Warming up、Pre-reading、Reading、Comprehending主要内容及教案内容

Unit 4 Global warming in Book Ⅵ

湖北省十堰市车城高级中学 王亦帆

Period 1 Warming Up, Pre-reading , Reading and Comprehending The overall design Content analysis of teaching

This is the first teaching period of this unit. The central part of this period is the reading passage with the title of “ The Earth Is Becoming Warmer------But Does It Matter ?” talking about the global issue which has a great effect on human beings’

life.

Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life. Then they will be led to discuss which energy source is “renewable” and which is “non-renewable”. This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.

Pre-reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are. The students will be led to discuss what they think greenhouse gases do, leading to the topic of the reading passage.

Reading is a passage from an environmental magazine for young people. It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it. It also analyzes the causes of the earth’s increased temperature. It poses questions and encourages students to think about the issues. There are two graphs in it that tell us the “temperature difference from long-term average, 1860-2000” and “carbon dioxide content in the atmosphere, 1957-1997”. Characters in the passage----Dr Janice Foster, George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.

Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text, that is to say, to help the teacher to check how much the students have understood the text.

Teaching goals Target language Words and phrases: energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep on Ability goals 1.Enable the students to talk about different sources of energy. 2.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming. Emotion, attitude and value goals 1.

To make students realize the harm of global warming and the importance of

environmental protection. 2.

To develop students’ sense of cooperative learning. Teaching important & difficult points 1.

To enable the students to get a better understanding of articles of this kind. 2.

To enable the students to learn about global warming and to develop their reading ability. Teaching aids

A traceboad, a computer and a blackboard Teaching procedures

Step 1 Warming up Do you know any kind of energy resource? Do you know anything that use energy? things that use energy in a house (Slide show: some pictures of things that use energy in a house.) Things that use energy Sources of energy lights

television

cassette player

computer fridge

stove

washing machine

hairdryer

video recorder

coal oil natural gas

wind(power) sun(solar energy)

water(hydro-electric power)

the sea ( tidal energy)

uranium(nuclear energy) plant waster(biomass energy) Now let’s look at some more pictures and decide whether they are

renewable or non-renewable (Slide show: pictures of some forms of energy) wind energy

renewable solar energy

renewable hydroelectric power

renewable geothermal energy

renewable

tidal energy

renewable

biomass energy

renewable nuclear power plant,

non-renewable

an oil refinery(精炼厂),

non-renewable

coal power station,

non-renewable

natural gas

non-renewable

uranium Ore (铀矿石)

non-renewable The element uranium does not occur in pure form in nature but is found in minerals such as carnotite（钒钾铀矿）, pictured above.

Conclusion: non-renewable coal oil natural gas

Uranium

fossil fuels

renewable wind (wind power) sun (solar energy) water (hydro-electric power) plant waste (biomass energy) hot springs or geysers (geothermal energy) the sea (tidal energy) Step 2 Pre-reading

Now let’s look at a picture on the slide and answer the question below.

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

Greenhouse gases perform the same function as the glass in a greenhouse . They trap the heat from the sun and keep the air surrounding the earth warm. It is called the greenhouse effect. Step 3 Scanning Read the text quickly and find the answer to the questions: 1. Who wrote the magazine article? What is the name of the magazine? Sophie Armstrong, Earth Care. 2. What are the names of the three scientists mentioned in the article? Dr Janice Foster, Charles Keeling, George Hambley. 3. 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 environ-mental consequences. Charles Keeling believes it is the burning of more and more fossil fuels

that is resulting in a big increase in carbon dioxide. 4. What are the two graphs about? The first graph shows the temperature increase of one degree Fahrenheit

between 1860 to 2000.

The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977. 5. What is the main topic of the article? Global warming/The warming of the earth.

Step 4 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 by the burning fossil fuels. 4. Natural gas is a greenhouse gas. 5. Carbon dioxide is a byproduct of burning fossil fuels. 6.People accept Charles Keeling’s data because he took accurate measurements.

7. Flooding could be one of the effects of future global warming. 8. George Hambley believes scientists are just guessing about the effects of

global warming. 9. George Hambley is worried about the effects of carbon dioxide on plant

growth. 10. It is clear what the effects of global warming will be. Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10 Step 5 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_ ) Main idea Part 1 (Para 1) Part 2 (Para 2 to 5) Part 3 (Para 6) To introduce a debate over the issue of global warming To illustrate how global warming comes about To list two different attitudes among scientists towards global warming Part 4 (Para 7) It’s up to readers to think and decide whether people should do something about global warming or not. Step 6

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. 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 . Step 7 Homework 1. Read the passage again and review the new words and expressions. 2. Prepare the debate in groups. 3. Surf the Internet for more information about global warming