2022年高中英语新课标选修六优秀教案{UnitGlobalwarmingPeriod .pdf

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1、Unit 4Global 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。本单元的主要教学内容如下表所示：类别课程标准要求掌握的内容话题Global warming，pollution and the importance of protecting the earth 词汇tend v.趋向；易于；照顾catastrophe n.大灾

2、难；浩劫oppose v.反对；反抗；与(某人)较量flood n.洪水；水灾state v.陈述；说明consequence n.结果；后果；影响glance v.看一下；扫视n一瞥existence n.生存；存在quantity n.量；数量commitment n.承诺；交托；信奉range n.种类；范围pollution n.污染；弄脏tendency n.趋向；趋势growth n.增长；生长circumstance n.环境；情况motor n.发动机opposed adj.反对的，对立的can n.容器；罐头steady adj.平稳的；持续的microwave n.微波炉；

3、微波widespread adj.分布广的；普遍的educator n.教育工作者；教育家average adj.平均的contribution n.贡献consume v.消费；消耗；耗尽；吃完presentation n.显示；演出subscribe v.同意；捐赠；订阅disagreement n.分歧；不一致advocate v.拥护；提倡；主张random adj.胡乱的；任意的refresh v.使恢复；使振作mild adj.温和的；温柔的；淡的graph n.图表；坐标图；曲线图outer adj.外部的phenomenon n.现象electrical adj.电的；与电有关

4、的fuel n.燃料casual adj.随便的；偶然的data n.资料；数据nuclear adj.核的；核能的trend n.趋势；倾向per prep.每；每一come about 发生；造成keep on 继续名师资料总结-精品资料欢迎下载-名师精心整理-第 1 页，共 6 页 -subscribe to 同意；赞成；订购on the whole 大体上；基本上quantities of 大量的on behalf of 代表一方；作为的代言人go up 上升；增长；升起put up with 忍受；容忍result in 导致so long as 只要be opposed to 反对

5、and so on 等等even if 即使greenhouse effect 温室效应句型1.it_is human activity that has caused this global warming.(emphatic“it”)2.it is a rapid increase when_compared_to other natural changes.(ellipsis)3.There is no doubt that_the_earth_is_becoming_warmer.(the appositive clause)4.Without the“greenhouse effec

6、t”，the earth would_be about thirty three degrees Celsius cooler than it is.(the subjunctive mood)功能1.同意与不同意(Agreement and disagreement)Exactly.Youre right.I agree.Thats correct/true/right.Im afraid I disagree with you.Im afraid not.I dont think so.No way.I dont agree.I doubt.2责备与抱怨(Blame and complai

7、nt)Im sorry to bring this up，but.Im sorry to have to say this，but.They shouldnt have done it.They are to blame.Perhaps/Maybe they should/ought to.Why dont you do something about it？语法“it”的用法(the use of“it”)(2).it_is human activity that has caused this global warming.教学重点1.Get students to know about

8、global warming and its effect；to realize what we can do about global warming.2Have students learn some useful new words and expressions about global warming and let them learn effective ways to master them.3 Enable students to grasp and use the expressions of agreement and disagreement，blame and com

9、plaint.4Let students learn the new grammar item：the use of“it”(2)5Develop students listening，speaking，reading and writing ability.教学难点1.Enable students to master the use of“it”(2)2Let students learn to write a short passage to tell others how to solve the problem of global warming.3Develop students

10、integrative skills.课时安排Periods needed：6 Period 1Warming Up，Prereading，Reading and Comprehending Period 2Language Study Period 3Grammarthe Use of“It”(2)Period 4Listening and Speaking Period 5Reading and Writing Period 6Summing Up，Learning Tip and Assessment 名师资料总结-精品资料欢迎下载-名师精心整理-第 2 页，共 6 页 -Period

11、1Warming Up，Prereading，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

12、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”and which is“non renewable”This part is designed to help the students to recall their background knowledge about energy

13、 and prepares students for the whole unit.Prereading 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 they think greenhouse gases do，leading to the topic of the reading passage.Reading is a passage from a

14、n 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 earths increased temperature.It poses questions and encourages students to think about the issues.There

