选修6 Unit 4 Global warming 全单元教案
Unit 4 Global warming Ⅰ. 单元教学目标
Ⅱ. 目标语言
Ⅲ. 教材分析与教材重组
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 将Warming Up与Listening and speaking 整合在一起，设计为一节听说课。
2.2 将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
Ⅳ. 分课时教案
The First Period Speaking and Listening
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.
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.
Teaching methods 教学方法
Brainstorming, listening and group work.
Teaching aids 教具准备
A tape recorder and a computer.
Teaching procedures & ways 教学过程与方式
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 depend 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.
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【2018秋季课程人教版高二英语】选修六unit1Art教案
适用学科 高中英语 适用区域 人教新课标版
适用年级
高二
课时时长（分钟） 2 课时
1 单词学习及辨析
知识点 2 虚拟语气
3 开放作文练习
教学目标
1. 掌握本单元重点词汇的基本含义与用法； 2. 锻炼提升写作能力。
教学重点
1. 重点的词汇与句型； 2. 书面表达的书写思路。
教学难点 如何准确地运用重要词汇和句型进行表达
教学过程
一、导入
教学建议：导入有很多种方法，一般控制在十分钟左右为宜，可以采用各种形式，比如： 1、直接导入法。 2、复习以往知识：可以从已学、已知的入手，与今天的教学进行对比。 3、课前小测：可以针对学生学校里近期讲授的内容进行出题（以简单题和中档题为主，以 10 分钟左右为宜）进行测验，也可以针对基础知识进行复习提问，检查学生学校所学内容 的掌握程度，进而展开教学。 4、以近年来发生的重大事件为题导入。既考查了学生从社会生活中获取信息的能力，又激 发了学生的学习兴趣，让学生马上进入学习状态等。
以上的导入方法只是建议，大家选择其中一种或两种进行交叉使用即可。
复习：上节课作业订正。
二、知识讲解
知识点 1 重点单词
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