Unit4 The earth is becoming warmer说课稿 人教版
选修6Unit 4 The earth is becoming warmer---but does it matter教学设计
人教课标版选修6Unit 4 The earth is becoming warmer---but does it matter?教学设计Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重点句式There is no doubt that the earth is becoming warmer. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目标Enable the students to talk about the causes and effects of global warming.3. Learning ability goals 学能目标Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do to reduce it.Teaching important points教学重点Help the students learn how to discuss the topic “W hat should we do to reduce global warming?”Teaching difficult points 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 methods:Fast and careful reading; asking and answering activity; individual, pair or group work.Teaching aids 教具准备A computer and a projectorTeaching procedures & ways 教学过程与方式Step ⅠLead-inT: First let’s look at two graphs（the two graphs on P26）. The first one is about temperature difference from long-term averge,1860-2000. What can you see from the graph?S: The first graph shows the temperature increase of one degree Fahrenheit between 1860-2000. T: Now let’s look at the second graph: it is about carbon dioxide content in the atmosphere, 1957-1997. What can you see from the graph?S: It shows that between these years the carbon dioxide in the atmosphere went up from around 315 parts to around 370 parts per million.T: What can we learn from the two graphs?S: The weather is becoming warmer and warmer.T: Yes, you are right. This is an important problem. As we all know, Copenhagen climate summit is being held from Dec.7-Dec.18，2009. Let’s learn something about it.(Show the video about Copenhagen climate summit)T: From the video we can see the world is becoming warmer and warmer and people from all overthe world are paying attention to it. Do you want to learn more about global warming? (Yes) Let’s come to the part of reading. The title is The Earth Is Becoming Warmer –But Does It Matter?Step ⅡSkimmingRead the text quickly and find the answers to these questions.1.What’s the topic of the article?2. Who wrote the magazine article? What is the name of the magazine?3. What are the names of the three scientists?Do they agree with each other on global warming?Step III. ScanningThere are seven paragraphs in the magazine article. Read the passage fast and find out:1. How many parts can can we divide it into?2. What is the main idea of each part?Show the form on the screen and let the students complete the form.Part 1 is just an introduction to our topic, so in this part we’ll deal with the rest of the passage.Part 2Question: How has the global warming come about?Show three pictures;①Human activity--- burning of fossil fuels.②Greenhouse gases--- greenhouse effect③We add huge quantities of extra carbon dioxide to the atmosphere by burning fossil fuels.Part 3Fill in the blanks (different attitudes)On the one hand, Dr. Foster thinks that the trend which increase the temperature by 5 degrees would be a catastrophe. She says, “We can’t predict the climate well enough to know what to expect, but it could be very serious.” There may be a rise of several metres in the sea level, or predict severe storms, floods, droughts, famines, the spread of diseases and the disappearance of species.On the other hand, there are those, like George Hambley, who are opposed to this view believe that we should not worry about high levels of carbon dioxide in the air. They predict that any warming will be mild with few bad environment consequences..Hambley states, “More carbon dioxide is actually a positive thing. It will make plants growquicker, crops will produce more; it will encourage a greater range of animals ---all of which will make life for human beings better.”Question: Of the two ideas, which are you in favor of ? Please tell us your opinion.My opinion: Dr Janice Foster’s.Show the video about global warming.Step ⅤDiscussion1. Since global warming has brought many disasters, should we do nothing?2. If we should do something, what should we do to reduce global warming?Before discussion, show some pictures to help them.(Try to reduce the use of motor vehicles, electric vehicle, bike, running, Solar energy car, Planting trees, Cleaning the rubbish, don’t use plastics, etc. )Summary:In a word, all of us should try our best to do what we can to return the green world to us. And the government also should take measures to solve the problem. Remember: as long as we make efforts, everyone can make a difference. And I believe the whole world will be more beautiful and it will be a better place for us to live in! Do you think so?Assignment1.Write an argumentation titled “Environment Protection ”based on the viewpoints in the text and yours.2. Preview the language points in the text and find out your difficult pointsHave a nice day! Goodbye!Feedback: The students were active and cooperative in class and the atmosphere was really good. The students showed great interest in my lesson and took an active part in this lesson, especially about their discussion, which has left a deep impression on me and the other teachers present. I am proud of my students. However, I think that if they are given more time to the part of discussion, the results will be better.Blackboard designUnit 4The earth is becoming warmer---but does it matter?。
优质课比赛 6-4-the earth is becoming warmer
0 1 2
Structure of the Text
introduces the issue of global warming. illustrates(阐述) how global warming has come about. illustrates if global warming matters.
