课件39张PPT。www.themegallery.comUnit4
Global warming
Book6 Unit4 :THE EARTH IS BECOMING WARMER
– BUT DOES IT MATTER? Main ContentsTeaching material analysisStudent analysisTeaching, learning methods and teaching aids Teaching proceduresBlackboard designTeaching evaluationsⅠAnalysis of the Teaching Material 1.Status and fun_ction
2. Teaching Aims and Demands3.Teaching focus and difficulty1. This unit talks about Environmental problems and the reading part is about global warming and saving energy.
2. It practice students’ reading ability by analyzing, processing and inducing information from graphs and express themselves by what they learned.
3. It can help students develop their sense of responsibility towards the environment.
Status and functionsAnalyzing teaching materials教材分析Objectives Knowledge Skills Emotion 1.Studetns are able to use vocabulary and expressions related to “global warming”1.Know how to analyze and induce the graphs 2.Scanning for specific information1. Ss are more aware of the importance of environmental protection and take actions to improve it.Teaching
Focuses:How to grasp key words and expressions related to the topic;
How to focus on the contents like making good use of graphs and introduction part.
3.How to talk about the causes and effects of global warming and express ideas about what people should do about it
.Analysis of the Ss
1.The students are Senior High Grade two students
who are mentally active and full of eagerness to learn.
2.They’ve learned English about 6 years. They are
able to read simple passages and understand the
surface meaning.
3.But due to the lack of reading skills and
strategies, they have difficulty in understanding the
writer’s intention and they feel especially hard to put
what they have read in real communication. Teaching methods:
task-based language teaching; Situational Action method
Learning methods:
independent reader; discussion, cooperative learning method,
Teaching aids:
Blackboard, PPT，video1.Lead-in
导入 Visual presentation
2.Prediction
读前3.While-reading
读中 4. Post-reading读后 Discussion freely the earth is becoimg warmerTask1 : Skimming for organization and main idea 5. Summary and assignment作业 Map of teaching 教学过程 enjoy a short video about animals’ suicide Task 2: scanning for details Discussion: different opinions about global warmingGroup work: As students，what can we do to make a differenceIf you give up, they give up! Stop global warmingLead in : Enjoy a short videoQuestions to think about:
1. What information does the video convey？OrWhat can you get from the video？
2.Why does it happen？
Because the earth is becoming warmer.
观看一段动物因全球变暖而采取各种方式自杀的公益广告，然后，通过两个问题自然过渡到文本标题的解读 ，让学生有所感知
。Step 2? Predicting:
Discussion: The earth is becoming warmer
Do you know that the earth is becoming warmer？ And do you know why？
How much do you know the temperature of the earth rose during the 20th century？
Does it affect you in some way？ From the video，we are sure that it seems much to the animals，but does it matter to us human being？
4. What do you think the following article will refer to？
Krathen’s “i+1” theory: 帮助学生梳理脑海中有关“全球变暖”的已存信息；同时引发他们对文本标题后半部分的读前思考；并对文本即将要涉及的话题进行预测，激发他们主动参与文本阅读的兴趣。Sophie ArmstrongEarth CareSkim the first paragraph Why? How has this come about?
Does it matter?the increase of the temperatureFact → Opinion→ Topic
分析文章引言，引出主题www.themegallery.comSkimming(了解主旨，把握结构）Match the parts with the main ideas: Explain how global warming comes about. List two different attitudes among scientists towards global warming. Raising a question It’s up to readers to think and decide whether people should do something about global warming or not.Para. 1Para. 2-5Para. 6Para. 7www.themegallery.comSkimmingSkim the main text: Para. 1Para. 2-5IIIPara. 6IIIPara. 7IVIntroduction Body Conclusionwww.themegallery.comScanning for detailsMatch the parts with the writing skills: Using a question, leaving readers to think over the issue Raising a problem Giving examples, making contrast (comparison) Giving examples, using graphs, explanationI IIIIIIV让学生通过对文本前两部分的细节阅读，陈述图表所反映的现象，并对文本信息进行分析、处理、归纳和概括，理解和掌握全球变暖的原因以及不同科学家所持的不同观点Read the 2 graphs: The 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.
We can see from the graph that the earth has become w since early the 20th century.emperature2000ncreasedncreased armerThe 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. arbonioxide1957 ontent ncreased370erWhat’s the relationship between the earth’s temperature and CO2?
陈述图表反映的现象，并根据提供的图片和从文本中得到的信息，来归纳全球变暖的原因①All scientists subscribe to the view that the increase in the earth’s temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. ②Some byproducts of this process are called “greenhouse” gases, the most important one of which is carbon dioxide. Dr Janice Foster explains: ③“There is a natural phenomenon that scientists call the ‘greenhouse effect’. ④This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and water vapour, trap heat from the sun and there fore warm the earth. ⑤ Without the ‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. ⑥So, we need those gases. ⑦ The problem begins when we add huge quantities of extra carbon dioxide into the atmosphere. ⑧It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.” Para. 3human activityResultEffectDefinition ④Problem Importance ⑤ ⑥www.themegallery.comWhat attitudes among scientists
towards global warming?www.themegallery.comDr. 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. They don't agree with each other.
Part IIIwww.themegallery.com Does global warming matter?ScanningPositive effects Negative effects www.themegallery.comcause the sea level to rise
severe storms
droughts
famines
the spread of diseases
destruction of speciesPositive effects Negative effects make plants grow faster
crops will produce more
a greater range of animals
make life better George Hambley And can you predict what the author’s attitude towards the rise is？
The author probably holds the view that __D__.
A. Actually global warming is good for man.
B. We should do nothing about the global warming.
C. Catastrophes will happen if the globe keeps on warming.
D. A lot remains to be found out about the effects of global warmingPost reading:
Discussion: what’s your opinion on
global warming?
Group work : As students, what can we do to
make a difference on global warming？
:
在学生进行思维训练的同时，穿插德育渗透：
保护环境，关爱地球，从我做起！并让学生以小组讨论的形式进行，
既培养学生的合作精神，又为下节写作课的顺利开展做好素材的积累。Turn electrical appliances off when not in use.1Step II Pre-task (27 mins) Walk or ride a bike instead of driving motor vehicles.2Step II Pre-task (27 mins) Recycle. Buy things made from recycled materials.3Step II Pre-task (27 mins) Plant trees in your garden or your school yard.4Step II Pre-task (27 mins)
What is the writing style?
Expositive.（说明文）
Descriptive. （记叙文）
C. Argumentative.（议论文）
Where is the article probably from?
A. A novel. B. A magazine.
C. A science book.
??Further thinking: quotation (引用)graphmetaphor (比喻)contrast (对比) exaggeration(夸张) √√√example figure√√repetition (反复)How to make an expositive convincing?What have you learned from this passage?
What problems have you solved?
What difficulties do you still have after learning this passage?Evaluation and summary(2min)
Write a passage about “How to make a difference on global warming ?” HomeworkBlackboard design Unit4 Global Warming Para1：Introduction
Para2-6：Body
Para7: Conclusion
Opinions on global warming:
positive & negative
How to make a difference on global warming?
.Face all students, design different activities,
try hard to arouse students’ interest.2. Highlight the student main body and respect the individual differences.3. Attach as many opportunities as possible for the students to output after input. Teaching evaluation
