視頻簡介：
視頻標(biāo)簽：Global,第十一屆全國
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：第十一屆全國高中英語課堂教學(xué)觀摩優(yōu)質(zhì)課視頻（附課件）Unit 4 Global warming Period 5 Review class.
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第十一屆全國高中英語課堂教學(xué)觀摩優(yōu)質(zhì)課視頻（附課件）25 河南張沖高二 Unit 4 Global warmingPeriod 5 Review class.
Teaching Design
Candidate No. 25: Zhang Chong
Zhengzhou No.19 Senior High School
Teaching material：New Senior English for China - Student’s Book 6. People’s Education Press
Teaching content：Unit 4 Global warming – Review Class
Ⅰ. Analysis of the Teaching Material
This unit looks at some of the environmental problems facing the world today. Students have learned the whole part covering the related vocabulary, structures, reading passages and certain persuasive writing skills, so this review lesson, as the last period study in this unit, is designed to witness how to consolidate and enhance the knowledge students have acquired during the learning of this unit. By doing so, it is also hoped that students will become the learners to organize what they have learnt in a logical order with the assistance of, for example, a useful mind map as a good way of reviewing.
Ⅱ. Learning Objectives
Students are expected to be able to:
-
Use the words and expressions related to the environmental topics especially to the topic of global warming and sources of energy to voice their own opinions.
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Use the emphatic “it” to put extra emphasis on or give more importance to a certain part of a statement to provide supporting evidence for their argument.
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Use more authentic pronunciation and intonation as well as their insights enlightened by group discussion to raise the awareness of environmental protection and take their responsibility.
Ⅲ. Teaching Emphases and Difficulties
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How to help the students to enrich their expressions and consolidate their grasp of the emphatic “it” grammar to talk about the environmental issues by designing proper tasks to inspire their autonomic learning.
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How to guide the students to cultivate their ability of critical thinking to analyze and express themselves logically and fluently.
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How to improve the comprehensive qualities of students not within the mere realm of reading but with the panoramic view of listening, speaking, reading, writing as an indivisible whole.
Ⅳ. Blackboard design
Unit 4 Global warming
  1. Generate: questions consequences
 2. Recycle: replace causes analyze the phenomenon
 3. Enhance: analysis solutions
 4. Engage: function raise the awareness
 5. Negotiate: presentation shoulder the responsibility |
Ⅴ. Teaching procedures
Step 1 Generate – Lead-in (by asking the questions)
【Discuss the consequences】Interactive Pattern; Individual Work
Based on the given information, the picture, the short video, the students are capable of describing these terrible consequences and then making an analysis of the main causes of these consequences under the guidance of the correspondingly designed questions.
|
Phenomena |
Questions |
 |
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What happened?
___________________________________
___________________________________
-
What are the consequences?
___________________________________
___________________________________ |
【Target language in this Unit can be used by the teacher in Step 1】
【Designing purpose of Step 1】
Analyze the following natural phenomena to explore the questions, by which students can have a brief review of the related vocabulary and find the terrible consequences of these disasters. On the basis of this analysis, students are expected to learn how to review knowledge and lay a solid foundation for the next Step 2 to recycle and replace the words and expressions by the selection of synonyms.
Step 2 Recycle – Review (by replacing expressions and structures)
1.【Know the causes】Pair Work
Replace the underlined expressions by the synonyms in Unit 4 and generalize the main idea of this passage. Then, students are invited to summarize the connections between the synonyms mentioned above and the main idea.
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Analyze the Meaning of the Expressions |
1. It is clear that global warming has become one of the most serious problems which human beings have to face. But how does this happen? All scientists 2. agree to the view that the earth’s temperature going up is 3.because of the burning of fossil fuels, which can produce some greenhouse gases. Greenhouse effect has a positive effect. If there were no greenhouse effect, the earth’s temperature would be much lower than it is. The problem is that when 4. lots of extra carbon dioxide is in the atmosphere, more heat energy 5. is likely to be trapped in the atmosphere which can lead to the increase of the global temperature. Some think the rise of the temperature would be 6. a serious disaster, which can result in severe storms, floods, droughts, famines and 7. extinction of species. Some 8. are against it. Firstly, they think, it will benefit many animals. Secondly, it is global warming that will be not so severe and their consequences are not so bad.
【Synonyms】【Target language in this Unit】
1. __________________ 2. _______________ 3. ________________ 4. ___________________
5. _________________ 6. ________________ 7. ________________ 8. ____________________
【Sentence structure】
_______________________________________________________________________ |
2. 【Know the suggestions】Pair Work
Rewrite the following sentences to give more emphasis to the underlined part by using the structure “It is\was…that\who…”. Then, taking the sentence meanings into consideration, the teacher will guide students to seek out the proper suggestions from Earth Care in Using Language. So, due to the connection of the causes expressed in the three sentences and the suggestions to do with the each cause accordingly, students review both the structure and the other reading passage in Using Language.
