人教版（2019）选择性必修第三册 Unit3 Environmental Protection Using 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 Using Language(1) 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 07:55:21 | ||
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Unit3 Using Language(1) 名师教学设计
课时内容
Talk about air pollution
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：图片、音频、文字
文本分析：
[What]本节课为听说课，听力材料为一段对一位空气污染治理专家进行采访的对话，讲述了英国的“烟雾”问题。
[Why]通过听力材料，让学生了解环境污染的危害，提高学生的环境保护意识。
[How]整个听力文本层次分明，逻辑清晰，讲述了英国“烟雾”的问题。
课时目标
1. 利用边听边记的方法获取听力文本的主要内容。
2. 掌握听力技巧中总结信息的方法，提取文本信息中的关键内容。
3. 用“Referring to common knowledge”中的句型阐述自己关于环境保护的观点。
重点难点
重点：
1. 能边听边记下重点信息。
2. 用“Referring to common knowledge”中的句型阐述自己关于环境保护的想法。
难点：
1. 能根据记下的关键信息总结文本大意。
2. 总结政府和市民为解决当地“烟雾”问题而采取的措施。
教学准备
教师准备：
本课相关录音。
学生准备：
1. 预习本课词汇。
2. 通过多渠道提前了解当地的“烟雾”问题。
教学过程
Step I 学习理解
活动一：感知与注意
Group work.
(1) Show students the pictures below and ask them to talk about the questions.
What information can you get from these pictures
How do these situations influence your life
(2) Invite several students to share their opinions with the class.
Suggested answers: I can get information about where the pictures were taken, for example, the bridge is in London, and the chimneys are in a power station. Both places look very polluted. I can see that the car is powered by electricity as it is plugged in. I can see some coal being burnt. These pictures tell me that the interview is probably about energy and pollution. These situations influence my life not only by providing electricity for me, and transporting me, but also by polluting the air I breathe.
【设计意图】听力活动前，提出两个与本话题相关的问题，为下一环节的听力奠定基础。
活动二：获取与梳理
Listen for understanding.
(1) Ask students to read the statements before listening.
①The expression “smog” originated in Britain and means a combination of “smoke” and “fog”. ②Smog became a severe problem in Britain because people at that time burnt lots of fossil fuels. ③The worst smog in British history happened in London in 1942. ④The Great Smog of London claimed 5,000 lives. ⑤Later, the UK government ordered people not to burn wood in their homes.
(2) Have students listen to an interview with an air pollution expert and decide whether the statements are true(T) or false (F).
(3) Check answers as a class.
Suggested answers: ①T ②T ③F ④F ⑤F
【设计意图】通过听录音判断句子正确与否可以看出学生能否抓住一些细节信息，提高学生在听力中对关键信息的理解﹑判断能力。
Step II 应用实践
活动三：内化与应用
Listen again and take notes.
(1) Ask students to read the summary of the information below before listening.
Ben Drake, an expert on air pollution, is being interviewed on the radio. He said that smog was a severe problem ________ century in Britain. At that time, Britain was experiencing a boom in ________. Factories and homes ________, which created smog. He also mentioned the heavy smog in London ________ in 1952. Later the UK government restricted ________ in homes and forced factories to ________. As smog is harmful to everyone, the expert advised us to ________, use ________, and further develop ________.
(2) Ask them to listen to the interview again and take notes on what the expert said.
(3) Play the audio again if needed.
(4) Ask students to share their answers. Then review the answers as a class.
(5) Invite some students to summarise the information they got from the interview.
Suggested answers: in the early 20th; industry; used lots of coal; was particularly bad and caused over 4,000 deaths; burning coal; move away from city centres; replace coal with cleaner forms of energy; new energy-efficient vehicles; green technology
【设计意图】指导学生边听录音，边做笔记，进一步加强获取细节信息的能力。引导学生根据所做笔记，回顾听力文本的重要信息再用自己的语言进行总结，提高学生在听力中总结信息的能力。
Step III迁移创新
活动四：想象与创造
Group work.
(1) Divide the whole class into several groups, and encourage each group to discuss the questions below.
·Have you experienced heavy smog where you live
Have you seen photos of big cities under clouds of smog What is it like
·What do you think are the major causes of smog in China
·What measures have the government and citizens taken to help address the problem
(2) Tell students that the following expressions may help them.
Referring to common knowledge ·Everyone knows that… ·There is no doubt that… ·Most people think that... ·We all know that.… ·As is known to all, ... ·It is obvious that...
(3) Inspire two groups to share their ideas with the class.
Suggested answers: ·I have occasionally experienced heavy smog where I live. I have also seen pictures of heavy smog over cities. It is very thick and hard to see through the heavy smog, which is really annoying. ·Industries and vehicles are the major causes of smog in China. ·The government is taking some measures to keep it under control by developing green energy solutions and controlling factory and vehicle emissions. The citizens also help to reduce the use of their own cars to decrease vehicle emissions.
【设计意图】在学习理解的基础上，引导学生对日常生活中的具体问题开展描述、分析等活动，逐步实现对语言知识和文化知识的迁移，促进语言运用的自动化，深化对主题意义的理解。
板书设计
Unit 3 Environmental Protection Period IV Using Language (1) Ⅰ. 学习理解 活动一：感知与注意 Group work. 活动二：获取与梳理 Listen for understanding. Ⅱ. 应用实践 活动三：内化与应用 Listen again and take notes. Ⅲ. 迁移创新 活动四：想象与创造 Group work.
