XB3U3人教版选必3 Unit3语篇分析+阅读单（教师版）
选必3 Unit3 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Climate Change Requires the World's Attention 作者： 文章类型：说明文（含议论成分） 主题/中心思想：文章主要围绕气候变化展开，指出地球正在变暖，通过北极熊的案例和对温室效应的解释，阐述了气候变化的原因、影响，并呼吁全球共同关注和采取行动应对气候变化。
二、文本结构与内容分析 整体结构： 文章可分为四个部分。首先通过图表和全球变暖的现象引入主题；接着以北极熊死亡的案例说明气候变暖对生态的影响；然后解释温室效应的概念，包括自然和人为的温室效应；最后阐述高浓度温室气体排放的后果并呼吁各方采取行动。 段落分布： 先通过图表和照片引入，接着讲述北极熊案例，再介绍温室效应，然后说明排放后果，最后呼吁各方行动。 逻辑关系： 因果关系：化石燃料燃烧 → 人工温室气体↑ → 大气热量滞留 → 全球变暖 → 极地冰盖融化/极端天气 对比关系：文章通过对比“自然温室效应”和“人造温室效应”的变化，突出了气候变暖的背后原因的过程。 采用因果关系和递进关系，先呈现问题，再分析原因和后果，最后提出措施。 衔接与连贯： 使用了“however”“then”“therefore”等连接词，以及“this”“that”等指示代词，使文章在内容上过渡自然，逻辑连贯。 段落功能： 开头段落引出气候变化的话题，引发读者兴趣；北极熊案例段落直观展示气候变化的危害；温室效应段落解释根本原因；后果段落强调问题的严重性；结尾段落呼吁全球共同努力，提出解决问题的方向。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景： 涉及全球环境问题这一普遍关注的背景，无特定文化背景知识限制理解。 背景知识的运用： 对温室效应的解释基于基本的地理和环境科学知识，读者具备一定的科学常识就能理解。同时，引用北极熊的案例和气候科学家的警告，借助了人们已有的对环境变化和科学研究的认知。 写作意图： 旨在唤起人们对气候变化问题的重视，让读者了解气候变化的成因、影响，并鼓励政府、个人等各个层面采取行动，共同应对这一全球性挑战。
四、情感态度与价值取向分析 情感态度： 作者对气候变化这一问题持严肃、担忧的态度，从描述北极熊的悲惨遭遇以及强调气候变化的严重后果可以看出，希望引起读者的警觉。 价值取向： 传达了环境保护、可持续发展的价值观，强调人类对地球环境负有责任，呼吁人们为了地球和人类的未来，积极应对气候变化。
五、论点与文章有效性分析 论点清晰度与证据支持： 论点清晰明确，即气候变化是一个严重的问题，需要全球关注和行动。通过展示全球变暖的图表、讲述北极熊因气候变暖饿死的案例、阐述温室效应的原理以及引用气候科学家的警告等，多方面提供了有力的证据支持。 文章有效性与局限性： 有效性在于证据充分，案例具体，能够让读者直观感受到气候变化的现实问题和紧迫性，容易引发共鸣。局限性在于对于一些复杂的问题，如如何平衡经济发展与减少温室气体排放，没有进行更深入的探讨。 文章与现实的联系： 气候变化是当今社会的热点问题，文章内容与现实生活紧密相连，容易引发读者的思考和关注。
六、逻辑关系与推理分析 显性逻辑关系： 明确呈现了人为产生过多温室气体导致全球变暖，进而引发极端天气、生态破坏等一系列后果的因果关系，逻辑清晰。 隐性推理与假设： 隐含假设如果人类不采取行动，气候变化将持续恶化，造成更严重的后果，引导读者思考应对的必要性。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点： 语言客观、准确，使用了专业术语，如“greenhouse effect（温室效应）”“fossil fuels（化石燃料）”“carbon footprint（碳足迹）”等；整体没有明显的感彩词汇，符合说明文科学性和客观性的特点。 句式与句型分析： 运用了简单句和复合句，如“Greenhouse gases in the atmosphere, such as methane and carbon dioxide, trap some of the heat, keeping Earth’s climate warm and habitable.” ，既有对事实的简单陈述，也有通过从句等结构对复杂概念的解释，句式较为丰富。 文体特征： 属于正式的学术性说明文，结构严谨，旨在向读者传递关于气候变化的科学信息和观点。 修辞手法： 文章主要采用说明的表达方式，修辞手法较少，仅在呼吁行动部分可能引发读者情感上的共鸣，但并非典型修辞。
八、写作手法分析 写作技巧与表达方式： 运用了举例论证（北极熊案例）、解释说明（温室效应原理）、数据论证（全球表面温度图表）等方式，使文章内容丰富，具有说服力；表达方式简洁明了，直接阐述观点和事实。
