选修六Unit4Globalwarming教学设计

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新人教选修六 Unit 4 Global warming单元教学设计

教学课题Unit 4 Global warming period1 课程类型Warming up and reading课时一课时教材分析本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是全球变暖。

本节课是单元的阅读课，教材以说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。

2、利用已获取的信息发表自己对全球变暖问题的看法。

二、技能目标1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。

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。

新人教选修六-Unit-4-Global-warming单元

新人教选修六-Unit-4-Global-warming单元教学设计教学课题Unit 4 Global warming period1 课程类型Warming up and reading课时一课时教材分析本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是全球变暖。

学情分析The students are interested in the topic .After a year’s English learning ,most of them have formed some basic reading skills ,which contribute to the development of the class.第 2 页共 15 页教学重点1.Improve the students’reading ability.2.Master the useful words and expressions.教学难点1.How to help the students master the usage of the useful words and phrases in the passage .2.How to improve the students’reading ability .教学目标一、知识目标To master the expression about global warming, and learn to analyze the difficult sentences.二、技能目标Can understand the main idea of the whole passage（四）情感态度目标To know the importance of protecting the environment.教学方法Task-based approach and communicative approach第 3 页共 15 页教学手段Some slides , a tape-recorder and a blackboard .教学步骤教师活动学生活动Step 1RevisionCheck the homework Read the new words in this periodStep 2 Lead-i nAs we know , we depend onenergy to do many things in ourdaily lives . For example ,energylights our cities and heats ourbuilding .Do you know what other thingswe use energy for ?Where does all this energy comefrom ?Make a list of things that useenergy and make another list of asmany sources of energy as youcan .Answer the questions aloudStep3Pre- reading Get the Ss to look at the picturesand the title of the readingpassage and predict the contentand then lead into the new lesson.Look at the picture and try todiscuss the uses of agreenhouseStep4Fast reading Ask students’ to skim the text andmatch the main idea witheach paragraph.Para1 A the cause ofRead the passage quickly andtry to find the main ideawith each paragraph.第 4 页共 15 页the earth’s becoming warmer Para2 B the consequence of burning fossil fuels Para3 C the increase of carbon dioxidePara4 D Global warming will go onPara5 E puzzles about global warmingPara6 F different attitudes to global warmingPara7 G an introduction to the passageStep5Careful reading Ask students to read the textcarefully and decide the followingstatements True or False.1.The temperature in the lastcentury did not seem to increasemuch.2. Everyone believes that globalwarming is caused by the activityof humans.3. Janice Foster believes that shecan measure the future global risein temperature.4. The rise in carbon dioxide iscausing a steady increase in globalwarming.5. George Hambley believes thatglobal warming will do goodrather than harm to the earth.Read the passage carefully andtry to find some detailedinformation第 5 页共 15 页6. It is clear what the effects of global warming will be.Step 6 Discussion Ask students to discuss : Shouldwe do nothing about globalwarming?Discuss the question in groupsand try to write downStep 7Homework Do Ex 1 in workbook教学课题Petiod 2 Important language points 课程类型Important language points课时一课时教材分析This is the second teaching period of the unit .In this period we will deal with some important language points in the passage .make sure students can grasp some useful words ,phrases and sentences patterns .学情分析Students are poor at English .many of them can not use certain words ,phrases and sentences patterns correctly . They need a lot of practice to improve their English .教学重点1. Master the useful words and expressions.2. learn some useful sentence patterns教学难点1. grasp some useful words and expressions.2. learn some useful sentence patterns第 6 页共 15 页教学目标（一）知识目标To grasp some useful words and expressions and learn some useful sentence patterns （二）能力目标1. Get students to use some useful words and expressions correctly .2. Enable students to make sentences after the useful sentence patterns（三）情感目标1. Stimulate students’ interest in learning English.2. Develop students’ spirit of cooperation and teanwork教学方法1.task-based teaching and learning2.cooperative learning教学手段Some slides and a blackboard .教学步骤教师活动学生活动Step 1RevisionCheck the homework exercisesStep 2 listening Play the tape for students and payattention to some important words andphrasesListen to the tape and payattention to some importantwords and phrasesStep 3language points Go through the passage and deal withany language pointsLearn the useful languagepointsStep 4PracticeAsk students to do some practice do some practice Step5Homework Finish off the exercises in workbook.第 7 页共 15 页教学Period 3 learning about Grammar 课题课程Grammar learning类型课时一课时第 8 页共 15 页教材分析This is the third teaching period of the unit .In this period ,the teaching emphasis will be put on the uses of it学情分析Students may know something about it ,but they still need to summarize the uses of it 教学重难点To learn the uses of it教学目标（一）知识目标To learn the uses of it（二）能力目标Enable students to to learn it correctly（三）情感目标1.Get students to become interested in grammar learning .2. Develop students’ sense of group cooperation教学方法1.Task –based teaching and learning2.cooperative learning and practice教学手段A blackboard教学步骤教师活动学生活动Step1Revision Check the homework exercisesStep2Grammar learning it 的常用句型及考点That was really a splendid evening．It's years ______ I enjoyed myselfsomuch．A．when B．that C. before D．since答案应选D。

