1、 Unit 4 Global warming1. 教材分析本单元以 Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。1.1 Warming Up 通过直观的图片，使学生对能源的用途和种类有一个基本的了解。让学生对当今人们开发和使用能源以及随之而来的种种影响有更深一步的思考和认识，从而为本单元主题 Global warming 作了很好
2、的铺垫。1.2 Pre-reading 是 Reading 的热身活动。通过组织学生对这些问题的讨论、回答，激活他们头脑中相关的内容模式，为下一步阅读做好准备。由于 Global warming 是当今世界的一个热门话题，学生已从多种渠道对此有了很多的了解，因此教师可以在安排预习作业时让学生分组做 a project on global warming , 这样既符合了新课程的要求体现学生的主体地位，激发学生自主学习的热情，又能得到很好的教学效果。1.3 Reading 是一篇从杂志节选的文章。它讲述了全球加速变暖的原因人为温室效应，后果以及人们对此的不同观点。要求学生在理解文章大意的同时注意
3、它的写作技巧：提出问题分析现象阐述各方面的不同观点以疑问句作为总结引发读者深思，自行做出判断。这为 Comprehending 中 Exercise 3 的分组辩论活动留出了很大的空间，埋下了很好的伏笔。1.4 Comprehending 包含了三大部分。前两个部分中设计了诸多细节性的问题，旨在检测学生定位、理解细节及对文章大意的总结归纳的能力。最后一项要求学生在读完整篇文章后，仔细思考并树立自己的观点：“We should do nothing about global warming”还是“We should do something to decrease the speed of gl
4、obal warming”，并利用所学知识进行分组辩论。此项活动旨在激发学生的学习热情并体现学生在课堂中的主体位置。1.5 Learning about Language 分词汇和语法两部分。词汇部分设计了两项练习，一项是具有一定情境的 10 个句子，引导学生加深对新词汇的理解和记忆。语法部分主要是通过练习加强学生对强调句式的掌握并能真正体会强调句的作用。1.6 Using Language 部分设计了包括听、读、写的活动。Reading and writing 是Reading 的一个延伸。通过读者和杂志社之间的两封信件，学生可以更多地了解如何控制全球变暖。同时通过课后练习可以让学生更多地联
5、系自己的生活习惯，树立从自身做起倡导环保的观念。其中课后练习 make a poster 更是激发了学生自主学习的兴趣，而且很有实教材分析与教材重组用性可将所做的环保内容的海报贴在校园或社区中，将课堂的抽象知识变为了社会实践，实现了真正意义上的学以致用。Listening and speaking 部分是关于能源使用的一篇电台采访。要求学生在理解大意和主要细节的基础上回答听力练习中的几大问题，提高学生的听力水平。2. 教材重组2.1 Warming Up 与 Listening and speaking 整合在一起，设计为一节听说课。2.2 Pre-reading, Reading 和 Com
6、prehending 整合在一起，设计为一节阅读课。2.3 将 Using Language 中的 Reading and writing 设计为一节泛读课。2.4 将 Learning about Language 与 Workbook 中的 USING WORDS AND EXPRESSIONS 和 USING STRUCTURES 整合在一起，设计为一节语言学习课。2.5 将 Workbook 中的 LISTENING，TALKING，LISTENING TASK 和 SPEAKING TASK 整合在一起，上一节听、说练习课。2.6 将 Workbook 中的 READING TASK
7、 和 WRITING TASK 整合在一起，设计为一节写作课。3. 课型设计与课时分配1st Period Speaking and Listening2nd Period Reading3rd Period Extensive Reading4th Period Language Study5th Period Drills6th Period Writing1.技能目标 Skill Goals1).Talk about global warming, pollution and the importance of protecting the earth2). Practise expre
8、ssing agreement, disagreement, blame and complaint3). How to use“it” for emphasis in a sentence4). Write an essay on environmental problems2. 功能句式Expressing agreement, disagreement, blame and complaintYes, I agree with you. 3. 词汇a 四会词汇compare, graph, phenomenon, fuel, quantity, per, data, catastroph
9、e, climate,consequence, state, range, glance, widespread, decrease, steady, steadily, average, existence, outer, electrical, motor, can (n.), microwave, nuclear, disagreement, title教学目标b 认读词汇renewable, greenhouse, Fahrenheit, Sophie, Armstrong, Janice, Foster, methane,Charles Keeling, measurement, C
10、elsius, famine, destruction, George Hambley, speculation, environmental, hectare, emphasis, individual, appliance, heading, imperativec 词组compare to, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so ond. 重点词汇data, quantity, cat
11、astrophe, climate, consequence, compare, per, range, glance, average, existence4. 语法“It” used for emphasisIt is human activity that has caused this global warming 5. 重点句子1). There is no doubt that the earth is becoming warmer. P262). Without the greenhouse effect? the earth would be about thirty-thr
12、eedegrees Celsius cooler than it is. P263). They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P264). Together, individuals can make a difference. P305). It takes a lot of energy to make things from new materials. P30【教学重点】1. En
13、able the students to express agreement and disagreement.2. Help the students learn how to debate over the topic “We should do nothing about global warming.”3. Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.4. The structure of “It is . that .”.5.
