Unit 4 Global Warming
一、 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。
二、 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？
三、 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。
四、 教学过程
Step 1 Warming-up and lead-in (5 mins)
（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. First of all, Let’s watch a short video about a polar bear and please find out what happened to the polar bear.
What happened to the polar bear? (It was drowned.)
Why was it drowned? ( Because the ice melt.)
Why did the ice melt? （ Because the earth is becoming warmer.）
（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Global Warming这种相对枯燥难理解的科普文产生浓厚的兴趣。
Step 2 Reading （30 mins）
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 ：Go through the whole text in 5 minutes and divide it into 4 parts according to the main idea of each part.
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：This is a magazine article. Read Para.1 second line and find out who wrote the magazine article. (Sophie Armstrong )
T: What questions does she explore in the article? ( ① How has this global warming come about? ② Does it matter? )
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’s explore the question how this global warming has come about? （ It’s human activity that has caused this global warming rather than random but natural phenomenon.）
T: What’s the meaning of this sentence? ( 全球变暖是人类活动导致的，而不是随意的自然现象。)
T：How has human activity caused this global warming? Do you want to know? Today we”ll explore it.
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: Have you noticed the two graphs on Page26? Let’s read the two graphs together. First, what are they about? ( Graph1: Temperature difference from long-term average,1860-2000 Graph2: Carbon dioxide content in the atmosphere, 1957-1997)
T: Pay attention to the time of the two graphs. It’s clear that the period of Graph1 is longer than that of Graph2. Can we do divide Graph1 into 2 parts. The first period is before 1957. The second period is after 1957. Comparing the two parts, we know the temperature went up more rapidly.
T: Now, turn to Graph2. From 1957-1997 the carbon dioxide in the atmosphere increased from about 315 parts to about 370 parts per million. It increased greatly, too. So look at the same years of temperature, compared to the years of CO2, you can see, they both went up rapidly. Can you find some relationship between them？（ The more CO2, the higher temperature.）
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 : ①Why does more CO2 cause higher temperature?
②Have you learnt something from your Geography teacher? Will you share it with us? If you have difficulty in speaking in English, you can try it in Chinese. ( 温室气体，温室效应…….)
③What is greenhouse effect? Para3 Line24-36 will help you. ( Greenhouse gases trap the heat of the sun and therefore warm the earth. It is known as greenhouse effect.)
What are greenhouse gases? ( Gases like carbon dioxide, methane and water vapour)
Is “greenhouse effect” beneficial or harmful to us? ( It is harmful.)
Why? ( The earth is becoming warmer and warmer.)
Without the greenhouse effect, what would the earth be like?( It would be thirty-three degree Celsius cooler than it is.)
T: So we need the greenhouse gases. They do good to us. However, when we add huge quantities of extra carbon dioxide into the atmosphere. What will happen? ( More heat energy tends to be trapped in the atmosphere causing the global temperature to go up.)
Why is extra carbon dioxide added into the atmosphere? Read Para3 Line18-23 and Para.5, and you will find the answer. （ It is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. The increase in carbon dioxide resulted in the increase in the earth’s temperature.）
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 “global warming” beneficial or harmful to us? Or does it matter? Para6 lists two different attitudes, please find out what attitudes they take? ( Dr. Foster says: “ An increase of five degrees would be a catastrophe and serious. Scientists like George Hambley are opposed to the view and believe we should not worry about high levels of carbon dioxide in the air. More carbon dioxide is a positive thing.)
Is it clear that what effects of global warming will be? (No. No one knows the effects of global warming.)
Does it mean we should do nothing? We are not sure now. We’ll leave it to the next class and have a debate about it.
Step3 Summary (3min)
(1) 根据板书提供的线索对文中重点知识: ① How has this global warming come about? ② Does it matter? 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’s look at the blackboard together. During this lesson, we explored the question how global warming has come about. It’s human activity that has caused the global warming and we learnt different attitudes towards global warming. Dr. Foster thinks it would be a catastrophe and serious, but those scientists like George Hambley are opposed to the view. They believe we should not worry about high levels of carbon dioxide in the air. More carbon dioxide is a positive thing. However, no one knows what effects it will cause.
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’s play a game called “ Run a Choo- Choo Train” . 4 students a group. Each group writes down 3-5 questions together on the sheet according to the information on the blackboard and the screen. And then ask other groups to challenge.
Step4 Assignment
文章结尾提出了一个开放性的问题“Should we do nothing?” .针对这个问题让学生们课后上网等渠道查阅更多全球变暖带来的影响（利或弊）的资料，形成自己的观点, 并对问题展开辩论。
T：Assignment：①Search for some more materials and think about what’s your attitude towards global warming. ② Prepare for the debate about “Should we do something about global warming?”
五、 板书设计
How?
Global warming ← Human activity
etra
Higer temperature ↑ ← CO2↑ ← the burning of fossil fuels
Does it matter?
