选修6 Unit 4 Global warming教案.docx

选修6 Unit 4 Global warming教案.docx

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选修6Unit4Globalwarming教案

Unit4Globalwarming

Ⅰ.单元教学目标

技能目标SkillGoals

▲Talkaboutglobalwarming,pollutionandtheimportanceofprotectingtheearth

▲Practiseexpressingagreement,disagreement,blameandcomplaint

▲Howtouse“it”foremphasisinasentence

▲Writeanessayonenvironmentalproblems

Ⅱ.目标语言

功

能

句

式

Expressingagreement,disagreement,blameandcomplaint

Yes,Iagreewithyou.

Yes,Ithinkso.

Ibelievethatyou’vegotitright.

Idon’tthinkso.

Idon’tthinkthat’sright.

I’mafraidyouarewrong.

I’msorrytobringthisup,but...

I’msorrytohavetosaythis,but...

Theyshouldn’thavedoneit.

Theyaretoblame.

Whydon’tyoudosomethingaboutit?

Perhapstheyshould/oughttodo...

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,title

2．认读词汇

renewable,greenhouse,Fahrenheit,Sophie,Armstrong,Janice,Foster,methane,CharlesKeeling,measurement,Celsius,famine,destruction,GeorgeHambley,speculation,environmental,hectare,emphasis,individual,appliance,heading,imperative

3．词组

compareto,comeabout,quantitiesof,resultin,buildup,keepon,onthewhole,makeadifference,putupwith,solongas,andsoon

4.重点词汇

data,quantity,catastrophe,climate,consequence,compare,per,range,glance,average,existence

语

法

“It”usedforemphasis

Itishumanactivitythathascausedthisglobalwarming.

重

点

句

子

1.Thereisnodoubtthattheearthisbecomingwarmer.P26

2.Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P26

3.Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P26

4.Together,individualscanmakeadifference.P30

5.Ittakesalotofenergytomakethingsfromnewmaterials….P30

6.Remember—yourcontributioncounts.P30

Ⅲ.教材分析与教材重组

1.教材分析

本单元以Globalwarming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。

1.1WarmingUp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Globalwarming作了很好的铺垫。

1.2Pre-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Globalwarming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aprojectonglobalwarming,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。

1.3Reading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Exercise3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。

1.4Comprehending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：

“Weshoulddonothingaboutglobalwarming”还是“Weshoulddosomethingtodecreasethespeedofglobalwarming”，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。

1.5LearningaboutLanguage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。

1.6UsingLanguage部分设计了包括听、读、写的活动。

Readingandwriting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makeaposter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。

Listeningandspeaking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WarmingUp与Listeningandspeaking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UsingLanguage中的Readingandwriting设计为一节泛读课。

2.4将LearningaboutLanguage与Workbook中的USINGWORDSANDEXPRESSIONS和USINGSTRUCTURES整合在一起，设计为一节语言学习课。

2.5将Workbook中的LISTENING，TALKING，LISTENINGTASK和SPEAKINGTASK整合在一起，上一节听、说练习课。

2.6将Workbook中的READINGTASK和WRITINGTASK整合在一起，设计为一节写作课。

3.课型设计与课时分配

1stPeriodSpeakingandListening

2ndPeriodReading

3rdPeriodExtensiveReading

4thPeriodLanguageStudy

5thPeriodDrills

6thPeriodWriting

Ⅳ.分课时教案

TheFirstPeriodSpeakingandListening

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

energy,light（v.）,heat（v.）,renewable,non-renewable,fuel,blame,runout

b.交际用语

Expressingagreementanddisagreement

Yes,Iagreewithyou.

Yes,Ithinkso.

Ibelievethatyou’vegotitright.

Idon’tthinkso.

Idon’tthinkthat’sright.

I’mafraidyouarewrong.

2.Abilitygoals能力目标

Enablethestudentstotalkaboutdifferentsourcesofenergyandexpresstheirownideas.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtogivetheirideasabouttheuseofenergy.

Teachingimportantpoints教学重点

Enablethestudentstoexpressagreementanddisagreement.

Teachingdifficultpoints教学难点

Enablethestudentstolearnhowtoexpressagreementanddisagreement.

Teachingmethods教学方法

Brainstorming,listeningandgroupwork.

Teachingaids教具准备

Ataperecorderandacomputer.

Teachingprocedures&ways教学过程与方式

StepⅠRevision

T:

Goodmorning,everyone.

Ss:

Goodmorning,teacher.

T:

Sitdown,please.Beforeclass,I’llcheckyourhomeworkfirst.Mary,wouldyoureadyourhomeworktous?

Checkthestudents’homeworkandhaveadiscussionwiththestudentsaboutthemistakesMarymade.Letthestudentshaveaclearunderstandingaboutthemistakesandthencorrectthem.

