高中英语人教版Unit4Globalwarming 教案

Unit4GlobalwarmingReadingTeachingobjectives：KnowledgeobjectivesLearnabouthowglobalwarmingcomesaboutanddifferentattitudestowardsit.Learntousethewordsandphrasesrelatedtoglobalwarmingandpeople’sattitudes.Comeabout,subscribeto,quantitiesof,beopposedto,keepon,tendto,phenomenon,random,goup,resultin,stateSkillobjectivesImprovethestudents’readingskillsandabilities,suchasskimming,scanning,summingupandsoon.2.Developtheirabilityofanalyzingthetext,catchinginformationanddealingwithinformation.AffectionobjectivesRaisetheawarenessofprotectingtheenvironment.Increasetheawarenessofworkingasateamandsharingopinions.Importantanddifficultpoints：Trytounderstandhowglobalwarmingcomesabout.Trytoexpressopinionsonsimilarphenomenon.Teachingmethods1.Task-basedmethodtomakestudentsinterestedinwhattheywilllearn.2.Fastreadingtogetthegeneralideaofthepassage.3.Carefulreadingtogetsomedetailedinformation.TeachingproceduresStepI：Leadingin(2mins)Testtheirknowledgeoftheworldtemperature.1.Doyouthinktheworldtemperatureisrisingorfalling?2.Enjoyavideoandanswerthefollowingquestions:Whathappenedtotheseanimals?Whycouldthathappen?Becauseofglobalwarming.[设计说明]

本环节是课文导入，利用多媒体播放和本课主题相关的视频，创设轻松和谐的课堂气氛，激发学生兴趣，和学生的原有知识，自然进入本课话题。

StepII：Pre-readingTask1:Wordspreviewtocheckthemeaningsofsomeimportantwordsandphrases.(2mins)[设计说明]

检查学生对重点词汇的预习，为阅读输入词汇。Task2:Predictthesubject(主题)accordingtothetitleandgraphsonPage26.(1mins)[设计说明]

本环节通过标题和文中图表预测文章主题，激发学生探究问题的兴趣，培养学生把标题和文章主旨联系起来的能力。

StepIII：While-readingTask3:Skimmingforthegeneralideaofthewholepassage.(3mins)Thepassagemainlytalksabouttherisingofthetemperature,reasonsforthechangeanddifferentattitudestotheproblem.Task4:Scanningforthemainideaofeachpart.(3mins)First,numbereachparagraph,andthendividethepassageinto4partsforthem.Second,GuideSstosumupthemainideaofeachpart.TelltheSsthattheycansumupthemainideaofeachpartbygoingthroughthetopicsentencesaswellasthekeywordsandphraseineachparagraph.Part1Twodifferentattitudestowardsglobalwarming.Part2Whetherpeopleshoulddosomethingaboutglobalwarming.Part3Howglobalwarmingcomesabout.Part4Anintroductionofglobalwarming.[设计说明]快速限时阅读把阅读课文作为整体来处理，掌握主旨大意。这一任务过程中为了降低难度，先引导学生把7个自然段标出序号，然后再展示给他们如何把7个自然段划分成4部分。在对课文表层理解的基础上，要求学生连线找出每部分大意。既训练学生略读、查读的阅读技能又提高学生阅读的积极性。Task5:Carefulreadingtofinishthequestions.(9mins)(1)Readpart1andchoosethebestanswer.Whatisthepurposeofthe1stparagraph?Tointroducetheauthor.Toraiseaquestion.Tointroducethetopic.Toexplaintemperaturechange.TellSsthelasttwosentencescanshowtherightanswer.[设计说明]本环节是根据第1自然段在文章中的特殊位置和作用而设计的一道阅读理解题，培养学生把握写作意图的能力。(2)ReadPart2tofilltheflowcharttoshowhowglobalwarmingcomesbout.Howdoesglobalwarmingcomeabout?Humanactivity→burningof_________→______________areproduced→anaturalphenomenoncalled______________→_____heatfromthesun→Theearthis________.RemindSstopayattentiontothewordsthatindicatetheformationofglobalwarmingsuchas“dueto”,”thisiswhen”and“theproblembeginswhen”.[设计说明]Part2是本文的重点，让学生在仔细读完文章后填写全球变暖形成的流程图，一方面培养学生通过关键词捕捉细节信息的能力，另一方面提高他们对信息的前后联系的意识。(3)ReadPart3tofindoutdifferentattitudesabouttheeffectsofglobalwarming.DrFoster:Itcouldbea__________.Theremaybeariseinseverestorms,_____,droughts,famines,the______ofdiseasesandthe_____________ofspecies.GeorgeHambley:Itwillbemildwithfewbad___________.Itwillmakeplantsgrow_______,cropsproduce_____andwillencourage________animals.Tellthemtopayattentiontothewordsandexpressionsthatindicatepeople’sdifferentattitudessuchas“ontheonehand”,“ontheotherhand”,“thinks”,“believes”and“states”.[设计说明]找出对于全球变暖的不同态度，训练学生抓关键词的能力，同时潜移默化观点类作文的写作方法。(4)ReadPart4tofindouttheauthor’sattitudeaboutglobalwarmingWhatisthewriter’sattitudetowardsglobalwarming?optimisticB.pessimisticC.concernedD.uninterestedTellthemthesecondsentenceandthelasttwoquestionsentencescanshowtherightanswer.[设计说明]对作者的态度进行判断是高考阅读理解常考的题目。本环节针对这个考点设置，旨在考查学生的推断能力。Task6:Fillintheblankstolookatitasawhole.(3mins)Thereisnodoubtthattheearthisbecoming_______.Scientistsbelievethat“greenhouseeffect”beginswhenweaddhugequantitiesof_______intotheatmospherebyburning_________.Theincreasedamountofcarbondioxideiscausingtheglobaltemperatureto_____.Scientistsagreetheburningoffuelshas_________thisincrease.Ontheonehand,DrFosterthinksthatanincreaseby5degreeswouldbea__________.Ontheotherhand,GeorgeHambley,_____thatmorecarbondioxideisactuallya_______thing.However,greenhousegasescontinueto_______andtheclimateisgoingto______warming.[设计说明]再次整体理解文章，巩固强化文章内容，培养学生整体认知能力。StepIV:Post-reading:Discussandwrite.(15mins)Accordingtowhatyouhavelearnedtoday,discussthepicturesandthenwritedownyourideas.Referencewords:fossilfuels,carbondioxide,air,people’shealth,temperaturebike,bus,onfoot,trees[设计说明]本环节是语言的输出阶段,，选择生活中与全球变暖有关的一个具体反面即汽车污染，引导学生用本节课所学知识展开讨论并写下自己对汽车污染的看法，培养学生的知识迁移能力，提高学生关注社会、关注环保、为社会做点事的公民意识。是情感目标的体现。StepV:Summary(1min)ThephenomenonofglobalwarmingThereasonsfortheproblemDifferentattitudesThewritingstructureofthepass