新人教选修六-Unit-4-Global-warming单元教学设计
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 Protocolaimed at reducing greenhouse gas emissions.。
Unit4Globalwarming(第四课时)教案(新人教选修六).doc
The Fourth Period Language StudyTeaching goals 教学目标L 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 “iL for emphasis.Teaching important points 教学重点The structure of Tt is …that …二Teaching difficult points 教学难点Teach the students 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 I RevisionT: Good morning, everyone.Ss: Good morning, sir / madam.T: First PH check your homework. Have you finished the poster?Ss: Yes.T: Well, which group would like to show us yours?Get several groups to show their posters.A 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.•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 recycled materials.•Buy products that are made to save energy such as & idges and micro waves. •Plant trees in your garden or school yard.Together, individuals make a difference. It，s time for us to do something about carbon dioxide. Talk with your friends or family about global warming. Let's work together and care the planet we are living in.Step II Discovering words and expressionsT: Now please open your books and turn to page 2& Lett do some exercises.Step IH Discovering useful structuresT: Next let^s turn back to page 29. We511 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.T: Who can translate them into Chinese?Sa: I think they are the same. They both mean “ 人类行为引发了全球变暖”・Sb: I don't think so. They are a little bit different. The latter one should be “ 引发全球变暧的止是人类行为”.In the second sentence, "human activity" is emphasized. T: Quite right. This is the structure we are going to learn today.Present the structure on the screen and give some explanation.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。
选修6 Unit 4 Global warming教案
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。
人教版英语选修六Unit 4 Global Warming(Listening, Speaking and Writing)教案
Teaching methods
1.self-learningmethod
2.cooperativelearningmethod
3.task-basedmethod
Teaching aids
learningplan, a computer and a blackboard
Teaching objectives
1. Knowledge to get
To learn about the phenomenon of global warming，the bad effects and causes of global warming andtheways to slow global warming.
Givethem the key words and phrases,help them finish the task and make a comment
Create situations to improve the Ss’speaking ability
11’
Step 5
Writing training
Teaching procedures
Teaching tasks
Students’activities
Teachers’activities
Purposes
Time
Step 1 Lead in
Watch the video and answer two questions.
Play the video and ask two questions
Lead into the topic
英语：Unit4 Global warming Period 4优秀教案(新人教版选修6)
英语：Unit4 Global warming Period 4•优秀教案（新人教版选修6）Period 4Listening and Speaking整体设计教学内容分析The emphasis of this period will be placed on listening and speaking.There are altogether two texts for the students to listen to in this period：one is in the Student's Book and the other is in the Workbook.The first one(on Page 31，Listening and speaking)is a conversation between two people，Li Bin and Professor Keeling，who is a scientist studying global warming.Professor Keeling has been mentioned in the reading passage on Page 26.The listening text is a radio interview about the use of fossil fuels and other sources of energy.It contains examples of the focus function for this unit：agreement and disagreement.While listening to Part 1 for the first time the students are asked to decide which statement in Exercise 1 Professor Keeling does NOT agree with.Then students are required to listen to Part 1 again and tick the energy sources that are mentioned in the text.After listening to Part 2 students are asked to list three things they can do to save energy.At last they should also listen to Part 2 again and fill in the blanks in Exercise 4.The second one(on Page 65，Listening Task)involves an environmental organization.A student，Tom，is giving an oral presentation.As with most oral presentations that students give，Tom has some visual aids to go with his talk.Students will first be required to listen to the whole speech to get the general idea，and then listen again and take some notes about some facts mentioned in the speech.三维目标设计Knowledge and skills1．To understand the meanings of the following key words and expressions while hearing them in the tape：fossil fuels(化石燃料)，industrial societies(工业化社会)，concentrated(浓缩的)，radiation(辐射)，economical(经济的)，global community(地球村)，cigarette butts(烟蒂)，commitment(承诺)，inspiration(启发)．2．To enable the students to understand the listening texts.3．To help the students learn how to express agreement and disagreement.Process and methods1．Smoothing away language problems if any before listening.Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2．Listening for needed information.Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3．Speaking freely and making conversations.At last the students may be asked to give their own points of view and attitudes towards the subject mentioned in the text.Emotion，attitude and value1．To stimulate students' spirit of communication and cooperation.2．To develop students' ability of enjoying language beauty.教学重、难点1．The understanding of the listening text.2．The expressing of agreement and disagreement.教学过程Step 1Revision1．Retell the text on P26－P27.2．Check the last period's homework and explain the difficulties.Step 2Pre－listening1．Show the following pictures to the students and ask them to tell which kind of energy each picture shows.Picture 1 ____________Picture 2 ____________Picture 3 ____________ Picture 4 ____________Suggested answers：Picture 1：tide；Picture 2：wind power；Picture 3：solar energy；Picture 4：nuclear energy 2．