金版学案2016_2017学年高中英语Unit4Globalwarming课件

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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。

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。

Unit4Globalwarming教案

Unit4 Global warmingLanguage points for reading 1 教案-雷翊Teaching contents,Some important words and expressionsTeaching aims,Knowledge aims，To grasp some important words and expressions and learn some useful sentence patternsAbility aims，1. Get students to use some useful words and expressions correctly .2. Enable students to make sentences after the useful sentence patterns Emotional aims，1. stimulate students’ interest in learning English.2. Develop students’ spirit of cooperation and teamworkTeaching important points,1. Master the important words and expressions.2. learn some useful sentence patternsTeaching difficult points,1. How to grasp some useful words and expressions.2. How to learn some useful sentence patterns.Teaching methods,1. task-based teaching and learning2. cooperative learningTeaching procedures,Step1:Review some phrases in the reading part.1.发生，产生2. 赞成；订购3.大量的4. 倾向于；照顾5.上升；增长6导致7.反对8. 种类繁多的9. 即使10. 增加；聚集11. 继续12. 一瞥；扫视Step2. Teaching important words and expressions.1．come about = happen /take place / occur 发生[课文原句]常用句型：How did it come about that ...？“某事是怎么发生的？”It came about that ...“……发生了”How did it that he knew where we were?他是怎么知道我们在什么地方的呢？come into being 开始存在；形成come across (偶然)遇见，碰到come out 开花；出现；被出版come up 发芽；走近；被提出come up with 提出；赶上come to 共计；谈到用come 相关短语的适当形式填空①When is her new novel ？②The subject in conversation yesterday.③How did this situation ？2. subscribe to 同意；捐赠；订购I unreservedly subscribe to your proposal. 我毫无保留地赞同你的建议。

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。

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。

Unit 4 Global Warming导学案

Unit 4 Global Warming Using Language【学习目标】通过本课学习，了解温室效应目前的情况，帮助学生了解环境保护的重要性，建立环境保护的意识。

【学习重难点】1.掌握casual, circumstance, refresh等单词的用法。

2.掌握on behalf of , make a difference, put up with, as long as等词组的用法。

【自主学习】课前预习积累整合1.________ vt. 拥护，提倡____________ n.拥护者，倡导者_________ n.拥护，支持2.__________n.承诺，信奉____________vt. 犯，做，承诺__________adj.承诺的3._____________n.污染___________vt. 污染___________n.污染物4.____________n.增长，生长___________v. 生长，增长，变得_________adj.增强的，成长的___________n.栽培者___________adj.长成的，大人的___________n. 大人，成人5.__________ adj, 电的__________ adv. 用电地_________n.电工____________n.电，电力___________ adj,电动的，有电的6.__________ adj.随便的，偶然的__________adv. 随便地，偶然地___________ n.受害者，意外事件7.____________ vt. 使振作，使恢复__________adj.使人精神振作的_________adv. 使人精神振作地__________ n. 恢复精神__________ n.使精神振作的东西8.________n.教育家_________vt. 教育，培养_________n. 教育________adj. 教育的__________n.教育学者9.__________n.贡献____________v.捐助，有助于___________n. 捐款人，投稿人10._____________n. 分歧，不一致____________v.不同意，不一致___________adj. 令人不愉快的___________ adv. 不愉快地课文链接Fast readingSkim the letters and find who the writers are and what their purposes of writing the letters are._______________________________________________________________________________ ____________________________________________________________________________Careful readingWhat can we do about global warming ?◆Turn a(n) ____________________________ off when you’re not using it.◆Put on more clothes instead of turning up the ________.◆Walk or ______________ instead of taking motor vehicles.◆__________ cans, bottles, plastics and newspapers.◆Buy things made from _________________________________.◆Buy products that are made to save ____________.◆__________________ in your garden or your school yard.◆Talk with your family and friends about ________________________________.重点单词和短语1.casual adj. .1）偶然的，碰巧的；2）随便的，非正式的；3）临时的4) 随便的，漫不经心的casually adv. 偶然地，临时的词义辨析1)We are the casual acquaintances of a long railway journey. ___________2)I always change into casual clothes as soon as I get home from work._________3)John was dismissed last week because of his casual attitude towards his job. _________4)She had a number of casual jobs during the university holidays. _________2.circumstance 环境；情况（常用复数）1)We need to know ______ _________ __________surrounding the accident. 我们需要查明白这起事故的确凿证据。

高中英语 Unit4《Global Warming》学案3 新人教版选修6

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

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。

高中：高二英语Unit 4 Global warming -Reading公开课教学设计(示范文本)

