globalwarming教案

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globalwarming教案

globalwarming教案Teaching PlanContents: Reading Book 6 Unit 4 Global warmingI.Analysis of the Teaching MaterialThis article is from a magazine about global warming, which illustrates how global warming has come about and different attitudes to its effects. The passage is long, abstract and far away from their life. What’s more, there are many mouthful professional terms, which increases students’ difficulty while reading, although they have some knowledge about global warming.II. Analysis of the StudentsStudents from Senior Two are the students in an excellent level, who have good abilities to read and speak. This unit talks about global warming, which has been taught in Geography. It will help students understand the text better and I believe the students will be interested in this class. However,because they pay little attention to this topic in the daily life, they may have few desire to speak something about global warming.III. Teaching objectives1. Knowledge objective1) Enable the students to analyze how global warming has come about；2) Get students know different attitudes towards global warming and its effects.2. Competence objectiveImprove the students’ reading and speaking abilities.3. Emotion objective1) Develop student s’ teamwork.2) Raise their awareness of global warming.IV. Important pointsEnable the students to understand how global warming has come about.V. D ifficult pointsGet the students understand how global warming has come about.Let the students understand the difficult sentences better.①It is human activity that has caused this global warming rather than a random but naturalphenomenon. (Line 6)②All scientists subscribe to the view that the increase in the earth’s temperature is due t o theburning of fossil fuels like coal, natural gas and oil to produce energy. (Line 18)③This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and watervapour, trap heat from the sun and therefore warm the earth.(Line 26-29)VI. Teaching aids:Multimedia classroom, printed materialVII. Teaching methods:Task-based teaching, communicative teaching methodVIII.Teaching procedures:Step 1. Lead in and pre-reading (5 mins )It’s reported that global temperatures continue to rise, making July 2016 the hottest month in the history of the earth. Did you feel extremely hot in July? When you felt hot, what did you do?Did you feel global temperatures going up quietly? Let’s look at a flash (global temperatures from 1850 to 2016). What information can you get? The earth is becoming warmer and warmer.Is it natural or caused by human being? Do you think what effects global warming will bring about? Is global warming beneficial or harmful? Today we’re going to read a magazine article about global warming. It will work out your puzzles. Please open your book and turn to P26. Today we are going tolearn a passage about global warming.【意图说明】教师希望通过学⽣⾃⾝对⽓温变化的感受拉近与学⽣的距离，也拉近学⽣对这抽象话题的距离，让他们知道全球⽓温正在悄悄的上升，激发学⽣的好奇⼼和求知欲，让学⽣马上进⼊状态，注意⼒集中，并对本课话题Global Warming这种相对枯燥难理解的科普⽂产⽣浓厚的兴趣。

Unit4：GlobalWarming阅读课教案

Unit4：GlobalWarming阅读课教案Unit 4 Global WarmingPeriod 1 Warming up and readingThe earth is becoming warmer—But does it matter?赵湾中学罗莹Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重点句式There is no doubt that the earth is becoming warmer. P26Without the…greenhouse effect?, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目标Develop the students reading ability.3. Learning ability goals 学能目标1)Help the students learn how to talk about the causes and effects of global warming.2)Let the students aware of the harm of air pollution.Teaching important points教学重点Help the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult points 教学难点Enable the students get a better understanding of the article. Teaching methods 教学方法reading , group work,debateTeaching aids 教具准备a computer.Teaching procedures & ways 教学过程与方式Step 1: Warming upLead in by talking about smog.Step 2: Pre-readingTalk about global warming and the causes of it.Step 3: Fast readingRead the passage quickly and answer the following questions.1)Who wrote the magazine article?2)What do the two graphs show us?3)What is the main topic of the article?Key: 1) Sophie Armstrong2) It shows that the temperature and the carbon dioxide contentincreased.3)Global warmingStep4: Read the passage again and fill in the blanks.All scientists subscribe to the view that it is__________ that has caused global warming.The huge quantities of carbon dioxide produced by burning fuels like coal, __________ and oil resulted in the “greenhouse effect”. All scientists also agree that the level of _____________keeps on increasing, so more heat energy tends to be trapped in the ____________.But the scientists have different attitudes_________this phenomenon. On the one hand , some think the trend of increasing the temperature by 5 degrees would be a _____________. On the other hand ,others are opposed to this view and believe that there will be few bad _____________causedby more carbon dioxide.On the contrary,they think it will be beneficial to plants,crops and a greater __________ of animals, _________ will make people`s life better.Key:1.human activity 2.natural gas 3.carbon dioxide 4.Atmosphere 5.towards/to 6.catastrophe 7.environmental consequences 8.range 9.whichStep 5:DebateGet the students to debate over the statement: We should do something about global warming. Let them work in groups to prepare it.DebateAffirmative(正方)S1：We should do___________about global warming.Because global warming is _______(good/bad) for human being.S2: Global warming will result in _________________________________________________________________________S3:Global warming will cause __________________, floods,______________, ____________, the spread of __________.S4:Global warming will also lead to _______________________________________________________________________DebateNegative(反方)：S1:We should do ___________about global warming.Because it is ____________(good/bad)for hunman being.S2:Global warming will ________________________________S3:Global warming will ________________________________S4:Global warming will ________________________________Step 6 Homework1. Read the passage again and review the new words and expressions.2. Preview Using Language ―WHAT CAN WE DO ABOUT GLOBAL W ARMING？。

