高中英语 Unit4 Global warming Period 3优秀教案 新人教版选修6.docx

高中英语 Unit4 Global warming Period 3优秀教案 新人教版选修6.docx

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高中英语Unit4GlobalwarmingPeriod3优秀教案新人教版选修6

2019-2020年高中英语Unit4GlobalwarmingPeriod3优秀教案新人教版选修6

教学内容分析　　　

Thisteachingperiodmainlydealswiththegrammar：

theuseof“it”．“It”hasmanyusagesintheEnglishlanguage.“It”canbeusedasapronounandtheformofsubjectandobject，andbeusedtoexpressemphasis.FromUnit3weknowthat“it”canbeusedasapronounandtheformofsubjectandobject.Inthisunitwewilllearnthat“it”canbeusedtoexpressemphasis.Thiskindofsentenceiscalledemphasizedsentences.Itsmainformis“Itis/was...that/who...”，whichisaveryusefulsentencepattern.

三维目标设计　　　

Knowledgeandskills

1．Togetthestudentstoknowthestructureoftheemphasizedsentences.

2．Toletthestudentslearntheusagesoftheemphasizedsentences.

3．Toenablethestudentstousetheemphasizedsentencescorrectlyandproperly.

Processandmethods

1．Toaskthestudentstoreadthereadingpassageagain，pickouttheemphasizedsentencesfromthereadingpassageandtranslatethemintoChinese.

2．Toaskthestudentstodiscoverthestructureandusagesoftheemphasizedsentencesbyparingalotofexamplesentences.

3．ToaskthestudentstodotheexercisesinDiscoveringusefulstructuresonPage29tomastertheemphasizedsentences.

4．Toaskthestudentstosummarizetheusagesoftheemphasizedsentences.

5．ToaskthestudentstodotheexercisesinUsingStructuresonPage64andsomeotheradditionalexercisesforconsolidation.

Emotion，attitudeandvalue

1．Togetthestudentstobeeinterestedingrammarlearning.

2．Todevelopthestudents'abilityofparingandsummarizing.

教学重、难点　　　

1．Togetthestudentstomasterthestructureandusagesoftheemphasizedsentences.

2．Toenablethestudentstolearnhowtousetheemphasizedsentences.

Step1　Revision

1．Checkthehomeworkexercises.

2．Dictatesomenewwordsandexpressions.

Step2　Warmingup

Askthestudentstoparethetwosentencesbelow.Thesecondsentenceisfromthereadingpassage.TranslatethemintoChineseandthendiscussanydifferenceinmeaningandform.Askthestudentstoexplainwhy“it”isusedinthesecondsentence.

Humanactivityhascausedthisglobalwarming.

It_ishumanactivity_thathascausedthisglobalwarming.

Tellthestudentstherearetwomoresentencesinthetextinwhich“it”isusedforemphasis.Findthemandthenwritethemdown.

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Suggestedanswers：

1．It_wasascientistcalledCharlesKeeling，whomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.

2．...it_istheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.

Step3　Grammarlearning

Askthestudentstostudythefollowingsentencesandtrytosummarizethestructureoftheemphasizedsentences.

Step4　Summingup

Trytohelpthestudentsdrawthefollowingconclusions.

1．Themainstructureoftheemphasizedsentencesis“Itis/was...that/who...”．

2．Theemphasizedsentencescanbeusedtoemphasizethesubject，objectandadverbial（includingadverbialoftimeandadverbialofplace）．

3．Whenwewanttoemphasizethesubject，objectandadverbial，weonlyneedtoputthesepartsbetween“itis/was”and“that/who”，therestpartshouldn'tbechanged.

4．Whentheemphasizedpartisapersonwecanuseboththestructure“Itis/was...that...”andthestructure“Itis/was...who...”．Whentheemphasizedpartisnotapersonwecanonlyusethestructure“Itis/was...that...”．

Step5　Grammarpractice

Askstudentstodothefollowingexercises：

1．Changethefollowingsentencesintoemphasizedsentences.（Toemphasizetheunderlinedparts.）

（1）Peterlentusthemoney.

（2）Theywantmoney.（3）Allthishappenedon_Monday（4）Ididn'thearfromheruntil_last_summer.

（5）WhydoeseveryonethinkIamnarrow－minded?

Suggestedanswers：

（1）ItwasPeterwholentusthemoney.

（2）Itismoneythattheywant.

（3）ItwasonMondaythatallthishappened.

（4）ItwasnotuntillastsummerthatIheardfromher.

（5）WhyisitthateveryonethinksIamnarrow－minded?

Thelasttwomaybealittledifficultforthestudents.Helpthemtogetthecorrectanswer.

2．DoExercise2inDiscoveringusefulstructuresonPage29.

3．DotheexercisesinUsingStructuresonPage64.

Firstaskstudentstodotheexercisesindividually，andthenletthemdiscussandchecktheiranswerswiththeirpartners，andfinallygivethemcorrectanswersanddealwithanyproblemstheymightmeet.

Step6　Gettingmoreaboutthegrammar

Showthefollowingsentencestothestudentsandaskthemtofindwhatthesimilarityofthesesentencesis.

Suggestedanswers：

Inthesethreesentences，theunderlinedpartsareallclauses—asubjectclauseandtwoadverbialclauses.Thatistosay，theemphasizedsentencecannotonlybeusedtoemphasizesubject，objectandadverbial，butalsobeusedtoemphasizesubjectclausesandadverbialclauses.Payspecialattentiontothethirdsentence，inwhich“not”and“until”mustbeputtogether.

