2021-2022高中英语人教版选修6教案：Unit4含答案

1、Unit 4 Global warmingGrammarthe Use of “It教案教学内容分析This teaching period mainly deals with the grammar: the use of “it. It has many usages in the English language/If, can be used as a pronoun and the form of subject and object, and be used to express emphasis.From Unit 3 w.e know that it can be used a

2、s a pronoun and the form of subject and object.In this unit we wil.l learn that it” can be used to express cmphasis.This kind of sen tence is called emphasized sentences.Its main form is “It is/was.that/who，which is a very useful sentence pattern.三维目标设计Knowledge and skillsTo get the students to know

3、 the structure of the emphasized sentences.To let the students learn the usages of the emphasized sentences.To enable the students to use the emphasized sentences correctly and properly.Process and methodsTo ask the students to read the reading passage again, pick out the emphasized sentences from t

4、he reading passage and translate them into Chinese.To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.To as

5、k the students to summarize the usages of the emphasized sentences.To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion, attitude and valueTo get the students to become interested in grammar learning.To develop the stude

6、nts ability of comparing and summarizing.教学重、难点To get the students to master the structure and usages of the emphasized sentences.To enable the students to learn how to use the emphasized sentences.教学过程4tep 1 RevisionCheck the homework exercises.Dictate some new words and expressions.Wtep 2 Warming

7、upAsk the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why it is used in the second sentence.Human activity has caused this global warming.his hu

8、man activity that has caused this global warming.Tell the students there are two more sentences in the text in which it” is used for emphasis.Find them and then write them down.Suggested answers:It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide

9、 in the atmosphere from 1957 to 1997.it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.tep 3 Grammar learningAsk the students to study the following sentences and try to summarize the structure of the emphasized sentences.Tom found my pen in the cla

10、ssroom yesterday.It was Tom who/that found my pen in the classroom yesterday.It was my pen that Tom found in the classroom yesterday.It was in the classroom that Tom found my pen yesterday.It was yesterday that Tom found my pen in the classroom.tep 4 Summing upTry to help the students draw the follo

11、wing conclusions.The main structure of the emphasized sentences is “It is/was.that/who.”. The emphasized sentences can be used to emphasize the subject , object and adverbial(including adverbial of time and adverbial of place).When we want to emphasize the subject, object and adverbial, we only need

12、 to put these parts between “it is/was and that/who”, the rest part shouldnt be changed.When the emphasized part is a person we can use both the structure “It is/was.that. and the structure “It is/waswho.”. When the emphasized part is not a person we can only use the structure “It is/was.that.Wtep 5

13、 Grammar practiceAsk students to do the following exercises:Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1 )Peter lent us the money.(2)They want money.(3)A11 this happened on_Monday.(4)1 didnt hear from her until_last,summer.(5)Why does everyone think

14、 I am narrow - minded?Suggested answers:(l)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrow - minded?The last two may be a little difficult f

15、or the students.Help them to get the correct answer.Do Exercise 2 in Discovering useful structures on Page 29.Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually, and then let them discuss and check their answers with their partners, and finally give t

16、hem correct answers and deal with any problems they might meet.Wtep 6 Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.It is whal you do ralher Ihan whal you say that matters.It was afler he gol whal he had desi

17、red that he realized it was not so important.II was nol unlil she eot home ihal Jennifer realized she had lost her keys.Suggested answers:In these three sentences, the underlined parts are aJl clauses-a subject clause and two adverbial clauses.That is to say, the emphasized sentence can not only be

18、used to emphasize subject, object and adverbial, but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence, in which not and until must be put together.Then show the following two sentences to students and ask them to translate them into Chinese.

19、Pay attention to the sentence pattern.Was it in 1969 that the American astronauts succeeded in landing on the moon?2 Who was it that put so many large stones on the road?Suggested answers：美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？The general question sentences and the wh - question sentences of the em

20、phasized sentences should follow the following formulas:.Is/Was it +被强调部分+ that +其他部分Wh -疑问词+ is/was it that +其他部分,TStep 7 Task - based learningAsk students to choose a topic they like(eg.global warming, wildlife, protection, music, film, etc). Work in groups and try to tell the information they kno

21、w about the topic using emphatic “it”.EXAMPLES:It was during the 20th century that the temperature of the earth went up about one degreeFahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Wtep 8 Closing down by a quizShow students the fo

