高二英语Unit4 Period1 Listening and warming up课件
What’s the meaning of this limerick?
Corfu is an island that belongs to Greece.
A large lady from Corfu, Wished to travel to Peru. Peru is a country on the But Whether buses or trains northeast Or boarding aeroplanes, coast of Latin There wasn’t a door she’d America. get through.
2.Listen to the tape again and answer the following questions.
1.What is the dialogue about? 2.What kind of book is A Garden of Poems? 3.Which period is meant when we say “between the World Wars”?
4.How should you read a book such as 1001 Songs and Poems in English?
5.Which topic for poetry does the student like?
Answers to exercise 2:
1. The dialogue is about a student who is looking for some poems to read.
The meaning of this limerick is that there once was a very fat lady, who wanted to travel from Corfu to Peru. But she was so fat, that she could not get on any bus, train or aeroplane.
(swim rock, him )
Pre-listening
collection: 集合，总集 the World Wars 两次世界大战 the countryside paintings period fill in poetry belong to mention sort...by...
Listens to the dialogue happening in the library and finish the exercise.
Answers to exercise 3:
Sorted by: Sorted by: Sorted by: Names Period of time ____________ Topic ___________ _____________ A Garden of Poems 1001 Songs and Poems in English English Poems of the Early 17th Century Poetry between the World Wars The Earth is Painted Green
2. It’s a collection of poems. 3. From 1914 to 1918. 4. You should not read all the poems but go through them and only read those which you like from looking at the title, the topic or the first or last line. 5. She likes reading about nature.
Not once, but thrice,
beg Take no pity on her, I______.
A clumsy young fellow named Tim, swim Was never taught how to_____
He fell off a dock,(码头）
rock And sunk like a_____ him And that was the end of_____.
Un i t 4
A Garden of Poems
Period1 Warming up and listening
P25.
Warming-up
What English poems, songs or rhymes
have you read? Can you recite any?
Eg: Roses are red Violets are blue Sugar is sweet And I love you
Lead-in
Байду номын сангаас
A rhyme
Good, better, best! Never have it rest! Till good is better, And better, best!
A Rhyme
People laugh and people cry Some give up some always try Some say hi while some say bye Others may forget you but never I.
Listening
Listen to the tape and tick the words that are used by the woman working in the library.
√ √ √ √
√ collection
the
poem
World Wars The countryside
Fill in the blanks according to the aabba pattern:
1.There once was a pauper named Meg
Who accidentally broke her _______
ice She slipped on the ______
leg
who---poet
types of poems
poem
topics human feelings history/development
Limerick 1
Limerick 2
About a mad teacher
Theme
Number of lines Rhyming pattern(韵律）
About a fat lady
5 aabba
5
aabba
What is a limerick?
A humorous 5-line poem about people’s daily life, with the rhyming of aabba
Main idea
Style Lines
Rhyming pattern
Syllables
A teacher from Singapore. Warming-Up Taught at middle school No 4. It didn’t take students long To see something was wrong: The man was as mad as a door!
Which words rhyme? (Ex.2 p.30 )
mad
smile
base
tale
glory
afraid
story plough fail glad night ( Now let’s learn some poems )
recite
cow
shade
isle
embrace
Read the limericks on page 25 and fill in the chart:
新人教版选修4高中英语Unit 4 Period 1 Warming Up Reading课时作业
Period One Warming Up & ReadingⅠ.用适当的介、副词填空1．We would take them first ________ their dormitories and then ________ the student canteen.2．After half an hour ________ waiting ________ their flight to arrive，I saw several young people enter the waiting area looking ________ curiously.3．After I met them and then introduced them ________ each other，I was very surprised.4．________ the same way that people communicate ________ spoken language，they also express their feelings using unspoken “language” ________ physical distance，actions or posture.5．Then Akira Negata ________ Japan came ________ smiling，together ________ George Cook from Canada.6．As they were introduced，George reached his hand ________ to the Japanese student.7．When we met yesterday，he moved very close ________ me as I introduced myself.8．When Darlene Coulon from France came dashing ________ the door，she recognized Tony Garcia’s smiling face.9．They shook hands and then kissed each other twice ________ each cheek.10．Ahmed Aziz，________ the contrary，simply nodded ________ the girls.Ⅱ.佳句翻译与仿写1．After half an hour of waiting for their flight to arrive，I saw several young people enter the waiting area looking around curiously.翻译____________________________________________________________________ ________________________________________________________________________ 仿写(1)他站在那里时看到两个人进入了超市。
