高中英语 Unit 4 Global warming Section Ⅲ Grammarit的用法(2)教学案 新人教版选修6

号顿市安谧阳光实验学校《Unit 4 Global warming》Ⅰ.选词填空If youdoor.2.Buy vegetables in small , for your immediate use.3.People to need less sleep as they get older.4.Most of us are to the death penalty.5.The government needs to clearly its policy on this issue.6.Even the cheapest property was out of our price .7.The man nervously at his watch.8.Paul is making progress.9.I asked a few questions of Ellen as we sat there.10.He broke the law，and now he must face the of hisactions.Ⅱ.单项填空1．The committee is totally opposed ______any changes being made tothe plans.A．of B．on C．to D．against2．We must take all possible measures________ to improve working conditions.A．to tend B．tending C．tended D．being tended3．He slipped and had his leg broken.________， he will have to be away from school for two or three months.A．In any case B．After all C．As a consequence D．In this way 4．The manager________ his eyes down the list of names quickly to see if anyone was left out.A．glared B．stared C．glanced D．looked5．Such fine work requires a good eye and a ________hand.A．calm B．fluent C．frequent D．steady6．He was so angry at that time that he shouted at anyonewithin________.A．limit B．range C．edge D．centre7．—What about Mary’s idea?—Very good! But not many people________ the idea that money brings happiness.A．subscribe to B．take to C．contribute to D．relate to8．________ is no doubt that Sophie will be able to win the first prize in the contest, for she is always studying hard.A．This B．It C．There D．Here9．Though it was raining, they ________working until it was finished.A．kept up B．kept on C．kept from D．kept out10．As is known to all, failure usually ________laziness while diligence can________ success.A．results from; lie in B．results in; result fromC．leads to; lie in D．results from; result inⅢ.阅读理解ATuvalu, a tiny country in the Pacific Ocean, has asked for help as it will be swallowed up by the sea.Storms and huge waves are a constant threat and none of Tuvalu’s nine little islands is more than five meters above sea level. Salt water is already entering the country’s drinking water supply, as well as damaging plants that produce fruit and vegetables. Without urgent help, the country’s days are numbered.But Tuvalu is not the first place to face sinking into the sea. Venice, a historic city in Italy best known for its canals, has sunk about 24cm over the past 100 years. Experts say that it will have sunk another 20­50cm by 2050. A century ago, St. Mark’s Square, the lowest point city, flooded about nine times a year. Nowadays, it happens more than 100 times. While Venice is slowly sinking into the mud on which it stands, global warming causes Tuvalu’s rising sea level.The average global temperature has increased by almost 0.5 centigrade degrees over the past century; scientists expect it rise by extra 1­3 degrees over the next 100 years.Warmer weather makes glaciers (冰川 ) melt, adding more water to the ocean. The warmer temperatures also make water expand, so it takes up more space, causing the sea level to rise. The sea level has risen about 10­25 cm in the last 100 years.The main cause of global warming is human pollution. Through burning coal, oil and gas, people have been increasing the greenhouse gases in the atmosphere, such as CO2. This adds to the power of the greenhouse effect, making the planet even warmer.Many scientists believe that, if the warming is not stopped, there will be huge climate changes. The sea level could rise by one meter thiscentury.Should this come true, the sea will swallow up millions of homes and the world will be flooded with “climate refugees” looking for somewhere to live.1. We can infer from the second paragraph that________.A．Tuvalu is in danger of being swallowed up by the seaB．all Tuvalu’s islands are about five meters above the sea level C．drinking water in Tuvalu has been destroyedD．Tuvalu is often flooded by storms and waves2．The author uses Tuvalu and Venice as examples in order to explain________.A．they are the first place sinking into the seaB．they are both sinking into the mud where they standC．they will disappear in the futureD．their trouble is caused by the global warming3．Put the following events in the right order.a．Glaciers began to melt.b．People burn coal, oil and gas.c．The greenhouse effect is growing.d．The earth is getting warmer and warmer.e．The sea level is rising.f．More CO2 is produced.g．Many places are sinking into the sea.A．d, f, b，c, a, e, g B．b, f, c, d, e, a, gC．f, c, b, d, a, e，g D．b, f, c, d, a, e, g4. What does “climate refugees” mean?A．People who are forced away from their homeland by climate.B．Climate changes.C．Rare animals.D．Climate effect.5. Which of the following is NOT true according to the passage?A．Tuvalu’s nine little islands are less than five meters above the sea level.B．The average global temperature has risen by 1­3 centigrade degrees over the past 100 years.C．The warmer temperature causes the sea level to rise.D．There will be huge climate changes unless the warming is stopped.BBEIJING, China —Pollution in China remains very serious as the country’s rapid economic growth brings new environmental problems, a minister said Saturday.Vice Environment Minister Zhang Lijun said China has made progress on environmental protection, but admitted that its rapid economic growth over the past decade has had a negative effect on the environment.“Our rapid economic development has continuously brought our country new environmental problems, particularly dangerous chemicals, electronic waste and so on. These environmental pollutants (污染物) bring new problems and affect human health，” Zhang told a news conference.He said that emissions (排放) of traditional pollutants remain high and some areas have failed to meet government standards.The minister noted that rapid development in the next five years would increase the need for China to improve environmental protection and shift to a more sustainable(可持续的) model of economic development from its dependence on industries which consume huge quantities of energy.China is focusing on clean energy, including solar, wind and nuclear power, as one way to reduce its dependence on coal, which generates three­quarters of its electricity and is also used for winter heating in northern cities. China also hopes the strategy will reduce its demand for oil and gas and increase economic growth and jobs.Zhang told reporters there was no plan to adjust China’s overall strategy for nuclear development but he said Beijing will learn lessons from Japan after a violent earthquake resulted in a radioactive leak (放射能泄露)．“Some lessons we learn from Japan will be considered in the making of China’s nuclear power plans，” he said. “But China will not change its determination and plan for developing nuclear power.”6．According to the minister, the pollution problem requires China to________.A．slow its economic developmentB．ask industries to meet government standardsC．protect the environment firstD．transform its economic development model7.According to the text, which of the following is TRUE?A．Rapid economic growth helps to improve the environment.B．Dangerous chemicals are one of the traditional pollutants.C．Coal is used more in northern cities than in southern cities.D．The use of clean energy will help increase job opportunities.8．The underlined word “generates” in Paragraph 6means“________”．A．reduces B．transports C．produces D．needs9. What do the last four paragraphs mainly talk about?A．Japan had a violent earthquake recently.B．China will learn to use nuclear power from Japan.C．Rapid economic growth caused some problems in China.D．China’s economic development will shift to depend on clean energy.10. What is Zhang’s attitude towards what happened in Japan?A．He is astonished at it and feels pity for the Japanese people.B．He thinks Japan should do something to prevent it happening again.C．He thinks China will pay more attention to nuclear safety.D．He doe sn’t think it will affect China’s nuclear power plans at all.参考答案：Ⅰ.选词填空1. subscribe2. quantities3. tend4. opposed5. state6. range7. glanced8. steady9. random10. consequencesⅡ.单项填空1. 解析：选C。