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”。

Unit4《GlobalWarming》教案6(人教版选修6)

Unit 4 Global warmingReading:The earth is becoming warmer –But does it matter? knowledge ability goals知识能力目标:Enable the students to talk about the causes and effects of global warming. Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching procedures & ways教学过程与方法:Task-based method.warming up；Pre-reading. While-reading .post–reading .homework. Emotional and valuable aims情感态度与价值观:Help the students build up a kind of awareness of saving up energy and protecting environment.Teaching important point教学重点:Help the students learn how to debate over the topic "We should do nothing about global warming."Teaching difficult point教学难点:Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching aids教具准备Multi-media classroom and other normal teaching tools.Teaching procedures:StepI warming upCan you tell what we use energy for?Energy lights our citiesEnergy heats our buildingsEnergy entertains us( watching TV; playing computer etc.)Present Ss a group of pictures and let them decide what kind of energy it is and decide whether it is renewable or non-renewable.…Where does all the energy come fr om?Picture1 Wind millsPicture2 : a coal power stationPicture3:an oil refinery Picture4:a nuclear power plant Picture5:Solar panels Picture6: a hydro damStep II Pre-reading ；1. Show a picture of greenhouse on the screen, and ask1. What is it in the picture?It ’s a greenhouse made of glass.2. What is it used for?It ’s used for growing plants, especially during cold weather.3. How does it work?The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.4. What is greenhouse gases?The gases surrounding the earth,including carbon dioxide, methane and water vapor.5. What do you think greenhouse gases do?They trap heat from the sun and therefore warm the earth.Step III While- readingTask 1: skimmingGlance quickly at the magazine article and answer the questions.1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.2. What are the names of the three scientists mentioned in the article?They are Dr. Janice Foster, Charles Keeling and George Hambley.3…. What is the main topic of the article?Global warming/ the warming of the earth.Task 2:listen andScan the textRead it quickly and try to get the general idea and divide the whole passage into several parts and summarize the main idea.False: 1, 2, 4, 9, 10Correct sentences:1. The temperature last century increased much.2. Not everyone believes that global warming is caused by human activities. 4. Natural gas is not a greenhouse gas but a fossil fuel.9. George Hambley thinks that more carbon dioxide is a positive thing and it will make plants grow faster.10. It is unknown what the effects of global warming will be.Task 3: Group activity .Should we do nothing about global warming?StepⅣPost-reading:1.write a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)(不能添加自己的见解，但是要用自己的语言概括.大约30个词左右）The reading passage is a discussion and puts forward different points of view about the effect of increased carbon dioxide in the atmosphere the causes of theearth’s increased temperature and the possible effects .Ste pIIV.HomeworkRead the passage again and review the new words and expressions.。

【教案】人教版选修六Unit4 Global Warming Reading

【县级开放周教案】A Teaching Plan课题：人教版选修六Unit4 Global Warming Reading一. 教材内容分析本单元中心话题为“全球变暖”，旨在通过单元教学使学生学习、了解、思考全球变暖的起因和可能带来的后果，并针对该问题探讨可行性措施。

