Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.1.Paragraph ①:

Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.2.Paragraph ②:

Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.3.Paragraph ③:

Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.4.Paragraph ④:

Global Warming①Global warming may or not be the great environmental crisis of the 21st century, but regardless of whether it is or isn' t—we won't do much about it. We will argue over it and may even, as a nation, make some fairly solemn-sounding commitments to avoid it. But the more dramatic and meaningful these commitments seem, the less likely they are to be observed.②Al Gore calls global warming an “inconvenient truth,” as if merely recognizing it could put us on a path to a solution. But the real truth is that we don't know enough to believe global warming, and—without major technological breakthroughs—we can't do much about it.③From 2003 to 2050, the world's population is projected to grow from 6.4 billion to 9. 1 billion, a 42% increase. If energy use per person and technology remain the same, total energy use and greenhouse gas emissions (mainly, CO2) will be 42% higher in 2050. But that’s too low, because societies that grow richer use more energy. We need economic growth unless we condemn the world' s poor to their present poverty and freeze everyone else’s living standards. With modest growth, energy use and greenhouse emissions more than double by 2050.④No government will adopt rigid restrictions on economic growth and personal freedom (limits on electricity usage, driving and travel) that might cut back global warming. Still, politicians want to show they * re "doing somethingn. Consider the Kyoto Protocol. It allowed countries that joined to punish those that didn't. But it hasn't reduced CO2 emissions (up about 25% since 1990) , and many signatories didn't adopt tough enough policies to hit their 2008-2012 targets.⑤Practical conclusion is that if global warming is a potential disaster, the only solution is new technology. Only an aggressive research and development program might find ways of breaking our dependence on fossil fuels or dealing with it. The trouble with the global warming debate is that it has become a moral problem when it' s really engineering one. The inconvenient truth is that if we don't solve the engineering problem, we're helpless.5.Paragraph ⑤:

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.1.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.2.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.3.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.4.

Reading for Meaning and Reading AloudIf we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we know how “good readers” read, we can decide the particular reading techniques to help learners.In the reading process, it is important to distinguish (区分)between two quite separate activities： reading for meaning (or “silent reading”) and reading aloud.1______ When we read books, newspapers, road signs, we usually read for meaning. It is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey.2______ It doesn' t normally involve saying the words we read, not even silently inside our heads. 3______This is because we can guess much of what it says as we read the written text.4______ Its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom. The examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can't see it. 5______ Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently. We often make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.5.