資源簡介 Unit 3 Environmental Protection Reading and Thinking課題 Climate Change Requires the World’s Attention教科書 書 名:英語選擇性必修三出版社:人民教育出版社教學(xué)目標學(xué)生通過本課時的學(xué)習,能夠:1.通過快速閱讀,抓取段落關(guān)鍵詞,獲取文本基本信息和文本主線;2.通過細讀和繪制圖表,掌握全球變暖的原因、危害和措施的相關(guān)信息;3.通過進一步思考,培養(yǎng)環(huán)境保護意識,明確作者寫作意圖;4.通過分析文本語言特點,明確說明文的語言特征;教學(xué)內(nèi)容本文是一篇說明文,文本結(jié)構(gòu)清晰,按照“現(xiàn)象、案例、原因、危害、措施”的邏輯順序展開,環(huán)環(huán)相扣,步步深入。第一段首先用統(tǒng)計圖直觀呈現(xiàn)氣候現(xiàn)狀:全球氣候變暖。第二段用餓死的北極熊的例子和照片來具體說明氣候變暖的影響,從而幫助讀者初步感知氣候變暖給地球帶來的負面影響。文本第三段介紹兩種溫室效應(yīng),探討氣候變暖背后的原因。第四段揭示氣候變暖的后果,即極端天氣、自然災(zāi)害的頻次增多,造成生命和財產(chǎn)的巨大損失。第五段,亮出觀點,呼應(yīng)標題,并號召全球攜起手來,采取相應(yīng)對策,減少碳排放。同時,也號召個人減少生活中的碳排放,宣傳氣候變化的知識。教學(xué)重點:了解文本主要內(nèi)容,梳理文本結(jié)構(gòu);用示意圖展示溫室效應(yīng)的原理;啟發(fā)和鼓勵學(xué)生改變生活方式,減少碳排放;教學(xué)難點:觀察并掌握說明文的結(jié)構(gòu)特征和語言特征。教學(xué)過程Activity 1:Lead inWatch a video clip about: What happened to the Earth”設(shè)計說明:通過觀看視頻,讓學(xué)生了解地球發(fā)生了什么,以及背后的原因,從而激發(fā)學(xué)生的興趣,激活學(xué)生的背景知識。Activity 2:Discussing the graphLook at the graph and think about the weather Change.It shows the change in the Global Surface Temperature between 1920 and 2016. The earth is becoming warmer and warmer.Global warming設(shè)計說明:學(xué)生通過描述圖表,思考氣候發(fā)生的變化,激發(fā)學(xué)生探究的興趣,培養(yǎng)他們“看”圖說話的能力,為接下來的閱讀做好準備。Activity 3: Fast reading.Read for main idea & text type①What type of writing is this passage A. Argumentation B. Narration C. Exposition D. Advertisement②In which part of a newspaper or magazine may we find this passage A. Entertainment B. Economy C. Education D. EnvironmentSkim the passage and use some key words and phrases to clarify the topic sentences of the text.設(shè)計說明:引導(dǎo)學(xué)生通過略讀確定每段的關(guān)鍵信息,了解每段表達的主題句,梳理文章結(jié)構(gòu)。Activity 4: While-reading: read for the structure and main idea:1. Match the main idea with each part.Para 1-2 The solutions to reducing greenhouse gas emissions.Paragraph 3 The consequences of the rise in temperature.Paragraph 4 The causes of the increase in the global average surface temperature.Paragraph 5 The evidence of dramatic climate change that had an impact on Earth's ecology.2. Read for details1 The following reasons account for the death of the polar bear. Read paragraph 2 and put them in a correct logical orderLow sea-ice level starvation longer food-seeking travel lack of foodclimate change②Read paragraph 3 and fill in the table to find the causes設(shè)計說明:引導(dǎo)學(xué)生通過繪制示意圖,學(xué)習表達信息的新方式,內(nèi)化所學(xué)語言內(nèi)容;引導(dǎo)學(xué)生通過表格的形式,梳理自然溫室效應(yīng)和人工溫室效應(yīng)的區(qū)別。③Ss read paragraph 4 to find the consequences.What are the consequences of global temperature rise Draw a diagram to present the consequences.設(shè)計說明:引導(dǎo)學(xué)生帶著目標閱讀文本,獲取相關(guān)信息,并通過繪制思維導(dǎo)圖,對信息進行梳理和表達,同時將這些信息與自己在活動 2 中對于全球變暖后果的思考進行比較,拓展思路。提升學(xué)生獲取與運用信息的能力;培養(yǎng)學(xué)生繪制思維導(dǎo)圖的能力。④Ss read paragraph 5 to find the solutions.What solutions are suggested in the last paragraph Draw a diagram to present the solutions設(shè)計說明:引導(dǎo)學(xué)生探究問題解決方案,獲取相關(guān)信息,并通過繪制思維導(dǎo)圖,對信息進行梳理和表達。