人教版高中英语导学案选修六Unit4 Global Warming(word版,无答案)
连词成篇Unit 4. Global WarmingRefresh Our EnvironmentAs the director state d on behalf of his research ing group, the data of this graph makes a clear presentation of the future environmental tendency. On one hand, the quantity of fuel keeps on decreas ing by 9% per year while the growth of a wide range of pollution has been a global trend. On the other hand, the mildly but steadily going up of the average temperature is resulting in catastrophe s like widespread floods. Without disagreement, they subscribe to the view that it is humans’existence and their randomly consum ing energy that result in this phenomenon.Many people have a commitment that developing nuclear power or energy from outer space will stop bad consequence s coming about. However, scientists and educators are opposed to this view even if our needs may be met on the whole. They tend to advocate refresh ing our circumstances by saving energy and recycl ing waste. It is suggest ed that we use energy-saving appliance s such as electrical motor s, microwave s and so on and not be casual about little things like recycl ing a can. So please glance around and see what you can do. So long as everybody makes contribution, we will not have to put up with this problem anymore.词汇详解1.d irect[ ]vt. adj.n.方向；指示，说明n. 主任，主管；导演in all directionsin the direction of under the direction of2.state[ ]vt. n. ;n.陈述3.on behalf of represent vt.stand 代表、象征4.r esearch[ ]n.&vi.4.data[ ]n.5.graph[ ]n.research into/do research into6.presentation[ ]n. present vt. adj. n.目前的形势到场的人出席，到场，参加在目前，在现在7.e nvironmental[ ]adj.8.tendency[ ]n.n.环境9.quantity[ ]n.10.fuel[ ]n.a large quantity of/quantities of11.d ecrease[ ]vt.&vi.vt.&vi.增加12..while[ ]conj. , ,13.range[ ]n.14.pollution[ ]n.15.global[ ]adj.16.trend[ ]n.dly[ ]adv.vt.污染globe n.18.steadily[ ]adv.20.average[ ]adj.21.temperature[ ]n.adj.稳定的average 平均地，大体地22..result 引起，导致result 由……导致as a result of23.c atastrophe[ ]n.24.widespread[ ]adj.25..subscribe[ ]vt.subscribe to26.e xistence[ ]n.vi.存在27..randomly[ ]adv.28.consume[ ]vt.29.energy[ ]n.random随意地，任意地consumer n.30.p henomenon[ ]n. [pl] phenomena31.c ommitment[ ]n.32.nuclear[ ]adj.33.o uter[ ]adj.out adv.34.c onsequence[ ]n.a consequence of 作为……的结果consequent adj.35.c ome about come across come into being come over come out come true come up come up with36.b e opposed to 反对做某事object to 反对做某事37.even[ ]adj.平坦的，均匀的，稳定的a dv.甚至even if/though 38.on the whole as if/thoughas a whole on average39.t end vt.tendency n.tend to do sth.40.a dvocate[ ]vt.advocate 呼吁做某事41..refresh[ ]vt.恢复，更新，使恢复精力refreshment n.点心；恢复精力42.c ircumstance[ ]n.in/under the circumstancesin/under no circumstances43.recycle[ ]vt.& n.44.waste[ ]vt.&n. waste sth. on sth.45.suggest[ ]vt.a waste of sth.waste sth. (in) doing sth.suggest 建议做某事suggest (that) sb.( should) do sth.(无suggest sb. to do sth.)46.a ppliance[ ]n. 器具；器械；装置applicant n. application n.apply vt. ,apply...to apply to47.e lectrical[ ]adj.n.电，电力electronic adj.48.m otor[ ]n.motorcycle n.49.m icrowave[ ]n.50.casual[ ]adj.at random/ adv.随意地，任意地51.g lance[ ]vi.& n.glance/glimpse at52..so/as long as while conj.53.c ontribution[ ]n.contribute vt.contribute...tocontribute to make contributions to54.p ut up with/ / vt.忍受、承受句型透视1. There is no doubt that. . . 毫无疑问……(毫无疑问) the earth is becoming warmer. . .2. 强调句( 是人类活动) has caused this global warming rather than a random but natural phenomenon.3. without 介宾短语，后跟虚拟语气Without the“greenhouse effect”, the earth(将比现在的温度还要低大约33 摄氏度).4. even if 引导让步状语从句( 即使)we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries.5.as/so long as 引导条件状语从句It is OK to leave an electrical appliance on (只要) you are using it——if not, turn it off！6.It takes . . . to do sth.( 需要大量能源) to make things from new materials, so, if you can, buy things made from recycled materials.用句型透视中的句型翻译下列句子(1)毫无疑问, 礼貌的行为受欢迎。
(2)是老师的鼓励给了我继续学习的勇气。
(3)没有你们的帮助, 我们不可能按时完成任务。
(4)即使你认为这些规则不公正, 也必须遵守。
(5)只要我们全力以赴, 一定能赢得比赛。
