高中英语 Unit4 Global warming Period 1优秀教案 新人教版选修6
英语：Unit4 Global warming Period 1优秀教案(新人教版选修6)
英语：Unit4 Global warming Period 1优秀教案（新人教版选修6）Unit 4Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
本单元的主要教学内容如下表所示：Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenh ouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程Step 1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Draw a form on the blackboard as follows：Things that use energy Sources of energy Renewable/non－renewableLet the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer：Things that use energy Sources of energy Renewable/non－renewablelightsheating television cassette player video recorder computerfridgestovehairdryer...coal non－renewableoil non－renewable natural gas non－renewable wind power renewablesolar energy renewable nuclear energy non－renewable hydro－electricpowerrenewable biomass energy renewable geothermal energy renewable tidal energy renewableStep 2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of andwhat its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Step 3Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?________________________________________________________________________(2)Who wrote the magazine article？What is the name of the magazine?________________________________________________________________________(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?________________________________________________________________________ Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Part Main ideaPart 1(Paragraph ______)Part 2(Paragraphs ______ to ______)Part 3(Paragraphs ______ to ______)Part 4(Paragraph ______)Suggested answer：Part Main ideaPart 1(Paragraph 1) To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5) To illustrate how global warming comes about.To list two different attitudes among scientists towards global Part 3(Paragraph 6)warming.It's up to readers to think and decide whether people should do Part 4(Paragraph 7)something about global warming or not.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.Step 6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.Step 8Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.。
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。
人教版高二英语选修6《Unit4Globalwarmingwarming》导学案
Book6 Unit4 Global warming 导学案（Period One: Reading）课前案Skim the text and finish the following information.1.What’s the main topic of the passage?The main topic of the passage is about .2.Who wrote the magazine article? What is the name of the magazine?wrote the magazine article; the name of the magazine is .3.What are the names of the three scientists mentioned in the article?The names of the three scientists mentioned in the article are , , and .Do they agree with one another? .4.The passage can be divided into three sections, match them with the main idea of each section.Part1.(1) A. How global warming comes aboutPart2. (2-5) B. List two different attitudes towards global warmingPart3. (6) C. Introduction of global warmingPart4. (7) D. Whether people should do something about global warming课中案学习目标:1.To learn some important words and phrases about global warming.2.To develop the reading skills by skimming and scanning the passage.3.To strengthen the awareness of environment protection .Step 1 Fast readingRead the text quickly and choose the best answers.1. How much did the temperature rise in the 1900s?A．One degree Fahrenheit. B．One Celsius.C．Two degrees. D．Thirty degrees Celsius.2.What causes the earth’s temperature increasing?A. Cutting treesB. Wasting the farmland.C. Running out of the river waterD. Burning fossil fuels.3.Which of the following is Dr. Janice F oster’s opinion?A. The result of the temperature increase will be serious.B. The amount of warming is nothing serious.C. We needn’t worry about high levels of carbon dioxide.D. Global warming is a natural phenomenon.4.According to George Hambley, .A. Global warming is a serious problem.B. There is no need to worry about global warming.C. The levels of CO2 in the air will become lower in the future.D. More animals will make greenhouse gases decrease.5. We can infer from the text that __________.A. the debate about the effects of global warming has not been settled.B. the greenhouse effect is the result of people’s actions.C. all scientists think it is important to reduce the amount of CO2 in the atmosphere.D. reducing greenhouse gases will immediately decrease the earth’s temperature. Step2 Careful reading Read Para.2 to Para.6 and fill in the blanks.