高中英语选修6 unit4 global warming教案(人教新课标)
Unit 4 Global warmingⅠ. 单元教学目标技能目标Skill Goals▲Talk about global warming, pollution and the importance of protecting the earth▲Practise expressing agreement, disagreement, blame and complaint▲How to use“it”for emphasis in a sentence▲Write an essay on environmental problemsⅡ. 目标语言功能句式Expressing agreement, disagreement, blame and complaintYes, 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compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on语法“It” used for emphasisIt is human activity that has caused this global warming.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。
2. 课型设计与课时分配1st Period Speaking and Listening 2nd Period Reading3rd Period Extensive Reading 4th Period Language Study5th Period Drills 6th Period WritingⅣ. 分课时教案The First Period Speaking and ListeningTeaching 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.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.Teaching methods 教学方法Brainstorming, listening and group work.2Teaching aids 教具准备A tape recorder and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevisionCheck 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 upSample answers:Step ⅢListening and DiscussingT: Now please 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 the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to finish Exercise 1. Play the tape again, train the students’ ability to spot specific information and understand the implication in the dialogue. The students listen and finish Exercise 2.Several minutes later.Step ⅣHomework1. Review the new words and expressions you learned in this class.2. Preview Reading.The Second Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重点句式There is no doubt that the earth is becoming warmer. P26Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目标Enable the students to talk about the causes and effects of global warming.3. Learning ability goals 学能目标Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching important points教学重点Help the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult points 教学难点Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching methods 教学方法Listening, reading and group work.Teaching aids 教具准备A recorder and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevision4Check the homework.Review the useful expressions about agreement and disagreement.Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.Step ⅡPre-readingStep ⅢWhile-readingGet the students to read the passage fast and meanwhile help the students form a good habit of reading.After a few minutes.T: How many parts can this text be divided into?T: Any different ideas? OK. Now let’s finish the form on the screen.Show the form on the screen and let the students complete the form.Step ⅣComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.T: Now let’s listen to the tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.Step ⅤDebateGet the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.Put the following instructions on the screen.●Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).●Group A discuss why they agree with the statement; Group B discuss why they disagree.●Group A and B get together. Tell each other the reasons why agree or disagree with the statement.T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.Step ⅥHomework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Preview Using Language ―WHAT CAN WE DO ABOUT GLOBAL W ARMING？The Third Period Extensive ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so onb. 重点句式P30Together, individuals can make a difference.It takes a lot of energy to make things from new materials…Remember — your contribution counts.2. Ability goals 能力目标Get the students to realize what individuals can do about global warming.3. Learning ability goals 学能目标6Learn what to do in daily life to reduce the carbon dioxide content in the air.Teaching important points 教学重点Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.Teaching difficult points 教学难点Enable the students to learn how to make a poster.Teaching methods 教学方法Listening, skimming and group work.Teaching aids 教具准备A recorder and a computer.Teaching procedures & ways 教学过程与方式StepⅠRevisionCheck the students’ homework to see whether they have mastered what they learnt last class. Check their group work — debate.Step ⅡLead-inStep ⅢListening and ReadingGet the students to read the two letters and then fill in the table on page 30.Skim the letters and find who the writers are and what their purpose of writing the letters is. Scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.Step ⅣMaking a posterHelp the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class.Step ⅤHomeworkFinish the poster.The Fourth Period Language StudyTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语glance, widespread, decrease, steady, average, existence, outer, on the wholeb. 重点句式It is human activity that has caused this global warming. P29…it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide. P262. Ability goals 能力目标Learn about “it” used for emphasis.3. Learning ability goals 学能目标Help the students learn how to use new words and expressions of this unit and how to use “it” for emphasis.Teaching important points 教学重点The structure of “It is ... that ...”.Teaching difficult points 教学难点Teach the studen ts how to master the use of “it” for emphasis.Teaching methods 教学方法Explanation and practice.Teaching aids 教具准备A computer.Teaching procedures & ways 教学过程与方式Step ⅠRevisionA sample poster:What Can We Do about Carbon Dioxide?Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.8●Turn the electrical appliances off if you are not using them.●Put on more clothes if you are cold instead of turning up the heat.●Walk or ride a bike instead of using motor vehicles if you can.●Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials.●Buy products that are made to save energy such as fridges and microwaves.●Plant trees in your garden or school yard.Step ⅡDiscovering words and expressionsT: Now please open your books and turn to page 28. Let’s do some exercises.Step ⅢDiscovering useful structuresT: Next let’s turn back to page 29. We’ll learn a useful structure. Now compare these two sentences below.Show the following two sentences on the screen.Human activity has caused this global warming.It is human activity that has caused this global warming.由it 引导的强调句结构:It is (was) + 被强调部分+ that (who) + 句子其他部分注意：此结构强调的成分仅限于主语，宾语和状语。
