2023学年完整版Unit4Globalwarming设计2

Unit4GlobalWarming教学设计教学对象分析本校学生学习自主能力较强，善于思考，认真笔记。喜欢课堂环节紧凑、有序、充实学习方式，但在英语口语表达能力方面还有待提高。本课探讨全球气候变暖话题，学生在生活体验和地理知识方面，有一定的积累和初步的认知，但对于全球变暖的实质与影响了解得还不是特别清楚，有必要通过科普文教学进行探讨，增强责任意识，共同努力保护我们共同的家园。教材内容分析〈人教版〉模块六第四单元Reading部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。20世纪中，地球的温度上升了华氏1度。这看上去是一个很小的数字，但相对于在自然界的其他现象来说，这个增长速度是迅猛的。这种现象是自然发生的还是人为的？这个问题引起了激烈的争论。许多科学家认为，这种变化是人类燃烧矿物所致。这些物质的燃烧产生以二氧化碳为主的温室气体。正因为自然界有温室气体的存在，地球才不至于很冷。但大量排放二氧化碳会使地球普遍升温。对于地球升温，科学家有不同的看法。有些科学家认为，这个问题很严重。地球升温会导致海水上涨、风暴、干旱、饥荒、物种灭绝和疫病等。也有科学家认为，地球升温有利于改善人类生活，比如，庄稼长得更快、产量更高等。文章最后以开放性的问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？教学目标（1）分析全球气候变暖产生的原因（2）了解科学家对于全球变暖的不同看法。教学重难点Helpthestudentslearnhowtodebateoverthetopic“Weshoulddonothingaboutglobalwarming.”Enablethestudentstolearnthewritingskillsofthetextandgetabetterunderstandingofarticlesofthiskind.教学课时Oneperiod教学过程Step1Warming-upandlead-in(5mins)（1）视频导入教师选用一小段关于北极熊的视频，让学生带着问题观看视频，并由此导入到本课的课题。T:Hello,class.Firstofall,Let’swatchashortvideoaboutapolarbearandpleasefindoutwhathappenedtothepolarbear.Whathappenedtothepolarbear?(Itwasdrowned.)Whywasitdrowned?(Becausetheicemelt.)Whydidtheicemelt?（Becausetheearthisbecomingwarmer.）（2）揭题[意图说明]教师希望通过视频导入的方式能够让学生马上进入状态，注意力集中，并对本课话题GlobalWarming这种相对枯燥难理解的科普文产生浓厚的兴趣。Step2Reading（30mins）根据所给的分段大意，让学生通读全文进行分段，并匹配正确的四部分大意。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。T：Gothroughthewholetextin5minutesanddivideitinto4partsaccordingtothemainideaofeachpart.阅读第一段找出谁写了这篇杂志文章，并在文章探究什么问题。T：Thisisamagazinearticle.Readsecondlineandfindoutwhowrotethemagazinearticle.(SophieArmstrong)\T:Whatquestionsdoessheexploreinthearticle?(①Howhasthisglobalwarmingcomeabout?②Doesitmatter?)齐读第二段找出第一个问题的答案，并给予解释，让学生对这个长难句有清晰的理解。增强他们学习科普文的信心。T：First,let’sexplorethequestionhowthisglobalwarminghascomeabout?（It’shumanactivitythathascausedthisglobalwarmingratherthanrandombutnaturalphenomenon.）T:What’sthemeaningofthissentence?(全球变暖是人类活动导致的，而不是随意的自然现象。)T：Howhashumanactivitycausedthisglobalwarming?Doyouwanttoknow?Todaywe”llexploreit.(1)读两张图表，获取基本信息，并分析图表之间的联系，让学生进一步理解课文内容。培养学生读取并分析图表的能力，提高阅读科普文的能力。T:HaveyounoticedthetwographsonPage26?Let’sreadthetwographstogether.First,whataretheyabout?(Graph1:Temperaturedifferencefromlong-termaverage,1860-2000Graph2:Carbondioxidecontentintheatmosphere,1957-1997)T:Payattentiontothetimeofthetwographs.It’sclearthattheperiodofGraph1islongerthanthatofGraph2.CanwedodivideGraph1into2parts.Thefirstperiodisbefore1957.Thesecondperiodisafter1957.Comparingthetwoparts,weknowthetemperaturewentupmorerapidly.T:Now,turntoGraph2.From1957-1997thecarbondioxideintheatmosphereincreasedfromabout315partstoabout370partspermillion.Itincreasedgreatly,too.Solookatthesameyearsoftemperature,comparedtotheyearsofCO2,youcansee,theybothwentuprapidly.Canyoufindsomerelationshipbetweenthem？