Global Warming公开课教案
globalwarming教案
Teaching PlanContents: Reading Book 6 Unit 4 Global warmingI.Analysis of the Teaching MaterialThis article is from a magazine about global warming, which illustrates how global warming has come about and different attitudes to its effects. The passage is long, abstract and far away from their life. What’s more, there are many mouthful professional terms, which increases students’ difficulty while reading, although they have some knowledge about global warming.II. Analysis of the StudentsStudents from Senior Two are the students in an excellent level, who have good abilities to read and speak. This unit talks about global warming, which has been taught in Geography. It will help students understand the text better and I believe the students will be interested in this class. However,because they pay little attention to this topic in the daily life, they may have few desire to speak something about global warming.III. Teaching objectives1. Knowledge objective1) Enable the students to analyze how global warming has come about；2) Get students know different attitudes towards global warming and its effects.2. Competence objectiveImprove the students’ reading and speaking abilities.3. Emotion objective1) Develop student s’ teamwork.2) Raise their awareness of global warming.IV. Important pointsEnable the students to understand how global warming has come about.V. D ifficult pointsGet the students understand how global warming has come about.Let the students understand the difficult sentences better.①It is human activity that has caused this global warming rather than a random but naturalphenomenon. (Line 6)②All scientists subscribe to the view that the increase in the earth’s temperature is due t o theburning of fossil fuels like coal, natural gas and oil to produce energy. (Line 18)③This is when small amounts of gases in the atmosphere, like carbon dioxide, methane and watervapour, trap heat from the sun and therefore warm the earth.(Line 26-29)VI. Teaching aids:Multimedia classroom, printed materialVII. Teaching methods:Task-based teaching, communicative teaching methodVIII.Teaching procedures:Step 1. Lead in and pre-reading (5 mins )It’s reported that global temperatures continue to rise, making July 2016 the hottest month in the history of the earth. Did you feel extremely hot in July? When you felt hot, what did you do?Did you feel global temperatures going up quietly? Let’s look at a flash (global temperatures from 1850 to 2016). What information can you get? The earth is becoming warmer and warmer.Is it natural or caused by human being? Do you think what effects global warming will bring about? Is global warming beneficial or harmful? Today we’re going to read a magazine article about global warming. It will work out your puzzles. Please open your book and turn to P26. Today we are going tolearn a passage about global warming.【意图说明】教师希望通过学生自身对气温变化的感受拉近与学生的距离，也拉近学生对这抽象话题的距离，让他们知道全球气温正在悄悄的上升，激发学生的好奇心和求知欲，让学生马上进入状态，注意力集中，并对本课话题Global Warming这种相对枯燥难理解的科普文产生浓厚的兴趣。
unit4globalwarming教案
Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do to prevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming. Then play a video and ask students to think about what the video shows so as to lead today’s^topic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for Have you ever seen a green houseA greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse workThe answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•|•Ask students to skim the passage quickly and answer the following questions:What are the “greenhouse gases”•Who talked about “greenhouse effect”•What is greenhouse effect•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect•Who wrote the article•What’s the name of the magazine•What are the names of the three scientists mentioned in the article•What did Charles Keeling find And do you agree with her•Does George Hambley agree with Dr Janice Foster•What does Hambley say about carbon dioxide！Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warmingMake a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming”为题写一篇发言稿。
人教版选修六Unit4《Globalwarming》word教案1
Teaching Plan for Unit 4 Global Warming (1st period)设计思路：教材分析：本课文取自于人教版新教材选修6 Unit 4，文章篇幅较长，题材属于科普类文章。
科普类文章内容较为枯燥，术语、生僻词较多，学生读起来较有困难。
好在文章话题——全球变暖的问题已为公众熟知，学生对此话题并不陌生，这一点有利于教学。
学情分析：学生是外国语学校学生，语言基础和能力水平较高，这对教学活动的展开很有帮助；但是授课者从未接触过这些学生，对他们的实际情况几乎一无所知，且上海和江西同级别的重点学校的学生水平并不一致，这给授课者在预估学生能力方面产生较大的障碍，给备课带来极大的困难。
另外，本节课因特殊原因只有35分钟，这是本堂课最难解决的问题。
授课者不得不考虑既要将文本作适当的阅读处理又要有适当的拓展，以及保证课堂的完整性的问题。
上课框架：本堂课是这篇课文的第一课时，以学生掌握文章的主旨和具体内容为主要目标。
文章标题“The earth is getting warmer but does it matter?”非常清楚地告诉了我们文章将阐述地球在不断变暖的事实，并提出疑问这究竟有没有关系？因此，本课大体分两部分进行：第一部分处理地球正在变暖的原因和事实依据，第二部分则带领学生阅读“这是否有关系”，并引发自己的思考。
