【英语】高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period 2}

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。

人教选修6 Unit 4 Global WarmingExtensive reading and writingTeaching goalsAbility goalsEnable the Ss to talk about environmental pollution and write a composition on environmental problems.Learning ability goalsHelp the Ss to write a composition on environmental problems.Teaching important & difficult pointsHow to help the Ss to write a composition on environmental problems.Teaching aidsA computer and a projectorTeaching proceduresStep1 Extensive readingRead Tom’s essay about litter. Make a summary for each paragraph, and then fill inStep2 DiscussionDiscuss the environmental problems that concern people most in groups of four. List as many environment topics as possible, and then write them on a piece of paper.A sample list of environment topics:air pollution, noise, soil erosion, water pollution, litter classification, desertificat ion, and make green by planting treesStep 3 WritingChoose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.Writing tips:Step 1: Write out the thesis statement. (point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic. (mor e body paragraphs ...)A sample version:The Environmental Effects of Fossil FuelsThere is no doubt that fossil fuels bring a lot of good to us. But do you kno w that many of the environmental problems our country faces today result fro m our fossil fuel dependence.The environment faces air pollution, global warming, acid rain, and several oth er very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.Carbon dioxide is one of the main factors in global warming which is negativ ely affecting everyone.Fossil fuels also affect water pollution, land pollution, and thermal pollution (h eat pollution). Coal mining is one of the causes of pollution in the environmen t. After the mining is completed, the land will remain barren. Materials other t han coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production, transportation, and use of fossil fuels are to blame for the effe cts of pollution on the environment. Then what should we do? We should spar e no effort to improve our environment. Please save energy and use fewer fos sil fuels in our daily lives.Step 4 HomeworkFinish your composition on environmental problems.。

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.。

Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。

大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。

表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。

但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。

对此，在课堂活动中要进行有针对性的帮助。

如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。

本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。

因而在本堂课的引入环节中就结合这个内容进行了设问。

如“健康生活需不需要保护环境呢？”等。

且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。

二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。

同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言知识、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力。

Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。

从而为本单元主题Global warming 作了很好的铺垫。

Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。

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。

Period 3Grammar—the Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it”can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1．To get the students to know the structure of the emphasized sentences.2．To let the students learn the usages of the emphasized sentences.3．To enable the students to use the emphasized sentences correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4．To ask the students to summarize the usages of the emphasized sentences.5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the emphasized sentences.2．To enable the students to learn how to use the emphasized sentences.Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it”is used for emphasis.Find them and then write them down.________________________________________________________________________ ________________________________________________________________________Suggested answers：1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Step 4Summing upTry to help the students draw the following conclusions.1．The main structure of the emphasized sentences is “It is/was...that/who...”．2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．Step 5Grammar practiceAsk students to do the following exercises：1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrow－minded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow－minded?The last two may be a little difficult for the students.Help them to get the correct answer.2．Do Exercise 2 in Discovering useful structures on Page 29.3．Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.Suggested answers：In these three sentences，the underlined parts are all clauses—a subject clause and twoadverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.Suggested answers：(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？The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：Is/Was it＋被强调部分＋that＋其他部分Wh－疑问词＋is/was it that＋其他部分Step 7Task－based learningAsk students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1．Was it in this place ______ they once built a tall building?A．that B．in whichC．before D．which2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.A．what；that B．that；whatC．that；that D．because；that3．It is because English is being widely used at present ______.A．why we learn it hard B．that we learn it hardC．which we must learn D．when we should learn4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah?—No，not really.A．which B．thatC．when D．what5．______ the people have become masters of their country ______ science can really serve the people.A．It is only then；that B．It was that；whenC．It is only when；that D．It was when；then6．—I think we have met the word before.—Yes.It is in the reading material ______ we ______ reading yesterday.A．that；did B．that；wereC．when；were D．when；did7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.A．until B．whichC．that D．when8．It was this sense of failure ______ made him determined to succeed in his new life.A．who B．whichC．that D．why9．______ that so many people think that being perfect is the way to go?A．It is why B．Why is itC．Why it is D．Is why it10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.A．what it is that B．that what it isC．what is it that D．that what is it11．—Wasn't it Dr Wang who spoke to you just now?—______.A．I didn't know who was B．Yes，it wasC．No，he wasn't D．Yes，he did12．It was ______ he said at the meeting last night ______ made me angry.A．what；that B．that；thatC．what；what D．that；what13．Was ______ that I saw last night at the concert?A．it you B．not youC．you D．that yourself14．It was the nervousness in the interview ______ probably lost him the job.A．which B．sinceC．that D．what15．It was ______I reached there ______ I began to know something about the matter.A．until；when B．until；thatC．not until；that D．not when；that16．It was ______ my father worked ______ I worked now.A．where；that B．where；whenC．that；where D．that；that17．What a silly mistake it is ______ you've make!A．it B．thatC．this D．whichSuggested answers：1～5 ACBBC6～10 BCCBA11～15 BAACC16～17 ABStep 9Homework1．Finish off the Workbook exercises.2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching________________________________________________________________________________________________________________________________________________。

