unit4globalwarming教案
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？。
Book6 Unit4Global warming教案
ReadingPre-reading1. Questioning and answeringAsk students something about a green house. What is it? What is it for? Could you tell the class in English what you know about a green house?A green house is built of glass to be used for growing plants. The air inside the green house is warm because the glass lets in the sun and keeps it from running away. So the air inside is warm and is good for growing plants throughout the cold seasons.2. Introduces students to the topic of the reading passage and the term “greenhouse gases”.3. Do exercises⑴ What is the building made of and what its purpose?⑵What’s greenhouse effect?Teaching aims:1.To read the text “The earth is becoming warmer—but does it matter”and understand what it says.2.To make students find out some useful words and expressions. Teaching procedures:Step 1. Read the text (Page26)Answer the following questions.1 what is the purpose of the first paragraph?To introduce the topic.2 what are the diagrams for?To illustrate points by providing evidence.3 what is the purpose of the last paragraph of the article?To reflect on the major theme of the text and to predict what might happen in the future.Step 2. Read again for more detailsTo understand the main idea of the text, we are going to read it once again. Write down the key sentence of each paragraph at the same time.Key sentence of each paragraph:1.A debate over whether it is human activity that has caused the globalwarming or whether it is just a natural phenomenon.2.Many scientists be lieve people have caused the increase in the earth’stemperature.3.The increased extra amount of carbon dioxide traps more heat energycausing the global temperature to go up.4.The levels of carbon dioxide have increased greatly over the last 100to 150 years.5.There are some different attitudes towards the causes of this increasein carbon dioxide.6.Over the next 100 years the amount of warming could be as low as 1to 1.5 degrees Celsius but it could be as much as 5 degrees Celsius.7.An increase of five degrees would be a catastrophe.8.Future warming would cause the sea level to rise by several meters.9.Some predict any warming will be mild with few bad environmentalconsequences.10.M ore carbon dioxide is a positive thing.11.N o one knows what the effects of global warming will be.Step 3. Listen to the tape and then find out some useful words and expressions.。
高二英语选修六 Unit 4 Global warming教案
教案1 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 housele ornot.(Slide show: pictures of some forms of energy)wind energy renewablesolar energy renewablehydroelectric power renewablegeothermal energy renewabletidal energy renewablebiomass energy renewablenuclear power plant, non-renewable (picture)an oil refinery(精炼厂), non-renewable (picture)coal power station, non-renewable (picture)natural gas non-renewable (picture)uranium Ore (铀矿石) non-renewable (picture)The element uranium does not occur in pure form in nature but is found in m inerals such as carnotite（钒钾铀矿）, pictured above. (picture)Conclusionnon-renewablecoal oil natural gas Uranium fossil fuelsrenewablewind (wind power) sun (solar energy) water (hydro-electric power)plant waste (biomass energy) hot springs or geysers (geothermal energy)the sea (tidal energy)Slide showWhat are fossil fuels?Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, which can be burnt to produ ce energy.Also known as non-renewable energy because once they are used they have go neforever; 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 d oesNOT 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 car bondioxide.3. Listen again and tick the phrases that Professor Chen uses to agree or disag reewith Li Bin.Slide showExactly. I’m afraid I di sagree 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 li ke 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。
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。
选修六-Unit-4-Global-Warming-教案设计
选修六 Unit 4 Global Warming 教案Warming up1. Global warmingWhat caused it? ( lead...to..)The harmful effects of global warmingWhat should we do to deal with the problem?2. Brainstorming: We depend on energy to many things in our daily lives. We consume energy every day. Consumer--Energy lights our cities, heat our room, transportation, equipment, ...3. 必备句子1 An energy source is renewable when supplies of it never run out and non-renewable when one day they will run out.Renewable sources-- windmills, solar ,hyydro-electricnon-renewable sources --coal power station, oil refinery,nuclear power plant run out, run out of, use up4. A greenhouse is made of ______and is used for ______________, especially during _____weather.Be made of, be made from, be made up of, be made intoBe used for doing sth, be used to do sth, be used to doing sthReadingStep 1. Pre-readingIn the atmosphere surrounding the earth there are gases called greenhouse gases.（画画）4. Greenhouse EffectGlobal warmingGr eenhouse gases tr appe d the heat fr o m the sun,whic h causes the tempe r atur e of ea r th goes up.Step 2 . SkimmingSkim the title:THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?1) What is the main topic?A. The earth.B. Global warmingC. Becoming warmer doesn’t matter.2) Where does this article most probably come from?A. NewspaperB. NovelC. Magazine3) Who wrote the article?4) What is the name of the magazine?Tip: In English, some nouns begin with a capital letter(大写字母), such as names of people and places, title s of magazines, newspapers, stories and books, people’s titles(头衔), etc..必背句子2—Earth Care’s Sophie Armstrong explores these questions.Step 3 Careful reading1) What causes global warming?(para 1)= How has this come about？come about表示“发生、产生”，多指事情已经发生了，但还不知道为什么，常用于疑问句和否定句，例如：happen常指具体事件的发生，特别指那些偶然的或未能预见的“发生”。
