高中英语 Unit4 Global warming教材图解学案 新人教版选修6
英语：Unit4 Global warming Period 1优秀教案(新人教版选修6)
英语：Unit4 Global warming Period 1优秀教案（新人教版选修6）Unit 4Global warming单元要览本单元的中心话题是人类当今面临的环境问题，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。
本单元的主要教学内容如下表所示：Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenh ouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程Step 1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Draw a form on the blackboard as follows：Things that use energy Sources of energy Renewable/non－renewableLet the students have a discussion and collect suggestions from students and write them under the appropriate heading.Suggested answer：Things that use energy Sources of energy Renewable/non－renewablelightsheating television cassette player video recorder computerfridgestovehairdryer...coal non－renewableoil non－renewable natural gas non－renewable wind power renewablesolar energy renewable nuclear energy non－renewable hydro－electricpowerrenewable biomass energy renewable geothermal energy renewable tidal energy renewableStep 2Pre－reading1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of andwhat its purpose is.Suggested answer：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)Step 3Reading and comprehending1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：(1)What is the main topic of the article?________________________________________________________________________(2)Who wrote the magazine article？What is the name of the magazine?________________________________________________________________________(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?________________________________________________________________________ Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.Part Main ideaPart 1(Paragraph ______)Part 2(Paragraphs ______ to ______)Part 3(Paragraphs ______ to ______)Part 4(Paragraph ______)Suggested answer：Part Main ideaPart 1(Paragraph 1) To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5) To illustrate how global warming comes about.To list two different attitudes among scientists towards global Part 3(Paragraph 6)warming.It's up to readers to think and decide whether people should do Part 4(Paragraph 7)something about global warming or not.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.Step 6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.Step 8Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global 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.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.。
高中英语 Unit4 Global warming Period 1优秀教案 新人教版选修6
Unit 4 Global warming单元要览本单元的中心话题是人类当今面临的环境问题，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。
Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)2．To learn about some facts and views about global warming.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about global warming.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1．To make students realize the harm of global warming and the importance of environmental protection.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about global warming and to develop their reading ability.2．To enable the students to talk about what we should do to prevent global warming.教学过程1Warming up1．Warming up by reading and talking：Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non －renewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.2．Warming up by discussion：Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.2 Pre －reading 1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer ：It's made of glass and plants can grow in it when it's cold outside.Ask the students how it works.Suggested answer ：The glass traps the heat from the sun ，making the air warm so that plants grow better.2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.Suggested answer ：Greenhouse gases perform the same function as the glass in a glasshouse ：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)3 Reading and comprehending 1．Fast readingAsk students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions ：(1)What is the main topic of the article?________________________________________________________________________ (2)Who wrote the magazine article ？What is the name of the magazine?________________________________________________________________________ (3)What are the names of the three scientists mentioned in the article ？Do they agree with one another?________________________________________________________________________ Suggested answers ：(1)Global warming/the warming of the earth.(2)Sophie Armstrong ，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.2．Detailed reading(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．①Janice Foster believes that global warming is caused by the burning fossil fuels.()②Natural gas is a greenhouse gas.()③Carbon dioxide is a byproduct of burning fossil fuels.