因此，我设计了6个任务来完成本堂课的阅读教学。
其中五个任务以文本为基础，通过带读、自读、互相读的方式，学生利用predicting、scanning、skipping等阅读技巧来完成文本阅读，了解主旨，熟悉文章内容，抓取相关信息。
最后一个活动为讨论，使学生明白全球变暖问题日趋严重，我们还是要有应对措施，并加强环保意识。
Teaching materials:Textbook---Student’s Book 6, New Senior English for China, People’s Education Press Teaching Aids: a blackboard, a multimedia kitObjectives:I.Of Knowledge:Students will know basic scientific facts concerning global warming, scientist s’differentattitudes towards it and the writer’s opinion as well.II.Of AbilityA.Students will continue to develop their predicting skill to guess the main idea of the articleand get prepared for the reading.B.Students will practice the scanning skill to get the specific information.C.Students will learn to think critically about the problems the writer has raised.III.Of EmotionA.Students will learn we should conserve energy and protect the earth.B.Students will want to get involved in the classroom activities when doing the tasks.Procedures:I.Before ReadingLead-inA graph which shows the changes of the average temperatures of Jiangxi Province from 1959 to 2006. What can you tell from the graph? (Students’ answer may vary.)This leads to our topic today---Global warming.1. Predicting:1)What can you infer from the title?2)What are the two graphs about?II. While Reading(To make sure we are always on the same page, please mark each paragraph by writing Para. 1, Para. 2…in front of each paragraph. How many paragraphs do we have?)2. Scanning1)Look for people’s names. Circle them with a red pen.①Who wrote the magazine article?②What are the names of the three scientists mentioned in the article?2)Para. 1 & 2①What has caused global warming? (vocabulary teaching involved)②Which sentence tells us what the writer will talk about in the article?3.Reading: Para. 3, 4&5How has this come about?Further questions:1)Can you give the three examples of the fossil fuels?2)Who gave us scientific evidence that the amount of carbon dioxide has been increasing?3)Some gases can trap heat from the sun. What do scientists call this phenomenon?What would happen if there were no greenhouse effect? What would happen if there were too many greenhouse gases?4)How high will the temperature increase go according to Janice Foster?4.Reading: Does it matter? Pair Work (Para. 6)The students sitting on my left hand side will read about Janice Foster while the others will read about George Hambley. Then fill in the blanks in the table concerning your reading part. Exchange information with your desk mate so that he/she can fill in the other half.5. Reading: Para. 71)The writer probably thinks ________.A. It matters.B. It doesn’t matter.2) What probably does the writer want us to do by the last two questions? III. Post Reading6. Group Discussion: What can/should we do?•At home/work/school•Clothing /food/ housing/ transportation •Policies, laws, finance•Media, transportation, design ofbuildings•You may also refer to the pictures on Page 25.Make a list:(Summary: Wrap up the topic)IV. Homework:1.Read the text again and finish Comprehending 1&2 on Page 27.2.Choose sides and prepare for a mini debate on whether we should something about globalwarming. You may refer to the following websites.①/pub_display.php?pub_id=2872②/xiawf001/default.html?page=5③/global-warming-positives-negatives.htm3. Underline important words and phrases.。
Unit_4_Global_warming教案
Unit 4 Global warming1. 教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。
同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。
引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。
1.1 Warming Up通过直观的图片，使学生对能源的用途和种类有一个基本的了解。
让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题Global warming 作了很好的铺垫。
1.2 Pre-reading是Reading的热身活动。
通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。
由于Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求——体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。
1.3 Reading是一篇从杂志节选的文章。
它讲述了全球加速变暖的原因——人为温室效应，后果以及人们对此的不同观点。
要求学生在理解文章大意的同时注意它的写作技巧：提出问题——分析现象——阐述各方面的不同观点——以疑问句作为总结引发读者深思，自行做出判断。
这为Comprehending 中Exercise 3的分组辩论活动留出了很大的空间，埋下了很好的伏笔。
1.4 Comprehending 包含了三大部分。
前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。
最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of global warming”，并利用所学知识进行分组辩论。
Unit4Globalwarming教案
