英語教學(xué)設(shè)計(jì) Unit4Globalwarming教學(xué)設(shè)計(jì)第5課時(shí)Period5

Unit4Globalwarming教學(xué)設(shè)計(jì)第5課時(shí)Period5ReadingandWriting教學(xué)內(nèi)容分析Theteachingmaterialsofthisperiodcontainthreeparts.ThefirstpartisthereadingpassageonPage30withthetitleof“WhatCanWeDoAboutGlobalWarming？”．Itconsistsoftwoletters：arequestfromastudentforhelponaschoolprojectandthereply.Thelettersbringstudents'attentiontoacommonlyheldbeliefthatindividualsarepowerlesstodoanythingaboutenvironmentalproblemsandthatitisgovernmentsthatareinapositiontoactandhavetheresponsibilitytoact.EarthCare'slettersuggestswaystosaveenergyandthereforedecreasetheamountofcarbondioxidethatispouredintotheatmosphere.ThesecondpartisExercise2onPage31，whichasksthestudentstomakeaposterfortheirschoolthattellsstudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.Thethirdpartisawritingtaskdesignedbytheteacher，whichasksstudentstowriteashortpassageaboutglobalwarming.Bypracticingwritingthepassage，studentscanstrengthentheirknowledgeaboutglobalwarminganddeveloptheirsenseofenvironmentalprotection.三維目標(biāo)設(shè)計(jì)Knowledgeandskills1．Toenablethestudentstoknowhowtopreventglobalwarming.2．Togetthestudentstolearnthefollowingusefulnewwordsandexpressions：onbehalfof，advocate，commitment，putupwith，pollution，electrical，solongas，casual，andsoon，motor，cans，circumstances，microwave，refresh，educator，contribution...3．Tohelpthestudentslearnhowtowriteaposter.4．Tofosterthestudents'abilityinskimmingandlookingupinformationinreferencebooksandimprovethestudents'readingability.ProcessandmethodsReadingforspecificinformation，summarizing，discussingandpracticing.Emotion，attitudeandvalue1．Todevelopstudents'senseofenvironmentalprotection.2．Todevelopthestudents'senseofcooperationwithotherstosolveproblems.教學(xué)重、難點(diǎn)1．Theunderstandingofthereadingpassage.2．Thefollowingkeyphrases：makeadifference，putupwith，solongas3．Thefollowingkeysentences：(1)Together，individualscanmakeadifference.(2)ItisOKtoleaveanelectricalapplianceonsolongasyouareusingit...(3)Getyourparentstobuythingsthatareeconomicalwithenergy...(4)Remember—yourcontributioncounts!4．Teachingthestudentshowtowriteaposter.eq\o(\s\up12(),\s\do4(教學(xué)過程))Step1RevisionCheckthehomeworkofthelastperiod.Step2Lead－inShowthestudentsthefollowingpicturesontheslideandaskstudentsthefollowingquestions：1．Haveyoueverseenthefilm2012?2．Whatkindofdisastershaveyouseeninthefilm?3．Whathaveyoulearntfromthefilm?Andthenaskthem：Whatcausestheglobalwarming？Leadthemtotellthecause：gasemission.Atthesametimeshowthefollowingpictures：Aftertalkingaboutthecausesofgasemission，askstudentsthequestion“Whatistheeffectofglobalwarming？”．Helpthemanswer：naturaldisasters(flood，drought，hurricane，tsunamiandtornado)，spreadofdiseases，sealevelrising，decreaseofspeciesandsoon.Atlast，askthequestion：“Whatcanwedoaboutglobalwarming？”Andthenleadinthereadingtext.Step3Skimming1．Skimthefirstletter，andanswerthequestionsbelow：(1)Whoisthewriter?(2)Whatarethetwoconcernsoftheletter?Suggestedanswers：(1)AstudentnamedOuyangGuang.(2)①Hisopinionthat，asanindividual，hecanhavenoeffectonenvironmentalproblems.②Gettingsomesuggestionsforwhathecandoaboutglobalwarming.2．Readthesecondemail，andanswerthefollowingquestion：DoesEarthCareagreewithOuyangGuang'sopinionthatindividualscanhavenoeffect?Suggestedanswer：No，EarthCaredoesnotagree.Step4ScanninganddiscussionAskstudentstoscanthelettersandlistEarthCare'ssuggestionsinthechartonP30，anddiscusswhethertheycancarryouteachsuggestion.Givereasonsfortheiranswers.Andthenaskoneortwogroupstomakeanoralreport.EarthCare'ssuggestionCanyoucarryitout？