人教版高中英语选修六 Unit4 Global warming-语法篇(学生版)-word
人教版选修6 UNIT 4 Global warming词汇及句型精讲
(1)She has a mental toughness that did not come about by chance.
她心理稳定,这不是偶然发生的。(2016·江苏)
(2)How did it come about that he knew where we were?
他是怎么知道我们在什么地方的呢?
It comes/came about that...……发生。
How does/did it come about that...?……是怎样发生的?
When it comes to...当谈到……
名师点拨
come about相当于happen或occur,均无被动形式;且常用it作形式主语。
2.subscribe to同意;赞成;订购;捐助
(1)I subscribed to the magazine for only 32 a year.订阅
(2)How much did you subscribe to the disaster fund?捐助
(3)Do you subscribe to her pessimistic view of the state of the economy?同意
3.quantities of大量的
4.go up上升;增长;升起
5.result in导致
6.be opposed to反对……
7.keep on继续
8.on the whole大体上;基本上
9.on behalf of代表……一方;作为……的代言人(=on one’s behalf)代表……一方;作为……的代言人[选词填空]
新教材高中英语选修6Unit 4 Global warming
灾难
④catastrophe
大灾难
⑤earthquake
地震
⑥tsunami
海啸
3.“环境,情况”名词家族
①circumstance
环境;情况
②environment
环境,自然环境
③surroundings
(周围的)环境/事物
④condition
状况,情况
⑤situation
形势,情况
(二)重点短语——记牢用活 1.___c_o_m__e_a_b_o_u_t____ 2.___s_u_b_s_c_ri_b_e__to____ 3.___q_u_a_n_t_i_ti_e_s_o_f___ 4.______g_o_u_p_______ 5.____r_e_s_u_lt_i_n______ 6.__b_e__o_p_p_o_s_e_d__to___
新教材高中英语必修6 Unit 4 Global warming
01
教材梳理 自测自评
02
考点串讲 重难突破
03
高效演练 跟踪检测
04
课后达标检测
(一)重点词汇——分类记忆 Ⅰ.阅读词汇——知其意 1.graph n. 2.renewable adj. 3.phenomenon (复数-ena) n.
问……
句型 2:even
_E_v_e_n__if_w__e_s_t_a_r_t _r_e_d_u_c_in__g_t_h_e_a_m__o_u_n_t__o_f carbon dioxide and
人教版英语选修六习题及解析答案
2017—2018人教版英语选修六Unit 4习题及(解析)答案
人教版选修六Unit Four Global warming
一、语法填空
(一)单句语法填空
1.—Why not buy a second-hand car if you don't have enough money for a new one?
—That's a good ________ (suggest).
2.I wrote him a letter to show my ________ (appreciate) of his thoughtfulness.
3.My first ________ (impress) of him was that he was a kind and thoughtful young man.
4.You'd better write down the phone number of that restaurant for future
________ (refer).
5.John has grown up and changed beyond ________ (recognize).
【参考答案】
1.suggestion
2.appreciation
3.impression
4.reference 5.recognition
(二)短文语法填空
阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。(2017·贵州普通考试)
When a woman took the seat beside me on a plane, I __1__ (feel) unhappy. She had to lower herself slowly, squee zing her body into the small space. “My name is Kelly. I'm from Canada. Where __2__ you from?” She waved a hand in front of my
Unit 4 Global warming(选修6,要点详解及练习答案)
Unit 4 Global warming 一、语言要点
I单元要点预览
词汇部分词语
辨析
1.consequence/result/effect/outcome
2. glance/gaze/glare/stare
词形
变化
1.agree v.同意disagree v.不同意agreement/disagreement n.
