Unit4 word power教案。
俗话说，凡事预则立，不预则废。教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更容易听懂所讲的内容，使教师有一个简单易懂的教学思路。教案的内容具体要怎样写呢？小编为此仔细地整理了以下内容《Unit4 word power教案》，相信能对大家有所帮助。
Unit4wordpower教案主备人执教人授课日期班级总课题M10U4总课时10分课时7课型新授
课题M10Unit2LawandorderWordPower
教学目标1.Learnsomevocabularyaboutthecrime
2.learnsomekeyphrasesandwords
Toenlargethestudentsvocabulary
教学重点Thestudentscanmasterandusethevocabularyfreely
教学难点somepapers,aprojector
教具M10Unit2LawandorderWordPower
教学内容教法学法
Step1:Greetings
Step2:Brainstorming
1.SurftheInternetorrefertosomerelevantresourcessuchasnewspapers,magazinesorbooksabouttheroleofthepoliceandthestagesofthelegalprocess.Inthissection,youwilllearnsomeexpressionsrelatedtothelaw.Pleasetrytofindoutabout:
(1)thepeopleinvolvedinthelegalsystemandwhattheydo
(2)thestagesofthelegalprocessandwhatdifferentpeopledointhisprocess
2Presenttheinformationyouhavecollectedaboutthelawtothewholeclass.
Step3:Vocabularylearning
1.ReadthearticleinPartAonpage54.Explainthefollowingwordsinyourownwords.
awitness:apersonwhoseesacrimehappen
acriminal:apersonwhocommitsacrime
avictim:apersonwhoisinjuredormostdirectlyaffectedbythecrime
2.ReadtheflowchartaboutthelegalprocessinPartB.
3.ReadthepassageinPartConpage55andfillinthemissingwords.
Step4.Vocabularyextension
1.CanyoutellmeanyEnglishwordsfortypesofcrime?(Thesewordsincludeburglary,armedrobbery,theft,assault,shoplifting,mugging,murder,drugdealingandsmuggling,etc.)
2.DoPartDinpairs.Youcanconsultyourdictionary.
Step5:Somekeywordsorphrases
1.charge:verb指控
chargesb.withsth.:指控某人犯了……罪,相当于accusesb.ofsth.
她被指控杀了她丈夫。
_________________________________________.
charge的其它常见用法:
(1)verb冲,冲锋
Theviolencebeganwhenthepolicecharged(at)acrowdofdemonstrators.
_____________________________________________________________.
(2)noun负责
takechargeof_________________________
inchargeof_________________________
inthechargeof:_______________________
a我不在的时候他负责这个办公室?
_______________________________________
b这家公司是由他负责的。
______________________________________
(3)verb索价chargesb.somemoneyforsth.因……向某人索要……
Thelocalmuseumdoesntchargeforadmission.
__________________________________________.
(4)noun费用
freeofcharge:免费
他们免费修了我的手表。
______________________________________.
2.gotocourt______________________________
court作为抽象名词,前面不加冠词,但作为具体含义时,要加冠词,试比较下面几组短语:
inhospital_______________inthehospital______________________
gotochurch_____________gotothechurch____________________
gotoprison______________gototheprison____________________
()Whenheleft_________college,hegotajobas__________reporterinanewspaper
office.(2004天津)
A不填;aB.不填;theC.a;theD.the;the
3sentence
(1)n.句子,意见,宣判
①Pleasefillintheblanksinthesentence.______________________________.
②Thebenchreadthesentencetothecriminal
_______________________________________________________.
(2)v.宣判,判决
他被判三年监禁。
___________________________________________.
教后记:
www.jAB88.CoM
扩展阅读
Unit4 project教案
Unit4project教案主备人审核人授课日期备课日期
总课题M10U4单元总课时10分课时10课型新授
课题M10Unit4Lawandorderproject
教学目标1.Learnsomeusageofsomewords.
2.Todealwithsomeexercises.
教学重点Tolearnsomewords.
教学难点Thestudentscanmasterandusethevocabularyfreely
教具准备somepapers,aprojector
教学内容教法学法
preview
1定义为2被分两类
3适用于4值得他人为此付费
5被欢迎加入该组织6面对
7免费下载8仅2005年一年
9随着---的发展10带来严重的挑战
11深入反盗版斗争12诉至法庭
Step1Reading
Takesnotesonthemainpointswhileyouarereadinganinformationsheet
aboutintellectualproperty
Intellectualproperty-ideas:inventions,writing,artwork,symbolsanddesignsusedinbusiness
Intellectualproperty
IndustrialpropertyCopyright
inventions
trademarks
industrialdesignsnovels
films
music
artwork
architecturaldesigns
Themainideaforeachpartofthetext:
Part1:thedefinitionofintellectualproperty
Part2:thereasonsforprotectingintellectualproperty
Part3:thecurrentproblemofpiracythatwearefacing
Part4:thepossiblesolutionstotheproblem
Step3Languagepoints
1.apply:verb适用;应用
applied:adjective[beforenoun]应用的
appliedmathematics/science
application:noun适用;应用
这一设计有许多应用之处。
apply常用短语:
将A应用于B
适用于……
向……提出申请……
我们应该把这一理论应用于实践。
这种教学方法对我的学生并不适。
我向这家公司申请了一份工作。
Ithecompanyajob.