()④People accept Charles Keeling's data because he took accurate measurements.()⑤Flooding could be one of the effects of future global warming.()⑥George Hambley believes scientists are just guessing about the effects of global warming.()⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()⑧It is clear what the effects of global warming will be.()(Suggested answers：TFTTTTFF)3．Structure analyzingAsk students to read the text carefully and try to find out how many parts they can divide theSuggested answer：4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.7Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.8Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考About Global Warming(关于全球变暖)Global 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.Global surface temperature increased 0.74±0.18℃()between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to )during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocolaimed at reducing greenhouse gas emissions.。
高中英语 Unit 4 Global warming教案 新人教版选修6
高中英语 Unit 4 Global warming教案新人教版选修6 Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。
同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。
让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。
它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。
要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。
这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending 包含了三大部分。
前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。
英语Unit 4 Global Warming(Reading)教案(新人教版选修6)
Unit4 Global Warming-Reading（教案）Teaching goals1. Target languagea. Key words and phrasesconsume, come about, graph, random, phenomenon, subscribe to, fuel, quantities of, tend, go up, per, data, result in, trend, catastrophe, flood, be opposed to, mild, consequence, state, range, even if, keep on, glance at, steady,b. Important sentence patternsThere 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 goalsEnable the students to know something about energy resources and something that use energy, read the text for details and catch the specific information as much as possible, and talk about the causes and effects of global warming.3. Learning ability goalsEnable the students to have a discussion about the causes and effects of global warming and express their own ideas about what people should do about it. Teaching important pointsHelp the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult pointsEnable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching methodsReading, speaking and group work.Teaching aidsMultimediaTeaching procedures & waysStep1 GreetingsGood afternoon，everyone. I’m very happy to be here together with you. I hope you will enjoy this class.Step 2 Leading inAs we all know, we depend on energy to do many things in our daily lives. What things use energy around us? (light, computer, fridge, hairdryer, television, washing machine, electric-bike, bus, car, motor-bike and so on.)Since energy is so important for us, can you tell me some sources of energy? Are they renewable or non-renewable? (show some pictures to help). From the above, we know some sources are renewable, but some are non-renewable, so we must save energy. Before reading, let’s learn something related to global warming.Step 3 Pre-readingShow a picture of greenhouse on the screen and ask the students some questions.1. What is it in the picture? (A greenhouse).2. What is it used for? (A greenhouse is made of glass and is 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).Today we aren’t going to talk about greenhouse, but we are going to talk about greenhouse gases.4. What are greenhouse gases? (In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, 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).Explain: Yes. This is called the greenhouse effect. Because of the greenhouse effect, our earth is becoming warmer and warmer. Does it matter? What’re your opinions? This is the topic today we are going to learn: “THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?”It is an article from a magazine. At first, please read it quickly, and then answer the following questions.Step 4 Fast-readingGet the students to read the passage fast and meanwhile help the students form a good habit of reading.Skim the article and answer the following questions:1. Who wrote the article? (Sophie Armstrong)2. What is the name of the magazine? (Earth Care)3. What are the names of the three scientists mentioned in the article? (Dr. Janice Foster, Charles Keeling, George Hambley)4. What do the 3 scientists think about global warming?