2020年新人教版高中英语必修一《Unit 4 Natural Disasters》单元教案(附导学案)
《Unit 4 Natural Disasters》单元教案Unit 4 Natural DisastersPeriod 1 Listening and Speaking【教材分析】高考听力材料的选用非常重视语言真实性和交际性的原则，语言材料一般来源于实际生活，对话的内容大都取材于日常生活，即衣、食、住、行、工作、学习、天气、生活环境等话题，可分为校园、公共场所、家庭等方面，如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。
新教材的特点就是利用生活中真实文本，只是降低难度，让学生注重语言的应用，将是我们高考把握方向的重要因素。
【教学目标与核心素养】学习能力目标：在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。
这节课的训练目标是让学生有正确的预测和抓住问题的关键信息，从而用心去听来找寻关键信息。
根据生活中实际情况和高考常见语境，我们不难发现提前预测和抓住题干中的w很重要，即what, where, when, why等等。
【教学重难点】1．重点（1）在听力之前把握题干中的关键词，并标注出来；（2）熟悉和数字、地点等相关的常见表达。
2．难点（1）听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；（2）能够先通过读题，找到题干中的关键词。
【教学过程】Unit 4 Natural Disasters—Reading & Thinking【教学目标与核心素养】1. Teach students to find out the paragraph topic sentences, understand the basic information of the Tangshan earthquake through skimming, searching and other reading skills.2. Enable students to sort out the details of the paragraph, to understand the strange things before the Tangshan earthquake, the tremendous destructive force caused by the earthquake, and the rapid and selfless rescue and reconstruction after the disaster.3. Discuss the thinking brought by earthquake and sublimate the theme significance.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about the precursor before the earthquake, the damage caused by the earthquake, the rescue after the earthquake and the reconstruction after the earthquake.【教学过程】Step 1 Activity 1 Activating background informationT: Today we are going to learn a passage with the title “The Night the Earth Didn’t Sleep”. So why didn’t the earth sleep on that night? Wh at happened to the earth? Actually there is a movie directed by Feng Xiaogang focuses on the same earthquake. Now, I’d like to show you a short clip of the movie.1. Talk about the earthquakeQ1. What do you learn from the video?2. Talk about Tangshan earthquake.Q1. What do you know about Tangshan earthquake?Q2. What do you want to know about it?Step 2 Activity 2 Reading to get some basic information about earthquake1. Read quickly to find the answers to the students’ own questions.2. Read for the topic sentences and work out the organization of the text.Q1 What’s the topic sentence in each paragraph?Q2 In what order does the author describe the earthquake?Step 3 Activity 3 Reading for detailed information1. Read to get detailed information about Paragraph 1.Q1: What were the strange things?Q2: What was people’s reaction to these strange things?Q3. Why didn’t people pay attention to these strange things/the signs before the earthquake?T: People had little knowledge of earthquake at that time.Q4 When does this paragraph mainly talk about?T: Abnormal signs before the earthquake.2. Read to get detailed information about Paragraph 2.Q1 How strong was the earthquake?Q2 How did the people feel when the earthquake happened?Q3 What does this paragraph mainly talk about?3. Read to get detailed information about Para. 3.Q1 What were destroyed?Q2 How does the writer describe “everything in the city”?Q3 How did the people feel?Q4 What does this paragraph mainly talk about?4. Read to get detailed information about Paragraph 4.Q1. Who brought hope back? And what did they do?Q2. How did the people feel after a lot of people came to rescue?Q3. How was the city after a lot of people came to rescue?5. Read to get detailed information about Paragraph 5.Q1. What shows the revival of Tangshan?Q2. How can Tangshan revive itself and get up on its feet again?Q3. In times of disasters, how can we go through it?T: In times of disasters, we should unify, show the wisdom and stay positive.Step 4 Activity 4 Highlighting the theme and reflecting1. Make a summary of the text.Q: After our learning, why do you think the earth didn’t sleep on that night?T: An earthquake happened. The people in the earthquake suffered a lot, and the people outside Tangshan were concerned about the people there a lot.3. Reflect through discussion on what can be learnt after reading.T: Disasters are powerful. Unpreparedness can be deadly. Life is weak, but if people work together to help each other, disasters can be defeated.There is no love from disaster, but we have love in the human heart.Step 5 AssignmentHow does the writer convey that the earthquake was deadly, and that people were helpless during the earthquake? Try to find some attractive and impressive expressions and note them down.Unit 4 Natural DisastersPeriod 3 Discovering Useful Structures【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughlyand consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom. 【教学过程】Step1: 语法知识呈现定语从句（一）—关系代词的用法在复合句中, 修饰名词或代词的从句叫定语从句。
