高中英语 Unit 4 Global Warming Reading The Earth Is Becoming Warmer-But Does It Matter教学设计
1 Unit 4 Global Warming 一、 教学对象分析 本校学生学习自主能力较强，善于思考，认真笔记。喜欢课堂环节紧凑、有序、充实学习方式，但在英语口语表达能力方面还有待提高。本课探讨全球气候变暖话题，学生在生活体验和地理知识方面，有一定的积累和初步的认知，但对于全球变暖的实质与影响了解得还不是特别清楚，有必要通过科普文教学进行探讨，增强责任意识，共同努力保护我们共同的家园。 二、 教材内容分析 〈人教版〉模块六第四单元Reading部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。20世纪中，地球的温度上升了华氏1度。这看上去是一个很小的数字，但相对于在自然界的其他现象来说，这个增长速度是迅猛的。这种现象是自然发生的还是人为的？这个问题引起了激烈的争论。许多科学家认为，这种变化是人类燃烧矿物所致。这些物质的燃烧产生以二氧化碳为主的温室气体。正因为自然界有温室气体的存在，地球才不至于很冷。但大量排放二氧化碳会使地球普遍升温。对于地球升温，科学家有不同的看法。有些科学家认为，这个问题很严重。地球升温会导致海水上涨、风暴、干旱、饥荒、物种灭绝和疫病等。也有科学家认为，地球升温有利于改善人类生活，比如，庄稼长得更快、产量更高等。文章最后以开放性的问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？ 三、 教学目标 （1）分析全球气候变暖产生的原因 （2）了解科学家对于全球变暖的不同看法。 四、 教学过程 Step 1 Warming-up and lead-in (5 mins) （1）视频导入 教师选用一小段关于北极熊的视频，让学生带着问题观看视频，并由此导入到本课的课题。 T: Hello, class. First of all, Let’s watch a short video about a polar bear and please find out what happened to the polar bear. ① What happened to the polar bear? (It was drowned.) ② Why was it drowned? ( Because the ice melt.) ③ Why did the ice melt? （ Because the earth is becoming warmer.） （2）揭题 [意图说明]教师希望通过视频导入的方式能够让学生马上进入状态，注意力集中，并对本课话题Global Warming这种相对枯燥难理解的科普文产生浓厚的兴趣。 Step 2 Reading （30 mins） （1） 根据所给的分段大意，让学生通读全文进行分段，并匹配正确的四部分大意。此环节旨在让学生了解文章的篇章结构，并突出本课时重点解决的两大部分。 T ：Go through the whole text in 5 minutes and divide it into 4 parts according to the main idea of each part. （2） 阅读第一段 找出谁写了这篇杂志文章，并在文章探究什么问题。 T：This is a magazine article. Read Para.1 second line and find out who wrote the magazine article. (Sophie Armstrong )\ T: What questions does she explore in the article? ( ① How has this global warming come about? ② Does it matter? ) （3） 齐读第二段找出第一个问题的答案，并给予解释，让学生对这个长难句有清晰的理解。增强他们学习科普文的信心。 2
T： First, let’s explore the question how this global warming has come about? （ It’s human activity that has caused this global warming rather than random but natural phenomenon.） T: What’s the meaning of this sentence? ( 全球变暖是人类活动导致的，而不是随意的自然现象。) T：How has human activity caused this global warming? Do you want to know? Today we”ll explore it. （4） 读两张图表，获取基本信息，并分析图表之间的联系，让学生进一步理解课文内容。培养学生读取并分析图表的能力，提高阅读科普文的能力。 T: Have you noticed the two graphs on Page26? Let’s read the two graphs together. First, what are they about? ( Graph1: Temperature difference from long-term average,1860-2000 Graph2: Carbon dioxide content in the atmosphere, 1957-1997) T: Pay attention to the time of the two graphs. It’s clear that the period of Graph1 is longer than that of Graph2. Can we do divide Graph1 into 2 parts. The first period is before 1957. The second period is after 1957. Comparing the two parts, we know the temperature went up more rapidly. T: Now, turn to Graph2. From 1957-1997 the carbon dioxide in the atmosphere increased from about 315 parts to about 370 parts per million. It increased greatly, too. So look at the same years of temperature, compared to the years of CO2, you can see, they both went up rapidly. Can you find some relationship between them？