高中英语导学案与练习选修六Unit4 Global warming Period 1 -

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Unit 4 Global 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 话题 [来源学科网]课程标准要求掌握的内容 Global warming，pollution and the importance of protecting the earth tend[来源学科网] v.趋向；易于；照顾 v.反对；反抗；与(某人)较量 v.陈述；说明 v.看一下；扫视 n．一瞥 n.量；数量 n.种类；范围 n. 趋向；趋势 n.环境；情况 adj.反对的，对立的 adj. 平稳的；持续的 adj.分布广的；普遍的 adj.平均的 v.同意；捐赠；订阅 v.拥护；提倡；主张 v. 使恢复；使振作 n.图表；坐标图；曲线图 n.现象 n.燃料 n.资料；数据 n.趋势；倾向 catastrophe flood consequence existence commitment pollution growth motor can microwave educator contribution disagreement random mild outer electrical casual nuclear per keep on 继续 n.大灾难；浩劫 n.洪水；水灾 n.结果；后果；影响 n.生存；存在 n.承诺；交托；信奉 n.污染；弄脏 n.增长；生长 n.发动机 n.容器；罐头 n.微波炉；微波 n.教育工作者；教育家 n.贡献 n.显示；演出 n.分歧；不一致 adj.胡乱的；任意的 adj.温和的；温柔的；淡的 adj.外部的 adj.电的；与电有关的 adj.随便的；偶然的 adj.核的；核能的 prep.每；每一 [来源学科网]oppose state glance quantity range tendency circumstance opposed steady widespread average consume subscribe advocate refresh graph phenomenon fuel data trend [来源学_科_网Z_X_X_K] [来源学科网ZXXK] 词 汇 v.消费；消耗；耗尽；吃完 presentation come about 发生；造成 subscribe to 同意；赞成；订购 on the whole 大体上；基本上 英语精品

quantities of 大量的 go up 上升；增长；升起 result in 导致 be opposed to 反对 even if 即使 句 型 on behalf of 代表??一方；作为??的代言人 put up with 忍受；容忍 so long as 只要 and so on 等等 greenhouse effect 温室效应 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 effect”，the earth would_be about thirty－three degrees Celsius cooler than it is.(the subjunctive mood) 1.同意与不同意(Agreement and disagreement) Exactly.You're right. I agree. That's correct/true/right. I'm afraid I disagree with you. I'm afraid not. I don't think so. No way. I don't agree. I doubt... 2．责备与抱怨(Blame and complaint) I'm sorry to bring this up，but... I'm sorry to have to say this，but... They shouldn't have done it. They are to blame. Perhaps/Maybe they should/ought to... Why don't you do something about it？ “it”的用法(the use of “it”)(2) ...it_is human activity that has caused this global warming... 1.Get students to know about global warming and its effect；to realize what we can do about global warming. 2．Have 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 complaint. 4．Let students learn the new grammar item：the use of “it”(2)． 5．Develop students' listening，speaking，reading and writing ability. 1.Enable students to master the use of “it”(2)． 2．Let students learn to write a short passage to tell others how to solve the problem of global warming. 3．Develop students' integrative skills. Periods needed：6 Period 1 Warming Up，Pre－reading，Reading and Comprehending Period 2 Language Study Period 3 Grammar—the Use of “It”(2) Period 4 Listening and Speaking Period 5 Reading and Writing Period 6 Summing Up，Learning Tip and Assessment 功 能 语法 教 学 重 点 教学难点 课时安排 英语精品

Period 1 Warming 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.

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