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人教版选修六Unit_4_Global_warming教案

人教版选修六 Unit_4_Global_warming 教案
★清华大学★英语系测试:为中小学生英语量身定做. 清华大学★英语系测试: 中小学生英语量身定做. 量身定做 官方网站: 官方网站:http://qinghua.yeryy.com/ 英语教授研究组提供 清华大学英语教授 清华大学英语教授研究组提供
Unit 4 Global warming Ⅰ. 单元教学目标 技能目标 Skill Goals ▲Talk about global warming, pollution and the importance of protecting the earth ▲Practise expressing agreement, disagreement, blame and complaint ▲How to use“it” for emphasis in a sentence ▲Write an essay on environmental problems Ⅱ. 目标语言 Expressing agreement, disagreement, blame and complaint Yes, I agree with you. Yes, I think so. 功 能 句 式 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.

I’m sorry to bring this up, but ... I’m sorry to have to say this, but ... They shouldn’t have done it. They are to blame. Why don’t you do something about it? Perhaps they should / ought to do ... 1. 四会词汇 compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, 词 汇 existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title 2. 认读词汇 renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane, Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative 3. 词组 compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on

4. 重点词汇 data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence 语 法 “It” used for emphasis It is human activity that has caused this global warming. 1. There is no doubt that the earth is becoming warmer. P26 重 点 句 子 2. Without the ‘greenhouse effect’ the earth would be , about thirty-three degrees Celsius cooler than it is. P26 3. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26 4. Together, individuals can make a difference. P30 5. It takes a lot of energy to make things from new materials…. P30 6. Remember — your contribution counts. P30 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、 写的活动。 读、 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 4th Period 5th Period 6th Period Extensive Reading Language Study Drills 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. Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on. Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy. Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy. T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers. After a while. T: Who’d like to tell us your answers? Sg: Wind power. Sh: Coal power. T: Right. Is there any difference between them? Si: Yes. Wind will never run out while coal is a limited source. T: It’s true. As we know, an energy source is renewable when

supplies of it never run out while some supplies, such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable. If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on. The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged. Sample answers: Renewable Wind power Solar power Hydroelectric power Non-renewable Coal Natural gas and oil Nuclear power

Step Ⅲ Listening and Discussing T: From what we’ve just talked about, it is clear that energy does a lot of good to us. But every coin has two sides. Is there any negative effect of using energy?

Sa: Yes. People use too much energy which is resulting in an increase in carbon dioxide. That is how the global warming comes about. Sb: And meanwhile it pollutes the environment. T: It’s true. Many people have realized the problem. Next we’ll do some listening practice on this topic. Let’s see what other people think of this issue. The students are asked to read the questions quickly to find out the listening points first. Then listen to the tape twice and give the correct answers. T: Now please turn to page 31. Let’s do listening. Before you listen to the tape, please read fast the statements in Exercise 1 to find out the listening points. Pay much attention to the key points while listening. Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to finish Exercise 1. Play the tape again, train the students’ ability to spot specific information and understand the implication in the dialogue. The students listen and finish Exercise 2. Several minutes later. T:Have you finished the exercises?

Ss: Yes. T: OK, let’s check your answers. Explain some difficult points if necessary. T: Now read what Professor Chen and Li Bin say. Work in groups. Discuss who you agree with and give reasons. Use some of the phrases listed in Exercise 2 or any others you know. Step Ⅳ Homework 1. Review the new words and expressions you learned in this class. 2. Preview Reading. The Second Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up b. 重点句式 There is no doubt that the earth is becoming warmer. P26 Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26

They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26 2. Ability goals 能力目标 Enable the students to talk about the causes and effects of global warming. 3. Learning ability goals 学能目标 Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it. Teaching important points 教学重点 Help the students learn how to debate over the topic “We should do nothing about global warming.” Teaching difficult points 教学难点 Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methods 教学方法 Listening, reading and group work. Teaching aids 教具准备 A recorder and a computer. Teaching procedures & ways 教学过程与方式 Step ⅠRevision Check the homework.

Review the useful expressions about agreement and disagreement. Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources. Step Ⅱ Pre-reading Show a picture of greenhouse on the screen.

T: Now look at the picture. What is it in the picture? S: A greenhouse. T: Right .Who can tell me what it is used for? Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather. T: Yes, you are right. And how does it work? Sb: The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period. T: Exactly. Thank you. But today we are not going to talk about greenhouse, we’ll talk about greenhouse gases. Have you

heard about this before? Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor. T: That’s correct. Then what do you think greenhouse gases do? Sd: Let me explain it. They trap heat from the sun and therefore warm the earth. T: Yes. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?” Step Ⅲ While-reading Get the students to read the passage fast and meanwhile help the students form a good habit of reading. T: What do you think will be talked about at the sight of the title “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part.

