最新人教新课标高中英语选修6 Unit4精品教学设计Unit 4 全单元教案1

合集下载

高中英语人教版选修六教案：Unit+4单元教案

Unit 4 Global warmingWarming up & ListeningTeaching goalsEnable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material.Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching 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.)Things that use energy Sources of energylights television cassette player computerfridgestovewashing machine hairdryervideo recorder coal oilnatural gaswind(power)sun(solar energy)water(hydro-electric power) the sea ( tidal energy) uranium(nuclear energy) plant waster(biomass energy)T: Now let’s look at some more pictures and decide whether they are renewable or not.(Slide show: pictures of some forms of energy)wind energy renewablesolar energy renewablehydroelectric power renewablegeothermal energy renewabletidal energy renewablebiomass energy renewablenuclear power plant, non-renewable (picture)an oil refinery(精炼厂), non-renewable (picture)coal power station, non-renewable (picture)natural gas non-renewable (picture)uranium Ore (铀矿石) non-renewable (picture)The element uranium does not occur in pure form in nature but is found in 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 cont ent, such as coal, oil and natural gas, which can be burnt to produce energy.Also known as non-renewable energy because once they are used they have gone forever; they cannot be renewed.Step 2 Pre-listeningRead Exercise 1 together:1. Read the statements below and tick the ones you agree with.2. Listen to the tape and answer and decide which statement Professor Chen 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 the carbon dioxide.3. Listen again and tick the phrases that Professor Chen uses to agree or 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 energy 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。

新最新人教新课标高中英语选修6 Unit4精品教学设计Unit4 Extensive reading and writing教案

人教选修6 Unit 4 Global WarmingExtensive reading and writingTeaching goalsAbility goalsEnable the Ss to talk about environmental pollution and write a composition on environmental problems.Learning ability goalsHelp the Ss to write a composition on environmental problems.Teaching important & difficult pointsHow to help the Ss to write a composition on environmental problems.Teaching aidsA computer and a projectorTeaching proceduresStep1 Extensive readingRead Tom’s essay about litter. Make a summary for each paragraph, and then fill inStep2 DiscussionDiscuss the environmental problems that concern people most in groups of four. List as many environment topics as possible, and then write them on a piece of paper.A sample list of environment topics:air pollution, noise, soil erosion, water pollution, litter classification, desertificat ion, and make green by planting treesStep 3 WritingChoose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.Writing tips:Step 1: Write out the thesis statement. (point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic. (mor e body paragraphs ...)A sample version:The Environmental Effects of Fossil FuelsThere is no doubt that fossil fuels bring a lot of good to us. But do you kno w that many of the environmental problems our country faces today result fro m our fossil fuel dependence.The environment faces air pollution, global warming, acid rain, and several oth er very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.Carbon dioxide is one of the main factors in global warming which is negativ ely affecting everyone.Fossil fuels also affect water pollution, land pollution, and thermal pollution (h eat pollution). Coal mining is one of the causes of pollution in the environmen t. After the mining is completed, the land will remain barren. Materials other t han coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production, transportation, and use of fossil fuels are to blame for the effe cts of pollution on the environment. Then what should we do? We should spar e no effort to improve our environment. Please save energy and use fewer fos sil fuels in our daily lives.Step 4 HomeworkFinish your composition on environmental problems.。

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

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

中英语新课标选修6第四单元阅读课说课稿及教案

说课稿Unit4 Global warming----The earth is becoming warmer-but does it matter?本节课是高中英语新课标选修6第4单元的课文阅读课，课文标题为“the earth is becoming warmer-but does it matter?” 这个单元的课题global warming 是一个具有非常现实意义的话题，因为全球变暖已经是一个非常严峻的问题，而且日渐得到全世界的瞩目和关注，因为它关系着地球和人类的未来命运。

因此全球变暖是如何产生的，它对人类和地球未来究竟有何影响，我们该如何应对这个问题是我们当代中学生应该了解的，这也正是这一节课的课文内容。

这堂课有四个教学目标，一是阅读和理解课文主旨内容，使学生了解什么是全球变暖，它是如何产生的，二是找出每一段的段落大意，三是理解课文的细节信息，最后是让学生能运用所学内容进行讨论-whether we should do something about global warming. 这堂课的教学重点在于指导学生多层次阅读，理解和掌握课文内容，完成阅读任务，教学难点在于指导学生对课文阅读内容进行整合，再利用其进行口头讨论，表达和支持自己观点。

