Unit 4 Global warming教师
Teaching Plan for Unit 4 Global Warming
张锦花——上海市浦东新区裴昌义英语教师培训基地第三期学员张锦花——中学英语一级教师，作为上海市优秀毕业生毕业于华东师范大学英语专业，现就职于华东师范大学附属东昌中学。
曾受学校记功、获优秀备课组长、优秀工作者等称号。
获全国核心期刊《中小学英语教学与研究》举办的第八届中小学英语教学优秀论文评比三等奖。
作为浦东新区首批中小学英语骨干教师曾赴加拿大UCC大学学习并获得结业证书。
当年凭借着对英语语言的喜爱走上三尺讲台，希望将自己对她的喜爱传递给我的学生，让他们体会她的韵律美，徜徉在另一国度的优美文学作品里，探知各个领域的前沿发展，具备终身的学习能力。
因此，我主张我的学生在紧张、有序、高效的课堂中能“思中有得。
”或是知道了某一词该用的语境，或是享受于某一朗朗上口的句子，又或是好奇于一个有趣的异域的文化现象。
如果他们有一天能像我一样喜欢她、享受她，夫复何求？Teaching Plan for Unit 4 Global Warming (1st period)张锦花2011-12-08设计思路：教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。
科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。
好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。
授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。
文章标题“The earth is getting warmer but does it matter?”非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
英语：Unit4 Global warming Period 1优秀教案(新人教版选修6)
英语：Unit4 Global warming Period 1优秀教案（新人教版选修6）Unit 4Global 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 1Warming Up，Pre－reading，Reading and Comprehending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 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” 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 greenh ouse 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 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)，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.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 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.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 use energy Sources of energy Renewable/non－renewableLet 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－renewablelightsheating television cassette player video recorder computerfridgestovehairdryer...coal non－renewableoil non－renewable natural gas non－renewable wind power renewablesolar energy renewable nuclear energy non－renewable hydro－electricpowerrenewable biomass energy renewable geothermal energy renewable tidal energy renewableStep 2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of andwhat 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 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 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 comes about.To list two different attitudes among scientists towards global Part 3(Paragraph 6)warming.It's up to readers to think and decide whether people should do Part 4(Paragraph 7)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：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 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 and deforestation.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.。
人教版高中英语选修六 Unit4 Global warming-词汇篇(教师版)
人教版高中英语选修六 Unit4 Global warming-词汇篇（教师版）1.2.light1)n. 光,线,灯2)v.照亮,点燃He lit a match. 他划着了一根火柴。
A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。
The match lights easily. 这火柴容易划着3)adjThe suitcase is very light.（轻的）There was a light rain falling.He is a light sleeper. 他睡不沉。
（易醒的）3.heat v. / heat up 是某物变热或变暖heated adj. 热的激烈的heated debate, heated discussionheatedly adv.愤怒地激昂地heater加热器发热器4.consume v.---- consumer (n.).1)消耗,花费;耗尽She consumed most of her time in reading.2)吃完,喝光The kids soon consumed all the food on the table. 孩子们一会儿功夫便把桌上的食品全部吃光。
3)使全神贯注,使着迷+withThe boy was consumed with curiosity. 那男孩充满好奇心。
5.as … as one can = as … as possiblePlease come here as soon as possible.= Please come here as soon as you can..as many as 多达as long as 长达,只要as far as远至,就…而论as well as 和…一样好,也,和as early as 早在6.trap vt. / n. 挡住圈套Sand and leaves trapped the water in the stream. They finally trapped the mouse in a cage.最后，他们用笼子把老鼠逮着了。
Unit4Globalwarming(第四课时)教案(新人教选修六).doc
The Fourth Period Language StudyTeaching goals 教学目标L Target language 目标语言a.重点词汇和短语glance, widespread, decrease, steady, average, existence, outer, on the wholeb.重点句式It is human activity that has caused this global warming. P29...it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide. P262.Ability goals 能力目标Learn about "it" used for emphasis.3.Learning ability goals 学能目标Help the students learn how to use new words and expressions of this unit and how to use “iL for emphasis.Teaching important points 教学重点The structure of Tt is …that …二Teaching difficult points 教学难点Teach the students how to master the use of “it" for emphasis.Teaching methods 教学方法Explanation and practice.Teaching aids教具准备A computer.Teaching procedures & ways 教学过程与方式Step I RevisionT: Good morning, everyone.Ss: Good morning, sir / madam.T: First PH check your homework. Have you finished the poster?Ss: Yes.T: Well, which group would like to show us yours?Get several groups to show their posters.A sample poster:What Can We Do about Carbon Dioxide?Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.•Turn the electrical appliances off if you are not using them.•Put on more clothes if you are cold instead of turning up the heat.•Walk or ride a bike instead of using motor vehicles if you can.•Recycle cans, bottles, plastics and newspapers, buy things made recycled materials.•Buy products that are made to save energy such as & idges and micro waves. •Plant trees in your garden or school yard.Together, individuals make a difference. It，s time for us to do something about carbon dioxide. Talk with your friends or family about global warming. Let's work together and care the planet we are living in.Step II Discovering words and expressionsT: Now please open your books and turn to page 2& Lett do some exercises.Step IH Discovering useful structuresT: Next let^s turn back to page 29. We511 learn a useful structure. Now compare these two sentences below.Show the following two sentences on the screen.Human activity has caused this global warming.It is human activity that has caused this global warming.T: Who can translate them into Chinese?Sa: I think they are the same. They both mean “ 人类行为引发了全球变暖”・Sb: I don't think so. They are a little bit different. The latter one should be “ 引发全球变暧的止是人类行为”.In the second sentence, "human activity" is emphasized. T: Quite right. This is the structure we are going to learn today.Present the structure on the screen and give some explanation.由it引导的强调句结构：It is (was) +被强调部分+ that (who) +句子其他部分注意：此结构强调的成分仅限于主语，宾语和状语。
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 Section Ⅳ Using Lan
Unit 4 Global warming(教师用书独具)WHAT CAN WE DO ABOUT GLOBAL WARMING?Dear Earth Care，I am doing a project on behalf of my school about global warming．Sometimes I feel that individuals can have little effect on① such huge environmental problems．However，I still think people should advocate improvements in the way we use energy today．As I'm not sure where to start with② my project，I would appreciate any suggestions you may have．Thank you!Ouyang Guang关于全球变暖，我们能做些什么呢？亲爱的“关爱地球”组织：我正代表学校做一项关于全球变暖方面的课题研究。
有时候我觉得，像这样一个巨大的环境问题，个人是起不了什么作用的。
然而我仍认为人们应该倡导改善日常能源的消耗方式。
由于我还不清楚该从哪里着手开始我的研究，我希望能得到你们的建议。
谢谢！欧阳光Dear Ouyang Guang，There are many people who have a commitment like yours ③， but they do not believe they have the power to do anything to improve our environment．That is not true．Together，individuals can make a difference④． We do not have to put up with pollution．The growth of the greenhouse gas，carbon dioxide in the air actually comes as a result of many things we do every day．Here are a few suggestions on how to reduce it．They should get you started with your project．亲爱的欧阳光：有许多人承担你这样的义务，而他们不相信自己有能力来影响环境。
Unit-4-Global-warming教师
高二年级英语学科导学案选修六Unit 4 Global warming【教总73】第一课时VocabularyTeaching aims : Learn the new words and expressions.Teaching important points : The pronunciation and the use of the words .Teaching difficult points : The usage of the following words (1) on the whole (2) averageStep 1 Read the new words aloud.Step 2 Word study1on the whole 大体上；基本上1)On the whole the warming of the earth is a phenomenon that causes great concern .总的来说，地球变暖是个引起广泛关注的现象。
2)On the whole I am in favor of the plan . 总的来说，我赞成这个计划。
完成句子1)His business_______ ______ ______ was successful .总的来说，他的事业是成功的。
2)____ _______ _____________our tasks were going on smoothly .总的来说，我们的任务进展得很顺利。
（on the whole,on the whole）2 average 1) adj.平均的，普通的The greenhouse effect gives the earth’s surface the average temperature of 15C温室效应使得地球表面的平均气温保持在摄氏15 度。
2)n.平均，平均数above /below (the ) average ;在平均水平以上/以下on (the)average ;平均地一般地up to (the) average 达到平均完成句子1)what is __________rainfall for July ?2)_______________men smoke more cigarettes than women .3)Tom is a good student and his work at school is ____________________________________.( average ,on average , above the average )Step 3 Homework翻译下列单词或短语1. 发生，造成2.同意，赞成，订购3大量的 4. 趋向，易于，照顾5. 导致6. 上升，增长，升起7. 反对8. 陈述，声明9.种类，范围10. 即使11. 继续12. 平稳的，持续的13. 倾向，趋势14. 分布广的，普遍的答案：e about 2.subscribe to 3.quantities of 4.tend to 5.result in 6.go up 7.be opposed to 8.state 9.range 10.even if 11.keep on 12.steady 13.trend/tendency 14.widespread【教总74】第二课时（Reading ）Teaching aims:1．Enable the students to talk about the causes and effects of global warming.2. Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching important pointsHelp the students learn how to debate over the topic “We should do nothing/something about global warming.”Teaching difficult pointsEnable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methodsReading and group work.Teaching procedureStep 1 RevisionRead the new words aloudStep 2 Fast ReadingScan the text and answer the following questions.