新人教选修六 Unit 4 Global warming单元教学设计
教学课题Unit 4 Global warming period1 课程类型Warming up and reading课时一课时教材分析本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是全球变暖。
本节课是单元的阅读课，教材以说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。
学情分析The students are interested in the topic .After a year’s English learning ,most of them have formed some basic reading skills ,which contribute to the development of the class.教学重点1.Improve the students’ reading ability.2.Master the useful words and expressions.教学难点1.How to help the students master the usage of the useful words and phrases in thepassage .2.How to improve the students’ reading ability .教学目标一、知识目标1、初步理解、掌握课文中关于全球变暖方面的词语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。
2、利用已获取的信息发表自己对全球变暖问题的看法。
二、技能目标1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。
2、形成分析篇章结构的能力，提升逻辑思维能力3、学会总结说明文文章主题的方法。
三、策略目标1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
2、能利用上下文猜测生词词义。
（四）情感态度目标了解全球变暖的危害和保护环境的重要性；增强节约能源保护环境的意识。
教学方法1 、整体教学法2、体裁教学法3、导、读、练的教学模式教学手段Some slides , a tape-recorder and a blackboard .教学过程设计教学步骤教师活动学生活动设计意图Step1Revision Check the homework Read the new words in this periodStep 2 Lead-inAs we know , we depend on energy to domany things in our daily lives . For example ,energylights our cities and heats our building .Do you know what other things we use energyfor ?Where does all this energy come from ?Make a list of things that use energy and makeanother list of as many sources of energy as youcan .Answer the questions aloudTo lead inthe topicStep 3 pre- reading Get the Ss to look at the pictures and the titleof the reading passage and predict the contentand then lead into the new lesson.Look at the picture and try todiscuss the uses of agreenhouseTo trainstudents’predictionStep 4 Fast reading Ask students’ to skim the text and match themain idea with each paragraph.Para1 A the cause of the earth’sbecoming warmerPara2 B the consequence of burningfossil fuelsPara3 C the increase of carbondioxidePara4 D Global warming will go onPara5 E puzzles about globalwarmingPara6 F different attitudes to globalwarmingPara7 G an introduction to thepassageRead the passage quickly andtry to find the mainidea with eachparagraph.To practicestudents’skimmingStep 5careful reading Ask students to read the text carefully anddecide the following statements True or False.Read the passage carefully andtry to find some detailedTo practicestudents’1.The temperature in the last century did not seem to increase much.2. Everyone believes that global warming is caused by the activity of humans.3. Janice Foster believes that she can measure the future global rise in temperature.4. The rise in carbon dioxide is causing a steady increase in global warming.5. George Hambley believes that global warming will do good rather than harm to the earth.6. It is clear what the effects of global warming will be.informationscanningStep 6discussionAsk students to discuss : Shouldwe do nothing about global warming?Discuss the question in groups and try to write downTogivestudentssome emotional edu cationStep 7homeworkDo Ex 1 in workbookBlackboard Design （板书设计）Reflection After Teaching(教学反思)教学课题Petiod 2 Important language points 课程类型Important language points课时一课时教材分析This is the second teaching period of the unit .In this period we will deal with some important language points in the passage .make sure students can grasp some useful words ,phrases and sentences patterns .学情分析Students are poor at English .many of them can not use certain words ,phrases and sentences patterns correctly . They need a lot of practice to improve their English .教学重点1. Master the useful words and expressions.2. learn some useful sentence patterns教学难点1. grasp some useful words and expressions.2. learn some useful sentence patterns教学目标（一）知识目标To grasp some useful words and expressions and learn some useful sentence patterns （二）能力目标1. Get students to use some useful words and expressions correctly .2. Enable students to make sentences after the useful sentence patterns（三）情感目标1. stimulate students’ interest in learning English.2. Develop students’ spirit of cooperation and teanwork教学方法1.task-based teaching and learning2.cooperative learning教学手段A Important language points教学过程设计教学步骤教师活动学生活动设计意图Step 1RevisionCheck the homework exercisesStep 2 listening Play the tape for students and payattention to some important words andphrasesListen to the tape and payattention to some important wordsand phrasesTo lead inthe classStep 3language points Go through the passage and deal with anylanguage pointsLearn the useful language pointsStep 4PracticeAsk students to do some practice do some practice To make sure students can grasp what has learnedStep 5HomeworkFinish off the exercises in workbook.1consume v.