globalwarming教案
global warming 阅读课教学设计
global warming 阅读课教学设计
一、教学内容：
本课时的教学内容是关于全球变暖的阅读课。
二、教学目标：
1. 能够熟练地掌握全球变暖的相关知识；
2. 能够了解全球变暖带来的挑战和影响；
3. 能够思考全球变暖对社会及个人的影响；
4. 能够提出有效的解决方案，以应对全球变暖。
三、教学过程：
1. 导入：
（1）让学生观看一段关于全球变暖的短片，以引出本节课的主题；
（2）让学生讨论全球变暖的现象，以唤起学生对本节课的兴趣；
2. 阅读：
（1）准备一篇关于全球变暖的文章，让学生阅读；
（2）让学生在阅读的过程中，提出有关全球变暖的问题，并由老师解答；
（3）让学生小组讨论，分享阅读文章中的信息；
3. 总结：
（1）让学生总结本节课的内容；
（2）让学生提出有关应对全球变暖的方案，并进行讨论。
四、教学反思：
本节课的教学过程中，学生能够熟练地掌握全球变暖的相关知识，了解全球变暖带来的挑战和影响，能够思考全球变暖对社会及个人的影响，提出有效的解决方案，以应对全球变暖。
教学效果较好。
globalwarming教案
globalwarming教案Teaching PlanContents: Reading Book 6 Unit 4 Global warmingI.Analysis of the Teaching MaterialThis article is from a magazine about global warming, which illustrates how global warming has come about and different attitudes to its effects. The passage is long, abstract and far away from their life. What’s more, there are many mouthful professional terms, which increases students’ difficulty while reading, although they have some knowledge about global warming.II. Analysis of the StudentsStudents from Senior Two are the students in an excellent level, who have good abilities to read and speak. This unit talks about global warming, which has been taught in Geography. It will help students understand the text better and I believe the students will be interested in this class. However,because they pay little attention to this topic in the daily life, they may have few desire to speak something about global warming.III. Teaching objectives1. Knowledge objective1) Enable the students to analyze how global warming has come about；2) Get students know different attitudes towards global warming and its effects.2. Competence objectiveImprove the students’ reading and speaking abilities.3. Emotion objective1) Develop student s’ teamwork.2) Raise their awareness of global warming.IV. Important pointsEnable the students to understand how global warming has come about.V. D ifficult pointsGet the students understand how global warming has come about.Let the students understand the difficult sentences better.①It is human activity that has caused this global warming rather than a random but naturalphenomenon. (Line 6)②All scientists subscribe to the view that the increase in the earth’s temperature is due t o theburning of fossil fuels like coal, natural gas and oil to produce energy. (Line 18)③This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and watervapour, trap heat from the sun and therefore warm the earth.(Line 26-29)VI. Teaching aids:Multimedia classroom, printed materialVII. Teaching methods:Task-based teaching, communicative teaching methodVIII.Teaching procedures:Step 1. Lead in and pre-reading (5 mins )It’s reported that global temperatures continue to rise, making July 2016 the hottest month in the history of the earth. Did you feel extremely hot in July? When you felt hot, what did you do?Did you feel global temperatures going up quietly? Let’s look at a flash (global temperatures from 1850 to 2016). What information can you get? The earth is becoming warmer and warmer.Is it natural or caused by human being? Do you think what effects global warming will bring about? Is global warming beneficial or harmful? Today we’re going to read a magazine article about global warming. It will work out your puzzles. Please open your book and turn to P26. Today we are going tolearn a passage about global warming.【意图说明】教师希望通过学⽣⾃⾝对⽓温变化的感受拉近与学⽣的距离，也拉近学⽣对这抽象话题的距离，让他们知道全球⽓温正在悄悄的上升，激发学⽣的好奇⼼和求知欲，让学⽣马上进⼊状态，注意⼒集中，并对本课话题Global Warming这种相对枯燥难理解的科普⽂产⽣浓厚的兴趣。
global warming说课案
Unit 4 Global warming 第二课时: Reading李凤建济宁高新区高级中学选修六Unit 4 Global warming第二课时: Reading一、说教材1、教材内容及地位本单元的主题是“全球变暖”，本节课是一节阅读课，在这篇课文中讲述了全球变暖的原因、影响以及科学家们对其未来发展所作出的不同判断。
