高二英语选修6Unit 4 Global Warming (1st period)优秀教案
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| 名称 | 高二英语选修6Unit 4 Global Warming (1st period)优秀教案 |  | |
| 格式 | zip | ||
| 文件大小 | 16.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2012-06-18 09:57:41 | ||
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文档简介
Teaching Plan for Unit 4 Global Warming (1st period)
设计思路：
教材分析：本课文取自于人教版新教材选修6 Unit 4，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“The earth is getting warmer but does it matter ” 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，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。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。
Teaching materials:
Textbook---Student’s Book 6, New Senior English for China, People’s Education Press
Teaching Aids: a blackboard, a multimedia kit
Objectives:
Of Knowledge:
Students will know basic scientific facts concerning global warming, scientists’ different attitudes towards it and the writer’s opinion as well.
Of Ability
Students will continue to develop their predicting skill to guess the main idea of the article and get prepared for the reading.
Students will practice the scanning skill to get the specific information.
Students will learn to think critically about the problems the writer has raised.
Of Emotion
Students will learn we should conserve energy and protect the earth.
Students will want to get involved in the classroom activities when doing the tasks.
Procedures:
Before Reading
Lead-in
A graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006.
What can you tell from the graph (Students’ answer may vary.)
This leads to our topic today---Global warming.
1. Predicting:
What can you infer from the title
What are the two graphs about
II. While Reading
(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have )
2. Scanning
Look for people’s names. Circle them with a red pen.
Who wrote the magazine article
What are the names of the three scientists mentioned in the article
Para. 1 & 2
What has caused global warming (vocabulary teaching involved)
Which sentence tells us what the writer will talk about in the article
Reading: Para. 3, 4&5
How has this come about
Further questions:
Can you give the three examples of the fossil fuels
Who gave us scientific evidence that the amount of carbon dioxide has been increasing
Some gases can trap heat from the sun. What do scientists call this phenomenon
What would happen if there were no greenhouse effect What would happen if there were too many greenhouse gases
How high will the temperature increase go according to Janice Foster
Reading: Does it matter Pair Work (Para. 6)
The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.
Make a dialogue using the information in the table. One as Foster, the other as Hambley.
Para.6 Janice Foster& supporters George Hambley& supporters
Attitude Temperature increase would be a ___________. We shouldn’t ________.
Prediction It could be very _______. Any warming will be _____ with _____ bad environmental consequences.
Possible consequences 1.2.3.4. More carbon dioxide is _________,because__________________-->___________________________-->___________________________-->___________________________.-->
5. Reading: Para. 7
The writer probably thinks ________.
A. It matters.
B. It doesn’t matter.
2) What probably does the writer want us to do by the last two questions
III. Post Reading
6. Group Discussion: What can/should we do
At home/work/school
Clothing /food/ housing/ transportation
Policies, laws, finance
Media, transportation, design of buildings
You may also refer to the pictures on Page 25.
Make a list:
(Summary: Wrap up the topic)
IV. Homework:
Read the text again and finish Comprehending 1&2 on Page 27.
Choose sides and prepare for a mini debate on whether we should something about global warming. You may refer to the following websites.
http://www.cato.org/pub_display.php pub_id=2872 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )
http://blog./xiawf001/default.html page= ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )5 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )
http://www./global-warming-positives-negatives.htm
3. Underline important words and phrases.
Human Activity:
_________________
the ________ in carbon dioxide
more ____ from the sun will be ______
The increase in the earth’s temperature
result in
PAGE
设计思路：
教材分析：本课文取自于人教版新教材选修6 Unit 4，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“The earth is getting warmer but does it matter ” 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，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。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。
Teaching materials:
Textbook---Student’s Book 6, New Senior English for China, People’s Education Press
Teaching Aids: a blackboard, a multimedia kit
Objectives:
Of Knowledge:
Students will know basic scientific facts concerning global warming, scientists’ different attitudes towards it and the writer’s opinion as well.
Of Ability
Students will continue to develop their predicting skill to guess the main idea of the article and get prepared for the reading.
Students will practice the scanning skill to get the specific information.
Students will learn to think critically about the problems the writer has raised.
Of Emotion
Students will learn we should conserve energy and protect the earth.
Students will want to get involved in the classroom activities when doing the tasks.
Procedures:
Before Reading
Lead-in
A graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006.
What can you tell from the graph (Students’ answer may vary.)
This leads to our topic today---Global warming.
1. Predicting:
What can you infer from the title
What are the two graphs about
II. While Reading
(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have )
2. Scanning
Look for people’s names. Circle them with a red pen.
Who wrote the magazine article
What are the names of the three scientists mentioned in the article
Para. 1 & 2
What has caused global warming (vocabulary teaching involved)
Which sentence tells us what the writer will talk about in the article
Reading: Para. 3, 4&5
How has this come about
Further questions:
Can you give the three examples of the fossil fuels
Who gave us scientific evidence that the amount of carbon dioxide has been increasing
Some gases can trap heat from the sun. What do scientists call this phenomenon
What would happen if there were no greenhouse effect What would happen if there were too many greenhouse gases
How high will the temperature increase go according to Janice Foster
Reading: Does it matter Pair Work (Para. 6)
The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.
Make a dialogue using the information in the table. One as Foster, the other as Hambley.
Para.6 Janice Foster& supporters George Hambley& supporters
Attitude Temperature increase would be a ___________. We shouldn’t ________.
Prediction It could be very _______. Any warming will be _____ with _____ bad environmental consequences.
Possible consequences 1.2.3.4. More carbon dioxide is _________,because__________________-->___________________________-->___________________________-->___________________________.-->
5. Reading: Para. 7
The writer probably thinks ________.
A. It matters.
B. It doesn’t matter.
2) What probably does the writer want us to do by the last two questions
III. Post Reading
6. Group Discussion: What can/should we do
At home/work/school
Clothing /food/ housing/ transportation
Policies, laws, finance
Media, transportation, design of buildings
You may also refer to the pictures on Page 25.
Make a list:
(Summary: Wrap up the topic)
IV. Homework:
Read the text again and finish Comprehending 1&2 on Page 27.
Choose sides and prepare for a mini debate on whether we should something about global warming. You may refer to the following websites.
http://www.cato.org/pub_display.php pub_id=2872 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )
http://blog./xiawf001/default.html page= ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )5 ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网" \t "_parent )
http://www./global-warming-positives-negatives.htm
3. Underline important words and phrases.
Human Activity:
_________________
the ________ in carbon dioxide
more ____ from the sun will be ______
The increase in the earth’s temperature
result in
PAGE