人教新课标高中英语选修六Unit4Reading教案
新最新人教新课标高中英语选修6 Unit4精品教学设计Unit4 Extensive reading and writing教案
人教选修6 Unit 4 Global WarmingExtensive reading and writingTeaching goalsAbility goalsEnable the Ss to talk about environmental pollution and write a composition on environmental problems.Learning ability goalsHelp the Ss to write a composition on environmental problems.Teaching important & difficult pointsHow to help the Ss to write a composition on environmental problems.Teaching aidsA computer and a projectorTeaching proceduresStep1 Extensive readingRead Tom’s essay about litter. Make a summary for each paragraph, and then fill inStep2 DiscussionDiscuss the environmental problems that concern people most in groups of four. List as many environment topics as possible, and then write them on a piece of paper.A sample list of environment topics:air pollution, noise, soil erosion, water pollution, litter classification, desertificat ion, and make green by planting treesStep 3 WritingChoose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.Writing tips:Step 1: Write out the thesis statement. (point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic. (mor e body paragraphs ...)A sample version:The Environmental Effects of Fossil FuelsThere is no doubt that fossil fuels bring a lot of good to us. But do you kno w that many of the environmental problems our country faces today result fro m our fossil fuel dependence.The environment faces air pollution, global warming, acid rain, and several oth er very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.Carbon dioxide is one of the main factors in global warming which is negativ ely affecting everyone.Fossil fuels also affect water pollution, land pollution, and thermal pollution (h eat pollution). Coal mining is one of the causes of pollution in the environmen t. After the mining is completed, the land will remain barren. Materials other t han coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production, transportation, and use of fossil fuels are to blame for the effe cts of pollution on the environment. Then what should we do? We should spar e no effort to improve our environment. Please save energy and use fewer fos sil fuels in our daily lives.Step 4 HomeworkFinish your composition on environmental problems.。
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.。
人教版高中英语选修6 Unit4 Reading名师教学设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Warming up（导入活动）(5 mins )
1.Teacher leads in the topic by putting students into groups to talk about what we use energy for, what the sources of this energy are and whether the sources are renewable or non-renewable.（2 mins）
（二）情景交际法
利用学生熟悉的场景激活其先期知识，建立有效图示，更便于和后面获取的新知识建立联结。
教学流程
（详见附后的教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；
2.阅读课的活动环节设计遵循语言规律，自上而下逐层递进，注重培养学生的阅读理解能力；
3.阅读课后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练的培养。
教
学
目
标
语言目标：
能运用以下词汇、短语和句型进行听说读写四会：
Renewable compare graph phenomenon (pl. phenomena) fuel quantity per data catastrophe climate consequence state range widespread circumstance
Things that use energy
高中英语《Unit 4 Reading (4)》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 (4)》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”）。
高中英语新人教版精品教案《选修6 unit 4 Reading 教学设计》
人教版，选修6 Unit 4 Reading教学设计THE EARTH IS BECOMING WARMER—DOES IT MATTER
教学分析
教学总结和反思
1、通过本堂课的学习，帮助学生了解了全球变暖的原因和对环境和人类的影响，研究与探讨了减缓全球变暖趋势的措施和建议，激发和培养了学生环境保护意识。
2、本节课课文难度不大，易于学生理解。
但要注意把握好活动时间，确保学生在合作学习〔讨论、交流〕的气氛中既学习语言知识又得到情感教育。
3、教学过程中应注意词汇拓展，借助对文章内容的兴趣，进一步培养语言学习的兴趣，引导学生综合运用语言的能力。
选修6-unit4-reading-教学设计 (1)
人教版，选修6 Unit 4 (Reading)教学设计THE EARTH IS BECOMING WARMER—DOES IT MATTER教学分析教学设计说明1、学生分析学生有强烈的求知欲和学习动机。
对全球变暖现象有着强烈的好奇和了解欲望。
大多数学生有较好地运用英语进行分析问题的能力，对自己的学习行为能作出较客观地评价。
学习风格：性格差异，学习风格各不相同，但都有自主、合作、探究的学习意识和能力，对学习行为具备一定的自我监控能力。
电脑知识：具备一定的电脑操作知识和网上查阅能力，这为完成课后作业提供技术保障。
2、策略设计资源策略设计：①有效的利用多媒体课件辅助课堂教学活动，丰富教学内容，提高学生的学习兴趣和课堂教学效率，充分体现现代化教学技术的优点。
②通过教师与同学等人力资源及图书馆、网络等非人力资源查找有关全球变暖的资料，从而开拓视野，形成开放的文化态度。
3、教学方法设计：主要采用任务型教学法、学生中心教学法和多媒体教学法。
学生强烈的好奇心，在可操作的真实有效任务的驱动下，让学生在任务完成过程中充分认识到人类在生存过程中如何科学地改造自然来减少对全球变暖的影响及体验合作学习的成就感。
4、教学设备：多媒体设备教学总结和反思1、通过本堂课的学习，帮助学生了解了全球变暖的原因和对环境和人类的影响，研究与探讨了减缓全球变暖趋势的措施和建议，激发和培养了学生环境保护意识。
2、本节课课文难度不大，易于学生理解。
但要注意把握好活动时间，确保学生在合作学习（讨论、交流）的气氛中既学习语言知识又得到情感教育。
3、教学过程中应注意词汇拓展，借助对文章内容的兴趣，进一步培养语言学习的兴趣，引导学生综合运用语言的能力。
参考目录：高中英语选修（6）教师教学用书（人教版，人民教育出版社）。
人教版高中英语选修6 Unit4__Reading__教学技能比赛教案