本节课是第一课时的延续，同时文中涉及大量的词汇和语言要点，为学生的进一步学习奠定了基础，所以本节课具有承上启下的作用。
此外，随着当今社会的发展、经济的增长及人民生活水平不断的提高，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，环境问题已成为一个全世界人们关注的问题，在现在的英语阅读文章中，关于环境和全球变暖问题的文章也日渐增多。
同时环境问题也成为高考命题的热门话题，由此可见，本课内容是十分重要的。
2、说学情通过地理、化学两门科目的学习，学生对全球变暖这个话题有一定的了解。
在以往的英语课文当中，学生很少学到关于环境问题的文章，所以学生在环境、气候、能源等方面的词汇是极为缺乏的，相应的英语知识也是比较少的，所以阅读这种类型的科普文章有一定的难度。
3、教学目标1）. 知识目标：（1）让学生在阅读中学到一些有用的单词和句子。
（2）让学生了解全球变暖的起因、变化、发展。
2）. 能力目标：（1）通过略读，细读和对文章结构的分析提高学生的阅读能力。
（2）提高学生的语言综合运用能力。
3）. 情感目标：帮助学生树立“节约能源、保护环境”的主人翁意识。
重点：全球变暖的起因及它所带来的种种后果。
难点：如何启发学生讨论“人类可以对全球变暖这种现象做些什么”？二、说教学方法（一）、图片激活法：通过图片激活学生头脑中已有的知识结构，使之回忆起相关的“全球变暖”等环境问题（二）、数据图引导法：展示两张近几百年来的气温变化图及空气中CO2含量变化图，使同学们认识到全球变暖这一现象，引导学生思考全球在变暖，这会带来什么影响？（三）、略读法（Skimming）：要求学生以最快的速度略读文章，找出文章信息点，理解文章结构。
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.。
Global warming 教学设计
Module 6 Unit 4 Global warmingReading: What can we do about global warming？教学设计●Textbook AnalysisThis unit looks at some of the environmental problems facing the world today. Although only a few issues are covered, students are given the opportunity to think about others. The reading texts deal with global warming, saving energy and littering. The listening texts include an interview about different sources of energy, an interview about an environmental organization, and a presentation about another environmental organization. Students are asked to research other environmental topics and give a presentation, write an argument and put together an action plan for an environmental project. It is hoped that students will become more aware of environmental issues through doing this unit and develop further their sense of responsibility towards the environment.●Learning Situation AnalysisThe English capabilities of the students have improved quite a lot after more than a year’s study in senior high school. N evertheless, the students’ accumulation of language knowledge, reading skills, writing skills and oral English need to be enhanced. After this lesson, the capabilities of the students which are mentioned above can be improved.●Teaching Aims1. Knowledge aims:1）Master the new words, expressions and sentence patterns of this unit.2）Develop students’ reading skills and make the students get some suggestions on how to deal with global warming.2. Capability aims:Design a specific poster with clear structures and details and then present it before the whole class.3. Affection aims:1）Enable the students to learn about the importance of the environmental protection and learn what we should do to protect the environment.2）Develop the students’ sense of cooper ative learning and raise the students’awareness of environmental protection.●Key and difficult points in teaching1）How to make the students know how to reduce the carbon dioxide in the air in our daily life.2）How to make the students improve their reading skills.3）How to get the students to make a poster.●Teaching methods“六字四步”自主与合作学习模式：自主预习（学）——小组合作（议、探、展）——精讲点拨（点）——巩固检测（练）●Teaching ProcedureBefore class: Let the students preview the new words and reading passage before class.设计意图：该步骤是自主预习（学）。
Unit_4_Global_warming教案
Unit 4 Global warming1. 教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。
同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。
让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。
它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。
要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。
这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending 包含了三大部分。
前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。
最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。
