人教版高中英语选修6 Unit4_听说课名师教学设计
最新人教新课标高中英语选修6 Unit4精品教学设计Unit 4 全单元教案1
Unit 4 Global Warming教材分析Ⅰ.教学内容分析本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。
“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。
能源可分为两类：一类是可再利用能源；另一类是一次性能源。
把前面列举的能源按能否再利用这一标准进行分类。
本部分提供了六幅图片，教师可以从识图开始组织教学。
还可以让学生搜集一些其他相关图片。
这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。
“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室能阻止热量散发，因而能帮助植物度过寒冷的时期。
该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。
“阅读”(Reading) 部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。
20世纪中，地球的温度上升了华氏1度。
这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。
这种现象是自然发生的还是人为的？这个问题引起激烈的争论。
许多科学家认为，这种变化是人类燃烧矿物燃料所致。
高二英语选修六_Unit4_Grammar_公开课教学设计(一)
Knowledgeaims:
1.ToenablestudentstolearnthreeimportantstylesofEmphasis:
(1)用very，only,just,such,so,really,indeed等修饰名词或形容词来加强语气(2)用助动词“do（does／did）＋动词原形”表示强调
Minority high school /Students in low level
七、板书设计
Unit 4 Grammar and usage
Emphasis
1.用very，only, just, such, so, really, indeed等修饰名词或形容词来加强语气.
2.用助动词“do（does／did）＋动词原形”表示强调：
Step5 Performance
Ask the students to show their answers.
The students will participate the activity very
actively.
It’s a good chance to show the students’ talent
Unit4语法课名师教学设计
教学基本信息
课题
NSEFCBook6Unit4GlobalwarmingLearningaboutlanguage
学科
英语
学段
高二
设计者
孙望辉
教材
普通高中课程标准实验教科书
英语6
出版社
人民教育出版社
版次
2007年4月第2版
一、设计与施教理念
在新课标理念的指导下，根据学生的实际水平，采用多媒体教学，创新学生活动，充分发挥学生的创造力，激发学生的语法学习兴趣，加强学生的语言运用能力和自我展示的能力。
新最新人教新课标高中英语选修6 Unit4精品教学设计Unit4 Extensive reading and writing教案
人教选修6 Unit 4 Global WarmingExtensive reading and writingTeaching goalsAbility goalsEnable the Ss to talk about environmental pollution and write a composition on environmental problems.Learning ability goalsHelp the Ss to write a composition on environmental problems.Teaching important & difficult pointsHow to help the Ss to write a composition on environmental problems.Teaching aidsA computer and a projectorTeaching proceduresStep1 Extensive readingRead Tom’s essay about litter. Make a summary for each paragraph, and then fill inStep2 DiscussionDiscuss the environmental problems that concern people most in groups of four. List as many environment topics as possible, and then write them on a piece of paper.A sample list of environment topics:air pollution, noise, soil erosion, water pollution, litter classification, desertificat ion, and make green by planting treesStep 3 WritingChoose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.Writing tips:Step 1: Write out the thesis statement. (point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic. (mor e body paragraphs ...)A sample version:The Environmental Effects of Fossil FuelsThere is no doubt that fossil fuels bring a lot of good to us. But do you kno w that many of the environmental problems our country faces today result fro m our fossil fuel dependence.The environment faces air pollution, global warming, acid rain, and several oth er very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.Carbon dioxide is one of the main factors in global warming which is negativ ely affecting everyone.Fossil fuels also affect water pollution, land pollution, and thermal pollution (h eat pollution). Coal mining is one of the causes of pollution in the environmen t. After the mining is completed, the land will remain barren. Materials other t han coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production, transportation, and use of fossil fuels are to blame for the effe cts of pollution on the environment. Then what should we do? We should spar e no effort to improve our environment. Please save energy and use fewer fos sil fuels in our daily lives.Step 4 HomeworkFinish your composition on environmental problems.。
人教版英语选修六Unit 4 Global Warming(Listening, Speaking and Writing)教案
Teaching methods
1.self-learningmethod
2.cooperativelearningmethod
3.task-basedmethod
Teaching aids
learningplan, a computer and a blackboard
Teaching objectives
1. Knowledge to get
To learn about the phenomenon of global warming，the bad effects and causes of global warming andtheways to slow global warming.