高中英语 Unit 4 Global warming Reading 教案 新人教版选修6
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 environmental consequences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a bigincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000.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 between1860to 2000. The second graph shows the carbon dioxide content in the atmosphere 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 humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.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 measurements.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of global warming.9. George Hambley is worried about the effects of carbon dioxide on plant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part.Part (Para_ to Para_ )Main ideaPart 1 (Para _1_)introduce a debate over the issue of global warmingPart 2 (Para _2__ to _4__)illustrate how global warming comes aboutPart 3 (Para _5__ to 10___)list two different attitudes among scientists towards global warmingPart 4 (Para _11__ to ___)It's up to readers to think and decide whether people should do something about global warming or not.Step 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中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
高中英语(人教版)选修六 Unit 4 Global warming-Reading 教案
Unit4. The Earth Is Becoming Warmer-But Does it Matter 教案Teaching Aims:1.Improve the students’ reading ability2.Having concept of “greenhouse gases”,”greenhouse effect””global warming”3.Know scientists’ attitude towards “global warming”4.Can write down the advantages as well as disadvantages of “global warming” and can express them to the whole classTeaching Important and Difficult Points:1.How to Improve the students’ reading ability2.How to guide students to write and to express his or her attitude in own wordsEmotional Aims:Enable the students to know the importance of protecting earthMedia preparation:Blackboards, PPT, video player, Mp3 playerTeaching Process:Step1. GreetingsGreet the whole classStep2. Lead-inShow three groups of pictures, which are about shallow understanding of “global warming”, and let them choose the right picture of each group.eg.Which of the following picture doesn’t show the phenomenon?Step3. Fast-ReadingMatch: the main idea of each paragraph. (Divided them into seven groups,each group answer one paragraph.)Step4. Intensive Reading1)Analyze paragraph1 and paragraph2 in a way of graph1. Answer two questions.What is this graph about? What has caused this phenomenon?2) Listen to paragraph3 and then discuss questions in group to choose right answer.Greenhouse gases refer to ____.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oilGreenhouse 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 betterSummarize this paragraph in a way of simple drawing.3)Give a graph2, ask one student to analyze the graph2 as the way of graph1. Then combined with Paragraph4 and Paragraph5, judge T or F. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.All scientists accept the data in graph 2 except Charles Keeling.4)Read paragraph6 together and summarize the different attitudes towards global warming.Dr.Foster: It would lead to a catastrophe.George Hambly: We should not worry about it.5)Read paragraph7 independently and answer questions.If we start reducing the amount of carbon dioxide and other greenhouse gases, is the climate going to stop?What's the attitude of the author? Positive?Negative or Neutral?6)Summarize the structure of the whole passagePart1 (paragraph1)Part2 (Paragraph2-5)Part3 (Paragraph6)Part4 (Paragraph7)Step 5 WritingWrite down the advantage or disadvantage of global warming in your opinion.Step 6 Play a video to express my view.Step7 HomeworkSurf the Internet for more informationabout global warming.Teaching ReflectGlobal Warming is one of the most important topic we face in this century. Teacher should guide students to focus this topic and do activities to protect our earth.。
高中英语新课标(人教版)选修六-优秀教案-{Unit4-Global-warming-Period-2
Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 53 new words and phrases in these five parts.20 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 33 should all be remembered，among which the following words and expressions are even more important：tend，range，subscribe to，go up，widespread，state，glance，steady，tendency，keep on，on the whole，quantity of，be opposed to，come about，result in，even if.They are all very useful and important.So are the sentence patterns “...it is a rapid increase when compared to other natural changes.” and “There is no doubt that the earth is becoming warmer...” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：tend，range，subscribe to，go up，widespread，state，glance，steady，tendency，keep on，on the whole，quantity of，oppose，come about，result in，even if.2．To get the students to understand and use the following important and useful sentence patterns：(1)．..it is a rapid increase when compared to other natural changes.(2)There is no doubt that the earth is becoming warmer...Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：quantity of，oppose，come about，result in，even if.2．Important and useful sentence patterns：(1)．..it is a rapid increase when_compared_to other natural changes.(2)There_is_no_doubt_that the earth is becoming warmer...3．Some difficult and long sentences in the text.教学过程1Revision1．Check the homework exercises.2．Ask some students to talk about global warming.2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.3Practice for useful words and expressions1．Turn to Page 28.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.4Vocabulary studyⅠ.简单知识扫描1．tend(P26)【原句再现】It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.这意味着更多的热量被困在大气层中，从而引起全球温度上升。
