幼兒園知識教案

Unit4　HesaidIwashard-working知識歸納。

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是每個(gè)高中教師都不可缺少的。教案可以讓學(xué)生們充分體會(huì)到學(xué)習(xí)的快樂，幫助高中教師提高自己的教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是小編精心收集整理，為您帶來的《Unit4　HesaidIwashard-working知識歸納》，希望能對您有所幫助，請收藏。

Unit4　HesaidIwashard-working知識歸納

1．單詞與短語
ever　madanymoresnack
messagesuppose　hard-working　nervous
semesterworst　true　disappointing
lucky　copyhers　decision　
start　influence　peace　border
danger
firstofall首先
passon　傳遞
besupposedto　被期望或被要求......
dobetterin　在......方面做得更好
beingoodhealth身體健康
reportcard　成績單
getover　克服；恢復(fù)；原諒
openup　打開
carefor　照料；照顧
haveapartyforsb.　為某人舉行一次聚會(huì)
bemadatsb

2．目標(biāo)句型：
轉(zhuǎn)述他人話語
Whatdidsb.say?
HesaidI…
Shesaidshe…
Theysaid…

3．語法
直接引語和間接引語

直接引語和間接引語
（一）直接引述別人的原話，叫做直接引語；用自己話轉(zhuǎn)述別人的話，叫做間接引語。間接引語一般構(gòu)成賓語從句。直接引語必須放在引號內(nèi)，間接引語則不用引號。直接引語改為間接引語時(shí)，除將引語部分變成賓語從句外，還必須對直接引語中的人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等進(jìn)行改變。

1.時(shí)態(tài)的變化：直接引語變?yōu)殚g接引語時(shí)，通常受轉(zhuǎn)述動(dòng)詞said，asked等的影響而使用過去化的時(shí)態(tài)，即把原來的時(shí)態(tài)向過去推，也就是一般現(xiàn)在時(shí)變?yōu)橐话氵^去時(shí)，現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)等。

　例如：
　Tomsaidtome,“Mybrotherisdoinghishomework.”
　→Tomsaidtomethathisbrotherwasdoinghishomework.

2.人稱代詞、指示代詞、時(shí)間狀語、地點(diǎn)狀語等等的變化；根據(jù)意義進(jìn)行相應(yīng)的變化。

　例如：
　SheaskedJack,“Wherehaveyoubeen?”
　→SheaskedJackwherehehadbeen.

　Hesaid,“Thesebooksaremine.”
　→Hesaidthatthosebookswerehis.

（二）直接引語改為間接引語時(shí)，都使用陳述語序，但是因?yàn)樵涞木涫讲煌宰兂砷g接引語時(shí)所用的連詞會(huì)有所不同。

1.陳述句的間接引語
陳述句由直接引語變間接引語，通常由that引導(dǎo)，可以省略。

　“Iwanttheblueone.”hetoldus.“我想要蘭色的。”他說。

　→Hetoldusthathewantedtheblueone.他說他想要蘭色的。

　Shesaidtome,“Youcan’tsettleanythingnow.”她對我說：“此刻你無法解決任何事情。”

　→ShetoldmethatIcouldn’tsettleanythingthen.　她對我說那時(shí)侯我無法解決任何事。

2.疑問句的間接引語
直接引語如果是疑問句，變成間接引語后，叫做間接疑問句。間接疑問句為陳述語序，句末用句號，動(dòng)詞時(shí)態(tài)等的變化與間接陳述句相同。引述動(dòng)詞常用ask,wonder,wanttoknow,inquire。間接疑問句一般有三種：

(1)．一般疑問句由直接引語變?yōu)殚g接引語時(shí)，由whether或if引導(dǎo)。

如：
　“HasheeverworkedinShanghai?”Jimasked.
“他在上海工作過嗎？”吉姆問。

　→Jimaskedwhether/ifhehadeverworkedinShanghai.
吉姆問他是否在上海工作過。

　“Canyoutellmethewaytothehospital?”Theoldmanasked.
那個(gè)老人問：“你能告訴我去醫(yī)院的路嗎？

　→TheoldmanaskedwhetherIcouldtellhimthewaytothehospital.
那個(gè)老人問我是否能告訴他去醫(yī)院的路。（群學(xué)網(wǎng) QX54.com）

(2).特殊疑問句由直接引語變?yōu)殚g接引語時(shí)，仍由原來的疑問詞引導(dǎo)。

如：
　“Whichroomdoyoulivein?”Heasked.“你住哪個(gè)房間？”他問我。

　→HeaskedmewhichroomIlivedin.他問我住哪個(gè)房間。

　“Whatdoyouthinkofthefilm?”Sheasked.她問“你怎么看這部電影？”

　→Sheaskedherfriendwhatshethoughtofthefilm.　她問她的朋友怎么看這部電影。

(3).選擇疑問句由直接引語變?yōu)殚g接引語時(shí)，由whether/if…or引導(dǎo)。

如：
　“IsityourbikeorTom’s?Mumasked.
媽媽問：“這是你的自行車還是湯姆的？”