高考英语复习Unit4Globalwarming教案
Unit 4 Global warming一、课前基础自查( 一 ) 分类记单词——省时高效Ⅱ. 重点单词 ( 写其形 )Ⅰ. 阅读单词 ( 知其意 )1．per prep. 每；每一1． random adj . 胡乱的；随意的2．phenomenon n. 现象2． fuel n. 燃料3．quantity n. 量；数目3． graph n. 图表；坐标图；曲线图4．mild adj . 平和的；温柔的；淡的4． data n. 资料；数据5．range n. 种类；范围5． trend n. 趋势；偏向；走向6．glance vi . 看一下；审视6． catastrophe n. 大灾害；大难n.一瞥7． flood n. 洪水；水灾7．average adj . 均匀的8． outer adj . 外面的；外面的8．widespread adj . 散布广的；广泛的9． advocate vt . 拥戴；倡导；主张9．commitment n. 承诺；交付；信仰10． motor n. 发动机10． casual adj . 随意的；不以为意的；11． can n. 容器；罐头有时的12． microwave n. 微波炉；微波11． circumstance n. 环境；状况13． nuclear adj . 核的；核能的；原子核的12． refresh vt . 使恢复；使抖擞14． greenhouse n. 温室；花房13． presentation n. 显示；演出Ⅲ. 拓展单词 ( 通其变 ) [ 语境活用 ]1．consume vt . 花费；耗费；耗尽；吃完→ consumer 1．Waste water from the factory is the n．顾客main cause of the pollution (pollute) ．2．subscribe vi .赞同；捐献；定阅 vt .签订(文2．At first he was opposed (oppose) to 件 ) ；捐助→ subscription n．赞同；捐献；订the plan, but we managed to argue him阅；签订into accepting it.3．tend vi . 趋势；易于；照料；常常会vt . 照料；3．In consequence (consequent) of your 护理→ tendency n．偏向；趋势bad work, I am forced to dismiss you.4． oppose vt . 反对；抗争；与(某人 ) 较量4．It was stated that the president made → opposed adj . 反对的；对峙的 a statement announcing new policies to 5．consequence n．结果；结果；影响→ consequent deal with the new situation.(state)adj .随之发生的；作为结果的→consequently 5．They have contributed a lot of food adv.所以；所以and clothing to the refugees so far and6． statevt . 陈说；说明→ statement ．说明；their contributions will certainlyn说法；申明help the refugees live through the7． steady adj . 安稳的；连续的；牢固的winter. (contribute)→ steadily . 安稳地；连续地6．Many people do not believe the adv8． economical adj . 节俭的；经济的→ economic existence of the ghosts. Some youngadj .经济(上)的→economy n．经济；节俭children doubt whether there exist all9． existence ．生计；存在→ existvi . 存在kinds of ghosts in the world.n→ existing adj . 当前的；此刻的(existence)10． pollution n．污染；弄脏→pollute vt .污7．The storm tends to hit our city, and 染→ polluted adj .被污染的we will observe the tendency of it11． growth n．增添；生长→ grow v．栽种；生closely.(tend)长；扩展8．The air conditioners of this type12． electrical adj .电的；与电相关的consume too much electricity. Many→ electricity n．电；电力→electric adj .电consumers complain about this.的；电动的→ electronic n．电子的(consume)13．educator n．教育工作者；教育家→educate 9．With the decline of the globalv．教育；培育→education n．教育；培育economy,_her family is faced with many 14． contribution ．贡献；捐助→ contribute economic problems, one of which isnv．贡献；撰稿；捐助；捐献whether to buy an economical stove to 15． environmental adj . 环境的→ environment survive the whole winter. (economy)n．环境16． disagreement n．分歧；不一致→disagreev．不一样意→agree v．赞同；同意→agreementn．赞同；同意；一致( 二 ) 练中记短语——记牢用活写准记牢语境活用 ( 采纳左栏短语填空 )发生；造成 pared_to/with a traditional smartphone,2． subscribe_to 赞同；同意；订Paper Phone is lighter in weight.购2． The boom in building has resulted_in the local 3． quantities_of 大批的land being more valuable now for houses.4． go_up 上涨；增添；升起3． Large quantities_of food and tents were sent5． result_in 致使to earthquake-stricken a reas from surrounding6． be_opposed_to 反对provinces.7． keep_on 连续4． I keep_on walking after supper because I can't 8．compare_..._to/with 与相think of a better way to keep fit.比5． I have never subscribed_to the view that9． on_the_whole 大概上；基本上schooldays are the happiest days of your life.10． on_behalf_of 代表一方；6． Howdid it come_about that he is always so busy?作为的代言人7． With summer approaching, the temperature is11． put_up_with 忍耐；容忍going_up quickly.12． and_so_on 等等8． On_behalf_of my family, I express our thanks13． make_a_difference 有影响to you all for your help.9． She likes complaining everything that doesn'tagree with her, which I almost can't put_up_with.10． I appreciate your suggestion very much, whichhas made_a_difference to me.( 三 ) 仿写明句式——以用为本教材原句句式解读句式仿写1. There is no doubt that(2018 ·江苏高考书面表达 ) the earth is becoming毫无疑问，完整依靠花费排名warmer and that it is humanactivity that has causedThere is no doubt 是不理智的。