整堂课以阅读理解为主，听说为辅。

在这里，我特别想提出的是一个我一贯坚持的做法，那就是借助中学生双语报b版上的课文理解部分及课文链接部分作为有效教学资源，辅助课堂阅读教学，提高教学效果。

有经验的老师也知道，阅读教学过程中，教师必须给学生设置由易到难，由快到慢的阅读任务，才可达到较佳的阅读效果，同时也对学生进行了任务型阅读训练，让他们的阅读能力逐步提高，从而训练并提高其高考应试能力。

因此，好的阅读任务的设定就至关重要了。

我在长期的教学中发现除了现有的教材之外，众多的教辅资源是教材的有效补充，而另外课文链接部分则真正是教材课文内容的有效链接，极大地扩大了学生的阅读量和阅读面。

新人教选修六 Unit 4 Global warming单元教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Step 5HomeworkFinish off the exercises in workbook.1consume v.消费，消耗；吃完；喝光Make a list of the things that consume energy in your home ，school ，or any other places you can think of.列举一些在家里、学校里或者其他你能想到的地方消耗能量的东西。

(回归课本)用法点拨The car consumes a lot of fuel.这辆汽车很费燃料。

She consumed the big cake.她把那块大蛋糕吃光了。

归纳拓展consumer n ．消费者consumption n ．消费(量)，消耗(量) time-consuming adj .耗费时间的 consumer goods(家用)消费品consuming adj .使人全神贯注的；强烈的翻译句子(1)新的灯泡耗电量更小。

The_new_light_bulbs_consume_less_electricity. (2)足球让许多孩子都非常着迷Football_is_a_consuming_passion_for_lots_of_kids.2matter v.要紧，有重大关系So how has this come about and does it matter?那么这是如何产生的，有什么要紧吗？(回归课本) 用法点拨⎩⎪⎨⎪⎧⎭⎪⎬⎪⎫It doesn ’t matter to me It matters nothing to me It makes no matter to me whether he is satisfied. 他满意与否对我关系不大(不重要)。

人教版高中英语选修六：Unit4教案+

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

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

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

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

对此，在课堂活动中要进行有针对性的帮助。

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

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

因而在本堂课的引入环节中就结合这个内容进行了设问。

如“健康生活需不需要保护环境呢？”等。

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

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

同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言知识、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力。

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

从而为本单元主题Global warming 作了很好的铺垫。

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

【英语】高中英语新课标(人教版)选修六-优秀教案-{Unit4-Global-warming-Per

Unit 4Global warming错误!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。

Period 1Warming Up,Pre－reading，Reading and Comprehending错误!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。

