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视频标签：healthy life
所属栏目：高中英语优质课视频
视频课题：高中英语人教版选修6 Unit 3 A healthy life Global Warming写作课-广东
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高中英语人教版选修6 Unit 3 A healthy life Global Warming写作课-广东番禺中学
Global Warming写作课教学设计
授课对象：广东番禺中学高二（4）班
课型：高二读写课 写作类型： “Cause and effect” essays 写作话题：Global warming 课题名称：人教版 Book6 Unit4 Global warming 写作课 设计意图：基于高中英语文本阅读，提高学生写作能力 授课时间：40分钟 （一）学生难度预测
作为高二年级的学生，虽然完成了课本阅读部分的学习，积累了话题写作的一些短语及结构，但是无法在写作中有效输出，教师需要创设情景，鼓励并引导学生在话题写作中使用相应的短语及结构。 （二）语言材料分析
本课时是人教版选修6第4单元“Global warming” 的写作课，充分运用“i-1”语言材料选材原理，选用外研社版必修3 Module 4 Sandstorms in Asia中“reading and vocabulary”以及北师大版选修8 Unit 22 Global Warming和Natural Disasters中的文段整合成一节写作课。让学生阅读相关话题的语篇，探究表达因果关系的短语及结构，然后通过mini-speech的口语活动展开话题讨论，最终完成作文“Save the earth, start from me”。 （三）教学目标
1.引导学生通过阅读语篇，分析段落和语句，找出表达因果关系的方式。 2.鼓励学生勇于表达自己的观点，让观点具有说服力。 3.培养学生的逻辑思维的思辨能力。 （四）学习目标
1.学生能够阅读语篇，分析段落和语句，探究表达因果关系的方式。 2.学生能够在演讲和写作中表达观点和论证观点。
3.学生能够学会应用相关词汇、结构及句型来表达因果关系。 （五）教学过程 教学步骤： 设计目的
Step 1 Lead- in （见第3张幻灯片）
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：
引入本节课的学习目的，在语篇中去发现因果关系的表达方式。
广州市十二五课题 “基于高中英语文本阅读, 提高学生写作能力的实证研究”“以读促写”研讨课
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beings better."
Step 2 Reading （见第4-5张幻灯片）
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 （北师大版 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 （北师大版 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 （北师大版 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：
让学生阅读更多围绕Global warming这个话题的语篇，去发现这一话题中涉及到因果关系的句子所使用的短语和结构，为后面的写作提供句型结构支架。
广州市十二五课题 “基于高中英语文本阅读, 提高学生写作能力的实证研究”“以读促写”研讨课
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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 （见第6-17张幻灯片）
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（见第18张幻灯片）
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（见第19张幻灯片）
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（见第20张幻灯片）
Get the students to find more phenomena outside our school which contribute to
目的：
通过小组讨论和mini-speech这种强制性语言输出的形式，促进学生思辨能力的培养，为下一步的写作输出提供内容素材。 目的：
要求学生写一篇作文，写作中要求学生使用本节课所学知识来表达因果关系，完成从语篇输入到语篇输出的整个环节。 目的：
让学生通过同伴评价，验证学习成果，通过欣赏同伴的作文，学会分享和积累更多相关话题和相关类型的语言知识。
目的：
让学生课后反思本课所
广州市十二五课题 “基于高中英语文本阅读, 提高学生写作能力的实证研究”“以读促写”研讨课
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global warming and write a letter to appeal to everybody to play their part. 学内容，写一篇相同类型的作文，举一反三。
Global warming写作课学案
课型定位：写作课 写作类型：“Cause and effect” Essays 写作话题：Global warming
课题名称：人教版 Book 6 Unit 4 Global warming写作课
设计意图：基于高中英语文本阅读，提高学生写作能力
授课对象：广东高二3、4班
授课时间：40分钟
学习目标：
读---阅读段落, 发现涉及因果关系的句子
读---阅读语句，探究表示因果关系的方法 迁移 写---写一篇Save the earth, start from me的倡议书
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说---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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