15、 are two graphs in it that tell us the“temperature difference from long term average,1860 2000”and“carbon dioxide content in the atmosphere,19571997”Characters in the passageDr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists

16、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 skills1To know the meanings of th

17、e 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)，phenomenon(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

18、；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(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)2To learn about some facts and views about global warming.3To learn how the information is organized.4To develop the students rea

19、ding ability by skimming and scanning the passage.5To develop the students speaking ability by talking about global warming.名师资料总结-精品资料欢迎下载-名师精心整理-第 3 页，共 6 页 -Process and methods1While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about

20、sources of energy，making the students recall their own knowledge about energy.2During Pre reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be studentcentered and lead them to the topic of global warming.The teacher should also ask

21、 the students to look at the graphs in the reading passage and try to find out the general idea of the text.3While 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 encourag

22、ed to answer some questions and discuss the text structure.4 To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.Emotion，attitude and value1 To make students realize the harm of global warming and the import

23、ance of environmental protection.2To develop students sense of cooperative learning.教学重、难点1To enable the students to learn about global warming and to develop their reading ability.2To enable the students to talk about what we should do to prevent global warming.教学过程 1Warming up1Warming up by readin

24、g and talking：Read through the exercise with the class.Put students 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 nonrenewable.Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a n

25、uclear power plant；solar panels；a hydroelectric dam.2Warming up by discussion：Draw a form on the blackboard as follows：Things that use energy Sources of energy Renewable/nonrenewable Let the students have a discussion and collect suggestions from students and write them under the appropriate heading

26、.名师资料总结-精品资料欢迎下载-名师精心整理-第 4 页，共 6 页 -Suggested answer：Things that use energy Sources of energy Renewable/nonrenewable lights heating television cassette player video recorder computer fridge stove hairdryer.coal nonrenewable oil nonrenewable natural gas nonrenewable wind power renewable solar energy

27、 renewable nuclear energy nonrenewable hydroelectric power renewable biomass energy renewable geothermal energy renewable tidal energy renewable 2Prereading1 Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.Suggested answer：Its made of glas

28、s and plants can grow in it when its cold outside.Ask the students how it works.Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.2Ask students what they think“greenhouse gases”are and what they think greenhouse gases do.Look at the picture above a

29、nd explain it to their partners.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 greenhouse effect.)3Reading and comprehending1Fast reading Ask students to read the pa

30、ssage quickly so as to get the key words and general 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

31、agree with one another?_ Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.(3)Dr Janice Foster，Charles Keeling，George Hambley.They dont agree with each other.2Detailed reading(1)Read the passage carefully and judge whether the statements are true(T)or false(

32、F)Janice Foster believes that global warming is caused by the burning fossil fuels.()Natural gas is a greenhouse gas.()名师资料总结-精品资料欢迎下载-名师精心整理-第 5 页，共 6 页 -Carbon dioxide is a byproduct of burning fossil fuels.()People accept Charles Keelings data because he took accurate measurements.()Flooding coul

33、d be one of the effects of future global warming.()George Hambley believes scientists are just guessing about the effects of global warming.()George Hambley is worried about the effects of carbon dioxide on plant growth.()It is clear what the effects of global warming will be.()(Suggested answers：TF

34、TTTTFF)3Structure analyzing Ask 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.Part Main idea Part 1(Paragraph _)Part 2(Paragraphs _ to _)Part 3(Paragraphs _ to _)Part 4(Paragraph _)Suggested answer：Part Ma

35、in idea Part 1(Paragraph 1)To introduce a debate over the issue of global warming.Part 2(Paragraphs 2 to 5)To illustrate how global warming comes about.Part 3(Paragraph 6)To list two different attitudes among scientists towards global warming.Part 4(Paragraph 7)Its up to readers to think and decide

36、whether people should do something about global warming or not.4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.5Listening，reading aloud and underlining Ask students to read the pa

37、ssage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：come about，There

38、 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.6RetellingAsk students to talk about global warming in their own words.Give them some key words and expressions on the blackbo

39、ard.Then let them try to retell the passage.7Homework1Learn the useful new words and expressions in this part by heart.2Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.8Reflection after teaching_ 名师资料总结-精品资料欢迎下载-名师精心整理-第 6 页，共 6 页 -