Global_Warming教案

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新视野大学英语读写第三版Book3-Unit-8教案设计

授课题目：Unit 8 The art of parenting授课时间：第_____周授课类型：理论课授课时数：____课时教学目的：After finishing this unit, students will be able to:1. Grasp main idea of the text (retelling of topic paragraph);2. Appreciate various techniques employed by the writer to make comparison and contrast;3. Master key language points and grammatical structures in the text (Develop an argumentative essay, coherence achieved by different expression of a fixed meaning).教学重点和难点：1.Text Analysis (How to develop an argumentative essay);2.Cultural Notes (contrast on parenting between East and West);nguage Study (how to make comparison and contrast);4.Translation Exercises (to explain points when doing translation exercises: no grammatical mistakes, conciseness,authenticity).Difficult points（难点）:Translation criteria –to make students understand basic translation criteria through related exercises教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Learner-centered approach; situational & communicative method;5.Project-based approach教学内容和过程：Section A Reflections of a Chinese mother in the westStep One Warming-up Activities 30 minutesQ1: Is your mother a Tiger Mother? What would your parents do if you failed to meet their expectations?Yes.Assume strength rather than fragility;Be strict with me;Not permit me to do …;Physically punish me.Q2: Have you ever hated your parents when they forced you to do something you disliked but which later proved to be worthy of your efforts?Yes.Force me to learn the Chinese calligraphy;Physically punished me because of my lack of self-discipline;Be all for my good;Better appreciate traditional culture;Foster patience and persistence;Be forever grateful for their guidance.Q3:Which teaching method is better, Chinese parenting or western parenting?Chinese patenting:obedience and discipline;focus on children’s IQ development;perfect grades;land a satisfactory job.Western parenting:freedom; a happy childhood;more encouragement;a relaxed environment;mental health.Cultural background1. What is the most popular grading system in the United States? Discrete evaluation in the form of letter grades;Follow a five-point system, using the letters A, B, C, D and F;A indicating excellent, C indicating average and F indicating failing.2. What is the core of Confucianism?Humanism, the belief that human beings are teachable, improvable and perfectible through personal and communal endeavor especially including self-cultivation and self-creation.3. What can children do in the sleep-away camps?Sleep under the stars with friends;Learn to shoot a bow and arrow;Spend entire days in their swimming suits, etc.There are all kinds of camps, and all offer opportunities for kids to engage in new skills while also immersing themselves in familiar pursuits.Step Two Text Study 80 minutesI.Interactive reading of the textMain ideas of the partsThis text is an argumentative essay. Western parents are ________________ Chinese parents’success of raising kids. (Para.1) baffled aboutWhat do Westerners think of Chinese parents’way of raising kids? (Para.2)provocative, unimaginable and even illegalDifferences between Chinese mothers and Western parents to an obese child (Para. 2):Chinese mothersWestern parentsPart I —(Paras. 1- __)Chinese parents raise successful kids, but they use some methods which are ________________________ to Westerners.unacceptable (or different)Part II —(Paras. 3-10)It contains three sections and explains in detail what the three ideological differences are.Why do Western parents want to protect their children from criticism? (Para. 3)Children are tender and not strong;Parents should protect their children’s self-esteem and protect children against the feeling of failure.The child comes home with a B (Paras. 4-5)Western parentsChinese parentsa screaming, hair-tearing explosionpraise the childexpress disapprovalget practice testsworry about their childuse every tool to get her child’s grade up to an AWhy do Chinese parents demand perfect grades? (Para. 6)Because they take it for granted that their child can get them, and grades are a more important measure of success than “self-esteem”.the second ideological difference (Paras.7-8)Chinese parents believe their kids ______ them everything. (Para. 7) Most Westerners don’t believe their offspring must show permanent ____________ to their parents. (Para. 8)the third ideological differenceMain idea of the parts Para. 9Para. 9Third, Chinese parents believe they know what’s best for their children and therefore have ultimate _________________ their children’s desires and preferences. Chinese children have no rights to __________, which is why Chinese daughters can’t have boyfriends in high school and there are no late curfews or trips to sleep-away camps. Also even the slightest ___________ or _____________, anything less than unquestioning obedience,is extinguished, and punished into ______________.According to Western propaganda, what are Asian mothers like? (Para.10)Which parenting method is more beneficial to children’s success in the future, according to the author? (Para.11)Chinese parenting is more effective in equipping their children with skills, work habits and inner confidence for success in the future.Part III —(Para. 11)The Chinese parenting method is more __________ and __________ because it can better prepare their children for the future.Summary of the textReflections of a Chinese mother in the WestWestern parents are _________ by Chinese parents’success of raising kids. Chinese parents do things that seem provocative, unimaginable, even _________, to opinionated Westerners. There are three ideological differences between Chinese and Western parents.First, Western parents cradle their children’s ____________ to insulate them from criticism. Chinese parents assume their kid is hardy enough to take the criticism. Second, Chinese parents believe their kids ______ them everything. Most Westerners don’t believe their offspring must show permanent ____________ to their parents.Third, Chinese parents consider they know what’s best for their children and therefore have ultimate _____________ their children’s desires and preferences.Of course there is also some _______All decent parents want to do what’s best for their children. It’s the ____________ that’s different. The Chinese parenting method is more practical and _______ because it can better prepare their children for the future.Language focusPractical phrase:1. dispense with 摒弃；不用（做）年轻人应该学会节俭，摒弃一切不必要的奢侈品。

