2012级高二英语选修六 Unit4 编号2 通案

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【VIP专享】高中英语选修6unit_4单元教案

【VIP专享】高中英语选修6unit_4单元教案

Unit 4 Global warming学情分析: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。

类别课程标准要求掌握的项目话题Global warming, pollution and the importance of protecting the earth功能句式Expressing agreement, disagreement, blame and complaint Yes, 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. I’m sorry to bring this up, but ... / I’m sorry to have to say this, but ... They shouldn’t have done it./ They are to blame./Why don’t you do something about it?/ Perhaps they should/ ought to do ...词汇本单元无写作词汇。

阅读词汇:consume, graph, random, phenomenon, subscribe, fuel, quantity, tend, per, data, catastrophe, flood, oppose, mild, consequence, state, range, glance, widespread, steady, steadily, tendency, average, existence, outer, advercate, commitment, pollution, growth, electrical, casual, motor, can, circumastance, microwave, refresh, educator, contribution, presentation, nuclear, disagreement词组come about, subscribe to, quantities of, go up, result in, even if, be opposed to…, keep on, on the whole, on behalf of , put up with, so long as, and so on语“It” used for emphasis法It is human activity that has caused this global warming.教案一Warming Up, Pre-reading and ComprehendingTeaching goals1.Enable the students to talk about different sources of energy and express their own ideas about the use of energy.2. Enable the students to talk about the causes and effects of global warming.Step1.Warming upT: As we all know, we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Do you aggree with me ?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.Sample answers:Renewable Non-renewableWind power CoalSolar power Natural gas and oilHydroelectric power Nuclear powerStep 2. Pre-readingLook at the picture of greenhouse on page25.What is it in the picture?☆Discuss the pre-reading part 1and 2.(Greenhouse gases: In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.)☆Then what do you think greenhouse gases do?(They trap heat from the sun and therefore warm the earth.)☆One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?”Step3. Comprehending☆Look at the title can you guess the main topic of the article(Global warming/ the warming of the earth)Skimming:☆ Read the passage quicklyHow many paragraphs does the reading text consist of? Please number them.According to the main idea of each part, match them in a right order.Part1 (1) Two different attitudes among scientists towards global warming.Part2 (2-5) How global warming comes about.Part3 (6) Introduce a discussion about global warming.Part4 (7) Leave us a question whether people should do something about global warming or not. ☆Can you match the logic order with each part? (Keys: BADC)A. Giving examples,using graphs, explanationB. Raising a questionC. Leaving a questionD Giving examples, making contrast☆Scanning: Finish the exercises 1(1,2) and 2(True or false)教案二Language points1. So how has this come about and does it matter?Can you tell me how the accident came about?With the use of electricity, great changes have come about.总结:come about发生, 造成, 相当于happen/take place/ occur to是不及物短语。

高二英语选修6 unit 4教案2

高二英语选修6 unit 4教案2

教案2 Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT:Now let’s look at a picture on the slide and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.What’s greenhouse effect?Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious. George Hambley thinks global warming will be mild with few bad environmen talcons equences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting i n a bigincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2 000.The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit betwe en 1860to 2000. The second graph shows the carbon dioxide content in the at mosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century didn’t increase much.2. Everyone believes that global warming is caused by the activities of human s.3. Janice Foster believes that global warming is caused b the burning fossil fu els.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling’s data because he took accurate measurement s.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of gl obalwarming.9. George Hambley is worried about the effects of carbon dioxide on plant gro wth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find outStep 5 DebateGet into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.Group A discuss why they agree with the statement; Group B discuss why they disagree.Group A and B get together. Tell each other the reasons why agree or disagree with the statement.Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。