After a few minutes. T: How many parts can this text be divided into? T: Any different ideas? OK. Now let’s finish the form on the screen. Show the form on the screen and let the students complete the form. Main ideas of each part Writing techniques

Step Ⅳ Comprehending Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2. T: Now let’s listen to the tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups. Step Ⅴ Debate Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.

T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions. Put the following instructions on the screen. ● 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). ● Group A discuss why they agree with the statement; Group B discuss why they disagree. ● Group A and B get together. Tell each other the reasons why agree or disagree with the statement. T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates. Step Ⅵ Homework 1. Read the passage again and review the new words and expressions. 2. Prepare the debate in groups. 3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING? The Third Period Extensive Reading Teaching goals 教学目标

1. Target language 目标语言 a. 重点词汇和短语 pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so on b. 重点句式 P30 Together, individuals can make a difference. It takes a lot of energy to make things from new materials… Remember — your contribution counts. 2. Ability goals 能力目标 Get the students to realize what individuals can do about global warming. 3. Learning ability goals 学能目标 Learn what to do in daily life to reduce the carbon dioxide content in the air. Teaching important points 教学重点 Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air. Teaching difficult points 教学难点 Enable the students to learn how to make a poster. Teaching methods 教学方法 Listening, skimming and group work.

Teaching aids 教具准备 A recorder and a computer. Teaching procedures & ways 教学过程与方式 StepⅠRevision Check the students’ homework to see whether they have mastered what they learnt last class. Check their group work — debate. T: Have you finished your homework — prepare a debate in groups? Ss: Yes. T: Which groups would like to come to the front and act out your debates? Choose one as your representative. Ask a representative in each group to state their group’s opinion. A sample debate: (A=Group A; B=Group B) A: We think people should do something about global warming. Because it could have many negative effects on the earth. With temperature increasing, the polar ice caps eventually would melt, causing sea levels to rise by several meters. Coastal and low-lying cities would be submerged. Some scientists predict severe storms, droughts, famines, the spread of diseases and the destruction of species. Don’t you

think these are terrible? So don’t hesitate to take action to reduce the carbon dioxide content in the air. Only in this way will we be able to save the earth and save ourselves. B: We don’t think so. Some scientists’ concerns about global warming are just speculation. I want to remind everyone to pay attention to what Group A has just said. You said a lot of “could” and “would” which obviously indicates that you are , not sure about the bad effects you just mentioned. In our opinion, global warming will be mild with few bad environmental consequences. What’s more, more carbon dioxide is actually a positive thing. It will make plants grow faster; crops will produce more; it will make a greater range of animals, all of which will make life for humans better. So there’s no need for us to reduce the carbon dioxide. A: It is true that no one knows exactly what the effects of global warming will be. But don’t you think it will be too late for us to take action after the bad effects come out? Hope for the best and prepare for the worst. B: ... Step Ⅱ Lead-in T: Group A did a good job and showed us the importance of reducing the amount of carbon dioxide in the air. But what

shall we do in our daily life? Sa: Save energy. For example, if we are not using the lights, the TV, the computer and so on, turn them off. Sb: Cars use a lot of energy, so we’d better walk or ride a bike. Sc: Buy things made from recycled materials because it takes a lot of energy to make things from new materials. T: Right. You’ve done a good job. Next open your books and turn to page 30. Today we’ll read two letters and learn what we can do about global warming. Step Ⅲ Listening and Reading Get the students to read the two letters and then fill in the table on page 30. T: Skim the letters and find who the writers are and what their purpose of writing the letters is. Sd: The first letter is written by a student who is asking for suggestions for his project — global warming. Se: The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming. T: Good answers. Now scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.

Sample answers: Earth Care’s suggestions Can you carry it out? Save energy Reasons

If you are not using Yes electrical appliances, turn them off. If you’re cold, put on more clothes instead of turning up the heat. Motor vehicles use a lot of energy, so walk or ride a bike if you can. Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials. Get your parents or Yes Yes Yes Yes

Save energy

Save energy

Save energy

Save energy

friends to buy products that are made to save energy. Plant more trees. Yes Plants absorb carbon dioxide from the air. Talk with your family and friends about global warming and tell them what you’ve learned. Step Ⅳ Making a poster Help the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class. T: Now in groups of five, make a poster for your school that tells the students various ways they can reduce the amount of carbon dioxide in the air. Remember the following: give your poster a large heading, use imperative sentences to list the ways we can reduce the amount of carbon dioxide in the air. Yes Together, individuals can make a difference.

What’s more, try every possible way to make your poster impressive, which is the purpose of a poster. If time is limited, you can finish it after class. Step Ⅴ Homework Finish the poster. The Fourth Period Language Study Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 glance, widespread, decrease, steady, average, existence, outer, on the whole b. 重点句式 It is human activity that has caused this global warming. P29 …it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide. P26 2. Ability goals 能力目标 Learn about “it” used for emphasis. 3. Learning ability goals 学能目标 Help the students learn how to use new words and expressions of this unit and how to use “it” for emphasis. Teaching important points 教学重点 The structure of “It is ... that ...”.