14、Teach the students how to master the use of “it” for emphasis.【教学难点】1. Enable the students to learn how to support their points of view.2 .The structure of an essayA tape recorder and a computer, Multimedia教学重难点课前准备The First Period Speaking and ListeningStep RevisionCheck the students homework and h
15、ave a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step Warming upCan you tell me what we use energy for? Show them on the screen.Then where does all the energy come from? Open your books and turn to p
16、age 25. Look at the pictures on this page. Show them on the screen.Sample answers:Renewable Non-renewableWind power CoalSolar power Natural gas and oilHydroelectric power Nuclear powerStep Listening and Discussing Is there any negative effect of using energy?Next well do some listening practice on t
17、his topic. Lets see what other people think of this issue. The students are asked to read the questions quickly to find out the listening points first. Then listen to the tape twice and give the correct answers. Now please turn to page 31. Lets do listening. Before you listen to the tape, please rea
18、d fast the statements in Exercise 1 to find out the listening points. Pay much attention to the key points while listening.The students listen and try to finish Exercise 1. Play the tape again, train the students ability to spot specific information and understand the implication in the dialogue. Th
19、e students listen and finish Exercise 2 ,3 and 4. Show them on the screen.Step Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.The Second Period ReadingStep RevisionCheck the homework.Review the useful expressions about agreement and disagreement.Show the
20、 students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and decide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources.教学过程与分课时教案Step Pre-readingShow a pictur
21、e of greenhouse on the screen.1.What is it in the picture?2.Who can tell me what it is used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the
22、 greenhouse heat up and so the plants can grow throughout the cold period.Step While-readingWhat do you think will be talked about at the sight of the title “THE EARTH IS BECOMING WARMER BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the whole passage. While reading, pa
23、y attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part.Now lets finish the form on the screen.Show the form on the screen and let the students complete the form.Main ideas of each part Writing techniques(Paragraph 1)In
24、troduce a debate over the issue of global warming. Raising a question(Paragraphs 2-3)Illustrate how global warming comes about.Giving examples, using graphs, explanation. (Paragraphs 4-5)List two different attitudes among scientists towards global warming.Giving examples, making contrast.(Paragraph
25、6)Its up to readers to think and decide whether people should do something about global warming or not.Using a question, leaving readers to think over the issue. Step ComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.Then read the whol
26、e passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.Step Debate Get the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it. We should do nothing about global warming
27、. Please follow these instructions.Put the following instructions on the screen. Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B). Group A discuss why they agree with the statem
28、ent; Group B discuss why they disagree. Group A and B get together. Tell each other the reasons why agree or disagree with the statement.Step Language points 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
29、but natural phenomenon.本句的主句是 There is no doubt，从句是两个由 that 引导的同位语从句 There is no doubt that .是固定句型，意为“ 毫无疑问 ”，that 引导的是同位语从句，用来进一步补充说明doubt 的具体内容。Some researchers believe that there is no doubt _ a cure for AIDS will be found. A. which B. that C. what D. whether2. Without the green house effect, the
30、 earth would be about thirty-three degrees Celsius cooler than it is. 如果没有温室效应，地球会比现在冷 33。这是一个含蓄虚拟条件句 。 应该注意有时假设的情况并不以条件从句形式表示出来，而是通过一个介词短语或其他方式表示。常用的词或短语有：without, but for, but that, otherwise, or, but 等。e.g 1）.Without your help ( = If we had not had your help), we could not have succeeded. 要是没有你的帮
31、助，我们是不会成功的。2）.But for electricity (= If there were no electricity), there would be no modern industry. 要是没有电，就不会有现代工业。3. It was a scientist called Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. 是一位名叫查尔斯 奎林的科学家把1957 至 1997 年期间大气层中二氧
32、化碳的含量作了精确的统计。该句是一个 it was . who 强调句。a scientist called Charles Keeling 是被强调部分，其中called Charles Keeling 为过去分词短语作后置定语，修饰 a scientist。4. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air
33、. 另一方面, 还有一些人，对这一观点持反对态度，像科学家乔治汉布利，他们认为我们不必担心空气中高含量的二氧化碳。该句是一个主从复合句。主句为 there are those，like scientist George Hambley 作句子的插入语，who 引导的定语从句修饰 those，且在该定语从句中其谓语动词 believe 又带有that 引导的宾语从句。句子的主要部分可以表示为: . there are those who believe that .on the other hand: used to give another opinion or fact that shoul
