高中英語教學(xué)：global warming 說課比賽

1.案例介紹或案例背景。

《普通高中英語課程標(biāo)準(zhǔn)（2017版）》四中，對本學(xué)科課程內(nèi)容中的描述是“英語

內(nèi)容是發(fā)展學(xué)生英語學(xué)科核心素養(yǎng)的基礎(chǔ)，包含六個要素：主題語境、語篇類型、

語言知識、文化知識、語言技能和學(xué)習(xí)策略”。該《標(biāo)準(zhǔn)》被認(rèn)為強化了教學(xué)中對語

篇的理解和運用，同時語篇不僅是為學(xué)生發(fā)展語言技能和形成學(xué)習(xí)策略提供語言和

文化素材，而且教師在教學(xué)時也要認(rèn)真研讀和分析語篇，落實培養(yǎng)學(xué)生英語學(xué)科核

心素養(yǎng)。2021浙江首考后，專家從近幾年的高考卷分析所得如下啟示：語篇填空從

基礎(chǔ)知識的考查--轉(zhuǎn)向語篇理解；語篇理解力要求越來越高，強化語篇理解與語義

轉(zhuǎn)換，應(yīng)該重點解決題干的解讀力和語篇的理解力。并提出今后的教學(xué)建議：語篇

分類專練（題材、體裁）和語篇結(jié)構(gòu)專練（推理、主旨、細(xì)節(jié)、詞義猜測等）。同時

要求應(yīng)抓住適合于語篇結(jié)構(gòu)的篇章，從而提高學(xué)生的思辨與篇章結(jié)構(gòu)意識。

2.案例展示即說課，

教學(xué)內(nèi)容：.Theearthisbecomingwanner—butdoesitmatter?

主題語境：_globalwarming_____________________________

語篇類型：―narrativewriting_科普類說明文

Analysisoftheteachingmaterial：

Thereadingpassageisintheformofanarticlefromanenvironmental

magazineforyoungpeople.Itisadiscussionandputsforwarddifferentpoints

ofviewabouttheeffectoftheearth'sincreasedtemperatureandthepossible

effects.Itposesquestionsandencouragesstudentstothinkabouttheissues.

Therearetwographsthatillustratepointsandgiveevidence.

Analysisofthestudents：

1,studentshavethereadingstrategiesinreadingbutneedt。internalizethe

structureofexposition.

2.Studentshavetheabilityofreading,buttheylacktheawarenessofdiscourse,

theymaynotknowhowtowritealogicalparagraph.

Teachingobjectives：

Bytheendoftheclass,studentswillbeableto...

Lmasterthewritingcharacteristicsofexposition(content)

2.enhancetheabilityofanalyzingtheexposition(language)

3.sensethediscourseanalysisbylearningcohesivedevice(discourse)

Keypointsanddifficultpoints:

1.Comprehendthecontentorganizationoftheexpositionbyreadingtitle,

introductionandstructure(content)

2.Analyzethelanguagecharacteristicsoftheexposition,(language)_________

3.Analyzethecohesivedevicebylearninghowthediscourseachieve

coherenceandtrytowriteashortparagraphbyusingthecohesivedevice

(discourse)

teachingmethods&learningstrategies:

1.Task-basedteachingmethods;problem-solvinglearningstrategies.

2.Cooperativeteachingmethods;group-cooperativelearningstrategies.

Teachingprocedures：

stepsStudents'activitiespurposetime

Pre-reading

SteplBrainstormthebackgroundknowledgeActivatethe

byusingthetwographs.knowledgeabout

Q:Whatdoyouknowaboutglobalthistopic;buildup

warming?thesemanticfield

Whatarethecausesandeffectsoftherelatedtothe

globalwarming?topic;

Step2Q:What'sthewritingstyleandTolearnand

structure(raisetheproblem-analyzethestrengthenthe

problemandsolvetheproblem)structureandthe

Theintroduction:raisetheproblem:howawarenessofthe

doesitcomeaboutanddoesitmatter?expositive

discourse.

While-reading

Step3AnalyzetheproblembyusingthetwoLearntousethe

graphs.featureofthetext

Q:Whatarethecausesandeffectsofthetounderstandthe

globalwarming?differentfunctions

Analyzethetextfeatureandofthequestionin

structureofthetextbylearningthethetitle(arouse

headline;theintroduction;mainbodytheinterest)andin

andtheend.the

Q:Aboutthetitle.Includingafactandaintroduction(cause

problem.andeffect,thetwo

Q:Abouttheintroduction.Inbold;fourproblemsare

sentences(phenomenon+point+topic+itstobesolvedinthe

source)twoparts.

