6-4global-warming-教案(终稿).doc

Teaching Plan Contents: Reading Book 6 Unit 4 Global warming I. Analysis of the Teaching MaterialThis article is from a magazine about global warming, which illustrates how global warming has come about and different attitudes to its effects. The passage is long, abstract and far away from their life. Whats more, there are many mouthful professional terms, which increases students difficulty while reading, although they have some knowledge about global warming. II. Analysis of the StudentsStudents from Senior Two are the students in an excellent level, who have good abilities to read and speak. Thisunittalksaboutglobal warming, which has been taught in Geography.It will help students understand the text better and I believe the students will be interested in this class. However,because they pay little attention to this topic in the daily life, they may have few desire to speak something about global warming. III. Teaching objectives 1. Knowledge objective 1) Enable the students to analyze how global warming has come about； 2) Get students know different attitudes towards global warming and its effects. 2. Competence objective Improve the students reading and speaking abilities. 3. Emotion objective 1) Develop students teamwork. 2) Raise their awareness of global warming. IV. Important points Enable the students to understand how global warming has come about.V. Difficult points Get the students understand how global warming has come about.Let the students understand the difficult sentences better.It is human activity that has caused this global warming rather than a random but natural phenomenon. (Line 6) All scientists subscribe to the view that the increase in the earths temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. (Line 18) This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and therefore warm the earth.(Line 26-29) VI. Teaching aids: Multimedia classroom, printed materialVII. Teaching methods: Task-based teaching, communicativeteachingmethodVIII.Teaching procedures: Step 1. Lead in and pre-reading (5 mins )Its reported that global temperatures continue to rise, making July 2016 the hottest month in the history of the earth. Did you feel extremely hot in July? When you felt hot, what did you do? Did you feel global temperatures going up quietly? Lets look at a flash (global temperatures from 1850 to 2016). What information can you get? The earth is becoming warmer and warmer. Is it natural or caused by human being? Do you think what effects global warming will bring about? Is global warming beneficial or harmful? Today were going to read a magazine article about global warming. It will work out your puzzles. Please open your book and turn to P26. Today we are going to learn a passage about global warming. 【意图说明】教师希望通过学生自身对气温变化的感受拉近与学生的距离，也拉近学生对这抽象话题的距离，让他们知道全球气温正在悄悄的上升，激发学生的好奇心和求知欲，让学生马上进入状态，注意力集中，并对本课话题Global Warming这种相对枯燥难理解的科普文产生浓厚的兴趣。Step 2. While-reading (30 mins ) The whole class will be divided into 6 Groups for competitions in reading. The students who answer the question correctly will get some point(s) for the group. If the answer is wrong, the group will lose the point(s).) 1. Fast reading () Task1: Ask students to go through the whole text in 2 minutes and divide it into 3 parts according to the main idea of each part. Part1 (Paragraph_) introduces the issue of global warming. Part 2 (Paragraph _) illustrates how global warming has come about.Part 3 (Paragraph _) illustrates if global warming matters. 【意图说明】根据所给的分段大意，让学生跳读全文进行分段。此环节旨在让学生了解文章的篇章结构，并突出本课时重点解决的两大部分。 2. Careful reading Task 2. Ask students to read para.1 in one min and answer the following questions. (1)Who wrote the magazine article？() _ (2) What questions does she explore in the article? () _ Task 3. Ask students to read Part2 in 5 mins and choose the best answer. (1) What do the scientists think has caused this global warming? () A. Small amounts of gases in the atmosphere.B. Human activity. C. Natural phenomenon.D. Heat energy. (2) Which of the following statements is NOT true according to the two graphs? () A. Graph 1 shows the temperature of the earth increased about one degree during the 20th century. B. Graph 2 shows the CO2 content steadily increased over this forty-year period. C. Graph 2 shows the carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997. D. The more CO2, the higher temperature. (3) Which of the following statements is TRUE? () A. All scientists disagree that global warming mainly results from the burning of fossil fuels. B. When people burn fossil fuels, the most important “greenhouse” gases-methane (甲烷) will be given out. C. Too much greenhouse gases trap heat from the sun and therefore the earth is warmer. D. Greenhouse effect does no good to the earth at all.【意图说明】转述原文中重要的但却有难度的句子降低学生阅读理解的难度，同时也强化本文的重点，即全球变暖是如何形成的；在讲解的过程中会适度拓展，让学生明白一些长难句的句子结构和意思。 Task 4Ask students to read Part 3 in 2 mins and fill in the chart. () The different attitudes towards global warmingJanice FosterGeorge HambleyAn increase of five degrees would be a _ and it could be very _.Opinions We should _ about it. The temperature wont increase greatly. It is actually a _ thing.1. 2.3. 4.5. 6.7.Effects of temperature rise 1.2.3.4. 【意图说明】简单了解科学家们对全球变暖的看法，加深对全球变暖的理解，开拓思维，为 下边的interview做铺垫。最后抛出一个问题Can we draw a conclusion that global warming matters?Step 3. Post-reading (4 mins) Task 1Interview (Pair work) ()Ask the students to work in pairs to interview the people around about global warming in 4 mins and they have 1 min to prepare for the report. Students can use the sentences in the interview, like: 1. Excuse me, could I get your name? 2. Do you think global warming matters? Could you tell me why? 3. Do you think we should do something about global warm