34、d be considered as well as the one you have just given 另一方面 also on the one hand . on the other hand I want to go to the party, but on the other hand I ought to be studying. 我想去参加聚会，但从另一方面来说，我应该留下来学习。Step Homework1. Read the passage again and review the new words and expressions.2. Prepare the debat
35、e in groups.3. Preview Using Language WHAT CAN WE DO ABOUT GLOBAL WARMING？The Third Period Extensive ReadingStepRevisionCheck the students homework to see whether they have mastered what they learnt last class.Check their group work debate. Step Lead-inWhat shall we do about the importance of reduci
36、ng the amount of carbon dioxide in the air in our daily life?1.Save energy. For example, if we are not using the lights, the TV, the computer and so on, turn them off.2. Cars use a lot of energy, so wed better walk or ride a bike. 3.Buy things made from recycled materials because it takes a lot of e
37、nergy to make things from new materials.Next open your books and turn to page 30. Today well read two letters and learn what we can do about global warming.Step Listening and ReadingGet the students to read the two letters and then fill in the table on page 30.Skim the letters and find who the write
38、rs are and what their purpose of writing the letters is. The first letter is written by a student who is asking for suggestions for his project global warming.The second letter is written by an editor of Earth Care magazine. He offers the student some suggestions on what to do about global warming.N
39、ow scan the letter and list Earth Cares suggestions and then in groups, discuss whether you think you can carry out each suggestion. Give reasons for your answers.Show them on the screen.Read the text carefully and fill in the blanks.What can we do about global warming? Turn a(n) _ off when youre no
40、t using it. Put on more clothes instead of turning up the _. Walk or _ instead of taking motor vehicles. _ cans, bottles, plastics and newspapers. Buy things made from _. Buy products that are made to save _. _ in your garden or your school yard. Talk with your family and friends about _.Step Langua
41、ge points 1. I am doing a project on behalf of my school about global warming.on behalf of 代表一方，作为的代言人e.g. Im writing on behalf of my mother to express her thanks for your gift. 我代表我母亲写信, 对你的礼物表示感谢。2. We do not have to put up with pollution. put up with 忍受，容忍e.g. He couldnt put up with the noise, so
42、 he kept the windows shut all day long.他忍受不了嘈杂声，所以整天窗 户紧闭。3. It is OK to leave an electrical appliance on so long as you are using it if not, turn it off! so long as 只要，也可以用作 as long ase.g. You will do all right so long as you follow my advice. 只要你听我的建议, 你一定会做好的。I am happy so long as you are happy.
43、只要你高兴，我就高兴。4. Recycle cans, bottles, plastic bags and newspapers if circumstances allow you do.circumstance n. 环境，情况e.g. I know I can trust her in any circumstance. 我知道我在任何情况下都能信任她。You should soon accommodate yourself to the new circumstance. 你应尽快适应新环境。Step Making a posterHelp the students learn how
44、 to make a poster. The teacher may collect some posters or pictures about the environment and show them to the students in class. Step HomeworkFinish the poster.The Fourth Period Language StudyStep RevisionShow their posters.What Can We Do about Carbon Dioxide?Carbon dioxide is one of the main cause
45、s of global warming which will bring the earth catastrophe. Here are a few ways that individuals can follow to reduce its content in the air. Turn the electrical appliances off if you are not using them. Put on more clothes if you are cold instead of turning up the heat. Walk or ride a bike instead
46、of using motor vehicles if you can. Recycle cans, bottles, plastics and newspapers; buy things made from recycled materials. Buy products that are made to save energy such as fridges and microwaves. Plant trees in your garden or school yard.Step Discovering words and expressionsNow please open your
47、books and turn to page 28. Lets do some exercises.Show them on the screen. Step Discovering useful structuresNext lets turn back to page 29. Well learn a useful structure. Now compare these two sentences below. Show the following two sentences on the screen.Human activity has caused this global warm
48、ing.It is human activity that has caused this global warming.They both mean“人类行为引发了全球变暖”.Sb: I dont think so. They are a little bit different. The latter one should be “引发全球变暖的正是人类行为”. In the second sentence, “human activity” is emphasized.This is the structure we are going to learn today.Present th
49、e structure on the screen and give some explanation.由 it 引导的强调句结构:It is (was) + 被强调部分 + that (who) + 句子其他部分注意：此结构强调的成分仅限于主语，宾语和状语。如：原句：My father did the experiment in the lab yesterday evening.强调主语：It was my father who did the experiment in the lab yesterday evening.强调宾语：It was the experiment that my father did in the lab yesterday evening.强调时间：It was yester