(1)Who wrote the magazine article ? What is the name of the magazine ? （Sophie Armstrong ; Earth Care ）(2)What are the names of the three scientists mentioned in the article ?(Janice Foster ,Charles Keeling ,George Hambley )Step 3 Careful ReadingRead the text carefully and choose the best answer according to the text .1.What is the purpose of the first paragraph ?A.To introduce the topic .B.To give opinion .C.To ask the readers a question.D.To give data .2.Who studied the amount of carbon dioxide in the atmosphere between 1957 and 1977 ?A. Dr Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong3 What may happen if we do nothing about global warming ?A. There may be a rise of the sea level .B. The temperature will be surely lower .C. The “greenhouse effect will disappear . D . It has nothing to do with us .4 . Why does George Hambley state that more carbon dioxide is actually a positive thing ?A . It will make plants grow faster .B . Crops will produce more .C . It will encourage a greater range of animals .D . All of the above .5 . What is the purpose of the last paragraph ?A . To make readers disappointed with the problem .B . To make readers think about the problem .C . To s how the writer’s opinion on the problem .D . To begin some discussion about the future .(答案A B A D B)Step 4 SummaryFill in the blanks according to the text .There is no 1 __________that the earth is becoming warmer no matter whether it is a natural 2__________.Scientists believe that greenhouse effect begins when we add huge 3______________ extra carbon dioxide into the atmosphere by burning 4 ______________ . The increased amount of carbon dioxide is causing the global temperature to 5___________.Scientists also agree that the burning of more and more fossil fuels that resulted in this increase in carbon dioxide . On the other hand , Dr Foster thinks that an increase of five degrees would be a 6_____________. Scientists can not predict the climate well enough to know what to expect .On the other hand .a scientist George Hambley predicts that any warming will be mild with few bad environmental 7__________ He 8___________that more carbon dioxide will encourage a greater 9____________ of animals.However , greenhouse gases continue to 10______________ in the atmosphere and the climate is going to keep on warming .（答案1．doubt 2phenomenon 3 quantities of 4 fuels 5 go up 6 catastrophe7 consequences 8 states 9 range 10 build up ）Step 5 HomeworkRead the text again and again and try to retell the story using your own words .【教总75】第三课时( Language Points)Teaching aims : Help the Ss understand the text better .Teaching important point :Master the usage of the useful words (1) come about (2) There is no doubt that (3) random (4) subscribe (5) quantities ofTeaching difficult point : Help the Ss to analyze the long sentencesTeaching procedures :Step 1 RevisionRead the new words aloud .Step 2 Language study1 . come about发生；造成，强调结果，常用于固定句式How did/does it come about that…? …怎么会呢？1) How did the accident come about ? 事故是怎样发生的？2) How did it come about that he knew where we were ? 他怎么会知道我们在什么地方的呢？2. There is no doubt that…为固定句式，后接从句时用that引导，后接名词时用介词about .1) There is no doubt that he will fail .毫无疑问他会失败的。
人教版高中英语选修6《Unit 4 Global warming》教案2篇
人教版高中英语选修6《Unit 4 Glob al warming》教案2篇Teaching plan of unit 4 global warming人教版高中英语选修6《Unit 4 Global warming》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 4 Global warming》教案2、篇章2：人教版高中英语选修6《Unit 4 Global warming》教案篇章1:人教版高中英语选修6《Unit 4 Global warming》教案教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.③ become aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1.Lead-in （individual & collective work）1.Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film?② Can you guess how they came about （happen）?2.introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.Step2.While Reading （Individual work）Skimming: Go through the first letter to f ind:① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?② what are Earth Care’s suggestions?③ Can we carry those suggestions out? Why?【Designing Purpose】To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3.Post reading （Pair work）1.Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1） Use less hot water7）Change a light bulb8）Try car sharing2） Take a shower instead of a bath3） Buy fresh food instead of frozen4） Buy things that are actually in season5） Eat less high fat food like KFC and Macdonald 6） Clean filters（过滤器） on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4.learn what is a poster （collective work）Know what is a poster by giving a simple sample and try to get the structure.