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.。

高三英语专题复习教案

高三英语专题复习教案------读写任务话题作文设计者：李映珠【教学目标】学生进一步熟悉读写任务指定话题写作特点和要求，掌握常用的写作模式和句型。

消除对写作的恐惧心理，培养写作兴趣。

【教学重点】怎样写好指定话题写作【教学难点】如何利用句型结构组织语言【教学方法】讲练结合，精讲多练，引导学生体会与模仿。

【教学步骤】Step 1 Discussion (what to write).What aspects will we mention when talking about environmentalprotection?global warming, littering, water pollution, air pollution, CO2, sea level to rise, human activities, suggestions, environmental friendly, etc.Step 2 Classification.Help the students classify the aspects mentioned above about environmental protection: a problem/ phenomenon, reasons/ effects or measures.Step 3 Organizing the information into sentences for each classification (how to write).1．Discussion: how to put forward a problem/ phenomenon2．Summary: (句子模板)◆Recently, _________________________ has always aroused thegreatest concern.◆In recent days, we have to face the problem that _________________________________________________________________________________ _______________________________________________________________ 3．Practice: (仿写)1)全球变暖。

高中英语《必修五第一单元单元词汇课》优质课教案、教学设计

教案设计(Learning about Language)部分由“词汇学习”和“语法学习”两项内容组成。

“词汇学习” 部分练习1 通过词的后缀训练名词与形容词之间的相互转换提倡学生使用词典。

练习2 选词填空练习，利用语篇集中训练本单元的一些重点词汇的用法。

练习3 是单句填空，而且所选的十个句子或是引文或是谚语。

“语法学习”部分主要是帮助学生了解、熟悉并掌握情态动词的用法，共有三项练习。

“语言运用”(Using Language)部分主要是让学生运用本单元所学的语言知识与课文内容进行听、说、读、写等的综合训练。

“听与说” (Listening and speaking); 是听前准备活动。

“读与写”(Reading and writing)主要设计是：阅读内容主要讲述一位来自高中的学生对全球变暖十分关注并向地球保护协会写了一封信询问措施。

协会给出了相当令人满意的回信。

短文后的三个问题帮助学生理解文章的内容。

写信的部分主要是要求学生根据上面阅读文章的内容通过思考写出自己的思想、自己的做法，尝试解决问题的不同途径。

教材提供给学生一些写作时要思考的问题，帮助学生完成写作构思。

“小结”(S ummin g U p)部分让学生根据所给出的提示对所学各项内容进行总结。

“学习建议”(L e a r nin g T ip)部分主要建议学生看阅读报纸，多读书多总结，以培养学生运用语言资源的能力。

五、教学重点Teaching important pointsa.The usage of language points of this unit.b.To learn to use these words.教学难点Teaching difficult pointsa.Enable students to get the hang of the language points completely.b.Get students to discuss warmly and express their own and excellent idea.教学方法Teaching methodsa.Brainstormingb.Task based language teaching.c.Individual, pair or group work to finish each task.d.Discussion.教学过程:1．concludevi.推断出vt.结束①conclude 推断出；断定conclude...with... 以...结束conclusion n ．结论；结束arrive at/come to/reach/draw a conclusion 得出结论in conclusion 总而言之学生去说;学生能做的教师就不要代替学生去做;学生回答问题无论对还是错，教师不要急于评判，让学生自已去评判与总结;对发言积极的学生要及时鼓励，决不能因为他们的答案与教师的标准答案不一样就否定并伤害学生的自尊心。

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。

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”。

(完整word版)Unit8 Focus on Global Warming教案

具体教案章节：Unit8 Focus on Global Warming一.课时安排:The Teaching Arrangement：1。

Text I （8 period)2. Text II (self study）3. Exercises in the text book （2 periods )4。