22、llowing on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.Was it in this place they once built a tall building?A. thatB. in whichC. beforeD. whichIt is he often breaks the school rules makes his head teacher unsatisfiedwith him.A. what； thatB. th

23、at; whatC. that; thatD. because; thatIt is because English is being widely used at present.A , why we learn it hardB. that we learn it hardC , which we must learn ,D. when we should learnWas it what he said or something that he did made you cry so sadly, Sarah?一No, not really.A . whichB. thatC. when

24、D. whatthe people have become masters of their country science can really servethe people.A. It is only then； thatB. It was that； whenC. It is only when; thatD. It was when; thenI think we have met the word before.一Yes.lt is in the reading material we reading yesterday.A. that; didB. that; wereC. wh

25、en; wereD. when; didIt was there, the police believe, she was able to activate the recorder she kept inher bag.A. until B. whichC. thatD. whenIt was this sense of failure made him determined to succeed in his new life.A . whoB . whichC. thatD. whythat so many people think that beingperfect is theway

26、 to go?A.It is whyB . Why is itC.Why it isD. Is why itWhen asked to explain he does to make hisstudents so enthusiastic about school,he pauses and thinks deeply.A , what it is thatB . that what it isC , what is it thatD. that what is itWasn*t it Dr Wang who spoke to you just now?A. I didnt know who

27、wasB. Yes, it wasC. No, he wasn*tD. Yes, he didIt was he said at the meeting last night made me angry.A. what; thatB. that; thatC. what； whatD. that； whatWas that I saw last night at the concert?A. it youB. not youC. youD. that yourselfIt was the nervousness in the interviewprobably lost him the job

28、.A. whichB. sinceC. thatD. whatIt was I reached there I began to know something about the matter.A. until ； whenB. until ； thatC. not until; thatD. not when; thatIt was my father worked I worked now.A. where; thatB . where; whenC. that; whereD. that; thatWhat a silly mistake it is youve make!A. itB.

29、 thatC. thisD. whichSuggested answers： 1 5 ACBBC 610BCCBA 1115 BAACC 1617 ABtep 9 HomeworkFinish off the Workbook exercises.Preview the new words and expressions left in Unit 5 and the passage on Page 3O.Mark any part they cant understand well.Wtep 10 Reflection after teachingUnit4 Global warmingGra

30、mmar教案Teaching aimsEnable the students to master the usage of the form it is/was. thatTeaching important pointsHow to enable the students to know the structure and the usage of the form it is/was. thatTeaching difficult pointsHow to help the students to master the usage of the fbrm it is/was. thatTe

31、aching aidstape recorder, slidesTeaching proceduresStepl RevisionT: First let*s check answers, (slide show)Discovering useful words and expressions. (P28)Charles Keeling collected on the carbon dioxide content in the atmosphere over aforty-year period. He found that the amount of carbon dioxide incr

32、easing during thattime.Although we are burning coal in huge every year, we wont of it fbrcenturies.If the amount of greenhouse gases continues to we could be facing a globalMany scientists believe that global warming has through the burning of fossil fuels.They do not think that ignoring the issue i

33、s worth the.describes weather conditions over a period of years in a particular place.The of a rising sea level would be widespread flooding.The use of energy in Susannas country is low the use of energy in the USA.The warming of the earth is a that causes great concern.The shows temperature changes

34、 during the 20th century.One hectare of forest can absorb 23 tons of carbon dioxideyear.Keys: 1 .data kept on 2. quantities; run out 3. build up; catastrophe4. come about; risk 5. Climate 6. consequence pared to 8.phenomenon9. graph 10. perAnswer keys for Ex.2 on Page 28:The first graph shows the gl

35、obal between and The temperature and decreased over this period but on the whole it by aroundand its highest in 2000. There was a steady in the temperatureduring the twenty years after 1980. We can see from the graph that the earth has become since early last century.The second graph shows the amoun

36、t of in the atmosphere from to.The carbon dioxide steadily over this forty-year period. It went up from315 to 370 parts million.Keys:Temperature; 1860; 2000; increased； rose; 1910; increase/rise; warmercarbon dioxide; 1957; 1997; increase/ went up; perStep2 Grammar强调句结构常考的强调句结构是it引导的句子。It is （was）被强

37、调部分+ that （who） +句子其他部分。此结构强调的成分仅限于主语，宾语和 状语。It is from the sun that we get light and heat.It was not until 1 had read your letter that I understood the true state of affairs.Karl bought Marva a bicycle on her birthday.卡尔在玛瓦生日那天给她买了一辆自行车。It was Karl that/ who bought Marva a bicycle on her birthday.（

