新人教选修六Unit4Globalwarming单元
人教版选修六unit4Globalwarmingusinglanguage课件
些词修饰时，常用不定式作后置定语。 ●当中心词是抽象名词way, chance, ability, promise,ambition,
1. 勤俭能源，保护环境的重要性； 2. 提供一些关于勤俭能源的具体建议； 3. 呼吁大家勤俭能源。
◆Turn a(n) _e_l_e_ct_r_i_ca_l_a_p__p_li_a_n_c_e__ off when you’re not using it. ◆Put on more clothes instead of turning up the _h_e_a_t_.
◆Walk or _r_id_e__a_b_i_k_e_ instead of taking motor vehicles. ◆_R_e_c_y_c_le_ cans, bottles, plastics and newspapers. ◆Buy things made from _r_e_c_y_c_le_d__m_a_t_e_r_ia_l_s__. ◆Buy products that are economical with _en__er_g_y__. ◆_P_l_a_n_t_t_r_e_es__ in your garden or your school yard. ◆Talk with your family and friends about _g_lo_b__a_l _w_a_r_m__in_g___.
Skimming (2mins)
1. Skim the first letter and the first paragraph of the second letter and fill in the blanks.
人教版(新课程标准)选修6Unit4Globalwarming复习课件
eg. (浙江6月卷) We drove through several states and saw lots of great sights along the way. 我们开车经过几个州，沿途看到了许多美丽的风景。
目录
9.range n.种类；范围；幅度；界限(limit) v.(在一定范围内)变动；变化(vary)； 排列(arrange) •range from...to... 在……和……之间变化 range between...and... 在……和……之间变化 •a (full/wide) range of 一系列……；各种各样的 in/within range (of...) 在(……)范围内 beyond/out of range (of...) 在(……)范围外
目录
5.result in导致(cause/lead to) •result from(＝arise from)由……造成；因……而产生 •as a result 结果 as a result of 由于……；作为……的结果 without result 没有结果；白费 eg. When facing trouble, he couldn’t keep calm, which results in his constant failures. 面对困境时，他不能保持镇定，这导致他不断失败。
目录
10.keep on继续；反复做 keep on doing sth继续做某事 eg. (202X·天津6月卷书面表达)Every time I encounter whether classical music or jazz, a sense of entertainment and relief arises spontaneously, making my body refresh and offering the courage to keep on.(艺术) 每当我听到古典音乐或爵士乐时，一种娱乐和放松的感觉就会自然而然地产 生，使我的身体恢复活力，并给我继续前进的勇气。
新人教选修6-Unit4-Global-warming-Reading[阅读课件]
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315 parts per million to around 370 parts per million from
1957 to 1997 (See Graph 2 on Page 26 )
16
The two different viewpoints towards the effects of global warming between Dr. Janice Foster and George Hambley
Dr. Janice Foster
George Hambley
Carbon dioxide has
More carbon dioxide is
caused the global
a _p__o_s_i_ti_v_e__ thing,
temperature to
___g__o_u__p__. An
which makes crops
It’s up to readers to think and decide whether people should do something about global warming or not.
• Explain how global warming
comes about.
11
Questions
15
③ We add huge quantities of extra carbon dioxide to the atmosphere by burning Fossil fuels.
The carbon dioxide in the atmosphere went up from around
How has the global warming come about?
新人教选修六-Unit-4-Global-warming[单元课件]
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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.
4.What are the two graphs about?
Graph 1 shows the Graph 1: temperature
increase of one
degree Fahrenheit
between 1860 to
2000.
Graph 2 shows the
carbon dioxide
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.
The effects of global warming
新人教选修六-Unit-4-Global-warming单元教学设计
目标
〔一〕知识目标
Tograsp someuseful words and expressionsandlearn some useful sentence patterns
〔二〕能力目标
1.Get students to use someuseful words and expressions correctly .
Step 2 listening
Play the tape for students and pay attention to some important words and phrases
Listen to the tape and pay attention to some important words and phrases
2.Everyone believes that global warming is caused by the activity of humans.
