高中英语人教版本册总复习 u4p

Unit4Globalwarming第一部分教学设计说明Aboutthetopicandthestructures单元话题和结构本单元的话题是“Globalwarming/全球变暖”，介绍了“能源”、“能源危机”和“温室效应”。单元句法项目依然是it用法。教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。Period1Reading阅读课WarmingUp引导学生识别和辨认英国英语和美国英语，进而对英语在种种变体获得一个初步的感性认识。Pre-reading要求学生看图列表，回答有关“能源的用途”、“能源的来源”、“可再生能源”等方面的问题，为阅读后面的短文做背景、词语和结构的准备。补充：能源利用效率反映了国家社会生产力水平,能源消费水平反映人民生活质量,能源产业结构的优化是经济发展的加速器。Reading“地球变暖：后果严重吗？”是篇说明文，探讨了地球变暖的原因、地球变暖的后果等方面的问题。教师应当引导学生从形式和内容两方面阅读本文，提高对说明文文体的认识，同时了解“温室效应”的前因后果。通过学习学生应该明白：大气中的二氧化碳浓度增加，阻止地球热量的散失，使地球发生可感觉到的气温升高，这就是有名的“温室效应”。促使地球气温升高的气体称为“温室气体”。二氧化碳是数量最多的温室气体，约占大气总容量的%。Period2Learningaboutlanguage知识课Learningaboutlanguage第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和实用；第二部分是句法训练，进一步强化学生对英语“it用法”的理解和运用。Period3Usinglanguage运用课Usinglanguage重点是阅读“对全球变暖我们可以做些什么？”；写作部分要求学生“俩俩”活动，运用所学词语、结构和话题知识编写“减少大气二氧化碳排放量的种种方法”；“听、讨论”部分首先围绕“能源多样化”听一个采访录音，然后发表自己的见解。补充“历史上的能源危机”：1973年能源危机—原因：石油输出的主要力量为阿拉伯国家，他们因不满西方国家支持以色列而采取石油禁运而导致这次危机。1979年能源危机—原因：伊朗革命爆发。1990年石油价格暴涨—原因：波斯湾战争。2023年石油价格上涨—原因：多种原因导致。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section1Background背景围绕单元话题“全球变暖”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section2Explanation解析重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section3Vocabulary词汇按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part1TeachingDesign第一部分教学设计Period1Asamplelessonplanforreading(THEEARTHISBECOMINGWARMER—BUTDOESITMATTER?)IntroductionInthisperiod,afterthewarmingup,studentswillbeguidedtoreadaloudtotherecording,readandunderline,readaloudandtranslate,readandtransforminformation,understanddifficultlanguagepointsandretellthetext.Theclasswillendbystudentstakingaquiz.Three“WarmingUp”designsarepresentedinthisbookforteachers’reference.Computerandoverheadprojectormaybeusedtoaidtheteachingandlearning.Objectives Tohelpstudentslearntoexpressagreementanddisagreement/blameandcomplaintTohelpstudentslearntoreadanexpositionaboutglobalwarmingTohelpstudentsbetterunderstand“theimportanceofprotectingtheearth”TohelpstudentslearntousesomeimportantwordsandexpressionsTohelpstudentsidentifyexamplesof“it”inthetextFocusWordscompare,state,glance,decreaseExpressionscompare…to…,comeabout,quantitiesof,resultin,buildup,keepon,onthewhole,makeadifference,putupwith,solongas,andsoonPatterns…butitcouldbeasmuchas5degreesCelsius.Thereisnodoubtthattheearthisbecomingwarmer…Somebyproductsofthisprocessarecalled“greenhouse”gases,themostimportantonebeingcarbondioxide.Anincreaseoffivedegreeswouldbeacatastrophe,Iwouldsay.Theseshouldgetyoustartedwithyourproject.Remember—yourcontributioncounts.AidsMultimediafacilities,tape-recorder,photos,diagramsProceduresWarmingup⑴WarmingupbydefiningenergyHello,everyone.What’stheweatherliketoday?Hot?Yes,itishot,becausetheglobeiswarmingupfast.Butwhatleadstoglobalwarming?That’sright.Itistheburningoffossilfuelslikecoal,naturalgasandoiltoproduceenergythatmakestheglobewarmup.Itisenergythatwarmsuptheglobe.Butwhatisenergy?Energyisafundamentalquantitythateveryphysicalsystempossesses;itallowsustopredicthowmuchworkthesystemcouldbemadetodo,orhowmuchheatitcanproduceorabsorb.Inthepast,energywasdiscussedintermsofeasilyobservableeffectsithasonthepropertiesofobjectsorchangesinstateofvarioussystems.Basically,ifsomethingchanges,somesortofenergywasinvolvedinthatchange.⑵WarmingupbylearningaboutformsofenergyHello,weshalltakeUnit4Globewarmingtoday.Theglobeiswarmingupfastbecausemoreandmoreenergyisbeingused.Butwhatarethedifferentformsofenergy?Lightenergy光能Heatenergy热能Soundenergy声能Chemicalenergysource化学能源Nuclearenergy核能Internalenergy内能Kineticenergy动能Potentialenergy势能⑶WarmingupbyreadingandansweringBeforewetakethisnewunit,let’sreadtheinstructiontothemoviesTheDayAfterTomorrow,andtrytoanswerthefollowingquestions:Haveyouseenthemovies?Ifso,howdoyoulikeit?Whatwouldtheworldlooklikeifitlostitsbattleagainstthegreenhouseeffectandglobalwarming？TheDayAfterTomorrow(《后天》)showsaglobaldisasteranddestructionthankstotheweather.Inthemovie,JackHall,aweatherscientist,isthefirstmantorealizethatanewiceageiscoming.Inoneofseveralnaturaldisasters,hissonSambecomestrappedinNewYork’sPublicLibrarywhenatidalwavestrikesthecity.Jackisforcedtofightagainstrapidlydroppingtemperaturesandapackofhungrywolveswhichescapedfromthezoo.Meanwhile,Jackmustthinkofwaystosavehisson,himselfandthewholeworld.Hemustfollowahardpathnorth,aseveryoneelseracessouthtoliveinwarmerclimates.ThisfilmalsobringsadirectattackontherefusaloftheUSgovernmenttoreducegreenhousegasemissions.ItishopedthatTheDayAfterTomorrowmayencourageachangeinthegovernment’sattitudetowardsenvironmentalprotection.2.Pre-readingbytalkingandsharingNowlookatthewordGREENHOUSEGASES.Whatdoesitmean?Greenhousegases(GHG)aregaseouscomponentsoftheatmospherethatcontributetothegreenhouseeffect.Themajornaturalgreenhousegasesarewatervapor,whichcausesabout36-70%ofthegreenhouseeffectonEarth(notincludingclouds);carbondioxide,whichcausesbetween9-26%;andozone,whichcausesbetween3-7%(notethatitisnotreallypossibletoassertthatsuch-and-suchagascausesacertainpercentageoftheGHE,becausetheinfluencesofthevariousgasesarenotadditive.Thehigherendsoftherangesquotedareforthegasalone;thelowerend,forthegascountingoverlaps).Naturallyoccurringgreenhousegasesincludewatervapor,carbondioxide,methane,nitrousoxide,andozone.Certainhumanactivities,however,addtothelevelsofmostofthesenaturallyoccurringgases.

3.Reading⑴ReadingaloudtotherecordingNowpleaselistentoandreadaloudthetexttoitsrecording.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyou’llreadaloudtwice,too.⑵ReadingandunderliningWordsareimportant.Expressionsaremoreimportant.Sonextyouaretoreadthetextandcircleatthesametimealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterschoolashomework.CollocationsfromTHEEARTHISBECOMINGWARMER—BUTDOESITMATTER?riseabove…,sixtenthsofadegreeCelsius,soundmuchto…,becomparedto…,comeabout,explorequestions,thereisnodoubtthat…,fiercedebateover…,causeglobalwarming,anaturalphenomenon,causetheincreasein…,throughtheburningoffossilfuels,produceenergy,warmtheearth,beaboutthirty-threedegreesCelsiuscooler,add…to…,betrappedin…,increasegreatlyover…,makeaccuratemeasurementsof…,resultin…,differentattitudestowards…,risebyseveralmeters,concernabut…,withfewbutbadenvironmentalconsequences,apositivething,growfaster,encourageagreaterrangeof…,buildup,intheatmosphere,reducetheamountof…,keepon~ing⑶ReadingaloudandtranslatingTranslationisausefultoteachingandlearningofEnglish.ItmakesyoubetterunderstandthestructureofEnglish.NextwearegoingtoreadaloudthetextandtranslateitintoChinese.Wemaytranslateitwordforword,sentenceforsentence.⑷ReadingandtransforminginformationTounderstandthemainideaofthetext,wearegoingtoreaditonceagain.Underlinethekeysentenceofeachparagraphatthesametimetodecideonthetypeofwritingandsummaryofthetext.TypeofwritingandsummaryofthetextTypeofwritingThisisapieceofdescriptivewriting.MainideaofthepassageIttellshowtherisingofearth’stemperaturecomesaboutandhowpeopleresponddifferentlytoit.Keyphraseof1stparagraphadebateovercausesofglobalwarmingKeyphraseof2ndparagraphcarbondioxidebeingoneof“greenhouse”gasesKeyphraseof3rdparagraph“greenhouseeffect”causingglobaltemperaturetogoupKeyphraseof4thparagraphlevelsofcarbondioxideupoverthelastcenturyKeyphraseof5thparagraphdifferentattitudestowardsthecausesKeyphraseof6thparagraphwarmingtobeaslowas1todegreesCelsiusorasmuchas5degreesCelsiusKeyphraseof7thparagraphanincreaseoffivedegreesbeingacatastropheKeyphraseof8thparagraphfuturewarmingcausingthesealeveltoriseKeyphraseof9thparagraphwarmingtobemildwithfewbadenvironmentalconsequencesKeyphraseof10thparagraphmorecarbondioxidetobeapositivethingKeyphraseof11thparagraphtheeffectsofglobalwarmingbeinguncertain 5.UnderstandingdifficultlanguagepointsArethereanysentencesorwords,difficulttoyou?Nowdiscusswithyourpartnerthedifficultpoints.Youmayputyouquestionstomeaswell.6.RetellingthetextRetellingcanbemadeeasyifitisdonewiththehelpofthekeysentencesfoundinthetext.Taketurnstoretellthetextingroupsoffour.7.ClosingdownbytakingaquizToendthisperiodandtocheckyourlearningofthistextIamgoingtogiveyouthisquiz.Whatcanwedoaboutglobalwarming?Firstly,governments1_____supportresearch.Forexample,theyshould2_____companiestodevelopvehiclesthat3_____lesspollution.Theyshouldalsosupportalternative4_____ofelectricityfromwind5_____waterratherthanfromoilandcoal.Aswell,6_____shouldsponsorconferencesto7_____theeffectsofgreenhousegasemissionsand8_____solutionstotheproblem.Secondly,theyshould9_____lawsthatlimittheamountofgreenhouse10_____thatcompaniescanemit.Private11_____shouldberewardedforfollowingtheselaws.12_____shouldalsobepunishedforcreatingpollution.Finally,everybody13_____affectedbyglobalwarming.Therefore,itis14_____thatgovernmentsinvolveindividuals15_____theproblemsolvingprocess.For16_____theyshouldencouragehouseholdsto17_____asmuchenergyaspossiblebyusing18_____efficientlightbulbsorlesshot19_____.Theyshouldalsoencouragethepublicto20_____,andthisshouldbecompulsory21_____everyone.Anotherwayofsavingenergyis22_____publictransportsystems.Governmentsshould23_____moneyonpublictransporttomakeitas24_____aspossibleforthepublictosaveenergy.(Keys:1can2encourage3cause4sources5and6they7discuss8possible9make10gases11companies12They13is14important15in16example17save18more19water20recycle21for22by23spend24easy)Answerquestionsaboutglobalwarming.1.Whatisthegreenhouseeffect,andisitaffectingourclimate?Thegreenhouseeffectistheresultofheatgatheringbycertaingasesintheatmosphereandre-radiationdownwardofsomeofthatheat.Withoutanaturalgreenhouseeffect,thetemperatureoftheEarthwouldbeaboutzerodegreesF(-18°C)insteadofitspresent57°F(14°C).2.Areg