人教版选修六Unit4Globalwarming教案.doc

Unit 4 Global warming. 单元教学目标技能目标Skill GoalsTalk about global warming, pollution and the importance of protecting the earthPractise expressing agreement, disagreement, blame and complaintHow to use“it” for emphasis in a sentenceWrite an essay on environmental problems. 目标语言功 能 句 式Expressing agreement, disagreement, blame and complaintYes, I agree with you.Yes, I think so.I believe that youve got it right.I dont think so.I dont think thats right.Im afraid you are wrong.Im sorry to bring this up, but . Im sorry to have to say this, but .They shouldnt have done it.They are to blame.Why dont you do something about it?Perhaps they should / ought to do .词 汇1 四会词汇compare, graph, phenomenon, fuel, quantity, per, data, catastrophe, climate, consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title2 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, imperative3 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 on4. 重点词汇data, quantity, catastrophe, climate, consequence, compare, per, range, glance, average, existence语法“It” used for emphasisIt is human activity that has caused this global warming.重点句子1. There is no doubt that the earth is becoming warmer. P262. Without thegreenhouse effect, the earth would be about thirty-three degrees Celsius cooler than it is. P263. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P264. Together, individuals can make a difference. P305. It takes a lot of energy to make things from new materials. P306. Remember your contribution counts. P30. 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、读、写的活动。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 PeriodSpeaking and Listening2nd PeriodReading3rd PeriodExtensive Reading4th PeriodLanguage Study5th PeriodDrills6th PeriodWriting . 分课时教案 The First Period Speaking and ListeningTeaching 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 outb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that youve got it right.I dont think so.I dont think thats right.Im 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 RevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, Ill 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 Warming upT: 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: Its true. In fact, not only planes but also cars, ships and trains run on energy.T: Well done. All that youve 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: Whod 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: Its 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:RenewableNon-renewableWind powerCoalSolar powerNatural gas and oilHydroelectric powerNuclear powerStep Listening and Discussing T: From what weve 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: Its true. Many people have realized the problem. Next well do some listening practice on this topic. Lets 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. Lets 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, lets 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 Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.The Second Period ReadingTeaching 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 upb. 重点句式There is no doubt that the earth is becoming warmer. P26Without thegreenhouse effect, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. 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 RevisionCheck 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 Pre-readingShow 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, well 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: Thats 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? Whatre your opinions? Next well read an article “THE EARTH IS BECOMING WARMER BUT DOES IT MATTER?”Step While-readingGet 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 lets finish the form on the screen.Show the form on the screen and let the students complete the form.Main ideas of each partWriting techniquesStep ComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.T: Now lets 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 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 dont 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 Ill get some groups to act out your debates. Step Homework1. 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 ReadingTeaching 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 P30Together, individuals can make a difference.It takes a lot of energy to make things from new materialsRemember 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StepRevisionCheck 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 groups 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. Dont you think these are terrible? So dont 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 dont 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. Whats 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 theres 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 dont 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 Lead-inT: 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, turnthem off.Sb: Cars use a lot of energy, so wed 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. Youve done a good job. Next open your books and turn to page 30. Today well read two letters and learn what we can do about global warming.S