(Para.2-Para.3)The reasons for global warminggreenhouse gases(Para.4-Para.5)The levels of carbon dioxide have increased greatly over the last . According to Dr.Charles Keeling, from to , the amount in the atmosphere wentup from around parts to around parts per millionDr.Janice Foster believes over the next century ,the amount of warming could be as lowas degrees Celsius, but it could also be as high as degrees.(Para.6)Different opinions about global warming.Dr. Foster(a catastrophe)George Hambley(a positive thing)1.a rise in2.severe storms, __________,__________, famines3.the spread of4.the disappearance of1.Plants will2.Crops will3.There will be a greater rangeofStep3 Further reading True or False（）1.The temperature in the last century seemed to increase much.（）2. Everyone believes that global warming is caused by the activities of humans.（）3. The rise in carbon dioxide is causing a steady increase in global warming.（）4. George Hambley believes that global warming will do good rather than harm to the earth.（）5. It is clear what the effects of global warming will be.Step 4 Fill in the blanks to retell the passage.The temperature of the earth 1 (rise) about one degree during the 20th century. How has this come 2 ? All scientists subscribe 3 the view that it is human activity 4 has caused the 5 (globe) warming rather 6 a random but natural phenomenon. Some scientists think we add large 7 (quantity) of carbon dioxide to the air. Some scientists believe the burning of more and more fossil fuels 8 (have) resulted in the increase of carbon dioxide. Greenhouse gases continue to build 9 . It may be a catastrophe but George 10 (state) that it is a positive thing.Step 5 Free talk — a short speech 能力提升Between the two opinions ,decide on one to have a discussion in you group and then choose a speaker to give a speech on behalf of your group. The following information may help you.Step 6 Summary课后案I.课外延伸阅读Further reading about global WarmingGlobal warming is the unusually rapid increase in Earth’s average surface temperature ove century primarily due to the greenhouse gases released as people burn fossil fuels. The global averagesurface temperature rose 0.6 to 0.9 degrees Celsius (1.1 to 1.6°F) between 1906 and 2005, and the rate of temperature increase has nearly doubled in the last 50 years. Temperatures are certain to go up further.Earth’s natural greenhouse effect Earth’s temperature begins with the Sun. Roughly 30 percent ofincoming sunlight is reflected back into space by bright surfaces like clouds and ice. Of the remaining 70percent, most is absorbed by the land and ocean, and the rest is absorbed by the atmosphere. The absorbedsolar energy heats our planet. As the rocks, the air, and the seas warm, they radiate “infrared radiation). From the surface, this energy travels into the atmosphere where much of it is absorbedby water vapor and long-lived greenhouse gases such as carbon dioxide and methane. When they absorbthe energy radiating from Earth’s surface, microscopic water or greenhouse gas molecules turn into tiny heaters— like the bricks in a fireplace, they radiate heat even after the fire goes out. They radiate in alldirections. The energy that radiates back toward Earth heats both the lower atmosphere and the surface,enhancing the heating they get from direct sunlight. This absorption and radiation of heat by the atmosphere—the natural greenhouse effect—is beneficial for life on Earth. If there were no greenhouseeffect, the Earth’saverage surface temperature would be a very chilly -18°C (0°F) instead of the comfortable 15°C (59°F) that it is today.What has scientists concerned now is that over the past 250 years, humans have been artificiallyraising the concentration of greenhouse gases in the atmosphere at an ever-increasing rate, mostly byburning fossil fuels, but also from cutting down carbon-absorbing forests. Since the Industrial Revolutionbegan in about 1750, carbon dioxide levels have increased nearly 38 percent as of 2009 and methanelevels have increased 148 percent.II.拓展提高书面表达如何解决全球变暖是我们全人类共同面临的一个难题。
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。
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”。
高中英语 Unit4 Global warming Period 1优秀教案 新人教版选修6
