人教版(新教材)高中英語(yǔ)選修3Unit 3　Environmental Protection教學(xué)設(shè)計(jì)1：Reading and Thinking

1、Unit 3 Environmental ProtectionReading and Thinking文本簡(jiǎn)析Climate Change Requires World Attention本單元探討的話題是：環(huán)境保護(hù)。主題語(yǔ)境是“人與自然”人與環(huán)境、人與動(dòng)植物， 人類(lèi)生存、社會(huì)開(kāi)展與環(huán)境的關(guān)系。本語(yǔ)篇是以氣候變化需要全球關(guān)注，通過(guò)分析氣候 變化的成因和警示氣候變化的影響，號(hào)召全人類(lèi)采取恰當(dāng)行動(dòng)，減少碳排放,應(yīng)對(duì)全球變暖。該文本是一篇議論性文本。全文共五段，主體局部按“現(xiàn)象呈現(xiàn)案例佐證原因 K解析H危害分析觀點(diǎn)對(duì)策”展開(kāi)。第一段：全球氣候劇烈變化，地球變得越來(lái)越 暖；第二段：2013年北極熊餓死

2、的案例證明了氣候變暖對(duì)地球生態(tài)的影響；第三段：介紹 兩種溫室效應(yīng)，探究全球變暖的原因；第四段：揭示氣候變暖會(huì)帶來(lái)導(dǎo)致生命、財(cái)產(chǎn)損失的 極端天氣、自然災(zāi)害等危害；第五段：亮出觀點(diǎn)，響應(yīng)文題，并號(hào)召全球人民采取措施減少 溫室氣體排放，應(yīng)對(duì)全球變暖。在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要引導(dǎo)學(xué)生使用閱讀策略，根據(jù)標(biāo)題、圖片、圖表和關(guān)鍵詞等 信息，預(yù)測(cè)和理解文本主要內(nèi)容；梳理全球變暖、溫室效應(yīng)話題類(lèi)語(yǔ)言，概況語(yǔ)篇語(yǔ)言和結(jié) 構(gòu)的特點(diǎn)；學(xué)習(xí)用簡(jiǎn)圖展示抽象概念或進(jìn)程；通過(guò)思考如何減少碳排放，培養(yǎng)批判性思維能 力和創(chuàng)新性思維能力，提升分析問(wèn)題、解決問(wèn)題的能力。并把所學(xué)所悟遷移到日常生活中， 鼓勵(lì)學(xué)生成為索求有度、關(guān)愛(ài)生命、

3、有社會(huì)責(zé)任感的人。第I課時(shí)一、教學(xué)內(nèi)容感知全文概貌，明確文本結(jié)構(gòu)劃分，重點(diǎn)學(xué)習(xí)第一至三段，了解全球變暖的現(xiàn)象表現(xiàn)、 警示案例及形成原因。二、課時(shí)目標(biāo).通過(guò)快速閱讀，查找段落主題句，概括段落大意，梳理段落關(guān)系，歸納文本結(jié)構(gòu)， 揣摩作者寫(xiě)作意圖，開(kāi)展邏輯思維能力。2.通過(guò)文本分析以及問(wèn)題鏈的解答，對(duì)文本第一至三段進(jìn)行內(nèi)容梳理，整理和豐富話 題語(yǔ)言，辨識(shí)和歸納文本使用的寫(xiě)作方法，最后通過(guò)采訪活動(dòng)的形式復(fù)述鞏固所學(xué)。三、教學(xué)過(guò)程Activity 1： Arousing interest in weather and climate changeStudents observe the graph of