2.face:verb面对
你面临着一个艰难的选择。
befacedwith:面对
高考链接
__________withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.(2005北京春)
TofaceB.Havingfaced
C.FacedD.Facing
总结be+done+prep的结构
3aboardadv搭乘
goaboardallaboard
搭乘班级机
Prep搭乘进入
goaboardaship/plane
教后记:
高二英语教案：《Understanding each other-Word power》教学设计
作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。你知道如何去写好一份优秀的高中教案呢？经过搜索和整理，小编为大家呈现“高二英语教案：《Understanding each other-Word power》教学设计”，欢迎阅读，希望您能够喜欢并分享！
高二英语教案：《Understanding each other-Word power》教学设计
Word Power
Step 1: Brainstorming
Do you have any difficulty in remembering English words? What methods do you usually use in learning new words? Now I'll give you some tips to learn and remember English vocabulary.
> Remember the spelling of a word by its pronunciation.
> Remember the spelling of a word by analyzing the formation of the word.
> Remember the meaning of a word by making a sentence with it.
> Remember the meaning of a word by studying the origin of the word.
English is one of the most widely-spoken languages in the world and it is used as the international working language in many places throughout the world. But where do the English language and all its words come from? Who invented so many new words? Is it possible that English borrowed words from other languages? If so, Can you give some examples?
Step 2: Vocabulary learning
1. Look at Part A. This is an online article about English words borrowed from other languages. Read the article and analyse how words are borrowed from other languages and used in the English language. Finish the following table.LanguageCategories of wordsFrenchfood, entertainment, jobsGermanTools, mechanical, equipment, snacks, geological termsItalianmusic, the arts, the militaryArabicspices, chemicals, animals, food, mathematics
2. Look at Part B. It is a spidergram showing some of the words that have been borrowed from other languages and incorporated into English. Please add more examples if possible.
3. Part C serves as a strengthening exercise to check your ability to understand some new words and use them correctly. You should understand the passage and the exact meanings of these words first and then fill in the blanks correctly.AnswersC (1) Italian (2) Arabic (3) food (4) restaurant (5) jobs (6) ballet (7)confetti
(8) colonel (9) clock (10) rocket (11) German (12) hamburger (13) alcohol (14) zero
4. In this passage (Part C), which words are borrowed from Italian? What was Italy famous for in the 18th century? What does the writer think of the Germans? Which words are borrowed from German? What were the Arabs great for?
Step 3: Vocabulary extension
Look at Part D. The idioms connect a characteristic with an animal or a thing. Read the idioms and guess the meaning of each of them.AnswersD 1. slept like a dog 2. as cool as a cucumber 3. as poor as a church mouse
4. as busy as a bee 5. as strong as a horse
Step 4: Homework
1. Finish the two exercises on page 122 in Workbook.
2. Complete the e-mail in Part C.
Unit4 Sharing
Unit4 Sharing
教材分析
本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
WarmingUp部分是一个调查，分成三项任务：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班级同学所做的好事；最后讨论volunteer的内涵。通过这些任务，让学生懂得什么是“帮助”，反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。
