新疆兵团农二师华山中学高中英语 Unit4 Global Warming导学案(无答案)新人教版选修6
高中英语_Unit4 Global warming教学设计学情分析教材分析课后反思
Unit4 Global warming教学设计【Learning aims】1.To get information about global warming .2.To develop the cooperative ability.3.To realize the importance of preventing global warming.【Warming up】1. Watch a video and answer a question. What stole the little girl’s ice cream?2. See a report and think about a question. How do you feel after seeing the report? 【Fast reading】Scan the passage.1. 1) How many paragraphs does the reading text consist of?2) Make a division of the text.2. Match the main idea with each part.Part1( ) A. The cause of global warming.Part2( ) B. Two different attitudes to global warming.Part3( ) C. Puzzles about global warming.Part4( ) D. The earth is becoming warmer.Skim the passage and choose the best answer.3. What is the main topic of the passage? ( )A. The earth.B. The global warming.C. Becoming warmer does not matter.【Careful reading】P a r t I Read para1 and answer the following questions:1. Choose the best answer.This article is from .A.an environmental magazineB. a diaryC. a novelD. a story2. What is the name of the magazine?3. Who wrote the magazine article?P a r t I I Read paras 2-5 and answer the following questions:1.What is the cause of the global warming?2.How has global warming come about? (Fill in the blanks)Greenhouse effect is a natural . Greenhouse gases in theatmosphere can warm the earth by heat from the sun. But the problembegins when we add huge quantities of into the atmosphere byburning more and more . Therefore, more heat energy is trapped in theatmosphere. It is the increase amount of carbon dioxide that has resulted in .Part III Read para6 and answer the following questions:What are the attitudes of scientists towards the rise?Dr Foster ( ) George Hambley ( )A. seriousB. averageC. mildPart IV Part IV Read para7 and choose the best answer.What is the writer’s attitude towards global warming ?( )A. FavorableB. OpposedC. NeutralD. Indifferent【Summary】During the 20th century the temperature of the earth1. (rise)about one degree Fahrenheit. How has this come2. ？All scientists subscribe3. the view that it is human activity4.has caused the global warming. The burning of fossil fuels like coal, natural gas and oil has resulted 5. the increase in carbon dioxide, quantities of which6. (be) added into the atmosphere. The global temperature goes up with more heat energy7. (tend) to be trapped in the atmosphere. The attitudes of scientists towards the rise are completely different. On the one hand, some think the trend would be a catastrophe. One the other hand, some8. (oppose) to the above idea. They predict that any warming will be mild with few bad 9. (environment) consequences. On the contrary, they think it will be10.(benefit)to plants, crops and a greater range of animal, which will make people's life better.【Discussion】It is high time that we took immediate measures to protect our earth.What we should do to prevent the global warming?【Homework】1. Read the passage again and recite the new words and expressions.2. Write a composition about global warming.Unit 4 Global warming学情分析我的教学对象为高二的学生。
unit4globalwarming教案
Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do to prevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming. Then play a video and ask students to think about what the video shows so as to lead today’s^topic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for Have you ever seen a green houseA greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse workThe answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•|•Ask students to skim the passage quickly and answer the following questions:What are the “greenhouse gases”•Who talked about “greenhouse effect”•What is greenhouse effect•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect•Who wrote the article•What’s the name of the magazine•What are the names of the three scientists mentioned in the article•What did Charles Keeling find And do you agree with her•Does George Hambley agree with Dr Janice Foster•What does Hambley say about carbon dioxide！Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warmingMake a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming”为题写一篇发言稿。