消费，消耗；吃完；喝光Make a list of the things that consume energy in your home ，school ，or any other places you can think of.列举一些在家里、学校里或者其他你能想到的地方消耗能量的东西。
人教版选修六Unit4《Globalwarming》word教案1
Teaching Plan for Unit 4 Global Warming (1st period)设计思路：教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。
科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。
好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。
授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。
文章标题“The earth is getting warmer but does it matter?”非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。
其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。
最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。
Teaching materials:Textbook---Student’s Book 6, New Senior English for China, People’s Education Press Teaching Aids: a blackboard, a multimedia kitObjectives:I.Of Knowledge:Students will know basic scientific facts concerning global warming, scientist s’differentattitudes towards it and the writer’s opinion as well.II.Of AbilityA.Students will continue to develop their predicting skill to guess the main idea of the articleand get prepared for the reading.B.Students will practice the scanning skill to get the specific information.C.Students will learn to think critically about the problems the writer has raised.III.Of EmotionA.Students will learn we should conserve energy and protect the earth.B.Students will want to get involved in the classroom activities when doing the tasks.Procedures:I.Before ReadingLead-inA graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006. What can you tell from the graph? (Students’ answer may vary.)This leads to our topic today---Global warming.1. Predicting:1)What can you infer from the title?2)What are the two graphs about?II. While Reading(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have?)2. Scanning1)Look for people’s names. Circle them with a red pen.①Who wrote the magazine article?②What are the names of the three scientists mentioned in the article?2)Para. 1 & 2①What has caused global warming? (vocabulary teaching involved)②Which sentence tells us what the writer will talk about in the article?3.Reading: Para. 3, 4&5How has this come about?Further questions:1)Can you give the three examples of the fossil fuels?2)Who gave us scientific evidence that the amount of carbon dioxide has been increasing?3)Some gases can trap heat from the sun. What do scientists call this phenomenon?What would happen if there were no greenhouse effect? What would happen if there were too many greenhouse gases?4)How high will the temperature increase go according to Janice Foster?4.Reading: Does it matter? Pair Work (Para. 6)The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.5. Reading: Para. 71)The writer probably thinks ________.A. It matters.B. It doesn’t matter.2) What probably does the writer want us to do by the last two questions? III. Post Reading6. Group Discussion: What can/should we do?•At home/work/school•Clothing /food/ housing/ transportation •Policies, laws, finance•Media, transportation, design ofbuildings•You may also refer to the pictures on Page 25.Make a list:(Summary: Wrap up the topic)IV. Homework:1.Read the text again and finish Comprehending 1&2 on Page 27.2.Choose sides and prepare for a mini debate on whether we should something about globalwarming. You may refer to the following websites.①/pub_display.php?pub_id=2872②/xiawf001/default.html?page=5③/global-warming-positives-negatives.htm3. Underline important words and phrases.。
新人教选修六 Unit 4 Global warming单元教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Step 5HomeworkFinish off the exercises in workbook.1consume v.消费，消耗；吃完；喝光Make a list of the things that consume energy in your home ，school ，or any other places you can think of.列举一些在家里、学校里或者其他你能想到的地方消耗能量的东西。
