高二英语选修6Unit4Reading教学设计

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高中英语(人教版)选修六 Unit 4 Global warming-Reading 教案

Unit4. The Earth Is Becoming Warmer-But Does it Matter 教案Teaching Aims:1.Improve the students’ reading ability2.Having concept of “greenhouse gases”,”greenhouse effect””global warming”3.Know scientists’ attitude towards “global warming”4.Can write down the advantages as well as disadvantages of “global warming” and can express them to the whole classTeaching Important and Difficult Points:1.How to Improve the students’ reading ability2.How to guide students to write and to express his or her attitude in own wordsEmotional Aims:Enable the students to know the importance of protecting earthMedia preparation:Blackboards, PPT, video player, Mp3 playerTeaching Process:Step1. GreetingsGreet the whole classStep2. Lead-inShow three groups of pictures, which are about shallow understanding of “global warming”, and let them choose the right picture of each group.eg.Which of the following picture doesn’t show the phenomenon?Step3. Fast-ReadingMatch: the main idea of each paragraph. (Divided them into seven groups,each group answer one paragraph.)Step4. Intensive Reading1)Analyze paragraph1 and paragraph2 in a way of graph1. Answer two questions.What is this graph about? What has caused this phenomenon?2) Listen to paragraph3 and then discuss questions in group to choose right answer.Greenhouse gases refer to ____.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oilGreenhouse effect ____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings betterSummarize this paragraph in a way of simple drawing.3)Give a graph2, ask one student to analyze the graph2 as the way of graph1. Then combined with Paragraph4 and Paragraph5, judge T or F. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.All scientists accept the data in graph 2 except Charles Keeling.4)Read paragraph6 together and summarize the different attitudes towards global warming.Dr.Foster: It would lead to a catastrophe.George Hambly: We should not worry about it.5)Read paragraph7 independently and answer questions.If we start reducing the amount of carbon dioxide and other greenhouse gases, is the climate going to stop?What's the attitude of the author? Positive?Negative or Neutral?6)Summarize the structure of the whole passagePart1 (paragraph1)Part2 (Paragraph2-5)Part3 (Paragraph6)Part4 (Paragraph7)Step 5 WritingWrite down the advantage or disadvantage of global warming in your opinion.Step 6 Play a video to express my view.Step7 HomeworkSurf the Internet for more informationabout global warming.Teaching ReflectGlobal Warming is one of the most important topic we face in this century. Teacher should guide students to focus this topic and do activities to protect our earth.。

高中英语《Unit 4 Reading (4)》教案新人教版选修6

江苏省新沂市第二中学高中英语《Unit 4 Reading (4)》教案新人教版选修6第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。

2、了解我国书法发展的历史。

3、掌握基本笔画的书写特点。

重点：基本笔画的书写。

难点：运笔的技法。

教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。

2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。

二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。

换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。

三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。

2、教师边书写边讲解。

3、学生练习，教师指导。

（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。

在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。

5、学生练习，教师指导。

（发现问题及时指正）四、作业：完成一张基本笔画的练习。

板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。

这是书写的起步，让学生了解书写工具及保养的基本常识。

基本笔画书写是整个字书写的基础，必须认真书写。

课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。

总第（2）课时课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。

2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。

重点：正确书写6个字。

难点：注意字的结构和笔画的书写。

教学过程：一、小结课堂内容，评价上次作业。

二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。

人教版高中英语选修六：Unit4教案+

Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。

大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。

表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。

但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。

对此，在课堂活动中要进行有针对性的帮助。

如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。

本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。

因而在本堂课的引入环节中就结合这个内容进行了设问。

如“健康生活需不需要保护环境呢？”等。

且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。

二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。

同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言知识、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。

Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。

从而为本单元主题Global warming 作了很好的铺垫。

Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。

选修6unit4 reading 公开课教案

Part3
6
List two different attitudes among scientists
Part 4
7
It’s up to reader to think and decide whether people should do something about warming or not.
Part1.1.whowrites the articles?
2.whatrose about one degree?
Part2.1.howglobal warming happen?1_____ 2______
2.whatare the greenhouse gases?1_____ 2______3______
教学手段：Discovering &PPT
教学过程
教学过程
导入设计
启发式设问：
T: As we know, the earth is becoming warmer and warmer, why?
Ss: Because of greenhouse gases
T:Yes, very good ,but what are greenhouse gases？
3.whatare the two graphs about?
Part3.1.whatare the effects of global warming? 1_____ 2______3______
2.whichthree scientist are mentioned?
Drfoster:_____________________________________________
2. Ability goals能力目标

人教版高中英语选修6 Unit4 Global warming reading 教学设计

人教版高中英语选修6 Unit4 Global warming reading 教学设计单元要览：本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。

由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。

通过学习本单元，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”的主人翁意识。

学情分析：教学对象为高中二年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

教学内容分析：The central part of this unit is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” andwhich is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000” and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a betterunderstanding of the text，that is to say，to help the teacher to check how much the students have understood the text.教学目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2.To learn about some facts and views about global warming. 3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage. 5．To develop the students' speaking ability by talking about global warming.教学方法:1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with severalstudents.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.教学情感目标:1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点:1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程：Step 1 Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non－renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Let the students have a discussion and collect suggestions fromstudents and write them under the appropriate heading.Show a picture of a greenhouse to students and ask them what agreenhouse is made of and what its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.Step2．Pre-readingAsk students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Step.3 Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?_________________________________________________________________ (2)Who wrote the magazine article？What is the name of the magazine?_________________________________________________________________ (3)What are the names of the three scientists mentioned in the article？Do they agree with one another?_________________________________________________________________ Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.( )②Natural gas is a greenhouse gas.( )③Carbon dioxide is a byproduct of burning fossil fuels.( )④People accept Charles Keeling's data because he took accurate measurements.( )⑤Flooding could be one of the effects of future global warming.( )⑥George Hambley believes scientists are just guessing about the effects of global warming.( )⑦George Hambley is worried about the effects of carbon dioxide on plant growth.( )⑧It is clear what the effects of global warming will be.( ) (Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide theSuggested answer：Step 4 Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5 Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.Step 6 RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 7 Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them. Step 8 Reflection after teaching。

高二英语选修6 Unit 4 Reading 教学设计

高二英语选修6 Unit 4 Reading 教学设计The earth is becoming warmer --- but does it matter?一、教学设计意图《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。

”本课基于以上标准旨在借助于多媒体开展以词汇预热、图片和视频导入、读法指导、文章大意阅读、捕捉信息阅读、信息加工阅读、总结回顾性阅读等环节引导学生分层次的进行任务型阅读以实现引导学生高效阅读并且形成阅读报刊杂志类文章的基本方法和技巧。

二、教学目标设计：本节内容为一节分层次性任务型阅读训练课，整体的教学目标在于引导学生在以下两方面有所思考和收获：一、培养学生对科普性文章阅读的自信心。

二、帮助学生获得阅读报刊杂志类文章的基本方法和技巧，即通过分层次地阅读方法以有效地把握文章主旨、分析和处理细节信息、总结段落大意进而分析文章篇章结构等方面的能力。

三、在阅读的基础上，引导学生去进行分层次性任务型写作练习。

三、教材内容及重点、难点分析：教学重点：一、加强学生把握文章主旨大意的阅读能力。

二、培养学生分析处理细节信息的能力。

教学难点：一、寻找，归纳或者总结各段落主题句，关键词或者所探讨主要问题。

二、对文章篇章结构进行整体分析。

四、教学背景分析教学内容分析（含本课时在本课次的教学定位分析）：一、本节阅读课中全球变暖的话题属于生僻的科普类，其主要特点就是专业术语和词汇较多和长杂句较集中，这无疑使学生的阅读兴趣降低和阅读的难度增加。

二，本篇课文内容节选自报刊杂志，有着明确的层次划分，主题句或者关键词，这些信息能够帮助学生快速准确把握文章的主题信息和细节信息。

三，在本课话题难度大但结构清晰的基础上，所以阅读的目的主要定位在引导学生由浅入深，由框架到主体地去理解，分析和加工文章信息。

高中英语选修6unit_4单元教案

Unit 4 Global warming学情分析：教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。