Book6 Unit4 Global warming 导学案（Period One: Reading）课前案Skim the text and finish the following information.1.What’s the main topic of the passage?The main topic of the passage is about .2.Who wrote the magazine article? What is the name of the magazine?wrote the magazine article; the name of the magazine is .3.What are the names of the three scientists mentioned in the article?The names of the three scientists mentioned in the article are , , and .Do they agree with one another? .4.The passage can be divided into three sections, match them with the main idea of each section.Part1.(1) A. How global warming comes aboutPart2. (2-5) B. List two different attitudes towards global warmingPart3. (6) C. Introduction of global warmingPart4. (7) D. Whether people should do something about global warming课中案学习目标:1.To learn some important words and phrases about global warming.2.To develop the reading skills by skimming and scanning the passage.3.To strengthen the awareness of environment protection .Step 1 Fast readingRead the text quickly and choose the best answers.1. How much did the temperature rise in the 1900s?A．One degree Fahrenheit. B．One Celsius.C．Two degrees. D．Thirty degrees Celsius.2.What causes the earth’s temperature increasing?A. Cutting treesB. Wasting the farmland.C. Running out of the river waterD. Burning fossil fuels.3.Which of the following is Dr. Janice F oster’s opinion?A. The result of the temperature increase will be serious.B. The amount of warming is nothing serious.C. We needn’t worry about high levels of carbon dioxide.D. Global warming is a natural phenomenon.4.According to George Hambley, .A. Global warming is a serious problem.B. There is no need to worry about global warming.C. The levels of CO2 in the air will become lower in the future.D. More animals will make greenhouse gases decrease.5. We can infer from the text that __________.A. the debate about the effects of global warming has not been settled.B. the greenhouse effect is the result of people’s actions.C. all scientists think it is important to reduce the amount of CO2 in the atmosphere.D. reducing greenhouse gases will immediately decrease the earth’s temperature. Step2 Careful reading Read Para.2 to Para.6 and fill in the blanks.(Para.2-Para.3)The reasons for global warminggreenhouse gases(Para.4-Para.5)The levels of carbon dioxide have increased greatly over the last . According to Dr.Charles Keeling, from to , the amount in the atmosphere wentup from around parts to around parts per millionDr.Janice Foster believes over the next century ,the amount of warming could be as lowas degrees Celsius, but it could also be as high as degrees.(Para.6)Different opinions about global warming.Dr. Foster(a catastrophe)George Hambley(a positive thing)1.a rise in2.severe storms, __________,__________, famines3.the spread of4.the disappearance of1.Plants will2.Crops will3.There will be a greater rangeofStep3 Further reading True or False（）1.The temperature in the last century seemed to increase much.（）2. Everyone believes that global warming is caused by the activities of humans.（）3. The rise in carbon dioxide is causing a steady increase in global warming.（）4. George Hambley believes that global warming will do good rather than harm to the earth.（）5. It is clear what the effects of global warming will be.Step 4 Fill in the blanks to retell the passage.The temperature of the earth 1 (rise) about one degree during the 20th century. How has this come 2 ? All scientists subscribe 3 the view that it is human activity 4 has caused the 5 (globe) warming rather 6 a random but natural phenomenon. Some scientists think we add large 7 (quantity) of carbon dioxide to the air. Some scientists believe the burning of more and more fossil fuels 8 (have) resulted in the increase of carbon dioxide. Greenhouse gases continue to build 9 . It may be a catastrophe but George 10 (state) that it is a positive thing.Step 5 Free talk — a short speech 能力提升Between the two opinions ,decide on one to have a discussion in you group and then choose a speaker to give a speech on behalf of your group. The following information may help you.Step 6 Summary课后案I.课外延伸阅读Further reading about global WarmingGlobal warming is the unusually rapid increase in Earth’s average surface temperature ove century primarily due to the greenhouse gases released as people burn fossil fuels. The global averagesurface temperature rose 0.6 to 0.9 degrees Celsius (1.1 to 1.6°F) between 1906 and 2005, and the rate of temperature increase has nearly doubled in the last 50 years. Temperatures are certain to go up further.Earth’s natural greenhouse effect Earth’s temperature begins with the Sun. Roughly 30 percent ofincoming sunlight is reflected back into space by bright surfaces like clouds and ice. Of the remaining 70percent, most is absorbed by the land and ocean, and the rest is absorbed by the atmosphere. The absorbedsolar energy heats our planet. As the rocks, the air, and the seas warm, they radiate “infrared radiation). From the surface, this energy travels into the atmosphere where much of it is absorbedby water vapor and long-lived greenhouse gases such as carbon dioxide and methane. When they absorbthe energy radiating from Earth’s surface, microscopic water or greenhouse gas molecules turn into tiny heaters— like the bricks in a fireplace, they radiate heat even after the fire goes out. They radiate in alldirections. The energy that radiates back toward Earth heats both the lower atmosphere and the surface,enhancing the heating they get from direct sunlight. This absorption and radiation of heat by the atmosphere—the natural greenhouse effect—is beneficial for life on Earth. If there were no greenhouseeffect, the Earth’saverage surface temperature would be a very chilly -18°C (0°F) instead of the comfortable 15°C (59°F) that it is today.What has scientists concerned now is that over the past 250 years, humans have been artificiallyraising the concentration of greenhouse gases in the atmosphere at an ever-increasing rate, mostly byburning fossil fuels, but also from cutting down carbon-absorbing forests. Since the Industrial Revolutionbegan in about 1750, carbon dioxide levels have increased nearly 38 percent as of 2009 and methanelevels have increased 148 percent.II.拓展提高书面表达如何解决全球变暖是我们全人类共同面临的一个难题。