Reading局部说明了全球变暖的起因、后果以及人们对此的不同观点。

二. 学情分析学生语言根底不扎实，尤其是词汇的局限直接影响了对文章的理解，所以要求学生做好预习工作，减少语言障碍。

地球变暖在其他学科及日常生活中都已有所了解，是学生比拟熟悉的话题，但这是一篇杂志文章，语言比拟正式且复合句较多，对于根底较弱的学生来说有一定的难度。

所以强调学生要有互相合作互相监督和互相学习，从而促进互相进步。

三. 教学设计思路Leading in — fast reading -- scanning — deep reading — discussion — summary四. 教学目标：1.语言技能Learn to express the cause and the effects of global warming.2.文化意识Raise the awareness of environmental protection.3 .思维品质Students can cultivate independent thinking ability with the guidance of the teacher.4.学习能力Encourage students to use different reading skills such as skimming etc. to get information needed to solve problems.Encourage students to use the information they get when reading to finish different tasks to develop different abilities.五. 教学重难点重点Help the students learn the cause and effects of global warming.难点How to guide the students to understand global warming better and collect specific details to voice their own views in a critical way.六. 教学方法Task-based Language Teaching Approach七. 教学策略充分利用多媒体辅助教学，发挥信息技术的作用，丰富教学内容，提高学生的学习兴趣和课堂教学效率。

选修六Unit4Globalwarming教学设计

Unit 4Global warming—Reading(教学设计)富源一中刘胜丽教学目标知识目标：(1) 掌握阅读的方法和技巧，让学生了解地球温度上升的现象、原因及影响。

(2) 掌握文中“it”在强调句中的用法。

能力目标：能较好地运用泛读和精度的阅读技巧，准确地从文中找到关键信息。

德育目标：(1) 通过学习，帮助学生树立“节约能源，保护环境”的主人翁意识。

(2) 关爱生命，爱护环境，学会竞争和合作，建立自信心和集体荣誉感。

情感目标：通过学习调动学生的学习积极性，让学生树立正确的世界观和人生价值观。

教学重点：提高学生对英语学习的兴趣和积极性，较好地掌握泛读和精读的方法。

教学难点：如何让学生较好地掌握泛读和精读的方法，便把所学知识运用于高考中。

教学方法：(1) 以学生为主体，教师为主导，泛读和精读相结合。

(2) 采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学知识。

(3) 评价激励表运用于教学：即对小组在整节课中的综合表现给打分让组与组之间有个比较，从而达到激励上进的效果。

Teaching proceduresStep1: Greetings and Lead-inQuestions：(1) Are you hot ?(1) Compared to the past few years,what’s the weather like this year ?(2)What causes the global warming?Human activity or a random but naturalphenomenon?(3) show some pictures to the students.( 设计意图：通过提问和图片展示引出本节要讨论的话题—全球在变暖。

) Step2：Fast-readingReading Comprehension ILet the students fast read the the passage and then answer the following questions.1. What’s the main topic of the article?2. Who wrote the magazine article? What is name of the magazine?3. What has caused global warming?4.What do scientists think makes the earth’s temperature go up?5. How does “greenhouse effect” come about?Answers:1.It’s about global warming\the warming of the earth.2.They are Dr.Janice Foster,Charles Keeling and George Hambley.3.Human activity.4.The burning of fossil fuels.5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth.（设计意图：训练学生归纳、总结的能力）Reading Comprehension II( pair work)Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last century d idn’t seem to increase much.( )2. Everyone believes that global warming is caused by the activities of humans.( )3. Janice Foster believes she can measure the future global rise intemperature.( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth.( ) 6. It is clear what the effects of global warming will be.Answers: 1.T 2.T 3.F 4.T 5.T 6.F（设计意图：训练学生积极参与、协作、竞争的能力）Reading Comprehension IIIGet the students read the passage again and ask some students answer the following questions.1.The purpose of the first paragraph is to ___.A.introduce the writerB. explain a changeC. introduce the topicD. raise a question2. The graphs are used to _____.A.illustrate points by providing evidenceB.tell the change of temperatureC.tell the content of carbon dioxide in the airD.interest the readers3. Greenhouse gases refer to_______.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oil4. Greenhouse 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 better5. _____ found out the amount of carbon dioxide in the atmospherefrom 1957 to1997.A. Dr. Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong6. Which of the following statements is True?A.Burning fossil fuels causes the global warming.B. We will have more food with global warming.C. Global warming means disasters to humans.D. More greenhouse gases will gather in the atmosphere.Answers: 1—5 CACAB 6.D设计意图：进一步训练和提升学生快速阅读，捕捉文中信息的能力。

