牛津译林版（2019）必修 第三册Unit 1 Nature in the balance Extended reading 教案-（表格式）

Unit 1 Nature in the balance
Extended reading 教案
教材分析：
本课时通过阅读一篇有关环境保护的电视节目脚本，其中包含了不同背景的人对待环境保护的看法以及提出的解决方法。重点内容主要涉及环保介绍、解决办法分享等话题。重点句式主要为个人建议的表达。本文的价值取向在于学生通过学习，感知不同背景人群的考虑点，以及对于环境保护的看法，并加深自身对于环保的理解。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
采用情境教学法(Situational teaching method)，通过多媒体资源导入主题，通过观看视频，引导学生同步加深阅读活动与思考任务，落实学生价值观的培养。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及环境保护介绍、解决方法等话题的重点词组，习得涉及个人体验与经历的重点句式；提高转述口语能力。
思维品质上，提升对比分析与批判性思考的能力；有逻辑的梳理阅读语篇的主要结构，整理阅读材料全文及各部分的主要大意。
文化品格上，从不同的角度，体会保护环境的重要性和迫切性。
学习能力上，了解电视节目流程和脚本，能够掌握主持话术，后续能够应用到其他电视脚本语篇。
教学重点：
学生读懂阅读文本大意，掌握不同观点。
教学难点：
引导学生从语篇中获取观点，延伸思考其意义。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T displays some pictures and asks Ss to say the damage and pollution for review what they’ve learnt in lesson before. Then T guides Ss to talk about their own experience for linking the situation with life. 复习相关词汇，进入学习状态。激发学生学习兴趣，激活已有的相关知识和经验。复习已知，提高语言表达能力。 8’ CW/GW
Step 2 Warm up for reading: T plays a short video and asks Ss to tell the main topic of it. T Leads Ss to think of where they can see such interview for preparing following reading material. 观看同话题采访视频，激发学生想象，为阅读做铺垫。 5’ CW/IW
Step 3 Prediction: Ss are asked to read the title for the TV script and predict what the main idea will be. According to the picture of factories, Ss could guess what kinds of pollution the place has for recall their memories. 提高学生预测能力，复习如何通过图片和标题预测语篇内容。 5’ CW/IW
Step 4 Reading: The teacher has students finish Part A on Page 12. Summarize the main viewpoints of the host and three guests. Also, after checking the main view point of each guest, T could ask Ss to give the supporting examples. 明晰各方论点，理清文章脉络。明确论点和论据的关系，培养思辨能力。 15’ CW/IW
Step 5 Appreciation: T leads Ss to appreciate the style of the TV show transcript. And T needs to highlight the effects of the host. Summarise the sentence patterns used by host for preparing the role play task. [tips: T could guide Ss to review the organisation of the script] 引导学生了解主持人在语篇中的重要性，为后序任务做准备。 8’ CW/GW
Step 6 Discussion: Ss are divided into three groups. And each group represents a role and think of how to protect environment in terms of own interests. Thus, T needs to ponder things from all perspectives. 小组讨论，激活已知信息，复习新知，调动学生综合语言能力和辩证思维。 5’ GW
Step 7 Play role Let’s have a big formal conference, please pick three students from each group to make speech, and other groups can ask question in Q&A time. T could pick a host in advance, and if not, T could play the host to guide the conference. 角色扮演，提炼文章内容，结合讨论结果，派出代表展示成果，提高团队力。 10’ GW/CW
Step 8 Discussion After role play task, Ss have a deeper understanding of environmental protection. They need to discuss a question from task. Pollution is a serious problem around the world, and much effort has been put into the fight against it. Do you think things will change significantly in the future Work in groups and describe what the world will be like 20 years from now. T shows the mind map for guiding the discussion. Alternatively, Ss could be divided into two groups to think of the question from different perspectives of nature or human being. 综合运用本单元内容，强化新知，延伸思考，锻炼学生表达能力。 5’ CW/GW
Step 9 Homework: 1. Read this article aloud. 2.Find out other perspectives to discuss environmental protection. 巩固新知，复习语篇。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出文章大意与主要结构。
学生通过本课时学习，能否加深对环境保护的理解，并对自己的城市的环境保护生成思路。