Unit4 Global warmingLanguage points for reading 1 教案-雷翊Teaching contents,Some important words and expressionsTeaching aims,Knowledge aims，To grasp some important words and expressions and learn some useful sentence patternsAbility aims，1. Get students to use some useful words and expressions correctly .2. Enable students to make sentences after the useful sentence patterns Emotional aims，1. stimulate students’ interest in learning English.2. Develop students’ spirit of cooperation and teamworkTeaching important points,1. Master the important words and expressions.2. learn some useful sentence patternsTeaching difficult points,1. How to grasp some useful words and expressions.2. How to learn some useful sentence patterns.Teaching methods,1. task-based teaching and learning2. cooperative learningTeaching procedures,Step1:Review some phrases in the reading part.1.发生，产生2. 赞成；订购3.大量的4. 倾向于；照顾5.上升；增长6导致7.反对8. 种类繁多的9. 即使10. 增加；聚集11. 继续12. 一瞥；扫视Step2. Teaching important words and expressions.1．come about = happen /take place / occur 发生[课文原句]常用句型：How did it come about that ...？“某事是怎么发生的？”It came about that ...“……发生了”How did it that he knew where we were?他是怎么知道我们在什么地方的呢？come into being 开始存在；形成come across (偶然)遇见，碰到come out 开花；出现；被出版come up 发芽；走近；被提出come up with 提出；赶上come to 共计；谈到用come 相关短语的适当形式填空①When is her new novel ？②The subject in conversation yesterday.③How did this situation ？2. subscribe to 同意；捐赠；订购I unreservedly subscribe to your proposal. 我毫无保留地赞同你的建议。
Unit4《GlobalWarming》教案6(人教版选修6)
Unit 4 Global warmingReading:The earth is becoming warmer –But does it matter? knowledge ability goals知识能力目标:Enable the students to talk about the causes and effects of global warming. Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching procedures & ways教学过程与方法:Task-based method.warming up；Pre-reading. While-reading .post–reading .homework. Emotional and valuable aims情感态度与价值观:Help the students build up a kind of awareness of saving up energy and protecting environment.Teaching important point教学重点:Help the students learn how to debate over the topic "We should do nothing about global warming."Teaching difficult point教学难点:Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching aids教具准备Multi-media classroom and other normal teaching tools.Teaching procedures:StepI warming upCan you tell what we use energy for?Energy lights our citiesEnergy heats our buildingsEnergy entertains us( watching TV; playing computer etc.)Present Ss a group of pictures and let them decide what kind of energy it is and decide whether it is renewable or non-renewable.…Where does all the energy come fr om?Picture1 Wind millsPicture2 : a coal power stationPicture3:an oil refinery Picture4:a nuclear power plant Picture5:Solar panels Picture6: a hydro damStep II Pre-reading ；1. Show a picture of greenhouse on the screen, and ask1. What is it in the picture?It ’s a greenhouse made of glass.2. What is it used for?It ’s used for growing plants, especially during cold weather.3. How does it work?The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.4. What is greenhouse gases?The gases surrounding the earth,including carbon dioxide, methane and water vapor.5. What do you think greenhouse gases do?They trap heat from the sun and therefore warm the earth.Step III While- readingTask 1: skimmingGlance quickly at the magazine article and answer the questions.1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.2. What are the names of the three scientists mentioned in the article?They are Dr. Janice Foster, Charles Keeling and George Hambley.3…. What is the main topic of the article?Global warming/ the warming of the earth.Task 2:listen andScan the textRead it quickly and try to get the general idea and divide the whole passage into several parts and summarize the main idea.False: 1, 2, 4, 9, 10Correct sentences:1. The temperature last century increased much.2. Not everyone believes that global warming is caused by human activities. 4. Natural gas is not a greenhouse gas but a fossil fuel.9. George Hambley thinks that more carbon dioxide is a positive thing and it will make plants grow faster.10. It is unknown what the effects of global warming will be.Task 3: Group activity .Should we do nothing about global warming?StepⅣPost-reading:1.write a summary.Do not include your own opinion, but be sure to use our own words (about 30words.)(不能添加自己的见解，但是要用自己的语言概括.大约30个词左右）The reading passage is a discussion and puts forward different points of view about the effect of increased carbon dioxide in the atmosphere the causes of theearth’s increased temperature and the possible effects .Ste pIIV.HomeworkRead the passage again and review the new words and expressions.。
Unit 4 Global Warming 教学设计1-公开课-优质课(人教选修6精品)
Unit 4 Global warming教学案1教材分析Ⅰ.教学内容分析本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。
通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。
“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。
能源可分为两类：一类是可再利用能源；另一类是一次性能源。
把前面列举的能源按能否再利用这一标准进行分类。
本部分提供了六幅图片，教师可以从识图开始组织教学。
还可以让学生搜集一些其他相关图片。
这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。
“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。
温室能阻止热量散发，因而能帮助植物度过寒冷的时期。
