO2 every day. a quantity of / quantities of + countable nouns / uncountable noun
in order to broaden my mind. to pay money regularly to have newspaper or magazines sent 3. Do you know how to subscribe to the Web service? to receive or obtain sth. regularly
人教版英语选修六Unit 4 Global Warming(Using Language)课件(共23张PPT)
Let’s learn how to write a passage .
Beginning : put forward the topic
Body :
ways
First /Firstly/To start with… Second /Secondly/Next… Third/ What’s more/Besides…
2.It should consist of three parts : a large heading, imperative sentences, and slogan .
Let’s learn how to make a poster
large heading Walk or __________ suggestions slogan
what to do about global warming.
Read the second letter carefully and fill in the blanks.
What can we do about global warming? 1. Turn a(n) __el_e_c_tr_i_c_a_l _a_p_p_l_ia_n_c_eoff when
More importantly/ Last but not least…
Ending : hope/future
Step1.Beginning: put forward the topic
Step2.Body:ways
Recently, global warming has become a hot topic among peopl It causes the sea level to rise and many disasters to strike. So we must take effective measures to save our planet.
高二英语人教版选修六Unit4Globalwarming单词讲解课件
用法
average
一词多义
range
consume
正式用语 熟词生义
英语释义
commitment
英语释义
circumstance
contribution
熟词生义
重 难 点 词
1. consume:
① The developed countries consume the most energy in the world. 人教⑥ – 4 ② Looking after the children, cooking and cleaning are timeconsuming. 2008 四川改
range
mountain ranges 山脉
range
range的词源
range 名 词 的 词 源 义 是 指 一 排 排 的 人 ，尤其是指猎人或者士兵，和动词的 词源义密切相关，名词由动词而来， 其基本义是“范围”。
range
■n ⑴ [C] [常用单数] 一系列
① a range of services / products 一整套服务 / 一系列产品 ②College students are of many different ages and come from a wide range of social, cultural and economic backgrounds. 大学生们年龄参差不齐，有着不同的社会、文化和经济 背景。 北师大⑧ – 23
vt签署(文件)，捐助
subscribe to 同意，赞成，订购 △fossil n. 化石，从地下采掘出来 的矿物 fuel n. 燃料 △byproduct n. 副产品 △Janice 贾妮思 △Foster 福斯特 △methane n. 甲烷，沼气 △Celsius adj.(温度)摄氏的 quantity n. 量，数量
人教版英语选修六Unit 4 Global Warming(第一课时)课件(共21张PPT)
A．On the whole
B．In a way
C．As a result
D．For the moment
3．I’ve ________ an electronic magazine via E-mail，
and it will be sent to mded to B．applied to
Part 2(para2_5) :the cause of global warming
human activity
b_u_r_n_i_n_g of fossil fuels
a natural phenomenon called_g_r_e_en__h_o_u_s_e_e_ff_e_c_t_
_g_r_ee_n_h__o_u_se_ gases are produced
b. whether people should do sth. about global warming
Part 3 (Para_6_ )
c. introduce a debate over the issue of global warming
Part 4 (Para_7_ )
d. how global warming comes about
II: Scanning for true or false questions.
人教选修六Unit 4 Global warming全单元课件
Sources of energy Fossil fuels
Notes
• Produce carbon dioxide • cheap and concentrated form of
energy
Listening
Wind power
• clean • not practical: need huge areas of
Listening
LI BIN: But it’s not thed_e_v_e_lo_p__in_g__ countries that put most of the carbon _d_i_o_x_id_e_ into the air. The developed countries are really the ones to __b_la_m__e.
4. Nuclear power is a good source of energy.
Listening
• 2. Listen to Part 1 again and tick the energy sources that are mentioned. Complete the notes on them.
