选修六第四章第二节教案

Unit 4 Global warmingWarming up & ListeningTeaching goalsEnable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material.Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching proceduresStep 1 Warming upDo you know any kind of energy resource?Do you know anything that use energy?things that use energy in a house(Slide show: some pictures of things that use energy in a house.)Things that use energy Sources of energylights television cassette player computerfridgestovewashing machine hairdryervideo recorder coal oilnatural gaswind(power)sun(solar energy)water(hydro-electric power) the sea ( tidal energy) uranium(nuclear energy) plant waster(biomass energy)T: Now let’s look at some more pictures and decide whether they are renewable or not.(Slide show: pictures of some forms of energy)wind energy renewablesolar energy renewablehydroelectric power renewablegeothermal energy renewabletidal energy renewablebiomass energy renewablenuclear power plant, non-renewable (picture)an oil refinery(精炼厂), non-renewable (picture)coal power station, non-renewable (picture)natural gas non-renewable (picture)uranium Ore (铀矿石) non-renewable (picture)The element uranium does not occur in pure form in nature but is found in minerals such as carnotite（钒钾铀矿）, pictured above. (picture)Conclusionnon-renewablecoal oil natural gas Uranium fossil fuelsrenewablewind (wind power) sun (solar energy) water (hydro-electric power)plant waste (biomass energy) hot springs or geysers (geothermal energy)the sea (tidal energy)Slide showWhat are fossil fuels?Ancient animal and plant material below the surface of the earth with a high carbon cont ent, such as coal, oil and natural gas, which can be burnt to produce energy.Also known as non-renewable energy because once they are used they have gone forever; they cannot be renewed.Step 2 Pre-listeningRead Exercise 1 together:1. Read the statements below and tick the ones you agree with.2. Listen to the tape and answer and decide which statement Professor Chen doesNOT agree with.1. We'll have to stop using fossil fuels.2. About 90% of the world's energy comes from fossil fuels.3. We can replace fossil fuels with renewable sources of energy.4. Nuclear power is a good source of energy.5. In the future, we'll need new technologies to replace fossil fuels.6. It's the developed countries who are to blame for producing most of the carbon dioxide.3. Listen again and tick the phrases that Professor Chen uses to agree or disagreewith Li Bin.Slide showExactly. I’m afraid I disagree with you.That’s true. I’m afraid not.That’s right. I don’t think so.That’s correct. No way.I agree. I don’t agree.4. Listen for the third time and fill in the blanks.1．Our modern _________ societies depend on the energy we get from_________.2．It’s a very ____________ and cheap form of energy.3．Can’t we just ________ fossil fuels with ________ sources of energy like sun or wind power?4．However, whatever we do, we have to do it as a ________________.5．The _________ countries are really the ones to ______.Keys:1．industrial; fossil fuels 2. concentrated 3。