StepⅡWarmingup

T:

Asweallknow,wedependonenergytodomanythingsinourdailylife.Somepeopleevensaywecoulddonothingwithoutenergy.Canyoutellmewhatweuseenergyfor?

Sa:

Energylightsourcities.

Sb:

Energyheatsourbuildings.

Sc:

Energyentertainsus.Withthehelpofelectricity,peoplehavegotalotoffunfromwatchingTV,playingcomputersandsoon.

Sd:

Therearemanyotherelectricalappliancesthatmakeourlifemoreconvenientandcomfortablesuchaswashingmachines,microwaves,airconditionersandsoon.

Se:

Todayenergyalsohelpspeoplerealizemanyso-calleddreamsinthepast.Forexample,peoplecan“fly”fromoneplacetoanotherbyplanewhichrunsonenergy.

Sf:

It’strue.Infact,notonlyplanesbutalsocars,shipsandtrainsrunonenergy.

T:

Welldone.Allthatyou’vejustsaidisright.Soitseemsthatenergyplaysaveryimportantroleinthemodernworld.Thenwheredoesalltheenergycomefrom?

Openyourbooksandturntopage25.Lookatthepicturesonthispage.Theymayhelpyoufindouttheanswers.

Afterawhile.

T:

Who’dliketotellusyouranswers?

Sg:

Windpower.

Sh:

Coalpower.

T:

Right.Isthereanydifferencebetweenthem?

Si:

Yes.Windwillneverrunoutwhilecoalisalimitedsource.

T:

It’strue.Asweknow,anenergysourceisrenewablewhensuppliesofitneverrunoutwhilesomesupplies，suchascoal,willdefinitelyrunoutoneday.Energyofthiskindiscallednon-renewablesources.Pleasethinkofasmanysourcesasyoucananddecidewhichenergysourcesonyourlistarerenewableandwhicharenon-renewable.

Ifnecessary,givesomewordsrelatedtothepictureswhichmightbedifficultforthestudentssuchasoilrefinery,hydroelectricpowerandsoon.

Theteachershouldalsocollectasmuchinformationaboutdifferentsourcesofenergyaspossibleandshowittothestudentsinclassthroughacomputer.Inthisway,thestudentswillbecomemoreinterestedinthistopicandtheirknowledgeonthisaspectwillbeenlarged.

Sampleanswers:

Renewable

Non-renewable

Windpower

Coal

Solarpower

Naturalgasandoil

Hydroelectricpower

Nuclearpower

StepⅢListeningandDiscussing

T:

Fromwhatwe’vejusttalkedabout,itisclearthatenergydoesalotofgoodtous.Buteverycoinhastwosides.Isthereanynegativeeffectofusingenergy?

Sa:

Yes.Peopleusetoomuchenergywhichisresultinginanincreaseincarbondioxide.Thatishowtheglobalwarmingcomesabout.

Sb:

Andmeanwhileitpollutestheenvironment.

T:

It’strue.Manypeoplehaverealizedtheproblem.Nextwe’lldosomelisteningpracticeonthistopic.Let’sseewhatotherpeoplethinkofthisissue.

Thestudentsareaskedtoreadthequestionsquicklytofindoutthelisteningpointsfirst.Thenlistentothetapetwiceandgivethecorrectanswers.

T:

Nowpleaseturntopage31.Let’sdolistening.Beforeyoulistentothetape,pleasereadfastthestatementsinExercise1tofindoutthelisteningpoints.Paymuchattentiontothekeypointswhilelistening.

Playthetapeforthefirsttime.Helpthestudentsgetageneralunderstandingaboutthedialogue.ThestudentslistenandtrytofinishExercise1.Playthetapeagain,trainthestudents’abilitytospotspecificinformationandunderstandtheimplicationinthedialogue.ThestudentslistenandfinishExercise2.

Severalminuteslater.

T：

Haveyoufinishedtheexercises?

Ss:

Yes.

T:

OK,let’scheckyouranswers.

Explainsomedifficultpointsifnecessary.

T:

NowreadwhatProfessorChenandLiBinsay.Workingroups.Discusswhoyouagreewithandgivereasons.UsesomeofthephraseslistedinExercise2oranyothersyouknow.

StepⅣHomework

1.Reviewthenewwordsandexpressionsyoulearnedinthisclass.

2.PreviewReading.

TheSecondPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

compare,phenomenon,graph,fuel,trap,data,climate,catastrophe,consequence,range,per,glance,compareto,comeabout,fiercedebate,resultin,buildup

b.重点句式

Thereisnodoubtthattheearthisbecomingwarmer.P26

Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P26

Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P26

2.Abilitygoals能力目标

Enablethestudentstotalkaboutthecausesandeffectsofglobalwarming.

3.Learningabilitygoals