九、个人理解与批判性思维 个人理解与反思： 认同作者观点，文章通过具体案例和科学解释，让我们深刻认识到气候变化的严峻性以及采取行动的紧迫性，增强了自身对环境保护的责任感。 批判性思维与反思： 文章主要强调了人为因素对气候变化的影响，虽然这是主要方面，但对于自然因素在气候变化中的作用提及较少，存在一定的局限性。在运用批判性思维对待作者论证时，我们可以进一步思考如何全面评估各种因素对气候变化的综合影响，以及不同地区和群体在应对气候变化中面临的差异和挑战。
课文语言表达梳理 一、文章语言输出梳理与词块积累 （一）高频词块 1. 气候科学术语词块例： - "greenhouse effect"（温室效应） - "carbon footprint"（碳足迹） - "fossil fuels"（化石燃料） - "sea-ice levels"（海冰水平） - "polar ice caps"（极地冰盖） - "extreme weather events"（极端天气事件） 2. 环境影响描述词块例： - "rising sea levels"（海平面上升） - "melting glaciers"（冰川融化） - "habitat destruction"（栖息地破坏） - "ecological imbalance"（生态失衡） - "economic losses"（经济损失） - "human casualties"（人员伤亡） 3. 社会行动表达词块例： - "carbon reduction policies"（碳减排政策） - "sustainable development"（可持续发展） - "renewable energy sources"（可再生能源） - "environmental awareness campaigns"（环保宣传活动） - "global cooperation mechanisms"（全球合作机制）
（二）因果逻辑连接词 1. 词块例 + 翻译： - Due to the greenhouse effect, polar ice caps are melting at an alarming rate. （由于温室效应，极地冰盖正以惊人的速度融化。） - Climate change leads to more frequent extreme weather events. （气候变化导致极端天气事件更加频繁。） - The polar bear died as a consequence of starvation caused by habitat loss. （北极熊因栖息地丧失导致的饥饿而死亡。） - Scientists warn that continued emissions will result in irreversible climate damage. （科学家警告，持续排放将导致不可逆转的气候破坏。）
（三）论证结构标志语块 1. 词块例 + 翻译： - There is strong evidence that human activities are accelerating global warming. （有强有力的证据表明，人类活动正在加速全球变暖。） - This alarming case showed how temperature rise impacts Earth's ecology. （这一惊人案例展示了气温上升如何影响地球生态。） - It is our responsibility to educate people about global warming and its consequences. （我们有责任教育人们了解全球变暖及其后果。） - Governments need to consider making policies to reduce greenhouse gas emissions. （政府需要考虑制定减少温室气体排放的政策。）
文章结构梳理 Article Analysis: First Impressions
1. Main Idea The article presents scientific evidence of anthropogenic climate change, illustrates its ecological and societal impacts through vivid examples, and emphasizes collective responsibility for mitigating global warming through policy, technological, and individual actions.