Teaching difficult points 教学难点 Teach the students how to master the use of “it” for emphasis. Teaching methods 教学方法 Explanation and practice. Teaching aids 教具准备 A computer. Teaching procedures & ways 教学过程与方式 Step ⅠRevision T: Good morning, everyone. Ss: Good morning, sir / madam. T: First I’ll check your homework. Have you finished the poster? Ss: Yes. T: Well, which group would like to show us yours? Get several groups to show their posters. A sample poster: What Can We Do about Carbon Dioxide? Carbon dioxide is one of the main causes of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air. ● Turn the electrical appliances off if you are not using them. ● Put on more clothes if you are cold instead of turning up the heat.

● Walk or ride a bike instead of using motor vehicles if you can. ● Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials. ● Buy products that are made to save energy such as fridges and microwaves. ● Plant trees in your garden or school yard. Together, individuals make a difference. It’s time for us to do something about carbon dioxide. Talk with your friends or family about global warming. Let’s work together and care the planet we are living in. Step Ⅱ Discovering words and expressions T: Now please open your books and turn to page 28. Let’s do some exercises. Step Ⅲ Discovering useful structures T: Next let’s turn back to page 29. We’ll learn a useful structure. Now compare these two sentences below. Show the following two sentences on the screen. Human activity has caused this global warming. It is human activity that has caused this global warming. T: Who can translate them into Chinese? Sa: I think they are the same. They both mean“人类行为引发了

全球变暖”. Sb: I don’t think so. They are a little bit different. The latter one should be “引发全球变暖的正是人类行为”. In the second sentence, “human activity” is emphasized. T: Quite right. This is the structure we are going to learn today. Present the structure on the screen and give some explanation. 由 it 引导的强调句结构: It is (was) + 被强调部分 + that (who) + 句子其他部分 注意:此结构强调的成分仅限于主语,宾语和状语。 如: 原句:My father did the experiment in the lab yesterday evening. 强调主语: It was my father who did the experiment in the lab yesterday evening. 强调宾语: It was the experiment that my father did in the lab yesterday evening. 强调时间: It was yesterday evening that my father did the experiment in the lab. 强调地点: It was in the lab that my father did the experiment yesterday evening. 又如: It was in that city that we met for the first time.

It was not until he told me that I knew the truth. 典型例题分析: 1)It was last night _______ I saw the film Star Wars. A. who B. when C. that D. which

答案 C. 强调句的结构是: It + be + 强调部分 + that (who) + 主谓句。强调句的连词只有两个,that 和 who。当强调的部分是 人,且为句子的主语时,才用 who,其余用 that。 2)It is ten years _______ Miss Green returned to Canada. A. that B. when C. since D. as

答案 C. 考点是连词用法。 本题易误选为 A. 其实本句不是强调句。若是,去掉 It be ... that 还应是一个完整 的句子。而本句去掉‘It is ...that’ ,只剩下 ten years Miss Green returned to Canada 不成句。因此本句不是强调句。 It is + 时 间 + since ..., 其中 is = has been. T: In the article there are two sentences in which “it” is used for emphasis. Can you find them? Sc: Yes. One is “It was a scientist called Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.” The other is “It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.” T: Good. Next let’s do some practice about this structure. Turn

to page 29, Exercise 2. Please rewrite each sentence with “It is ... that ...” to give more emphasis to the underlined part. Sample answers: 1. It is greenhouse gases that have warmed the earth by trapping heat energy in the atmosphere. 2. It is the greenhouse effect that gives the earth’s surface the average temperature of 15℃. 3. It is fossil fuels that much of the energy used to light and heat our homes comes from. 4. It is the United States of America that the biggest producer of greenhouse gases is. 5. It is for centuries that carbon dioxide stays in the atmosphere while other greenhouse gases stay in the atmosphere only for a day or less. 6. It is their very existence that low-lying countries feel is in danger from rising sea levels. 7. It is human activities that many scientists believe caused the earth’s temperature to rise. 8. It is future climate changes and their effects on our environment that scientists want to find out about. 9. It is by several meters that the level of the sea could rise because of global warming in the years ahead. that have

