高中英语人教版（新课程标准）选修6【全单元教案】Unit 4 Global warming

Unit 4 Global warming
1. 教材分析
本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending包含了三大部分。前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。此项活动旨在激发学生的学习热情并体现学生在课堂中的主体位置。
1.5 Learning about Language 分词汇和语法两部分。词汇部分设计了两项练习，一项是具有一定情境的10个句子，引导学生加深对新词汇的理解和记忆。语法部分主要是通过练习加强学生对强调句式的掌握并能真正体会强调句的作用。
1.6 Using Language 部分设计了包括听、读、写的活动。Reading and writing 是Reading的一个延伸。通过读者和杂志社之间的两封信件，学生可以更多地了解如何控制全球变暖。同时通过课后练习可以让学生更多地联系自己的生活习惯，树立从自身做起倡导环保的观念。其中课后练习make a poster 更是激发了学生自主学习的兴趣，而且很有实用性——可将所做的环保内容的海报贴在校园或社区中，将课堂的抽象知识变为了社会实践，实现了真正意义上的学以致用。Listening and speaking 部分是关于能源使用的一篇电台采访。要求学生在理解大意和主要细节的基础上回答听力练习中的几大问题，提高学生的听力水平。
2. 教材重组
2.1 Warming Up与Listening and speaking 整合在一起，设计为一节听说课。
2.2 Pre-reading, Reading和Comprehending 整合在一起，设计为一节阅读课。
2.3 将Using Language中的Reading and writing 设计为一节泛读课。
2.4 将Learning about Language 与Workbook 中的USING WORDS AND EXPRESSIONS和USING STRUCTURES 整合在一起，设计为一节语言学习课。
2.5 将Workbook 中的LISTENING，TALKING，LISTENING TASK 和SPEAKING TASK 整合在一起，上一节听、说练习课。
2.6 将Workbook 中的READING TASK 和WRITING TASK 整合在一起，设计为一节写作课。
3. 课型设计与课时分配
1st Period Speaking and Listening
2nd Period Reading
3rd Period Extensive Reading
4th Period Language Study
5th Period Drills
6th Period Writing
1.技能目标Skill Goals
1).Talk about global warming, pollution and the importance of protecting the earth
2). Practise expressing agreement, disagreement, blame and complaint
3). How to use“it” for emphasis in a sentence
4). Write an essay on environmental problems
2. 功能句式
Expressing agreement, disagreement, blame and complaint
Yes, I agree with you.
词汇
a． 四会词汇
compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate,
consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title
b． 认读词汇
renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane,Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative
c． 词组
compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on
d. 重点词汇
data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence
语法
“It” used for emphasis
It is human activity that has caused this global warming
重点句子
1). There is no doubt that the earth is becoming warmer. P26
2). Without the greenhouse effect? the earth would be about thirty-three
degrees Celsius cooler than it is. P26
3). They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26
4). Together, individuals can make a difference. P30
5). It takes a lot of energy to make things from new materials…. P30
【教学重点】
Enable the students to express agreement and disagreement.
Help the students learn how to debate over the topic “We should do nothing about global warming.”
Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.
The structure of “It is ... that ...”.
Teach the students how to master the use of “it” for emphasis.
【教学难点】
Enable the students to learn how to support their points of view.
2 .The structure of an essay
A tape recorder and a computer, Multimedia
The First Period Speaking and Listening
Step ⅠRevision
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
Can you tell me what we use energy for? Show them on the screen.
Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. Show them on the screen.
Sample answers:
Renewable
Non-renewable
Wind power
Coal
Solar power
Natural gas and oil
Hydroelectric power
Nuclear power
Step Ⅲ Listening and Discussing
Is there any negative effect of using energy?
Next we’ll do some listening practice on this topic. Let’s see what other people think of this issue. The students are asked to read the questions quickly to find out the listening points first. Then listen to the tape twice and give the correct answers. Now please 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.
The students listen and try to finish Exercise 1. Play the tape again, train the students’ ability to spot specific information and understand the implication in the dialogue. The students listen and finish Exercise 2 ,3 and 4. Show them on the screen.
Step Ⅳ Homework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.
The Second Period Reading
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 decide 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.
1.What is it in the picture?
2.Who can tell me what it is used for?
A greenhouse is made of glass and is used for growing plants, especially during cold weather.
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.
Step Ⅲ While-reading
What do you think will be talked about at the sight of the title “THE EARTH IS BECOMING 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.
