高中英语 Unit4 Global warming Period 1优秀教案 新人教版选修6.docx

高中英语 Unit4 Global warming Period 1优秀教案 新人教版选修6.docx

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高中英语Unit4GlobalwarmingPeriod1优秀教案新人教版选修6

2019-2020年高中英语Unit4GlobalwarmingPeriod1优秀教案新人教版选修6

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。

本单元的主要教学内容如下表所示：

类别

课程标准要求掌握的内容

话题

Globalwarming，pollutionandtheimportanceofprotectingtheearth

词

汇

tend

v.趋向；易于；照顾

catastrophe

n.大灾难；浩劫

oppose

v.反对；反抗；与（某人）较量

flood

n.洪水；水灾

state

v.陈述；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

mitment

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

eabout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_pared_toothernaturalchanges.（ellipsis）

3.Thereisnodoubtthat_the_earth_is_being_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（Blameandplaint）

I'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．Enablestudentstograspandusetheexpressionsofagreementanddisagreement，blameandplaint.

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，Readingandprehending

Period2　LanguageStudy

Period3　Grammar—theUseof“It”

（2）

Period4　ListeningandSpeaking

Period5　ReadingandWriting

Period6　SummingUp，LearningTipandAssessment

Period1　WarmingUp，Pre－reading，

Readingandprehending

教学内容分析　　　

Thisisthefirstteachingperiodofthisunit.Thecentralpartofthisperiodisthereadingpassagewiththetitleof“TheEarthIsBeingWarmer—ButDoesItMatter？

”talkingabouttheglobalissuewhichhasagreateffectonhumanbeings'life.

WarmingUpgivessixpicturestohelpstudentslistthesourcesofenergytheycanthinkofinourdailylife.Thentheywillbeledtodiscusswhichenergysourceis“renewable”andwhichis“non－renewable”．Thispartisdesignedtohelpthestudentstorecalltheirbackgroundknowledgeaboutenergyandpreparesstudentsforthewholeunit.

Pre－readingprovidesapictureofagreenhouseandthentellsuswhatagreenhouseisandwhat“greenhousegases”are.Thestudentswillbeledtodiscusswhattheythinkgreenhousegasesdo，leadingtothetopicofthereadingpassage.

Readingisapassagefromanenvironmentalmagazineforyoungpeople.Itputsforwardthepossibleeffectofincreasedcarbondioxideintheatmosphereanddifferentpointsofviewaboutit.Italsoanalyzesthecausesoftheearth'sincreasedtemperature.Itposesquestionsandencouragesstudentstothinkabouttheissues.Therearetwographsinitthattellusthe“temperaturedifferencefromlong－termaverage,1860－xx”and“carbondioxidecontentintheatmosphere,1957－1997”．Charactersinthepassage—DrJaniceFoster，GeorgeHambleyandCharlesKeelingareallrealpersonsandtheirviewsreflecttheviewsofsomescientiststoday.

prehendingconsistsofthreewrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.

三维目标设计　　　

Knowledgeandskills

1．Toknowthemeaningsofthefollowingnewwordsandphrases：

consume（消费；消耗；耗尽），eabout（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），subscribeto（同意；赞成；订购），fuel（燃料），quantity（量；数量），quantitiesof（大量的），tend（趋向；易于；照顾），goup（上升；增长；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．WhiledoingReadingandprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage，studentsareencouragedtoanswersomequestionsanddiscussthetextstructure.

4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthetextintheirownwordsattheendoftheclass.

Emotion，attitudeandvalue

1．Tomakestudentsrealizetheharmofglobalwarmingandtheimportanceofenvironmentalprotection.

2．Todevelopstudents'senseofcooperativelearning.

教学重、难点　　　

1．Toenablethestudentstolearnaboutglobalwarmingandtodeveloptheirreadingability.

2．Toenablethestudentstotalkaboutwhatweshoulddotopreventglobalwarming.

Step1　Warmingup

1．Warmingupbyreadingandtalking：

Readthroughtheexercisewiththeclass.Putstudentsingroupsoffourtotalkaboutwhatweuseenergyfor，whatarethesourcesoftheseenergyandwhetherthesourcesarerenewableornon－renewable.

Suggestedanswer：

Thesixphotosare：

windmills；acoalpowerstation；anoilrefinery；anuclearpowerplant；solarpanels；ahydro－electricdam.

2．Warmingupbydiscussion：

Drawaformontheblackboardasfollows：

Thingsthatuseenergy

Sourcesofenergy

Renewable/non－renewable

　Letthestudentshaveadiscussionandcollectsuggestionsfromstudentsandwritethemundertheappropriateheading.

Suggestedanswer：

Thingsthatuseenergy

Sourcesofenergy

Renewable/non－renewable

lights

heating

television

cassetteplayer

videorecorder

puter

fridge

stove

hairdryer

...

coal

non－renewable

oil

non－renewable

naturalgas

non－renewable

windpower

renewable

solarenergy

renewable

nuclearenergy

non－renewable

hydro－electricpower

renewable

biomassenergy

renewable

geothermalenergy

renewable

tidalenergy

renewable

Step2　Pre－reading

1．Showapictureofagreenhousetostudentsandaskthemwhatagreenhouseismadeofandwhatitspurposeis.

Suggestedanswer：

It'smadeofglassandplantscangrowinitwhenit'scoldoutside.

Askthestudentshowitworks.

Suggestedanswer：

Theglasstrapstheheatfromthesun，makingtheairwarmsothatplantsgrowbetter.

2．Askstudentswhattheythink“greenhousegases”areandwhattheythinkgreenhousegasesdo.Lookatthepictureaboveandexplainittotheirpartners.

Suggestedanswer：

Greenhousegasesperformthesamefunctionastheglassinaglasshouse：

theytraptheheatofthesunandkeeptheairsurroundingtheearthwarm.Thisiscalledthegreenhouseeffect.）

Step3　Readingandprehending

1．Fastreading

Askstudentstoreadthepassagequicklysoastogetthekeywordsandgeneralideaofeachparagraphandanswerthefollowingquestions：

（1）Whatisthemaintopicofthearticle?

________________________________________________________________________

（2）Whowrotethemagazinearticle？

Whatisthenameofthemagazine?

________________________________________________________________________

（3）Whatarethenamesofthethreescientistsmentionedinthearticle？

Dotheyagreewithoneanother?

________________________________________________________________________

Suggestedanswers：

（1）Globalwarming/thewarmingoftheearth.

（2）SophieArmstrong，EarthCare.

（3）DrJaniceFoster，CharlesKeeling，GeorgeHambley.Theydon'tagreewitheachother.

2．Detailedreading

（1）Readthepassagecarefullyand