(Dr. Janice Foster thinks the effects of global warming could be very serious.George Hambley thinks global warming will be mild with few bad environmental consequences. Charles Keeling believes it is the burning of more and more fossil fuels that has resulted in a big increase in carbon dioxide.)5. What is the main topic of the article? (Global warming/ the warming of the earth.) Before reading the article, you can look through the questions first. Read as quickly as possible. You don’t have to read every word. Here’s tip for you:Step 5 Detailed readingNow let’s read the text again for some details.Read the article again carefully and find out the following statements are true or false1). It is believed that global warming is caused by the activities of humans. ( )2).Janice Foster believes that she can measure the future global rise in temperature.( )3). The rise in carbon dioxide is causing a steady increase in global warming.（）4). George Hambley believes that global warming will do good rather than harm tothe earth. ( )5). It is clear what the effects of global warming will be. ( )(T, F, T, T, F )Step 6. Structure main ideas and writing skills of the passageNow let’s learn the text on the whole. Analyze the structure, main ideas and writing skills.1. What is the writing style? ( A )A. Expositive (说明文)B. Practical (应用文）C. Argumentative (议论文）D. Narrative（记叙文）As usual an expositive essay includes four parts-title, introduction, body, and conclusion. The first paragraph is introduction, the last paragraph is conclusion, and the middle part is body. Now, please divide our text into several parts. How many parts can the text be divided into?( 4 parts : Part 1-para 1; part 2- para2,3,4; part3-para 5; part4-para6 ). We have known the structure of the text, and next, let’s look at the main idea of each part. Look through the text and then finish the task on the screen.2. Match the parts with the main ideas:Part1 Explain how global warming comes aboutPart2 Introduce the topic of global warming.Part3 It’s up to readers to think and decide whether people should do something about global warming or not.Part4 List two different attitudes among scientists towards global warming. In this article, there are many writing skills. Please find them out, and then finish the task on the screen.3. Match the parts with the writing skills:Part1 Using a question, leaving readers to think over the issuePart2 Giving examples, using graphs, explanationPart3 Giving examples, making contrast (comparison)Part4 Raising a questionThese writing skills are very useful, if you don’t know how to write an expositive article, you can use the skills.Step 7 DiscussionFrom the text we know that there are some very different attitudes among scientists towards the effects of global warming. Some think the effects will be terrible, while some others believe that we should not worry about it. What’s your opinion? Now let’s have a discussion about the statement: “We should do nothing about globalwarming”. Do you think so? What’s your opinion? You can have a discussion in groups of six. Before discussing, you must follow these instructions.Put the following instructions on the screen.1. 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).2. Group A discuss why they agree with the statement; Group B discuss why they disagree.3. Group A and B get together. Tell each other the reasons why they agree or disagree with the statement.Check the results of discussions.From the discussions, we know there are many different opinions about the effects of global warming, but one thing is for sure. It’s that in our daily lives we can do many things to save energy and protect the environment. Each of us makes a difference, so we must try our best to save energy and protect the environment. Now let’s say the slogan on the screen together, again, and again.Step 8 HomeworkAt last it’s your homework time.According to the results of our discussions, please write an article about the effects of global warming.Time is limited, so much for today, thank you for your listening, thank you for your co-operation, thank you. Class’s over, goodbye.。
高考英语一轮复习 Unit 4 Global warming教学案 新人教版选修6-新人教版高三选修
Unit 4 Global warming[单词拼写应用]existing adj.目前的；现在的12．economic adj.经济的→economical adj.节约的；经济的→ economy n．经济；节约阅读单词1．random adj.胡乱的；任意的2．subscribe vi.同意；捐赠；订阅vt.签署(文件)；捐助3．data n．资料；数据4．trend n．趋势；倾向；走向5．outer adj.外部的；外面的6．electrical adj.电的；与电有关的7．casual adj.随便的；漫不经心的；偶然的8．motor n．发动机9．can n．容器；罐头10．consume vt.消费；消耗；耗尽；吃完11．refresh vt.使恢复；使振作12．renewable adj.能再生的；可更新的13.byproduct n．副产品14．drought n．旱灾；干旱15．individual n．个人；个体adj.单独的；个别的16．presentation n．显示；演出17．mitment n．承诺；交托；信奉18．phenomenon n．现象1．(2017·全国卷Ⅱ)Freddy was an average student, but not an average person.普通的2．(2017·某某卷)I sent letters to everyone I knew, telling them about my project.It worked perfectly.Donations began flooding in from hundreds of people.大量涌入[短语多维应用]高频短1．go up上升；增长；升起2．subscribe to同意；赞成；订购3．quantities of大量的[语境运用] (填入一个适当的词)This morning，several classmates and Isubscribed ①to the idea that we went1．quantity n．量；数量；数目，数额a large/small quantity of 大量/少量的large quantities of 大量的；许多的in quantity 大量地put emphasis on quality rather than on quantity重视质量而不是数量huge quantities of food大量的食物a small quantity of water少量的水[基础练习]——单句语法填空①a.With more an d more forests cut down, large quantities of soil are being washed(wash) away now.b．With more and more forests cut down, a large quantity of soil is being washed(wash) away now.②We can offer you a better price if you can buy it in quantity.[写作]——词汇升级(普通表达) Before the exam, I spent a lot of time in preparing for it.Otherwise, I wouldn't have succeeded in passing the exam.(高级表达)Before the exam, I spent a large quantity of/a great deal of time in preparing for it.Otherwise, I wouldn't have succeeded in passing the exam.[名师点津](1)a quantity of或quantities of后既可接可数名词也可接不可数名词。
