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2019-2020年高中英語(yǔ) Unit 4 Global warming教案 新人教版選修6 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about global warming, pollution and the importance of protecting the earth ▲Practise expressing agreement, disagreement, blame and plaint ▲How to use“it” for emphasis in a sentence ▲Write an essay on environmental problems Ⅱ. 目標(biāo)語(yǔ)言 功 能 句 式 Expressing agreement, disagreement, blame and plaint Yes, I agree with you. Yes, I think so. I believe that you’ve got it right. I don’t think so. I don’t think that’s right. I’m afraid you are wrong. I’m sorry to bring this up, but ... I’m sorry to have to say this, but ... They shouldn’t have done it. They are to blame. Why don’t you do something about it? Perhaps they should / ought to do ... 詞 匯 1． 四會(huì)詞匯 pare, 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． 認(rèn)讀詞匯 renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane, Charles Keeling, measurement, Celsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperative 3． 詞組 pare to, e about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so on 4. 重點(diǎn)詞匯 data, quantity, catastrophe, climate, consequence, pare, per, range, glance, average, existence 語(yǔ) 法 “It” used for emphasis It is human activity that has caused this global warming. 重 點(diǎn) 句 子 1. There is no doubt that the earth is being warmer. P26 2. Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26 3. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26 4. Together, individuals can make a difference. P30 5. It takes a lot of energy to make things from new materials…. P30 6. Remember — your contribution counts. P30 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以Global warming 為主線，旨在通過單元教學(xué)使學(xué)生經(jīng)過思考、學(xué)習(xí)，認(rèn)識(shí)到全球變暖的起因和它所帶來的種種后果。同時(shí)鼓勵(lì)學(xué)生進(jìn)一步闡述地球所面臨的其它嚴(yán)重問題，激發(fā)學(xué)生的環(huán)保意識(shí)。引導(dǎo)學(xué)生運(yùn)用所學(xué)語(yǔ)言、句式表達(dá)自己對(duì)這些現(xiàn)象的看法，培養(yǎng)他們?yōu)樽约旱挠^點(diǎn)辯論的能力，并能運(yùn)用所學(xué)知識(shí)寫一篇有關(guān)環(huán)境問題的論文。 1.1 Warming Up通過直觀的圖片，使學(xué)生對(duì)能源的用途和種類有一個(gè)基本的了解。讓學(xué)生對(duì)當(dāng)今人們開發(fā)和使用能源以及隨之而來的種種影響有更深一步的思考和認(rèn)識(shí)，從而為本單元主題Global warming 作了很好的鋪墊。 1.2 Pre-reading是Reading的熱身活動(dòng)。通過組織學(xué)生對(duì)這些問題的討論、回答，激活他們頭腦中相關(guān)的內(nèi)容模式，為下一步閱讀做好準(zhǔn)備。由于Global warming 是當(dāng)今世界的一個(gè)熱門話題，學(xué)生已從多種渠道對(duì)此有了很多的了解，因此教師可以在安排預(yù)習(xí)作業(yè)時(shí)讓學(xué)生分組做 a project on global warming , 這樣既符合了新課程的要求——體現(xiàn)學(xué)生的主體地位，激發(fā)學(xué)生自主學(xué)習(xí)的熱情，又能得到很好的教學(xué)效果。 1.3 Reading是一篇從雜志節(jié)選的文章。它講述了全球加速變暖的原因——人為溫室效應(yīng)，后果以及人們對(duì)此的不同觀點(diǎn)。要求學(xué)生在理解文章大意的同時(shí)注意它的寫作技巧：提出問題——分析現(xiàn)象——闡述各方面的不同觀點(diǎn)——以疑問句作為總結(jié)引發(fā)讀者深思，自行做出判斷。這為prehending 中Exercise 3的分組辯論活動(dòng)留出了很大的空間，埋下了很好的伏筆。 1.4 prehending 包含了三大部分。前兩個(gè)部分中設(shè)計(jì)了諸多細(xì)節(jié)性的問題，旨在檢測(cè)學(xué)生定位、理解細(xì)節(jié)及對(duì)文章大意的總結(jié)歸納的能力。最后一項(xiàng)要求學(xué)生在讀完整篇文章后，仔細(xì)思考并樹立自己的觀點(diǎn)：“We should do nothing about global warming”還是“We should do something to decrease the speed of global warming”，并利用所學(xué)知識(shí)進(jìn)行分組辯論。此項(xiàng)活動(dòng)旨在激發(fā)學(xué)生的學(xué)習(xí)熱情并體現(xiàn)學(xué)生在課堂中的主體位置。 1.5 Learning about Language 分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了兩項(xiàng)練習(xí)，一項(xiàng)是具有一定情境的10個(gè)句子，引導(dǎo)學(xué)生加深對(duì)新詞匯的理解和記憶。語(yǔ)法部分主要是通過練習(xí)加強(qiáng)學(xué)生對(duì)強(qiáng)調(diào)句式的掌握并能真正體會(huì)強(qiáng)調(diào)句的作用。 1.6 Using Language 部分設(shè)計(jì)了包括聽、讀、寫的活動(dòng)。Reading and writing 是Reading的一個(gè)延伸。通過讀者和雜志社之間的兩封信件，學(xué)生可以更多地了解如何控制全球變暖。同時(shí)通過課后練習(xí)可以讓學(xué)生更多地聯(lián)系自己的生活習(xí)慣，樹立從自身做起倡導(dǎo)環(huán)保的觀念。其中課后練習(xí)make a poster 更是激發(fā)了學(xué)生自主學(xué)習(xí)的興趣，而且很有實(shí)用性——可將所做的環(huán)保內(nèi)容的海報(bào)貼在校園或社區(qū)中，將課堂的抽象知識(shí)變?yōu)榱松鐣?huì)實(shí)踐，實(shí)現(xiàn)了真正意義上的學(xué)以致用。Listening and speaking 部分是關(guān)于能源使用的一篇電臺(tái)采訪。要求學(xué)生在理解大意和主要細(xì)節(jié)的基礎(chǔ)上回答聽力練習(xí)中的幾大問題，提高學(xué)生的聽力水平。 2. 教材重組 2.1 將Warming Up與Listening and speaking 整合在一起，設(shè)計(jì)為一節(jié)聽說課。 2.2 將Pre-reading, Reading和prehending 整合在一起，設(shè)計(jì)為一節(jié)閱讀課。 2.3 將Using Language中的Reading and writing 設(shè)計(jì)為一節(jié)泛讀課。 2.4 將Learning about Language 與Workbook 中的USING WORDS AND EXPRESSIONS和USING STRUCTURES 整合在一起，設(shè)計(jì)為一節(jié)語(yǔ)言學(xué)習(xí)課。 