(回归课本)用法点拨The car consumes a lot of fuel.这辆汽车很费燃料。
She consumed the big cake.她把那块大蛋糕吃光了。
归纳拓展consumer n ．消费者consumption n ．消费(量)，消耗(量) time-consuming adj .耗费时间的 consumer goods(家用)消费品consuming adj .使人全神贯注的；强烈的 翻译句子(1)新的灯泡耗电量更小。
The_new_light_bulbs_consume_less_electricity. (2)足球让许多孩子都非常着迷Football_is_a_consuming_passion_for_lots_of_kids.2matter v.要紧，有重大关系So how has this come about and does it matter?那么这是如何产生的，有什么要紧吗？(回归课本) 用法点拨⎩⎪⎨⎪⎧⎭⎪⎬⎪⎫It doesn ’t matter to me It matters nothing to me It makes no matter to me whether he is satisfied. 他满意与否对我关系不大(不重要)。
Unit4《GlobalWarming》教案6(人教版选修6)
Unit 4 Global warmingReading:The earth is becoming warmer –But does it matter? knowledge ability goals知识能力目标:Enable the students to talk about the causes and effects of global warming. 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 procedures & ways教学过程与方法:Task-based method.warming up；Pre-reading. While-reading .post–reading .homework. Emotional and valuable aims情感态度与价值观:Help the students build up a kind of awareness of saving up energy and protecting environment.Teaching important point教学重点:Help the students learn how to debate over the topic "We should do nothing about global warming."Teaching difficult point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 aids教具准备Multi-media classroom and other normal teaching tools.Teaching procedures:StepI warming upCan you tell what we use energy for?Energy lights our citiesEnergy heats our buildingsEnergy entertains us( watching TV; playing computer etc.)Present Ss a group of pictures and let them decide what kind of energy it is and decide whether it is renewable or non-renewable.…Where does all the energy come fr om?Picture1 Wind millsPicture2 : a coal power stationPicture3:an oil refinery Picture4:a nuclear power plant Picture5:Solar panels Picture6: a hydro damStep II Pre-reading ；1. Show a picture of greenhouse on the screen, and ask1. What is it in the picture?It ’s a greenhouse made of glass.2. What is it used for?It ’s used for growing plants, especially during cold weather.3. How does it 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.4. What is greenhouse gases?The gases surrounding the earth,including carbon dioxide, methane and water vapor.5. What do you think greenhouse gases do?They trap heat from the sun and therefore warm the earth.Step III While- readingTask 1: skimmingGlance quickly at the magazine article and answer the questions.1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.2. What are the names of the three scientists mentioned in the article?They are Dr. Janice Foster, Charles Keeling and George Hambley.3…. What is the main topic of the article?Global warming/ the warming of the earth.Task 2:listen andScan the textRead it quickly and try to get the general idea and divide the whole passage into several parts and summarize the main idea.False: 1, 2, 4, 9, 10Correct sentences:1. The temperature last century increased much.2. Not everyone believes that global warming is caused by human activities. 4. Natural gas is not a greenhouse gas but a fossil fuel.9. George Hambley thinks that more carbon dioxide is a positive thing and it will make plants grow faster.10. It is unknown what the effects of global warming will be.Task 3: Group activity .Should we do nothing about global warming?StepⅣPost-reading:1.write a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)(不能添加自己的见解，但是要用自己的语言概括.大约30个词左右）The reading passage is a discussion and puts forward different points of view about the effect of increased carbon dioxide in the atmosphere the causes of theearth’s increased temperature and the possible effects .Ste pIIV.HomeworkRead the passage again and review the new words and expressions.。
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。
【教案】人教版选修六Unit4 Global Warming Reading
【县级开放周教案】A Teaching Plan课题：人教版选修六Unit4 Global Warming Reading一. 教材内容分析本单元中心话题为“全球变暖”，旨在通过单元教学使学生学习、了解、思考全球变暖的起因和可能带来的后果，并针对该问题探讨可行性措施。
Reading局部说明了全球变暖的起因、后果以及人们对此的不同观点。
二. 学情分析学生语言根底不扎实，尤其是词汇的局限直接影响了对文章的理解，所以要求学生做好预习工作，减少语言障碍。
地球变暖在其他学科及日常生活中都已有所了解，是学生比拟熟悉的话题，但这是一篇杂志文章，语言比拟正式且复合句较多，对于根底较弱的学生来说有一定的难度。
