高二上学期第九次教案设计人
Unit 4 Global Warming
Period 1 Warming Up
Teaching Goals:
1. To arouse Ss’ interest in learning about global warming. 2. To get Ss to know the energy source. Teaching procedures: Step 1. Leading-in
Purpose: To activate Ss and arouse them to talk about global warming. Step 2 Warming up
Purpose: To lead Ss to the topic of this unit. 1. Pair work
Get Ss to ask each other the following questions, and then ask them to present it before the class. 2. Group work
(1) Get Ss to talk about sources of energy according to the following photos. The above pictures can be used for Ss to talk about, and Ss can also talk as much as they can.
By learning Warming Up we all know that energy is so important, but where does it come from?
There are different forms of energy: (2) Conclusion
When energy changes from one form to another, the amount of energy stays the same. Energy cannot be made or destroyed. This fact is called “conservation of energy”. Matter can be made into energy through processes like nuclear fission and nuclear fusion. 3. Competition:
Take the quiz below and see whether Ss can fill in the blanks. 4. Homework
Write a short composition about sources of energy.
Period 2 Pre-reading, Reading, Comprehending
Teaching Goals:
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1.To read about global warming.
2.To get some idea about the effect of global warming. 3.To develop some basic reading skills. Teaching Procedures: Step 1. Warming Up
Purpose: To arouse Ss interest in learning about global warming. 1. Team work
Answer the questions below:
2. Group work Look at the picture, and ask Ss some questions. Step 2. Pre-reading
Purpose: To get Ss to learn about greenhouse gases. 1. Group work
Now look at the word “GREENHOUSE GASES”. What does it mean? 2. Individual work
Get Ss to answer these questions individually. Then let them discuss the answers.
(1) Who wrote the magazine article? What is the name of the magazine? (2) What are the names of the three scientists mentioned in the article? Step 3. Reading 1. Skimming
Purpose: To get a brief understanding of the text.
Read through the text, preferably the first and the last sentences of each paragraph and write the key sentence of each paragraph. Key sentences of each paragraph:
(1) A debate over whether it is human activity that has caused the global
warming or whether it is just a natural phenomenon.
(2) Many scientists believe people have caused the increase in the earth’s
temperature. 2. Scanning
Purpose: To get Ss to have some details in the text.
Read the article carefully. Are these statements true or false? Write a T for each
true sentence and an F for each false sentence. 3. Listening
Purpose: To train Ss listening ability.
Listen to the tape and follow it in a low voice. 4. Group work
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Ss are divided into four groups. Each group is supposed to read through each
part and then discuss them. Part 1 (Paragraph 1) (1) compare 比较 ● 常见用法：
① compare…with… 把…和…比较 Compared with him, I am fast. ② compare…to… 把…比作… Life is often compared to voyage. (2) come about发生
How did it come about? 那事是怎么发生的? ● 常见词组： come across 偶遇；碰到 come round 恢复知觉， come along 进展；进行 come to 涉及；到达；
共计 come out 公开；问世；出版 come to oneself 恢复知觉 come up with 想出 (3) phenomenon n 现象
It is only a social phenomenon, but not a phenomenon of nature.
Purpose: To have a deep understanding of the text. 1. Group work
Now you are going to discuss the statement: We should do nothing about global warming.
Follow these instructions:
(1) 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). (2) Group A students discuss why they agree with the statement; Group B
students discuss why they disagree.
(3) Groups A and B get together. They tell each other the reasons for agreeing
or disagreeing with the statement. 2. Individual work
Ask Ss to answer the following questions. Present their opinions to other
classmates.
(1) What do you think of global warming?
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(2) Do you think it serious? 3. Discussion
(1) Global warming refers to an average increase in the earth’s temperature,
which in turn causes changes in climate.
(2) Earth’s climate has been changing constantly over its 5-billion-year history. (3) The earth could be getting warmer on its own. Step 5. Reflective thinking
First show the following questions to Ss and then ask Ss to discuss them in groups.
1. What do you think cause global warming?
2. How does global warming affect you and others? Step 6. Homework
1.Use the new words and expressions to make some sentences.
2.Try to write a short composition .The title is “How to slow climate change”,
beginning with “Global warming does not have to occur .It is possible for the human race to slow down global warming and maybe even remove all of the effect that people have on the climate.”
Period 3 Learning about Language
Teaching Goals:
1.To enable Ss to master some useful words and expressions. 2.To discover useful structures.
3.To get Ss to have knowledge of the grammar point: the use of it. Teaching Procedures: Step 1. Free talk
Get Ss to talk about what causes global warming. Step 2. Word study
Purpose: To consolidate the words and phrases in the text. 1. Individual work
Go over the new words and phrases in the previous sections. Then complete each sentence with one of those new words or phrases.
(1) Charles Keeling collected on the carbon dioxide content in the atmosphere over a forty-year period .He found that the amount of carbon dioxide _________ increasing during that time.
(2) Although we are burning coal in huge every year, we won’t of it for centuries.
(3) If the amount of greenhouse gases continues to we could be
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facing a global.
(4) Many scientists believe that global warming has through the burning of fossil fuels. They do not think that ignoring the issue is worth the_______.
(5) describes weather conditions over a period of years in a particular place.
(6) The of a rising sea level would be widespread flooding.
(7) The use of energy in Susanna’s country is low the use of energy in the USA.
(8) The warming of the earth is a that cause great concern. (9) The shows temperature changes during the 20th century.
(10) One hectare of forest can absorb 23 tons of carbon dioxide year.
2. Pair work
Look at the two graphs on page 26. Then complete the paragraphs about them with appropriate words. Do the exercise in pairs.
The first graph shows the global between and . The temperature and decreased over this period but on the whole it by around one degree Fahrenheit. During this time, the earth reached its temperature in about and its highest in 2000.There was a steady in the temperature during the
twenty years after 1980.We can see from the graph that the earth has become since early last century.
The second graph shows the amount of in the atmosphere from to
. The carbon dioxide steadily over this forty-year period .It went up from 315 to 370 parts million. Step 3. Grammar
1. It构成的英语强调结构
What s it that Professor Liu teaches us this year? 2. 强调句型的特点
去掉It is(was)及that(who)后，在不添词、不减词的前提下能重新构成一个意义完整的句子。这也是判断一个句子是否是强调句型的依据。 5. Practice
(1) It wasn’t until nearly a month later I received the manager’s reply. A. since B. when C. as D. that (2) It was back home after the experiment.
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