　→Mumaskedwhether/ifitwasmybikeorTom’s.
媽媽問這是我的自行車還是湯姆的。

　“Doesyoursisterlikebluedressesorgreenones?”Kateasked.
“你妹妹喜歡蘭色的裙子還是綠色的？”凱特問。

　→Kateaskedwhether/ifmysisterlikedbluedressesorgreenones.
凱特問我的妹妹喜歡蘭色的裙子還是綠色的。

3.祈使句的間接引語
當(dāng)祈使句變?yōu)殚g接引語時(shí)，間接祈使句的引述動(dòng)詞常用tell，ask，order，beg，request，order等，而把直接祈使句變成帶to的不定式短語。

如：
Jacksaid,“Pleasecometomyhousetomorrow,Mary.　”杰克說：“瑪麗，明天請到我家來。”
→JackaskedMarytogotohishousethenextday.杰克請瑪麗第二天到他家去。

Theteachersaidtothestudents,”Stoptalking.”老師對學(xué)生們說：“不要講話了?！?br> →Theteachertoldthestudentstostoptalking.老師讓學(xué)生們不要說話了。

“Don’ttouchanything.”Hesaid.“不要碰任何東西?！彼f。
→Hetoldusnottotouchanything.他對我們說不要碰任何東西。

4.動(dòng)詞時(shí)態(tài)和代詞等的變動(dòng)
(1).某些代詞，限定詞，表示時(shí)間或地點(diǎn)的副詞和個(gè)別動(dòng)詞在間接引語中的變化規(guī)則如下：
　直接引語間接引語
　today　thatday
　nowthen,atthatmoment
　yesterday　thedaybefore
　thedaybeforeyesterday　twodaysbefore
　tomorrow　thenextday/thefollowingday
　thedayaftertomorrow　twodaysafter,/intwodays
　nextweek/monthetc　thenextweek/monthetc
　lastweek/monthetc　theweek/monthetc.before
　here　there
　this　that
　these　those
　come　go
　bring　take

(2).如果引述動(dòng)詞為現(xiàn)在時(shí)形式，則間接引語中的動(dòng)詞時(shí)態(tài)，代詞，限定詞和表示時(shí)間或地點(diǎn)的副詞不用變化。而如果引述動(dòng)詞是過去時(shí)，以上內(nèi)容就要有相應(yīng)變化。變化情況如下：

　現(xiàn)在時(shí)間推移到過去的時(shí)間，即一般現(xiàn)在時(shí)變?yōu)橐话氵^去時(shí)；

　“Ifeelbettertoday.”Hesaid.
“我今天感覺好多了?！彼f。
　→Hesaidthathefeltbetterthatday.
他說他那天感覺好多了。

　現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)；

　“XiaoMingisdoingsomewashing”Mumsaid.
“小明正在洗衣服?！眿寢屨f。
　→MumsaidthatXiaoMingwasdoingsomewashing.
媽媽說小明正在洗衣服。

練習(xí)
I.Putthefollowingintoreportedspeech.
1.“Inmostcountriesredstandsfordanger.”SaidMr.Jackson.

2.“Youmustleaveamessageforyourmother.”SaidTom.

3.“Areyoubeingattendedto,sir?”Heasked.

4.“ShallIcarryyourbagforyou?”Maryasked.

5.“Doyouknowhername?”MyfriendJackaskedme.

6.“Whereisthenearesthospital?”Johnasked.

7.“Dontlookoutofthewindowwhenyouhaveclasses.”O(jiān)urteachertoldus.

8.“Makegooduseofyourtime.”Mr.Liadvised.

9.HeaskedLiYing“WereyouwatchingTVatthistimeyesterday?”

10.Heaskedme,“Whendidyouseethefilm?”

II.Pleasechangethefollowingsentencesfromindirectspeechintodirectspeech.
11.BettyaskedmeifIhadbeenathomethedaybefore.
Bettyaskedme，“______athome___?”

12.Shesaidthatshehadbeenbackforaweek.
Shesaid，“_________foraweek.”

13.Mr.SmithsaidthatJohnhadtoldhimallaboutitthreeweeksbefore.
Mr.Smithsaid，“John______allaboutitthreeweeks___.”

14.Theteacheraskedhisstudentwhyshehadmadesomanymistakesinthetestthattime.
Theteacheraskedhisstudent，“Why______somanymistakesinthetest__time?”

　15.Theteacheraskeduswhetherwewereready.
　Theteacheraskedus，“_________?”

　16.Theteachertoldhernottobelateanymore.
　Theteacher______her，“______lateanymore!”

　17.Mydoctortoldmenottoreadinbed.
　Mydoctor______me，“______inbed.”

　18.LiuYingtoldmethatshewouldhelpmewithmyEnglish.
　LiuYingsaidtome，“______help___with___English.”

　19.Doyouknowwhatfactoryhisfatherworksin?
　Whatfactory___hisfather___in?Doyouknow?

　20.Themonitortoldusthatweweregoingtohaveameetingthenextday.
　Themonitorsaid,“We______tohaveameeting___.”

III.Reading
Manhasalwayswantedtofly.Someofthegreatestmeninhistoryhavethoughtabouttheproblem.Oneofthese,forexample,wasthegreatItalianartist,LeonardodaVinci.Inthesixteenthcenturyhemadedesignsformachinesthatwouldfly.Amongthesedesignstherewasactuallyoneforahelicopter.Therewasalsoanotheroneforaparachute(降落傘).Butthesethingswerealldesigns.Theywereneverbuilt.