Unit4Globalwarming阅读理解组块专练——练速度(限时：30分钟)Ⅰ.阅读理解AIn many parts of Africa, communities have electricity service t hat sometimes does not operate.And many rural (农村的) settlements are cut off from electricity producing centers.T herefore, offgrid (离网) solar power is becoming available to many communities.O ffgrid solar energy is energy that is captured from the sun wit hout being connected to a main electricity center.The Internati onal Energy Agency says more than 600 million people in Afri ca have no way to get electricity.New technology, however, c ould help solve this problem.Lumos Global is among the companies offering solar energy s ervices in Nigeria.The company's Chief Operating Officer, Nir Marom, says, “You need to put the system on the roof, and pu t the indoor unit in the home.There is a cable (电缆) to connect them.You don't need to be an electrician or any thing like this.The sun charges the electricity, but you need toprovide the credit to power the system up, and you do this usi ng your mobile phone.” The price of offgrid solar energy syste ms has decreased sharply.Today, people can rent solar equip ment for less than 50 cents a day.And they can pay for the ele ctricity as they need it.Senegal opened one of Africa's largest solar factories last yea r.The company paid for the construction of the solar factory in Senegal.A manager says a solar farm in Senegal can produc e twice the amount of electricity that a farm of the same size i n Britain or in northern France could produce.The Internationa l Energy Agency predicts that almost a billion people in subSa haran Africa will have ongrid electricity by 2040.But the agenc y says 50 million people will still be offgrid.Investors believe s olar power could serve those people while also helping to red uce gases linked to climate change.语篇解读：本文是一篇说明文。