Unit 4 Global Warming 教学设计1-公开课-优质课(人教选修6精品)
Unit 4 Global warming教学案1教材分析Ⅰ.教学内容分析本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。
“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。
能源可分为两类：一类是可再利用能源；另一类是一次性能源。
把前面列举的能源按能否再利用这一标准进行分类。
本部分提供了六幅图片，教师可以从识图开始组织教学。
还可以让学生搜集一些其他相关图片。
这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。
“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室能阻止热量散发，因而能帮助植物度过寒冷的时期。
该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。
“阅读”(Reading) 部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。
20世纪中，地球的温度上升了华氏1度。
这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。
这种现象是自然发生的还是人为的？这个问题引起激烈的争论。
许多科学家认为，这种变化是人类燃烧矿物燃料所致。
高中英语人教版《Unit 4 Global warming》教案
高中英语人教版《Unit 4 Global warming》教案高中英语人教版《Unit 4 Global warming》教案英语学习、英语教学越来越受到人们的普遍重视。
随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。
没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识泉。
下面和课件网一起去看看有关高中英语人教版《Unit 4 Global warming》教案。
人教版高中英语选修6《Unit 4 Global warming》教案1 教学准备教学目标Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy， light （v.）， heat （v.）， renewable，non-renewable， fuel， blame， run outb. 交际用语Expressing agreement and disagreementYes， I agree with you.Yes， I think so.I believe that you’ve got it right.I don’t thi nk so.I don’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning， everyone.Ss: Good morning， teacher.T: Sit down， please. Before class，I’ll check your homework first. Mary， would you read your homework to usCheck the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know， we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy forSa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity， people have got a lot of fun from watching TV， playing puters and so on.Sd: There are many other electrical appliancesthat make our life more convenient and fortable suchas washing machines， microwaves， air conditioners and so on.Se: Today energy also helps people realize manyso-called dreams in the past. For exle， people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact， not only planes but also cars， ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy e from Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answersSg: Wind power.Sh: Coal power.T: Right. Is there any difference between themSi: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know， an energy source is renewable when supplies of it never run out while some supplies， such as coal， will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary， give some words related to the pictures which might be difficult for the students such as oil refinery， hydroelectric power and so on.The teacher should also collect as muchinformation about different sources 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.Sle answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about， it is clear that energy does a lot of good to us.But every coinhas two sides. Is there any negative effect of using energySa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming es about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpr actice on this topic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape，please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play thetapeagain，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 exercisesSs: Yes.T: OK，let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.人教版高中英语选修6《Unit 4 Global warming》教案2 教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with， so long as， and so on， make a difference， have no effect on … ， by making sentences or by using them into the post er.③ bee aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions.Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in （individual collective work）1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow and thenlet students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film② Can you guess how they came about （happen）2. introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warmingTo arouse students’ interest by watching the movie clip and educe the topic， that is global warming. And then by showing a lot of pictures， make students know and understand the terrible effects ofglobal warming， thus making preparations for promoting environmental protection.Step2. While Reading （Individual work）Skimming: Go through the first letter to f ind:① who is the writer② what are his two concernsScanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect② what are Earth Care’s suggestions③ Can we carry those suggestions out WhyTo help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1， ask them to find the supporting sentence : Together， individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3. Post reading （Pair work）1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1） Use less hot 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 Macdonald 6） Clean filters（过滤器） on your air conditioner.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 sle and try to get the structure.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）③pare your list with your group members and decide five for your poster. （groupwork）2. Slogan and heading: showing sle posters to help them decide a heading and a slogan for your poster.This is the most important part of this writing task. Students will be able to summarize and pose 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 inreading part. And by learning some sle posters to help them decide their own heading and slogan.Step6. produce show time （group work）With the heading， slogan and ways， students will not find it difficult to make a poster. What they Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believethat individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle。
人教版高中英语选修6《Unit 4 Global warming》教案2篇
人教版高中英语选修6《Unit 4 Glob al warming》教案2篇Teaching plan of unit 4 global warming人教版高中英语选修6《Unit 4 Global warming》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