4、 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 two

5、graphs. Is the temperature rise in the textbook graph a big deal?K設(shè)計(jì)意圖11創(chuàng)設(shè)語(yǔ)境，引入話題，圍繞主題激活學(xué)生及學(xué)習(xí)興趣。先用本市7 天天氣預(yù)報(bào)圖創(chuàng)設(shè)情境，提高學(xué)生關(guān)注興趣、減少表達(dá)焦慮，再通過(guò)問(wèn)答形式引導(dǎo)學(xué)生關(guān)注 課文配的全球地表氣溫變化圖中的升溫趨勢(shì)、記錄年限和最大溫差，并比擬兩圖顯示的溫度 變化大小，引導(dǎo)學(xué)生思考溫度上升對(duì)人類(lèi)有無(wú)影響。一方面，激活學(xué)生就該話題已有的詞匯、 認(rèn)知和經(jīng)驗(yàn)；另一方面，除了訓(xùn)練學(xué)生通過(guò)讀圖獲取主要信息的能力，還為后續(xù)挖掘主題意 義、激發(fā)學(xué)生的批判性思維和創(chuàng)新性思維埋下伏筆。Activity 2

6、： 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設(shè)計(jì)意圖讓學(xué)生根據(jù)圖片和標(biāo)題預(yù)測(cè)課文內(nèi)容，鍛煉學(xué)生的思維能力。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 sea

8、 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 temperature?

9、 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 do

10、to help? Possible solutions to global wanning.K設(shè)計(jì)意圖引導(dǎo)學(xué)生通過(guò)運(yùn)用略讀閱讀策略，尋找主題句并根據(jù)主題句對(duì)段落大意進(jìn) 行概括，整體把握文本內(nèi)容，提升概括能力。Activity 4： Identifying the structure of the passageStudents 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 the

11、help of the teacher.ClimateChangeRequiiestheWordsAttentionFigure out what type of writing the text is.Argumentation.K設(shè)計(jì)意圖通過(guò)查找段落主題句，確定每段的段落大意；根據(jù)段落主旨關(guān)鍵詞畫(huà)出文 本結(jié)構(gòu)圖，幫助學(xué)生更好地理解篇章結(jié)構(gòu)，把握文本主線。Activity 5： Reading for the detailed information in paragraphs 1-3Students read the passage, answer the questions and fi

12、ll in the forms.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.Read Paragraph 2 and fill in the form.An Alarming Case3. What expressions have been used to make the case convincing?When2013WhereNorways Arct

13、ic island of SvalbaidWhoa polar bearWhatstarved and diedWhydirect cause: hunger / a lack of food / fbod shortageindirect cause: climate changeS: Quotations from authorities or specialists, like according to the scientists, an expert.said .，and experts claimed that.Read Paragraph 3 and fill in the fo

14、rm.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 carbon dioxide, trap some of

15、 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.What human activity will produce greenhouse gases and increase the “man-made” greenhouse effect?Burning fossil

16、 fuels like coal, oil and natural gas.K設(shè)計(jì)意圖解構(gòu)文本，引導(dǎo)學(xué)生運(yùn)用一定的閱讀策略，在加工表層信息的基礎(chǔ)上對(duì)相 關(guān)信息進(jìn)行整合與闡釋。不同段落處理的側(cè)重點(diǎn)不同，比方第二段以內(nèi)容為主，基于不同信 息點(diǎn)的整合，形成信息鏈。第三段，以語(yǔ)言為核心指向，通過(guò)對(duì)比照修辭的研讀達(dá)成更深入 的理解。Activity 6： Thinking and PerformingGroup work: An interviewInterviewer: a reporter from an international school newspaperInterviewee(s): s

17、tudent(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設(shè)計(jì)意圖采訪任務(wù)旨在鍛煉學(xué)生把從文本中獲得的信息和習(xí)得的表達(dá)方式加以復(fù)述 和鞏固，并盡量與個(gè)人經(jīng)歷或生活之間建立有意義的聯(lián)系，同時(shí)增強(qiáng)團(tuán)隊(duì)合作意識(shí)。AssignmentSurf the Internet and find 3-4 reasons why people burn fossil fuels.Read Paragraph 3 again and