高中英语人教版《Unit 4 Global warming》教案高中英语人教版《Unit 4 Global warming》教案英语学习、英语教学越来越受到人们的普遍重视。

随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。

没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识泉。

下面和课件网一起去看看有关高中英语人教版《Unit 4 Global warming》教案。

人教版高中英语选修6《Unit 4 Global warming》教案1 教学准备教学目标Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy， light （v.）， heat （v.）， renewable，non-renewable， fuel， blame， run outb. 交际用语Expressing agreement and disagreementYes， I agree with you.Yes， I think so.I believe that you’ve got it right.I don’t thi nk so.I don’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and express 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.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning， everyone.Ss: Good morning， teacher.T: Sit down， please. Before class，I’ll check your homework first. Mary， would you read your homework to usCheck the students’ homework and have a discussion with the students about 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 you tell me what we use energy forSa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity， people have got a lot of fun from watching TV， playing puters and so on.Sd: There are many other electrical appliancesthat make our life more convenient and fortable suchas washing machines， microwaves， air conditioners and so on.Se: Today energy also helps people realize manyso-called dreams in the past. For exle， people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact， not only planes but also cars， ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy e from Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answersSg: Wind power.Sh: Coal power.T: Right. Is there any difference between themSi: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know， an energy source is renewable when supplies of it never run out while some supplies， such as coal， will definitely run 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 sources on your list are renewable and which are non-renewable.If necessary， give some words related to the pictures which might be difficult for the students such as oil refinery， hydroelectric power and so on.The teacher should also collect as muchinformation about different sources 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.Sle answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about， it is clear that energy does a lot of good to us.But every coinhas two sides. Is there any negative effect of using energySa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming es about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpr actice on this topic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape，please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play thetapeagain，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 exercisesSs: Yes.T: OK，let’s 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.人教版高中英语选修6《Unit 4 Global warming》教案2 教学准备教学目标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 Care’s suggestions.② Master the phrases such as: put up with， so long as， and so on， make a difference， have no effect on … ， by making sentences or by using them into the post er.③ bee aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点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 may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in （individual collective work）1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow and thenlet students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film② Can 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 warmingTo arouse students’ interest by watching the movie clip and educe the topic， that is global warming. And then by showing a lot of pictures， make students know and understand the terrible effects ofglobal warming， thus making preparations for promoting environmental protection.Step2. While Reading （Individual work）Skimming: Go through the first letter to f ind:① who is the writer② what are his two concernsScanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect② what are Earth Care’s suggestions③ Can we carry those suggestions out WhyTo 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， individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3. Post reading （Pair work）1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our 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 Macdonald 6） Clean filters（过滤器） on your air conditioner.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 the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4. learn what is a poster （collective work）Know what is a poster by giving a simple sle and try to get the structure.To know clearly a poster should have a heading，contents and an eye-catching slogan， which will make it easy for students to design an acceptable poster.Step5. Prepare the poster （individual group work）1. Decide our content s:①Choose and decide five most important suggestions. （individual work）②Write them down on your paper and try to make them persuasive by using imperativesentences. （individual work）③pare your list with your group members and decide five for your poster. （groupwork）2. Slogan and heading: showing sle posters to help them decide a heading and a slogan for your poster.This is the most important part of this writing task. Students will be able to summarize and pose sentences by choosing and organizing what they want to say， thus improving their writing ability and the process of output based on what they have learned inreading part. And by learning some sle 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 difficult to make a poster. What they Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believethat individuals 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 others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse 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六 Unit4 Global warming-语法篇（学生版）Unit4 Global warming-语法篇_____________________________________________ __________________________________________________________________________________ _____________________________________1.掌握it在强调句中的用法；2.能够利用这个语法点进行遣词造句并运用到写作中；it的用法—强调句型一、强调句型的基本用法英语中常用的强调句型是：It is / was + 被强调部分(主语、宾语、状语) + that / who / whom + 其他部分。

