Unit 4 Global warming
Reading The earth is becoming warmer - But does it matter
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up
b. 重点句式
There is no doubt that the earth is becoming warmer. P26
Without the慻reenhouse effect the earth would be about thirty-three degrees Celsius cooler than it is. P2626
They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26
2. Ability goals 能力目标
Enable the students to talk about the causes and effects of global warming.
3. Learning ability goals 学能目标
Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.
Teaching important points教学重点
Help the students learn how to debate over the topic “We should do nothing about global warming.”
Teaching difficult points 教学难点
Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.
Teaching methods 教学方法
Listening, reading and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Check the homework.
Review the useful expressions about agreement and disagreement.
Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.
Step Ⅱ Pre-reading
Show a picture of greenhouse on the screen.
T: Now look at the picture. What is it in the picture
S: A greenhouse.
T: Right .Who can tell me what it is used for
Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather.
T: Yes, you are right. And how does it work
Sb: The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.
T: Exactly. Thank you. But today we are not going to talk about greenhouse, we’ll talk about greenhouse gases. Have you heard about this before
Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.
T: That’s correct. Then what do you think greenhouse gases do
Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.
T: Yes. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter What’re your opinions Next we’ll read an article “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER ”
Step Ⅲ While-reading
Get the students to read the passage fast and meanwhile help the students form a good habit of reading.
T: What do you think will be talked about at the sight of the title “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER ” Now please skim the passage to obtain a general idea of the whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part.
After a few minutes.
T: How many parts can this text be divided into
T: Any different ideas OK. Now let’s finish the form on the screen.
Show the form on the screen and let the students complete the form.
Main ideas of each part Writing techniques
Step Ⅳ Comprehending
Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2.
T: Now let’s listen to the tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.
Step Ⅴ Debate
Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.
T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.
Put the following instructions on the screen.
● Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).
● Group A discuss why they agree with the statement; Group B discuss why they disagree.
● Group A and B get together. Tell each other the reasons why agree or disagree with the statement.
T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.
Step Ⅵ Homework
1. Read the passage again and review the new words and expressions.
2. Prepare the debate in groups.
3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING？
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PAGE
4(共14张PPT)
人教版 选修6
Unit 4 Global Warming
Period 1 Reading
Know well the global warming
Save energy and protect environment
Learning Aim
What is a greenhouse used for
How does it work
Pre-reading
Who wrote the magazine article What is the name of the magazine
Sophie Armstrong
Earth Care
Scan the passage and answer the following questions:
Scanning
Dr. Janice Foster
2. What are the names of the three scientists mentioned in the article
Charles Keeling
George Hambley
3.The different ideas between Dr. Janice Foster & George Hambley
Dr. Janice Foster George Hambley
Carbon dioxide has caused the global temperature to __________. An increase of five degrees would be a ____________ and could be ______________. More carbon dioxide is a __________ thing,
which makes crops __________ more and will en- courage ___________________________.
go up
catastrophe
very serious
positive
produce
a greater range of animals
4. What are the two graphs about
The first graph shows:
The second graph shows:
the temperature increase of one degree Fahrenheit between 1860
to 2000.
the carbon dioxide content in the atmosphere from 1957 to 1997.
5. What is global warming
The earth is becoming warmer.
6. How has global warming come about
Human activity
burnig of fossil fuels
Greenhouse effect
greenhouse gases
we need those gases
from around 315 parts per million to around 370 parts per million
Huge quantities of extra carbon dioxide
From 1957 to 1997
7. What are the effects of global
warming
The sea level to rise
Severestorms,droughts ,
famines, the spread of diseases, and the destruction of species
Make plants grow faster.
The main idea of the passage:
Part 1(Paragraphs 1)
Part 2(Paragraphs 2-4)
Part 3(Paragraphs5-10)
Introduce a debate over the issue of global warming
Illustrate how global warming comes about
List two different attitudes among scientists towards global warming
Part 4(Paragraphs 11)
It’s up to readers to think and decide whether people should do something about global warming or not
Finish Ex.2 ( decide whether the statements true or false after reading the article carefully)
What can we do to control the greenhouse effect
Discussion
Let us save energy and protect environment together.
