北京八中怡海分校
北京八中怡海分校 陈淑珍 2010.11
北师大版教材第八模块第22单元Language Focus
UNIT 22 Environmental Protection 环境保护
Lesson 1 Global Warming 全球变暖
Can We Take the Heat?
(Language Focus)
Type of Lesson: Reading and speaking Teaching content: Can we take the heat? Teaching objectives: The students will be able to
?Practice using reporting verbs, e,g. warn, tell, ask, promise, order, suggest;
?Practice using vocabulary related to global warming;
?Know how to make small changes to reduce the amount of carbon dioxide.(知道如何在日常生活中做出小的改变以降低二氧化氮的排放量)
一( 指导思想与理论依据
课堂教学应改变教师为中心,单纯传授书本知识的教学模式。教师应该帮助学生发展探究知识的能力,获取信息的能力和自主学习的能力。同时教师要鼓励学生学会合作,发展与人沟通的能力。《北京市普通
新课程教学指导意见和模块学习要求(试行)》(英语)
二( 教学背景
1. 学习内容
本课是根据北师大版教材第八模块第22单元的第一课扩展而成的一节读说课,读为主,说为辅。该课课题为Global Warming,其中的副标题为Can We Take the Heat,主要讲述了全球变暖的的定义,原因,结果以及控制措施。
2. 学习者特征
教学对象为高中二
学生,心智发展都比较成熟,形成了一定的世界观和价值观。就英语而言,有了相当的词汇积累,掌握了一定的阅读技巧,并且能够运用一定的技巧分析问题,解决问题。但是尽管“低碳”已经成为了一个流行词,我仍然能够经常看到学生去做课间操的间隙忘记关灯的现象,所以可见学生对低碳生活如何从自我做起仍然没有清楚的认识。
3. 教学方式与手段(教学策略)
本课主要采取“自主学习”策略。课堂刚开始便提出中心问题,该问题贯穿始终,引导学
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生在“任务驱动型”的模式下根据自己所接受的信息不断思考,并且提炼出信息背后的真正含义。其次针对课文内容设置一系列问题,引导学生筛选相关信息解决问题,从而对文章的整体结构有一定的认识。
4. 前期教学状况和问题
在本学期开学刚接管该班时,其基础在全年级可谓最为薄弱,尤其在平时的阅读练习中发现还存在不少问题,因而在日常教学中我都会设计不同类型的训练题型,作为我整个阅读训练计划的一部分,因而让学生受益匪浅。
三( 教学目标
1. 知识与技能
1) 在规定时间内提取和加工信息;
2) 学会使用专转述结构。。
2. 过程与方法
通过读和说的过程让学生体验自主学习和合作学习的方法,例如两两合作或者小组合
作。
3. 情感态度与价值观
1) 能意识到人类活动对环境的影响,树立环保意识;
2) 积极承担公民责任,保护环境和自然资源;
3) 践行“低碳生活从我做起”。
四( 教学资源设计
1. 全程用
辅助;
2(阅读技巧训练以及语法学习用学案辅助。
五(教学过程
Procedure Teacher (T) Students (Ss) Purpose
Step 1: Introduce the The Ss will be
Presenting objectives of the able to know
the objectives class what to achieve
of the class in the class Part I: Step 2: 1. Ask Ss to look at 1.Read the 1.The Ss will get Pre-reading Lead-in some pictures descriptions together; to know many (5m)2. Write down the question in the book. Guessing kinds of disasters
Games 2. The Ss will get
stimulated to
focus on the
following story
2
Part II: Step 3: Ask the Ss to scan 1. (Individual work) The Ss will be While- Paragraph 1 paragraph 1 to work Scan paragraph 1 o able to scan the Reading out two questions look for supporting text for certain (15m) details for the two information
questions
Step 4: Ask the Ss to read (Individual work) The Ss will be
Paragraph 2 paragraph 2 to Read paragraph 2 to able to make
answer three look for certain inference
questions information to make according to
inferences certain
information
Step 5: Ask the Ss to read (Individual work) The Ss will be
Paragraph3 paragraph 3 to work Read paragraph3 to able to predict
out two questions look for certain based on certain
information to predict information
Step 6: Ask the Ss to scan (Individual work) The Ss will be
Paragraph 4 paragraph 4 to Scan paragraph 4 to able to spot
answer two questions look for certain certain
information information and
make inference Part III: Step 7: Read Ask the Ss to find (Pair work) Scan The Ss will be Post-reading to think out the relevant the text and keep on able to show a (10m) information thinking better
concerning understanding
everybody’s part to of their own
play in reducing the part to play to
amount of carbon keep the earth
dioxide 在文章中找from getting
出每个人为了降低warmer
二氧化氮排放量而学生能够更好的
力所能及的行为的理解自己可以为
相关信息 阻止全球变暖尽
一份力
Step 8: Ask the Ss to (Pair work) Think The Ss will be
Discussion discuss more ways of what they can do able to
to lead a low-carbon in daily life to understand that
life protect the earth everybody
让学生讨论低碳生and make a list including
活的更多方法 思考自己如何能够themselves can
从日常生活点滴做do something
起保护地球母亲 for the earth
学生能意识到每
个人包括他们自
己都能为地球做
3
些事情
Part IV: Write down a short passage about what small changes they can make in the
daily life to protect the earth. 写一篇短文:如何在日常生活中做出小小的改Homework
变来保护地球母亲
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