教案5 人教选修6 Unit4 Global warming

Unit4. The Earth Is Becoming Warmer-But Does it Matter 教案Teaching Aims:1.Improve the students’ reading ability2.Having concept of “greenhouse gases”,”greenhouse effect””global warming”3.Know scientists’ attitude towards “global warming”4.Can write down the advantages as well as disadvantages of “global warming” and can express them to the whole classTeaching Important and Difficult Points:1.How to Improve the students’ reading ability2.How to guide students to write and to express his or her attitude in own wordsEmotional Aims:Enable the students to know the importance of protecting earthMedia preparation:Blackboards, PPT, video player, Mp3 playerTeaching Process:Step1. GreetingsGreet the whole classStep2. Lead-inShow three groups of pictures, which are about shallow understanding of “global warming”, and let them choose the right picture of each group.eg.Which of the following picture doesn’t show the phenomenon?Step3. Fast-ReadingMatch: the main idea of each paragraph. (Divided them into seven groups,each group answer one paragraph.)Step4. Intensive Reading1)Analyze paragraph1 and paragraph2 in a way of graph1. Answer two questions.What is this graph about? What has caused this phenomenon?2) Listen to paragraph3 and then discuss questions in group to choose right answer.Greenhouse gases refer to ____.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oilGreenhouse effect ____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings betterSummarize this paragraph in a way of simple drawing.3)Give a graph2, ask one student to analyze the graph2 as the way of graph1. Then combined with Paragraph4 and Paragraph5, judge T or F. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.All scientists accept the data in graph 2 except Charles Keeling.4)Read paragraph6 together and summarize the different attitudes towards global warming.Dr.Foster: It would lead to a catastrophe.George Hambly: We should not worry about it.5)Read paragraph7 independently and answer questions.If we start reducing the amount of carbon dioxide and other greenhouse gases, is the climate going to stop?What's the attitude of the author? Positive?Negative or Neutral?6)Summarize the structure of the whole passagePart1 (paragraph1)Part2 (Paragraph2-5)Part3 (Paragraph6)Part4 (Paragraph7)Step 5 WritingWrite down the advantage or disadvantage of global warming in your opinion.Step 6 Play a video to express my view.Step7 HomeworkSurf the Internet for more informationabout global warming.Teaching ReflectGlobal Warming is one of the most important topic we face in this century. Teacher should guide students to focus this topic and do activities to protect our earth.。

选修六 Unit 4 Global Warming 教案Warming up1. Global warmingWhat caused it? ( lead...to..)The harmful effects of global warmingWhat should we do to deal with the problem?2. Brainstorming: We depend on energy to many things in our daily lives. We consume energy every day. Consumer--Energy lights our cities, heat our room, transportation, equipment, ...3. 必备句子1 An energy source is renewable when supplies of it never run out and non-renewable when one day they will run out.Renewable sources-- windmills, solar ,hyydro-electricnon-renewable sources --coal power station, oil refinery,nuclear power plant run out, run out of, use up4. A greenhouse is made of ______and is used for ______________, especially during _____weather.Be made of, be made from, be made up of, be made intoBe used for doing sth, be used to do sth, be used to doing sthReadingStep 1. Pre-readingIn the atmosphere surrounding the earth there are gases called greenhouse gases.（画画）4. Greenhouse EffectGlobal warmingGr eenhouse gases tr appe d the heat fr o m the sun,whic h causes the tempe r atur e of ea r th goes up.Step 2 . SkimmingSkim the title:THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?1) What is the main topic?A. The earth.B. Global warmingC. Becoming warmer doesn’t matter.2) Where does this article most probably come from?A. NewspaperB. NovelC. Magazine3) Who wrote the article?4) What is the name of the magazine?Tip: In English, some nouns begin with a capital letter(大写字母), such as names of people and places, title s of magazines, newspapers, stories and books, people’s titles(头衔), etc..必背句子2—Earth Care’s Sophie Armstrong explores these questions.Step 3 Careful reading1) What causes global warming?(para 1)= How has this come about？come about表示“发生、产生”，多指事情已经发生了，但还不知道为什么，常用于疑问句和否定句，例如：happen常指具体事件的发生，特别指那些偶然的或未能预见的“发生”。

兰州市骨干教师评选教案时间：4月15日地点：兰州新区永登五中高二（4）教室授课教师：桑越茂科目：英语教材：人教版高中英语选修六授课课题：UNIT 4 Using language: Reading and Writing教材分析：1、本单元中心话题是Global warming ，旨在通过本单元教学使学生经过学习认识到全球变暖的起因和它所带来的种种后果，让学生进一步了解地球面临的其它严重问题，帮助学生的树立“节约能源，保护环境”的环保意识，引导学生运用所学语言、句式表达自己对这些现象的看法，培养学生用英语表达自己观点的能力。