Now let’s finish the form on the screen.
Show the form on the screen and let the students complete the form.
Main ideas of each part
Writing techniques
(Paragraph 1)
Introduce a debate over the issue of global warming.
Raising a question
(Paragraphs 2---3)
Illustrate how global warming comes about.
Giving examples, using graphs, explanation.
(Paragraphs 4---5)
List two different attitudes among scientists towards global warming.
Giving examples, making contrast.
(Paragraph 6)
It’s up to readers to think and decide whether people should do something about global warming or not.
Using a question, leaving readers to think over the issue.
Step Ⅳ Comprehending
Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2.
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.
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.
Step Ⅵ Language points
There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.
本句的主句是There is no doubt，从句是两个由that引导的同位语从句There is no doubt that ...是固定句型，意为“毫无疑问……”，that引导的是同位语从句，用来进一步补充说明doubt的具体内容。
Some researchers believe that there is no doubt ______ a cure for AIDS will be found.
A. which B. that C. what D. whether
Without the ‘green house effect’, the earth would be about thirty-three degrees Celsius cooler than it is. 如果没有温室效应，地球会比现在冷33℃。
这是一个含蓄虚拟条件句 。 应该注意有时假设的情况并不以条件从句形式表示出来，
而是通过一个介词短语或其他方式表示。常用的词或短语有：without, but for, but that, otherwise, or, but等。
e.g 1）.Without your help ( = If we had not had your help), we could not have succeeded. 要是没有你的帮助，我们是不会成功的。
2）.But for electricity (= If there were no electricity), there would be no modern industry. 要是没有电，就不会有现代工业。
3. It was a scientist called Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. 是一位名叫查尔斯·奎林的科学家把
1957至1997年期间大气层中二氧化碳的含量作了精确的统计。
该句是一个it was ... who强调句。a scientist called Charles Keeling是被强调部分，其中called Charles Keeling为过去分词短语作后置定语，修饰a scientist。
4. 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. 另一方面, 还有一些人，对这一观点持反对态度，像科学家乔治·汉布利，他们认为我们不必担心空气中高含量的二氧化碳。
该句是一个主从复合句。主句为there are those，like scientist George Hambley 作句子的插入语，who引导的定语从句修饰those，且在该定语从句中其谓语动词believe又带有that引导的宾语从句。句子的主要部分可以表示为: ... there are those who believe that ...
on the other hand: used to give another opinion or fact that should be considered as well as the one you have just given 另一方面also on the one hand ... on the other hand
I want to go to the party, but on the other hand I ought to be studying.
我想去参加聚会，但从另一方面来说，我应该留下来学习。
Step Ⅴ 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？
The Third Period Extensive Reading
StepⅠRevision
Check the students’ homework to see whether they have mastered what they learnt last class.
Check their group work — debate.
Step Ⅱ Lead-in
What shall we do about the importance of reducing the amount of carbon dioxide in the air in our daily life?
1.Save energy. For example, if we are not using the lights, the TV, the computer and so on, turn　them off.
2. Cars use a lot of energy, so we’d better walk or ride a bike.
3.Buy things made from recycled materials because it takes a lot of energy to make things from new materials.
Next open your books and turn to page 30. Today we’ll read two letters and learn what we can do about global warming.
Step Ⅲ Listening and Reading
Get the students to read the two letters and then fill in the table on page 30.
Skim the letters and find who the writers are and what their purpose of writing the letters is.
The first letter is written by a student who is asking for suggestions for his project — global warming.
The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming.
Now scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.
Show them on the screen.
Read the text carefully and fill in the blanks.
What can we do about global warming?
◆ Turn a(n) _________________ off when you’re not using it.
◆ Put on more clothes instead of turning up the _____.
◆ Walk or __________ instead of taking motor vehicles.
◆ ________ cans, bottles, plastics and newspapers.
◆ Buy things made from ____________________.
◆ Buy products that are made to save _______.
◆ __________ in your garden or your school yard.
◆ Talk with your family and friends about _______________.
Step Ⅳ Language points
I am doing a project on behalf of my school about global warming.
on behalf of 代表……一方，作为……的代言人
e.g. I’m writing on behalf of my mother to express her thanks for your gift.
我代表我母亲写信, 对你的礼物表示感谢。
We do not have to put up with pollution.
put up with 忍受，容忍
e.g. He couldn’t put up with the noise, so he kept the windows shut all day long.