教学设计_人教版_高中英语1_必修_ Unit 4 Earthquakes_ Period 1 Warming up and Reading
人教版_高中英语1 _必修_ Unit 4 Earthquakes 教学设计——Period 1 Warming up and Reading【Teaching Material】This unit is about natural disasters through the world and china, as we know, has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China. Although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.【Teaching goals】Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills.Get the students collect the information from the internet by themselves.Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【Teaching important points】1. Get the students to learn about Tangshan Earthquake.2. Get the students to learn different reading skills.【Teaching difficult points】Develop the students’ reading ability.【Teaching methods】1. Task-based teaching and learning.2. Fast reading, intensive reading3. Discussion.【Teaching aids:】CAI课件, A tape recorder【Teaching procedures】Step 1 Warming upWarming up by lookingShow Ss some pictures about natural disasters and ask them two questions.1. Can you tell some natural disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures.(Beautiful cities; broad roads; tall building; large population...)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step 2 Pre-readingImaging and sharingImagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile, phones, a torch light, or anything else? Why?Talking and sharingWhat are the signs of an earthquake? Talk about the pictures on Page 25.(e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….) Step 3 ReadingTell the students: Today, we are going to read a news report about the strongest earth-quake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly.1) Answer some questions.Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.2) Find out the topic sentences of each paragraph and get the general idea of the passage.3) Do some true or false exercises.Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.2. Reading carefullyAsk the students to read the passage carefully to lacate particular information.1) Do the exercises in the part Comprehending on Page 27.2) Do some multiple choices.3. Language problemsWhile checking the answers with the whole class,deal with any language problems that the students can’t understand.4. Reading aloudPlay the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.Step 4 GameWork in pairs. Supose you are a newspaper reporter, and other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.Step 5 DiscussionHow can we protect ourselves in the earthquake?Earthquake Survival TipsDriving --- pull over and stay in your car.In a building--- get near a strong wall / The corner of the room is the safest.Having classes--- listen to the teacher’s instruction, protect their heads and hide under the desks.On buses--- Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.Step 6 HomeworkP review the reading “A Night the Earth didn’t Sleep” and learn new words of this unit.。
版选择性必修第一册 Unit4 Period 1 Listening and Speaking 教案
教学设计〔5〕口头复述新闻播报。
学生先独立补全表格内信息，然后以小组为单位，归纳新闻播报的要点，并复述新闻播报，在内化语言的同时再次熟悉新闻播报的主要元素。
教师提问：What are the main points of a news report? Can you report the news to your partner according to the information in the form?教学提示：这个听力材料适合让学生作复述或转述活动。
学生在听完之后，可分组向对方复述这四那么新闻播报的内容。
复述或转述有利于学生在深度理解的根底上，运用自己的语言提取新闻播报的关键信息并向他人汇报。
这个活动同时也为下面的口语表达活动做好了铺垫。
Step4 Post-listening该环节是听力理解完成后的口语输出活动，学生结对准备新闻播报。
〔1〕学生阅读活动4的任务要求，掌握其中的生词，为口语活动做好准备。
〔2〕学生选择一组信息，独立准备新闻播报。
〔3〕学生结对练习播报新闻，然后在班内展示。
教师让学生根据新闻播报的要素和语言表达进行互评，最后教师作出评价。
Step5 Pronunciation1.学生自读活动1中的单词，然后听录音并进行比拟，教师应提醒学生注意粗体字母和字母组合的发音，重点体会清辅音和浊辅音在发音上的差异。
2. 学生尝试朗读活动2中的单词，注意-ed的发音。
在学生自主朗读后，教师对“动词+ed〞的发音规律进行总结：在清辅音后读作/t/，如asked、helped ；在浊辅音和元音后读作/d/，如listened、loved ；在/t/、/d/后读作/d/，如minded、landed。
3. 学生自主完成归类练习，将活动2中的单词填入相应的方框中。