10. It is outer space that might provide us with new energy sources in the future. Step IV Using structures Get the students to do more exercises about the use of “it” for emphasis. T: Please turn to page 64. Read the instructions of the two exercises and then finish them. Sample answers to Exercise 2: (1) It was four Australian children who started it in 1996 when they organized the first children’s environmental conference. (2) It is at this conference that we decide which projects we want to work on in the following year. (3) It was through one of these projects about five years ago that I first became involved in Millennium Kids. Step Ⅵ Homework Make four sentences with “it” for emphasis. The Fifth Period Drills Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 environmental problem, plastic bags, reuse, litter, rubbish items, Clean Up Day, bring up

b. 重点句式 P63 I’m sorry to bring this up, but... I’m sorry to have to say this, but... They shouldn’t have done it. They are to blame. Why don’t you do something about it? Perhaps they should / ought to do... 2. Ability goals 能力目标 Enable the students to talk about some environmental problems and Clean Up Day. 3. Learning ability goals 学能目标 Help the students learn how to express their own ideas about some environmental problems. Teaching important points 教学重点 Enable the students to talk about some environmental problems. Teaching difficult points 教学难点 Enable the students to talk about some environmental problems. Teaching methods 教学方法 Listening, speaking and group work. Teaching aids 教具准备

A recorder, a computer and a projector. Teaching procedures & ways Step Ⅰ Revision Check the homework to see whether the students have mastered the use of “it” for emphasis. T: Last class we learned about “it” used for emphasis. Do you remember the structure? Ss: Yes. The structure is: It is (was) ... + that (who) + ... T: Now, who would like to read the sentences you have written as homework. Sample sentences: It was James who broke the window. It was the little ants that destroyed the whole building. It is her grandma who brings her up all these years. It was the hope in his heart that enabled him to escape from the prison. Step Ⅱ Listening Get the students to prepare for the listening by asking some questions. T: In this unit we have talked much about global warming, which obviously causes great concern all over the world. Many organizations have been set up to protect the environment, 教学过程与方式

one of which is Millennium Kids. Have you ever heard about it? Ss: No. T: Would you like to know something about it? Ss: Yes. T: OK. We’ll listen to a dialogue about it. Please open your workbooks and turn to page 62. Please read the instructions and questions fast to find out the listening points first. Pay much attention to the key points while listening. Play the tape for the first time. Help the students get a general understanding about the dialogue. The students listen and try to answer questions in Exercise 2. Play the tape again, train the students’ ability to pick out specific information. The students listen and fill in the information sheet in Exercise 3. Play the tape for a third time and let the students check their answers by themselves. T: Have you finished the questions? Ss: Yes. T: OK, let’s check the answers together. Explain some difficult points if necessary. Step Ⅲ Talking T: From what we’ve just listened to, we can see global warming is only one of the environmental problems. There are many

other problems. Can you give me some examples? Sa: Air pollution and water pollution. Sb: Deforestation. Sc: ... T: You are right. Many environmental problems endanger the world we are living in. The teacher may as well collect some pictures about environmental problems and show them to the students through a computer. One of the pictures should be about plastic bags.

T: What can you see in the picture? Ss: We can see lots of plastic bags and a beach seriously polluted by plastic bags. T: What do you think plastic bags do to the environment? Sd: I think they pollute the environment and they are a big environmental problem. T: Do you agree with him? Se: Yes. I don’t like using plastic bags because they are bad for our health. I also heard that plastic bags can not be reused and therefore it is a great waste to use them.

T: It’s true that plastic bags do great harm to the environment. It’s time that we did something about this big environmental problem. Now work in small groups, discuss the questions in TALKING on page 63. The expressions below the questions may help you. Ask some groups to show their work. A sample discussion: Sa: Plastic bags can be seen everywhere. Some people always leave litter everywhere including plastic bags. Sb: Yes. They shouldn’t have done it. Sometimes we even find plastic bags hanging on trees. They spoil the beauty of the cities. Sc: Apart from the facts that you mentioned, plastic bags are doing great harm to the environment. Sa: What do you mean? Is it a very big environmental problem? Sc: Yes. Sb: Can you explain why? Sc: First, plastic bags are made from non-renewable resources. Sa: Does it mean those resources are lost to us if they are not recycled? Sc: Exactly. Second, plastic bags pollute the soil because they can hardly break down.

Sb: It sounds terrible! Sc: The bad effects are more than that. Plastic bags kill seabirds, sea mammals and countless fish each year world wide. Sb: But how does this come about? Sc: Plastic bags float easily in air and water and travel long distances. What’s worse, when the animals die and break down, the plastic bag can become free again to kill another animal. Sa: It’s time for people to do something about this problem. Sb: Yes. But how? We have to face the fact that 2 billion plastic bags are used every day in China. It’s impossible to stop it in one day! Sc: Yes. But people can use fewer and reuse them. Sa: So let’s do it right now. And we should let more and more people know it. Sb: Right. Hope everyone can do something to it. Together, individuals can make a big difference. Step Ⅳ Listening task and Speaking task T: Though there are many serious environmental problems, fortunately most countries realize these problems and they are taking steps to save the earth. Clean Up Australia Day is a good example. Next we’ll listen to Tom’s talk about it. Play the tape for the first time. Help the students get a general

