Warming up、Pre-reading、Reading、Comprehending教学设计(第一课时)

Book6 Unit4 Global Warming（Reading）教学设计

一、整体设计思路、指导依据说明

阅读理解课是高中英语教学中的重要课型之一，旨在培养学生的阅读理解能力。教学过程以听说读为主，之后上升到写。遵循从信息输入到信息加工处理，最后到信息输出的原则，真正着眼于提高学生用英语获取信息，处理信息，分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。

二、教学背景分析

教学内容分析：

本课选自《普通高中课程标准试验教科书英语》教材第六册第四单元阅读部分。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。

学生情况分析：

（1）. 通过词汇教学以及课前预***部分学生对本节课已有所了解。

（2）. 通过预习，学生能理解课文大意，但中心思想及主题句确立不准，导致理解有偏差。

（3）.学生口头表达能力不强，知识面不够广泛，因此不能用英语大胆地表达自己的观点。

三、教学目标分析

1.知识目标

灵活运用所学词汇和句型

（a）重点词汇和短语

consume、graph、random、phenomenon、fuel、tend、catastrophe、flood、mild

consequence、range、glance、steady、come about、subscribe to、quantities of、go up、result in、be opposed to、even if、keep on

（b）重点句型

There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.

They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 2. 能力目标

（a）对课文内容的整体把握

（b）对课文内容中细节的理解

3.情感目标

指导学生认识到全球变暖的现状，增强学生的社会责任意识，帮助学生树立“节约能源，保护环境”的主人翁意识。

四、教学重点、难点分析

教学重点：

训练学生阅读理解，归纳语篇主旨要义，以及独立获取信息的能力。

教学难点：

使学生认识到地球温度上升的现象和原因以及对环境的影响，并思考：对于全球变暖，人类要不要采取措施？

五、教学过程设计

Step 1、Warming up and lead-in 1. Greeting and Revision Good morning, boys and girls. Glad to see you again. Let’

do some revision work about phrases. So are you ready for today’s lesson? OK, let’s go!

Phrases: in consequence/come about/ be opposed to/ go up/ result in/ a large quantity of 1) With the use of electricity, great changes have ___________ in our life. 2) The police found _____________drugs at his home.

3) At first they _____________the scheme, but we managed to argue them round. 4) The price of oil has _______________by over 50 percent in less than a year. 5) It rained yesterday and _____________the match was canceled. 6) The fierce quarrel _____________both sides’ breaking up from each other.

设计意图：亲切的问候语能增加老师的亲和力，旨在让学生迅速进入课堂状态，明确学习任务，激发学习兴趣，轻松接受知识。巧妙地词汇复习为后续阅读扫除词汇障碍。

2. lead-in

As we all know, we depend on energy to do many things in our daily life. At the same time, we made great changes to our environment. Today we will read a magazine article about global warming, that is, the earth is becoming warmer. Let’s look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson. 设计意图：贴近生活的话题，教师巧妙利用图片和文章标题开展教学，旨在锻炼学生的预测能力。

Step 2、Pre-reading 展示一张温室的图片，问学生以下问题

Q1. What is a greenhouse made of? What is its purpose? It’s made of glass and plants can grow in it when it is cold outside.

Q2. How does it work? The glass traps the heat from the sun, making the air warm so that plants grow better. Q3. What are greenhouse gases? People burn fossil fuels like coal, natural gas and oil to produce energy. Some byproducts of this process are called “greenhouse gases”, the most important one of which is carbon dioxide.