高中英语 Unit 4 Global warming Using language教案 新人教版选修6
Unit4 Global warmingUsing languageTeaching materialNSEFC Book 6 -- Unit 4Teaching aimsEnable the students to learn some information about the current situation of the global warming and know what we should do about it.Teaching important& difficult pointHow to help the students to get the information about the current situation of the global warming and know what we should do about it.Teaching aidstape recorder, slidesTeaching proceduresStep1 Lead inHave you ever seen the film The Day After Tomorrow?What kind of disasters have you seen in the film?What have you learnt from the film?Slide showWhat causes the global warming?gas emissionWhat is the effect of global warming?Step 2 SkimmingSkim the first letter, and answer the questions below:1. Who is the writer?A student named Ouyang Guang.2. What is the purpose of the email? / What are the two concerns of the email?① His opinion that, as an individual, he can have no effect on environmental problems.② getting some suggestions for what he can do about global warming.3. Read the second email, and answer the question:Does Earth Care agree with Ouyang Guang's opinion that individuals can have no effect?No, Earth Care does not agree.Step 3 ScanningScan the letter and list Earth Care's suggestions in the chart on P30, and discuss whether you can carry out each suggestion. Give reason for you answers.Step 4 Language points1. make a differencemake a difference(1)有很大差别, 有很大不同(2)有很大的关系/影响make some/ no difference to对...有些/没有关系That makes no difference to me.那对我没有影响。
Globalwarming-Reading教案(新人教版高中英语选修6unit4)
Global warming-Reading教案(新人教版高中英语选修6 unit 4) Pre-reading1. Questioning and answeringAsk students something about a green house. What is it? What is it for? Could you tell the class in English what you know about a green house?A green house is built of glass to be used for growing plants. The air inside the green house is warm because the glass lets in the sun and keeps it from running away. So the air inside is warm and is good for growing plants throughout the cold seasons.2. Introduces students to the topic of the reading passage and the term “greenhouse gases”.3. Do exercises⑴What is the building made of and what its purpose?⑵What’s greenhouse effect?Teaching aims:To read the text “The earth is becoming warmer—but does it matter” and understand what it says.To make students find out some useful words and expressions. Teaching procedures:Step 1. Read the text (Page26)Answer the following questions.1 what is the purpose of the first paragraph?To introduce the topic.2 what are the diagrams for?To illustrate points by providing evidence.3 what is the purpose of the last paragraph of the article?To reflect on the major theme of the text and to predict what might happen in the future.Step 2. Read again for more detailsTo understand the main idea of the text, we are going to read it once again. Write down the key sentence of each paragraph at the same time.Key sentence of each paragraph:A debate over whether it is human activity that has caused the global warming or whether it is just a natural phenomenon.Many scientists believe people have caused the increase in the earth’s temperature.The increased extra amount of carbon dioxide traps more heat energy causing the global temperature to go up.The levels of carbon dioxide have increased greatly over the last 100 to 150 years.There are some different attitudes towards the causes of this increasein carbon dioxide.Over the next 100 years the amount of warming could be as low as 1 to 1.5 degrees Celsius but it could be as much as 5 degrees Celsius. An increase of five degrees would be a catastrophe.Future warming would cause the sea level to rise by several meters. Some predict any warming will be mild with few bad environmental consequences.More carbon dioxide is a positive thing.No one knows what the effects of global warming will be.Step 3. Listen to the tape and then find out some useful words and expressions.。
高中英语(人教版)选修六 Unit 4 Global warming-Reading教案
Teaching PlanUnit 4 Global warmingReading: The earth is becoming warmer—but does it matter?Ⅰ 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.II Teaching Important and Difficult PointsEnable the students to get information about global warming using the reading strategies and skills.III Emotion, attitude and valueEnable the students to be more aware of the importance of stopping global warming Teaching Methods：Asking-and-answering activity to check the students’ understanding of the text；individual，pair or group work to finish each task.Teaching Aids：A multimedia computer and a blackboard.Teaching 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.Step2. 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 HambleyStep3 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.3.The different ideas of the effects of the global warming Part3(6)Step4 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, 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.Step5 After-reading group workWhat should we do to stop global warming?Discussion:Suggestions on global warming:turn off the electrical applianceDr. Foster Hambley More carbon dioxide has negative effects: rise of the sea level severestorms, 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____.talk 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.Step6 HomeworkWrite a short passage about the suggestions.。