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

Teaching PlanUnit 4 Global warmingReading: The earth is becoming warmer—but does it matter?Ⅰ Teaching Aims1.Enable the students to learn the following useful new words and expressions：fossil fuel, go up, come about, flood, drought, famine etc.by pictures.2. Enable students to master the reading skills by skimming, scanning.3. Enable students to get the knowledge of global warming through the reading strategies and skills.II Teaching Important and Difficult PointsEnable the students to get information about global warming using the reading strategies and skills.III Emotion, attitude and valueEnable the students to be more aware of the importance of stopping global warming Teaching Methods：Asking-and-answering activity to check the students’ understanding of the text；individual，pair or group work to finish each task.Teaching Aids：A multimedia computer and a blackboard.Teaching ProceduresStep 1 Lead-in1) Greetings and lead in.Show a film of The Day After Tomorrow and ask them the following question:What can you see in the film?--hurricane, tsunami, glacier melting .What other disasters do you know？--Flood, drought, famine.What causes the disasters?--It’s the global warming.What causes the the global warming?--Picture1: the burning of fossil fuelsPicture2: greenhouse gases: carbon dioxide, water vapor, methaneAs a result, the earth will become warmer and warmer.Step2. Skimming:Glance the first paragraph:1. Who wrote the magazine article?A. Janice FosterB. Sophie Armstrong2. What is the topic of the article?A. The earthB. Global warming3. There are the names of the three scientistsin the article EXCEPT______.A.Dr Janice FosterB. Sophie ArmstrongC. Charles KeelingD. George HambleyStep3 Scanning for detailed information (Group work)Part2(2-5)1. What do the two graphs show?--The first graph shows the temperature increase of one degree Fahrenheit between 1860 to 2000.--The second graph shows carbon dioxide went up from 1957 to 19972. What do you know about greenhouse effect?Greenhouse gases trap(吸收) the _heat_from the sun and therefore _warm_the earth. 3. Which following is NOT TRUE about global warming? (D)A. The increase of temperature is due of the burning of the fossil fuels.B. The burning of the fossil fuels caused the increase in carbon dioxide.C. All believes that activities of humans have caused global warming.D. The attitudes of scientists toward it are the same.3.The different ideas of the effects of the global warming Part3(6)Step4 SummaryWhat can we learn from the text? Fill in the bland.A. fossil fuelsB. human activityC.warmerD.differentE. heatEveryone believes that the earth is becoming ______. _______________ has caused this global warming: human produce energy by burning ___________. During this process, greenhouse gases are produced. Greenhouse gases can trap _____ from the sun and warm the earth which is called “greenhouse effect ”.The attitudes of scientists towards global warming are ______. On the one hand, it is a positive thing. On the other hand, if there are too many greenhouse gases, more heat will be trapped, causing global warming.Step5 After-reading group workWhat should we do to stop global warming?Discussion:Suggestions on global warming:turn off the electrical applianceDr. Foster Hambley More carbon dioxide has negative effects: rise of the sea level severestorms, droughts, floods, famines, the spread of diseases, the disappearance of species. More carbon dioxide is a _positive_ thing, makes crops __produce__ more and will encourage __a great range of animals____.talk with family and friends about itrecycle things like bottles, plasticsplant more treesride bike rather than carwords 参考词汇: reduce, carbon dioxide, absorb, environment, plant, electrical appliances, recycleSentences structures 句型:We should ... in order to ...moIt is a good idea to ... because it can ...e.g. We should plant more trees in order to absorb the carbon dioxide .It is a good idea to plant more trees because it can absorb the carbon dioxide .Suggestions about global warmingNowadays, global warming is becoming warmer and warmer. It's time for us to take some actions to deal with it.Firstly, we should ________________________________________ in order to _______________________________________.Secondly, it's a good idea to _______________________________________ because _______________________________________.Finally, why not ______________________ because________________________.Let us save energy and stop the global warming together.Step6 HomeworkWrite a short passage about the suggestions.。

新人教选修六-Unit-4-Global-warming单元教学设计

教学
目标
〔一〕知识目标
Tograsp someuseful words and expressionsandlearn some useful sentence patterns
〔二〕能力目标
1.Get students to use someuseful words and expressions correctly .
Step 2 listening
Play the tape for students and pay attention to some important words and phrases
Listen to the tape and pay attention to some important words and phrases
2.Everyone believes that global warming is caused by the activity of humans.
3.Janice Foster believes that she can measure the future global rise in temperature.
Step 3languagepoints
Go through the passage and deal with anylanguage points
Learn the useful languagepoints
Step 4Practice
Ask students to do some practice
2. Develop students’sense of group cooperation
教学
方法
1.Task–based teaching and learning

人教新课标高中英语选修六Unit4Reading教案

Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let’s look at a picture on the sli de and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.What’s greenhouse effect?Step 2 ScanningRead the text quickly and find the answer to the 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?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious. George Hambley thinks global warming will be mild with few bad environmental cons equences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a b igincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit between 1 860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century di dn’t increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.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. George Hambley is worried about the effects of carbon dioxide on plant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part.Part 4 (Para _11__ to ___) It’s up to readers to think and decide whether people should do somethingabout global warming or not.Step 5 DebateGet into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.Group A discuss why they agree with the statement; Group B discuss why they disagree.Group A and B get together. Tell each other the reasons why agree or disagree with the statement.Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。

【教学设计】选修六 Unit 4教案

V.Teaching aids教具准备
Multi-media ( computer)．
VI. Teaching procedures教学过程
STEPS
TEACHER
STUDENTS
INTENTIONS
Step 1
Lead-in
To lead in the topic by asking the following questions:How many solar terms are there in a year?What solar terms are there in this month? What’s the weather like during this time? What clothes are you wearing now? How has this come about and does it matter?
Task 3: Careful reading
Get students to read the text carefully and then answer the following questions.
Read the text carefully and then answer the following questions.
Discuss the statement: We should do nothing about global warming and then have a debate.
To develop their mind and make them realize the importance of protecting our earth.
Help the students to revise the content of the text.