英语译林牛津选修6Module4同步导学案2Reading---02

英语译林牛津选修6Module4同步导学案2Reading---02

英语译林牛津版选修6Module4同步导学案(2)(Reading---02)M6U4 ReadingII导学案(Language points)Learning aims(学习目标):1.Grasp the language points in reading part.Important points(学习重点):1.Grasp the usage of some important words.2. Analyse the structures of some difficult sentences.Difficult points(学习难点):1.Difficult sentences 2.past and future tensesLearning guides(方法导引): Explain, discuss and do exercisesLearning procedures(学习过程):Step 1.RevisionAsk students to answer some questions about reading partStep 2. Dealing with important words.1. I am pleased to have this chance today to talk to you about the United Nations or the UN, as it is more often referred to.﹙1﹙as it is more often referred to中的as引导的是方式状语从句,表示“像…一样”。

a. 入乡随俗。

When in Rome, do .b. ---Shall I move the table to the other room?---No, no. You ’d better leave it it is, or Tom would get annoyed.A. asB. whichC. whatD. how﹙2﹙refer to 谈及,谈到;指称;查阅,参考a. 如果你不知道他的意思,可以查字典。

人教版新课标选修六unit 4全单元教案2

人教版新课标选修六unit 4全单元教案2

Unit 4 Global warming 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。

最后一项要求学生在读完整篇文章后,仔细思考并树立自己的观点:“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”,并利用所学知识进行分组辩论。

高二英语选修6教案(精编版)Unit 4 Period 2

高二英语选修6教案(精编版)Unit 4 Period 2

Unit 4 Global warmingPart 1Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(The use of “it”<2>)IntroductionIn this period students will be warming up by making a diagram of the text and retelling it, discovering exam ples of “it”, summing up uses of “it”, learning about the emphatic structure, and doing exercises. The class ends by students reading the text again and filling the table.Objectives■To help students learn about the use of I “it”■To help students discover and learn to use some useful words and expressions■To help students discover and learn to use some useful structuresProcedures1. Warming up by making a diagramWe have read the text in our last period. Now to lead in to today’s work, we are read it again to produce a diagram and retell the text with its help.2. D iscovering examples of “it”We shall go over the text we learned yesterday. This time we shall read for “it” in the text. That is to say we shall read and c ircle all those “it s” in the text while reading.3. Summing up uses of “it”4. Doing exercisesTurn to page 28 and do the vocabulary exercises 1 and 2 in groups of four. You may just do the exercises in the textbook. You do not need to copy the questions and answers into your workbook.Let’s go to page 29 and do the grammar exercises 1 and 2 again in groups of four. You may as well do the exercises in the textbook. You do not need to copy the questions and answers into your workbook.5.Looking back。

人教版高中英语选修6教案Unit 4 Global warming

人教版高中英语选修6教案Unit 4  Global warming

人教版高中英语选修6教案Unit 4Glbal aringUnit4Glbalaring一、语言要点I单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析1nsequene/result/effet/ute2glane/gaze/glare/stare词形变化1agreev同意disagreev不同意agreeent/disagreeentn同意/不同意2existv存在existenen存在3statev陈述,说明stateentn 声明,阐述4envirnentn环境envirnentalad周围的,环境的envirnentalistn环境保护主义者重点单词1phenennn現象2tendvt趋向,往往是;照管,护理3statevt声明,陈述4rangen行列,范围;vt排列,归类于averagead平均的6existenen生存7advate倡导,拥护8refreshv精神振作,精力恢复,更新9ntributinn捐献,贡献,投稿重点词组eabut发生quantitiesf大量的resultin导致beppsedt反对nbehalff代表……一方putupith忍受;容忍slngas只要重点句子1Sebprdutsfthispressarealled “greenhuse”gases,thestiprtantnefhihisarbndixide这个升温过程的一些副产品就叫“温室”气体,其中最重要的就是二氧化碳重点语法it的用法(II)II词语辨析1)nsequene/result/effet/ute【解释】nsequene强调因某事而引起的后果,有时带贬义。