Grammar exercises （2 periods）二.教学目的要求：The students are supposed to1。

Grasp the main idea of Text 1 and make clear the structure of the whole passage2. Have a good command of the new words and expressions and make full use of themin the oral communication and writing。

3. Know some different attitudes toward work and leisure between China and westerncountries.三.教学重点：1.The understanding of the text;2.Background knowledge about the global warming;3.The writing style and the techniques;4.Grammar and vocabulary learning。

四.教学难点：1.The use of nonfinite clauses， personal pronouns；2.Paragraph development-grouping details；3.Some difficult sentences。

五.教学内容：Suggestions for Teaching:I．Background informationGlobal 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. Most of the observed temperature increase since the middle of the 20th century was caused by increasing concentrations of greenhouse gases, which results from human activity such as fossil fuel burning and deforestation。

Unit 4 Global Warming 教学设计1-公开课-优质课(人教选修6精品)

Unit 4 Global warming教学案1教材分析Ⅰ.教学内容分析本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。

由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。

通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。

语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。

“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。

能源可分为两类：一类是可再利用能源；另一类是一次性能源。

把前面列举的能源按能否再利用这一标准进行分类。

本部分提供了六幅图片，教师可以从识图开始组织教学。

还可以让学生搜集一些其他相关图片。

这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。

“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。

温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。

温室能阻止热量散发，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。

Global Warming教案

全椒中学英语课教学设计课题：Lesson1 Global Warming所在单位：全椒中学授课年级：高三年级授课教师：王运成授课班级：高三（17）班授课时间：2008-9-5地点：多媒体教室3Unit 22 Module 8Lesson 1: Global Warming(The First Period)作者：王运成所在单位：全椒中学Teaching Aims:1. Knowledge Aims:Let students know something about global warming by reading this text.2. Ability Aims:Enable students to improve their reading ability by using different and appropriate strategies and tasks.3. Moral Aims:Let students know more about global warming and raise their awareness of environmental protection.Teaching Important Points:Make students read the text to get some specific information about the reading passage.Make students do some tasks to practice their reading ability. Teaching Difficult Points:How does the teacher use appropriate strategies and tasks to develop students’ task-based reading ability?Teaching Methods:1 Task-based teaching method2. Cooperation teaching method3. Individual, pair, and group work.4. Fast and further reading5. DiscussionTeaching Aids:Multi-mediaTeaching Procedures:Step1. Warm up1. By designing a game, lead students to talk about global warming(Ask some students to take off their coats, and give them to a student, and then that student should put them on one by one. After it, ask that student what feeling he has, then teacher ask: if we compare this student to the Earth, what should we compare these coats to?)Step2. Pre- readingLet the whole students discuss two questions to guess the meaning of the title and the general idea of the text.What makes the Earth become so hot?What problems does it result in?Then, show some pictures to them.Step3. While-reading1.Fast-readingPlay the tape of the text to the students, ask them to go through the text quickly and underline the strange words on the screen.Then guess the correct meaning of each new word.2.Further-readingBefore reading again, let students read through the questions on the screen together. Then give them 5 minutes to read the text carefully. After it, check their answers.Step4. Post- readingShow students a form about the text; let students get more detailed information to fill in the missing word of each blank.After few minutes, ask some students to write these missing words on the blackboard.Step5. A short videoShow a short video about global warming to students.Step6. V oice your opinionWhat will you do every day to help reduce greenhouse gases?Show an example to students, and then ask students to imitate this example to organize a dialogue about this question with their partners.Then, show some pictures to them.Step7. Homework♦Read the text after class.♦Try to recycle something to make your own contribution. Then based on these actions, write a composition to share your experience with us.。