同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。

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。

教案一Warming Up, Pre-reading and ComprehendingTeaching goals1.Enable the students to talk about different sources of energy and express their own ideas about the use of energy.2. Enable the students to talk about the causes and effects of global warming.Step1.Warming upT: As we all know, we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Do you aggree with me ?Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.Step 2. Pre-readingLook at the picture of greenhouse on page25.What is it in the picture?☆Discuss the pre-reading part 1and 2.(Greenhouse gases: In the atmosphere surrounding the earth there are gases, which are called“greenhouse gases”, including carbon dioxide, methane and water vapor.)☆Then what do you think greenhouse gases do?(They trap heat from the sun and therefore warm the earth.)☆One of the effects is more and more carbon dioxide is being produced, which in turn increases thespeed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THEEARTH IS BECOMING W ARMER —BUT DOES IT MATTER?”Step3. Comprehending☆Look at the title can you guess the main topic of the article(Global warming/ the warming of the earth)Skimming:☆Read the passage quicklyHow many paragraphs does the reading text consist of? Please number them.According to the main idea of each part, match them in a right order.Part1 (1) Two different attitudes among scientists towards global warming.Part2 (2-5) How global warming comes about.Part3 (6) Introduce a discussion about global warming.Part4 (7) Leave us a question whether people should do something about global warming or not. ☆Can you match the logic order with each part? (Keys: BADC)A. Giving examples,using graphs, explanationB. Raising a questionC. Leaving a questionD Giving examples, making contrast☆Scanning: Finish the exercises 1(1,2) and 2(True or false)教案二Language points1. So how has this come about and does it matter?Can you tell me how the accident came about?With the use of electricity, great changes have come about.总结：come about发生, 造成, 相当于happen/take place/ occur to是不及物短语。

人教课标版高中英语选修6 Unit4_语言点课_公开课教学设计(一)

Unit4 语言点课公开课教学设计（一）Book 6 Unit 4 Global warming(Discovering useful words and expressions)一．教学目标（一）知识技能1. 学习掌握有关全球变暖、环境保护的词汇及句型;2. 学会谈论环境问题、环保措施，提高对问题进行“呈现-分析-解决”综合运用能力。

（二）情感态度1. 通过谈论环境问题、环保措施，进一步激发学生保护环境、保护地球的意识。

2. 通过开展小组活动，指导学生积极与人合作，相互学习，培养其团队精神。

（三）学习策略1. 认知策略：能运用基本阅读策略读懂文章，通过上下文理解词汇的具体意义；2. 交际策略：通过课后小组做报告，在真实的交际活动中提高英语交际的能力；3. 资源策略：利用网站、书报、同伴等资源，提供必要写作信息，拓展所学知识。

（四）文化意识了解世界环境所面临的巨大问题。

二．教学重点、难点1. 语言知识重难点：与环境问题、环保措施相关的词汇、句型。

2. 综合知识重难点（1）通过本单元话题回顾Global warming, 了解阅读基本思路(What?-Why?-How?)。

（2）通过上下文理解词汇的具体意义，并提高“词-句-段-篇”综合语言运用的能力。

三．教学过程1. Lead inEnjoy a video, and present the topic “Global warming”.2. Reading and discovering(1) Discover useful words by reading Para2-4;(2) Discover useful words by reading Para5.3. A matching gameMatch the meanings with the words and read the words.4. Make a summary about global warming by using the words.5. Discussion: How can we reduce CO2?Let’s protect our environment together! Let’s green our future by living a low-carbon life!6. Learning tips(1) Learn words related to a topic;(2) Learn words with the similar or opposite meanings;(3) Learn the word that can be used as a verb and a noun as well.7. Blank filling: a story about flood.8. Translation: sentences about the air pollution.9. Make a report on the air pollution by using the sentences and present it in class.10. HomeworkSurf the Internet for more information and write a report on one of the environmental problems.TASK1. A summary about global warming.Global warming is a ___________________ that causes great concern. But how has it ___________________ and does it matter?All scientists ____________________ the view that global warming is caused by burning ____________________ fossil _________, which has ______________ the increase in CO2. On one hand, some scientists consider temperature increase a widespread _____________. On the other hand, some others __________________this, thinking that any warming will be _______. Anyway, we need to do something if the climate is going to _____________warming.2. Translate the following sentences.1). 近年来，我市冬天的气温趋于上升。

