Reading and speaking特级教师教学实录

Unit 4 Global Warming Using Language 教学设计

一、学情分析

【学生学习状态分析】本次授课学生是普通高中二年级的学生。学生进入高中学习一年多时间后，已大大改变了原来无兴趣、无动力、无信心的学习状态，大多数学生逐渐探索到了一些适合自己的学习方法，并正在养成学习英语的良好习惯，逐渐养成了课前预学、课后复习巩固，上课基本能自觉认真听课，积极参加课堂活动，并能在小组中有效开展合作学习的活动，但学习中仍然存在只凭一时的兴趣，三天打鱼两天晒网，没有坚持不懈的意志的现象。另外，在日常生活中，有许多不良的生活习惯，如随手乱扔废弃物、浪费水电、懒惰等现象，这些或多或少影响着学生的道德观和价值观。

【学生潜在的状态分析】高中生的学习兴趣不仅来源于他们在学习过程中获得的“成就”感，还来源于对所学习内容的“欣赏”度和所学知识能力的“实用”性，教师要关注如何通过他们获得的成就感、欣赏力和实用性，找到英语学科的学习乐趣。对于此次教学对象高二年级的学生而言，他们对于英语学习有一定的期待，有尽力用英语获得他们感兴趣的东西，并用英语表达自己思想和情感的热情。

二、教材内容分析

此次教学所选阅读文章为Book 6 Unit 5 Using Language 的“What can we do about global warming?”中的两封书信，一封为欧阳光给关爱地球组织杂志写电子邮件，请求帮助。另一封信是杂志的回信，回信指出，群策群力，

问题可以解决。阅读后，根据杂志回信中突出的几个具体措施，学生可以结合实际生活，展开讨论，并提出更多有关环境保护，节约能源方面的建议，并设计一个海报以作环境保护和节约能源的宣传。

文章浅显易懂、层次分明，通过阅读不仅能激发学生的学习兴趣，也对学生提高环保意识和节能意识有较大的帮助，对学生树立良好道德观和崇尚自然爱护环境的价值观有一定的帮助。

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三、教学目标

1、通过阅读文章认识个人在“全球变暖”和“节约能源”方面起到的作用。

2、讨论和交流在日常生活中每个人为保护环境、节约能源能做些什么。

3、合作学习解决文中的疑难词汇、长句子和语法点。

4、合作完成一个保护环境、节约能源的宣传海报

四、教学重难点

1、

学习单词：commitment, pollution, growth, electrical , motor, can, circumstance, microwave, refresh, educator, contribution 的意思和用法。

学习短语：

on behalf of，put up with, so long as, advocate 的意思和用法

2、理解文中句子：

1）

I am on behalf of my school about global warming.

2）However, I still think people should advocate improvements in the way we use energy today.

3) We do not have to put up with pollution.

4) It’s OK to leave an electrical appliance on so long as you are using it. 3、理解文中含it 做形式主语的句子。

1) It’s OK to leave an electrical appliance on so long as you are using it. 2) It takes a lot of energy to make things from new materials , so if you can buy things made from recycled materials. 五、教学过程：

Step 1 Lead in

T：What cause the Global Warming? Ss：Human activity ----- the burning of fossil fuels and different kinds of pollutions.【设计意图】通过问题回顾本单元主题，为学习本课内容做铺垫。

Step 2 Reading 1.

Skimming Skim these two letters and answer the following questions: Who are the writers of the two letter ?

What are their purposes of writing the letters?

Students fill in the blanks of the following sentences and check the answers in your group to fulfill the task. The first letter is written by a

student, called ______________ who is on behalf of

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his school, asking for _____________ for his project on

The second letter is written by an editor of ___________magazine，who offers the student some ___________ on what to do about global warming.

2.

Scanning Scan the second letter, list Earth Care’s suggestions, and discuss in your group about whether you can carry out each suggestion.

1 Turn off electrical appliances if not using them. 2 Put on more clothes instead of tuning up the heat. 3 Walk or ride a bike if you can. 4 Recycle and buy things made from recycled materials. 5 Buy products that are economical with energy. 6 Plant more trees, as they absorb carbon dioxide. 7 Talk with your family and friends about global warming. 3.

Thinking Think about the question: “Why should we follow the suggestions?” and discuss in your group some other ways to save the earth. T: Why should we follow the suggestions? Ss: We should follow the suggestions to save energy and to save our earth!

T: Can you thinking of another way of saving the earth? Ss: To save energy is

another way of saving the earth.

【设计意图】学生通过Skimming 快速阅读，弄清写信双方身份，和写信意图，并猜想阅读文章的内容。通过寻读Scanning，领会杂志社回信提出的几条建议，并在日常生活中，能否按这些建议去做。最后发散思维，激发学生思考其他关爱地球保护环境的更多建议。

Step 3: Comprehending Careful-reading: Read the passage carefully and choose the correct answers to the following questions：

1. Which is not the reason why Ouyang Guang writes the letter? (细节理解题)

A. He is doing a project on global warming.

B. He feels individuals can affect huge environmental problems.

C. He isn’t sure where to start with his project.

D. He wants to get some suggestions from Earth Care. 答案：B

2. The most important suggestion is _____. (细节理解题)

A. Plant trees as many as possible.

B. Turn off all electrical appliances when necessary.

C. Talk with the people and get them understood about the global warming.

D. Recycle all the recycled materials. 答案：C 3. Which of the following statements is False? （逻辑推理题）

A. We should reduce the use of plastic bags whenever possible.

B. We should walk or ride a bike if we can.

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C. Put on more clothes instead of turning up the heat in winter.

D. Get your parents to buy things that use much energy. 答案：D 4. “Remember --- your contribution counts.”

Here “counts” means _____.（词义猜测题）

A. to say or name the number in order

B. to consider or regard something or somebody

C. to say or name the objects one by one

D. to have value, force or importance 答案：D 5. What does the passage mainly talk about?（主旨大意题）

A. Ouyang Guang is doing a project about global warming.

B. Individuals have much effect on environmental problems.

C. Earth Care helps Ouyang Guang with the project about global warming.

D. There are some suggestions on how to improve our environment. 答案：C Solving language problems: In group students learn and learn and understand the new words and expressions (教学重点1), the difficult sentences （教学重点2）

and sentences with “it”

（教学重点3）together with the help of reference book. Raise questions if they find and exchange within group. 【设计意图】学生通过再次仔细阅读课文，进一步理解领会课文内容，开展讨论，摘记要点、归纳总结，并通过一些细节理解、逻辑推理、猜测词义、主旨大意等阅读理解问题，检查学生对文章的理解程度，以达到阅读学习的成功。

在小组合作学习过程中，借助参考书，共同学习本课重点和难点，且在小组间互助解决问题，以培养学生并培养学生发现问题、解决问题的能力。

Step 4 Making a poster In the group let students make a poster to promote others to be aware of global warming and taking care of the earth. Some Samples as follows:

Let’s live a low carbon life.

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Help me, Help you, Help everyone. Return Green to the earth!

Let's save our earth together!

Together, individuals make a difference!

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【设计意图】

通过小组活动，对保护环境关爱地球提出更多建议，并合作完成一个Poster，

介绍减少空气中二氧化碳含量，减慢地球变暖的进程，保护环境，进一步帮助学生提高环保意识和节能意识，帮助学生树立良好道德观和崇尚自然爱护环境的价值观。

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