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课时内容
Talk about air pollution
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：图片、音频、文字
文本分析：
[What]本节课为听说课，听力材料为一段对一位空气污染治理专家进行采访的对话，讲述了英国的“烟雾”问题。
[Why]通过听力材料，让学生了解环境污染的危害，提高学生的环境保护意识。
[How]整个听力文本层次分明，逻辑清晰，讲述了英国“烟雾”的问题。
课时目标
1. 利用边听边记的方法获取听力文本的主要内容。
2. 掌握听力技巧中总结信息的方法，提取文本信息中的关键内容。
3. 用“Referring to common knowledge”中的句型阐述自己关于环境保护的观点。
重点难点
重点：
1. 能边听边记下重点信息。
2. 用“Referring to common knowledge”中的句型阐述自己关于环境保护的想法。
难点：
1. 能根据记下的关键信息总结文本大意。
2. 总结政府和市民为解决当地“烟雾”问题而采取的措施。
教学准备
教师准备：
本课相关录音。
学生准备：
1. 预习本课词汇。
2. 通过多渠道提前了解当地的“烟雾”问题。
教学过程
Step I 学习理解
活动一：感知与注意
Group work.
(1) Show students the pictures below and ask them to talk about the questions.
What information can you get from these pictures
How do these situations influence your life
(2) Invite several students to share their opinions with the class.
Suggested answers: I can get information about where the pictures were taken, for example, the bridge is in London, and the chimneys are in a power station. Both places look very polluted. I can see that the car is powered by electricity as it is plugged in. I can see some coal being burnt. These pictures tell me that the interview is probably about energy and pollution. These situations influence my life not only by providing electricity for me, and transporting me, but also by polluting the air I breathe.
【设计意图】听力活动前，提出两个与本话题相关的问题，为下一环节的听力奠定基础。
活动二：获取与梳理
Listen for understanding.
(1) Ask students to read the statements before listening.
①The expression “smog” originated in Britain and means a combination of “smoke” and “fog”. ②Smog became a severe problem in Britain because people at that time burnt lots of fossil fuels. ③The worst smog in British history happened in London in 1942. ④The Great Smog of London claimed 5,000 lives. ⑤Later, the UK government ordered people not to burn wood in their homes.
(2) Have students listen to an interview with an air pollution expert and decide whether the statements are true(T) or false (F).
(3) Check answers as a class.
Suggested answers: ①T ②T ③F ④F ⑤F
【设计意图】通过听录音判断句子正确与否可以看出学生能否抓住一些细节信息，提高学生在听力中对关键信息的理解﹑判断能力。
Step II 应用实践
活动三：内化与应用
Listen again and take notes.
(1) Ask students to read the summary of the information below before listening.
Ben Drake, an expert on air pollution, is being interviewed on the radio. He said that smog was a severe problem ________ century in Britain. At that time, Britain was experiencing a boom in ________. Factories and homes ________, which created smog. He also mentioned the heavy smog in London ________ in 1952. Later the UK government restricted ________ in homes and forced factories to ________. As smog is harmful to everyone, the expert advised us to ________, use ________, and further develop ________.
(2) Ask them to listen to the interview again and take notes on what the expert said.
(3) Play the audio again if needed.
(4) Ask students to share their answers. Then review the answers as a class.
(5) Invite some students to summarise the information they got from the interview.
Suggested answers: in the early 20th; industry; used lots of coal; was particularly bad and caused over 4,000 deaths; burning coal; move away from city centres; replace coal with cleaner forms of energy; new energy-efficient vehicles; green technology
【设计意图】指导学生边听录音，边做笔记，进一步加强获取细节信息的能力。引导学生根据所做笔记，回顾听力文本的重要信息再用自己的语言进行总结，提高学生在听力中总结信息的能力。
Step III迁移创新
活动四：想象与创造
Group work.
(1) Divide the whole class into several groups, and encourage each group to discuss the questions below.
·Have you experienced heavy smog where you live
Have you seen photos of big cities under clouds of smog What is it like
·What do you think are the major causes of smog in China
·What measures have the government and citizens taken to help address the problem
(2) Tell students that the following expressions may help them.
Referring to common knowledge ·Everyone knows that… ·There is no doubt that… ·Most people think that... ·We all know that.… ·As is known to all, ... ·It is obvious that...
(3) Inspire two groups to share their ideas with the class.
Suggested answers: ·I have occasionally experienced heavy smog where I live. I have also seen pictures of heavy smog over cities. It is very thick and hard to see through the heavy smog, which is really annoying. ·Industries and vehicles are the major causes of smog in China. ·The government is taking some measures to keep it under control by developing green energy solutions and controlling factory and vehicle emissions. The citizens also help to reduce the use of their own cars to decrease vehicle emissions.
【设计意图】在学习理解的基础上，引导学生对日常生活中的具体问题开展描述、分析等活动，逐步实现对语言知识和文化知识的迁移，促进语言运用的自动化，深化对主题意义的理解。
板书设计
Unit 3 Environmental Protection Period IV Using Language (1) Ⅰ. 学习理解 活动一：感知与注意 Group work. 活动二：获取与梳理 Listen for understanding. Ⅱ. 应用实践 活动三：内化与应用 Listen again and take notes. Ⅲ. 迁移创新 活动四：想象与创造 Group work.
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