Unit3EnvironmentalProtectionReadingandThinking公开课教学设计-高中英语人教版选择性

Unit3EnvironmentalProtectionReadingandThinking教学设计教学基本信息单元名称 选择性必修第三册Unit3EnvironmentalProtection 学科英语学段高中年级高二第二学期主要教材书名：英语选择性必修第三册出版社：人民教育出版社出版日期：2023年12月课时安排第1课时课型Readingandthinking教学目标Todiscussclimatechange.Tolearntoidentifythestyleofthistextandinferthewriter'spurpose.Tolearntodrawadiagram.Tothinkaboutwhatwecandotodealwithclimatechange.教学重难点1.帮助学生了解说明文的文体特征。2指学制作示意图展示温室效应的原理和流程，将文字信息图表化。3.鼓励学生思考自身能为气候变化这一现象做些什么。教学方法TBLT教学活动设计教学过程活动形式及步骤活动意图时间Activity1LeadinLeadinwithtwoquestionsaboutglobalwarming. What’shappening(发生)inthephoto?Whydidithappen?Thinkanddiscuss①Whatconsequences后果mayglobalwarming/climatechangebringabout引起?②Avideoandsomepicturesaboutthebadeffectscausedbyglobalwarming.通过提问激活学生背景知识。2.利用视频创设情境，导入主题的同时，也帮助进一步激活有关问题的认知和经验。2min44minActivity2PrereadingWhatinformation信息canwegetfromthegraph/ɡrɑːf/图表?TopractiseSs’readingskillofpredictingbeforereading.TopractiseSs’skillofdescribingagraphandanalyzingthetrendaccordingtothegraph.22minActivity3Fastreading.Readformainidea＆texttype①Whattypeofwritingisthispassage?②What’sthetopicsentenceofeachparagraphandwhat’sthekeyword?③What'sthepassagemainlyabout?了解文章结构，为提取和归纳基本信息作准备。判断出本文是一篇说明文，并以此理解说明文体的特征。5minActivity4Readfordetails①Para1.:Whatistheproblemaboutclimatechange?Readandfillintheblanks.②SsreadPara.2:Acaseofclimatechange.Putthereasonsaccountforthedeathofthepolarbearinacorrectlogicalorder排序:A.lowseaicelevel低海冰水位B.starvation饥饿C.longerfoodseekingtravel更远的觅食路程D.lackoffood缺少食物E.climatechange气候变化正确的顺序为：③SsreadPara.3tofindthecauses.Informationabout“greenhouseeffect温室效应”④TipsofPara.3:useadiagramtodescribehowthegreenhouseeffectworks.⑤SsreadPara.4andmarktrue(T)orfalse(F).1.Theriseintemperatureleadsto导致extremeweather(极端天气)andnaturaldisaters(自然灾害).2.Heatwaves(热浪)arenotextremeweather.3.Extremerainstormsandheatwavescauseddeaths(死亡)andeconomiclosses(经济损失)⑥SsreadPara5.andanswerthequestion.Whatsolutions(解决办法)mentioned(提到)inthetexttodealwith(处理)theclimatechange?A.Governments(政府)makepolicies(政策).B.Governmentstakeappropriateactionsandmeasures.C.Individuals(个人)reduce(减少)our“carbonfootprint”(碳足迹).D.Alloftheabove以上都是.学生自主阅读，进一步梳理细节信息，获取全球变暖的现象、原因、危害和作者的建议措施。在描述阐释的过程中实现语言和知识的内化。20minActivity5Postreading①Summarythestructureofthetext.②Thinkdeeplyandshare:What’stheauthor’spurposeofwritingthistext?③Thinkcritically&debate:Doyouthinkclimatechangeistheresultofman’sgreed?Why?④Thinkwidely&create:Asanindividual,whatwillyoudotohelp(toslowtheglobalwarming)?Sortthegarbage分类垃圾Avoidproductswithalotofpackaging避免过度包装Valuetheexistingnaturalresourceslikeforests重视森林等现有自然资源Endwastingresources不浪费资源Encourageotherstoconserve鼓励他人节约Adjustourlifestyle调整我们的生活方式Reduce,reuse,recycle减少、重复使用、回收Turnoffelectricdeviceswhentheyarenotinuse不使用时关闭电气设备Helpinformpeopleofthedangerofglobalwarming帮助人们了解全球变暖的危险总结归纳，梳理知识点。引导学生针对语篇背后的价值取向和作者态度进行推理论证。深化主题意义，引导学生进行批判性思考，是否全球变暖全因人类的贪婪所致。师生共同探讨在应对这一挑战时，会遇到什么样的问题以及可以采取怎样的措施去克服它们。实现迁移创新。12min课后作业HomeworkDesignyour“LowCarbonWeek”andmakeaVlogtopresentyourideavividly.LowCarbonLifestyleExamples:Monday:Gotoschoolbybike..