《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