Unit4Globalwarming教案
Unit4 Global warmingLanguage points for reading 1 教案-雷翊Teaching contents,Some important words and expressionsTeaching aims,Knowledge aims，To grasp some important words and expressions and learn some useful sentence patternsAbility aims，1. Get students to use some useful words and expressions correctly .2. Enable students to make sentences after the useful sentence patterns Emotional aims，1. stimulate students’ interest in learning English.2. Develop students’ spirit of cooperation and teamworkTeaching important points,1. Master the important words and expressions.2. learn some useful sentence patternsTeaching difficult points,1. How to grasp some useful words and expressions.2. How to learn some useful sentence patterns.Teaching methods,1. task-based teaching and learning2. cooperative learningTeaching procedures,Step1:Review some phrases in the reading part.1.发生，产生2. 赞成；订购3.大量的4. 倾向于；照顾5.上升；增长6导致7.反对8. 种类繁多的9. 即使10. 增加；聚集11. 继续12. 一瞥；扫视Step2. Teaching important words and expressions.1．come about = happen /take place / occur 发生[课文原句]常用句型：How did it come about that ...？“某事是怎么发生的？”It came about that ...“……发生了”How did it that he knew where we were?他是怎么知道我们在什么地方的呢？come into being 开始存在；形成come across (偶然)遇见，碰到come out 开花；出现；被出版come up 发芽；走近；被提出come up with 提出；赶上come to 共计；谈到用come 相关短语的适当形式填空①When is her new novel ？②The subject in conversation yesterday.③How did this situation ？2. subscribe to 同意；捐赠；订购I unreservedly subscribe to your proposal. 我毫无保留地赞同你的建议。
高中英语人教版《Unit 4 Global warming》教案
高中英语人教版《Unit 4 Global warming》教案高中英语人教版《Unit 4 Global warming》教案英语学习、英语教学越来越受到人们的普遍重视。
随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。
没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识泉。
下面和课件网一起去看看有关高中英语人教版《Unit 4 Global warming》教案。
人教版高中英语选修6《Unit 4 Global warming》教案1 教学准备教学目标Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy， light （v.）， heat （v.）， renewable，non-renewable， fuel， blame， run outb. 交际用语Expressing agreement and disagreementYes， I agree with you.Yes， I think so.I believe that you’ve got it right.I don’t thi nk so.I don’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning， everyone.Ss: Good morning， teacher.T: Sit down， please. Before class，I’ll check your homework first. Mary， would you read your homework to usCheck the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know， we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy forSa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity， people have got a lot of fun from watching TV， playing puters and so on.Sd: There are many other electrical appliancesthat make our life more convenient and fortable suchas washing machines， microwaves， air conditioners and so on.Se: Today energy also helps people realize manyso-called dreams in the past. For exle， people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact， not only planes but also cars， ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy e from Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answersSg: Wind power.Sh: Coal power.T: Right. Is there any difference between themSi: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know， an energy source is renewable when supplies of it never run out while some supplies， such as coal， will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary， give some words related to the pictures which might be difficult for the students