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(完整)高中英语Unit4GlobalwarmingReading教案新人教版选修6(word 版可编辑修改)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整)高中英语Unit4GlobalwarmingReading教案新人教版选修6(word版可编辑修改)）的内容能够给您的工作和学习带来便利。
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Unit 4 Global warmingReadingTeaching 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 on Ability 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 Plan for Unit 4 Global Warming (1st period)设计思路：教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。
科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。
好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。
授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。
文章标题“The earth is getting warmer but does it matter?”非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。
其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。
最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。
Teaching materials:Textbook---Student’s Book 6, New Senior English for China, People’s Education Press Teaching Aids: a blackboard, a multimedia kitObjectives:I.Of Knowledge:Students will know basic scientific facts concerning global warming, scientist s’differentattitudes towards it and the writer’s opinion as well.II.Of AbilityA.Students will continue to develop their predicting skill to guess the main idea of the articleand get prepared for the reading.B.Students will practice the scanning skill to get the specific information.C.Students will learn to think critically about the problems the writer has raised.III.Of EmotionA.Students will learn we should conserve energy and protect the earth.B.Students will want to get involved in the classroom activities when doing the tasks.Procedures:I.Before ReadingLead-inA graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006. What can you tell from the graph? (Students’ answer may vary.)This leads to our topic today---Global warming.1. Predicting:1)What can you infer from the title?2)What are the two graphs about?II. While Reading(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have?)2. Scanning1)Look for people’s names. Circle them with a red pen.①Who wrote the magazine article?②What are the names of the three scientists mentioned in the article?2)Para. 1 & 2①What has caused global warming? (vocabulary teaching involved)②Which sentence tells us what the writer will talk about in the article?3.Reading: Para. 3, 4&5How has this come about?Further questions:1)Can you give the three examples of the fossil fuels?2)Who gave us scientific evidence that the amount of carbon dioxide has been increasing?3)Some gases can trap heat from the sun. What do scientists call this phenomenon?What would happen if there were no greenhouse effect? What would happen if there were too many greenhouse gases?4)How high will the temperature increase go according to Janice Foster?4.Reading: Does it matter? Pair Work (Para. 6)The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.5. Reading: Para. 71)The writer probably thinks ________.A. It matters.B. It doesn’t matter.2) What probably does the writer want us to do by the last two questions? III. Post Reading6. Group Discussion: What can/should we do?•At home/work/school•Clothing /food/ housing/ transportation •Policies, laws, finance•Media, transportation, design ofbuildings•You may also refer to the pictures on Page 25.Make a list:(Summary: Wrap up the topic)IV. Homework:1.Read the text again and finish Comprehending 1&2 on Page 27.2.Choose sides and prepare for a mini debate on whether we should something about globalwarming. You may refer to the following websites.①/pub_display.php?pub_id=2872②/xiawf001/default.html?page=5③/global-warming-positives-negatives.htm3. Underline important words and phrases.。
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。
Unit 4 Global warmingⅠ. 单元教学目标技能目标Skill Goals▲Talk about global warming, pollution and the importance of protecting the earth▲Practise expressing agreement, disagreement, blame and complaint▲How to use“it”for emphasis in a sentence▲Write an essay on environmental problemsⅡ. 目标语言功能句式Expressing agreement, disagreement, blame and complaintYes, I agree with you. Yes, I think so. I believe that you’ve got it right. I don’t think so.I don’t think that’s right. I’m afraid you are wrong. 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.Why don’t you do something about it? Perhaps they should / ought to do ...词汇compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on语法“It” used for emphasisIt is human activity that has caused this global warming.Ⅲ. 教材分析与教材重组1. 教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。