他忍受不了嘈杂声，所以整天窗户紧闭。
It is OK to leave an electrical appliance on so long as you are using it –if not, turn it off!
so long as 只要，也可以用作as long as
e.g. You will do all right so long as you follow my advice.
只要你听我的建议, 你一定会做好的。
I am happy so long as you are happy. 只要你高兴，我就高兴。
Recycle cans, bottles, plastic bags and newspapers if circumstances allow you do.
circumstance n. 环境，情况
e.g. I know I can trust her in any circumstance. 我知道我在任何情况下都能信任她。
You should soon accommodate yourself to the new circumstance.
你应尽快适应新环境。
Step Ⅴ Making a poster
Help the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class.
Step Ⅴ Homework
Finish the poster.
The Fourth Period Language Study
Step ⅠRevision
Show their posters.
What Can We Do about Carbon Dioxide?
Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air.
● Turn the electrical appliances off if you are not using them.
● Put on more clothes if you are cold instead of turning up the heat.
● Walk or ride a bike instead of using motor vehicles if you can.
● Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials.
● Buy products that are made to save energy such as fridges and microwaves.
● Plant trees in your garden or school yard.
Step Ⅱ Discovering words and expressions
Now please open your books and turn to page 28. Let’s do some exercises.
Show them on the screen.
Step Ⅲ Discovering useful structures
Next let’s turn back to page 29. We’ll learn a useful structure. Now compare these two sentences below. Show the following two sentences on the screen.
Human activity has caused this global warming.
It is human activity that has caused this global warming.
They both mean“人类行为引发了全球变暖”.
Sb: I don’t think so. They are a little bit different. The latter one should be “引发全球变暖的正是人类行为”. In the second sentence, “human activity” is emphasized.
This is the structure we are going to learn today.
Present the structure on the screen and give some explanation.
由it 引导的强调句结构:
It is (was) + 被强调部分 + that (who) + 句子其他部分
注意：此结构强调的成分仅限于主语，宾语和状语。
如：原句：My father did the experiment in the lab yesterday evening.
强调主语：It was my father who did the experiment in the lab yesterday evening.
强调宾语：It was the experiment that my father did in the lab yesterday evening.
强调时间：It was yesterday evening that my father did the experiment in the lab.
强调地点：It was in the lab that my father did the experiment yesterday evening.
Step IV Using structures
Get the students to do more exercises about the use of “it” for emphasis.
Please turn to page 64. Read the instructions of the two exercises and then finish them.
Sample answers to Exercise 2:
(1) It was four Australian children who started it in 1996 when they organized the first children’s environmental conference.
(2) It is at this conference that we decide which projects we want to work on in the following year.
(3) It was through one of these projects about five years ago that I first became involved in Millennium Kids.
Step Ⅵ Homework
Make four sentences with “it” for emphasis.
The Fifth Period Drills
Step Ⅰ Revision
Check the homework to see whether the students have mastered the use of “it” for emphasis.
The structure is: It is (was) ... + that (who) +...
Sample sentences:
It was James who broke the window.
It was the little ants that destroyed the whole building.
It is her grandma who brings her up all these years.
It was the hope in his heart that enabled him to escape from the prison.
Step Ⅱ Listening
Get the students to prepare for the listening by asking some questions.
Please open your workbooks and turn to page 62. Please read the instructions and questions fast to find out the listening points first. Pay much attention to the key points while listening.
Help the students get a general understanding about the dialogue. The students listen and try to answer questions in Exercise 2. Play the tape again, train the students’ ability to pick out specific information. The students listen and fill in the information sheet in Exercise 3. Play the tape for a third time and let the students check their answers by themselves.
Explain some difficult points if necessary.
Step Ⅲ Talking
From what we’ve just listened to, we can see global warming is only one of the environmental problems. There are many other problems.
Air pollution and water pollution.
Deforestation.
Many environmental problems endanger the world we are living in.
The teacher may as well collect some pictures about environmental problems and show them to the students through a computer. One of the pictures should be about plastic bags.
Step Ⅳ Listening task and Speaking task
While listening, ask the students to make some notes in the table on page 65. Play the tape for the third time, let them have a check.
Explain some difficult points if necessary.
. Work in groups of three, follow the steps in the bottom on page 65 to prepare the talk.
Step Ⅴ Homework
Prepare a talk about Clean Up China Day.
The Sixth Period Writing
Step Ⅰ Revision and Lead-in
Check the homework. Ask two groups to present their talk to the class.