该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。
“阅读”(Reading) 部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。
20世纪中，地球的温度上升了华氏1度。
这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。
这种现象是自然发生的还是人为的？这个问题引起激烈的争论。
许多科学家认为，这种变化是人类燃烧矿物燃料所致。
Unit22Lesson1GlobalWarming教案（北师大版选修8）.doc
Teaching Material Module 8, Unit 22, Lesson 1Teaching Object Students in Senior TwoTeaching Aims Knowledge aims:1.To read the text and help the students master some words, such as consensus,bounce, agriculture, coincidence, condemn, reservation, sacrifice and advocate.2.To get the students to learn about causes and effects of global warmingAbility aims:1.To guess the meanings of some new words from the context and get the detailedinformation through scanning and careful reading.2.To discuss how to help reduce greenhouse gases in daily life in groups.3.To write an essay about what should be done to help reduce greenhouse gases.Emotion aims:1.To raise the students’ awareness of protection the Earth.2.To encourage the students to get involved in environmental protection and lead alow-carbon lifestyle.Important and Difficult Points 1.Instruct the students to guess the meanings of new words from the context and getkey information from the text.2.Help the students realize the importance of playing their own part to protect theglobe and write an essay about it.Teaching Aids Blackboard, Computer, Projector,Teaching ProceduresTeacher’s Activities Students’ Activities Purposes StepⅠW arm-upGet the students to watch a video clip about a public ad of global warming. Watch the video clip and figure outthe topic of this period.To lead in the topic andarouse their interest.StepⅡPre-reading1. Get the students to talk about which countries contribute more to global warming and explain the reasons.2. Elicit answers from the students. Talk about the question and try tothink about the reasons for theanswer.To prepare for the followingintensive reading.StepⅢWhile-reading T ask One: Scanning1. Get the students to scan the text for some new words.2. Have the students work in pairs and work out their meanings from the context.3. Check the student s’ answers.4. Help the students to analyse the organization of the text. 1. Scan the text for the sentences wherethe words are.2. Work in pairs, working out themeanings from the context.3. Divide the text into three parts.1. To cultivate the students’ability to guess new words.2. To help the students findout the organization of thetext.T ask T wo: Careful Reading1. Guide the students to read Part one carefully and try to find out the main purpose of the first paragraph.2. Guide the students to read Part two carefully and try to find out the answers to the 6 questions.3. Guide the students to read Part three carefully and try to find out the answers to the 2 questions. 1. Read Part one carefully and find outthe main purpose of it.2. Read Part two carefully and find outthe answers according to the 3paragraphs.3. Read Part three carefully and find outthe answers to the following questions.1. To get the students to havea better and furtherunderstanding of the text.2. To cultivate the students’ability to get detailed andkey information throughintensive reading.Task Three: Task-based Reading1. Present the chart and ask the students to find the answers from the text.2. Get the students to check answers in pairs first and then as a class. 1. Look for suitable words from the textaccording to the chart.2. Check answers in pairs by swappinglearning sheets first and then reportanswers actively.1. To consolidate the students’comprehension of the text.2. To help the students storemore vocabulary.StepⅣPost-reading1. Guide the students to think about what they will do to help reduce greenhouse gases, working in groups.2. Call on the students to take part in environmental protection. 1. Work in groups, talking about whatthey will do to help reduce greenhouseeffects.2. Realize the importance of protectingour globe.1. To enforce what thestudents have learnt andencourage cooperation.2. To adovate leading alow-carbon lifestyle.StepⅤHomework1. Read the text fluently and recite Para.2.2. Write an essay about what you will do to live a low-carbon lifestyle.（适应于A层）Step ⅥDesign on the BbStep ⅥRecord after teaching。
Unit4 Global Warming教案电子教案
