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視頻標簽：healthy life
所屬欄目：高中英語優質課視頻
視頻課題：高中英語人教版選修6 Unit 3 A healthy life Global Warming寫作課-廣東
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高中英語人教版選修6 Unit 3 A healthy life Global Warming寫作課-廣東番禺中學
Global Warming寫作課教學設計
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： “Cause and effect” essays 寫作話題：Global warming 課題名稱：人教版 Book6 Unit4 Global warming 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構，但是無法在寫作中有效輸出，教師需要創設情景，鼓勵并引導學生在話題寫作中使用相應的短語及結構。 （二）語言材料分析
本課時是人教版選修6第4單元“Global warming” 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3 Module 4 Sandstorms in Asia中“reading and vocabulary”以及北師大版選修8 Unit 22 Global Warming和Natural Disasters中的文段整合成一節寫作課。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構，然后通過mini-speech的口語活動展開話題討論，最終完成作文“Save the earth, start from me”。 （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.學生能夠學會應用相關詞匯、結構及句型來表達因果關系。 （五）教學過程 教學步驟： 設計目的
Step 1 Lead- in （見第3張幻燈片）
Get the students to share the sentences from the text concerning cause and effect and discuss about the expressions or structures which show cause and effect
1. All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy. 2. It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.
3. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
4. On the one hand, Dr Foster thinks that any trend in which the temperature increases by 5 degrees would lead to a catastrophe.
5. On the other hand, George Hambley states, "More carbon dioxide is actually a positive thing. It will make plants grow quicker; crops will produce more; it will encourage a greater range of animals — all of which will make life for human
目的：
引入本節課的學習目的，在語篇中去發現因果關系的表達方式。
廣州市十二五課題 “基于高中英語文本閱讀, 提高學生寫作能力的實證研究”“以讀促寫”研討課
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beings better."
Step 2 Reading （見第4-5張幻燈片）
1. Get the students to read four paragraphs to find more sentences concerning cause and effect and discover the expressions and structures used to show cause and effect
Paragraph1 （北師大版 Unit 22, Lesson 1） ①Over the last 100 years, the global average temperature has increased by 1°F and many experts insist that the blame for this global warming can mostly be pinned on human activities. ②As a result of increased industry, agriculture, the cutting down of forests, the increase in transport and the burning of fuels, nearly 6 tonnes of carbon dioxide goes into the atmosphere every year for every one of the earth's 6 billion people. ③The amount of carbon dioxide in the atmosphere has risen by more than 30% in the last 250 years with half of this increase occurring since 1960. ④Given this data, it seems that the link between human activities and rising global temperatures is not merely a coincidence.
Paragraph 2 （北師大版 Unit 22, Lesson 1） ①A temperature increase of 1°Fmay not sound like a lot, but if we continue to produce carbon dioxide and other gases in such huge quantities, we are condemning life on Earth and should expect severe consequences. ②Recent reports warned that global warming will cause terrible climate changes including more frequent flooding, heat waves and droughts. ③Serious diseases will spread and industries that rely on nature such as fishing will be badly affected.④Increased temperatures will also cause the polar ice to melt, raising sea levels and flooding many islands and cities.
Paragraph 3 （北師大版 Unit 22, Lesson 3） ①In the last decade, thunderstorms, floods, earthquakes, typhoons, volcanic eruptions, tsunamis and forest fires have become increasingly common. ②There has been terrible flooding in Asia, Africa, America and Oceania. ③Even Europe has suffered and large areas have been underwater. ④Storms have been getting worse everywhere too, with a growing number of hurricanes hitting the US, and Central America. ⑤Reduced rainfall has affected large areas of Africa for years, leaving irrigation canals dry and many other zones are becoming drier. ⑥For example, the Yellow River, once famous for flooding, failed to reach the sea level at all for 226 days in 1997. ⑦A number of nations have already been in armed conflict over water, and reduced rainfall in the west of the US has resulted in huge forest fires.