高中英语_Unit4Globalwarming教学设计学情分析教材分析课后反思
教学设计Unit4 Using languageWhat Can We Do about Global Warming?Learning objectives1.Tell the topic-related words by locating the specific information2.T o improve reading ability and writing skills3.T o know what the effects global warming has brought about and what we should do to protect our earthStep 1 Leading-inUse two movies The Day After Tomorrow and 2012 Doomsday to lead the topic What can we do about global warming. Show pictures to realize the seriousness of consequences about global warming.Step 2 Pre-readingSkim the letters and find who the writers are and what their purpose of writing the letters is.Step 3 While-reading1)Discourse AnalysisLetter 1Why does Ouyang Guang write this letter to Earth Care ?What are Ouyang Guang's two concerns?Letter 2Does the editor agree with Ouyang Guang's view?What is the editor's view about individuals' effect on global warming? 2)Situational ContextWhy should we follow the suggestions?What are the general ideas of the two letters.Why should we follow the suggestions?3)Topic-related LexisOn behalf of, global warming, have effect on, environmental problem, advocate, have a commitment, make a difference, put up with pollution, carbon dioxide, so long as, recycle, casual, circumstance, economical, en ergy, refresh, absorb, Con tribution∙∙∙4)Pragmatic AnalysisWho may read the letters?Step 4 After-reading1)CritiCal thinkingDo we have any problem with energy use at sChool or at home? What do you think we should do to improve them? DisCuss in pairs.2)Writing鉴于你在校园中发现的一些不环保的现象，请你写一份海报poster，倡议同学们成为“低碳一族”(be loW-CarbOn people),节约资源，爱护地球。
Unit_4_Global_warming教案
Unit 4 Global warming1. 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。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。
让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。
它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。
要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。
这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending 包含了三大部分。
前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。
最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。
高中英语 Unit 4 Global warming Period 1 Warming Up and
Unit 4 Global warming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。
本单元的主要教学内容如下表所示：Period 1 Warming Up，Pre－reading，Reading and prehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Being 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” and which 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.prehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，e 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；X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.Process and methods1．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 several students.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 prehending，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.Emotion，attitude and value1．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 1Warming 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：Draw a form on the blackboard as follows：Things that useSources of energy Renewable/non－renewableenergyLet the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer：Things that use energy Sources of energy Renewable/non－renewablelightsheatingtelevision cassette player video recorderputerfridgestovehairdryer...coal non－renewableoil non－renewable natural gas non－renewable wind power renewable solar energy renewable nuclear energy non－renewable hydro－electricpowerrenewable biomass energy renewable geothermalenergyrenewable tidal energy renewableStep 2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse 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.2．Ask 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 3Reading and prehending1．