3.Janice Foster believes that she can measure the future global rise in temperature.
Step 3languagepoints
Go through the passage and deal with anylanguage points
Learn the useful languagepoints
Step 4Practice
Ask students to do some practice
2. Develop students’sense of group cooperation
教学
方法
1.Task–based teaching and learning
新人教选修六-Unit-4-Global-warming
企业参与国际环保合作与交流
参与国际环保组织
加入国际环保组织，与其他企业 和国家共同研究和应对全球变暖
问题。
分享经验与技术
积极分享在应对全球变暖方面的 经验和技术，促进国际间的合作
与交流。
倡导全球环保行动
通过参与国际会议、发表声明等 方式，倡导全球各国共同采取行
动应对全球变暖。
05
个人在应对全球变暖中行 动与贡献
绿色出行
尽量选择步行、骑自行车或乘坐公共交通工具， 减少私家车出行。
垃圾分类
积极参与垃圾分类，促进资源回收利用，减少垃 圾对环境的污染。
参与公益活动，传播环保理念
参加环保组织
加入环保组织或志愿者团队，参与环境保护的公益活动。
倡导环保行动
在社区、学校或工作场所倡导环保行动，鼓励更多人参与环保事业 。
长期战略
一些国家还制定了长期的气候变化应对战略，如实现碳中和 、净零排放等目标，以及发展可再生能源、提高能源效率等 政策措施。
国际组织在应对气候变化中作用
联合国环境规划署（UNEP）
作为全球环境问题的权威机构，UNEP在推动全球应对气候变化方面发挥着重要作用。它 协助各国制定和执行气候政策，促进可持续发展和绿色经济。
《京都议定书》
作为《联合国气候变化框架公约》的补充条款，于1997年通过，2005年正式生效。议定书规定了37个工业化国 家（附件B国家）在2008-2012年间的温室气体减排目标，并要求这些国家通过国内政策和国际交易等方式实现 减排目标。
各国减排承诺和行动计划
国家自主贡献（NDCs）
各国根据本国国情提出的应对气候变化的行动目标和政策措 施。截至2023年，已有190多个国家提交了国家自主贡献文 件，这些文件将成为《巴黎协定》下各国减排行动的基础。
人教版高中英语选修六Unit 4《Global warming》(SectionⅠ)课件
“Global warming is reducing the amount of food for penguins so that they can’t find enough to eat，” scientist Shaye Wolf said.
Turning up the heat
Humans may be directly responsible for the continent’s temperature changes, according to a new study in the journal Nature Geoscience.Temperatures in Antarctica usually do not go above freezing, or 32 degrees Fahrenheit.
返回
Scientists are concerned about the possibility that
Antarctica’s ice may melt more over time. The icy continent is about 5 million square miles. It is covered by glaciers and an ice cap(冰冠)about 7,100 feet thick. If the ice melts, that could cause sea levels to rise around the world. Higher sea levels could lead to dangerous flooding in some countries.
Unit
4
Section Ⅰ Step 1 Step 2 Step 3 Step 4 Step 5
新人教选修六 Unit 4 Global warming-Reading[阅读课件]
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Can you carry it out
Reason
Yes
save energy save energy save energy
Motor vehicles use a lot of energy, so walk or ride a bike if you can. Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials.
• Skim the second letter • Does Earth Care agree with Ouyang Guang’s opinion?
No, together, individuals can make a difference.
• Scan the second letter
Discussing
could we, as an individual do something about global warming?
• turn electrical appliances off • walk or ride a bike • recycle cans, bottles, plastics • plant trees • buy products that are made to save energy • educate others
What is happening to our earth?
Global warming
What has caused the global warming?