《志鸿优化设计》2020届高考英语人教版一轮复习教学案：选修6Unit4 Globalwarming

Unit 4Global warming1．____________ n .结果；后果；影响→____________ adj .作为结果的；随之发生的 2．____________ n .种类；范围→____________ v .变化；排列 3．____________ v i .看一下；扫视→____________ n .一瞥4．____________ v t .反对；抵制；与(某人)较量→____________ adj .反对的；对立的 5．____________ adj .平稳的；持续的；稳固的→____________ ad v .平稳地；持续地6．____________ adj .平均的→____________ n .平均；平均数→____________ v .求……的平均数 7．____________ n .生存；存在→____________ v i .生存；存在；有 8．____________ n .污染；弄脏→____________ v t .污染；弄脏9．____________n .分歧；不全都→____________n ．协定；协议；契约；全都→____________ v i .达成协议；同意1．I was unaware of his ____________(存在) until today.2．The group does not ____________(提倡) the use of violence.3．There are large ____________(数量) of rain in the area of the country every spring. 4．There will be an increase in the ____________(范围) of 0 to 3 percent. 5．We are making slow but ____________(稳步的) progress. 6．The ______ (平均数)of 4,5 and 9 is 6.7．He tried to sound ______(漫不经心)，but in fact he was worried.8．The proposed new airport will be strongly ______ (反对)by the local residents.9．The manager ____________(易于) to become angry when others disagree with him. 10． Tom ____________(扫视) at the envelope and recognized his uncle's handwriting.1．even ____________即使2．come ____________ 发生；造成 3．quantities ____________ 大量的 4．result ____________导致5．build ____________逐步建立；增加；增进 6．keep ____________ 连续7．____________ the whole 大体上；基本上8．____________ behalf of 代表……一方；作为……的代言人 9．put up ____________ 忍受；容忍 10．so ____________ as 只要 11．and so ____________ 等等12．be opposed ____________ 反对…… 13．go ____________ 上升；增长；升起14．subscribe ____________ 同意；赞成；订购1．____________ is no doubt that the earth is becoming warmer ... 毫无疑问，地球正在变暖……句型提炼：There is no doubt that...句型。

牛津译林版高一英语必修一教案unit3

牛津译林版高一英语必修一教案unit3教案标题：牛津译林版高一英语必修一教案Unit 3教案建议和指导：1. 教学目标：- 熟悉并掌握Unit 3中的词汇和短语，如environment, pollution, global warming, etc.- 理解并运用本单元的语法知识，如定语从句、名词性从句等。

- 提高学生的听、说、读、写技能，培养学生的交际能力和阅读理解能力。

- 通过课堂活动和讨论，培养学生的合作意识和创新思维能力。

2. 教学重难点：- 教学重点：帮助学生掌握本单元的词汇和语法知识，提高语言运用能力。

- 教学难点：培养学生的阅读理解能力，引导学生进行深入思考和讨论。

3. 教学准备：- 教材：牛津译林版高一英语必修一教材Unit 3- 多媒体设备：投影仪、电脑等- 教学资源：词汇卡片、练习题、课堂活动设计等4. 教学过程：- 导入：通过展示图片或视频引入本单元的话题，激发学生的学习兴趣。

- 词汇学习：通过词汇卡片和多媒体展示，引导学生学习和记忆本单元的词汇和短语。

- 语法讲解：通过教材中的语法部分，结合例句和练习题，讲解定语从句、名词性从句等语法知识。

- 阅读理解：选择教材中的一篇阅读材料，设计问题和讨论活动，引导学生进行阅读理解和思考。

- 交流活动：设计小组讨论或角色扮演活动，让学生在小组内进行合作交流，分享自己的观点和想法。

- 语言运用：通过练习题和语言游戏，巩固学生对本单元词汇和语法的运用能力。

- 总结归纳：对本节课的重点内容进行总结和归纳，帮助学生理清思路和加深记忆。

- 作业布置：布置相关的作业，如课后练习题、写作任务等，巩固学生的学习成果。

5. 教学评估：- 通过课堂讨论、练习题和作业的批改，对学生的学习情况进行评估和反馈。

- 鼓励学生积极参与课堂活动，提高学生的学习兴趣和主动性。

6. 教学延伸：- 鼓励学生进行相关的课外阅读和研究，拓宽知识面和培养学生的自主学习能力。

2020版新一线高考英语新题型人教版一轮复习教学案第1部分选修6Unit4Globalwarming含答案

Unit 4Global warming[单词拼写应用]核心单词1．tend v i.趋向；易于；照顾v t.照顾；护理2．quantity n．量；数量3．glance v i.看一下；扫视n．一瞥4．advocate v t.拥护；提倡；主张5．mild adj.温和的；温柔的；淡的6．range n．种类；范围7．circumstance n．环境；情况8．refresh v t.使恢复；使振作9．average adj.平均的10．phenomenon n．现象[语境运用]用所给词的适当形式填空。

