Unit 3 Environmental Protection Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第三册

Teaching Plan Topic: OB3 Unit 3 Environmental Protection Reading and Thinking Grade: Senior 2 Teaching Objectives By the end of this period, students will be able to: 1.summarize the main idea of each paragraph and figure out the structure of a typical expository writing; 2.analyse detailed information about climate change by various declarative means; 3.reflect and think of ways to reduce the carbon footprint in daily life; 4.make a poster with previously-acquired information in cooperation; 5.evaluate the importance of concerted efforts involved in environmental protection. Teaching Method Task-based Teaching Methods Teaching aids: Multi-media, blackboard Type Reading and Thinking Period: 40mins Teaching Procedures Steps Activities Justification Warm up&Lead in Activity 1: View the video clip about the melting ice and the skinny polar bear. ①What can you see from the video clip? ②What does it tell us? ③How do you feel when seeing the poor polar bear? Suggested answers: We can see the global ice loss from the video. It tells us that Carbon dioxide and other greenhouse emissions have raised the earth’s surface temperature, causing glaciers to melt dramatically. On the one hand, I feel sorry/concerned/anxious for the plight of polar bears; on the other hand, I feel angry about the consequences of human activities. Learn about the goal of this lesson: make a poster to protect the endangered polar bear. The goal of this lesson is to create a poster that calls for action to bring the adorable polar bears back to their normal lives. Pre-reading Activity 1: Read and think the title and the two pictures: ① What does the verb “require” in the title indicate? ② What do the graph and picture tell us? ③ Why are they presented in the text? Suggested answers: ①Climate change has become an urgent problem that can’t be ignored any more. It is a must to be put high on the agenda. ②The first graph shows the surface temperature has been rising steadily above the basic level. The second picture Read and think about text titles and illustrations to get background information about the text. While- reading Activity 1: Summarize the main idea and the structure of an expository writing. ①match the main idea with each paragraph ②use one word to make a summary ③Figure out the structure Activity 2: Analyse the causes of polar bear’s death. Read paragraph 2 and put the following reasons in a correct logical order. (Low sea-ice level, starvation, longer food-seeking, lack of food, climate change) The right order: climate change, low-sea lever, lack of food, longer food-seeking, starvation (Low sea-ice levels caused by climate change meant the bear could not hunt seals as before, so it had to travel greater distances in order to find food.) Activity 3: Comprehend the root cause and distinguish one from another. Read paragraph 3 and finish the mind map of greenhouse effect. (types, definitions and functions) Distinguish the “natural” from the “man-made” green house effects. Activity 4: Explore the consequences. Read paragraph 4 and finish the flow chart of consequences of the rising temperature. Activity 5: Explore the solutions and relate to daily habits. Read paragraph 5 and finish the category table of measures to be taken by the government and the individuals. Relate to the daily habits. As individuals, what can we do in our daily life to help minimize our “carbon footprint”? Give answers based on the following pattern. The little things we do make a big difference to our environment. For example, ___________. Besides, it is of great benefit to ______________. It couldn’t be better if we _________________. Only if we make joint efforts could we guarantee a safety home for polar bear. Help students summarize the general idea of the paragraphs and understand the structure of the expository text, which will pave the way for the production of the poster after reading. Self-editing and peer-editing can help students to turn knowledge into ability. To help students analyze, understand, identify, explore and relate the details of texts. Post- reading Make a poster with previously-acquired information to bring back our cute polar bears. Student A,B,C prepare one aspect of the poster respectively, including the present situation, the causes and consequences, and the measures to be taken. Student D prepares the design and presentation of the poster. While presenting the poster, other students are required to assess the poster in terms of design, contents, language, and fluency. Help students apply what they have learned and transfer it to real situations. Summary & Homework Earth provides enough to satisfy every man’s needs, but not every man’s greed. — Mohandas K. Gandhi Nature has evolved to provide enough to satisfy the basic needs of all living things. However, nature cannot provide enough to satisfy everyone's greed, because greed is a desire that can never be satisfied. Homework: polish up your proposal and apply those green styles in your daily life. Conclude with a quote from Gandhi to help students take their exploration of the meaning of the subject to a new level. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$