Throughouthistory,otherlessfamousmenhavewantedtofly.AtypicalexamplewsamaninEngland800yearsago.Hemadeapairofwingsfromchickenfeathers.Thenhefixedthemtohisshouldersandjumpedintotheairfromatallbuilding.Hedidnotflyveryfar.Instead,hefelltothegroundandbrokeeveryboneinhisbody,

ThefirstrealstepstookplaceinFrance,in1783.Twobrothers,theMontgolfiers,madeaverylarge"hotairballoon".Theyknewthathotairrises.Whynotfillaballoonwithit?Theballoonwasmadeofclothandpaper.InSeptemberofthatyear,theKingandQueenofFrancecametoseetheballoon.Theywatcheditcarrytheveryfirstairpassengersintothesky.Thepassengerswereasheep,achickenandaduck.Wedonotknowhowtheyfeltaboutthetrip.Butwedoknowthatthetriplastedeightminutesandthattheanimalslandedsafely.Twomonthslater,twomendidthesamething.On21November,PilatredeRozierandtheMarquisaArlanderoseaboveParisinasimilarballoon.Theirtriplastedtwenty-fiveminutesandtheytraveledabouteightkilometers.

21.Inthesixteenthcentury,__________wasbuilttohelpflyinthesky.
A.ahelicopter
B.parachute
C.designsformachines
D.nothing

22.Themanwithapairofwingsfromchickenfeathers_________.
A.flewveryfar　
B.flewashortdistance
C.realizedhisdream
D.felltothegroundanddied

23.The“hotairballoon”couldflybecause__________.
A.hotairrises
B.itismadeofclothandpaper
C.theresaballoonwithit　
D.itsverylarge

24.On21November,PilatredeRozierandtheMarquisaArlanderoseaboveParis_______.
A.inthesameballoonasasheep，achickenandaduckwereoncein
B.inacompletelydifferentballoon
C.inanother“hotairballoon”
D.inahelicopter

25.Thebesttitleforthispassageis“_____________”.
A.TwoBrothers，TheMontgolgiers
B.HotAirBalloonsAndWingsMadeFromChickenFeathers
C.DesignsForMachinesThatWouldFly
D.TripInHotAirBalloon

Key
I.
1.MrJacksonsaidthatinmostcountriesredstoodfordanger.

2.TomsaidthatImustleaveamessageformymother.

3.Heaskedif/whetherIwasbeingattendedto.

4.Maryaskedmewhether/ifIshouldcarryherbagforher.

5.MyfriendJackaskedmeifIknewhername.

6.Johnaskedmewherethenearesthospitalwas.

7.Ourteachertoldusnottolookoutofthewindowwhenwehaveclasses.

8.Mr.Liadvisedustomakegooduseofourtime.

9.HeaskedLiYingifshewaswatchingTVatthattimeyesterday.

10.HeaskedmewhenIsawthefilm.此句涉及到某一具體時(shí)間，不必轉(zhuǎn)換成過去完成時(shí)。

II.
11.Wereyou,yesterday

12.Ivebeenback

13.toldme,ago

14.didyoumake/haveyoumade

15.Areyouready?

16.saidto,Dontbe

17.saidto,Dontread

18.Iwill,you,your

19.does,work

20.aregoing,tomorrow

III.
21-25DDACB

延伸閱讀

Unit4HesaidIwashard-working.SectionA

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，幫助教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。那么，你知道教案要怎么寫呢？下面是小編為大家整理的“Unit4HesaidIwashard-working.SectionA”，歡迎您參考，希望對您有所助益！