Pre－reading是Reading的热身活动。交代了阅读文章的文体(letter)和作者(ayoungAustralianwoman，Jo)，还根据她在PNG拍的10张照片提出了5个问题，回答这些问题有助于学生加深理解“志愿者活动”的意义。
Reading是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(PapuaNewGuinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一个学生家做客的经历，使学生感受到PNG的儿童生活处境的艰难，更加珍惜自己的学习机会。
Comprehending是根据短文设计的阅读理解试题。第一个练习要求学生读懂书信的内容，用表格的形式帮助学生整理书信中提到的关于巴布亚新几内亚村落生活及风俗习惯的信息，属于细节题。第二个练习要求学生对文中提到的五个现象进行分析，说明原因，属于细节推理题。第三个练习要求学生通过阅读分析生活在小山村中的积极面和消极面，这个练习进一步地开阔学生的思维，使学生对艰苦的生活有更深的理解。第四个练习要求学生小组活动，讨论四个问题，进一步巩固学生对于课文内容的理解，并且让学生联系自己的实际情况，通过比较校舍、教学条件、生活状况等方面的问题，引发学生的深层思考，谈谈自己是否愿意参加志愿者活动。第三、四两个练习都属于深层思考的问题。
LearningaboutLanguage分词汇和语法两部分。其中，第一部分是有关此篇短文中的重点单词和短语。设置了三个练习，一是根据所给解释从所学词汇中选择相应的单词；二是用恰当的词汇完成一篇短文；三是根据解释组成词组，并用词组编对话。第二部分是有关限制性定语从句的复习。首先从课文中找出含有限制性定语从句的句子；然后用定语从句完成句子，对定语从句加以运用；再用含有定语从句的句子回答问题；最后是两人结对活动，进一步练习使用定语从句。
UsingLanguage是对Reading的延伸。通过阅读，参与“Giveanunusualgift”的活动。这个部分由三个部分组成，综合训练学生听说读写四个方面的能力。“读与说”通过图文结合的方式，介绍了一些特殊的礼品——为穷人和真正需要它们的人选购礼品。阅读之后，完成两个练习：回答问题和把礼物名称和详细介绍配对。“听与说”部分是采访默里大夫的经历，以听力训练为核心设置了四个活动。1.讲述一个人的生平，用到了时间表达法；2.通过列表把握听力中的细节；3.在涉及听力内容之前让学生先就有关听力中的话题进行讨论，有助于学生快速并准确地把握听力内容；4.展开讨论，让学生思考自己将来是否愿意像默里大夫那样做个志愿服务工作者。“写作”根据“听与说”中的话题，运用时间表达方式，根据给出的6个方面对默里大夫的情况进行写作。
课时划分
在对本单元的各部分材料进行分析、整合后，确定了以下六个重点课时：
课时一：WarmingUpandListening(听力课)
从话题内容和训练目的来看，WarmingUp与UsingLanguage中的Listeningandspeaking比较接近，所以将WarmingUp与Listeningandspeaking的第1、2、3题和Workbook中的Listening以及ListeningTask整合在一起，设计成任务型“听力课”，以训练听前预测的能力和学习用时间表达方式来介绍一个人的生平经历的方法。
课时二：Speaking(口语课)
将上一节听力课剩下的部分Listeningandspeaking中的第4题和Workbook中与上节课听力内容相关的Talking以及SpeakingTask整合在一起，设计成“口语课”，训练学生用英语表达自己的观点，并且说明这样做的理由。
课时三：Pre－readingandReading(阅读课)
这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。
课时四：Grammar(语法复习课)
本单元的语法重点是复习限制性定语从句(RestrictiveAttributiveClause)。学生已经学过这个语法点，所以在这节课中，首先对限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和翻译等，使学生逐步掌握限制性定语从句的用法。这些教学环节，如开始部分的听句子、猜同学的游戏和结束部分的翻译或写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。
课时五：Reading，SpeakingandWritingTask(综合运用课)
这节语言综合运用课把本单元的第二篇文章和课后练习中的写作练习组合到一起。一方面是由于这篇文章——“世界上最有用的礼物清单”，内容比较简单，不需要用一整节课来完成；另一方面是课后练习的写作任务——给一个被自己资助的孩子写封信，既切合本单元帮助他人的主题，题目中又已经列出了书信的结构，书信的内容也是介绍自己的学习生活，能够与学生的实际结合起来，学生写起来有话可说。
课时六：SummingUpandLearningTip(总结复习课)
复习课分成四个板块，板块一是复习课文内容和重要的词组句型。复习课文内容可以通过根据关键词组复述课文、回答问题和学生互批作文(用100词左右写一篇介绍部落生活和风俗的文章)等活动来完成。这篇作文是阅读课的家庭作业，放在此处，既检查了作业，又有助于课文的复习。板块二是复习语言知识，主要是用翻译、填词以及句型转换来复习。板块三是总结和概括语法项目。指导学生完成表格填充、知识树，使学生在脑海中对限制性定语从句形成一个完整的概念。板块四是总结。讨论分享的意义，让学生对于本单元的主题有更加清晰完整的认识，并且由生活中的分享谈到学习上的互相合作与分享，即LearningTip的内容。
学情分析
1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个单元的课文阅读。同时，在听、说、写等方面也有了一定的基础。
2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，要想通过一个单元的学习，完全改变学生的价值观，难度比较大，但教师可以通过本单元安排的内容，如阅读志愿者的家书，了解一些捐助机构的工作，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。
3．学生在这个单元的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略及高效复习策略等。
Period1 WarmingUpandListening
教学目标
1．语言知识目标
a．认识以下单词和短语：
volunteer，clinic，challenging，overthelastfewyears，inthefuture，intwoweekstime，acoupleof，developingcountry，MedecinsSansFrontieres(MSF)，Malawi，Sudan，TheFredHollowsFoundation，TheCancerCouncil，YouthintheCity，goblind，belief
b．注意以下几个重要句型：
WhydidMarydecidetoworkinadevelopingcountry?
IntheSudan，whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?
WhywereconditionsintheclinicsintheSudanchallenging?