人教版高中英语选修6《Unit4Globalwarming》教案

人教版高中英语选修6《Unit 4 Global warming 》教课设计人教版高中英语选修6《 Unit 4 Global warming 》教课设计【一】教课准备教课目的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 Cares suggestions.② Master the phrases such as: put up with, so long as, and so on, makea difference, have no effect on , by making sentences or by using theminto the post er.③ bee aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④Summarize the points according to their understanding.⑤work together to design a poster by using the suggestions in thearticle.教课重难点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 maynot know clear what is a poster and how to design an attractive and persuasive poster in short time.教课过程Teaching Procedure:Step1. Lead-in (inpidual collective work)1.Teacher begins the class by asking: Have you ever seen the movieThe Day After Tomorrow? and then let students enjoy a short movieclip with the following two questions:①What kinds of disasters have you seen in the film?②Can 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 thetopic, 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.① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:①Does Earth Care agree with Ouy ang Guangs opinion thatinpiduals can have no effect?②what are Earth Cares suggestions?③Can 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, inpiduals can makea difference. We do not have to put up with pollution. Guess themeanings of the two italicized phrases according to the surroundings andtheir understanding.Step3. Post reading (Pair work)1.Discussion: Make students discuss whether they can find moreways or suggestions about reducing carbon dioxide and saving energy inour daily life.Suggested ways:1)Use less hot water 7)Change a light bulb 8)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 Macdonald6)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 theability of understanding the meaning of new words and expressionsto 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 getthe 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 anacceptable poster.Step5. Prepare the poster (inpidual group work)1. Decide our content s:①Choose and decide five most important suggestions. (inpidual work)②W rite them downon your paper and try to makethem persuasive by using imperativesentences. (inpidual work)③pare your list with your group membersand decide five for your poster. (groupwork)2. Slogan and heading: showing sample posters to help them decide aheading and a slogan for your poster.【Designing Purpose 】This is the most important part of this writing task. Students willbe able to summarize and pose sentences by choosing and organizingwhat they want to say, thus improving their writing ability and the processof 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 difficultto make a poster. What theyShould pay attention is how to illustrate their poster and makeit more attractive. And then choose several pairs to represent their posters.【Designing Purpose 】Making the poster will improve their cognitive capability of theimportance of environmental protection and at the sametime they can enjoya sense of achievement in show time. And they make believe that inpiduals 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 othershow to solve the problem of global warming based on the suggestionsyou have collected and send it in your zone or blog.板书板书设计： tsunami/ flood/More suggestions: make full use of paper/ use both sides ofpaper reuse 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人教版高中英语选修6《Unit 4 Global warming 》教课设计【二】教课准备教课目的Teaching goals教课目的1. Target language目口号言a.要点词汇和短语energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run outb.社交用语I dont think so.I dont think thats right.Im afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy andexpress 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.教课重难点Teaching important points 教课要点Enable the students to express agreement and disagreement.Teaching difficult points 教课难点Enable the students to learn how to express agreement and disagreement.教课过程Step ⅠRevisionT:Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, Ill check your homeworkfirst.Mary, would you read your homework to us?Check the students homework and have a discussion with the studentsabout 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 youtell 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 havegot a lot of fun from watching TV, playing puters and so on.Sd: There are many other electrical appliances that make our life more convenient and fortable such as washing machines, microwaves,air conditioners and so on.Se: Today energy also helps people realize many so-called dreams inthe past. For example, people can fly from one place to another by planewhich runs on energy.Sf:Its true. In fact, not only planes but also cars, ships and trains run on energy.T:Well done. All that youve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all theenergy e from? Open your books and turn to page 25. Look at thepictures on this page. They may help you find out the answers.After a while.T:Whod 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:Its true. As we know, an energy source is renewable when suppliesof it never run out while some supplies，such as coal, will definitelyrun 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 sourceson your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might bedifficult for the students such as oil refinery,hydroelectric power and so on.The teacher should also collect as much information about differentsources of energy as possible and show it to the students in class through a puter. In this way, the students will bee more interested in this topic and their knowledge on this aspect will be enlarged.T: Fromwhat weve just talked about, it is clear that energy does a lot of good to 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 carbonis how the global warming es about.Sb: Andmeanwhile it pollutes the environment.T: Itstrue. Many people have realized the problem. Next well do some listeningpractice on this topic. Lets see what other people think of this issue.Thestudents are asked to read the questions quickly to find out the listeningpoints first.Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31. Lets do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out thelistening much attention to the key points while listening.Play thetape for the first time. Help the students get a generalunderstanding aboutthe dialogue. The students listen and try to finishExercise 1. 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,lets 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.。