同意/不同意
2. exist v.存在existence n.存在
3.state v.陈述,说明statement n.声明,阐述
4. environment n.环境environmental adj.周围
的,环境的
environmentalist n.环境保护
主义者
重点
单词
1.phenomenon n. 現象
2.tend vt. 趋向, 往往是;照管, 护理
3.state vt.声明, 陈述
4.range n.行列, 范围;vt. 排列, 归类于
5.average adj.平均的
6.existence n.生存
7.advocate倡导,拥护
8.refresh v.(使)精神振作, (使)精力恢复, 更新
9.contribution n.捐献, 贡献, 投稿
重点
词组
come about 发生quantities of大量的result in导致be opposed to反对
on behalf of代表……一方put up with 忍受;容忍so long as 只要
重点句子1. Some byproducts of this process are called “greenhouse”gases, the most important one of which is carbon dioxide.
Unit4Globalwarmingppt课件下载新课标版高二选修六
Unit4Globalwarmingppt课件下载新课标版高二选修六
简介: ppt制作模块6 Unit 4 Reading using language. 上传者:xuedan webmaster@
相关课件: Unit 4 Grammar the Present Progressive Passive Voice
简介:ppt制作本课件主要是针对本单元重点语法被动语态的进行时态进行教学;重难点突出,对教学重点进行精析精练。很适合英语语法教学. 上传者:469367954 「下载次数:379」
简介:ppt制作本课件内容是关于主语从句的语法,比较适合基础较差的学生,简单而效果好. 上传者:Sophie8262002 「下载次数:1626」
简介: ppt制作课件包含warming up, reading, speaking and writing. 上传者:zhusiyue 「下载次数:962」
简介:ppt制作新目标英语八年级下册第四单元阅读课课件,共包括读前和读中两部分,共20张幻灯片。. 上传者:fnyczzl 「下载次数:480」
unit 4 grammar 定语从句
简介:ppt制作这个课件主题是定语从句,设计循序渐进,贴近学习过程,讲解详细操练得当,对定语从句的教学具备很好的辅助作用。. 上传者:710808041 「下载次数:404」
简介: ppt制作 grammar 定语从句的基本学习,包括限制性和非限制性的定语从句及关系代词的学习. 上传者:xianggelila 「下载次数:366」
选修6 Unit4 Global warming(核心素养过关练)
选修6 Unit4 Global warming
基础练
Ⅰ.单词拼写
1.The Chinese government a dvocates that we should live a lowcarbon life.
2.As the a verage age of the population increases, there are more and more old people to care for.
3.Q uantities of money have been spent in bringing up the children since they were married.
4.Mr. Wang isn’t interested in politics, so he never g lances at the political page of the daily paper.
pared with developing countries, developed countries c onsume more energy.
6.Actually, a good number of students are o bjected to having classes on Sundays.
7.【2019江苏卷】So scientists are trying their best to save the species from going out of
e xistence.
8.There is widespread (普遍的) dissatisfaction among the students with the food on campus.
Model 6 Unit4 Global warming说案
说课课题名称: Module 6 Unit4 Global Warming
福清洪宽中学颜素文
各位领导、老师大家好。我说课的题目是Global Warming,为了说明我的教
学设想,我从教材分析、学情分析、教学目标、教学方法、学法指导、教学过程六个方面加以说明。
一、教材分析
本节课是高二修模块6第4单元的阅读课型,这单元围绕 Global warming这一主题开展听、说、读、写多种教学活动。由于本单元生词量较大,并且Warming up可挖掘的东西较多,因此把Reading设计为本单元的第2课时。本节课是单元整体教学的重要环节,为学生的语言学习、语法学习提供了载体,并且是学生获取信息的主要来源。本单元以Global warming 为主题,学生通过本单元教学,经过思考、学习,讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。同时学生能够进一步认识我们的地球所面临的其它严重问题,激发学生的环保意识。引导学生运用所学语言知识、句式表达自己对这些现象的看法,培养他们为自己的观点辩论的能力。
二、学情分析:
我教学对象是处于城乡结合部的高二学生,他们的英语基础较差,特别是由于词汇量缺乏,阅读习惯不好,导致阅读速度慢、阅读理解能力差。再加上学生在初中已习惯了教师的单向灌输,部分学生由于英语表达能力的欠缺,对课堂的互动缺少积极性,不善于语言交际,学习不够主动。因此,在组织教学活动中,注重学习策略的指导,灌输自主、合作、探究学习的方法,同时注意调整活动任务并设置梯度,使每个学生通过学习活动,都能学有所成,体验成功。