Unit4HesaidIwashard-working.SectionA
一、教學(xué)內(nèi)容
學(xué)習(xí)如何轉(zhuǎn)述他人話語，即直接引語與間接引語的轉(zhuǎn)換。
二、教學(xué)目標(biāo)
1．語言結(jié)構(gòu)
（1）直接引語與間接引語
（2）一般過去時(shí)及過去進(jìn)行時(shí)
（3）情態(tài)動(dòng)詞can表能力
2．語言目標(biāo)
（1）重點(diǎn)詞匯：ever,mad,anymore,snack,directspeechreportedspeech.
（2）重點(diǎn)句子：
Whatdidshesay？
ShesaidshewashavingapartyforLana.
Shesaidshecouldspeakthreelanguages.
3．能力目標(biāo)
（1）自我評價(jià)能力
（2）人際交往能力
（3）語言綜合運(yùn)用能力
三、教學(xué)重點(diǎn)難點(diǎn)
重點(diǎn)：如何轉(zhuǎn)述他人話語
難點(diǎn)：直接引語與間接引語的轉(zhuǎn)換
四、設(shè)計(jì)理念
以日常會(huì)話導(dǎo)入新課，利用活潑的多媒體畫面，調(diào)動(dòng)學(xué)生積極性，并穿插進(jìn)行口語及聽力練習(xí)，鍛煉學(xué)生的聽說能力。
聽說材料采取先提出問題，帶著問題聽、理解的形式，注意了整體教學(xué)，整體理解；然后采取互相對話的形式練習(xí)、鞏固。詞匯和短語在語境中自然接觸，很容易讓學(xué)生領(lǐng)會(huì)。教學(xué)活動(dòng)由易到難，設(shè)計(jì)任務(wù)型學(xué)習(xí)活動(dòng)，在真實(shí)任務(wù)中引導(dǎo)學(xué)生主動(dòng)思考，培養(yǎng)學(xué)生的創(chuàng)造性思維能力和交際能力。在日常教學(xué)中做到理論聯(lián)系實(shí)際,學(xué)以致用，體會(huì)真實(shí)環(huán)境下的語言運(yùn)用。
五、教學(xué)過程
Step1Revision
Askseveralstudentsquestionslike:
T:Whatareyougoingtodoafterschool?
S1:I’mgoingtodomyhomework.
T:OK.Andwhatareyougoingtodo?
S2I’mgoingtoplayfootball.
ThenwritethewordsHesaidandshesaidontheblackboard.Letthestudentstalkaboutwhattheyaregoingtodoafterschool.Practiselikethis:
Shesaidshewasgoingtodoherhomework.
Hesaidhewasgoingtodohishomework.
Step2Presentation
Tellthestudents:InthisUnitstudentslearntoreportwhatsomeonesaid.Payattentiontohwtochangeit.
Page26.1a.Askandanswerquestionsaboutwhatthepeopleinthesoapoperasaidlikethis:
A:Whatdidshesay?
B:ShesaidshewashavingasurprisepartyforLanaonFridaynight.
Step3Practice
LookatthepicturesOnPage26.Askandanswerinpairs,thencheckthem.
Step4Listening
Page26.1b.Listenandnumberthestatements[1-4]inthepicture.Thenchecktheanswers.
Page27.2aFirstaskdifferentstudentstoreadthesentencestotheclass,thenlistenandcircletrueorfalseforeachstatement.
Page27.2bListenagain.WhatdidthepeopleonTVsay?Circlethecorrectanswers.
Step5Practice
Page27.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Firstreadtheinstructionstotheclass.Usethewordsandpicturesinactivity2bandmakeconversationsinpairs,thencheckdifferentpairs.
Step6Summarize
Lookatthegrammarfocusandsummarizedirectspeechandreportedspeech.Tellthestudents:Whenyoureportwhatsomeonesaid,youusewordsthattalkaboutthepast.Somerules:
DirectSpeechReportedSpeech
1.am/is1.was
2.are2.were
3.have/has3.had
4.will4.would
5.can5.could
6.may6.might
Step7Exercise
Page28.3aReadthenewspaperstoryandfillintheblanks,thenchecktheanswers.
Page28.3a4Letthestudentspracticespeakingandlisteningskillsinroleplays.Ingroupsoffour,completetheroleplays,thenaskseveralstudentstopresenttheirroleplaystotheclass.Askthestudentstovoteonthebestroleplay.
Step8Homework
Page28.3bWritingpractice.Imagineandfinishthenewspaperarticle.

教案點(diǎn)評：本教學(xué)設(shè)計(jì)適應(yīng)新教材課程改革要求，最大程度地做到了教師指導(dǎo)下的學(xué)生積極參與，使學(xué)生有充分的活動(dòng)和表達(dá)自由，在學(xué)習(xí)過程中不斷地鍛煉自己、完善自己，培養(yǎng)學(xué)生的英語思維能力。教師充分利用了各種活動(dòng)進(jìn)行教學(xué)，使學(xué)生在真實(shí)情景中進(jìn)行語言練習(xí)，更好地培養(yǎng)了學(xué)生的綜合語言運(yùn)用能力及英語學(xué)習(xí)興趣。如果在教學(xué)中多一些激勵(lì)機(jī)智，更及時(shí)地給予評價(jià)及反饋，活動(dòng)的效果會(huì)更好，學(xué)生的參與熱情及學(xué)習(xí)積極性會(huì)更高。

