人教版選修六Unit 4 Global warming

1、Unit 4 Global warming. 單元教學(xué)目標(biāo)技能目標(biāo)Skill GoalsTalk about global warming, pollution and the importance of protecting the earthPractise expressing agreement, disagreement, blame and complaintHow to use“it” for emphasis in a sentenceWrite an essay on environmental problems. 目標(biāo)語(yǔ)言功 能 句 式Expressing agreemen

2、t, disagreement, blame and complaintYes, I agree with you.Yes, I think so.I believe that youve got it right.I dont think so.I dont think thats right.Im afraid you are wrong.Im sorry to bring this up, but . Im sorry to have to say this, but .They shouldnt have done it.They are to blame.Why dont you d

3、o something about it?Perhaps they should / ought to do .詞 匯1 四會(huì)詞匯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, disagre

4、ement, title2 認(rèn)讀詞匯renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane, Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative3 詞組compare to, come about, quantities

5、 of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on4. 重點(diǎn)詞匯data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence語(yǔ)法“It” used for emphasisIt is human activity that has caused this global warming.重點(diǎn)句子1. There

6、 is no doubt that the earth is becoming warmer. P262. Without thegreenhouse effect, the earth would be about thirty-three degrees Celsius cooler than it is. P263. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P264. Together

7、, individuals can make a difference. P305. It takes a lot of energy to make things from new materials. P306. Remember your contribution counts. P30. 教材分析與教材重組1. 教材分析本單元以Global warming 為主線，旨在通過(guò)單元教學(xué)使學(xué)生經(jīng)過(guò)思考、學(xué)習(xí)，認(rèn)識(shí)到全球變暖的起因和它所帶來(lái)的種種后果。同時(shí)鼓勵(lì)學(xué)生進(jìn)一步闡述地球所面臨的其它嚴(yán)重問(wèn)題，激發(fā)學(xué)生的環(huán)保意識(shí)。引導(dǎo)學(xué)生運(yùn)用所學(xué)語(yǔ)言、句式表達(dá)自己對(duì)這些現(xiàn)象的看法，培養(yǎng)他們?yōu)樽约旱挠^點(diǎn)辯論

8、的能力，并能運(yùn)用所學(xué)知識(shí)寫一篇有關(guān)環(huán)境問(wèn)題的論文。1.1 Warming Up通過(guò)直觀的圖片，使學(xué)生對(duì)能源的用途和種類有一個(gè)基本的了解。讓學(xué)生對(duì)當(dāng)今人們開發(fā)和使用能源以及隨之而來(lái)的種種影響有更深一步的思考和認(rèn)識(shí)，從而為本單元主題Global warming 作了很好的鋪墊。1.2 Pre-reading是Reading的熱身活動(dòng)。通過(guò)組織學(xué)生對(duì)這些問(wèn)題的討論、回答，激活他們頭腦中相關(guān)的內(nèi)容模式，為下一步閱讀做好準(zhǔn)備。由于Global warming 是當(dāng)今世界的一個(gè)熱門話題，學(xué)生已從多種渠道對(duì)此有了很多的了解，因此教師可以在安排預(yù)習(xí)作業(yè)時(shí)讓學(xué)生分組做 a project on global w

9、arming , 這樣既符合了新課程的要求體現(xiàn)學(xué)生的主體地位，激發(fā)學(xué)生自主學(xué)習(xí)的熱情，又能得到很好的教學(xué)效果。1.3 Reading是一篇從雜志節(jié)選的文章。它講述了全球加速變暖的原因人為溫室效應(yīng)，后果以及人們對(duì)此的不同觀點(diǎn)。要求學(xué)生在理解文章大意的同時(shí)注意它的寫作技巧：提出問(wèn)題分析現(xiàn)象闡述各方面的不同觀點(diǎn)以疑問(wèn)句作為總結(jié)引發(fā)讀者深思，自行做出判斷。這為Comprehending 中Exercise 3的分組辯論活動(dòng)留出了很大的空間，埋下了很好的伏筆。1.4 Comprehending 包含了三大部分。前兩個(gè)部分中設(shè)計(jì)了諸多細(xì)節(jié)性的問(wèn)題，旨在檢測(cè)學(xué)生定位、理解細(xì)節(jié)及對(duì)文章大意的總結(jié)歸納的能力。最