such as oil refinery， hydroelectric power and so on.The teacher should also collect as muchinformation about different sources of energy as possible and show it to the students in class through a puter. In this way， the students will bee more interested in this topic and their knowledge on this aspect will be enlarged.Sle answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about， it is clear that energy does a lot of good to us.But every coinhas two sides. Is there any negative effect of using energySa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming es about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpr actice on this topic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape，please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play thetapeagain，train the students’ ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercisesSs: Yes.T: OK，let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.人教版高中英语选修6《Unit 4 Global warming》教案2 教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with， so long as， and so on， make a difference， have no effect on … ， by making sentences or by using them into the post er.③ bee aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions.Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in （individual collective work）1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow and thenlet students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film② Can you guess how they came about （happen）2. introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warmingTo arouse students’ interest by watching the movie clip and educe the topic， that is global warming. And then by showing a lot of pictures， make students know and understand the terrible effects ofglobal warming， thus making preparations for promoting environmental protection.Step2. While Reading （Individual work）Skimming: Go through the first letter to f ind:① who is the writer② what are his two concernsScanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect② what are Earth Care’s suggestions③ Can we carry those suggestions out WhyTo help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1， ask them to find the supporting sentence : Together， individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3. Post reading （Pair work）1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1） Use less hot water 7）Change a light bulb 8）Try car sharing2） Take a shower instead of a bath3） Buy fresh food instead of frozen4） Buy things that are actually in season5） Eat less high fat food like KFC and Macdonald 6） Clean filters（过滤器） on your air conditioner.To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4. learn what is a poster （collective work）Know what is a poster by giving a simple sle and try to get the structure.To know clearly a poster should have a heading，contents and an eye-catching slogan， which will make it easy for students to design an acceptable poster.Step5. Prepare the poster （individual group work）1. Decide our content s:①Choose and decide five most important suggestions. （individual work）②Write them down on your paper and try to make them persuasive by using imperativesentences. （individual work）③pare your list with your group members and decide five for your poster. （groupwork）2. Slogan and heading: showing sle posters to help them decide a heading and a slogan for your poster.This is the most important part of this writing task. Students will be able to summarize and pose sentences by choosing and organizing what they want to say， thus improving their writing ability and the process of output based on what they have learned inreading part. And by learning some sle posters to help them decide their own heading and slogan.Step6. produce show time （group work）With the heading， slogan and ways， students will not find it difficult to make a poster. What they Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believethat individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle。
