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高中英语新课标(人教版)选修六优秀教案 {Unit4 Global warming Period 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。

Period 1Warming Up，Pre－reading，

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' 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 and prepares students for the whole unit.

Pre－reading 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 an 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 earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000”and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists 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 skills

1．To know the meanings of the 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；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)

2．To learn about some facts and views about global warming.

3．To learn how the information is organized.

4．To develop the students' reading ability by skimming and scanning the passage.

5．To develop the students' speaking ability by talking about global warming.

Process and methods

1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.

2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.

3．While 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 encouraged 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 value

1．To make students realize the harm of global warming and the importance of environmental protection.

2．To develop students' sense of cooperative learning.

教学重、难点

1．To enable the students to learn about global warming and to develop their reading ability.

2．To enable the students to talk about what we should do to prevent global warming.

教学过程

Step 1Warming up

1．Warming up by reading 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 non －renewable.

Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.

2．Warming up by discussion：

Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.

1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.

Suggested answer：It's made of glass and plants can grow in it when it's 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.

2．Ask students what they think “greenhouse gases”are and what they think greenhouse gases do.Look at the picture above and 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.)

Step 3Reading and comprehending

1．Fast reading

Ask students to read the passage 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 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 don't agree with each other.

2．Detailed reading

(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．

①Janice Foster believes that global warming is caused by the burning fossil fuels.()

②Natural gas is a greenhouse gas.()

③Carbon dioxide is a byproduct of burning fossil fuels.()

④People accept Charles Keeling's data because he took accurate measurements.()

⑤Flooding could be one of the effects of future global warming.()

⑥George Hambley believes scientists are just guessing about the effects of global warming.()

⑦George Hambley is worried about the effects of carbon dioxide on plant growth.()

⑧It is clear what the effects of global warming will be.()

(Suggested answers：TFTTTTFF)

3．Structure analyzing

Ask students to read the text carefully and try to find out how many parts they can divide the

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单词 1．relative n．[C]亲属，亲戚adj.相关的；比较的，相对的归纳拓展 (1)relative pronoun关系代词 relative to...与……有关的，关于或涉及……的relatively adv.相对地；比较地 relatively speaking相对来说 relativity n．相对论 (2)relate vt.&vi.(有)关联；关系；讲述，叙述 relate sth.to sb.向某人叙述/讲某事 be relate sth.to/with sth.将某事物与另一事物相联系relate to sb./sth.与某人/某事物有关，涉及某人/某事物(3)related adj.有关的；有关联的 be related to与某人/某物有关联 relation n．亲戚；亲属；关系 in relation to有关，关于，涉及例句：I've also got some time to visit some relatives. 我也还有一点儿时间去看望亲戚。 The report relates high wages to/with labour shortages. 该报告把高工资与劳动力短缺联系在一起。Relatively speaking，it’s not important. 相对而言，这并不重要。 I have a lot to say in relation to that affair. 关于那件事，我有好多话要说。【链接训练】 When we say a body is at rest，we mean only its position is relative ________ something fixed. A．with B．to C．at D．on 【解析】句意为：当我们说某一物体处于静止状态时，我们仅仅是指它的位置与某个固定物相对不变。be relative to是固定用法，意为“与……相对的”。【答案】 B 2．combine vt.(使)结合，(使)联合；(使)化合归纳拓展 (1)combine...with/and...将……与……结合在一起combine against为反对……而联合 combine to do sth.联合起来干某事；合起来促成某事be combined in化合成 be combined with与……相结合 (2)combination n．联合；化合 in combination (with)(与……)联合起来；在联合中(3)combined adj.联合的，共同的 combined effect/effects共同作用(效果) 例句：Circumstances have combined to ruin our plans for a holiday. 各种情况凑在一起破坏了我们的假日计划。 It’s no easy task combining family resp onsibilities and a fulltime job! 在尽到家庭责任的同时又要从事全职工作，这可不是件容易的事！ Theory should be combined with practice. 理论应与实践相结合。同类辨析 join，combine，connect与unite (1)join结合；连接，泛指任何事物的直接连接，连接的程度可紧可松，含“还能够分离”之意。 (2)combine合并；结合，指把两个或两个以上的人或事物合在一起，含有为了一个共同的目的，或结合后仍不改变或失去其本性之意。 (3)connect结合；连接，通过某种媒介物把各种事物连接起来，语意较combine和unite弱。 (4)unite合一；混合，指紧密的结合，使之成为一个整体，含极难分开之意。【链接训练】 If your knowledge can be in some way ________ with my experience，we are sure to succeed. A．joined B．united C．connected D．combined 【解析】combine “结合，联合”，常指两个或多个非物质事物相互融合。combine your knowledge with my experience意为“把你的知识与我的经验结合起来”。【答案】 D 3．ambition n．野心；雄心；企图；志气，抱负归纳拓展 (1)ambition ?? ? ??to be/do sth. of being/doing sth. ……的目标/夙愿be full of ambition野心勃勃 achieve/realize one's ambition(s)达到目标/实现抱负 (2)ambitious adj.志向远大的；有雄心壮志的；渴望的；有野心的 be ambitious ? ? ? ? ?to do热望，极想做…… for(power，social position)...极欲得到……；获得(权力、社会地位等)…… 例句：She was intelligent but suffered from a lack of ambition.她很聪明，但缺乏远大志向。 She never achieves her ambition of becoming a famous pilot.她一直未能实现当一个著名飞行员的夙愿。 He is ambitious to serve the people from now on. 从现在开始他一心想为人民服务。【链接训练】 1