人教版高中英语选修6 Unit 4 Global warming教学设计(精品)

人教版高中英语选修6 Unit 4 Global warming教学设计Step 1 Lead-in（2mins）通过欣赏影片, 引入这节课，激发学生的学习兴趣，从而引出主题(化石燃料的燃烧)。

（设计意图：此步骤从视觉、听觉、感觉的角度设计英语课堂教学结构，使学生的学习与感受融于一体，引起学生对主题的思考与关注。

）Step 2 Pre-reading (1mins)以下为听力短文中可能遇到的生词：fossil fuels，industrial society，energy，concentrate，radiation，nuclear power，etc.让学生说出意思，并且领读两遍。

（设计意图：该活动能让学生快速进入课堂学习的状态，开始思考学习的主题，激发学生联想与主题相关的信息，开拓学生的思路。

学生会联想到一些相关词汇；还会让学生认识到减少空气中二氧化碳的重要性，从而引入到话题what shall we do in our daily life ?）Step 3 Listening (20mins)The listening text is a radio interview about the use of fossil fuels and other sources of energy. It contains two parts and examples of the focus function for this unit:agreeing and disagreeing.Task1 Pair Work（7mins）Do the following exercise in pairs. Li bin is interviewing Professor Keeling about using different sources of energy. Read the statements below and tick the ones you agree with. Then listen to Part 1, and decide which statements Professor Keeling does NOT agree with.1.We should stop depending on fossil fuels for our energy. ( )2.90% of our energy comes from fossil fuels. ( )3.We can replace fossil fuels with cleaner sources of energy. ( )4.Nuclear power is a good source of energy. ( )教师活动：让学生快速浏览题目，猜测教授会否定哪些观点。

人教版高中英语选修6《Unit4Globalwarming》教案

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》教案【一】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 s erious 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 themovie 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 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 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【二】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 d on’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 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 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: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 coin has two sides. Is there any negative effect of using energy?Sa: Yes.People 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. N ext we’ll do some listeningpractice on this topic. Let’s 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: No wplease 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 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.。

选修六Unit4Globalwarming教学设计

选修六Unit4Globalwarming教学设计Unit 4Global warming—Reading(教学设计)富源⼀中刘胜丽教学⽬标知识⽬标：(1) 掌握阅读的⽅法和技巧，让学⽣了解地球温度上升的现象、原因及影响。

(2) 掌握⽂中“it”在强调句中的⽤法。

能⼒⽬标：能较好地运⽤泛读和精度的阅读技巧，准确地从⽂中找到关键信息。

德育⽬标：(1) 通过学习，帮助学⽣树⽴“节约能源，保护环境”的主⼈翁意识。

(2) 关爱⽣命，爱护环境，学会竞争和合作，建⽴⾃信⼼和集体荣誉感。

情感⽬标：通过学习调动学⽣的学习积极性，让学⽣树⽴正确的世界观和⼈⽣价值观。

教学重点：提⾼学⽣对英语学习的兴趣和积极性，较好地掌握泛读和精读的⽅法。

教学难点：如何让学⽣较好地掌握泛读和精读的⽅法，便把所学知识运⽤于⾼考中。

教学⽅法：(1) 以学⽣为主体，教师为主导，泛读和精读相结合。

(2) 采⽤讨论、协作、探究、竞争的教学模式，引导学⽣灵活运⽤所学知识。

(3) 评价激励表运⽤于教学：即对⼩组在整节课中的综合表现给打分让组与组之间有个⽐较，从⽽达到激励上进的效果。

如下表所⽰：G代表Group; 根据班级情况可分成8个⼩组Teaching proceduresStep1: Greetings and Lead-inQuestions：(1) Are you hot ?(1) Compared to the past few years,what’s the weather like this year ?(2)What causes the global warming?Human activity or a random but natural phenomenon?(3) show some pictures to the students.( 设计意图：通过提问和图⽚展⽰引出本节要讨论的话题—全球在变暖。