↙ ↘
Dr. Foster George Hambley
catastrophe/ be serious not worry about/ a positive thing
课件24张PPT。Unit4Global WarmingThe Earth is Becoming Warmer
--But Does It Matter?
Explore the cause of global warming1Page ?3Learn different attitudes towards global warming2 AimsGo through the text and think about how to divide the whole passage according to the main idea.Paragraph 1Paragraphs 2&5Paragraph 6Main idea of the textParagraph 7How has global warming come about? List two different attitudes among scientists towards global warming.The earth is becoming warmerShould we do anything? The earth is becoming warmer.
How has global warming come about?
List two different attitudes among scientists towards global warming.
Should we do anything?
Part2
Para 2&5
Part3
Para 6
Part4
Para 7
Part1
Para 1 Main idea of the textPara.1:
Question : How has this global warming come about? Para.2 It is human activity that has caused this global warming rather than a random but natural phenomenon.全球变暖正是人类活动导致而成的，而不是随意的自然现象。How has human activity caused this global warming?
Look at the two graphs .Graph 1:Graph 2:
1957315From the two graphs, can you find some relationship between them? The more CO2, the higher temperature.Why does more CO2 cause higher temperature?Graph 1:Graph 2:Greenhouse gases _____ the heat of the sun and therefore ______ the earth.
It is known as __________________.
greenhouse effecttrapwarmIs “Greenhouse effect” beneficial or harmful to us?Para.3 (Line 24-36)Fossil Fuelcoal oil gas● ● ● ● ● ●produceWhy is extra carbon dioxide added into the atmosphere? Para.3 (Line 18-23)& Para.5Is “global warming” beneficial or harmful to us? Does it matter? Para.6 Negative effects disappearance of speciesPositive effectsmake plants grow quicker crops will produce more
a greater range of animals make life better
cause the sea level to rise
severe storms
floods
droughts
famines
the spread of diseases
disappearance of speciesPositive effects Negative effects make plants grow quicker
crops will produce more
a greater range of animals
make life betterGame:
Run a choo-choo trainGroup1Group2Group3
cause the sea level to rise
severe storms
floods
droughts
famines
the spread of diseases
disappearance of speciesPositive effects Negative effects make plants grow quicker
crops will produce more
a greater range of animals
make life betterSearch for some more materials and think about what’s your attitude towards global warming.
Prepare for the debate about “Should we do something about global warming?”Assignment 谢 谢 ！ Unit 4 Wildlife protection
一.教学对象分析
高一是由初中到高中的过度时期，从知识与能力构成来看，学生思维活跃，有强烈的好奇心和求知欲，认知能力比初中有了进一步的发展，具备一定的阅读理解能力，处于思维迅速发展阶段。从情感体验来看，学生正处在意气风发的阶段，能够自主探究并且有一定的创新思维。不过，在用英语获取信息、处理信息、分析问题和解决问题的能力，还需要加强引导。
二.教材内容分析
本节课属于必修二第四单元Wildlife protection的Reading部分。本单元的话题“野生动物保护”。Reading是整个单元的核心部分，是Warming up的延续和升华。此外，大部分的重要词汇和句型结构都在这个课时中呈现出来。完成本节课的阅读，为本单元目标的完成作了很好的铺垫。也是培养学生阅读能力的重要渠道，发展阅读技能和策略的必经之路。文章介绍了一个叫Daisy的小女孩在梦中经历的一次奇妙的飞毯飞行。通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
三.设计理念
把批注作为批判性思维中最核心的思维策略，引导学生根据已有的知识经验和生活积累，运用圈、点、勾、画、批、注的方式进行自主阅读、自我感悟，引导学生积极思考问题、客观看待事物，加深对文章的理解，培养学生发现问题、提出问题的能力，促进学生独立思维和批判性思维的发展。
四.教学目标
知识目标：
1.了解批注法的基本要求；
2.学会并运用本单元的重要词汇和短语。
能力目标：
1.通过批注阅读，分析文章结构，获取文章的细节信息，理解课文主题思想；
2.通过批注阅读，对文章生字生词、疑难语句进行质疑；
3.通过批注阅读，品味佳句，分析表达技巧，感悟情感意蕴。
情感目标：
1.通过让学生认识野生动植物生存状况和濒危或灭绝的主要原因，引导学生关注珍稀动物资源状况，增强保护珍惜、濒危动物的自觉性。
2.通过师生之间、学生之间的课堂讨论，交流看法，发表见解，开阔学生的眼界，提高学生思维的敏捷性和独立性，增强学生批判性思维的意识。
五.教学过程
Step1： Warming up and lead in
Watch video then answer a question: what kind of ideas come to your mind?
【设计意图】通过播放2段视频，以美好和谐的野生动物生活景象和野生动物保护日宣传片，激活学生脑海里已有的相关信息，导入野生动物的保护话题，让学生直观的感受到野生动物保护的重要性和迫切性。
Step2：Understanding the whole text
Task：Share the students’ annotation课前自由批注的分享
学情预设：
1.知识性批注：
①Confusing words and sentences:
Para.1: long to; respond;
Para.2: in relief Daisy burst into laughter.