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。

高考英语复习Unit4Globalwarming教案

Unit 4 Global warming一、课前基础自查( 一 ) 分类记单词——省时高效Ⅱ. 重点单词 ( 写其形 )Ⅰ. 阅读单词 ( 知其意 )1．per prep. 每；每一1． random adj . 胡乱的；随意的2．phenomenon n. 现象2． fuel n. 燃料3．quantity n. 量；数目3． graph n. 图表；坐标图；曲线图4．mild adj . 平和的；温柔的；淡的4． data n. 资料；数据5．range n. 种类；范围5． trend n. 趋势；偏向；走向6．glance vi . 看一下；审视6． catastrophe n. 大灾害；大难n.一瞥7． flood n. 洪水；水灾7．average adj . 均匀的8． outer adj . 外面的；外面的8．widespread adj . 散布广的；广泛的9． advocate vt . 拥戴；倡导；主张9．commitment n. 承诺；交付；信仰10． motor n. 发动机10． casual adj . 随意的；不以为意的；11． can n. 容器；罐头有时的12． microwave n. 微波炉；微波11． circumstance n. 环境；状况13． nuclear adj . 核的；核能的；原子核的12． refresh vt . 使恢复；使抖擞14． greenhouse n. 温室；花房13． presentation n. 显示；演出Ⅲ. 拓展单词 ( 通其变 ) [ 语境活用 ]1．consume vt . 花费；耗费；耗尽；吃完→ consumer 1．Waste water from the factory is the n．顾客main cause of the pollution (pollute) ．2．subscribe vi .赞同；捐献；定阅 vt .签订(文2．At first he was opposed (oppose) to 件 ) ；捐助→ subscription n．赞同；捐献；订the plan, but we managed to argue him阅；签订into accepting it.3．tend vi . 趋势；易于；照料；常常会vt . 照料；3．In consequence (consequent) of your 护理→ tendency n．偏向；趋势bad work, I am forced to dismiss you.4． oppose vt . 反对；抗争；与(某人 ) 较量4．It was stated that the president made → opposed adj . 反对的；对峙的 a statement announcing new policies to 5．consequence n．结果；结果；影响→ consequent deal with the new situation.(state)adj .随之发生的；作为结果的→consequently 5．They have contributed a lot of food adv.所以；所以and clothing to the refugees so far and6． statevt . 陈说；说明→ statement ．说明；their contributions will certainlyn说法；申明help the refugees live through the7． steady adj . 安稳的；连续的；牢固的winter. (contribute)→ steadily . 安稳地；连续地6．Many people do not believe the adv8． economical adj . 节俭的；经济的→ economic existence of the ghosts. Some youngadj .经济(上)的→economy n．经济；节俭children doubt whether there exist all9． existence ．生计；存在→ existvi . 存在kinds of ghosts in the world.n→ existing adj . 当前的；此刻的(existence)10． pollution n．污染；弄脏→pollute vt .污7．The storm tends to hit our city, and 染→ polluted adj .被污染的we will observe the tendency of it11． growth n．增添；生长→ grow v．栽种；生closely.(tend)长；扩展8．The air conditioners of this type12． electrical adj .电的；与电相关的consume too much electricity. Many→ electricity n．电；电力→electric adj .电consumers complain about this.的；电动的→ electronic n．电子的(consume)13．educator n．教育工作者；教育家→educate 9．With the decline of the globalv．教育；培育→education n．教育；培育economy,_her family is faced with many 14． contribution ．贡献；捐助→ contribute economic problems, one of which isnv．贡献；撰稿；捐助；捐献whether to buy an economical stove to 15． environmental adj . 环境的→ environment survive the whole winter. (economy)n．环境16． disagreement n．分歧；不一致→disagreev．不一样意→agree v．赞同；同意→agreementn．赞同；同意；一致( 二 ) 练中记短语——记牢用活写准记牢语境活用 ( 采纳左栏短语填空 )发生；造成 pared_to/with a traditional smartphone,2． subscribe_to 赞同；同意；订Paper Phone is lighter in weight.购2． The boom in building has resulted_in the local 3． quantities_of 大批的land being more valuable now for houses.4． go_up 上涨；增添；升起3． Large quantities_of food and tents were sent5． result_in 致使to earthquake-stricken a reas from surrounding6． be_opposed_to 反对provinces.7． keep_on 连续4． I keep_on walking after supper because I can't 8．compare_..._to/with 与相think of a better way to keep fit.比5． I have never subscribed_to the view that9． on_the_whole 大概上；基本上schooldays are the happiest days of your life.10． on_behalf_of 代表一方；6． Howdid it come_about that he is always so busy?作为的代言人7． With summer approaching, the temperature is11． put_up_with 忍耐；容忍going_up quickly.12． and_so_on 等等8． On_behalf_of my family, I express our thanks13． make_a_difference 有影响to you all for your help.9． She likes complaining everything that doesn'tagree with her, which I almost can't put_up_with.10． I appreciate your suggestion very much, whichhas made_a_difference to me.( 三 ) 仿写明句式——以用为本教材原句句式解读句式仿写1. There is no doubt that(2018 ·江苏高考书面表达 ) the earth is becoming毫无疑问，完整依靠花费排名warmer and that it is humanactivity that has causedThere is no doubt 是不理智的。