Listening
1. Listen to Part 1 and decide which statements Professor Keeling does NOT agree with.
1. We should stop depending on fossil fuels for our energy. Agree
Listening
KEELING: No, they don’t. However, that is a _p_r_o_b_le_m__ we must work on as a _g_lo_b_a_l_ community. That means _d_e_v_e_lo_p_e_d_ and _d_e_v_e_lo_p__in_g_ countries will have to work together.
新人教选修六-Unit-4-Global-warming
企业参与国际环保合作与交流
参与国际环保组织
加入国际环保组织，与其他企业 和国家共同研究和应对全球变暖
问题。
分享经验与技术
积极分享在应对全球变暖方面的 经验和技术，促进国际间的合作
与交流。
倡导全球环保行动
通过参与国际会议、发表声明等 方式，倡导全球各国共同采取行
动应对全球变暖。
05
个人在应对全球变暖中行 动与贡献
绿色出行
尽量选择步行、骑自行车或乘坐公共交通工具， 减少私家车出行。
垃圾分类
积极参与垃圾分类，促进资源回收利用，减少垃 圾对环境的污染。
参与公益活动，传播环保理念
参加环保组织
加入环保组织或志愿者团队，参与环境保护的公益活动。
倡导环保行动
在社区、学校或工作场所倡导环保行动，鼓励更多人参与环保事业 。
长期战略
一些国家还制定了长期的气候变化应对战略，如实现碳中和 、净零排放等目标，以及发展可再生能源、提高能源效率等 政策措施。
国际组织在应对气候变化中作用
联合国环境规划署（UNEP）
作为全球环境问题的权威机构，UNEP在推动全球应对气候变化方面发挥着重要作用。它 协助各国制定和执行气候政策，促进可持续发展和绿色经济。
《京都议定书》
作为《联合国气候变化框架公约》的补充条款，于1997年通过，2005年正式生效。议定书规定了37个工业化国 家（附件B国家）在2008-2012年间的温室气体减排目标，并要求这些国家通过国内政策和国际交易等方式实现 减排目标。
各国减排承诺和行动计划
国家自主贡献（NDCs）
各国根据本国国情提出的应对气候变化的行动目标和政策措 施。截至2023年，已有190多个国家提交了国家自主贡献文 件，这些文件将成为《巴黎协定》下各国减排行动的基础。
人教版高中英语选修六《unit4globalwarming》课件
a7)
ut?
Whatdotheythinkaboutglobalwarming?Doth eyagreewithoneanother?
Therearesomeverydifferentattitudesam ongscientiststowardsthisissue. Somethinktheeffectswillbeterrible,whil eothersbelievethatweshouldnotworryab outit.
Graph2:
4parts
mainidea
Part1(par Shouldwedosomething？
a1)
Part2(para2Theearthisgettingwarmer.
-5)
twodifferentattitudestowardsglo
Part3(para 6)
balwarming
Part4(par Howdoesglobalwarmingcomeabo
ThedifferentideasbetweenDr.JaniceFoster&Geor geHambley
Dr.JaniceFoster
GeorgeHambley
Carbondioxidehascaus Morecarbondioxideisa_
edtheglobaltemperature __p_o_s_it_i_v_e_thing,
Itiscalledthegreenhouseeffect.
TheEarthIsBecomi ngWarmer–
ButDoesItMatter?
FastReading
Glanceatthearticleandanswe rthesequestions.
