2023學(xué)年完整版Unit4Globalwarming設(shè)計(jì)2

Unit4GlobalWarming教學(xué)設(shè)計(jì)教學(xué)對(duì)象分析本校學(xué)生學(xué)習(xí)自主能力較強(qiáng)，善于思考，認(rèn)真筆記。喜歡課堂環(huán)節(jié)緊湊、有序、充實(shí)學(xué)習(xí)方式，但在英語口語表達(dá)能力方面還有待提高。本課探討全球氣候變暖話題，學(xué)生在生活體驗(yàn)和地理知識(shí)方面，有一定的積累和初步的認(rèn)知，但對(duì)于全球變暖的實(shí)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(xué)進(jìn)行探討，增強(qiáng)責(zé)任意識(shí)，共同努力保護(hù)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(jì)中，地球的溫度上升了華氏1度。這看上去是一個(gè)很小的數(shù)字，但相對(duì)于在自然界的其他現(xiàn)象來說，這個(gè)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(gè)問題引起了激烈的爭論。許多科學(xué)家認(rèn)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?yàn)樽匀唤缬袦厥覛怏w的存在，地球才不至于很冷。但大量排放二氧化碳會(huì)使地球普遍升溫。對(duì)于地球升溫，科學(xué)家有不同的看法。有些科學(xué)家認(rèn)為，這個(gè)問題很嚴(yán)重。地球升溫會(huì)導(dǎo)致海水上漲、風(fēng)暴、干旱、饑荒、物種滅絕和疫病等。也有科學(xué)家認(rèn)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(duì)于全球變暖，人類要不要采取措施？教學(xué)目標(biāo)（1）分析全球氣候變暖產(chǎn)生的原因（2）了解科學(xué)家對(duì)于全球變暖的不同看法。教學(xué)重難點(diǎn)Helpthestudentslearnhowtodebateoverthetopic“Weshoulddonothingaboutglobalwarming.”Enablethestudentstolearnthewritingskillsofthetextandgetabetterunderstandingofarticlesofthiskind.教學(xué)課時(shí)Oneperiod教學(xué)過程Step1Warming-upandlead-in(5mins)（1）視頻導(dǎo)入教師選用一小段關(guān)于北極熊的視頻，讓學(xué)生帶著問題觀看視頻，并由此導(dǎo)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(dǎo)入的方式能夠讓學(xué)生馬上進(jìn)入狀態(tài)，注意力集中，并對(duì)本課話題GlobalWarming這種相對(duì)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(xué)生通讀全文進(jìn)行分段，并匹配正確的四部分大意。此環(huán)節(jié)旨在讓學(xué)生了解文章的篇章結(jié)構(gòu)，并突出本課時(shí)重點(diǎn)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(gè)問題的答案，并給予解釋，讓學(xué)生對(duì)這個(gè)長難句有清晰的理解。增強(qiáng)他們學(xué)習(xí)科普文的信心。T：First,let’sexplorethequestionhowthisglobalwarminghascomeabout?（It’shumanactivitythathascausedthisglobalwarmingratherthanrandombutnaturalphenomenon.）T:What’sthemeaningofthissentence?(全球變暖是人類活動(dòng)導(dǎo)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(xué)生進(jìn)一步理解課文內(nèi)容。培養(yǎng)學(xué)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(xué)生更好地理解全球變暖，溫室效應(yīng)，溫室氣體等專業(yè)術(shù)語的理解，并進(jìn)一步解決本課難點(diǎn)。T:①WhydoesmoreCO2causehighertemperature?②HaveyoulearntsomethingfromyourGeographyteacher?Willyoushareitwithus?IfyouhavedifficultyinspeakinginEnglish,youcantryitinChinese.(溫室氣體，溫室效應(yīng)…….)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(gè)重點(diǎn)知識(shí)，對(duì)于全球氣候變暖所造成的后果的兩種截然不同的觀點(diǎn)。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(duì)文中重點(diǎn)知識(shí):①Howhasthisglobalwarmingcomeabout?②Doesitmatter?進(jìn)行回顧，使學(xué)生對(duì)整篇科普材料能夠有清晰的脈絡(luò)和全面的理解。T:Let’slookattheblackboardtogether.Duringthislesson,weexploredthequestionhowglobalwarminghascomeabout.It’shumanactivitythathascausedtheglobalwarmingandwelearntdifferentattitudestowardsglobalwarming.Dr.Fosterthinksitwouldbeacatastropheandserious,butthosescientistslikeGeorgeHambleyareopposedtotheview.Theybelieveweshouldnotworryabouthighlevelsofcarbondioxideintheair.Morecarbondioxideisapositivething.However,nooneknowswhateffectsitwillcause.(2)設(shè)計(jì)一個(gè)小火車小游戲，讓學(xué)生先以前后桌四人為一小組，全班有12個(gè)小組。每小組成員根據(jù)板書提示，合作提出3-5個(gè)問題，讓其他組別來挑戰(zhàn)。如第一組請(qǐng)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(xué)一起動(dòng)起來。組員合作出題，答題，并對(duì)課文內(nèi)容進(jìn)行鞏固理解；既有寫，又有聽，還有說，達(dá)到多種訓(xùn)練，并活躍了課堂氣氛。T：Let’splayagamecalled“RunaChoo-ChooTrain”.4studentsagroup.Eachgroupwritesdown3-5