高中英语Unit4GlobalwarmingWarmingupandreading1课件新人教版选修
高中英语Unit4GlobalwarmingSectionWarmingUpReadingLangu
(1) How does it come about that ...? 某事怎么发生的……？
(2)come across
偶遇；碰到
come along
进展；进行
come out
公开；问世；出版；被获知
come round
恢复知觉；苏醒过来
come to
涉及；共计；达到
come up with
提出
③As a result of destroying the forests, a large quantity of desert
has covered the land. 由于破坏了森林，大量的沙漠覆盖了陆地。
④He likes reading and always buy books in quantity. 他喜欢阅读，总是成批地买书。
tend vi.趋向；易于(be likely to do)；照顾；vt.照顾；护理(care
for)
[用法]
(1)tend to do/be ...
容易/易于/趋向……
tend (to) sb./sth.
照顾/护理/看护……
(2)tendency n.
趋向；倾向
have a tendency to do sth. 倾向于做……；喜欢做……
13． steady adj.平稳的；持续的；稳固的→ steadily adv.平均 地；持续地
人教高中英语必修4Unit4Warming-up and reading (共31张PPT)
2020/6/1
9
happy angry
sad confused
2020/6/1
“I got an A in English！”
“I can’t believe what she said. That’s so unfair！”
“I have lost my wallet！”
“I don’t know what
A firm handshake
A loving hug
A bow / a nod of head
2020/6/1
countries
France Russia
Other countries
Meanings
Greet friends
8
Universal gestures
smile
Similar gestures What’ s the feeling of the man? What might he be saying?
Task 2
Listening and detailed reading
Listen and read the text carefully, then decide if they are true (T) or false (F).
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18
True or False
1. Body language is not as important as spoken
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13
How to find the main idea of a passage?
Tips: Not too general, not too specific!
Skills:
人教高中英语必修4Unit4Warming up and reading(共31张PPT)
True (T) or False (F).
Englishmen dofotne’tn stand close to others or touch strangers as
soon as they meet.
F
Most people around the world now greet each other by
Part 2
The first mistake
1. Find out the two cultural
mistakes
He approached Ms Smith
Tony Garcia
by touching__h_e_r__
_s_ho__ul_d_e_r__ and _k_i_ss_i_n_g_ her on the c_h_e_e_k____.
touch them Spain, Italy or South American countries Bow Japan
Shake hands.
Most people around the world
Do not usually stand very close to others or touch strangers as soon as they meet.
Names Tony Garcia Julia Smith Akira Nagata
George Cook Ahmed Aziz Darlene Coulon
Countries Colombia Britain
Japan Canada Jordan France
Match the main idea of each part with lines.
English people
Unit 4 Global warming Warming up and reading课件
2.What are the names of the three scientists mentioned in the article?
Sources of energy coal
Renewable/non-renewable non-renewable
oil natural gas wind (wind power) sun (solar energy) uranium (nuclear energy) water (hydro-electric power) plant waste (biomass energy)
Discuss
An energy source is “renewable” when supplies of it never run out and “nonrenewable” when one day they will run out.
Which energy sources on your list are renewable and which are non-renewable?
Windmills
Wind energy is used as power to produce electricity .
The coal power stations
where electricity is produced by burning coals.
The Oil Refineries
in which oil is refined and made pure.
