人教版高中英语选修6unit4 Global Warming
4. Greenhouse Effect
Greenhouse gases trapped the heat from the sun, which causes the temperature of earth goes up.
Global warming
Greenhouse effect
The Earth Is Becoming Warmer – But Does It Matter?
is made of glass
used for growing plants, especially during cold weather.
3. How does the greenhouse work?
The air inside was warm because the glass traps (吸收) the heat from the sun and keeps it from escaping (逃跑). This makes the greenhouse heat up (热量上升) and so the plants can grow throughout (在…期间) the cold period.
• On the other hand
Байду номын сангаас
mild with few bad George Hambley: Any warming will be _____
consequences More environmental ____________. carbon dioxide is a _______ positivething.
Introduce the topic of global warming . para1 Q 1 How has global warming come about? Para2-5 Q 2 Does global warming matter ?
para6-7
What are the two graphs about?
result
dioxide.
A scientist called Charles Keeling made accurate measurements of the amount of carbon dioxide content in the atmosphere from 1957 to 1997. All scientists accept this data.
Are the risks too great?
So can you predict the future of the global warming?
Discussion:
What we should do to protect our earth?
1. Reduce the burning of fossil fuels 2. Plant trees 3. Use bags that can be recycled …
The Earth Is Becoming Warmer—— But Does It Matter? So how has this come about and does it matter
?
Fast-Reading Read the passage quickly (3’)
1) How many paragraphs does the text have? Please number them. 2) Make a division of the text.
A : We shall do
something about global warming.
B: We shall do
nothing about global warming.
Debate
Group discussion do nothing do something
what ?
why?
Represent your group’s opinion objectively. • We all subscribe to the view that ____. • We are opposed to ______ • Our attitudes towards______ are completely different. • …
What results in global warming?
greenhouse gases
1. What are Greenhouse Gases?
1
1 2
Water vapor Carbon dioxide Nitrous oxide Methane
3
4 5
Ozone
2. Have you ever seen a greenhouse?
better
• Does the writer draw a clear conclusion?
No one knows the effects of global warming. • What’s the writer’s purpose by ending the passage with two questions? Make readers think and decide whether people should do something about global warming or not.
• What rose about one degree Fahrenheit? The temperature of the earth.
All scientists subscribe to the view that the increase in the earth’s temperature is
The first graph shows the temperature increase of one degree Fahrenheit between 1860 to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1997.
Part3 (6-7)
Does global warming matter?
completely different attitudes
• On the one hand
Dr Foster: An increase of 5 degrees would be a catastrophe ___________ and could be ___________. very serious
Thank you !
Unit 4 Global Warming
No ice cream ? Catastrophe !
The phenomenon of global warming results in the melting of ice cream.
The melting of ice cream is due to the phenomenon of global warming.
result
due to the burning of fossil fuels…
reason
They also agree that it is the burning of more and more fossil fuels
reason
that has resulted in this increase in carbon
Assignment
Write an article: The Earth Is Becoming Warmer — Should We Do Nothing ?
Requirements: 1. About 120 words 2. Follow the pattern of this passage 3. Try to make use of the expressions we learnt today
Careful reading
Part1 (1)
Introduction of global warming.