（ThemoreCO2,thehighertemperature.）(1)通过将第三段分解阅读，降低科普文阅读难度，帮助学生更好地理解全球变暖，温室效应，温室气体等专业术语的理解，并进一步解决本课难点。T:①WhydoesmoreCO2causehighertemperature?②HaveyoulearntsomethingfromyourGeographyteacher?Willyoushareitwithus?IfyouhavedifficultyinspeakinginEnglish,youcantryitinChinese.(温室气体，温室效应…….)③Whatisgreenhouseeffect?Para3Line24-36willhelpyou.(Greenhousegasestraptheheatofthesunandthereforewarmtheearth.Itisknownasgreenhouseeffect.)Whataregreenhousegases?(Gaseslikecarbondioxide,methaneandwatervapour)Is“greenhouseeffect”beneficialorharmfultous?(Itisharmful.)Why?(Theearthisbecomingwarmerandwarmer.)Withoutthegreenhouseeffect,whatwouldtheearthbelike?(Itwouldbethirty-threedegreeCelsiuscoolerthanitis.)T:Soweneedthegreenhousegases.Theydogoodtous.However,whenweaddhugequantitiesofextracarbondioxideintotheatmosphere.Whatwillhappen?(Moreheatenergytendstobetrappedintheatmospherecausingtheglobaltemperaturetogoup.)Whyisextracarbondioxideaddedintotheatmosphere?ReadPara3Line18-23and,andyouwillfindtheanswer.（Itistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.Theincreaseincarbondioxideresultedintheincreaseintheearth’stemperature.）阅读第六段，解决本课的第二个重点知识，对于全球气候变暖所造成的后果的两种截然不同的观点。Is“globalwarming”beneficialorharmfultous?Ordoesitmatter?Para6liststwodifferentattitudes,pleasefindoutwhatattitudestheytake?(Dr.Fostersays:“Anincreaseoffivedegreeswouldbeacatastropheandserious.ScientistslikeGeorgeHambleyareopposedtotheviewandbelieveweshouldnotworryabouthighlevelsofcarbondioxideintheair.Morecarbondioxideisapositivething.)Isitclearthatwhateffectsofglobalwarmingwillbe?(No.Nooneknowstheeffectsofglobalwarming.)Doesitmeanweshoulddonothing?Wearenotsurenow.We’llleaveittothenextclassandhaveadebateaboutit.Step3Summary(3min)(1)根据板书提供的线索对文中重点知识:①Howhasthisglobalwarmingcomeabout?②Doesitmatter?进行回顾，使学生对整篇科普材料能够有清晰的脉络和全面的理解。T:Let’slookattheblackboardtogether.Duringthislesson,weexploredthequestionhowglobalwarminghascomeabout.It’shumanactivitythathascausedtheglobalwarmingandwelearntdifferentattitudestowardsglobalwarming.Dr.Fosterthinksitwouldbeacatastropheandserious,butthosescientistslikeGeorgeHambleyareopposedtotheview.Theybelieveweshouldnotworryabouthighlevelsofcarbondioxideintheair.Morecarbondioxideisapositivething.However,nooneknowswhateffectsitwillcause.(2)设计一个小火车小游戏，让学生先以前后桌四人为一小组，全班有12个小组。每小组成员根据板书提示，合作提出3-5个问题，让其他组别来挑战。如第一组请第二组来回答，第二组介绍挑战之后，也提出问题，让第三组来挑战回答，以此类推。让全班同学一起动起来。组员合作出题，答题，并对课文内容进行巩固理解；既有写，又有听，还有说，达到多种训练，并活跃了课堂气氛。T：Let’splayagamecalled“RunaChoo-ChooTrain”.4studentsagroup.Eachgroupwritesdown3-5