選必三Unit3EnvironmentalProtectionReadingandThinking（課件）-高二英語（人教版2019選擇性）

ReadingandThinking新人教選擇性必修三Unit3EnvironmentalProtection目錄Lead-inWhile-readingPre-readingPost-readingLearningobjectives:

Attheendofthislesson,studentsareableto:1.Toknowabouttheclimatechangeandsummarizethemainideaofeachparagraph;2.Tolearnaboutthe“greenhouseeffect”andcreateadiagramdescribinghowitworks;3.Toanalysetheconsequencesofclimatechangeandenhancetheawarenessofenvironmentalprotection;4.Tovoicetheirpersonalopinionsabouthowtodealwithclimatechange.Lead-in：

Lookatthepictureandgraphbelow.Whatisitabout?Theearthisbecomingwarmerandwarmer.Why?Becauseoftheglobalwarming.Lead-in：

Whatotherconsequencesmayglobalwarmingbringabout?HELP!Lead-in：

Whatotherconsequencesmayglobalwarmingbringabout?GlobalwarmingnaturaldisasterseconomiclossescoastalcitiessubmergedextremeweatherunpredictablefutureofhumananimalsdyingariseinsealevellossofwildlifehabitatwildfiredroughtWhatmighthappeniftheglacierscontinuetomelt?Pre-reading：

CLIMATECHANGEREQUIRESTHEWORLD’SATTENTIONevidenceevidence/consequenceClimateChangeRequiresTheWorld’sAttentionPre-reading：

Whatkindofreadingpassageisit?Howdoyouknow?Expositorytext(說明文)Becauseintheexpositorytext,theauthorssometimesusesomegraphsordiagramsintheiressaysinordertoconvincetheirreaders.Thesegraphsanddiagramsoftencomefromscientificresearchreportsandotherreliableresources.Pre-reading：

Whatisthegraphabout?Whatinformationcanyougetfromit?ThegraphshowsthechangeintheGlobalSurfaceTemperaturebetween1920and2016.Itshowsthetemperatureanomaly

(反?，F(xiàn)象),

whichshowshowmuchthetemperaturehasrisenabovewhatitwouldusuallybeatabaselevel.Globalwarming平均氣溫距平值年份FastReading1.Readforinformationfromthegraph.ThegraphshowsthechangeintheGlobalSurfaceTemperaturebetween1920and2016.TemperatureAnomaly(n.異常)TheGlobalSurfacetemperatureisabnormalandrising.ThereisnodoubtthattheEarthisgettingwarmerandwarmer.animalsdyingtheriseofsealeveldroughtheatwaveseconomiclossescoastalcitiessubmergedwildfireGlobalwarmingSomeconsequences（結(jié)果）ofglobalwarming.While-reading：

Readforthetexttype.1.What'sthetypeofthistext?

A.

Newsreport.

B.

Biography.

C.

Expositoryessay.說明文

D.

Argumentation.議論文2.Inwhichpartofanewspaperormagazinemaywefindthispassage?A.EntertainmentB.EconomyC.EducationD.EnvironmentWhile-reading：

Readforthemainidea.SupportersSay2023/09/08Part1:(para.1-2)Part2:(para.3)Part3:(para.4)Part4:(para.5)Theevidence(證據(jù))ofdramaticclimatechangethathadanimpactonEarth’secologyThecauses(原因)oftheincreaseintheglobalaveragesurfacetemperatureTheconsequences(結(jié)果)oftheriseintemperatureThesolutions(解決方法)toreducinggreenhousegasemissionsFind

out

the

topic

sentence

of

each

paragraph.phenomenon/evidencecausesconsequencesolutionsWhile-reading：

Readforthedevelopmentofthepassage.Readthetextandfindoutthedevelopmentofthepassage.problemexamplecausesinfluencessolutionsWhile-reading：

Readforthedevelopmentofthepassage.problemexamplereasonsinfluencessolutionsphenomenoncauseeffectsolution[?k?sp?z?t?r?]Expositorywriting本文按照“現(xiàn)象—原因—危害—措施”的邏輯順序展開，環(huán)環(huán)相扣，步步深入。標題ClimateChangeRequirestheWorld’sAttention點明了作者的訴求：氣候變化對地球生態(tài)系統(tǒng)的影響是巨大的，需要全人類共同關(guān)注和面對。文本以現(xiàn)在時態(tài)和將來時態(tài)為主，強調(diào)文章的現(xiàn)實意義及對將來不利后果的預測。While-reading：