一般来说，被强调部分指人时，用who或whom，其他情况用that，但that也可指人。

现在用强调句型强调下面这个句子的主语、宾语和状语。

She met John at Mary’s birthday party last Sunday.→It was she who / that met John at Mary’s birthday party last Sunday. (强调主语)→It was John Whom / that she met at Mary’s birthday party last Sunday. (强调宾语)6. 被强调部分若是句子的主语，that / who之后的谓语动词在人称和数上应与句子的主语保持一致。

eg：It is I that / who am your friend that will come to help you.二、强调句型的几种较为复杂的结构形式1.被强调部分为状语从句。

Eg: It was when Tom was eleven years old thathis talent for writing became obvious.2.被强调部分含有定语从句。

THE EARTH IS BECOMING WARMER-BUT DOES IT MATTER?During the 20th century the temperature of the earth rose about one degree Fahrenheit. That probably does not seem much to you or me, but it is a rapid increase when compared to other natural changes. So how has this come about and does it matter? Ea rth Care’s Sophie Armstrong explores these questions.There is no doubt that the earth is becoming warmer (see Graph 1) and that it is human activitythat has caused this global warming rather than a random but natural phenomenon.All scientists subscribe to 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. Some byproducts of this process are called "greenhouse" gases, the most important one of which is carbon dioxide. Dr Janice Foster explains: "There is a natural phenomenon that scientists call the 'greenhouse effect'. This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth. Without the 'greenhouse effect', the earth would be about thirty-three degrees Celsius cooler than it is. So, we need those gases. The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up."We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. It was a scientist called Charles Keeling, who made accuratemeasurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. He found that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million(see Graph 2).All scientists accept this data. They also agree that it is the burning of more and more fossilfuels that has resulted in this increase in carbon dioxide. So how high will the temperature increase go? Dr Janice Foster says that over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius, but it could be as high as 5 degrees.However, the attitude of scientists towards this rise is completely different. On the one hand, Dr Foster thinks that the trend which increases the temperature by 5 degrees would be a catastrophe. She says, "We can't predict the climate well enough to know what to expect, but it could be very serious." Others who agree with her think there may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air. They predict that any warming will be mild with few bad environmental consequences. In fact, Hambley states, "More carbon dioxide is actually a positive thing. It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals - all of which will make life for human beings better."Greenhouse gases continue to build up in the atmosphere. Even if we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries. No one knows the effects of global warming. Does that mean we should do nothing? Or, are the risks too great? WHAT CAN WE DO ABOUT GLOBAL WARMING?Dear Earth Care,I am doing a project on behalf of my school about global warming. Sometimes I feel that individuals can have little effect on such huge environmental problems. However, 1 still think people should advocate improvements in the way we use energy today. As I'm not sure where to start with my project, I would appreciate any suggestions you may have.Thank you!Ouyang GuangDear Ouyang Guang,There are many people who have a commitment like yours, but they do not believe they have the power to do anything to improve our environment. That is not true. Together, individuals can make a difference. We do not have to put up with pollution. The growth of the greenhouse gas, carbon dioxide in the air actually comes as a result of many things we do every day. Here are a few suggestions on how to reduce it. They should get you started with your project.1 We use a lot of energy in our houses. It is OK to leave an electrical appliance on so long as you are using it - if not, turn it off! Do not be casual about this. So if you are not using the lights, the TV, the computer, and so on, turn them off. If you are cold, put on more clothes instead of turning up the heat.2 Motor vehicles use a lot of energy- so walk or ride a bike if you can.3 Recycle cans, bottles, plastic bags and newspapers if circumstances allow you to. It takes a lot of energy to make things from new materials, so, if you can, buy things made from recycled materials.4 Get your parents to buy things that are economical with energy - this includes cars as well as smaller things like fridges and microwaves.5 Plant trees in your garden or your school yard, as they absorb carbon dioxide from the air and refresh your spirit when you look at them.6 Finally and most importantly, be an educator. Talk with your family and friends about global warming and tell them what you have learned.Remember - your contribution counts! Earth Care。