（ The more CO2, the higher temperature.） （5） 通过将第三段分解阅读，降低科普文阅读难度，帮助学生更好地理解全球变暖，温室效应，温室气体等专业术语的理解，并进一步解决本课难点。 T : ①Why does more CO2 cause higher temperature? ②Have you learnt something from your Geography teacher? Will you share it with us? If you have difficulty in speaking in English, you can try it in Chinese. ( 温室气体，温室效应…….) ③What is greenhouse effect? Para3 Line24-36 will help you. ( Greenhouse gases trap the heat of the sun and therefore warm the earth. It is known as greenhouse effect.) ④ What are greenhouse gases? ( Gases like carbon dioxide, methane and water vapour) ⑤ Is “greenhouse effect” beneficial or harmful to us? ( It is harmful.) ⑥ Why? ( The earth is becoming warmer and warmer.) ⑦ Without the greenhouse effect, what would the earth be like?( It would be thirty-three degree Celsius cooler than it is.) ⑧ T: So we need the greenhouse gases. They do good to us. However, when we add huge quantities of extra carbon dioxide into the atmosphere. What will happen? ( More heat energy tends to be trapped in the atmosphere causing the global temperature to go up.) ⑨ Why is extra carbon dioxide added into the atmosphere? Read Para3 Line18-23 and Para.5, and you will find the answer. （ It is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. The increase in carbon dioxide resulted in the increase in the earth’s
高中英语 Unit 4 Global warming Warming up and read
cassette player micro-wave oven
heating
fridge
things that
light
use in
eysnoteourrvgey
hairdryer
home
television computer
stove
video player washing machine
Байду номын сангаас
Things that use energy in your home
light heating television cassette player
video player computer fridge stove
washing machine
hairdryer
Sources of energy
carnotite（钒钾铀矿）, pictured here.
Guess it!
What source of energy?
Geysers(间歇泉)
Geothermal (地热的) Energy Plant
Discuss
An energy source is “renewable” when supplies of it never run out and “nonrenewable” when one day they will run out. Which energy sources on your list are renewable and which are non-renewable?
The Oil Refineries
A nuclear power plant
高中英语 book 6 unit4 global warming Reading
高中英语 book 6 unit4 global warming Reading人教课标高二选修 6 Unit 4In this summer, we can see these pictures on the internet…HotThe earth is becoming warmer and warmer.greenhouse gasesThey trap the heat from the sun and keep the air surrounding the earth warm, which is called the greenhouse effect1.Who wrote the magazine article? What is the name of the magazine?2. What are the names of the three scientists mentioned in the article?3.What are the two graphs about?4. What is the main topic of the article?Answer the questions. 