• Who wrote this magazine article? What is the name of the magazine? Sophie Armstrong ; Earth Care
人教版高中英语选修六Unit+4+Global+warming+(4)+教案.doc
Unit 4 Global warming教学目标1) Learn some knowledge about the greenhouse effect and global warming.2) Know the contents of the text well by talking about this topic and reading.3) Discuss the problem of global warming and express your own opinions学情分析There are two meanings of the term "greenhouse effect". There is a "natural" greenhouse effect that keeps the Earth's climate warm and habitable(suitable for people to live in). Without it, scientists estimate that the average temperature on Earth would be colder by about 30 degrees Celsius (54 degrees Fahrenheit), far too cold to sustain(维持) our current ecosystem. In other words，the normal greenhouse effect is a natural process which is to some degree beneficial to us.重点难点Master the main idea of the first five paragraphs by talking about the topic.教学过程活动1 【讲授】Unit 4Teaching procedures:Step I. GreetingsGreet the whole class as usual.Step II. Lead-inLead to the topic by showing an article to the students and let students know about two types of greenhouse effect ("natural" greenhouse effect and “man-made” greenhouse effect) and their exact meanings.Step III. Analyze two graphs to learn the main idea of the first five paragraphs.From the first graph, we can see that during the 20th century the temperature of the earth rose about one degree Fahrenheit. All scientists agree with the view that the increase in the earth’s temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy.More such burning means more carbon dioxide added to the atmosphere.We can see clearly that the levels of carbon dioxide have increased greatly over the past decades.Higher levels of carbon dioxide means sharper increase of the temperature. The phenomenon is called global warming.There has been a debate towards global warming over the pastyears. Opinions about it vary from person to person.Step IV. Read the whole passage to review the main idea of the first five paragraphs and know the two different opinions. Dr. FosterCarbon dioxide has caused the global temperature to ________. An increase of five degrees would be a ____________ and could be very ________.Possible results: __________________(海平面上升)___________________(洪灾)___________________(恶劣的风暴)___________________(干旱)__________________(饥荒)__________________(疾病的传播)___________________________(物种的消失)George Hambley:Any warming will be ______ with few bad ______________________. More carbon dioxide is a _________ thing, which makes crops __________ more and will encourage _____________________.Step V. Discuss the statement: We should take immediate action about global warming.Requirement: Write down your reasons and possible measures on your learning sheetStep VI. Presentation.Ask some students to read their reasons and possible reasons loudly to the whole class.Step VII. Assignment.Make up a complete composition in groups. The passage should include your point of view, your reasons and your measures.精美句子1、善思则能“从无字句处读书”。
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
人教版高中英语选修六Unit4 Global warming-warmingup和reading课件
Reading 1
Read the passage quickly and answer the following questions.
1.Who wrote the magazine article? What is the name of the magazine? 2.What are the names of three scientists mentioned in the article? 3.What do they think about global warming? Do they agree with one another? 4.What are the two graphs about?
1.Who wrote the magazine article? What is the name of the magazine? Sophie Armstrong. Earth Care.
2.What are the names of three scientists mentioned in the article?
Unit 4 Global Warming
We depend on energy to do many things in our daily lives.For example, energy lights ourcities and heats our buildings. Make a list of things that use energy in your home, in your school,or any other places you can think of. 6 students a grd the passage carefully and judge whether the statements are true or false?
新人教选修6-Unit4-Global-warming-Reading[阅读课件]
![新人教选修6-Unit4-Global-warming-Reading[阅读课件]](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/cb20fe56b9d528ea80c77938.webp)
315 parts per million to around 370 parts per million from
1957 to 1997 (See Graph 2 on Page 26 )
16
The two different viewpoints towards the effects of global warming between Dr. Janice Foster and George Hambley
Dr. Janice Foster
George Hambley
Carbon dioxide has
More carbon dioxide is
caused the global
a _p__o_s_i_ti_v_e__ thing,
temperature to
___g__o_u__p__. An
which makes crops
It’s up to readers to think and decide whether people should do something about global warming or not.
• Explain how global warming
comes about.
11
Questions
15
③ We add huge quantities of extra carbon dioxide to the atmosphere by burning Fossil fuels.
The carbon dioxide in the atmosphere went up from around
How has the global warming come about?
高中英语选修六Unit4《Globalwarming》教学课件
基础自主梳理
Ⅱ.用一用(境中提升)
选用以上短语填空 1. [2018·全国卷Ⅱ] Experts say it's an invaluable social practice that __r_e_s_u__lt_s__i_n___big benefits. 2. Now,___o__n__b_e_h__a_l_f_o_f___my schoolmates,I wish you a safe return.I also hope that there will be more events of this kind in the future. 3.[2018·全国卷Ⅲ] I decided to play with him with only one toy for __a_s__lo__n_g__a_s___it would keep his interest.