2.5 將Workbook 中的LISTENING，TALKING， LISTENING TASK 和SPEAKING TASK 整合在一起，上一節(jié)聽、說練習(xí)課。 2.6 將Workbook 中的READING TASK 和WRITING TASK 整合在一起，設(shè)計(jì)為一節(jié)寫作課。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Speaking and Listening 2nd Period Reading 3rd Period Extensive Reading 4th Period Language Study 5th Period Drills 6th Period Writing Ⅳ. 分課時(shí)教案 The First Period Speaking and Listening Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run out b. 交際用語(yǔ) Expressing agreement and disagreement Yes, I agree with you. Yes, I think so. I believe that you’ve got it right. I don’t think so. I don’t think that’s right. I’m afraid you are wrong. 2. Ability goals 能力目標(biāo) Enable the students to talk about different sources of energy and express their own ideas. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to give their ideas about the use of energy. Teaching important points 教學(xué)重點(diǎn) Enable the students to express agreement and disagreement. Teaching difficult points 教學(xué)難點(diǎn) Enable the students to learn how to express agreement and disagreement. Teaching methods 教學(xué)方法 Brainstorming, listening and group work. Teaching aids 教具準(zhǔn)備 A tape recorder and a puter. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠRevision T: Good morning, everyone. Ss: Good morning, teacher. T: Sit down, please. Before class, I’ll 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 ⅡWarming up T: 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 puters and so on. Sd: There are many other electrical appliances that make our life more convenient and fortable 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: It’s true. In fact, not only planes but also cars, ships and trains run on energy. T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy e 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: Who’d 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: It’s 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 puter. In this way, the students will bee more interested in this topic and their knowledge on this aspect will be enlarged. Sample answers: Renewable Non-renewable Wind power Coal Solar power Natural gas and oil Hydroelectric power Nuclear power Step Ⅲ Listening and Discussing T: From what we’ve 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 es about. Sb: And meanwhile it pollutes the environment. T: It’s true. Many people have realized the problem. Next we’ll do some listening practice on this topic. Let’s 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. Let’s 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, let’s 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 Ⅳ Homework 1. Review the new words and expressions you learned in this class. 2. Preview Reading. The Second Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) pare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, pare to, e about, fierce debate, result in, build up b. 重點(diǎn)句式 There is no doubt that the earth is being warmer. P26 Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26 They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P26 2. Ability goals 能力目標(biāo) Enable the students to talk about the causes and effects of global warming. 3. Learning ability goals 學(xué)能目標(biāo) 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教學(xué)重點(diǎn) Help the students learn how to debate over the topic “We should do nothing about global warming.” Teaching difficult points 教學(xué)難點(diǎn) Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methods 教學(xué)方法 Listening, reading and group work. Teaching aids 教具準(zhǔn)備 A recorder and a puter. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠRevision Check 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 Ⅱ Pre-reading Show 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, we’ll 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: That’s 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? What’re your opinions? Next we’ll read an article “THE EARTH IS BEING WARMER — BUT DOES IT MATTER?” Step Ⅲ While-reading Get 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 BEING 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 let’s finish the form on the screen. Show the form on the screen and let the students plete the form. Main ideas of each part Writing techniques Step Ⅳ prehending Let the students read the passage again to find out the answers to the questions in Exercises 1 and 2. T: Now let’s 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 Ⅴ 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 don’t 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 I’ll get some groups to act out your debates. Step Ⅵ Homework 1. 