人教版高中英语选修6《Unit 4 Global warming》教案2篇
人教版高中英语选修6《Unit 4 Glob al warming》教案2篇Teaching plan of unit 4 global warming人教版高中英语选修6《Unit 4 Global warming》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 4 Global warming》教案2、篇章2：人教版高中英语选修6《Unit 4 Global warming》教案篇章1:人教版高中英语选修6《Unit 4 Global warming》教案教学准备教学目标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 serious effects of global warming and the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1.Lead-in （individual & collective work）1.Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and 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 water7）Change a light bulb8）Try car sharing2） Take a shower instead of a bath3） Buy fresh food instead of frozen4） Buy things that are actually in season5） Eat less high fat food like KFC and Macdonald 6） Clean filters（过滤器） on your air conditioner.【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 they Should 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 believethat individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle篇章2:人教版高中英语选修6《Unit 4 Global warming》教案【按住Ctrl键点此返回目录】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 don’t think that’s right.I’m afraid you are wrong.2.Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3.Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to 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 e nergy 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:St ep 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: 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. Next we’ll do some listeningpractice on thistopic. Let’s see what other people think of this issue.Thestudents are asked to read the questionsquickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.T: Nowplease turn to page 31.Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help thestudents get a general understanding aboutthe dialogue. The students listen and try to finish Exercise1.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.-------- Designed By JinTai College ---------。
高中英语Unit4GlobalwarmingSectionⅠWarmingamp;ReadingPre_reading教学案新人教版选修6
Unit 4 Global warmingThe greenhouse effect is the rise in temperature that theEarth experiences because certain gases in the atmosphere 大气；大气层 trap energy from the sun. Without these gases， heatwould escape back into space and Earth's average temperaturewould be about 60°F colder. Because of how they warm our world，these gases are referred to as greenhouse gases.,Have you everseen a greenhouse？ Most greenhouses look like a small glasshouse. Greenhouses are used to grow plants， especially in the winter. Greenhouses work by trapping heat from the sun. The glasspanels 面，板 of the greenhouse let in light but keep heat from escaping. This causes the greenhouse to heat up， much like the inside of a car parked in sunlight， and keeps the plants warm enough to live in the winter.,The Earth's atmosphere is all around us. It is the air that we breathe. Greenhouse gases in the atmospherebehave much like the glass panes 窗玻璃 in a greenhouse.Sunlight enters the Earth's atmosphere， passing through theblanket of greenhouse gases. As it reaches the Earth's surface， land， water， and biosphere 生物圈 absorb the sunlight's energy. Once absorbed， this energy is sent back into the atmosphere. Someof the energy passes back into space， but much of it remains trapped in the atmosphere by the greenhouse gases， causing ourworld to heat up.,The greenhouse effect is important. Without thegreenhouse effect， the Earth would not be warm enough forhumans to live. But if the greenhouse effect becomes stronger， it could make the Earth warmer than usual. Even a little extra warming may cause problems for humans， plants， and animals.Section_ⅠWarming Up & Reading —Prereading[原文呈现][读文清障]THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?During the 20th century the temperature of the earth rose about one degree Fahrenheit①. That probably does not seem much to you or me, but it is a rapid increase when compared to ② other natural changes③. So how has this come about④ and does it matter? EarthCare's Sophie⑤Armstrong⑥explores these questions.There is no doubt that the earth is becoming warmer (see Graph⑦ 1) and that it is human activity that has caused this global warming rather than a random⑧ but natural phenomenon⑨. ①Fa hrenheit/'færənhaIt/adj.华氏的n.华氏温度计②compared to 与……相比③when compared to ...是“when＋过去分词”结构，也可看作时间状语从句的省略，补充完整为when it is compared to ...。