AdviceGlobal warming
Pre-reading, Reading, Comprehending
Teaching 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 Up
Purpose: To arouse Ss interest in learning about global warming.
1. Team work
Answer 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 work
Look 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-reading
Purpose: To get Ss to learn about greenhouse gases.
1. Group work
Now look at the word “GREENHOUSE GASES”. What does it mean
Greenhouse gases (GHG) are gaseous components of the atmosphere that contribute to the greenhouse effect .The major natural greenhouse gases are water vapor, which causes about 36-70% of the greenhouse effect on Earth (not including clouds): carbon dioxide, which causes between 9-26%; and ozone, which causes between 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, nitrous
oxide, 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 a
variety of industrial processes.
Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCs
are the most heat-absorbent.
2. Individual work
Get 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. Reading
1. Skimming
Purpose: 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 natural phenomenon.
(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 as much 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. Scanning
Purpose: 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) F
3. Listening
Purpose: To train Ss listening ability.
Listen to the tape and follow it in a low voice.
4. Group work
Ss are divided into four groups. Each group is supposed to read through each part and then discuss them.
Part 1 (Paragraph 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)
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 enough 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 & v
① 种类；范围；幅度
There is a wide range of temperature.气温变化很大。
② vi (在一定范围内)变化
The number ranges between 5 and 15.
③ vt 排列，整理
Please range the goods neatly in the shop window.
Part 4 (Paragraph 10)
(1) build up逐步建立；增加；增进
We need to build up our reputation.
Traffic is building up on roads into the city.
(2) Keep on 继续
Price kept on increasing.
He didn’t stop running; he just kept on.
● 拓展：
keep on doing与keep doing的区别：
keep on doing表示动作反复发生；keep doing表示状态或动作的持续。
He kept on standing up in class. 他在课堂上一再地站起来。
He kept standing there for half an hour without moving.他一动不动地在那里站了半个小时。
Step 4. Post-reading
Purpose: To have a deep understanding of the text.
1. Group work
Now you are going to discuss the statement: We should do nothing about global warming.
Follow these instructions:
Get into groups of six. Decide which three in your group are going to agree with the statement
(Group A) and which three are going to disagree with the statement (Group B).
(2) Group A students discuss why they agree with the statement; Group B students discuss why they disagree.
(3) Groups A and B get together. They tell each other the reasons for agreeing or disagreeing with the statement.
2. Individual work
Ask Ss to answer the following questions. Present their opinions to other classmates.
(1) What do you think of global warming
(2) Do you think it serious
3. Discussion
(1) Global warming refers to an average increase in the earth’s temperature, which in turn causes changes in climate.
(2) Earth’s climate has been changing constantly over its 5-billion-year history.
(3) The earth could be getting warmer on its own.
(4) Scientists are sure about the greenhouse effect. They know that greenhouse gases make the Earth warmer by trapping energy in the atmosphere.
(5) Without the greenhouse effect, the earth would not be warm enough for humans to live.
(6) A warmer earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans.
(7) Scientists don’t know exactly what will happen in the future. But they can use special computer programs to find out how the climate may change in the years ahead.
(8) Global warming may be a big problem, but there are many little things we can do to make a difference.
Step 5. Reflective thinking
First show the following questions to Ss and then ask Ss to discuss them in groups.
1. What do you think cause global warming
2. How does global warming affect you and others
3. How does global warming affect the nature
4. When do you send gases into the air, which affect the earth (Use the air conditioner, ride in a
car, and use a fridge…)
Step 6. Homework
1.Use the new words and expressions to make some sentences.
2.Try to write a short composition .The title is “How to slow climate change”, beginning with “Global warming does not have to occur .It is possible for the human race to slow down global warming and may be even remove all of the effect that people have on the climate.”
PAGE
1(共13张PPT)
Unit 4 Global Warming
Period 1 Reading
人教版 选修6
Read Tom’s essay about litter and finish the tasks below.
1. What is the main point of view
The main point of view to be circled: All sorts of items become litter, but two of the most common and most dangerous are cigarette butts and plastic bags.
Revision
2. Find out the evidence Tom gives to support his argument that cigarette butts are an environmental problem.
The evidence about cigarette butts Tom gives to support his argument to be underlined: Over 1,600 billion cigarettes are smoked each year in China… the toxic chemicals add up to a great amount.
