人教版高中英語(yǔ)選修六：Unit4教案+

英語(yǔ)學(xué)習(xí)講義英語(yǔ)學(xué)習(xí)講義好好努力夢(mèng)想終會(huì)實(shí)現(xiàn) 好好努力夢(mèng)想終會(huì)實(shí)現(xiàn) Unit4Globalwarming一、學(xué)生分析本堂課所教學(xué)生為高二文科班的學(xué)生，積極和活躍是他們?cè)谡n堂學(xué)習(xí)實(shí)踐活動(dòng)中的特點(diǎn)。大部分學(xué)生經(jīng)過(guò)初中和高一階段對(duì)英語(yǔ)這門(mén)語(yǔ)言的學(xué)習(xí)和掌握， 已經(jīng)為高二階段的英語(yǔ)學(xué)習(xí)打下了較好的基礎(chǔ)。 表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)和準(zhǔn)備，課堂上能伴隨課程的思路，積極主動(dòng)的參與課堂活動(dòng)，如小組討論，問(wèn)答練習(xí)等；并且部分學(xué)生都具有一定的自我約束能力和獨(dú)立思考的能力， 如對(duì)某一問(wèn)題進(jìn)行討論時(shí)除了能夠完成對(duì)問(wèn)題的回答， 還能夠提出反問(wèn)甚至是自己獨(dú)特的見(jiàn)解等。但是仍有一小部分學(xué)生由于種種原因造成了英語(yǔ)基礎(chǔ)薄弱， 上課不夠積極主動(dòng)，學(xué)習(xí)任務(wù)完成不充分等問(wèn)題。對(duì)此，在課堂活動(dòng)中要進(jìn)行有針對(duì)性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵(lì)，使他們盡早能提高對(duì)學(xué)習(xí)英語(yǔ)的興趣。本堂課之前學(xué)生們已經(jīng)完成了對(duì)Model6Unit3Ahealthylife的學(xué)習(xí)任務(wù)，對(duì)健康生活的真正涵義也有了一定的理解。因而在本堂課的引入環(huán)節(jié)中就結(jié)合這個(gè)內(nèi)容進(jìn)行了設(shè)問(wèn)。如“健康生活需不需要保護(hù)環(huán)境呢？” 等。且學(xué)生在這一單元以及之前所掌握的英語(yǔ)語(yǔ)言知識(shí)技能如：環(huán)境和健康的關(guān)系；如何開(kāi)展討論；如何發(fā)表自己的觀點(diǎn)等都可以運(yùn)用到本節(jié)課中。二、本節(jié)課教材分析與教材整合.單元教材分析本單元以Globalwarming為主題，學(xué)生通過(guò)單元教學(xué)經(jīng)過(guò)思考、學(xué)習(xí)，討論從而認(rèn)識(shí)到全球變暖的真正涵義和它所帶來(lái)的種種后果。 同時(shí)學(xué)生能夠進(jìn)一步認(rèn)識(shí)我們的地球所面臨的其它嚴(yán)重問(wèn)題， 激發(fā)學(xué)生的環(huán)保意識(shí)。引導(dǎo)學(xué)生運(yùn)用所學(xué)語(yǔ)言知識(shí)、句式表達(dá)自己對(duì)這些現(xiàn)象的看法，培養(yǎng)他們?yōu)樽约旱挠^點(diǎn)辯論的能力。WarmingUp通過(guò)真實(shí)的圖片再現(xiàn)，使學(xué)生對(duì)能源的用途和種類有一個(gè)基本的了解。從而為本單元主題Globalwarming作了很好的鋪墊。Pre-reading部分組織學(xué)生對(duì)這些問(wèn)題的討論、回答，也讓學(xué)生有進(jìn)一步思考的空間，為下一步閱讀做好準(zhǔn)備。Reading部分講述了全球加速變暖的原因一一人為溫室效應(yīng),后果以及人們對(duì)此的不同觀點(diǎn)。要求學(xué)生在理解文章大意的同時(shí)注意它的寫(xiě)作技巧： 提出問(wèn)題——分析現(xiàn)象一一闡述各方面的不同觀點(diǎn)一一以疑問(wèn)句作為總結(jié)引發(fā)讀者深思，自行做出判斷。Comprehending通過(guò)細(xì)節(jié)性的問(wèn)題，檢查學(xué)生對(duì)文章大意的總結(jié)歸納的能力。要求學(xué)生在讀完整篇文章后，仔細(xì)思考并樹(shù)立自己的觀點(diǎn)： “Weshoulddonothingaboutglobalwarming”還是“Weshoulddosomethingtodecreasethespeedofglobalwarming”，LearningaboutLanguage的詞匯部分設(shè)計(jì)了兩項(xiàng)練習(xí)，引導(dǎo)學(xué)生加深對(duì)新詞匯的理解和記憶。語(yǔ)法部分主要是通過(guò)練習(xí)加強(qiáng)學(xué)生對(duì)強(qiáng)調(diào)句式的掌握并能真正體會(huì)強(qiáng)調(diào)句的作用。UsingLanguage部分設(shè)計(jì)了包括聽(tīng)、讀、寫(xiě)的活動(dòng)。 Readingandwriting是Reading的一個(gè)延伸。通過(guò)讀者和雜志社之間的兩封信件，學(xué)生可以更多地了解如何控制全球變暖。同時(shí)通過(guò)課后練習(xí)可以讓學(xué)生更多地聯(lián)系自己的生活習(xí)慣，樹(shù)立從自身做起倡導(dǎo)環(huán)保的觀念。Listeningandspeaking部分是關(guān)于能源使用的一篇電臺(tái)采訪。要求學(xué)生在理解大意和主要細(xì)節(jié)的基礎(chǔ)上回答聽(tīng)力練習(xí)中的幾大問(wèn)題，提高學(xué)生的聽(tīng)力水平。.教學(xué)設(shè)計(jì)第一課時(shí)：將Warmingup和Pre-reading整合。