U n i t4G l o b a l W a r m i n g教案Unit4 Global WarmingTeaching aims: To make students realize the harm of global warming and how to protect the earth from global warming ;To develop students’ sense of cooperative ability;Teaching important points : To enable students to learn about global warming and to develop their reading ability.Teaching difficult points: To enable students to talk about what we should do toprevent global warming.Teaching aids: MultimediaTeaching procedures:Step1 Warming upTalk about weather and lead the relationship between severe cold weather and global warming.Then play a video and ask students to think about what the video shows so as to lead today’stopic-global warming.Step2 TalkingPlay a second video and the students are supposed to talk about what is happening in the video. Then the teacher comes to a conclusion:The animals’ habitats are destroyed. That means animals will die out one day.Step3 pre-readingAsk students questions:What is a greenhouse made of and used for?Have you ever seen a green house?A greenhouse is made of ______ and is used for ______________,especially during_____weather.Step4 group workAsk students to work in groups to discuss how does a greenhouse work?The answer:The glass traps the heat from the sun and keeps it from escaping. So the air inside is warm. This makes the greenhouse heat up and so the plants can grow throughout the cold period.Step5 reading•Ask students to skim the passage quickly and answer the following questions: What are the “greenhouse gases”?•Who talked about “greenhouse effect”?•What is greenhouse effect?•And then check the answers. And then ask them to read it again and work in pairs to answer :Can we live without greenhouse effect?•Who wrote the article?•What’s the name of the magazine?•What are the names of the three scientists mentioned in the article?•What did Charles Keeling find? And do you agree with her?•Does George Hambley agree with Dr Janice Foster?•What does Hambley say about carbon dioxide?Step5 detailed readingThe teacher tells that the test can be divided into 4 parts so show them a diagram and ask them to match which part with the right main idea.Step6 An activity—Make a posterSaving energy means reducing carbon dioxide, which is our duty.What should we do to slow down global warming?Make a poster for our school that tells students various ways they can reduce the amount of carbon dioxide in the air.Step7 Homework•Composition:•以“how to slow down global warming?”为题写一篇发言稿。
选修六Unit4Globalwarming教学设计
选修六Unit4Globalwarming教学设计Unit 4Global warming—Reading(教学设计)富源⼀中刘胜丽教学⽬标知识⽬标：(1) 掌握阅读的⽅法和技巧，让学⽣了解地球温度上升的现象、原因及影响。
(2) 掌握⽂中“it”在强调句中的⽤法。
能⼒⽬标：能较好地运⽤泛读和精度的阅读技巧，准确地从⽂中找到关键信息。
德育⽬标：(1) 通过学习，帮助学⽣树⽴“节约能源，保护环境”的主⼈翁意识。
(2) 关爱⽣命，爱护环境，学会竞争和合作，建⽴⾃信⼼和集体荣誉感。
情感⽬标：通过学习调动学⽣的学习积极性，让学⽣树⽴正确的世界观和⼈⽣价值观。
教学重点：提⾼学⽣对英语学习的兴趣和积极性，较好地掌握泛读和精读的⽅法。
教学难点：如何让学⽣较好地掌握泛读和精读的⽅法，便把所学知识运⽤于⾼考中。
教学⽅法：(1) 以学⽣为主体，教师为主导，泛读和精读相结合。
(2) 采⽤讨论、协作、探究、竞争的教学模式，引导学⽣灵活运⽤所学知识。
(3) 评价激励表运⽤于教学：即对⼩组在整节课中的综合表现给打分让组与组之间有个⽐较，从⽽达到激励上进的效果。
如下表所⽰：G代表Group; 根据班级情况可分成8个⼩组Teaching proceduresStep1: Greetings and Lead-inQuestions：(1) Are you hot ?(1) Compared to the past few years,what’s the weather like this year ?(2)What causes the global warming?Human activity or a random but natural phenomenon?(3) show some pictures to the students.( 设计意图：通过提问和图⽚展⽰引出本节要讨论的话题—全球在变暖。
) Step2：Fast-reading Reading Comprehension ILet the students fast read the the passage and then answer the following questions.1. What’s the main topic of the article?2. Who wrote the magazine article? What is name of the magazine?3. What has caused global warming?4.What do scientists think makes the earth’s temperature go up?5. How does “greenhouse effect” come about?Answers:1.It’s about global warming\the warming of the earth.2.They are Dr.Janice Foster,Charles Keeling and George Hambley.3.Human activity.4.The burning of fossil fuels.5. It comes about when small amounts of gases in the atmosphere trap heat from the sun and therefore warm the earth.（设计意图：训练学⽣归纳、总结的能⼒）Reading Comprehension II( pair work)Read the article again.Are these statements true or false( P27)? True(T) or False(F) questions. ( )1.The temperature in the last cen tury didn’t seem to increase much.( )2. Everyone believes that global warming is caused by the activities of humans.( )3. Janice Foster believes she can measure the future global rise intemperature.( )4. The rise in carbon dioxide is causing a steady increase in global warming. ( )5. George Hambley believes that global warming will do good rather than harm to the earth.( ) 6. It is clear what the effects of global warming will be.Answers: 1.T 2.T 3.F 4.T 5.T 6.F（设计意图：训练学⽣积极参与、协作、竞争的能⼒）Reading Comprehension IIIGet the students read the passage again and ask some students answer the following questions.1.The purpose of the first paragraph is to ___.A.introduce the writerB. explain a changeC. introduce the topicD. raise a question2. The graphs are used to _____.A.illustrate points by providing evidenceB.tell the change of temperatureC.tell the content of carbon dioxide in the airD.interest the readers3. Greenhouse gases refer to_______.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oil4. Greenhouse effect _____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings better5. _____ found out the amount of carbon dioxide in the atmospherefrom 1957 to1997.A. Dr. Janice FosterB. Charles KeelingC. George HambleyD. Sophie Armstrong6. Which of the following statements is True?A.Burning fossil fuels causes the global warming.B. We will have more food with global warming.C. Global warming means disasters to humans.D. More greenhouse gases will gather in the atmosphere.Answers: 1—5 CACAB 6.D设计意图：进⼀步训练和提升学⽣快速阅读，捕捉⽂中信息的能⼒。