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。

Unit4Globalwarming(第三课时)教案(新人教选修六).doc

The Tliii d Period Extensive ReadingTeaching goals 教学目标1.Target language 目标语言a.重点词汇和短语pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so onb.重点句式P30Together, individuals can make a differenceIt takes a lot of energy to make things from new materials...Remember 一your contribution counts.2.Ability goals 能力目标Get the students to realize what individuals can do about global warming.3.Learning ability goals 学能目标Learn what to do in daily life to reduce the carbon dioxide content in the air. Teaching important points 教学重点Enable the students to know what to do in daily life to reduce the carbon dioxide content in the ai匚Teaching difficult points 教学难点Enable the students to learn how to make a poste匚Teaching methods 教学方法Listening, skimming and group work.Teaching aids教具准备A recorder and a compute匸Teaching procedures & ways 教学过程与方式Step I RevisionCheck the students，homework to see whether they have mastered what they learnt last class.Check their group work 一debate.T: Have you finished your homework 一prepare a debate in groups?Ss: Yes.T: Which groups would like to come to the front and act out your debates? Choose one as your representative.Ask a representative in each group to state their group's opinion.A sample debate: (A=Group A; B=Group B)A: We think people should do something about global warming. Because it could have many negative effects on the earth. With temperature increasing, the polar ice caps eventually would melt, causing sea levels to rise by several meters. Coastal and low-lying cities would be submerged. Some scientists predict severe storms, droughts, famines, the spread of diseases and the destruction of species. DorTt you think these are terrible? So dorf t hesitate to take action to reduce the carbon dioxide content in the air. Only in this way will we be able to save the earth and save ourselves.B: We don?t think so. Some scientists' concerns about global warming are just speculation. I want to remind everyone to pay attention to what Group A has just said. You said a lot of could " and would j which obviously indicates that you are not sure about the bad effects you just mentioned. In our opinion, global warming will be mild with few bad environmental consequences. Whaf s more, more carbon dioxide is actually a positive thing. It will make plants grow faster; crops will produce more; it will make a greater range of animals, all of which will make life for humans better. So there?s no need for us to reduce the carbon dioxide.A: It is true that no one knows exactly what the effects of global warming will be. But don't you think it will be too late for us to take action after the bad effects come out? Hope for the best and prepare for the worst.B:...Step II Lead-inT: Group A did a good job and showed us the importance of reducing the amount of carbon dioxide in the air But what shall we do in our daily life?Sa: Save energy. For example, if we are not using the lights, the TV, the computer and so on, turn them off.Sb: Cars use a lot of energy, so we'd better walk or ride a bike.Sc: Buy things made from recycled materials because it takes a lot of energy to make things from new materials.T: Right. Yoifve done a good job. Next open your books and turn to page 30. Today weTl read two letters and learn what we can do about global warming.Step III Listening and ReadingGet the students to read the two letters and then fill in the table on page 30.T: Skim the letters and find who the writers are and what their purpose of writing the letters is.Sd: The first letter is written by a student who is asking for suggestions for his project 一global warming.Se: The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming.T: Good answers. Now scan the letter and list Earth Care，s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.Sample answers:Earth CaretssuggestionsCan you carry it out? ReasonsIf you are not using electrical appliances, turn them off. Yes SaveenergyIf you're cold, put on moreclothes instead of turning upthe heat.Yes Save energyMotor vehicles use a lot ofenergy, so walk or ride abike if you can.Yes Save energyRecycle cans, bottles,Yes Save energy plastics and newspapersand buy things made fromrecycled materials.Get your parents or friendsto b uy products that aremade to save energy.Yes Save energyPlant more trees. Yes Plants absorb carbondioxide from the air.Talk with your family and friends about global warming and tell them what you9ve learned. Yes Together, individuals canmake a difference.Step IV Making a posterHelp the students learn how to make a poster The teacher may collect some posters or pictures about the environment and show them to the students in class.T: Now in groups of five, make a poster for your school that tells the students various ways they can reduce the amount of carbon dioxide in the air. Remember the following: give your poster a large heading, use imperative sentences to list the ways we can reduce the amount of carbon dioxide in the air. What's more, try every possible way to make your poster impressive, which is the purpose of a poste匚If time is limited, you can finish it after class.Step V HomeworkFinish the poster.。