2.Paragraph Summaries and Functions Paragraph 1:Introduce the topic Summary: The first paragraph points out the fact of global warming,depicting a general picture of climate change through phenomena such as the warming of the ocean and atmosphere,the melting of ice,and the rise of sea levels. Function: .This sets the stage for the subsequent discussion of the impacts and causes of climate change. Paragraph 2: Present a specific case Summary: The second paragraph presents a specific case in 2013 when a dead polar bear was found on Norway's Arctic island of Svalbard.It describes the condition of the polar bear and,through the analysis of experts,explains that the low sea-ice levels due to climate change led to the bear's inability to hunt seals as before,forcing it to travel further for food. Function: This example graphically illustrates the impact of rising temperatures on the Earth's ecology. Paragraph 3:Analyze the causes Summary: During chemistry class, the author enjoys the new lab and experiment but feels frustrated by the talkative behavior of a classmate, which disrupts their focus. Function: Highlights a challenge in social interaction, showing the ongoing process of navigating new relationships. Paragraph 4:Elaborate on the consequences Summary: The fourth paragraph emphasizes that the rise in temperature has resulted in an increase in extreme weather and natural disasters around the world,causing not only serious damage but also loss of human lives. Function: It mentions the frequent news reports of extreme rainstorms and heatwaves that lead to death and economic losses,making the negative impacts of climate change more tangible to the readers. Paragraph 5:Call for action Summary: The last paragraph points out that continued greenhouse gas emissions will lead to further warming and long-lasting changes to the global climate,which requires the attention of people worldwide. Function: It calls for actions from both governments and individuals to reduce greenhouse gas emissions,such as making relevant policies and taking appropriate measures by governments,and reducing the"carbon footprint"by individuals.The paragraph also stresses the responsibility of educating everyone about global warming,its causes,and impacts,ending with a thought-provoking question asking what one will do to help.
3. Key Details from Each Paragraph Introduce the topic. Declares decades-long awareness of climate change. Uses a graph to visualize rising temperatures. Lists evidence: warming oceans/atmosphere, melting ice, rising sea levels. 2.Present a specific case Describes a 2013 Svalbard polar bear found emaciated and dead. . Links cause to low sea-ice levels (reduced hunting grounds for seals Highlights the alarmingly visible consequences of warming. 3.Analyze the causes Defines natural greenhouse effect (heat retention via CO /methane). Warns of long-term, irreversible damage if action is delayed. Uses frequent news reports to underscore urgency. 4.Elaborate on the consequences Cites extreme weather events (storms, heatwaves) causing deaths and economic losses. Warns of long-term, irreversible damage if action is delayed. Uses frequent news reports to underscore urgency. 5:Call for action Urges government policies to reduce emissions. Advocates individual carbon footprint reduction (transport, lifestyle). Stresses educational advocacy as a moral duty.
Reading Comprehension Worksheet（教师版）
XB3Unit3 Reading and Thinking: Climate Change Requires the World's Attention
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.Before you read, look at the graph and the picture below and discuss these questions in groups.
1）What information can you get from the graph
The global surface temperature rose from 1920-2016.
What might be the story behind the photo
The story is that the polar bear might have starved to death.The story is that the polar bear might have starved to death.
目的:利用全球变暖的图表和北极熊因气候变暖饿死的图片，创设情境，引发学生对气候变化问题的关注，自然地引出文章的主题，培养学生观察和解读图表、图片信息的能力，以及运用这些信息进行初步思考和讨论的能力
培养目标：提高学生从视觉信息中提取关键内容的能力，增强学生对现实问题的敏感度，锻炼学生的小组合作与交流能力，为理解文章主旨做好铺垫。
2.Look at the title and graph of the passage, What kind of reading passage is it How do you know (P26-27)
Because in the expository text, the authors sometimes use some graphs or diagrams in their essays in order to convince their readers. These graphs and diagrams often come from scientific research reports and other reliable resources.
目的：通过观察文章的标题和图表，引导学生思考并判断文章的体裁，让学生了解说明文在呈现信息时常用的手段，如借助图表、数据等增强说服力，帮助学生熟悉不同文体的特征，为后续的阅读和分析提供基础。
培养目标：培养学生对不同文体特征的识别能力，使学生能够在阅读过程中根据文本特点选择合适的阅读策略，提高阅读效率和理解效果。
3.Paraphrase their meanings of the words in the context of the passage.
alarming surprising and _________(adj.)
