人教版（2019）选择性必修第三册 Unit3 Environmental Protection Reading and Thinking 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 Reading and Thinking 名师教学设计 |  | |
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| 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 07:22:59 | ||
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文档简介
Unit3 Reading and Thinking 名师教学设计
课时内容
Discuss climate change
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：说明文
文本分析：
[What]本语篇主要内容为气候变化需要世界关注。文章首先引出话题，之后以一张挪威北极熊尸体的照片为例说明温度的上升对环境的影响。接下来自然引出全球地表平均温度上升的原因和给地球带来的影响，最后呼吁人类面对这个问题采取措施。
[Why]通过该语篇的学习可以提高学生保护环境的意识以及解读说明文结构的能力。
[How]本文为说明文，共五个段落：第一段通过简洁的文字和图表直观地引出话题，第二段通过北极熊的例子及一张令人震惊的北极熊尸体照片印证影响，第三段分析全球地表平均温度上升的原因，第四段陈述温度上升带来的后果，最后一段提出建议。整个文章的写作思路清晰，按照“话题——例子——原因——后果——建议”的逻辑顺序展开。
课时目标
1. 能够获取该文本的主要写作结构，掌握重点词汇及句型。
2. 能够结合本校和自身实际情况，提出自己减少温室效应的具体措施。
3. 能够通过文章的学习，反思人类活动对地球环境变化的影响。
重点难点
重点：
运用文中重要词汇发表自己对于环境保护的理解。
难点：
清晰梳理全文的结构，掌握说明文的写作特点。
教学准备
教师准备：
1. 教学录音。
2. 挪威的斯瓦尔巴群岛和温室效应的背景信息。
学生准备：
1. 预习本课词汇。
2. 自己对环境保护的了解。
教学过程
Step I学习理解
活动一：感知与注意
1. Show some pictures about climate change and lead in the topic by a question:
What may cause the consequences
2.Ask students to look at the graph and the picture in the text on Page 26 and discuss the questions in groups.
What is the graph about What information can you get from it
Have you ever seen the photo before What might be the story behind it
Suggested answers: The graph shows the change in the Global Surface Temperature between 1920 and 2016. It shows the temperature anomaly, which shows how much the temperature has risen above what it would usually beat a base level. Yes, I have. The story is that the polar bear starved to death because it could not find enough to eat. No, I haven’t. The story may be that the polar bear died from some reasons.
【设计意图】通过图片更直观形象地导入温度变化的话题,再通过文中的图表和北极熊的照片，更加具体地展示温度变化带来的影响，引导学生畅谈“全球变暖”的话题，激活学生已有的关于温度变化的背景知识并发展学生的发散性思维。
活动二：获取与梳理
1. Prediction.
(1) Have students look at the graph and the picture again.
(2) Inspire them to predict the main idea of the text with the help of the graph, picture and the title of this text.
【设计意图】在阅读文章前，通过图表、北极熊图片以及标题来猜测文章大意，可以激发学生思考，提升预测文本的阅读技能，形成阅读期待，为提高阅读效率奠定基础。
2. Read and check.
Ask students to skim the text to check their prediction.
3. Read and answer.
Ask students to read the text again and answer the following questions.
What happened to the polar bear in the photo Why did the writer write about it
Why is the “natural” greenhouse effect important and necessary
What are the consequences of high greenhouse gas emissions
Why did the author mention the climate scientists’ warning
What is the author’s purpose of writing this text
Suggested answers: The polar bear in the photo died of starvation. The writer wrote about it because it showed one of the effects of rising temperatures due to climate change. The “natural” greenhouse effect is important because it warms Earth’s surface and keeps it habitable. High greenhouse gas emissions lead to more heat energy being trapped in the atmosphere and rising temperatures. The author mentioned the climate scientists’ warning because it is essential that we take action and so it needs to be brought to everyone’s attention. The author’s purpose is to inform the reader and inspire them to do whatever they can to deal with this problem.
活动三：概括与整合
Create a diagram.
(1) Instruct students to read the learning strategy “Draw a diagram” below.
