外研版（2019）必修第二册Unit 6 Earth first Using Language Ⅱ P66-67 课件 （共35张PPT)

(共35张PPT)
Unit 6 Earth First
新外研必修Book 2
Using Language Ⅱ P66-67
Learning objectives
In this class, you will
grasp some expressions related to global warming;
discuss what you can do to help deal with global warming;
listen for the topics that are covered in the lecture;
listen for the detailed information in the lecture;
talk about recycling;
make a conversation about an environmental problem.
Part one
Dealing with global warming
Share what you know about these expressions.
Water conservation is the practice of using water efficiently to reduce unnecessary water usage. Water conservation is important because fresh clean water is a limited resource, as well as a costly one. Conservation of this natural resource is critical for the environment.
An LED light bulb is a solid-state lighting (SSL固态照明) device that fits in standard screw-in(螺纹式的) connections but uses LEDs to produce light. LED light bulbs are a more environmentally-friendly alternative to incandescent bulbs(白炽灯). LED bulbs use a semiconductor (半导体) device that emits visible light when an electric current passes through it.
Renewable energy is energy derived from natural sources that are replenished(补充) at a higher rate than they are consumed. Sunlight and wind, for example, are such sources that are constantly being replenished. Renewable energy sources are plentiful and all around us. Here are a few common sources of renewable energy: solar energy, wind energy, geothermal(地热) energy, hydropower(水力发电), ocean energy, bioenergy(生物能).
A carbon footprint is the amount of greenhouse gases — primarily carbon dioxide — released into the air by a particular human activity. For example, when you drive a car, the engine burns fuel which creates a certain amount of greenhouse gases. When you heat your house with coal or electricity, you also generate greenhouse gases. Even the production of food and goods emits some quantities of greenhouse gases. Together these emissions make up a carbon footprint.
Greenhouse effect is the way in which heat is trapped close to Earth’s surface by “greenhouse gases.” These heat-trapping(吸热的) gases can be thought of as a blanket wrapped around Earth, keeping the planet toastier(更温暖的) than it would be without them. Greenhouse gases include carbon dioxide, methane(甲烷), nitrous oxides(氮氧化物), and water vapor(蒸汽).
A reusable water bottle is one made from a sturdier(更坚固的) and safer material. Reusable water bottles are both a convenient way to stay hydrated(补水) and an easy way to reduce your environmental footprint. It’s estimated that purchasing bottled water costs up to 1,000 times more than tap water, so the savings can be phenomenal(惊人的).
Complete the brochure with the expressions related to global warming.
Six things you can do NOW to help stop
global warming
Reduce waste by choosing reusable products - get a(n) 1 _____________________, for example.
reusable water bottle
Try to reduce your 2 ___________________. Walk or ride a bike instead of taking a car.
carbon footprint
Six things you can do NOW to help stop
global warming
Use 3 _______________ such as solar energy and wind power.
renewable energy
The less energy you use, the less carbon dioxide is released. Replacing a regular light bulb with a(n)
4 _______________ is a great start.
LED bulb
Six things you can do NOW to help stop
global warming
5 __________________ is important because clean water is a limited resource. Also, we use a lot of energy to process clean water.
Water conservation
Planting trees can help a lot in reducing the
6 ______________ ___________ because trees absorb the carbon dioxide in the air.
greenhouse effect
Work in pairs. Discuss what you can do to help deal with global warming, using the words and expressions you have learnt.
A: I will go to school by bike to reduce my carbon footprint.
B: I will bring a reusable bag when I go shopping.
C: I will turn off the lights when I leave the classroom.
D: I will turn off the tap when I found the water running.
...
Environmental problems to be solved
Part two
List some environmental problems to be solved.
water pollution
deforestation
air pollution
global warming
Smog comes from the words “smoke” and “fog”, and it is used to describe the air pollution in cities caused mainly by traffic and factories. Smog can be dangerous because it causes severe breathing problems and infections.
Did you know
1. Where does the word “smog”come from
Smog comes from the words smoke and fog.
2. What is it used to describe
It is used to describe the air pollution in cities caused mainly by traffic and factories.
3. Why is it dangerous
Smog can be dangerous because it causes severe breathing problems and infections.
Answer the questions about smog.
Pre-listening
Making a prediction
What topics will probably be covered in the lecture
What the word “smog” means.
When the word “smog” appeared.
What caused smog in the past.
What causes smog now.
The effects of smog on the environment.
How governments try to reduce smog.
What will happen if we don’t reduce smog.
Lecturer: Good evening, everyone, and thank you for coming to today’s talk. I’m Dr Brown and I’m going to talk about air polution in cities—what we all know as “smog”. Please feel free to stop me if you have any questions. So, first of all, a bit of history. The term “smog” was first used in the 1800s in cities that had problems with smoke and fog.
Student A: Sorry for interrupting, but I believe it was in the 1900s.
Lecturer: Sorry, I made a mistake. You are right. It was in the 1900s. Thank you. London was one of the cities where smog caused big problems. In December 1952, it suffered from “The Great Smog”. It was a very cold winter, so a lot of coal was burned at home and in the factories. The problem was that there was no wind, so thick smog covered the city. Nowadays...
