1、Unit 4 Global warming第一部分教学设计说明About the topic and the structures单元话题和结构本单元的话题是“Global warming/全球变暖”，介绍了“能源”、“能源危机”和“温室效应”。单元句法项目依然是it用法。教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。Per
2、iod 1Reading 阅读课Warming Up引导学生识别和辨认英国英语和美国英语，进而对英语在种种变体获得一个初步的感性认识。Pre-reading要求学生看图列表，回答有关“能源的用途”、“能源的来源”、“可再生能源”等方面的问题，为阅读后面的短文做背景、词语和结构的准备。补充：能源利用效率反映了国家社会生产力水平, 能源消费水平反映人民生活质量, 能源产业结构的优化是经济发展的加速器。Reading“地球变暖：后果严重吗？”是篇说明文，探讨了地球变暖的原因、地球变暖的后果等方面的问题。教师应当引导学生从形式和内容两方面阅读本文，提高对说明文文体的认识，同时了解“温室效应”的前因后果
3、。通过学习学生应该明白：大气中的二氧化碳浓度增加，阻止地球热量的散失，使地球发生可感觉到的气温升高，这就是有名的“温室效应”。促使地球气温升高的气体称为“温室气体”。二氧化碳是数量最多的温室气体，约占大气总容量的0.03%。Period 2Learning about language 知识课Learning about language第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和实用；第二部分是句法训练，进一步强化学生对英语“it用法”的理解和运用。Period 3Using language运用课Using language重点是阅读“对全球变暖我们可以做些什么？”；写作部分
4、要求学生“俩俩”活动，运用所学词语、结构和话题知识编写“减少大气二氧化碳排放量的种种方法”；“听、讨论”部分首先围绕“能源多样化”听一个采访录音，然后发表自己的见解。补充“历史上的能源危机”：1973年能源危机原因：石油输出的主要力量为阿拉伯国家，他们因不满西方国家支持以色列而采取石油禁运而导致这次危机。1979年能源危机原因：伊朗革命爆发。1990年石油价格暴涨原因：波斯湾战争。2004年石油价格上涨原因：多种原因导致。实际教学过程课时划分建议Period 1将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period
5、2将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。Period 3将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。Period 5将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合
6、技能课（二）”。第二部分教学资源说明Section 1Background 背景围绕单元话题“全球变暖”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section 2Explanation解析重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section 3Vocabulary词汇按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完
7、全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1Teaching Design 第一部分 教学设计Period 1 A sample lesson plan for reading(THE EARTH IS BECOMING WARMERBUT DOES IT MATTER?)IntroductionIn this period, after the warming up, students will be guided to read aloud
8、 to the recording, read and underline, read aloud and translate, read and transform information, understand difficult language points and retell the text. The class will end by students taking a quiz.Three “Warming Up” designs are presented in this book for teachers reference. Computer and overhead
9、projector may be used to aid the teaching and learning. Objectives To help students learn to express agreement and disagreement/ blame and complaint To help students learn to read an exposition about global warming To help students better understand “the importance of protecting the earth” To help s
10、tudents learn to use some important words and expressions To help students identify examples of “it” in the textFocusWordscompare, state, glance, decreaseExpressions compareto, come about, quantities of, result in, build up, keep on, on the whole, make a difference, put up with, so long as, and so o
11、nPatterns but it could be as much as 5 degrees Celsius.There is no doubt that the earth is becoming warmerSome byproducts of this process are called “greenhouse” gases, the most important one being carbon dioxide. An increase of five degrees would be a catastrophe, I would say. These should get you
12、started with your project. Rememberyour contribution counts. AidsMultimedia facilities, tape-recorder, photos, diagrams ProceduresWarming up Warming up by defining energyHello, everyone. Whats the weather like today? Hot? Yes, it is hot, because the globe is warming up fast. But what leads to global
13、 warming? Thats right. It is the burning of fossil fuels like coal, natural gas and oil to produce energy that makes the globe warm up. It is energy that warms up the globe. But what is energy?Energy is a fundamental quantity that every physical system possesses; it allows us to predict how much wor
14、k the system could be made to do, or how much heat it can produce or absorb. In the past, energy was discussed in terms of easily observable effects it has on the properties of objects or changes in state of various systems. Basically, if something changes, some sort of energy was involved in that c
15、hange.Warming up by learning about forms of energyHello, we shall take Unit 4 Globe warming today. The globe is warming up fast because more and more energy is being used. But what are the different forms of energy? Light energy 光能 Heat energy 热能 Sound energy 声能 Chemical energy source 化学能源 Nuclear e
16、nergy 核能 Internal energy内能 Kinetic energy动能 Potential energy势能 Warming up by reading and answeringBefore we take this new unit, lets read the instruction to the movies The Day After Tomorrow, and try to answer the following questions: Have you seen the movies? If so, how do you like it? What would t
17、he world look like if it lost its battle against the greenhouse effect and global warming？ The Day After Tomorrow (后天) shows a global disaster and destruction thanks to the weather.In the movie, Jack Hall, a weather scientist, is the first man to realize that a new ice age is coming. In one of sever
