6/6Unit4寫作課公開課教學設計（一）GlobalWarming寫作課教學設計授課者：廣東番禺中學吳茜，教齡17年，中教一級授課對象：廣東番禺中學高二（4）班課型：高二讀寫課寫作類型：“Causeandeffect”essays寫作話題：Globalwarming課題名稱：人教版Book6Unit4Globalwarming寫作課設計意圖：基于高中英語文本閱讀，提高學生寫作能力授課時間：40分鐘（一）學生難度預測作為高二年級的學生，雖然完成了課本閱讀部分的學習，積累了話題寫作的一些短語及結(jié)構，但是無法在寫作中有效輸出，教師需要創(chuàng)設情景，鼓勵并引導學生在話題寫作中使用相應的短語及結(jié)構。（二）語言材料分析本課時是人教版選修6第4單元“Globalwarming”的寫作課，充分運用“i-1”語言材料選材原理，選用外研社版必修3Module4SandstormsinAsia中“readingandvocabulary”以及北師大版選修8Unit22GlobalWarming和NaturalDisasters中的文段整合成一節(jié)寫作課。讓學生閱讀相關話題的語篇，探究表達因果關系的短語及結(jié)構，然后通過mini-speech的口語活動展開話題討論，最終完成作文“Savetheearth,startfromme”。（三）教學目標1.引導學生通過閱讀語篇，分析段落和語句，找出表達因果關系的方式。2.鼓勵學生勇于表達自己的觀點，讓觀點具有說服力。3.培養(yǎng)學生的邏輯思維的思辨能力。（四）學習目標1.學生能夠閱讀語篇，分析段落和語句，探究表達因果關系的方式。2.學生能夠在演講和寫作中表達觀點和論證觀點。3.學生能夠?qū)W會應用相關詞匯、結(jié)構及句型來表達因果關系。（五）教學過程教學步驟：設計目的Step1Lead-in（見第3張幻燈片）Getthestudentstosharethesentencesfromthetextconcerningcauseandeffectanddiscussabouttheexpressionsorstructureswhichshowcauseandeffect1.Allscientistssubscribetotheviewthattheincreaseintheearth'stemperatureisduetotheburningoffossilfuelslikecoal,naturalgasandoiltoproduceenergy.2.Itmeansthatmoreheatenergytendstobetrappedintheatmospherecausingtheglobaltemperaturetogoup.3.Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.4.Ontheonehand,DrFosterthinksthatanytrendinwhichthetemperatureincreasesby5degreeswouldleadtoacatastrophe.5.Ontheotherhand,GeorgeHambleystates,"Morecarbondioxideisactuallyapositivething.Itwillmakeplantsgrowquicker;cropswillproducemore;itwillencourageagreaterrangeofanimals—allofwhichwillmakelifeforhumanbeingsbetter."Step2Reading（見第4-5張幻燈片）1.GetthestudentstoreadfourparagraphstofindmoresentencesconcerningcauseandeffectanddiscovertheexpressionsandstructuresusedtoshowcauseandeffectParagraph1（北師大版Unit22,Lesson1）①Overthelast100years,theglobalaveragetemperaturehasincreasedby1°Fandmanyexpertsinsistthattheblameforthisglobalwarmingcanmostlybepinnedonhumanactivities.②Asaresultofincreasedindustry,agriculture,thecuttingdownofforests,theincreaseintransportandtheburningoffuels,nearly6tonesofcarbondioxidegoesintotheatmosphereeveryyearforeveryoneoftheearth's6billionpeople.③Theamountofcarbondioxideintheatmospherehasrisenbymorethan30%inthelast250yearswithhalfofthisincreaseoccurringsince1960.④Giventhisdata,itseemsthatthelinkbetweenhumanactivitiesandrisingglobaltemperaturesisnotmerelyacoincidence.Paragraph2（北師大版Unit22,Lesson1）①Atemperatureincreaseof1°Fmaynotsoundlikealot,butifwecontinuetoproducecarbondioxideandothergasesinsuchhugequantities,wearecondemninglifeonEarthandshouldexpectsevereconsequences.②Recentreportswarnedthatglobalwarmingwillcauseterribleclimatechangesincludingmorefrequentflooding,heatwavesanddroughts.③Seriousdiseaseswillspreadandindustriesthatrelyonnaturesuchasfishingwillbebadlyaffected.④Increasedtemperatureswillalsocausethepolaricetomelt,raisingsealevelsandfloodingmanyislandsandcities.Paragraph3（北師大版Unit22,Lesson3）①Inthelastdecade,thunderstorms,floods,earthquakes,typhoons,volcaniceruptions,tsunamisandforestfireshavebecomeincreasinglycommon.②TherehasbeenterriblefloodinginAsia,Africa,AmericaandOceania.③EvenEuropehassufferedandlargeareashavebeenunderwater.④Stormshavebeengettingworseeverywheretoo,withagrowingnumberofhurricaneshittingtheUS,andCentralAmerica.⑤ReducedrainfallhasaffectedlargeareasofAfricaforyears,leavingirrigationcanalsdryandmanyotherzonesarebecomingdrier.⑥Forexample,theYellowRiver,oncefamousforflooding,failedtoreachthesealevelatallfor226daysin1997.⑦Anumberofnationshavealreadybeeninarmedconflictoverwater,andreducedrainfallinthewestoftheUShasresultedinhugeforestfires.Paragraph4（外研社版必修3Module4）①Sandstormsarestrong,drywindsthatcarrysand.②Theyareoftensothickthatyoucannotseethesun,andthewindissometimesstrongenoughtomovesanddunes(沙丘).③ThefourmainplacesintheworldwheretherearesandstormsareCentralAsia,NorthAmerica,CentralAfricaandAustralia.④RenJianbo,fromInnerMongoliadescribedaterriblesandstormheexperiencedasachildinthedesert.⑤"Tohavebeencaughtinasandstormwasaterribleexperience,"hesaid.⑥"Therewasnothingtobedone.ItwasthemostfrighteningandthemostdangeroussituationI'veeverbeenin.Youjusthadtohopeyou'dsurvive.IthoughtIwasgoingtodisappearunderthesand."2.SummarizetheExpressionsandstructuresusedtoshowcauseandeffect.Expressions:dueto,resultin,leadto,asaresultof,…Structures:-ing,Non-restrictiveattributiveclause,so…that…Step3Mini-speech（見第6-17張幻燈片）1.Getstudentstodiscussingroupsaboutsomebadphenomenaoncampuswhichcontributetoglobalwarmingandappealtotheschoolmatestotakesomeaction.2.Geteachstudenttogiveamini-speech.3.Mini-speechpresentationinclass.Step4Writing（見第18張幻燈片）Getstudentstowritealetterofappeal"Savetheearth,startfromme",usingtheexpressionsandstructureslearnedinreading.Step5PeerAs