Readingforthedetails.The_____isgettingwarmerandwarmer.earthEvidencel:____________________________Evidence2:__________________Evidence3:_______________________ProblemClimatechangeawarmingoceanandatmospheremeltingicerisingsealevelspara.1While-reading：

Readingforthedetails.P1.Wehaveknownaboutclimatechangefordecades.ThereislittledoubtthatEarthisgettingwarmerandwarmer(seethegraph).Awarmingoceanandatmospherealongwithmeltingiceandrisingsealevelsprovideevidenceofadramaticchangeintheglobalclimate.Evidence1Evidence2Evidence3problemThe______isgettingwarmerandwarmer.awarmingoceanandatmospheremeltingicerisingsealevelsEarthWhile-reading：

Readingforthedetails.Para1Para2TheevidenceofdramaticclimatechangethathadanimpactonEarth’secology瘦骨嶙峋climatechangestarvationlongerfood-seekingtravellackoffoodlow

sea-icelevelsThefollowingreasonsaccountforthedeathofthepolarbear,withoneinfluencinganother.Puttheminacorrectlogicalorder.

Whatistherootcause?In

P2.2013,alotofpeoplewereshockedbyanewsphotoofadeadpolarbearthatwasfoundonNorway'sArcticislandofSvalbard.Accordingtothescientistswhofounditsdeadbody,allthatremainedofthepolarbearwas"skinandbones".Anexpertwhohasstudiedpolarbearsformanyyearssaidthatfromthepositionofitsdeadbody,thebearappearedtohavestarvedanddied.Expertsclaimedthatlowsea-icelevelscausedbyclimatechangemeantthebearcouldnothuntsealsasbefore,soithadtotravelgreaterdistancesinordertofindfood.ThisalarmingcaseshowedhowtheincreaseintemperaturehadanimpactonEarth'secology.

Summarize

theexampleoftheincreaseintemperaturethathadanimpactonEarth’secology.Time

Where

Whathappened

Howdidithappen?2013 ______________

_______________

_________________________Norway’sArcticislandofSvalbardAbearstarvedanddied.Thebearcouldn’thuntsealsasbeforeduetotheincreaseintemperature.While-reading：

Readingforthedetails.Para3ThecauseoftheincreaseintheglobalaveragesurfacetemperatureDefinition:HeatfromthesunenterstheatmosphereandwarmstheEarth’ssurface.Function:KeepingEarth’swarmandhabitable.Definition:Peopleproducehugeamountsofextragreenhousegases.Abigproblem:CausingEarth’ssurfacetemperaturetorisequickly.Naturalgreenhouseeffect

Man-madegreenhouseeffect

P3.Thenwhatiscausingtheincreaseintheglobalaveragesurfacetemperature?Climatescientistsoftenmentionakeyclimateprocesscalledthe"greenhouseeffect",whichhastwocommonmeanings:the"natural"greenhouseeffectandthe"man-made"greenhouseeffect.The"natural"

greenhouseeffectreferstothefactthatheatfromthesunenterstheatmosphereandwarmsEarth'ssurfaceasshort-waveradiation.Theheatisreleasedbackintospaceatlongerwavelengths.Greenhousegasesintheatmosphere,suchasmethaneandcarbondioxide,trapsomeoftheheat,keepingEarth'sclimatewarmandhabitable.Withoutthisprocess,Earthcouldnotsustainlife.However,the"man-made"greenhouseeffecthasnowbecomeabigproblem.Whenpeopleproducehugeamountsofextragreenhousegasesbyburningfossilfuels,moreheatenergyistrappedintheatmosphereandcausesEarth'ssurfacetemperaturetorisequickly.naturalman-made1.Heatfromthesunentersthe__________andwarmsEarth’s_______as_____-waveradiation.1.Peopleproducehugeamountsof______greenhousegasesbyburning__________.extrafossilfuelsatmospheresurfaceshortGreenhouseEffect2.Traptheheat,keepingEarth’swarmand_________.2.More______energyistrappedintheatmosphereandcausesEarth’ssurfacetemperatureto____quickly.habitableheatriseD.HeatenterstheatmosphereB.ReflectedsunlightAtmosphereC.Heatreflectedbacktoearth’surface

A.HeatreleasedbackintospaceFindouthowthegreenhouseeffectworks

A.D.C.B.While-reading：

Readingforthedetails.Para4TheconsequencesoftheriseintemperatureWhile-reading：

Readingforthedetails.extremerainstorms,heatwavesseriousdamage,costinghumanlives,economiclosses1.