) Step2：Fast-reading Reading Comprehension ILet the students fast read the the passage and then answer the following questions.1. What’s the main topic of the article?2. Who wrote the magazine article? What is name of the magazine?3. What has caused global warming?4.What do scientists think makes the earth’s temperature go up?5. How does “greenhouse effect” come about?Answers:1.It’s about global warming\the warming of the earth.2.They are Dr.Janice Foster,Charles Keeling and George Hambley.3.Human activity.4.The burning of fossil fuels.5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth.（设计意图：训练学⽣归纳、总结的能⼒）Reading Comprehension II( pair work)Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last cen tury didn’t seem to increase much.( )2. Everyone believes that global warming is caused by the activities of humans.( )3. Janice Foster believes she can measure the future global rise intemperature.( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth.( ) 6. It is clear what the effects of global warming will be.Answers: 1.T 2.T 3.F 4.T 5.T 6.F（设计意图：训练学⽣积极参与、协作、竞争的能⼒）Reading Comprehension IIIGet the students read the passage again and ask some students answer the following questions.1.The purpose of the first paragraph is to ___.A.introduce the writerB. explain a changeC. introduce the topicD. raise a question2. The graphs are used to _____.A.illustrate points by providing evidenceB.tell the change of temperatureC.tell the content of carbon dioxide in the airD.interest the readers3. Greenhouse gases refer to_______.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oil4. Greenhouse 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 better5. _____ found out the amount of carbon dioxide in the atmospherefrom 1957 to1997.A. Dr. Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong6. Which of the following statements is True?A.Burning fossil fuels causes the global warming.B. We will have more food with global warming.C. Global warming means disasters to humans.D. More greenhouse gases will gather in the atmosphere.Answers: 1—5 CACAB 6.D设计意图：进⼀步训练和提升学⽣快速阅读，捕捉⽂中信息的能⼒。

新人教选修6 Unit 4 Gloal warming-warming up and prereading教案

Unit 4 Global warmingWarming up and pre-readingTeaching goals (教学目标)1. Enable the students to talk about different sources of energy and express their own ideas.2. Help the students learn how to give their ideas about the use of energy.Teaching important points 教学重点Train the students’ speaking ability by talking about global warming.Teaching difficult points 教学难点How to help the student carry out the task of speaking．Teaching aidsMultimediaTeaching proceduresStep ⅠgreetingT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please.Step II lead inT: Now late autumn is approaching, but the weather here is still quite hot, do you know why? What causes such bad weather?S1: …S2:…T: Yes, great, today we will talk some thing about it. Please turn to page25 and look at the topic of this unit, do you understand it? How to understand it in Chinese? Now let’s watch a film first(play the film for the students)and then appreciate some pictures.(show the pictures on the screen) what does the movie tell us?(The movie tells that the temperature heats up due to global warming. The Ice Age is coming to an end.)(Animals discover that the miles of melted ice will flood their valley, they try to avoid the trouble .)Eventually, they succeed.Look at the pictures and think about the following questions.Think about:What causes the global warming? Human activity or a random but naturalphenomenon?(watch a video)T: When we talk about this problem, we naturally link it to the use of energy and the environmental pollution. But firstly and importantly, energy makes a great difference to our lives. we depend 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?Things that use energy around us or at any other places:hair-dryer television air-conditionerCar washing machine fridgeSa: 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.Step III warming upT: Where does all this energy come from?From the following pictures(on page 25, show them on the screen), you will know where all this energy comes from.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.Step IV DiscussionAn energy source is “renewable”when supplies of it never run out and “non-renewable”when one day they will run out. Which energy sources on your list are renewable and which are non-renewable? Fill in the following blanks.Group workSources of energy Renewable /non-renewablecoal non-renewableoil non-renewablenatural gas non-renewablewind (wind power) renewablesun (solar energy) renewablenuclear energy non-renewablewater (hydro-electric水力发电) renewableplant waste (biomass生物量energy) renewablehot springs (geothermal energy地热能) renewablethe sea (tidal energy潮汐能) renewableT: It ’s true, 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. Step V pre-readingT: What is this?What is a greenhouse made of and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.How does a greenhouse work?The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.we call global warming “greenhouse effect(温室效应) ”.大气能使太阳短波辐射到达地面，但地表向外放出的长波热辐射线却被大气吸收，这样就使地表与低层大气温度增高，因其作用类似于栽培农作物的温室，故名温室效应。

选修6unit4globalwarming-reading教学设计

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.。