Does it matter?(★) Can people draw a conclusion that global warming matters?
unsure
No one knows the effects of glo
(★ ★ ★★)
Work in pairs to interview the people around about global warming.(4 mins)
competition between 8 groups ★=one point
Structure of the Text(★★)
Task Go through the whole text in 2 minutes and divide it into 3 parts according to the main idea of each part.
A: All scientists subscribe to the view (that the increase in the earth’s temperature is due to the burning of fossil fuels How has global warming come about? like coal, natural gas and oil to produce energy). (line18-21) C: This is [when small amounts of gases in the ( atmosphere, 3.Which of the following statements is TRUE? ★★★) (like carbon dioxide, methane and water warming vapour,) trap A. All scientists disagree that global agree heat mainly from the sun and therefore warm the earth].(Line results from the burning of fossil fuels. 2629)
unit 4 the earth is becoming warmer
Fast Reading
Glance quickly at the magazine article and answer the questions.
1.Who wrote the magazine article? What is the name of the magazine?
1.There is no doubt that the earth is becoming warmer but there is fierce debate over whether it is human activity that has caused this global warming or whether it is just a natural phenomenon.
•So how has this come about and does it matter?
• • • • • • • • • • • come about出现，发生 What has come about? 发生了什么事？ 常见词组： come across偶然遇见 come back to life复活 come to恢复知觉；总共，总计 come on快，走吧；加油 come out显露；出版，发行 come into being形成，出现 come round恢复知觉；醒过来 come along出现；进步， come back回来，（旧事）在记忆中出现 come up with提出，想出（计划等） come through经历……仍然活着，安全度过
Partபைடு நூலகம்4 (7)
compare compare… to 也可用compare… with 用于比 较不同事物. Their prices are low compared to those in other shops. 用法比较: compare A with B 把… …和 … …相比。 Researchers compared living conditions in London with those in other cities. compare A to B 把… …比成 … …，比较两 者的相似之处。 Poets like to compare death to sleep.
Unit4：GlobalWarming阅读课教案
Unit4：GlobalWarming阅读课教案Unit 4 Global WarmingPeriod 1 Warming up and readingThe earth is becoming warmer—But does it matter?赵湾中学罗莹Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重点句式There is no doubt that the earth is becoming warmer. P26Without the…greenhouse effect?, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目标Develop the students reading ability.3. Learning ability goals 学能目标1)Help the students learn how to talk about the causes and effects of global warming.2)Let the students aware of the harm of air pollution.Teaching important points教学重点Help the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult points 教学难点Enable the students get a better understanding of the article. Teaching methods 教学方法reading , group work,debateTeaching aids 教具准备a computer.Teaching procedures & ways 教学过程与方式Step 1: Warming upLead in by talking about smog.Step 2: Pre-readingTalk about global warming and the causes of it.Step 3: Fast readingRead the passage quickly and answer the following questions.1)Who wrote the magazine article?2)What do the two graphs show us?3)What is the main