并進行思考自己能做的事,為后續(xù)討論活動做鋪墊。提升學(xué)生思考能力和解決問題的能力。Activity 5: Post reading①Discussion:As a student, what can we do to protect the environment in our daily life ②課文語法填空What is causing the increase in the global average surface temperature Climate scientistsoften mention a key climate process 1_______(call) the “greenhouse effect”, which has twocommon meanings: the “natural” greenhouse effect and the “man-made” greenhouse effect. The“natural” greenhouse effect refers to the fact 2______ heat from the sun enters the atmosphere and warms Earth’s surface as short-wave radiation. The heat 3____________(release) back into space at longer wave lengths. Greenhouse gases in the atmosphere, such as methane and carbon dioxide, trap some of the heat, keeping Earth’s climate warm and habitable. 4__________ this process, Earth could not sustain life. However, the “man-made” greenhouse effect has now become 5___ big problem. When people produce huge amounts of extra greenhouse gases by burning fossil fuels, more heat energy is trapped in the atmosphere and causes Earth’s surface temperature6_________(rise) quickly. There is strong and comprehensive evidence that the rise in temperature 7_________(lead) to an increase in extreme weather and natural disasters worldwide, not only causing serious damage, but also costing human lives. Climate 8 ___________(scientist) have warned that if we do not take appropriate actions, this warming trend will probably continue and there will be a 9________ (high) price to pay. In fact, news reports are 10___________(frequent) broadcast about extreme rainstorms and heatwaves causing deaths and economic losses.設(shè)計說明:引導(dǎo)學(xué)生細讀文本,思考和探究文本的語言風格,培養(yǎng)學(xué)生思辨能力,提升學(xué)生的語言分析能力。Activity 6: Assignment假如你是李華,你非常關(guān)心目前的全球變暖問題。請你寫一封倡議信給學(xué)校的同學(xué)們,提倡“低碳生活”(low-carbon life)。要點如下:1)說明全球變暖問題,簡述其原因;2)提出具體措施;3)發(fā)出倡議。設(shè)計說明:讓學(xué)生寫一篇關(guān)于全球變暖有關(guān)的倡議信,內(nèi)化所學(xué)語言,提升環(huán)境保護的意識。教學(xué)反思本課 Reading and Thinking , 選自新人教版選擇性必修三第三單元Environmental Protection 中的語篇 climate change requires the world’s attention。基于對文本和學(xué)情的分析,教學(xué)分為以下四個部分:Lead-in,Pre reading, While reading, Post reading。教學(xué)設(shè)計按照學(xué)習理解、應(yīng)用實踐、遷移創(chuàng)新三類活動層層遞進。設(shè)計思路如下:創(chuàng)設(shè)情境導(dǎo)入主題,以學(xué)生已知近期天氣急劇變化為切入點;關(guān)注文本體裁,逐層梳理文章結(jié)構(gòu);有效教授了學(xué)生各種閱讀策略,如預(yù)測、掃讀、略讀、細節(jié)查找、推理判斷等引領(lǐng)學(xué)生獲取并概括信息,深度理解文本;指導(dǎo)學(xué)生讀懂并使用可視化工具(圖表、結(jié)構(gòu)圖、思維導(dǎo)圖等)概括、整合、重構(gòu)信息;通過提問、小組討論、案例分析等多樣化方式,發(fā)展學(xué)生批判性思維,提高團隊協(xié)作能力,鼓勵學(xué)生將所學(xué)應(yīng)用于生活;積極踐行環(huán)保意識和理念,培養(yǎng)學(xué)生人類共同體意識。通過這節(jié)課的學(xué)習,學(xué)生對于全球變暖這一現(xiàn)象有了更為深刻的了解,掌握了說明文的文體特點,能夠更全面且具有批判性的表達自己的觀點,深入思考并呈現(xiàn)了自己能為環(huán)境的可持續(xù)發(fā)展做出的努力,實現(xiàn)了遷移創(chuàng)新,并為本單元接下來的 writing 和 project 課程做了相應(yīng)的鋪墊。當然本課存在一定的不足。個別學(xué)生預(yù)習準備不充分,導(dǎo)致一定的閱讀障礙,今后在備課中應(yīng)注意加強個別輔導(dǎo),幫助學(xué)生克服語言障礙,提高閱讀質(zhì)量和效率。根據(jù)學(xué)生情況適時調(diào)整教學(xué)策略,從而進一步提升教學(xué)質(zhì)量、促進學(xué)生全面發(fā)展。 展開更多...... 收起↑ 資源預(yù)覽 縮略圖、資源來源于二一教育資源庫