Unit4Globalwarming语法教学设计，教案，导学案
Unit4Globalwarming语法教学设计，教案，导学案第一篇：Unit 4 Global warming 语法教学设计，教案，导学案教学准备1.教学目标一、知识目标：（一）强调句型的基本句型和变形，强调句的时态（二）强调动词的情况，怎样判断强调句，强调句的主谓一致，not until在强调句中的用法，强调句与从句的结合考点这五个强调句使用时的要点。
二、能力目标：能够在学完这节课后，用强调句表达各个句子。
三、情感目标：通过猜人游戏的环节运用强调句型，同时增强班级凝聚力，增进学生之间的互相了解，树立信心。
2.教学重点/难点强调句的基本句型及其一般疑问句、特殊疑问句、时态，强调句与从句的结合考点。
3.教学用具微课导入，动画exe，导学案，猜人游戏4.标签全新,丰富,有趣,强调句教学过程一：微课引入强调句二：强调句的基本句型和变形、强调句的时态（教师引导，全班活动，点名回答）三：强调句在使用中需要注意的五个要点（小组自学，分享）1.强调动词时不能用强调句，只能用do/did/does 2.怎样判断强调句（例子重点讲解）3.强调句的主谓一致4.not until在强调句中的使用5.强调句与从句的考点结合（重点讲解）四：游戏1.猜猜这三个强调句共同描述的是谁2.使用强调句描述你们班你最喜欢的一个人（小组活动）3.分享句子并让全班猜测五：总结课堂小结今天在课堂上学习了强调句的基本句型及其变形、时态，以及强调句使用时要注意的五个点。
请大家在运用的时候细心一点。
最后送大家一句话：Raise your voice and make yourself heard by the world.（自信，让世界都听见你的声音。
）课后习题it用法选择题板书（一）强调句型的基本句型：强调句的一般疑问句：强调句的特殊疑问句：强调句的时态：（二）强调动词：怎样判断强调句：强调句的主谓一致： not until在强调句中的用法：强调句与从句的结合考点：第二篇：导学案教学设计六步导学案教学设计——菱形教材分析：菱形是一种特殊的平行四边形，教材利用生活中常见的衣帽架引出菱形，并给出定义。
global warming 教案
Teaching PlanModule 6 Unit 4 Global Warming(Period 2 Reading)Teaching goals1. Knowledge and skills1. Help students grasp some useful expressions and important sentences.2. Help students to understand the passage better by skimming and scanning.3. To develop the students' reading ability by intensive reading.4. To develop the students' speaking ability by free talking.2. Process and methods1. Lead in the topic of global warming by enjoying a short video.2. Fast reading let students know the main topic of the article and the main idea ofeach part.3. Intensive reading let students know what caused the global warming and guidestudents to analyze the two graphs in the text.4. Discussion: what should we do to prevent the earth from becoming warmer.3. Emotion, attitude and value1. To get the students to love the earth.2. To encourage the students to take actions to protect our earth.Important and difficult points1. To help the students understand the text better by reading skills.2. To lead the students to analyze the two graphs in the text.3. To encourage the students to speak freely.Teaching methodsskimming and scanning method, task-based method, individual and group work, free talking.Teaching proceduresStep1. Lead-inPrepare the students for the reading material by:---a short video about global warming.Step2. Extensive readingGet the students to finish the three questions by skimming and scanning1 How many paragraphs does the reading text consist of ? Please number them2 What is the main topic of the article?3. Match the main idea of each part.Step3. Intensive reading1.Get the students to read Part 1 of the passage and do the following task.Task: answer the following two questions1) What happened to the earth during the 20th century?2)Who wrote the magazine article? What is the name of the magazine?2.Get the students to read Part 2 of the passage and do the following two tasks.Task1: What caused global warming?(group work)① Human activity--- burning of fossil fuels② Greenhouse effect--- greenhouse gases③ Huge quantities of extra carbon dioxideTask2: Analyze the two graphs in the text.3.Get the students to read Part 3 of the passage and do the following two tasks. Task1: answer the following two questions1).What are the names of two scientists mentioned in this part?2).What are their attitudes towards global warming?★Dr. Janice Foster thinks the effects of global warming would be a ________ It could be very ___________★George Hambley thinks global warming will be________ with few bad environmental __________ We should not worry about it.Task2: List the negative and positive effects of global warming according to these two complete different opinionsNegative effects: a rise in sea level, severe storms, floods,droughts, famines, the spread of diseases Global Warming the disappearance of species.make plants grow quickerPositive effects crops will produce moreencourage a greater range of animalsStep4. Discussion★As a senior student, what should you do to prevent our earth from becoming warmer and warmer?Step5. Homework1. Surf the Internet for more information about global warming.2. Write a short summary of the text.The design of blackboard:。
教学设计Global Warming演示教学
Observe the formation of a new word.
