人教版（2019）选择性必修第三册 Unit3 Environmental Protection Learning About Language(1) 名师教学设计
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| 名称 | 人教版（2019）选择性必修第三册 Unit3 Environmental Protection Learning About Language(1) 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 19.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-13 07:18:21 | ||
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Unit3 Learning About Language(1) 名师教学设计
课时内容
Build up your vocabulary
主题语境：人与自然
主题群：环境保护
子主题：人与环境
语篇类型：文字
文本分析：
[What]本课时共三部分：第一部分用所给词的正确形式完成句子；第二部分用所给词的正确形式完成一篇短文；第三部分讨论意为“使……发生”的近义词组的区别并造句。
[Why]学生可以从不同的角度，运用不同的途径与方法学习和理解词汇，符合学生的学习认知规律，有利于培养学生的词汇运用能力。通过语篇阅读，在巩固和运用词汇的基础上，进一步拓展主题内容。
[How]通过各种练习提升学生在语境中使用重点词汇的能力。
课时目标
1. 能够在语境中正确使用重点词汇。
2. 讨论意为“使……发生”的近义词组的区别及造句。
重点难点
重点：
在语境中正确运用文中重要词汇。
难点：
在具体的语境中灵活使用重点词汇。
教学准备
教师准备：
第一课词汇、课文录音。
学生准备：
复习第一课课文及词汇。
教学过程
Step I 学习理解
活动一：基础过关练
1. Complete the sentences with suitable words.
①Extensive reading plays a crucial role in improving the ________ (全面的)skills in English learning. ②The animals were left to ________ (饿)to death. ③He is a professor in ________ (生态学). ④He ________ (抓住) her by the arm. ⑤10, 000 balloons ________ (放开，松开) at the ceremony. ⑥The love and support of his family ________ (维持)him during his time in prison. ⑦We ________ (限制)the number of students per class to 10. ⑧They ran out of ________ (燃料).
Suggested answers: ①comprehensive ②starve ③ecology ④seized ⑤were released ⑥sustained ⑦restrict ⑧fuel
2. Complete the sentences with the correct forms of the words in the box.
broadcast comprehensive ecology starve seize ①The Amazon basin, known as the “lungs of the world”, not only provides some ________ balance for the planet, but also food and resources for the local natives. ②Thousands of baby penguins ________ to death because the changing climate forced their parents to leave them and travel long distances in search of food. ③Many experts link China’s economic success to the ________ reform that China has undergone since 1978. ④The speaker said the media should make more ________ that spread awareness of the climate crisis and possible solutions. ⑤To deal with climate change, we must ________ the initiative to do whatever is necessary to protect our environment.
Suggested answers: ①ecological ②starved ③comprehensive ④broadcasts ⑤seize
【设计意图】通过让学生用所给词的正确形式完成句子的练习，提升学生对于重点词汇的认知。
Step II 应用实践
活动二：内化与运用
Complete the passage.
(1) Ask students to find the key words “fuel, policy, release, restrict, sustain, trend” in the passage and read the sentences to examine how they are used.
(2) Have students complete the passage with the correct forms of the words in the box.
fuel policy release restrict sustain trend Carbon dioxide is ________ through human activities such as destroying forests and burning fossil ________, as well as natural processes such as volcanic eruptions. The measurements by climate experts show a rising ________ of carbon dioxide emissions. If this continues, our planet will face further environmental disasters. In response to this environmental issue, China is implementing significant ________ and measures to address climate change, aiming to ________ coal consumption, promote a harmonious relationship between man and nature, build a ________ energy system, and advocate a moderate, green, and low-carbon lifestyle.
(3) Invite a student to voice his or her opinion and check with the class.
Suggested answers: released; fuels; trend; policies; restrict; sustainable
【设计意图】通过在文章中寻找这些词汇的句子，感受词汇的用法后，再到具体篇章语境中运用这些词汇，提高对词汇的运用能力。
Step Ⅲ 迁移创新
活动三：想象与创造
Discuss and create.
(1) Ask students to work in groups to look the given words up in the dictionary and discuss their differences.
cause be responsible for bring about lead to result in
(2) Create sentences using each of them.
Suggested answers: The bad weather is causing problems for many farmers. Mike is responsible for designing the entire project. What brought about the change in his attitude Eating too much sugar can lead to health problems. This disaster has resulted in thousands of deaths.
【设计意图】通过小组合作查字典和讨论了解这些词汇的区别，在理解的基础上再分别用每个词汇造句，可以提高学生的词汇运用能力。
板书设计
Unit 3 Environmental Protection Period II Learning About language (1) Ⅰ. 学习理解 活动一：基础过关练 Complete the sentences. Ⅱ. 应用实践 活动二：内化与运用 Complete the passage. Ⅲ. 迁移创新 活动三：想象与创造 Discuss and create.