18、al natural disasters, his son Sam becomes trapped in New Yorks Public Library when a tidal wave strikes the city. Jack is forced to fight against rapidly dropping temperatures and a pack of hungry wolves which escaped from the zoo. Meanwhile, Jack must think of ways to save his son, himself and the
19、whole world. He must follow a hard path north, as everyone else races south to live in warmer climates.This film also brings a direct attack on the refusal of the US government to reduce greenhouse gas emissions. It is hoped that The Day After Tomorrow may encourage a change in the governments attit
20、ude towards environmental protection.2. Pre-reading by talking and sharingNow look at the word GREENHOUSE GASES. What does it mean?Greenhouse gases (GHG) are gaseous components of the atmosphere that contribute to the greenhouse effect. The major natural greenhouse gases are water vapor, which cause
21、s about 36-70% of the greenhouse effect on Earth (not including clouds); carbon dioxide, which causes between 9-26%; and ozone, which causes between 3-7% (note that it is not really possible to assert that such-and-such a gas causes a certain percentage of the GHE, because the influences of the vari
22、ous gases are not additive. The higher ends of the ranges quoted are for the gas alone; the lower end, for the gas counting overlaps). Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Certain human activities, however, add to the levels of
23、most of these naturally occurring gases.3. Reading Reading aloud to the recordingNow please listen to and read aloud the text to its recording. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and youll read aloud twice, too.Reading and
24、underliningWords are important. Expressions are more important. So next you are to read the text and circle at the same time all the useful expressions or collocations in the passage. Copy them to your notebook after school as homework.Collocations from THE EARTH IS BECOMING WARMERBUT DOES IT MATTER
25、?rise above, six tenths of a degree Celsius, sound much to, be compared to, come about, explore questions, there is no doubt that, fierce debate over, cause global warming, a natural phenomenon, cause the increase in, through the burning of fossil fuels, produce energy, warm the earth, be about thir
26、ty-three degrees Celsius cooler, addto, be trapped in, increase greatly over, make accurate measurements of , result in, different attitudes towards, rise by several meters, concern abut, with few but bad environmental consequences, a positive thing, grow faster, encourage a greater range of, build
27、up, in the atmosphere, reduce the amount of, keep on ing Reading aloud and translatingTranslation is a useful to teaching and learning of English. It makes you better understand the structure of English. Next we are going to read aloud the text and translate it into Chinese. We may translate it word
28、 for word, sentence for sentence. Reading and transforming informationTo understand the main idea of the text, we are going to read it once again. Underline the key sentence of each paragraph at the same time to decide on the type of writing and summary of the text.Type of writing and summary of the
29、 textType of writingThis is a piece of descriptive writing.Main idea of the passageIt tells how the rising of earths temperature comes about and how people respond differently to it.Key phrase of 1st paragrapha debate over causes of global warmingKey phrase of 2nd paragraphcarbon dioxide being one o
30、f “greenhouse” gasesKey phrase of 3rd paragraph“greenhouse effect” causing global temperature to go upKey phrase of 4th paragraphlevels of carbon dioxide up over the last centuryKey phrase of 5th paragraphdifferent attitudes towards the causesKey phrase of 6th paragraphwarming to be as low as 1 to 1
31、.5 degrees Celsius or as much as 5 degrees CelsiusKey phrase of 7th paragraphan increase of five degrees being a catastropheKey phrase of 8th paragraphfuture warming causing the sea level to rise Key phrase of 9th paragraphwarming to be mild with few bad environmental consequencesKey phrase of 10th
32、paragraphmore carbon dioxide to be a positive thingKey phrase of 11th paragraphthe effects of global warming being uncertain5. Understanding difficult language pointsAre there any sentences or words, difficult to you? Now discuss with your partner the difficult points. You may put you questions to m
33、e as well. 6. Retelling the textRetelling can be made easy if it is done with the help of the key sentences found in the text. Take turns to retell the text in groups of four. 7. Closing down by taking a quizTo end this period and to check your learning of this text I am going to give you this quiz.