result普通用语,指某行动,计划或事带来的最终结果。

effet与相对,指动作行为带来的后果或效应。

ute侧重某项活动,比赛的结果,结局【练习】选择nsequene/result/effet或ute并用其适当的形式填空1)The________fthegaeasbendurexpetatin2)The_________ ftheeetingasthatnneshuldbedisissed3)Theadvertiseent shaveuh________nnsuers’hie4)In_________flaziness,heasfiredes:1)ute2)result3)effet4)nsequene2)glane/gaze/glare/stare看,注视【解释】glane一瞥,匆匆一看,强调动作的短暂gaze凝视,注视,因惊异或赞赏而长时间无意识地凝视某人或某事物glare怒视,带有敌对或威胁的态度stare盯着看,含有无礼或粗俗的意味。

高中英语选修六《Unit 4 Project (2)》教案

them better.
重点
Learn and master the important
language points in the two passages
难点
How to help the students to learn and masterthe important language points well.

新沂市第二中学高二英语集体备课
主备人:李艳梅
用案人:
授课时间:____________
总第13课时
课题
Unit 4 Project (2)
课型
New
教学目标
Students will learn and master the important language points in the two passages to understand
hold常用短语:
hold back vt.缩回;制止,阻止;抑制(感情等)
hold on vi.持续;坚持下去;(打电话)不挂断
hold on to vt.抓住,固守
hold out vt.伸出;继续vi.食品等持续
hold up vt.举起;阻止,使延误
catch/get/lay/seize/take/keep hold of vt.捕捉,获得
2. We want to rent a bus which can40 people for our trip toBeijing. A. load B. hold C. fillD. support








take two.
4)举办
e.g.:Could we hold a meeting to discuss this tomorrow?

高二英语(人教版)-选修六 Unit 4 Global warming(2)-1教案

1. clear the structure of the essay on P66.
2. summarize the structure ofanargumetativeessay.
3. master the steps to write a goodargumetative essay.
4. write a good argumetativeessayabout protecting environment
4.Enablestudents clear the structure of argumentive writing.
StepII
Write
Take the passage above for example to finish the task.
Step 1: structure
the writing should consists ofthree parts:
Step 7:summarize the evaluation standards of good argumentive writing.
教 案
教学基本信息
课题
M6U 4 Global warming(2)
学科
英语
学段:高中
年级
高二
教材
书名:高中英语选修6出版社:人民教育出版社出版日期:2007年4月
教学设计参与人员
姓名
单位
设计者
实施者
指导者
课件制作者
其他参与者
教学目标及教学重点、难点
Teaching goals:At the end of class, Ss will be able to
YOUR BUTTS AND BAGS”on Page66 , let studentsglance at the title, pictures and predict the main idea of the essay.

高二英语选修六_Unit4_Grammar_公开课教学设计(二)

Unit4 语法课名师教学设计Step 1 As leading-in, students will have a short quiz as a diagnostic tool to see whether students have had some knowledge about the Emphatic Pattern. After doing that, the right answer will be shown on PPT and the students will discuss anything difficult or puzzling with the other people on their tables. Finally, students try to summarize the basic sentence structure of the Emphatic Pattern.Step 2 Students try to describe the picture shown on PPT, in a team with 4 or 5 students, using different emphatic sentences. The number of the sentences will be counted, and the team with the largest number will win. The teacher gives help whenever necessary. At last, Each team presents their sentences; the teacher writes down the different sentences on the blackboard, and correct the common errors at the same time. If students present the sentence structure it is not until....that/who...in the last activity, this step will be omitted; if this one has not been presented in the last activity, the teacher will elicit the students to describe the picture using the pattern not...until..., then have them rewrite the sentence with the Emphatic Pattern. Anyhow, it is not until....that/who... will be discussed and practiced as a key point.Step 3 Students will do another small quiz to check and consolidate learning of the Emphatic Pattern. Students check according to the answers on PPT; and discuss anything difficult or puzzling with the people on the same table, or ask the teacher for help. Test 1Emphasize the black part in each sentence.1 Lily and Lucy want to see the film.2 She wanted to win a gold medal.3 Did your friend send you the gift?4 When did you call me yesterday?5 His friends are going to Beijing.Test 2Rewrite the following sentences.1 She didn’t know her mother was ill in bed until she came home from work.________________________________________________________she knew hermother was ill in bed.2 Did his father die during the Second World War?_____________________________________________________________his father died?3 In the village where they spent their holiday, they fell in love.__________________________________________________________they fell in love.4 Please tell me where I can get this type of radios.Please tell me _______________________________________________________I can get this type of radios.5 I became so crazy about the games because I had no confidence in my study.__________________________________________________________________I became so crazy about this games. 6 Women are playing more and more part in society._________________________________________________________________playi ng more and more part in society. 7 When and how did you go to the Great Wall?______________________________________________________________you went to the Great Wall?。