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。
Global Warming教学设计
Global Warming教学设计单位:江西省丰城市拖船中学姓名:李鸾芳【教学目标】1.知识与技能目标：1)听力获取信息的技能得到训练和提高；2)阅读概括、推理和获取细节信息的技能得到提高；3)整合信息的能力得到提高。
2.过程与方法：将全班按照英语水平分成四个小组进行分层教学，整个教学过程不同小组完成难度不等的任务，不同英语水平的学生均能学有所获。
3.情感态度与价值观：1)不同层次的学生均能体会成功感；2)认识温室效应的严重性，增强环保意识；3)为减轻温室效应出谋献策。
【教学内容及教学对象分析】本单元的中心话题是人类当今面对的全球变暖环境问题。
这一话题，对于学生来说，既熟悉又陌生。
如果只是引导学生阅读科学性比较强的文章，可能会导致课堂的沉闷，未必能够达到预期的教学目标。
因此，引入了几段集趣味性和科学性于一体的视频以活跃课堂气氛、调动学生的学习热情。
高二（7）班是一个文科重点班，但是学生的英语水平参差不齐，跨度很大，如果要求所有学生完成相同的学习任务，将会出现部分学生吃不饱、部分学生撑死的现象，渐渐消弱学生学习的热情而影响学习效果。
因此，如何实现英语课堂的有效教学，关键就是有效开展分层教学。
【教学的重点与难点】1.阅读概括、推理和获取细节信息的技能培养和提高；2.听力获取信息技能的提高，尤其，第一小组完成听写句子任务有难度。
【教学策略】由于教学对象个体差异性较大，为了实现教学的有效性，使不同层次的学生都学有所获并能体会成功，从而以更高的热情投入英语学习，尝试把全班按照英语水平高低分成4个小组，在课堂教学过程中根据各小组的特点量身设计难度不等的任务，使每个小组在一定挑战下努力完成任务，学有所成。
【教学辅助手段】电脑【教师反思】拖船中学的生源主要是丰城市三等生源，学习能力有限，学习热情和动力不足，学习自觉性不强。
高二（7）是文科重点班，学习相对自觉，学习能力相对强一点，学习热情相对高。
但是所谓的重点班，是总分的重点，其中偏科的同学很多，英语水平也参差不齐。
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.。
Unit4 Global Warming教案电子教案
U n i t4G l o b a l W a r m i n g教案Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do toprevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming.Then play a video and ask students to think about what the video shows so as to lead today’stopic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’ habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for?Have you ever seen a green house?A greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse work?The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•Ask students to skim the passage quickly and answer the following questions: What are the “greenhouse gases”?•Who talked about “greenhouse effect”?•What is greenhouse effect?•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect?•Who wrote the article?•What’s the name of the magazine?•What are the names of the three scientists mentioned in the article?•What did Charles Keeling find? And do you agree with her?•Does George Hambley agree with Dr Janice Foster?•What does Hambley say about carbon dioxide?Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warming?Make a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming?”为题写一篇发言稿。
Unit4Globalwarming语法教学设计，教案，导学案
Unit4Globalwarming语法教学设计，教案，导学案第一篇：Unit 4 Global warming 语法教学设计，教案，导学案教学准备1.教学目标一、知识目标：（一）强调句型的基本句型和变形，强调句的时态（二）强调动词的情况，怎样判断强调句，强调句的主谓一致，not until在强调句中的用法，强调句与从句的结合考点这五个强调句使用时的要点。
二、能力目标：能够在学完这节课后，用强调句表达各个句子。
三、情感目标：通过猜人游戏的环节运用强调句型，同时增强班级凝聚力，增进学生之间的互相了解，树立信心。
2.教学重点/难点强调句的基本句型及其一般疑问句、特殊疑问句、时态，强调句与从句的结合考点。
3.教学用具微课导入，动画exe，导学案，猜人游戏4.标签全新,丰富,有趣,强调句教学过程一：微课引入强调句二：强调句的基本句型和变形、强调句的时态（教师引导，全班活动，点名回答）三：强调句在使用中需要注意的五个要点（小组自学，分享）1.强调动词时不能用强调句，只能用do/did/does 2.怎样判断强调句（例子重点讲解）3.强调句的主谓一致4.not until在强调句中的使用5.强调句与从句的考点结合（重点讲解）四：游戏1.猜猜这三个强调句共同描述的是谁2.使用强调句描述你们班你最喜欢的一个人（小组活动）3.分享句子并让全班猜测五：总结课堂小结今天在课堂上学习了强调句的基本句型及其变形、时态，以及强调句使用时要注意的五个点。
请大家在运用的时候细心一点。
最后送大家一句话：Raise your voice and make yourself heard by the world.（自信，让世界都听见你的声音。
）课后习题it用法选择题板书（一）强调句型的基本句型：强调句的一般疑问句：强调句的特殊疑问句：强调句的时态：（二）强调动词：怎样判断强调句：强调句的主谓一致： not until在强调句中的用法：强调句与从句的结合考点：第二篇：导学案教学设计六步导学案教学设计——菱形教材分析：菱形是一种特殊的平行四边形，教材利用生活中常见的衣帽架引出菱形，并给出定义。
global warming 教案