2．语言技能目标
通过听一段采访，了解默里大夫作为一个志愿者为MedecinsSansFrontieres(MSF)工作的经历，提高学生听前预测、注意细节信息等听力方面的技能。
3．语言能力目标
提高学生注意细节信息的听力能力，同时理解听力材料中出现的一些重要的词汇和表达方式。
4．情感态度与文化意识目标
借助听力材料，让学生思考自己将来是否愿意像默里大夫那样做志愿服务工作。把学生的生活实际和所听到的内容结合起来，能够培养学生正确的价值观。
重点难点
1．教学重点：
a．学会边听边注意听力材料中的细节信息，并做笔记。
b．在讲述个人生平时，常采用时间表达法。学会关注对话中的时间表达法以及出现的先后次序。
2．教学难点：
a．根据列表掌握听力中的细节信息。
b．学习采用时间表达法来表述一个人的生平。
教学方法
听力教学与合作学习
教学过程
?Step1 Lead－in
1．T：Haveyoueverhelpedothers？Whatdidyoudotohelpyourparents？Orotherrelatives？Oryourfriends？Orpeopleinyourcommunity？Orpeopleoutsideyourcommunity？Imsureyouhavealottosay.OK，fourstudentsagroupandfinishthefollowingsurveyform.
Whatdoyoudotohelp...Name：Name：Name：
1.yourparents？
2.otherrelatives？
3.yourfriends？
4.peopleinyourcommunity？
5.peopleoutsideyourcommunity？
Suggestedanswers：
Whatdoyoudotohelp...Name：TomName：HelenName：Mary
1.yourparents？Cleanthefloor.Washdishes.Preparesupper.
2.otherrelatives？LendmybooksandCDstothem.Takecareofmycousinwhilehisparentsareaway.Comfortthemwhentheyaresad.
3.yourfriends？Repairtheircomputers.Helpthemwiththelessons.Doshoppingwiththem.
4.peopleinyourcommunity？Beacoachofthefootballlovers.Singanddancefortheelders.Helpmyneighbourscarrythingshome.
5.peopleoutsideyourcommunity？Planttrees.Helppeoplewithdisabilities.Returnthewallettotheowner.
2.Makeaclasslistofthedifferentthingsyourclassmatesdoforeachofthegroupsonthesurveyform.
3．Discusswhethersomeonewhohelpsthegroupsonthesurveyformcanbecalleda“volunteer”．
T：Whichonecanbecalledavolunteer？Orwhatkindofthingsdovolunteersdo?
Onlythosewhoworknotforrewards—especiallymoneyandmaterials，andarenotforcedtodosoarevolunteers.Andnotonlythepersonbutalsothesocietyandtheenvironmentbenefitfromit.Forexample，DrMaryMurraywasavolunteerworkingforMedecinsSansFrontieres(MSF)．
?Step2 Pre－listening
NowturntoPage35，readExercises1and2inListeningandspeaking，andpredictwhatyouwillhearinthelisteningmaterial.Youcanalsodiscusswithyourpartner.
S1：NowJenniferWellsisinterviewingDrMaryMurrayaboutwhathashappenedinMaryslife.
S2：SheonceworkedinaclinicinMalawiandSudan.
S3：MalawiandSudanaredevelopingcountries.
S4：ManychildrendiedwhensheworkedinMalawi.
S5：ConditionsintheclinicsintheSudanwereveryterribleandchallenging.
S6：MedecinsSansFrontieres(MSF)isanorganizationthatprovidesfreemedicalcaretochildreninpoorcountries.
T：Yousee，beforelisteningtotheinterview，youcangetmuchinformation，ifyoustudythequestionscarefully.Nowletslistentotheinterview.PleasepayattentiontothetimeexpressionsbecausetheyusetimeexpressionstotalkaboutMaryslife.Andthennumberthemintheorderyouhearthem.
______inthefuture______duringthe1980s
______foracoupleofmonths______overthelastfewyears
______forafurthersixmonths______intwoweekstime
?Step3 Listening
1．(Theteacherplaysthetapeandthestudentslistentoit.)
T：NowletschecktheanswersofExercise1.
Keys：__4__inthefuture__1__duringthe1980s
__2__foracoupleofmonths__3__overthelastfewyears
__6__forafurthersixmonths__5__intwoweekstime
2．T：Listenagain.Whenyouarelistening，youcanmakenotesofMarysexperiencesinthetablebelow.Andshareyournoteswithyourpartnerandthenwithothergroups.
TimePlaceEvent
The1980s
1992
1997
2001
Now
Future
Suggestedanswers：
TimePlaceEvent
The1980sSydneyStudiedmedicine.GottoknowtwoAfricanstudents.
1992AfricaVisitedhertwoAfricanfriendsandtheirfamilies.Workedintheirlocalhealthclinicforacoupleofmonths.
1997MalawiVolunteeredwithMSF.WorkedwithchildrenaffectedbyHIV/AIDS.
