人教版（2019）选择性必修第三册Unit 3 Environmental Pretection Reading and Thinking教学设计
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| 名称 | 人教版（2019）选择性必修第三册Unit 3 Environmental Pretection Reading and Thinking教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 85.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-03-06 15:47:24 | ||
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文档简介
教学设计
课程基本信息
学科 英语 年级 高二 学期 第二学期
课题 Unit 3 Environmental Protection period 1 Reading and thinking Climate Change Requires The World’s Attention
教科书 书名：普通高中教科书·英语选择性必修第三册 出版社：人民教育出版社 出版日期：2019年11月
教材分析
1. Basic content The text introduces the phenomenon, causes, hazards and measures of global warming. The content of the article is logically organized and closely linked. The author uses statistical charts to visualize climate change trends, while using examples and photos of starving polar bears to illustrate the effects of warming. Then, the author explores the cause behind climate warming - the greenhouse effect. In the following paragraphs, the author analyzes the consequences of climate warming. At the end of the text, the author calls on governments around the world to take measures to improve this phenomenon and also urges individuals to make efforts for it. 2. Style This text is an expository article. Through the introduction of the objective phenomenon of climate change, it aims to impart knowledge. The article employs graphs and photos, emphasizing scientific nature and objectivity, which reflects the characteristics of objectivity and accuracy of the exposition. Additionally, this article also uses writing techniques such as giving examples, explanations, rhetorical questions, comparisons, and leaving open-ended questions at the end, which also demonstrate the genre features of expository writing.
学情分析
1. Natural situation: The class was taught to senior students, who were in the grade 2 of high school, and their comprehension ability has a certain foundation, but the article analysis ability and logical thinking are lacking. 2. Existing foundation: Students have a certain interest in the topic of global warming. They have heard of the phenomenon of global warming and know that it can cause some harm to the environment. Students have a certain understanding of the principle of the greenhouse effect. Students can roughly understand charts and have some intuitive understanding of expository texts. 3. Problems: Students could seldom solve problems through teamwork and they need to use critical thinking to analyze and evaluate different sources of information. 4. Solutions: ① Lead students to observe pictures, watch videos, participate in class activities to stimulate their active participation awareness and critical thinking. ②Problem-oriented approach, task-driven approach and situational creation approach are used to meet students' needs. ③Through group discussion and brainstorming, students are allowed to think and compare.
教学目标
1. Language Ability. Students are able to understand the general idea of an article and appreciate its textual features and writing techniques. Students can learn about the “greenhouse effect” and create a diagram describing how it works. 2. Cultural Awareness. Students can analyze the consequences of climate change. And their awareness of environmental protection will be enhanced. 3. Thinking Ability. Students are able to develop critical thinking, form their own views and insights through the analysis and discussion of text content, and develop logical and innovative thinking. 4. Learning Ability. Master effective reading skills, such as prediction, fast reading, and careful reading. Find and organize information independently to improve the efficiency of self-study.
教学内容
教学重点： Help students understand the stylistic features of expository texts. Guide students to make schematic diagrams to demonstrate the principle and process of the greenhouse effect, transforming textual information into graphical form. 教学难点： Encourage students to think about what they can do for the phenomenon of climate change.
教学方法
PWP; Activity-Based Inquiry Teaching Model
教学过程
Step Ⅰ Lead in Activity 1 Look and speak 1. By presenting the graph, the interest of students to environmental protection will be activated. 2. Ask questions that lead students to recall the information of global warming. Activity Intent: Activate students' background knowledge and set the stage for later texts. Introduce the theme topic, let the students have a preliminary understanding of them, and lay the foundation for further study. Step Ⅱ Pre--reading Activity 2 Prediction Ask students to predict the style of passage according to the title and the graph. Activity Intent: Develop their reading skills and understand the characteristics of the expository style. StepⅢ while--reading Activity 3 Match the main ideas and summarize each part Guide students to read the text thoroughly, match the main idea of each paragraph. Read for the development of the passage Activity Intent: Guide students to grasp the main idea of the text as a whole through the first reading, sort out the structure and main content and pave the way for in-depth analysis of the text. Activity 4 Reading for details ①Ss read paragraph1 and paragraph2, to find the evidence that the Earth is getting warmer and warmer and complete the jigsaw reading activity. ②Ss read paragraph3 to find the causes and draw a diagram of greenhouse effect. ③Ss read paragraph4 to find the consequences and complete the mind map. ④Ss read paragraph5 to find the solutions and finish the question. Activity Intent: Based on the theme, students are guided to discuss to sort out the information and summarize the information so that students can deepen their understanding of the text and train their reading skills and logical thinking ability. Step Ⅳ Post-reading Activity 5: Work in groups and discuss the question. What can we do to reduce “carbon footprint” Activity Intent: Based on the text, but beyond it, analyze it in the context to encourage students to protect the environment.
作业设计
Required assignment: Summarize the whole passage by drawing a mind map and figure out what writing techniques the author uses in the passage. Elective assignments: In the recent years, China has made great achievements in environmental protection, but there is a long way to go. So, you should design a poster with your partners to call on all people to take part in environmental protection action according to this passage.
