Unit3EnvironmentalProtectionReadingandThinking公開課教學(xué)設(shè)計-高中英語人教版選擇性

Unit3EnvironmentalProtectionReadingandThinking教學(xué)設(shè)計教學(xué)基本信息單元名稱 選擇性必修第三冊Unit3EnvironmentalProtection 學(xué)科英語學(xué)段高中年級高二第二學(xué)期主要教材書名：英語選擇性必修第三冊出版社：人民教育出版社出版日期：2023年12月課時安排第1課時課型Readingandthinking教學(xué)目標(biāo)Todiscussclimatechange.Tolearntoidentifythestyleofthistextandinferthewriter'spurpose.Tolearntodrawadiagram.Tothinkaboutwhatwecandotodealwithclimatechange.教學(xué)重難點1.幫助學(xué)生了解說明文的文體特征。2指學(xué)制作示意圖展示溫室效應(yīng)的原理和流程，將文字信息圖表化。3.鼓勵學(xué)生思考自身能為氣候變化這一現(xiàn)象做些什么。教學(xué)方法TBLT教學(xué)活動設(shè)計教學(xué)過程活動形式及步驟活動意圖時間Activity1LeadinLeadinwithtwoquestionsaboutglobalwarming. What’shappening(發(fā)生)inthephoto?Whydidithappen?Thinkanddiscuss①Whatconsequences后果mayglobalwarming/climatechangebringabout引起?②Avideoandsomepicturesaboutthebadeffectscausedbyglobalwarming.通過提問激活學(xué)生背景知識。2.利用視頻創(chuàng)設(shè)情境，導(dǎo)入主題的同時，也幫助進(jìn)一步激活有關(guān)問題的認(rèn)知和經(jīng)驗。2min44minActivity2PrereadingWhatinformation信息canwegetfromthegraph/ɡrɑ?f/圖表?TopractiseSs’readingskillofpredictingbeforereading.TopractiseSs’skillofdescribingagraphandanalyzingthetrendaccordingtothegraph.22minActivity3Fastreading.Readformainidea＆texttype①Whattypeofwritingisthispassage?②What’sthetopicsentenceofeachparagraphandwhat’sthekeyword?③What'sthepassagemainlyabout?了解文章結(jié)構(gòu)，為提取和歸納基本信息作準(zhǔn)備。判斷出本文是一篇說明文，并以此理解說明文體的特征。5minActivity4Readfordetails①Para1.:Whatistheproblemaboutclimatechange?Readandfillintheblanks.②SsreadPara.2:Acaseofclimatechange.Putthereasonsaccountforthedeathofthepolarbearinacorrectlogicalorder排序:A.lowseaicelevel低海冰水位B.starvation饑餓C.longerfoodseekingtravel更遠(yuǎn)的覓食路程D.lackoffood缺少食物E.climatechange氣候變化正確的順序為：③SsreadPara.3tofindthecauses.Informationabout“greenhouseeffect溫室效應(yīng)”④TipsofPara.3:useadiagramtodescribehowthegreenhouseeffectworks.⑤SsreadPara.4andmarktrue(T)orfalse(F).1.Theriseintemperatureleadsto導(dǎo)致extremeweather(極端天氣)andnaturaldisaters(自然災(zāi)害).2.Heatwaves(熱浪)arenotextremeweather.3.Extremerainstormsandheatwavescauseddeaths(死亡)andeconomiclosses(經(jīng)濟損失)⑥SsreadPara5.andanswerthequestion.Whatsolutions(解決辦法)mentioned(提到)inthetexttodealwith(處理)theclimatechange?A.Governments(政府)makepolicies(政策).B.Governmentstakeappropriateactionsandmeasures.C.Individuals(個人)reduce(減少)our“carbonfootprint”(碳足跡).D.Alloftheabove以上都是.學(xué)生自主閱讀，進(jìn)一步梳理細(xì)節(jié)信息，獲取全球變暖的現(xiàn)象、原因、危害和作者的建議措施。在描述闡釋的過程中實現(xiàn)語言和知識的內(nèi)化。20minActivity5Postreading①Summarythestructureofthetext.②Thinkdeeplyandshare:What’stheauthor’spurposeofwritingthistext?③Thinkcritically&debate:Doyouthinkclimatechangeistheresultofman’sgreed?Why?④Thinkwidely&create:Asanindividual,whatwillyoudotohelp(toslowtheglobalwarming)?Sortthegarbage分類垃圾Avoidproductswithalotofpackaging避免過度包裝Valuetheexistingnaturalresourceslikeforests重視森林等現(xiàn)有自然資源Endwastingresources不浪費資源Encourageotherstoconserve鼓勵他人節(jié)約Adjustourlifestyle調(diào)整我們的生活方式Reduce,reuse,recycle減少、重復(fù)使用、回收Turnoffelectricdeviceswhentheyarenotinuse不使用時關(guān)閉電氣設(shè)備Helpinformpeopleofthedangerofglobalwarming幫助人們了解全球變暖的危險總結(jié)歸納，梳理知識點。引導(dǎo)學(xué)生針對語篇背后的價值取向和作者態(tài)度進(jìn)行推理論證。深化主題意義，引導(dǎo)學(xué)生進(jìn)行批判性思考，是否全球變暖全因人類的貪婪所致。師生共同探討在應(yīng)對這一挑戰(zhàn)時，會遇到什么樣的問題以及可以采取怎樣的措施去克服它們。實現(xiàn)遷移創(chuàng)新。12min課后作業(yè)HomeworkDesignyour“LowCarbonWeek”andmakeaVlogtopresentyourideavividly.LowCarbonLifestyleExamples:Monday:Gotoschoolbybike..