高中英语 Unit 4 Global warming Period 1 Warming Up and
Unit 4 Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
本单元的主要教学内容如下表所示：Period 1 Warming Up，Pre－reading，Reading and prehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Being Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000” and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.prehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，e about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；X围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and prehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程Step 1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non－renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Draw a form on the blackboard as follows：Things that useSources of energy Renewable/non－renewableenergyLet the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer：Things that use energy Sources of energy Renewable/non－renewablelightsheatingtelevision cassette player video recorderputerfridgestovehairdryer...coal non－renewableoil non－renewable natural gas non－renewable wind power renewable solar energy renewable nuclear energy non－renewable hydro－electricpowerrenewable biomass energy renewable geothermalenergyrenewable tidal energy renewableStep 2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Step 3Reading and prehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?________________________________________________________________________(2)Who wrote the magazine article？What is the name of the magazine?________________________________________________________________________(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?________________________________________________________________________Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believ es that global warming is caused by the burning fossil fuels.( )②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.( )⑥George Hambley believes scientists are just guessing about the effects of global warming.( )⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effec ts of global warming will be.( )(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Part Main ideaPart 1(Paragraph ______)Part 2(Paragraphs ______ to ______)Part 3(Paragraphs ______ to ______)Part 4(Paragraph ______)Suggested answer：Part Main ideaPart 1(Paragraph 1) To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5) To illustrate how global warming es about.To list two different attitudes among scientists towards Part 3(Paragraph 6)global warming.It's up to readers to think and decide whether people Part 4(Paragraph 7)should do something about global warming or not.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：e about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.Step 6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.Step 8Reflection after teaching________________________________________________________________________________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning anddeforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.。
高中英语人教版必修四 Unit4 Warming up and Reading
Do you know what these gestures mean? Look at the pictures and discuss with your partner what the man is trying to say.
Good!
Bad!
Come here!
Me?
I don’t know!
and the Jordanian man, Ahmed, seemed
to prefer
.
4. Did any students have similar greeting
customs? If so, which ones?
Yes.
and
had a similar greeting
custom—a kiss.
What are they communicating?
The mother is trying to quiet her crying child.
Someone is thinking deeply.
Someone is feeling ill/having a stomachache.
The policeman is directing traffic/ telling cars to go.
“Go away!”
“Expensive!”
“I’m surprised!” “I’m tired.”
“I’m confused.” “OK!”
“Good luck!” “I’m upset!” “I forgot!”
“I’m delighted!” “I’m sad!” “You’re great!”
Read the passage again and choose the best answers.
人教高中英语必修4Unit4Warming up and Reading(共21张PPT)
动作
excited
sad
angry
What is body language ?
Body Language is a form of communication without
speaking. It is a set of _f_a_c_ia_l__e_x面_p_部r_e表_ss情ions 姿Pe势o_p_;手l,e_势u_gs_ee_s_itt_ut_or_em_s_akaendth_e_mb_os_de_lyv_e_m肢s__uo体_nv_动de_em作_r_se_tno.tosd.
B4 U4 Body Language
I. Warming-up
How do we communicate with others?
Ways of communication
Spoken speaking language calling
Written writing language typing
Feelings Body language
Para.2 Happiness ▲smiling
▲__fr_o_w_n_i_n_g__ and turning one’s
高中英语人教版必修4《Warming up and Reading》课件
He was given__a__s_p_e_c_ia_l_
O_s_c_a_r_f_o_r_h_is__o_u_ts_t_a_n_d_in_g__ w_o_r_k__in 1972.
Read the passage again and write down the main idea of each paragraph.
F
3. In the XXX of 19th century people went to
California to look for gold.
T
4. Chaplin performed how to eat a boiled shoe by
action and explaining.
F
Retell the passage according to the questions.
_1_8_8_9_.
His job is
_a_n_a_c_t_o_r _.
His type of acting is _m_im__e_a_n_d__fa_r_c_e_.
He died in __S1__w9__i7t__z7__e_riln_a_n_d_.
Charlie Chaplin
His charming character is
2. Explain “Laughter is the XXX that drives
winter from the human face”.
C
A. Laughter is the power to drive winter
away
and welcome warm spring.
人教高中英语必修4Unit4Warming up and reading(共15张PPT)
Different feelings of the baby
happy
sad
interested
angry
surprised
curious
Well-done Ok
victory!
quiet
stop
✓Body language is the movements or positions of our body that show other people what we are thinking or feeling.
To communicate with each other.
When someone we talk to has some disability
Body Language is a set of _姿g_e势_s_t;手u_r_势e_s___, _b_o_d_y_肢_m体_o_动v_e作_m_e_n_t_s_ and _fa_c_ia_l_e_x_p_r_es_s_io_n.s People use to make themselves 面部表情
does not stand very close to others or touch strangers
According to the text, is there anything wrong in the pictures?
In Arab countries, you should eat with your right hand not the left hand.