所以强调学生要有互相合作互相监督和互相学习，从而促进互相进步。
三. 教学设计思路Leading in — fast reading -- scanning — deep reading — discussion — summary四. 教学目标：1.语言技能Learn to express the cause and the effects of global warming.2.文化意识Raise the awareness of environmental protection.3 .思维品质Students can cultivate independent thinking ability with the guidance of the teacher.4.学习能力Encourage students to use different reading skills such as skimming etc. to get information needed to solve problems.Encourage students to use the information they get when reading to finish different tasks to develop different abilities.五. 教学重难点重点Help the students learn the cause and effects of global warming.难点How to guide the students to understand global warming better and collect specific details to voice their own views in a critical way.六. 教学方法Task-based Language Teaching Approach七. 教学策略充分利用多媒体辅助教学，发挥信息技术的作用，丰富教学内容，提高学生的学习兴趣和课堂教学效率。
人教版高中英语选修6 Unit 4 Global warming教学设计(精品)
人教版高中英语选修6 Unit 4 Global warming教学设计Step 1 Lead-in（2mins）通过欣赏影片, 引入这节课，激发学生的学习兴趣，从而引出主题(化石燃料的燃烧)。
（设计意图：此步骤从视觉、听觉、感觉的角度设计英语课堂教学结构，使学生的学习与感受融于一体，引起学生对主题的思考与关注。
）Step 2 Pre-reading (1mins)以下为听力短文中可能遇到的生词：fossil fuels，industrial society，energy，concentrate，radiation，nuclear power，etc.让学生说出意思，并且领读两遍。
（设计意图：该活动能让学生快速进入课堂学习的状态，开始思考学习的主题，激发学生联想与主题相关的信息，开拓学生的思路。
学生会联想到一些相关词汇；还会让学生认识到减少空气中二氧化碳的重要性，从而引入到话题what shall we do in our daily life ?）Step 3 Listening (20mins)The listening text is a radio interview about the use of fossil fuels and other sources of energy. It contains two parts and examples of the focus function for this unit:agreeing and disagreeing.Task1 Pair Work（7mins）Do the following exercise in pairs. Li bin is interviewing Professor Keeling about using different sources of energy. Read the statements below and tick the ones you agree with. Then listen to Part 1, and decide which statements Professor Keeling does NOT agree with.1.We should stop depending on fossil fuels for our energy. ( )2.90% of our energy comes from fossil fuels. ( )3.We can replace fossil fuels with cleaner sources of energy. ( )4.Nuclear power is a good source of energy. ( )教师活动：让学生快速浏览题目，猜测教授会否定哪些观点。
人教版高中英语选修6《Unit4Globalwarming》教案
人教版高中英语选修6《Unit4Globalwarming》教案人教版高中英语选修6《Unit 4 Global warming》教案【一】教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.③ become aware of the s erious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in (individual & collective work)1. Teacher begins the class by asking: Have you ever seen themovie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film?② Can you guess how they came about (happen)?2. introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.Step2. While Reading (Individual work)Skimming: Go through the first letter to f ind:① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?② what are Earth Care’s suggestions?③ Can we carry those suggestions out? Why?【Designing Purpose】To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3. Post reading (Pair work)1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1) Use less hot water 7)Change a light bulb 8)Try car sharing2) Take a shower instead of a bath3) Buy fresh food instead of frozen4) Buy things that are actually in season5) Eat less high fat food like KFC and Macdonald6) Clean filters(过滤器) on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4. learn what is a poster (collective work)Know what is a poster by giving a simple sample and try to get the structure.【Designing Purpose】To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.Step5. Prepare the poster (individual & group work)1. Decide our content s:①Choose and decide five most important suggestions. (individual work)②Write them down on your paper and try to make them persuasive by using imperativesentences. (individual work)③Compare your list with your group members and decide five for your poster. (groupwork)2. Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.Step6. produce &show time (group work)With the heading, slogan and ways, students will not find it difficult to make a poster. What theyShould pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believe that individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle人教版高中英语选修6《Unit 4 Global warming》教案【二】教学准备教学目标Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run outb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I d on’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know, an energy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.Sample answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot of good to us.But every coin has two sides. Is there any negative effect of using energy?Sa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming comes about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. N ext we’ll do some listeningpractice on this topic. Let’s see what other people think of this issue.Thestudents are asked to read the questions quickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: No wplease turn to page 31. Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play the tapeagain, train the students’ ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.。
高中英语选修6Unit+4+Global+warming+教案+
Unit 4 Global warming教学目标Teaching Aims1. Enable the students to learn the following useful new words and expressions：fossil fuel, go up, come about, flood, drought, famine etc. by pictures.2. Enable students to master the reading skills by skimming, scanning.3. Enable students to get the knowledge of global warming through the reading strategies and skills.重点难点Teaching Important and Difficult PointsEnable the students to get information about global warming using the reading strategies and skills.情感态度Emotion, attitude and valueEnable the students to be more aware of the importance of stopping global warming教学方法Teaching MethodsAsking-and-answering activity to check the students’understanding of the text；individual，pair or group work tofinish each task.5教学过程活动1 【教案】Globle warmingTeaching ProceduresStep 1. Lead-in1) Greetings and lead in.Show a film of The Day After Tomorrow and ask them the following question:What can you see in the film?--hurricane, tsunami, glacier melting .What other disasters do you know？--Flood, drought, famine.What causes the disasters?--It’s the global warming.What causes the the global warming?--Picture1: the burning of fossil fuelsPicture2: greenhouse gases: carbon dioxide, water vapor, methaneAs a result, the earth will become warmer and warmer.Step 2. Skimming:Glance the first paragraph:1. Who wrote the magazine article?A. Janice FosterB. Sophie Armstrong2. What is the topic of the article?A. The earthB. Global warming3. There are the names of the three scientistsin the article EXCEPT______.A. Dr Janice FosterB. Sophie ArmstrongC. Charles KeelingD. George HambleyStep 3. Scanning for detailed information (Group work)Part2(2-5)1. What do the two graphs show?--The first graph shows the temperature increase of one degree Fahrenheit between 1860 to 2000.--The second graph shows carbon dioxide went up from 1957 to 19972. What do you know about greenhouse effect?Greenhouse gases trap(吸收) the heat from the sun and therefore warm the earth.3. Which following is NOT TRUE about global warming? (D)A. The increase of temperature is due of the burning of the fossil fuels.B. The burning of the fossil fuels caused the increase in carbon dioxide.C. All believes that activities of humans have caused global warming.D. The attitudes of scientists toward it are the same.The different ideas of the effects of the global warming Part3(6)Step 4. SummaryWhat can we learn from the text? Fill in the bland.A. fossil fuelsB. human activityC.warmerD.differentE. heatEveryone believes that the earth is becoming ______. _______________ has caused this global warming: human produce energy by burning ___________. During this process, Dr. Foster HambleyMore carbon dioxide hasnegative effects:rise of the sea levelsevere storms, droughts,floods, famines,the spread of diseases,the disappearance of species.More carbon dioxide is a _positive_ thing, makes crops __produce__ more and will encourage __a great range of animals____.greenhouse gases are produced. Greenhouse gases can trap _____ from the sun and warm the earth which is called “greenhouse effect”.The attitudes of scientists towards global warming are ______. On the one hand, it is a positive thing. On the other hand, if there are too many greenhouse gases, more heat will be trapped, causing global warming.Step 5. After-reading