2) carbon footprint the amount of carbon dioxide _____________________
3) greenhouse effect _____________________ caused by atmospheric gases
Answers:
alarming: surprising and worrying
carbon footprint:the amount of carbon dioxide produced by a person's activities
greenhouse effect: warming phenomenon caused by atmospheric gases
目的：针对文章中的核心术语，如“alarming”“carbon footprint”“greenhouse effect”等，设计释义题目，让学生在具体语境中理解和掌握这些词汇的含义，建立词汇与气候变化主题的直接联系，加深记忆。
培养目标：增强学生在语境中理解和猜测词义的能力，丰富学生的词汇储备，强化学生对与气候变化相关概念的理解，为深入理解文章内容提供词汇支持。
4.Information Ordering Task
Put the following sentences in the order they appear in the passage.
1. The passage explains the difference between the natural and man-made greenhouse effects.
2. The passage starts with a story about a dead polar bear to grab the reader's attention.
3. The passage suggests actions that governments and individuals can take to reduce greenhouse gas emissions.
4. The passage provides evidence of Earth's warming,such as melting ice and rising sea levels.
5. The passage warns about the increase in extreme weather events due to climate change.
Answers:
2→4→1→5→3
目的：将打乱顺序的句子按照它们在文章中出现的先后顺序进行排列，旨在检查学生对文章结构和逻辑顺序的把握能力，让学生通过梳理句子之间的关系，清晰地了解文章的脉络和组织方式。
培养目标：培养学生分析文本结构和逻辑关系的能力，提高学生对文章整体架构的认知水平，使学生在阅读过程中能够更好地理解作者的写作思路，增强对文本的理解和记忆。
5. The structure of the text
Fill the blanks with one key word or one key phrase.
_________ (Para.1.2)
__________(Para.3) ___________ greenhouse effect
___________ greenhouse effect
__________(Para.4) _____________
____________
__________(Para.5) ____________
_____________
答案：
Evidence (Para.1.2)
Causes (Para.3) natural greenhouse effect
man-made greenhouse effect
Effects(Para.4) extreme weather
natural disasters
Solutions(Para.5) governments
Individuals
目的：要求学生用关键词或短语填充文章各段落的关键信息，引导学生寻找每段的中心句，概括段落大意，从而把握文章的整体脉络，明确文章各部分之间的逻辑关系。
培养目标：锻炼学生提炼关键信息和概括段落大意的能力，培养学生的逻辑思维和归纳总结能力，使学生学会从宏观角度把握文章的结构和内容，提高阅读理解的深度和广度。
6.What is the central argument of the passage
Climate change requires immediate international attention and action.
目的:通过设计主旨题，让学生在多个选项中选择正确的主旨表述，进一步强化学生对文章中心论点的理解和把握，检验学生对文章整体内容的综合理解能力。
培养目标:培养学生确定文章主旨的能力，使学生学会从整体上审视文章，理解作者的核心观点和写作意图，提高学生对文本主旨的敏感度和判断力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
7.What happened to the polar bear in the photo Why did the writer write about it
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.
目的：通过询问照片中北极熊的遭遇以及作者提及它的原因，引导学生深入思考图片与文章主题之间的联系，从具体事例出发，探究气候变化带来的影响，培养学生透过现象看本质的分析能力。
培养目标：提高学生对文本细节的观察能力和对深层含义的挖掘能力，使学生能够理解作者通过具体事例传达的情感和思想，增强学生对气候变化问题的关注和思考。
8.Summarize the author's main purpose for writing this passage in no more than 50 words.
To raise awareness about climate change and persuade readers to take action.
