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

Unit 4 Global warming

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。

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Global warming，pollution and the importance of protecting the earth

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

circumstanc

e

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

phenomeno

n

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

come about 发生；造成keep on 继续

subscribe to 同意；赞成；订购on the whole 大体上；基本上

quantities of 大量的

on behalf of 代表……一方；作

为……的代言人

go up 上升；增长；升起put up with 忍受；容忍

result in 导致so long as 只要

be opposed to 反对and so on 等等

even if 即使greenhouse effect 温室效应

句

型

1....it_is human activity that has caused this global warming...(emphatic “it”)

2....it is a rapid increase when_compared_to other natural changes.(ellipsis)

3.There is no doubt that_the_earth_is_becoming_warmer...(the appositive clause)

4.Without the “greenhouse effect”，the earth would_be about thirty－three degrees

Celsius cooler than it is.(the subjunctive mood)

功

能

1.同意与不同意(Agreement and disagreement)

Exactly.You're right.I agree.That's correct/true/right.

I'm afraid I disagree with you. I'm afraid not. I don't think so.

No way. I don't agree. I doubt...

2．责备与抱怨(Blame and complaint)

I'm sorry to bring this up，but...I'm sorry to have to say this，but...

They shouldn't have done it. They are to blame.

Perhaps/Maybe they should/ought to... Why don't you do something about it？

语法

“it”的用法(the use of “it”)(2)

...it_is human activity that has caused this global warming...

教

学

重

点

1.Get students to know about global warming and its effect；to realize what we can

do about global warming.

2．Have students learn some useful new words and expressions about global

warming and let them learn effective ways to master them.

3．Enable students to grasp and use the expressions of agreement and

disagreement，blame and complaint.

4．Let students learn the new grammar item：the use of “it”(2)．

5．Develop students' listening，speaking，reading and writing ability.

教学难点

1.Enable students to master the use of “it”(2)．

2．Let students learn to write a short passage to tell others how to solve the problem

of global warming.

3．Develop students' integrative skills.

课时安排

Periods needed：6

Period 1Warming Up，Pre－reading，Reading and Comprehending

Period 2Language Study

Period 3Grammar—the Use of “It”(2)

Period 4Listening and Speaking

Period 5Reading and Writing

Period 6Summing Up，Learning Tip and Assessment

Period 1Warming Up，Pre－reading，

Reading and Comprehending

整体设计

教学内容分析

This is the first teaching period of this unit.The central part of this period 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” and which 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 better understanding of the text，that is to say，to help the teacher to check how much the stude nts have understood the text.

三维目标设计

Knowledge and skills

1．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.

Process and methods

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 several students.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.

Emotion ，attitude and value

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 up

1．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 fo r ，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 ：

Draw a form on the blackboard as follows ：

Things that use energy

Sources of energy

Renewable/non －renewable

Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.

Suggested answer ：

Things that use energy

Sources of energy

Renewable/non －renewable

lights

coal

non －renewable

heating television cassette player video recorder computer fridge stove hairdryer ...

oil non －renewable natural gas non －renewable wind power renewable solar energy renewable nuclear energy non －renewable hydro －electric

power renewable biomass energy renewable geothermal energy renewable tidal energy

renewable

Step 2 Pre －reading

1．Show a picture of a greenhouse to students and ask them what a greenhouse 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. 2．Ask 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 comprehending 1．Fast reading

Ask 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 analyzing

Ask students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.

Part Main idea

Part 1(Paragraph ______)

Part 2(Paragraphs ______ to ______)

Part 3(Paragraphs ______ to ______)

Part 4(Paragraph ______)

Suggested answer：

Part Main idea

Part 1(Paragraph 1) To introduce a debate over the issue of global warming.

Part 2(Paragraphs 2 to 5) To illustrate how global warming comes about.

Part 3(Paragraph 6) To list two different attitudes among scientists towards global warming.

Part 4(Paragraph 7) It's up to readers to think and decide whether people should do

something about global warming or not.

Step 4Language study

Dealing 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 5Listening，reading aloud and underlining

Ask 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 6Retelling

Ask 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 7Homework

1．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 8Reflection after teaching

________________________________________________________________________

________________________________________________________________________

教学参考

About Global Warming(关于全球变暖)

Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid －20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.

Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the o ceans and the long lifetime of carbon dioxide in the atmosphere.

An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.

Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.

