Learning about Languageppt配用优秀获奖教案

教学设计方案

新课标高一英语必修二第3单元Computers 课题名称

reading教案设计

寇瑞藏

高一英语

工作单位

教材版本

宁晋县第二中学

人教版新课标

姓名

年级学科

一、教学内容分析

Target language: words and phrases:: energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, consequence, range, compare to, come about, fierce debate, result in, build up, keep on Ability goals: Enable the students to talk about different sources of energy. Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming. 二、教学目标

(1) To develop the students’ abilities of listening, speaking, reading and

writing

(2) To improve students' reading abilities, especially their skimming and

scanning abilities.

(3) To train the students’ abilities of studying by themselves and

through cooperating

三、学习者特征分析

Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. 四、教学过程

Teaching procedures:

Step 1 Warming up T：Now let’s look at a picture on the slide and answer the question below. What is the greenhouse made and used for?

A greenhouse is made of glass and is used for growing plants, especially during cold weather. What’s greenhouse effect?

Step 2 Scanning Read the text quickly and find the answer to the questions: 1. What are the names of the three scientists mentioned in the article? Dr Janice Foster, Charles Keeling, George Hambley. 2. What do they think about global warming? Do they agree with one another? They don't agree with each other.

Dr. Janice Foster thinks the effects of global warming could be very seri

ous. George Hambley thinks global warming will be mild with few bad environmen-tal consequences. Charles Keeling believes it is the burning of more and more fossil fuels

that is

resulting in a big increase in carbon dioxide. 3. What are the two graphs about? The first graph shows the temperature increase of one degree Fahrenheit bet-ween 1860to 2000. The second graph shows the carbon dioxide content in theatmosphere from 1957 to 1977. 4. What is the main topic of the article? Global warming/ the warming of the earth. Step 3 Skimming

Read the passage carefully and judge whether the statements are true or false. 1. The temperature last century didn’t increase much.

2. Everyone believes that global warming is caused by the activities of humans. 3. Janice Foster believes that global warming is caused b the burning fossil

fuels. 4. Natural gas is a greenhouse gas.

5. Carbon dioxide is a byproduct of burning fossil fuels. 6. Flooding could be one of the effects of future global warming. 7. George Hambley believes scientists are just guessing about the effects

of

global warming. 8. It is clear what the effects of global warming will be. Step 4

Detailed reading Read the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part. Part (Para_ to Para_ ) Part 1 (Para _1_) Main idea introduce a debate over the issue of global warming Part 2 (Para _2__ to illustrate how global warming comes about _4__) Part 3 (Para _5__ to list two different attitudes among scientists towards 10___) global warming Part 4 (Para _11__ to It’s up to readers to think and decide whether people ___) Step 5 Debate Get into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement. Group A: We shall do something about global warming. Group B: We shall do nothing about global warming. should do something about global warming or not.

Group A discuss why they agree with the statement; Group B discuss why they disagree. Group A and B get together. Tell each other the reasons why agree or disagree with the statement. 五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

学生按组从智慧树上选在PPT上设计智慧树的活动

择合适的图片，并采用按词语类别进行设计意图

brainstorm，启发学生说出相归类

关单词

六、教学评价设计

1.准备好相关学习材料和用具 2分 2.认真预习要学的内容 2分 3.认真听讲 3分 4.做好课堂笔记 2分 5.积极参加小组讨论 3分 6.积极举手发言 2分 7.配合老师完成教学任务 3分 七、教学反思

教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识――保护环境，升华到深层理解。引入部分达到预期效果，自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。 不足之处是在阅读后回答问题那部分，设计问题大多是 wh-问题，因此对阅读能力稍差的学生没有完全照顾到，原因是我认为他们是高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受。但下课后我了解到有一些学生并未能在短时间内回答完所有问题，在以后类似的教学过程中，我会分几个环节

设计精读练习，例如针对中下层学生设计Yes/No questions或T/F。