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 believ es 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 effec ts 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 the text into and find out the main idea of each part.Part Main ideaPart 1(Paragraph ______)Part 2(Paragraphs ______ to ______)Part 3(Paragraphs ______ to ______)Part 4(Paragraph ______)Suggested answer：Part Main ideaPart 1(Paragraph 1) To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5) To illustrate how global warming es about.To list two different attitudes among scientists towards Part 3(Paragraph 6)global warming.It's up to readers to think and decide whether people Part 4(Paragraph 7)should do something about global warming or not.Step 4Language 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 5Listening，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：e 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 6RetellingAsk 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 7Homework1．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 8Reflection after teaching________________________________________________________________________________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning anddeforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.。
高中英语_Unit 4 Global warming教学设计学情分析教材分析课后反思
选修六Unit 4 Global WarmingReading The Earth is Becoming Warmer--But Does It Matter?教学设计Teaching objectives:1.To help students know the term“greenhouse gases”and “greenhouse effect”.2.To help students get the main idea of each part of the text.3.To help students understand and tell the causes and effects of global warming.4.To arouse students' awareness of protecting the environment and the earth. Teaching Procedures:StepⅠ Leading-inLet students watch a video about Global warming to stimulate students' learning desire .设计意图：通过一段画面对比强烈的视频迅速吸引学生上课注意力，激活学生思维，引发学生思考，进而引出本节课的主题—global warming.StepⅠPre-readingThis section introduces students to the topic of the reading passage and the term “greenhouse gases” .Show a picture of a greenhouse to students and ask them questions:1.What is a greenhouse made of?2.What is a greenhouse used to do?Step Ⅰ While-reading1.Skimming for main ideaRead the text fast , and do the exercises below.1)What is the main topic of the magazine article?___________________________________________________2)2.Scanning for specific information (group work) Read part 1 and answer the questions below.1)Who wrote the magazine article?___________________________________________________ 2)What is the name of the magazine?___________________________________________________ Read part 2 and answer the following questions .1)The most important one of greenhouse gases is___________.A.water vaporB.methaneC.carbon dioxideD.oxygen2) What is “greenhouse effect”?___________________________________________________ 3）What activity leads to the increase in the earth’s temperature? ___________________________________________________ 4）When will greenhouse gases cause global warming?___________________________________________________ Read part 3 and fill in the blanksDifferent attitudes towards the increase in Co2.Read part 4 and answer the questions below.The author probably agrees that_____________.A. actually global warming is good for human.B. catastrophes will happen eventually due to global warming.C. we should do nothing about the global warming.D. a lot remains to be found out about the effects of global warming设计意图：此环节为细节性阅读，考虑到文本体裁及文章生词较多等原因，该环节采用小组活动，在小组成员们合作探究中，借助阅读策略（给学生一个抓手），使得学生获得与文章中心话题———全球变暖相关的三个方面（全球变暖的原因、全球变暖与温室效应关系及人们对等全球变暖的态度）的具体信息。
Unit4 Global Warming教案电子教案
U n i t4G l o b a l W a r m i n g教案Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do toprevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming.Then play a video and ask students to think about what the video shows so as to lead today’stopic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’ habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for?Have you ever seen a green house?A greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse work?The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•Ask students to skim the passage quickly and answer the following questions: What are the “greenhouse gases”?•Who talked about “greenhouse effect”?•What is greenhouse effect?•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect?•Who wrote the article?•What’s the name of the magazine?•What are the names of the three scientists mentioned in the article?•What did Charles Keeling find? And do you agree with her?•Does George Hambley agree with Dr Janice Foster?•What does Hambley say about carbon dioxide?Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warming?Make a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming?”为题写一篇发言稿。