最新人教新课标高中英语选修6 Unit4精品教学设计Unit 4 全单元教案1

Unit 4 Global Warming 教材分析 Ⅰ.教学内容分析 本单元的中心话题是人类当今面对的环境问题，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。语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。 “热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。能源可分为两类：一类是可再利用能源；另一类是一次性能源。把前面列举的能源按能否再利用这一标准进行分类。本部分提供了六幅图片，教师可以从识图开始组织教学。还可以让学生搜集一些其他相关图片。这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。 “读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。温室能阻止热量散发，因而能帮助植物度过寒冷的时期。该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。 “阅读”(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？这个问题引起激烈的争论。许多科学家认为，这种变化是人类燃烧矿物燃料所致。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、物种毁灭和疫病等。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？ “理解”(Comprehending) 部分设置了三个活动。阅读课文中的杂志文章，练习1首先就作者、杂志名称、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题。然后，练习2要求学生细读课文，并判断所给六个句子是否符合课文内容。最后练习3要求学生小组讨论：We should do nothing about global warming.在小组讨论的基础上，把全班分成正方和反方，举行一个辩论会。 “语言学习”(Learning about language) 的词汇学习部分共两个练习。练习1让学生重新阅读课文并找出文中一些具有不同词性或不同含义的生词，分辨它们在文中的含义。练习2则要求学生使用前几个部分所学的生词来完成与“全球变暖”话题相关的一些句子。语法学习部分中练习1让学生通过对比课文中it作强调作用的句子与其他句子的区别，发现并熟悉强调句型及其规律。练习2则要求学生针对所给句子的划线部分转换句型，练习使用it的强调句型。练习3则给予学生更广阔的思维空间，让学生根据自己对“全球变暖”话题的认识运用强调句型进行复述或表达自己的观点。 “语言运用”(Using language) 部分的“读和写”(Reading and writing)让学生就WHAT CAN WE DO ABOUT GLOBAL WARMING?进行讨论。欧阳光给关爱地球组织杂志写电子邮件，请求帮

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附教案： Step1：Lead---in Now watch the video and find out what has happened to the world？ Step2： Fast Reading 1.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?(on page26) 4.Read the text again and try to get the main idea of the article. Match the line （连线） 4 parts main idea Part1 (para1) Illustrate how global warming comes about Part 2 (para2) Introduce a debate over the issue of global warming

选修6Unit4globalwarming单元导学案

选修6Unit4globalwarming单元导学案 Book 6 Unit 4 Global warming Period 1 Reading 主备人: 沂南一中李淑梅修订人: 审核人: 编制时间：______ 内容简析 本节课的内容是人民教育出版社出版的NSE高中教材必修6第四单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是全球变暖。本节课是单元的阅读课，教材以说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。 目标聚焦 一、知识目标 1、初步理解、掌握课文中关于全球变暖方面的词语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。 2、利用已获取的信息发表自己对全球变暖问题的看法。 二、技能目标 1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。 2、形成分析篇章结构的能力，提升逻辑思维能力 3、学会总结说明文文章主题的方法。 三、策略目标 1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。 2、能利用上下文猜测生词词义。 （四）情感态度目标 了解全球变暖的危害和保护环境的重要性；增强节约能源保护环境的意识。

方法运用 1、整体教学法 2、体裁教学法 3、导、读、练的教学模式 学习流程 Before class (课前自主学习，合作探究) T ask 1 Vocabulary（词汇预习） Preview the new words of this text. 【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。 T ask 2 Warming up（热身） Please look at the pictures on P25 and answer: 1. What do we use energy for? 2. Where does all this energy come from? 3. Which energy sources are renewable and which are non-renewable? 【设计意图】通过图片激发学生兴趣，引出本单元的话题：许多动物都处于危险之中，唤起学生的忧患意识，为后面的阅读做铺垫，帮助学生顺利完成报告阅读。 T ask 3 Do the Exx in Fast reading T ask 4 Read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them. 【设计意图】通过让学生课前自己找出难句、典句并试着分析和欣赏，培养学生主动发现问题问题和解决问题的能力，同时为课上的研读环节作了充分的铺垫。 In class（课上交流展示、研讨提升） Step 1 Check-up and lead in（展示预习成果和导入新课） 1. Get two memebers of different groups to come to the Bb and check up their prevision tasks, one group to do the following task: Find the words or expressions for each of the following

高中英语选修6 Unit 4 Global warming教案

Unit 4 Global warming Ⅰ.重要单词聚焦 1．vt.消费；消耗；耗尽；吃完2．adj. 胡乱的；任意的 3．n. 现象 4．n. 燃料 5．n. 量；数量 6．vi. 趋向；易于；照顾 vt. 照顾；护理 consume random phenomenon fuel quantity tend 7．n. 资料；数据 8．n. 趋势；倾向；走向 9．n. 大灾难；浩劫 10．vt. 反对；反抗；与(某人)较量11．adj. 反对的；独立的 12．adj. 温和的；温柔的；淡的 13．n. 结果；后果；影响 14．vt. 陈述；说明 15．n. 种类；范围 16．vi. 看一下；扫视 n. 一瞥 data trend catastrophe oppose

opposed mild consequence state range glance 17．adj. 平稳的；持续的；稳固的18．adj. 平均的 19．n. 生存；存在 20．vt. 拥护；提倡；主张21．adj. 随便的；漫不经心的；偶然的22．n. 环境；情况 23．n. 贡献 24．n. 分歧；不一致 steady average existence advocate casual circumstance contribution disagreement Ⅱ.重点短语扫描 1．e 发生；造成2．subscribe 同意，赞成，订阅 3．go 上升；增长；升起 4．be to 反对…… 5．keep 继续 6．the whole 大体上；基本上 7．on 平均来看

average 低于/高于平均水平 8．put with 忍受；容忍 about to up opposed on on average below/above up 9．and so 等等 10．of 大量的 11．result 导致 12．even 甚至 13．on of 代表……一方；作为……的代言人 14．so as 只要 on quantities in if behalf long Ⅲ.课文原句突破 1．There is no doubt that the earth is being warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon. [信息提取]there’s no doubt that...意为“……是毫无疑问的”。 [例句仿写]毫无疑问，北京奥运会是一个巨大成功。 ________ ________ ________ ________ ________Beijing Olympics was a great success. 【答案】There is no doubt that