目的：要求学生在不超过50字的限制内概括作者的写作目的，促使学生对文章进行全面、深入的理解，提炼出作者的核心意图，培养学生的概括能力和对文本主旨的把握能力。
培养目标：锻炼学生的总结归纳和语言表达能力，使学生能够用简洁明了的语言阐述复杂的内容，培养学生对文本深层次意义的解读能力，提升学生的批判性思维水平
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
9.Find the cause and effect that can show how climate change has influenced the polar bear’s life
climate change---low sea-ice levels---bears could not hunt---had to travel greater distances to find food---starved to death---its dead body found
目的： 1.超越线性思维：揭示气候变化影响的多米诺骨牌效应（如海冰融化→觅食困难→能量消耗增加→种群衰退）
2. 整合跨学科知识：链接地理学（极地生态系统）、物理学（温室效应原理）、生物学（动物代谢率）
培养目标：
1. 系统思维：绘制包含直接/间接因果链的系统动力学图（Causal Loop Diagram）
2. 科学素养：区分自然温室效应与人为干预的根本差异及其生态后果
3. 问题解决能力：提出基于因果关系的干预节点（如保护海豹栖息地以维持北极熊食物链）
10.Make a timeline showing the evidence of climate change mentioned in the passage,such as the polar bear incident and rising sea levels.
Aspect Natural Greenhouse Effect Man-made Greenhouse Effect
Cause Solar radiation, naturally occurring greenhouse gases Burning fossil fuels, increased greenhouse gas emissions
Impact Keeps Earth warm, habitable for life Rapid increase in Earth's temperature, leading to extreme weather
Difference Beneficial, maintains ecological balance Harmful, leads to climate change and ecological disruption
目的：
1.可视化复杂趋势：将碎片化证据（如北极熊事件、海平面上升）整合为时空连续体
2.培养数据敏感度：解读不确定性区间（如IPCC预测的±10%误差带）的科学意义
培养目标：
1. 信息素养：使用三角验证法评估不同来源证据的可信度（政府报告vs NGOs数据）
2. 未来推理能力：基于历史数据预测临界点效应（如海温突破2℃阈值后的不可逆变化）
3. 技术整合能力：利用Google Earth叠加气候数据与人文景观（如沿海城市淹没模拟）
3.Read Para 4 and sort out the text information relationship with a mind map.
目的：
1.突破段落孤立阅读：揭示文本内部概念嵌套关系（如Mitigation Strategies的三层架构）
2.培养架构思维：理解层次分析法（AHP）在知识组织中的应用
培养目标：
1. 逻辑分析能力：使用概念洋葱图识别核心主张与支撑论据的权重关系
2. 批判性思维：标注文本中隐性假设（如"个人行动足以应对气候变化"的争议性）
3. 政策分析能力：比较不同层级策略的可行性-影响力矩阵（如碳税 vs 可再生能源补贴）
IV. Critical Thinking and Application（批判性思维与实践运用）
1.Question-Generation Task
Generate and answer questions about the passage.
Simulate interview scene:A group of students are on a role-play task , with a student proficient in English communication interview dozens of students ,the following questions may be required:
A.Comprehension*: "What evidence of climate change does the author mention "
*Answer*: Melting ice, rising sea levels, extreme weather events.
B.*Inference*: "Why is reducing carbon dioxide critical "
*Answer*: CO is a primary driver of the man-made greenhouse effect.
C. *Argumentative Essay*: "Climate change is the most urgent issue due to its irreversible impacts.As for the governments ,what should they do on climate change
*Answer*: Governments must prioritize renewable energy policies, while individuals can adopt sustainable habits to mitigate its effects."
目的：
1.精准定位文本证据：要求学生从原文中提取明确的气候变化现象（如冰川融化、海平面上升等）。
2.建立概念与现象的关联：将抽象的"气候变化"概念转化为文本中具体的可验证案例。
培养目标：
1.信息筛选能力：快速识别符合科学共识的核心论据（如IPCC报告中提到的极端天气频率增加）。
2.可视化思维：通过制作"气候证据对比图表"（如冰川面积变化曲线与碳排放量柱状图），提升数据整合与呈现能力
2. Writing Task
*Reflection & application” :The article calls for individual action to reduce our “ carbon footprint”. What practical steps can students take to address climate change Write an argumentative essay on climate change.
*Answer*:
Climate change is the most urgent issue due to its irreversible impacts. Governments must prioritize renewable energy policies, while individuals can adopt sustainable habits to mitigate its effects. Students can reduce energy use such as using public transport, recycling,walking instead of support renewable energy, and advocate for environmental policies. Educating others about climate science and encouraging sustainable habits in their communities are also crucial steps to mitigate collective impact.
