Unit4 Global Warming教案

Unit4 Global Warming

Teaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;

To develop students’ sense of cooperative ability;

Teaching important points : To enable students to learn about global warming and to develop their reading ability.

Teaching difficult points: To enable students to talk about what we should do to prevent global warming.

Teaching aids: Multimedia

Teaching procedures:

Step1 Warming up

Talk about weather and lead the relationship between severe cold weather and global warming. Then play a video and ask students to think about what the video shows so as to lead today’s topic-global warming.

Step2 Talking

Play a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’habitats are destroyed. That means animals will die out one day.

Step3 pre-reading

Ask students questions:What is a greenhouse made of and used for?Have you ever seen a green house?

A greenhouse is made of ______ and is used for ______________,especially during

_____weather.

Step4 group work

Ask students to work in groups to discuss how does a greenhouse work?

The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period. Step5 reading

?Ask students to skim the passage quickly and answer the following questions:What are the “greenhouse gases”?

?Who talked about “greenhouse effect”?

?What is greenhouse effect?

?And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect?

?Who wrote the article?

?What’s the name of the magazine?

?What are the names of the three scientists mentioned in the article?

?What did Charles Keeling find? And do you agree with her?

?Does George Hambley agree with Dr Janice Foster?

?What does Hambley say about carbon dioxide?

Step5 detailed reading

The teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.

Step6 An activity—Make a poster

Saving energy means reducing carbon dioxide, which is our duty.

What should we do to slow down global warming?

Make a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.

Step7 Homework

?Composition:

?以“how to slow down global warming?”为题写一篇发言稿。下面是你的发言要点：?房间无人时记得要随手关灯，电脑和拔掉电源。

?随手关紧水龙头，洗米水或洗脸水都能够利用到。

?购物不用塑料袋，自带篮子或是环保购物袋。

?注意：短文必须包括所有要点，可以适当发挥，词数120字左右。

四年级上册Unit4第一课时教案

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globalwarming教案

Teaching Plan Contents: Reading Book 6 Unit 4 Global warming I.Analysis of the Teaching Material This article is from a magazine about global warming, which illustrates how global warming has come about and different attitudes to its effects. The passage is long, abstract and far away from their life. What’s more, there are many mouthful professional terms, which increases students’ difficulty while reading, although they have some knowledge about global warming. II. Analysis of the Students Students from Senior Two are the students in an excellent level, who have good abilities to read and speak. This unit talks about global warming, which has been taught in Geography. It will help students understand the text better and I believe the students will be interested in this class. However,because they pay little attention to this topic in the daily life, they may have few desire to speak something about global warming. III. Teaching objectives 1. Knowledge objective 1) Enable the students to analyze how global warming has come about； 2) Get students know different attitudes towards global warming and its effects. 2. Competence objective Improve the students’ reading and speaking abilities. 3. Emotion objective 1) Develop student s’ teamwork. 2) Raise their awareness of global warming. IV. Important points Enable the students to understand how global warming has come about. V. D ifficult points Get the students understand how global warming has come about. Let the students understand the difficult sentences better. ①It is human activity that has caused this global warming rather than a random but natural phenomenon. (Line 6) ②All scientists subscribe to the view that the increase in the earth’s temperature is due t o the burning of fossil fuels like coal, natural gas and oil to produce energy. (Line 18) ③This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth.(Line 26-29) VI. Teaching aids: Multimedia classroom, printed material VII. Teaching methods: Task-based teaching, communicative teaching method VIII.Teaching procedures: Step 1. Lead in and pre-reading (5 mins ) It’s reported that global temperatures continue to rise, making July 2016 the hottest month in the history of the earth. Did you feel extremely hot in July? When you felt hot, what did you do? Did you feel global temperatures going up quietly? Let’s look at a flash (global temperatures from 1850 to 2016). What information can you get? The earth is becoming warmer and warmer. Is it natural or caused by human being? Do you think what effects global warming will bring about? Is global warming beneficial or harmful? Today we’re going to read a magazine article about global warming. It will work out your puzzles. Please open your book and turn to P26. Today we are going to

PEP人教版小学英语四年级上册Unit4单元教案

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2. 教材相配套的教学录音带 3. 教师自制的单词卡 4. 教师使用的study, bathroom, bedroom, living room, kitchen 图片。 5. 教师使用的课文挂图P46页Let 's lear部n分。 教学过程： 一、热身、复习 ( Warm-up / Revision ) A. Learn these sentences Where is the doll? It is in the box. Where is the doll? It is on the box. Where is the doll? It is under the box. Where is the box? It is on the table. B. Ask and answer Where is the farmer? Where is the monkey? Where is the elephant? He is in the van. It is under the taxi. It is in the car.