Matching the people and the different ways of greeting (para2&5)
人教高中英语必修4Unit4Warming up and readingPPT课堂课件(30页)
Akira Nagata
The second
from (Japan)
mistake
George Cook from
(Canada)
He _b__o_w_e_d__ to Mr. Cook and his nose __to_u_c_h_e_d__ Mr. Cook’s __m__o_v_in_g _h_a_n_d____.
人教高中英语必修4Unit4Warming up and readingPPT课堂课件(30页)（ -精精品品PP）T 课件
The time of shaking
3-5 seconds is the best, no more than 30 seconds at most. More than 10 seconds to express one’s enthusiasm
disappointed / sad
astonished
shy
happy
angry
sad
confused
Do you know the meaning of the following gestures?
Stop.
You are very good.
/ Well done!
Be silent. It’s OK.
人教高中英语必修4Unit4Warming up and readingPPT课堂课件(30页)（ -精精品品PP）T 课件
人教高中英语必修4Unit4Warming up and readingPPT课堂课件(30页)（ -精精品品PP）T 课件
The principles of shaking
He _r_e_a_c_h_e_d_ _h__is___ __h_a_n_d__ __o_u_t____ to Akira Nagata.
高中英语 Unit 4 Global warming 1 Section Ⅰ Warming Up
Section Ⅰ Warming Up & Reading—ComprehendingⅠ阅读理解ALooking to give your family an experience to remember？Then put a dolphin encounter(相遇) at the top of your list.Discovery Cove：Orlando，FLFor dolphinloving families on a trip to Orlando，a visitto Discovery Cove is a must.The“Trainer for a Day〞program letsyou follow an expert and learn all about dolphin behavior and communication.The most interesting part is a 30minute dolphin interaction(互动)，where two dolphins push you along the water.The package includes a period of private photo time with two dolphins.Dolphin Quest：Hawaii & BermudaWith branches in Bermuda，Hawaii’s Big Island and Oahu，this dolphin experience offers activities to everyone in the family.“Family, Fins and Fun〞 is a 15minute pintsized dolphin encounter designed for parents and kids at the age of 4 and under.Older kids at the age of 12 and up can join in the “Trainer for a Week〞 program to spe nd oneonone time with experienced trainers and help dolphins with morning health exams and feeding.Dolphin Cay：BahamasAt the 14acre marine habitat inside Atlantis Resort，kids of all ages can enjoy shallowwater interactions with dolphins and sea lions, while older kids at the age of 10 and up can get a special training time with sea mammal specialists in the “Top Trainer for a Day〞 program.Dolphin Research Center：Marathon，FLThis nonprofit education place in M arathon offers the wellregarded “Researcher for a Day〞 program，which lets you join a dolphin research team and help with dolphin studies.Little kids will love “Dolphin Dip〞，a fun interactive program where theycan greet dolphins with flipper(脚蹼) shakes and learn to give dolphins signals.【解题导语】本文是一篇应用文。
选修六Unit4Warmingupandreading
4.The rise in carbon dioxide is causing a steady increase in global warming.
Exercise 2 T 5.George Hambley believes that global warming will do good rather than harm to the earth. F 6.It is clear what the effects of global warming will be.
2.Everyone believes that global warming is T caused by the activities of humans. F 3.Janice Foster believes that she can measure the future global rise in temperature.
Discussion Do you think global warming is good or bad for us? What can we do to slow it down?
Using language What can we do about global warming ?
electrical appliance ●Turn a(n)___________________off when you’re not using it.
Unit4 Global warming Warming up and reading
Warming up Do you know anything that consume energy in the home and the class? (消耗) lights, television, computer, washing machine, hairdryer, camera, PSP… Do you know any kind of energy resource?