高中英语 Unit 4 Global warming Part II学案新人教版选修6
高中英语 Unit 4 Global warming Part II学案新人教版选修6Global Warming Part II : Reading一、【学习目标】1、掌握文中重点词汇和重难点句。
2、了解全球变暖和气候的关系，树立环保意识。
二、【自主预习】Step1: Pre-readingAsk the students to look at the picture in Pre-reading and answer the following questions:1、What do you see in the picture?2、 What is it used for?3、 What are green house gases? What effects do you think green house gases have on the earth?Step2: SkimmingDivide the passage into4 parts and match the paragraphs and the main ideas、Part1 para___ to para____ Different attitudes among scientists towards global warmingPart2 para___ to para___ It’s up to readers to think and decide whether people should do something aboutglobal warming、Part3 para___ to para____ How global warming comes aboutPart4 para___ to para____ A general introduction to global warmingB、 The passage mainly introduces the _____________of global warming and scientists’ different __ ________ towards it、C、 Where is this passage taken from?A、 a travel guideB、 a magazine about the environmentC、 a newspaper about politicsD、 a children’s bookD、 The writer of the passage is __________ Step3: Careful readingA: Read part1 and answer the following questions:1、What is the purpose of the firstparagraph?______________________________________2、 What is the graph for?______________________________________B: Read part2 and answer the following questions:What is the commonly accepted reason for the increase in the earth’s temperature?What is “greenhouse effect”?Decide whether the sentences are true or not、① Everyone believes thatglobal warming is caused by the activities of humans、( )② Janice Foster believes that she can measure the future global increase in temperature、( )③ The amount of carbon dioxide in the atmosphere from1957 to1997 was measured accurately、( )④ Greenhouse gases are harmful to human beings and we should try our best to rid the world of them、 ( )C: Read part3 and answer the following questions:1、What are the different attitudes towards global warming?2、 According to some scientists like George Hambley, __________A、 global warning is a disasterB、 there will be the disappearance of species as a result of high levels of global warming、C、 More carbon dioxide will do a lot of good 、D He is worried about high levels of carbon dioxideStep4、 Post-reading1、What are some of the writing techniques are usedin the passage?① giving examples ②using graphs ③making contrast ④listing some figuresA、①③④B、①②③C、①②③④D、②③④2、What is the writer’s attitudes?A、 subjectiveB、 criticalC、 opposedD、 objectiveStep5、 SummaryThere is no ______ that the earth is becoming __________ and that it is ______ ________ that has caused this global warming rather than a random but natural ______________、 All scientists __________ ______ the vi ew that the increase in the earth’s _____________ is because of the burning of _______ _______ like coal, natural gases and oil to produce _________、 However, the ________ towards this rise are completely ___________、Some believe that the effects would be __________, while others think that we should not _______ _______ it、三、【基础知识】I、重点词组和短语（仔细阅读课文，你会发现他们的哟！）1、当被拿来与、、、、、、作比较________________2、发生，产生__________________________3、毫无疑问_______________________________4、无规律的自然现象_____________________5、同意这个观点___________________________6、由于燃烧化石燃料_____________________7、温室效应_______________________________8、少量的_______________________________9、大量的_________________________________10、趋于________________________________11、被困/留在、、、、、、里______________________12、上升________________________________13、作出精确的测量________________________14、导致________________________________15、由于某种原因而产生___________________16、对、、、、、、的态度_____________________17、海平面_______________________________18、物种的灭绝_________________________19、反对_________________________________20、增多，大量增加______________________21、即使__________________________________22、继续做、、、、、、________________________II、重点句子1、【教材原句】It is a rapid increase when compard to other natural changes、【结构归纳】句中when compard to other natural changes为_____________ 句，完整表达为___________________________________________、【操练巩固】(1)Generally speaking, _______________according to directions, the drug has no side effect、 (take) 一般说来，如果根据说明书服用，这种药是没有副作用的。
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Unit 4 Global warming 【思维导图】
【微试题】
1. There ______ only a small quantity of wine left.只剩下很少一点酒了。
【答案】is
2. The sort of music he listens to varies, but ______ _________ popular music.
他听的音乐形形色色，不过倾向于流行音乐。
【答案】tends towards
3. She seems very much ______ ______ your going abroad.她好像很反对你出国。
【答案】opposed to
4.[2015北京高考]阅读理解。
The Boy Made It!