1．She strongly advocates/advocated (advocate) that we should make joint efforts to contribute to the youth football progress.2．The water recreation centre provides a variety of activities，ranging(range) from swimming to diving. 3．Quantities(quantity) of money have been spent in bringing up the children since they were married. 4．The Qinghai-Tibet Plateau is the world's highest plateau，averaging (average) over 4,000 metres above sea level.5．Pleasant music is often played between classes to make students refreshed(refresh) and relaxed for a while. 6．An eclipse of the moon is one of the natural phenomena(phenomenon)．拓展单词1．pollute v t.污染→pollution n．污染；弄脏2．oppose v t.反对；反抗；与(某人)较量→opposed adj.反对的；对立的3．consequence n．结果；后果；影响→consequently ad v.因此；所以4．state v t.陈述；说明→statement n．声明；陈述；表达5．steady adj.平稳的；持续的；稳固的→steadily ad v.平稳地；持续地6．exist v i.存在→existence n．生存；存在7．contribute v．贡献；撰稿→contribution n．贡献8．consume v t.消费；消耗；耗尽；吃完→consumer n．顾客9．grow v．增长；生长→growth n．增长；生长10．educate v．教育→education n．教育→educator n．教育工作者；教育家11．agree v i.同意→agreement n．同意→disagree v i.不同意；意见不合→disagreement n．分歧；不一致[语境运用]用所给词的适当形式填空。

3.高中英语教师面试：语法课《Globalwarming同位语从句教学》全英文教案及试讲逐字稿

3.高中英语教师面试：语法课《Globalwarming同位语从句教学》全英文教案及试讲逐字稿三、1.题目：语法教学试讲2.内容：There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.3.基本要求（1）讲解同位语从句；（2）全英试讲；（3）板书设计。

教案：Global warming (Appositive clause)1. Teaching aims1) Knowledge aimStudents will be able to understand the definition and usage of appositive clause and understand the differences between appositive clause and attributive clause.2) Ability aimStudents are able to identify appositive clauses and use them correctly.3) Emotional aimStudents can realize the importance of protecting our environment and learn to protect our only motherland.2. Important and difficult points1) Important pointStudents will be able to understand the usage of appositive clause and identify them correctly.2) Difficult pointStudents will be able to distinguish the differences between appositive clause and attributive clause.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inEnjoy a short video clip The earth song by Michael to students to lead to the topic about environmental protection.Step 2: Presentation1) Ask a question: What caused global warming? First, the teacher present the question to students and ask them to find the answer according to the text. Students find the sentence“There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming.”2) Ask students to talk about the relationship between the noun “doubt”and that clause. Then introduce the definition of appositive clause to students.3) Present more sentences to students and ask them to find out conjunctions of appositives clause.4) Present two sentences The news that our team has won the match made me excited. &The news that she told me made me excited. to students and ask them to find out which one is appositive clause and which one is attributive clause.5) Summary and supplement. The teacher gives summary and supplements about appositive clause.Step 3: PracticePresent some appositive clauses to students and ask them tochoose the appropriate conjunctions for each appositive clause.Step 4: ProductionAsk students to work in groups of four and design a poster about environment protection. Try to use appositive clause as many as possible. Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about appositive clause in their text books.5. Blackboard designAppositive clauseThere is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon.试讲稿：语法教学（Appositive clause）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let’s enjoy a video clip The earth song. Now look at the ppt and after you watch it, please tell me what’s the video about. Emm, what’s the video about? Yes, it’s about the environmental problems. So today let’s learn something about it.2.PresentationClass, please look at the handouts, I have a question for you. What caused global warming? Yeah, There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon. You guys got the correct。