The effects of global warming
• Negative effects:
新人教版选修6Unit4Globalwarming知识点课件
this view反对这种观点
a quantity of/quantities of/a lot of/lots of
8. ________________________ fuel大量的燃料 9. _o_n__b_e_h_a_lf__o_f _ my school代表我的学校 10. _o_n__th_e__w_h_o__le__大体上；基本上 11. _a_n_d__s_o_o_n___等等 12. _s_o_/_a_s_l_o_n_g_a_s__只要 13. _e_v_e_n__if_/t_h_o_u_g_h__尽管；即使 14. _a_s_a__c_o_n_s_e_q_u_e_n_c_e_/_a_s_a__re_s_u__lt_ 结果；因此
2. He walked down the road, _c_a_s_u_a_l_ly__(casual) swinging his bag. 修饰非谓语swinging，应用副词。
3. I admire Edison a lot because of his great _c_o_n_t_ri_b_u_t_io__n_ (contribute) to the world. 空格前有形容词great修饰，所以这里应填 名词，great contribution表示“伟大的贡献”。
新人教选修6_Unit4_Global_warming
2. Which of the following is Dr Janice Foster’s opinion? A 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.
Choose the best answers. 1. Which of the following is TRUE according to the text? A A. The temperature of the earth increased about one degree Fahrenheit during the 20th century. B. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997. C. All scientists accept the data in graph 2 except Charles Keeling. D. Janice Foster says that more carbon dioxide will make plants grow faster.
Scientists Opinions
George ◆ Believes that we shouldn’t high levels of Hambley worry about 5__________ carbon dioxide in the air . ◆ Predicts that any warming will be mild with few bad environmental 6___________ consequences . ◆7_______that more carbon States positive dioxide is actually a 8________ thing, which will make life for human beings better.
高中英语Unit4 Global warming文章 Global Warming人教版选修六
Global Warming: Whose Problem is it Anyway?It no longer seems to make a difference who started the global warming problem, and by “problem,〞I am referring to the likely enhancement of the naturally occurring greenhouse effect as a result of human activities. Those activities primarily center on the release of carbon dioxide through the burning of fossil fuels such as coal, oil and natural gas. Other heat-trapping greenhouse gases include methane, nitrous oxide and chlorofluorocarbons (CFCs).In their march to industrialization, rich countries have basically saturated the atmosphere with these heat-trapping gases. Each year, the atmospheric concentration of carbon dioxide (arguably the most important of the greenhouse gases) increases by more than a part p er million by volume. Doesn’t that sound infinitesimal? It does to me. But, infinitesimal concentrations become significant when accumulating in the atmosphere year after year, as carbon dioxide has since the onset of the Industrial Revolution in the mid-1700s.As we settle into the 21st century, new major greenhouse-gas-producing nations are appearing on the scene, such as India and China. They want to develop their economies, and they have a right, as well as a responsibility, to their citizens to do so. But they are also going to be emitting a larger share of heat-trapping gases, overtaking the industrialized countries that have been the dominant producers of greenhouse gases in the past. Now what?A couple of decades ago, I chose to divide the observers of global warming into three groups: hawks, doves and owls. In the mid-1980s, there were some hawks (those who are convinced beyond a reasonable doubt that human activities not only can, but also are, altering the chemical composition of the atmosphere in ways that influenceglobal climate); some doves (those who believe that Earth’s atmosphere is so robust that it can absorb any insult that humans might do to it. Besides, if it gets really serious, either technology will save us, or we Americans can move north into Canada); and mostly owls (those who lean either toward the hawks’ or the doves’ view, but are still not sure what the truth is).Twenty-five years later, the hawks have increased in number, while the doves are about the same with maybe a few m ore vocal personalities. And the owls’ numbers have reduced due to new scientific information — appearing in the media alongside scary photos of disintegrating ice sheets in the Antarctic and depletion of sea ice in the Arctic, stories about a seeming incr ease in various “superstorms,〞and advertisements from Shell and BP telling us that they too are worried about global warming.Since 1985, however, another category has emerged: the ostrich. The ostriches include those who refuse to think about global warming as a problem, who refuse to consider any new scientific research, and who think that someone somewhere will solve this problem before it becomes a crisis.Global warming is not a hoax. It actually happens naturally. Industrialization processes in rich countries and now in developing ones are abetting the naturally occurring greenhouse effect.Some say we are spinning out of control, pointing to the Arctic as a “canary in the global warming mine.