高中英语_Unit 4 Global warming writing教学设计学情分析教材分析课后反思
教学设计
课题:Global Warming
课型:写作课
课时:1课时
教学目标:
1. By the end of this lesson, we will be able to learn some useful expressions to give advice for preventing global warming
2. Write a passage about global warming through imitating the structure of the given passage
3. Understand that it is everyone’s responsibility to protect our environment
教学方法:Task-basic teaching and learning
教学手段:Multimedia and Blackboard
教学过程:
Lead in
I.Review the vocabulary and sentences of unit4
II.回顾本单元的前两篇课文,导入本节课的话题
1.话题写作
全球变暖是目前人类面临的最大的换将问题之一。请你根据下面的提示写一篇英文短文,为节能减排“献计献策”
背景:温室气体的排放导致大气层中的二氧化碳含量越来越多,温度升高
后果:海平面上升,自然灾害频繁
措施: 1.节能减排,关闭用不到的家用电器
2.改变出行方式
3.植树造林,绿化环境
4.提高公众意识
注意: 1.词数:100词左右
2.可适当增加细节,以使行文连贯
高二英语人教版选修6:Unit 4 Global warming 课时跟踪练(三) Learning about Language Using Language
2019年4月Unit 4 Global warming 课时跟踪练(三) Learning about Language
& Using Language
一、全练语言点,基稳才能楼高
[本课语言点针对练习]
Ⅰ.单词拼写
1.Wherever you go, you can find this kind of widespread (分布广的) plant.
2.Barbara is in her late forties and has a tendency (倾向) to complain about what she doesn't feel content with.
3.If you are serious about our relationship, you should make a commitment (承诺).
4.Many people advocate (主张) building more hospitals here.
5.There has been a growth (增长) in the number of college students.
6.A cool drink refreshed (使恢复) me after my long walk.
7.Robert's contributions (贡献) to the company should also be remembered.
8.(2017·江苏高考)In 1900, people died at the average (平均的) age of 30.
高二英语选修6学案:语法解读Unit4 Globalwarming含解析
语法解读
强调句式及其变化
记忆要诀
强调结构
It强调并不难,that总是在中间。
除了谓语不用管,主宾表状都提前。
否定转移必考题,否定强调难为你。
疑问强调莫忽视,高考场上要牢记。
选修6Unit4globalwarming单元导学案
选修6Unit4globalwarming单元导学案
Book 6 Unit 4 Global warming
Period 1 Reading
主备人: 沂南一中李淑梅修订人: 审核人: 编制时间:______
内容简析
本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分,本单元的话题是全球变暖。本节课是单元的阅读课,教材以说明文的文体呈现,教师可在充分利用教材资源的基础上,结合学生的实际情况设计教学活动,旨在帮助学生有效地掌握阅读技巧,形成有效地学习方法和阅读策略,同时了解说明文篇章结构和写作特点,为下一步进行说明文的写作教学做好准备。
目标聚焦
一、知识目标
1、初步理解、掌握课文中关于全球变暖方面的词语,学习分析课文中的长难句子,初步感知课文中出现的的本单元要学的语法现象。
2、利用已获取的信息发表自己对全球变暖问题的看法。
二、技能目标
1、能理解文章主旨大意,获取信息、处理信息、进行推理判断和表达的能力。
2、形成分析篇章结构的能力,提升逻辑思维能力
3、学会总结说明文文章主题的方法。
三、策略目标
1、通过图片和标题预测文章内容;运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
2、能利用上下文猜测生词词义。
(四)情感态度目标
了解全球变暖的危害和保护环境的重要性;增强节约能源保护环境的意识。
方法运用
1、整体教学法
2、体裁教学法
3、导、读、练的教学模式
学习流程
Before class (课前自主学习,合作探究)
高考英语 Unit4《Global warming》知识与要点课件 新人教版选修6
元不等。range from...to... 为固定搭配,意为“从……到……
不等”;alter指“局部或微小的改动(变动)”;separate 意为
“分离,分裂”;differ 意为“不同,区别于”。根据题意正
Байду номын сангаас
确答案为B项。
【答案】 B
②I have a wide ________ of interests,so sometimes it is
【解析】 句意为:乍一看它讲得通,但如果你考虑一
【链接训练】
①The price of beer ________ from 50 cents to $4 per liter
during the summer season.