教案 Teaching Procedure

Lesson5Teaching ProcedureEco-CarsⅠ．Introduction of the materialThe title of this lesson is"Eco-Cars."We see and hear the word"eco"almost every day.Does anybody know what"eco"means?When you hear the word"eco,"what does it remind you of?(Ask students.)Maybe"eco"comes from the word ecology.(Write it on the board.)Ecology is the relationship between living things and their surroundings or environment.For example,ecology is the relationship between us and nature,between you and the trees,flowers and wind that blows through your hair.In this lesson,we'll learn about cars that are eco-friendly,cars that are friendly to the earth.And at the end of the lesson we will discuss"Global Warming."By the way,are you eco-friendly?Ⅱ．Teacher explains idioms,phrases and structures covered in the text.(using a Supplementary Handout) Look at your Supplementary Handout.Let's read the example sentences.(Teacher model-reads the example sentences and has students repeat several times,checking the pronunciation of the new words in the sentences.)(Teacher goes on,following the same reading procedure.Ask easy questions so that students can answer using the expressions in the target example sentence.)Do you like fruit?What kinds of fruit do you like?(Pick some students,reminding them to include theexpression"such as.")Do you like animals?What kinds of animals do you like?Line6,"be friendly to～."(After reading,ask the following questions reminding them again to use the key expression.)Is a bicycle friendly to the environment?Is a car friendly to the environment?(Don't ask for the reasons.)Line11,"go for a drive."What would you like to do on a fine day like today(on a cloudy day like today),go for a drive or study in your room?Now,look at the box in the Handout.I'll give you5minutes for silent reading to understand the rules of this grammar.(When the time is up,have students repeat each example sentence after the teacher.)Let's practice how to use this expression.Referring to the example sentences numbered from①to⑥,make5new sentences.(Give time for this task.When the time is up,pick a couple of students from each row to write their sentences on the board.Teacher corrects mistakes with the rest of the class watching.)Line16,"as～as possible."(Follow the same reading procedure with pronunciation check.)Line18.look at the box.You have3minutes for silent reading to understand the rule.(When the time is up,have students repeat the example sentences.)Line26,"take a look at～."(After reading the example sentence,say the following;)Take a look at my pants!They are from UNIQLO.It's the biggest size available at UNIQLO.Say something to me using this expression.(Pick some students.)(As for the next3expressions"make use of","make good use of"and"come to a stop,"the teacher reads the example sentences for students to repeat along with pronunciation check.)Line42,"get～."(Just read the example sentence and have students repeat.)Look at the box.You have3minutes for silent reading.(When the time is up,have students repeat the example sentences.)(As for the next2expressions,follow the same reading procedure.)Look at the last box.You have4minutes for silent reading.(When the time is up,have students repeat the example sentences.) Let's practice how to use this expression.I want everybody to make one sentence using this expression.You have5minutes.(Pick some students to write their sentences on the board for the teacher to check.)(For the next7expressions,follow the same reading procedure.)Line67,"play a～role in---."(After reading the example sentence,ask the following questions;)Who played an important role in the Meiji Restoration?(Write明治維新on the board.)(Write several people's names on the board to make it a multiple-choice s to be written on the board are;夏目漱石・福沢諭吉・坂本龍馬・坂本金八)(Have students answer the question above in a full sentence.)In this class who is going to play an important role in planning a Christmas party?When it comes to planning a party,who will lead the class?Line68,"in order to～","in order not to～."(After reading the example sentences,ask why-questions and have students answer using "in order to"or"in order not to.")Now,I'll ask questions.You must answer using either"in order to"or"in order not to."Why do you study English?Why do you have a cell phone?Why do you set your alarm clock in the morning?〈4th Period〉Ⅰ．Prior to teaching with the text handout,Teacher gives students background information on"Global Warming."Before we read the text,we need to know about"Global Warming."When we have learned about"Global Warming,"it will be easier to understand the text.(Write"Global Warming"on the board.)What does"globe"mean?Does anybody know?(If there is no reaction,have students use a dictionary.)Yes,the globe means the earth,the planet earth.Now that everybody knows what globe means,then what is"Global Warming"?Can anybody explain what"Global Warming"is?(If one student cannot give a full explanation,have other students help.)(Eventually,the teacher explains it in easy English.)In recent years,it's hotter in summer and it doesn't get so cold in winter.It is because of"Global Warming."What's"Global Warming"in Japanese?Does anybody know?Now,I want you and the person next to you to think;"If the effect of Global Warming became really bad in Hokkaido,what would happen to your life and life styles?"You have5minutes.(Pick some pairs to present their ideas and discuss it with the rest of the class.)〈5th+6th+7th Period〉Ⅰ．Students'silent reading of the text(Give students15minutes to read and understand the passage.The use of a dictionary is not allowed until the last5minutes.)Ⅱ．Reading of the text and pronunciation check(led by the teacher)First,I'll read the whole passage a little slow.You listen carefully and try to guess the content.For the second reading,everybody repeat after me.We'll check pronunciation as well.Ⅲ．Have students guess the content with the teacher's assistance.Explanation of the content by the teacher(From Line1to Line12,Teacher just goes on as he or she reads the sentences as the part is easy to understand.)Line12says"when we drive,our cars emit gases.""Emit"means"give off."For example,kame-mushi(a kind of bug)emits a bad smell when you touch it.A lightning bug,or hotaru in Japanese emits light.Line14,"exhaust"is gas that comes out of a car.For an explanation on the different gases,look at the glossary at the bottom of the handout.(Go on as you read.)(Teacher helps students better understand the content by simplifying or rephrasing the sentence,or by giving specific examples or by asking answer-inducing questions.)Line15."An eco-car is a car developed to emit as little of these harmful gases as possible."can be rephrased into"People have made a car which emits very little harmful gases.The car is called an eco-car."Line18."A number of improvements are being made to the typical gasoline cars."means"We are improving gasoline cars in many ways."At the same time,we are making cars which don't use gasoline.(Go on as you read,clarifying the differences between"natural gas cars","hybrid cars"and"electric cars.")(Ask questions about the drawbacks of each car.)Line43,"the fuel-cell car."Can anybody explain how the fuel-cell car runs?What does it emit when it runs?What drawbacks does the fuel-cell car have?There are two drawbacks.(Go on as you read.)(From Line56to Line62,give students10minutes to refer to the Supplementary Handout to understand the content,since this part is beyond understanding even with the help of the teacher's simplification or rephrasing.)(Go on as you read.)〈8th+9th+10th+11th Period〉Ⅰ．Simplification of the passage and presentation on"Global Warming"(by students)＊Teacher instructs on how to express thoughts and how to write a passage using easy English expressions.(This is not for evaluation.)・Why is the earth getting hotter?・What are the causes of Global Warming?・What human activities are to blame?・Are you helping to accelerate Global Warming?・What can you do to stop it?。