Givethem the key words and phrases,help them finish the task and make a comment
Create situations to improve the Ss’speaking ability
11’
Step 5
Writing training
Teaching procedures
Teaching tasks
Students’activities
Teachers’activities
Purposes
Time
Step 1 Lead in
Watch the video and answer two questions.
Play the video and ask two questions
Lead into the topic
人教版高中英语选修六：Unit4教案+
Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。
大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。
表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。
但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。
对此，在课堂活动中要进行有针对性的帮助。
如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。
本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。
因而在本堂课的引入环节中就结合这个内容进行了设问。
如“健康生活需不需要保护环境呢？”等。
且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。
二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。
同时学生能够进一步认识我们的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知识、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。
Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。
从而为本单元主题Global warming 作了很好的铺垫。
Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。
人教高中英语选修六：unit4+教学设计.doc
选修6 Unit 4 Global warming 教学设计The Second Period ReadingTeaching 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Enable the students to talk about the causes and effects of global warming.3. Learning ability goals 学能目标Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching 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 to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching methods 教学方法Listening, reading and group work.Teaching aids 教具准备A recorder and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevisionCheck the homework.Review the useful expressions about agreement and disagreement.Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources. Step Ⅱ Pre-readingShow a picture of greenhouse on the screen.T: Now look at the picture. What is it in the picture?S: A greenhouse.T: Right. Who can tell me what it is used for?Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather.T: Yes, you are right. And how does it work?Sb: 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.T: Exactly. Thank you. But today we are not going to talk about greenhouse, we’ll talk about greenhouse gases. Have you heard about this before?Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.T: That’s correct. Then what do you think greenhouse gases do?Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.T: Yes. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?”Step Ⅲ While-readingGet the students to read the passage fast and meanwhile help the students form a good habit of reading.T: What do you think will be talked abo ut at the sight of the title “THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part. After a few minutes.T: How many parts can this text be divided into?T: Any different ideas? OK. Now let’s finish the form on the screen.Show the form on the screen and let the students complete the form.Main ideas of each part Writing techniquesStep Ⅳ ComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.T: Now let’s listen to th e tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.Step Ⅴ DebateGet the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.Put the following instructions on the screen.● Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).● Group A discuss why they agree with the statement; Group B discuss why they disagree.● Group A and B get together. Tell each other the reasons why agree or disagree with the statement.T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.Step Ⅵ Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING？精美句子1、善思则能“从无字句处读书”。
最新人教新课标高中英语选修6 Unit4精品教学设计Unit4 Reading教案
Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let’s look at a picture on the sli de and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.What’s greenhouse effect?Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious. George Hambley thinks global warming will be mild with few bad environmen talcons equences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting i n a bigincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2 000.The second graph shows the carbon dioxide content in the atmosphere from 1957 to 197 7.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit betwe en 1860to 2000. The second graph shows the carbon dioxide content in the at mosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century di dn’t increase much.2. Everyone believes that global warming is caused by the activities of human s.3. Janice Foster believes that global warming is caused b the burning fossil fu els.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling’s data because he took accurate measurement s.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of gl obalwarming.9. George Hambley is worried about the effects of carbon dioxide on plant gr owth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part.。
人教版高中英语选修6 Unit4 Grammar名师教学设计
文化目标：
通过谈论有关全球变暖的话题，树立“节约能源、保护环境”的主人翁意识，培养环保意识。
教
学
重
难
点
教学重点：
1.强调句的用法；
2.强调句和定语从句及名词性从句的区别。
教学难点：
1.培养学生自主总结归纳语法规则的能力；
2.教会学生在语境中正确使用强调句表达自己的观点。
S: It is human activity that has caused this global warming.
1.通过翻译、划分句子成分及句型转换引起学生学习强调句的兴趣和对其结构和作用的思考。
1.学生是否能通过教师自主总结归纳强调句的结构和作用。
Dd presentation(引入和呈现)
e.g. Human activity has caused this global warming.
主谓宾
we know the emphatic “it” is used when the writer wants to put extra emphasis on or give more importance to a certain part of the sentence. The sentence is in this form: “ It is/was…that/who…”. The extra emphasis is given to the noun or phrase that immediately follows “ It is/was…”. So please change the sentence into an emphatic sentence if I want to emphasis the subject.