A.altered
B.ranged
C.separated
D.differed
【解析】 句意为:夏季每升啤酒价格从20美分到4美
At first glance the problem seemed easy. 乍一看问题似乎很简单。
选修六 unit 4 Global warming
in the atmosphere due to the greenhouse gases.(
答案:1.T 2.T
)
人教版英语 · 选修6
话题类文悦读
学习目标导航
温室效应又称“花房效应”,自工业革命以来,人类向大
气中排放的二氧化碳等吸热性强的温室气体逐年增加,大气的 温室效应也随之增强,已引起全球气候变暖等一系列严重问 题,引起了全世界各国的关注。 The greenhouse effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere1 (water vapor, carbon dioxide , nitrous oxide , and methane , for example)trap2 energy from the sun.Without these gases,heat would escape back into space and Earth’s average temperature would be about 60°F colder.Because of how they warm our world , these gases are referred to as3 greenhouse gases.
人教版高中英语选修六知识点
人教版高中英语选修六知识点
高中英语选修六人教版知识点1
Unit4 Global warming
重点词汇、短语
e about 发生;造成
subscribe to 同意;订购
quantity n. 量;数量
quantities of 大量的
tend vi. 趋向;易于;照顾 vt. 照顾;护理
go up 上升;增长;升起
result in 导致
oppose vt. 反对;反抗;与(某人)较量
opposed adj. 反对的;对立的
be opposed to 反对……
state vt. 陈述;说明
range n. 种类;范围
even if 即使
keep on 继续
glance vi. 看一下;扫视 n. 一瞥
steady adj. 平稳的;持续的;稳固的
steadily adv. 平稳地;持续地
tendency n. 倾向;趋势
widespread adj. 分布广的;普遍的
on the whold 大体上;基本上
average adj. 平均的
on behalf of 代表……一方;作为……的代言人
put up with 忍受;容忍
so long as 只要
an so on 等等
circumstance n. 环境;情况
重点句型
1.All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy.
2021年高考英语一轮温习Unit4Globalwarming单元知识新人教版选修6
go短语总结:
go down倒下,下沉;(物价)下降
go out出去,(灯)灭
go on继续
go over仔细检查;复习
go through经历,遭受;穿过;完成(工作等)
go in for爱好;对……感兴趣;参加……
语法填空
①I don’t go ______ for rock‘n’roll. It’s much too noisy for me.
(2)vt. 在……签名;签。常见搭配:
subscribe…to…在……上签……
☞I subscribed my name to the document.我在文件上签了名。
【名师点津】
和subscribe连用的to是介词,其后要跟名词、代词、动名词作宾语。
(1)I don’t____________the view that girls are slower than boys in science.
②与come有关的其他短语也要记住:
come across 被理解;偶然碰见,无意中找到
come along 跟着来;进步;赶快
come back回来;记起
come on开始;上场;赶快;得了吧
come out (花)开;出版,发行
come to 总计,达到
come up 走近;(从土中)长出,发芽;被提出
高中英语 Unit 4《Global Warming》说课稿2 新人教版选修6
Unit 4 Global Warming
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。
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Unit4 Global warming-语法篇
__________________________________________________________________________________
__________________________________________________________________________________
1.掌握it在强调句中的用法;
2.能够利用这个语法点进行遣词造句并运用到写作中;
it的用法—强调句型
一、强调句型的基本用法
英语中常用的强调句型是:It is / was + 被强调部分(主语、宾语、状语) + that / who / whom + 其他部分。一般来说,被强调部分指人时,用who或whom,其他情况用that,但that也可指人。
现在用强调句型强调下面这个句子的主语、宾语和状语。
She met John at Mary’s birthday party last Sunday.