Draw a diagram Diagrams are very useful tools that can be used to brainstorm ideas, map out processes, show cause and effect relationships, explain a new idea or concept, and so on. When you read an essay about scientific issues, you can try drawing a diagram, which will not only allow you to visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving.
(2) Ask students to read the text again and create diagrams describing how the greenhouse effect works.
(3) Ask students to share their diagrams with their deskmates and present some on the screen.
Suggested answer:
【设计意图】图形是非常实用的工具，既可以用来头脑风暴想法﹑制定流程、展现因果关系﹑解释新的想法或概念等，又能够帮助学生建立信息间的关联，形成新的认知结构，理解语言所表达的意义。
Step Ⅱ 应用实践
活动四：描述与阐释
Ask students to work in groups, scan the text and explore the questions below. Call on groups to share their answers with the class.
What examples of extreme weather and disasters do you know Can you make a list
Do you think climate change is the result of human activity Give your reasons.
Who do you think should take responsibility for dealing with climate change What can we do
Suggested answers: There are sadly many examples of extreme weather and disasters I know of, such as the extreme rainfall in France and the drought in East Africa in 2014. There were also heatwaves on nearly every continent due to climate change. I do think that climate change is the result of human activities because the majority of scientists also think so, and also because global temperatures have followed the rise in global emissions and population. I think we all need to take responsibility for dealing with it. Individuals can change their behaviour and try to reduce their carbon footprint, while companies and governments can do the same on the larger scale.
【设计意图】教师指导学生围绕主题和所形成的新的知识结构联系生活，思考温度变化是否是人类的行为造成的以及人类是否应该为温度变化负责。发展学生的创新思维，促进语言运用的自动化，助力学生将知识转化为能力，从而深化对主题语境的理解。
Step III 迁移创新
活动五：批判与评价
Ask students to work in groups to appreciate the writing features of the text.
Suggested answers: 1. 赏析语篇结构。 (1) 该语篇为一篇说明文，按照“话题例子——原因——后果——建议”的逻辑顺序展开，环环相扣。 (2) 特征：说明文是以说明为主要表达方式，用简洁明了的语言来解释说明事物、阐明事理，从而给读者提供知识的一种文体。它要求语言简明扼要、通俗易懂,说明过程时层次分析、条理分明。这种文体通常用第三人称，时态以现在时态和将来时态为主。文本通过时态的恰当运用，引起读者对气候变暖的关注，从而认同作者的观点并采取行动。 2. 赏析连词、指代和句首状语﹐探讨其与主题意义的关联。 (1) 连词 ... so it had to travel greater distances in order to find food. There is strong and comprehensive evidence that the rise in temperature has led to an increase in extreme weather and natural disasters worldwide, not only causing serious damage, but also costing human lives....and there will be a higher price to pay. (2) 指代 Without this process, Earth could not sustain life. “Without this process” 指代上面的过程 “heat from the sun enters the atmosphere and warms Earth’s surface as short-wave radiation. The heat is released back into space at longer wave lengths. Greenhouse gases in the atmosphere, such as methane and carbon dioxide, trap some of the heat, keeping Earth’s climate warm and habitable”。 (3) 句首状语 Without this process, Earth could not sustain life.
【设计意图】通过赏析语篇结构、连词、指代和句首状语帮助学生形成语篇意识，把握语篇的结构特征，从而提高理解语篇意义的能力。
活动六：想象与创造
Discuss and share with the class.
What can we do exactly to reduce our “carbon footprint” in our daily life
【设计意图】通过讨论日常生活中具体的低碳生活的行动，让学生反思自己的生活方式以及提出一些切实可行的建议，深化对主题的理解。
板书设计
Unit 3 Environmental Protection Period I Reading and Thinking Ⅰ. 学习理解 活动一：感知与注意 1. Talk about climate change. 2. Discuss the questions. 活动二：获取与梳理 1. Prediction. 2. Read and check. 3. Read and answer. 活动三：概括与整合 Create a diagram. Ⅱ. 应用实践 活动四：描述与阐释 Explore the questions. Ⅲ. 迁移创新 活动五：批判与评价 Appreciate the writing features of the text. 活动六：想象与创造 Discuss and share.
