教案 Global warming-Warming up & Reading

发布者：吴晓艳     所属单位：阳新县附属学校     发布时间：2016-10-24    浏览数：0

Warming Up，Pre－reading，and Reading

 

Process and methods

1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.

2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students. This discussion should be student－centered and lead them to the topic of global warming. The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.

3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph. After reading the passage，students are encouraged to answer some questions and discuss the text structure.

4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.

Emotion，attitude and value

1．To make student

2．To develop students' sense of cooperative learning.

教学重、难点　　　

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

2．To enable the students to talk about what we should do to prevent global warming.

eq \o(\s\up7(),\s\do5(教学过程))教学过程

Step 1　Warming up

1．Warming up by reading and talking：

Read through the exercise with the class. Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non－renewable.

Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.

2．Warming up by discussion：

Draw a form on the blackboard as follows：

　Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.

Suggested answer：

Step 2　Pre－reading

1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.

Suggested answer：It's made of glass and plants can grow in it when it's cold outside.

Ask the students how it works.

Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.

2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.

Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)

Step 3　Reading and comprehending

1．Fast reading

Ask students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：

(1)What isthe main topic of the article?

________________________________________________________________________

(2)Who wrote the magazine article？What is the name of the magazine?

________________________________________________________________________

(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?

________________________________________________________________________

Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.

(3)Dr Janice Foster，Charles Keeling，George Hambley. They don't agree with each other.

2．Detailed reading

(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．

①Janice Foster believes that global warming is caused by the burning fossil fuels.(　)

②Natural gas is a greenhouse gas.(　)

③Carbon dioxide is a byproduct of burning fossil fuels.(　)

④People accept Charles Keeling's data because he took accurate measurements.(　)

⑤Flooding could be one of the effects of future global warming.(　)

⑥George Hambley believes scientists are just guessing about the effects of global warming.(　)

⑦George Hambley is worried about the effects of carbon dioxide on plant growth.(　)

⑧It is clear what the effects of global warming will be.(　)

(Suggested answers：TFTTTTFF)

3．Structure analyzing

Ask students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.

　　Suggested answer：

Step 4　Language study

Dealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.

Step 5　Listening，reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.

Collocations：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.

Step 6　Retelling

Ask students to talk about global warming in their own words. Give them some key words and expressions on the blackboard. Then let them try to retell the passage.

Step 7　Homework

1．Learn the useful new words and expressions in this part by heart.

2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.