人教版高中英语选修6 Unit4 Global warming reading 教学设计
人教版高中英语选修6 Unit4 Global warming reading 教学设计单元要览：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。
学情分析：教学对象为高中二年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
教学内容分析：The central part of this unit 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” andwhich 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 greenhouse 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 betterunderstanding of the text，that is to say，to help the teacher to check how much the students have understood the text.教学目标设计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.教学方法:1．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 severalstudents.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.教学情感目标:1．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 1 Warming 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：Let the students have a discussion and collect suggestions fromstudents and write them under the appropriate heading.Show a picture of a greenhouse to students and ask them what agreenhouse is made of and what 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.Step2．Pre-readingAsk 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.3 Reading 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 theSuggested answer：Step 4 Language 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 5 Listening，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 6 RetellingAsk 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 7 Homework1．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 8 Reflection after teaching。
人教版英语选修六Unit 4 Global Warming(Reading) 课件(共42张PPT)
4. Greenhouse gases continue to build up in the atmosphere.
5. George Hambley believes that global warming will do good rather than harm to the earth.
Researchers say these changes are having severe effects on animals such as penguins, seals and polar bears. Changes in temperature and wetness in the air can also affect the reproduction of some reptiles and amphibians. For example, the sex of baby painted turtles is linked to the average temperature in July. Scientists say even small temperature increases can threaten the production of male turtles. In Europe, scientists say warmer temperatures are affecting the spring and autumn seasons.
What’s worse, the glaciers (冰川) of the South Pole are beginning to crack (破裂).
The sea level to rise.
Tsunami (海啸)
Tornados (飓风)
人教版高中英语选修六Unit 4 Global warming-Reading课件
Part2 (2-5)
How global warming comes about?
1. ___________________ human activity
Greenhouse 2. ___________________________ the burning of fossil fuels effect What are the Greenhouse gases?
So we don’t worry about global warming…
Group Work
1 2
We shall do something about global warming.
We shall do nothing about global warming.
Debate
Possible effects:
1. cause the sea level to rise 2. the spread of Negative effects diseases 3. disappearance of species So we should : 1. Reduce the burning of fossil fuels 2. Use bags that can be recycled … 1. make plants grow faster 2. crops will produce more 3. a greater range of animals 4. make life better
Introduction
Conclusion
Para. 1
The topic
Para.6-7
Body Para. 2-5
Careful reading
高中英语选修六人教版：Unit+4+Global+Warming+(reading)+课件
George Hambley
More carbon dioxidch makes crops __p_r_o_d_u_c_e__ more and will encourage _a__g_re_a_t_e_r_r_a_n_g_e__o_f _____ _a_n_i_m_a_l_s__.
1.
The rise in carbon dioxide is causing a steady increase in global warming.
T
2. Everyone believes that global
T
warming is caused by the activities of
humans.
Part3 (6)
List two different attitudes among scientists towards global warming.
giving examples, making contrast
Part3 (7)
It's up to readers to think and decide whether people should do something about global warming or not.
B. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.
C. All scientists accept the data in graph 2 except Charles Keeling.
fridge heating
things that use energy in our life
人教版高中英语选修6Unit4 Global Warming Reading
The levels of carbon dioxide have 3．increased __________ greatly The burning of 2. over the last 100 to 150 years. fossil fuels like Charles Keeling found that the ___________ carbon dioxide in the coal， natural gas and oil atmosphere went up from 315 parts to to produce energy. around 4. ______ around 370 parts per million between 1957 and 1997.
Task 1 Fast reading
• 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?
- Non Renewable Energy Source
Oil power Coal power
→ Fossil Fuels
Nuclear power
Thinking
• What will come about after too much burning of non-renewable energy sources?
