人教版（2019）選擇性必修 第三冊Unit 3 Environmental Protection Reading and Thinking 教案（表格式）

TeachingPlan

Topic:

OB3Unit3EnvironmentalProtectionReadingandThinking

Grade:

Senior2

Teaching

Objectives

Bytheendofthisperiod,studentswillbeableto:

1.summarizethemainideaofeachparagraphandfigureoutthestructureofatypicalexpositorywriting;

2.analysedetailedinformationaboutclimatechangebyvariousdeclarative

means;

3.reflectandthinkofwaystoreducethecarbonfootprintindailylife;4.makeaposterwithpreviously-acquiredinformationincooperation;

5.evaluatetheimportanceofconcertedeffortsinvolvedinenvironmentalprotection

TeachingMethod

Task-basedTeachingMethods

Teachingaids:

Multi-media,blackboard

Type

Reading

and

Thinking

Period:

40mins

TeachingProcedures

Steps

Activities

Justification

Warm

up&Leadin

Activity1:Viewthevideoclipaboutthemeltingiceandtheskinnypolarbear.

①Whatcanyouseefromthevideoclip?

②Whatdoesittellus?

③Howdoyoufeelwhenseeingthepoorpolarbear?

Suggestedanswers:

Wecanseetheglobalicelossfromthevideo.IttellsusthatCarbondioxideandothergreenhouseemissionshaveraisedtheearth'ssurfacetemperature,causingglacierstomeltdramatically

Ontheonehand,Ifeelsorry/concerned/anxiousfortheplightofpolarbears;ontheotherhand,Ifeelangry

abouttheconsequencesofhumanactivities.

Learnaboutthegoalofthislesson:makeapostertoprotecttheendangeredpolarbear.

Thegoalofthis

lessonistocreateaposterthatcallsforactiontobringthe

adorablepolarbears

backtotheirnormal

lives.

Pre-reading

Activity1:Readandthinkthetitleandthetwopictures:

①Whatdoestheverb“require”inthetitleindicate?

②Whatdothegraphandpicturetellus?

③Whyaretheypresentedinthetext?Suggestedanswers:

①Climatechangehasbecomeanurgentproblemthat

can'tbeignoredanymore.Itisamusttobeputhighontheagenda.

②Thefirstgraphshowsthesurfacetemperaturehasbeenrisingsteadilyabovethebasiclevel.Thesecondpicture

Readandthink

abouttexttitlesand

illustrationstogetbackground

informationabout

thetext.

While-

Activity1:Summarizethemainideaandthestructureof

Helpstudents

reading

anexpositorywriting.

①matchthemainideawitheachparagraph

②useonewordtomakeasummary

③Figureoutthestructure

Activity2:Analysethecausesofpolarbear'sdeath.Readparagraph2andputthefollowingreasonsina

correctlogicalorder.

(Lowsea-icelevel,starvation,longerfood-seeking,lackoffood,climatechange)

Therightorder:climatechange,low-sealever,lackoffood,longerfood-seeking,starvation

(Lowsea-icelevelscausedbyclimatechangemeantthebearcouldnothuntsealsasbefore,soithadtotravelgreaterdistancesinordertofindfood.)Activity3:Comprehendtherootcauseanddistinguish

onefromanother.

Readparagraph3andfinishthemindmapofgreenhouseeffect.

(types,definitionsandfunctions)

Distinguishthe“natural”fromthe“man-made”greenhouseeffects.

Activity4:Exploretheconsequences.

Readparagraph4andfinishtheflowchartofconsequencesoftherisingtemperature.

Activity5:Explorethesolutionsandrelatetodailyhabits.

Readparagraph5andfinishthecategorytableofmeasurestobetakenbythegovernmentandthe

individuals.

Relatetothedailyhabits.Asindividuals,whatcanwedoinourdailylifetohelpminimizeour“carbonfootprint'”?Giveanswersbasedonthefollowingpattern.

Thelittlethingswedomakeabigdifferencetoour

environment.Forexample,.Besides,itis

ofgreatbenefittoItcouldn'tbebetter

ifweOnlyifwemakejointefforts

couldweguaranteeasafetyhomeforpolarbear.

summarizethe

generalideaoftheparagraphsand

understandthe

structureofthe

expositorytext,

whichwillpavethewayforthe

productionofthe

posterafterreading.

Self-editingand

peer-editingcan

helpstudentstoturnknowledgeinto

ability.

Tohelpstudents

analyze,understand,identify,explore

andrelatethedetails

oftexts.

Post-reading

Makeaposterwithpreviously-acquired

informationtobringbackourcutepolarbears.StudentA,B,Cprepareoneaspectoftheposter

respectively,includingthepresentsituation,thecausesandconsequences,andthemeasurestobe

taken.StudentDpreparesthedesignand

presentationoftheposter.Whilepresentingtheposter,otherstudentsarerequiredtoassesstheposterintermsof

Helpstudentsapply

whattheyhave

learnedandtransferittorealsituations.

design,contents,language,andfluency.

Summary

&

Homework

Earthprovidesenoughtosatisfyeveryman'sneeds,butnoteveryman'sgreed.

—MohandasK.Gandhi

Naturehasevolvedtoprovideenoughtosatisfythebasicneedsofalllivingthings.However,naturecannot

provideenoughtosatisfyeveryone'sgreed,becau