One Sunday, Nicholas, a teenager, went skiing at Sugarloaf Mountain in Maine. In the early afternoon, when he was planning to go home, a fierce snowstorm swept into the area. Unable to see far, he accidentally turned off the path. Before he knew it, Nicholas was lost, all alone! He didn’t have food, water, a phone, or other supplies. He was getting colder by the minute.
Nicholas had no idea where he was. He tried not to panic. He thought about all the survival shows he had watched on TV. It was time to put the tips he had learned to use.
He decided to stop skiing. There was a better chance of someone finding him if he stayed put. The first thing he did was to find shelter form the freezing wind and snow. If he didn’t, his body temperature would get very low, which could quickly kill him.
Using his skis, Nicholas built a snow cave. He gathered a huge mass of snow and dug out a hole in the middle. Then he piled branches on top of himself, like a blanket, to stay as warm as he could.
By that evening, Nicholas was really hungry. He ate snow and drank water from a nearby stream so that his body wouldn’t lose too much water. Not knowing how much longer he could last, Nicholas did the only thing he could- he huddled(蜷缩) in his cave and slept.
The next day, Nicholas went out to look for help, but he couldn’t find anyone. He followed his tracks and returned to the sno w cave, because without shelter, he could die that night. On Tuesday, Nicholas went out to find help. He had walked for about a mile when a volunteer searcher found him. After two days stuck in the snow, Nicholas was saved.
Nicholas might not have survived this snowstorm had it not been for TV. He had often watche d Grylls’ survival show. Man vs. Wild. That’s where he learned the tips that saved his life, In each episode(一期节目)of Man vs. Wild, Grylls is abandoned in a wild area and has to find his way out. When Grylls heard about Nicholas’ amazing deeds, he was super impressed that Nicholas had made it since he knew better than a nyone how hard Nicholas had to work to stay alive.
56. What happened to Nicholas one Sunday afternoon?
A. He got lost.
B. He broke his skis.
C. He hurt his eyes
D. He caught a cold
57. How did Nicholas keep himself warm?
A. He found a shelter.
B. He lighted some branches.
C. He kept on skiing.
D. He built a snow cave.
58. On Tuesday, Nicholas _____.
A. returned to his shelter safely
B. was saved by a searcher
C. got stuck in the snow
D. staved where he was
59. Nicholas left Grylls a very deep impression because he _____.
A. did the right things in the dangerous situation
B. watched Grylls’ TV program regularly
C. created some tips for survival
D. was very hard-working
【解析】本文讲的是一个小男孩在暴风雪中迷路，他不畏艰难，利用在电视中学到的野外生存知识逃脱困境的故事.
56. A细节理解题.根据第一段第三行，Before he knew it. Nicholas was lost, all alone!`可知答案.说明在Nicholas迷路了。
故选a.
57. D细节理解题.根据文章第二段根据第四段第一行，Nicholas built a snow cave. 以及 to stay as warm as he could可知，Nichol保持温暖的方式是建了一个雪洞.故选D.
58.B细节理解题.根据第六段第三行，He had walked for about a mile when a volunteer searcher found him.可知，星期二的时候，Nicholas被一名志愿搜索者救了.故选B.
59.A推理判断题.根据最后一段中的，He was super impressed that Nicholas had made it since he knew better than anyonehow hard Nicholas had to work to stay alive.’可知，Gryils这个人想表达一个小男孩能在如此困难的情况下成功逃生是难能可贵的，a选项正好能表达此意思.故选A.
【考点定位】故事类阅读
【名师点睛】本文考查记叙文，讲的是“小孩在山里迷路，求生的过程”，做好一篇记叙文，要交代清楚人物和事件，就必须交代清楚记叙的要素，即：时间、地点、
人物、事件的原因、经过和结果。
弄清记叙文中的人称代词指代的对象，有利于更好地理解文意。
线索是记叙文的纲，抓住线索，就能理顺文章内容，掌握文章结构，更好地理解文章的中心思想。
记叙文以叙事为主，但有时也运用描写、说明和议论。
尤其是要注意夹叙夹议类文章，它的题目往往设计为推理性和总结性题目。
文中题目往往在文中能找到出处，把握好文中具体细节即可。