Unit 4 Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.2 Pre －reading 1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer ：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer ：The glass traps the heat from the sun ，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer ：Greenhouse gases perform the same function as the glass in a glasshouse ：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)3 Reading and comprehending 1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions ：(1)What is the main topic of the article?________________________________________________________________________ (2)Who wrote the magazine article ？What is the name of the magazine?________________________________________________________________________ (3)What are the names of the three scientists mentioned in the article ？Do they agree with one another?________________________________________________________________________ Suggested answers ：(1)Global warming/the warming of the earth.(2)Sophie Armstrong ，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide theSuggested answer：4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.8Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃()between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to )during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocolaimed at reducing greenhouse gas emissions.。
Unit4GlobalWarming教案
Unit4GlobalWarming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 to prevent 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’s topic-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 readingAsk students to skim the passage quickly and answer the following questions:What are the “greenhouse gases”Who talked about “greenhouse effect”What is greenhouse effectAnd 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 articleWhat’s the name of the magazineWhat are the names of the three scientists mentioned in the articleWhat did Charles Keeling find And do you agree with herDoes George Hambley agree with Dr Janice FosterWhat does Hambley say about carbon dioxideStep5 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 HomeworkComposition:以“how to slow down global warming?”为题写⼀篇发⾔稿。
高中英语Unit4GlobalwarmingSectionⅠWarmingamp;ReadingPre_reading教学案新人教版选修6
Unit 4 Global warmingThe greenhouse effect is the rise in temperature that theEarth experiences because certain gases in the atmosphere 大气；大气层 trap energy from the sun. Without these gases， heatwould escape back into space and Earth's average temperaturewould be about 60°F colder. Because of how they warm our world，these gases are referred to as greenhouse gases.,Have you everseen a greenhouse？ Most greenhouses look like a small glasshouse. Greenhouses are used to grow plants， especially in the winter. Greenhouses work by trapping heat from the sun. The glasspanels 面，板 of the greenhouse let in light but keep heat from escaping. This causes the greenhouse to heat up， much like the inside of a car parked in sunlight， and keeps the plants warm enough to live in the winter.,The Earth's atmosphere is all around us. It is the air that we breathe. Greenhouse gases in the atmospherebehave much like the glass panes 窗玻璃 in a greenhouse.Sunlight enters the Earth's atmosphere， passing through theblanket of greenhouse gases. As it reaches the Earth's surface， land， water， and biosphere 生物圈 absorb the sunlight's energy. Once absorbed， this energy is sent back into the atmosphere. Someof the energy passes back into space， but much of it remains trapped in the atmosphere by the greenhouse gases， causing ourworld to heat up.,The greenhouse effect is important. Without thegreenhouse effect， the Earth would not be warm enough forhumans to live. But if the greenhouse effect becomes stronger， it could make the Earth warmer than usual. Even a little extra warming may cause problems for humans， plants， and animals.Section_ⅠWarming Up & Reading —Prereading[原文呈现][读文清障]THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?During the 20th century the temperature of the earth rose about one degree Fahrenheit①. That probably does not seem much to you or me, but it is a rapid increase when compared to ② other natural changes③. So how has this come about④ and does it matter? EarthCare's Sophie⑤Armstrong⑥explores these questions.There is no doubt that the earth is becoming warmer (see Graph⑦ 1) and that it is human activity that has caused this global warming rather than a random⑧ but natural phenomenon⑨. ①Fa hrenheit/'færənhaIt/adj.华氏的n.华氏温度计②compared to 与……相比③when compared to ...是“when＋过去分词”结构，也可看作时间状语从句的省略，补充完整为when it is compared to ...。
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。
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。
新人教选修六Unit4Globalwarming单元教学设计
（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 learning 2. cooperative learning
Learn the useful language points
Step 4Practice
Ask students to do some practice
do some practice
To make sure students can grasp what has learned
第 4 页 共 31 页
discussion
some
nothing about global warming?
and try to write down
emotional
edu cation
Step
7
homework
Do Ex 1 in workbook
Blackboard Design （板书设计）
Reflection After Teaching( 教学反思 )
D Global warming will go on E puzzles about global
Read the passage quickly and
try to find the main idea with each paragraph.