本課時(shí)內(nèi)教師可從生活實(shí)際出發(fā)，通過(guò)圖片展示小組討論等方法讓學(xué)生對(duì)本單元的主題有初步的認(rèn)識(shí)， 并能運(yùn)用上一些新學(xué)的詞匯或者表達(dá)方式。第二課時(shí)：Reading,Comprehending&Learningaboutlanguage（詞匯部分）本課時(shí)內(nèi)主要是對(duì)課文進(jìn)行適當(dāng)?shù)耐卣?、討論，讓學(xué)生提高閱讀能力的同時(shí)對(duì)單元主題有更深入的理解。第三課時(shí)：Learningaboutlanguage完成語(yǔ)法練習(xí)。第四課時(shí)：Usinglanguage完成閱讀、聽(tīng)力和討論及寫(xiě)作部分。第五課時(shí)：Summingup&Assessment」、結(jié)、測(cè)試與講評(píng)。.本節(jié)課教材分析本節(jié)課為本單元的第一課時(shí)，將Warmingup和Pre-reading還有閱讀部分的討論進(jìn)行整合，設(shè)計(jì)成為一節(jié)說(shuō)話課。WarmingUp首先結(jié)合上個(gè)單元Model6Unit3Ahealthylife所熟悉的內(nèi)容引入本單元的主題。并通過(guò)直觀的圖片，使主題更加明朗。Speaking環(huán)節(jié)要求學(xué)生在對(duì)主題Globalwarming有一個(gè)初步的了解后，仔細(xì)思考并樹(shù)立自己的觀點(diǎn)：“Weshoulddonothingaboutglobalwarming”還是“Weshoulddosomethingtodecreasethespeedofglobalwarming,并利用所學(xué)知識(shí)進(jìn)行分組討論論。此項(xiàng)活動(dòng)旨在激發(fā)學(xué)生的學(xué)習(xí)熱情并體現(xiàn)學(xué)生在課堂中的主體位置。(這是本節(jié)課的重點(diǎn)和亮點(diǎn))Teachinggoals(教學(xué)目標(biāo))Targetlanguage.重點(diǎn)詞匯和短語(yǔ)energy,light(v.),heat(v.),renewable,non-renewable,fuel,runout.交際用語(yǔ)ExpressingagreementanddisagreementYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou'vegotitright.Idon'tthinkso.Idon'tthinkthat'sright.I'mafraidyouarewrong.AbilitygoalsEnablethestudentstotalkaboutdifferentsourcesofenergyandexpresstheirownideas.LearningabilitygoalsHelpthestudentslearnhowtogivetheirideasabouttheuseofenergy.LearningstrategiesEnablethestudentstousethewordsandexpressionsintheirdailystudy.Teachingstrategies(教學(xué)策略)1.Teachingmethods.BrainstormingGetstudentstoknowsomewordsrelatedtotheaims,andstudentsneedtousethemtohaveadiscussion..ThinkingProvidestudentswithsomepicturesandletstudentsthinkaboutthem..StudentsindividualandgroupworkCultivatestudents'co-operativeabilitytodiscussandsolveproblemsbyusingwhattheyhavelearned..TeachingimportantanddifficultpointsEnablethestudentstoexpressagreementanddisagreement.Enablethestudentstolearnhowtoexpressagreementanddisagreement..TeachingaidsMultimediaandrelatedmaterials(selfassessment)Teachingprocedures&waysStepIRevisionandlead-inReviewthecontextofunit3andthentalksomethingabouttoday'weather.Andthengetstudentstothinkabouttherelationshipbetweenhealthylifeandenvironment.T:Areyoufeelingwarmthtoday.(Thispartleadthestudentstoknowaboutthetopic“globalwarming)”StepnWarmingup1.LetSsthinkaboutthesequestionsandtalksomethingabouttheenergy..Canyoutellwhatweuseenergyfor?EnergylightsourcitiesEnergyheatsourbuildingsEnergyentertainsus(watchingTV;playingcomputeretc.)….Wheredoesalltheenergycomefrom?