ReasonsIfyouarenotusingelectricalappliances，turnthemoff.Yes.Saveenergy.Ifyou'recold，putonmoreclothesinsteadofturninguptheheat.Yes.Saveenergy.Motorvehiclesusealotofenergy，sowalkorrideabikeifyoucan.Yes.Saveenergy.Recyclecans，bottles，plasticsandnewspapersandbuythingsmadefromrecycledmaterials.Yes.Saveenergy.Getyourparentsorfriendstobuyproductsthataremadetosaveenergy.Yes.Saveenergy.Plantmoretrees.Yes.Plantsabsorbcarbondioxidefromtheair.Talkwithyourfamilyandfriendsaboutglobalwarmingandtellthemwhatyou'velearned.Yes.Together，individualscanmakeadifference.Step5LanguagestudyShowthestudentsthefollowinglanguagepointsinthepassageinaslideshow.1．makeadifference(P30)【原句再現(xiàn)】Together，individualscanmakeadifference.眾人拾柴火焰高?！居^察探究】(1)ThefactthatIcannoworganizemyowntimemakesabigdifference.現(xiàn)在我能自己安排時(shí)間了，這對(duì)我有很大的作用。(2)Itmakesnodifferencetomewhatyousay.I'mnotgoing.無論你怎么說對(duì)我都沒有影響，反正我不去。(3)Itwon'tmakemuchdifferencewhetheryougotodayortomorrow.你今天去也好，明天去也好，關(guān)系不大。(4)Shemakesnodifferencebetweenhertwosons.她對(duì)兩個(gè)兒子一視同仁?！練w納總結(jié)】makeadifference(tosb./sth.)意為“對(duì)某人/某物起作用、有影響”，difference前面可以加不同的修飾詞，如no/some/little/much等。makeadifferencebetween...表示“區(qū)別對(duì)待……”。【即景活用】—WhenshallIgothere?—It______whetheryougotodayortomorrow.A．madenodifferenceB．madenosenseC．makesnodifferenceD．makesnosenseSuggestedanswers：C2．putupwith(P30)【原句再現(xiàn)】Wedonothavetoputupwithpollution.我們不必忍受污染?！居^察探究】(1)IputupwithhersolongasIcould.我盡可能地容忍她。(2)Thatlady，asahousewife，hasalottoputupwith.作為一名家庭主婦，那位婦女必須要忍受許多事情?！練w納總結(jié)】putupwith...“容忍，忍受”，賓語可以是人或者事物?！局R(shí)拓展】(1)bear和stand在疑問句和否定句中和can，beableto連用，也表示“忍受”，其賓語多為事物。(2)livewithsth.忍受某事；livewithsb.和某人一起生活。【即景活用】Hebehavedbadlytowardshiswife.Asaresultshecouldn't______himandlefthim.A．comeupwithB．catchupwithC．putupwithD．liveupSuggestedanswer：C3.solongas(P30)【原句再現(xiàn)】ItisOKtoleaveanelectricalapplianceonsolongasyouareusingit—ifnot，turnitoff!只要你在使用，讓家用電器開著無所謂——如果不用，就請(qǐng)關(guān)閉！【觀察探究】(1)Youcanborrowmybikesolongasyouremembertoreturnitassoonaspossible.只要你記著盡早歸還就可以借用我的自行車。(2)Wecansurelyovercomethedifficultiessolongaswearecloselyunited.只要我們緊密地團(tuán)結(jié)在一起，我們就一定能夠克服這些困難?！練w納總結(jié)】solongas起連詞作用，引導(dǎo)條件狀語從句，可以與aslongas互換，意思是“只要……”，前者語氣較強(qiáng)，后者主要用于口語中。【知識(shí)拓展】條件狀語從句的引導(dǎo)詞還可以是if，unless，onconditionthat，suppose，supposing，provided(that)等。【即景活用】______Iamconcerned，weshouldbebraveandwewillreachthetopofthehillatlast______wetryourbesttoclimbthehill.A．Solongas；aslongasB．Asfaras；asfarasC．Asfaras；solongasD．Onconditionthat；assoonasSuggestedanswer：CStep6Writing1．Askthestudentstomakeaposterfortheirschoolthattellsstudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.Tellstudentstoillustratetheirposterandgiveitaheadingthatwillbeeye－catchingandwillmakeotherswanttoreadit.Suggestedanswer：eq\x(\a\al(Fightglobalwarming,Cutdownonenergy.Cutdownoncarbondioxide.,●Ifnotusinganelectricalitem，turnitoff.,●Ifyousuddenlyfeelcold，don'tturntheheatup，putonajacketinstead.,●Walkorrideabikeandsavefossilfuels.,●Recyclepaper，cardboardandnewspapers.,●Buyproductsmadefromrecycledmaterials.,●Buyenergy－savingproductslikelowenergylightbulbs.,●PlanttreestoabsorbCO2.,●Tellyourfriendsaboutglobalwarming.,Everyeffortcounts！))2．Askstudentstochooseatopicfromthelistthattheyfeelstronglyabout.Makenotesonthetopicusingheadingssimilartothetableinthereadingtask.Usethepassageasamodel.Writingtips：Step1：Writeoutthethesisstatement(pointofview)．Step2：Writeoutthetopicsentenceofthefirstbodyparagraph.Step3：Givethesupportingpointsanddetailsaboutthefirstsubtopic.Step4：Writeoutthetopicsentenceofthesecondbodyparagraph.Step5：Givethesupportingpointsanddetailsaboutthesecondsubtopic(morebodyparagraphs)．Asampleversion：TheEnvironmentalEffectsofFossilFuelsThereisnodoubtthatfossilfuelsbringalotofgoodtous.Butdoyouknowthatmanyoftheenvironmentalproblemsourcountryfacestodayresultfromourfossilfueldependence?Theenvironmentfacesairpollution，globalwarming，acidrain，andseveralotherveryseriousproblemsbecauseofouruseoffossilfuels.Overthelast150years，burningoffossilfuelshasresultedinmorethan25percentincreaseincarbondioxideinour