Tell the students to think over and tell which energy is the most widely used now and what are its advantages and disadvantages.________________________________________________________________________ Suggested answers：Solar energy is the most widely used now.Its advantages are environmentally friendly and renewable.Its disadvantage is that the equipment is too expensive.Step 3Listening1．Listen to Part 1 of Text 1(Page 31)and finish the following exercises.(1)How long does Professor Keeling think fossil fuels will last?A．Several years.B．Only a few years.C．Centuries.(2)What is the disadvantage of nuclear energy?A．It is dangerous.B．It produces carbon dioxide.C．There isn't enough for it.(3)What makes it impossible for us to use sun power at present?A．The danger. B．The technology.C．Being clean.Suggested answers：(1)C(2)A(3)B2．Listen to Part 1 of Text 1 again(Page 31)and tick the energy sources that are plete the notes on them.Sources of energy NotesFossil fuelsWind powerEnergy from the sunNuclear powerSuggested answers：Sources of energy Notes3.Listen to Part 2 of Text 1(Page 31)and choose the best answers to the following questions.(1)How many suggestions does Professor Keeling offer?A．2 B．3 C．4(2)Which of the following is to blame for global warming?A．Developing countries. B．Developed countries. C．Poor countries.Suggested answers：(1)B(2)B4．Listen to Text 2(Page 65)for the first time and catch its main idea and then summarize each part.Main idea：_________________________________________________Part 1：______________________________________________________Part 2：_____________________________________________________Suggested answers：Main idea：The talk is mainly about Clean Up Australia Day and its organizer Ian Kierman.Part 1：How Ian Kierman began Clean Up Australia Day.Part 2：Clean Up the World Day and Ian Kierman's contribution to improving the environment.5．Listen to the whole talk again.Ask students to notice the years that Tom mentions，what happened in these years and many other facts.Make notes in the following table.Suggested answers：Year Event Facts about the event1987Ian Kierman competed in a round－the－world yacht race He was shocked at the pollution in the ocean.1989 Clean－up Day for Sydney Harbour 40 000 volunteers；collected old car bodies，plastics，glass bottles，cigarette butts1990 The first Clean Up Australia Day 300 000 volunteers2001 Clean Up Australia DayMost common kinds of rubbish：cigarettebutts，glass bottles and plastic bags 1993 The first Clean Up the World Day 30 million volunteers in 80 countries2001 Clean Up the World Day 40 million volunteers in 128 countries；cleaned streets，beaches，river banks and parksStep 3SpeakingSince the students have learned much knowledge about global warming by both reading and listening.It's necessary for them to talk about it now.Teach them how to express agreements and disagreements，blame and complaint by showing them the following patterns on the screen.(Slide sho w) Agreement：Exactly.You're right.I agree.That's correct/true/right. Disagreement：Blame and complaint：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.Perhaps/Maybe they should/ought to... Why don't you do something about it？I'm afraid I disagree with you.I'm afraid not.I don't think so.No way.I don't agree.I doubt...Ask students to read again what Professor Keeling and Li Bin say.Then in groups discuss who you agree with and give e some of the expressions listed above or any others they know.Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.Step 4HomeworkWrite a passage to talk about global warming and people's different views on it.Step 5Reflection after teaching________________________________________________________________________________________________________________________________________________________________________________________________________________________教学参考Ⅰ.国际知名环保组织介绍这些国际性的环保组织克服了重重困难，获得了世界范围内的响应和支持，依靠组织手段，将提倡的环保概念普及，并通过各种环保项目的实施，切实推动世界各地的环保进程。
人教版高中英语选修六：Unit4教案+
Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。
大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。
表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。
但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。
对此，在课堂活动中要进行有针对性的帮助。
如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。
本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。
因而在本堂课的引入环节中就结合这个内容进行了设问。
如“健康生活需不需要保护环境呢？”等。
且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。
二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。
同时学生能够进一步认识我们的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知识、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。
Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。
从而为本单元主题Global warming 作了很好的铺垫。
Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。
新人教版选修六Unit4 Reading教案
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 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 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 197 7.4. 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 did n’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 gr owth.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.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。
选修六Unit4Globalwarming教学设计
Unit 4Global warming—Reading(教学设计)富源一中刘胜丽教学目标知识目标：(1) 掌握阅读的方法和技巧，让学生了解地球温度上升的现象、原因及影响。
(2) 掌握文中“it”在强调句中的用法。
能力目标：能较好地运用泛读和精度的阅读技巧，准确地从文中找到关键信息。
德育目标：(1) 通过学习，帮助学生树立“节约能源，保护环境”的主人翁意识。
(2) 关爱生命，爱护环境，学会竞争和合作，建立自信心和集体荣誉感。
情感目标：通过学习调动学生的学习积极性，让学生树立正确的世界观和人生价值观。
教学重点：提高学生对英语学习的兴趣和积极性，较好地掌握泛读和精读的方法。
教学难点：如何让学生较好地掌握泛读和精读的方法，便把所学知识运用于高考中。
教学方法：(1) 以学生为主体，教师为主导，泛读和精读相结合。
(2) 采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学知识。
(3) 评价激励表运用于教学：即对小组在整节课中的综合表现给打分让组与组之间有个比较，从而达到激励上进的效果。
