Unit4 Global warming说课课件（42张ppt）
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| 名称 | Unit4 Global warming说课课件（42张ppt） |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2016-02-24 20:37:22 | ||
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课件42张PPT。www.themegallery.comModule 6 Unit 4 Global Warming
Period 2 Reading
The Earth Is Becoming Warmer
-But Does It Matter?
NSEFC Student’s Book 6--by Julia
Zhu Minyan Main ContentsI. Analysis of teaching materialII. Teaching theoriesIII. Teaching methods and studying methodsIV. Teaching procedures V. Blackboard designVI. Teaching evaluation Knowledge aims 知识目标 Ability aims 能力目标3. Teaching important points 教学重点4. Teaching difficult points 教学难点 1. Analysis of the teaching content 教材内容5. The analysis of the students 学情分析2. Teaching aims
教学目标 Emotional aims 情感目标Analysis of the teaching material(教材分析) 1. Analysis of the teaching content
教材内容分析 In NSEFC Student’s Book 6 Unit 4 Global Warming.
Reading is a passage from an environmental magazine for young people. It puts forward the possible effect of increased carbon dioxide in the atmosphere and different views about it. It also analyzes the causes of the earth’s increased temperature. It poses questions and encourages students to think about the issues.
There are two graphs in it that tell us the “temperature difference form long-term average, 1860-2000” and “carbon dioxide content in the atmosphere, 1957-1997”. Different views of three scientists: Dr. Janice Foster, George Hambley and Charles Keeling.Teaching Goals1. To get students to learn the following useful new words and expressions: consume, come about, random, phenomenon, subscribe, fuel, quantity, tend, data, trend, oppose, consequence, range, steady…
掌握重点词句
2. To learn about some facts and different views about global warming.
阅读文章，了解全球变暖的事实与观点
3. To learn how the passage is organized and learn to write.
文章脉络，为写作作准备 2. Teaching aims （教学目标）
(1). Knowledge aims （知识目标）1. Develop students’ reading skills by reading and enable them to learn how to use different reading skills, such as skimming, scanning, to read different reading materials.
通过不同阅读技巧训练提高学生的阅读能力
2. Have students know and understand more facts and views about global warming.
阅读文章，更多了解全球变暖的事实与观点
2. Teaching aims （教学目标）
(2). Ability aims （能力目标）1. To make students realize the harm of global warming and the importance of environmental protection.
让学生了解全球变暖的危害和环境保护的重要性
2. To develop students’ sense of cooperative learning.
培养学生的合作精神
2. Teaching aims （教学目标）
(3). Emotional aims （情感目标） 1. Have students master the important new words and expressions in this part.
掌握该部分的重点词句
2. Let students read and understand the passage “The Earth Is Becoming Warmer-But Does It Matter?”
让学生读懂本篇文章
3. Develop students’ reading skills by intensive reading.
通过阅读训练培养学生的阅读能力3 Teaching important points
（教学重点）1. To enable the students to learn how the passage is organized.文章脉络
2. To enable the students to talk about what we should do to prevent global warming. 如何说
3. let students learn to write a short passage to tell others how to solve the problem of global warming.
如何写4 Teaching difficult points
（教学难点） 本堂课所教学生为高二理科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。5. Analysis of the students
（学情分析） 对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。因而在本堂课的引入环节中就结合这个内容进行了设问。如“健康生活需不需要保护环境呢？” 等。且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。5. Analysis of the students
（学情分析）II. Teaching theories (理论基础)理论依据
新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。 III. Teaching methods and studying methods
(教学方法及学法指导)Task-based teaching methodQuestion-and-answer activity teaching methodScanning, skimmingPair work and individual work methodTeaching methods: 教法Studying methods: 学法www.themegallery.comIV. Teaching procedures
教学过程www.themegallery.comTHE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?SkimmingScanningRetellingText-understandingIdea-sharingLead-inAssignmentwww.themegallery.comVideo watchingClick the picture to play the video.Lead in:视频导入，提升兴趣www.themegallery.comLead inA greenhouse
is made of glass and is used for growing plants, especially during cold weather.What is a greenhouse made of and used for?图片导入，进入话题www.themegallery.comLead intraps the heat from the sunkeeps it from escapingheat upA greenhouseHow does it work?图片导入，引发思考www.themegallery.comLead in“greenhouse gases”What do you think “greenhouse gases” do?图片导入，引发思考www.themegallery.comSkimming1.Who wrote the magazine article? 2. What is the name of the magazine? 3. What are the names of the three scientists mentioned in the article?略读，了解大意www.themegallery.comSkimmingSophie ArmstrongEarth CareDr Janice Foster, Charles Keeling,
George Hambley www.themegallery.comSkimmingSkim the title:
THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?What is the main topic?