1. –-She was so worried about her son.-- Yes. ______ she reached the hospital, she went to see her son who was in hospital.A. Upon C. As soon as time that2. -- Tom goes to school on foot every day.-- He must live nearby, _____?A. does he ’t he ’t he ’t hewhat it is now, it _____ to be a small school.to; is used B. Compare to; is usedto; used with; useddo you know most of the guests ____ to the party were from England?-- The way they spoke.invite invitedYou are watching a 3D film!-- How wonderful! You can’t imagine _______.really it feels it feels real real I feel real it feels6. -- ______, she rushed out of the dark house.-- That was why she looked pale at that time.A. FrighteningB. Frightened was frightened D. Being frightened, Tom wants to play computer games.-- Isn’t it time he ________ your homework?and did and did C. goes to do D. goes and does8. -- Have you moved to your new building?-- No. It _____ now.decorating B. was being decorated C. is decorated being decorated9. --What about the hotel?--_____ well equipped, _____ delicious.A. Not only the room was; but also meal wasB. Not only was the room; but also meal wasC. Not only the room was; but also was mealonly was the room; but also was mealhas made rapid progress this term.-- Yes,he has made up his mind to see his dream_____ .B. come trueC. liveD. coming truelyIs this story true?-- I’m sure of that. I ______ .it a real man on it on a real manC. based a real man on it a real man it onWhen and where to go to the party_______ yet.-- How disappointed!A. aren’t decided ’t being decided’t been decided ’t been decidedMum,I am now in a bus. I _____ be home in ten minutes-- OK. I am here waiting for you.14. -- I don’t think the police know who did it.-- Maybe, but a man _____ and is being questioned now.been arrested being arrestedC. is arresting arrestedWhat about going out for a drink?-- With so much work ____, I have no time to have a drink with you.A. doing do be doing16. –-Our environment is so bad.-- Something must be done to ____ our environment ___ being polluted.A. protect…from …from C. stop…from …from17. -- Tom felt so sad.-- The whole thing ____ his mood.A. effected an effectwas Sunday. Tony was very free and he wanted to play football outside. But his mother told him ____.to B. don’t to to do ’t to doWhat did that policeman say just now?-- He asked you ______ .did you do you did you do D. you did whatLend me some money, please?-- Sorry, I can’t help you much. I am ____ a policeman.A. more than more than more than than21. -- What has happened to him?-- He’s not very good at ____ his idea____ to everyone.A. making…understandB. getting…crossC. getting…acrossD. getting…understandexpected there_____ more free time for us to take exercise.-- It’s impossible now.A. being be C. to be D. would have23. -- Who ___ the table here?-- The man ____ there.A. lied;lyingB. lay;layingC. laid;lying ;laying24. --Why did you all keep silent?--_____ you said so surprised all of us.A. WhichB. ThatC. \is so lucky.-- Yes,you’re is said to _______ into Nanjing University.been admitted B. be adimttedC. have admittedD. be being admittedWe are going to have a party next week. Will you ____ us? -- I’d love to.part in C. join in in forThe door can’t be unlocked now.-- You _____ your keys in the office when you went out.A. oughtn’t have left ’t have left’t leave ’t to have leftof _____ see his father, he stayed outside alone all night.A. not daring daring to not not to29. -- Mr Brown knows a lot about the film.-- He must have seen it before, ____ he?A. mustn’t ’t C. haven’t ’t。

高中选修课《书愤》公开课教案一、教学内容本节课选自高中语文选修课程《唐宋诗词欣赏》，具体内容为第四章《豪放与婉约》的第二节课——《书愤》。

本节课将通过分析陆游的《书愤》一诗，引导学生理解诗人在豪放与婉约之间的情感表达，掌握古典诗词的鉴赏方法。

二、教学目标1. 理解并背诵《书愤》全诗，把握其意境和情感。

2. 学会运用古典诗词鉴赏方法，分析《书愤》的艺术特色。

3. 培养学生的文学素养，提高审美情趣。

三、教学难点与重点教学难点：理解《书愤》中的豪放与婉约相结合的艺术特色。

教学重点：分析《书愤》的意境和情感，学会古典诗词的鉴赏方法。

四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔。

2. 学具：教材、《书愤》诗词鉴赏资料、笔记本。

五、教学过程1. 导入：通过多媒体展示陆游的画像和简介，引导学生了解诗人的背景和创作特点。

2. 诗词背诵：让学生齐声背诵《书愤》，感受诗词的韵律美。

3. 感知诗词：引导学生用自己的话描述诗词中的画面，体会诗人的情感。

4. 分析诗词：讲解《书愤》的背景，逐句解析诗句，分析其豪放与婉约相结合的艺术特色。

5. 实践情景引入：让学生仿写一首表达自己情感的诗词，注重豪放与婉约的结合。

6. 例题讲解：分析教材中的诗词鉴赏例题，指导学生运用所学方法进行解答。

7. 随堂练习：布置两道诗词鉴赏练习题，让学生现场完成并讨论答案。

六、板书设计1. 黑板左侧：《书愤》全文2. 黑板右侧：教学重点、难点、诗词鉴赏方法七、作业设计1. 作业题目：分析一首自己喜欢的古典诗词，运用所学鉴赏方法进行解读。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课后阅读陆游的其他作品，了解其创作风格，提高文学素养。