第一段：Duringthe20thcenturytheRaisetheproblem

temperatureoftheearth.....That

Probablydoesnot...,butitisarapid

increasewhencomparedtoother

naturalchanges.Sohowhasthiscome

aboutanddoesitmatter?EarthCare's

SophieArmstrongexploresthese

questions.

Step4Analyzethecausesofglobalwarming.Graspthecauseof

ReadthePara.2andfindoutwhat'sglobalwarmingby

causeofglobalwarming?underliningthe

Thereisnodoubtthattheearthisemphatic

becomingwarmer(seeGraph1)anditissentenceand

humanactivitythatcausedthisglobalappositive

warmingratherthanarandombutsentence.

naturalphenomenon.Learntoreadthe

Describethegraph工graphsandgetthe

T：Fromthepicture,obviously,therelationship

earthisbecomingwarmer,butisitabetweenthe

rapidchangeoraslightchange?graphs.

QI：Beforethe20thcentury,theThequotefrom

temperaturechangedslightlyDr.Fosterto

Q2：Sincethe20thcentury,therehasdrawthecause

beenarapid/significantriseintheandeffect

temperature.relationship.

Q3:graph2.Carbondioxidecontentin

theatmosphere.

Readthepictureandfindoutthe

relationshipbetweenthetwopictures.

Drawacause-effectpicturebyreading

Foster'sexplanation.

Humanactivity—fossilfuels—

greenhousegases—carbondioxide一

moreheatenergyistrapped—the

temperaturegoup—warmtheglobe.

Q4.Theamountofwarmingcouldbelow

andcouldbehighinthenext100years.

Doesthewarmingmatter?

Step5Para.6AboutthedebateabouttherisingTolocatethekey

temperature.informationby

Ql.What'thetwodifferentattitudestousingthesignal

globalwarming?words.

FindoutthetopicsentencesabouttheTounderstandthe

twoattitudes,"ontheonehand,...ontheconclusionbased

otherhand,...onthedebate.

Q2.WhoistherepresentativeoftheToappreciatethe

attitude?functionof

Q3.Whydoestheauthorendthegettingthe

readingbyusingthequestion?conclusionby

usingtheopening

question.

Post-reading

Step61.Aboutthecontent.1.Learnthe

Thedominantroleofthetitle.Dividetheorganizationof

wholereadingintothetwoparts.thecontent.

Findthesignalword“however“inthe2.Appreciatethe

beginningofpara.5accurate

Thephenomenon--theanalysisofthelanguageuseas

Cause---debate—conclusion.(提出問題-wellasthe

分析問題-討論并解決問題)logical

2.Aboutthelanguage.cohesion(overt

Para.l.andcovert

Duringthe20thcenturythetemperaturecohesion)

oftheearth..…Thatespeciallythe

Probablydoesnot...,butitisarapidpronouns"this,

increasewhencomparedtootherthat,itandso,

naturalchanges.Sohowhasthiscomebut,like,

aboutanddoesit_matter?EarthCare'showever.

SophieArmstrongexploresthese3.Strengthenthe

questions.wavsof

Para.3achievingthe

Allscientistssubscribetotheviewthatlogical

theincreaseintheearth'stemperatureiscoherence.

duetotheburningoffossilfuelslike

coal,naturalgasandoiltoproduce

energy.Somebyproductsofthisprocess

arecalled“greenhouse"gases,themost

importantoneofwhichiscarbon

dioxide.

Para.5

Debate.Topicsentence,ontheone

hand,...leadtoacatastrophe.Onthe

otherhand,...

3.Aboutthediscourse.

1.However,thefunctionofthissignal

wordsinthestructureandthetitle.

2.Thefunctionofcohesivewords(due

to,that,this,like,however,onthe

onehand,…

Step7WriteashortparagraphbyusingtheseTolearnhowto

sentences.usethecohesive

1.Theearthisbecomingwarmeratadevicewritea

rapidspeed.paragraphwith

2.Humanactivitiesaretoblame.(forit)logicalcoherence

3.(because)theburningofmoreand

morefossilfuelsha