(LetSsthinkaboutitandspeakoutbyseeingsomepictures).Whatsthedifferencebetweenwindpowerandcoalpower?Windwillneverrunoutwhilecoalisalimitedsource.4).TrytotellasmanyaspossibleThingsthatuseenergySourcesofenergyRenewable/Non-renewablelightsheatingtelevisioncassetteplayercomputerfridgewashingmachinehairdryer…windrenewablecoldNon-renewableoilNon-renewablenuclearNon-renewableSun(solarenergy)renewableWater (hydro-electricpower)renewablePlantwasterenewablehotspringrenewableLetSstalksomethingaboutthenegativeeffectsofusingenergyandthenknowabouttheglobalwarming.LetSsknowmoreabouttheglobalwarmingbycomparingwiththegreenhouse.1.)Whatisthegreenhousemadeandusedfor?Agreenhouseismadeofglassandisusedforgrowingplants,especiallyduringcoldweather..)Howdoesitwork?Theairinsideiswarmbecausetheglasstrapstheheatfromthesunandkeepsitfromescaping.Thismakesthegreenhouseheatupandsotheplantscangrowthroughoutthecoldperiod..)Whatarethe“greenhousegases”？Intheatmospheresurroundingtheearththerearegases,whicharecalled“greenhousegases”,includingcarbondioxide,methane(甲烷，沼氣)andwatervapor.).Whatdoyouthinkgreenhousegasesdo?Theytrapheatfromthesunandthereforewarmtheearth.(Thispartenablestudentstoknowandthinkmoreaboutwhatisglobalwarmingbylookingatsomepicturesandansweringsomequestions.Duringthispart,atfirst,studentscanlearnsomewordsaboutthetopicandthenhaveafewminutestothinkaboutthepicturesandquestions.Atlast,themcanshowtheirownthoughtsandanswers.)StepIIIDiscussion:Shouldwedonothingaboutglobalwarming?Dividetheclassintotwogroups.ExpressingagreementanddisagreementYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou'vegotitright.Idon'tthinkso.Idon'tthinkthat'sright.I'mafraidyouarewrong.Yes,because…No,weshould…，because…Idont'thinkso.Ithink…Idon't'agreewithyou,becauseIthink…(Duringthispart,studentscanbedividedintotwogroups.Theycandothetaskbygroupworkandshowtheirideasbyusingthewords,phrasesorexpressionsgivenonthescreen.)StepIVSummaryandself-assessmentMakingasummaryforthisclass.(Reviewwhathasbeenlearned)Thinkaboutwhatyouhavereadandpractisedinthisclass.Thenticktheboxes.IhavelearnedIneedtolearnthiswell moreIhavelearnedabout:Whatisglobalwarming;Therelationshipbetweenourlifeandglobalwarming;somenewwordsandphrases;howtoshowourownthoughts;howtodosomethingaboutglobalwarming;StepVHomeworkReviewthenewwordsandexpressionsyoulearnedinthisclass.PreviewReading.StepVISelf-reflectiononteaching(課后反思)Inthisunit,themainthemeis“globalwarmingso'thewholeclassshouldbestartedandfinishedaccordingtoit.Inthisclass,studentscanbeactiveintheactivitiesIsetforthem,includinglistening,thinking,groupworkanddiscussing.Duringtheclass,studentsworkwiththeirpartnersorteachertofinishthelearningtask,sotheyexperienceasenseofsuccessbyshowingtheiropinionsbythemselves.However,thereismu