→It was she who / that met John at Mary’s birthday party last Sun day. (强调主语)
→It was John Whom / that she met at Mary’s birthday party last Sunday. (强调宾语)
→It was at Mary’s birthday party that she met John last Sunday. (强调地点状语)
→It was last Sunday that she met John at Mary’s birthday party. (强调时间状语)
温馨提示:
1.it为引导词,本身没有词义,仅起引导强调句式的作用;
2.若强调的主语是人时,常用who,间或用that,若强调的宾语是人时,多用whom / that;
3.在强调状语时,用that;
4.在强调结构时,无论被强调的是人还是物,是单数还是复数,be动词一律用单数形式is / was,
如果原句中的谓语动词是过去时态,就用was,若是现在时态或将来时态,就用is,
也可用情态动词+ be形式;
5. 判断一个句子是否是强调句型的方法:如果将句中的It is / was… that / who / whom…去掉,仍能
还原为一个完整的句子,那么此句就是强调句。否则,就是其他句型结构。
请比较:It was 2019 when he came back from the United States. (定语从句)
It was in 2019 that he came back from the United States. (强调句型)
6. 被强调部分若是句子的主语,that / who之后的谓语动词在人称和数上应与句子的主语保持一致。
eg:It is I that / who am your friend that will come to help you.
二、强调句型的几种较为复杂的结构形式
1.被强调部分为状语从句。
Eg: It was when Tom was eleven years old that his talent for writing became obvious.
2.被强调部分含有定语从句。
Eg: It was on July 4 th, 1975 when he was born that his father died.
3.not…until结构用于强调句型。
not…until作为被强调部分,起结构是:It is / was + not until…+ that + 其他部分。
Eg: It was not until his father came back that he went to bed.
4.强调句型的一般疑问句结构:Is / Was it + 被强调部分+ that + 其他部分。
Eg: Was it last year that his cousin joined the army?
5.强调句型的特殊疑问句结构:疑问词(被强调部分)+ is / was + it + that + 其他部分。
Eg: When was it that the accident happened?
Where was it that you lost your wallet?
1. (2019·南通二调)Do you know in what circumstances it was ________Jack achieved his goal?
A. that
B. how
C. where
D. when
2. (2019·厦门质检)She realized that it was not the words but the way she spoke to Bruce ________hurt him.
A. who
B. whom
C. which
D. that
3. (2019·安徽师大附中模拟)The police were seeking more information to find out ________ the rich merchant.
A. who it was that killed
B. who was it that killed
C. it was who killed
D. who was it killed
4. (2019·长沙四县一市3月联考)I have always been honest and straightforward, and it doesn’t matter ________I’m talking to.
A. who is it that
B. who it is that
C. it is who that
D. it is whom that
5. (2019·银川、吴忠部分中学高三年级联考)From mother’s love, patience and understanding, I have learned what a huge responsibility ________is to raise a child.
A. it
B. which
C. that
D. this
基础演练
一、单项填空
1. It was from only a few supplies that she had bought in the village ________the hostess cooked such a nice dinner.
A. where
B. that
C. when
D. which
2. John’s success has nothing to do with good luck. It is years of hard work ________has made him what he is today.
A. why
B. when
C. which
D. that
3. —I’ve read another book this week.
—Well,maybe ________ is not how much you read but what you read that counts.
A. this
B. that
C. there
D. it
4. It was ________ he came back from Africa that year ________ he met the girl he would like to marry.
A. when; then
B. not; until
C. not until; that
D. only; when
5. It was after he got what he had desired________ he realized it was not so important.
A. that
B. when
C. since
D. as
6. He was told that it would be at least three more months________ he could recover and return to work.
A. when
B. before
C. since
D. that
7. It was for this reason________ her uncle moved out of New York and settled down in a small village.