模块6 Unit 4 Rreading 教学案(译林牛津版高二英语选修六教案教学设计)整理

模块6 Unit 4 Rreading 教学案(译林牛津版高二英语选修六教案教学设计)整理模块六Unit 4 (Helping people around the world)Period 1 ReadingTeaching aims：1. To encourage students to share their experience of helping others in their dailylife and let them know the importance of helping others;2. To teach students some general information about the work and responsibilityof a UN Goodwill Ambassador;3. To help students practice and reinforce their reading skills;4. To help students master the language points in the reading.Teaching difficulties：1. How to use “as” in different kinds of clauses.2. How to interchange attributive clauses and verb-ing or verb-ed phrases.3. How to combine two independent sentences using attributive clauses.Teaching procedures:Step 1 Lead-in1. Start the class with the following questions:Have you ever thought about the future?What do you want to be in the future?What do you think you should do to make your dream come true in the future?Which do you think will help you fulfill your dream?Have you ever thought about doing something for those children to help themrealize their dreams? If you have, what would you do?2. Have students discuss and report their answers to the class. Help studentsunderstand that not everyone in the world has the same opportunities. It wouldbe very hard for some people in poor areas to realize even a simple dream likehaving a warm bed to sleep in at night. Something should be done for those whoare suffering a lot.3. Tell students that they are going to read a passage about a helpful woman whohas devoted lots of her energy and time to making the life of poor people better.Ask students what they can find by reading the title, and ask them to predictwhat may be covered in the passage that they are going to read. Say:Today, we are going to read a passage entitled “The UN-bringing everyone closertogether”. What do you think of when you see the title? What do you think willbe mentioned in the passage?Step 2 Reading-comprehension1. Ask students to go through the passage as quickly as possible and try to find theanswers to the three questions in Part A. Remind students only tofocus on andanswer these questions.2. Ask students to read the passage again and complete Parts C1 and C2 individually.After students finish the exercises, check the answers with the class.3. design a table to check the students’ reading comprehension about the UN.The United NationsWhen it was set up After the Second World War in October 1945Countries in the UN Originally 51 countriesRecently 191 countriesProblems it deals with Helps end some of the world’s most horrible conflicts, assists the victims of wars and disasters; protect human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and diseaseIts four main purposes To keep international peaceTo develop friendly relationships among nationsTo cooperate in solving international problems and in promoting respect for human rightsTo be a centre for organizing the actions or work of different nationsGoals it promises to achieve by 2023 Eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education4. Talk to students about Tang Ning. Ask students what they know about thisUN Goodwill Ambassador and businesswoman from the passage. You may askthe following questions:What occupation does she take up in the UN?How much money does she earn by doing this Job?What Project or projects has she been involved in?How does she help those people that need help?How does she feel about taking this occupation?What do you think of Tang Ning?Step 3 Language points1. refer toWhat I have to say refers to all of you.When I said that some people were stupid I was not referring to you.Please refer to the last page of the book for answers.It is a collection of documents with reference to the First World War.2. be made up ofA team made up of three doctors and ten nurses was sent to the disaster area.The oldest kind of computer was a huge machine made up of thousands of parts,covering nearly 100 square meters.3. operateAll the Disney parks are operated by the same company.This machine operates day and night.The doctors decide to operate on her immediately.Operation n.I can use a word processor but I don’t understand its operation.He is the officer in charge of operation.4. honoredHe was honored with a title of “ Model Worker”.They removed their hats to honor the flag.It’s a great honor to be invited.May I have the honor of this dance?While in London, we paid a visit to the hospital founded in honor of the nurseFlorence Nightingale.5. touchVisitors are not allowed to touch the exhibits.I was really touched beyond words.We’ll keep in touch with each other wherever we go.I hope we don’t lose touch again.6. apart fromThe house stands apart from the village.I can’t get these two things apart.He tore the cooked chicken apart and began to eat it.7. lackThey are so rich that they lack for nothing.He was acquitted for lack