Unit 3 Sea Exploration Reading and Thinking 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第四册

Unit3 Reading and Thinking 课时内容 Discuss climate change 主题语境：人与自然 主题群：环境保护 子主题：全球气候变化 语篇类型：说明文、图表、照片 文本分析： 【What】本文介绍了全球气候变暖的表现、原因、后果和需要采取的应对措施。文章内容按逻辑顺序展开，环环相扣。首先，通过列出气候变暖的具体现象引出气候变化这一问题；然后，分析问题，呈现此问题带来的严重后果；最后，呼吁世界各国政府和个人应该采取措施来改善这一现象。 [why]文本的标题“CLIMATE CHANGE REQUIRES THE WORLD＇S ATTENTION”点明了作者的诉求：气候变化对地球生态系统的影响是巨大的，需要全人类共同关注和面对。作者希望通过描写全球气候变暖对地球生态系统造成的巨大影响，及其造成的人员伤亡和巨大经济损失，引起读者对气候变暖的关注，从而号召政府和个人采取行动，减少温室气体和生活中的碳排放。 【How】这是一篇说明文，通过对气候变化这一客观现象的介绍，达到知识教人的目的。本文共五个段落：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的尸体照片印证气候变暖的影响；第三段分析全球气候变暖的原因；第四段陈述全球气候变暖带来的后果；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-原因一后果一建议”的逻辑顺序展开。文章还使用了图表和照片，直观展示气候变化的趋势和气候变暖的影响。同时，全文多处引用科学家的观点，运用举例论证、设问、对比、解释等方法进行说明，体现了说明文具有的科学性和客观性的特点。 课时目标 学完本课后，学生能够： 1．了解全球气候变暖的原因、危害以及对全人类的影响，探讨各国政府和个人应该采取的有效措施。 2．观察和描述图表，借助流程图、示意图等梳理事物发生的因果关系、展示温室效应的原理，积累、构建有关气候变化话题的词汇网络。 3．思考个人在环境保护中的作用和意义，从反思日常生活方式做起，运用所学知识提出解决方案，增强解决实际问题的意识和能力。 重点难点 重点 掌握说明文的结构特征、文体特征及语言特点，了解全球气候变暖的原因、危害以及对全人类的影响。 难点 借助流程图、示意图等厘清事物发生的因果关系，运用所学知识提出解决方案。 教学准备 教师准备：与冰山融化和饥饿的北极熊觅食相关的视频片段。 学生准备：预习本课的相关词汇与内容。 精彩课堂 Step I 学习理解 活动一：感知与注意 Ask students to watch a video clip about the melting ice and the skinny polar bear, and then have them discuss the following questions. ·What can you see from the video clip? ·How do you feel when seeing the poor polar bear? ·Why does it happen? Suggested answers: ·We can see that a large chunk of ice is breaking off a large glacier and that a skinny polar bear is looking for food. ·I feel sorry/concerned/anxious for the polar bear; I feel angry about the consequences of rising global temperatures. ·Because of the global warming./Because carbon dioxide and other greenhouse emissions have raised Earth's surface temperature, causing glaciers to melt dramatically. 【设计意图】用视频导入话题，冰川融化的直接后果是北极熊的挨饿濒危；骨瘦如柴的北极熊的视频能激发学生的情感共鸣，引导学生思考并讨论此种现象背后的原因，让学生初步意识到保护环境和资源的重要性。 活动二：获取与梳理 1.Recognise the text type. Before the reading, ask students to look at the title, the graphand the photo. Then have them answer the following questions based on what they observed. ·What's the type of this text? ·What is the graph about? What information can you get from it? ·Why are the graph and photo presented in the text? Suggested answers: ·Expository essay. ·The graph shows the change in the Global Surface Temperature between 1920and 2016. It shows the temperature anomaly, which shows how much the temperature has risen above what it would usually be at abase level. ·They are presented to draw the readers' attention to the serious issue because the seriousness of global warming is better illustrated in a direct way. 【设计意图】该环节的主要目的是获取和梳理信息，引导学生通过标题和文章提供的图表、照片感知文本，分析文章体裁及预测文章内容，训练学生的观察能力及发散思维能力。 2. Read for the structure and main ideas. (1)Ask students to summarise the main idea of each paragraph. Then have them underline the key word(s) of each main idea. Suggested answer: Para. I: The cvidence of dramatic global climate change. Para. 2: An alarming case of global warming and its impact on Earth's ecology. Para. 3: The cause of global warming the "man-made" greenhouse effect. Para. 4: The consequences of the rise in temperature. Para. 5: The solutions to reducing greenhouse gas emissions. (2) Ask students to summarise the structure of the expository essay according to the main idcas and key words. 【设计意图】通过概括段落大意和画关键词汇总结说明文的文章结构，提升学生分析、总结、归纳的能力。 活动三：概括与整合 1. Read for the details. (1)How has climate change influenced the polar bear's life? Ask students to read Para 1~2 and put the causes and effects in the correct order. ( )The polar bear could not hunt. ( )Low sea-ice levels in the Arctic Circle. ( )The polar bear was starved to death. ( )The polar bear had to travel greater distances to find food. ( )Climate has changed. ( )Its dead body was found. Suggested answers: 3-2-5-4-1-6 (2)What is greenhouse effect? Ask students to read Para. 3 and create a diagram to describe how the greenhouse effect works. ①Instruct students to read the learning strategy “Draw a diagram" below. Draw a diagram Diagrams are very useful tools that can be used to brainstorm ideas, map out processes,show cause and effect relationships, explain a new idea or concept, and so on. When you read an essay about scientific issues, you can try drawing a diagram,which will not only allow you to visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving. Suggested answer: Para. 1: The evidence of dramatic global climate change. Parn. 2: An alarming case of global warming and its impact on Earth's ecology. Para. 3: The cause of global warming the "man-made" greenhouse effect. Para. 4: The consequences of the rise in temperature. Para. 5: The solutions to reducing greenhouse gas emissions. (3) Ask students to summarise the structure of the expository essay according to the main ideas and key words. 