understanding about the talk. Play the tape again, let the students pay attention to the dates Tom mentioned and what happened on these dates. While listening, ask the students to make some notes in the table on page 65. Play the tape for the third time, let them have a check. T: OK, let’s check the answers to Exercise 1. Explain some difficult points if necessary. Ask the students to read the top 9 rubbish litter Tom mentioned in his talk and let them talk about litter at their school or communities. ... T: Like Australia, China also has a Clean Up Day. Do you know something about it? Ss: No. T: OK. It doesn’t matter. After class, collect some information about Clean Up China Day. You are asked to plan a talk about it. Work in groups of three, follow the steps in the bottom on page 65 to prepare the talk. That is your homework for today. Step Ⅴ Homework Prepare a talk about Clean Up China Day. The Sixth Period Writing Teaching goals 教学目标

1. Target language 目标语言 a. 重点词汇和短语 litter, butt, pollute, endanger, solution, add up to, break down b. 重点句式 P66 Apart from the fact that butts spoil the beauty of the environment, they contain some very toxic chemicals. It is up to people not to let plastic bags become litter. The earth would be a better place because it would be less polluted. 2. Ability goals 能力目标 Enable the students to write an essay on one of the environmental problems. 3. Learning ability goals 学能目标 Enable the students to learn how to write an essay. Teaching important points 教学重点 The structure of an essay. Teaching difficult points 教学难点 Enable the students to learn how to support their points of view. Teaching methods 教学方法 Task-based method. Teaching aids 教具准备

A computer and a projector. Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision and Lead-in Check the homework. Ask two groups to present their talk to the class. T: In the last period, we talked about plastic bags. What do you think of plastic bags? S: Plastic bags are widely used all over our country. Many people use them to carry food or other things. But I think they are annoying and they seriously pollute our environment. T: You are right. Plastic bags are also known as white pollution. They endanger our environment and people’s health. Now, let’s read an article and find how they endanger the environment. I hope after reading the article, all of you can realize the harm of using plastic bags and use fewer of them. Step ⅡReading T: Open your workbooks and turn to page 66. Read Tom’s essay about litter. Make a summary for each paragraph, and then fill in the table on page 67. You don’t have to write down complete sentences, notes will be OK. Pay attention to the writing skills while reading. Sample answers:

Paragraph 1

Point of view

Two of the most common and dangerous litter: cigarette butts and plastic bags.

Paragraph 2

First point of

Cigarette butts are small but

the argument; bad for the environment: over Evidence 1,600 billion cigarettes are smoked each year and large quantities of butts are thrown away; Butts contain toxic chemicals; Decrease the quality of water; Endanger plants and animals Paragraph 3 Second point of the argument; Evidence Plastic bags litter is a danger to the environment: Waste of non-renewable resources; Last from 20 to 1,000 years in the environment; Kill up to one million seabirds, 100,000 sea mammals and countless fish every year Paragraph 4 Point of view The best solution would be not to smoke or use plastic bags at

all. T: This article is an essay. Essay is a short literary composition on a single subject, usually presenting the personal view of the author. After reading the article, can you summarize the writing characteristics of the essay? S: Let me try. In the first paragraph, the author presents his point of view on butts and bags. And in the next two paragraphs, he separately presents his views on butts and bags and provides evidences to support his views. In the last paragraph, he states his views again and calls up people to do something to our planet. Step Ⅲ Pre-writing T: After reading this essay, I’d like you to write an essay on your own. I will give you some tips on how to write an essay. Show the tips on the screen. Writing tips: Step 1: Write out the thesis statement. (point of view) Step 2: Write out the topic sentence of the first body paragraph. Step 3: Give the supporting points and details about the first subtopic.

Step 4: Write out the topic sentence of the second body paragraph. Step 5: Give the supporting points and details about the second subtopic. (more body paragraphs ... ) The last step: State again the thesis statement. (point of view) Step Ⅳ Writing Ask the students to list as many environment topics as possible. Choose one topic and write an essay about it. T: Now think of the environmental problems that concern people most. I will divide you into two groups. Each group tries to give as many environment topics as possible. Let’s see which groups get more topics. Ask the students to speak out the topics and collect them on the screen or blackboard. A sample list of environment topics: air pollution, noise, soil erosion, water pollution, litter classification, desertification, make green by planting trees T: Now choose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to those in the table above. Use Tom’s essay as a model to write your own.