38、强调主语）It was Marva for whom Karl bought a bicycle on her birthday.（强调间接宾语）It was a bicycle that Karl bought Marva on her birthday.（强调直接宾语）注意区别强调句中的that/who分句与定语从句：It was the student that/who asked the silly question.是一个学生问了这么一个愚蠢的问题。 （分裂句）He was the student who asked the silly question.他就是问了这么一个愚蠢问题的

39、学生。（划线 部分是定语从句）二、not. until.的强调形式：It is not until +被强调部分+ that”直到才主要用于 强调时间状语的强调句型。We did not begin studying French until we entered university.我们进了大学才开始学法语。要 强调 until we entered university,就成了 :It was not until we entered university that we began studying French. the 18th century that man realized

40、that the whole of the brain was involved in the workings of the mind.A. During B. In C. It was until D. It was not untilD对。直到十八世纪，人们才意识到：心理活动与整个大脑有关。三、强调句的疑问句句型.强调句的一般疑问句句型：Is / Was +it + 所强调的部分+that / who/ whom + 其它？.强调句的特殊疑问句句型：特殊疑问词 +is/wasilthat/who/whom+其它？Why is it that you hate winter?你究竟为什么不

41、喜欢冬天？How was it that you missed such a wonderful lecture?你怎么会错过这么精彩的报告？When was it that they went abroad?他们什么时候出国的？四、判断强调句的方法判断是否是强调句是，可把It is / wasthat去掉，剩余部分在不增减任何词的情况下还是 一个完整的句子，那么这种句子是强调句。It was in the street that I met her father.In the street I met her father.It was because she was ill that th

42、ey didn*t ask her to do the job.Because she was ill, they didn*t ask her to do the job.Step 3 Exercises一、根据划线部分把下列句子变成强调句。Peter lent us the money.They want money.All this happened on Monday.didnt hear form her until last summer.5.Why does everyone think I am narrow-minded?Keys:It was Peter who lent

43、us the money.It is money that they want.It was on Monday that all this happened.It was not until last summer that I heard from her.Why is it that everyone thinks I am narrow-minded?二、Multiple choicesIt was in this villageI was brought up.A. where B. that C. on which D. whichIs it the factory this ty

44、pe of cars are produced?A. which B. where C. that D. /It was the old worker came that we the experiment.A. until; didnt begin B. not until; beganC. until began D. not until; didnt beginIt was in the labwas taken charge of by Mr. Harris they did the experiment.A. which, that B. that, whichC. that, wh

45、om D. which, whereIt washe didfrightened me.A. what, that B. that, thatC. what, what D. that, what6.on Monday night that all this happened?A. Is it B.? It isC. Was it D. It wasKeys： BBBAACStep4 HomeworkFinish exercises of discovering useful structures (P29) and using structures on P64.Preview Using

46、Language.Unit4 Global warmingLanguage points教案Teaching AimsTo learn some new words and phrases.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the st

47、udents to grasp and remember the detailed information of the reading material.Teaching ProcedureTeaching aidsA projector, and a blackboardStep 1 Revision1. Retell the text.Step 2 Language pointsT: Now lets learn some language points of the text.Slide showIt is a rapid increase compared to most natur

48、al pare vt.比较；对照。如：Compare your answers with those at the back of the book to see if they are right.把你的答案同书后面的答案对照一下，看看是否正确。My handwriting can not be compared with my fathers.我的书法不能与我父亲的相比。vt.喻为；比拟。如:Mans life is often compared do a candle.人生常被比为蜡烛。Shakespeare compared the world to a stage.莎士比亚把人世比做

49、舞台。compare.with表示把与相比（同类相比）compare.to.表示”把比做（异类相比，比喻）”compared to /with与相比，只能作状语How has this come about and does it matter?come about:发生，造成 相当于happenWhen Mother woke up, she didnt know what had come about.Fil never understand how it came about that you were late three times a week.Do you know how th

50、e air accident came about?There is no doubt that(I)作不可数名词，作”疑惑;怀疑”肯定句中doubt多接whether (一般不用if代替)同位语从句。如：Theres some doubt whether hell keep his promise.他会不会信守诺言还难说。She had her doubts whether the new book would sell well.她怀疑新书是否会畅销。否定句中doubt多接that同位语从句。如：There is no doubt that they will ask you for he

