人教版高二英语选修6课件 Unit 4 Global warming 教案.docx

人教版高二英语选修6课件 Unit 4 Global warming 教案.docx

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人教版高二英语选修6课件Unit4Globalwarming教案

Warmingup

Teachingaims:

1.Tolookandlistsourcesofenergy.

2.Totalkaboutgreenhouseandgreenhousegases.

Teachingprocedures:

Step1.Warmingup

1.Letstudentslookatthepicturesandtalkaboutwhatweuseenergyfor.

Thissectiontakesalookattheroleofenergyinourlives,thesourcesandformsofthisenergy.

2.Whatarethesourcesofthisenergyandwhetherthesourcesarerenewableornon-renewable?

3.Letstudentsfindoutnon-renewablesourcesandrenewablesources.

Non-renewablesources

•Oil

•Sun

•Water

•Plantwaste

•Hotsprings

•Thesea

Renewablesources

•Wind

•Coal

•Naturalgas

•Uranium

•Fossilfuels

Reading

Pre-reading

1.Questioningandanswering

Askstudentssomethingaboutagreenhouse.Whatisit?

Whatisitfor?

CouldyoutelltheclassinEnglishwhatyouknowaboutagreenhouse?

Agreenhouseisbuiltofglasstobeusedforgrowingplants.Theairinsidethegreenhouseiswarmbecausetheglassletsinthesunandkeepsitfromrunningaway.Sotheairinsideiswarmandisgoodforgrowingplantsthroughoutthecoldseasons.

2.Introducesstudentstothetopicofthereadingpassageandtheterm“greenhousegases”.

3.Doexercises

⑴Whatisthebuildingmadeofandwhatitspurpose?

⑵What’sgreenhouseeffect?

Teachingaims:

1.Toreadthetext“Theearthisbecomingwarmer—butdoesitmatter”andunderstandwhatitsays.

2.Tomakestudentsfindoutsomeusefulwordsandexpressions.

Teachingprocedures:

Step1.Readthetext（Page26）

Answerthefollowingquestions.

1whatisthepurposeofthefirstparagraph?

Tointroducethetopic.

2whatarethediagramsfor?

Toillustratepointsbyprovidingevidence.

3whatisthepurposeofthelastparagraphofthearticle?

Toreflectonthemajorthemeofthetextandtopredictwhatmighthappeninthefuture.

Step2.Readagainformoredetails

Tounderstandthemainideaofthetext,wearegoingtoreaditonceagain.Writedownthekeysentenceofeachparagraphatthesametime.

Keysentenceofeachparagraph:

1.Adebateoverwhetheritishumanactivitythathascausedtheglobalwarmingorwhetheritisjustanaturalphenomenon.

2.Manyscientistsbelievepeoplehavecausedtheincreaseintheearth’stemperature.

3.Theincreasedextraamountofcarbondioxidetrapsmoreheatenergycausingtheglobaltemperaturetogoup.

4.Thelevelsofcarbondioxidehaveincreasedgreatlyoverthelast100to150years.

5.Therearesomedifferentattitudestowardsthecausesofthisincreaseincarbondioxide.

6.Overthenext100yearstheamountofwarmingcouldbeaslowas1to1.5degreesCelsiusbutitcouldbeasmuchas5degreesCelsius.

7.Anincreaseoffivedegreeswouldbeacatastrophe.

8.Futurewarmingwouldcausethesealeveltorisebyseveralmeters.

9.Somepredictanywarmingwillbemildwithfewbadenvironmentalconsequences.

10.Morecarbondioxideisapositivething.

11.Nooneknowswhattheeffectsofglobalwarmingwillbe.

Step3.Listentothetapeandthenfindoutsomeusefulwordsandexpressions.

Learningaboutlanguage

Teachingaims:

1.Todiscoverusefulwordsandexpressions

2.Tolearntograsptheuseof“it”

3.Todiscoverusefulstructures

Teachingprocedures:

Step1.Discoveringusefulwordsandexpressions

Firstsummarizetheinformationinthetext.Thiscouldbedoneasawholeclassexercisewiththeteacherprovingguidance,asagroupactivityorinpairs,dependingontheabilityofthestudents.Thendoexercises.