设题目的：
1.挖掘隐含因果关系：引导学生分析CO 作为温室气体的核心作用机制（如红外辐射吸收特性）。
2.科学逻辑训练：通过"人类活动加剧温室效应→全球变暖→临界点突破"的逻辑链条，培养系统性推理能力。
培养目标：
1.多尺度因果链分析：理解自然碳循环（如海洋吸收CO ）与人类活动（如化石燃料燃烧）的失衡机制。
2.科学解释能力：用"主驱动因素""正反馈效应"等术语构建解释框架（如解释海洋酸化对气候系统的连锁影响）。
V. 词块积累及应用
一、文章语言输出梳理与词块积累
（一）高频词块
1. 气候科学术语
- 词块例：
- "greenhouse effect"（温室效应）
- "carbon footprint"（碳足迹）
- "fossil fuels"（化石燃料）
- "sea-ice levels"（海冰水平）
- "polar ice caps"（极地冰盖）
- "extreme weather events"（极端天气事件）
2. 环境影响描述
- 词块例：
- "rising sea levels"（海平面上升）
- "melting glaciers"（冰川融化）
- "habitat destruction"（栖息地破坏）
- "ecological imbalance"（生态失衡）
- "economic losses"（经济损失）
- "human casualties"（人员伤亡）
3. 社会行动表达
- 词块例：
- "carbon reduction policies"（碳减排政策）
- "sustainable development"（可持续发展）
- "renewable energy sources"（可再生能源）
- "environmental awareness campaigns"（环保宣传活动）
- "global cooperation mechanisms"（全球合作机制）
（二）因果逻辑连接词
1. 词块例 + 翻译：
- Due to the greenhouse effect, polar ice caps are melting at an alarming rate.
（由于温室效应，极地冰盖正以惊人的速度融化。）
- Climate change leads to more frequent extreme weather events.
（气候变化导致极端天气事件更加频繁。）
- The polar bear died as a consequence of starvation caused by habitat loss.
（北极熊因栖息地丧失导致的饥饿而死亡。）
- Scientists warn that continued emissions will result in irreversible climate damage.
（科学家警告，持续排放将导致不可逆转的气候破坏。）
（三）论证结构标志语块
1. 词块例 + 翻译：
- There is strong evidence that human activities are accelerating global warming.
（有强有力的证据表明，人类活动正在加速全球变暖。）
- This alarming case showed how temperature rise impacts Earth's ecology.
（这一惊人案例展示了气温上升如何影响地球生态。）
- It is our responsibility to educate people about global warming and its consequences.
（我们有责任教育人们了解全球变暖及其后果。）
- Governments need to consider making policies to reduce greenhouse gas emissions.
（政府需要考虑制定减少温室气体排放的政策。）
2. 语境填空练习
Task: Fill in the blanks with the learned chunks.
Climate change is causing extreme weather events like hurricanes and droughts. Scientists warn that if we don't reduce our carbon footprint, the greenhouse effect will spiral out of control. Governments must implement renewable energy policies, and individuals should adopt sustainable habits to ensure climate justice for future generations.
二、语言输出任务设计（100字话题作文）
题目：*What can individuals do to reduce their carbon footprint in daily life *
范文：
Nowadays, climate change has become a global crisis. To reduce our carbon footprint, individuals can take practical steps. First, using public transport or cycling instead of driving can significantly cut emissions. Second, saving energy at home by turning off lights and appliances when not in use is essential. Third, choosing locally sourced food reduces transportation-related pollution. Additionally, planting trees and supporting renewable energy initiatives can make a difference. Every small action counts—by working together, we can protect our planet for future generations.