Unit4Globalwarming语法教学设计，教案，导学案
Unit4Globalwarming语法教学设计，教案，导学案第一篇：Unit 4 Global warming 语法教学设计，教案，导学案教学准备1.教学目标一、知识目标：（一）强调句型的基本句型和变形，强调句的时态（二）强调动词的情况，怎样判断强调句，强调句的主谓一致，not until在强调句中的用法，强调句与从句的结合考点这五个强调句使用时的要点。
二、能力目标：能够在学完这节课后，用强调句表达各个句子。
三、情感目标：通过猜人游戏的环节运用强调句型，同时增强班级凝聚力，增进学生之间的互相了解，树立信心。
2.教学重点/难点强调句的基本句型及其一般疑问句、特殊疑问句、时态，强调句与从句的结合考点。
3.教学用具微课导入，动画exe，导学案，猜人游戏4.标签全新,丰富,有趣,强调句教学过程一：微课引入强调句二：强调句的基本句型和变形、强调句的时态（教师引导，全班活动，点名回答）三：强调句在使用中需要注意的五个要点（小组自学，分享）1.强调动词时不能用强调句，只能用do/did/does 2.怎样判断强调句（例子重点讲解）3.强调句的主谓一致4.not until在强调句中的使用5.强调句与从句的考点结合（重点讲解）四：游戏1.猜猜这三个强调句共同描述的是谁2.使用强调句描述你们班你最喜欢的一个人（小组活动）3.分享句子并让全班猜测五：总结课堂小结今天在课堂上学习了强调句的基本句型及其变形、时态，以及强调句使用时要注意的五个点。
请大家在运用的时候细心一点。
最后送大家一句话：Raise your voice and make yourself heard by the world.（自信，让世界都听见你的声音。
）课后习题it用法选择题板书（一）强调句型的基本句型：强调句的一般疑问句：强调句的特殊疑问句：强调句的时态：（二）强调动词：怎样判断强调句：强调句的主谓一致： not until在强调句中的用法：强调句与从句的结合考点：第二篇：导学案教学设计六步导学案教学设计——菱形教材分析：菱形是一种特殊的平行四边形，教材利用生活中常见的衣帽架引出菱形，并给出定义。
高中英语_Unit 4 Global warming教学设计学情分析教材分析课后反思
教学设计Module 6Unit 4 Global warming Warming Up, Pre-reading and Reading◎Evaluation in groupsWhich group is the winner?设计意图：通过小组之间的竞争，充分调动学生的积极性和课堂参与性，使他们敢于表现自己。
培养学生的小组合作精神和责任意识。
◎P re-class work◎Homework◎Blackboard design正前方黑板左方白板右方白板学情分析高二学生的有了一定的英语语言基础，他们已经储备了一定的英语词汇和基础知识，认知和分析水平有了进一步的提高，掌握正确的英语学习方法尤其英语阅读技巧,能理解话题材料，并展开讨论，发表自己的观点看法。
他们渐渐具备了用英语获取信息、处理信息、分析问题和解决问题的能力。
有良好的学习习惯；有健康的心态，如竞争进取心态和坚强的意志。
学生对这一话题，比较熟悉，并且，气温的逐年上升和极端天气的出现，是他们能切身体会的。
效果分析在本节课中，学生的参与性特高。
本节课我们通过歌曲，图片和小视频等不同方式，激发同学们对文章的兴趣。
在阅读理解环节，争相回答问题。
整个课堂下来，学生在听所读写各个方面都得到了锻炼和提高，当然主要是阅读理解技能的提高。
同学们精神饱满，听课聚精会神。
不仅仅是英语阅读方面的能力得到了提高，还提高了学生的环境保护意识。
教材分析Module 6Unit 4 Global warming本单元的中心话题是人类当今面对的环境问题，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“一次性能源”和“可再利用能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
“热身”(Warming Up)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。
高中英语Unit 4 Global warming知识讲解 Unit 4 Global warming 语言点教案
Unit 4 Global warming 语言点编稿：牛新阁审稿：王春霞学习目标重点词汇oppose pare state range quantity tend glance steady average circumstance重点短语e about subscribe to go up result in even if keep on on the wholeon behalf of put up with so long as and so on重点句型There is no doubt that...知识讲解重点词汇oppose【原句回放】On the other hand, there are those, like George Hambley, who are opposed to this view and believe that we should not worry about high levels of carbon dioxide in the air. 另一方面，还有一些人，像（科学家）乔治·汉布利反对这种观点，他们认为我们不必担心空气中有高含量的二氧化碳。
【点拨】oppose vt. 反对，反抗；与（某人）较量常用结构：be opposed to sth. 反对，相对（注意to是介词）He threw all those that opposed him into prison. 他把反对他的人都投入监狱。
Many residents are opposed to the plan of building the motorway.许多居民反对修建那条高速公路的计划。
I’m much opposed to your going abroad. 我非常反对你出国。
【拓展1】opposed adj.反对的，对立的(常与to连用，to是介词)She remained bitterly opposed to the idea of moving abroad.她仍然激烈地反对移居到国外的想法。
高中英语Unit4GlobalwarmingReading教案新人教版选修6(2021年整理)
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Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases：energy， light（v.)， heat(v.)， renewable, non—renewable， run out， compare，phenomenon， graph, fuel， trap, data， climate， catastrophe， consequence, range，per, glance， compare to, come about, fierce debate， result in， build up， keep on Ability goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.Teaching important ＆ difficult pointsEnable the students to get a better understanding of articles of this kind。
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Book Six Unit 4 Global WarmingPeriod1 Vocabulary1. 正是因为很多消费者消耗了大量的可再生资源才产生了温室效应。
2. 是因为他们随意的选择才产生了这种现象吗？3．正是这些用户同意了这个要求---他们应该订购5份这种杂志。
4. 正是因为他喝了大量的酒，他的话才加剧了她的怒火。
5. 数据库里显示出的是正是蔬菜的价格每年都有增长的趋势。
6. 自然灾害，例如洪水，干旱以及饥荒，是如何导致全球变暖的？7. 到底是什么导致了全球变暖？全球变暖到底是由什么引发的？8. 为什么一些环境学家强烈反对这个计划----一些灌木将要被移植到气候温和的地方？9. 结果，发言人陈述正是因为环境变化, 许多不同的物种灭绝了。
10. 正是他的妈妈帮助了他培养起了许多兴趣和爱好，从游泳到跳舞变化。
11.为什么汤姆继续不断尝试即使他失败了很多次？12. 正是通过浏览当地报纸，专家意识到了一个事实。
那就是这个国家享受着稳定的经济发展和平稳进步，这就促进了很多人拥有了稳定的工作。
13. 到底什么时候青少年有很容易发脾气的倾向？14. 对于经济发展导致了平均降雨量的减少这个问题，有广泛的关注。
15. 总体来说，正是是否外太空存在着生命体这个话题激发了我们的兴趣。
16. 代表班，我将发表一个声明---没有人能够忍受那些提倡暴力的个人。
17. 正是拥有家用电器居民数量的迅速增长才导致了人口的迅速增加。
18. 只要你不要说话随便，不要对生活的态度随便，不要着装随便，汽车公司就可以给你提供一份工作并在每天的午餐给你提供一罐免费牛奶。
19. 任何情况下，你都不能在微波炉里加热罐装牛奶。
20. 是否正是这个教育家为青少年的教育做出了巨大贡献？21. 正是通过喝了一杯热咖啡，他重新精神起来。
22. 正是在他的演讲中他表达了他对核战争的反对。