2、Reading and Writing部分通过读者和杂志社之间的两封信件，使学生更多地了解作为“地球村”的一员，如何为控制全球变暖做出自己应有的努力。

通过make a poster，write a short passage等不同活动的参与，帮助学生更多地联系自己的生活习惯，树立从自身做起践行环保的观念，这样使课堂的抽象知识变为了社会实践，实现了真正意义上的学以致用。

学情分析：本次教学的实施对象是高二（4）班。

由于学生英语水平参差不齐，学生英语基础薄弱，学生学习英语的困难很大，本节课的教学可以说是一个不小的挑战。

教学理念：坚持“教师为主导，学生为主体，任务为导向”的教学理念；坚持贯彻“教中学，学中用”的实用主义教学理念。

教学方法：学导性教学模式与任务型教学法相结合（基本环节：任务引领——小组合作--交流展示-评价总结）教学目标：1. 知识和技能目标1）知识目标A. 重点词汇和短语： electrical, motor, can (n.), microwave, disagreement, heading, make a difference, put up with, leave an electrical appliance on, so long as等。

B. 重点句式：Together, individuals can make a difference.It takes a lot of energy to make things from new materials. Remember -- your contribution counts‘C.通过学习，让学生更多了解全球变暖现象及成因，以及阻止全球变暖的具体做法。

Unit 4 Global warmingReading:The earth is becoming warmer –But does it matter? knowledge ability goals知识能力目标:Enable the students to talk about the causes and effects of global warming. Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching procedures & ways教学过程与方法:Task-based method.warming up；Pre-reading. While-reading .post–reading .homework. Emotional and valuable aims情感态度与价值观:Help the students build up a kind of awareness of saving up energy and protecting environment.Teaching important point教学重点:Help the students learn how to debate over the topic "We should do nothing about global warming."Teaching difficult point教学难点:Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching aids教具准备Multi-media classroom and other normal teaching tools.Teaching procedures:StepI warming upCan you tell what we use energy for?Energy lights our citiesEnergy heats our buildingsEnergy entertains us( watching TV; playing computer etc.)Present Ss a group of pictures and let them decide what kind of energy it is and decide whether it is renewable or non-renewable.…Where does all the energy come fr om?Picture1 Wind millsPicture2 : a coal power stationPicture3:an oil refinery Picture4:a nuclear power plant Picture5:Solar panels Picture6: a hydro damStep II Pre-reading ；1. Show a picture of greenhouse on the screen, and ask1. What is it in the picture?It ’s a greenhouse made of glass.2. What is it used for?It ’s used for growing plants, especially during cold weather.3. How does it work?The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.4. What is greenhouse gases?The gases surrounding the earth,including carbon dioxide, methane and water vapor.5. What do you think greenhouse gases do?They trap heat from the sun and therefore warm the earth.Step III While- readingTask 1: skimmingGlance quickly at the magazine article and answer the questions.1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.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 is the main topic of the article?Global warming/ the warming of the earth.Task 2:listen andScan the textRead it quickly and try to get the general idea and divide the whole passage into several parts and summarize the main idea.False: 1, 2, 4, 9, 10Correct sentences:1. The temperature last century increased much.2. Not everyone believes that global warming is caused by human activities. 4. Natural gas is not a greenhouse gas but a fossil fuel.9. George Hambley thinks that more carbon dioxide is a positive thing and it will make plants grow faster.10. It is unknown what the effects of global warming will be.Task 3: Group activity .Should we do nothing about global warming?StepⅣPost-reading:1.write a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)(不能添加自己的见解，但是要用自己的语言概括.大约30个词左右）The reading passage is a discussion and puts forward different points of view about the effect of increased carbon dioxide in the atmosphere the causes of theearth’s increased temperature and the possible effects .Ste pIIV.HomeworkRead the passage again and review the new words and expressions.。

Unit 4 Global warming教学案1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。

【县级开放周教案】A Teaching Plan课题：人教版选修六Unit4 Global Warming Reading一. 教材内容分析本单元中心话题为“全球变暖”，旨在通过单元教学使学生学习、了解、思考全球变暖的起因和可能带来的后果，并针对该问题探讨可行性措施。