A sample version: The Environmental Effects of Fossil Fuels There is no doubt that fossil fuels bring a lot of good to us. But do you know that many of the environmental problems our country faces today result from our fossil fuel dependence. The environment faces air pollution, global warming, acid rain, and several other very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere. Carbon dioxide is one of the main factors in global warming which is negatively affecting everyone. Fossil fuels also affect water pollution, land pollution, and thermal pollution(heat pollution). Coal mining is one of the causes of pollution in the environment. After the mining is completed, the land will remain barren. Materials other than coal are also brought to the surface in the coal mining process, and these are left as solid wastes. The production, transportation, and use of fossil fuels are to blame for the effects of pollution on the environment. Then what should we do? We should spare no effort to improve our environment. Please save energy and use fewer fossil fuels in our daily lives.

Step Ⅴ Homework 1. Finish the essay. 2. Review the whole unit by doing SUMMING UP on page 32 and CHECK YOURSELF on page 68. 附 件 相关背景资料 Global warming may be twice as bad as feared The impact of global warming could be twice as severe as the worst scenario feared by United Nations scientists, the world’s largest climate-modelling experiment has shown. Average temperatures could rise by 11℃ (20) to reach highs that would change the face of the globe, researchers who have run 60,000 computer simulations of climate change said yesterday. The conclusions suggest that forecasts by the UN’s Intergovernmental Panel on Climate Change (IPCC) may be much too conservative. In the worst case, the world would eventually heat up by almost double the maximum increase envisaged by the panel. The IPCC’s latest report predicted that temperatures will rise by between 1.4℃ (2.5) and 5.8℃ (10.4) by 2100. A world 11℃ warmer than it is today would be unrecognisable:

while records show that the planet has been hotter than it is today for about 80 per cent of its history, there is no evidence that it has ever been more than about 7℃ warmer. Although it would take hundreds of years for the full effects to be felt, the polar ice caps eventually would melt completely, causing sea levels to rise by 70m to 100m (230ft to 330ft). Coastal and low-lying cities such as London and New York would be submerged. As the 11℃ figure is a global average, temperatures would be expected to climb even further in some regions. David Stainforth, of the University of Oxford, the study’s chief scientist, said: “When I start to look at these figures, I get very worried about them. An 11-degree warmed world would be a dramatically different world.” Global warming

According to the National Academy of Sciences, the Earth’s surface temperature has risen by about 1 degree Fahrenheit in the past century, with accelerated warming during the past two decades. There is new and stronger evidence that most of the warming over the last 50 years is attributable to human activities.

Human activities have altered the chemical composition of the atmosphere through the buildup of greenhouse gases — primarily carbon dioxide, methane, and nitrous oxide. The heat-trapping property of these gases is undisputed although uncertainties exist about exactly how earth’s climate responds to them. Energy from the sun drives the earth’s weather and climate, and heats the earth’s surface; in turn, the earth radiates energy back into space. Atmospheric greenhouse gases, such as water vapor, carbon dioxide, trap some of the outgoing energy, retaining heat somewhat like the glass panels of a greenhouse. Without this natural “greenhouse effect” temperatures would , be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’s average temperature is a more hospitable 60°F. However, problems may arise when the atmospheric concentration of greenhouse gases increases. Once, all climate changes occurred naturally. However, during the Industrial Revolution, we began altering our climate and environment through changing agricultural and industrial practices. Before the Industrial Revolution, human activity released very few gases into the atmosphere, but now through population

growth, fossil fuel burning, and deforestation, we are affecting the mixture of gases in the atmosphere. Carbon dioxide is released to the atmosphere when solid waste, fossil fuels and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil. Methane emissions also result from the decomposition of organic wastes in municipal solid waste landfills, and the raising of livestock. Nitrous oxide is emitted during agricultural and industrial activities, as well as during combustion of solid waste and fossil fuels. Rising global temperatures are expected to raise sea level, and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It could also affect human health, animals, and many types of ecosystems and deserts may expand into existing rangelands. Unless we act now, our children will inherit a hotter world, dirtier air and water, more severe floods and droughts, and more wildfires. But solutions are in sight. We know where most heat-trapping gases come from: power plants and vehicles. And we know how to curb their emissions: modern technologies and stronger laws. By shifting the perception of global warming

from abstract threat to pressing reality, and promoting online activism. By pressing businesses to use less energy and build more efficient products. And by fighting for laws that will speed these advances. What is Clean Up Australia Day Every year hundreds of Australians help clean up their local environment on Clean Up Australia Day. It’s easy, fun and everyone can take part. Individuals, local groups and schools can either organise a Clean Up site, or volunteer to join an existing site. So why not do your bit for the environment and get involved next year? Clean Up Australia Day in 2005 Across the country over 670,000 volunteers removed more than 8,450 tonnes of rubbish from our beaches, parks, streets, bush land and waterways as part of Clean Up Australia Day, the nation’s largest community based environmental event. Families, friends, neighbours, businesses and community groups spent the equivalent of 62,163 days, at over 7,000 sites, removing rubbish ranging from car bodies and electronic waste to thousands of chip packets, drink bottles, plastic bags and cigarette butts.

