英语教学设计 Unit4Globalwarming教学设计第5课时Period5

Unit4Globalwarming教学设计第5课时Period5ReadingandWriting教学内容分析Theteachingmaterialsofthisperiodcontainthreeparts.ThefirstpartisthereadingpassageonPage30withthetitleof“WhatCanWeDoAboutGlobalWarming？”．Itconsistsoftwoletters：arequestfromastudentforhelponaschoolprojectandthereply.Thelettersbringstudents'attentiontoacommonlyheldbeliefthatindividualsarepowerlesstodoanythingaboutenvironmentalproblemsandthatitisgovernmentsthatareinapositiontoactandhavetheresponsibilitytoact.EarthCare'slettersuggestswaystosaveenergyandthereforedecreasetheamountofcarbondioxidethatispouredintotheatmosphere.ThesecondpartisExercise2onPage31，whichasksthestudentstomakeaposterfortheirschoolthattellsstudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.Thethirdpartisawritingtaskdesignedbytheteacher，whichasksstudentstowriteashortpassageaboutglobalwarming.Bypracticingwritingthepassage，studentscanstrengthentheirknowledgeaboutglobalwarminganddeveloptheirsenseofenvironmentalprotection.三维目标设计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.教学重、难点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(教学过程))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)【原句再现】Together，individualscanmakeadifference.众人拾柴火焰高。【观察探究】(1)ThefactthatIcannoworganizemyowntimemakesabigdifference.现在我能自己安排时间了，这对我有很大的作用。(2)Itmakesnodifferencetomewhatyousay.I'mnotgoing.无论你怎么说对我都没有影响，反正我不去。(3)Itwon'tmakemuchdifferencewhetheryougotodayortomorrow.你今天去也好，明天去也好，关系不大。(4)Shemakesnodifferencebetweenhertwosons.她对两个儿子一视同仁。【归纳总结】makeadifference(tosb./sth.)意为“对某人/某物起作用、有影响”，difference前面可以加不同的修饰词，如no/some/little/much等。makeadifferencebetween...表示“区别对待……”。【即景活用】—WhenshallIgothere?—It______whetheryougotodayortomorrow.A．madenodifferenceB．madenosenseC．makesnodifferenceD．makesnosenseSuggestedanswers：C2．putupwith(P30)【原句再现】Wedonothavetoputupwithpollution.我们不必忍受污染。【观察探究】(1)IputupwithhersolongasIcould.我尽可能地容忍她。(2)Thatlady，asahousewife，hasalottoputupwith.作为一名家庭主妇，那位妇女必须要忍受许多事情。【归纳总结】putupwith...“容忍，忍受”，宾语可以是人或者事物。【知识拓展】(1)bear和stand在疑问句和否定句中和can，beableto连用，也表示“忍受”，其宾语多为事物。(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)【原句再现】ItisOKtoleaveanelectricalapplianceonsolongasyouareusingit—ifnot，turnitoff!只要你在使用，让家用电器开着无所谓——如果不用，就请关闭！【观察探究】(1)Youcanborrowmybikesolongasyouremembertoreturnitassoonaspossible.只要你记着尽早归还就可以借用我的自行车。(2)Wecansurelyovercomethedifficultiessolongaswearecloselyunited.只要我们紧密地团结在一起，我们就一定能够克服这些困难。【归纳总结】solongas起连词作用，引导条件状语从句，可以与aslongas互换，意思是“只要……”，前者语气较强，后者主要用于口语中。【知识拓展】条件状语从句的引导词还可以是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