TeachingPlanforUnit4GlobalWarming(1stperiod)設(shè)計(jì)思路：教材分析：本課文取自于人教版新教材選修6Unit4,文章篇幅較長，題材屬于科普類文章?？破疹愇恼聝?nèi)容較為枯燥，術(shù)語、生僻詞較多，學(xué)生讀起來較有困難。好在文章話題——全球變暖的問題已為公眾熟知，學(xué)生對此話題并不陌生，這一點(diǎn)有利于教學(xué)。學(xué)情分析：學(xué)生是外國語學(xué)校學(xué)生，語言基礎(chǔ)和能力水平較高，這對教學(xué)活動(dòng)的展開很有幫助；但是授課者從未接觸過這些學(xué)生，對他們的實(shí)際情況幾乎一無所知，且上海和江西同級(jí)別的重點(diǎn)學(xué)校的學(xué)生水平并不一致，這給授課者在預(yù)估學(xué)生能力方面產(chǎn)生較大的障礙,給備課帶來極大的困難。另外，本節(jié)課因特殊原因只有35分鐘，這是本堂課最難解決的問題。授課者不得不考慮既要將文本作適當(dāng)?shù)拈喿x處理又要有適當(dāng)?shù)耐卣?，以及保證課堂的完整性的問題。上課框架：本堂課是這篇課文的第一課時(shí)，以學(xué)生掌握文章的主旨和具體內(nèi)容為主要目標(biāo)。文章標(biāo)題“Theearthisgettingwarmerbutdoesitmatter?^^非常清楚地告訴了我們文章將闡述地球在不斷變暖的事實(shí)，并提出疑問這究竟有沒有關(guān)系？因此，本課大體分兩局部進(jìn)行：第一局部處理地球正在變暖的原因和事實(shí)依據(jù)，第二局部那么帶著學(xué)生閱讀“這是否有關(guān)系”，并引發(fā)自己的思考。因此，我設(shè)計(jì)了6個(gè)任務(wù)來完本錢堂課的閱讀教學(xué)。其中五個(gè)任務(wù)以文本為基礎(chǔ)，通過帶讀、自讀、互相讀的方式，學(xué)生利用predicting、scanning、skipping等閱讀技巧來完成文本閱讀，了解主旨，熟悉文章內(nèi)容，抓取相關(guān)信息。最后一個(gè)活動(dòng)為討論，使學(xué)生明白全球變暖問題日趨嚴(yán)重，我們還是要有應(yīng)對措施，并加強(qiáng)環(huán)保意識(shí)。Teachingmaterials:TextbookStudent'sBook6,NewSeniorEnglishforChina.People'sEducationPressTeachingAids:ablackboard,amultimediakitObjectives:OfKnowledge:Studentswillknowbasicscientificfactsconcerningglobalwarming,scientists9differentattitudestowardsitandthewriter'sopinionaswell.ILOfAbilityStudentswillcontinuetodeveloptheirpredictingskilltoguessthemainideaofthearticleandgetpreparedforthereading.ILOfAbilityStudentswillpracticethescanningskilltogetthespecificinformation.Studentswilllearntothinkcriticallyabouttheproblemsthewriterhasraised.IILOfEmotionStudentswilllearnweshouldconserveenergyandprotecttheearth.Studentswillwanttogetinvolvedintheclassroomactivitieswhendoingthetasks.Procedures:I.BeforeReadingLead-inAgraphwhichshowsthechangesoftheaveragetemperaturesofJiangxiProvincefrom1959to2006.Whatcanyoutellfromthegraph?(Students'answermayvary.)Thisleadstoourtopictoday-Globalwarming.Predicting:Whatcanyouinferfromthetitle?Whatarethetwographsabout?ILWhileReading(Tomakesurewearealwaysonthesamepage,pleasemarkeachparagraphbywritingPara.Para.2...infrontofeachparagraph.Howmanyparagraphsdowehave?)ScanningLookforpeople'snames.Circlethemwitharedpen.Whowrotethemagazinearticle?Whatarethenamesofthethreescientistsmentionedinthearticle?Para.1&2Whathascausedglobalwarming?(vocabularyteachinginvolved)Whichsentencetellsuswhatthewriterwilltalkaboutinthearticle?Reading:Para.3,4&5Howhasthiscomeabout?Furtherquestions:Canyougivethethreeexamplesofthefossilfuels?Whogaveusscientificevidencethattheamountofcarbondioxidehasbeenincreasing?Somegasescantrapheatfromthesun.Whatdoscientistscallthisphenomenon?Whatwouldhappeniftherewerenogreenhouseeffect?Whatwouldhappenifthereweretoomanygreenhousegases?HowhighwillthetemperatureincreasegoaccordingtoJaniceFoster?Reading:Doesitmatter?PairWork(Para.6)ThestudentssittingonmylefthandsidewillreadaboutJaniceFosterwhiletheotherswillreadaboutGeorgeHambley.Thenfillintheblanksinthetableconcerningyourreadingpart.Exchangeinformationwithyourdeskmatesothathe/shecanfillintheotherhalf.Makeadialogueusingtheinformationinthetable.OneasFoster,theotherasHambley.Para.6JaniceFoster&supportersGeorgeHambley&supportersAttitudeTemperatureincreasewouldbeaWeshouldn't.PredictionItcouldbevery■Anywarmingwillbewithbadenvironmentalconsequences.PossibleconsequencesMorecarbondioxideis,because—>->->Reading:Para.7ThewriterprobablythinksA.Itmatters.B.Itdoesn'tmatter.Whatprobablydoesthewriterwantustodobythelasttwoquestions?IILPostReadingGroupDiscussion:Whatcan/shouldwedo?Athome/work/schoolClothing/food/housing/transportationPolicies,laws,financeMedia,transportation,designofbuildingsYoumayalsorefertothepicturesonPage25.Makealist:(Summary:Wrapupthetopic)IV.Homework:ReadthetextagainandfinishC