of evidence.There was a severe shortage of petroleum during the war.8. ensureThe book ensured his success.Please ensure that all the lights are turned off at night.These pills should ensure you a good night’s sleep.Customs are asked to ensure that they have been given the right change beforeleaving the shop.9. rather thanI’d prefer to go in summer rather than in winter.It ought to be me rather than you that sign the letter.I decided to write rather than (to ) telephone.I would stay at home rather than go shopping.He would rather beg in the streets than get money in such a dishonest way.10. on behalf ofOn behalf of my colleagues and myself I thank you.Ken is not present, so I shall accept the prize on his behalf.The legal guardian must act on behalf of the child.On behalf of all the staff, I would like to wish you a happy retirement.Step4 Practice Reading strategy1. Ask students to complete Part D and Part E individually. Part D aims to checkwhether students can understand the meanings of words from the context of thepassage and to show them how to explain the meanings in English. Part E aims tomake students more familiar with the reading passage and some useful words in it.2. Ask students if they have ever read a speech before and encourage them to find outwhat unique language is used in a speech. Remind then that when reading a speech,it is important to pay attention to the speaker’s attitude. The positive and negativeadjectives can help then identify the positive negative opinion or attitude of thespeaker.3. Ask students to read the Reading Strategy and find more sentences that express thespeaker’s attitude in the reading passage.Step5 Homework1. Review the text carefully after class.2. Finish off Part A1, A2 in Workbook.3. Finish off the exercise paper for this part.Exercises for students:一、非谓语动词复习练习1. ______ nuclear radiation, even for a short time, may produce variants (变异) of genesin human bodies.A. SufferedB. SufferingC. Being sufferedD. Having suffered2. ______ to be practical, the new teaching method is being accepted by more and moreeducational workers.A. Having provedB. ProvingC. ProvedD. Having been proved3. The car burns much fuel, but ______ all things into consideration, it is still a good car.A. takenB. having takenC. takingD. to take4. -The price is fine with me. How would you like it ______? -In cash, please.A. to payB. payC. paidD. being paid5. When he came back, he found the bag he had ______ over the seat was gone.A. left to handB. left hangingC. left hungD. to leave hanging6. -Why do you look so disappointed, John?-The outdoor concert ______ for tomorrow will be put off.A. to planB. to be plannedC. planningD. planned7. The news reporter hurried to the airport, only ______ the film star had left.A. to tellB. tellingC. to be toldD. told8. ______ a job as a professor in a well-known university, a doctor's degree is needed.A. Having goB. If you wantC. So as to getD. In order to get9. These examples, once ___ to his article, will make it sound more reasonable andacceptable. A. add B. to add C. adding D. added10. -Where can I get this gift ______? -Over at Window No. 6 and wait ______.A. to be wrapped; to be calledB. wrapping; to callC. wrapped; to callD. wrapped; to be called11. “I hope the operation,” said the father, “______ now will give my son a new life. ”A. being performedB. to be performedC. performingD. performed12. There are ten waiting rooms at the newly-built station, in all 20,000 people.A. seatingB. seatedC. sittingD. to seat13. -How do you deal with the agreement between the company and the customers?-The key _ the problem is to meet the demand _ by the customers.A. to solving; makingB. to solving; madeC. to solve; makingD. to solve; made14. More natural resources should be made use of ______ the______ need of energy.A. meeting; increasingB. to meet; increasedC. meeting; increasedD. to meet; increasing15. The man we followed suddenly stopped and looked as if ______ whether he wasgoing in the right direction.A. seeingB. having seenC. to have seenD. to see16. Though ______ money，his parents managed to send him to university．A. lackedB. lacking ofC. lackingD. lacked in17. The local health organization is reported ___ twenty-five years ago.A. to be set upB. to set upC. to have been set upD. to have set up18. I appreciated ______the opportunity to study abroad two years ago.A. having been givenB. having beenC. to have been givenD. to have given19. There is no point ___further.A. argueB. to argueC. arguingD. being arguing20. All flights___ because of the snowstorm, we decided to take the train.A. were canceledB. had been canceledC. having canceledD. having been canceled21. He always does nothing but___.A. complainingB. complainsC. complainD. to complain22. John painted her sitting in a chair with her hands ___.A. foldingB. to have foldedC. to foldD. foldedRecording after teaching:文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