〞The Inuit are worried. They are on the proverbial firing line, according to scientists who remind us that a 1 degree warming in the mid-latitudes will be associated with a 3 to 4 degree warming in the higher latitudes. What we are hearing from the scientists is that we are at or near tipping points — irreversible thresholds of change — for certain species, countries and civilizations.But although we talk a lot about doing something about global warming, we do not have a whole lot of meaningful action. “Let them eat carbon dioxide〞seems to be the current response of various governments, despite words of concern. Is anyone trying to cut back on carbon dioxide emissions?Cutting back on carbon dioxide production is much easier to say than to do. The task of cutting back worldwide is made much more difficult because of the virtual lack of participation of the United States as a leader on the global warming issue in the international community. It is hard to keep bailing out the water at one end of a sinking boat, while someone at the other end insists on drilling holes in the hull.The business community, at-risk cities and island nations are increasingly calling for action to combat human-induced global warming. What is needed? Only an active government policy around which a coalition can rally will thoroughly address the complex issue.Alas, the issue demands government leadership from the “bully pulpit〞that calls for and wholeheartedly supports an all-out “war on global warming.〞In my view, it is the only way to address the global warming problem with some sense of optimism.Societies need to find new and more efficient ways to fuel their growing economies. The wars on crime, prostitution, alcohol, drugs and even terror are not really winnable wars. They are not winnable in the sense that views on these issues represent underlying differences of opinion. However, the physics of the atmospheresuggests that we (civilizations) are on a collision course with Mother Nature, and if atmospheric science is correct, there is little time for delay.The war on global warming should begin now. With government support (moral and financial) and a search for new ways to keep our industries progressing withoutadding greenhouse gases to the atmosphere, there is a real chance for the global community to pull together.Technology alone, especially if it is expected to be applied only at the proverbial 11th hour, can’t save us from many of the projected and foreseeable negative impacts of global warming. For an example of thinking ahead, take the Netherlands.The Dutch have successfully fought off the floods of the North Sea for centuries, with few breaches in recent times (1953 comes to mind). The Netherlands have even contracted with the U.S. federal government for a few hundred million dollars, to assist in developing levees that can withstand certain intensities of tropical storms around New Orleans.Despite their levee-making skills, however, the Dutch know their limits. The Netherlands is now working to develop a “Hydropole,〞a city that can live on the rising waters. They know they need to do something to protect the 70 percent of the country that is below sea level, when a warmer atmosphere leads to rising seas.Other countries need to follow by accepting the potential changes that lie ahead, and working now to plan for those changes and to curb actions that would otherwise fuel more change. Only with an aggressive war on global warming, supported by the entire international community of nations and with participation of the United States, can we learn to live within the guidelines of nature, respecting her thresholds of change by choosing not to cross them.。
高中英语选修六unit4 global warming要点解析
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。
人教版选修六Unit 4 Global warming教案
人教版选修六Unit 4 Global warming教案人教版选修六unit-4-global-warming教案人教版选修六unit_4_global_warming教案本单元以globalwarming居多线，意在通过单元教学并使学生经过思索、自学，认识到全球暖化的起因和它所增添的种种后果。
同时引导学生进一步阐释地球所遭遇的其它轻微问题，唤起学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1warmingup通过直观的图片，并使学生对能源的用途和种类存有一个基本的介绍。
使学生对当今人们研发和采用能源以及随之而来的种种影响存有更深一步的思索和重新认识，从而为本单元主题globalwarming并作了较好的铺垫。
1.2pre-reading是reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于globalwarming是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做aprojectonglobalwarming,这样既符合了新课程的要求――体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
总结概括的能力。
最后一项建议学生在读整篇文章后，认真思索并践行自己的观点：“weshoulddonothingaboutglobalwarming”还是“weshoulddosomethingtodecreasethespeedofglobalwarming”，并利用所学科学知识展开分组辩论。
此项活动意在唤起学生的自学热情并彰显学生在课堂中的主体边线。
1.5learningaboutlanguage分词汇和语法两部分。
词汇部分设计了两项练习，一项是具有一定情境的10个句子，引导学生加深对新词汇的理解和记忆。
新人教选修6_Unit4_Global_warming-Reading阅读课件
1.A lot of peaple have the sense of doing something against global warming. (T)
2.Earth Care suggest people put up with pollution. (F )
3.you’d better buy things made from new materials. ( F)
• let's make things better. 让我们做得更好。
• Thank you
➢What suggestions does Earth Care give him?