Q4. What is greenhouse effect？

It is a natural phenomenon. Greenhouse gases perform the same function as the glass in a greenhouse: they trap the heat of the sun and keep the air surrounding the earth warm. 设计意图：使学生了解“温室”和“温室效应”这两个术语，介绍本课主题相关背景知识，扫除学生在课堂阅读中可能遇到的语言障碍。

Step 3、Skimming 1. 要求学生快速扫视文章，判断文章体裁以及文章组织结构。

T: This is a magazine article. Tell me how the text is organized. Ss: It has a title; a first paragraph that runs across the page and is in bold; the main text is in two columns; two diagrams (graphs). 这是一篇典型的摘自英语报刊杂志的文章，由标题、导语段、引述、图表、细节段等构成。通常快速阅读标题、导语段、文中的图表和引述就能了解文章大意，以此判断自己是否想要继续细读文章。

2. 要求学生回答以下问题

Q1. 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. Q2. What are the names of the three scientists mentioned in the article? They are Dr. Janice Foster, Charles Keeling and George Hambley. Q3. 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 serious.

George Hambley thinks global warming will be mild with few bad environmental consequences. Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide. Q4. What are the two graphs about? Graph 1 shows the temperature increase of one degree Fahrenheit between 1860 to 2000. Graph 2 is about the carbon dioxide content in the atmosphere, 1957--1997. Q5. What is the main topic of the article? Global warming/ the warming of the earth. 设计意图：要求学生快速阅读课文，回答相关问题。培养学生略读能力，迅速浏览全文，抓住文章大意，找出文章信息点，理解文章结构，并完成设计的练习。

Step 4、Detailed reading

1.How many parts can the passage be divided into? What’s the main idea of each part?

Part (Para_ to Para_ ) Part 1 (Para 1) Part 2 (Para 2 to 5) Part 3 (Para 6) Main idea introduce a debate over the issue of global warming illustrate how global warming comes about list two different attitudes among scientists towards global warming Part 4 (Para7 )

It’s up to readers to think and decide whether people should do something about global warming or not. 设计意图：

让学生分段，找段落大意，既能培养学生阅读，分析和概括能力，又能使

学生对文章的脉络更清晰，为下一步找出细节作好铺垫。

2. Choose the best answer. （1）. The first graph in the text is used to ________. A. attract readers’ attention

B. introduce the topic of global warming C. act as an example

D. support the opinion and make it more convincing （2）. The author probably agrees that ________. A. global warming is good for us

B. we can do nothing about global warming C. catastrophes will happen if the globe keeps on warming D. much remains to be found out about the effects of global warming 设计意图：

语段阅读选择练习，既培养学生阅读，分析和概括能力，又能使学生巩固所学知识，提升学生认识，树立保护环境的意识。

3、Listening Listen to the tape. After it, get Ss to finish Ex2 on page 27. Judge whether the statements are true or false. (

)1. The temperature in the last century didn’t seem to increase much.

(

)2. Everyone believes that global warming is caused by the activities of humans. (

)3. Janice Foster believes that she can measure the future global rise in temperature. (

)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. Keys: True: 1, 2, 4, 5

False: 3, 6 设计意图：判断正误题，能加深学生对文章细节的理解。

Step 5: Post-reading Work in groups of four to ask and answer the following questions. Q1. What is global warming?

The earth is becoming warmer Q2. How has this come about? Human activity—burning of fossil fuels Greenhouse effect—greenhouse gases—we need gases Huge quantities of extra carbon dioxide Q3. What are the effects of global warming? Negative effects ①the sea level to rise ②severe storms, floods, droughts, famines

③the spread of diseases

④the disappearance of species 设计意图：培养学生细读并发现问题的能力，通过小组讨论的方式来调动学生的积极性和参与课堂活动的能力，发挥学生的主体作用。

Step 6: Talk show Imagine that the author(作者) of the article, Sophie Armstrong has invited the two scientists, Dr. Foster and Hambley, to our school for a talk show. The topic is global warming. Sophie Armstrong will be the hostess (女主持人) of the talk show . Dr. Foster and Hambley will be the guests(嘉宾). As the hostess, Sophie will ask the two scientists some questions about global warming. Let us carry out the talk show in small groups of six.(Questions and expressions you may need) What is global warming? What has caused global warming? What is greenhouse effect? What is your attitude towards global warming? What should we do about global warming? 设计意图：此环节为小组活动，让学生运用课堂所学内容，把学生带到一个更真实的有关全球变暖的讨论之中，让他们自动地投身于语言学习的活动中，把他们的表现欲充分调动起来，敢于表现自己，敢于运用所学的语言表达自己的观点、看法和思想，把教学活Positive effects ①plants grow quicker ②crops will produce more ③encourage a range of animals

