人教版(新教材)高中英语选修3Unit 3　Environmental Protection教学设计1：Reading and Thinking.docx

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1、Unit 3 Environmental ProtectionReading and Thinking文本简析Climate Change Requires World Attention本单元探讨的话题是：环境保护。主题语境是“人与自然”人与环境、人与动植物， 人类生存、社会开展与环境的关系。本语篇是以气候变化需要全球关注，通过分析气候 变化的成因和警示气候变化的影响，号召全人类采取恰当行动，减少碳排放,应对全球变暖。该文本是一篇议论性文本。全文共五段，主体局部按“现象呈现案例佐证原因 K解析H危害分析观点对策”展开。第一段：全球气候剧烈变化，地球变得越来越 暖；第二段：2013年北极熊饿死

2、的案例证明了气候变暖对地球生态的影响；第三段：介绍 两种温室效应，探究全球变暖的原因；第四段：揭示气候变暖会带来导致生命、财产损失的 极端天气、自然灾害等危害；第五段：亮出观点，响应文题，并号召全球人民采取措施减少 温室气体排放，应对全球变暖。在进行文本教学设计时，要引导学生使用阅读策略，根据标题、图片、图表和关键词等 信息，预测和理解文本主要内容；梳理全球变暖、温室效应话题类语言，概况语篇语言和结 构的特点；学习用简图展示抽象概念或进程；通过思考如何减少碳排放，培养批判性思维能 力和创新性思维能力，提升分析问题、解决问题的能力。并把所学所悟迁移到日常生活中， 鼓励学生成为索求有度、关爱生命、

3、有社会责任感的人。第I课时一、教学内容感知全文概貌，明确文本结构划分，重点学习第一至三段，了解全球变暖的现象表现、 警示案例及形成原因。二、课时目标1 .通过快速阅读，查找段落主题句，概括段落大意，梳理段落关系，归纳文本结构， 揣摩作者写作意图，开展逻辑思维能力。2.通过文本分析以及问题链的解答，对文本第一至三段进行内容梳理，整理和丰富话 题语言，辨识和归纳文本使用的写作方法，最后通过采访活动的形式复述巩固所学。三、教学过程Activity 1： Arousing interest in weather and climate changeStudents observe the graph

4、of the 7-day-weather forecast of our city and the graph in the textbook. Discuss the following questions.QI: How many years of the temperature change does the graph in the textbook record?Q2: What are the largest temperature differences in the two graphs?Q3: Compare the temperature changes in the tw

5、o graphs. Is the temperature rise in the textbook graph a big deal?K设计意图11创设语境，引入话题，围绕主题激活学生及学习兴趣。先用本市7 天天气预报图创设情境，提高学生关注兴趣、减少表达焦虑，再通过问答形式引导学生关注 课文配的全球地表气温变化图中的升温趋势、记录年限和最大温差，并比拟两图显示的温度 变化大小，引导学生思考温度上升对人类有无影响。一方面，激活学生就该话题已有的词汇、 认知和经验；另一方面，除了训练学生通过读图获取主要信息的能力，还为后续挖掘主题意 义、激发学生的批判性思维和创新性思维埋下伏笔。Activity

6、 2： Predicting the content of the textStudents look at the photo and the title of the passage, and answer the questions.QI: What might be the causes of the polar bears death?S: The bear might die of hunger, because its body was skinny.Q2: What might we learn from the passage according to the title?S

7、: Answers may vary.K设计意图让学生根据图片和标题预测课文内容，锻炼学生的思维能力。Activity 3： Dealing with the main idea of each paragraphStudents skim the text to find the topic sentences and get the main idea of each paragraph.ParagraphTopic Sentence-*Maili Idea1A wanning ocean and atmosphere along with melting ice and rising s

8、ea levels provide evidence of a dramatic change ill tlie global climate. -* The evidence of global wanning.2This alaniiing case showed how the inciease in teinpei-ature had an impact on Eaiths ecology. -* An alaniiing case.3Then what is causing tlie increase in tlie global aveiage suiiace temperatur