Reading局部说明了全球变暖的起因、后果以及人们对此的不同观点。

二. 学情分析学生语言根底不扎实，尤其是词汇的局限直接影响了对文章的理解，所以要求学生做好预习工作，减少语言障碍。

地球变暖在其他学科及日常生活中都已有所了解，是学生比拟熟悉的话题，但这是一篇杂志文章，语言比拟正式且复合句较多，对于根底较弱的学生来说有一定的难度。

所以强调学生要有互相合作互相监督和互相学习，从而促进互相进步。

三. 教学设计思路Leading in — fast reading -- scanning — deep reading — discussion — summary四. 教学目标：1.语言技能Learn to express the cause and the effects of global warming.2.文化意识Raise the awareness of environmental protection.3 .思维品质Students can cultivate independent thinking ability with the guidance of the teacher.4.学习能力Encourage students to use different reading skills such as skimming etc. to get information needed to solve problems.Encourage students to use the information they get when reading to finish different tasks to develop different abilities.五. 教学重难点重点Help the students learn the cause and effects of global warming.难点How to guide the students to understand global warming better and collect specific details to voice their own views in a critical way.六. 教学方法Task-based Language Teaching Approach七. 教学策略充分利用多媒体辅助教学，发挥信息技术的作用，丰富教学内容，提高学生的学习兴趣和课堂教学效率。

Unit 5 The power of nature1.教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。

1.1 Warming Up通过对火山爆发示意图的讨论激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听、说、读、写打下基础。

1.2 Pre-reading通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。

1.3 Reading部分一位火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。

1.4 Comprehending设计了两种题型：第一题要求学生在阅读后回答相关问题；第二题检测学生对文章细节的理解。

1.5 Learning about Language 分为词汇和语法两部分。

词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导；语法部分学习ing 形式在句子中作状语表示时间、原因及结果。

1.6 Using Language以语言实践为目的，包括四个部分的内容。

Listening and speaking 三位火山学家讲述了他们各自最惊险的一次经历。

学生在练习听力的同时学会描述害怕和紧张的词汇。

Speaking 是Listening的延续。

要求学生讲述自己类似的经历，同时在运用中巩固单词。

Reading 介绍了旅游胜地The Lake of Heaven, 培养学生快速获取信息的能力。

Writing 与Reading 属于同一话题，要求根据所给信息写一篇介绍Hot springs的作文。

⼈教版⾼中英语选修6精选教案：Unit4GlobalwarmingReading⼈教版选修6 Unit 4 Global warming教案ReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming. Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let's look at a picture on the slide and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather. What's greenhouse effect? Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious.George Hambley thinks global warming will be mild with few bad environmental consequences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide. The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century didn't increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling's data because he took accurate measurements.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of globalwarming.9. George Hambley is worried about the effects of carbon dioxide on plant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part. Part (Para_ to Para_ )Main ideaPart 1 (Para _1_)introduce a debate over the issue of global warmingPart 2 (Para _2__ to _4__)illustrate how global warming comes aboutPart 3 (Para _5__ to 10___)list two different attitudes among scientists towards global warmingPart 4 (Para _11__ to ___)It's up to readers to think and decide whether people should do something about global warming or not.Step 5 DebateGet into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.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. Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。