英语：Unit 4 《Global Warming 》教案-reading （新人教版选修6）Period 2 Pre-reading, Reading, ComprehendingTeaching Goals:1.To read about global warming.2.To get some idea about the effect of global warming.3.To develop some basic reading skills.Teaching Procedures:Step 1. Warming UpPurpose: To arouse Ss interest in learning about global warming.1. Team workAnswer the questions below:(1) Have you ever seen a greenhouse?(2) How does a greenhouse work?(3) What do you think greenhouse gases do?2. Group workLook at the picture, and ask Ss some questions.T: What is this building made of?S1: It’s made of plastic.T: What’s its purpose?S2: Plants can grow in it when it’s cold outside.T: How does it work?S3: The glass traps the heat from the sun, making the air warm so that plants grow better.Step 2. Pre-readingPurpose: To get Ss to learn about greenhouse gases.1. Group workNow look at the word “GREENHOUSE GASES”. What does it mean?Greenhouse gases (GHG) are gaseous components of the atmosphere thatcontribute to the greenhouse effect .The major natural greenhouse gases are watervapor, which causes about 36-70% of the greenhouse effect on Earth (not includingclouds): carbon dioxide, which causes between 9-26%; and ozone, whichcausesbetween 3-7%(note that it is not really possible to assert that such-and-such a gas causes a certain percentage of the GHE, because the influences of the various gases are not additive .The higher ends of the ranges quoted are for the gas alone ;the lower end ,for the gas counting overlaps).Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrousoxide, and ozone. Certain human activities, however, add to the levels of most of these naturally occurring gases.Very powerful greenhouse gases that are not naturally occurring include hydrofluorocarbons(HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6), which are generated in avariety of industrial processes.Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCsare the most heat-absorbent.2. Individual workGet Ss to answer these questions individually. Then let them discuss the answers.(1) Who wrote the magazine article? What is the name of the magazine?(2) What are the names of the 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?(5) What is the main topic of the article?Step 3. Reading1. SkimmingPurpose: To get a brief understanding of the text.Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph.Key sentences of each paragraph:(1) A debate over whether it is human activity that has caused the global warming or whether it is just a naturalphenomenon.(2) Many scientists believe people have caused the increase in the earth’s temperature.(3) The increased extra amount of carbon dioxide traps more heat energy causing the global temperature to go up.(4) The levels of carbon dioxide have increased greatly over the last 100 to 150 years.(5) There are some different attitudes towards the causes of this increase in carbon dioxide.(6) Over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius but it could be asmuch as 5 degrees Celsius.(7) An increase of five degrees would be a catastrophe.(8) Future warming would cause the sea level to rise by several meters.(9) Some predict any warming will be mild with few bad environmental consequences.(10) More carbon dioxide is a positive thing.(11) No one knows what the effects of global warming will be.2. ScanningPurpose: To get Ss to have some details in the text.Read the article carefully. Are these statements true or false? Write a T for each true sentence and an F for each false sentence.(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 burning fossil fuels causes global warming. ( )(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 global warming.( )(9) Geroge Hambley is worried about the effects of carbon dioxide on plant growth. ( )(10) It is clear what the effects of global warming will be.Suggested Answers:(1) F (2) F (3) T (4) F (5) T (6) T (7) T (8) T (9) F (10) F3. ListeningPurpose: To train Ss listening ability.Listen to the tape and follow it in a low voice.4. Group workSs are divided into four groups. Each group is supposed to read through each part and then discuss them.Part 1 (Paragraph 1)(1)compare 比较● 常见用法：① compare…with… 把…和…比较Compared with him, I am fast.② compare…to… 把…比作…Life is often compared to voyage.(2) come about发生How did it come about? 那事是怎么发生的?● 常见词组：come across 偶遇；碰到come round 恢复知觉，come along 进展；进行come to 涉及；到达；共计come out 公开；问世；出版come to oneself 恢复知觉come up with 想出(4) phenomenon n 现象It is only a social phenomenon, but not a phenomenon of nature.Part 2 (Paragraph 2, 3, 4)(1)fuel n 燃料Don’t leave the engine switched on .It wastes fuel.● 拓展：fuel v 加油；补给燃料The car is being fuelled ready to try to beat the speed record.(2) quantities of大量Large quantities of money have been spent on the bridge.● 拓展：a large quantity of大量的He ate a large quantity of nice.(3) per prep 每; 每一The fruit costs 30 pence per kilo.How much do you earn per week?Part 3 (Paragraph 5,6,7,8,9)(1) data n 资料; 数据We haven’t got enoug h data..(2) result in导致The accident resulted in the death of two passengers.It resulted in success.● 拓展：result from 由于His illness resulted from eating bad food.(3) catastrophe n 突如其来的大灾难；大灾祸The war was a terrible catastrophe in which many people died.(4) climate n 气候We have a mild climate here.(5) consequence n 结果；后果；影响As a consequence of being in hospital, Shelly decided that she wanted to become a nurse.● 常见词组：in consequence 因此，由此in consequence of…由于…的缘故(6) state vt 陈述；说明The busmen have stated that the strike will continue until general agreement is reached about pay and working conditions.(7) range n & v①种类；范围；幅度There is a wide range of temperature.气温变化很大。