ThenshowthefollowingtwosentencestostudentsandaskthemtotranslatethemintoChinese.Payattentiontothesentencepattern.

Suggestedanswers：

（1）美国宇航员是于1969年成功登陆月球的吗？

（2）究竟是谁在路上放了这么多大石头？

Thegeneralquestionsentencesandthewh－questionsentencesoftheemphasizedsentencesshouldfollowthefollowingformulas：

Is/Wasit＋被强调部分＋that＋其他部分

Wh－疑问词＋is/wasitthat＋其他部分

Step7　Task－basedlearning

Askstudentstochooseatopictheylike（eg.globalwarming，wildlife，protection，music，film，etc）．Workingroupsandtrytotelltheinformationtheyknowaboutthetopicusingemphatic“it”．

EXAMPLES：

Itwasduringthe20thcenturythatthetemperatureoftheearthwentupaboutonedegreeFahrenheit.

ItwasCharlesKeelingwhomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmosphere.

Step8　Closingdownbyaquiz

Showstudentsthefollowingonthescreenorgiveouttestpaperstothemandthenaskthemtofinishtheseexercisesin10minutes.

1．Wasitinthisplace______theyoncebuiltatallbuilding?

A．thatB．inwhich

C．beforeD．which

2．Itis______heoftenbreakstheschoolrules______makeshisheadteacherunsatisfiedwithhim.

A．what；thatB．that；what

C．that；thatD．because；that

3．ItisbecauseEnglishisbeingwidelyusedatpresent______.

A．whywelearnithardB．thatwelearnithard

C．whichwemustlearnD．whenweshouldlearn

4．—Wasitwhathesaidorsomethingthathedid______madeyoucrysosadly，Sarah?

—No，notreally.

A．whichB．that

C．whenD．what

5．______thepeoplehavebeemastersoftheircountry______sciencecanreallyservethepeople.

A．Itisonlythen；thatB．Itwasthat；when

C．Itisonlywhen；thatD．Itwaswhen；then

6．—Ithinkwehavemetthewordbefore.

—Yes.Itisinthereadingmaterial______we______readingyesterday.

A．that；didB．that；were

C．when；wereD．when；did

7．Itwasthere，thepolicebelieve，______shewasabletoactivatetherecordershekeptinherbag.

A．untilB．which

C．thatD．when

8．Itwasthissenseoffailure______madehimdeterminedtosucceedinhisnewlife.

A．whoB．which

C．thatD．why

9．______thatsomanypeoplethinkthatbeingperfectisthewaytogo?

A．ItiswhyB．Whyisit

C．WhyitisD．Iswhyit

10．Whenaskedtoexplain______hedoestomakehisstudentssoenthusiasticaboutschool，hepausesandthinksdeeply.

A．whatitisthatB．thatwhatitis

C．whatisitthatD．thatwhatisit

11．—Wasn'titDrWangwhospoketoyoujustnow?

—______.

A．Ididn'tknowwhowasB．Yes，itwas

C．No，hewasn'tD．Yes，hedid

12．Itwas______hesaidatthemeetinglastnight______mademeangry.

A．what；thatB．that；thatC．what；whatD．that；what

13．Was______thatIsawlastnightattheconcert?

A．ityouB．notyou

C．youD．thatyourself

14．Itwasthenervousnessintheinterview______probablylosthimthejob.

A．whichB．since

C．thatD．what

15．Itwas______Ireachedthere______Ibegantoknowsomethingaboutthematter.

A．until；whenB．until；that

C．notuntil；thatD．notwhen；that

16．Itwas______myfatherworked______Iworkednow.

A．where；thatB．where；when

C．that；whereD．that；that

17．Whatasillymistakeitis______you'vemake!

A．it　B．that

C．thisD．which

Suggestedanswers：

1～5ACBBC　6～10BCCBA　11～15BAACC　16～17AB

Step9　Homework

1．FinishofftheWorkbookexercises.

2．PreviewthenewwordsandexpressionsleftinUnit5andthepassageonPage30.Markanyparttheycan'tunderstandwell.

Step10　Reflectionafterteaching

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2019-2020年高中英语Unit4GlobalwarmingPeriod4优秀教案新人教版选修6

教学内容分析　　　

Theemphasisofthisperiodwillbeplacedonlisteningandspeaking.Therearealtogethertwotextsforthestudentstolistentointhisperiod：

oneisintheStudent'sBookandtheotherisintheWorkbook.Thefirstone（onPage31，Listeningandspeaking）isaconversationbetweentwopeople，LiBinandProfessorKeeling，whoisascientiststudyingglobalwarming.ProfessorKeelinghasbeenmentionedinthereadingpassageonPage26.Thelisteningtextisaradiointerviewabouttheuseoffossilfuelsandothersourcesofenergy.Itcontainsexamplesofthefocusfunctionforthisunit：

agreementanddisagreement.WhilelisteningtoPart1forthefirsttimethestudentsareaskedtodecidewhichstatementinExercise1ProfessorKeelingdoesNOTagreewith.ThenstudentsarerequiredtolistentoPart1againandticktheenergysourcesthatarementionedinthetext.AfterlisteningtoPart2studentsareaskedtolistthreethingstheycandotosaveenergy.AtlasttheyshouldalsolistentoPart2againandfill