①Turn electrical appliances off when not using them.
②Don’t turn up the heat, put on more clothes.
➢suggestion list
①Turn electrical appliances off when not using them. ②Don’t turn up the heat, put on more clothes.
③Walk or ride a bike, don’t drive. ④Recycle.
fast reading
• Read the passage and get the main idea.
This passage contains two letters, the first letter is written by Ouyang Guang , who asks suggestions from the Earth Care. The second letter is about _s_u_g_g_e__st_io_n__s __ given by the Earth Care.
人教版高中英语选修六Unit Four Global warming
高中英语学习材料（灿若寒星*制作整理）Unit Four Global warming课程标准中的内容标准：本单元的话题是“Global warming/全球变暖”，介绍了“能源”、“能源危机”和“温室效应”。
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”的意识.教学细目：1、（情感目标）通过阅读，了解地球变暖的原因、地球变暖的后果等方面的问题。
引导学生从形式和内容两方面阅读本文，提高对说明文文体的认识，同时了解“温室效应”的前因后果。
树立学生保护环境的主人翁精神。
2、（交际）通过听说学习有关同意与不同意，责备与抱怨的表达个人观点的用语。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，学习并掌握如何写一幅表达自己观点，劝说他人节约能源，保护环境的海报。
5、（语法）通过书面训练，深入理解和进一步运用“it用法”。
学习领域与主题内容及要求目标层次人教版选修六UnitFourGlobalwarming理解掌握运用1.1.1. 话题：global warming √1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：1.同意与不同意（Agreement anddisagreement)Exactly.You’re right.I agree.√That’s correct/true/right.I’m afraid I disagree with you.I’m afraid not.I don’t think so.No way.I don’t agree.I doubt...2.责备与报怨（(Blame and complaint)I’m sorry to bring this up, but...?I’m sorry to have to say this, but...They should not have done it.They are to blame.Perhaps /Maybe they should/ought to...Why don’t you do something about it ?√1.1.3 Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。
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Non-renewable
Coal Oil Natural gas Uranium[化]铀 (nuclear energy)
Fossil fuels
Renewable
Wind (wind power) Sun (solar energy) Water (hydro-electric power) Plant waste 植物性废物 (biomass energy 生物团能量 ) Hot springs or geysers 间歇泉 (geothermal energy) The sea (tidal energy 潮汐能 )
What are fossil fuels?
• Fossil fuels are Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, which can be burnt to produce energy. They are also known as non-renewable energy because once they are run out of /run out, they cannot be renewed.
The glass traps the heat from the sun, making the air warm so that plants can grow better.
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 effects of global warming
• Positive effects:
1 make plants grow faster; 2 crops will produce more; 3 make life better
Which is the most important to a country?
What are these buildings made of and what is their purpose?
They are made of glass and plants can grow in it when it is cold outside.
How does it work?
•Money? •Technology? •Man power?
•Energy sources?
•International relations? •…
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.
The Hydroelectric dams
are used to keep back water and raise its level for irrigation or for producing electricity, etc.
Discussion
An energy source is “renewable” when supplies of it never run out and “non-renewable” when one day they will run out. Which energy sources on your list are renewable and which are non-renewable?
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.
人教新课标选修六
Unit 4
Global Warming
The effects of global warming
• Negative effects:
1 cause the sea level to rise; 2 severe storms; 3 droughts; 4 famine; 5 destruction of species 6 flood
energy sources
cassette player
ቤተ መጻሕፍቲ ባይዱ
micro-wave oven
heating
fridge
things that
light hairdryer
use in
eysnoteourrvgey
home
television computer
stove
video player
washing machine