新人教版选修6Unit4Globalwarming知识点课件
this view反对这种观点
a quantity of/quantities of/a lot of/lots of
8. ________________________ fuel大量的燃料 9. _o_n__b_e_h_a_lf__o_f _ my school代表我的学校 10. _o_n__th_e__w_h_o__le__大体上；基本上 11. _a_n_d__s_o_o_n___等等 12. _s_o_/_a_s_l_o_n_g_a_s__只要 13. _e_v_e_n__if_/t_h_o_u_g_h__尽管；即使 14. _a_s_a__c_o_n_s_e_q_u_e_n_c_e_/_a_s_a__re_s_u__lt_ 结果；因此
2. He walked down the road, _c_a_s_u_a_l_ly__(casual) swinging his bag. 修饰非谓语swinging，应用副词。
3. I admire Edison a lot because of his great _c_o_n_t_ri_b_u_t_io__n_ (contribute) to the world. 空格前有形容词great修饰，所以这里应填 名词，great contribution表示“伟大的贡献”。
人教版高中英语选修6《Unit4Globalwarming》教案
人教版高中英语选修6《Unit 4 Global warming 》教课设计人教版高中英语选修6《 Unit 4 Global warming 》教课设计【一】教课准备教课目的Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Cares suggestions.② Master the phrases such as: put up with, so long as, and so on, makea difference, have no effect on , by making sentences or by using theminto the post er.③ bee aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④Summarize the points according to their understanding.⑤work together to design a poster by using the suggestions in thearticle.教课重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students maynot know clear what is a poster and how to design an attractive and persuasive poster in short time.教课过程Teaching Procedure:Step1. Lead-in (inpidual collective work)1.Teacher begins the class by asking: Have you ever seen the movieThe Day After Tomorrow? and then let students enjoy a short movieclip with the following two questions:①What kinds of disasters have you seen in the film?②Can you guess how they came about (happen)?2.introduce the topic:global warming. And then have a further question:①What other disaster will be caused by global warming?【 Designing Purpose 】To arouse students interest by watching the movie clip and educe thetopic, that is global warming. And then by showing a lot of pictures,make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:①Does Earth Care agree with Ouy ang Guangs opinion thatinpiduals can have no effect?②what are Earth Cares suggestions?③Can we carry those suggestions out? Why?【Designing Purpose 】To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1,ask them to find the supporting sentence : Together, inpiduals can makea difference. We do not have to put up with pollution. Guess themeanings of the two italicized phrases according to the surroundings andtheir understanding.Step3. Post reading (Pair work)1.Discussion: Make students discuss whether they can find moreways or suggestions about reducing carbon dioxide and saving energy inour daily life.Suggested ways:1)Use less hot water 7)Change a light bulb 8)Try car sharing2)Take a shower instead of a bath3)Buy fresh food instead of frozen4)Buy things that are actually in season5)Eat less high fat food like KFC and Macdonald6)Clean filters(过滤器) on your air conditioner.【Designing Purpose 】To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice theability of understanding the meaning of new words and expressionsto remove the obstacles in reading.Step4. learn what is a poster (collective work)Know what is a poster by giving a simple sample and try to getthe structure.【Designing Purpose 】To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design anacceptable poster.Step5. Prepare the poster (inpidual group work)1. Decide our content s:①Choose and decide five most important suggestions. (inpidual work)②W rite them downon your paper and try to makethem persuasive by using imperativesentences. (inpidual work)③pare your list with your group membersand decide five for your poster. (groupwork)2. Slogan and heading: showing sample posters to help them decide aheading and a slogan for your poster.【Designing Purpose 】This is the most important part of this writing task. Students willbe able to summarize and pose sentences by choosing and organizingwhat they want to say, thus improving their writing ability and the processof output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.Step6. produce show time (group work)With the heading, slogan and ways, students will not find it difficultto make a poster. What theyShould pay attention is how to illustrate their poster and makeit more attractive. And then choose several pairs to represent their posters.【Designing Purpose 】Making the poster will improve their cognitive capability of theimportance of environmental protection and at the sametime they can enjoya sense of achievement in show time. And they make believe that inpiduals can really make a difference.课后习题Homework ：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell othershow to solve the problem of global warming based on the suggestionsyou have collected and send it in your zone or blog.板书板书设计： tsunami/ flood/More suggestions: make full use of paper/ use both sides ofpaper reuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle人教版高中英语选修6《Unit 4 Global warming 》教课设计【二】教课准备教课目的Teaching goals教课目的1. Target language目口号言a.要点词汇和短语energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run outb.