教师也可以把活动2和活动3结合起来操作，并补充更多的“动词+ed〞词汇，并在此根底上要求学生主动观察、回忆，最后总结-ed在动词词尾的发音规律，以培养他们自主学习的能力，让他们体验探索知识的乐趣。
英语人教版高中必修一(新课标)教案Unit1 Listening and Talking 教案
Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。
听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。
两人分别介绍了营地的活动内容，表达了对营地生活的期待。
该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。
教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。
2. 能够口头叙述计划和将要发生的事情。
3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。
教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。
【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。
教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。
高二英语 Unit4 Warming upListenin
得夺市安庆阳光实验学校【英语】大纲第2册 45分钟过关检测 Unit4 A garden of poems课堂训练Warming up,Listening & Speaking基础巩固:站起来,拿得到!Ⅰ.根据所给的首字母或汉语提示,用本课所学的单词的正确形式填空,使句意完整。
1.He’s full of good _________(意图),but can’t do anything to help.2.The man lives on his own,so he had to find ways to get rid of his l .3.They s the apples into large ones and small ones.4.Shakespeare and Milton are masters of English p .5.There were ten people on b (在飞机上) the aeroplane.答案:1.intentions 2.loneliness 3.sorted 4.poetry 5.boardⅡ.写出下列词的名词形式1.develop_________2.translate_________3.intend_________4.mad_________5.lonely_________6.sad_________7.introduce_________ 8.recite_________9.move_________ 10.absent_________答案:1.development 2.translation 3.intention 4.madness5.loneliness6.sadness7.introduction 8.recitation 9.movement 10.absence能力提升:踮起脚,抓得住!Ⅲ.单项选择1.—Why didn’t you tell me that you bad changed your mind?—I did ring you several times,but I just couldnt _______.A.speakB.passC.talkD.get through答案：D提示:get through意为“打通电话”。
高二英语选择性必修第一册(2020版)_Unit4_Reading_and_thinking_练习
2020-2021学年高中英语新教材同步备课（人教版选择性必修第一册）Unit 4 Body language—Period 1 Reading and Thinking课后练习（解析版）第一部分：根据首字母提示或汉义补全句子，每题1分，共计20分。
1.The Secretary of State has the power to a__________the proposals.【答案】approve【解析】国务卿有权批准这些议案。
批准，approve2.The study also d__________a direct link between obesity and mortality.【答案】demonstrated【解析】这项研究说明了肥胖和死亡之间的直接关系。
显示，说明，时态为一般过去时态，demonstrated 3.In general,Japanese cars are very r__________and breakdowns are rare.【答案】reliable【解析】总之，日本的汽车很可靠，故障很少发生。
可靠的，reliable4.In college I had been taught that a successful__________(教育工作者)should ignore bad behavior.【答案】educator【解析】上大学时我学到，一名成功的教育工作者应该忽略坏的行为。
Educator，单数形式5.Adults learn what they__________(理解) to be useful in their lives.【答案】perceive【解析】成年人学习他们所理解的在生活中有用的东西。
理解，perceive6.There is a growing t__________ for people to work at home instead of in offices.【答案】tendency【解析】人们现在有一种趋势，在家工作而不是在公司。
人教版高中英语 必修一 Unit 4 期末复习 练习题教学课件PPT中学公开课
高中英语·必修一·人教版Unit4Natural DisastersPeriod 1Period1Listening and Speaking &Reading and Thinking一、根据汉语或首字母提示填空1.The Three Gorges Project has been constructed and plays a key role in (洪水)control, electricity production and shipping.2.Whenever a natural (灾难) occurs, our army are always ready to protect people's lives.3.Continuous rainy days (破坏) my holiday and thus I had to be trapped indoors.4.She fell over and s across the shiny floor.1.flood2.disaster3.ruined4.slid5.The mother spared no effort to r her child and her spirit moved us.6.After terrible earthquakes,a few buildings were still standing,but people were afraid to use them as s , worrying they would be buried if the buildings fell down.7.You can guess the meaning of the word according to the (语境).8.Always lowering your head to check your cell phone could d your neck.9.Environmental problems are one of the most serious challenges we face but the (努 力)made by the Tanzania National Parks Authority seem to be paying off.10.It was a real s to hear that a terrible flood happened again in Guangdong Province.5.rescue6.shelters7.context8.damage9.efforts10.shock二、选词填空(使用正确的形式)dig out, suffer from, look up, in ruins, blow away, come to an end, in shock, go through1.Teenagers who are addicted to the Internet are more likely to depression.2.After the big fire swept across the village, all the houses were left .3.Rescue workers people trapped in collapsed buildings in the past four hours.4.To keep the soil from , the best way is to plant trees around the city.1.suffer from2.in ruins3.have been digging out4.being blown away5.You'd better the word in the dictionary ifyou don't know its meaning.6.Two days have passed since the accident, but she is still , wondering how it happened.7.The lecture on how