【Designing Purpose】To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.Step5.Prepare the poster （individual & group work）1.Decide our content s:①Choose and decide five most important suggestions. （individual work）②Write them down on your paper and try to make them persuasive by using imperativesentences. （individual work）③Compare your list with your group members and decide five for your poster. （groupwork）2.Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.Step6.produce &show time （group work）With the heading, slogan and ways, students will not find it difficult to make a poster. What they Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believethat individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle篇章2:人教版高中英语选修6《Unit 4 Global warming》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals 教学目标1.Target language 目标语言a. 重点词汇和短语energy, light（v.）, heat（v.）, renewable, non-renewable, fuel, blame, run outb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I don’t think that’s right.I’m afraid you are wrong.2.Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3.Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. 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.After a while.T: Who’d like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know, an e nergy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.Sample answers:St ep Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot of good to us.But every coin has two sides. Is there any negative effect of using energy?Sa: use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming comes about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpractice on thistopic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31.Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help thestudents get a general understanding aboutthe dialogue. The students listen and try to finish Exercise1.Play the tapeagain, train the students’ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1.Review the new words and expressions you learned in this class.2.Preview Reading.-------- Designed By JinTai College ---------。
Unit 4 Global Warming 教学设计1
Unit 4 Global warming教学案1教材分析Ⅰ.教学内容分析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。
语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。
“热身”(Warming up) 部分要求学生列举家中、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。
能源可分为两类：一类是可再利用能源；另一类是一次性能源。
把前面列举的能源按能否再利用这一标准进行分类。
本部分提供了六幅图片，教师可以从识图开始组织教学。
还可以让学生搜集一些其他相关图片。
这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。
“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室能阻止热量散发，因而能帮助植物度过寒冷的时期。
该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。
“阅读”(Reading) 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。
20世纪中，地球的温度上升了华氏1度。
这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。
这种现象是自然发生的还是人为的？这个问题引起激烈的争论。
许多科学家认为，这种变化是人类燃烧矿物燃料所致。
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。
高二英语：Unit 4 Global warming教学设计
新修订高中阶段原创精品配套教材Unit 4 Global warming 教材定制 / 提高课堂效率 /内容可修改Unit 4 Global warming教师：风老师风顺第二中学编订：FoonShion教育Unit 4 Global warmingunit 4 global warmingi．单词拼写1. a _____(广泛传播的)flu epidemic affected eighteen western states.2. there has been serious _____(分歧) between the two political over the question.3. he couldn’t stand terrible english ____(气候).4. the population had ____(减少) from about 8,300,000 in 1845 to less than 6,600,000in 1851.5. the _____(平均数)of 3, 6and 9 is6.6. a child who can remember 3000 english words at the age of 3 would be called an unusual p_____.7. the food was enough in q____, but not very good in quality,8. though he is less than one year old, he is strong enough to walk s____.9. the tsunamis(海啸) smashing into india ocean coastlines,which killed 125,000 people in 12 different countries was a terrible c____.10. in c_____ of a terrible earthquake the whole city was destroyed.ii. 词组活用1. if she could _____ the condition there, we could take her.2. they were ____ their military strength for a drive against the city.3. your support will certainly ____ in our cause.4. on the one hand, you accept her presents; ____, you are rude to the whole family. what really is your attitude to them.5. you have made a few mistakes, but _____ you have done well.答案unit 4 global warmingi．单词拼写1.widespread2.disagreement3.climate4.decrease5.average6.phenomenon7.quantity8.steadily9.catastrophe 10.consequenceii. 词组活用1.put up with2.building up3.make a difference4.on the other hand5.on the wholeFoonShion教育研究中心编制Prepared by foonshion Education Research Center。
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。
英语：unit 4 《global warming 》教案-reading(新人教版选修6).doc