【quiz】 I. Fill in the blanks with proper words1. The cool water r________ John after his long sleep.2. This is a formal party so you’d better not wear c______ clothes.3. I was asked to give a short p__________ on the aims of the plan.4. The company’s ____________ (承诺) to providing quality at a reasonable price has been vitalto its success.5. It is very difficult to see doctors, so many people ________ (提倡) building more hospitals.6. It’s the best result that could be expected under the _____________ (情况).7. The invention of paper is a great ________ (contribute) to human civilization.8. Your blood pressure’s well within the normal ________ (范围).9. Plant ________ (grow) is most noticeable in spring and early summer.10. There are many ________ (educate) who are against this plan.11. The company has introduced ________ (任意的) drug testing of its employees.12. This ________ (图表) shows that road accidents have increased over the last 10 years.13. Language is a social and cultural ________ (现象).14. The Black Sea is facing ecological ________ (大灾难) as a result of pollution.II. Translation1. 他的粗鲁导致了孩子和他的争吵。
(result in)_________________________________________________________________2．他们不知道这个变化是怎样产生的。
(come about)_________________________________________________________________3. 不用担心, 我们已经储藏了很多食物。
(quantities of)_________________________________________________________________4. 是在前天你丢钱了,是吗？（强调句型）_________________________________________________________________5. 我写信谨代表我的母亲对你的礼物的感谢之情。
（on behalf of ）_________________________________________________________________6. 我不在乎这块表的价格，只要它的质量好。
（so long as）_________________________________________________________________7. 这些事实无疑是存在的.(There is no doubt that)_________________________________________________________________8. 让医生失望的是，这种药对这个病人几乎不起作用。
（have an effect on）_________________________________________________________________III. Fill in the blanks by using the proper prepositions(介词).1.The air inside is warm because the class traps the heat _________the sun and keep it_______escaping.2.Global warming would result ___________ the rise in the sea level.3.The rise in the sea level would result _________ global warming.4.As a consequence ______ global warming, London would become a water city.5.This built _________ my hope after the interview.6.We often compare children _________ flowers.7.If you compare this dictionary _________ that one, you’ll find many differences.8.I don’t subscribe _________ the idea that money brings happiness.9.It tends________ snow heavily here in winter.10.However, the attitudes of scientists_______ the rise are completely different.11.We lost the game due ________ y our stupidity.12.China is strongly opposed ________ this.13.This place makes me sick. I can't put up ______ it any more.14.He spoke on behalf _______ all the members of the companyPeriod2 Reading and language pointsI: Important phrases:Reading 11. 比作4.同意；订购2. 发生，造成5.由于3. 而不是6.自然现象7. 温室效应8. small amounts of 9. 大量的10. 趋向；易于13.做精确的测量16.导致11. be trapped in14. 导致17.同意，赞成12.上升15.对...的态度18.一方面；另一方面19. the amount of 20. 反对21. be mild with22. a range of25.继续23.build up 24.即使Reading 21. 代表…一方2. have little effect on3. 以…开始4. 有能力做7. 由于…的结果10 be casual about 13. 调大5. make a difference8. 只要11.等等14.refresh your spirit6. 忍受9.关闭12. 穿上Others1. take notice of2. on the whole.3. carry outTHE EARTH IS BECOMING WARMER-BUT DOES IT MATTER?During the 20th century the temperature of the earth rose about one degree Fahrenheit. That probab ly does not seem much to you or me, but it is a rapid increase when compared to other natural changes. So how has this and does it matter? Earth Care's Sophie Armstrong explores these questions.There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.All scientists the view that the increase in the earth's temperature is the burning of fossil fuels like coal, natural gas and oil to produce energy. Some byproducts of this process are called "greenhouse" gases, the most important one of which is carbon dioxide. Dr Janice Foster explains: "There is a natural phenomenon that scientists call the ' '. This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth. Without the 'greenhouse effect', the earth would be about thirty-three degrees Celsius cooler than it is.So, we need those gases. The problem begins