Unit 4 Global warming教学目标Teaching Aims1. Enable the students to learn the following useful new words and expressions：fossil fuel, go up, come about, flood, drought, famine etc. by pictures.2. Enable students to master the reading skills by skimming, scanning.3. Enable students to get the knowledge of global warming through the reading strategies and skills.重点难点Teaching Important and Difficult PointsEnable the students to get information about global warming using the reading strategies and skills.情感态度Emotion, attitude and valueEnable the students to be more aware of the importance of stopping global warming教学方法Teaching MethodsAsking-and-answering activity to check the students’understanding of the text；individual，pair or group work tofinish each task.5教学过程活动1 【教案】Globle warmingTeaching ProceduresStep 1. Lead-in1) Greetings and lead in.Show a film of The Day After Tomorrow and ask them the following question:What can you see in the film?--hurricane, tsunami, glacier melting .What other disasters do you know？--Flood, drought, famine.What causes the disasters?--It’s the global warming.What causes the the global warming?--Picture1: the burning of fossil fuelsPicture2: greenhouse gases: carbon dioxide, water vapor, methaneAs a result, the earth will become warmer and warmer.Step 2. Skimming:Glance the first paragraph:1. Who wrote the magazine article?A. Janice FosterB. Sophie Armstrong2. What is the topic of the article?A. The earthB. Global warming3. There are the names of the three scientistsin the article EXCEPT______.A. Dr Janice FosterB. Sophie ArmstrongC. Charles KeelingD. George HambleyStep 3. Scanning for detailed information (Group work)Part2(2-5)1. What do the two graphs show?--The first graph shows the temperature increase of one degree Fahrenheit between 1860 to 2000.--The second graph shows carbon dioxide went up from 1957 to 19972. What do you know about greenhouse effect?Greenhouse gases trap(吸收) the heat from the sun and therefore warm the earth.3. Which following is NOT TRUE about global warming? (D)A. The increase of temperature is due of the burning of the fossil fuels.B. The burning of the fossil fuels caused the increase in carbon dioxide.C. All believes that activities of humans have caused global warming.D. The attitudes of scientists toward it are the same.The different ideas of the effects of the global warming Part3(6)Step 4. SummaryWhat can we learn from the text? Fill in the bland.A. fossil fuelsB. human activityC.warmerD.differentE. heatEveryone believes that the earth is becoming ______. _______________ has caused this global warming: human produce energy by burning ___________. During this process, Dr. Foster HambleyMore carbon dioxide hasnegative effects:rise of the sea levelsevere storms, droughts,floods, famines,the spread of diseases,the disappearance of species.More carbon dioxide is a _positive_ thing, makes crops __produce__ more and will encourage __a great range of animals____.greenhouse gases are produced. Greenhouse gases can trap _____ from the sun and warm the earth which is called “greenhouse effect”.The attitudes of scientists towards global warming are ______. On the one hand, it is a positive thing. On the other hand, if there are too many greenhouse gases, more heat will be trapped, causing global warming.Step 5. After-reading group workWhat should we do to stop global warming?Discussion: Suggestions on global warming:turn off the electrical appliancetalk with family and friends about itrecycle things like bottles, plasticsplant more treesride bike rather than carwords 参考词汇: reduce, carbon dioxide, absorb, environment, plant, electrical appliances, recycleSentences structures 句型:We should ... in order to ...moIt is a good idea to ... because it can ...e.g. We should plant more trees in order to absorb the carbon dioxide .It is a good idea to plant more trees because it can absorb the carbon dioxide .Suggestions about global warmingNowadays, global warming is becoming warmer and warmer. It's time for us to take some actions to deal with it.Firstly, we should ________________________________________ in order to _______________________________________. Secondly, it's a good idea to _______________________________________ because _______________________________________.Finally, why not ______________________ because________________________.Let us save energy and stop the global warming together. Step 6. HomeworkWrite a short passage about the suggestions.。

Unit 4 Global warming学情分析According to the level of students from common class, Learn about the information about the Global Warming and the importance of it in order to know how to protect the earth. 1教学目标1. Understand the passage as a whole and get some detailed information.重点难点【Important points】Understand the passage as a whole and get some detailed information.【Difficult points】Deal with the difficult sentences and how to write a composition .Learn about the information about the Global Warming and the importance of it in order to know how to protect the earth. 4教学过程Step 1.Lead – inAsk students to do the Duty Report and watch a short movie abut Global Warming.Step 2.Previewing case.Ⅰ.Revise the words and Expressions.2.Play a game: word competition.Step 3. Exploring Case :Extensive Reading :Read the passage and find the sentences structure of difficult sentences.Task 1 Fast reading :Ask some questions.1. Who are the writers and what is the purpose of writing the letters?2. What problem does OuyangGuang have?Task 2 Skimming: Try to correct the sentence .1.Ou yang Guang thinks that individuals can make a difference to improve environmental problems at first.2.Many things we do every day may result in the growth of the green house gas.ing things that was made from recycled materials will save a lot of money. Task Task 3 Scanning : Retelling :Fill in the blanks.What can we do about global warming?Ou yang Guang is doing a project on 1______of his school about global warming. He thinks individuals can have little ___ on environmental problems. Individuals can 4____ __ __and we don’t have to put up with ___5_ .They shoulddo something as follows :◆ 1 leave an_______ _____ on so long as you are using it ,if not ___ it __.◆ 2.Put on more clothes instead of turning up the _____.◆ 3. Walk or __________ instead of taking motor vehicles.◆ 4.______ cans, bottles, plastics and newspapers.◆ 5. Buy things made from _______ __________.◆ 6.Buy products that are economical with _______.◆ 7. __________ in your garden or your school yard.◆ 8.Talk with your family and friends about _____________. Task 4: Read the passage and analyze the sentences structure of difficult sentences.Step 4. practice :retell the main points of extensive reading. Step 5: Discussing and WritingWrite a persuasive poster on fighting against the global warming.Step 6. Summary .Step 7.Homework :1.Retell the main points of Extensive reading and recite the three sentences.2.Self-study: learn the language points on Ex 62-64 to do the following exercise about language points on previewing case.精美句子1、善思则能“从无字句处读书”。