重点和难点解析：1. 教学难点：理解《书愤》中的豪放与婉约相结合的艺术特色。

2. 实践情景引入：让学生仿写一首表达自己情感的诗词，注重豪放与婉约的结合。

3. 作业设计：分析一首自己喜欢的古典诗词，运用所学鉴赏方法进行解读。

最新人教版高中文学选修6全册教案一、教学目标1. 了解人教版高中文学选修6全册的教学内容和重点。

2. 熟悉文学选修6中各单元的教学要点和教学目标。

3. 掌握教学方法和策略，提高学生的文学素养和阅读能力。

二、教学内容本教案主要涵盖了人教版高中文学选修6全册的所有单元，包括以下内容：- 第一单元：文学的识读与审美- 第二单元：诗歌创作的艺术- 第三单元：散文的艺术- 第四单元：小说的艺术- 第五单元：戏剧的艺术- 第六单元：影视艺术与鉴赏三、教学方法和策略1. 讲授法：通过讲解教材内容，引导学生理解和掌握文学知识。

2. 互动式教学：通过提问、讨论、分组活动等方式，积极与学生互动，激发学生的兴趣和参与度。

3. 多媒体教学：利用多媒体资源，展示文学作品的图片、音频和视频，提高学生的视听能力和阅读体验。

4. 阅读训练：通过课后阅读作业和课堂阅读活动，提高学生的阅读理解能力和文学鉴赏能力。

5. 创作与表演：鼓励学生进行文学创作和戏剧表演，培养学生的创造力和表达能力。

四、教学重点和难点教学重点：- 掌握文学选修6全册的教学内容和重点。

- 熟悉每个单元的教学要点和教学目标。

- 提高学生的文学素养和阅读能力。

教学难点：- 如何引导学生进行文学鉴赏和创作。

- 如何培养学生的阅读理解能力和表达能力。

五、教学评价方式1. 阶段性考核：根据每个单元的研究情况，进行小测验或作业考核。

2. 课堂表现评价：评价学生在课堂上的表现，包括参与度、合作能力、回答问题的准确性等。

3. 作品评价：对学生的文学创作和戏剧表演进行评价，鼓励学生提升自己的艺术表达能力。

以上为《最新人教版高中文学选修6全册教案》的主要内容和教学安排，希望能够对您的教学工作有所帮助。

祝教学顺利！。

第四章生态环境保护第二节草地退化及其防治教学课题：第二节草地退化及其防治教学目标：1．了解草地特点和草场退化的原因、过程及其危害。

2．运用世界主要草地分布示意图，说明草地的种类和分布。

3．理解草场资源价值和保护草地的措施和方法，树立保护草地资源的意识。

教学重点：1．草地退化的原因和地区差异。

2．草地的保护措施。

教学难点：1．草地退化的原因和地区差异。

教学方法：分组讨论法，案例分析法教学课时：1节教学过程：引言：草地分布在降水量不够丰富的地带，是食草动物的栖息地，也是人们放牧家畜的牧场。

人类所需的大量蛋白质——肉类和奶品多数来自草原的畜牧业。

草地和森林一样，都是人类重要的自然资源。

一．草原退化全球草地面积67亿公顷，占陆地面积的51％1．概念区分：①草原：是温带和热带干旱区中的一种特定的自然地理景观，是以多年生旱生草本植物为主组成的一种植被类型。