topic of the article?Key: 1) Sophie Armstrong2) It shows that the temperature and the carbon dioxide contentincreased.3)Global warmingStep4: Read the passage again and fill in the blanks.All scientists subscribe to the view that it is__________ that has caused global warming.The huge quantities of carbon dioxide produced by burning fuels like coal, __________ and oil resulted in the “greenhouse effect”. All scientists also agree that the level of _____________keeps on increasing, so more heat energy tends to be trapped in the ____________.But the scientists have different attitudes_________this phenomenon. On the one hand , some think the trend of increasing the temperature by 5 degrees would be a _____________. On the other hand ,others are opposed to this view and believe that there will be few bad _____________causedby more carbon dioxide.On the contrary,they think it will be beneficial to plants,crops and a greater __________ of animals, _________ will make people`s life better.Key:1.human activity 2.natural gas 3.carbon dioxide 4.Atmosphere 5.towards/to 6.catastrophe 7.environmental consequences 8.range 9.whichStep 5:DebateGet the students to debate over the statement: We should do something about global warming. Let them work in groups to prepare it.DebateAffirmative(正方)S1：We should do___________about global warming.Because global warming is _______(good/bad) for human being.S2: Global warming will result in _________________________________________________________________________S3:Global warming will cause __________________, floods,______________, ____________, the spread of __________.S4:Global warming will also lead to _______________________________________________________________________DebateNegative(反方)：S1:We should do ___________about global warming.Because it is ____________(good/bad)for hunman being.S2:Global warming will ________________________________S3:Global warming will ________________________________S4:Global warming will ________________________________Step 6 Homework1. Read the passage again and review the new words and expressions.2. Preview Using Language ―WHAT CAN WE DO ABOUT GLOBAL W ARMING？。
高中英语Unit4GlobalWarmingReadingTheEarthIsBecomingWarmer_ButDoesItMatter教学课件新人教版选修6
Part2 Para 2&5
Part3 Para 6
Part4 Para 7
: Para.1
• Question : How has this global warming come about?
Para.2
It is human activity that has caused this global warming rather than a random but natural phenomenon.
1. cause the sea level to rise 2. severe storms 3. floods 4. droughts 5. famines 6. the spread of diseases 7. disappearance of species
Positive effects
Negative effects
disappearance of species
Positive effects
make plants grow quicker crops will produce more
a greater range of animals
make life better
Negative effects
The 1957 more CO2, the higher temperature.
Graph use higher temperature?
Para.3 (Line 24-36)
trap the Greenhouse gases _____ heat of the sun and warm the earth. therefore ______ It is known as __________________. greenhouse effect Is “Greenhouse effect” beneficial or harmful to us?
中英语新课标选修6第四单元阅读课说课稿及教案