34、 What can we do about global warming?Firstly, governments 1 _ support research. For example, they should 2 _ companies to develop vehicles that 3 _ less pollution. They should also support alternative 4 _ of electricity from wind 5 _ water rather than from oil and coal. As well, 6 _ should sponsor c
35、onferences to 7 _ the effects of greenhouse gas emissions and 8 _ solutions to the problem. Secondly, they should 9 _ laws that limit the amount of greenhouse 10 _ that companies can emit. Private 11 _ should be rewarded for following these laws. 12 _ should also be punished for creating pollution.
36、Finally, everybody 13 _ affected by global warming. Therefore, it is 14 _ that governments involve individuals 15 _ the problem solving process. For 16 _ they should encourage households to 17 _ as much energy as possible by using 18 _ efficient light bulbs or less hot 19 _. They should also encoura
37、ge the public to 20 _, and this should be compulsory 21 _ everyone. Another way of saving energy is 22 _ public transport systems. Governments should 23 _ money on public transport to make it as 24 _ as possible for the public to save energy.(Keys: 1 can 2 encourage 3 cause 4 sources 5 and 6 they 7
38、discuss 8 possible 9 make 10 gases 11 companies 12 They 13 is 14 important 15 in 16 example 17 save 18 more 19 water 20 recycle 21 for 22 by 23 spend 24 easy)Answer questions about global warming.1. What is the greenhouse effect, and is it affecting our climate?The greenhouse effect is the result of
39、 heat gathering by certain gases in the atmosphere and re-radiation downward of some of that heat. Without a natural greenhouse effect, the temperature of the Earth would be about zero degrees F (-18C) instead of its present 57F (14C). 2. Are greenhouse gases increasing?Human activity has been incre
40、asing the concentration of greenhouse gases in the atmosphere. There is no scientific debate on this point. 3. Is the climate warming?Yes. Global surface temperatures have increased about 0.6C (plus or minus 0.2C) since the late-19th century, and about 0.4F (0.2 to 0.3C) over the past 25 years. 4. A
41、re El Nios related to Global Warming?El Nios are not caused by global warming. 5. Is the hydrological cycle (evaporation and precipitation) changing?Overall, land precipitation for the globe has increased by 2% since 1900, however, precipitation changes have been spatially variable over the last cen
42、tury. 6. Is the atmospheric/oceanic circulation changing?Yes, it is. A rather big change in it occurred around 1976/77 and the new pattern has persisted. 7. Is the climate becoming more variable or extreme?On regional scales, there is clear evidence of changes in variability or extremes.8. How impor
43、tant are these changes in a longer-term context?These changes may lead to very bad results for the human beings in a longer-term context.9. Is sea level rising?Global mean sea level has been rising at an average rate of 1 to 2 mm/year over the past 100 years. 10. What about the future?Ways have to be found and things have to be done to stop this global warming.