Unit4 Reading教学技能比赛教案Learning goals:pletely understand the passage.2.Learn some words and phrases about the topic and try to use them.3.Learn to take notes.Pre-readingGuess from the title and the two graphs: What may be talked about in the passage?A. The cause of the global warmingB. The effects of the global warmingC. The phenomenon of the global warmingD. It doesn’t matter that the earth is becoming warmerE. Both A and CWhile-readingT/F questions1. Everyone believes that global warming is caused by the activities of humans.2. Fossil fuels include coal, natural gas and oil etc.3. Greenhouse effect happens when small amounts of gases trap heat from the sun.4. People accept Charles Keeling’s data because he took accurate measurements.5. George Hambley is worried about the effects of carbon dioxide on plant growth.6. It is clear what the effects of global warming will beRead part 3 carefully and take notesWhat are the effects of global warming?Post-readingWatching and discussing:1.How do you feel after watching the video?2.According to what we have learned today, what makes such kind of things happen?3.What should we do to help these animals?Writing: Save our earth, save ourselvesHomework: Write a passage according to your discussion, using the title “Save our earth, save ourselves ”。
人教版高中英语选修6 Unit4__Pre-reading__and__Reading__精品教案
Unit4 Pre-reading and Reading精品教案Teaching Goals:1.To read about global warming.2.To get some idea about the effect of global warming.3.To develop some basic reading skills.Teaching Procedures:Step 1. Warming UpPurpose: To arouse Ss interest in learning about global warming.1. Team workAnswer the questions below:(1) Have you ever seen a greenhouse?(2) How does a greenhouse work?(3) What do you think greenhouse gases do?2. Group workLook at the picture, and ask Ss some questions.T: What is this building made of?S1: It’s made of plastic.T: What’s its purpose?S2: Plants can grow in it when it’s cold outside.T: How does it work?S3: The glass traps the heat from the sun, making the air warm so that plants grow better.Step 2. Pre-readingPurpose: To get Ss to learn about greenhouse gases.1. Group workNow look at the word “GREENHOUSE GASES”. What does it mean?Greenhouse gases (GHG) are gaseous components of theatmosphere that contribute to the greenhouse effect .Themajor natural greenhouse gases are water vapor, whichcauses about 36-70% of the greenhouse effect on Earth (not including clouds): carbon dioxide, which causes between 9-26%; and ozone, which causes between 3-7%(note that it is not really possible to assert that such-and-such a gas causes a certain percentage of the GHE, because the influences of the various gases are not additive .The higher ends of the ranges quoted are for the gas alone ;the lower end ,for the gas counting overlaps).Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Certain human activities, however, add to the levels of most of these naturally occurring gases.Very powerful greenhouse gases that are not naturally occurring include hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6), which are generated in a variety of industrial processes.Each greenhouse gas differs in its ability to absorb heat in the atmosphere. HFCs and PFCs are the most heat-absorbent.2. Individual workGet Ss to answer these questions individually. Then let them discuss the answers.(1) Who wrote the magazine article? What is the name of the magazine?(2) What are the names of the three scientists mentioned in the article?(3) What do they think about global warming? Do they agree with one another?(4) What are the two graphs about?(5) What is the main topic of the article?Step 3. Reading1. SkimmingPurpose: To get a brief understanding of the text.Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph.Key sentences of each paragraph:(1) A debate over whether it is human activity that has caused the global warming or whether it is just a natural phenomenon.(2) Many scientists believe people have caused the increase in the earth’s temperature.。
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Unit 4 Global warming
Reading
Teaching goals
Target language
words 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 on
Ability goals
Enable 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 points
Enable the students to get a better understanding of articles of this kind.
Teaching aids
A projector and a blackboard
Teaching procedures
Step 1 Warming up
T：Now let’s look at a picture on the sli de 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 Scanning
Read 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 cons equences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a b ig
increase 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 between 1 860to 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 Skimming
Read the passage carefully and judge whether the statements are true or false.
1. The temperature last century di dn’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, 10
Step 4 Detailed reading
Read 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 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 Debate
Get 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 Homework
1. 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。