2 / 2
课时内容
Build up your vocabulary
主题语境：人与自然
主题群：环境保护
子主题：人与环境
语篇类型：文字
文本分析：
[What]本课时共三部分：第一部分用所给词的正确形式完成句子；第二部分用所给词的正确形式完成一篇短文；第三部分讨论意为“使……发生”的近义词组的区别并造句。
[Why]学生可以从不同的角度，运用不同的途径与方法学习和理解词汇，符合学生的学习认知规律，有利于培养学生的词汇运用能力。通过语篇阅读，在巩固和运用词汇的基础上，进一步拓展主题内容。
[How]通过各种练习提升学生在语境中使用重点词汇的能力。
课时目标
1. 能够在语境中正确使用重点词汇。
2. 讨论意为“使……发生”的近义词组的区别及造句。
重点难点
重点：
在语境中正确运用文中重要词汇。
难点：
在具体的语境中灵活使用重点词汇。
教学准备
教师准备：
第一课词汇、课文录音。
学生准备：
复习第一课课文及词汇。
教学过程
Step I 学习理解
活动一：基础过关练
1. Complete the sentences with suitable words.
①Extensive reading plays a crucial role in improving the ________ (全面的)skills in English learning. ②The animals were left to ________ (饿)to death. ③He is a professor in ________ (生态学). ④He ________ (抓住) her by the arm. ⑤10, 000 balloons ________ (放开，松开) at the ceremony. ⑥The love and support of his family ________ (维持)him during his time in prison. ⑦We ________ (限制)the number of students per class to 10. ⑧They ran out of ________ (燃料).
Suggested answers: ①comprehensive ②starve ③ecology ④seized ⑤were released ⑥sustained ⑦restrict ⑧fuel
2. Complete the sentences with the correct forms of the words in the box.
broadcast comprehensive ecology starve seize ①The Amazon basin, known as the “lungs of the world”, not only provides some ________ balance for the planet, but also food and resources for the local natives. ②Thousands of baby penguins ________ to death because the changing climate forced their parents to leave them and travel long distances in search of food. ③Many experts link China’s economic success to the ________ reform that China has undergone since 1978. ④The speaker said the media should make more ________ that spread awareness of the climate crisis and possible solutions. ⑤To deal with climate change, we must ________ the initiative to do whatever is necessary to protect our environment.
Suggested answers: ①ecological ②starved ③comprehensive ④broadcasts ⑤seize
【设计意图】通过让学生用所给词的正确形式完成句子的练习，提升学生对于重点词汇的认知。
Step II 应用实践
活动二：内化与运用
Complete the passage.
(1) Ask students to find the key words “fuel, policy, release, restrict, sustain, trend” in the passage and read the sentences to examine how they are used.
(2) Have students complete the passage with the correct forms of the words in the box.
fuel policy release restrict sustain trend Carbon dioxide is ________ through human activities such as destroying forests and burning fossil ________, as well as natural processes such as volcanic eruptions. The measurements by climate experts show a rising ________ of carbon dioxide emissions. If this continues, our planet will face further environmental disasters. In response to this environmental issue, China is implementing significant ________ and measures to address climate change, aiming to ________ coal consumption, promote a harmonious relationship between man and nature, build a ________ energy system, and advocate a moderate, green, and low-carbon lifestyle.
(3) Invite a student to voice his or her opinion and check with the class.
Suggested answers: released; fuels; trend; policies; restrict; sustainable
【设计意图】通过在文章中寻找这些词汇的句子，感受词汇的用法后，再到具体篇章语境中运用这些词汇，提高对词汇的运用能力。
Step Ⅲ 迁移创新
活动三：想象与创造
Discuss and create.
(1) Ask students to work in groups to look the given words up in the dictionary and discuss their differences.
cause be responsible for bring about lead to result in
(2) Create sentences using each of them.
Suggested answers: The bad weather is causing problems for many farmers. Mike is responsible for designing the entire project. What brought about the change in his attitude Eating too much sugar can lead to health problems. This disaster has resulted in thousands of deaths.
【设计意图】通过小组合作查字典和讨论了解这些词汇的区别，在理解的基础上再分别用每个词汇造句，可以提高学生的词汇运用能力。
板书设计
Unit 3 Environmental Protection Period II Learning About language (1) Ⅰ. 学习理解 活动一：基础过关练 Complete the sentences. Ⅱ. 应用实践 活动二：内化与运用 Complete the passage. Ⅲ. 迁移创新 活动三：想象与创造 Discuss and create.
2 / 2