Speaking from the Clean Up Australia Day site in Taren Point, Sydney, Ian Kiernan AO, Chairman && Founder of Clean Up Australia, praised volunteers and site organisers around the country. “Taren Point captures perfectly the real long term benefits of Clean Up Australia Day and reinforces that Clean Up is more than just one day. Volunteers at Taren Point have begun to transform a rubbish dump, polluting the delicate salt marshes, back into a natural recreational area for us all to enjoy,” Mr Kiernan said. “Congratulations to the thousands of volunteers who spent their time removing packaging waste and illegally dumped items from the environment today. Their actions show

government and industry that Australians do care about the environment.” he continued. At this stage, the country’s most polluted sites appear to be roadways followed by parks, waterfronts and coastal areas. Some of the amazing accomplishments of volunteers during this year’s campaign include the clean up of 1,545 roadsides, 738 parks and 1,387 waterways and coastal areas. Weird and interesting items collected around the country today include an unopened slab of beer and a bottle of

whiskey, two headless garden statues, a bride’s veil, an electric guitar, a plastic monkey and a chair up a tree. The most common rubbish items found were plastic and glass bottles, chip and confectionary packets, plastic bags and cigarette butts. “Sadly these rubbish items continue to end up in the environment when plastic containers should be recycled, cigarette butts should be binned and we should all being saying no to plastic bags,” Mr Kiernan said. “It is estimated that only 20% of plastic packaging is recycled, this is far below paper recycling at 80%. This is not good enough and I urge government and industry to take action immediately by setting strong targets for the National Packaging Covenant and investing more resources to address this issue,” he continued. The Clean Up Australia Day campaign is one time during the year when Australians get physical about cleaning up the environment. It also provides the platform to implement

positive environmental practices every day of the year. Australians can continue to clean up by supporting Clean Up Australia’s Say No to Plastic Bags and Personal Ashtray campaigns, the Mobile Phone Recycling program and by

making use of the new computer and electronics recycling initiative recently established by Collex, Major Sponsor of Clean Up Australia Day.
想学好英语,首先要培养对英语的兴趣。“兴趣是最好的老师”,兴 趣是学习英语的巨大动力,有了兴趣,学习就会事半功倍。我们都有 这样的经验:喜欢的事,就容易坚持下去;不喜欢的事,是很难坚持 下去的。而兴趣不是与生俱来的,需要培养。有的同学说:“我一看 到英语就头疼,怎么能培养对英语的兴趣呢?”还有的同学说:“英 语单词我今天记了明天忘,我太笨了,唉,我算没治了。”这都是缺 乏信心的表现。初学英语时,没有掌握正确的学习方法,没有树立必 胜的信心,缺乏了克服困难的勇气,丧失了上进的动力,稍遇失败, 就会向挫折缴枪,向困难低头。你就会感到英语是一门枯燥无味的学 科,学了一段时间之后,学习积极性也逐渐降低,自然也就不会取得 好成绩。但是,只要在老师的帮助下,认识到学英语的必要性,用正 确的态度对待英语学习,用科学的方法指导学习。开始时多参加一些 英语方面的活动,比如 ,唱英文歌、做英语游戏、读英语幽默短文、 练习口头对话等。时间长了,懂得多了,就有了兴趣,当然,学习起 来就有了动力和欲望。然后,就要像农民一样勤勤恳恳,不辞辛苦, 付出辛勤的劳动和汗水,一定会取得成功,收获丰硕的成果。毕竟是 No pains, no gains 吗。 练好基本功是学好英语的必要条件,没有 扎实的英语基础,就谈不上继续学习,更谈不上有所成就。要想基本 功扎实,必须全神贯注地认真听讲,上好每一节课,提高课堂效率,

脚踏实地、一步一个脚印地,做到以下“五到”: 一、“心到”。 在课堂上应聚精会神,一刻也不能懈怠,大脑要始终处于积极状态, 思维要活跃、思路要开阔,心随老师走,听懂每一句话,抓住每一个 环节,理解每一个知识点,多联想、多思考,做到心领神会。 二、 “手到”。学英语,一定要做课堂笔记。因为人的记忆力是有限的, 人不可能都过目不忘,记忆本身就是不断与遗忘作斗争的过程。常言 说,“好脑筋不如烂笔头”。老师讲的知识可能在课堂上记住了,可 是过了一段时间,就会忘记,所以,做好笔记很有必要。英语知识也 是一点点积累起来的,学到的每一个单词、词组以及句型结构,都记 在笔记本上,甚至是书的空白处或字里行间,这对以后的复习巩固都 是非常方便的。 三、“耳到”。在课堂上,认真听讲是十分必要的, 不但要专心听老师对知识的讲解,而且要认真听老师说英语的语音、 语调、重音、连读、失去爆破、断句等发音要领,以便培养自己纯正 地道的英语口语。听见听懂老师传授的每一个知识点,在头脑里形成 反馈以帮助记忆;理解领会老师提出的问题,以便迅速作答,对比同 学对问题的回答,以加深对问题的理解而取别人之长补自己之短。 四、“眼到”。在认真听讲的同时,还要双眼紧随老师观察老师的动 作、口形、表情、板书、绘图、教具展示等。大脑里形成的视觉信息 和听觉信息相结合,印象就会更加深刻。 五、“口到”。学习语言, 不张嘴不动口是学不好的,同学们最大的毛病是读书不出声,害羞不 敢张嘴。尤其是早读课,同学们只是用眼看或默读,这样就只有视觉 信息,而没有听觉信息在大脑里的反馈,当然记忆也不会太深刻,口