10、后一項(xiàng)要求學(xué)生在讀完整篇文章后，仔細(xì)思考并樹立自己的觀點(diǎn)：“We should do nothing about global warming”還是“We should do something to decrease the speed of global warming”，并利用所學(xué)知識(shí)進(jìn)行分組辯論。此項(xiàng)活動(dòng)旨在激發(fā)學(xué)生的學(xué)習(xí)熱情并體現(xiàn)學(xué)生在課堂中的主體位置。1.5 Learning about Language 分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了兩項(xiàng)練習(xí)，一項(xiàng)是具有一定情境的10個(gè)句子，引導(dǎo)學(xué)生加深對(duì)新詞匯的理解和記憶。語(yǔ)法部分主要是通過(guò)練習(xí)加強(qiáng)學(xué)生對(duì)強(qiáng)調(diào)句式的掌握并能真正體會(huì)強(qiáng)調(diào)句的作

11、用。1.6 Using Language 部分設(shè)計(jì)了包括聽、讀、寫的活動(dòng)。Reading and writing 是Reading的一個(gè)延伸。通過(guò)讀者和雜志社之間的兩封信件，學(xué)生可以更多地了解如何控制全球變暖。同時(shí)通過(guò)課后練習(xí)可以讓學(xué)生更多地聯(lián)系自己的生活習(xí)慣，樹立從自身做起倡導(dǎo)環(huán)保的觀念。其中課后練習(xí)make a poster 更是激發(fā)了學(xué)生自主學(xué)習(xí)的興趣，而且很有實(shí)用性可將所做的環(huán)保內(nèi)容的海報(bào)貼在校園或社區(qū)中，將課堂的抽象知識(shí)變?yōu)榱松鐣?huì)實(shí)踐，實(shí)現(xiàn)了真正意義上的學(xué)以致用。Listening and speaking 部分是關(guān)于能源使用的一篇電臺(tái)采訪。要求學(xué)生在理解大意和主要細(xì)節(jié)的基礎(chǔ)上回答聽

12、力練習(xí)中的幾大問(wèn)題，提高學(xué)生的聽力水平。2. 教材重組2.1 將Warming Up與Listening and speaking 整合在一起，設(shè)計(jì)為一節(jié)聽說(shuō)課。2.2 將Pre-reading, Reading和Comprehending 整合在一起，設(shè)計(jì)為一節(jié)閱讀課。2.3 將Using Language中的Reading and writing 設(shè)計(jì)為一節(jié)泛讀課。2.4 將Learning about Language 與Workbook 中的USING WORDS AND EXPRESSIONS和USING STRUCTURES 整合在一起，設(shè)計(jì)為一節(jié)語(yǔ)言學(xué)習(xí)課。2.5 將Workbo

13、ok 中的LISTENING，TALKING， LISTENING TASK 和SPEAKING TASK 整合在一起，上一節(jié)聽、說(shuō)練習(xí)課。2.6 將Workbook 中的READING TASK 和WRITING TASK 整合在一起，設(shè)計(jì)為一節(jié)寫作課。3. 課型設(shè)計(jì)與課時(shí)分配1st PeriodSpeaking and Listening2nd PeriodReading3rd PeriodExtensive Reading4th PeriodLanguage Study5th PeriodDrills6th PeriodWriting. 分課時(shí)教案 The First Period Sp

14、eaking and ListeningTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run outb. 交際用語(yǔ)Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that youve got it right.I dont think so.I dont think thats

