选修六Unit4 Global warming Period 1Word格式文档下载.docx
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选修六Unit4 Global warming Period 1Word格式文档下载.docx
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说明
consequence
n.结果;
后果;
影响
glance
v.看一下;
扫视 n.一瞥
existence
n.生存;
存在
quantity
n.量;
数量
commitment
n.承诺;
交托;
信奉
range
n.种类;
范围
pollution
n.污染;
弄脏
tendency
n.趋向;
趋势
growth
n.增长;
生长
circumstance
n.环境;
情况
motor
n.发动机
opposed
adj.反对的,对立的
can
n.容器;
罐头
steady
adj.平稳的;
持续的
microwave
n.微波炉;
微波
widespread
adj.分布广的;
普遍的
educator
n.教育工作者;
教育家
average
adj.平均的
contribution
n.贡献
consume
v.消费;
消耗;
耗尽;
吃完
presentation
n.显示;
演出
subscribe
v.同意;
捐赠;
订阅
disagreement
n.分歧;
不一致
advocate
v.拥护;
提倡;
主张
random
adj.胡乱的;
任意的
refresh
v.使恢复;
使振作
mild
adj.温和的;
温柔的;
淡的
graph
n.图表;
坐标图;
曲线图
outer
adj.外部的
phenomenon
n.现象
electrical
adj.电的;
与电有关的
fuel
n.燃料
casual
adj.随便的;
偶然的
data
n.资料;
数据
nuclear
adj.核的;
核能的
trend
n.趋势;
倾向
per
prep.每;
每一
comeabout发生;
造成
keepon继续
subscribeto同意;
赞成;
订购
onthewhole大体上;
基本上
quantitiesof大量的
onbehalfof代表……一方;
作为……的代言人
goup上升;
增长;
升起
putupwith忍受;
容忍
resultin导致
solongas只要
beopposedto反对
andsoon等等
evenif即使
greenhouseeffect温室效应
句
型
1....it_ishumanactivitythathascausedthisglobalwarming... (emphatic“it”)
2....itisarapidincreasewhen_compared_toothernaturalchanges.(ellipsis)
3.Thereisnodoubtthat_the_earth_is_becoming_warmer...(theappositiveclause)
4.Withoutthe“greenhouseeffect”,theearthwould_beaboutthirty-threedegreesCelsiuscoolerthanitis.(thesubjunctivemood)
功
能
1.同意与不同意(Agreementanddisagreement)
Exactly.You'
reright.
Iagree. That'
scorrect/true/right.
I'
mafraidIdisagreewithyou.I'
mafraidnot.Idon'
tthinkso.
Noway.Idon'
tagree.Idoubt...
2.责备与抱怨(Blameandcomplaint)
msorrytobringthisup,but... I'
msorrytohavetosaythis,but...
Theyshouldn'
thavedoneit.Theyaretoblame.
Perhaps/Maybetheyshould/oughtto...Whydon'
tyoudosomethingaboutit?
语法
“it”的用法(theuseof“it”)
(2)
...it_ishumanactivitythathascausedthisglobalwarming...
教
学
重
点
1.Getstudentstoknowaboutglobalwarminganditseffect;
torealizewhatwecandoaboutglobalwarming.
2.Havestudentslearnsomeusefulnewwordsandexpressionsaboutglobalwarmingandletthemlearneffectivewaystomasterthem.
3.Enablestudents
tograspandusetheexpressionsofagreementanddisagreement,blameandcomplaint.
4.Letstudentslearnthenewgrammaritem:
theuseof“it”
(2).
5.Developstudents'
listening,speaking,readingandwritingability.
教学难点
1.Enablestudentstomastertheuseof“it”
(2).
2.Letstudentslearntowriteashortpassagetotellothershowtosolvetheproblemofglobalwarming.
3.Developstudents'
integrativeskills.
课时安排
Periodsneeded:
6
Period1 WarmingUp,Pre-reading,ReadingandComprehending
Period2 LanguageStudy
Period3 Grammar—theUseof“It”
(2)
Period4 ListeningandSpeaking
Period5 ReadingandWriting
Period6 SummingUp,LearningTipandAssessment
Period1 WarmingUp,Pre-reading,
ReadingandComprehending
教学内容分析
Thisisthefirstteachingperiodofthisunit.Thecentralpartofthisperiodisthereadingpassagewiththetitleof“TheEarthIsBecomingWarmer—ButDoesItMatter?
”talkingabouttheglobalissuewhichhasagreateffectonhumanbeings'
life.
WarmingUpgivessixpicturestohelpstudentslistthesourcesofenergytheycanthinkofinourdailylife.Thentheywillbeledtodiscusswhichenergysourceis“renewable”andwhichis“non-renewable”.Thispartisdesignedtohelpthestudentstorecalltheirbackgroundknowledgeaboutenergyandpreparesstudentsforthewhole
unit.
Pre-readingprovidesapictureofagreenhouseandthentellsuswhatagreenhouseisandwhat“greenhousegases”are.Thestudentswillbeledtodiscusswhattheythinkgreenhousegasesdo,leadingtothetopicofthereadingpassage.