感顿市安乐阳光实验学校Unit 4 Global warming Section Ⅲ Grammar[夯实·基础知识]Ⅰ. 用所给动词的正确形式填空1. It________(be) three years since I began to stay in Beijing.答案：is/has been2. It was not long before she________(learn) those poems by heart.答案：learned3. If you plant watermelon seeds in the spring, you________(eat) fresh watermelon in the fall.答案：will be eating4. Experiments of this kind________(conduct) in both the U．S. and Europe well before the second world war.答案：had been conducted5. The manager________(tell) the workers how to improve the program since 9：00 a．m..答案：has been telling6. －When did the computer crash?－This morning, while I________(store) the reading materials download from some websites.答案：was storing7. Close the door of fear behind you, and you________(see) the door of faith open before you.答案：will see8. I feel so excited! At this time tomorrow morning I________(fly) to Yunnan.答案：will be flying9. －Did you catch what I said?－Sorry. I________(answer) a text message just now.答案：was answering10. －Hi, Tony, can I use your computer for a while this afternoon?－Sorry. It________.(repair)答案：is being repairedⅡ. 完成句子1. People running for president often______________. (reduce)竞选总统的人往往主张减税。

Unit 4 Global warming-section 2Part Two: Teaching Resources (第二部分：教学资源)Section 3: Words and expressions from Unit 4 Global warmingcompare []n. qualities that are comparable: beyond compare v. 1. be comparable: This car does not compare with our line of Mercedes. 2. examine and note the similarities or differences of: John compared his haircut to his friend's. 3. consider or describe as similar, equal, or analogous: We can compare the Han dynasty to the Romans. pare can be followed by to or with: He compared London to/with Paris. London is large, compared to/with Paris.phenomenon []n. 1. any state or process known through the senses rather than by intuition or reasoning: The employment problem tends to be a city phenomenon. 2. a remarkable development: A child who can play the piano at the age of two would be called a phenomenon.measurement []n. the act or process of measuring: The measurements were carefully done. climate []n. 1. the weather in some location averaged over some long period of time: the dank climate of southern Wales 2. the prevailing psychological state: the climate of opiniondestruction []n. 1. termination by an act of destruction: The flood caused serious destruction to the railway. 2. an event (or the result of an event) that completely destroys something 3. a final state: Gambling was his destruction.consequence []1. having important effects or influence: Decisions of great consequence are made by the president himself.2. the outcome of an event especially as relative to an individual: That result is of no consequence.3. a phenomenon that follows and is caused by some previous phenomenon: His decision had depressing consequences for business.glance []n. a quick look v. 1. throw a glance at; take a brief look at: She only glanced at the paper. 2. rebound after hittingdecrease []n. 1. a change downward: There was a decrease in his temperature as the fever subsided. 2. a process of becoming smaller or shorter v. 1. make smaller: He decreased his staff. 2. decrease in size, extent, or range: The amount of homework decreased towards the end of the semester.steady []n. a person loved by another person v. 1. make steady: Steady yourself. 2.support or hold steady and make steadfast, with or as if with a brace adj. 1. securely in position; not shaky: Held the ladder steady. 