51、lp.毫无疑问,他们会请你帮忙的。I have no doubt that you will succeed.我毫不怀疑你会成功的。(2)作及物动词常用于下列句型中，作”怀疑;不能肯定;不大相信”解,一般不用进行时态。用于否定句或疑问句，后接that引导的宾语从句。如：I dont doubt that he is telling the truth.我毫不怀疑他在讲真话。Do you doubt that he will win the match?你怀疑他会赢这场比赛吗？用于肯定句，一般接whether或if引导的宾语从句.如：1 doubt whether we will make a

52、profit out of it.我认为我们不可能从此事中获利。We doubt if she will be persuaded.我们不知道她会不会被说服。He found that the amount of carbon dioxide keep on increasing during that time.amount n.数量习惯用语：an amount of相当数量的；一些 修饰不可数名词amounts of相当数量的；一些 修饰不可数名词large amounts of money 大量的金钱keep on 继续 +doing sth.They keep on working a

53、lthough they are tired.他们虽然很累了，还是继续工作。result inresult in结果；致使；导致主语：起因in的宾语：结果Acting before thinking always results in failure.做事不先考虑总会导致失败。The accident resulted in the death of two people.这场意外事故造成两人死亡。result from起于，由于，由引起,主语：结果from的宾语：起因His sickness resulted _in eating too much, (in / from)concern(1

54、)作动词：V.使担心；使关心；使烦恼The boys poor performance at school concerned his parents.这个男孩在学校很差的表现，使他父母很担心。注意：其过去分词concerned通常作形容词用，意为担心的；烦恼的；忧虑的”。The concerned parents were all concerned for the childrens safety.忧心忡忡的家长们都为孩子们的安全担忧。涉及；与有关或相关Attend to what concerns you.注意与你有关的事物。注意：其过去分词concerned常用来作表语，意为和有关；牵

55、涉”；而作定语，则意为” 有关的It is reported that the pop singer is concerned with selling drug.据报道,那个流行歌手涉嫌贩 毒。He asked all concerned to take an active part in helping the girl.他要求所有相关的人积极帮助那个女孩。concern 作名词有关的事(可数)Thafs my concern, so Fil do as I like about it.那是我的事，因此，我想怎么做就怎么做。关怀；关心(不可数)Some people dont show m

56、uch concern for our environment.有些人不太关心我们的环境。担心；担忧She showed great concern about you.她很为你担心。rangerange v.排列，使成行；偏袒，站在的方面。n.：范围（尤指从到各种种类,可供选择的范围等，可加不定冠词）；排列 beyond the range of.超越的范围out of one*s range某人达不到的这家商店商品品种多。The shop keeps a wide range of goods.v.排列，使成行；偏袒,站在的方面。主要搭配为：+名词/代词；+介词+名词/代词；拓展延伸：被动

57、结构range oneself; range from. to . / between.and . 从至ij不等。老师令其学生沿着小径排队。The teacher along the path.温度在15度到35度之间。The temperature.我们应当列身于法律与秩序的一边。We should on the side of law and order.Keys: ranged his students; ranges from 15 to 35 degrees; range ourselvesbuild up逐步建立，增加，增进build up ones fortunebuild up

58、 ones strengthbuild up the businessThis built up my hope after the interview.Sedimenl （沉淀物）builds up on the ocean floor.Keys:累积财富；养精蓄锐；develop扩大，发展；增加，支持，树立；collect累积，收集 9. Some byproducts of this process are called greenhouse1 gases, the most important one being carbon dioxide.the most important on

59、e being carbon dioxide是一个独立主格结构，由名词+分词构成，在句中 做补充说明或伴随的状况。（时间允许的话），I will show you around the city.（今天是星期天）,I dont have to go to work.(没有人要说的话)，the meeting was closed.Keys: Time permitting; Today being Sunday； Nobody having any more to say10. Without the green house effect, the earth would be about t

60、hirty-three degrees Celsius cooler than it is.这是一个含蓄虚拟条件句有时假设的情况并不以条件从句形式表示出来,而是通过一个介词 短语或其他方式表示。常用的词或短语有：without, but for, but that, otherwise, or, bul等。 Without your help ( = If we had not had your help), we could not have succeeded.要是没有你的帮助，我们是不会成功的。Step3 HomeworkMemorize all the language points