Unit4　Sharing

Unit4　Sharing
教材分析　
本單元的話題是Sharing，主要涉及幫助弱者、志愿服務(wù)、合作分享等。通過聽、說、讀、寫等各種活動(dòng)學(xué)習(xí)相關(guān)的語言知識，使學(xué)生了解世界上很多地方依然很落后，從而懂得同情，學(xué)會(huì)分享。了解一些志愿者工作的信息，培養(yǎng)學(xué)生互助合作的精神和社會(huì)責(zé)任感。結(jié)合針對短文話題的探討激發(fā)學(xué)生的國際意識，通過各種渠道力所能及地為貧困地區(qū)的孩子作出自己的貢獻(xiàn)。
WarmingUp部分是一個(gè)調(diào)查，分成三項(xiàng)任務(wù)：首先回顧自己曾經(jīng)做過的助人為樂的好事，并采訪三位同學(xué)；然后，根據(jù)調(diào)查內(nèi)容列舉班級同學(xué)所做的好事；最后討論volunteer的內(nèi)涵。通過這些任務(wù)，讓學(xué)生懂得什么是“幫助”，反思自己是否樂于助人，以及怎樣做才是“志愿者”，由此為后面的短文學(xué)習(xí)做好鋪墊。
Pre－reading是Reading的熱身活動(dòng)。交代了閱讀文章的文體(letter)和作者(ayoungAustralianwoman，Jo)，還根據(jù)她在PNG拍的10張照片提出了5個(gè)問題，回答這些問題有助于學(xué)生加深理解“志愿者活動(dòng)”的意義。
Reading是一篇Jo寫給Rosemary的信。其中介紹Jo在PNG(PapuaNewGuinea)的一個(gè)小山村教書。在她寫給Rosemary的信中，作者描述了該村學(xué)校的情況和去一個(gè)學(xué)生家做客的經(jīng)歷，使學(xué)生感受到PNG的兒童生活處境的艱難，更加珍惜自己的學(xué)習(xí)機(jī)會(huì)。
Comprehending是根據(jù)短文設(shè)計(jì)的閱讀理解試題。第一個(gè)練習(xí)要求學(xué)生讀懂書信的內(nèi)容，用表格的形式幫助學(xué)生整理書信中提到的關(guān)于巴布亞新幾內(nèi)亞村落生活及風(fēng)俗習(xí)慣的信息，屬于細(xì)節(jié)題。第二個(gè)練習(xí)要求學(xué)生對文中提到的五個(gè)現(xiàn)象進(jìn)行分析，說明原因，屬于細(xì)節(jié)推理題。第三個(gè)練習(xí)要求學(xué)生通過閱讀分析生活在小山村中的積極面和消極面，這個(gè)練習(xí)進(jìn)一步地開闊學(xué)生的思維，使學(xué)生對艱苦的生活有更深的理解。第四個(gè)練習(xí)要求學(xué)生小組活動(dòng)，討論四個(gè)問題，進(jìn)一步鞏固學(xué)生對于課文內(nèi)容的理解，并且讓學(xué)生聯(lián)系自己的實(shí)際情況，通過比較校舍、教學(xué)條件、生活狀況等方面的問題，引發(fā)學(xué)生的深層思考，談?wù)勛约菏欠裨敢鈪⒓又驹刚呋顒?dòng)。第三、四兩個(gè)練習(xí)都屬于深層思考的問題。
LearningaboutLanguage分詞匯和語法兩部分。其中，第一部分是有關(guān)此篇短文中的重點(diǎn)單詞和短語。設(shè)置了三個(gè)練習(xí)，一是根據(jù)所給解釋從所學(xué)詞匯中選擇相應(yīng)的單詞；二是用恰當(dāng)?shù)脑~匯完成一篇短文；三是根據(jù)解釋組成詞組，并用詞組編對話。第二部分是有關(guān)限制性定語從句的復(fù)習(xí)。首先從課文中找出含有限制性定語從句的句子；然后用定語從句完成句子，對定語從句加以運(yùn)用；再用含有定語從句的句子回答問題；最后是兩人結(jié)對活動(dòng)，進(jìn)一步練習(xí)使用定語從句。
UsingLanguage是對Reading的延伸。通過閱讀，參與“Giveanunusualgift”的活動(dòng)。這個(gè)部分由三個(gè)部分組成，綜合訓(xùn)練學(xué)生聽說讀寫四個(gè)方面的能力?！白x與說”通過圖文結(jié)合的方式，介紹了一些特殊的禮品——為窮人和真正需要它們的人選購禮品。閱讀之后，完成兩個(gè)練習(xí)：回答問題和把禮物名稱和詳細(xì)介紹配對?！奥犈c說”部分是采訪默里大夫的經(jīng)歷，以聽力訓(xùn)練為核心設(shè)置了四個(gè)活動(dòng)。1.講述一個(gè)人的生平，用到了時(shí)間表達(dá)法；2.通過列表把握聽力中的細(xì)節(jié)；3.在涉及聽力內(nèi)容之前讓學(xué)生先就有關(guān)聽力中的話題進(jìn)行討論，有助于學(xué)生快速并準(zhǔn)確地把握聽力內(nèi)容；4.展開討論，讓學(xué)生思考自己將來是否愿意像默里大夫那樣做個(gè)志愿服務(wù)工作者。“寫作”根據(jù)“聽與說”中的話題，運(yùn)用時(shí)間表達(dá)方式，根據(jù)給出的6個(gè)方面對默里大夫的情況進(jìn)行寫作。
課時(shí)劃分　
在對本單元的各部分材料進(jìn)行分析、整合后，確定了以下六個(gè)重點(diǎn)課時(shí)：
課時(shí)一：WarmingUpandListening(聽力課)
從話題內(nèi)容和訓(xùn)練目的來看，WarmingUp與UsingLanguage中的Listeningandspeaking比較接近，所以將WarmingUp與Listeningandspeaking的第1、2、3題和Workbook中的Listening以及ListeningTask整合在一起，設(shè)計(jì)成任務(wù)型“聽力課”，以訓(xùn)練聽前預(yù)測的能力和學(xué)習(xí)用時(shí)間表達(dá)方式來介紹一個(gè)人的生平經(jīng)歷的方法。
課時(shí)二：Speaking(口語課)
將上一節(jié)聽力課剩下的部分Listeningandspeaking中的第4題和Workbook中與上節(jié)課聽力內(nèi)容相關(guān)的Talking以及SpeakingTask整合在一起，設(shè)計(jì)成“口語課”，訓(xùn)練學(xué)生用英語表達(dá)自己的觀點(diǎn)，并且說明這樣做的理由。
課時(shí)三：Pre－readingandReading(閱讀課)
這篇課文是一個(gè)志愿者的一封家書，她在巴布亞新幾內(nèi)亞共和國的一個(gè)小山村教書。信中詳細(xì)地描述了她所在學(xué)校的情況和她去一個(gè)學(xué)生家做客的經(jīng)歷。通過這封信，學(xué)生可以了解巴布亞新幾內(nèi)亞共和國各部落的生活狀況和風(fēng)俗習(xí)慣，同時(shí)能夠更好地理解志愿者的工作。
課時(shí)四：Grammar(語法復(fù)習(xí)課)
本單元的語法重點(diǎn)是復(fù)習(xí)限制性定語從句(RestrictiveAttributiveClause)。學(xué)生已經(jīng)學(xué)過這個(gè)語法點(diǎn)，所以在這節(jié)課中，首先對限制性定語從句的特征、關(guān)系詞做一個(gè)簡要回顧，然后通過多種形式的練習(xí)，如填寫關(guān)系詞、造句和翻譯等，使學(xué)生逐步掌握限制性定語從句的用法。這些教學(xué)環(huán)節(jié)，如開始部分的聽句子、猜同學(xué)的游戲和結(jié)束部分的翻譯或?qū)懽骶毩?xí)，都充分體現(xiàn)了在語境中學(xué)習(xí)語法、在語境中運(yùn)用語法的教學(xué)原則。
課時(shí)五：Reading，SpeakingandWritingTask(綜合運(yùn)用課)
這節(jié)語言綜合運(yùn)用課把本單元的第二篇文章和課后練習(xí)中的寫作練習(xí)組合到一起。一方面是由于這篇文章——“世界上最有用的禮物清單”，內(nèi)容比較簡單，不需要用一整節(jié)課來完成；另一方面是課后練習(xí)的寫作任務(wù)——給一個(gè)被自己資助的孩子寫封信，既切合本單元幫助他人的主題，題目中又已經(jīng)列出了書信的結(jié)構(gòu)，書信的內(nèi)容也是介紹自己的學(xué)習(xí)生活，能夠與學(xué)生的實(shí)際結(jié)合起來，學(xué)生寫起來有話可說。
課時(shí)六：SummingUpandLearningTip(總結(jié)復(fù)習(xí)課)
復(fù)習(xí)課分成四個(gè)板塊，板塊一是復(fù)習(xí)課文內(nèi)容和重要的詞組句型。復(fù)習(xí)課文內(nèi)容可以通過根據(jù)關(guān)鍵詞組復(fù)述課文、回答問題和學(xué)生互批作文(用100詞左右寫一篇介紹部落生活和風(fēng)俗的文章)等活動(dòng)來完成。這篇作文是閱讀課的家庭作業(yè)，放在此處，既檢查了作業(yè)，又有助于課文的復(fù)習(xí)。板塊二是復(fù)習(xí)語言知識，主要是用翻譯、填詞以及句型轉(zhuǎn)換來復(fù)習(xí)。板塊三是總結(jié)和概括語法項(xiàng)目。指導(dǎo)學(xué)生完成表格填充、知識樹，使學(xué)生在腦海中對限制性定語從句形成一個(gè)完整的概念。板塊四是總結(jié)。討論分享的意義，讓學(xué)生對于本單元的主題有更加清晰完整的認(rèn)識，并且由生活中的分享談到學(xué)習(xí)上的互相合作與分享，即LearningTip的內(nèi)容。