人教版高中英语选修6教案Unit 4Global warmingUnit4Globalwarming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1.consequence/result/effect/outcome2.glance/gaze/glare/stare词形变化1.agreev.同意disagreev.不同意agreement/disagreementn.同意/不同意2.existv.存在existencen.存在3.statev.陈述，说明statementn.声明，阐述4.environmentn.环境environmentaladj.周围的，环境的environmentalistn.环境保护主义者重点单词1.phenomenonn.現象2.tendvt.趋向,往往是；照管,护理3.statevt.声明,陈述4.rangen.行列,范围；vt.排列,归类于5.averageadj.平均的6.existencen.生存7.advocate倡导，拥护8.refreshv.精神振作,精力恢复,更新9.contributionn.捐献,贡献,投稿重点词组comeabout发生quantitiesof大量的resultin导致beopposedto反对onbehalfof代表……一方putupwith忍受；容忍solongas只要重点句子1.Somebyproductsofthisprocessarecalled“greenhouse”gases,themostimportantoneofwhichiscarbondioxide.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).consequence/result/effect/outcome【解释】consequence强调因某件事而引起的后果，有时带贬义。
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。
英语：Unit4《Global warming》教案（2）（新人教版选修6）Period 4 Using LanguageTeaching Goals:1.To discuss and read about global warming.2.To learn to write a poster.Teaching Procedures:Step 1. Warming upTurn to page 30. Listen to the tape and follow in a low voice. Pause where the reader pauses. Pay attention to the pronunciation and intonation.Step 2. Reading1. Individual workWhen you read the text for the second time you are supposed to underline all the useful collocations .You have to copy them into your notebook. I hope you can fully understand the importance of expressions in English learning.2. Group workDiscuss in groups the collocations from the text.Do a project on…; do…about…have effect on…; start with…get suggestions; have to power to; make a difference; put up with…come from…reduce the carbon dioxide content; be started with…; use energy in…leave…on; turn…off; turn up the heat; ride a bike; make…from…; be made from recycled materials; save energy; plant trees in the garden; absorb carbon dioxide from…; talk with…about…Step 3. WritingYou are going to make a poster to tell your schoolmates ways to reduce the amount of carbon dioxide in the air.For your reference:How To Reduce the Amount of Carbon Dioxide Going into the Air.Use public transportation, walk or bike to school or work. If you must drive, join a carpooland use a car that gets high mileage.● Use energy-efficient appliances and weatherize your home.●Use renewable energy sources, like solar heart or wind power ,which don’t emit carbon dioxide.● Switch from coal and oil to natural gas in power plants and factories .Natural gas releases the least amount of carbon dioxide.Step 4. Listening and discussingNow turn to page 31. Li Ben is doing an interview with Professor Chen about the use of different sources. Read the statements and listen to the tape recording of the interview to decide which statement the professor does not agree with.We’ll have to stop using fossil fuels.About 90% of the world’s energy comes from fossil fuels.We can replace fossil fuels with renewable sources of energy.Nuclear power is a good source of energy.In the future, we’ll need new technologies to replace fossil fuels.It’s the developed countries who are to blame for producing most of the carbon dio xide.Step 5. Closing downDiscuss what we individuals can do about global warming in groups of four.Step 6. HomeworkMake a poster for your school that tells Ss various ways they can reduce the amount of carbon dioxide in the air.。
人教版选修六Unit 4 Global warming教案人教版选修六unit-4-global-warming教案人教版选修六unit_4_global_warming教案本单元以globalwarming居多线，意在通过单元教学并使学生经过思索、自学，认识到全球暖化的起因和它所增添的种种后果。
同时引导学生进一步阐释地球所遭遇的其它轻微问题，唤起学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1warmingup通过直观的图片，并使学生对能源的用途和种类存有一个基本的介绍。
使学生对当今人们研发和采用能源以及随之而来的种种影响存有更深一步的思索和重新认识，从而为本单元主题globalwarming并作了较好的铺垫。
1.2pre-reading是reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于globalwarming是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做aprojectonglobalwarming,这样既符合了新课程的要求――体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
总结概括的能力。
最后一项建议学生在读整篇文章后，认真思索并践行自己的观点：“weshoulddonothingaboutglobalwarming”还是“weshoulddosomethingtodecreasethespeedofglobalwarming”，并利用所学科学知识展开分组辩论。
