Learning about Language教案设计范例

Unit 4 Global Warming教学设计

教学设计理念：

随着全球气温持续的升高，继而全球范围内多处出现许多极端气候现象，究其原因无疑就是多度的开发，过多的碳排放，造成温室效应。因此传授保护自然，减少碳排放，保护地球也是英语教学中的一个重要任务。

教材分析：

本单元以能源开发，多度发展，多度的碳排放，全球气温上升，冰川消融，海平面上升，极端气候频发等话题着手，多方位说明了保护自然，保护地球，保护人类自己的重要性。

教学目标：

①帮助学生了解认全球气温持续上升的事实，而且由此引发的而行后果，我们应该这么做。

②熟悉课文内容，掌握课文中的主要词汇，短语和语法结构。

③向学生介绍基本的猜词技巧，培养学生根据语篇、语境猜词的能力。 重点难点：

①全球气温持续上升是否重要，过度排放产生的后果。

②培养学生阅读策略和词汇学习策略。

③扩展知识层面，探究怎样保护地球。

教学步骤：

一、导入 Introduction 利用PPT软件，播放有关过度排放，汽车尾气：以及风能发电，水力发电，太阳能，潮汐能等可再生清洁能源的画面。

努力说出尽可能多的事例；辨认图片上的景物

由学生熟知的事物导入，调动了学生兴趣，活跃了课堂气氛又恰当地引入了本节课的主题。

二、热身 Warming-up 以recall的形式考察学生对本单元第一部分单词的预习：如come about, random, subscribe to, fuel, quantities of, tend to ……

，激活学生的知识储备。

以quiz的形式了解哪些属于是可再生能源及不可再生能源：如 What things do we use energy for? What do we use energy at home, at school or outside? Which energy sources are renewable and which are non-renewable sources. 三、读前活动 Pre-reading Have the students look at the picture on big screen, and try to guess out what it is. A house without brick-walls? Some may name it out: A green house – the house is made of glass and is used by farmers for growing plants. The air inside is warm because the glass traps the heat from the sun and keeps it from

escaping. Green-house gases: Have them guess it out. Over due quantities of gases like carbon-dioxide trap the heat from the sun and warms up the earth. 四、快速阅读 Quick Reading

[来源:Zxxk.Com]略读全文,总结文章大意试图回答下列问题: 1. Who wrote the magazine article? What is the name of the magazine? 2. What is the trend of the earth’s temperature during the 20th

century? 3. What are the names of the three scientists mentioned in the text? . 4. What do they think about global warning? Do they agree with one another? 5. What are the two graphs about?. 6. What is the main topic of the article? 五、课文精读

Part 1: Have the students read the text carefully and choose the correct statements according to the textures of the passage.

By using PPT, show the questions on the big screen to the students to tick the correct boxes. Part 2: Key points for the students to keep in mind. 1. come about

– happen / take place . e.g. How did the accident come about? Other phrases: come across, come to, come up with …

2. quantity,

注意主谓一致：

in (large/small) quantity, a quantity of / quantities of, e.g. A large quantity of beer was sold yesterday. Large quantities of food are wasted. 3. oppose vt.oppose A against/to B 使A与B相对抗

oppose doing sth.反对做某事be opposed to反对

as opposed to与……相对照；而非 4. state vt.陈述；说明；n.状态；情况

It is stated that...据称……

as stated above如上所述

in a...state/in a state of...处于……状态make a statement陈述；发表声明

5. advocate vt.拥护；提倡；主张；n.支持者；拥护者；提倡者

(1)后跟非谓语动词的考查

(2)倡议类写作高频词汇

[来源:Zxxk.Com][来源:学.科.网Z.X.X.K]to disagree with

It is advocated that...主张，提倡……

advocate doing...主张做……

an advocate of/for支持……的人

6. circumstance n.环境；情况

[来源:学科网] (1) under no circumstances置于句首时倒装

(2)circumstance作为先行词时定语从句引导词的考查

in/under no circumstancesnever

in/under the circumstances在这种情况下；既然这样

in/under any circumstances在任何情况下[来源:学。科。网Z。X。X。K]

if circumstances allow/permit如果情况允许

7 subscribe to同意；赞成；订购；捐助

subscribe for sth.认购……

subscriber n.户；捐助者，资助者

e.g. (1)He himself does not subscribe to such ideas(不赞同这样的观点)．

(2)He subscribes 10,000 yuan

to(捐献10 000元) the charity every year. (3)I have subscribed to(已订阅) English

Weekly for five years. 8 on behalf ofon one’s behalf…一方；作为…的代言人= stand for，represent

e.g. I am not speaking for myself，but on behalf of all my colleagues. 9. so long as as long as

as long as还可译为“长达，和……一样长久”。

as far as远至；就……来说

as well as和……一样好；不但

as soon as一……就……

六、总结

1. What do you learn from the passage？

2. What should we do to avoid the deserters resulted from the Global Warming? 七、布置作业

（任选其一）

1.Write a short summary of the passage. 2.Get ready to retell the text in your own words 3.Read the text again and find out some words, expressions and sentence structures that seem difficult to you. 听清听懂作业内容

检验学生本堂课的知识掌握情况，为下节课内容做预备。