2021-2022高中英语人教版选修6教案：UNIT4GLOBALWARMINGREADINGWORD版含答案

TeachingPlanforUnit4GlobalWarming(1stperiod)设计思路：教材分析：本课文取自于人教版新教材选修6Unit4,文章篇幅较长，题材属于科普类文章。科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍,给备课带来极大的困难。另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。文章标题“Theearthisgettingwarmerbutdoesitmatter?^^非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两局部进行：第一局部处理地球正在变暖的原因和事实依据，第二局部那么带着学生阅读“这是否有关系”，并引发自己的思考。因此，我设计了6个任务来完本钱堂课的阅读教学。其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。Teachingmaterials:TextbookStudent'sBook6,NewSeniorEnglishforChina.People'sEducationPressTeachingAids:ablackboard,amultimediakitObjectives:OfKnowledge:Studentswillknowbasicscientificfactsconcerningglobalwarming,scientists9differentattitudestowardsitandthewriter'sopinionaswell.ILOfAbilityStudentswillcontinuetodeveloptheirpredictingskilltoguessthemainideaofthearticleandgetpreparedforthereading.ILOfAbilityStudentswillpracticethescanningskilltogetthespecificinformation.Studentswilllearntothinkcriticallyabouttheproblemsthewriterhasraised.IILOfEmotionStudentswilllearnweshouldconserveenergyandprotecttheearth.Studentswillwanttogetinvolvedintheclassroomactivitieswhendoingthetasks.Procedures:I.BeforeReadingLead-inAgraphwhichshowsthechangesoftheaveragetemperaturesofJiangxiProvincefrom1959to2006.Whatcanyoutellfromthegraph?(Students'answermayvary.)Thisleadstoourtopictoday-Globalwarming.Predicting:Whatcanyouinferfromthetitle?Whatarethetwographsabout?ILWhileReading(Tomakesurewearealwaysonthesamepage,pleasemarkeachparagraphbywritingPara.Para.2...infrontofeachparagraph.Howmanyparagraphsdowehave?)ScanningLookforpeople'snames.Circlethemwitharedpen.Whowrotethemagazinearticle?Whatarethenamesofthethreescientistsmentionedinthearticle?Para.1&2Whathascausedglobalwarming?(vocabularyteachinginvolved)Whichsentencetellsuswhatthewriterwilltalkaboutinthearticle?Reading:Para.3,4&5Howhasthiscomeabout?Furtherquestions:Canyougivethethreeexamplesofthefossilfuels?Whogaveusscientificevidencethattheamountofcarbondioxidehasbeenincreasing?Somegasescantrapheatfromthesun.Whatdoscientistscallthisphenomenon?Whatwouldhappeniftherewerenogreenhouseeffect?Whatwouldhappenifthereweretoomanygreenhousegases?HowhighwillthetemperatureincreasegoaccordingtoJaniceFoster?Reading:Doesitmatter?PairWork(Para.6)ThestudentssittingonmylefthandsidewillreadaboutJaniceFosterwhiletheotherswillreadaboutGeorgeHambley.Thenfillintheblanksinthetableconcerningyourreadingpart.Exchangeinformationwithyourdeskmatesothathe/shecanfillintheotherhalf.Makeadialogueusingtheinformationinthetable.OneasFoster,theotherasHambley.Para.6JaniceFoster&supportersGeorgeHambley&supportersAttitudeTemperatureincreasewouldbeaWeshouldn't.PredictionItcouldbevery■Anywarmingwillbewithbadenvironmentalconsequences.PossibleconsequencesMorecarbondioxideis,because—>->->Reading:Para.7ThewriterprobablythinksA.Itmatters.B.Itdoesn'tmatter.Whatprobablydoesthewriterwantustodobythelasttwoquestions?IILPostReadingGroupDiscussion:Whatcan/shouldwedo?Athome/work/schoolClothing/food/housing/transportationPolicies,laws,financeMedia,transportation,designofbuildingsYoumayalsorefertothepicturesonPage25.Makealist:(Summary:Wrapupthetopic)IV.Homework:ReadthetextagainandfinishC