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。

Period 1 Warming 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 “ 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 theygtrheiennkhouse 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 students have understood the text.三维目标设计Knowledge and skills1．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），phe no me non（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），consequenee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.and whProcess and methods1. 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 en ergy.2. During Pre —reading the teacher can go around the classroom and discuss the questions with several stude nts.This discussi on should be stude nt —cen tered and lead them to the topic of global warm in g.The teacher should also ask the stude nts to look at the graphs in the readi ng passage and try to find out the gen eral 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 en couraged to an swer some questio ns and discuss the text structure.4. To consolidate the contents of the reading passage, the students should be required to retell the text i n their own words at the end of the class.Emotion , attitude and value1. To make students realize the harm of global warming and the importance of environmental protecti on.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 up1. Warming up by reading and talking :Read through the exercise with the class.Put stude nts in groups of four to talk about what we use energy for, what are the sources of these energy and whether the sources are renewable or non —ren ewable.Suggested answer The six photos are：windmills ；a coal power station ；an oil refinery ；a nu clear power pla nt; solar pan els; a hydro —electric dam.2. Warming up by discussion :Draw a form on the blackboard as follows :Let the stude nts have a discussi on and collect suggestio ns from stude nts and write them un der the appropriate headi ng.Suggested an swerThings that use en ergy Sources of en ergy Ren ewable/non —ren ewablelights heat ing televisi on cassette player video recorder computer fridge stovehairdryercoal non —ren ewableoil non —ren ewable n atural gas non —ren ewable wind power ren ewablesolar en ergy ren ewablenu clear en ergy non —ren ewable hydro —electricpowerren ewable biomass en ergy ren ewable geothermal en ergy ren ewable tidal en ergy ren ewableStep 2 Pre —reading1. 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 stude nts 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 “greenhousegases "are and what they think greenhouse gases do.Look at the picture above and expla in it to their partn ers.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 gree nhouse effect.) SlCp 3 Reading and comprehending1. Fast readingAsk stude nts to read the passage quickly so as to get the key words and gen eral 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 withone ano ther?Suggested answers (1)Global warming/the warming of the earth.(2)Sophie Armstrong , EarthCare.(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 warm ing 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.()⑤Floodi ng could be one of the effects of future global warmi ng.( )⑥George Hambley believes scientists are just guessing about the effects of globalwarmi ng.( )⑦George Hambley is worried about the effects of carb on dioxide on pla nt growth.( )⑧It is clear what the effects of global warmi ng will be.( )(Suggested answers： TFTTTTFF)3. Structure analyzingAsk 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.Deali ng with any Ian guage problem if any (words or sentences stude nts might not un dersta nd)to help the stude nts to have a better un dersta nding of the text.Si即5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronun ciatio n of each word and the pauses with in each senten ce.Tell them to pick out all the useful expressi ons or collocatio ns from the passage while readi ng and copy them to the no tebook 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.RetellingAsk stude nts to talk about global warmi ng in their own words.Give them some key words and expressi ons on the blackboard.The n let them try to retell the passage.Sgp 7 Homework1. 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 n ext period and talk about them.Step 8 Reflection after teachingAbout Global Warming (关于全球变暖)Global warm ing is the in crease in the average temperature of Earth's n ear —surface air and oceans since the mid —20th century and its projected continuation.Global surface temperature in creased 0.74 ±.18 c)behveen 山亡stall and ilie end of the 20 山century.'l'he Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature in crease since the middle of the 20th cen tury was very likely caused by in creas ingconcen tratio ns of gree nhouse gases result ing from huma n activity such as fossil fuel bur ning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiati on and volca nic erupti ons had a small cooli ng effect after 1950.These basic con clusi ons have been endorsed by more than 40 scientific societies and academies of science, including all of the n ati onal academies of scie nce of the major in dustrialized coun tries.Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 64C(2°山11.5 Jiluring the 21 si 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 oceans and the long lifetime of carb on dioxide in the atmosphere.An in crease in global temperature will cause sea levels to rise and will cha nge the amount and pattern of precipitation , probably including expansion of subtropical deserts.Warming is expected to be stron gest 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 warm in g.Most n ati onal gover nments have sig ned and ratified the Kyoto Protocolaimed at reducing greenhouse gas emissions.。