Dr Janice, Charles Keeling, George Hambley
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.。
人教版新课标 选修六 Book6 Unit4 Global Warming (Reading) 课件
Step6: Watching and discussing
1. What does the video want to tell us?
2. According to what we have learned today, what causes global warming?
3. What should we do about global warming?
What can we do about global warming?
drought
global warming too many
trees are cut down = deforestation
hot ! !
!
Reading (P.26): THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?
(Para_1_ )
towards global waro _5 )
b. whether people should do sth. about global warming
Part 3 (Para_6_ )
c. an introduction of global warming
6.反对……
6. be opposed to
7.增加，聚集 8.继续
7. build up 8. keep on
Step3: Pre-reading
Guess from the title and the two graphs: What may be talked about in the passage? A. The cause of the global warming
Unit 4 Global Warming
人教版高中英语选修六book6unit4globalwarmingreading教学课件共23张ppt
whether the writing has any advanced words or expressions (高级词汇 和短语)
1. Read a passage about global warming
2.பைடு நூலகம்Write an article about global warming
1. Read the passage again 2. Revise the writing.
What's your opinion?
I think ... because... “... will .... in the future.” “There will be...”
... will... in the future
... will... in the future
There will be... in the future
高中英语课件
（madeofdingshangtuwen）
Q: What has caused these problems? Global warming
Q: Is global warming good or bad?
The earth is becoming warmer - but does it matter?
Guess
From the title, guess the main idea of the passage A. Carbon dioxide B. Greenhouse gases C. Different ideas about global warming
Task 1
Match the main idea with each part.
人教版英语选修六Unit 4 Global Warming reading 课件(共30张PPT)
Reading
Task 1 Skimming
Skim the title: THE EARTH IS BECOMING WARMER
– BUT DOES IT MATTER?
What is the main topic?
A. The earth. B. Global warming.
C. Becoming warmer doesn’t matter.
Coal Oil Natural gas Wind (wind power) Sun (solar energy) Uranium (nuclear energy) Water (hydro-electric
power)
Picture reading
A greenhouse
greenhouse
Now can you connect global warming with greenhouse and think of the relationship between them? Maybe you can understand why we call global warming “greenhouse effect”, right?
T 1.The temperature in the last century didn’t
seem to increase much. Line 2: … it is a rapid increase compared to most natural changes…
T 2.Everyone believes that global warming is
A title Introduction
Body
Conclusion
新人教选修六 Unit 4 Global warming-Reading[阅读课件]
Can you carry it out
Reason
Yes
save energy save energy save energy
Motor vehicles use a lot of energy, so walk or ride a bike if you can. Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials.
• Skim the second letter • Does Earth Care agree with Ouyang Guang’s opinion?
No, together, individuals can make a difference.
• Scan the second letter
Discussing
could we, as an individual do something about global warming?
• turn electrical appliances off • walk or ride a bike • recycle cans, bottles, plastics • plant trees • buy products that are made to save energy • educate others
What is happening to our earth?
Global warming
What has caused the global warming?
The effects of global warming
• Negative effects:
高中英语(人教版)选修六 Unit 4 Global warming-reading课件(17张PPT)
Discussion: The earth is becoming
warmer. In your opinion, does it matter?
A : We shall do
something about global warming.
B: We shall do
nothing about global warming.
Detailed reading ★ ★ ★
The 2nd graph shows the amount of c arbon d ioxide in the atmosphere from 1957 to 1997. The CO2 c ontent steadily increased over this forty-year period. It went up from 315 to 370 parts per million.
2.Everyone believes that global warming is caused by the activities of humans.
3.Janice Foster believes she can measure the future global rise in temperature.
11
Detailed reading ★ ★ ★
Read something more about the 2 graphs:
The 1st graph shows the global temperature between 1860 and 2000 . The temperature increased and decreased over this period but on the whole it increased by around one degree Fahrenheit. During this time, the earth reached its l owest temperature in about 1910 and its highest in 2000 . There was a steady increase in the temperature during the 20 years after 1980. We can see from the graph that the earth has become w armer since early last century. 12