1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong wrote themagazine article. The name of themagazine is EarthCare.2. What are the names of the three scientists mentioned in the article? They are Dr.Janice Foster,Charles Keeling and George Hambley.3. What are the two graphs about?Graph I shows the temperature increase of one degree Fahrenheit between 1860 to ____.Graph 2 shows the carbon dio_ide contentin the atmosphere from 1957 to ____.5. What is the main topic of the article? Global warming/ the warming ofthe earth.Match the main idea of each partPart 1 (para 1) Part 2 ( para2 to 5) Part3 (para 6) Part4 (para 7)A two different attitudes towards global warming B. whether people should do sth. about global warming C. Introduce a debate over the issue of global warming D. how global warming comes about。
高中英语必修6课件：Unit 4《Global warming》
大量的信息已被收集。 a large quantity of ＝ large quantities of 许多 in quantity 大量地
根据汉语意思，完成英文句子 (1)他的画家名声靠的是质量而不是数量。
His reputation as a painter depends more on quality than __q_u_a_n_t_it_y____________. (2)这家旅馆每天购买大量的肉。
18. n. 环境；情况
____c_ir_c_u_m__st_a_n_c_e______
19. vt. 使恢复；使振作
____r_e_fr_e_s_h___________
20. n. 分歧；不一致
____d_i_sa_g_r_e_e_m_e_n_t______
1. 发生；造成 2. 导致 3. 忍受；容忍 4. 等等 5. 大量的 6. 继续 7. 大体上；基本上
security measurements. 机场当局已答应重新检查他们的安全措施。
measure vt. 量……的大小 vi. 尺寸是，面积为 n. 量具，度量单位，尺寸；措施 make a measurement of sth. 量……的大小 take measures 采取措施 make sth. to one's own measure 量体裁衣
(3)我们的谈话涉及很多话题。 Our conversation ____r_a_n_g_e_d_o_v_e_r____ many
topics. (4)他们的年龄在25岁到50岁之间。
Their ages ______r_a_n_g_e_f_ro_m_______ 25 to 50.
4. circumstance n. (常用pl.) 环境；条件；形势； 情况
unit4theearthisbecomingwarmer
Construction Main idea of each part
Part 1 Introduce a debate over the (1) issue of global warming.
•So how has this come about and does it matter?
• come about出现，发生
• What has come about? • 发生了什么事？ • 常见词组： • come across偶然遇见 come back to life复活 • come to恢复知觉；总共，总计 come on快，走吧；加油 • come out显露；出版，发行 come into being形成，出现 • come round恢复知觉；醒过来 come along出现；进步， • come back回来，（旧事）在记忆中出现 • come up with提出，想出（计划等） • come through经历……仍然活着，安全度过
Poets like to compare death to sleep.
1)The town has changed a lot c_o_m_p_a_r_e_d__t_o_/_w__it_h_ what it was before.
2) We often _c_o_m__p_a_r_e_young people _t_o___ the rising sun. 3)C_o_m__p_a_r_e_ this _w_it_h_ that , and you’ll see which is better.
Unit4_The_earth_is_becoming_warmer说课稿_人教版
说课人：高二英语组 李凤建
一、说教材
（一）教材内容及地位 本单元的主题是“全球变暖”， 本节课是一节阅读课，在 这篇课文中讲述了全球变暖的原因、影响以及科学家们对其未 来发展所作出的不同判断。本节课是第一课时的延续，同时文 中涉及大量的词汇和语言要点，为学生的进一步学习奠定了基 础，所以本节课具有承上启下的作用。另外，环境问题已成为 一个全世界人们关注的问题，所以它也是高考命题的热门话题， 由此可见，本课内容是十分重要的。 (二)、说学情 通过地理、化学两门科目的学习，学生对全球变暖这个 话题有一定的了解。但是学生在环境、气候、能源等方面的英 语词汇是极为缺乏的，相应的英语知识也是比较少的，所以阅 读这种类型的科普文章有一定的难度。
直观感知 视觉震撼 激发兴趣
子曰：温故而知新，可以为师矣
Step 2: Before-reading
1. graph 2. random 3. phenomenon 4. fuel 5. tend 6. data 7. trend 8. catastrophe 9. flood d 11.consequence 12.state 13.rang 互评互测 1. come about
重点：全球变暖的起因及它所带来的种种后果
难点：启发学生思考“面对全球变暖人们能做些什么”？
二、说教法
（一）、 图片激活法 （二）、任务教学法 （三）、略读法 （四）、找读法
三、说学法
（一）、积极回忆思考，先温故后知新； （二）、积极思考全球变暖的原因及不同科学家对这一 现 象的态度； （三）、带着问题阅读，有目标有任务，抓住文章的 要点及相关细节；
拯救地球我们在行动
As a student, what little things can we do for the earth?