Period 6Summing Up，Learning Tip andAssessment整体设计教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics and vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on which kind of nouns begin with a capital letter.Let the students think about what they already know about the rules and what new information they will find.Checking Yourself on Page 68 in the Workbook aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students understand the new grammar item “the use of ‘it’(2)” better，and enable them to use the sentence patterns correctly.3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about global warming and environmental protection.2．To inspire the students to think up more effective measures to prevent global warming.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2Lead－inAsk the students to turn to Page 32.Think about what they have learned in this unit and tick the boxes to see how well they have learned them.Step 3Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about global warming：(Students' answers may vary.)The temperature of the earth rose about one degree Fahrenheit during the 20th century.It is human activity that has caused this global warming.All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels.Some byproducts of this process are called greenhouse gases，which trap heat and warm the earth.Without the greenhouse effect，the earth would be cooler than it is.But scientists don't agree with each other on the effects of global warming.Some think it will be a disaster，but some others think it's a good thing and we can do nothing to prevent the trend.By reading the second passage，we also know some easy and effective measures we can take to deal with global warming.From this unit you have also learned：Some useful words：tend，oppose，state，glance，quantity，range，tendency，circumstance，opposed，steady，widespread，average，consume，subscribe，advocate，refresh，graph，phenomenon，fuel，data，trend，catastrophe，flood，consequence，existence，commitment，pollution，growth，motor，can，microwave，educator，contribution，presentation，disagreement，random，mild，outer，electrical，casual，nuclear，perSome useful expressions：come about，subscribe to，quantities of，go up，result in，be opposed to，even if，keep on，on the whole，on behalf of，put up with，so long as，and so on，greenhouse effectNew grammar item：the use of “it”—how to use “it” for emphasis in a sentence.Functional items：how to express agreement and disagreement，blame and complaint.Step 4PracticeShow the exercises on the screen or give out exercise papers.Part 1Vocabulary1．Researchers c______ living conditions in London with those in other places.2．Their prices are low c______ to those in other shops.3．I don't think anybody m______ to her apart from herself.4．He prefers q______ to quality when food is concerned.5．The d______ we have collected are not enough to be convincing.6．Everything was in a s______ of disorder.7．What is the a______ rainfall for August in your country?8．Each i______ boy in the class has his own personalities.9．We have been having a few a______ in the committee lately.10．They were p______ in the history of music.11．As a c______ of being in hospital，Shelly decided that she wanted to becomea nurse.12．A doctor has the t______ “Dr” in front of his name.13．The number of the children in the school has d______ by 500 this year.14．The cooker isn't working because of an e______ fault.15．The food was cold and the guests quarreled—the whole dinner was a c______.Part 2Useful phrases1．在20 世纪期间____________2．导致____________3．另一方面____________4．通过燃烧化石燃料____________5．大量的____________6．忍受污染____________7．有关系，有影响____________8．大体上，基本上____________9．高达5摄氏度____________10．发生____________Part 3Complete the following sentences according to the texts.1．An energy source is renewable when supplies of it never ______ ______.2．It is a rapid increase ______ ______ ______ ______ ______.3．There is ______ ______ that the earth is becoming warming but there is ______ ______ ______ whether it is ______ ______ ______has caused this global warming or whether it is ______ ______ ______ ______.4．______ the greenhouse effect，the earth ______ ______ about thirty－three degrees Celsius ______ ______ ______ ______.5．The ______ ______ of carbon dioxide ______ that more heat energy is trapped in the atmosphere ______ the ______ ______ ______ ______ ______.6．It was ______ ______ ______ Charles Keeling ______ made ______ ______ ______ the amount of carbon dioxide in the atmosphere from 1957 to 1997.7．They also believe ______ ______ the burning of more and more fossil fuels that is ______ ______ this increase in carbon dioxide.8．There are some very different ______ among scientists ______ ______ ______.9．Sometimes I feel that ______ can't have any ______ ______ ______ huge ______ problems.10．Finally and most ______，talk ______ your family and friends ______ global warming and tell them what you have learned.11．