此项活动意在唤起学生的自学热情并彰显学生在课堂中的主体边线。
1.5learningaboutlanguage分词汇和语法两部分。
词汇部分设计了两项练习，一项是具有一定情境的10个句子，引导学生加深对新词汇的理解和记忆。
1consume v.消费，消耗；吃完；喝光Make a list of the things that consume energy in your home ，school ，or any other places you can think of.列举一些在家里、学校里或者其他你能想到的地方消耗能量的东西。
(回归课本)用法点拨The car consumes a lot of fuel.这辆汽车很费燃料。
She consumed the big cake.她把那块大蛋糕吃光了。
归纳拓展consumer n ．消费者consumption n ．消费(量)，消耗(量) time-consuming adj .耗费时间的 consumer goods(家用)消费品consuming adj .使人全神贯注的；强烈的 翻译句子(1)新的灯泡耗电量更小。
The_new_light_bulbs_consume_less_electricity. (2)足球让许多孩子都非常着迷Football_is_a_consuming_passion_for_lots_of_kids.2matter v.要紧，有重大关系So how has this come about and does it matter?那么这是如何产生的，有什么要紧吗？(回归课本) 用法点拨⎩⎪⎨⎪⎧⎭⎪⎬⎪⎫It doesn ’t matter to me It matters nothing to me It makes no matter to me whether he is satisfied. 他满意与否对我关系不大(不重要)。
归纳拓展matter 可用作名词，意为“物质，物品；要紧，重要性；问题，毛病(与with 连用)”。
organic (inorganic) matter 有机(无机)物 Any kind of matter has three states. 任何物质都有三种状态。
2014-2015学年高中英语（重庆）同步教案（7）：Unit 4 Global warming 人教新课标选修6）相关背景资料Global warming may be twice as bad as fearedThe impact of global warming could be twice as severe as the worst scenario feared by United Nations scientists, the world’s largest climate-modelling experiment has shown.Average temperatures could rise by 11℃(20) to reach highs that would change the face of the globe, researchers who have run 60,000 computer simulations of climate change said yesterday. The conclusions suggest that forecasts by the UN’s Intergovernmental Panel on Climate Change (IPCC) may be much too conservative. In the worst case, the world would eventually heat up by almost double the maximum increase envisaged by the panel. The IPCC’s latest report predicted that temperatures will rise by between 1.4℃(2.5) and 5.8℃(10.4) by 2100.A world 11℃warmer than it is today would be unrecognisable: while records show that the planet has been hotter than it is today for about 80 per cent of its history, there is no evidence that it has ever been more than about 7℃warmer.Although it would take hundreds of years for the full effects to be felt, the polar ice caps eventually would melt completely, causing sea levels to rise by 70m to 100m (230ft to 330ft). Coastal and low-lying cities such as London and New York would be submerged.As the 11℃figure is a global average, temperatures would be expected to climb even further in some regions.David Stainforth, of the University of Oxford, the study’s chief scientist, said: “When I start to look at these figures, I get very worried about them. An 11-degree warmed world would be a dramatically different world.”Global warmingAccording to the National Academy of Sciences, the Earth’s surface temperature has risen by about 1 degree Fahrenheit in the past century, with accelerated warming during the past two decades. There is new and stronger evidence that most of the warming over the last 50 years is attributable to human activities.Human activities have altered the chemical composition of the atmosphere through the buildup of greenhouse gases —primarily carbon dioxide, methane, and nitrous oxide. The heat-trappingproperty of these gases is undisputed although uncertainties exist about exactly how earth’s climate responds to them.Energy from the sun drives the earth’s weather and climate, and heats the earth’s surface; in turn, the earth radiates energy back into space. Atmospheric greenhouse gases, such as water vapor, carbon dioxide, trap some of the outgoing energy, retaining heat somewhat like the glass panels of a greenhouse.Without this natural “greenhouse effect”, temperatures would be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’s average temperature is a more hospitable 60°F.However, problems may arise when the atmospheric concentration of greenhouse gases increases. Once, all climate changes occurred naturally. However, during the Industrial Revolution, we began altering our climate and environment through changing agricultural and industrial practices. Before the Industrial Revolution, human activity released very few gases into the atmosphere, but now through population growth, fossil fuel burning, and deforestation, we are affecting the mixture of gases in the atmosphere.Carbon dioxide is released to the atmosphere when solid waste, fossil fuels and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil. Methane emissions also result from the decomposition