人教版(新教材)高中英语选修3Unit 3　Environmental Protection教学设计2：Reading and Thinking.docx

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1、Unit 3 Environmental ProtectionReading and Thinking第2课时一、教学内容完成全文学习，加深对温室效应现象、全球变暖的成因与后果的理解，锻炼分析问题、 解决问题的能力，通过迁移创新，完成给作者写信，讨论减少碳排放措施的任务。二、课时目标1 .展示优秀课后作业，复述上节课的重点内容，加强对简图的应用，加深对温室效应 现象、导致全球变暖关键因素的理解。2 .细读第四、五段，概括、梳理、整合全球变暖的后果、作者给出的应对措施等信息、。3 .结合所学，通过小组讨论、同伴提供、个人思考，用给作者回信的方式提供日常生 活中切实可行的减少温室气体、减少碳排放和

2、碳足迹的措施，提高思维品质和语言能力。三、教学过程Activity 1： Reviewing the homework tasksStudents work in groups to pick out the best diagram and the most frequently mentioned reasons. Then exchange and share ideas.1. Group presentation: A diagram describing how the greenhouse effect works.Each group picks out the best dia

3、gram of its group. One member sticks it on the blackboard and gives a short explanation of how the greenhouse effect works.2. Group presentation: Why do people bum fossil fuels?Each group picks out 3 most frequently mentioned reasons.Divide the reasons into different categories.K设计意图此活动是热身环节，作为第一课时作

4、业的展示，学生需要整合运用简图、 语言、内容与结构进行简单复述。作业1用展示各组最正确简图的方式，综合训练学生通过听 说读看“画”多轮活动，复现目标词汇，熟悉使用英文表达温室效应的原理，强化对全球变暖 原因的深度理解。作业2用写词条的方式，综合呈现各组对产生大量温室气体的使用化石燃 料原因的与整理，是对课文内容的有效补充，并为后续活动3这一环节找出针对性的解 决措施做好铺垫。Activity 2： Reading for the detailed information in paragraphs 4-5这一活动中，作者的观点即全文论点即末段第二句（主题句）应当突出处理。Students re

5、ad the passage and fill in the forms.1. What examples of extreme weather and natural disasters do you know and what are their effects?Extreme Weather and Natural DisastersExamplesEffectsExtreme raiiistonnsExtieme heatwavesFloodsDrouglits Eaitliqiiakes DeathsEconomic losses2. What measures should be

6、taken to deal with global warming?MeasuresGovernmentsto reduce greenhouse gas emissionsIndividuals9 to reduce “carbon footprint”Making policiesTaking appropiiate actions and measuresChange inappropriate lifestylesSeize eveiy opportunity to educate everyone3. What adjectives and adverbs has the autho

7、r used to suggest his attitude towards global warming and what is his attitude?Para. 1dramaticPara. 2alanningPara. 3huge, extra, more, quicklyPara. 4extreme, sei iousPara. 5continued, farther, long-lasting, sei iousThe author must think that global warming is the most serious issue and requires urge

8、nt attention.K设计意图通过问题链，帮助学生重构文本信息，提升分析梳理信息的能力；通过查 找形容词、副词深层理解作者的情感态度和观点这条暗线，锻炼推断作者的意图和态度的能 力。Activity 3： Thinking and writing1. Mini-writing: Write a letter to the author about what you will do to help.Group leader picks one topic from the previous presentation of homework 2Use 1+2+3 method (1 sent

9、ence pattern, 2 phrases, 3 n./v./adj. learnt from this reading text) 60-80 words, 10 minutes to prepare2. Emphasize the saying of this unit.Need vs. greed; share vs. protect.K设计意图利用本节课活动1作业复习环节中各组总结出的使用化石燃料的原因，每 组抽取一个原因，引导学生通过自主合作探究的学习方式，在新的语境当中，应用所学语言, 给作者写一封信，告知他你为减少温室气体、减少碳足迹将采取的措施，从而一方面和这节 课的第一个

10、活动首尾呼应，另一方面也和课文的最后一句提问相呼应，并形成学生与文本、 与作者的关联与互动。最后，用单元格言强调人类要和自然和谐共生，帮助学生认识到在生 命之圈中人与万物平等，而且相互影响；人类生存需要获取所需，但绝不应贪婪。把所学所 悟迁移到对自己行为的影响，从而鼓励学生努力成为一名索求有度、关爱生命、有社会责任 感的人。AssignmentPolish your letter to the author.K设计意图不结合所学，迁移创新，锻炼分析问题、解决问题的能力。在真实情境中锻 炼主题语言的精确输出，综合应用所学语言，有效陈述个人观点和情感，传递信息，并培养 学生的思维。Dear aut

11、hor,There is strong evidence that burning fossil fuels produces extra greenhouse gases and worsens global warming. We should take immediate actions to reduce greenhouse gas emissions.First, I will restrict my use of energy by turning off lights when leaving the room. Second, I will tell my parents to buy a solar water-heater to replace the gas water-heater. Third, I will wear more clothes to keep warm in winter instead of using the electric heater.All in all, I will seize every opportunity to reduce my carbon footprint. Thank you for educating us about global warming.Yours,Reader