when we add huge of extra carbon dioxide into the atmosphere. It means that more heat energy to be in the atmosphere causing the global temperature to go up."We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. He found that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million.All scientists accept this date. They also agree that it is the burning of more fossil fuels that has resulted in this increase in carbon dioxide. So how high will the temperature increase go? Dr Janice Foster says that over the next 100 years the amount of warming could be as low as 1 to 1.5 degree Celsius, but it could be as high as 5 degrees.However, the attitudes of scientists towards this rise are completely different. On the one hand, Dr Foster thinks that any trend in which the temperature increases by 5 degrees would lead toa catastrophe. She says, "We can't predict the climate well enough to know what to expect, but it cold be very serious." Others who agree with her think there may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species. On the other hand, there are those, like George Hambley , who are to this view and believe that we should not worry about high levels of carbon dioxide in the air . They predict that any warming will be mild with few bad envi ronmental consequences. In fact, Hambley states ,"More c arbon dioxide is actually a positive thing .It will make plants grow quicker; crops will produce more; it will encourage a greater of animals - all of which will make life for human beings better."Greenhouse gases continue to in the atmosphere. we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to warming for decades or centuries. No one knows the effects of global warming .Does that mean we should do nothing ? Or , are the risks too great ?ⅡReading ( I )comprehension.1. Who found out the amount of carbon dioxide in the atmosphere from 1957 to 1977?A. Dr. Janice Foster.B. Charles Keeling.C. George Hambley.D. Sophie Armstrong.2. "But there are some very different attitudes among scientists towards this issue.“"Issue" here means the same as the one in________.A. I bought the new stamp the day of its issue.B. They are talking about one of the key issues in the election campaign.C. The g overnment is expected to issue a statement about the election.D. The magazine has 12 issues each year.3. Which of the following is Dr Janice Foster’s opinion?A. The result of the temperature increase will be serious.B. The amount of warming is nothing serious.C. We needn’t worry about high levels of carbon dioxide.D. Global warming is a natural phenomenon.4. Which of the following is true according to the text?A. The temperature of the earth increased about one degree Fahrenheit during the 20th century.B. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.C. All scientists accept the data in graph 2 except Charles Keeling.D. Janice Foster says that more carbon dioxide will make plants grow faster.5.The first graph in the text is used to ________.A. attract readers’ attentionB. introduce the topic of global warmingC. act as an exampleD. support the opinion and make it more convincing6. The text is to ____________.A. informB. advertiseC. educateD. narrate(叙述)III. Summary of the text.All scientists (1)______to the view that the increase in the earth’s temperature is (2)________ the burning of fossil fuels. Some byproducts of this process are called (3) “______” gases. Dr. Janice Foster explained “There is a natural (4)________ that scientists call the greenhouse effect. This is when small (5)________ of gases in the atmosphere, like carbon dioxide, and water vapour trap heat (6)_______the sun and (7) ________warm the earth. (8)________ the greenhouse effect, the ea rth would be cooler than it is. So, we need those gases. The problem begins when we add huge (9)________ of extra carbon dioxide into the atmosphere. It means that more heat energy (10)______ to be trapped in the atmosphere (11)______ the global temperature to go up. All scientists agree that the burning of fossil fuels has (12 )______ in the increase in carbon dioxide. However, their(13)_______ to the rise are different. No one knows the effects of global warming.Period three Writing写一封环保倡议书假设你是学生会的一员，为了拥有一个更美好的校园发出了全员环保的倡议，并根据下列提示写一封倡议信。