英语：Unit 4 《Global Warming 》教案-reading （新人教版选修6）Period 2 Pre-reading, Reading, ComprehendingTeaching Goals:1.To read about global warming.2.To get some idea about the effect of global warming.3.To develop some basic reading skills.Teaching Procedures:Step 1. Warming UpPurpose: To arouse Ss interest in learning about global warming.1. Team workAnswer the questions below:(1) Have you ever seen a greenhouse?(2) How does a greenhouse work?(3) What do you think greenhouse gases do?2. Group workLook at the picture, and ask Ss some questions.T: What is this building made of?S1: It’s made of plastic.T: What’s its purpose?S2: Plants can grow in it when it’s cold outside.T: How does it work?S3: The glass traps the heat from the sun, making the air warm so that plants grow better.Step 2. Pre-readingPurpose: To get Ss to learn about greenhouse gases.1. Group workNow look at the word “GREENHOUSE GASES”. What does it mean?Greenhouse gases (GHG) are gaseous components of the atmosphere thatcontribute to the greenhouse effect .The major natural greenhouse gases are watervapor, which causes about 36-70% of the greenhouse effect on Earth (not includingclouds): carbon dioxide, which causes between 9-26%; and ozone, whichcausesbetween 3-7%(note that it is not really possible to assert that such-and-such a gas causes a certain percentage of the GHE, because the influences of the various gases are not additive .The higher ends of the ranges quoted are for the gas alone ;the lower end ,for the gas counting overlaps).Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrousoxide, and ozone. Certain human activities, however, add to the levels of most of these naturally occurring gases.Very powerful greenhouse gases that are not naturally occurring include hydrofluorocarbons(HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6), which are generated in avariety of industrial processes.Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCsare the most heat-absorbent.2. Individual workGet Ss to answer these questions individually. Then let them discuss the answers.(1) Who wrote the magazine article? What is the name of the magazine?(2) What are the names of the three scientists mentioned in the article?(3) What do they think about global warming? Do they agree with one another?(4) What are the two graphs about?(5) What is the main topic of the article?Step 3. Reading1. SkimmingPurpose: To get a brief understanding of the text.Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph.Key sentences of each paragraph:(1) A debate over whether it is human activity that has caused the global warming or whether it is just a naturalphenomenon.(2) Many scientists believe people have caused the increase in the earth’s temperature.(3) The increased extra amount of carbon dioxide traps more heat energy causing the global temperature to go up.(4) The levels of carbon dioxide have increased greatly over the last 100 to 150 years.(5) There are some different attitudes towards the causes of this increase in carbon dioxide.(6) Over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius but it could be asmuch as 5 degrees Celsius.(7) An increase of five degrees would be a catastrophe.(8) Future warming would cause the sea level to rise by several meters.(9) Some predict any warming will be mild with few bad environmental consequences.(10) More carbon dioxide is a positive thing.(11) No one knows what the effects of global warming will be.2. ScanningPurpose: To get Ss to have some details in the text.Read the article carefully. Are these statements true or false? Write a T for each true sentence and an F for each false sentence.(1) The temperature last century didn’t increase much. ( )(2) Everyone believes that global warming is caused by the activities of humans. ( )(3) Janice Foster believes that burning fossil fuels causes global warming. ( )(4) Natural gas is a greenhouse gas. ( )(5) Carbon dioxide is a byproduct of burning fossil fuels. ( )(6) People accept Charles Keeling ’s data because he took accurate measurements. ( )(7) Flooding could be one of the effects of future global warming. ( )(8) George Hambley believes scientists are just guessing about the effects of global warming.( )(9) Geroge Hambley is worried about the effects of carbon dioxide on plant growth. ( )(10) It is clear what the effects of global warming will be.Suggested Answers:(1) F (2) F (3) T (4) F (5) T (6) T (7) T (8) T (9) F (10) F3. ListeningPurpose: To train Ss listening ability.Listen to the tape and follow it in a low voice.4. Group workSs are divided into four groups. Each group is supposed to read through each part and then discuss them.Part 1 (Paragraph 1)(1)compare 比较● 常见用法：① compare…with… 把…和…比较Compared with him, I am fast.② compare…to… 把…比作…Life is often compared to voyage.