Using LanguageⅡ优秀教学实录

The Earth Is Becoming Warmer, ---But Does It Matter?

By Leixiaoqi Teaching Aims: Knowledge aims:

1.

Students should know about some new words and phrases. Such as grasp, phenomenon, fuel, quantity, trend, catastrophe, flood,consequence, come about ,subscribe to, quantities of, result in, be opposed to, even if, keep on 2. Students should know the causes and effects of global warming. Ability aims: 1.

Students should improve their reading skills, including skimming and scanning

2. Students should summarize the main idea of of each paragraph. 3. Students will be able to do some critical thinking under the teacher’s guidance and to speak out their own views. Emotional aims:

1.

To stimulate students’ team spirit working in groups.

2. To cultivate their awareness of protecting our environment.

Teaching important points How to help the students learn improve their reading skills, such as skimming and scanning

Teaching difficult points

Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind. Teaching methods 1. Students-centered 2. Task-based teaching approach, 3. Multi-media assisted teaching（多媒体） 4.Individual work; Cooperative learning Teaching design: 1.Warming 2. Lead-in 3. Fast-reading 4. Careful-reading 5. D iscussion 6. Summary

7. Homework Teaching procedure: Step1: Warming:

Please preview some new words

random

phenomenon subscribe

fuel

data

trend

catastrophe

opposed Step2: Play a video. What’s the content of this video? What’s the aim of this public advertisement? Step3: Fast-reading. 1.

Look at the title and the structure of the article. (1)

Where does this article most probably come from? A.Newspaper

B. Novel

C. Magazine

(2)

What’s the structure of the article?

A title Introduction（para1）

Para. 2-3 Body(para2-6) Para. 4-6

Conclusion(para7) 3. What is the article mainly about? “So how has this come about and does it matter?”

4. Read the title and the opening paragraph, then answer the following questions: (1). Who wrote the article? A. Sophie Armstrong B. Dr. Janice Foster C. Charles Keeling D. George Hambley( 2). What are the graphs (图表) and quotes (引用) for? A. To attract readers’ attention B. To introduce the topic of global warming C. To give some examples D. To support the opinion and make it more convincing (3).What are the names of the three scientists mentioned in the article? Dr Janice Foster, Charles Keeling, George Hambley

5.

Look at two graphs, then answer the following questions: (1)

. What is Graph One about? (2)

. What is Graph Two about? (3)

. Is it a coincidence that both graphs show the increase?

(4)

. What caused them to increase? Step4: Careful-Reading 1.

What has caused global warming? (para2) Human activity or natural phenomenon?

2.

How has global warming come about? What’s the content of greenhouse gases? What do you think of the greenhouse effect? (para3) 3.

True or false: People accept Charles Keeling’s data because he took accurate measurements.(para4) 4.

What does Dr. Janice Foster say?(para5 ) 5.

Scientists are debating over the possible effects of greenhouse gases. They express their different opinions. (Janice Foster & George Hambley) (para6 ) 6.

(1). Do they draw a conclusion at last?(para7)

(2).The writer probably thinks ________.A. It matters.

B. It doesn’t matter. Step5: Discussion: How to reduce greenhouse gases? As a teenager, what can we do about global warming?

Step6: Summary & homework. Summary:Love our planet!

Love life! Start from every little bit to fight against global warming. Homework:Write a composition after watching the video. Find out the difficult points in the text.

Blackboard design:

Unit4 Global Warming Reading

I Warming:

random

phenomenon

subscribe fuel

data

trend

catastrophe

opposed II Fast-reading: the causes and some research about Global Warming Careful-reading;

two attitudes. III Discussion: IV. Summary& homework.

Teaching reflection: From the teaching of this lesson, I pound a lot over the class atmosphere and the teaching effects. Firstly, showing some pictures and playing a videoare helpful to enliven the class atmosphere so as to arrest the students’ attention. Secondly, in the process of while-reading, give students a clue to make students to read the passage by themselves and let them take the question to think, and find out new problems in their own. so as to inspire and motivate their interests and enthusiasm. Meanwhile, help them have a better understanding of the whole text. Thirdly, discussion for taking more measures for global warming is useful to nurture the students’ creativity, imagination and the ability of cooperating with each other.

Due to lack of knowledge and experience, there are also some problems in this period. The major one is that the amount of information and its density is so large that it is unfavorable for mastering all these points. The other one is that students are not so well-prepared that they fail to perform their tasks perfectly, such as the measures about what to do about Global Warming, they never consider about it..

In my future teaching, I should consider the reality fully, including our students and text book, my teaching is still naive, what focused most is the form and style of the class, but the key point is the content of this passage and how to cultivate students’ interests in English learning.