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课时内容
Discuss climate change
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：说明文
文本分析：
[What]本语篇主要内容为气候变化需要世界关注。文章首先引出话题，之后以一张挪威北极熊尸体的照片为例说明温度的上升对环境的影响。接下来自然引出全球地表平均温度上升的原因和给地球带来的影响，最后呼吁人类面对这个问题采取措施。
[Why]通过该语篇的学习可以提高学生保护环境的意识以及解读说明文结构的能力。
[How]本文为说明文，共五个段落：第一段通过简洁的文字和图表直观地引出话题，第二段通过北极熊的例子及一张令人震惊的北极熊尸体照片印证影响，第三段分析全球地表平均温度上升的原因，第四段陈述温度上升带来的后果，最后一段提出建议。整个文章的写作思路清晰，按照“话题——例子——原因——后果——建议”的逻辑顺序展开。
课时目标
1. 能够获取该文本的主要写作结构，掌握重点词汇及句型。
2. 能够结合本校和自身实际情况，提出自己减少温室效应的具体措施。
3. 能够通过文章的学习，反思人类活动对地球环境变化的影响。
重点难点
重点：
运用文中重要词汇发表自己对于环境保护的理解。
难点：
清晰梳理全文的结构，掌握说明文的写作特点。
教学准备
教师准备：
1. 教学录音。
2. 挪威的斯瓦尔巴群岛和温室效应的背景信息。
学生准备：
1. 预习本课词汇。
2. 自己对环境保护的了解。
教学过程
Step I学习理解
活动一：感知与注意
1. Show some pictures about climate change and lead in the topic by a question:
What may cause the consequences
2.Ask students to look at the graph and the picture in the text on Page 26 and discuss the questions in groups.
What is the graph about What information can you get from it
Have you ever seen the photo before What might be the story behind it
Suggested answers: The graph shows the change in the Global Surface Temperature between 1920 and 2016. It shows the temperature anomaly, which shows how much the temperature has risen above what it would usually beat a base level. Yes, I have. The story is that the polar bear starved to death because it could not find enough to eat. No, I haven’t. The story may be that the polar bear died from some reasons.
【设计意图】通过图片更直观形象地导入温度变化的话题,再通过文中的图表和北极熊的照片，更加具体地展示温度变化带来的影响，引导学生畅谈“全球变暖”的话题，激活学生已有的关于温度变化的背景知识并发展学生的发散性思维。
活动二：获取与梳理
1. Prediction.
(1) Have students look at the graph and the picture again.
(2) Inspire them to predict the main idea of the text with the help of the graph, picture and the title of this text.
【设计意图】在阅读文章前，通过图表、北极熊图片以及标题来猜测文章大意，可以激发学生思考，提升预测文本的阅读技能，形成阅读期待，为提高阅读效率奠定基础。
2. Read and check.
Ask students to skim the text to check their prediction.
3. Read and answer.
Ask students to read the text again and answer the following questions.
What happened to the polar bear in the photo Why did the writer write about it
Why is the “natural” greenhouse effect important and necessary
What are the consequences of high greenhouse gas emissions
Why did the author mention the climate scientists’ warning
What is the author’s purpose of writing this text
Suggested answers: The polar bear in the photo died of starvation. The writer wrote about it because it showed one of the effects of rising temperatures due to climate change. The “natural” greenhouse effect is important because it warms Earth’s surface and keeps it habitable. High greenhouse gas emissions lead to more heat energy being trapped in the atmosphere and rising temperatures. The author mentioned the climate scientists’ warning because it is essential that we take action and so it needs to be brought to everyone’s attention. The author’s purpose is to inform the reader and inspire them to do whatever they can to deal with this problem.
活动三：概括与整合
Create a diagram.
(1) Instruct students to read the learning strategy “Draw a diagram” below.
Draw a diagram Diagrams are very useful tools that can be used to brainstorm ideas, map out processes, show cause and effect relationships, explain a new idea or concept, and so on. When you read an essay about scientific issues, you can try drawing a diagram, which will not only allow you to visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving.