高中英语真题：Unit4GlobalwarmingSection1SectionⅠWarmingup
Unit4GlobalwarmingSection1SectionⅠWarming up,Pre-reading,Reading&ComprehendingⅠ.用所给词的适当形式填空Ⅰ.用所给词的适当形式填空1．In the atmosphere surrounding (surround) the earth are g reenhouse gases.2．He is lucky when compared (compare) with me.3．He is opposed (oppose) to my view.4．He acts freely without considering consequences (conse quence)．5．The temperature keeps going (go) up steadily (steady) when spring comes.6．Smoking does great harm (harmful) to health.7．I'd like to buy quantities (quantity) of books for the childre n.8． Natural (nature) gas has taken the place of coal for coo king and heating.9．People have a strong belief (believe) that life is improving .10．More carbon dioxide is actually a positive thing because i t will make plants grow quicker (quick)．Ⅱ.用方框内所给单词的适当形式填空come about， subscribe to， quantities of， go up， result in ， be opposed to， even if， keep on， result from， it is stat ed that1．The rainstorm resulted in the death of 41 persons. 2．His political views are directly opposed to mine.3． It is stated that he has asked for his cards.4．How did this come about ？5．Disease often resulted from poverty.6．If the prices continue to go up ，we can't afford anything. 7．He did not subscribe to my proposal.8．She's always trying to keep on good terms with her neigh bors.9．We've had quantities of rain this summer.10． Even if I have to walk all the way I'll get there.Ⅲ.单句改错1．I don't know of anything to keep you smoking. ( 在you之后加from )2．He will sell his house why he needs money.( why→because )3．He spoke so loudly as to make himself understand. ( und erstand→understood )4．There is no doubt what English is very important. ( what→t hat )5．It is I who is to blame for the accident. ( 第二个is→am )Ⅳ.完成句子1．I don't approve of (赞同)your view.2．He would walk to school rather than (而不)take a bus. 3． Are you opposed to (反对)his going there alone? 4．Have you heard of the accident resulting in (造成)10 deaths?5． Even if (即使)he doesn't come，we can manage to finish the work in time.Ⅴ.句型转换1．Surely our teacher will come to help us.→ There is no doubt that our teacher will come to help us. 2．Greenhouse gases continue to build up in the atmosphere .→ It is greenhouse gases that continue to build up in the at mosphere.3．I believe that your work will be recognized by your boss.→ It is my belief that your work will be recognized by your b oss.4．In spite of our help，he will still fail.→ Even if we help him，he will still fail.Ⅵ.完形填空(2017·全国Ⅱ)In 1973, I was teaching elementary school. Each day, 27 kids 1.B“The Thinking Laboratory.” That was the 2.A students vot ed for after deciding that “Room104” was too 3.D . Freddy was an average 4.B ， but not an average person. He had the rare balance of fun and compassion(同情)．He would 5.D the loudest over fun and be the sadde st over anyone's 6.A .Before the school year 7.D ， I gave the kids a special 8.B ， T－shirts with the words “Verbs Are Your 9.A ” on them. I had advised the kids that while verbs(动词)may seem dull, most of the 10.C things they do throug hout their lives will be verbs.Through the years, I'd run into former students who would provide 11.D on old classmates. I learned that Freddy did se veral jobs after his 12.A from high school and remained t he same 13.C person I met forty years before .Once, whil e working overnight at a store, he let a homeless man 14.B in his truck. Another time, he 15.C a friend money to buy a house.Just last year, I was 16.D a workshop when someone kn ocked at the classroom door. A woman 17.C the interrupt ion and handed me an envelope. I stopped teaching and 1 8.A it up. Inside were the “Verbs” shirt and a 19.C from Freddy's mother. “Freddy passed away on Thanksgiving. He wanted you to have this.”I told the story to the class. As sad as it was, I couldn't help s miling. Although Freddy was taken from us, we all 20.B s omething from Freddy.文章大意：本文是一篇记叙文。
人教高中英语必修4Unit4 Warming up and Reading (共20张PPT)
Warming up and Reading
What are they communicating?
The mother is trying to quiet her crying child.
He is thinking deeply.
She is feeling ill/having a stomachache.
you introduce yourself to them.T
4.Some body languages in some countries are good
while some countries’ body languages are bad. F
Fill in the blanks:
Yesterday, another student and I __r_e_p_r_e_s_e_n_t_in_g__ Our university`s student_a_s_s_o_c_i_a_ti_o_n_, went to the Capital International Airport to meet this year`s international students to Beijing University. After half an hour of waiting for their __fl_ig_h_t__to arrive, I saw several young people enter the waiting area looking around _c_u_ri_o_u_s_l.y The first person to arrive was Tony Garcia from Columbia, and Julia form Britain. Tony __a_p_p_ro_a_c_h_e_d_Julia, touched her shoulder and kissed her on the cheek !