to prepare for a disaster lasted 3 hours and finally .8.Nelson Mandela once so many difficulties in prison, which inspired him to pursue freedom for his people.5.look up6.in shock7.came to an end8.went through三、 用所给词的适当形式填空1.If you exercise out of doors, you can learn to (breath) more deeply,allowing more oxygen to get to your brain.2.People who are responsible for the environmental (destroy)of the Yangtze River shall be punished.3.It is reported that all the (survive) in the traffic accident have been rushed to a nearby hospital.1.breathe2.destruction3.survivors4.Please remember to shut off the gas and (electric) in your house before going on holiday.5.I've learned a great deal from my new friends and appreciate their knowledge and (wise).6.Many reporters were waiting outside the hospital,hoping to get further information about the (injure) in the bus accident.4.electricity5.wisdom6.injured四、 单句语法填空1.Some rescue workers risked their lives saving two tourists (trap) in the mountains.2.Brave firefighters broke the window and rescued the boy the burning house.3.On seeing the damage he had done his neighbor's house, the child felt ashamed.1.trapped 【解题思路】 考查非谓语动词。
高二英语 Unit 4 Global Warming
高二英语 Unit 4 Global Warming高二上学期第九次教案设计人Unit 4 Global WarmingPeriod 1 Warming UpTeaching Goals:1. To arouse Ss’ interest in learning about global warming.2. To get Ss to know the energy source. Teaching procedures: Step 1. Leading-inPurpose: To activate Ss and arouse them to talk about global warming. Step 2 Warming upPurpose: To lead Ss to the topic of this unit. 1. Pair workGet Ss to ask each other the following questions, and then ask them to present it before the class. 2. Group work(1) Get Ss to talk about sources of energy according to the following photos. The above pictures can be used for Ss to talk about, and Ss can also talk as much as they can.By learning Warming Up we all know that energy is so important, but where does it come from?There are different forms of energy: (2) ConclusionWhen energy changes from one form to another, the amount of energy stays the same. Energy cannot be made or destroyed. This fact is called “conservation of energy”. Matter can be made into energy through processes like nuclear fission and nuclear fusion. 3. Competition:Take the quiz below and see whether Ss can fill in the blanks. 4. HomeworkWrite a short composition about sources of energy.Period 2 Pre-reading, Reading, ComprehendingTeaching Goals:11.To read about global warming.2.To get some idea about the effect of global warming.3.To develop some basic reading skills. Teaching Procedures: Step 1. Warming UpPurpose: To arouse Ss interest in learning about global warming. 1. Team workAnswer the questions below:2. Group work Look at the picture, and ask Ss some questions. Step 2. Pre-readingPurpose: To get Ss to learn about greenhouse gases. 1. Group workNow look at the word “GREENHOUSE GASES”. What does it mean? 2.Individual workGet Ss to answer these questions individually. Then let them discuss the answers.(1) Who wrote the magazine article? What is the name of the magazine? (2) What are the names of the three scientists mentioned in the article? Step 3. Reading 1. SkimmingPurpose: To get a brief understanding of the text.Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph. Key sentences 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 believe people have caused the increase in theearth’stemperature. 2. ScanningPurpose: To get Ss to have some details in the text.Read the article carefully. Are these statements true or false? Write a T for eachtrue sentence and an F for each false sentence. 3. ListeningPurpose: To train Ss listening ability.Listen to the tape and follow it in a low voice. 4. Group work2Ss are divided into four groups. Each group is supposed to read through eachpart and then discuss them. Part 1 (Paragraph 1) (1) compare 比较● 常见用法：① compare…with… 把…和…比较Compared with him, I am fast. ② compare…to… 把…比作… Life is often compared to voyage. (2) come about发生How did it come about? 那事是怎么发生的? ● 常见词组： come across 偶遇；碰到 come round 恢复知觉， come along 进展；进行 come to 涉及；到达；共计 come out 公开；问世；出版 come to oneself 恢复知觉 come up with 想出 (3) phenomenon n 现象It is only a social phenomenon, but not a phenomenon of nature.Purpose: To have a deep understanding of the text. 1. Group workNow you are going to discuss the statement: We should do nothing about global warming.Follow these instructions:(1) Get into groups of six. Decide which three in your group are going to agreewith the statement(Group A) and which three are going to disagree with the statement (Group B). (2) Group A students discuss why they agree with the statement; Group Bstudents discuss why they disagree.