warming
Para6
F different attitudes to global
最新-高中英语 Unit4《Global Warming》学案1 新人教版选修6 精品
Unit 4 Global WarmingTeaching Goals:1.To discuss and read about global warming.2.To learn to write a poster.Teaching Procedures:Step 1. Warming upTurn to page 30. Listen to the tape and follow in a low voice. Pause where the reader pauses. Pay attention to the pronunciation and intonation.Step 2. Reading1. Individual workWhen you read the text for the second time you are supposed to underline all the useful collocations .You have to copy them into your notebook. I hope you can fully understand the importance of expressions in English learning.2. Group workDiscuss in groups the collocations from the text.Do a project on…; do…about…have effect on…; start with…get suggestions; have to power to;make a difference; put up with…come from…reduce the carbon dioxide content; be startedwith…; use energy in…leave…on; turn…off; turn up the heat; ride a bike; make…from…; bemade from recycled materials; save energy; plant trees in the garden; absorb carbon dioxidefrom…; talk with…about…Step 3. WritingYou are going to make a poster to tell your schoolmates ways to reduce the amount of carbon dioxide in the air.For your reference:How To Reduce the Amount of Carbon Dioxide Going into the Air.Use public transportation, walk or bike to school or work. If you must drive, join a carpooland use a car that gets high mileage.● Use energy-efficient appliances and weatherize your home.●Use renewable energy sources, like solar heart or wind power ,which don’t emit carbondioxide.● Switch from coal and oil to natural gas in power plants and factories .Naturalgas releases theleast amount of carbon dioxide.Step 4. Listening and discussingNow turn to page 31. Li Ben is doing an interview with Professor Chen about the use of different sources. Read the statements and listen to the tape recording of the interview to decide which statement the professor does not agree with.We’ll have to stop using fossil fuels.About 90% of the world’s energy comes from fossil fuels.We can replace fossil fuels with renewable sources of energy.Nuclear power is a good source of energy.In the future, we’ll need new technologies to replace fossil fuels.It’s the developed countries who are to blame for producing most of the carbon dioxide.Step 5. Closing downDiscuss what we individuals can do about global warming in groups of four.Step 6. HomeworkMake a poster for your school that tells Ss various ways they can reduce the amount of carbon dioxide in the air.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 4 Global warming单元要览本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
本单元的主要教学内容如下表所示：类别课程标准要求掌握的内容话题Global warming，pollution and the importance of protecting the earth词汇tend v.趋向；易于；照顾catastrophe n.大灾难；浩劫opposev.反对；反抗；与(某人)较量flood n.洪水；水灾state v.陈述；说明consequencen.结果；后果；影响glance v.看一下；扫视n．一瞥existence n.生存；存在quantity n.量；数量commitmentn.承诺；交托；信奉range n.种类；范围pollution n.污染；弄脏tendency n. 趋向；趋势growth n.增长；生长circumstancen.环境；情况motor n.发动机opposed adj.反对的，对立的can n.容器；罐头steady adj. 平稳的；持续的microwave n.微波炉；微波widespread adj.分布广的；普遍的educatorn.教育工作者；教育家average adj.平均的contribution n.贡献consume v.消费；消耗；耗尽；吃完presentation n.显示；演出subscribe v.同意；捐赠；订阅disagreement n.分歧；不一致advocate v.拥护；提倡；主张randomadj.胡乱的；任意的refresh v. 使恢复；使振作mildadj.温和的；温柔的；淡的graph n.图表；坐标图；曲线图outer adj.外部的phenomenonn.现象electricaladj.电的；与电有关的fuel n.燃料casualadj.随便的；偶然的data n.资料；数据nuclear adj.核的；核能的trend n.趋势；倾向per prep.每；每一come about 发生；造成keep on 继续subscribe to 同意；赞成；订购on the whole 大体上；基本上quantities of 大量的on behalf of 代表……一方；作为……的代言人go up 上升；增长；升起put up with 忍受；容忍result in 导致so long as 只要be opposed to 反对and so on 等等even if 即使greenhouse effect 温室效应句型1....it_is human activity that has caused this global warming...(emphatic “it”)2....it is a rapid increase when_compared_to other natural changes.(ellipsis)3.There is no doubt that_the_earth_is_becoming_warmer...(the appositive clause)4.Without the “greenhouse effect”，the earth would_be about thirty－three degreesCelsius cooler than it is.(the subjunctive mood)功能1.同意与不同意(Agreement and disagreement)Exactly.You're right.I agree.That's correct/true/right.I'm afraid I disagree with you. I'm afraid not. I don't think so.No way. I don't agree. I doubt...2．责备与抱怨(Blame and complaint)I'm sorry to bring this up，but...I'm sorry to have to say this，but...They shouldn't have done it. They are to blame.Perhaps/Maybe they should/ought to... Why don't you do something about it？语法“it”的用法(the use of “it”)(2)...it_is human activity that has caused this global warming...教学重点1.Get students to know about global warming and its effect；to realize what we cando about global warming.2．Have students learn some useful new words and expressions about globalwarming and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of agreement anddisagreement，blame and complaint.4．