of organic wastes in municipal solid waste landfills, and the raising of livestock. Nitrous oxide is emitted during agricultural and industrial activities, as well as during combustion of solid waste and fossil fuels.Rising global temperatures are expected to raise sea level, and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It could also affect human health, animals, and many types of ecosystems and deserts may expand into existing rangelands. Unless we act now, our children will inherit a hotter world, dirtier air and water, more severe floods and droughts, and more wildfires.But solutions are in sight. We know where most heat-trapping gases come from: power plants and vehicles. And we know how to curb their emissions: modern technologies and stronger laws. By shifting the perception of global warming from abstract threat to pressing reality, and promoting online activism. By pressing businesses to use less energy and build more efficient products. And by fighting for laws that will speed these advances.What is Clean Up Australia DayEvery year hundreds of Australians help clean up their local environment on Clean Up Australia Day. It’s easy, fun and everyone can take part.Individuals, local groups and schools can either organise a Clean Up site, or volunteer to join an existing site.So why not do your bit for the environment and get involved next year?Clean Up Australia Day in 2005Across the country over 670,000 volunteers removed more than 8,450 tonnes of rubbish from our beaches, parks, streets, bush land and waterways as part of Clean Up Australia Day, the nation’s largest community based environmental event.Families, friends, neighbours, businesses and community groups spent the equivalent of 62,163 days, at over 7,000 sites, removing rubbish ranging from car bodies and electronic waste tothousands of chip packets, drink bottles, plastic bags and cigarette butts.Speaking from the Clean Up Australia Day site in Taren Point, Sydney, Ian Kiernan AO, Chairman && Founder of Clean Up Australia, praised volunteers and site organisers around the country.“Taren Point captures perfectly the real long term benefits of Clean Up Australia Day and reinforces that Clean Up is more than just one day. Volunteers at Taren Point have begun to transform a rubbish dump, polluting the delicate salt marshes, back into a natural recreational area for us all to enjoy,” Mr Kiernan said.“Congratulations to the thousands of volunteers who spent their time removing packaging waste and illegally dumped items from the environment today. Their actions show government and industry that Australians do care about the environment.” he continued.At this stage, the country’s most polluted sites appear to be roadways followed by parks, waterfronts and coastal areas.Some of the amazing accomplishments of volunteers during this year’s campaign include the clean up of 1,545 roadsides, 738 parks and 1,387 waterways and coastal areas.Weird and interesting items collected around the country today include an unopened slab of beer and a bottle of whiskey, two headless garden statues, a bride’s veil, an electric guitar, a plastic monkey and a chair up a tree.The most common rubbish items found were plastic and glass bottles, chip and confectionary packets, plastic bags and cigarette butts.“Sadly these rubbish items continue to end up in the environment when plastic containers should be recycled, cigarette butts shoul d be binned and we should all being saying no to plastic bags,” Mr Kiernan said.“It is estimated that only 20% of plastic packaging is recycled, this is far below paper recycling at 80%. This is not good enough and I urge government and industry to take action immediately by setting strong targets for the National Packaging Covenant and investing more resources to address this issue,” he continued.The Clean Up Australia Day campaign is one time during the year when Australians get physical about cleaning up the environment. It also provides the platform to implement positive environmental practices every day of the year.Australians can continue to clean up by supporting Clean Up Australia’s Say No to Plastic Bags and Personal Ashtray campaigns, the Mobile Phone Recycling program and by making use of the new computer and electronics recycling initiative recently established by Collex, Major Sponsor of Clean Up Australia Day.。