2. not subject to change or variation especially in behavior: a steady beat 3. not easily excited or upset: steady nerves 4. not liable to fluctuate or especially to fall 4. relating to a person who does something regularly: a steady drinker 5. marked by firm determination or resolution; not shakable 6. persistent in occurrence and unvarying in nature: a steady breeze adv. in a steady manneremphasis []n. 1. special and significant stress by means of position or repetition 2. special importance or significance: The red light gave the central figure increased emphasis.3. intensity or forcefulness of expression: his emphasis on civil rights4. the relative prominence of a syllable or musical note (especially with regard to stress or pitch)average []n. a statistic describing the location of a distribution v. 1. achieve or reach on average: He averaged a C. 2. amount to or come to an average, without loss or gain: The number of hours I work per week averages out to 40. 3. compute the average of adj. 1. around the middle of a scale of evaluation of physical measures: an orange of average size 2. approximating the statistical norm or average or expected value: The average income in New England is below that of the nation. 3. of no exceptional quality or ability: a novel of average merit 4. lacking special distinction, rank, or status; commonly encountered: average peopleexistence []n. 1. everything that exists anywhere: the biggest tree in existence 2. the state or fact of existing: laws in existence for centuriespollution []n. 1. undesirable state of the natural environment being contaminated with harmful substances as a consequence of human activities: She was horrified by all the pollution on the beach. 2. the act of contaminating or polluting; including (either intentionally or accidentally) unwanted substances or factors: We have freed the lake from pollution.disagreement []n. 1. the speech act of disagreeing or arguing or disputing: I am in total disagreement with you as to the value of your plan. 2. a conflict of people's opinions or actions or characters: There was apparent disagreement between their stories.3. a difference between conflicting facts or claims or opinions: He had a loud disagreement with his boss.title []n. 1. an established or recognized right: He had no documents confirming his title to his father's estate. 2. an identifying appellation signifying status or function:e.g. Mr. or General: The professor didn't like his friends to use his formal title.3. an appellation signifying nobility: `your majesty' is the appropriate title touse in addressing a king. 4. the name of a work of art or literary composition etc.: He looked for books with the word `jazz' in the title. 5. a heading that names a statute or legislative bill; may give a brief summary of the matters it deals with: Title 8 provided federal help for schools. 6. (usually plural) written material introduced into a movie or TV show to give credits or represent dialogue or explain an action: The titles go by faster than I can read. 7. a general or descriptive heading for a section of a written work: The novel had chapter titles. 8. an informal right to something: his title to fame 9. the status of being a champion: He held the title for two years. 10. a legal document signed and sealed and delivered to effect a transfer of property and to show the legal right to possess it: He kept the title to his car in the glove compartment. v. 1. designate by an identifying term 2. give a title to: She hasn't yet titled her nov。

Section 3语法课教学设计（1）引导定语从句的引导词that或者who，在定语从句中充当主语，不可以去掉;（2）that或者who引导主语从句时，that 无任何含义也不充当任何成分但也不可以省略，who引导主语从句并且在主语从句中充当主语也不可以省略。

（3）并且，that或者who引导的主语从句经常置于句后，而在主语位置使用形式主语It。

而强调句型中的It is (was)…that (who)…为结构词，假如去掉，剩下部分在语法结构和句子含义上均完整。

a.与定语从句的辨析It was in the lab that was set up by Mr. Smith that they finished the experiment. （哪一部分为定语从句？）It was he who came from Hunan that won the first prize in the contest.（哪一部分为定语从句？）b.与名词性从句的辨析It is true that he once was a teacher. （划线部分为？）It was ____ he said____ disappointed me.A. what; thatB. that; thatC. what; whatD. that; what（What引导？）c. 与there be句型的辨析____is no possibility ____ Bob can win the first prize in the match.A. There; thatB. It; thatC. There; whetherD. It; whetherA.本题为there be句型,而非强调句型。

that 引导的为同位语从句,作possibility的同位语。

三、错误判断强调句的两种情况1. 将非强调句判为强调句。

易混句型1：It be+段时间+ since ... “自从……以来”该句型中的be动词通常为一般现在时态或现在完成时态, since 引导的从句通常是一般过去时态。