高中人教版 (2019)Unit 3 Environmental Protection教案设计

这是一份高中人教版 (2019)Unit 3 Environmental Protection教案设计，共7页。
主题语境：人与自然
主题群：环境保护
子主题：人与环境
语篇类型：说明文
文本分析：
[What]本语篇主要内容为气候变化需要世界关注。文章首先引出话题，之后以一张挪威北极熊尸体的照片为例说明温度的上升对环境的影响。接下来自然引出全球地表平均温度上升的原因和给地球带来的影响，最后呼吁人类面对这个问题采取措施。
[Why]通过该语篇的学习可以提高学生保护环境的意识以及解读说明文结构的能力。
[Hw]本文为说明文，共五个段落：第一段通过简洁的文字和图表直观地引出话题，第二段通过北极熊的例子及一张令人震惊的北极熊尸体照片印证影响，第三段分析全球地表平均温度上升的原因，第四段陈述温度上升带来的后果，最后一段提出建议。整个文章的写作思路清晰，按照“话题——例子——原因——后果——建议”的逻辑顺序展开。
课时目标
1. 能够获取该文本的主要写作结构，掌握重点词汇及句型。
2. 能够结合本校和自身实际情况，提出自己减少温室效应的具体措施。
3. 能够通过文章的学习，反思人类活动对地球环境变化的影响。
重点难点
重点：
运用文中重要词汇发表自己对于环境保护的理解。
难点：
清晰梳理全文的结构，掌握说明文的写作特点。
教学准备
教师准备：
1. 教学录音。
2. 挪威的斯瓦尔巴群岛和温室效应的背景信息。
学生准备：
1. 预习本课词汇。
2. 自己对环境保护的了解。
教学过程
Step I学习理解
活动一：感知与注意
1. Shw sme pictures abut climate change and lead in the tpic by a questin:
•What may cause the cnsequences?

2.Ask students t lk at the graph and the picture in the text n Page 26 and discuss the questins in grups.
•What is the graph abut? What infrmatin can yu get frm it?
•Have yu ever seen the pht befre? What might be the stry behind it?
【设计意图】通过图片更直观形象地导入温度变化的话题,再通过文中的图表和北极熊的照片，更加具体地展示温度变化带来的影响，引导学生畅谈“全球变暖”的话题，激活学生已有的关于温度变化的背景知识并发展学生的发散性思维。
活动二：获取与梳理
1. Predictin.
(1) Have students lk at the graph and the picture again.
(2) Inspire them t predict the main idea f the text with the help f the graph, picture and the title f this text.
【设计意图】在阅读文章前，通过图表、北极熊图片以及标题来猜测文章大意，可以激发学生思考，提升预测文本的阅读技能，形成阅读期待，为提高阅读效率奠定基础。
2. Read and check.
Ask students t skim the text t check their predictin.
3. Read and answer.
Ask students t read the text again and answer the fllwing questins.
•What happened t the plar bear in the pht? Why did the writer write abut it?
•Why is the “natural” greenhuse effect imprtant and necessary?
•What are the cnsequences f high greenhuse gas emissins?
•Why did the authr mentin the climate scientists’ warning?
•What is the authr’s purpse f writing this text?
活动三：概括与整合
Create a diagram.
(1) Instruct students t read the learning strategy “Draw a diagram” belw.
(2) Ask students t read the text again and create diagrams describing hw the greenhuse effect wrks.
(3) Ask students t share their diagrams with their deskmates and present sme n the screen.
【设计意图】图形是非常实用的工具，既可以用来头脑风暴想法﹑制定流程、展现因果关系﹑解释新的想法或概念等，又能够帮助学生建立信息间的关联，形成新的认知结构，理解语言所表达的意义。
Step Ⅱ 应用实践
活动四：描述与阐释
Ask students t wrk in grups, scan the text and explre the questins belw. Call n grups t share their answers with the class.
•What examples f extreme weather and disasters d yu knw? Can yu make a list?
•D yu think climate change is the result f human activity? Give yur reasns.
•Wh d yu think shuld take respnsibility fr dealing with climate change? What can we d?
【设计意图】教师指导学生围绕主题和所形成的新的知识结构联系生活，思考温度变化是否是人类的行为造成的以及人类是否应该为温度变化负责。发展学生的创新思维，促进语言运用的自动化，助力学生将知识转化为能力，从而深化对主题语境的理解。
Step III 迁移创新
活动五：批判与评价
Ask students t wrk in grups t appreciate the writing features f the text.