人教版新课标高二英语选修六+unit+4+Global+warming教案

Unit 4 Global warming ----ReadingI.Revisionin consequence/come about/ be opposed to/ go up/ result in/ a large quantity of1) With the use of electricity, great changes have ¬¬¬¬___________ in our life.2) The police found _____________drugs at his home.3)At first they _____________the scheme,but we managed to argue them round.4) The price of oil has _______________by over 50 percent in less than a year.5) It rained yesterday and _____________the match was canceled.6) The fierce quarrel both sides’ breaking up from each other. II.Reading tasks:1) Read the text and then match the main idea of each part.Part 1(Paragraph 1) a.List two different attitudes among scientists towardsglobal warmingPart 2(Paragraphs 2~5) b.It`s up to readers to think and decide whether people should do something about global warming or not. Part 3(Paragraph 6) c. Illustrate how global warming comes about. Part 4(Paragraph 7) d. Introduce a debate over the issue of globalwarming.2)Try to find out the main idea of the text.The ______have different ideas on whether it _______ when the earth is becoming _______.3)Read the passage and answer the following questions.1.What does the `green house effect` refer to?2.What has resulted the increase in carbon dioxide?3. Who wrote the magazine article? What is the name of the magazine?4. What are the names of the three scientists mentioned?5. Do the scientists agree with one another about the global warming?6.The different ideas between Dr. Janice Foster & George Hambley Dr. Janice Foster----Carbon dioxide has caused the global temperature to _____.An increase of five degrees would be a________and could be______.George Hambley----More carbon dioxide is a _____thing,which makes crops_______and will encourage_______.4)SummaryAll scientists 1.________ to the view that it is human activity that has caused the global warming.This activity is burning fossil fuels，to produce energy .As a result, a natural 2.__________called the“greenhouse effect” has 3.____________.Without this phenomenon，the earth would be about 4._______cooler than it is.So,we need those gases. However,the global temperature will rise when we add huge5.________of extra carbon dioxide into the atmosphere. We know that the levels of carbon dioxide have6._______ greatly over the last 100 to 150 years. The attitude of scientists towards this rise is completely7________ . Some think that the trend would be a catastrophe while some are 8.______ to this view，and they believe that any warming will be 9.____________ with few bad environmental 10.__________.eful sentences about protecting enviornment.1.Environmental protection has caused global concern recently.2.Everybody should raise the awareness that it’s our duty to protect our mother earth.3.It’s high time we took immediate measures to protect our earth from being polluted.4.On no account should we develop our economy at the cost of our environment.5.With the increase of the world population, our environment is getting worse and worseIV.HomeworkWrite a short passage using the topic about protecting environment.。