2001theSudanConditionswereverychallengingbecauseoftheheat，therains，thebasicconditionsintheclinics.
NowAustraliaHasreturnedfortwoweeks.
FutureWillreturntotheSudanforsixmoremonths.Afterthat，willprobablyreturntoAfricaagain.
3.T：Withapartneranswerthequestionsbeforeyoulistenforathirdtime.Asyoulistencheckyouranswers.
(1)WhydidMarydecidetoworkinadevelopingcountry?
(2)WhenMaryworkedinaclinicinMalawi，whydidthechildrendie?
(3)IntheSudan，whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?
(4)WhywereconditionsintheclinicsintheSudanchallenging?
(5)WhydoesMaryenjoyherjob?
Suggestedanswers：(1)BecausewhensheworkedinanAfricanhealthclinic，shesawchildrenwithillnessesthatcouldbeprevented.
(2)Becausetheclinicsdidnthaveenoughmedicines.
(3)Becausetheroadsbecamesomuddythattheyspentmostoftheirtimediggingthecarout.
(4)Becauseitcouldbeveryhot；itcouldbenearlyimpossibletogettotheclinicswhenitrained；theclinicswereverybasicandtheonlytoolsshehadwereastethoscopeandherhands.
(5)Shefeelssheishelpingpeoplewhootherwisemaynotgethelp.
?Step4 ListeningonPage70
T：Perhapsyoumaywonderwhatwecandotoservecommunitiesoutsidetheschool？OK，doListeningintheWorkbookonPage70.
Firstpredictwhatyouwillhear，accordingtothepictureandExercise1.
1．Listentotheirdiscussionandnumbertheitemsbelowintheorderthatyoufirsthearthem.
______TheCancerCouncil(委员会)______oldpeople
______theenvironment______YouthintheCity
______PlanInternational______childreninhospital
______servingsouptothehomeless______TheFredHollowsFoundation
Keys：
__3__TheCancerCouncil(委员会)__6__oldpeople
__8__theenvironment__4__YouthintheCity
__1__PlanInternational__7__childreninhospital
__5__servingsouptothehomeless__2__TheFredHollowsFoundation
2．Listenagainandcompletethetable.
OrganizationWhosuggestedit？Whatdoesitdo？
1.PlanInternationalJason Mick Annie
2.TheFredHollowsFoundationJason Mick Annie
3.TheCancerCouncilJason Mick Annie
4.YouthintheCityJason Mick Annie
Keys：
OrganizationWhosuggestedit？Whatdoesitdo？
1.PlanInternationalMickSponorschildrenfrompoorcountries.
2.TheFredHollowsFoundationAnnieHelpsblindpeoplegettheirsightback.
3.TheCancerCouncilJasonDoesresearchintocancer.
4.YouthintheCityMickSupportsyoungpeoplefinanciallytostayonatschool.
3.Listenagainandlistthestudentssuggestionsforraisingmoney.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggestedanswers：1.Runsomecompetitionsatlunchtime.
2．Haveaconcertormovienight.
3．Haveabasketballmatch.
4．Haveapersonalchallenge，likegettingsomeonetosponsorstudentsforwalking25kilometres.
4．Listenagainandlistthewaysthestudentscouldgivetheirtime.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggestedanswers：1.ServesouptohomelesspeopleonFridays.
2．Visitoldpeopleandchildreninhospitaleveryweek.
3．Dosomethingfortheenvironment，liketreeplantingorcleaninguprubbish.
?Step5 Conclusion
T：Wehavelistenedtotwomaterialsaboutgivinghelptoothers.Idohopeallofuswillhelpthosewhoneedhelp.Remember：Youcanpredictwhatyouwillhearbeforelistening.Whilelistening，youshouldpayattentiontothetimeexpressionsinthepassagewhichisaboutsomepersonsexperiences.
Homework：
1．FinishtheListeningTaskonPages75－76.Trytopredictwhatyouwillhearaccordingtothegiveninformationandalsopayattentiontothetimeexpressions.
2．LookformoreinformationaboutMSFontheInternetandshareitwithyourpartner.