What do you think of plastic bags?
Plastic bags are also known as white pollution. They endanger our environment and people’s health. Now, let’s read an article and find how they endanger the environment. I hope after reading the article, all of you can realize the harm of using plastic bags and use fewer of them.
Step ⅡReading
Open your workbooks and turn to page 66. Read Tom’s essay about litter. Make a summary for each paragraph, and then fill in the table on page 67. You don’t have to write down complete sentences, notes will be OK. Pay attention to the writing skills while reading.
Sample answers:
Paragraph 1
Point of view
Two of the most common and dangerous litter: cigarette butts and plastic bags.
Paragraph 2
First point of the argument; Evidence
Cigarette butts are small but bad for the environment: over 1,600 billion cigarettes are smoked each year and large quantities of butts are thrown away; Butts contain toxic chemicals; Decrease the quality of water; Endanger plants and animals
Paragraph 3
Second point of the argument; Evidence
Plastic bags litter is a danger to the environment: Waste of non-renewable resources; Last from 20 to 1,000 years in the environment; Kill up to one million seabirds, 100,000 sea mammals and countless fish every year
Paragraph 4
Point of view
The best solution would be not to smoke or use plastic bags at all.
This article is an essay. Essay is a short literary composition on a single subject, usually presenting the personal view of the author. After reading the article, can you summarize the writing characteristics of the essay?
In the first paragraph, the author presents his point of view on butts and bags. And in the next two paragraphs, he separately presents his views on butts and bags and provides evidences to support his views. In the last paragraph, he states his views again and calls up people to do something to our planet.
Step Ⅲ Pre-writing
如何设计英文海报
海报是极为常见的一种招贴形式，属于户外广告，常见于公共场所，具有画面大、内容广泛、艺术表现力丰富等特点，一般用于宣传活动。
【写作要求】
1. 海报的主题鲜明，内容简单明了，使人一看就懂，同时要具有感染力，能够唤起公众的关注。
2. 海报的语言要求简明扼要，可以用些鼓动性的词语， 但不可夸大事实。
3. 海报的形式要求新颖美观，能 吸引眼球。
【写作指导】
海报的基本结构：
标题：可以直接用号召性的语句，也 可以添加副标题，对海报的内 容加以说明。
2. 正文：多用祈使句，句子短小精炼、通俗易懂。
3. 结尾：可以用标语或口号鼓 动人心。
请你根据下面的图片和提示，自己设计一张英文海报。
要点提示：
1. 使用环保购物袋；
2. 多步行，骑单车；
3. 双面使用纸张；
4. 拒绝使用一次性用品；
5. 随手关灯，节约用电；
6. 回收废电池；
7. 少用罐装食品、饮品。
【参考范文】
Save our earth
Green earth needs your efforts
Use reusable shopping bags.
Walk or ride a bike.
Use paper on both sides.
Never use one-use only items.
Turn off lights when leaving.
Recycle used batteries.
Use canned food or drinks less often.
Your efforts can make a difference!
I will give you some tips on how to write an essay.
Show the tips on the screen.
Writing tips:
1. Write out the thesis statement.
2. Write out the topic sentence of the first body paragraph.
3. Give the supporting points and details about the first subtopic.
4. Write out the topic sentence of the second body paragraph.
5.Give the supporting points and details about the second subtopic.
6. State again the thesis statement.
(point of view)
Step Ⅳ Writing
Ask the students to list as many environment topics as possible. Choose one topic and write an essay about it.
A sample version:
The Environmental Effects of Fossil Fuels
There is no doubt that fossil fuels bring a lot of good to us. But do you know that many of the environmental problems our country faces today result from our fossil fuel dependence.
The environment faces air pollution, global warming, acid rain, and several other very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere. Carbon dioxide is one of the main factors in global warming which is negatively affecting everyone.
Fossil fuels also affect water pollution, land pollution, and thermal pollution(heat pollution). Coal mining is one of the causes of pollution in the environment. After the mining is completed, the land will remain barren. Materials other than coal are also brought to the surface in the coal mining process, and these are left as solid wastes.
The production, transportation, and use of fossil fuels are to blame for the effects of pollution on the environment. Then what should we do? We should spare no effort to improve our environment. Please save energy and use fewer fossil fuels in our daily lives.
Step Ⅴ Homework
1. Finish the essay.
2. Review the whole unit by doing SUMMING UP on page 32 and CHECK YOURSELF on page 68.
略。