说课稿Unit4 Global warming----The earth is becoming warmer-but does it matter?本节课是高中英语新课标选修6第4单元的课文阅读课，课文标题为“the earth is becoming warmer-but does it matter?” 这个单元的课题global warming 是一个具有非常现实意义的话题，因为全球变暖已经是一个非常严峻的问题，而且日渐得到全世界的瞩目和关注，因为它关系着地球和人类的未来命运。
因此全球变暖是如何产生的，它对人类和地球未来究竟有何影响，我们该如何应对这个问题是我们当代中学生应该了解的，这也正是这一节课的课文内容。
这堂课有四个教学目标，一是阅读和理解课文主旨内容，使学生了解什么是全球变暖，它是如何产生的，二是找出每一段的段落大意，三是理解课文的细节信息，最后是让学生能运用所学内容进行讨论-whether we should do something about global warming. 这堂课的教学重点在于指导学生多层次阅读，理解和掌握课文内容，完成阅读任务，教学难点在于指导学生对课文阅读内容进行整合，再利用其进行口头讨论，表达和支持自己观点。
整堂课以阅读理解为主，听说为辅。
在这里，我特别想提出的是一个我一贯坚持的做法，那就是借助中学生双语报b版上的课文理解部分及课文链接部分作为有效教学资源，辅助课堂阅读教学，提高教学效果。
有经验的老师也知道，阅读教学过程中，教师必须给学生设置由易到难，由快到慢的阅读任务，才可达到较佳的阅读效果，同时也对学生进行了任务型阅读训练，让他们的阅读能力逐步提高，从而训练并提高其高考应试能力。
因此，好的阅读任务的设定就至关重要了。
我在长期的教学中发现除了现有的教材之外，众多的教辅资源是教材的有效补充，而另外课文链接部分则真正是教材课文内容的有效链接，极大地扩大了学生的阅读量和阅读面。
高中英语_The earth is becoming warmer-but doesn't matter教学设计学情分析教材分析课后反思
The earth is becoming warmer – but does it matter ?一、教学内容分析本课是高中英语选修六第一模块的一篇阅读课,这是一篇杂志文章，主要讲述了地球温度上升的现象和原因。
文章信息量大，题材新颖。
教师在教材处理时要根据这些特点,充分调动学生学习语言的兴趣,发挥他们自主学习的积极性、主动性,提高学生在阅读中获取信息、处理信息和运用信息的能力。
我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输进量及学生的语言输出量。
二、教学目标（一) 认知目标1．充分理解课文大意并完成所给的任务。
2．学会使用阅读策略（skimming and scanning）来阅读和理解课文3．能够复述课文（二）情感目标了解“了解全球变暖”、“能源的种类”和“节约能源”等方面的知识，帮助学生树立“节约能源、保护环境”的主人翁意识。
（三）智力目标在运用完成阅读任务的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生进步思维能力和运用英语的综合能力，激发创造能力。
三、教学手段1、多媒体辅助：将本课所需要的图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景2、测试性和非测试性评价：本课我将各种活动设计成小组活动和当堂检测等测试性评价手段帮助老师了解学生的学习效果。
同时让学生填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
四、教学过程设计：Step1Warming up (2m)Look at pictures of Global Warming设计意图：图片导入“全球变暖”这篇文章中。
Step2Present Learning goals (1m)1. To grasp the key words and expressions2. To fully understand the passage, improve reading skills and developall-round abilities3. To learn about “Global Warming”,”saving energy” and “protectingenvironment”Step3 Fast reading（泛读）教学时间：5m设计意图：任务型和活动型教学法任务1：先独自快速限时(3 minutes)阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，让学生对文章有一个了解。
Unit4_The_earth_is_becoming_warmer说课稿_人教版
说课人：高二英语组 李凤建
一、说教材
（一）教材内容及地位 本单元的主题是“全球变暖”， 本节课是一节阅读课，在 这篇课文中讲述了全球变暖的原因、影响以及科学家们对其未 来发展所作出的不同判断。本节课是第一课时的延续，同时文 中涉及大量的词汇和语言要点，为学生的进一步学习奠定了基 础，所以本节课具有承上启下的作用。另外，环境问题已成为 一个全世界人们关注的问题，所以它也是高考命题的热门话题， 由此可见，本课内容是十分重要的。 (二)、说学情 通过地理、化学两门科目的学习，学生对全球变暖这个 话题有一定的了解。但是学生在环境、气候、能源等方面的英 语词汇是极为缺乏的，相应的英语知识也是比较少的，所以阅 读这种类型的科普文章有一定的难度。
直观感知 视觉震撼 激发兴趣
子曰：温故而知新，可以为师矣
Step 2: Before-reading
1. graph 2. random 3. phenomenon 4. fuel 5. tend 6. data 7. trend 8. catastrophe 9. flood d 11.consequence 12.state 13.rang 互评互测 1. come about
重点：全球变暖的起因及它所带来的种种后果
难点：启发学生思考“面对全球变暖人们能做些什么”？
二、说教法
（一）、 图片激活法 （二）、任务教学法 （三）、略读法 （四）、找读法
三、说学法
（一）、积极回忆思考，先温故后知新； （二）、积极思考全球变暖的原因及不同科学家对这一 现 象的态度； （三）、带着问题阅读，有目标有任务，抓住文章的 要点及相关细节；
拯救地球我们在行动
As a student, what little things can we do for the earth?
theearthisbecomingwarmer选修第单元演示文稿
优选theearthisbecomingwarmer选修第单 元ppt
global warming
The Earth Is Becoming Warmer --- But Does It Matter?rmer
• Tell the fact about global warming
--- But Does It Matter?
