英语教学设计 Unit4Globalwarming教学设计第4课时Period4.docx

Unit 4 Global warming 教学设计第4课时Period 4 Listening and Speaking教学内容分析The emphasis of this period will be placed on listening and speaking. There are altogether two texts for the students to listen to in this period： one is in the Student's Book and the other is in the Workbook. The first one（on Page 31, Listening and speaking）is a conversation between two people, Li Bin and Professor Keeling, who is a scientist studying global warming. Professor Keeling has been mentioned in the reading passage on Page 26.The listening text is a radio interview about the use of fossil fuels and other sources of energy. It contains examples of the focus function for this unit： agreement and disagreement. While listening to Part 1 for the first time the students are asked to decide which statement in Exercise 1 Professor Keeling does NOT agree with. Then students are required to listen to Part 1 again and tick the energy sources that are mentioned in the text. After listening to Part 2 students are asked to list three things they can do to save energy. At last they should also listen to Part 2 again and fill in the blanks in Exercise 4.The second one（on Page 65 , Listening Task）involves an environmental organization. A student, Tom, is giving an oral presentation. As with most oral presentations that students give, Tom has some visual aids to go with his talk. Students will first be required to listen to the whole speech to get the general idea, and then listen again and take some notes about some facts mentioned in the speech. 三维目标设计Knowledge and skills1. To understand the meanings of the following key words and expressions while hearing them in the tape： fossil fuels（化石燃料）,industrial societies（【:业化社会）, concentrated（浓缩的），radiation（辐射），economical（经济的），global community（地 球村），cigarette butts（烟蒂）,commitment（承诺），inspiration（启发）.2. To enable the students to understand lhe listening texts.3. To help the students learn how to express agreement and disagreement.Process and methods1. Smoothing away language problems if any before listening.Before asking the students to listen to the tape, help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2. Listening for needed information.Before asking the students to listen to the tape for the first time, give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information. Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3. Speaking freely and making conversations.At last the students may be asked to give their own points of view and altitudes towards the subject mentioned in the text.Emotion, attitude and value1. To stimulate students' spirit of communication and cooperation.2. To develop students1 ability of enjoying language beauty.教学重、难点1. The understanding of the listening text.2. The expressing of agreement and disagreement.教学过程Step 1 Revision1. Retell the text on P26P27.2. Check the last period's homework and explain the difficulties.Step 2 PrelisteningI. Show the following pictures to the students and ask them to tell which kind of energy each picture shows.1234Picture 1 Picture 2Picture 3 Picture 4Suggested answers：Picture 1: tide； Picture 2： wind power； Picture 3： solar energy； Picture 4： nuclear energy2. Tell the students to think over and tell which energy is the most widely used now and what are its advantages and disadvantages.Suggested answers：Solar energy is the most widely used now. Its advantages are environmentally friendly and renewable. Its disadvantage is that the equipment is too expensive.Step 3 Listening1. Listen to Part 1 of Text 1 (Page 31 )and finish the following exercises.(1) How long does Professor Keeling think fossil fuels will last?A. Several years.B. Only a few years.C. Centuries.(2) What is the disadvantage of nuclear energy?A. It is dangerous.B. It produces carbon dioxide.C. There isn't enough for it.(3) What makes it impossible for us to use sun power at present?A. The danger.B. The technology.C. Beingclean.Suggested answers： (1)C (2)A (3)B2. Listen to Part 1 of Text 1 again(Page 31 )and tick the energy sources that are mentioned. Complete the notes on them.Sources of energyNotesFossil fuelsWind powerEnergy from the sunNuclear powerSuggested answers：Sources of energyNotesFossil fuelsproduce carbon dioxidecheap and concentrated form of energyWind powercleannot practical： need huge areas of land to provide enoughenergyEnergy from the suncleannot very practical with present technologyNuclear powerdoesn't produce carbon dioxidedangerous3.Listen to Part 2 of Text 1 (Page 31 )and choose the best answers to the followingquestions.(1) How many suggestions does Professor Keeling offer?A. 2B. 3C. 4(2) Which of the following is to blame for global warming?A. Developing countries.B. Developed countries. C. Poorcountries.Suggested answers： (1)B (2)B4. Listen to Text 2(Page 65)for the first time and catch its main idea and then summarize each part.Main idea： Part 1:Part 2： Suggested answers：Main idea： The talk is mainly about Clean Up Australia Day and its organizer Ian Kierman.Part 1: How Ian Kierman began Clean Up Australia Day.Part 2： Clean Up the World Day and Ian Kierman's contribution to improving the environment.5. Listen to the whole talk again.Ask students to notice the years that Tom mentions, what happened in these years and many other facts.Make notes in the following table.YearEventFacts about theeventSuggested answers：YearEventFacts about the event1987Ian Kierman competed in a round- the-world yacht raceHe was shocked at the pollution in the ocean.1989Cleanup Day for Sydney Harbour40 000 volunteers； collected old car bodies, plastics, glass bottles, cigarette butts1990The first Clean Up Australia Day300 000 volunteers2001Clean Up Australia DayMost common kinds of rubbish： cigarette butts, glass bottles and plastic bagsStep 4 Speaking1993The first Clean Up the World Day3() million volunteers in 8() countries2001Clean Up the World Day40 million volunteers in 128 countries； cleaned streets, beaches, river banks and parksSince the students have learned much knowledge about global wanning by both reading and listening. It's necessary for them to talk about it now. Teach them how to express agreements and disagreements, blame and complaint by showing them the following patterns on the screen.(Slide show)Agreement：Exactly.You're right.I agree.That's correct/true/right.Disagreement：I'm afraid I disagree with you.I'm afraid not.I don't think so.No way.I don't agree.I doubt.Blame and complaint：I'm sorry to bring this up, but.?I'm sorry to have to say this, but.They shouldn't have done it.They are to blame.Perhaps/Maybe they should/ought to.Why don't you do something about it?Ask students to read again what Professor Keeling and Li Bin say. Then in groups discuss who you agree with and give reasons. Use some of the expressions listed above or any others they know.Give the students three minutes to prepare and practice, and then ask two groups to demonstrate their dialogues in front of the whole class.Step 5 HomeworkWrite a passage to talk about global wanning and people's different views on it.Step 6 Reflection after teaching