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 Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) 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. 重點(diǎn)句式 P30 Together, individuals can make a difference. It takes a lot of energy to make things from new materials… Remember — your contribution counts. 2. Ability goals 能力目標(biāo) Get the students to realize what individuals can do about global warming. 3. Learning ability goals 學(xué)能目標(biāo) Learn what to do in daily life to reduce the carbon dioxide content in the air. Teaching important points 教學(xué)重點(diǎn) Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air. Teaching difficult points 教學(xué)難點(diǎn) Enable the students to learn how to make a poster. Teaching methods 教學(xué)方法 Listening, skimming and group work. Teaching aids 教具準(zhǔn)備 A recorder and a puter. Teaching procedures & ways 教學(xué)過程與方式 StepⅠRevision Check 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 e to the front and act out your debates? Choose one as your representative. Ask a representative in each group to state their group’s 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. Don’t you think these are terrible? So don’t 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 don’t 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. What’s 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 there’s 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 don’t you think it will be too late for us to take action after the bad effects e out? Hope for the best and prepare for the worst. B: ... Step Ⅱ Lead-in T: 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 puter and so on, turn　them off. Sb: Cars use a lot of energy, so we’d 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. You’ve done a good job. Next open your books and turn to page 30. Today we’ll read two letters and learn what we can do about global warming. Step Ⅲ Listening and Reading Get the students to read the two letters and then fill in the table on page 30. T: Skim the letters and find who the writers are and what their purpose of writing the letters is. Sd: The first letter is written by a student who is asking for suggestions for his project — global warming. Se: The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming. T: Good answers. Now scan the letter and list Earth Care’s suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers. Sample answers: Earth Care’s suggestions Can you carry it out? Reasons If you are not using electrical appliances, turn them off. Yes Save energy If you’re cold, put on more clothes instead of turning up the heat. Yes Save energy Motor vehicles use a lot of energy, so walk or ride a bike if you can. Yes Save energy Recycle cans, bottles, plastics and newspapers and buy things made from recycled materials. Yes Save energy Get your parents or friends to buy products that are made to save energy. Yes Save energy Plant more trees. Yes Plants absorb carbon dioxide from the air. Talk with your family and friends about global warming and tell them what you’ve learned. Yes Together, individuals can make a difference. Step Ⅳ Making a poster Help the students learn how to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class. T: Now in groups of five, make a poster for your school that tells the students various ways they can reduce the amount of carbon dioxide in the air. Remember the following: give your poster a large heading, use imperative sentences to list the ways we can reduce the amount of carbon dioxide in the air. What’s more, try every possible way to make your poster impressive, which is the purpose of a poster. If time is limited, you can finish it after class. Step Ⅴ Homework Finish the poster. The Fourth Period Language Study Teachi