• compare different ideas
Skimming
Read the opening paragraph
1. Who wrote the article? 2.What is the name of the magazine? 3.What is the topic sentence of the text?
Careful reading
1. What is Graph 2 about?
the burning of fossile fuels
Conclusion: the levels of CO2 have increased greatly
over the next 100 years
as high as 5 degree Celsius
five degrees would be a
_c_a_ta_s_tr_o_p_h_e__ and it could be very _s_e_r_io_u_s_.
Any warming will be _m_i_ld_ with few bad__e_n_v_ir_o_n_m_e_n_t_a_l ____ _c_o_n_s_e_q_u_e_n_c_e_s. It is actually a _p_o_s_i_ti_v_e_ thing.
TheEarthIsBecomingWarmer教学设计
To train the students’ ability of summariz in g.
Step 6 Discussion 互学
Step 7 Quiz 测学
from around 315 parts per million to around
370 parts per million
To develop
the students’
Ask students to discuss : Should we Discuss the question in groups awareness of
do nothing about global warming? and try to write it down.
raise their awareness of saving energy and protecting the environment
situational teaching method ;
教学 cooperative learning method;
方法 programmed teaching method;
task-based and assessment teaching methods.(导学-自学-互学-助学-测学)
教学
video and pictures
手段
教学过程设计
教学步骤
教师活动
学生活动
St ep 1
Lead-in 导 学
What can we learn after watching the video?
3
atmosphere ___________the global temperature to go up.它意味着更多的热 能会被困在大气层中，从而引起全球气 温上升。
the earth is becoming warmer选修6第4单元PPT课件
Careful reading
1. What is Graph 2 about?
the burning of fossile fuels
Conclusion: the levels of CO2 have increased greatly
over the next 100 years
as high as 5 degree Celsius
本内容仅供参考,如需使用，请根据自己实际情况更改后使用！
放映结束 感谢各位批评指导！
谢 谢！
让我们共同进步
greenhouse effect gases
global warming
The Earth Is Becoming Warmer --- But Does It Matter?
Predict
The Earth Is Becoming Warmer
Tell the fact about global warming
So how has this come about and does it matter? The process of how global warming develops and people's different attitudes are declared in the text.
1. Para 2-4 how has this come about
Careful reaise of several meters in the sea level
♫ severe storms, floods, famines the spread of diseases disappearance of species
Careful reading
global warming 说课稿
Unit 4 Global warmingReading 说课稿各位领导和老师：大家好！我今天说课的课题是高中新课标二年级英语选修六第4单元Global warming 的第二课时Reading：The earth is becoming warmer-but does it matter?我说课的内容包括五部分，一是教学内容，二是教学目标，三是教学方法和学法，四是学情分析，五是教学程序。
一、教学内容分析1、单元背景分析本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。
由于人类过多地使用不可再生能源，大气中的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，让学生了解可再生能源和不可再生能源，让学生知道全球变暖的原因和严重后果，帮助学生树立“节约能源，保护环境”的主人翁意识。
2、本课内容分析Reading 部分是一篇杂志文章，主要讲述了地球气温上升的现象和原因。