3. Find out the evidence Tom gives to support his argument that plastic bags are an environmental problem.
The evidence about plastic bags Tom gives to support his argument to be boxed: They are made from… to kill another animal.
4 Number each of Tom’s solutions:
(1) Put cigarette butts in the rubbish bin.
(2) Not to let plastic bags become litter.
(3) Use fewer plastic bags and recycle them
(4) Not to smoke.
(5) Not use plastic bags at all
Read the essay again and make notes in the table.
First
Paragraph
Point of view
Litter is a serious environmental problem
Conclusion
Second
Paragraph
First point of the argument;
Evidence
Cigarette
butts are small but are still bad for the environment.
1. Over 1,600 billion cigarettes are smoked each year in China. Many of the butts become litter.
2. 4.5 trillion butts are littered every year in the world.
3. Butts spoil the beauty of the environment
4. Butts contain toxic chemicals. These get into the water supply. These decrease the quality of the water and endanger living things.
5. Butts take up to 5 years to break down, so the toxic chemicals add up to a great amount.
Third
Paragraph
Second point of the argument
Plastic bags are a danger to the environment.
Third
Paragraph
Evidence
1. Plastic bags are made from non-renewable resources. If they are not recycled, these resources are lost to us.
2. In China, 2 billion plastic bags are used every day. Many of these become litter.
Third
Paragraph
3. Plastic bags last from
20 to 1000 years in the environment.
4. They can travel long distances in the air and water. They are in rivers, parks, beaches and oceans.
5. Plastic bags kill up to one million seabirds, 100,000 sea mammals and countless fish each year worldwide.
Third
Paragraph
6. After the animal breaks down, the plastic bag becomes free and can kill another animal.
Fourth
Paragraph
Point of view
The environment would be less polluted if we cleaned up cigarette butts and plastic bags. The best solution would be not to smoke or use plastic bags at all.Global Warming
设计思路：
教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：
本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。文章标题“The earth is getting warmer but does it matter ” 非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。
Teaching materials:
Textbook---Student’s Book 6, New Senior English for China, People’s Education Press
Teaching Aids: a blackboard, a multimedia kit
Objectives:
I. Of Knowledge:
Students will know basic scientific facts concerning global warming, scientists’ different attitudes towards it and the writer’s opinion as well.
II. Of Ability
A. Students will continue to develop their predicting skill to guess the main idea of the article and get prepared for the reading.
B. Students will practice the scanning skill to get the specific information.
C. Students will learn to think critically about the problems the writer has raised.
III. Of Emotion
A. Students will learn we should conserve energy and protect the earth.
B. Students will want to get involved in the classroom activities when doing the tasks.
Procedures:
I. Before Reading
Lead-in
A graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006.
What can you tell from the graph (Students’ answer may vary.)
This leads to our topic today---Global warming.
1. Predicting:
1) What can you infer from the title
2) What are the two graphs about
II. While Reading
(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have )
2. Scanning
1) Look for people’s names. Circle them with a red pen.
1 Who wrote the magazine article
2 What are the names of the three scientists mentioned in the article
2) Para. 1 & 2
1 What has caused global warming (vocabulary teaching involved)
2 Which sentence tells us what the writer will talk about in the article
3. Reading: Para. 3, 4&5
How has this come about
Further questions:
1) Can you give the three examples of the fossil fuels
2) Who gave us scientific evidence that the amount of carbon dioxide has been increasing
3) Some gases can trap heat from the sun. What do scientists call this phenomenon
What would happen if there were no greenhouse effect What would happen if there were too many greenhouse gases
4) How high will the temperature increase go according to Janice Foster
4. Reading: Does it matter Pair Work (Para. 6)
The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.
Make a dialogue using the information in the table. One as Foster, the other as Hambley.
Para.6 Janice Foster& supporters George Hambley& supporters
Attitude Temperature increase would be a ___________. We shouldn’t ________.
Prediction It could be very _______. Any warming will be _____ with _____ bad environmental consequences.
Possible consequences 1.2.3.4. More carbon dioxide is _________,because__________________-->___________________________-->___________________________-->___________________________.-->
5. Reading: Para. 7
1) The writer probably thinks ________.