Student B: Excuse me, but can I just ask—did the smog cause any deaths
Lecturer: I’m afraid so. According to research, about 4,000 people are known to have died as a result of the smog, but that number could be much higher. It was terrible! Nowadays, smog still exists, but is produced by chemicals coming from traffic and factories. However, governments are taking measures to reduce smog as much as possible. Now, let’s look at what smog does to our health...
Student A: If I could just stop you again... Can you give us examples of these measures
Lecturer: Well, for example, factories must follow rules about what chemicals they use. In some cities, when there’s smog, people have to pay to drive in the centre. Now, let’s move on to the impact of smog on our health...
While-listening
Listen to the lecture and choose the topics that are covered.
Listening for specific information
What causes smog now.
When the word “smog” appeared.
What the word “smog” means.
How governments try to reduce smog.
What caused smog in the past.
While-listening
Listen to the lecture and choose the topics that are covered.
Listening for specific information
1. What the word “smog” means.
2. When the word “smog” appeared.
3. What caused smog in the past.
4. What causes smog now.
5. The effects of smog on the environment.
6. How governments try to reduce smog.
7. What will happen if we don’t reduce smog.
While-listening
Listen again and complete the slides.
Listening for detailed information
Smog in the past
Term created in: 1_______
Big problem in London: 2_______________ in December 1952
Causes of the problem: burning too much coal and 3_________
Lecturer: Good evening, everyone, and thank you for coming to today’s talk. I’m Dr Brown and I’m going to talk about air polution in cities—what we all know as “smog”. Please feel free to stop me if you have any questions. So, first of all, a bit of history. The term “smog” was first used in the 1800s in cities that had problems with smoke and fog.
Student A: Sorry for interrupting, but I believe it was in the 1900s.
Lecturer: Sorry, I made a mistake. You are right. It was in the 1900s. Thank you. London was one of the cities where smog caused big problems. In December 1952, it suffered from “The Great Smog”. It was a very cold winter, so a lot of coal was burned at home and in the factories. The problem was that there was no wind, so thick smog covered the city. Nowadays...
1900s
The Great Smog
no wind
While-listening
Listen again and complete the slides.
Listening for detailed information
Smog in the present
Causes of the problem: 4____________________________
and factories
Measures: rules about using 5 ________ in factories and 6 ____________________________ in the city centre
Student B: Excuse me, but can I just ask—did the smog cause any deaths
Lecturer: I’m afraid so. According to research, about 4,000 people are known to have died as a result of the smog, but that number could be much higher. It was terrible! Nowadays, smog still exists, but is produced by chemicals coming from traffic and factories. However, governments are taking measures to reduce smog as much as possible. Now, let’s look at what smog does to our health...
Student A: If I could just stop you again... Can you give us examples of these measures
Lecturer: Well, for example, factories must follow rules about what chemicals they use. In some cities, when there’s smog, people have to pay to drive in the centre. Now, let’s move on to the impact of smog on our health...
chemicals coming from traffic
chemicals
requirements of paying to drive
Lecturer: Good evening, everyone, and thank you for coming to today’s talk. I’m Dr Brown and I’m going to talk about air polution in cities—what we all know as “smog”. Please feel free to stop me if you have any questions. So, first of all, a bit of history. The term “smog” was first used in the 1800s in cities that had problems with smoke and fog.
Student A: Sorry for interrupting, but I believe it was in the 1900s.
Lecturer: Sorry, I made a mistake. You are right. It was in the 1900s. Thank you. London was one of the cities where smog caused big problems. In December 1952, it suffered from “The Great Smog”. It was a very cold winter, so a lot of coal was burned at home and in the factories. The problem was that there was no wind, so thick smog covered the city. Nowadays...
Student B: Excuse me, but can I just ask—did the smog cause any deaths
Lecturer: I’m afraid so. According to research, about 4,000 people are known to have died as a result of the smog, but that number could be much higher. It was terrible! Nowadays, smog still exists, but is produced by chemicals coming from traffic and factories. However, governments are taking measures to reduce smog as much as possible. Now, let’s look at what smog does to our health...
Student A: If I could just stop you again... Can you give us examples of these measures
Lecturer: Well, for example, factories must follow rules about what chemicals they use. In some cities, when there’s smog, people have to pay to drive in the centre. Now, let’s move on to the impact of smog on our health...
Listen again and talk about what the students say to interrupt the lecturer politely.
A polite interruption is usually framed as a request for permission to interrupt someone, often starting with If ..., May I ... or Can I ... This may be preceded with an apology such as Sorry, ... or Excuse me, ... Usually we interrupt someone when they pause for breath, or during the slight pause between spoken clauses.
While-listening
Listen again and fill in the blanks.
Lecturer: Good evening, everyone, and thank you for coming to today’s talk. I’m Dr Brown and I’m going to talk about ___________ in cities—what we all know as “smog”. Please feel free to _____ me if you have any questions. So, first of all, a bit of history. The term “smog” was first used in the 1800s in cities that had problems with smoke and fog.