人教版高三英语选修6教案：《Unit 4 Global warming》

人教版高三英语选修6教案：《Unit 4 Globalwarming》人的天才只是火花，要想使它成熊熊火焰，哪就只有学习。

下面是为您推举人教版高三英语选修6教案：《Unit 4 Global warming》。

教学目标Teaching Aims:In this class Ss will be able to①practice skimming and scanning for information needed like what are the two concerns and what are Earth Cares suggestions.②Master 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.③become aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④Summarize the points according to their understanding.⑤work 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:①What kinds of disasters have you seen in the film?②Can you guess how they came about 〔happen〕?2. introduce the topic: global warming. And then havea further question:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students interest by watching the movieclip 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:①who is the writer?②what are his two concerns?Scanning: Read the second letter and answer the following questions:①Does Earth Care agree with Ouy ang Guangs opinion that individuals can have no effect?②what are Earth Cares suggestions?③Can 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 tothe 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 water 7〕Change a light bulb 8〕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 Macdonald6〕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 theyShould 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 believe that 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 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。

高中英语选修6unit_4单元教案

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

同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。

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

高中英语选修六人教版：Unit+4+Global+Warming+教学设计1.doc

教学设计高二年级英语导学案品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

人教课标版高中英语选修6 Unit4_Grammar_名师教学设计(一)

Unit4 语法课名师教学设计（一）强调句型教学设计简介：以全新的方式进行语法教学：新课程背景下的多媒体教学，包含微课，学案，动画演示，电影片段等。

取材丰富有趣，画面美丽，对学生有很大的吸引力。

教学目标一、知识目标：掌握强调句型的两副面孔、一个判断、两个一致、五种句式、五个结合、三个注意、四个相似。

最后学以致用进行作文提升。

二、能力目标：1．在练习中体会并掌握强调句的用法；2．提高学生的语言应用能力；3。

解决从语法学习到实际运用的转化的问题。

三、情感目标：1。

作文提升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。

通过语法学习，培养学生对语言艺术的探索情感。

3。

了解中英两种不同语言的不同特点，体会语言的魅力；教学重/难点强调句的基本句型五种句式、五个结合以及四个相似。

教学用具：电影导入，动画exe，作文提升，翻页笔，office2016 PPT变体版教学过程：一：电影引入强调句电影《这个杀手不太冷》截取二：强调句的两幅面孔，让学生初步认识它的面目，树立学习的信心，简单易做，在熟句的运用中体验强调句型的实际操作，除了谓语动词，句子其余的成分都可以强调，徐徐渐进在体验认知的基础上最后进行随堂测试，让三名毛遂自荐的学生上来在黑板上即兴写出三个强调句来。

对于学生的掌握情况进行摸底。

对于谓语动词的强调方式也补充，通过例句总结归纳，从而对原句进行强调。

三：强调句的一个判断，怎么判断强调句，通过两个例句验证四：强调句型的两个一致：主谓一致和主宾一致本阶段让学生来一个一个纠错。

并陈述错误理由,从而真正明白强调结构与被强调句之间的关系,不能由于他们的结合而忽略句子的正误。

五：五种句式是强调结构的难点由探索归纳环节到能力提升环节,就是为了让培养学生的独立思考能力归纳总结能力知识迁移能力,有利于树立他们的学习成就感。

这里我运用了Office2016版PPT新功能“变体”,以动画的形式演示,多媒体的运用让学习变的简单高效,更容易让人理解。

人教版高中英语选修6 Unit4 Pre-reading and Reading 精品教案

Unit4 Pre-reading and Reading精品教案Teaching 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 theatmosphere that contribute to the greenhouse effect .Themajor natural greenhouse gases are water vapor, whichcauses about 36-70% of the greenhouse effect on Earth (not including clouds): carbon dioxide, which causes between 9-26%; and ozone, which causes between 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, nitrous oxide, 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 a variety of industrial processes.Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCs are 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 natural phenomenon.(2) Many scientists believe people have caused the increase in the earth’s temperature.。