Remember—your ______ ______.Part 4Multiple choice1．Is it ______ to you that the government is having a hard time now?A．of much important B．of much consequenceC．of very importance D．of much consequent2．Something must be done to ______ the river from ______.A．stop；being polluted B．stop；pollutingC．prevent；pollution D．keep；polluted3．There ______ quantities of apples in the basket and there was ______ milkin the bucket.A．were；a number of B．was；quantities ofC．was；a good many D．were；a quantity of4．______ we get good weather it will be a successful holiday.Which is wrong?A．So long as B．Provided thatC．So long D．On condition that5．—Go for a picnic this weekend，OK?—______.I love getting close to nature.A．I don't think so B．I believe notC．I couldn't agree more D．I am afraid not6．—Now，where is my purse?—______！ We will be late for the picnic.A．Come on B．Don't worryC．Take your time D．Take it easy7．It was not until 1999 ______ regular radio broadcast began.A．while B．whichC．that D．since8．Can it be in the restaurant ______ we had dinner last Sunday ______ you left your wallet?A．where；where B．where；thatC．that；where D．that；that9．—What's the matter with you?—______ the window，my finger was cut unexpectedly.A．Cleaning B．To cleanC．While cleaning D．While I was cleaning10．The other day，my brother drove his car down the street at ______ I thought was a dangerous speed.A．as B．whichC．there D．whatSuggested answers：Part 1 Vocabulary1．compared pared 3.matters 4.quantity 5.data 6.state 7.average 8.individual9.agreements10.phenomena11.consequence12.title 13.decreased 14.electrical 15.catastrophePart 2 Useful phrases1．during the 19th century 2.lead to 3.on the other hand 4.through the burning of fossil fuels/by burning fossil fuels 5.a great deal of/scores of 6.put up with the pollution7．make a difference 8.on the whole 9.as much as five degrees Celsius(5 ℃) e aboutPart 3 Complete the following sentences according to the texts.1．run out pared to most natural changes 3.no doubt；fierce debate over；human activity that；just a natural phenomenon 4.Without；would be；cooler than it is 5.increased amount；means；causing；global temperature to go up 6.a scientistcalled；who；accurate measurements of 7.it is；resulting in 8.attitudes；towards this issue 9.individuals；effect on such；environmental 10.importantly；with；about 11.contribution countsPart 4 Multiple choice1～5 BADCC 6～10 ACBDDStep 5Learning tipAsk the students to turn to Page 32.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of using English words.Step 6Assessment1．Checking yourself(on Page 68 in the Workbook)First get the students to think about these questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessmentMultiple choice1．______ with the size of the whole earth，the biggest ocean does not seem big at all.A．Compare B．When comparingC．Comparing D．When compared2．Please tell me how the accident______.I am still in the dark.A．came by B．came outC．came to D．came about3．The accident ______ the death of two passengers.A．resulted from B．resulted inC．resulted of D．resulted with4．It is in the west of China ______ there is no doubt ______it is going to rain tomorrow.A．where；whether B．that；thatC．that；whether D．where；that5．It was 1969______ the American astronauts succeeded in landing on the moon.A．that B．whenC．on which D．which6．It was ______ back home after the experiment.A．not until midnight did he goB．until midnight that he didn't goC．not until midnight that he wentD．until midnight when he didn't go7．There's some doubt ______he'll keep his promise.A．whether B．ifC．that D．which8．The ______ parents were all ______for the children's safety.A．concerned；concernedB．concerned；concerningC．concerning；concerningD．concerning；concerned9．The students ages ______ 15 to 18.A．range B．rangedC．range from D．ranges from10．______，we'll go camping.A．Weather permits B．If weather will permitC．Weather permitting D．Weather permitted11．______，we would have not finished the work on time.A．If you didn't help us B．Without your helpC．Without you D．With your help12．—I will not come here tomorrow.—______to me，because I don't care.A．It doesn't make any differenceB．It makes much differenceC．It doesn't make no differenceD．It makes a difference13．You can go out，______you promise to be back before 11 o'clock.A．as far as B．so far asC．when D．as/so long as14．—I apologize for not being able to join you for dinner.—______.We'll get together later.A．Go ahead B．Not to worryC．That's right D．Don't mention it15．Christmas is ______ special holiday when ______ whole family are supposed to get together.A．the；the B．a；aC．the；a D．a；theSuggested answers：1～5 DDBBB 6～10 CAACC 11～15 BADBDStep 7Homework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 4.Step 8Reflection after teaching________________________________________________________________________ ________________________________________________________________________。