高二英语选修六_Unit4_写作课_公开课教学设计(三)

Unit4 写作课名师教学设计Module 6 Unit 4 Using Language--Writing教学设计1. 学情分析Learning situation:In BOOK6 UNIT4, although students have already learned some knowledge about global warming in the previous reading part, they still have some difficulties in expressing ideas on how to reduce global warming in their daily life. Besides, for the writing task, students have known something about how to write a letter of advice, but most of them still don’t know the structure of it clearly, which may cause some confusion in their writing. So they need more guidance and some proper help on how to give suggestions on such big a social problem--how to reduce global warming.2 重点难点Difficult points and important points:Students may have difficulty analyzing which key information should be included in the letter and how to make use of some good sentence-patterns of suggestions. So students may have difficulty using their own words for the output part.3 教学过程3.1 第一学时3.1.1教学目标Teaching goals:1. Language competences: Students will be able to(1)learn some new words in situations: global warming, carbon dioxide, the rise of the sea level, cause, make a difference, count.(2)learn the structure of a letter of advice.(3)learn how to express themselves by using proper sentence-patterns of suggestions.2. Learning competence:The class is based on the students-centered principle, so every student is encouraged to participate in all the steps of writing. The teacher is just a guide, who will adopt some skills to get students to think about one question in the whole class---how canwe write a letter of advice on a social problem well? After all these activities, students will be able to exchange their ideas and learn how to organize a letter of advice.3. Cognitive competence:Students will be able to think about the structure of this kind of letter critically and they will form a right attitude towards the problem of global warming, which will exert some positive effects in their daily life.4.1.2 学时重点与难点Difficult points and important points:Students may have difficulty in analyzing the key information before writing and failing to adopt some good ways to express their opinions.4.1.3 教学活动活动1【导入】Greetings＆Lead inEnjoy a short video1. What is the video about? Global warming2. What are the main causes of global warming?It is human activities that have caused global warming, for example, human beings are putting too much carbon dioxide into the air and many people are still cutting down trees in the forests.As we have seen in this video, global warming has caused many disasters in the world. It has become so serious a problem that many people around the world are concerned about it. Are you concerned about it? What can we do to help? We may do some small things to call on more people to take action, for example, we can finish a task like this.【设计说明】: 在Greetings的环节明确本节课教学目标，本节课我们要学习写一封信。

人教版高中英语选修六-Unit4-Reading(教学设计)

人教版高中英语选修6Unit 4 Global warmingReading: The earth is becoming warmer—But Does it Matter Teaching aims:1)Learn the causes of global warming and different attitudes.2) Master the reading skills.3) Save energy and prevent the global warming.|Important point:understand the causes and effects of global warming Difficult point:how to write a meaningful passage about global warming Teaching methods:individual, pair work, group discussionTeaching aidsa computer, some slides, a projector【Teaching procedures:Step 1 Lead- in1 Play a game—wheel of fortune设计意图：激发学习兴趣, 为阅读课文做好铺垫2 play a video and answer two questions设计意图：提前预知课文内容以便更好理解Step 2 Skimming1 Structure of the passage—1 Introduction2 Body3 Conclusion2 Match the main idea of each partPart 1 (A) How has global warming come aboutPart 2 (B) List two different attitudes^Part 3 (C) Should we do anythingPart 4 (D) The earth is becoming warmer设计意图：整体把握文章结构，思路清晰，便于理解文章内容Step 3 Scanning2 The Outline of different opinionsDr Janice Foster Charles Keeling George Hambley |Part 1This article is from ________.A. a magazineB. the internetC. a bookIntroductionof Greenhouse gasesand Greenhouse effect Made accurate measurements of the amount of CO2 ' Predict the global warming will be mild and positiveStep 4 Careful readingPart 21. What’s graph 1 about2. What’s graph 2 about￥3 How does the global warming come aboutPart 3Step 5 Post-reading —discuss1 We should do something or nothing about global warming.2 What can we do to reduce the global warmingStep 6 WritingWrite a short passage about global warming (100-120 words)Step 7 SummaryStep 8 Homework1 Finish your writing about global warming.2 Search for more information about global warming on theInternet.。

