2023學年完整版Unit4Globalwarming設計2

Unit4GlobalWarming教學設計教學對象分析本校學生學習自主能力較強，善于思考，認真筆記。喜歡課堂環(huán)節(jié)緊湊、有序、充實學習方式，但在英語口語表達能力方面還有待提高。本課探討全球氣候變暖話題，學生在生活體驗和地理知識方面，有一定的積累和初步的認知，但對于全球變暖的實質(zhì)與影響了解得還不是特別清楚，有必要通過科普文教學進行探討，增強責任意識，共同努力保護我們共同的家園。教材內(nèi)容分析〈人教版〉模塊六第四單元Reading部分是一篇雜志文章，主要講述了地球溫度上升的現(xiàn)象和原因。20世紀中，地球的溫度上升了華氏1度。這看上去是一個很小的數(shù)字，但相對于在自然界的其他現(xiàn)象來說，這個增長速度是迅猛的。這種現(xiàn)象是自然發(fā)生的還是人為的？這個問題引起了激烈的爭論。許多科學家認為，這種變化是人類燃燒礦物所致。這些物質(zhì)的燃燒產(chǎn)生以二氧化碳為主的溫室氣體。正因為自然界有溫室氣體的存在，地球才不至于很冷。但大量排放二氧化碳會使地球普遍升溫。對于地球升溫，科學家有不同的看法。有些科學家認為，這個問題很嚴重。地球升溫會導致海水上漲、風暴、干旱、饑荒、物種滅絕和疫病等。也有科學家認為，地球升溫有利于改善人類生活，比如，莊稼長得更快、產(chǎn)量更高等。文章最后以開放性的問題結(jié)尾要求讀者思考：對于全球變暖，人類要不要采取措施？教學目標（1）分析全球氣候變暖產(chǎn)生的原因（2）了解科學家對于全球變暖的不同看法。教學重難點Helpthestudentslearnhowtodebateoverthetopic“Weshoulddonothingaboutglobalwarming.”Enablethestudentstolearnthewritingskillsofthetextandgetabetterunderstandingofarticlesofthiskind.教學課時Oneperiod教學過程Step1Warming-upandlead-in(5mins)（1）視頻導入教師選用一小段關于北極熊的視頻，讓學生帶著問題觀看視頻，并由此導入到本課的課題。T:Hello,class.Firstofall,Let’swatchashortvideoaboutapolarbearandpleasefindoutwhathappenedtothepolarbear.Whathappenedtothepolarbear?(Itwasdrowned.)Whywasitdrowned?(Becausetheicemelt.)Whydidtheicemelt?（Becausetheearthisbecomingwarmer.）（2）揭題[意圖說明]教師希望通過視頻導入的方式能夠讓學生馬上進入狀態(tài)，注意力集中，并對本課話題GlobalWarming這種相對枯燥難理解的科普文產(chǎn)生濃厚的興趣。Step2Reading（30mins）根據(jù)所給的分段大意，讓學生通讀全文進行分段，并匹配正確的四部分大意。此環(huán)節(jié)旨在讓學生了解文章的篇章結(jié)構(gòu)，并突出本課時重點解決的兩大部分。T：Gothroughthewholetextin5minutesanddivideitinto4partsaccordingtothemainideaofeachpart.閱讀第一段找出誰寫了這篇雜志文章，并在文章探究什么問題。T：Thisisamagazinearticle.Readsecondlineandfindoutwhowrotethemagazinearticle.(SophieArmstrong)\T:Whatquestionsdoessheexploreinthearticle?(①Howhasthisglobalwarmingcomeabout?②Doesitmatter?)齊讀第二段找出第一個問題的答案，并給予解釋，讓學生對這個長難句有清晰的理解。增強他們學習科普文的信心。T：First,let’sexplorethequestionhowthisglobalwarminghascomeabout?（It’shumanactivitythathascausedthisglobalwarmingratherthanrandombutnaturalphenomenon.）T:What’sthemeaningofthissentence?(全球變暖是人類活動導致的，而不是隨意的自然現(xiàn)象。)T：Howhashumanactivitycausedthisglobalwarming?Doyouwanttoknow?Todaywe”llexploreit.(1)讀兩張圖表，獲取基本信息，并分析圖表之間的聯(lián)系，讓學生進一步理解課文內(nèi)容。培養(yǎng)學生讀取并分析圖表的能力，提高閱讀科普文的能力。T:HaveyounoticedthetwographsonPage26?Let’sreadthetwographstogether.First,whataretheyabout?(Graph1:Temperaturedifferencefromlong-termaverage,1860-2000Graph2:Carbondioxidecontentintheatmosphere,1957-1997)T:Payattentiontothetimeofthetwographs.It’sclearthattheperiodofGraph1islongerthanthatofGraph2.CanwedodivideGraph1into2parts.Thefirstperiodisbefore1957.Thesecondperiodisafter1957.Comparingthetwoparts,weknowthetemperaturewentupmorerapidly.T:Now,turntoGraph2.From1957-1997thecarbondioxideintheatmosphereincreasedfromabout315partstoabout370partspermillion.Itincreasedgreatly,too.Solookatthesameyearsoftemperature,comparedtotheyearsofCO2,youcansee,theybothwentuprapidly.Canyoufindsomerelationshipbetweenthem？