Unit4 Globalwarming
Unit4 Globalwarming
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
课程标准要求掌握的内容
话题
Globalwarming，pollutionandtheimportanceofprotectingtheearth
词
汇
tend
v.趋向；易于；照顾
catastrophe
n.大灾难；浩劫
oppose
v.反对；反抗；与(某人)较量
flood
n.洪水；水灾
state
v.陈述；说明
consequence
n.结果；后果；影响
glance
v.看一下；扫视 n．一瞥
existence
n.生存；存在
quantity
n.量；数量
commitment
n.承诺；交托；信奉
range
n.种类；范围
pollution
n.污染；弄脏
tendency
n.趋向；趋势
growth
n.增长；生长
circumstance
n.环境；情况
motor
n.发动机
opposed
adj.反对的，对立的
can
n.容器；罐头
steady
adj.平稳的；持续的
microwave
n.微波炉；微波
widespread
adj.分布广的；普遍的
educator
n.教育工作者；教育家
average
adj.平均的
contribution
n.贡献
consume
v.消费；消耗；耗尽；吃完
presentation
n.显示；演出
subscribe
v.同意；捐赠；订阅
disagreement
n.分歧；不一致
advocate
v.拥护；提倡；主张
random
adj.胡乱的；任意的
refresh
v.使恢复；使振作
mild
adj.温和的；温柔的；淡的
graph
n.图表；坐标图；曲线图
outer
adj.外部的
phenomenon
n.现象
electrical
adj.电的；与电有关的
fuel
n.燃料
casual
adj.随便的；偶然的
data
n.资料；数据
nuclear
adj.核的；核能的
trend
n.趋势；倾向
per
prep.每；每一
comeabout发生； keepon继续 subscribeto同意；赞成；订购 onthewhole大体上；基本上 quantitiesof大量的 onbehalfof代表……一方；作为……的代言人 goup上升；增长；升起 putupwith忍受；容忍 resultin导致 solongas只要 beopposedto反对 andsoon等等 evenif即使 greenhouseeffect温室效应 句 型 1....it_ishumanactivitythathascausedthisglobalwarming... (emphatic“it”) 2....itisarapidincreasewhen_compared_toothernaturalchanges.(ellipsis) 3.Thereisnodoubtthat_the_earth_is_becoming_warmer...(theappositiveclause) 4.Withoutthe“greenhouseeffect”，theearthwould_beaboutthirty－threedegreesCelsiuscoolerthanitis.(thesubjunctivemood) 功 能 1.同意与不同意(Agreementanddisagreement) Exactly.Youreright.Iagree.Thatscorrect/true/right. ImafraidIdisagreewithyou.Imafraidnot.Idontthinkso. Noway.Idontagree.Idoubt... 2．责备与抱怨(Blameandcomplaint) Imsorrytobringthisup，but... Imsorrytohavetosaythis，but... Theyshouldnthavedoneit.Theyaretoblame. Perhaps/Maybetheyshould/oughtto...Whydontyoudosomethingaboutit？ 语法 “it”的用法(theuseof“it”)(2) ...it_ishumanactivitythathascausedthisglobalwarming... 教 学 重 点 1.Getstudentstoknowaboutglobalwarminganditseffect；torealizewhatwecandoaboutglobalwarming. 2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutglobalwarmingandletthemlearneffectivewaystomasterthem. 3．Enablestudentstograspandusetheexpressionsofagreementanddisagreement，blameandcomplaint. 4．Letstudentslearnthenewgrammaritem：theuseof“it”(2)． 5．Developstudentslistening，speaking，readingandwritingability. 教学难点 1.Enablestudentstomastertheuseof“it”(2)． 2．Letstudentslearntowriteashortpassagetotellothershowtosolvetheproblemofglobalwarming. 3．Developstudentsintegrativeskills. 课时安排 Periodsneeded：6 Period1 WarmingUp，Pre－reading，ReadingandComprehending Period2 LanguageStudy Period3 Grammar—theUseof“It”(2) Period4 ListeningandSpeaking Period5 ReadingandWriting Period6 SummingUp，LearningTipandAssessment Period1 WarmingUp，Pre－reading， ReadingandComprehending 整体设计 教学内容分析 Thisisthefirstteachingperiodofthisunit.Thecentralpartofthisperiodisthereadingpassagewiththetitleof“TheEarthIsBecomingWarmer—ButDoesItMatter？”talkingabouttheglobalissuewhichhasagreateffectonhumanbeingslife. WarmingUpgivessixpicturestohelpstudentslistthesourcesofenergytheycanthinkofinourdailylife.Thentheywillbeledtodiscusswhichenergysourceis“renewable”andwhichis“non－renewable”．Thispartisdesignedtohelpthestudentstorecalltheirbackgroundknowledgeaboutenergyandpreparesstudentsforthewholeunit. Pre－readingprovidesapictureofagreenhouseandthentellsuswhatagreenhouseisandwhat“greenhousegases”are.Thestudentswillbeledtodiscusswhattheythinkgreenhousegasesdo，leadingtothetopicofthereadingpassage. Readingisapassagefromanenvironmentalmagazineforyoungpeople.Itputsforwardthepossibleeffectofincreasedcarbondioxideintheatmosphereanddifferentpointsofviewaboutit.Italsoanalyzesthecausesoftheearthsincreasedtemperature.Itposesquestionsandencouragesstudentstothinkabouttheissues.Therearetwographsinitthattellusthe“temperaturedifferencefromlong－termaverage,1860－2000”and“carbondioxidecontentintheatmosphere,1957－1997”．Charactersinthepassage—DrJaniceFoster，GeorgeHambleyandCharlesKeelingareallrealpersonsandtheirviewsreflecttheviewsofsomescientiststoday. Comprehendingconsistsofthreewrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext. 