人教版高中英语选修6 Unit4 Reading名师教学设计

Section 教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Warming up（导入活动）(5 mins )
1.Teacher leads in the topic by putting students into groups to talk about what we use energy for, what the sources of this energy are and whether the sources are renewable or non-renewable.（2 mins）
Unit4 Reading名师教学设计
Book6Unit4: Global warming
Section 1阅读课框架单
教材版本：人教版册数：Book 6单元：Unit 4课型（课时）：阅读课-Section1
教
材
分
析
本课的话题是围绕“全球变暖”和“节约能源”展开的。阅读课共分为热身（Warming up）、读前活动（Pre-reading）、阅读（Reading）、理解（Comprehending）四个环节。热身部分首先要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。读前部分首先介绍了什么是温室、它有什么作用。阅读部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因，文章最后以开放性问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？理解部分设置了三个活动。练习一首先就作者、杂志名称、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题；练习二要求学生细读课文，并判断所给留个句子是否符合课文内容；练习三要求学生小组讨论“we should do nothing about global warming”,在小组讨论的基础上，把全班分层正方和反方，举行一个辩论会。通过对本课文的学习，让学生了解能源分为“可再生能源”和“不可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。

高二英语选修6 unit 4教案6

教案3 人教选修6 Unit4 Global warmingLanguage pointsTeaching materialNSEFC Book 6 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of thereading material.Teaching ProcedureTeaching aidsA projector, and a blackboardStep 1 Revision1. Retell the text.Step 2 Language pointsT: Now let’s learn some language points of the text.Slide show1. It is a rapid increase compared to most natural changes.1．vt. 比较；对照。

如：Compare your answers with those at the back of the book to see if they are right.把你的答案同书后面的答案对照一下，看看是否正确。

My handwriting can not be compared with my father’s.我的书法不能与我父亲的相比。

选修6-unit4-reading-教学设计 (1)

人教版，选修6 Unit 4 (Reading)教学设计THE EARTH IS BECOMING WARMER—DOES IT MATTER教学分析教学设计说明1、学生分析学生有强烈的求知欲和学习动机。

对全球变暖现象有着强烈的好奇和了解欲望。

大多数学生有较好地运用英语进行分析问题的能力，对自己的学习行为能作出较客观地评价。

学习风格：性格差异，学习风格各不相同，但都有自主、合作、探究的学习意识和能力，对学习行为具备一定的自我监控能力。

电脑知识：具备一定的电脑操作知识和网上查阅能力，这为完成课后作业提供技术保障。

2、策略设计资源策略设计：①有效的利用多媒体课件辅助课堂教学活动，丰富教学内容，提高学生的学习兴趣和课堂教学效率，充分体现现代化教学技术的优点。

②通过教师与同学等人力资源及图书馆、网络等非人力资源查找有关全球变暖的资料，从而开拓视野，形成开放的文化态度。

3、教学方法设计：主要采用任务型教学法、学生中心教学法和多媒体教学法。

学生强烈的好奇心，在可操作的真实有效任务的驱动下，让学生在任务完成过程中充分认识到人类在生存过程中如何科学地改造自然来减少对全球变暖的影响及体验合作学习的成就感。