高中英语-Unit 4 Warming up and reading
The third stop (para3&4) Purpose: to go to a place where the
WWF is involved Place: _r_a_in_f_o_r_e_s_t Animal: _m__o_n_k_e_y Situation: The monkey can use the millipede insect to protect itself from _m__o_s_q_u_it_o_e_s.
A money was rubbing a millipede insect which contains a powerful drug over his body because it could protect him from mosquitoes. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.
The flying carpet: Where do you want to go? Daisy: I'd like to see some endangered wildlife, please take me to a distant land where I can find the animal that gave fur to make this sweater.
Then the carpet flew away to Zimbabwe, where Daisy saw an elephant. The elephant said they were endangered in Zimbabwe. Farmers used to hunt them without mercy.
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading课件新
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading课件新人教版 选修6
2021/4/17
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading 课件新人教版选修6
Unit 4
Global warming
全球变暖早已成为不争的事实，并且有加剧的趋势。那么这 会对北极地区造成什么样的影响呢？
01 课前预习 03 课后训练
02 课堂互动 课时作业
01 课前预习
Ⅰ.重点单词 1．_g_r_a_p_h_________ n．图表；坐标图；曲线图 2．__p_er___________ prep.每；每一
3．_d_a_ta___________ n．资料；数据 4．_t_r_en_d__________ n．趋势；倾向；走向
Out of the 23 models now available, the new predictions are based on the six most suited for assessing sea ice, according to Muyin Wang, a university of Washington climate scientist, and James Overland, an oceanographer. Wang and Overland sought models that best matched what has actually happened in recent years, because, “if a model can't do today's conditions well, how can you trust its future predictions？” Wang says.
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Things that use energy in your home
light heating television cassette player
video player computer fridge stove
washing machine
hairdryer
Sources of energy
carnotite（钒钾铀矿）, pictured here.
Guess it!
What source of energy?
Geysers(间歇泉)
Geothermal (地热的) Energy Plant
Discuss
An energy source is “renewable” when supplies of it never run out and “nonrenewable” when one day they will run out. Which energy sources on your list are renewable and which are non-renewable?
Greenhouse gases!
What’s greenhouse gases effect?
Greenhouse gases perform the same function as the glass in a greenhouse --- They trap the heat of the sun and keep the air surrounding the earth warm. It is called the greenhouse effect.
Windmills
Wind energy is used as power to produce electricity .
The coal power stations
where electricity is produced by burning coals.
in which oil is refined and made pure.
The Hydro- are used to keep back electric dams water and raise its level
for irrigation or for producing electricity, etc.
Uranium Ore (铀矿石)
The element uranium does not occur in pure form in nature but is found in minerals such as
Renewable/nonrenewable
non-renewable non-renewable non-renewable
renewable
renewable
non-renewable
renewable renewable renewable
renewable
What are these buildings made of and what is their purpose?
energy sources
cassette player micro-wave oven
heating
fridge
things that
light
use in
eysnoteourrvgey
hairdryer
home
television computer
Байду номын сангаасstove
video player washing machine
The Earth Is Becoming Warmer
– But Does It Matter?
Fast Reading
Glance at the article and answer the question.
What is the structure of a magazine like this and how is the text organized?
The Oil Refineries
A nuclear power plant
a facility designed to convert nuclear energy into electricity.
Solar panels
on the roof of a house on a bright sunny day are used to collect solar energy, making your house warm or heating your water.
They are made of glass and plants can grow in it when it is cold outside.
How does it work?
The glass traps the heat from the sun, making the air warm so that plants can grow better.
Unit 4 Global Warming
We depend on energy to do many things in our daily lives. For example, energy lights our cities 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.
coal oil natural gas wind (wind power) sun (solar energy) uranium (nuclear energy) water (hydro-electric power) plant waste (biomass energy) hot spring or geysers (geothermal energy) the sea (tidal energy)