新修订高中英语教学教案英语教案( English Lesson Plans )学校：_______________________年级：_______________________教师：_______________________本文档文字可以自由修改高中：高二英语Unit 4 Global warming -Reading公开课教学设计(示范文本)教材简介:本教材主要用途为在当今竞争激烈的世界里,英语越来越重要,学好英语,将受益无穷，本教学设计资料适用于高中高二英语科目，学习本教材的学生可以提高自身技能，本文档是按照教材进行修订编写，可以放心的进行教材使用。

unit 4 global warming ----reading（教学任务设计）i.revisionin consequence/come about/ be opposed to/ go up/ result in/ a large quantity of1) with the use of electricity, great changes have¬¬¬¬_____ in our life.2) the police found _____drugs at his home.3)at first they _____the scheme,but we managed to argue them round.4) the price of oil has _____by over 50 percent in lessthan a year.5) it rained yesterday and _____the match was canceled.6) the fierce quarrel both sides’breaking up from each other.ii.reading tasks:1) read the text and then match the main idea of each part.part 1(paragraph 1) a.list two different attitudes among scientists towardsglobal warmingpart 2(paragraphs 2~5) b.it`s up to readers to think and decide whether people should do something about global warming or not.part 3(paragraph 6) c. illustrate how global warming comes about.part 4(paragraph 7) d. introduce a debate over the issue of global warming.2)try to find out the main idea of the text.the ____have different ideas on whether it _____ when the earth is becoming _____.3)read the passage and answer the following questions.1.what does the `green house effect` refer to?2.what has resulted the increase in carbon dioxide?3. who wrote the magazine article? what is the name of the magazine?4. what are the names of the three scientists mentioned?5. do the scientists agree with one another about the global warming?6.the different ideas between dr. janice foster &george hambleydr. janice foster----carbon dioxide has caused the global temperature to _____.an increase of five degrees would be a____and could be ____.george hambley----more carbon dioxide is a_____thing,which makescrops_____and will encourage_____.4)summaryall scientists 1.____ to the view that it is human activity that has caused the global warming.this activity is burning fossil fuels，to produce energy .as a result, a natural2.____called the “greenhouse effect”has3.____.without this phenomenon，the earth would be about4._____cooler than it is.so,we need those gases. however,the global temperature will rise when we add huge5.____of extra carbon dioxide into the atmosphere. we know that thelevels of carbon dioxide have 6._____ greatly over the last 100 to 150 years. the attitude of scientists towards this rise is completely 7____ . some think that the trend would be a catastrophe while some are 8.____ to this view，and they believe that any warming will be 9.____ with few bad environmental 10.____.eful sentences about protecting enviornment.1.environmental protection has caused global concern recently.2.everybody should raise the awareness that it’s our duty to protect our mother earth.3.it’s high time we took immediate measures to protect our earth from being polluted.4.on no account should we develop our economy at the cost of our environment.5.with the increase of the world population, ourenvironment is getting worse and worseiv.homeworkwrite a short passage using the topic about protecting environment.在这里可填写您的名字Fill In Your Name Here。

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。

高考英语高考一轮复习黄金学案Unit4Globalwarming(选修六).doc

高考英语高考一轮复习黄金学案Unit4Globalwarming(选修六).doc【高考英语】高考一轮复习黄金教案 Unit 4Global warming（选修六）一、言重点I 元重点（旨在同学整体认识本元重点）辨析1.agree v同.意disagree v不.赞同agreement/disagreementn.赞同 /不一样意2. exist v.存在existence n存.在形3.state v. 述，明statement n声.明，述化4. environment n.境 environmental adj.周environmentalist n.境保的，境的主者1.phenomenon n. 現象2.tend vt. 向 ,常常是；照料 ,理部重3.state vt.申明 , 述分 4.range n.队列 ,范； vt. 摆列 ,于点5.average adj平.均的6.existence n生.存7.advocate倡，8.refresh v.(使)精神抖擞 , (使)精力恢复 , 更新9.contribution n.捐赠 , 献 , 投稿重come about 生 quantities of 大批的 result in 致 be opposed to反点on behalf of 代表⋯⋯一方 put up with 忍耐；容忍 so long as只需重点句1. Some byproducts of this process are calledimportant one of which is carbon dioxide.“ greenhouse”gases, the most子个升温程的一些副品就叫碳.“温室”气体 ,此中最重要的就是二氧化重点法it 的用法（ II ）(法 )II辨析 (旨在供给完形填空所需资料 )1). consequence/result/effect/outcome【解】consequence因某件事而惹起的结果，有。