（ThemoreCO2,thehighertemperature.）(1)通過將第三段分解閱讀，降低科普文閱讀難度，幫助學生更好地理解全球變暖，溫室效應，溫室氣體等專業(yè)術語的理解，并進一步解決本課難點。T:①WhydoesmoreCO2causehighertemperature?②HaveyoulearntsomethingfromyourGeographyteacher?Willyoushareitwithus?IfyouhavedifficultyinspeakinginEnglish,youcantryitinChinese.(溫室氣體，溫室效應…….)③Whatisgreenhouseeffect?Para3Line24-36willhelpyou.(Greenhousegasestraptheheatofthesunandthereforewarmtheearth.Itisknownasgreenhouseeffect.)Whataregreenhousegases?(Gaseslikecarbondioxide,methaneandwatervapour)Is“greenhouseeffect”beneficialorharmfultous?(Itisharmful.)Why?(Theearthisbecomingwarmerandwarmer.)Withoutthegreenhouseeffect,whatwouldtheearthbelike?(Itwouldbethirty-threedegreeCelsiuscoolerthanitis.)T:Soweneedthegreenhousegases.Theydogoodtous.However,whenweaddhugequantitiesofextracarbondioxideintotheatmosphere.Whatwillhappen?(Moreheatenergytendstobetrappedintheatmospherecausingtheglobaltemperaturetogoup.)Whyisextracarbondioxideaddedintotheatmosphere?ReadPara3Line18-23and,andyouwillfindtheanswer.（Itistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.Theincreaseincarbondioxideresultedintheincreaseintheearth’stemperature.）閱讀第六段，解決本課的第二個重點知識，對于全球氣候變暖所造成的后果的兩種截然不同的觀點。Is“globalwarming”beneficialorharmfultous?Ordoesitmatter?Para6liststwodifferentattitudes,pleasefindoutwhatattitudestheytake?(Dr.Fostersays:“Anincreaseoffivedegreeswouldbeacatastropheandserious.ScientistslikeGeorgeHambleyareopposedtotheviewandbelieveweshouldnotworryabouthighlevelsofcarbondioxideintheair.Morecarbondioxideisapositivething.)Isitclearthatwhateffectsofglobalwarmingwillbe?(No.Nooneknowstheeffectsofglobalwarming.)Doesitmeanweshoulddonothing?Wearenotsurenow.We’llleaveittothenextclassandhaveadebateaboutit.Step3Summary(3min)(1)根據(jù)板書提供的線索對文中重點知識:①Howhasthisglobalwarmingcomeabout?②Doesitmatter?進行回顧，使學生對整篇科普材料能夠有清晰的脈絡和全面的理解。T:Let’slookattheblackboardtogether.Duringthislesson,weexploredthequestionhowglobalwarminghascomeabout.It’shumanactivitythathascausedtheglobalwarmingandwelearntdifferentattitudestowardsglobalwarming.Dr.Fosterthinksitwouldbeacatastropheandserious,butthosescientistslikeGeorgeHambleyareopposedtotheview.Theybelieveweshouldnotworryabouthighlevelsofcarbondioxideintheair.Morecarbondioxideisapositivething.However,nooneknowswhateffectsitwillcause.(2)設計一個小火車小游戲，讓學生先以前后桌四人為一小組，全班有12個小組。每小組成員根據(jù)板書提示，合作提出3-5個問題，讓其他組別來挑戰(zhàn)。如第一組請第二組來回答，第二組介紹挑戰(zhàn)之后，也提出問題，讓第三組來挑戰(zhàn)回答，以此類推。讓全班同學一起動起來。組員合作出題，答題，并對課文內(nèi)容進行鞏固理解；既有寫，又有聽，還有說，達到多種訓練，并活躍了課堂氣氛。T：Let’splayagamecalled“RunaChoo-ChooTrain”.4studentsagroup.Eachgroupwritesdown3-5