20世纪中，地球的气温上升了华氏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，这个增长速度是凶猛的。
这种现象是自然发生的还是人为的？这个问题引起了激烈的争论。
许多科学家认为，这种变化是人类燃烧矿物燃料所致。
这些物质的燃烧产生以二氧化碳为主的温室气体。
正因为自然界有温室气体的存在，地球才不至于很冷。
但大量排放二氧化碳会使地球普遍升温。
对于地球升温，科学家有不同的看法。
有些科学家认为，这个问题很严重。
地球升温会导致海水上涨、风暴、干旱、饥饿、疫病和物种消失等。
也有科学家认为，地球升温有利于改善人类生活，比如，庄家长得更快、产量更高等。
文章最后以开放性的问题结尾，要求读者思考：对于全球变暖，人类要不要采取措施？二、教学目标1. 知识目标：（1）让学生熟练掌握本课时的重要单词和短语，并能灵活运用。
（2）让学生了解全球变暖的原因和后果。
2. 能力目标：（1）提高学生的阅读技巧：略读，细读和对本文图表信息的分析。
Unit4 The earth is becoming warmer说课稿 人教版
给出题目，要求学生以有目标的方式阅读，找 出问题答案，从而了解重点细节和图表信息等。
四、说学法
（一）、积极回忆思考，先温故后知新； （二）、在老师的引导下，积极思考全球变暖的原因
及不同科学家对这一现象的态度； （三）、带着问题阅读，有目标有任务，抓住文章的
3） 快速阅读(Skimming) 通过快速浏览文章，迅速找出文章的பைடு நூலகம்关信息点， 完成课后练习。
4） 阅读细节(Detail reading) 播放文章材料，使学生迅速找出句子的对与错 及课文中的细节问题。
5） 概括文章大意(Main idea) 通过再次阅读，总结出文章的大意。
6） 讨论(Discussion) 讨论人类需要为此做什么来防止地球继续变暖， 作为学生，又能做什么？
让学生思考着走出课堂…
附：板书设计
Unit 4 Global Warming
The Earth is becoming warmer-But does it matter?
Step1.What’s the wrong with our earth? Step2.Learn what is greenhouse,greenhouse gases and green-
Step4:Scanning Q1:What is global warming? Q2:How has global warming come about?
Step5 Discussion As a student,what can we do about it?
教学后记：
通过课后与学生交流及练习反馈，得出以下结论：
全球气候变化说课稿（精选8篇）
全球气候变化说课稿全球气候变化说课稿（精选8篇）作为一名专为他人授业解惑的人民教师，就难以避免地要准备说课稿，说课稿有助于学生理解并掌握系统的知识。
那么问题来了，说课稿应该怎么写？以下是小编为大家收集的全球气候变化说课稿，欢迎大家分享。
全球气候变化说课稿篇1一、教材内容分析气候和地球上各种自然现象一样，在不断地发展变化者，教材的第一部分从不同时间尺度对气候变化进行了大致的划分，然后比较具体地介绍了近代气候的变化，最后通过活动的形式探讨近代气候变化的成因。
有自然的原因，也有人为的原因。
教材第二部分从海平面上升，农业生产的变化，水循环的改变三个方面，介绍了全球气候变化的可能影响。
教材第三部分第一、第二部分的基础上，呼吁人们为了适应气候的变化，应该采取什么样的对策。
最后教材提供了切实可行的“问题探究”——为什么市区气温比郊区高，让学生去探究，使学生在探究过程中初步验证人类活动对气候的影响。
三维目标：1、了解气候变化的不同时间尺度划分和近代气候变化的特点，理解全球气候变化对人类活动影响，了解气候变化的适应对策。
2、通过搜集，整理信息，形成把获取的信息运用于学习过程的能力；通过案例分析，问题探究，能将所学的知识应用到现实地理事物里来，把握理论联系实际解决问题的方法，思路和综合问题，表达自己见解的能力。
3、激发学生探究地理问题的兴趣和动机，通过对全球气候变化导致其他自然要素相应变化的学习，使学生初步树立自然环境整体性的观念和正确的环境观和发展观。
教学重点1、全球气候在不断变化2、全球气候变化的可能影响3、气候变化的适应对策教学难点全球气候变化对人类活动的影响二、教学思路设计1、密切联系实际，如“连年的暖冬问题”特别是今年的“暖冬”等，让学生体会到学习生活中有用的地理。
2、运用鲜活的资料引导学生探究讨论，创造一个活泼的教学氛围。
[课时安排]1、课时[教学过程]课程导入运用多媒体图片展示，南极企鹅及北极熊冰面减少，数量减少来引导学生回答这与什么因素有关系呢？生回答全球变暖全球变暖已成为全球性大气环境问题，它对人类产生了极大的影响，著名的《京都议定书》就是针对气候变暖而制定的全球性文件。
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作为一个学生，可以做什么。
五、教学程序
1） 导入（Lead-in） 通过一个图片，引导学生思考为什么会地球会 变暖，为什么会产生温室效应。
2） 读前（Pre-reading） 通过图片和阅读，让学生明白温室和温室气体 的作用，引出我们的主题，为阅读打下良好的 基础。
重点：全球变暖的起因及它所带来的种种后果
难点：如何启发学生讨论“人类可以对全球变暖 这种现象做些什么”？
二、学生已有的知识结构
1、 在以往的英语课文当中，学生很少学到关于环境 问题的文章。
2、 通过以前的地理、化学方面的课程，对全球变暖 这个话题有一定的了解。
3、 相对其他主题来说，学生在环境、气候、能源等 方面的词汇是极为缺乏的，相应的英语知识也是 比较少的，所以阅读这种类型的科普文章有一定 的难度。
Step4:Scanning Q1:What is global warming? Q2:How has global warming come about?