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

Unit 4 Global warmingWarming up and pre-readingTeaching goals (教学目标)1. Enable the students to talk about different sources of energy and express their own ideas.2. Help the students learn how to give their ideas about the use of energy.Teaching important points 教学重点Train the students’ speaking ability by talking about global warming.Teaching difficult points 教学难点How to help the student carry out the task of speaking．Teaching aidsMultimediaTeaching proceduresStep ⅠgreetingT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please.Step II lead inT: Now late autumn is approaching, but the weather here is still quite hot, do you know why? What causes such bad weather?S1: …S2:…T: Yes, great, today we will talk some thing about it. Please turn to page25 and look at the topic of this unit, do you understand it? How to understand it in Chinese? Now let’s watch a film first(play the film for the students)and then appreciate some pictures.(show the pictures on the screen) what does the movie tell us?(The movie tells that the temperature heats up due to global warming. The Ice Age is coming to an end.)(Animals discover that the miles of melted ice will flood their valley, they try to avoid the trouble .)Eventually, they succeed.Look at the pictures and think about the following questions.Think about:What causes the global warming? Human activity or a random but naturalphenomenon?(watch a video)T: When we talk about this problem, we naturally link it to the use of energy and the environmental pollution. But firstly and importantly, energy makes a great difference to our lives. we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Things that use energy around us or at any other places:hair-dryer television air-conditionerCar washing machine fridgeSa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on. Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly”from one place to another by plane which runs on energy. Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.Step III warming upT: Where does all this energy come from?From the following pictures(on page 25, show them on the screen), you will know where all this energy comes from.T: Who’d like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.Step IV DiscussionAn energy source is “renewable”when supplies of it never run out and “non-renewable”when one day they will run out. Which energy sources on your list are renewable and which are non-renewable? Fill in the following blanks.Group workSources of energy Renewable /non-renewablecoal non-renewableoil non-renewablenatural gas non-renewablewind (wind power) renewablesun (solar energy) renewablenuclear energy non-renewablewater (hydro-electric水力发电) renewableplant waste (biomass生物量energy) renewablehot springs (geothermal energy地热能) renewablethe sea (tidal energy潮汐能) renewableT: It ’s true, such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable. Step V pre-readingT: What is this?What is a greenhouse made of and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.How does a greenhouse work?The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.we call global warming “greenhouse effect(温室效应) ”.大气能使太阳短波辐射到达地面，但地表向外放出的长波热辐射线却被大气吸收，这样就使地表与低层大气温度增高，因其作用类似于栽培农作物的温室，故名温室效应。

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全椒中学英语课教学设计Lesson1 Global Warming
所在单位：全椒中学
授课年级：高三年级
授课教师：王运成
授课班级：高三（17）班
授课时间：2008-9-5
地点：多媒体教室3
Unit 22 Environmental Protection
Lesson 1: Global Warming
(The First Period)
Teaching Aims:
1. Knowledge Aims:
Let students know something about global warming by reading this text.
2. Ability Aims:
Enable students to improve their reading ability by using different and appropriate strategies and tasks.
3. Moral Aims:
Let students know more about global warming and raise their awareness of environmental protection.
Teaching Important Points:
Make students read the text to get some specific information about the reading passage.
Make students do some tasks to practice their reading ability. Teaching Difficult Points:
How does the teacher use appropriate strategies and tasks to develop students’ task-based reading ability?
Teaching Methods:
1 Task-based teaching method
2. Cooperation teaching method
3. Individual, pair, and group work.
4. Fast and further reading
5. Discussion
Teaching Aids:
Multi-media
Teaching Procedures:
Step1. Warm up
Students look some pictures about “Earth is like a paradise”.
Step2. Pre- reading
Let the whole students discuss two questions to guess the meaning of the title and the general idea of the text.
What makes the Earth become so hot?
What problems does it result in?
Then, show some pictures to them.
Step3. While-reading
1.Fast-reading
Play the tape of the text to the students, ask them to go through the text quickly and underline the strange words on the screen.
Then guess the correct meaning of each new word.
2.Further-reading
Before reading again, let students read through the heads on the screen . Then ask them to skim the text and match the heads with the paragraphs.
Step4. Post- reading
1. Show students a form about the text; let students get more
detailed information to fill in the missing word of each blank.
After few minutes, ask some students to write these missing words on the blackboard.
2. Read the text and answer these questions.
1) What is global warming?
Global warming refers to an average increase in the Earth’s temperature that, in turn, leads to climate change.
2) What human activities are causing global warming?
Industry, agriculture, the cutting down of forests, the increase in transport and the burning of fuels are causing global warming.
3) By how much has the global average temperature increased in the
last 100 years?
By 1ºF (One degree Fahrenheit)
4) Are greenhouse gases necessary for life on Earth?
Yes, they are. Because they trap heat from the sun in the Earth’s atmosphere. Otherwise the Earth would be cold and unsuitable for
life.
5) How can we help solve the problem of global warming?
We can make small changes like taking public transport, recycling, using low-flow shower heads, buying light bulbs that use less energy, using recycled paper and switching off the lights when we leave a room.
Step6. V oice your opinion
What will you do every day to help reduce greenhouse gases?
Show an example to students, and then ask students to imitate this example to organize a dialogue about this question with their partners..
Step7. Homework
♦Read the text after class.
♦Try to recycle something to make your own contribution. Then based on these actions, write a composition to share your experience with us.
Step8. Record after teaching。