Learn the song—Heal the World.
七、教学流程图
Part1 Lead-in新知导学
Part2 Cooperation合作探究
Part3 Exercise.当堂检测
nguage Points.(知识点探讨)
1）run out & run out of
2）renewable & non-renewable所体现的构词法知识
学习方法：观察法。提供学生例句，让学生通过观察，得出结论，老师帮助总结。
1.run out&run out of
试一试：
Eg1.I have（）all my money.
（一）.任务型教学策略
这一教学策略旨在让学生在教师的引导下，充分发挥自己所长，获取新知。
执行要点：
1.以任务为中心，学生的“学”而非教师的具体讲解贯穿课堂。
2.任务的设计，应聚焦课堂的中心话题，且应反映三维目标。
（二）.交际型教学策略
让学生在讨论中不断获取新知，从学习语言本身转为注重语言运用的能力。随着交际的有效性不断增强，整个语言学习过程也就越来越自主化，高效化。
五、教学环境及资源准备
多媒体辅助：将本课所需动画视频，图片文字和音乐制成ppt，使抽象的语言变成具体生动的语境，为学生运用英语进行交际创设情景。
六、教学过程
教学过程
教师活动
学生活动
Step1.Show students teaching aims.
设计意图：确保学生明晰该堂内容的三维教学目标。
英语：22.1《Global warming》教案(北师大版选修8)教学内容
英语：22.1《G l o b a l w a r m i n g》教案(北师大版选修8)Unit 22 Environmental ProtectionLesson 1 Global WarmingTeacher:Wang longshui Date:Apr.24,2012Teaching aims:By the end of this lesson, students will1.have a better understanding of what global warming is2.know the serious consequences that global warming may cause3.realize the importance that we need to take actionTeaching methods:Prediction, pair work, fast reading, careful reading, group discussionTeaching aids:Multi-mediaTeaching procedures:Step 1 Revision1. Ask students to say out several kinds of environmental problems.2. Match the Key Words with their Chinese meaningsconsensus bounce agriculture coincidence condemnreservation sacrifice advocateStep 2 pre-reading1. Lead- in Use some pictures to lead to the topic--- Global Warming.Ask students which countries contribute more to global warming: developed countries or developing countries.2. Prediction Based on the title “Can we take the heat”and some pictures, enable students topredict : What is the text about?Step 3 While-reading1.First reading (pair work) Match the headings with the paragraphs.Para 1. Draw readers’ attention to the topic by asking questions.Para 2. What should human beings do.Para 3. What is global warming.Para 4. Consequences of global warming.Para 5. What cause global warming2.Second reading Read the text carefully and answer the following questions.(1)What is global warming?(2) What human activities are causing global warming?(3) By how much has the global average temperature increased in the last 100 years?(4) Are greenhouse gases necessary for life on Earth?(5)How can each of us help solve the problem of global warming?Step4 Post-readingListen and Complete the formStep 5 Group discussionWhat do we learn from today’s lesson?What will we do to protect our environment in our daily life?What will we do every day to help reduce greenhouse gases?We can do:energy-saving light bulbs,recycled paper, low-flow shower head,public transport , switch off…Step 6 SummaryFill in the blanks about the text.Global warming means an aver age increase in the Earth’s temperature which causes climate change in turn. Scientists think it is ______ ______ that cause global warming, especially gases from ________ and vehicles which speed up global warming. They also think global warming is one of the biggest environmental problems in the 21st century.The Earth’s temperature is controlled by __________ _____like carbon dioxide which ___ heat from the sun in the Earth’s atmosphere. Many experts believe global warming is mainly caused by human ________. Over the last 100 years , the global average temperature has increased_______ and if human beings continue to pump __________ gases into the Earth’s atmosphere, the global warming will cause dramatic climate changes like more frequent floods, _________ and Droughts. There are some serious diseases. Sea level will be ______ , floating coastal area , negatively affecting ______ and forestry.So governments all over the world should reduce the ______of greenhouse gases. We individuals should pay ________ to what we are doing, even small changes like ______ public transport, ________, using low-flow ____________, buying energy-efficient ___________ using recycled paper or ___________ lights can have __________ on the future of the Earth .Step 7 Homework1.Finish Exercise 5 on page 72.Preview Grammar--- Reporting。
Global_Warming教案