基础自主梳理
6.___a_v__e_r_a_g_e____adj.平均的 n.平均水平;平均数 7._____g_l_a_n_c_e____vi. 看一下;扫视 n. 一瞥 8.__w_i_d_e__s_p_r_e_a_d__adj. 普遍的; 分布广的 9._____m__i_l_d_____adj.温和的;温柔的;淡的
基础自主梳理
4.We are still wondering how it__c_a_m__e__a_b__o_u__t___that the experiment ended in failure. 5.[You don't get to choose your teachers or your family, but you still have to_p__u_t_u__p__w__it_h___them. 6.The common cold is a good example: women,___o__n__a_v_e__ra__g_e____, get fewer colds than men.
人教版高中英语选修六Unit 4 Global Warming reading优质PPT课件
Task 1:Skimming
giving examples,
using graphs,
(1) What is the wgriviitnignagdseftiynilteiono,f
using figures,
the passage?
discussion
A. Exposition（说明文） B. Argumentation（议论文） C. Narration(记叙文）
Who are the two scientists? And what are their opinions about global warming?
Task 2: Scanning
There is no doubt that the earth is becoming warmer and that it is
(2) What does the passage mainly talk about? A. The cause of global warming B. Two different attitudes towards global
warming C. It doesn’t matter that the earth is
Global Warming
Words study
Learning aims
• 1.Practise some reading skills: skimming, scanning, and intensive reading.
• 2.Learn some new words and phrases. • 3.Raise the awareness of protecting environment.
人教版高中英语选修六Unit+4+Global+warming+(6)+教案.doc
Unit 4 Global warming学情分析According to the level of students from common class, Learn about the information about the Global Warming and the importance of it in order to know how to protect the earth. 1教学目标1. Understand the passage as a whole and get some detailed information.重点难点【Important points】Understand the passage as a whole and get some detailed information.【Difficult points】Deal with the difficult sentences and how to write a composition .Learn about the information about the Global Warming and the importance of it in order to know how to protect the earth. 4教学过程Step 1.Lead – inAsk students to do the Duty Report and watch a short movie abut Global Warming.Step 2.Previewing case.Ⅰ.Revise the words and Expressions.2.Play a game: word competition.Step 3. Exploring Case :Extensive Reading :Read the passage and find the sentences structure of difficult sentences.Task 1 Fast reading :Ask some questions.1. Who are the writers and what is the purpose of writing the letters?2. What problem does OuyangGuang have?Task 2 Skimming: Try to correct the sentence .1.Ou yang Guang thinks that individuals can make a difference to improve environmental problems at first.2.Many things we do every day may result in the growth of the green house gas.ing things that was made from recycled materials will save a lot of money. Task Task 3 Scanning : Retelling :Fill in the blanks.What can we do about global warming?Ou yang Guang is doing a project on 1______of his school about global warming. He thinks individuals can have little ___ on environmental problems. Individuals can 4____ __ __and we don’t have to put up with ___5_ .They shoulddo something as follows :◆ 1 leave an_______ _____ on so long as you are using it ,if not ___ it __.◆ 2.Put on more clothes instead of turning up the _____.◆ 3. Walk or __________ instead of taking motor vehicles.◆ 4.______ cans, bottles, plastics and newspapers.◆ 5. Buy things made from _______ __________.◆ 6.Buy products that are economical with _______.◆ 7. __________ in your garden or your school yard.◆ 8.Talk with your family and friends about _____________. Task 4: Read the passage and analyze the sentences structure of difficult sentences.Step 4. practice :retell the main points of extensive reading. Step 5: Discussing and WritingWrite a persuasive poster on fighting against the global warming.Step 6. Summary .Step 7.Homework :1.Retell the main points of Extensive reading and recite the three sentences.2.Self-study: learn the language points on Ex 62-64 to do the following exercise about language points on previewing case.精美句子1、善思则能“从无字句处读书”。
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.。