Teaching PlanModule 6 Unit 4 Global Warming(Period 2 Reading)Teaching goals1. Knowledge and skills1. Help students grasp some useful expressions and important sentences.2. Help students to understand the passage better by skimming and scanning.3. To develop the students' reading ability by intensive reading.4. To develop the students' speaking ability by free talking.2. Process and methods1. Lead in the topic of global warming by enjoying a short video.2. Fast reading let students know the main topic of the article and the main idea ofeach part.3. Intensive reading let students know what caused the global warming and guidestudents to analyze the two graphs in the text.4. Discussion: what should we do to prevent the earth from becoming warmer.3. Emotion, attitude and value1. To get the students to love the earth.2. To encourage the students to take actions to protect our earth.Important and difficult points1. To help the students understand the text better by reading skills.2. To lead the students to analyze the two graphs in the text.3. To encourage the students to speak freely.Teaching methodsskimming and scanning method, task-based method, individual and group work, free talking.Teaching proceduresStep1. Lead-inPrepare the students for the reading material by:---a short video about global warming.Step2. Extensive readingGet the students to finish the three questions by skimming and scanning1 How many paragraphs does the reading text consist of ? Please number them2 What is the main topic of the article?3. Match the main idea of each part.Step3. Intensive reading1.Get the students to read Part 1 of the passage and do the following task.Task: answer the following two questions1) What happened to the earth during the 20th century?2)Who wrote the magazine article? What is the name of the magazine?2.Get the students to read Part 2 of the passage and do the following two tasks.Task1: What caused global warming?(group work)① Human activity--- burning of fossil fuels② Greenhouse effect--- greenhouse gases③ Huge quantities of extra carbon dioxideTask2: Analyze the two graphs in the text.3.Get the students to read Part 3 of the passage and do the following two tasks. Task1: answer the following two questions1).What are the names of two scientists mentioned in this part?2).What are their attitudes towards global warming?★Dr. Janice Foster thinks the effects of global warming would be a ________ It could be very ___________★George Hambley thinks global warming will be________ with few bad environmental __________ We should not worry about it.Task2: List the negative and positive effects of global warming according to these two complete different opinionsNegative effects: a rise in sea level, severe storms, floods,droughts, famines, the spread of diseases Global Warming the disappearance of species.make plants grow quickerPositive effects crops will produce moreencourage a greater range of animalsStep4. Discussion★As a senior student, what should you do to prevent our earth from becoming warmer and warmer?Step5. Homework1. Surf the Internet for more information about global warming.2. Write a short summary of the text.The design of blackboard:。
教学设计Global Warming演示教学
Observe the formation of a new word.
Learn the song—Heal the World.
七、教学流程图
Part1 Lead-in新知导学
Part2 Cooperation合作探究
Part3 Exercise.当堂检测
nguage Points.(知识点探讨)
1）run out & run out of
2）renewable & non-renewable所体现的构词法知识
学习方法：观察法。提供学生例句，让学生通过观察，得出结论，老师帮助总结。
1.run out&run out of
试一试：
Eg1.I have（）all my money.
（一）.任务型教学策略
这一教学策略旨在让学生在教师的引导下，充分发挥自己所长，获取新知。
执行要点：
1.以任务为中心，学生的“学”而非教师的具体讲解贯穿课堂。
2.任务的设计，应聚焦课堂的中心话题，且应反映三维目标。
（二）.交际型教学策略
让学生在讨论中不断获取新知，从学习语言本身转为注重语言运用的能力。随着交际的有效性不断增强，整个语言学习过程也就越来越自主化，高效化。
五、教学环境及资源准备
多媒体辅助：将本课所需动画视频，图片文字和音乐制成ppt，使抽象的语言变成具体生动的语境，为学生运用英语进行交际创设情景。
六、教学过程
教学过程
教师活动
学生活动
Step1.Show students teaching aims.