學(xué)情分析　
1．學(xué)生經(jīng)過高中階段必修1～選修6的學(xué)習(xí)，具備了一定的閱讀技能，如查找細(xì)節(jié)信息，猜測詞義，抓住段落要點(diǎn)和全文大意等，在閱讀速度方面也有了較大的提高，這有助于學(xué)生較好地完成這個(gè)單元的課文閱讀。同時(shí)，在聽、說、寫等方面也有了一定的基礎(chǔ)。
2．這個(gè)單元的話題是分享、幫助與合作。對于高二的學(xué)生而言，他們的價(jià)值觀人生觀已經(jīng)基本形成，要想通過一個(gè)單元的學(xué)習(xí)，完全改變學(xué)生的價(jià)值觀，難度比較大，但教師可以通過本單元安排的內(nèi)容，如閱讀志愿者的家書，了解一些捐助機(jī)構(gòu)的工作，幫助學(xué)生認(rèn)識這個(gè)世界，理解互助合作的意義，即在幫助他人的過程中實(shí)現(xiàn)自己的人生價(jià)值。
3．學(xué)生在這個(gè)單元的學(xué)習(xí)過程中需要用到預(yù)習(xí)策略、搜集分析信息策略、歸納整理策略及高效復(fù)習(xí)策略等。
Period1　WarmingUpandListening
教學(xué)目標(biāo)　
1．語言知識目標(biāo)
a．認(rèn)識以下單詞和短語：
volunteer，clinic，challenging，overthelastfewyears，inthefuture，intwoweekstime，acoupleof，developingcountry，MedecinsSansFrontieres(MSF)，Malawi，Sudan，TheFredHollowsFoundation，TheCancerCouncil，YouthintheCity，goblind，belief
b．注意以下幾個(gè)重要句型：
WhydidMarydecidetoworkinadevelopingcountry?
IntheSudan，whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?
WhywereconditionsintheclinicsintheSudanchallenging?
2．語言技能目標(biāo)
通過聽一段采訪，了解默里大夫作為一個(gè)志愿者為MedecinsSansFrontieres(MSF)工作的經(jīng)歷，提高學(xué)生聽前預(yù)測、注意細(xì)節(jié)信息等聽力方面的技能。
3．語言能力目標(biāo)
提高學(xué)生注意細(xì)節(jié)信息的聽力能力，同時(shí)理解聽力材料中出現(xiàn)的一些重要的詞匯和表達(dá)方式。
4．情感態(tài)度與文化意識目標(biāo)
借助聽力材料，讓學(xué)生思考自己將來是否愿意像默里大夫那樣做志愿服務(wù)工作。把學(xué)生的生活實(shí)際和所聽到的內(nèi)容結(jié)合起來，能夠培養(yǎng)學(xué)生正確的價(jià)值觀。
重點(diǎn)難點(diǎn)　
1．教學(xué)重點(diǎn)：
a．學(xué)會(huì)邊聽邊注意聽力材料中的細(xì)節(jié)信息，并做筆記。
b．在講述個(gè)人生平時(shí)，常采用時(shí)間表達(dá)法。學(xué)會(huì)關(guān)注對話中的時(shí)間表達(dá)法以及出現(xiàn)的先后次序。
2．教學(xué)難點(diǎn)：
a．根據(jù)列表掌握聽力中的細(xì)節(jié)信息。
b．學(xué)習(xí)采用時(shí)間表達(dá)法來表述一個(gè)人的生平。
教學(xué)方法　
聽力教學(xué)與合作學(xué)習(xí)
教學(xué)過程　
?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(委員會(huì))______oldpeople
______theenvironment______YouthintheCity
______PlanInternational______childreninhospital
______servingsouptothehomeless______TheFredHollowsFoundation
Keys：
__3__TheCancerCouncil(委員會(huì))__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