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。

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.。

Unit22Lesson1GlobalWarming教案（北师大版选修8）.doc

Teaching Material Module 8, Unit 22, Lesson 1Teaching Object Students in Senior TwoTeaching Aims Knowledge aims:1.To read the text and help the students master some words, such as consensus,bounce, agriculture, coincidence, condemn, reservation, sacrifice and advocate.2.To get the students to learn about causes and effects of global warmingAbility aims:1.To guess the meanings of some new words from the context and get the detailedinformation through scanning and careful reading.2.To discuss how to help reduce greenhouse gases in daily life in groups.3.To write an essay about what should be done to help reduce greenhouse gases.Emotion aims:1.To raise the students’ awareness of protection the Earth.2.To encourage the students to get involved in environmental protection and lead alow-carbon lifestyle.Important and Difficult Points 1.Instruct the students to guess the meanings of new words from the context and getkey information from the text.2.Help the students realize the importance of playing their own part to protect theglobe and write an essay about it.Teaching Aids Blackboard, Computer, Projector,Teaching ProceduresTeacher’s Activities Students’ Activities Purposes StepⅠW arm-upGet the students to watch a video clip about a public ad of global warming. Watch the video clip and figure outthe topic of this period.To lead in the topic andarouse their interest.StepⅡPre-reading1. Get the students to talk about which countries contribute more to global warming and explain the reasons.2. Elicit answers from the students. Talk about the question and try tothink about the reasons for theanswer.To prepare for the followingintensive reading.StepⅢWhile-reading T ask One: Scanning1. Get the students to scan the text for some new words.2. Have the students work in pairs and work out their meanings from the context.3. Check the student s’ answers.4. Help the students to analyse the organization of the text. 1. Scan the text for the sentences wherethe words are.2. Work in pairs, working out themeanings from the context.3. Divide the text into three parts.1. To cultivate the students’ability to guess new words.2. To help the students findout the organization of thetext.T ask T wo: Careful Reading1. Guide the students to read Part one carefully and try to find out the main purpose of the first paragraph.2. Guide the students to read Part two carefully and try to find out the answers to the 6 questions.3. Guide the students to read Part three carefully and try to find out the answers to the 2 questions. 1. Read Part one carefully and find outthe main purpose of it.2. Read Part two carefully and find outthe answers according to the 3paragraphs.3. Read Part three carefully and find outthe answers to the following questions.1. To get the students to havea better and furtherunderstanding of the text.2. To cultivate the students’ability to get detailed andkey information throughintensive reading.Task Three: Task-based Reading1. Present the chart and ask the students to find the answers from the text.2. Get the students to check answers in pairs first and then as a class. 1. Look for suitable words from the textaccording to the chart.2. Check answers in pairs by swappinglearning sheets first and then reportanswers actively.1. To consolidate the students’comprehension of the text.2. To help the students storemore vocabulary.StepⅣPost-reading1. Guide the students to think about what they will do to help reduce greenhouse gases, working in groups.2. Call on the students to take part in environmental protection. 1. Work in groups, talking about whatthey will do to help reduce greenhouseeffects.2. Realize the importance of protectingour globe.1. To enforce what thestudents have learnt andencourage cooperation.2. To adovate leading alow-carbon lifestyle.StepⅤHomework1. Read the text fluently and recite Para.2.2. Write an essay about what you will do to live a low-carbon lifestyle.（适应于A层）Step ⅥDesign on the BbStep ⅥRecord after teaching。