社交用语I dont think so.I dont think thats right.Im afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy andexpress their own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教课重难点Teaching important points 教课要点Enable the students to express agreement and disagreement.Teaching difficult points 教课难点Enable the students to learn how to express agreement and disagreement.教课过程Step ⅠRevisionT:Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, Ill check your homeworkfirst.Mary, would you read your homework to us?Check the students homework and have a discussion with the studentsabout the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know,we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can youtell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people havegot a lot of fun from watching TV, playing puters and so on.Sd: There are many other electrical appliances that make our life more convenient and fortable such as washing machines, microwaves,air conditioners and so on.Se: Today energy also helps people realize many so-called dreams inthe past. For example, people can fly from one place to another by planewhich runs on energy.Sf:Its true. In fact, not only planes but also cars, ships and trains run on energy.T:Well done. All that youve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all theenergy e from? Open your books and turn to page 25. Look at thepictures on this page. They may help you find out the answers.After a while.T:Whod like to tell us your answers?Sg: Wind power.Sh: Coal power.T:Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T:Its true. As we know, an energy source is renewable when suppliesof it never run out while some supplies，such as coal, will definitelyrun out one day. Energy of this kind is called non-renewable sources.Please think of as many sources as you can and decide which energy sourceson your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might bedifficult for the students such as oil refinery,hydroelectric power and so on.The teacher should also collect as much information about differentsources of energy as possible and show it to the students in class through a puter. In this way, the students will bee more interested in this topic and their knowledge on this aspect will be enlarged.T: Fromwhat weve just talked about, it is clear that energy does a lot of good to every coin has two sides. Is there any negative effect of using energy?Sa: use too much energy which is resulting in an increase in carbonis how the global warming es about.Sb: Andmeanwhile it pollutes the environment.T: Itstrue. Many people have realized the problem. Next well do some listeningpractice on this topic. Lets see what other people think of this issue.Thestudents are asked to read the questions quickly to find out the listeningpoints first.Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31. Lets do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out thelistening much attention to the key points while listening.Play thetape for the first time. Help the students get a generalunderstanding aboutthe dialogue. The students listen and try to finishExercise 1. Play the tapeagain, train the students ability to spot specific information and understandthe implication in the dialogue.The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,lets check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1.Review the new words and expressions you learned in this class.2.Preview Reading.。
高中英语Unit4 Global warming文章 Global Warming人教版选修六
Global Warming: Whose Problem is it Anyway?It no longer seems to make a difference who started the global warming problem, and by “problem,〞I am referring to the likely enhancement of the naturally occurring greenhouse effect as a result of human activities. Those activities primarily center on the release of carbon dioxide through the burning of fossil fuels such as coal, oil and natural gas. Other heat-trapping greenhouse gases include methane, nitrous oxide and chlorofluorocarbons (CFCs).In their march to industrialization, rich countries have basically saturated the atmosphere with these heat-trapping gases. Each year, the atmospheric concentration of carbon dioxide (arguably the most important of the greenhouse gases) increases by more than a part p er million by volume. Doesn’t that sound infinitesimal? It does to me. But, infinitesimal concentrations become significant when accumulating in the atmosphere year after year, as carbon dioxide has since the onset of the Industrial Revolution in the mid-1700s.As we settle into the 21st century, new major greenhouse-gas-producing nations are appearing on the scene, such as India and China. They want to develop their economies, and they have a right, as well as a responsibility, to their citizens to do so. But they are also going to be emitting a larger share of heat-trapping gases, overtaking the industrialized countries that have been the dominant producers of greenhouse gases in the past. Now what?A couple of decades ago, I chose to divide the observers of global warming into three groups: hawks, doves and owls. In the mid-1980s, there were some hawks (those who are convinced beyond a reasonable doubt that human activities not only can, but also are, altering the chemical composition of the