部肌肉也得不到锻炼,也就很难练就一口纯正的英语。所以,要充分 利用早晨头脑清醒的时间,大声朗读;课堂上要勇跃回答老师提问、 积极参与同学间讨论和辩论,课下对不清楚的问题及时提出,要克服 害羞心理,不耻下问。对学过的课文要多读、勤读、苦读,可以跟录 音机读, 竭力模仿其语音语调以纠正发音, 要读得抑扬顿挫朗朗上口, 一些精典文章最好能背得滚爪烂熟。利用一切可能的机会,练习英语 口语,比如,与外教交流、参加“英语角”活动、与同学进行对话、 讲英语故事、唱英文歌曲、演英语短剧、进行诗歌朗诵等。除了对课 本中的范文要细读精读之外,还要多看些适合我们中学生的课外读 物, 既可增长知识, 又开阔了我们的视野, 也提高了我们的阅读水平。 学英语,词汇的记忆是必不可少的,词汇是学好英语的基础,没有了 词汇,也就谈不上句子,更谈不上文章,所以记单词对我们就显得极 其重要。记忆单词关键有二: 一是持之以恒:每天坚持记忆一定量 的词汇,过几天再回头复习一次,这样周期循环,反复记忆,经常使 用,就会变短时记忆为长时记忆并牢固掌握。需要注意的是,一旦开 始, 就要坚持下来, 千万不能半途而废, 切不可三天打鱼, 两天晒网。 二是良好的记忆方法: 记忆单词的方法很多, 学无定法, 但学有良法。 我认为,张思中的“集中识词,分类记忆”不失为一种适合中学生的 好方法。把中学生应掌握的 3500 个单词集中汇总,分门别类,先过 单词关,然后再学教材,在课本中使用和巩固它们的用法。分类的方 法有多种,同一元音或元音字母组合发音相同的单词归为一类;根据 词形词性、同义词反义词等集中记忆;把相同词根、前缀、后缀、合

成、转化、派生等构词法相同的单词或词组列在一起集中识记印象比 较深刻,记忆效果也比较明显。这样每天记 40-80 个单词,坚持不 懈,多联想,多思考,多使用,词汇问题不就解决了吗?在学习的过 程中多注视单词的用法和词组的搭配, 牢记老师讲过的单词惯用法和 句型,这样不仅有助于我们解题,而且在写作时也会信手拈来,运用 自如。 把单词记住,了解词性、词义,掌握其固定搭配与习惯用法, 背会时态、从句的各种用法,工作只是完成了一半,我们还得将它们 应用到实践中去。就像学游泳,光学理论,不下水应用,不等于掌握 了这门技术。不必要搞题海战术,但一定量的典型练习来巩固所学知 识是必不可少的。先重视基础练习,如课后习题,单元同步练习,这 些是针对课堂知识的巩固性练习,不能好高骛远,光想着一口吃个胖 子。基础知识掌握后,有的放失地做一些语法方面的专项练习和考试 题型的专题练习。特别提倡同学们准备一本“错题集”,把平时做错 的具有代表性的试题或语言点记录下来,以备将来查漏补缺,这样对 知识的掌握可以达到事半功倍的效果。 英语是一种语言,不是记住 了单词、 词组、 句型和语法项目就是把它学好了, 关键在于使用语言, 所以在学习英语时一定要注意听、说、读、写、译全面发展。英语学 习首先是一个记忆过程,然后才是实践过程。学习英语,无论如何, 勤奋是不可少的,它是一个日积月累的渐进过程,是没有任何捷径可 走的,也没有所谓“速成”的灵丹妙方,急于求成,不做踏实工作, 是学不好英语的。任何成功的获得都要靠自己的努力,要踏踏实实、 勤勤恳恳、兢兢业业、一步一个脚印地学习,端正态度,认真对待学

习中的挫折和失败。失败并不可怕,可怕的是对自己丧失信心而一蹶 不振。对考试的失败,冷静分析,认真思考,只要对胜利充满信心, 善于总结经验教训,不断努力,不断追求,胜利一定是属于你们的


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