Unit4 Global Warming教案电子教案

U n i t4G l o b a l W a r m i n g教案Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do toprevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming.Then play a video and ask students to think about what the video shows so as to lead today’stopic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’ habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for?Have you ever seen a green house?A greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse work?The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•Ask students to skim the passage quickly and answer the following questions: What are the “greenhouse gases”?•Who talked about “greenhouse effect”?•What is greenhouse effect?•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect?•Who wrote the article?•What’s the name of the magazine?•What are the names of the three scientists mentioned in the article?•What did Charles Keeling find? And do you agree with her?•Does George Hambley agree with Dr Janice Foster?•What does Hambley say about carbon dioxide?Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warming?Make a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming?”为题写一篇发言稿。

Unit4Globalwarming语法教学设计，教案，导学案

Unit4Globalwarming语法教学设计，教案，导学案第一篇：Unit 4 Global warming 语法教学设计，教案，导学案教学准备1.教学目标一、知识目标：（一）强调句型的基本句型和变形，强调句的时态（二）强调动词的情况，怎样判断强调句，强调句的主谓一致，not until在强调句中的用法，强调句与从句的结合考点这五个强调句使用时的要点。

二、能力目标：能够在学完这节课后，用强调句表达各个句子。

三、情感目标：通过猜人游戏的环节运用强调句型，同时增强班级凝聚力，增进学生之间的互相了解，树立信心。

2.教学重点/难点强调句的基本句型及其一般疑问句、特殊疑问句、时态，强调句与从句的结合考点。

3.教学用具微课导入，动画exe，导学案，猜人游戏4.标签全新,丰富,有趣,强调句教学过程一：微课引入强调句二：强调句的基本句型和变形、强调句的时态（教师引导，全班活动，点名回答）三：强调句在使用中需要注意的五个要点（小组自学，分享）1.强调动词时不能用强调句，只能用do/did/does 2.怎样判断强调句（例子重点讲解）3.强调句的主谓一致4.not until在强调句中的使用5.强调句与从句的考点结合（重点讲解）四：游戏1.猜猜这三个强调句共同描述的是谁2.使用强调句描述你们班你最喜欢的一个人（小组活动）3.分享句子并让全班猜测五：总结课堂小结今天在课堂上学习了强调句的基本句型及其变形、时态，以及强调句使用时要注意的五个点。

