人教版高中英语选修6《Unit 4 Global warming》教案【一】
教学准备
教学目标
Teaching Aims:
In this class Ss will be able to
① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.
② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.
③ become aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.
④ Summarize the points according to their understanding.
⑤ work together to design a poster by using the suggestions in the article.
教学重难点
Teaching Difficulties:
Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.
教学过程
Teaching Procedure:
Step1. Lead-in (individual & collective work)
1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:
① What kinds of disasters have you seen in the film?
② Can you guess how they came about (happen)?
2. introduce the topic: global warming. And then have a further question:
①What other disaster will be caused by global warming?
【Designing Purpose】
To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.
Step2. While Reading (Individual work)
Skimming: Go through the first letter to f ind:
① who is the writer?
② what are his two concerns?
Scanning: Read the second letter and answer the following questions:
① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?
② what are Earth Care’s suggestions?
③ Can we carry those suggestions out? Why?
【Designing Purpose】
To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.
Step3. Post reading (Pair work)
1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.
Suggested ways:
1) Use less hot water 7)Change a light bulb 8)Try car sharing
2) Take a shower instead of a bath
3) Buy fresh food instead of frozen
4) Buy things that are actually in season
5) Eat less high fat food like KFC and Macdonald
6) Clean filters(过滤 器) on your air conditioner.
【Designing Purpose】
To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.
Step4. learn what is a poster (collective work)
Know what is a poster by giving a simple sample and try to get the structure.
【Designing Purpose】
To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.
Step5. Prepare the poster (individual & group work)
1. Decide our content s:
①Choose and decide five most important suggestions. (individual work)
②Write them down on your paper and try to make them persuasive by using imperative
sentences. (individual work)
③Compare your list with your group members and decide five for your poster. (group
work)
2. Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.
【Designing Purpose】
This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.
Step6. produce &show time (group work)
With the heading, slogan and ways, students will not find it difficult to make a poster. What they
Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.
【Designing Purpose】
Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believe that individuals can really make a difference.
课后习题
Homework：
Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.
板书
板书设计：tsunami/ flood/
More suggestions: make full use of paper/ use both sides of paper
reuse water
limit the time of using private cars
send emails instead of cards
use less hot water
always take a shopping bag with you
drive a bicycle but not e-bicycle
人教版高中英语选修6《Unit 4 Global warming》教案【二】
教学准备
教学目标
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run out
b. 交际用语
Expressing agreement and disagreement
Yes, I agree with you.
Yes, I think so.
I believe that you’ve got it right.
I don’t think so.
I don’t think that’s right.
I’m afraid you are wrong.
2. Ability goals 能力目标
Enable the students to talk about different sources of energy and express their own ideas.
3. Learning ability goals 学能目标
Help the students learn how to give their ideas about the use of energy.
教学重难点
Teaching important points 教学重点
Enable the students to express agreement and disagreement.
Teaching difficult points 教学难点
Enable the students to learn how to express agreement and disagreement.
教学过程
Step ⅠRevision
T: Good morning, everyone.
Ss: Good morning, teacher.
T: Sit down, please. Before class, I’ll 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 mistakes and then correct them.
Step ⅡWarming up
T: As we all know, we depen d 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 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 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: It’s true. In fact, not only planes but also cars, ships and trains run on energy.
T: Well done. All that you’ve just said is right. So it seems that energy plays 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: Who’d like to tell us your answers?
Sg: Wind power.
Sh: Coal power.
T: Right. Is there any difference between them?
Si: Yes. Wind will never run out while coal is a limited source.
T: It’s 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. Please 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 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:
Step Ⅲ Listening and Discussing
T: Fromwhat we’ve 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 resulting in an increase in carbon dioxide.That is how the global warming comes about.
Sb: Andmeanwhile it pollutes the environment.
T: It’strue. Many people have realized the problem. Next we’ll do some listeningpractice on this topic. Let’s see what other people think of this issue.
Thestudents are asked to read the questions quickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.
T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.
Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play the tapeagain, train the students’ ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.
Severalminutes later.
T：Have you finished the exercises?
Ss: Yes.
T: OK,let’s check your answers.
Explainsome difficult points if necessary.
T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.
课后习题
Homework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.