(6)从广州乘飞机去北京要用多长时间？经典谚语1.From saving comes having.2.A penny saved is a penny gained.3.Small gains bring great wealth.课文重现Global WarmingThere is no that the earth is becoming warmer and that it is human activity has caused this global warming. All scientists subscribe the view that the increase in the earth’s temperature is to the burning of fossil fuels. Dr Janice Foster explains that we add huge (quantity) of extra carbon dioxide into the atmosphere, causes the global temperature to go up. Another scientist (call) Charles Keeling made accurate (measure) of the amount of carbon dioxide in the atmosphere. But the attitudes of scientists this rise are completely (vary). Many think the trend would lead to a catastrophe while some believe we shouldn’t worry about it. In fact, no one exactly knows the effects of global warming.习作纠错As the development of industry, more and more greenhouse gases are producing and the earth is becoming warm. As a consequence, the sea level is raising, which make many coastal cities and animal habitats in the danger. Global warming has became a serious challenge on mankind and animals, so it is high time that we take measures to deal it. Only by change the way we treat the environment roughly we get along well with it.巩固提升I. 选词填空(1)I will order of your products so long as they are of good . (quantity/quality)(2)T he patient had a strong to kill himself, so the nurses had to take turns to him carefully day and night. (tend/tendency)(3)P eter let out the news before he considered the . , he was dismissed by theboss. (consequence/ consequently)(4))Clearly your name, address, telephone number and other necessary information. Yourmust be true and helpful. (state/statement)(5)A man named Li Chunping, who is reported to have a great deal of money in the past 15 years, has made great to charity in China. (contribute/ contribution)II. 用方框中所给词的适当形式填空quantity, oppose, consequence, state, range, average, circumstance, tend, subscribe, advocate1.There was nothing special about the meal; it was .2.We solving international disputes by negotiation, instead of appealing to arms.3.I am strongly to any form of terrorism.4.My main reason for to New Scientist is to keep abreast of ( 了解最新情况) advances in science.rge of water are needed for watering the fields.6.In of your bad work, I am forced to dismiss you.7.He was in a terrible because nobody could understand why he had this illness.8.She her husband carefully during his illness.9.The trees on the mountains within my of vision have all been cut down.10.Under no should you lend him any money.III.单句语法填空1.The storm to hit our city, but we will observe its closely. (tend)2.The air conditioners of this type too much electricity. Many complain about this. (consume)3.Many people do not believe the of the ghosts. Some young children doubt that thereall kinds of ghosts in the world. (exist)4.The pointed out that the change of will cause certain great disaster. (environment)5.He has made progress in his study after he worked day and night for nearly a few months. (steady)6.There is no doubt our experiment will succeed.7.Many experts advocated (reward)your child for good behavior.8.I’ve never subscribed the theory that people are more important than animals.9.Do you know in what circumstances it was Jack achieved his goal?10.It takes strength and patience (be)a long-distance runner.IV.单句改错1.That is advocated that they should reduce military spending.2.During the discussion, many members were opposed to my proposal, that upset me greatly.3.A number of new machines were introduced from abroad, resulted in an increase in production.4.It was stating that they would continue to work there until the flood went away.5.A big fire broke out last night; as the consequence, the house was completely destroyed.6.Nowadays people are more concerned about the environment that they live.7.We received several answers, and we picked one at the random.8.。
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.。
人教版选修六Unit4《Globalwarming》word教案1
Teaching Plan for Unit 4 Global Warming (1st period)设计思路：教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。
科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。
好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。
授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。
文章标题“The earth is getting warmer but does it matter?”非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。
其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。
最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。