Paragraph 4 （外研社版必修3 Module 4） ①Sandstorms are strong, dry winds that carry sand. ②They are often so thick that you cannot see the sun, and the wind is sometimes strong enough to move sand dunes(沙丘). ③The four main places in the world where there are sandstorms are Central Asia, North America, Central Africa and Australia. ④Ren
目的：
讓學生閱讀更多圍繞Global warming這個話題的語篇，去發現這一話題中涉及到因果關系的句子所使用的短語和結構，為后面的寫作提供句型結構支架。
廣州市十二五課題 “基于高中英語文本閱讀, 提高學生寫作能力的實證研究”“以讀促寫”研討課
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Jianbo, from Inner Mongolia described a terrible sandstorm he experienced as a child in the desert. ⑤"To have been caught in a sandstorm was a terrible experience," he said.⑥"There was nothing to be done. It was the most frightening and the most dangerous situation I've ever been in. You just had to hope you'd survive. I thought I was going to disappear under the sand."
Phenomenon/Cause
Effect/Result
Expression/Structure
increased industry, agriculture,
the cutting down of forests, the
increase in transport and the
burning of fuels
nearly 6 tonnes of carbon
dioxide goes into the
atmosphere every year for every one of the earth's 6
billion people As a result of
Increased temperatures will also
cause the polar ice to melt
raising sea levels and
flooding many islands and cities -ing
Reduced rainfall has affected large areas of Africa for years leaving irrigation canals
dry
-ing
reduced rainfall in the west of
the US
huge forest fires
result in Sandstorms are often very thick you cannot see the sun
so … that …
2. Summarize the Expressions and structures used to show cause and effect. Expressions: due to, result in, lead to, as a result of, …
Structures: -ing, Non-restrictive attributive clause, so … that …
Step 3 Mini-speech （見第6-17張幻燈片）
1. Get students to discuss in groups about some bad phenomena on campus which contribute to global warming and appeal to the schoolmates to take some action.
2. Get each student to give a mini-speech. 3. Mini-speech presentation in class.
Step4 Writing（見第18張幻燈片）
Get students to write a letter of appeal "Save the earth, start from me", using the expressions and structures learned in reading.
Step5 Peer Assessment（見第19張幻燈片）
Ask students to exchange and give comments on their classmates’ compositions according to the criteria.
What do you think of the work Excellent (A)
Good (B)
Average (C)
Poor (D)
Cause and effect Appeal
Assignment（見第20張幻燈片）
Get the students to find more phenomena outside our school which contribute to
目的：
通過小組討論和mini-speech這種強制性語言輸出的形式，促進學生思辨能力的培養，為下一步的寫作輸出提供內容素材。 目的：
要求學生寫一篇作文，寫作中要求學生使用本節課所學知識來表達因果關系，完成從語篇輸入到語篇輸出的整個環節。 目的：
讓學生通過同伴評價，驗證學習成果，通過欣賞同伴的作文，學會分享和積累更多相關話題和相關類型的語言知識。
目的：
讓學生課后反思本課所
廣州市十二五課題 “基于高中英語文本閱讀, 提高學生寫作能力的實證研究”“以讀促寫”研討課
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global warming and write a letter to appeal to everybody to play their part. 學內容，寫一篇相同類型的作文，舉一反三。
Global warming寫作課學案
課型定位：寫作課 寫作類型：“Cause and effect” Essays 寫作話題：Global warming
課題名稱：人教版 Book 6 Unit 4 Global warming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
授課對象：廣東高二3、4班
授課時間：40分鐘
學習目標：
讀---閱讀段落, 發現涉及因果關系的句子
讀---閱讀語句，探究表示因果關系的方法 遷移 寫---寫一篇Save the earth, start from me的倡議書
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說---呼吁 | Phenomenon/Cause | Effect/Result | Expression/Structure |
| What do you think of the work |
Excellent (A) |
Good (B) |
Average (C) |
Poor (D) |
| Cause and effect | ||||
| Appeal |
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