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本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 4 Global warming》教案2、篇章2：人教版高中英语选修6《Unit 4 Global warming》教案篇章1:人教版高中英语选修6《Unit 4 Global warming》教案教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.③ become aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1.Lead-in （individual & collective work）1.Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film?② Can you guess how they came about （happen）?2.introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.Step2.While Reading （Individual work）Skimming: Go through the first letter to f ind:① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?② what are Earth Care’s suggestions?③ Can we carry those suggestions out? Why?【Designing Purpose】To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3.Post reading （Pair work）1.Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1） Use less hot water7）Change a light bulb8）Try car sharing2） Take a shower instead of a bath3） Buy fresh food instead of frozen4） Buy things that are actually in season5） Eat less high fat food like KFC and Macdonald 6） Clean filters（过滤器） on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4.learn what is a poster （collective work）Know what is a poster by giving a simple sample and try to get the structure.【Designing Purpose】To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.Step5.Prepare the poster （individual & group work）1.Decide our content s:①Choose and decide five most important suggestions. （individual work）②Write them down on your paper and try to make them persuasive by using imperativesentences. （individual work）③Compare your list with your group members and decide five for your poster. （groupwork）2.Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.Step6.produce &show time （group work）With the heading, slogan and ways, students will not find it difficult to make a poster. What they Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believethat individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle篇章2:人教版高中英语选修6《Unit 4 Global warming》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals 教学目标1.Target language 目标语言a. 重点词汇和短语energy, light（v.）, heat（v.）, renewable, non-renewable, fuel, blame, run outb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I don’t think that’s right.I’m afraid you are wrong.2.Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3.Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25.Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know, an e nergy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.Sample answers:St ep Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot of good to us.But every coin has two sides. Is there any negative effect of using energy?Sa: use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming comes about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpractice on thistopic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31.Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help thestudents get a general understanding aboutthe dialogue. The students listen and try to finish Exercise1.Play the tapeagain, train the students’ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1.Review the new words and expressions you learned in this class.2.Preview Reading.-------- Designed By JinTai College ---------。
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。
高三英语Unit4Globalwarming教案
课题Global warmingability goals Help the students learn how to use new words and expressions of this unit and how to use “it” for emphasis.Knowledge goals Enable the Ss to learn and master the following words and phrases:compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, elec trical, motor, can (n.), microwave, nuclear, disagreement, title compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so onEmotional and valuable aims Enable the Ss to find fun in cooperative learning.Arouse the Ss’ interest in language study through making practical sentences with the key words in group competition.Key points The structure of “It is ... that ...”.Difficult points Teach the students how to master the use of “it” for emphasis. Teaching methods Explanation and practice.Teaching aids The Multi-media and other normal teaching toolsperiod The fourth period教学内容设计与反思板书设计:G1 G2 G3 G4教学内容设计与反思Teaching proceduresStep ⅠRevisionA sample poster:What Can We Do about Carbon Dioxide?Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.●Turn the electri cal appliances off if you are not using them.●Put on more clothes if you are cold instead of turning up the heat.●Walk or ride a bike instead of using motor vehicles if you can.●Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials.●Buy products that are made to save energy such as fridges and microwaves.●Plant trees in your garden or school yard.Step II Language points1. ❶In Britain people ___ four million tons of potatoes every year.A swallow.B dispose.C consume.D exhaust.❷译：The car consumes a lot of fuel.❸用适当形式填空。
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Unit4 Global Warming
Teaching 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 to prevent global warming.
Teaching aids: Multimedia
Teaching procedures:
Step1 Warming up
Talk 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’s
^
topic-global warming.
Step2 Talking
Play 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-reading
Ask 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 work
Ask 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
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Step5 detailed reading
The 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 poster
Saving 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。
下面是你的发言要点：•房间无人时记得要随手关灯，电脑和拔掉电源。
•·
•随手关紧水龙头，洗米水或洗脸水都能够利用到。
•购物不用塑料袋，自带篮子或是环保购物袋。
•注意：短文必须包括所有要点，可以适当发挥，词数120字左右。