三维目标设计 Knowledgeandskills 1．Toknowthemeaningsofthefollowingnewwordsandphrases： consume(消费；消耗；耗尽)，comeabout(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)，subscribeto(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantitiesof(大量的)，tend(趋向；易于；照顾)，goup(上升；增长；升起)，per(每；每一)，data(资料；数据)，resultin(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)，beopposedto(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，evenif(即使)，keepon(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地) 2．Tolearnaboutsomefactsandviewsaboutglobalwarming. 3．Tolearnhowtheinformationisorganized. 4．Todevelopthestudentsreadingabilitybyskimmingandscanningthepassage. 5．Todevelopthestudentsspeakingabilitybytalkingaboutglobalwarming. 1．WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomepicturesorvideosaboutsourcesofenergy，makingthestudentsrecalltheirownknowledgeaboutenergy. 2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandleadthemtothetopicofglobalwarming.Theteachershouldalsoaskthestudentstolookatthegraphsinthereadingpassageandtrytofindoutthegeneralideaofthetext. 3．WhiledoingReadingandComprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage，studentsareencouragedtoanswersomequestionsanddiscussthetextstructure. 4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthetextintheirownwordsattheendoftheclass. Emotion，attitudeandvalue 1．Tomakestudentsrealizetheharmofglobalwarmingandtheimportanceofenvironmentalprotection. 2．Todevelopstudentssenseofcooperativelearning. 教学重、难点 1．Toenablethestudentstolearnaboutglobalwarmingandtodeveloptheirreadingability. 2．Toenablethestudentstotalkaboutwhatweshoulddotopreventglobalwarming. 教学过程 ?Step1 Warmingup 1．Warmingupbyreadingandtalking： Readthroughtheexercisewiththeclass.Putstudentsingroupsoffourtotalkaboutwhatweuseenergyfor，whatarethesourcesoftheseenergyandwhetherthesourcesarerenewableornon－renewable. Suggestedanswer：Thesixphotosare：windmills；acoalpowerstation；anoilrefinery；anuclearpowerplant；solarpanels；ahydro－electricdam. 2．Warmingupbydiscussion： Drawaformontheblackboardasfollows： Thingsthatuseenergy Sourcesofenergy Renewable/non－renewable Letthestudentshaveadiscussionandcollectsuggestionsfromstudentsandwritethemundertheappropriateheading. Suggestedanswer： Thingsthatuseenergy Sourcesofenergy Renewable/non－renewable lights heating television cassetteplayer videorecorder computer fridge stove hairdryer ... coal non－renewable oil non－renewable naturalgas non－renewable windpower renewable solarenergy renewable nuclearenergy non－renewable hydro－electricpower renewable biomassenergy renewable geothermalenergy renewable tidalenergy renewable?Step2 Pre－reading 1．Showapictureofagreenhousetostudentsandaskthemwhatagreenhouseismadeofandwhatitspurposeis. Suggestedanswer：Itsmadeofglassandplantscangrowinitwhenitscoldoutside. Askthestudentshowitworks. Suggestedanswer：Theglasstrapstheheatfromthesun，makingtheairwarmsothatplantsgrowbetter. 2．Askstudentswhattheythink“greenhousegases”areandwhattheythinkgreenhousegasesdo.Lookatthepictureaboveandexplainittotheirpartners. Suggestedanswer：Greenhousegasesperformthesamefunctionastheglassinaglasshouse：theytraptheheatofthesunandkeeptheairsurroundingtheearthwarm.Thisiscalledthegreenhouseeffect.) ?Step3 Readingandcomprehending 1．Fastreading Askstudentstoreadthepassagequicklysoastogetthekeywordsandgeneralideaofeachparagraphandanswerthefollowingquestions： (1)Whatisthemaintopicofthearticle? ________________________________________________________________________ (2)Whowrotethemagazinearticle？Whatisthenameofthemagazine? ________________________________________________________________________ (3)Whatarethenamesofthethreescientistsmentionedinthearticle？Dotheyagreewithoneanother? ________________________________________________________________________ Suggestedanswers：(1)Globalwarming/thewarmingoftheearth.(2)SophieArmstrong，EarthCare. (3)DrJaniceFoster，CharlesKeeling，GeorgeHambley.Theydontagreewitheachother. 2．Detailedreading (1)Readthepassagecarefullyandjudgewhetherthestatementsaretrue(T)orfalse(F)． ①JaniceFosterbelievesthatglobalwarmingiscausedbytheburningfossilfuels.( ) ②Naturalgasisagreenhousegas.