《Global warming》教学设计
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Unit 4 Global warming 教学设计
Warming up & Listening
Teaching goals
Enable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.
Learning ability goals
Enable the students to predict some important information in the process of listening and encourage the students to talt the situations according to the listening materials.
Teaching important and difficult points
How to mare the answers of listening material.
Teaching aids
A recorder and cassette tapes, a projector, and a computer
Teaching procedures
Step 1 Warming up
Do you know any kind of energy resource?
Do you know anything that use energy?
things that use energy in a house
(Slide show: some pictures of things that use energy in a house.)
Things that use energy Sources of energy
lights
television
cassette player
computer
fridge
stove
washing machine
hairdryer
video recorder coal oil
natural gas
wind(power)
sun(solar energy)
water(hydro-electric power)
the sea ( tidal energy)
uranium(nuclear energy)
plant waster(biomass energy)
T: Now let’s look at some more pictures and decide whether they are
renewable or not.
(Slide show: pictures of some forms of energy)
wind energy renewable
solar energy renewable
hydroelectric power renewable
geothermal energy renewable
tidal energy renewable
biomass energy renewable
nuclear power plant, non-renewable (picture)
an oil refinery(精炼厂), non-renewable (picture)
coal power station, non-renewable (picture)
natural gas non-renewable (picture)
uranium Ore (铀矿石) non-renewable (picture)
The element uranium does not occur in pure form in nature but is found in minerals such as carnotite(钒钾铀矿), pictured above. (picture)
Conclusion
non-renewable
coal oil natural gas Uranium fossil fuels
renewable
wind (wind power) sun (solar energy) water (hydro-electric power)
plant waste (biomass energy) hot springs or geysers (geothermal energy)
the sea (tidal energy)
Slide show
What are fossil fuels?
Ancient animal and plant material below the surface of the earth with a high carbon content, such as coal, oil and natural gas, which can be burnt to produce energy.
Also known as non-renewable energy because once they are used they have gone
forever; they cannot be renewed.
Step 2 Pre-listening
Read Exercise 1 together:
1. Read the statements below and tick the ones you agree with.
2. Listen to the tape and answer and decide which statement Professor Chen does
NOT agree with.
1. We'll have to stop using fossil fuels.
2. About 90% of the world's energy comes from fossil fuels.
3. We can replace fossil fuels with renewable sources of energy.
4. Nuclear power is a good source of energy.
5. In the future, we'll need new technologies to replace fossil fuels.
6. It's the developed countries who are to blame for producing most of the carbon
dioxide.
3. Listen again and tick the phrases that Professor Chen uses to agree or disagree
with Li Bin.
Slide show
Exactly. I’m afraid I disagree with you.
That’s true. I’m afraid not.
That’s right. I don’t think so.
That’s correct. No way.
I agree. I don’t agree.
4. Listen for the third time and fill in the blanks.
1. Our modern _________ societies depend on the energy we get from_________.
2. It’s a very ____________ and cheap form of energy.
3. Can’t we just ________ fossil fuels with ________ sources of energy lin or wind power?
4. However, whatever we do, we have to do it as a ________________.
5. The _________ countries are really the ones to ______.
Keys:
1.industrial; fossil fuels 2. concentrated 3。replace;renewable 4。global community
5.developed;blame
Step 3 Homework
1. Review the new words and expressions you learned in this class.
2. Preview Reading.
Reading
Teaching goals
Target language
words and phrases:
energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep on
Ability goals
Enable the students to talt different sources of energy.
Enable the students to read the text, understand what it is about and talt the causes and effects of global warming.
Teaching important & difficult points
Enable the students to get a better understanding of articles of this kind.
Teaching aids
A projector and a blackboard
Teaching procedures
Step 1 Warming up
T:Now let’s look at a picture on the slide and answer the question below.
What is the greenhouse made and used for?
A greenhouse is made of glass and is used for growing plants, especially during cold weather.
What’s greenhouse effect?
Step 2 Scanning
Read the text quickly and find the answer to the questions:
1. Who wrote the magazine article? What is the name of the magazine?
Sophie Armstrong, Earth Care.
2. What are the names of the three scientists mentioned in the article?
Dr Janice Foster, Charles Keeling, George Hambley.
3. What do they thint global warming? Do they agree with one another?
They don't agree with each other.
Dr. Janice Foster thinks the effects of global warming could be very serious.
George Hambley thinks global warming will be mild with few bad environmental
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