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。

人教版高中英语选修6教案Unit 4Glbal aringUnit4Glbalaring一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1nsequene/result/effet/ute2glane/gaze/glare/stare词形变化1agreev同意disagreev不同意agreeent/disagreeentn同意/不同意2existv存在existenen存在3statev陈述，说明stateentn 声明，阐述4envirnentn环境envirnentalad周围的，环境的envirnentalistn环境保护主义者重点单词1phenennn現象2tendvt趋向,往往是；照管,护理3statevt声明,陈述4rangen行列,范围；vt排列,归类于averagead平均的6existenen生存7advate倡导，拥护8refreshv精神振作,精力恢复,更新9ntributinn捐献,贡献,投稿重点词组eabut发生quantitiesf大量的resultin导致beppsedt反对nbehalff代表……一方putupith忍受；容忍slngas只要重点句子1Sebprdutsfthispressarealled “greenhuse”gases,thestiprtantnefhihisarbndixide这个升温过程的一些副产品就叫“温室”气体,其中最重要的就是二氧化碳重点语法it的用法（II）II词语辨析1)nsequene/result/effet/ute【解释】nsequene强调因某事而引起的后果，有时带贬义。

result普通用语，指某行动，计划或事带来的最终结果。

effet与相对，指动作行为带来的后果或效应。

ute侧重某项活动，比赛的结果，结局【练习】选择nsequene/result/effet或ute并用其适当的形式填空1)The________fthegaeasbendurexpetatin2)The_________ ftheeetingasthatnneshuldbedisissed3)Theadvertiseent shaveuh________nnsuers’hie4)In_________flaziness,heasfiredes:1)ute2)result3)effet4)nsequene2)glane/gaze/glare/stare看，注视【解释】glane一瞥，匆匆一看，强调动作的短暂gaze凝视，注视，因惊异或赞赏而长时间无意识地凝视某人或某事物glare怒视，带有敌对或威胁的态度stare盯着看，含有无礼或粗俗的意味。