globalwarming教案

1MicroteachingLessonPlanStudentteacher’sName:No.66TeachingDate:2011/11/12TeachingContent:fifthperiod，Unit4GloabalWarming,PEPNewSeniorEnglishforChina上课班级情况概述ClassDescription本班学生为高二年级。学生已达到《高中新课程标准》7级水平，有一定的英语知识基础、认知水平和逻辑思维能力，对已经掌握的语言知识的练习能够驾轻就熟，所以在教授时要借助于学生已经掌握的知识和生活经验展开并且在教学中要注意以鼓励引导为主，使学生的认知心理得到拓展，提高他们的求知欲望和表现欲。ThestudentsarefromSenior2whohavepossessedNewCurriculumStandardLevelSeven.AfterlearningEnglishforatleast8years,theyhavesomebasicabilityinacquiringEnglishknowledge.Andthestudentsofthisagealsohavesomebasicanalysicalskillsandlogicalthinkingskills.Teachersshouldhelpthemmasternewknowledgebyguidingthemtomakefulluseofwhattheyhavelearnedandtheirlifeexperience.教材依据和内容TeachingMaterialsandTeachingContent新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。本堂课的内容节选自人民教育出版社，高中英语新课程标准选修六，第四单元Unit4GlobalWarming的UsingLanguage部分。本堂课的主要任务是带领学2生掌握理解阅读材料以及提取其中的关键词、句，以及运用关键信息、句段等来重组信息，复述文章。AccordingtoNewCurriculumStandard,teachersshouldguidestudentstolearnEnglishinanactivewaybycontinualpractice.ItisofequalimportanceforstudentstoimprovetheirEnglishlearningabilityandbroadentheirhorizon.TheteachingmaterialofthislessonistheUsingLanguageofUnit4—GlobalWarming.Thislessonwillenablestudentstounderstandthetextpassageandtoacquiretheskillofpickupkeywordsandphrases，andatthesametimetohelpstudentstousekeywordsandinformationtoreorganizethetext.Accordingtotheanalysisoftheteachingmaterialsandstudents’learningbackground,thelessonisdesignedlikethis.教学目标Teachingobjectives/aims1.语言知识目标Knowledgeobjectives:Enablethestudentstounderstandwordsorphrasesaboutglobalwarming,andsomeexpressionsorsentensepatterns.2.语言技能目标Abilityobjectives:A.HelpthestudentsacquireknowledgerelatedtoglobalwarmingthroughdifferentwaysB.Helpstudentstopickupsomereadingskills,suchascatchingkeywordsorphrasesaswellastousekeypointstoretellastory.C.Promoteabilityofcooperationandactivelearning.3.情感态度目标Emotional3Bystudyingthisunit,studentswillawareofthesevereeffectsofglobalwarmingandthepowerofindividuals’activities.Inordertoprotectourplanet,weshoudcarryoutprotectivethingsinourdailylife.Itseemsthatindividuals’actionisweak.Butifwehumanbeingsdothesethingstosaveenergy,itcanmakeahugedifference.4.学习策略LearningStrategyTheteacherwillapplydifferentmethodstohelpstudentstoacquireknowledgeinarelaxingway.(1)Theteacherwouldhelpstudentstoparticipateinpairandgroupworkstogetmoreinformationaboutglobalwarmingandthinkmoreaboutthetopicbyadoptingtask-basedlanguageteachingmethod.(2)Theteacherwillstartthelessonbypresentingapieceofvideo.Inthisway,studentswillacquireknowledgeinanactivewayinsteadoffollowingthetraditionalmethodsoflanguagelearning.(3)Theteacherwillhelptoimprovestudents’abilityofself-learningandgivethemsometasksaboutfinishingcarefulreading.Studentswillgettheknowledgeaboutmusicbyresearching,cooperation,interactionanddiscussionwiththeirfellowclassmates.教学辅助手段TeachingAidsPPT,blackboardwriting,videowillbeappliedduringthelearningprocedure.4教学重点与难点DifficultiesandKeyPointsDifficultiesandKeyPoints重难点（1）keypoint：helpingstudentstogettheinformationaboutthecurrentsituationoftheglobalwarmingandknowwhatweshoulddoaboutit.（2）difficuty：leadingstudentstocooperatewitheachother,pickupkeywordorphrases,andusekeyinformationtoreorganizetheminalogicalway.教学过程TeachingProcedures(AllocationofTime)pre-reading(8min)(1)Togreetstudentsandtalkaboutchangeableweather.(2)Topresentapieceofshortvideotolead-inandaskquestions:“Whatcausesglobalwarming?”“Whatcanwedoaboutglobalwarming?”whlie-reading(1)skimmingToleadstudentstoskimthetwolettersonPage30withfollowingtasks:“Whoisthewriter?”“Whatarethetwoconcernsofthefirstletter?”“DoseEarthCareagreewithOu’sopinionthatindividualscanhavenoeffect?”(2)carefulreadingTorequirestudentstoreadthepassagestudents’activities:Greetteacherandthinkaboutquestionsaskedbyteacher.Watchthevideocarefullyandthendiscussquestionswithpartners.Tofollowteacher’sguide,andthenfinishthetasksinanactiveway.5againwithfollowingtasks:“HowmanysuggestionsgivenbyEarthCare?”“Whatarethey?”Afterstudentsdiscussingtheabovequestions,organizestudentstodopairworkwithpartners.pairwork:Toworkwithpartnersandfindoutkeywordsandphrasesofthosesuggestions.Thenteacherwritedownkeywordsandphrasesgivenbystudents.Leadstudentstoorganizetheseinformationinalogicalwayandincompletesentences.Inordertomakestudentscanusekeyinformationtoretellapassageandtounderstanddetailedinformationwell,there’sagroupworkforthem.groupwork:Toaskstudentstomakeatalkshowbasedontheinformationinthetextingroup.TalkshowA:ahostorhostessofGuiZhouTelevisionB:aseniorshoolstudentC:anexpertonenvironmentSupposeanexpertCisinvitedbyGZTVtotalkaboutglobalwarmingandits6impacts,andaseniorschoolstudentBiswonderingwhatwecandoinourdailylife.Thenleadstudentstoanalysedetailedinformationandlanguagepoints.Whenstudentsdonotunderstandthemeaningofawordorphrase,IwillexplainitinEnglishinsteadoftellingthemtheChinesemeaningoftheword,andthengiveanexamplesentence.post-readingLeadstudentstofinishthetaskonPage30.AskthemtodiscusswhethertheycancarryoutthesuggestionsgivenbyEarthC