——内蒙古草原、青海、甘肃的荒漠草原草原草甸②草甸：温带半湿润、半干旱气候条件下，多年生禾草和中生杂类草占优势的植被类型。

在雨水适中、气候适宜的条件下，由多年生丛生禾草及根茎性禾草占优势所组成的草原植被，称为草甸草原。

它比疏林草原含有更多的中旱生植物，只有少量的一年生植物混生其间。

在一般情况下，阴坡可能自然成林，阳坡及平地因水分不足，不能自然成林，这是草甸草原与疏林草原的明显区别之一。

如非洲热带雨林附近的草原③草场：草原以及各种类型的草地，一旦被用来放牧或割草等，即称之为草场，也就是说，草场可以认为是已被人们进行开发利用的草地。

④草地是一种泛指，是指生长有草本植物或具有一定灌木植被的土地，因而草原、草场、草坪都被包括在其中。

2．草原特点：草原地区一般雨量较小，自然环境比较脆弱，易受外力破坏。

3．草地种类：①寒带苔原②温带草原③热带草原④草山、草坡、草滩4．载畜量：一定面积牧场所能容纳(承载)牲畜的头数，一般以羊为标准，称为羊单位。

5．草场的退化：①原因：人口的压力，畜牧业产品需求增加。

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.。

Ⅰ.单词拼写1．We all know that Mary's boss is a distant relative (亲戚)of hers.2．To learn a language, first, you should know the characteristics (特征) of it. 3．Can you interpret (解释) the importance of what he remarked at the end of the meeting? 4．We'll get in touch with you as soon as a decision is made regarding (关于) your application.Ⅱ.拓展词汇1．poetry n．诗歌→poetic adj.有诗意的；诗的2．combine v．结合，联合→combination n．结合，合并3．depress v．使沮丧，使意志消沉，使心灰意冷→depressed adj.精神不振的，忧郁的，消沉的→depressing adj.使人沮丧的→depression n．忧伤，消沉，沮丧；经济大萧条4．ambition n．志气，抱负，雄心→ambitious adj.有野心的；有抱负的[巧记单词]Ⅲ.补全短语1．give concerts 举办音乐会2．graduate from 毕业于……3．be true of/for 与……情况相同4．be similar to 与……相似5．be connected to 与……有关，与……相连6．give life to 赋予……生命(生命力，活力)7．be the same with 与……情况相同8．in public 当众，公开地9．share feelings and ideas with 与……分享感受与想法10．make contact with 与……进行来往1．[教材原句]Liu Fang is an international music star, famous for her work with traditional Chinese instruments.刘芳是一位国际知名的音乐家，以弹奏中国传统乐器而著名。

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”。

高中地理_选修六_环境保护全套教案[教案]一、教学目标1.知道环境保护的重要性和必要性；2.了解我国环境保护政策和法律法规；3.掌握环境污染的形式、特点及其危害；4.熟悉环境保护管理与环境保护技术；5.掌握环境教育和公众参与环境保护的方法。

二、教材总体分析《地理（选修6）》第四单元是“环境保护与可持续发展”。

本单元共分为六个章节，其中：1.第一章节是“环境保护的基本概念”，主要介绍环境保护的概念、意义、重要性和必要性；2.第二章节是“我国环境保护形势与政策”，主要介绍我国环境保护形势、政策和法律法规；3.第三章节是“环境污染及其防治”，主要介绍环境污染的形式、特点、危害和防治措施；4.第四章节是“生态环境保护与修复”，主要介绍生态环境保护的概念、实施方式和方法；5.第五章节是“环境保护技术”，主要介绍环境保护技术及其应用；6.第六章节是“公众参与环境保护”，主要介绍环境教育的概念、实施方式和方法。

三、教学内容及方法第一章节：环境保护的基本概念教学内容1.环境保护的概念及其意义；2.环境保护的重要性和必要性。

教学方法1.授课讲解；2.课堂讨论。

第二章节：我国环境保护形势与政策教学内容1.我国环境保护形势；2.我国环境保护政策；3.我国环境保护法律法规。

教学方法1.授课讲解；2.课堂讨论。

第三章节：环境污染及其防治教学内容1.环境污染的形式；2.环境污染的特点；3.环境污染的危害；4.环境污染的防治措施。

教学方法1.授课讲解；2.课堂讨论；3.实地考察。

第四章节：生态环境保护与修复教学内容1.生态环境保护的概念；2.生态环境保护的实施方式；3.生态环境保护的方法。

教学方法1.授课讲解；2.课堂讨论；3.实地考察。

第五章节：环境保护技术教学内容1.环境保护技术的种类；2.环境保护技术的应用。

教学方法1.授课讲解；2.课堂讨论。

第六章节：公众参与环境保护教学内容1.环境教育的概念；2.环境教育的实施方式；3.公众参与环境保护的方法。

Unit 4 Global warming Ⅰ. 单元教学目标Ⅱ. 目标语言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。

同时鼓励学生进一步阐述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、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。

1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。

让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。

1.2 Pre-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Global warming 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 a project on global warming , 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。

1.3 Reading是一篇从杂志节选的文章。

它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。

要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。

这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。

1.4 Comprehending 包含了三大部分。

前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。

最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。