Model 6 Unit4 Global warming & The First Period  Speaking

By 中山市横栏中学  黄焕强

教学年级: 高二（3）班

课题名称: Speaking

授课时间: 45分钟

一、  学生分析

本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。

本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。因而在本堂课的引入环节中就结合这个内容进行了设问。如“健康生活需不需要保护环境呢？” 等。且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。

二、  本节课教材分析与教材整合

   1. 单元教材分析

本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。同时学生能够进一步认识我们的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知识、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。

Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。从而为本单元主题Global warming 作了很好的铺垫。

 Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。

Reading部分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。

Comprehending 通过细节性的问题，检查学生对文章大意的总结归纳的能力。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 global warming”，

Learning about Language 的词汇部分设计了两项练习，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。

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系自己的生活习惯，树立从自身做起倡导环保的观念。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.教学设计

第一课时：将Warming up和Pre-reading 整合。本课时内教师可从生活实际出发，通过图片展示小组讨论等方法让学生对本单元的主题有初步的认识，并能运用上一些新学的词汇或者表达方式。

第二课时：Reading, Comprehending & Learning about language（词汇部分）  本课时内主要是对课文进行适当的拓展、讨论，让学生提高阅读能力的同时对单元主题有更深入的理解。

第三课时：Learning about language  完成语法练习。

第四课时：Using language 完成阅读、听力和讨论及写作部分。

第五课时：Summing up & Assessment小结、测试与讲评。

3. 本节课教材分析

本节课为本单元的第一课时，将Warming up和Pre-reading还有阅读部分的讨论进行整合，设计成为一节说话课。

Warming Up首先结合上个单元Model 6 Unit3 A healthy life所熟悉的内容引入本单元的主题。并通过直观的图片，使主题更加明朗。

Speaking环节要求学生在对主题Global warming有一个初步的了解后，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 global warming”，并利用所学知识进行分组讨论论。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。(这是本节课的重点和亮点)

Teaching goals  (教学目标)

1. Target language 

1）. 重点词汇和短语

energy, light (v.), heat (v.), renewable, non-renewable, fuel, run out

2）. 交际用语

Expressing agreement and disagreement

Yes, I agree with you.

Yes, I think so.

I believe that you’ve got it right.

I don’t think so.

I don’t think that’s right.

I’m afraid you are wrong.

2. Ability goals 

Enable the students to talk about different sources of energy and express their own ideas.

3. Learning ability goals 

Help the students learn how to give their ideas about the use of energy.

4. Learning strategies

Enable the students to use the words and expressions in their daily study.

Teaching strategies  (教学策略)

1.Teaching methods 

1). Brainstorming 

 Get students to know some words related to the aims, and students need to use them to have a discussion.

2). Thinking   

Provide students with some pictures and let students think about them.

3). Students’ individual and group work 

    Cultivate students’ co-operative ability to discuss and solve problems by using what they have learned.  

2.Teaching important and difficult points

Enable the students to express agreement and disagreement.

Enable the students to learn how to express agreement and disagreement.

3.Teaching aids 

 Multimedia and related materials (self assessment)

Teaching procedures & ways 

Step ⅠRevision and lead-in

Review the context of unit 3 and then talk something about today’s weather. And then get students to think about the relationship between healthy life and environment.

T: Are you feeling warmth today.

………….

(This part lead the students to know about the topic “global warming”)

Step ⅡWarming up

1.Let Ss think about these questions and talk something about the energy.

1). Can you tell what we use energy for?

Energy lights our cities

Energy heats our buildings

Energy entertains us

( watching TV; playing computer etc.)

…

2). Where does all the energy come from?( Let Ss think about it and speak out by seeing some pictures)

3). What’s the difference between wind power and coal power?

Wind will never run out while coal is a limited source.

4). Try to tell as many as possible

Things that use energy	Sources of energy	Renewable/ Non-renewable
lights heating television cassette player computer fridge washing machine hairdryer …	wind	renewable
	cold	Non-renewable
	oil	Non-renewable
	nuclear	Non-renewable
	Sun (solar energy)	renewable
	Water (hydro-electric power)	renewable
	Plant waste	renewable
	hot spring	renewable

2. Let Ss talk something about thenegative effects of using energy and then know about the global warming.

3. Let Ss know more about the global warming by comparing with the greenhouse.

1.) What is the greenhouse made and used for?

A greenhouse is made of glass and is used for growing plants, especially during cold weather.

2.) How does it work?

The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.

3.) What are the “greenhouse gases”?

   In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”,  including carbon dioxide,  methane(甲烷, 沼气) and water vapor.

4). What do you think greenhouse gases do?

They trap heat from the sun and therefore warm the earth.

(This part enable students to know and think more about what is global warming by looking at some pictures and answering some questions. During this part, at first, students can learn some words about the topic and then have a few minutes to think about the pictures and questions. At last, them can show their own thoughts and answers.)

Step III Discussion: Should we do nothing about global warming?

Divide the class into two groups.

Expressing agreement and disagreement

Yes, I agree with you.

Yes, I think so.

I believe that you’ve got it right.

I don’t think so.

I don’t think that’s right.

I’m afraid you are wrong.

Yes, because…

No, we should…, because…

I dont’ think so. I think…

I don’t’ agree with you, because I think…

(During this part, students can be divided into two groups. They can do the task by group work and show their ideas by using the words, phrases or expressions given on the screen.)

Step Ⅳ Summary and self-assessment

Making a summary for this class.(Review what has been learned)

Think about what you have read and practised in thisclass. Then tick the boxes.

                                       I have learned       I need to learn

                                           this well           more

I have learned about :

What is global warming ;                   o                  o

The relationship between

our life and global warming;                o                   o

some new words and phrases;              o                   o

how to show our own thoughts;             o                   o

how to do something about

global warming;                           o                   o

Step V Homework

1. Review the new words and expressions you learned in this class.

2. Preview Reading.

Step VI Self-reflection on teaching(课后反思)

In this unit, the main theme is “global warming”, so the whole class should be started and finished according to it. In this class, students can be active in the activities I set for them, including listening, thinking, group work and discussing. During the class, students work with their partners or teacher tofinish the learning task, so they experience a sense of success by showing their opinions by themselves.

However, there is much teamwork in this class, but a few students are less confident or shy to take part in the activities. Some students even did not prepare well for the class. So they need to be given more encouragements and practice. Besides, the teaching information is too much , which makes the teaching time so limited that students do not have more time to think about the questions or express their own ideas.

Further more, during the last part”Discussion”, maybe sometimes we can let students do it by themselves instead of teacher’s instructions. Because they can use the knowledge of what they have learned before or in the class to finish the task, which also can help students improve their ability of organization. For example, they can choose one or more students as their group leaders to guide the activity.