全椒中学英语课教学设计Lesson1 Global Warming所在单位：全椒中学授课年级：高三年级授课教师：王运成授课班级：高三（17）班授课时间：2008-9-5地点：多媒体教室3Unit 22 Environmental ProtectionLesson 1: Global Warming(The First Period)Teaching Aims:1. Knowledge Aims:Let students know something about global warming by reading this text.2. Ability Aims:Enable students to improve their reading ability by using different and appropriate strategies and tasks.3. Moral Aims:Let students know more about global warming and raise their awareness of environmental protection.Teaching Important Points:Make students read the text to get some specific information about the reading passage.Make students do some tasks to practice their reading ability. Teaching Difficult Points:How does the teacher use appropriate strategies and tasks to develop students’ task-based reading ability?Teaching Methods:1 Task-based teaching method2. Cooperation teaching method3. Individual, pair, and group work.4. Fast and further reading5. DiscussionTeaching Aids:Multi-mediaTeaching Procedures:Step1. Warm upStudents look some pictures about “Earth is like a paradise”.Step2. Pre- readingLet the whole students discuss two questions to guess the meaning of the title and the general idea of the text.What makes the Earth become so hot?What problems does it result in?Then, show some pictures to them.Step3. While-reading1.Fast-readingPlay the tape of the text to the students, ask them to go through the text quickly and underline the strange words on the screen.Then guess the correct meaning of each new word.2.Further-readingBefore reading again, let students read through the heads on the screen . Then ask them to skim the text and match the heads with the paragraphs.Step4. Post- reading1. Show students a form about the text; let students get moredetailed information to fill in the missing word of each blank.After few minutes, ask some students to write these missing words on the blackboard.2. Read the text and answer these questions.1) What is global warming?Global warming refers to an average increase in the Earth’s temperature that, in turn, leads to climate change.2) What human activities are causing global warming?Industry, agriculture, the cutting down of forests, the increase in transport and the burning of fuels are causing global warming.3) By how much has the global average temperature increased in thelast 100 years?By 1ºF (One degree Fahrenheit)4) Are greenhouse gases necessary for life on Earth?Yes, they are. Because they trap heat from the sun in the Earth’s atmosphere. Otherwise the Earth would be cold and unsuitable forlife.5) How can we help solve the problem of global warming?We can make small changes like taking public transport, recycling, using low-flow shower heads, buying light bulbs that use less energy, using recycled paper and switching off the lights when we leave a room.Step6. V oice your opinionWhat will you do every day to help reduce greenhouse gases?Show an example to students, and then ask students to imitate this example to organize a dialogue about this question with their partners..Step7. Homework♦Read the text after class.♦Try to recycle something to make your own contribution. Then based on these actions, write a composition to share your experience with us.Step8. Record after teaching。
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Lesson 1 Global Warming
高二英语丁宁Teaching aims:
By the end of this lesson, students will
1.have a better understanding of what global warming is
2.know the serious consequences that global warming may cause
3.realize the importance that we need to take action
Teaching methods:
Prediction, pair work, fast reading, careful reading, group discussion Teaching aids:
Some slides, a projector, a computer
Teaching procedures:
Step 1 pre-reading
1. Lead- in
Use some cartoons to lead to the topic--- Global Warming.
Ask students how much information they know about global warming and which countries contribute more to global warming: developed countries or developing countries.
2. Prediction
Enable students to consider what they will talk about if they are to write a passage entitled “global warming”.
3. Sub-title explanation
Work out the meaning of the word “take”.
Step 2 While-reading
1.First reading (pair work)
Go through the text quickly and grasp the general idea of each paragraph.
2.Second reading
Read the text carefully and answer the following six questions.
1 What is global warming?
2 What’s the use of carbon dioxide according to the text?
3 By how much has the global average temperature increased in the last 100 years?
4 What human activities are causing global warming?
5 What consequences will global warming cause?
6 How can each of us help solve the problem of global warming?
Step 3 Post-reading
1. Listening (Listen to strengthen understanding)
2. Blanks filling
. Students are asked to fill in the blanks with some key words to retell the text.
Step 4 Group discussion
What’s your attitude towards plastic bags banning?
What can we use without these free plastic bags?
Step5 Summary
What do we learn from today’s lesson?
What will we do to protect our environment in our daily life? Step 6 Homework
1.Finish Exercise 5 on page 7
2.Preview Grammar--- Reporting
教案
2008年5月8日北师大教材回访示范课。