atmosphere in ways that influenceglobal climate); some doves (those who believe that Earth’s atmosphere is so robust that it can absorb any insult that humans might do to it. Besides, if it gets really serious, either technology will save us, or we Americans can move north into Canada); and mostly owls (those who lean either toward the hawks’ or the doves’ view, but are still not sure what the truth is).Twenty-five years later, the hawks have increased in number, while the doves are about the same with maybe a few m ore vocal personalities. And the owls’ numbers have reduced due to new scientific information — appearing in the media alongside scary photos of disintegrating ice sheets in the Antarctic and depletion of sea ice in the Arctic, stories about a seeming incr ease in various “superstorms,〞and advertisements from Shell and BP telling us that they too are worried about global warming.Since 1985, however, another category has emerged: the ostrich. The ostriches include those who refuse to think about global warming as a problem, who refuse to consider any new scientific research, and who think that someone somewhere will solve this problem before it becomes a crisis.Global warming is not a hoax. It actually happens naturally. Industrialization processes in rich countries and now in developing ones are abetting the naturally occurring greenhouse effect.Some say we are spinning out of control, pointing to the Arctic as a “canary in the global warming mine.〞The Inuit are worried. They are on the proverbial firing line, according to scientists who remind us that a 1 degree warming in the mid-latitudes will be associated with a 3 to 4 degree warming in the higher latitudes. What we are hearing from the scientists is that we are at or near tipping points — irreversible thresholds of change — for certain species, countries and civilizations.But although we talk a lot about doing something about global warming, we do not have a whole lot of meaningful action. “Let them eat carbon dioxide〞seems to be the current response of various governments, despite words of concern. Is anyone trying to cut back on carbon dioxide emissions?Cutting back on carbon dioxide production is much easier to say than to do. The task of cutting back worldwide is made much more difficult because of the virtual lack of participation of the United States as a leader on the global warming issue in the international community. It is hard to keep bailing out the water at one end of a sinking boat, while someone at the other end insists on drilling holes in the hull.The business community, at-risk cities and island nations are increasingly calling for action to combat human-induced global warming. What is needed? Only an active government policy around which a coalition can rally will thoroughly address the complex issue.Alas, the issue demands government leadership from the “bully pulpit〞that calls for and wholeheartedly supports an all-out “war on global warming.〞In my view, it is the only way to address the global warming problem with some sense of optimism.Societies need to find new and more efficient ways to fuel their growing economies. The wars on crime, prostitution, alcohol, drugs and even terror are not really winnable wars. They are not winnable in the sense that views on these issues represent underlying differences of opinion. However, the physics of the atmospheresuggests that we (civilizations) are on a collision course with Mother Nature, and if atmospheric science is correct, there is little time for delay.The war on global warming should begin now. With government support (moral and financial) and a search for new ways to keep our industries progressing withoutadding greenhouse gases to the atmosphere, there is a real chance for the global community to pull together.Technology alone, especially if it is expected to be applied only at the proverbial 11th hour, can’t save us from many of the projected and foreseeable negative impacts of global warming. For an example of thinking ahead, take the Netherlands.The Dutch have successfully fought off the floods of the North Sea for centuries, with few breaches in recent times (1953 comes to mind). The Netherlands have even contracted with the U.S. federal government for a few hundred million dollars, to assist in developing levees that can withstand certain intensities of tropical storms around New Orleans.Despite their levee-making skills, however, the Dutch know their limits. The Netherlands is now working to develop a “Hydropole,〞a city that can live on the rising waters. They know they need to do something to protect the 70 percent of the country that is below sea level, when a warmer atmosphere leads to rising seas.Other countries need to follow by accepting the potential changes that lie ahead, and working now to plan for those changes and to curb actions that would otherwise fuel more change. Only with an aggressive war on global warming, supported by the entire international community of nations and with participation of the United States, can we learn to live within the guidelines of nature, respecting her thresholds of change by choosing not to cross them.。