2022年高中英語(yǔ) Unit 4 Global Warming教案 新人教版選修6

2022年高中英語(yǔ) Unit 4 Global Warming教案 新人教版選修6 . 1. 教材分析 本單元以Global warming 為主線，旨在通過單元教學(xué)使學(xué)生經(jīng)過思考、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)辯論的能力，并能運(yùn)用所學(xué)知識(shí)寫一篇有關(guān)環(huán)境問題的論文。 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：提出問題——分析現(xiàn)象——闡述各方面的不同觀點(diǎn)——以疑問句作為總結(jié)引發(fā)讀者深思，自行做出判斷。這為prehending 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。 The Second Period Reading Teaching 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) pare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, pare to, e about, fierce debate, result in, build up b. 重點(diǎn)句式 There is no doubt that the earth is being warmer. P26 Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26 They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26 2. 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 effects 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 get 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 puter. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠRevision Check the homework. Review the useful expressions about agreement and disagreement. Show the students some 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 Ⅱ Pre-reading Show a picture of greenhouse on the 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 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, we’ll talk about greenhouse gases. Have you heard about this before? Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor. T: That’s 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. 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? What’re your opinions? Next we’ll read an article “THE EARTH IS BEING WARMER — BUT DOES IT MATTER?” Step Ⅲ While-reading Get 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 BEING WARMER — BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the 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 let’s finish the form on the screen. Show the form on the screen and let the students plete the form. Main ideas of each part Writing techniques Step Ⅳ prehending Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2. T: Now let’s listen to the tape. While listening, pay more attention 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 Ⅴ 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 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 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 don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates. Step Ⅵ Homework 1. Read the passage again and review the new words and expressions. 2. Prepare the debate in groups. 3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING？