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人教版高中英语导学案 选修六 unit4 Global warming (中)  

2014-12-12 21:23:37|  分类: 高中英语导学案 |  标签: |举报 |字号 订阅

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Period 3 Language Study

课型:语言点学习

课程目标:学习阅读部分重点难点单词,短语和句型。

教学过程:

Step 1 Reading and finding

Get students to read through the passage to underline all the new wards and useful expressions or collocations in these parts. Read them aloud and copy them down in the exercise book.

Step 2 Vocabulary study:

1.      tend :

It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.

这意味着更多的热量被困在大气层中,从而引起全球温度上升。

例句:

a. We sometimes tend to think that the ocean bottom is made up of smooth plains.

我们往往误以为海底同平坦的平原构成。

b. People under stress tend to express their full range of potential.

处于压力下的人容易发挥自已全部的潜力。

c. Doctors and nurses tended to the injured. 医生和护士护理受伤的人。

归纳总结:

Tend (vi.) (vt.) 意思是“往往会,趋于,倾向,照料,护理”, 作“照料,护理”时常与介词to搭配。

即景活用:

(1)    救护车上的救护人员在照料受伤的工人。

                                                                                 

(2)    男孩往往比女孩个子高。

                                                                                  

2range:

It will encourage a greater range of animals –all of which will make life for human beings better.

这将促进动物的生长所有这一切会使人类的生活变得更好。

例句:

a.       Maybe the question is beyond the range of human understanding.

或许这个问题超越了人类理解的范围。

b.      You can see a range of mountains standing on the top of the tower.

站在塔顶你可以看到一系列山脉。

c.       The temperature ranges between ten and thirty degrees.

气温在十到三十度之间。

d.      I ranged the books on the shelf by size.

我把书依大小顺序排在书架上。

归纳总结:

Range (n.) 意思是“范围,射程,山脉,行列” (v) 意思是“变化,排列,归类于”, 常用于range from…to…结构, 意为“从范围内变化”.

即景活用:

有年龄从七岁到十四岁的两百个男孩.

                                                                                 

3.subscribe to:

All scientists subscribe to the view that the increase in the earth’s temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy.

所有科学家都赞同这样的观点: 人们为了生产能量而燃烧化石燃料(如媒,天然气,石油等),从而引起地球温度的升高。

例句:

a.       The children each subscribed 5 pence to buy a present for Nick in hospital.

b.      All the people present subscribe to the opinion put forward by the chairman.

c.       I have subscribed to that magazine for years.

归纳总结:

Subscribe to 的意思有“捐款,捐助,同意,赞同,订购”等。

即景活用:

The government called on all the citizens to      a relief fund.

A. subscribe to   B. agree to    C. amount to    D. shift to

4. keep on

Even if we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries.

尽管我们已经开始了减少二氧化碳和其他温室气体的排放量,但是在未来的几十年或几个世纪里气候将会持续变暖。

例句:

a.       The airplane kept on flying at a high altitude.

b.      He kept on smoking after the doctor told him to stop.

c.       He is keeping on his house in his hometown.

d.      Keep straight on and you will come to the market.

e.       I have failed several times, but I still keep on.

归纳总结:“继续做某事,不顾困难,继续前进”

即景活用:

Even if I fail again, I will      working hard until I succeed.

A. give up     B. turn to     C. keep on     D. think of

5. on the whole

On the whole the warming of the earth is a pheno0menon that causes great concern.

大体上,地球变暖是一种引起巨大关注的现象。

例句:

a.       The weather this month has been good on the whole.

b.      Living in town is pleasant but, on the whole, I like the country better.

归纳总结:

“总的看来,大体上,基本上”, 可位于句首,句中或句末。

即景活用:

总的看来,我认为他那样做是对的。

                                                                                 

Step 3 Sentence focus:

1.      ……but it is a rapid increase when compared to other natural changes.

但是,同自然界的其他变化相比,这种升高是迅速的。

这是一个省略句,补全之后是…but it is a rapid increase when it is compared to other natural change.

2. There is no doubt that the earth is becoming warmer……

毫无疑问地球正在变暖……

There is no doubt 后常可跟that 引导的同位句从句(在肯定句中,doubt后面有时可跟whether引导的从句)

Step 4 Homework:

1. Finish off the Workbook exercises. Do Exercise 1 in Using Words and Expressions in your exercise book.

Period 4 Grammar ---the Use of “it” (2)

课型:语法,IT的用法。

学习目的:掌握本单元语法。

教学过程:

Step 1 Warming up:

ask 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.

It is human 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.

1. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.

2. …it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.

Step 2 Grammar learning:

Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.

Tom found my pen in the classroom yesterday.

It was        who/that found my pen in the classroom yesterday.

It was        that Tom found in the classroom yesterday.

It was                that tom found my pen yesterday.

It was            that Tom found my pen in the classroom.

Step 3 Summing up:

Try to help the students draw the following conclusions.

1. The main structure of the emphasized sentences is “It is/was…that/who…”.

2. The emphasized sentences can be used to emphasize the subject, object and adverbial (including adverbial of time and adverbial of place).

3. When we want to emphasize the subject, object and adverbial, we only need to put these parts between “it is/was” and “that/who”, the rest part shouldn’t be changed.

4. When the emphasized part is a person we can use both the structure “It is/was… that…” and the structure “It is/was…who…”. When the emphasized part is not a person we can only use the structure “It is/was…that…”.

Step 4 Grammar practice

Ask students to do the following exercises:

1. Change the following sentences into emphasized sentences.

(1) Peter lent us the money.

                                         

 (2) They want money.

                                        

(3) All this happened on Monday.

                                        

(4) I didn’t hear from her until last summer.

                                        

(5) Why does everyone think I am narrow-minded?

                                        

Step 5 Getting more about the grammar:

Show the following sentences to the students and ask them to find what the similarity of these sentences is.

(1) It is what you do rather than what you say  that matters.

(2) It was after her got what he had desired that he realized it was not so important.

(3) It was not until she got home that Jennifer realized she had lost her keys.  

In these three sentences, the underlined parts are all clauses—a subject clause and two adverbial clauses. That is to say, the emphasized sentence can not only be 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. Pay attention to the sentence pattern.

(1) 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?

(1)                                        

(2)                                        

The general question sentences and the wh-question sentences of the emphasized sentences should follow the following formulas:

Is/Was it +被强调部分+that +其它部分

Wh-疑问词不达意+is/was it that +其它部分

Step 6 Homework:完成第29页第2题。

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