15、right.Im afraid you are wrong.2. Ability goals 能力目標(biāo)Enable the students to talk about different sources of energy and express their own ideas.3. Learning ability goals 學(xué)能目標(biāo)Help the students learn how to give their ideas about the use of energy.Teaching important points 教學(xué)重點(diǎn)Enable the students to expr

16、ess agreement and disagreement.Teaching difficult points 教學(xué)難點(diǎn)Enable the students to learn how to express agreement and disagreement.Teaching methods 教學(xué)方法Brainstorming, listening and group work.Teaching aids 教具準(zhǔn)備A tape recorder and a computer.Teaching procedures & ways 教學(xué)過(guò)程與方式Step RevisionT: Good mor

17、ning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, Ill check your homework first. Mary, would you read your homework to us?Check the students homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the

18、mistakes and then correct them.Step Warming upT: As we all know, we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains

19、us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.Se: Today energy also helps

20、people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.Sf: Its true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that youve just said is right. So it seems that energy plays

21、a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Whod like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any

22、difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: Its true. As we know, an energy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Pl

23、ease think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.The teacher should also

24、collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.Sample answers:RenewableNon-renewableWind powerCo

25、alSolar powerNatural gas and oilHydroelectric powerNuclear powerStep Listening and Discussing T: From what weve just talked about, it is clear that energy does a lot of good to us. But every coin has two sides. Is there any negative effect of using energy?Sa: Yes. People use too much energy which is

26、 resulting in an increase in carbon dioxide. That is how the global warming comes about.Sb: And meanwhile it pollutes the environment.T: Its true. Many people have realized the problem. Next well do some listening practice on this topic. Lets see what other people think of this issue. The students a

27、re asked to read the questions quickly to find out the listening points first. Then listen to the tape twice and give the correct answers.T: Now please turn to page 31. Lets do listening. Before you listen to the tape, please read fast the statements in Exercise 1 to find out the listening points. P

28、ay much attention to the key points while listening.Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to finish Exercise 1. Play the tape again, train the students ability to spot specific information and understand the im

29、plication in the dialogue. The students listen and finish Exercise 2.Several minutes later.T：Have you finished the exercises?Ss: Yes.T: OK, lets check your answers. Explain some difficult points if necessary.T: Now read what Professor Chen and Li Bin say. Work in groups. Discuss who you agree with a

30、nd give reasons. Use some of the phrases listed in Exercise 2 or any others you know.Step Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.The Second Period ReadingTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)compare, phenomenon, graph, fuel, trap,

31、data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重點(diǎn)句式There is no doubt that the earth is becoming warmer. P26Without thegreenhouse effect, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also ag

32、ree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目標(biāo)Enable the students to talk about the causes and effects of global warming.3. Learning ability goals 學(xué)能目標(biāo)Help the students learn how to talk about the causes and eff

33、ects of global warming and express ideas about what people should do about it.Teaching important points教學(xué)重點(diǎn)Help the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult points 教學(xué)難點(diǎn)Enable the students to learn the writing skills of the text and ge

34、t a better understanding of articles of this kind.Teaching methods 教學(xué)方法Listening, reading and group work.Teaching aids 教具準(zhǔn)備 A recorder and a computer.Teaching procedures & ways 教學(xué)過(guò)程與方式Step RevisionCheck the homework.Review the useful expressions about agreement and disagreement.Show the students som

35、e pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.Step Pre-readingShow a picture of greenhouse on the

36、 screen.T: Now look at the picture. What is it in the picture?S: A greenhouse.T: Right .Who can tell me what it is used for?Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather.T: Yes, you are right. And how does it work?Sb: The air inside is warm because

37、the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.T: Exactly. Thank you. But today we are not going to talk about greenhouse, well talk about greenhouse gases. Have you heard about this before?Sc:

38、 I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.T: Thats correct. Then what do you think greenhouse gases do?Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.T: Yes

