高中英语(新人教版选修6)教学课件(目标分析方案设计自主导学)Unit 4 Period Ⅲ

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。

高中英语新课标选修6unit4高中英语新课标选修6的Unit 4通常围绕一个特定的主题展开，例如文化、科技、环境等。

由于我没有具体的教材内容，我将提供一个通用的Unit 4教学内容框架，以供参考。

Unit 4: Exploring Cultural DiversitySection 1: Warm-up and Vocabulary- Begin the class with a brief discussion about the importance of cultural diversity.- Introduce new vocabulary related to the theme, such as "heritage," "tradition," "cuisine," "folklore," and "customs."Section 2: Reading Comprehension- Present a reading passage that explores different aspects of cultural diversity, such as festivals, art, and music from various countries.- After reading, ask students to identify the main ideas and supporting details.- Discuss any unfamiliar expressions or idiomatic language used in the text.Section 3: Grammar Focus- Introduce a grammar point relevant to the theme, such ascomparative and superlative adjectives, which can be used to describe cultural differences.- Provide examples and practice exercises for students to complete.Section 4: Listening Practice- Play an audio recording of a conversation or a lecture about cultural exchange programs or experiences.- Have students listen for specific information and answer comprehension questions.Section 5: Speaking Activity- Organize a role-play activity where students take on the roles of cultural ambassadors from different countries, sharing information about their "country's" culture with the class.- Encourage the use of the new vocabulary and grammar structures learned in the previous sections.Section 6: Writing Task- Assign a writing task where students describe a cultural event or tradition from their own or another culture.- Provide a template or outline to guide their writing, focusing on organization and the use of descriptive language.Section 7: Cultural Appreciation- Conclude the unit with a class activity that involvesstudents sharing and appreciating various cultural elements, such as food, music, or clothing.- Encourage reflection on the importance of respecting and understanding different cultures.Section 8: Assessment- Administer a quiz or test to assess students' understanding of the vocabulary, grammar, and reading comprehension skills covered in the unit.Section 9: Homework- Assign homework that reinforces the learning objectives of the unit, such as further reading on a cultural topic, additional grammar exercises, or a short essay on cultural diversity.This framework is designed to be adaptable to the specific content and requirements of the actual textbook or curriculum being used. Adjustments can be made based on the needs and interests of the students.。