【设计意图】通过赏析语篇结构、连词、指代和句首状语帮助学生形成语篇意识，把握语篇的结构特征，从而提高理解语篇意义的能力。
活动六：想象与创造
Discuss and share with the class.
•What can we d exactly t reduce ur “carbn ftprint” in ur daily life?
【设计意图】通过讨论日常生活中具体的低碳生活的行动，让学生反思自己的生活方式以及提出一些切实可行的建议，深化对主题的理解。
板书设计
Suggested answers:
•The graph shws the change in the Glbal Surface Temperature between 1920 and 2016. It shws the temperature anmaly, which shws hw much the temperature has risen abve what it wuld usually beat a base level.
•Yes, I have. The stry is that the plar bear starved t death because it culd nt find enugh t eat.
N, I haven’t. The stry may be that the plar bear died frm sme reasns.
Suggested answers:
•The plar bear in the pht died f starvatin. The writer wrte abut it because it shwed ne f the effects f rising temperatures due t climate change.
•The “natural” greenhuse effect is imprtant because it warms Earth’s surface and keeps it habitable.
•High greenhuse gas emissins lead t mre heat energy being trapped in the atmsphere and rising temperatures.
•The authr mentined the climate scientists’ warning because it is essential that we take actin and s it needs t be brught t everyne’s attentin.
•The authr’s purpse is t infrm the reader and inspire them t d whatever they can t deal with this prblem.
Draw a diagram
Diagrams are very useful tls that can be used t brainstrm ideas, map ut prcesses, shw cause and effect relatinships, explain a new idea r cncept, and s n. When yu read an essay abut scientific issues, yu can try drawing a diagram, which will nt nly allw yu t visualise the prblems mre clearly but als can help demnstrate yur creative thinking and prblem-slving.
Suggested answer:
Suggested answers:
•There are sadly many examples f extreme weather and disasters I knw f, such as the extreme rainfall in France and the drught in East Africa in 2014. There were als heatwaves n nearly every cntinent due t climate change.
•I d think that climate change is the result f human activities because the majrity f scientists als think s, and als because glbal temperatures have fllwed the rise in glbal emissins and ppulatin.
•I think we all need t take respnsibility fr dealing with it. Individuals can change their behaviur and try t reduce their carbn ftprint, while cmpanies and gvernments can d the same n the larger scale.
Suggested answers:
1. 赏析语篇结构。
(1) 该语篇为一篇说明文，按照“话题例子——原因——后果——建议”的逻辑顺序展开，环环相扣。
(2) 特征：说明文是以说明为主要表达方式，用简洁明了的语言来解释说明事物、阐明事理，从而给读者提供知识的一种文体。它要求语言简明扼要、通俗易懂,说明过程时层次分析、条理分明。这种文体通常用第三人称，时态以现在时态和将来时态为主。文本通过时态的恰当运用，引起读者对气候变暖的关注，从而认同作者的观点并采取行动。
2. 赏析连词、指代和句首状语﹐探讨其与主题意义的关联。
(1) 连词
... s it had t travel greater distances in rder t find fd.
There is strng and cmprehensive evidence that the rise in temperature has led t an increase in extreme weather and natural disasters wrldwide, nt nly causing serius damage, but als csting human there will be a higher price t pay.
(2) 指代
Withut this prcess, Earth culd nt sustain life. “Withut this prcess” 指代上面的过程 “heat frm the sun enters the atmsphere and warms Earth’s surface as shrt-wave radiatin. The heat is released back int space at lnger wave lengths. Greenhuse gases in the atmsphere, such as methane and carbn dixide, trap sme f the heat, keeping Earth’s climate warm and habitable”。
(3) 句首状语
Withut this prcess, Earth culd nt sustain life.
Unit 3 Envirnmental Prtectin
Perid I Reading and Thinking
Ⅰ. 学习理解
活动一：感知与注意
1. Talk abut climate change.
2. Discuss the questins.
活动二：获取与梳理
1. Predictin.
2. Read and check.
3. Read and answer.
活动三：概括与整合
Create a diagram.
Ⅱ. 应用实践
活动四：描述与阐释
Explre the questins.
Ⅲ. 迁移创新
活动五：批判与评价
Appreciate the writing features f the text.
活动六：想象与创造
Discuss and share.