4、教学设备：多媒体设备教学总结和反思1、通过本堂课的学习，帮助学生了解了全球变暖的原因和对环境和人类的影响，研究与探讨了减缓全球变暖趋势的措施和建议，激发和培养了学生环境保护意识。

2、本节课课文难度不大，易于学生理解。

但要注意把握好活动时间，确保学生在合作学习（讨论、交流）的气氛中既学习语言知识又得到情感教育。

3、教学过程中应注意词汇拓展，借助对文章内容的兴趣，进一步培养语言学习的兴趣，引导学生综合运用语言的能力。

参考目录：高中英语选修（6）教师教学用书（人教版，人民教育出版社）。

高二英语选修6 unit 4教案1

教案1 Unit 4 Global warmingWarming up & ListeningTeaching goalsEnable the students to know something about energy resources and something that use energy,and listen for details and catch the specific information as much as possible. Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material.Teaching aidsA recorder and cassette tapes, a projector, and a puterTeaching proceduresStep 1 Warming upDo you know any kind of energy resource?Do you know anything that use energy?things that use energy in a houseT: Now let’s look at some more pictures and decide whether they are renewab le ornot.(Slide show: pictures of some forms of energy)wind energy renewablesolar energy renewablehydroelectric power renewablegeothermal energy renewabletidal energy renewablebiomass energy renewablenuclear power plant, non-renewable (picture)an oil refinery(精炼厂), non-renewable (picture)coal power station, non-renewable (picture)natural gas non-renewable (picture)uranium Ore (铀矿石) non-renewable (picture)The element uranium does not occur in pure form in nature but is found in m inerals such as carnotite〔钒钾铀矿〕, pictured above.(picture)Conclusionnon-renewablecoal oil natural gas Uraniumfossil fuelsrenewablewind (wind power) sun (solar energy) water (hydro-electric power)plant waste (biomass energy) hot springs or geysers (geothermal energy)the sea (tidal energy)Slide showWhat are fossil fuels?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 produ ce energy.Also known as non-renewable energy because once they are used they have go neforever; they cannot be renewed.Step 2 Pre-listeningRead Exercise 1 together:1. Read the statements below and tick the ones you agree with.2. Listen to the tape and answer and decide which statement Professor Chen d oesNOT agree with.1. We'll have to stop using fossil fuels.2. About 90% of the world's energy es from fossil fuels.3. We can replace fossil fuels with renewable sources of energy.4. Nuclear power is a good source of energy.5. In the future, we'll need new technologies to replace fossil fuels.6. It's the developed countries who areto blame for producing most of the carb ondioxide.3. Listen again and tick the phrases that Professor Chen uses to agree or disag reewith Li Bin.Slide showExactly. I’m afraid I disagree with you.That’s true. I’m afraid not.That’s right. I don’t think so.That’s correct. No way.I agree. I don’t agree.4. Listen for the third time and fill in the blanks.1．Our modern _________ societies depend on the energy we get from___ ______.2．It’s a very ____________ and cheap form of energy.3．Can’t we just ________ fossil fuels with ________ sources of energy li ke sun or wind power?4．However, whatever we do, we have to do it as a ________________.5．The _________ countries are really the ones to ______.Keys:1．industrial; fossil fuels 2. concentrated 3。

高二英语译林教案：Unit4 (welcome)

英语译林牛津版选修6Unit4同步教案（welcome）1. International aid helps many people around the world to have better lives，especially when things go wrong。

(P49)cf: especially，specially, particularlyespecially相当于in particular做“特别地";specially相当于on purpose 做“专门地、特意地”；particularly=especially指“特别、尤其”，especially指用于正式问题，particularly既可用于正式问题，也可用于日常口语, 常可通用。

especiallyadv。

very much; particularly;尤其，特别地I love the country，especially in spring.I dare not go there, especially when you won’t go with me.We are very busy especially when we have visitors on Sundays.They invited her to speak especially because of her experience in inner cities.People, especially teenagers，don’t seem so polite these days.This is a especially good wine。

It has been especially hot this summer.”’Do you like chocolate？’ ’Not, especially。

'"particularlyadv。