A. It matters.
B. It doesn’t matter.
2) What probably does the writer want us to do by the last two questions
III. Post Reading
6. Group Discussion: What can/should we do
At home/work/school
Clothing /food/ housing/ transportation
Policies, laws, finance
Media, transportation, design of buildings
You may also refer to the pictures on Page 25.
Make a list:
(Summary: Wrap up the topic)
IV. Homework:
1. Read the text again and finish Comprehending 1&2 on Page 27.
1 Choose sides and prepare for a mini debate on whether we should something about global warming. You may refer to the following websites.
2 http://www.cato.org/pub_display.php pub_id=2872
3 http://blog./xiawf001/default.html page=5
4 http://www./global-warming-positives-negatives.htm
3. Underline important words and phrases.
Human Activity:
_________________
the ________ in carbon dioxide
more ____ from the sun will be ______
The increase in the earth’s temperature
result in
PAGE
5(共34张PPT)
Unit 4 Global Warming
Period 1 Reading
人教版 选修6
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. z x k
Warming up
stove
light
things that use energy in your home
micro-wave oven
cassette player
heating
television
hairdryer
video player
fridge
computer
washing machine
stove
Wind energy is used as power to produce electricity .
Windmills
where electricity is produced by burning coals.
The coal power stations
in which oil is refined and made pure.
The Oil Refineries
a facility designed to convert nuclear energy into electricity.
A nuclear power plant
on the roof of a house on a bright sunny day which are used to collect solar energy, making your house warm or heating your water.
Solar panels
are used to keep back water and raise its level for irrigation or for producing electricity, etc.
The Hydro-electric dams
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
Discussion
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)
non-renewable
non-renewable
non-renewable
renewable
renewable
non-renewable
renewable
renewable
renewable
renewable
What is the greenhouse made and used for
A greenhouse is made of glass and is used for growing plants, especially during cold weather.
How does it work
The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.
Learning
What are the “greenhouse gases”
In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane(甲烷, 沼气) and water vapor.
What do you think greenhouse gases do
They trap heat from the sun and therefore warm the earth.
Main ideas of each part Writing techniques
( Paragraph 1 )
Introduce a debate over the issue of global warming.
Raising a question
Reading
Main ideas of each part
Writing techniques
(Paragraphs 2---3 )
Illustrate how global warming comes about.
Giving examples, using graphs, explanation.
(Paragraphs 4---6 )
List two different attitudes among scientists towards global warming.
Giving examples, making contrast.
(Paragraph 7 )
It's up to readers to think and decide whether people should do something about global warming or not.
Using a question, leaving readers to think over the issue.
Read the text carefully and fill in the blanks.
Scientists Opinion
Janice Foster ◆ We need 1______ like carbon dioxide, methane and water vapour, but if we add huge 2__________ extra carbon dioxide to the atmosphere by burning fossil fuels, it will cause the 3________________ to go up.
gases
quantities of
global temperature
Scientists Opinion
Janice Foster ◆ 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 Celsius.
◆ An increase of five degrees would be a 4____________ .
catastrophe
Scientists Opinions
George Hambley ◆ Believes that we shouldn’t worry about 5__________ of carbon dioxide in the air .
◆ Predicts that any warming will be mild with few bad environmental 6___________ .
◆7_______that more carbon dioxide is actually a 8________ thing, which will make life for human beings better.
high levels
consequences
States
positive
Comprehending
浓度单位
Glance quickly at the magazine article and answer the questions.
Who wrote the magazine article What is the name of the magazine
Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.
2.What are the names of the three scientists mentioned in the article
They are Dr. Janice Foster, Charles Keeling and George Hambley.
3. What do they think about global warming
Do they agree with one another
They don't agree with each other.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
What are the two graphs about
Graph I shows the temperature increase of one degree Fahrenheit between 1860 to 2000.
Graph 2 is about the carbon dioxide content in the atmosphere, 1957--1997.
What is the main topic of the article
Global warming/ the warming of the earth.
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 global warming is caused by burning fossil fuels.
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.
Read the article carefully. Tell true or false.
T
T
F
T
T
F