外研版高中英语选修六Module4Music单元练测

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U4(选修六) on/ upon+ n 依靠,依赖, 确(坚)信 You can't depend on your parents forever. depend on/upon+sb.+to do 指望某人做…… You can't depend on him to come on time. depend on/upon +it +that…. 指望….. You may depend on it that he will come. depend on/upon +wh-从句 Whether you can pass the exam depends on how hard you work. That (all) depends./ it all depends. (口语)视情况而定， I may help you. But that/ it depends. 2.light 1)n. 光,线,灯 2)v.照亮,点燃-----lit(lighted）-----lit(lighted） He lit a match. 他划着了一根火柴。 A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。 The match lights easily. 这火柴容易划着 3)adj . The suitcase is very light.（轻的） There was a light rain falling. （蒙蒙细雨）·heavy rain/rain cats and dogs倾盆大雨He is a light sleeper. 他睡不沉。（易醒的） 3. heat v. / heat up 是某物变热或变暖 heated adj. 热的激烈的 heated debate, heated discussion heatedly adv.愤怒地激昂地 heater加热器发热器 consumer (n.). 1 消耗,花费;耗尽 She consumed most of her time in reading.

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Reading 1 THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?www.2abc8.co During the 20th century the temperature of the earth rose about one degree Fahrenheit. That probably does not seem much to you or me, but it is a rapid increase when compared to other natural changes. So how has this come about and does it matter? Earth Care's Sophie Armstrong explores these questions. There is no doubt that the earth is becoming warmer (see Graph 1) and that it is human activity that has caused this global warming rather than a random but natural phenomenon. All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. Some byproducts of this process are called "greenhouse" gases, the most important one of which is carbon dioxide. Dr Janice Foster explains: "There is a natural phenomenon that scientists call the 'greenhouse effect'. This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth. Without the "greenhouse effect', the earth would be about thirty-three degrees Celsius cooler than it is. So, we need those gases. The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up."www.2abc8.co We know that the levels of carbon dioxide have increased greatly over the last 100 to 150 years. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. He found that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million (see Graph 2). All scientists accept this data. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. So how high will the temperature increase go? Dr Janice Foster says that over the next 100 years the amount of warming could be as low as 1 to 1,5 degrees Celsius, but it could be as high as 5 degrees. However, the attitude of scientists towards this rise is completely different. On the one hand, Dr Foster thinks that the trend which increases the temperature by 5 degrees would be a catastrophe. She says, "We can't predict the climate well enough to know what to expect, but it could be very serious." Others who agree with her think there may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air. They predict that any warming will be mild with few bad environmental consequences. In fact, Hambley states, "More carbon dioxide is actually a positive thing. It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals — all of which will

高中英语新课标(人教版)选修六 优秀教案 {Unit4 Global warming Period 1