(2) come about发生How did it come about? 那事是怎么发生的?● 常见词组：come across 偶遇；碰到come round 恢复知觉，come along 进展；进行come to 涉及；到达；共计come out 公开；问世；出版come to oneself 恢复知觉come up with 想出(4) phenomenon n 现象It is only a social phenomenon, but not a phenomenon of nature.Part 2 (Paragraph 2, 3, 4)(1)fuel n 燃料Don’t leave the engine switched on .It wastes fuel.● 拓展：fuel v 加油；补给燃料The car is being fuelled ready to try to beat the speed record.(2) quantities of大量Large quantities of money have been spent on the bridge.● 拓展：a large quantity of大量的He ate a large quantity of nice.(3) per prep 每; 每一The fruit costs 30 pence per kilo.How much do you earn per week?Part 3 (Paragraph 5,6,7,8,9)(1) data n 资料; 数据We haven’t got enoug h data..(2) result in导致The accident resulted in the death of two passengers.It resulted in success.● 拓展：result from 由于His illness resulted from eating bad food.(3) catastrophe n 突如其来的大灾难；大灾祸The war was a terrible catastrophe in which many people died.(4) climate n 气候We have a mild climate here.(5) consequence n 结果；后果；影响As a consequence of being in hospital, Shelly decided that she wanted to become a nurse.● 常见词组：in consequence 因此，由此in consequence of…由于…的缘故(6) state vt 陈述；说明The busmen have stated that the strike will continue until general agreement is reached about pay and working conditions.(7) range n & v①种类；范围；幅度There is a wide range of temperature.气温变化很大。
高中英语Unit4GlobalwarmingSectionⅠWarmingUpPre-rea
Unit 4 Global warming全球变暖对我们有什么影响呢？科学家已经找到了全球变暖和哺乳动物体型大小之间的联系，比如,随着温度的升高，马的个头变小，反之则变大。
“Global warming could make humans shorter，”warn researchers who claim to have found evidence that it caused the world’s first horses to shrink nearly 50 million years ago．In fact，a team from the universities of Florida and Nebraska says it has found a link between the heating up of the Earth and the size of mammals—horses，in this case．Researchers used fossils to follow the evolution of horses from their earliest appearance 56 million years ago．“As temperatures went up their size went down,and vice versa（反之亦然）；at one point they were as small as a house cat，”said Dr．Jonathan Bloch，curator(负责人) of the Florida Museum of Natural History．The researchers say that the current warming could have the same effect on mammals—and could even make humans smaller．Horses started out small，about the size of a small dog like a miniature schnauzer(小型雪纳瑞犬）．What's surprising is that after they first appeared，they then became even smaller and then dramatically increased insize,and that exactly corresponds to the global warming event，followed by cooling．“It had been known that mammals were small during that time and that it was warm，but we hadn't understood that temperature specifically was driving the evolution of body size," Dr．Bloch said in the Science journal．[阅读障碍词］1．claim v．宣称，声称2．shrink v．收缩，皱缩3．evolution n．演变,进化，发展4．current adj．当前的，现在的5．dramatically adv．突然地，巨大地，戏剧性地6．correspond v．相一致，符合［诱思导读]1．From the passage，we know that mammals become smaller ．A．on account of the bad environmentB．due to the evolutionC．because of the global warmingD．for lack of food and water2．What should we do in our daily life to reduce global warming?［答案］1．C 2．The answer may vary．Ⅰ．匹配下列单词的词性及汉语意思（）1．consume A．adj．温和的；温柔的;淡的( )2．mild B．n．现象（)3．random C．vt．消费；消耗；耗尽；吃完( ）4．phenomenon D．adj．胡乱的；任意的（）5．tend E．n．结果；后果；影响（)6．trend F．n．趋势;倾向；走向（)7．state G．vi．趋向；易于；照顾vt．照顾；护理（）8．consequence H．n．种类；范围( ）9．range I．vi．看一下；扫视n．一瞥( ）10．glance J．vt．陈述；说明［答案]1－5 CADBG 6－10 FJEHIⅡ．选择下列句中词组的汉语意思A．大量的B．导致C．发生；造成D．反对，E．同意；订阅F．涨价；上涨2．How did this dangerous state of affairs come about？3．The import of cotton goods went up sharply in 1986．4．At first he was opposed to our plan，but we managed to argue him round．5．There are so many reference books，and which one do you want to subscribe to？6．Quantities of food were spread out on the table．［答案]1－6 BCFDEATHE EARTH IS BECOMINGWARMER－BUT DOES IT MATTER？During the 20th century the temperature of the earth rose about one degree Fahrenheit． That probably does not seem much to you or me,but it is a rapid increase when compared to other natural changes①． So how has this come about and does it matter②？Earth Care’s Sophie Armstrong explores these questions．地球在变暖——但是这会带来什么影响吗?在20世纪期间，地球温度大约上升了1华氏度。
英语：Unit4 Global warming Period 3优秀教案(新人教版选修6)