(3) Groups A and B get together. They tell each other the reasons for agreeingor disagreeing with the statement. 2. Individual workAsk Ss to answer the following questions. Present their opinions to otherclassmates.(1) What do you think of global warming?3(2) Do you think it serious? 3. Discussion(1) Global warming refers to an average increase in the earth’s temperature,which in turn causes changes in climate.(2) Earth’s climate has been changing c onstantly over its 5-billion-year history. (3) The earth could be getting warmer on its own. Step 5. Reflective thinkingFirst show the following questions to Ss and then ask Ss to discuss them in groups.1. What do you think cause global warming?2. How does global warming affect you and others? Step 6. Homeworke the new words and expressions to make some sentences.2.Try to write a short composition .The title is “How to slow climate change”,beginning with “Global warming doe s not have to occur .It is possible forthe human race to slow down global warming and maybe even remove all of theeffect that people have on the climate.”Period 3 Learning about LanguageTeaching Goals:1.To enable Ss to master some useful words and expressions.2.To discover useful structures.3.To get Ss to have knowledge of the grammar point: the use of it.Teaching Procedures: Step 1. Free talkGet Ss to talk about what causes global warming. Step 2. Word studyPurpose: To consolidate the words and phrases in the text. 1. IndividualworkGo over the new words and phrases in the previous sections. Then complete each sentence with one of those new words or phrases.(1) Charles Keeling collected on the carbon dioxide content inthe atmosphere over a forty-year period .He found that the amount of carbon dioxide _________ increasing during that time.(2) Although we are burning coal in huge every year, we won’t of it for centuries.(3) If the amount of greenhouse gases continues to we could be4facing a global.(4) Many scientists believe that global warming has through the burning of fossil fuels. They do not think that ignoring the issue is worththe_______.(5) describes weather conditions over a period of years in aparticular place.(6) The of a rising sea level would be widespread flooding.(7) The use of energy in Susanna’s country is low the use ofenergy in the USA.(8) The warming of the earth is a that cause great concern. (9)The shows temperature changes during the 20th century.(10) One hectare of forest can absorb 23 tons of carbon dioxideyear.2. Pair workLook at the two graphs on page 26. Then complete the paragraphs about themwith appropriate words. Do the exercise in pairs.The first graph shows the global between and .The temperature and decreased over this period but on the whole it by around one degree Fahrenheit. During this time, the earth reached its temperature in about and its highest in 2000.There was a steadyin the temperature during thetwenty years after 1980.We can see from the graph that the earth hasbecome since early last century.The second graph shows the amount of in the atmosphere fromto. The carbon dioxide steadily over this forty-year period .Itwent up from 315 to 370 parts million. Step 3. Grammar1. It构成的英语强调结构What s it that Professor Liu teaches us this year? 2. 强调句型的特点去掉It is(was)及that(who)后，在不添词、不减词的前提下能重新构成一个意义完整的句子。
高二英语上册unit 4 Warming-up, Listening and Speaking
静夜思 李白 窗前明月光，疑是地上霜。 举头望明月，低头思故乡。
Thoughts on a still night Before my bed a pool of light, Can it be hoarfrost on the ground? Looking up, I find the moon bright; Bowing, in homesickness I’m drowned.
• 4)给…接通电话,被接通 to reach sb. by telephone I rang you several times yesterday, but could’t get through (to you)
Get through 的更多意义
He has got through a big plate of meat . He has got through $1000 in less than two months.
Poems sorted by: Period of time •English Poems of the Early Seventeenth Century •Poetry between the World Wars Poems sorted by: Topic •The Earth is Painted Green
Un i t 4
A Garden of Poems
Warming up and listening
Little star
(Jane Taylor)
Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are!