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Analyze the Meaning of the Structures |
Suggestions from Earth Care |
1. Much of the energy used to light and heat our homes comes from fossil fuels.
_____________________________________________________________________________________________________________________________
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Turn off
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Motor vehicles
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Recycle
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2. Carbon dioxide has the tendency to stay in the atmosphere for centuries while other greenhouse gases stay in the atmosphere only for a day or less.
_______________________________________________________________
_______________________________________________________________
|
|
【Target language in this Unit can be used by the teacher in Step 2】
environment
electrical appliance
result in
… |
【Designing purpose of Step 2】
This step, divided into two sections, mainly deals with the emphases of this review class. By doing the replacing exercise, the students can have a general view of useful words and expressions to express the consequences of global warming, which serves as the prerequisite for the command of emphatic structure “It is\was… that\who…”. Then, considering the meanings of each sentence, the students can easily highlight the underlined part which is given more importance by the practice of grammatical rules. Therefore, it is clearly available for students to know what we can do about global warming in the next step.
Step 3 Enhance – Enrich (by brainstorming)
【Find the way of analysis】Group Work
Students can discuss in pairs about what the disaster is in the following pictures, and then analyze the causes, the consequences and find out the possible solutions.
【Target language in this Unit can be used by the teacher in Step 3】
go up
keep on
average
existence
pollution
… |
【Designing purpose of Step 3
】
Students in this step start to discuss with their group members to share their ideas and to make their own analysis about one specific phenomenon. They are expected to combine the logical and critical way of thinking in Step 1 and Step 2 into a whole. Only by doing so patiently and deeply can they surprisingly figure out if we hope to find the solutions we should know what the phenomenon is, explore the underlying causes, even be exposed to the terrible consequences. Thus, we hold a firm belief that they consolidate what they have reviewed and been motivated to find the solutions.
Step 4 Engage – Enrich (by watching)
【Raise the awareness】
Watch this short video from TED, a speech delivered by Yang Lan. And, share their ideas with their classmates.
The generation that's remaking China
 |
Your feelings after watching it:
_________________________________________
_____________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|
【Target language in this Unit can be used by the teacher in Step 4】
environment
contribution
commitment
on behalf of
growth
… |
【Designing purpose of Step 4
】
This part is designed to lead students to the real scenario of how to use English to express them clearly and confidently. Then, by watching, students are eager to voice their own opinions. Finally, actions speak louder than words. Inspired by the speech, students realize their responsibility to transform this country. Naturally, students are invited to do an oral presentation by providing their evidence to support their arguments. Generally speaking, they will make full use of the above 4 steps to find their own solutions to shoulder their duty of protecting the environment.
Step 5 Negotiate – Oral presentation (by debating)
【Shoulder the responsibility】Group Work: Deliver their own speech to support their argument.
1. Provide their evidence to support their argument by using the knowledge introduced as a mind map in this class.
2. Discuss with their group members to accomplish this presentation.
|
Groups |
Argument 1 |
Argument 2 |
|
Deliver your speech |
Beautiful scenery
is the gold and silver mines.
金山銀山就是綠水青山。 |
Talking the talk
is not as good as walking the walk.
喊破嗓子不如甩開膀子。 |
【Target language in this Unit can be used by the teacher in Step 5】
presentation
measurement
disagreement
… |
【Designing purpose of Step 5】
Students are provided with two arguments for the green life in China. They are asked to use the expressions and sentence structures in this unit to express their supporting evidence. More importantly, they are expected to utilize the expressions related to this unit into a logical order to organize their own speech. This can raise their awareness of responsibility to protect environment and struggle for happiness with their joint efforts, as they are the pillars and younger generation in China.
Step 6 Homework – Writing
【Class work】
假設(shè)你是某中學(xué)高中學(xué)生李華，今年暑假將前往澳大利亞參加主題為 “Efforts for GREEN Life”的交流活動(dòng)。請(qǐng)你以參訪代表的身份，根據(jù)以下圖片提示，用英語寫一篇發(fā)言稿。
詞數(shù)：120左右
注意：1. 根據(jù)圖片的內(nèi)容適當(dāng)展開，以使行文連貫；
2. 文中不能出現(xiàn)考生的具體信息；
參考詞匯：短缺 shortage 資源 resource
Your homework: to consolidate what you have learnt
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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