單元要覽

本單元的中心話題是人類當(dāng)今面臨的環(huán)境問題，主要探討了“全球變暖”和“節(jié)約能源”等方面的問題。由于人類過多使用不可再生能源，大氣中二氧化碳的含量逐年增加，導(dǎo)致全球氣溫上升。通過學(xué)習(xí)本單元，讓學(xué)生了解能源分為“不可再生能源”和“可再生能源”，幫助學(xué)生樹立“節(jié)約能源、保護(hù)環(huán)境”的主人翁意識。

本單元的主要教學(xué)內(nèi)容如下表所示：

類別

課程標(biāo)準(zhǔn)要求掌握的內(nèi)容

話題

Globalwarming，pollutionandtheimportanceofprotectingtheearth

詞

匯

tend

v.趨向；易于；照顧

catastrophe

n.大災(zāi)難；浩劫

oppose

v.反對；反抗；與(某人)較量

flood

n.洪水；水災(zāi)

state

v.陳述；說明

consequence

n.結(jié)果；后果；影響

glance

v.看一下；掃視　n．一瞥

existence

n.生存；存在

quantity

n.量；數(shù)量

commitment

n.承諾；交托；信奉

range

n.種類；范圍

pollution

n.污染；弄臟

tendency

n.趨向；趨勢

growth

n.增長；生長

circumstance

n.環(huán)境；情況

motor

n.發(fā)動(dòng)機(jī)

opposed

adj.反對的，對立的

can

n.容器；罐頭

steady

adj.平穩(wěn)的；持續(xù)的

microwave

n.微波爐；微波

widespread

adj.分布廣的；普遍的

educator

n.教育工作者；教育家

average

adj.平均的

contribution

n.貢獻(xiàn)

consume

v.消費(fèi)；消耗；耗盡；吃完

presentation

n.顯示；演出

subscribe

v.同意；捐贈(zèng)；訂閱

disagreement

n.分歧；不一致

advocate

v.擁護(hù)；提倡；主張

random

adj.胡亂的；任意的

refresh

v.使恢復(fù)；使振作

mild

adj.溫和的；溫柔的；淡的

graph

n.圖表；坐標(biāo)圖；曲線圖

outer

adj.外部的

phenomenon

n.現(xiàn)象

electrical

adj.電的；與電有關(guān)的

fuel

n.燃料

casual

adj.隨便的；偶然的

data

n.資料；數(shù)據(jù)

nuclear

adj.核的；核能的

trend

n.趨勢；傾向

per

prep.每；每一

comeabout發(fā)生；造成

keepon繼續(xù)

subscribeto同意；贊成；訂購

onthewhole大體上；基本上

quantitiesof大量的

onbehalfof代表……一方；作為……的代言人

goup上升；增長；升起

putupwith忍受；容忍

resultin導(dǎo)致

solongas只要

beopposedto反對

andsoon等等

evenif即使

greenhouseeffect溫室效應(yīng)

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.同意與不同意(Agreementanddisagreement)

Exactly.Youreright.Iagree.Thatscorrect/true/right.