课堂评价
Items For Reflection AgreePartly agreeDisagreeHave I recognized the text type Have I grasped the main information about the different sites mentioned in the text Have I grasped the main features of the text type Can I design poster in English now Was I active in group work
板书设计
Unit 3 Environmental Protection
教学反思
.
课程基本信息
学科 英语 年级 高二 学期 第二学期
课题 Unit 3 Environmental Protection period 1 Reading and thinking Climate Change Requires The World’s Attention
教科书 书名：普通高中教科书·英语选择性必修第三册 出版社：人民教育出版社 出版日期：2019年11月
教材分析
1. Basic content The text introduces the phenomenon, causes, hazards and measures of global warming. The content of the article is logically organized and closely linked. The author uses statistical charts to visualize climate change trends, while using examples and photos of starving polar bears to illustrate the effects of warming. Then, the author explores the cause behind climate warming - the greenhouse effect. In the following paragraphs, the author analyzes the consequences of climate warming. At the end of the text, the author calls on governments around the world to take measures to improve this phenomenon and also urges individuals to make efforts for it. 2. Style This text is an expository article. Through the introduction of the objective phenomenon of climate change, it aims to impart knowledge. The article employs graphs and photos, emphasizing scientific nature and objectivity, which reflects the characteristics of objectivity and accuracy of the exposition. Additionally, this article also uses writing techniques such as giving examples, explanations, rhetorical questions, comparisons, and leaving open-ended questions at the end, which also demonstrate the genre features of expository writing.
学情分析
1. Natural situation: The class was taught to senior students, who were in the grade 2 of high school, and their comprehension ability has a certain foundation, but the article analysis ability and logical thinking are lacking. 2. Existing foundation: Students have a certain interest in the topic of global warming. They have heard of the phenomenon of global warming and know that it can cause some harm to the environment. Students have a certain understanding of the principle of the greenhouse effect. Students can roughly understand charts and have some intuitive understanding of expository texts. 3. Problems: Students could seldom solve problems through teamwork and they need to use critical thinking to analyze and evaluate different sources of information. 4. Solutions: ① Lead students to observe pictures, watch videos, participate in class activities to stimulate their active participation awareness and critical thinking. ②Problem-oriented approach, task-driven approach and situational creation approach are used to meet students' needs. ③Through group discussion and brainstorming, students are allowed to think and compare.
教学目标
1. Language Ability. Students are able to understand the general idea of an article and appreciate its textual features and writing techniques. Students can learn about the “greenhouse effect” and create a diagram describing how it works. 2. Cultural Awareness. Students can analyze the consequences of climate change. And their awareness of environmental protection will be enhanced. 3. Thinking Ability. Students are able to develop critical thinking, form their own views and insights through the analysis and discussion of text content, and develop logical and innovative thinking. 4. Learning Ability. Master effective reading skills, such as prediction, fast reading, and careful reading. Find and organize information independently to improve the efficiency of self-study.
教学内容
教学重点： Help students understand the stylistic features of expository texts. Guide students to make schematic diagrams to demonstrate the principle and process of the greenhouse effect, transforming textual information into graphical form. 教学难点： Encourage students to think about what they can do for the phenomenon of climate change.
教学方法
PWP; Activity-Based Inquiry Teaching Model
教学过程
Step Ⅰ Lead in Activity 1 Look and speak 1. By presenting the graph, the interest of students to environmental protection will be activated. 2. Ask questions that lead students to recall the information of global warming. Activity Intent: Activate students' background knowledge and set the stage for later texts. Introduce the theme topic, let the students have a preliminary understanding of them, and lay the foundation for further study. Step Ⅱ Pre--reading Activity 2 Prediction Ask students to predict the style of passage according to the title and the graph. Activity Intent: Develop their reading skills and understand the characteristics of the expository style. StepⅢ while--reading Activity 3 Match the main ideas and summarize each part Guide students to read the text thoroughly, match the main idea of each paragraph. Read for the development of the passage Activity Intent: Guide students to grasp the main idea of the text as a whole through the first reading, sort out the structure and main content and pave the way for in-depth analysis of the text. Activity 4 Reading for details ①Ss read paragraph1 and paragraph2, to find the evidence that the Earth is getting warmer and warmer and complete the jigsaw reading activity. ②Ss read paragraph3 to find the causes and draw a diagram of greenhouse effect. ③Ss read paragraph4 to find the consequences and complete the mind map. ④Ss read paragraph5 to find the solutions and finish the question. Activity Intent: Based on the theme, students are guided to discuss to sort out the information and summarize the information so that students can deepen their understanding of the text and train their reading skills and logical thinking ability. Step Ⅳ Post-reading Activity 5: Work in groups and discuss the question. What can we do to reduce “carbon footprint” Activity Intent: Based on the text, but beyond it, analyze it in the context to encourage students to protect the environment.
作业设计
Required assignment: Summarize the whole passage by drawing a mind map and figure out what writing techniques the author uses in the passage. Elective assignments: In the recent years, China has made great achievements in environmental protection, but there is a long way to go. So, you should design a poster with your partners to call on all people to take part in environmental protection action according to this passage.
课堂评价
Items For Reflection AgreePartly agreeDisagreeHave I recognized the text type Have I grasped the main information about the different sites mentioned in the text Have I grasped the main features of the text type Can I design poster in English now Was I active in group work
板书设计
Unit 3 Environmental Protection
教学反思
.