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学
目
标
1.语言目标：
（1）能够正确读写及运用以下单词及短语：
Interview carbon dioxide fossil fuel replace wind power radiation economical global warming nuclear power
（2）能总结归纳出表示“同意和不同意”的句型：
2．语义目标：
（1）学会表达同意和不同意；
（2）能阐释个人同意或不同意的理由。
3．语用目标：
（1）能正确使用委婉的语气表示同意或者不同意；
（2）能在讨论中运用正确的句型合理地表达同意或不同意。
4.策略目标
（1）能掌握note-taking的听力技巧，快速记录听力材料中的关键信息；
（2）能总结归纳谈话者对待能源使用的意见;
Unit4听说课名师教学设计
Book6Unit4:Global warming
Section4听说课框架单
教材版本：人教版册数：Book6单元：Unit4课型（课时）：听说课-Section4
教
材
分
析
本课是以讨论能源的使用问题为主题，学习表达“同意”或“不同意”的交际用语。教材共设置了五项练习。练习一是听第一段对话，李斌对科宁教授的有关如何使用不同能源的采访，学生通过判断科宁教授是否赞成的观点完成练习一；练习二让学生用note-taking的方式记录对话中提到的能源使用及其利弊；练习三帮助学生在听的过程中记录关键信息，记录下第二段听力材料中提到的节约能源的三个做法；练习四是精听材料二并完成对话填空；练习五针对能源的使用这一话题讨论赞成谁的观点。本节听说课采用了PWP的教学模式，学生通过听前话题讨论对听力内容进行预测，再通过听力对话练习学习表示同意和不同意的句型，最后通过谈论能源使用的话题学会表达自己的意见。
Talk aboutagreement and disagreement:
Exactly. You’re right. I agree. That’s correct/right.
I’m afraid I disagree with you. I’m afraid not. I don’t think so. No way. I don’t agree. I doubt…
（3）能在情境中Βιβλιοθήκη 当地表达同意或不同意。5.文化目标
（1）简要了解和能源使用相关的背景知识；
（2）能委婉地表达自己的观点。
教
学
重
难
点
教学重点：
1. 对学生听前阅读和听力训练时听力策略的指导（如：关键信息的记录， 听力预测等）；
2. 总结和运用听力材料中有关“同意和不同意”的句型。
教学难点：
1.让学生掌握和能源的使用相关的专业词汇和知识；
教学流程
（详见相应教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
Section4听说课教学设计
DELC 2 获取新知识
Step 2While-Listening (听中活动)(15mins )
First listeningfor gistof Part 1
1. Let students listen to theradio interviewfirst. Then deal withthe Exercise 1.
T: What’s the meaning of “renewable”?
S: It means that the source of energy or things can be made use of again.
1.通过头脑风暴相关话题词汇引导学生进入听力话题。
1.学生是否能回忆起听力材料中关于能源使用的相关专业术语。
2. Readthe statementsbeforelistening to the tape and guess which statements the students think the professor will disagree with.
3.Listen to Part 1 of the tape and ask students to make judgment on the statements ofExercise 1.
2. 如何引导学生吸收、理解及运用听力材料中的交际用语。
建
议
教
法
(一）自上而下加工法 （Top-downProcessingApproach）
本课的教学设计是从听力材料的故事背景引入，基于学生的生活经验和先期背景知识的了解，帮助学生对听力内容的话题有整体的体验与感知，然后再挖掘听力材料中的关键信息及额有用的句型及话题词汇。这种自上而下加工的教学模式使得学生在听力过程中时运用已有的知识和概念去加工、重构文本材料，从而内化为自己的知识。
（二）听说法 （Audio-lingualMethod）
本课是一节听说课，听说法强调运用现代化视听手段进行教学， 以句型操练为中心培养学生的听说能力。本课听前将用图片及视听采访对话等视听手段让学生感知听力材料背景知识；在听力训练和听后阶段通过让学生总结归纳表达“同意和不同意”的句型进行对话操练，最终将听力材料中的实用句型内化为学生新的知识。
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC
1
预备与激活先期知识
Step 1
Pre-listening（听前活动）(5mins )
1.Askstudents to brainstorm some terms about the use of sources of energy and remind them what the terms mean.
T:(Greetings) Do youremember the term of fossil fuel? Can you name some other sources of energy?
S:wind power, energy from the sun, nuclear power and so on.