Teaching materials:Textbook---Student’s Book 6, New Senior English for China, People’s Education Press Teaching Aids: a blackboard, a multimedia kitObjectives:I.Of Knowledge:Students will know basic scientific facts concerning global warming, scientist s’differentattitudes towards it and the writer’s opinion as well.II.Of AbilityA.Students will continue to develop their predicting skill to guess the main idea of the articleand get prepared for the reading.B.Students will practice the scanning skill to get the specific information.C.Students will learn to think critically about the problems the writer has raised.III.Of EmotionA.Students will learn we should conserve energy and protect the earth.B.Students will want to get involved in the classroom activities when doing the tasks.Procedures:I.Before ReadingLead-inA graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006. What can you tell from the graph? (Students’ answer may vary.)This leads to our topic today---Global warming.1. Predicting:1)What can you infer from the title?2)What are the two graphs about?II. While Reading(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have?)2. Scanning1)Look for people’s names. Circle them with a red pen.①Who wrote the magazine article?②What are the names of the three scientists mentioned in the article?2)Para. 1 & 2①What has caused global warming? (vocabulary teaching involved)②Which sentence tells us what the writer will talk about in the article?3.Reading: Para. 3, 4&5How has this come about?Further questions:1)Can you give the three examples of the fossil fuels?2)Who gave us scientific evidence that the amount of carbon dioxide has been increasing?3)Some gases can trap heat from the sun. What do scientists call this phenomenon?What would happen if there were no greenhouse effect? What would happen if there were too many greenhouse gases?4)How high will the temperature increase go according to Janice Foster?4.Reading: Does it matter? Pair Work (Para. 6)The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.5. Reading: Para. 71)The writer probably thinks ________.A. It matters.B. It doesn’t matter.2) What probably does the writer want us to do by the last two questions? III. Post Reading6. Group Discussion: What can/should we do?•At home/work/school•Clothing /food/ housing/ transportation •Policies, laws, finance•Media, transportation, design ofbuildings•You may also refer to the pictures on Page 25.Make a list:(Summary: Wrap up the topic)IV. Homework:1.Read the text again and finish Comprehending 1&2 on Page 27.2.Choose sides and prepare for a mini debate on whether we should something about globalwarming. You may refer to the following websites.①/pub_display.php?pub_id=2872②/xiawf001/default.html?page=5③/global-warming-positives-negatives.htm3. Underline important words and phrases.。
高中英语 Unit 4 Global warming教案 新人教版选修6
高中英语 Unit 4 Global warming教案新人教版选修6 Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。
同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。
让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。
它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。
要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。
这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending 包含了三大部分。
前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。
人教版高中英语选修6教案Unit 4 Global warming
人教版高中英语选修6教案Unit 4Glbal aringUnit4Glbalaring一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1nsequene/result/effet/ute2glane/gaze/glare/stare词形变化1agreev同意disagreev不同意agreeent/disagreeentn同意/不同意2existv存在existenen存在3statev陈述，说明stateentn 声明，阐述4envirnentn环境envirnentalad周围的，环境的envirnentalistn环境保护主义者重点单词1phenennn現象2tendvt趋向,往往是；照管,护理3statevt声明,陈述4rangen行列,范围；vt排列,归类于averagead平均的6existenen生存7advate倡导，拥护8refreshv精神振作,精力恢复,更新9ntributinn捐献,贡献,投稿重点词组eabut发生quantitiesf大量的resultin导致beppsedt反对nbehalff代表……一方putupith忍受；容忍slngas只要重点句子1Sebprdutsfthispressarealled “greenhuse”gases,thestiprtantnefhihisarbndixide这个升温过程的一些副产品就叫“温室”气体,其中最重要的就是二氧化碳重点语法it的用法（II）II词语辨析1)nsequene/result/effet/ute【解释】nsequene强调因某事而引起的后果，有时带贬义。
result普通用语，指某行动，计划或事带来的最终结果。
effet与相对，指动作行为带来的后果或效应。
ute侧重某项活动，比赛的结果，结局【练习】选择nsequene/result/effet或ute并用其适当的形式填空1)The________fthegaeasbendurexpetatin2)The_________ ftheeetingasthatnneshuldbedisissed3)Theadvertiseent shaveuh________nnsuers’hie4)In_________flaziness,heasfiredes:1)ute2)result3)effet4)nsequene2)glane/gaze/glare/stare看，注视【解释】glane一瞥，匆匆一看，强调动作的短暂gaze凝视，注视，因惊异或赞赏而长时间无意识地凝视某人或某事物glare怒视，带有敌对或威胁的态度stare盯着看，含有无礼或粗俗的意味。
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.。
人教版高中英语选修六Unit+4+Global+warming+(3)+教案.doc