Student A: Sorry for interrupting, but I believe it was in the _______.
Lecturer: Sorry, I made a mistake. You are right. It was in the 1900s. Thank you. London was one of the cities where smog caused big problems. In December _______, it suffered from “The Great Smog”. It was a very cold winter, so a lot of _______ was burned at home and in the factories. The problem was that there was no _______, so thick smog covered the city. Nowadays...
Student B: Excuse me, but can I just ask—did the smog cause any deaths
Lecturer: I’m afraid so. According to research, about ________ people are known to have died as a result of the smog, but that number could be much higher. It was terrible! Nowadays, smog still exists, but is produced by __________ coming from traffic and factories. However, governments are _____________ to reduce smog as much as possible. Now, let’s look at what smog does to our health...
Student A: If I could just stop you again... Can you give us examples of these measures
Lecturer: Well, for example, factories must ___________ about what chemicals they use. In some cities, when there’s smog, people have to _____________ in the centre. Now, let’s move on to the _________ of smog on our health...
air polution
stop
1900s
1952
coal
wind
4,000
chemicals
taking measures
follow rules
pay to drive
impact
Listening text
Lecturer: Good evening, everyone, and thank you for coming to today’s talk. I’m Dr Brown and I’m going to talk about air polution in cities—what we all know as “smog”. Please feel free to stop me if you have any questions. So, first of all, a bit of history. The term “smog” was first used in the 1800s in cities that had problems with smoke and fog.
Student A: Sorry for interrupting, but I believe it was in the 1900s.
Lecturer: Sorry, I made a mistake. You are right. It was in the 1900s. Thank you. London was one of the cities where smog caused big problems. In December 1952, it suffered from “The Great Smog”. It was a very cold winter, so a lot of coal was burned at home and in the factories. The problem was that there was no wind, so thick smog covered the city. Nowadays...
Student B: Excuse me, but can I just ask—did the smog cause any deaths
Lecturer: I’m afraid so. According to research, about 4,000 people are known to have died as a result of the smog, but that number could be much higher. It was terrible! Nowadays, smog still exists, but is produced by chemicals coming from traffic and factories. However, governments are taking measures to reduce smog as much as possible. Now, let’s look at what smog does to our health...
Student A: If I could just stop you again... Can you give us examples of these measures
Lecturer: Well, for example, factories must follow rules about what chemicals they use. In some cities, when there’s smog, people have to pay to drive in the centre. Now, let’s move on to the impact of smog on our health...
Work in pairs and talk about recycling.
Listening for speaking
Post-listening
Student A
Tell Student B about recycling using the information below.
Be prepared to be corrected by Student B.
The classification of household waste aims to help people separate different types of waste. This is important because these different types of waste can be disposed of or
recycled appropriately and effectively.
Household waste can be roughly divided into:
* food waste
* non-recyclable waste
* recyclable waste, including paper, glass, plastic and used batteries
China plans to introduce household waste classification and sorting in the first batch of cities by 2020. Only Beijing, Shanghai, Tianjin and Chongqing are included in the first batch.
The target recycling rate in these cities has been set at 55% by 2020.
Work in pairs and talk about recycling.
Listening for speaking
Post-listening
Student B
Listen to Student A talking about recycling. Interrupt politely
to correct him / her using the following information:
Used batteries are usually regarded as non-recyclable waste
and should be disposed of separately.
The first batch of cities to introduce household waste
classification and sorting includes Beijing, Shanghai, Tianjin,
Chongqing and all capitals of provinces and autonomous regions.
The target recycling rate in these cities has been set at 35% by 2020.
Student A: Good evening, everyone, and thank you for your coming to today’s talk. I’m going to talk about recycling. Please feel free to stop me if you have any questions. The classification of household waste aims to help people separate different types of waste. This is important because these different types of waste can be disposed of or recycled appropriately and effectively. Household waste can be roughly divided into: food waste, non-recyclable waste and recyclable waste, including paper, glass，plastic and used batteries.
Sample
Student B: Sorry to interrupt, but used batteries are usually regarded as non-recyclable waste and should be disposed of separately.
Student A: Sorry, I made a mistake. You are right. China plans to introduce household waste classification and sorting in the first batch of cities by 2020. Only Beijing, Shanghai, Tianjin and Chongqing are included in the first batch.
Student B: Excuse me. Can I ask another question You mentioned that only four cities are included in the first batch of cities to introduce household waste classification and sorting. But I remember that apart from these four cities, all capitals of provinces and autonomous regions are included in the first batch of cities. Is that right
Student A: I am sorry, I’ve made another mistake. You are right. Now, let’s go back to what I was talking about. The target recycling rate in these cities has been set at 55% by 2020.
Student B: Sorry, but could I just stop you again to check about the target recycling rate？I’m wondering whether the target recycling rate should be 35% or 55% by 2020
Student A: Well, let me see. Yes, you are right. I am sorry again for making the mistake. Thanks for correcting all my mistakes.
Student B: You are welcome.
Work in pairs. Talk about another environmental problem and have a similar conversation.
Listening for speaking
Post-listening
Thank you!