Discoveringusefulwordsandexpressions（Page28）

1Gooverthenewwordsandphrasesintheprevioussections.Thencompleteeachsentencewithoneofthosenewwordsorphrases.

2Lookatthetwographsonpage26.Thencompletetheparagraphsaboutthemwithappropriatewords.

Step2.Discoveringusefulstructures

1.Thereadingpassagecontainsexamplesoftheuseoftheemphatic“it”.Theemphatic“it”iswhenthewriterwantstoputextraemphasisorimportanceonacertainpartofthesentence.

Grammar:

theuseof“It”

Itis（was）+被强调部分+that（who）+句子的其余部分

MrLinteachesusEnglishnow.→

（1）ItisMrLinwhoteachesusEnglishnow.

（2）ItisEnglishthatMrLinteachesusnow.

（3）ItisnowthatMrLinteachesusEnglish.

2.RewriteeachsentencewithItis…that…togivemoreemphasistotheunderlinedpart.（Page29）

Languagepoints

Teachingaims:

1.Tolearnmainwordsandexpressionsinthisunit

2.Tousethewordsandexpressionstomakesentences

Teachingprocedures:

Mainwordsandexpressionsinthisunit

1.Thatprobablydoesn’tsoundverymuchtoyouormebutitisarapidincreasecomparedtomostnaturalchanges.

compare…with…拿……和……相比较

Compare…to…拿……和……相比较;把……比做……

Comparedwith/to…把……和……相比较

Mymotheroftencomparemewithsomeofmyfriends.

Shakespeareoftencomparedlifetostage.

2.Sohowhasthiscomeaboutanddoesitmatter?

comeabout:

happen发生;造成

Canyoutellmehowtheaccidentcameabout?

I’llneverunderstandhowitcameupthatyouwereanhourlateonsuchashortjourney?

Comeacross:

偶然遇到;发现

Comealong:

到达;出现/进步

Comeon:

快点

Comeout:

出现;出版;花儿开放

Cometo:

共计达到;苏醒

Comeupwith:

赶上;提出

3.Theyalsobelieveitistheburningofmoreandmorefossilfuelsthatisresultinginthisincreaseincarbondioxide.

resultin产生;导致（主语为起因）

resultfrom因……而发生（主语为结果）

Theaccidentresultedfromthedriver’scarelessness,whichresultedinthedeathoftwopassengers.

事故的起因是司机的粗心造成的，这个事故造成了两个乘客死亡。

4.Thereisnodoubtthattheearthisbecomingwarmerbutthereis…

doubt作及物动词的用法:

1）后接名词,代词或V-ing形式.

I’veneverdoubtedhiscoming.

2）用于否定句或疑问句,后接that引导的宾语从句.

Idon’tdoubtthathewillcomehere.

3）用于肯定句,后接that引导的从句.表示“不相信”,（don’tbelieve/think）

Idoubtthatshewillcomehere.

doubt后常接同位语从句。

还有下列一些固定句式也是一样。

Thereisnodoubt…

Thereisnoneed…

Thereisnoquestion…

Thereisnoreason…

Thereisnopossibility…

Thereisnohope…

Itisnowonder

5.Theproblembeginswhenweaddhugequantitiesofextracarbondioxidetotheatmospherebyburningfossilfuel.

add…to…给……添加……

addto增加;增添

addup把……加起来

addupto总共是;总计为

6.Theproblembeginswhenweaddhugequantitiesofextracarbondioxidetotheatmospherebyburningfossilfuel.

aquantityof/quantitiesof“许多的,大量的”

既可以修饰可数名词,也可以修饰不可数名词.

aquantityof修饰可数名词复数时,谓语动词用

复数,修饰不可数名词时,谓语动词用单数;

quantitiesof修饰不可数名词和可数名词时,谓语动词都用复数.

Asaresultofdestroyingtheforests,alargequantityofdeserthascoveredtheland.