group workWhat should we do to stop global warming?Discussion: Suggestions on global warming:turn off the electrical appliancetalk with family and friends about itrecycle things like bottles, plasticsplant more treesride bike rather than carwords 参考词汇: reduce, carbon dioxide, absorb, environment, plant, electrical appliances, recycleSentences structures 句型:We should ... in order to ...moIt is a good idea to ... because it can ...e.g. We should plant more trees in order to absorb the carbon dioxide .It is a good idea to plant more trees because it can absorb the carbon dioxide .Suggestions about global warmingNowadays, global warming is becoming warmer and warmer. It's time for us to take some actions to deal with it.Firstly, we should ________________________________________ in order to _______________________________________. Secondly, it's a good idea to _______________________________________ because _______________________________________.Finally, why not ______________________ because________________________.Let us save energy and stop the global warming together. Step 6. HomeworkWrite a short passage about the suggestions.。
高中英语选修六人教版：Unit+4+Global+Warming+重点语言点的讲解+教学设计.doc
集宁一中教学设计精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
选修六Unit4Globalwarming教学设计
选修六Unit4Globalwarming教学设计Unit 4Global warming—Reading(教学设计)富源⼀中刘胜丽教学⽬标知识⽬标：(1) 掌握阅读的⽅法和技巧，让学⽣了解地球温度上升的现象、原因及影响。
(2) 掌握⽂中“it”在强调句中的⽤法。
能⼒⽬标：能较好地运⽤泛读和精度的阅读技巧，准确地从⽂中找到关键信息。
德育⽬标：(1) 通过学习，帮助学⽣树⽴“节约能源，保护环境”的主⼈翁意识。
(2) 关爱⽣命，爱护环境，学会竞争和合作，建⽴⾃信⼼和集体荣誉感。
情感⽬标：通过学习调动学⽣的学习积极性，让学⽣树⽴正确的世界观和⼈⽣价值观。
教学重点：提⾼学⽣对英语学习的兴趣和积极性，较好地掌握泛读和精读的⽅法。
教学难点：如何让学⽣较好地掌握泛读和精读的⽅法，便把所学知识运⽤于⾼考中。
教学⽅法：(1) 以学⽣为主体，教师为主导，泛读和精读相结合。
(2) 采⽤讨论、协作、探究、竞争的教学模式，引导学⽣灵活运⽤所学知识。
(3) 评价激励表运⽤于教学：即对⼩组在整节课中的综合表现给打分让组与组之间有个⽐较，从⽽达到激励上进的效果。
如下表所⽰：G代表Group; 根据班级情况可分成8个⼩组Teaching proceduresStep1: Greetings and Lead-inQuestions：(1) Are you hot ?(1) Compared to the past few years,what’s the weather like this year ?(2)What causes the global warming?Human activity or a random but natural phenomenon?(3) show some pictures to the students.( 设计意图：通过提问和图⽚展⽰引出本节要讨论的话题—全球在变暖。
) Step2：Fast-reading Reading Comprehension ILet the students fast read the the passage and then answer the following questions.1. What’s the main topic of the article?2. Who wrote the magazine article? What is name of the magazine?3. What has caused global warming?4.What do scientists think makes the earth’s temperature go up?5. How does “greenhouse effect” come about?Answers:1.It’s about global warming\the warming of the earth.2.They are Dr.Janice Foster,Charles Keeling and George Hambley.3.Human activity.4.The burning of fossil fuels.5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth.（设计意图：训练学⽣归纳、总结的能⼒）Reading Comprehension II( pair work)Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last cen tury didn’t seem to increase much.( )2. Everyone believes that global warming is caused by the activities of humans.( )3. Janice Foster believes she can measure the future global rise intemperature.( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth.( ) 6. It is clear what the effects of global warming will be.Answers: 1.T 2.T 3.F 4.T 5.T 6.F（设计意图：训练学⽣积极参与、协作、竞争的能⼒）Reading Comprehension IIIGet the students read the passage again and ask some students answer the following questions.1.The purpose of the first paragraph is to ___.A.introduce the writerB. explain a changeC. introduce the topicD. raise a question2. The graphs are used to _____.A.illustrate points by providing evidenceB.tell the change of temperatureC.tell the content of carbon dioxide in the airD.interest the readers3. Greenhouse gases refer to_______.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oil4. Greenhouse effect _____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings better5. _____ found out the amount of carbon dioxide in the atmospherefrom 1957 to1997.A. Dr. Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong6. Which of the following statements is True?A.Burning fossil fuels causes the global warming.B. We will have more food with global warming.C. Global warming means disasters to humans.D. More greenhouse gases will gather in the atmosphere.Answers: 1—5 CACAB 6.D设计意图：进⼀步训练和提升学⽣快速阅读，捕捉⽂中信息的能⼒。