单元课型设计.docVIP

Module6 unit4 教学设计 本单元教材分析：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。 学情分析：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，但是用英语对此话题进行分析，探讨，阐明自己观点还是有很大难度。 教学设计思路： Period1 Intensive Reading 教材分析：本文是杂志文章，文体特点鲜明。主要讲述了地球升温的现象和原因。关于其原因，科学家们有不同的看法。语言难度中等。 学情分析：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 教学目标：认知目标：地球升温的现象和原因;科学家们不同的看法; 能力目标：根据题目预测文章内容；细节理解；总结大意； 情感目标: 对于地球升温这一现象初步形成自己的观点。 教学方法：任务型教学 教学步骤： Step1. lead-in. Show a picture of my daughter who is picking strawberries in a greenhouse. Questions: ① Guess who she is and what she is doing. ② Why can we eat strawberries in cold winter? ③ Explain how a greenhouse works。（生活照更能吸引学生注意力，引起共鸣。 ） Step2. Warming-up What energy sources can you give and divide them into renewable energy and non-renewable. Then ask the students to tell the effects of using these energy sources. （区分可再生与不可再生能源，为课中阅读提供基础知识） Step 3 reading Ⅰ. look at the title and guess what is going to be talked about and where this article mostly come from?（根据题目推测话题内容及文章出处，有助于学生整体把握文章） Ⅱ.Skimming (Go through the text and answer the following questions) Who wrote the article? What is the name of the magazine? What are the names of the three scientists mentioned in the article? Do they agree with one another? （速读寻找主旨大意，判断是否与自己的推测相符。关注文章体裁提升阅读能力。） Ⅲ. Scanning(Read the article carefully and decide if the following statements are true. For each false statement, write a true one ) （精读，更进一步了解话题。） The temperature in the last century did not seem to increase much. Everyone believes global warming is caused by the activities of humans Janice Foster believes that she can measure the future global rise in temperature. The rise in carbon dioxides is causing a steady increase in global warming. It is clear what the effects of global warming will be. Ⅳ.Summarize. Write down the main idea of the article with several sentences.（Ⅳ.提高学生概