英语：Unit4 Global warming Period 3优秀教案（新人教版选修6）Period 3Grammar—the Use of “It”(2)整体设计教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it” can be used as a pronoun and the form of subject and object.In this unit we wil l learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4．To ask the students to summarize the usages of the emphasized sentences.5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it” is used for emphasis.Find them and then write them down.________________________________________________________________________ ________________________________________________________________________ Suggested answers：1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Tom found my pen in the classroom yesterday.It was Tom who/that found my pen in the classroom yesterday.It was my pen that Tom found in the classroom yesterday.It was in the classroom that Tom found my pen yesterday.It was yesterday that Tom found my pen in the classroom.Step 4Summing upTry to help the students draw the following conclusions.1．The main structure of the emphasized sentences is “It is/was...that/who...”．2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．Step 5Grammar practiceAsk students to do the following exercises：1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrow－minded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow－minded?The last two may be a little difficult for the students.Help them to get the correct answer.2．Do Exercise 2 in Discovering useful structures on Page 29.3．Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.(1)It is what you do rather than what you say that matters.(2)It was after he got what he had desired that he realized it was not so important.(3)It was not until she got home that Jennifer realized she had lost her keys.Suggested answers：In these three sentences，the underlined parts are all clauses—a subject clause and two adverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.(1)Was it in 1969 that the American astronauts succeeded in landing on the moon？(2)Who was it that put so many large stones on the road？Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：Is/Was it＋被强调部分＋that＋其他部分Wh－疑问词＋is/was it that＋其他部分Step 7Task－based learningAsk students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1．Was it in this place ______ they once built a tall building?A．that B．in whichC．before D．which2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.A．what；that B．that；whatC．that；that D．because；that3．It is because English is being widely used at present ______.A．why we learn it hard B．that we learn it hardC．which we must learn D．when we should learn4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?—No，not really.A．which B．thatC．when D．what5．______ the people have become masters of their country ______ science can really serve the people.A．It is only then；that B．It was that；whenC．It is only when；that D．It was when；then6．—I think we have met the word before.—Yes.It is in the reading material ______ we ______ reading yesterday.A．that；did B．that；wereC．when；were D．when；did7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.A．until B．whichC．that D．when8．It was this sense of failure ______ made him determined to succeed in his new life.A．who B．whichC．that D．why9．______ that so many people think that being perfect is the way to go?A．It is why B．Why is itC．Why it is D．Is why it10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.A．what it is that B．that what it isC．what is it that D．that what is it11．—Wasn't it Dr Wang who spoke to you just now?—______.A．I didn't know who was B．Yes，it wasC．No，he wasn't D．Yes，he did12．It was ______ he said at the meeting last night ______ made me angry.A．what；that B．that；thatC．what；what D．that；what13．Was ______ that I saw last night at the concert?A．it you B．not youC．you D．that yourself14．It was the nervousness in the interview ______ probably lost him the job.A．which B．sinceC．that D．what15．It was ______I reached there ______ I began to know something about the matter.A．until；when B．until；thatC．not until；that D．not when；that16．It was ______ my father worked ______ I worked now.A．where；that B．where；whenC．that；where D．that；that17．What a silly mistake it is ______ you've make!A．it B．thatC．this D．whichSuggested answers：1～5 ACBBC6～10 BCCBA11～15 BAACC16～17 ABStep 9Homework1．Finish off the Workbook exercises.2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching________________________________________________________________________ ________________________________________________________________________。
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高二年级英语学科导学案选修六Unit 4 Global warming【教总73】第一课时VocabularyTeaching aims : Learn the new words and expressions.Teaching important points : The pronunciation and the use of the words .Teaching difficult points : The usage of the following words (1) on the whole (2) averageStep 1 Read the new words aloud.Step 2 Word study1on the whole 大体上；基本上1)On the whole the warming of the earth is a phenomenon that causes great concern .总的来说，地球变暖是个引起广泛关注的现象。
2)On the whole I am in favor of the plan . 总的来说，我赞成这个计划。