Unit 4 Global warming教学目标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.情感态度Emotion, attitude and valueEnable the students to be more aware of the importance of stopping global warming重点难点Teaching Important and Difficult PointsEnable the students to get information about global warming using the reading strategies and skills.教学方法Teaching MethodsAsking-and-answering activity to check the students’understanding of the text；individual，pair or group work tofinish each task.5教学过程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.Step 2. 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 HambleyStep 3. 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 globalwarming.D. The attitudes of scientists toward it are the same. The different ideas of the effects of the global warming Part3(6)Step 4. 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, Dr. Foster HambleyMore carbon dioxide hasnegative effects: rise of the sea level severe storms, droughts, floods, famines, the spread of diseases,thedisappearance of species. More carbon dioxide is a_positive_ thing,makes crops __produce__more and will encourage __agreat range of animals____.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.Step 5. After-reading group workWhat should we do to stop global warming?Discussion: Suggestions on global warming:turn off the electrical appliancetalk 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.Step 6. HomeworkWrite a short passage about the suggestions.精美句子1、善思则能“从无字句处读书”。
高中英语 Unit4,book6 Global warming教案 新人教版选修6
Unit 4 Global warming by liu jinzeng★Warming up1. Please list as many energy sources as you can.___________________________________________________________________________2. which energy sources on your list are renewable and which are non-renewable? _______________________________________________________________________________★Pre-reading ActivitiesTalk about the picture at the bottom of the page 251. What can you see in the picture? ______________________________________________2. How does it work? _____________________________________________________________3. What do you know about “ greenhouse gases”?_______________________________________________________________________________ ★While- reading ActivitiesFirst reading Glance quickly at the magazine and answer the questions.1. What’s the main topic of the article? _______________________________________________2. Who wrote the magazine article? What is the name of the article? ________________________3. What are the names of the three scientists mentioned in the article? _______________________4. What are the two graphs about? What are they for?_______________________________________________________________________________ Second reading Read the text quickly to get the main idea of each paragraph.1.________________________________________________________________2.________________________________________________________________3.________________________________________________________________4.________________________________________________________________5.________________________________________________________________6.________________________________________________________________7.________________________________________________________________Third reading Read the text quickly to list the ideas and major details.Part I ( paragraph 1) to introduce the topic.(1)_______________________________↓Part II ( paragraph _________) (2) _______________________________ How has global warming come about? ↓(3) ________________________________________________ to make life positive effects _________________ for human Part III ( paragraph _______) __________________ beings bettereffects of global warmingnegative effects __________________________Part IV the last paragraph conclusion of the articleFourth reading Read each paragraph carefully for detailed information, and finish the exercises blow.P a r a g r a p h11. During the 20th century the temperature of the earth rose about one degree Fahrenheit.Notes: Fahrenheit华氏度1714年德国人法勒海特(Fahrenheit)以水银为测温介质,制成玻璃水银温度计，选取氯化铵和冰水的混合物的温度为温度计的零度,人体温度为温度计的100度，把水银温度计从0度到l00度按水银的体积膨胀距离分成100份,每一份为1华氏度，记作“1℉”。
高二英语(人教版)-选修六 Unit 4 Global Warming (4)-1教案
Lead Ss to know the typical features of the passage and the main idea of the passage, so that on the one hand they would know whether their prediction is right or not and lay a foundation for their mind map the next step.
What do you expect to read in the passage according to the title?
Ask Ss to choose where the passage is probably take from and lead them to get to know the features of the passage.