A. The earth. B. Global warming.
C. Becoming warmer doesn’t matter.
?www.themegallery.comScanningRead something more about the 2 graphs: 细节扫读www.themegallery.comTask 1Blank fillingThe 1st graph shows the global t between 1860 and . The temperature i and decreased over this period but on the whole it i by around one degree Fahrenheit. During this time, the earth reached its l temperature in about 1910 and its highest in . There was a steady i in the temperature during the 20 years after 1980. We can see from the graph that the earth has become w since early last century.emperature2000ncreasedncreased owest2000ncreasearmerInput- outputwww.themegallery.comBlank FillingThe 2nd graph shows the amount of c d in the atmosphere from to 1997. The Co2 c steadily i over this forty-year period. It went up from 315 to parts p million. arbonioxide1957ontentncreased370erTip: While reading a graph, you’d better pay attention to the numbers.Individual work
1.The temperature in the last century did not seem to increase much.
2.Everyone believes that global warming is caused by the activities of humans.
3.Janice Foster believes that she can measure the future global rise in temperature. T TFP2: … there is no doubt that… P5: …could be…Task 2True or falseIndividual work4.The rise in carbon dioxide is causing a steady increase in global warming.
5.George Hambley believes that global warming will do good rather than harm to the earth.
6.It is clear what the effects of global warming will be. T T FP7: No one knows the effects of global warming.要求找出事实支撑，提高阅读能力www.themegallery.comTip: You can know somebody’s opinion through understanding his .What do the 3 scientists think about global warming?
Do they agree with one another?Task 3. Detailed readingScanning They don't agree with each other.
quotations
提升难度，事实到观点
客观到主观www.themegallery.comDetailed readingScanningDr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
www.themegallery.comText-understandingTranslate the following words into English: 图表
现象
燃料
影响
灾难
副产品数据
气候
每
陈述
范围
干旱graphphenomenonfuelperdatacatastropheclimateconsequencestaterangebyproductdrought词汇层面www.themegallery.comText-understandingTranslate the following phrases into English: 与…比较
发生
大量的
导致
增加
毫无疑问
继续
物种的灭绝
compare tocome abouthuge quantities ofresult inbuild upThere is no doubt that …keep onthe destruction of species学习词汇，为写作作准备www.themegallery.com1. It is human activity that has caused this global warming.
2. It was a scientist called Charles Keeling who made accurate measurements ...
3. It is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. Text-understandingUnderstand the following sentences:“it” is used for emphasis.学习句式，为写作作准备句法层面www.themegallery.comThe organization: IntroductionA titleBodyConclusionText-understanding分析结构，以读促写，为写作作准备www.themegallery.comSkim the main text: Para. 1Para. 2-3IIIPara. 4-6IIIPara. 7IVIntroduction Body ConclusionText-understandingwww.themegallery.comMatch the parts with the main ideas: Explain how global warming comes about. List two different attitudes among scientists towards global warming. Introduce the topic of global warming. It’s up to readers to think and decide whether people should do something about global warming or not.Text-understanding细节阅读，理解大意www.themegallery.comMatch the parts with the writing skills: Using a question, leaving readers to think over the issue Raising a question Giving examples, making contrast (comparison) Giving examples, using graphs, explanationI
(1)II (2-3)III (4-8) Text-understanding写作技巧点拨，以读促写www.themegallery.comRetelling1. How has the global warming come about?①Human activity--- burning of fossil fuels.② Greenhouse effect--- greenhouse gases--- we need those gases.③ Huge quantities of extra carbon dioxide---from 1957 to 1997---from around 315 parts per million to around 370 parts per million.Group workwww.themegallery.comRetelling2. What are the effects of global warming?④ Encourage a greater range of animals.①The sea level to rise.② Severe storms, droughts, famines, the spread of diseases, and destruction of species.③ Make plants grow faster. Crops will produce more.www.themegallery.comIdea-sharingWe should do nothing about global warming?Debatewww.themegallery.comAssignment V. Blackboard design (板书设计)I. Lead in II. While-reading The organization of the passageIII.Post-readingVI. Teaching evaluation (教学评价)1. Face all students, design different activities, try hard to arouse students’ interest. (开展多种教学活动，激发学生兴趣)2. Regard the students as the nucleus of teaching and respect the individual differences. (坚持学生的主体作用，尊重个体差异性)3. Attach as many opportunities as possible for the students to output after input. (尽量多给学生机会进行知识输出) www.themegallery.comThank You !
Period 2 Reading
The Earth Is Becoming Warmer
-But Does It Matter?
NSEFC Student’s Book 6--by Julia
Zhu Minyan Main ContentsI. Analysis of teaching materialII. Teaching theoriesIII. Teaching methods and studying methodsIV. Teaching procedures V. Blackboard designVI. Teaching evaluation Knowledge aims 知识目标 Ability aims 能力目标3. Teaching important points 教学重点4. Teaching difficult points 教学难点 1. Analysis of the teaching content 教材内容5. The analysis of the students 学情分析2. Teaching aims
教学目标 Emotional aims 情感目标Analysis of the teaching material(教材分析) 1. Analysis of the teaching content
教材内容分析 In NSEFC Student’s Book 6 Unit 4 Global Warming.
Reading is a passage from an environmental magazine for young people. It puts forward the possible effect of increased carbon dioxide in the atmosphere and different views about it. It also analyzes the causes of the earth’s increased temperature. It poses questions and encourages students to think about the issues.
There are two graphs in it that tell us the “temperature difference form long-term average, 1860-2000” and “carbon dioxide content in the atmosphere, 1957-1997”. Different views of three scientists: Dr. Janice Foster, George Hambley and Charles Keeling.Teaching Goals1. To get students to learn the following useful new words and expressions: consume, come about, random, phenomenon, subscribe, fuel, quantity, tend, data, trend, oppose, consequence, range, steady…
掌握重点词句
2. To learn about some facts and different views about global warming.
阅读文章，了解全球变暖的事实与观点
3. To learn how the passage is organized and learn to write.
文章脉络，为写作作准备 2. Teaching aims （教学目标）
(1). Knowledge aims （知识目标）1. Develop students’ reading skills by reading and enable them to learn how to use different reading skills, such as skimming, scanning, to read different reading materials.
通过不同阅读技巧训练提高学生的阅读能力
2. Have students know and understand more facts and views about global warming.
阅读文章，更多了解全球变暖的事实与观点
2. Teaching aims （教学目标）
(2). Ability aims （能力目标）1. To make students realize the harm of global warming and the importance of environmental protection.
让学生了解全球变暖的危害和环境保护的重要性
2. To develop students’ sense of cooperative learning.
培养学生的合作精神
2. Teaching aims （教学目标）
(3). Emotional aims （情感目标） 1. Have students master the important new words and expressions in this part.
掌握该部分的重点词句
2. Let students read and understand the passage “The Earth Is Becoming Warmer-But Does It Matter?”
让学生读懂本篇文章
3. Develop students’ reading skills by intensive reading.
通过阅读训练培养学生的阅读能力3 Teaching important points
（教学重点）1. To enable the students to learn how the passage is organized.文章脉络
2. To enable the students to talk about what we should do to prevent global warming. 如何说
3. let students learn to write a short passage to tell others how to solve the problem of global warming.
如何写4 Teaching difficult points
（教学难点） 本堂课所教学生为高二理科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。5. Analysis of the students
（学情分析） 对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。因而在本堂课的引入环节中就结合这个内容进行了设问。如“健康生活需不需要保护环境呢？” 等。且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。5. Analysis of the students
（学情分析）II. Teaching theories (理论基础)理论依据
新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。 III. Teaching methods and studying methods
(教学方法及学法指导)Task-based teaching methodQuestion-and-answer activity teaching methodScanning, skimmingPair work and individual work methodTeaching methods: 教法Studying methods: 学法www.themegallery.comIV. Teaching procedures
教学过程www.themegallery.comTHE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?SkimmingScanningRetellingText-understandingIdea-sharingLead-inAssignmentwww.themegallery.comVideo watchingClick the picture to play the video.Lead in:视频导入，提升兴趣www.themegallery.comLead inA greenhouse
is made of glass and is used for growing plants, especially during cold weather.What is a greenhouse made of and used for?图片导入，进入话题www.themegallery.comLead intraps the heat from the sunkeeps it from escapingheat upA greenhouseHow does it work?图片导入，引发思考www.themegallery.comLead in“greenhouse gases”What do you think “greenhouse gases” do?图片导入，引发思考www.themegallery.comSkimming1.Who wrote the magazine article? 2. What is the name of the magazine? 3. What are the names of the three scientists mentioned in the article?略读，了解大意www.themegallery.comSkimmingSophie ArmstrongEarth CareDr Janice Foster, Charles Keeling,
George Hambley www.themegallery.comSkimmingSkim the title:
THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER?What is the main topic?