设计意图：确保学生明晰该堂内容的三维教学目标。
高中英语M6-u4-Global-warming-阅读与写作课-教学设计
(展示校园内塑料袋的使用情况，学生小组合作商讨解决措 施，为写作提供素材)
4
Writing:
(1)Students write their article individually
(2)Remind students to make use of the words and expressions above and try to make the article logical and persuasive.
3
Step3Writing(写作)
Pre-writing(写作前)：
(1)Show students some photos about the white pollution on campus (2) Students work in groups to discuss the solutions to this problem.
教学设计方案
教学设计方案
课程
高中英语M6 u4 Global warming阅读与写作课
课程标准
1，能识别不同文体的特征；
2,能理解阅读材料中不同的观点和态度；
3,能通过分析句子结构理解难句和长句
教学内容 分析
人教版高中英语模块6第四单元
本单元是关于全球暖化的，里面涉及的内容比较贴近学生的生 活，因此学生对本单元的学习比较感兴趣。
(学生独立完成写作，提醒学生多运用新学会的表达并注意句 子间的逻辑性)
5
Post-writing(写完后)
(1)Ask students to underline the verb in each sentence and polish the article.
- 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)。
have some basic analysical skills and logical thinking skills.
Teachers should help them master new knowledge by guiding
them to make full use of what they have learned and their life
教材依据和内Teaching
容MaterialsandTeaching
Content
新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维本堂课的内容节选自人民教育出能力和提高人文素养的过程。Global 4版社，高中英语新课程标准选修六，第四单元Unit
上课班级情况概述ClassDescription
本班学生为高二年级。学生已达到《高中新课程标准》7级水平，有一定的英语知识基础、认知水平和逻辑思维能力，对已经掌握的语言知识的练习能够驾轻就熟，所以在教授时要借助于学生已经掌握的知识和生活经验展开并且在教学中要注意以鼓励引导为主，使学生的认知心理得到拓展，提高他们的求知欲望和表现欲。The students are from Senior 2 who have possessedNew Curriculum StandardLevel Seven. After learning English for at least 8 years, they have some basic ability in acquiring English knowledge. And the students of this age also
名师精编优秀教案
Microteaching Lesson Plan
Student teacher's Name: No.66
Teaching Date: 2011/11/12
TeachingContent:fifth period，Unit 4 Gloabal Warming,PEP New
Senior English for China
English in an active way by continual practice. It is of equal
importance for students to improve their English learning ability
and broaden their horizon. The teaching material of this lesson is
help students to use key words and information to reorganize the
text. According to the analysis of the teaching materials and
students' learning background, the lesson is designed like this.
C.Promote ability of cooperation and active learning.
Emotional
情感态度目标3.
名师精编优秀教案
By studying this unit, students will aware of the severe effects of
global warming and the power of individuals' activities. In order
本堂课的主要任务是带领学部分。UsingLanguage的Warming
名师精编优秀教案
生掌握理解阅读材料以及提取其中的关键词、句，以及运用关键信息、句段等来重组信息，复述文章。According to New
Curriculum Standard, teachers should guide students to learn
the Using Language of Unit4—Global Warming. This lesson will
enable students to understand the text passage and to acquire the
skill of pick up key words and phrases，and at the same time to
教学目标Teaching objectives/ aims
1.语言知识目标Knowledge objectives: Enable the students to understand words or phrases about global warming,and some expressions or sentense patterns. 2.语言技能目标Ability objectives:A.Help the students acquire knowledge related to global warming through different ways B.Help students to pick up some reading skills,such as catching key words or phrases as well as to use key points to retell a story.
to protect our planet, we shoud carry out protective things in our
daily life. It seems that individuals' action is weak. But if we
human beings do these things to save energy, it can make a huge