9、e? The cause of global wanning.4Theie is strong aiid comprehensive evidence tliat the rise in teinpeiatiire has led to ail inciease in extreme weatliei, aiid natural disasteis worldwide, not only causing seiious damage, but also costing human lives.-* The impact of global wanning.5So what will you d

10、o to help? Possible solutions to global wanning.K设计意图引导学生通过运用略读阅读策略，寻找主题句并根据主题句对段落大意进 行概括，整体把握文本内容，提升概括能力。Activity 4： Identifying the structure of the passage1. Students read the title of the text again, go over the main idea of each paragraph and find the key words. Then identify the structure with

11、 the help of the teacher.ClimateChangeRequiiestheWordsAttention2. Figure out what type of writing the text is.5: Argumentation.K设计意图通过查找段落主题句，确定每段的段落大意；根据段落主旨关键词画出文 本结构图，帮助学生更好地理解篇章结构，把握文本主线。Activity 5： Reading for the detailed information in paragraphs 1-3Students read the passage, answer the quest

12、ions and fill in the forms.1. What is the evidence of a dramatic climate change in the first paragraph?S: A warming ocean and atmosphere, melting ice and rising sea levels.2. Read Paragraph 2 and fill in the form.An Alarming Case3. What expressions have been used to make the case convincing?When2013

13、WhereNorways Arctic island of SvalbaidWhoa polar bearWhatstarved and diedWhy1. direct cause: hunger / a lack of food / fbod shortage2. indirect cause: climate changeS: Quotations from authorities or specialists, like according to the scientists, an expert.said .，and experts claimed that.4. Read Para

14、graph 3 and fill in the form.A Key Climate ProcessKind,Natural Greenhouse Effect“Mann】ade“ Greenhouse EffectFunctionKeeping Earths climate warn】 and habitable and sustaining lifeCausing Eaiths suiiace tempei,ature to rise quicklyShu ila ritvGreenhouse gases in tlie atmosphere, such as methane and ca

15、rbon dioxide, trap some of the heat from the sun.DifferenceImportant and necessaiyHu* ainoiuits of extra greenhouse gases produced by burning fossil fiiels trap more heat eneigy and cause temperature to rise quickly.5. What human activity will produce greenhouse gases and increase the “man-made” gre

16、enhouse effect?6. Burning fossil fuels like coal, oil and natural gas.K设计意图解构文本，引导学生运用一定的阅读策略，在加工表层信息的基础上对相 关信息进行整合与阐释。不同段落处理的侧重点不同，比方第二段以内容为主，基于不同信 息点的整合，形成信息链。第三段，以语言为核心指向，通过对比照修辞的研读达成更深入 的理解。Activity 6： Thinking and PerformingGroup work: An interviewInterviewer: a reporter from an international s

17、chool newspaperInterviewee(s): student(s) in the international schoolTopics: global warming / greenhouse effect / greenhouse gases / fossil fuelsTry to use as many newly-learned words and expressions as possible.K设计意图采访任务旨在锻炼学生把从文本中获得的信息和习得的表达方式加以复述 和巩固，并尽量与个人经历或生活之间建立有意义的联系，同时增强团队合作意识。Assignment1.

18、Surf the Internet and find 3-4 reasons why people burn fossil fuels.2. Read Paragraph 3 again and create your own diagram to describe how the greenhouse effect works.3. Finish part of the students? worksheet.K设计意图使用元认知策略，通过互联网查找语言学习所需的信息和材料，丰富对本节课最后一个活动所讨论的内容的认知I,并为下节课的迁移创新类活动搭好脚手架。用简图 视觉化第三段关于温室效应的较为复杂的科普信息，有助于学生掌握一种便捷高效的认知策 略，借助图表等非语言信息进行表达。用相关习题内化和应用本节课所学的语言知识和文本 信息。