Let students learn the new grammar item：the use of “it”(2)．5．Develop students' listening，speaking，reading and writing ability.教学难点1.Enable students to master the use of “it”(2)．2．Let students learn to write a short passage to tell others how to solve the problemof global warming.3．Develop students' integrative skills.课时安排Periods needed：6Period 1Warming Up，Pre－reading，Reading and ComprehendingPeriod 2Language StudyPeriod 3Grammar—the Use of “It”(2)Period 4Listening and SpeakingPeriod 5Reading and WritingPeriod 6Summing Up，Learning Tip and AssessmentPeriod 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000” and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the stude nts have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地) 2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy ，making the students recall their own knowledge about energy.2．During Pre －reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student －centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending ，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage ，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage ，the students should be required to retell the text in their own words at the end of the class.Emotion ，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection. 2．To develop students' sense of cooperative learning. 教学重、难点1．To enable the students to learn about global warming and to develop their reading ability. 2．To enable the students to talk about what we should do to prevent global warming. 教学过程 Step 1 Warming up1．Warming up by reading and talking ：Read through the exercise with the class.Put students in groups of four to talk about what we use energy fo r ，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer ：The six photos are ：windmills ；a coal power station ；an oil refinery ；a nuclear power plant ；solar panels ；a hydro －electric dam.2．Warming up by discussion ：Draw a form on the blackboard as follows ：Things that use energySources of energyRenewable/non －renewableLet the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer ：Things that use energySources of energyRenewable/non －renewablelightscoalnon －renewableheating television cassette player video recorder computer fridge stove hairdryer ...oil non －renewable natural gas non －renewable wind power renewable solar energy renewable nuclear energy non －renewable hydro －electricpower renewable biomass energy renewable geothermal energy renewable tidal energyrenewableStep 2 Pre －reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer ：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer ：The glass traps the heat from the sun ，making the air warm so that plants grow better. 2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer ：Greenhouse gases perform the same function as the glass in a glasshouse ：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Step 3 Reading and comprehending 1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions ：(1)What is the main topic of the article?________________________________________________________________________ (2)Who wrote the magazine article ？What is the name of the magazine?________________________________________________________________________(3)What are the names of the three scientists mentioned in the article ？Do they agree with one another? ________________________________________________________________________Suggested answers ：(1)Global warming/the warming of the earth.(2)Sophie Armstrong ，Earth Care. (3)Dr Janice Foster ，Charles Keeling ，George Hambley.They don't agree with each other. 2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)． ①Janice Foster believes that global warming is caused by the burning fossil fuels.( ) ②Natural gas is a greenhouse gas.( )③Carbon dioxide is a byproduct of burning fossil fuels.( )④People accept Charles Keeling's data because he took accurate measurements.( )⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Part Main ideaPart 1(Paragraph ______)Part 2(Paragraphs ______ to ______)Part 3(Paragraphs ______ to ______)Part 4(Paragraph ______)Suggested answer：Part Main ideaPart 1(Paragraph 1) To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5) To illustrate how global warming comes about.Part 3(Paragraph 6) To list two different attitudes among scientists towards global warming.Part 4(Paragraph 7) It's up to readers to think and decide whether people should dosomething about global warming or not.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.Step 6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.Step 8Reflection after teaching________________________________________________________________________________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid －20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the o ceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.。