Step5 Discussion As a student,what can we do about it?
教学后记：
通过课后与学生交流及练习反馈，得出以下结论：
3） 快速阅读(Skimming) 通过快速浏览文章，迅速找出文章的相关信息点， 完成课后练习。
4） 阅读细节(Detail reading) 播放文章材料，使学生迅速找出句子的对与错 及课文中的细节问题。
5） 概括文章大意(Main idea) 通过再次阅读，总结出文章的大意。
6） 讨论(Discussion) 讨论人类需要为此做什么来防止地球继续变暖， 作为学生，又能做什么？
1.学生对本堂课内容基本掌握，熟悉了课文话题，掌握 了文章的信息要点和文章结构及作者的写作目的。 2.学生能够对课文内容进行转述，并且展开讨论，总结 出自己对待该问题的观点。
请各位老师多多指教！ Thank you!
“全球变暖”（Global Warming）——说课稿
说课人：高二英语组 李亮
一、 教材分析
这一节课是选自人教版高中英语选修6的第四单元 第二课时，即阅读课。本单元的主题是“全球变暖”。众 所周知，随着当今社会的发展、经济的增长及人民生活 水平不断的提高，环境问题已成为一个全世界人们关注 的问题，同时环境问题也成为高考命题的热门话题。
三、说教法
（一）、 图片激活法 通过图片激活学生头脑中已有的知识结构，使之
回忆起相关的“全球变暖”等环境问题 （二）、数据图引导法
展示两张近几百年来的气温变化图及空气中 CO2含量变化图，使同学们认识到全球变暖这一现 象，引导学生思考全球在变暖，这会带来什么影响？ （三）、略读法（Skimming）
让学生思考着走出课堂…
附：板书设计
Unit 4 Global Warming
The Earth is becoming warmer-But does it matter?
Step1.What’s the wrong with our earth? Step2.Learn what is greenhouse,greenhouse gases and green-
house effect Step3.Skimming Q1:Who wrote this article?what’s the name of this magazine? Q2:What are names of the three scientists mentioned in the
text? Q3:What’s the main topic of this article?
同时，在现在的英语阅读文章中，关于环境和全球 变暖等问题的文章也日渐增多。因而，本单元在全书当 中的重要性还是不言而喻。
Байду номын сангаас
教学目标：
1、引导学生认识温室、温室的作用、什么是温室效应 及温室气体的作用。
2、使学生认识全球变暖的起因及它所带来的种种后果 3、使学生学会如何来阐述人类该为全球变暖这种现象
做什么 4、 培养学生正确的阅读方法，提高学生的阅读能力
要求学生以最快的速度略读文章，找出文章 信息点，理解文章结构。 （四）、找读法（Scanning）
给出题目，要求学生以有目标的方式阅读，找 出问题答案，从而了解重点细节和图表信息等。
四、说学法
（一）、积极回忆思考，先温故后知新； （二）、在老师的引导下，积极思考全球变暖的原因
及不同科学家对这一现象的态度； （三）、带着问题阅读，有目标有任务，抓住文章的