Readingis
apassagefromanenvironmentalmagazineforyoungpeople.Itputsforwardthepossibleeffectofincreasedcarbondioxideintheatmosphereanddifferentpointsofviewaboutit.Italsoanalyzesthecausesoftheearth'
sincreasedtemperature.Itposesquestionsandencouragesstudentstothinkabouttheissues.Therearetwographsinitthattellusthe“temperaturedifferencefromlong-termaverage,1860-2000”and“carbondioxidecontentintheatmosphere,1957-1997”.Charactersinthepassage—DrJaniceFoster,GeorgeHambleyandCharlesKeelingareallrealpersonsandtheirviewsreflecttheviewsofsomescientiststoday.
Comprehendingconsistsofthreewrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext,thatistosay,tohelptheteachertocheckhowmuchthestude
ntshaveunderstoodthetext.
三维目标设计
Knowledgeandskills
1.Toknowthemeaningsofthefollowingnewwordsandphrases:
consume(消费;
耗尽),comeabout(发生;
造成),random(胡乱的;
任意的),phenomenon(现象),subscribe(同意;
订阅;
签署文件),subscribeto(同意;
订购),fuel(燃料),quantity(量;
数量),quantitiesof(大量的),tend(趋向;
照顾),goup(上升;
升起),per(每;
每一),data(资料;
数据),resultin(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),beopposedto(反对),consequence(结果;
后果),state(陈述;
说明),range(种类;
范围),evenif(即使),keepon(继续),glance(看一下;
扫视),steady(平稳的;
持续的),steadily(平稳地,持续地)
2.Tolearnaboutsomefactsandviewsaboutglobalwarming.
3.Tolearnhowtheinformationisorganized.
4.Todevelopthestudents'
readingabilitybyskimmingandscanningthepassage.
5.Todevelopthestudents'
speakingabilitybytalkingaboutglobalwarming.
Processandmethods
1.WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomepicturesorvideosaboutsourcesofenergy,makingthestudentsrecalltheirownknowledgeaboutenergy.
2.DuringPre-readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent-centeredandleadthemtothetopicofglobalwarming.Theteachershouldalsoaskthestudentstolookatthegraphsinthereadingpassageandtrytofindoutthegeneralideaofthetext.
3.WhiledoingReadingandComprehending,theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage,studentsareencouragedtoanswersomequestionsanddiscussthetextstructure.
4.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthetextintheirownwordsattheendoftheclass.
Emotion,attitudeandvalue
1.Tomakestudent
srealizetheharmofglobalwarmingandtheimportanceofenvironmentalprotection.
2.Todevelopstudents'
senseofcooperativelearning.
教学重、难点
1.Toenablethestudentstolearnaboutglobalwarmingandtodeveloptheirreadingability.
2.Toenablethestudentstotalkaboutwhatweshoulddotopreventglobalwarming.
1 Warmingup
1.Warmingupbyreadingandtalking:
Readthroughtheexercisewiththeclass.Putstudentsingroupsoffourtotalkaboutwhatweuseenergyfo
r,whatarethesourcesoftheseenergyandwhetherthesourcesarerenewableornon-renewable.
Suggestedanswer:
Thesixphotosare:
windmills;
acoalpowerstation;
anoilrefinery;
anuclearpowerplant;
solarpanels;
ahydro-electricdam.
2.Warmingupbydiscussion:
Drawaformontheblackboardasfollows:
Thingsthatuseenergy
Sourcesofenergy
Renewable/non-renewable
Letthestudentshaveadiscussionandcollectsuggestionsfromstudentsandwritethemundertheappropriateheading.
lights
heating
television
cassetteplayer
videorecorder
computer
fridge
stove
hairdryer
...
coal
non-renewable
oil
naturalgas
windpower
renewable
solarenergy
nuclearenergy
hydro-electricpower
biomassenergy
geothermalenergy
tidalenergy
2 Pre-reading
1.Showapictureofagreenhousetostudentsandaskthemwhatagreenhouseismadeofandwhatitspurposeis.
It'
smadeofglassandplantscangrowinitwhenit'
scoldoutside.
Askthestudentshowitworks.
Theglasstrapstheheatfromthesun,makingtheairwarmsothatplantsgrowbetter.
2.Askstudentswhattheythink“greenhousegases”areandwhattheythinkgreenhousegasesdo.Lookatthepictureaboveandexplainittotheirpartners.
Greenhousegasesperformthesamefunctionastheglassinaglasshouse:
theytraptheheatofthesunandkeeptheairsurroundingtheearthwarm.Thisiscalledthegreenhouseeffect.)
3 Readingandcomprehending
1.Fastreading
Askstudentstoreadthepassagequicklysoastogetthekeywordsandgeneralideaofeachparagraphandanswerthefollowingquestions:
(1)Whatis
themaintopicofthearticle?
________________________________________________________________________
(2)Whowrotethemagazinearticle?
Whatisthenameofthemagazine?
_____________________________________________________________
___________
(3)Whatarethenamesofthethreescientistsmentionedinthearticle?
Dotheyagreewithoneanother?
Suggestedanswers:
(1)Globalwarming/thewarmingoftheearth.
(2)SophieArmstrong,EarthCare.
(3)DrJaniceFoster,CharlesKeeling,GeorgeHamb
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