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归纳拓展状语从句中的省略用法：省略成分：从句主语＋be 适用的从句：时间、条件、让步等状语从句，能这样用的连词有：when，while，if，once，though，unless，as， even if等。省略条件：主从句主语一致或从句主语是it，且从句谓语含有be。
me that
4．quantities of/a quantity of 大量的 (教材原句 P26)The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. 当我们向空气中排放大量额外的二氧化碳的时候，问题就开始了。
[易混辨析] come about/happen/take place/break out/occur
词语 come about 辨析强调“偶然发生”，也指差别、争论的产生。常用于疑问句和否定句
happenΒιβλιοθήκη 是普通用语，指“偶然发生”。常用于sth happen(to sb)结构；也有“碰巧是，恰好是” 的意思，用于it happens that...或sb/sth happen to be/do sth结构中
①The accident resulted in three people being killed. 这一事故导致三人死亡。
归纳拓展 result from 由„„产生 as a result 因此；结果 as a result of 作为„„的结果；由于„„ without result 无效地；毫无结果地
即学即练单句语法填空。 ①Her old car ________ (consumer) much fuel. 单句改错。 ②He was consumed of guilt after the accident. _____________________________________________
⑥_________ she didn't know I had moved into the new house. 我突然想起她不知道我已经搬进了新家。答案：①came about see ④have taken place ②come up ⑤broke out ③happened to ⑥It occurred to
单句改错。 ⑤Large quantities of rain is needed in this area. _____________________________________________ ⑥A large amount of rice were sent to the front. _____________________________________________ 答案：①in ②of ③There are quantities of flowers ④He always buys things in ⑤is→are ⑥were→was
take place
指“按计划、安排做„„”；可引申为“进行，举行”
break out
指“(战争、火灾、疾病等)突然发生，爆发”
可指“偶然发生”，也指“计划发生某事”；occur
occur
还表示“突然想到”，常用于it occurs to sb that...结
构
即学即练选用以上短语的正确形式填空。 ① I'll never understand how it ________________ that you were late three times a week.
即学即练单句语法填空。 ①It's cheaper to make productions ______ quantity. ② The Emperor gave a large quantity ________ money to the cheaters in advance.
完成句子。 ③花园里剩下大量的花。(quantities of) _____________________________________________ ④他总是大批量地买东西。(in quantity) _____________________________________________
②If(I am)given another chance，I will do it much better. 要是再得到一次机会，我会把它做得更好。 ③Even if (I were) invited to the party， I wouldn't go. 即使受邀参加聚会，我也不会去。
即学即练单句语法填空。 ①When ________ trouble，she always goes to her teacher for help. ②I won't go to the party even though (invite)． ________
完成句子。 ③The kids soon __________________ on the table. 孩子们一会儿工夫就把桌子上的食品全部吃光了。 ④She didn't pass the exam， because she _______ TV. 她考试不及格，因为她把大部分时间都花在看电视上了。答案： ①consumed the food ②of→with ③consumed all
④Unless invited to speak
3．come about 发生；造成 (教材原句 P26)So how has this come about and does it matter? 那么，它是怎么产生的呢？会产生什么影响呢？
①He told me how the accident came about. 他告诉我那事故是怎样发生的。 ②The car accident was horrible，but nobody knows how it came about. 那次车祸真可怕，但是没有人知道它是怎么造成的。
①She consumed most of her time in reading. 她把大部分时间都花在读书上。 ②The electricity industry consumes large quantities of fossil fuels. 电力工业消耗大量的矿物燃料。
归纳拓展 be consumed with...被„„所折磨 consume sth in(doing)sth 把„„用在(做)某事上 time－consuming adj.耗费时间的 consumer n．消费者 consumption n．消费量
in quantity 在数量上；大量地 in large quantities 大量地
③ It's cheaper to buy goods in quantity/in large quantities. 大批量购货较便宜。 ④The police found large quantities of drugs at his home. 警察在他家发现了大量毒品。
我不明白你怎么会一星期迟到三次。 ②The question is bound to _______ at the meeting. 会上一定会提出这个问题。
③I _____________________ him on my way home. 我碰巧在回家的路上看见了他。 ④Great changes _______________ in our hometown during the last ten years. 在过去的十年里我们家乡发生了巨大的变化。 ⑤A fire ________________ in the hospital at night. 晚上在医院发生了火灾。
④consumed most of her time in (watching)
2．when 引导的省略句 (教材原句 P26)That probably does not seem much to you or me，but it is a rapid increase when compared to other natural changes. 这对你我来说很可能是无所谓的，但是跟其他自然变化相比而言，这却是一种快速的增长。
left in the garden.
quantity/in large quantities.
5．result in 导致(＝lead to) (教材原句 P26)They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 他们也同意，正是由于燃烧的化石燃料越来越多而导致了二氧化碳的增加。
[句式分析] when compared to...是时间状语从句的省略，其完整形式为：when it is compared to... ①When compared to our small flat，Bill's house seemed like palace. 和我们的小公寓相比，比尔的房子就像是宫殿。
①Quantities of food were on the table. 桌上摆了大量食物。 ②The factory turns out a large quantity of paper products. 这家工厂生产大量的纸制品。
归纳拓展 a large/small quantity of ＝ large/small quantities of“大/少量的”，既可以修饰可数名词也可以修饰不可数名词 a quantity of 后接名词作主语时，谓语常用单数形式 quantities of 后接名词作主语时，谓语常用复数形式

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