完成句子1)His business_______ ______ ______ was successful .总的来说，他的事业是成功的。
2)____ _______ _____________our tasks were going on smoothly .总的来说，我们的任务进展得很顺利。
（on the whole,on the whole）2 average 1) adj.平均的，普通的The greenhouse effect gives the earth’s surface the average temperature of 15C温室效应使得地球表面的平均气温保持在摄氏15 度。
2)n.平均，平均数above /below (the ) average ;在平均水平以上/以下on (the)average ;平均地一般地up to (the) average 达到平均完成句子1)what is __________rainfall for July ?2)_______________men smoke more cigarettes than women .3)Tom is a good student and his work at school is ____________________________________.( average ,on average , above the average )Step 3 Homework翻译下列单词或短语1. 发生，造成2.同意，赞成，订购3大量的 4. 趋向，易于，照顾5. 导致6. 上升，增长，升起7. 反对8. 陈述，声明9.种类，范围10. 即使11. 继续12. 平稳的，持续的13. 倾向，趋势14. 分布广的，普遍的答案：e about 2.subscribe to 3.quantities of 4.tend to 5.result in 6.go up 7.be opposed to 8.state 9.range 10.even if 11.keep on 12.steady 13.trend/tendency 14.widespread【教总74】第二课时（Reading ）Teaching aims:1．Enable the students to talk about the causes and effects of global warming.2. Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching important pointsHelp the students learn how to debate over the topic ―We should do nothing/something about global warming.‖Teaching difficult pointsEnable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methodsReading and group work.Teaching procedureStep 1 RevisionRead the new words aloudStep 2 Fast ReadingScan the text and answer the following questions.(1)Who wrote the magazine article ? What is the name of the magazine ? （Sophie Armstrong ; Earth Care ）(2)What are the names of the three scientists mentioned in the article ?(Janice Foster ,Charles Keeling ,George Hambley )Step 3 Careful ReadingRead the text carefully and choose the best answer according to the text .1.What is the purpose of the first paragraph ?A.To introduce the topic .B.To give opinion .C.To ask the readers a question.D.To give data .2.Who studied the amount of carbon dioxide in the atmosphere between 1957 and 1977 ?A. Dr Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong3 What may happen if we do nothing about global warming ?A. There may be a rise of the sea level .B. The temperature will be surely lower .C. The ―greenhouse effect will disappear . D . It has nothing to do with us .4 . Why does George Hambley state that more carbon dioxide is actually a positive thing ?A . It will make plants grow faster .B . Crops will produce more .C . It will encourage a greater range of animals .D . All of the above .5 . What is the purpose of the last paragraph ?A . To make readers disappointed with the problem .B . To make readers think about the problem .C . To show the writer’s opinion on the problem .D . To begin some discussion about the future .(答案A B A D B)Step 4 SummaryFill in the blanks according to the text .There is no 1 __________that the earth is becoming warmer no matter whether it is a natural 2__________.Scientists believe that greenhouse effect begins when we add huge 3______________ extra carbon dioxide into the atmosphere by burning 4 ______________ . The increased amount of carbon dioxide is causing the global temperature to 5___________.Scientists also agree that the burning of more and more fossil fuels that resulted in this increase in carbon dioxide . On the other hand , Dr Foster thinks that an increase of five degrees would be a 6_____________. Scientists can not predict the climate well enough to know what to expect .On the other hand .a scientist George Hambley predicts that any warming will be mild with few bad environmental 7__________ He 8___________that more carbon dioxide will encourage a greater 9____________ of animals.However , greenhouse gases continue to 10______________ in the atmosphere and the climate is going to keep on warming .（答案1．doubt 2phenomenon 3 quantities of 4 fuels 5 go up 6 catastrophe7 consequences 8 states 9 range 10 build up ）Step 5 HomeworkRead the text again and again and try to retell the story using your own words .【教总75】第三课时( Language Points)Teaching aims : Help the Ss understand the text better .Teaching important point :Master the usage of the useful words (1) come about (2) There is no doubt that (3) random (4) subscribe (5) quantities ofTeaching difficult point : Help the Ss to analyze the long sentencesTeaching procedures :Step 1 RevisionRead the new words aloud .Step 2 Language study1 . come about发生；造成，强调结果，常用于固定句式How did/does it come about that…? …怎么会呢？1) How did the accident come about ? 事故是怎样发生的？2) How did it come about that he knew where we were ? 他怎么会知道我们在什么地方的呢？2. There is no doubt that…为固定句式，后接从句时用that引导，后接名词时用介词about .1) There is no doubt that he will fail .毫无疑问他会失败的。