Teaching proceduresStep1: Greetings and Lead-inQuestions：(1) Are you hot ?(1) Compared to the past few years,what’s the weather like this year ?(2)What causes the global warming?Human activity or a random but naturalphenomenon?(3) show some pictures to the students.( 设计意图：通过提问和图片展示引出本节要讨论的话题—全球在变暖。
) Step2：Fast-readingReading Comprehension ILet the students fast read the the passage and then answer the following questions.1. What’s the main topic of the article?2. Who wrote the magazine article? What is name of the magazine?3. What has caused global warming?4.What do scientists think makes the earth’s temperature go up?5. How does “greenhouse effect” come about?Answers:1.It’s about global warming\the warming of the earth.2.They are Dr.Janice Foster,Charles Keeling and George Hambley.3.Human activity.4.The burning of fossil fuels.5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth.（设计意图：训练学生归纳、总结的能力）Reading Comprehension II( pair work)Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last century d idn’t seem to increase much.( )2. Everyone believes that global warming is caused by the activities of humans.( )3. Janice Foster believes she can measure the future global rise intemperature.( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth.( ) 6. It is clear what the effects of global warming will be.Answers: 1.T 2.T 3.F 4.T 5.T 6.F（设计意图：训练学生积极参与、协作、竞争的能力）Reading Comprehension IIIGet the students read the passage again and ask some students answer the following questions.1.The purpose of the first paragraph is to ___.A.introduce the writerB. explain a changeC. introduce the topicD. raise a question2. The graphs are used to _____.A.illustrate points by providing evidenceB.tell the change of temperatureC.tell the content of carbon dioxide in the airD.interest the readers3. Greenhouse gases refer to_______.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oil4. Greenhouse effect _____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings better5. _____ found out the amount of carbon dioxide in the atmospherefrom 1957 to1997.A. Dr. Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong6. Which of the following statements is True?A.Burning fossil fuels causes the global warming.B. We will have more food with global warming.C. Global warming means disasters to humans.D. More greenhouse gases will gather in the atmosphere.Answers: 1—5 CACAB 6.D设计意图：进一步训练和提升学生快速阅读，捕捉文中信息的能力。
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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
2.cooperative learning and practice
教学
手段
Ablackboard
2.How to improve the students’reading ability .
教学
目标
一、知识目标
To master the expressionabout global warming, and learn to analyze the difficult sentences.
二、技能目标
课程
类型
Important language points
课时
一课时
教材
分析
This is the second teaching period of the unit .In this period we will deal with someimportantlanguage points in the passage .make sure students can grasp some useful words ,phrases and sentences patterns .
Look at the picture and try to discuss the uses of a greenhouse
Step4Fast reading
Ask students’to skim the text and match the main idea with each parHomework
Finish off the exercises in workbook.
Reflection After Teaching(教学反思)
教学
课题
Period 3 learning about Grammar
课程
类型
Grammar learning
Step5
Carefulreading
Ask students to read the text carefully anddecide the following statements True or False.
1.The temperature in the last century did not seem to increase much.
4.The rise in carbon dioxide is causing a steady increase in global warming.
5.George Hambley believes that global warming will do good rather than harm to the earth.
学情
分析
The students areinterestedin thetopic.After a year’s English learning ,most of them have formed some basic reading skills ,which contribute to the development of the class.
教学
重难点
To learn the uses of it
教学
目标
〔一〕知识目标
To learn the uses of it
〔二〕能力目标
Enable students to to learnitcorrectly
〔三〕情感目标
1.Get students to become interested in grammar learning .
6.It is clear what the effects of global warming will be.
Read the passage carefully and try to find some detailed information
Step 6Discussion
Ask students to discuss :Should we do nothing about global warming?
教学
方法
1.task-based teaching and learning
2.cooperative learning
教学
手段
Some slides and a blackboard .
教学过程设计
教学步骤
教师活动
学生活动
Step 1Revision
Check the homework exercises
课时
一课时
教材
分析
This is the third teaching period of the unit .In this period ,the teaching emphasis will be put on the uses of it
学情
分析
Students may know something about it ,but they still need to summarize the uses of it
Para5 Epuzzles about global warming
Para6 Fdifferent attitudes to global warming
Para7 Gan introduction to the passage
Read the passage quickly and try to findthe main idea with each paragraph.
2. Enablestudentsto make sentences after the useful sentence patterns
〔三〕情感目标
1.Stimulatestudents’interest in learning English.
2. Develop students’spirit of cooperation and teanwork
Answer the questions aloud
Get the Ss to look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson.
lights our cities and heats our building .
Do you know what other things we use energy for ?
Where does all this energy come from ?
Make a list of things that use energy and make another list of as many sources of energy as you can .
教学
重点
1.Improve the students’reading ability.
2.Master the useful words and expressions.
教学
难点
1.How to help the students master the usage of the useful words and phrases in the passage .
Para1 Athe cause of the earth’s becoming warmer
Para2 Bthe consequence of burning fossil fuels
Para3 Cthe increase of carbon dioxide
Para4 DGlobal warming will go on
教学
重点
1.Master the useful words and expressions.
2. learn some useful sentence patterns