（注：范文包含词块如 "carbon footprint", "renewable energy", "transportation-related pollution"，并运用了因果连接词 "To reduce...", "Additionally" 和论证标志 "First... Second..."）
设计说明
1. 词块分类清晰：涵盖科学术语、环境影响和社会行动，贴合文章主题。
2. 例句实用性强：包含因果逻辑和论证结构，便于学生模仿写作。
3. 作文话题开放：聚焦“个人减碳行动”，可灵活运用所学表达，符合新课标“人与自然”主题语境。XB3U3人教版选必3 Unit3阅读单（学生版）
Reading Comprehension Worksheet（学生版）
XB3Unit3 Reading and Thinking: Climate Change Requires the World's Attention
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.Before you read, look at the graph and the picture below and discuss these questions in groups.
1）What information can you get from the graph
What might be the story behind the photo
2.Look at the title and graph of the passage, What kind of reading passage is it How do you know (P26-27)
3.Paraphrase their meanings of the words in the context of the passage.
alarming surprising and _________(adj.)
2) carbon footprint the amount of carbon dioxide _____________________
3) greenhouse effect _____________________ caused by atmospheric gases
4.Information Ordering Task
Put the following sentences in the order they appear in the passage.
1. The passage explains the difference between the natural and man-made greenhouse effects.
2. The passage starts with a story about a dead polar bear to grab the reader's attention.
3. The passage suggests actions that governments and individuals can take to reduce greenhouse gas emissions.
4. The passage provides evidence of Earth's warming,such as melting ice and rising sea levels.
5. The passage warns about the increase in extreme weather events due to climate change.
5. The structure of the text
Fill the blanks with one key word or one key phrase.
_________ (Para.1.2)
__________(Para.3) ___________ greenhouse effect
___________ greenhouse effect
__________(Para.4) _____________
____________
__________(Para.5) ____________
_____________
6.What is the central argument of the passage
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
7.What happened to the polar bear in the photo Why did the writer write about it
8.Summarize the author's main purpose for writing this passage in no more than 50 words.
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
9.Find the cause and effect that can show how climate change has influenced the polar bear’s life
10.Make a timeline showing the evidence of climate change mentioned in the passage,such as the polar bear incident and rising sea levels.
Aspect Natural Greenhouse Effect Man-made Greenhouse Effect
Cause
Impact
Difference
11.Read Para 4 and sort out the text information relationship with a mind map.
IV. Critical Thinking and Application（批判性思维与实践运用）
1.Question-Generation Task
Generate and answer questions about the passage.
Simulate interview scene:A group of students are on a role-play task , with a student proficient in English communication interview dozens of students ,the following questions may be required:
A.Comprehension*: "What evidence of climate change does the author mention "
B.*Inference*: "Why is reducing carbon dioxide critical "
C. *Argumentative Essay*: "Climate change is the most urgent issue due to its irreversible impacts.As for the governments ,what should they do on climate change
2. Writing Task
*Reflection & application” :The article calls for individual action to reduce our “ carbon footprint”. What practical steps can students take to address climate change Write an argumentative essay on climate change.
V. 词块积累及应用
一、文章语言输出梳理与词块积累
（一）高频词块
1. 气候科学术语
- 词块例：
2. 环境影响描述
- 词块例：
3. 社会行动表达
- 词块例：
（二）因果逻辑连接词
1. 词块例 + 翻译：
1.）由于温室效应，极地冰盖正以惊人的速度融化。
2）气候变化导致极端天气事件更加频繁。
3）北极熊因栖息地丧失导致的饥饿而死亡。
4）科学家警告，持续排放将导致不可逆转的气候破坏。
（三）论证结构标志语块
1. 词块例 + 翻译：
1.有强有力的证据表明，人类活动正在加速全球变暖。
2.这一惊人案例展示了气温上升如何影响地球生态。
3.我们有责任教育人们了解全球变暖及其后果。
政府需要考虑制定减少温室气体排放的政策。
2. 语境填空练习
Task: Fill in the blanks with the learned chunks. ( renewable energy policies ; adopt sustainable habits; causing extreme weather; carbon footprint;the greenhouse effect;)
Climate change is ______________events like hurricanes and droughts. Scientists warn that if we don't reduce our _______________,___________will spiral out of control. Governments must implement____________ , and individuals should____________________ to ensure climate justice for future generations.
二、语言输出任务设计（100字话题作文）
题目：*What can individuals do to reduce their carbon footprint in daily life *