(2) Ask students to read the text again and create diagrams describing how the greenhouse effect works.
(3) Ask students to share their diagrams with their deskmates and present some on the screen.
Suggested answer:
【设计意图】图形是非常实用的工具，既可以用来头脑风暴想法﹑制定流程、展现因果关系﹑解释新的想法或概念等，又能够帮助学生建立信息间的关联，形成新的认知结构，理解语言所表达的意义。
Step Ⅱ 应用实践
活动四：描述与阐释
Ask students to work in groups, scan the text and explore the questions below. Call on groups to share their answers with the class.
What examples of extreme weather and disasters do you know Can you make a list
Do you think climate change is the result of human activity Give your reasons.
Who do you think should take responsibility for dealing with climate change What can we do
Suggested answers: There are sadly many examples of extreme weather and disasters I know of, such as the extreme rainfall in France and the drought in East Africa in 2014. There were also heatwaves on nearly every continent due to climate change. I do think that climate change is the result of human activities because the majority of scientists also think so, and also because global temperatures have followed the rise in global emissions and population. I think we all need to take responsibility for dealing with it. Individuals can change their behaviour and try to reduce their carbon footprint, while companies and governments can do the same on the larger scale.
【设计意图】教师指导学生围绕主题和所形成的新的知识结构联系生活，思考温度变化是否是人类的行为造成的以及人类是否应该为温度变化负责。发展学生的创新思维，促进语言运用的自动化，助力学生将知识转化为能力，从而深化对主题语境的理解。
Step III 迁移创新
活动五：批判与评价
Ask students to work in groups to appreciate the writing features of the text.
Suggested answers: 1. 赏析语篇结构。 (1) 该语篇为一篇说明文，按照“话题例子——原因——后果——建议”的逻辑顺序展开，环环相扣。 (2) 特征：说明文是以说明为主要表达方式，用简洁明了的语言来解释说明事物、阐明事理，从而给读者提供知识的一种文体。它要求语言简明扼要、通俗易懂,说明过程时层次分析、条理分明。这种文体通常用第三人称，时态以现在时态和将来时态为主。文本通过时态的恰当运用，引起读者对气候变暖的关注，从而认同作者的观点并采取行动。 2. 赏析连词、指代和句首状语﹐探讨其与主题意义的关联。 (1) 连词 ... so it had to travel greater distances in order to find food. There is strong and comprehensive evidence that the rise in temperature has led to an increase in extreme weather and natural disasters worldwide, not only causing serious damage, but also costing human lives....and there will be a higher price to pay. (2) 指代 Without this process, Earth could not sustain life. “Without this process” 指代上面的过程 “heat from the sun enters the atmosphere and warms Earth’s surface as short-wave radiation. The heat is released back into space at longer wave lengths. Greenhouse gases in the atmosphere, such as methane and carbon dioxide, trap some of the heat, keeping Earth’s climate warm and habitable”。 (3) 句首状语 Without this process, Earth could not sustain life.
【设计意图】通过赏析语篇结构、连词、指代和句首状语帮助学生形成语篇意识，把握语篇的结构特征，从而提高理解语篇意义的能力。
活动六：想象与创造
Discuss and share with the class.
What can we do exactly to reduce our “carbon footprint” in our daily life
【设计意图】通过讨论日常生活中具体的低碳生活的行动，让学生反思自己的生活方式以及提出一些切实可行的建议，深化对主题的理解。
板书设计
Unit 3 Environmental Protection Period I Reading and Thinking Ⅰ. 学习理解 活动一：感知与注意 1. Talk about climate change. 2. Discuss the questions. 活动二：获取与梳理 1. Prediction. 2. Read and check. 3. Read and answer. 活动三：概括与整合 Create a diagram. Ⅱ. 应用实践 活动四：描述与阐释 Explore the questions. Ⅲ. 迁移创新 活动五：批判与评价 Appreciate the writing features of the text. 活动六：想象与创造 Discuss and share.
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