7．SometimesIfeelthatindividualscannothaveanyeffectonsuchhugeenvironmentalproblems.

有时候我觉得,象这样一个巨大的环境问题,个人是起不了什么作用。

haveaneffecton/upon对……有影响;对……起作用

Hermother’ssuddendeathhadabig/greateffectonher.她妈妈的死对她影响很大。

Yourwordandactionshadnoeffectonhim.你的话和行动对她没起作用。

8.Greenhousegasescontinuetobuildupintheatmosphere.

buildup逐渐增加；增大；增进（健康）；吹捧

Manyalargeandimportantbusinesshasbeenbuiltupfromsmallbeginnings.

Theirpressureontheenemyisbuildingup.

Themoviecompanyspentmuchmoneybuildingupitsnewpicture.

9.Together,individualscanmakeadifference.

makea/no/some/much…differenceto/insb/sth.

有（没，一些，很大）影响，起作用

1）Theraindidn’tmakemuchdifferencetothegame.

2）Yourageshouldn'tmakeanydifferencetowhetheryougetthejobornot.

3）Changingschoolsmadeabigdifferencetomylife.

4）—Shallwegoat6:

00or7:

00?

—Itmakesnodifferencetome.

Usinglanguage

Teachingaims:

1.Toreadanddiscussaboutglobalwarming

2.Tolistenanddiscuss

3．Towriteaposter

Teachingprocedures:

Step1.Readinganddiscussing（Page30）

WhatCanWeDoAboutGlobalWarming?

1.Readthetwolettersandmakealistofwhatcananindividualdotopreventglobalwarming.

⑴Ifyouarenotusinganelectricalappliance,turnitoff!

⑵Putonmoreclothesinsteadofturninguptheheat.

⑶Walkorrideabikeifyoucan.

⑷Buythingsmadefromrecycledmaterials.

⑸Buyproductsthataremadetosaveenergy.

⑹Planttrees

2.Readthetwoletters.ListEarthCare’ssuggestionsandthendiscuss.（Page30）

⑴Turnelectricalappliancesoffwhennotusingthem.

⑵Don’tturnuptheheat,putonmoreclothes.

⑶Walkorrideabike,don’tdrive.

⑷Recycle.

⑸Buythingsmadefromrecycledmaterials.

⑹Buyproductsthatuselessenergy

⑺Planttrees.

⑻Talkwithfamilyandfriendsaboutglobalwarming.

Step2.Writing（Page31）

1.Now,inpairs,makeaposterforyourschoolthattellsstudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.

Samplewritingforaposter:

Fightglobalwarming

cutdownonenergy,cutdownoncarbondioxide

⑴Notusingit?

…Turnitoff.

⑵Don’tturntheheatup,putonajacket.

⑶Walkorrideabike.

⑷Recycle.

⑸Buyproductsmadefromrecycledmaterials.

⑹Buyenergy-savingproducts.

⑺Planttrees.

⑻Talkaboutglobalwarming.

Step3.Listeninganddiscussing（Page31）

1.ListenanddecidewhichstatementProfessorChendoesNOTagreewith.

⑴We’llhavetostopusingfossilfuels.

⑵About90%oftheworld’senergycomesfromfossilfuels.

⑶Wecanreplacefossilfuelswithrenewablesourcesofenergy.

⑷Nuclearpowerisagoodsourceofenergy.

⑸Inthefuture,we’llneednewtechnologiestoreplacefossilfuels.

⑹It’sthedevelopedcountrieswhoaretoblameforproducingmostofthecarbondioxide.

2.ListenagainandtickthephrasesthatProfessorChenusestoagreeordisagreewithLiBin.

ExactlyI’mafraidIdisagreewithyou.

That’strue.I’mafraidnot.

That’sright.Idon’tthinkso.

That’scorrect.Noway.

Iagree.Idon’tagree.

3.ReadwhatProfessorChenandLiBinsay.Theningroups,discusswhoyouagreewithandgivereasons.UsesomeofthephraseslistedinExercise2oranyothersyouknow.（Page31）