高中英语 unit 4 global warming reading 1课件 高中选修6英语课件
Giving examples, making contrast.
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(Paragraph 6)
It’s up to readers to Using a question,
think and decide
leaving readers to
whether people should think over the
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● 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.
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Choose the best answers according to the text.
1. Which of the following is TRUE according
to the text?
A
A. The temperature of the earth increased
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Comprehending
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浓度 单位
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Post reading
Answer the questions. 1. Who wrote the magazine article?
What is the name of the magazine? 2. Sophie Armstrong wrote the
高中英语Unit 4 Global warming-section 1
Unit 4 Global warming-section 1Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE EATH IS BECOMING WARMER—BUT DOES IT MATTER?I. Type of writing and summary of the texthas caused the global warming or whether it is just a natural phenomenon.Many scientists believe that it is human activity that has caused the increase in the earth’s temperature. They think that the increased extra amount of carbon dioxide is trapping more heat energy, thus causing the global temperature to go up. It is believed that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. However, there are some different attitudes towards the causes of this increase in carbon dioxide.On one hand, some scientists find that, 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. They think that an increase of five degrees would be a catastrophe. It is possible, in their opinions, future warming would cause the sea level to rise by several meters. On the other hand, some other scientists predict that anywarming will be mild with few bad environmental consequences. They are convinced that more carbon dioxide is in fact a positive thing.What is certain is that at present no one knows what the effects of global warming will be.。
高中英语unit4globalwarmingwarmingupandreading16英语
accurate measurements. F
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Detailed-Reading
Read the article in details and finish the following task.
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Solar panels
on the roof of a
house on a bright
sunny day are used
to collect solar
energy, making your
house warm or
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heating your water.
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listening
Listen to the reading passage and do some choices.
1. Who found out the amount of carbon dioxide in the atmosphere from 1957 to 1977? A. Dr. Janice Foster. B. Charles Keeling. C. George Hambley. D. Sophie Armstrong.
The Hydro- are used to keep back electric dams water and raise its level
for irrigation or for producing electricity, etc.
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Uranium Ore (铀矿石)
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading课件新
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading课件新人教版 选修6
2021/4/17
高中英语Unit4GlobalwarmingSectionⅠWarmingUpReading 课件新人教版选修6
Unit 4
Global warming
全球变暖早已成为不争的事实，并且有加剧的趋势。那么这 会对北极地区造成什么样的影响呢？
01 课前预习 03 课后训练
02 课堂互动 课时作业
01 课前预习
Ⅰ.重点单词 1．_g_r_a_p_h_________ n．图表；坐标图；曲线图 2．__p_er___________ prep.每；每一
3．_d_a_ta___________ n．资料；数据 4．_t_r_en_d__________ n．趋势；倾向；走向
Out of the 23 models now available, the new predictions are based on the six most suited for assessing sea ice, according to Muyin Wang, a university of Washington climate scientist, and James Overland, an oceanographer. Wang and Overland sought models that best matched what has actually happened in recent years, because, “if a model can't do today's conditions well, how can you trust its future predictions？” Wang says.
人教版高中英语Book 6 Unit 4 Global warming reading 课件
18
I think an increase of five degrees would be a catastrophe and could be very serious.
Dr Janice Foster
I believe we shouldn’t worry about high levels of carbon dioxide in the air. any warming will be mild with few bad environmental consequences. more carbon dioxide is actually a positive thing, which will make life for human beings better.
14
3. Is the “greenhouse effect” entirely harmful?
Without the “greenhouse effect”, the earth would be about thirty-three degrees Celsius cooler than it is.
The attitudes of scientists towards this rise are completely different. Some think that the trend would be a catastrophe while some are opposed to this view, and believe that any warming will be mild with few bad environmental consequences.
earth would be about thirty-three degrees Celsius cooler than it is.