高中英语《Unit 4 Reading (2)》教案 新人教版选修6

江苏省新沂市第二中学高中英语《Unit 4 Reading (2)》教案新人教版选修6第(1)课时课题:书法---写字基本知识课型:新授课教学目标:1、初步掌握书写的姿势,了解钢笔书写的特点。

2、了解我国书法发展的历史。

3、掌握基本笔画的书写特点。

重点:基本笔画的书写。

难点:运笔的技法。

教学过程:一、了解书法的发展史及字体的分类:1、介绍我国书法的发展的历史。

2、介绍基本书体:颜、柳、赵、欧体,分类出示范本,边欣赏边讲解。

二、讲解书写的基本知识和要求:1、书写姿势:做到“三个一”:一拳、一尺、一寸(师及时指正)2、了解钢笔的性能:笔头富有弹性;选择出水顺畅的钢笔;及时地清洗钢笔;选择易溶解的钢笔墨水,一般要固定使用,不能参合使用。

换用墨水时,要清洗干净;不能将钢笔摔到地上,以免笔头折断。

三、基本笔画书写1、基本笔画包括:横、撇、竖、捺、点等。

2、教师边书写边讲解。

3、学生练习,教师指导。

(姿势正确)4、运笔的技法:起笔按,后稍提笔,在运笔的过程中要求做到平稳、流畅,末尾处回锋收笔或轻轻提笔,一个笔画的书写要求一气呵成。

在运笔中靠指力的轻重达到笔画粗细变化的效果,以求字的美观、大气。

5、学生练习,教师指导。

(发现问题及时指正)四、作业:完成一张基本笔画的练习。

板书设计:写字基本知识、一拳、一尺、一寸我的思考:通过导入让学生了解我国悠久的历史文化,激发学生学习兴趣。

这是书写的起步,让学生了解书写工具及保养的基本常识。

基本笔画书写是整个字书写的基础,必须认真书写。

课后反思:学生书写的姿势还有待进一步提高,要加强训练,基本笔画也要加强训练。

总第(2)课时课题:书写练习1课型:新授课教学目标:1、教会学生正确书写“杏花春雨江南”6个字。

2、使学生理解“杏花春雨江南”的意思,并用钢笔写出符合要求的的字。

重点:正确书写6个字。

难点:注意字的结构和笔画的书写。

教学过程:一、小结课堂内容,评价上次作业。

二、讲解新课:1、检查学生书写姿势和执笔动作(要求做到“三个一”)。

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2012级高二英语选修六Unit4 编号2 导学案编制:郝海龙班级___ 学号___姓名________审批:
Unit 4 Grammar------- It (II)
一、强调句的含义
为了强调句子的某一成分(通常是主语、宾语、或状语),常用强调句型:It is (was) +被强调部分+that(who)…,被强调部分可以是主语,宾语,表语或状语(注意:不能强调谓语);强调的主语如果是人,that和who都可用。

如:Last night I saw a film in the Youth Palace.
强调主语:It was I that (or: who) saw a film in the Youth Palace last night.
强调宾语:It was a film that I saw in the Youth Palace last night.
强调地点状语:It was in the Youth Palace that I saw a film last night.
强调时间状语:It was last night that I saw a film in the Youth Palace.
二、强调角度及运用
1. 在强调句中含有not until句型时,用下列句型:
It was not until + 短语/句子+ that….. that后的句子要用肯定句,且须用陈述语序。