A. The earth. B. Global warming.
C. Becoming warmer doesn’t matter.
?www.themegallery.comScanningRead something more about the 2 graphs: 细节扫读www.themegallery.comTask 1Blank fillingThe 1st graph shows the global t between 1860 and . The temperature i and decreased over this period but on the whole it i by around one degree Fahrenheit. During this time, the earth reached its l temperature in about 1910 and its highest in . There was a steady i in the temperature during the 20 years after 1980. We can see from the graph that the earth has become w since early last century.emperature2000ncreasedncreased owest2000ncreasearmerInput- outputwww.themegallery.comBlank FillingThe 2nd graph shows the amount of c d in the atmosphere from to 1997. The Co2 c steadily i over this forty-year period. It went up from 315 to parts p million. arbonioxide1957ontentncreased370erTip: While reading a graph, you’d better pay attention to the numbers.Individual work
1.The temperature in the last century did not seem to increase much.
2.Everyone believes that global warming is caused by the activities of humans.
3.Janice Foster believes that she can measure the future global rise in temperature. T TFP2: … there is no doubt that… P5: …could be…Task 2True or falseIndividual work4.The rise in carbon dioxide is causing a steady increase in global warming.
5.George Hambley believes that global warming will do good rather than harm to the earth.
6.It is clear what the effects of global warming will be. T T FP7: No one knows the effects of global warming.要求找出事实支撑，提高阅读能力www.themegallery.comTip: You can know somebody’s opinion through understanding his .What do the 3 scientists think about global warming?
Do they agree with one another?Task 3. Detailed readingScanning They don't agree with each other.
quotations
提升难度，事实到观点
客观到主观www.themegallery.comDetailed readingScanningDr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental consequences.
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
www.themegallery.comText-understandingTranslate the following words into English: 图表
现象
燃料
影响
灾难
副产品数据
气候
每
陈述
范围
干旱graphphenomenonfuelperdatacatastropheclimateconsequencestaterangebyproductdrought词汇层面www.themegallery.comText-understandingTranslate the following phrases into English: 与…比较
发生
大量的
导致
增加
毫无疑问
继续
物种的灭绝
compare tocome abouthuge quantities ofresult inbuild upThere is no doubt that …keep onthe destruction of species学习词汇，为写作作准备www.themegallery.com1. It is human activity that has caused this global warming.
2. It was a scientist called Charles Keeling who made accurate measurements ...
3. It is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. Text-understandingUnderstand the following sentences:“it” is used for emphasis.学习句式，为写作作准备句法层面www.themegallery.comThe organization: IntroductionA titleBodyConclusionText-understanding分析结构，以读促写，为写作作准备www.themegallery.comSkim the main text: Para. 1Para. 2-3IIIPara. 4-6IIIPara. 7IVIntroduction Body ConclusionText-understandingwww.themegallery.comMatch the parts with the main ideas: Explain how global warming comes about. List two different attitudes among scientists towards global warming. Introduce the topic of global warming. It’s up to readers to think and decide whether people should do something about global warming or not.Text-understanding细节阅读，理解大意www.themegallery.comMatch the parts with the writing skills: Using a question, leaving readers to think over the issue Raising a question Giving examples, making contrast (comparison) Giving examples, using graphs, explanationI
(1)II (2-3)III (4-8) Text-understanding写作技巧点拨，以读促写www.themegallery.comRetelling1. How has the global warming come about?①Human activity--- burning of fossil fuels.② Greenhouse effect--- greenhouse gases--- we need those gases.③ Huge quantities of extra carbon dioxide---from 1957 to 1997---from around 315 parts per million to around 370 parts per million.Group workwww.themegallery.comRetelling2. What are the effects of global warming?④ Encourage a greater range of animals.①The sea level to rise.② Severe storms, droughts, famines, the spread of diseases, and destruction of species.③ Make plants grow faster. Crops will produce more.www.themegallery.comIdea-sharingWe should do nothing about global warming?Debatewww.themegallery.comAssignment V. Blackboard design (板书设计)I. Lead in II. While-reading The organization of the passageIII.Post-readingVI. Teaching evaluation (教学评价)1. Face all students, design different activities, try hard to arouse students’ interest. (开展多种教学活动，激发学生兴趣)2. Regard the students as the nucleus of teaching and respect the individual differences. (坚持学生的主体作用，尊重个体差异性)3. Attach as many opportunities as possible for the students to output after input. (尽量多给学生机会进行知识输出) www.themegallery.comThank You !