Para.3: appreciate
Para.4: what an experience!
②Good words, phrases and sentences
Para.1:There Daisy saw an antelope looking sad.
Para.2: Have you come to take my photo?
Para.3: No rainforest, no animals, no drugs.
Para.4: what an experience!
2.篇章结构批注
①What’s Daisy’s visit line?
②What’s the main idea?
Daisy took a flying carpet to travel and talked with some animals, which made her know the importance of the wildlife protection.
【设计意图】通过让学生课前批注，培养学生良好的预习习惯。通过课前批注的分享，开展生生互动、师生互动，深化对文章的理解，挖掘学生的潜力，培养他们的质疑精神。为随后的阅读理解奠定基础。
Step3： Asking questions and making comments on the text
1．联想式批注
Task：Look at the two pictures, write words to match it.
【设计意图】通过让学生给课文图画配上文字，充分发挥学生的想象力，培养学生的合理想象推理能力，在阅读过程中由此及彼的联想批注可丰富学生的发散性思维，同时也可丰富学生的语言积累。
2．品读式批注
Task：to chew over some good sentences and get the deeper meanings of some points.
学情预设：
Eg. No rainforest, no animals, no drugs. （Para..3）品味其语言技巧并恰当举例
Eg. Have you come to take my photo? （Para2）该句真正的内涵是什么？
Eg. That is good news. It shows the importance of wildlife protection. （Para.3） It指代什么？
Eg. And there was always WWF…（Para.4）读懂省略句中的意思：即使一切都已消失，但至少还有WWF，为野生动物保护做出了很大的努力。
【设计意图】在阅读教学中，引导学生边读边思边写，自由的去宣泄自己的情感。这样既有助于学生深入的理解课文内容，又有利于他们结合自己的生活经验和情感经历，培养了学生的感受、理解、欣赏、写作的能力。
3．质疑式批注
Task：to take criticism
学情预设：
Eg. Is “How Daisy learned to help wildlife?” the best title for the passage?
从文章的标题“How Daisy learned to help wildlife”来看，它应是一篇说明文，可从文章的行文上看，它却是一篇童话故事。通过对文体和标题一致性上的批判和质疑，并进行评价，说明理由，培养他们的批判性思维。
【设计意图】让同学们将自己的疑问和想到的问题用笔记录下来，在接下来的阅读学习中去解决。质疑本身就是思考、探索、创新的过程，有利于培养学生的探究创新精神。质疑式批注针对阅读过程中不理解的问题进行的批注来提高学生质疑问难的能力。
Step4：Assignment
课后提升批注
Task1：Improve your annotation
Task2：Writing：How will you help wildlife?
【设计意图】学生学完课文，在思想情感方面有了新的提高和深化，通过对原有的批注进行补充，修正和提高，从而更深刻认识到野生动物保护的重要性和迫切性，感悟生命价值，同时提升表达能力。
六、教学反思
“动物是人类的朋友”，缺少了朋友，人类的生活便缺少了色彩，生态环境也会随之发生变化。总之，同人类一样，各种各样的野生动物也是地球的拥有者，保护野生动物是必要的。引导学生关注珍稀动物资源状况，增强保护珍惜、濒危动物的自觉性，为保护野生动物尽自己最大的努力，是本课教学的主要教学目标与主要教学内容。
语言不仅是交际工具，也是思维工具。语言与思维互相联系相互促进，语言教学对培养学生思维批判性品质具有了得天独厚的条件。新课标背景下提倡批注式阅读，有助于激发学生的学习积极性，形成新的阅读期待，使阅读成为真正的精神活动，培养学生发现问题、独立思考的能力。
那么，在教学中，应该如何依据思维批判性的特点具体落实培养措施呢？1、倡导学生打破常规，标新立异。2、倡导学生质疑，培养提出问题的能力。3、倡导平等的师生关系。 4、积极开发学生的右脑。
课件15张PPT。
Unit4 WildlifeProtectionObjectivesLearn to use
Annotating
(take notes)Communicate
With the textLearn to
judgeBe a good critical thinkerVideoQuestion: what information did you get?ReadingHow Daisy Learned to Help Wildlife 6Sharing your annotation read the line read beyond the line read between the lineunderstandingresponsejudgeShow TimeDaisy’s magical journey with some animals on a flying carpet.Visit lineantelopeelephantmonkeyTibetZimbabwe RainforestAnimals’ voice heardpicture1picture21. What can be inferred from the elephant’s words, “Have you come to take my photo”?
2. The sentence “No rain forest, no animals and no drugs” means_________
3. What an experience! She had learned so much!
4. And there was always WWF…Be a question raiserBe a critical thinker
Is “How Daisy learned to help wildlife?”
the best title for the passage?
Your responseHow
to help the wildlife?solutionsolutionAssignment
1.Improve your annotation
2.Writing：How will you help wildlife?
Thank you!