高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period
Period 3Grammar—the Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it”can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4．To ask the students to summarize the usages of the emphasized sentences.5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it”is used for emphasis.Find them and then write them down.________________________________________________________________________ ________________________________________________________________________Suggested answers：1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Step 4Summing upTry to help the students draw the following conclusions.1．The main structure of the emphasized sentences is “It is/was...that/who...”．2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．Step 5Grammar practiceAsk students to do the following exercises：1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrow－minded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow－minded?The last two may be a little difficult for the students.Help them to get the correct answer.2．Do Exercise 2 in Discovering useful structures on Page 29.3．Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.Suggested answers：In these three sentences，the underlined parts are all clauses—a subject clause and twoadverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：Is/Was it＋被强调部分＋that＋其他部分Wh－疑问词＋is/was it that＋其他部分Step 7Task－based learningAsk students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1．Was it in this place ______ they once built a tall building?A．that B．in whichC．before D．which2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.A．what；that B．that；whatC．that；that D．because；that3．It is because English is being widely used at present ______.A．why we learn it hard B．that we learn it hardC．which we must learn D．when we should learn4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?—No，not really.A．which B．thatC．when D．what5．______ the people have become masters of their country ______ science can really serve the people.A．It is only then；that B．It was that；whenC．It is only when；that D．It was when；then6．—I think we have met the word before.—Yes.It is in the reading material ______ we ______ reading yesterday.A．that；did B．that；wereC．when；were D．when；did7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.A．until B．whichC．that D．when8．It was this sense of failure ______ made him determined to succeed in his new life.A．who B．whichC．that D．why9．______ that so many people think that being perfect is the way to go?A．It is why B．Why is itC．Why it is D．Is why it10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.A．what it is that B．that what it isC．what is it that D．that what is it11．—Wasn't it Dr Wang who spoke to you just now?—______.A．I didn't know who was B．Yes，it wasC．No，he wasn't D．Yes，he did12．It was ______ he said at the meeting last night ______ made me angry.A．what；that B．that；thatC．what；what D．that；what13．Was ______ that I saw last night at the concert?A．it you B．not youC．you D．that yourself14．It was the nervousness in the interview ______ probably lost him the job.A．which B．sinceC．that D．what15．It was ______I reached there ______ I began to know something about the matter.A．until；when B．until；thatC．not until；that D．not when；that16．It was ______ my father worked ______ I worked now.A．where；that B．where；whenC．that；where D．that；that17．What a silly mistake it is ______ you've make!A．it B．thatC．this D．whichSuggested answers：1～5 ACBBC6～10 BCCBA11～15 BAACC16～17 ABStep 9Homework1．Finish off the Workbook exercises.2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching________________________________________________________________________________________________________________________________________________。
新人教选修六-Unit-4-Global-warming单元教学设计
目标
〔一〕知识目标
Tograsp someuseful words and expressionsandlearn some useful sentence patterns
〔二〕能力目标
1.Get students to use someuseful words and expressions correctly .
Step 2 listening
Play the tape for students and pay attention to some important words and phrases
Listen to the tape and pay attention to some important words and phrases
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.
Step 3languagepoints
Go through the passage and deal with anylanguage points
Learn the useful languagepoints
Step 4Practice
Ask students to do some practice
2. Develop students’sense of group cooperation
教学
方法
1.Task–based teaching and learning
高中英语新人教版精品教案《选修6 unit4 Global Warming词汇设计》
高中英语选修6 Unit 4 Goba warming词汇教学设计
———高考一轮词汇复习课
一教材内容分析
本节课是以复习课后词汇短语用法,以及总结语法填空考点为主题的一节课。
本节课所学的大局部单词和短语是新课标所要求掌握的,而且经常会出现在高考题中,所以掌握本节课内容很重要。
又由于本节课所学单词大都是一词多义,短语所运用的结构也变化多端,对学生来说,掌握起来有些困难。
二学情分析
大局部同学认为词汇课无聊,对于复习课更觉得没有用,课上不够活泼。
所以作为老师,应在课上设置各种活动,运用多种教学方法,调动学生积极性,通过个人努力及小组合作等方式,使他们提高复习效率,达成教学目标。
三教学目标
1 知识目标:掌握quantit, oe about, reut in, e about, reut in, e about 发生；造成；风、船等转向
用法：How doe it come about that ……是怎样发生的？
come acro 偶遇；碰到; come out 出来；出版；被发行
come ue ue about, reut in, e a eriou , what can we do in dai ife to enta rotection No e than 12021ord
作业：学生写一篇文章跟全球变暖有关的小文章,尽量用上本节课的词汇。
设计意图: 锻炼学生的写作能力,同时再次加稳固所学知识。
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.。