动变成了真正的交际活动，并将课堂活动推向高潮。

Step 7: Consolidation(Pair-work) Choose the proper words to fill in the blanks in the following passage(选词填空) . energy

warmer

trap

attitudes

heat Everybody believes that the earth is becoming ______and that human activity has caused this global warming. In order to produce _______, people have to burn fossil fuels. During this process, “greenhouse” gases are produced. “Greenhouse gases” can ____ heat from the sun and warm the earth and this phenomenon is called “greenhouse effect”. On the one hand, we need it. On the other hand, if there are too many greenhouse gases, more _____ energy will be trapped, causing global warming. However, the __________ of scientists towards global warming are totally different. 设计意图：此环节以总结形式，让学生对文章主要信息进行概要把握，也既是对分散输入的信息进行信息整合，为最后的输出做最后的铺垫。提问时，让学生推选班内英语口语最好的学生带答案读出自己的Summary ，对这位同学来说是大家对他的肯定，对其它同学来说,可以起到榜样引领的作用。

Step 8:Class-closing and homework 1. Reflection (反思) As individuals (个人), what can we do about global warming? （Show the students a short video clip about the possible negative effects that global warming may have on us and ask the students the question above.）

设计意图：通过一小段视频，让学生意识到如果我们对全球变暖熟视无睹，灾难性的后果可能随这而来，引发学生心灵的共鸣，引起学生反思，唤起学生环保意识———全球变暖，人人有责，我们可以为改变全球变暖做出一点力量。

2. Homework （1）Writing: Prepare a report about what individuals can do about global .

（2）Recite the following three key sentences in this article.

1). There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.

2). It was

a scientist called Charles Keeling, who

made accurate measurements of the

amount of carbon dioxide in the atmosphere from 1957 to 1997. 3). They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 设计意图：作业的布置能让学生把听说读的能力延伸到写的能力，也让学生在练习中整合课堂上所学到的有关global warming的信息。同时，把英语学习拓展到课堂之外，又锻炼了学生收集、分析及处理信息的能力。通过对佳句的背诵，让学生体会到英语语言之美的同时又培养了学生的英语语感，还可对以后的写作积淀素材。

Step 9:Self-assessment (自我评价) Think about what you have learnt in this period. Then tick the boxes. I have learnt the features of an English magazine article the causes and possible effects of global warming the relationship between greenhouse effect and global warming to be more aware of the importance of stopping global warming Yes

No 设计意图：通过反思，学生不仅可以清晰检测本节课的学习效果，查漏补缺，同时还可以调整后期学习行为方式, 提高学习效率。让学生学会反思，养成反思的习惯，在反思中不断积累成长。

六、教学反思

从教学设计上看：

1.本堂课主要想体现新课标形势下的教学模式。以学生为主体，展现培养学生自主学习、自主探究为主线，培养学生探究精神，在整个阅读信息的输入中，突出了学生自读的过程。通过教师的指令性主导，以及信息输出的设计，注重了学生读的能力的培养以及解决问题的技能。

2.在教学环节上，实施新课标要求的任务型教学法。通过视频和图片引入，激发学生兴趣，引起学生共鸣，自始至终用问题来引导学生，让学生在解决问题中学习，使学习过程环环相扣。在整个课堂教学中通过语篇分析，知识建构，表演生成等把能力目标，知识目标与情感目标有机贯穿到一起。

不足之处：

1.整个课堂节奏把握上仍有待提高。课堂上某些环节进行的不够充分，教师对每个环节

的总结与过度上还不是很流畅，学生展示也不是很充分。

2.在课文的生词处理上不够全面，缺少应用回顾环节，课堂中，教师指令性语言不够简洁清晰，师生互动和生生互动相对较少。