请大家在运用的时候细心一点。

最后送大家一句话：Raise your voice and make yourself heard by the world.（自信，让世界都听见你的声音。

）课后习题it用法选择题板书（一）强调句型的基本句型：强调句的一般疑问句：强调句的特殊疑问句：强调句的时态：（二）强调动词：怎样判断强调句：强调句的主谓一致： not until在强调句中的用法：强调句与从句的结合考点：第二篇：导学案教学设计六步导学案教学设计——菱形教材分析：菱形是一种特殊的平行四边形，教材利用生活中常见的衣帽架引出菱形，并给出定义。

global warming 教案

Teaching PlanModule 6 Unit 4 Global Warming(Period 2 Reading)Teaching goals1. Knowledge and skills1. Help students grasp some useful expressions and important sentences.2. Help students to understand the passage better by skimming and scanning.3. To develop the students' reading ability by intensive reading.4. To develop the students' speaking ability by free talking.2. Process and methods1. Lead in the topic of global warming by enjoying a short video.2. Fast reading let students know the main topic of the article and the main idea ofeach part.3. Intensive reading let students know what caused the global warming and guidestudents to analyze the two graphs in the text.4. Discussion: what should we do to prevent the earth from becoming warmer.3. Emotion, attitude and value1. To get the students to love the earth.2. To encourage the students to take actions to protect our earth.Important and difficult points1. To help the students understand the text better by reading skills.2. To lead the students to analyze the two graphs in the text.3. To encourage the students to speak freely.Teaching methodsskimming and scanning method, task-based method, individual and group work, free talking.Teaching proceduresStep1. Lead-inPrepare the students for the reading material by:---a short video about global warming.Step2. Extensive readingGet the students to finish the three questions by skimming and scanning1 How many paragraphs does the reading text consist of ? Please number them2 What is the main topic of the article?3. Match the main idea of each part.Step3. Intensive reading1.Get the students to read Part 1 of the passage and do the following task.Task: answer the following two questions1) What happened to the earth during the 20th century?2)Who wrote the magazine article? What is the name of the magazine?2.Get the students to read Part 2 of the passage and do the following two tasks.Task1: What caused global warming?(group work)① Human activity--- burning of fossil fuels② Greenhouse effect--- greenhouse gases③ Huge quantities of extra carbon dioxideTask2: Analyze the two graphs in the text.3.Get the students to read Part 3 of the passage and do the following two tasks. Task1: answer the following two questions1).What are the names of two scientists mentioned in this part?2).What are their attitudes towards global warming?★Dr. Janice Foster thinks the effects of global warming would be a ________ It could be very ___________★George Hambley thinks global warming will be________ with few bad environmental __________ We should not worry about it.Task2: List the negative and positive effects of global warming according to these two complete different opinionsNegative effects: a rise in sea level, severe storms, floods,droughts, famines, the spread of diseases Global Warming the disappearance of species.make plants grow quickerPositive effects crops will produce moreencourage a greater range of animalsStep4. Discussion★As a senior student, what should you do to prevent our earth from becoming warmer and warmer?Step5. Homework1. Surf the Internet for more information about global warming.2. Write a short summary of the text.The design of blackboard:。

教学设计Global Warming演示教学

Observe the Egs to conclude the usage.
Observe the formation of a new word.
Learn the song—Heal the World.
七、教学流程图
Part1 Lead-in新知导学
Part2 Cooperation合作探究
Part3 Exercise.当堂检测
nguage Points.(知识点探讨)
1）run out & run out of
2）renewable & non-renewable所体现的构词法知识
学习方法：观察法。提供学生例句，让学生通过观察，得出结论，老师帮助总结。
1.run out&run out of
试一试：
Eg1.I have（）all my money.
（一）.任务型教学策略
这一教学策略旨在让学生在教师的引导下，充分发挥自己所长，获取新知。
执行要点：
1.以任务为中心，学生的“学”而非教师的具体讲解贯穿课堂。
2.任务的设计，应聚焦课堂的中心话题，且应反映三维目标。
（二）.交际型教学策略
让学生在讨论中不断获取新知，从学习语言本身转为注重语言运用的能力。随着交际的有效性不断增强，整个语言学习过程也就越来越自主化，高效化。
五、教学环境及资源准备
多媒体辅助：将本课所需动画视频，图片文字和音乐制成ppt，使抽象的语言变成具体生动的语境，为学生运用英语进行交际创设情景。
六、教学过程
教学过程
教师活动
学生活动
Step1.Show students teaching aims.
设计意图：确保学生明晰该堂内容的三维教学目标。