ImafraidIdisagreewithyou.Imafraidnot.Idontthinkso.

Noway.Idontagree.Idoubt...

2．責(zé)備與抱怨(Blameandcomplaint)

Imsorrytobringthisup，but...　Imsorrytohavetosaythis，but...

Theyshouldnthavedoneit.Theyaretoblame.

Perhaps/Maybetheyshould/oughtto...Whydontyoudosomethingaboutit？

語法

“it”的用法(theuseof“it”)(2)

...it_ishumanactivitythathascausedthisglobalwarming...

教

學(xué)

重

點(diǎn)

1.Getstudentstoknowaboutglobalwarminganditseffect；torealizewhatwecandoaboutglobalwarming.

2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutglobalwarmingandletthemlearneffectivewaystomasterthem.

3．Enablestudentstograspandusetheexpressionsofagreementanddisagreement，blameandcomplaint.

4．Letstudentslearnthenewgrammaritem：theuseof“it”(2)．

5．Developstudentslistening，speaking，readingandwritingability.

教學(xué)難點(diǎn)

1.Enablestudentstomastertheuseof“it”(2)．

2．Letstudentslearntowriteashortpassagetotellothershowtosolvetheproblemofglobalwarming.

3．Developstudentsintegrativeskills.

課時(shí)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

整體設(shè)計(jì)

教學(xué)內(nèi)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.

三維目標(biāo)設(shè)計(jì)　

Knowledgeandskills

1．Toknowthemeaningsofthefollowingnewwordsandphrases：

consume(消費(fèi)；消耗；耗盡)，comeabout(發(fā)生；造成)，random(胡亂的；任意的)，phenomenon(現(xiàn)象)，subscribe(同意；捐贈(zèng)；訂閱；簽署文件)，subscribeto(同意；贊成；訂購)，fuel(燃料)，quantity(量；數(shù)量)，quantitiesof(大量的)，tend(趨向；易于；照顧)，goup(上升；增長；升起)，per(每；每一)，data(資料；數(shù)據(jù))，resultin(導(dǎo)致)，trend(趨勢；傾向)，catastrophe(大災(zāi)難；浩劫)，flood(洪水；洪災(zāi))，oppose(反對；反抗)，opposed(反對的；對立的)，beopposedto(反對)，consequence(結(jié)果；后果)，state(陳述；說明)，range(種類；范圍)，evenif(即使)，keepon(繼續(xù))，glance(看一下；掃視)，steady(平穩(wěn)的；持續(xù)的)，steadily(平穩(wěn)地，持續(xù)地)

2．Tolearnaboutsomefactsandviewsaboutglobalwarming.

3．Tolearnhowtheinformationisorganized.

4．Todevelopthestudentsreadingabilitybyskimmingandscanningthepassage.

5．Todevelopthestudentsspeakingabilitybytalkingaboutglobalwarming.

Processandmethods

1．WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomepicturesorvideosaboutsourcesofenergy，makingthestudentsrecalltheirownknowledgeaboutenergy.

2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandleadthemtothetopicofglobalwarming.Theteachershouldalsoaskthestudentstolookatthegraphsinthereadingpassageandtrytofindoutthegeneralideaofthetext.

3．WhiledoingReadingandComprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassage，studentsareencouragedtoanswersomequestionsanddiscussthetextstructure.

4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthetextintheirownwordsattheendoftheclass.

Emotion，attitudeandvalue

1．Tomakestudentsrealizetheharmofglobalwarmingandtheimportanceofenvironmentalprotection.

2．Todevelopstudentssenseofcooperativelearning.

教學(xué)重、難點(diǎn)　

1．Toenablethestudentstolearnaboutglobalwarmingandtodeveloptheirreadingability.

2．Toenablethestudentstotalkaboutwhatweshoulddotopreventglobalwarming.

教學(xué)過程

?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

________________________________________________________________________

________________________________________________________________________

教學(xué)參考

AboutGlobalWarming(關(guān)于全球變暖)

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.

高二英語unit4重要詞匯歸納

高二英語unit4重要詞匯歸納

Unit4
dailyn日報(bào)
adj每日的；日常的
rosen玫瑰花
journalistn記者；新聞工作者
editorn編輯
advertisementn登廣告；廣告
headlinen（報(bào)刊的）大字標(biāo)題
checkvt檢查；核對
interviewnvt采訪
magazinen雜志
chiefadj主要的；首要的
eventn事件；大事
getdownto開始認(rèn)真（做某事）
fixvt確定；決定
face-to-face面對面的；當(dāng)面的
photographern攝影師
immediatelyadv立即
takeaphotograph照一張（....的）相
developvt沖洗（照片）
handvt給；傳遞
addvt添加；增加
delivervt投遞（信件、郵包等）
lorryn（英）運(yùn)貨汽車；卡車
railn鐵路
speedn速度
vivt(使）加速
latestadj最近的；最新的
publishvt出版；發(fā)行
editionn版；版本
weeklyadj每周的
BusinessWeekly每周商刊
sectionn段；部分；部門
bepopularwithsomebody受某人歡迎
aswell也；又
besidesadv還有；此外
prep除……以外
suitableadj合適的；適宜的
rewritevt重寫
carefor喜歡；想要