Global Warming公开课教案

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高中英语Unit4GlobalwarmingSectionⅤWriting教学案新人教版选修6

高中英语Unit4GlobalwarmingSectionⅤWriting教学案新人教版 选修6 Section ⅤWriting 海报 技法指导 海报是向大众发布某种消息的布告。海报的形式多为招聘广告、活动宣传和人物介绍。英文海报的内容常为球讯、影讯、商业报道、展览会、报告会、专题讲座等。一般的英文海报由标题、正文和落款组成。 一、海报的组成 1．标题 标题居中标在海报的正上方。标题一般有两种形式：一种是直接用“Poster”一词；另一种是用简洁、引人注目的语言概括海报的主要内容，把内容作为大字标题。如：Football Match, Film News, Good News, New Year's Eve, Entertainment等。 2．正文部分 正文部分要写清楚具体内容，包括活动内容、时间、地点以及参加规定、主持或举办单位等。语言多用十分简略的形式，开门见山地说明主题、活动内容。 3．落款 落款一般包括单位和日期。英文海报的张贴单位应标在右下角，日期常写于下一行，既可以写在右下角，也可以写在左下角。 二、写作时的注意事项 1．海报的标题必须简洁明了，而且能吸引读者的眼球。因此字数不宜太多。 2．张贴海报的目的是让读者了解活动的信息，所以文字的修饰要服务于信息，不能玩文字游戏，传达信息才是海报最重要的任务。 黄金表达 ①As we all know, it is important to ... ②Tickets will be available ... ③You're welcome to be present ... ④It is a must that everybody should ... ⑤Only in this way can we ... ⑥The first solution is ... ⑦In a word, pay much attention to ... ⑧It will be held in ... at ...

小学四年级上册英语Unit4教案

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2. 在表示请求、邀请、语气委婉、希望得到对方肯定回答时，多用some不用any。此时，句中常出现情态动词can, may, could, would等。例如：Would you like some soup? 你想要一些汤吗？ 3. any也可以用于肯定句中，此时后面接可数名词单数，意为“任何一个”，起强调作用。 例如：Any student can answer this question. 任何一个学生都能回答这个问题。 Some, any用法歌诀肯定句，用some,否定、疑问用any. 但有两点特殊记：若表请求、邀请或委婉，疑问也要用some. 若表“任何一个”接单数，肯定也要用any. （2 )ha*e / has (有）的用法区别 第一人称：我，我们 I, we 第二人称：你，你们 you 第三人称：除第一、第二人称之外的其他人称 第三人称单数：he, she, it, Kitty, Alice, Ben ha*e(第三人称单数)——has （3 )too和also的用法区别 课文应用：Do you li*e in a flat, too? 重点解析：also和too意义上没有区别，都是“也”的意思；用法一般都是用于肯定句中； also放句子中间或句首，但不能放句末；too只能放句末。 例如：

新人教版学高中GlobalwarmingSectionⅢGrammar教师用书教案选修英语

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四年级英语上册unit-4-My-home教案

四年级英语上册unit-4-My-home教案

Unit 4 My home 【单元学习内容】 本单元学习的主题是询问物品的位置。 【单元学习目标】 一、能力目标： 1、能够在真实或模拟的情境中运用句型Where is...? Is she in the study? Where are...? Are they on the table? 来询问物品位置。 2、能够在情境中运用句型Yes, she is./ No, she isn’t. Yes, they are./ No, they aren’t. 进行回答。 3、能够正确说出元音字母u在单词中的发音,并能够根据其发音规律拼读学过的语音例词。 二、知识目标： 1、能听、说、认读单词bedroom、study、kitchen、bathroom、living room、bed、table、sofa、fridge、phone。 2. 能熟练朗读并模仿本单元的对话。 3. 能理解Let’ s do内容，并按照指令做出相应的动作。 4. 知道元音字母u在单词中的发音. 5. 学唱歌曲。

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unit4globalwarming教案

Unit4 Global Warming Teaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ; To develop students’ sense of cooperative ability; Teaching important points : To enable students to learn about global warming and to develop their reading ability. Teaching difficult points: To enable students to talk about what we should do to prevent global warming. Teaching aids: Multimedia Teaching procedures: Step1 Warming up Talk about weather and lead the relationship between severe cold weather and global warming. Then play a video and ask students to think about what the video shows so as to lead today’s ^ topic-global warming. Step2 Talking Play a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’habitats are destroyed. That means animals will die out one day. Step3 pre-reading Ask students questions:What is a greenhouse made of and used for Have you ever seen a green house A greenhouse is made of ______ and is used for ______________,especially during _____weather. Step4 group work Ask students to work in groups to discuss how does a greenhouse work The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period. Step5 reading ?| ?Ask students to skim the passage quickly and answer the following questions:What are the “greenhouse gases” ?Who talked about “greenhouse effect” ?What is greenhouse effect ?And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect ?Who wrote the article ?What’s the name of the magazine ?What are the names of the three scientists mentioned in the article ?What did Charles Keeling find And do you agree with her ?Does George Hambley agree with Dr Janice Foster ?What does Hambley say about carbon dioxide ！