教学设计பைடு நூலகம்与人员
姓名
单位
设计者
实施者
指导者
课件制作者
其他参与者
教学目标及教学重点、难点
教学目标：
1.获取和梳理全球变暖现象背后的原因及科学家们对其所持有的不同的态度；
2.归纳分析说明文的语言特点,文体结构；
3.基于所读文本内容辩证的看待全球变暖现象并表达自己的态度；
4.结合本课所学知识分析低碳生活成为一种潮流的原因并表达自己对其持有的态度。
1.Lead Ss to learn the features of the passage.
2.Ask Ss to read the passage and get the main idea.
人教版新课标高二英语选修六+unit+4+Global+warming教案
Unit 4 Global warming ----ReadingI.Revisionin consequence/come about/ be opposed to/ go up/ result in/ a large quantity of1) With the use of electricity, great changes have ¬¬¬¬___________ in our life.2) The police found _____________drugs at his home.3)At first they _____________the scheme,but we managed to argue them round.4) The price of oil has _______________by over 50 percent in less than a year.5) It rained yesterday and _____________the match was canceled.6) The fierce quarrel both sides’ breaking up from each other. II.Reading tasks:1) Read the text and then match the main idea of each part.Part 1(Paragraph 1) a.List two different attitudes among scientists towardsglobal warmingPart 2(Paragraphs 2~5) b.It`s up to readers to think and decide whether people should do something about global warming or not. Part 3(Paragraph 6) c. Illustrate how global warming comes about. Part 4(Paragraph 7) d. Introduce a debate over the issue of globalwarming.2)Try to find out the main idea of the text.The ______have different ideas on whether it _______ when the earth is becoming _______.3)Read the passage and answer the following questions.1.What does the `green house effect` refer to?2.What has resulted the increase in carbon dioxide?3. Who wrote the magazine article? What is the name of the magazine?4. What are the names of the three scientists mentioned?5. Do the scientists agree with one another about the global warming?6.The different ideas between Dr. Janice Foster & George Hambley Dr. Janice Foster----Carbon dioxide has caused the global temperature to _____.An increase of five degrees would be a________and could be______.George Hambley----More carbon dioxide is a _____thing,which makes crops_______and will encourage_______.4)SummaryAll scientists 1.________ to the view that it is human activity that has caused the global warming.This activity is burning fossil fuels，to produce energy .As a result, a natural 2.__________called the“greenhouse effect” has 3.____________.Without this phenomenon，the earth would be about 4._______cooler than it is.So,we need those gases. However,the global temperature will rise when we add huge5.________of extra carbon dioxide into the atmosphere. We know that the levels of carbon dioxide have6._______ greatly over the last 100 to 150 years. The attitude of scientists towards this rise is completely7________ . Some think that the trend would be a catastrophe while some are 8.______ to this view，and they believe that any warming will be 9.____________ with few bad environmental 10.__________.eful sentences about protecting enviornment.1.Environmental protection has caused global concern recently.2.Everybody should raise the awareness that it’s our duty to protect our mother earth.3.It’s high time we took immediate measures to protect our earth from being polluted.4.On no account should we develop our economy at the cost of our environment.5.With the increase of the world population, our environment is getting worse and worseIV.HomeworkWrite a short passage using the topic about protecting environment.。
2024_2025学年高中英语Unit4Globalwarming测评习题含解析新人教版选修6
第四单元测评(时间:120分钟满分:150分)第一部分听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面 5 段对话。
每段对话后有一个小题,从题中所给的 A、B、C 三个选项中选出最佳选项,并标在试卷的相应位置。
听完每段对话后,你都有 10 秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1.Where does this conversation probably take place?A.In a bookstore.B.In a classroom.C.In a library.2.At what time will the film begin?A.7:20.B.7:15.C.7:00.3.What will the man probably do next?A.Confirm his booking.B.Go to the hotel.C.Book a room.4.What does the man say about the cars?A.They are clean and practical.B.They make people’s life much easier.C.They have caused some environmental problems.5.What are the speakers mainly talking about?A.A family.B.A wedding.C.A dinner party.其次节(共15小题;每小题1.5分,满分22.5分)听下面5段对话。
每段对话后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。
听每段对话前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。
每段对话读两遍。
听第6段材料,回答第6、7题。
6.How much is the dress probably?A.$200.B.$600.C.$1,500.7.How does the man feel about the woman?A.Angry.B.Excited.C.Disappointed.听第7段材料,回答第8至10题。