高中英语 Unit4《Global Warming-Extensive reading Writing》课件 新人教版选修6

【词汇讲解】英语Unit 4 Global warming重点单词精析1. 【课文原句】It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up. (P26)【点拨】tend vi. 趋向，易于；tend to do sth 往往会做某事，易于做某事；tend towards sth 有……的趋势，倾向于。

tend vt. 照顾，照料；tend (to, on) sb 照料某人。

【例句】Boys tend to be bigger than girls. 男孩往往比女孩个子大。

Old people tend to get fat. 老年人容易发胖。

She tends to get angry when others disagree with her. 别人不同意她的看法时，她很容易生气。

He tends towards selfishness. 他有自私自利的倾向。

Doctors and nurses tended the injured. 医生和护士照料伤者。

They employed him to tend to the baby. 他们雇用他照料婴儿。

【拓展】tendency n. 倾向；have a tendency to do sth有做某事的倾向。

如：Jean’s nice but she has a tendency to talk too much. 简人倒是不错，就是往往很唠叨。

2. 【课文原句】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. (P27)【点拨】oppose vt. 反对，与……对抗/ 较量；opposed adj. 反对的，对立的（不用在名词之前）；be opposed to 反对，与……相对。

Unit 4 Global warming核心单词1. subscribevi.同意；捐赠；订阅vt.（签署）文件；捐助常用结构：subscribe to ... 同意，赞许；（在文件等下面）签名，署名subscribe sth. to ... 捐助subscribe to/for ... 订阅；订购(书籍等)He did not subscribe to my proposal.他不赞同我的建议。

He subscribed a large sum to the relief fund.他向救济基金捐赠巨资。

He subscribed his name to a petition. 他在请愿书上签名。

高手过招翻译句子①只有疯子才会同意这样的观点。

②我订了一份《妇女周刊》。

答案：①No one but mad people would subscribe to such views.②I subscribed to a Weekly Women’s magazine.2. tendvt. & vi.（常与to连用）有某种倾向；有……的趋势；走向；趋向；朝向；照管，照料；看护People under stress tend to express their full range of potential.处于压力下的人容易发挥自己全部的潜力。

He tends to pitch the ball too high.他往往把球掷得过高。

Prices are tending upward. 物价在上涨。

The woman stayed at home to tend her child.那个妇女呆在家里照料她的孩子。

高手过招单项填空I never forget the days when I was by the villagers when I was wounded. Tended B. observed C. monitored D. Cared解析：选A。

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。

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.。

[单词拼写应用]1．(2017·全国卷Ⅱ)Freddy was an average student, but not an average person.普通的2．(2017·天津卷)I sent letters to everyone I knew, telling them about my project.It worked perfectly.Donations began flooding in from hundreds of people.大量涌入[短语多维应用]1.quantity n．量；数量；数目，数额a large/small quantity of大量/少量的large quantities of大量的；许多的in quantity大量地put emphasis on quality rather than on quantity重视质量而不是数量huge quantities of food大量的食物a small quantity of water少量的水[基础练习]——单句语法填空①a.With more and more forests cut down, large quantities of soil are being washed (wash) away now.b．With more and more forests cut down, a large quantity of soil is being washed (wash) away now.②We can offer you a better price if you can buy it in quantity.[链接写作]——词汇升级(普通表达) Before the exam, I spent a lot of time in preparing for it.Otherwise, I wouldn't have succeeded in passing the exam.(高级表达)Before the exam, I spent a large quantity of/a great deal of time in preparing for it.Otherwise, I wouldn't have succeeded in passing the exam.[名师点津](1)a quantity of或quantities of后既可接可数名词也可接不可数名词。

高中英语选修六unit4 global warming要点解析随着工业化、城市化的发展，人类对环境的破坏日益严重，全球变暖成为一个备受关注的问题。

在高中英语选修六的教学中，unit4 global warming是一个重要的话题，涉及到了环境保护、气候变化、能源利用等多个方面。

本文将从以下几个方面进行解析。

一、词汇与短语在学习unit4 global warming的过程中，学生需要掌握一些与环境保护、气候变化、能源利用等相关的词汇和短语，例如：1. global warming：全球变暖2. climate change：气候变化3. greenhouse gases：温室气体4. carbon dioxide：二氧化碳5. fossil fuels：化石燃料6. renewable energy：可再生能源7. solar power：太阳能8. wind power：风能9. hydroelectric power：水力发电10. deforestation：森林砍伐二、文章结构在学习unit4 global warming的文章时，学生需要掌握文章的结构，了解作者的写作意图和思路。

一般来说，文章的结构包括开头、主体和结尾三个部分。

1. 开头：一般用一两句话引出话题，概括文章主要内容，引起读者的兴趣。

2. 主体：主要分为两个部分，第一部分阐述全球变暖的原因和影响，第二部分介绍如何减缓全球变暖的措施。

3. 结尾：一般用一两句话总结文章内容，表达作者的态度和观点。

三、文章内容在学习unit4 global warming的文章内容时，学生需要掌握以下几个方面。

1. 全球变暖的原因：全球变暖的主要原因是温室气体的排放，其中二氧化碳是最主要的温室气体。

二氧化碳的排放主要来自于化石燃料的燃烧、工业生产、交通运输等活动。

2. 全球变暖的影响：全球变暖会导致海平面上升、极端天气增多、生物多样性减少等问题，对人类和自然环境都会带来严重的影响。

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。