( ) ③Carbondioxideisabyproductofburningfossilfuels.( ) ④PeopleacceptCharlesKeelingsdatabecausehetookaccuratemeasurements.( ) ⑤Floodingcouldbeoneoftheeffectsoffutureglobalwarming.( ) ⑥GeorgeHambleybelievesscientistsarejustguessingabouttheeffectsofglobalwarming.( ) ⑦GeorgeHambleyisworriedabouttheeffectsofcarbondioxideonplantgrowth.( ) ⑧Itisclearwhattheeffectsofglobalwarmingwillbe.( ) (Suggestedanswers：TFTTTTFF) 3．Structureanalyzing Askstudentstoreadthetextcarefullyandtrytofindouthowmanypartstheycandividethetextintoandfindoutthemainideaofeachpart. Part Mainidea Part1(Paragraph______) Part2(Paragraphs______to______) Part3(Paragraphs______to______) Part4(Paragraph______)Suggestedanswer： Part Mainidea Part1(Paragraph1) Tointroduceadebateovertheissueofglobalwarming. Part2(Paragraphs2to5) Toillustratehowglobalwarmingcomesabout. Part3(Paragraph6) Tolisttwodifferentattitudesamongscientiststowardsglobalwarming. Part4(Paragraph7) Itsuptoreaderstothinkanddecidewhetherpeopleshoulddosomethingaboutglobalwarmingornot.?Step4 Languagestudy Dealingwithanylanguageproblemifany(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext. ?Step5 Listening，readingaloudandunderlining Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework. Collocations：comeabout，Thereisnodoubtthat...，subscribeto，dueto，greenhouseeffect，quantitiesof，tendto，betrappedin，goup，resultin，ontheonehand...ontheotherhand，beopposedto，buildup，keepon. ?Step6 Retelling Askstudentstotalkaboutglobalwarmingintheirownwords.Givethemsomekeywordsandexpressionsontheblackboard.Thenletthemtrytoretellthepassage. ?Step7 Homework 1．Learntheusefulnewwordsandexpressionsinthispartbyheart. 2．TrytofindsomedataaboutglobalwarmingontheInternet，andshowyourclassinthenextperiodandtalkaboutthem. ?Step8 Reflectionafterteaching ________________________________________________________________________ ________________________________________________________________________ 教学参考 AboutGlobalWarming(关于全球变暖) GlobalwarmingistheincreaseintheaveragetemperatureofEarthsnear－surfaceairandoceanssincethemid－20thcenturyanditsprojectedcontinuation.Globalsurfacetemperatureincreased0.74±0.18℃(1.33±0.32?)betweenthestartandtheendofthe20thcentury.TheIntergovernmentalPanelonClimateChange(IPCC)concludesthatmostoftheobservedtemperatureincreasesincethemiddleofthe20thcenturywasverylikelycausedbyincreasingconcentrationsofgreenhousegasesresultingfromhumanactivitysuchasfossilfuelburninganddeforestation.TheIPCCalsoconcludesthatvariationsinnaturalphenomenasuchassolarradiationandvolcaniceruptionshadasmallcoolingeffectafter1950.Thesebasicconclusionshavebeenendorsedbymorethan40scientificsocietiesandacademiesofscience，includingallofthenationalacademiesofscienceofthemajorindustrializedcountries. ClimatemodelprojectionssummarizedinthelatestIPCCreportindicatethattheglobalsurfacetemperatureislikelytoriseafurther1.1to6.4℃(2.0to11.5?)duringthe21stcentury.Theuncertaintyinthisestimatearisesfromtheuseofmodelswithdifferingsensitivitytogreenhousegasconcentrationsandtheuseofdifferingestimatesoffuturegreenhousegasemissions.Moststudiesfocusontheperioduptotheyear2100.However，warmingisexpectedtocontinuebeyond2100evenifemissionsstop，becauseofthelargeheatcapacityoftheoceansandthelonglifetimeofcarbondioxideintheatmosphere. Anincreaseinglobaltemperaturewillcausesealevelstoriseandwillchangetheamountandpatternofprecipitation，probablyincludingexpansionofsubtropicaldeserts.WarmingisexpectedtobestrongestintheArcticandwouldbeassociatedwithcontinuingretreatofglaciers，permafrostandseaice.Otherlikelyeffectsincludechangesinthefrequencyandintensityofextremeweatherevents，speciesextinctions，andchangesinagriculturalyields.Warmingandrelatedchangeswillvaryfromregiontoregionaroundtheglobe，thoughthenatureoftheseregionalvariationsisuncertain. Politicalandpublicdebatecontinuesregardingglobalwarming，andwhatactions(ifany)totakeinresponse.Theavailableoptionsaremitigationtoreducefurtheremissions；adaptationtoreducethedamagecausedbywarming；and，morespeculatively，geoengineering(地球工程)toreverseglobalwarming.MostnationalgovernmentshavesignedandratifiedtheKyotoProtocolaimedatreducinggreenhousegasemissions.
Processandmethods