39、. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? Whatre your opinions? Next well read an article “THE EARTH IS BECOMING WARMER BUT DOES IT MATTE

40、R?”Step While-readingGet the students to read the passage fast and meanwhile help the students form a good habit of reading.T: What do you think will be talked about at the sight of the title “THE EARTH IS BECOMING WARMER BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of t

41、he whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part.After a few minutes.T: How many parts can this text be divided into?T: Any different ideas? OK. Now lets finish the form on the

42、screen.Show the form on the screen and let the students complete the form.Main ideas of each partWriting techniquesStep ComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.T: Now lets listen to the tape. While listening, pay more attenti

43、on to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.Step Debate Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare

44、 it. T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.Put the following instructions on the screen. Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to

45、disagree with the statement (Group B). 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.T: We dont have time to do it in class. Please finish it after class. Try to c

46、ollect as much information as possible on the Internet and share it with the others in class. Next class Ill get some groups to act out your debates. Step Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Preview Using Language WHAT CAN WE

47、DO ABOUT GLOBAL WARMING？The Third Period Extensive ReadingTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so on b. 重點(diǎn)句式 P30Together, individua

48、ls can make a difference.It takes a lot of energy to make things from new materialsRemember your contribution counts.2. Ability goals 能力目標(biāo)Get the students to realize what individuals can do about global warming.3. Learning ability goals 學(xué)能目標(biāo)Learn what to do in daily life to reduce the carbon dioxide

49、 content in the air.Teaching important points 教學(xué)重點(diǎn)Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.Teaching difficult points 教學(xué)難點(diǎn)Enable the students to learn how to make a poster.Teaching methods 教學(xué)方法Listening, skimming and group work.Teaching aids

50、 教具準(zhǔn)備A recorder and a computer.Teaching procedures & ways 教學(xué)過(guò)程與方式StepRevisionCheck the students homework to see whether they have mastered what they learnt last class.Check their group work debate. T: Have you finished your homework prepare a debate in groups?Ss: Yes.T: Which groups would like to co

51、me to the front and act out your debates? Choose one as your representative.Ask a representative in each group to state their groups opinion.A sample debate: (A=Group A; B=Group B)A: We think people should do something about global warming. Because it could have many negative effects on the earth. W

52、ith temperature increasing, the polar ice caps eventually would melt, causing sea levels to rise by several meters. Coastal and low-lying cities would be submerged. Some scientists predict severe storms, droughts, famines, the spread of diseases and the destruction of species. Dont you think these a

53、re terrible? So dont hesitate to take action to reduce the carbon dioxide content in the air. Only in this way will we be able to save the earth and save ourselves.B: We dont think so. Some scientists concerns about global warming are just speculation. I want to remind everyone to pay attention to w

54、hat Group A has just said. You said a lot of “could” and “would”, which obviously indicates that you are not sure about the bad effects you just mentioned. In our opinion, global warming will be mild with few bad environmental consequences. Whats more, more carbon dioxide is actually a positive thin

55、g. It will make plants grow faster; crops will produce more; it will make a greater range of animals, all of which will make life for humans better. So theres no need for us to reduce the carbon dioxide.A: It is true that no one knows exactly what the effects of global warming will be. But dont you

56、think it will be too late for us to take action after the bad effects come out? Hope for the best and prepare for the worst.B: .Step Lead-inT: Group A did a good job and showed us the importance of reducing the amount of carbon dioxide in the air. But what shall we do in our daily life?Sa: Save ener

57、gy. For example, if we are not using the lights, the TV, the computer and so on, turnthem off.Sb: Cars use a lot of energy, so wed better walk or ride a bike. Sc: Buy things made from recycled materials because it takes a lot of energy to make things from new materials.T: Right. Youve done a good job. Next open your books and turn to page 30. Today well read two letters and learn what we can do about global warming.Step Listening and ReadingGet the students to read