选修六Unit4Globalwarming教学设计

Unit 4Global warming—Reading(教学设计) 富源一中刘胜丽 教学目标 知识目标： (1) 掌握阅读的方法和技巧，让学生了解地球温度上升的现象、原因及影响。 (2) 掌握文中“it”在强调句中的用法。 能力目标： 能较好地运用泛读和精度的阅读技巧，准确地从文中找到关键信息。 德育目标： (1) 通过学习，帮助学生树立“节约能源，保护环境”的主人翁意识。 (2) 关爱生命，爱护环境，学会竞争和合作，建立自信心和集体荣誉感。 情感目标： 通过学习调动学生的学习积极性，让学生树立正确的世界观和人生价值观。教学重点： 提高学生对英语学习的兴趣和积极性，较好地掌握泛读和精读的方法。 教学难点： 如何让学生较好地掌握泛读和精读的方法，便把所学知识运用于高考中。 教学方法： (1) 以学生为主体，教师为主导，泛读和精读相结合。 (2) 采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学知识。 (3) 评价激励表运用于教学：即对小组在整节课中的综合表现给打分让组与 组之间有个比较，从而达到激励上进的效果。 如下表所示：G代表Group; 根据班级情况可分成8个小组

Teaching procedures Step1: Greetings and Lead-in Questions： (1) Are you hot ? (1) Compared to the past few years,what’s the weather like this year ? (2)What causes the global warming?Human activity or a random but natural phenomenon? (3) show some pictures to the students. ( 设计意图：通过提问和图片展示引出本节要讨论的话题—全球在变暖。) Step2：Fast-reading Reading Comprehension I Let the students fast read the the passage and then answer the following questions. 1. What’s the main topic of the article? 2. Who wrote the magazine article? What is name of the magazine? 3. What has caused global warming? 4.What do scientists think makes the earth’s temperature go up? 5. How does “greenhouse effect” come about? Answers: 1.It’s about global warming\the warming of the earth. 2.They are Dr.Janice Foster,Charles Keeling and George Hambley. 3.Human activity. 4.The burning of fossil fuels. 5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth. （设计意图：训练学生归纳、总结的能力） Reading Comprehension II( pair work) Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last cen tury didn’t seem to increase much. ( )2. Everyone believes that global warming is caused by the activities of humans. ( )3. Janice Foster believes she can measure the future global rise in temperature. ( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth. ( ) 6. It is clear what the effects of global warming will be. Answers: 1.T 2.T 3.F 4.T 5.T 6.F （设计意图：训练学生积极参与、协作、竞争的能力）

四年级英语上册unit 4 My home教案设计

Unit 4 My home 【单元学习容】 本单元学习的主题是询问物品的位置。 【单元学习目标】 一、能力目标： 1、能够在真实或模拟的情境中运用句型Where is...? Is she in the study? Where are...? Are they on the table? 来询问物品位置。 2、能够在情境中运用句型Yes, she is./ No, she isn’t. Yes, they are./ No, they aren’t. 进行回答。 3、能够正确说出元音字母u在单词中的发音,并能够根据其发音规律拼读学过的语音例词。 二、知识目标： 1、能听、说、认读单词bedroom、study、kitchen、bathroom、living room、bed、table、sofa、fridge、phone。 2. 能熟练朗读并模仿本单元的对话。 3. 能理解Let’ s do容，并按照指令做出相应的动作。 4. 知道元音字母u在单词中的发音. 5. 学唱歌曲。 三、情感目标： 通过学习本单元容养成整齐摆放物品的好习惯。 【单元学习重点、难点】 本单元重点学习句型是：Where is...? Is she in the study? Where are...? Are they on the table? 及相应回答。本单元难点是复数的用法，It has...的用法。 【课时安排】 第一课时：A Let’s talk Let’s play 第二课时：A Let’s Learn Let’s do 第三课时：A Let’s spell 第四课时：B Let’s talk Ask, answer, and write 第五课时：B Let’s learn Let’s play 第六课时：B Read and write Let’s check Let’s sing Story time 第一课时 【学习目标】 一、能力目标： 1. 能用Is it/she …？询问物品所在。 2. 能准确选择合适的语言表达自己的意愿，并能作出准确地回答。 二、知识目标： 1. 能熟练朗读并模仿本节课对话。 2、能表演本节课对话。 3、能在实际生活中运用本节课对话，能听懂会说Is she in the bed room？Yes, she is . No, she isn’t. Is it …？Yes，it is/No，it isn't. I have … . Where's…? 4、了解知识点： Is she in the study? No, she isn’t. （一般疑问句 am, is, are提前，肯定、否定回答等。）三、情感目标：热爱自己的家，积极参与劳动，做家务。 【学习重点、难点】 教学重点：句型Is she in/on/under/…? Yes, she is./ No, she isn’t. 词汇：isn’t 教学难点：发音it is 连读，isn’t