练习:It is ________that I left for Qingdao.
A. until he came back
B. not until he came back
C. that he came back
D. not that he came back
此题的命题构思是这样的:
I didn’t leave for Qingdao until he came.(陈述句)
Not until he came did I leave for Qingdao.(倒装句)
It is not until he came back that I left for Qingdao.(强调句)
2.强调句的一般疑问句,其结构是“Is(was) it+被强调部分+that/who…”如:
Did this happen in Beijing? →Was it in Beijing that this happened?
3.强调句的特殊疑问句,其结构是“疑问词+is (was) it that...? " 如:
Where were you born? →Where was it that you were born?
4.强调句的特殊疑问句放在宾语从句中
Where were you born? →Where was it that you were born?
I don’t know where it was that you were born. ( 陈述语气)
5.强调句的省略句
如:—Who are making so much noise in the garden?
2012级高二英语选修六Unit4 编号2 导学案编制:郝海龙班级___ 学号___姓名________审批:
—_______ the children.
A. It is
B. They are
C. That is
D. There are
谁在花园里发出这么大的声音?是孩子们发出的。

其完整形式应是:It is the children who/ that are making so much noise in the garden. 不能用They are.
又如:---- Where did you meet Jim ?
---- It was in the supermarket____ I went shopping (that I met Jim省略了)
A. where
B. that
C. which
D. why
6.强调句子的谓语
用助动词do或其变化形式does,did来强调句中谓语动词,用来加强陈述句和祈使句的语气,译作“的确”,“一定”,“确实”。

如:He did send you a letter last week.
We’re pleased that she does intend to come \ Do write to me when you get there
三、相似句型与异同
1. 区别强调句型与定语从句:
It is in the place that he was born. (强调句型)
It is the place that/ which he was born in.(定语从句中that做句子成分)
It is the place in which/where he was born.(定语从句)
2. 区别强调句型与同位语从句
It is a fact that he has lost the game by one score. (同位语从句)
It is the fact that has made us unhappy. (强调句型)
3. 区别强调句型与when +状从
It was 3 hours ago that he left.(强调句型)\ It was 3 o’clock when he left.(状语从句)
四、高考实战
1.It we had stayed together for a couple of weeks __ found we had a lot in common.
A. was until; when
B. was until; that
C. wasn’t until; when
D. wasn’t until; that
2. It was after he got what he had desired _______ he realized it was not so
important.
2012级高二英语选修六Unit4 编号2 导学案编制:郝海龙班级___ 学号___姓名________审批:
A. that
B. when
C. since
D. as
3. It is on a winter night_______ his wife left him without saying
goodbye.
A. which
B. that
C. when
D. in which
4. It is a winter night _______ his wife left him without saying goodbye.
A. which
B. that
C. when
D. in which
5. ____ is no possibility ____ Bob can win the first prize in the match.
A. There; that
B. It; that
C. There; whether
D. It; whether
6. Was it ____ the professor regarded as the brightest ones?
A. them that
B. they that
C. them which
D. they whom
7. ____ you were born?
A. Was it where that
B. It was where that
C. Where it was that
D. Where was it that
8. I don’t know _______ that you stay here.
A. how long it is
B. how long is it
C. it is how long
D. is it how long
9. It was in the small house______ was built with stones by his father
______ he spent his childhood.
A. which, that
B. that, which
C. which, which
D. that, where
10. It is _______ he often fails in exams ______ makes his parents worried
about him.
A. what; that
B. that; what
C. that; that
D. / ; that
11. It is _____ my father worked _____ I work now.
A. where, that
B. where, when
C. that, where
D. that, that
12. ---Where did you get to know her?
--- It was in the farm ___ we worked.
A. that
B. there
C. which
D. where。

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