2.

notonly3.

.butalso4.

.extreme5.

and6.

causing7._______________________extremeweathernaturaldisasterscausingseriousdamagecostinghumanlivesrainstormheatwaves

examplesTheriseintemperature

leadsto

resultsdeathsandeconomiclossesP4.Thereisstrongandcomprehensiveevidencethattheriseintemperaturehasledtoanincreaseinextremeweatherandnaturaldisastersworldwide,notonlycausingseriousdamage,butalsocostinghumanlives.Climatescientistshavewarnedthatifwedonottakeappropriateactions,thiswarmingtrendwillprobablycontinueandtherewillbeahigherpricetopay.Infact,newsreportsarefrequentlybroadcastaboutextremerainstormsandheatwavescausingdeathsandeconomiclosses.Whataretheconsequencesofglobaltemperaturerise?Finishthemindmap.Theriseintemperature

ledtoextremeweathernaturaldisastersresultinextremerainstormsheatwavesseriousdamagecostinghumanliveseconomiclosses

exampleWhile-reading：

Readingforthedetails.Para5ThesolutionstoreducinggreenhousegasemissionsWhile-reading：

Readingforthedetails.solutionsgovernmentsmake

policiestakeappropriateactionsandmeasuresindividualsreduceour“carbonfootprint”by…educateeveryoneaboutglobalwarmingP5.Continuedgreenhousegasemissionswillresultinfurtherwarmingandlong-lastingchangestotheglobalclimate.Thisrequirestheattentionofpeopleallovertheworld.Governmentsneedtoconsidermakingpoliciesandtakingappropriateactionsandmeasurestoreducegreenhousegasemissions.Weasindividualscanalsoreduceour"carbonfootprint"byrestrictingtheamountofcarbondioxideourlifestylesproduce.Itisourresponsibilitytoseizeeveryopportunitytoeducateeveryoneaboutglobalwarming,alongwithitscausesandimpacts,becausethisisthemostseriousissueaffectingallofusonthisplanet.Sowhatwillyoudotohelp?Whatarethesolutionstotheenvironmentalproblems?solutionsgovernmentsmake

policiestake

appropriate

actions

and

measuresindividualsreduce

our

“carbon

footprint”

by…educate

everyone

about

global

warmingWhile-reading：

GovernmentsIndividualsmakepoliciestakeappropriateactionsandmeasurestoreducegreenhousegasemissionsrestricttheamountofcarbondioxideourlifestylesproducetoreduceour“carbonfootprint”While-reading：

Tip:BenefitofusingdiagramsDiagramsareveryusefultoolsthatcanbeusedtobrainstormideas,mapoutprocesses,showcauseandeffectrelationships,explainanewideaorconcept,andsoon.Whenyoureadanessayaboutscientificissues,youcantrydrawingadiagram,whichwillnotonlyallowyoutovisualisetheproblemsmoreclearlybutalsocanhelpdemonstrateyourcreativethinkingandproblem-solving.While-reading：

Earthprovidesenoughtosatisfyeveryman’sneeds,butnoteveryman’sgreed.—MohandasK.GandhiSuchasshelter,air,food,waterandthemeanstodosomethingproductiveandmeaningful.Greedisadesirethatcanneverbesatisfied.NeedsmeanallbasiclivingthingsThequoteisusedheretosuggestthatconsumptionpoweredbygreedisaprimecauseofenvironmentaldegradation(環(huán)境惡化).Overlogging,pollutedwaterresources…Post-reading：

Asastudent,whatcanwedotoprotecttheenvironmentinourdailylife?Post-reading：

Whatshouldwedoindailylifetoreduce“carbonfootprint”?Post-reading：

Extendthemindmapbasedonthepassagetoshowthefollowingaspectsofglobalwarming:Globalwarmingphenomenacauseseffectssolutionscontinuedgreenhousegasemissionsbyburningfossilfuels.ariseintemperature;awarmingoceanandatmosphere;meltingiceandrisingsealevels;thestarvedpolaranimals.“man-made”greenhouseeffectanincreaseinextremeweatherandnaturaldisasters;deathsandeconomiclosses;lossofhabitatandwildlifeextinction.individual