【设计意图】通过概括段落大意和画关键词汇总结说明文的文章结构，提升学生分析、总结、归纳的能力。 活动三：概括与整合 1. Read for the details. (1)How has climate change influenced the polar bear's life? Ask students to read Paras.1~2 and put the causes and effects in the correct order. ( )The polar bear could not hunt. ( )Low sea-ice levels in the Arctic Circle. ( )The polar bear was starved to death. ( )The polar bear had to travel greater distances to find food. ( )Climate has changed. ( )Its dead body was found. Suggested answers: 3-2-5-4-1-6 (2)What is greenhouse effect? Ask students to read Para. 3 and create a diagram to describe how the greenhouse effect works. ①Instruct students to read the learning strategy "Draw a diagram" below. Draw a diagram Diagrams are very useful tools that can be used to brainstorm ideas, map out processes,show cause and effect relationships, explain a new idea or concept, and so on.When you read an essay about scientific issues, you can try drawing a diagram, which will not only allow you to visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving. ②Ask students to read the text again and create a diagram describing how the greenhouse effect works. Suggested answer: 2. Read for the language features. Ask students to read the text again and answer the questions. ·Why did the author mention the climate scientists' warning? ·What wwriting techniques are used in this expository essay? Suggested answers: ·Because the author wanted to warn us of the urgency of taking appropriate actions to tackle the issue of global warming. ·Use diagrams, examples, explanations, rhetoric questions, contrast, and leave a question at the end of the essay... 3. Ask students to scan the text and choose the best answers. ①Why did the author mention the death of a polar bear on Norway's Arctic island of Svalbard? A. To introduce the topic. B. To provide an example. C. To argue against an opinion. D. To provide background information. ②According to the text, what helps Earth sustain life? A.Short-wave radiation. B.Long-wave radiation. C.The “natural" greenhouse effect. D. Oxygen and water. ③According to the text, which of the following factors could cause Earth's surface temperature to rise quickly? A. Burning fossil fuels. B. Using plastic bags. C. Overhunting wildlife. D. Polluting the air. ④According to the text, which is NOT one of the consequences of global warming? A. More human deaths and economic losses. B. Increasing extreme rainstorms. C. Melting ice in the South Pole. D. Growing temperature of Earth's surface. ⑤What is the author's purpose of writing this text? A. To explain what greenhouse gases are and their effects. B. To arouse people's awareness of environmental protection. C. To introduce how to reduce the emission of greenhouse gases. D. To draw people's attention on the loss of polar bear's habitat. Suggested answers: ①B ②C ③A ④D ⑤B 【设计意图】本环节教师引导学生仔细阅读文章内容，寻找关键信息。通过排序、回答问题、画图、选择等方式引导学生梳理和整合细节信息，厘清因果关系，把握文章的脉络。引导学生归纳说明文的写作技巧，例如：使用图表、举例子、解释、设问、对比、在文章末尾留下一个问题等。一方面培养学生发现、分析、鉴赏文本写作手法的能力，另一方面为学生撰写此类文章搭设支架，帮助学生在后面的写作活动中实现语言的迁移运用。 Step II 应用实践 活动四：内化与运用 Ask students to fill in the blanks according to the text, and then have them retell the text. There is litte doubt that Earth ① (get) warmer and warmer. The "man-made” greenhouse effect has contributed to the climate change. There is strong and comprehensive evidence that the rise in temperature has led to ② increase in extreme weather and natural ③ (disaster) worldwide, not only causing serious damage, but also costing human lives.Climate scientists have warned that ④) we do not take appropriate actions,this warming trend will ⑤ (probable) continue and there will be a higher price to pay. Continued greenhouse gas emissions will result ⑥ further warming and long-lasting changes to the global climate,⑦ requires the attention of people all over the world. Governments need to consider making policies and taking appropriate actions and measures ⑧ (reduce) greenhouse gas emissions. We as individuals can also reduce our “carbon footprint” by ⑨ (restrict) the amount of carbon dioxide our lifestyles produce. It is our ⑩ (responsible) to seize every opportunity to educate everyone about global warming, along with its causes and impacts, because this is the most serious issue affecting all of us on this planet. 【设计意图】通过完成与课文相关的语篇填空练习，帮助学生复习巩固所学的学生的语言运用能力。 活动五：描述与阐释 偶有所得 1. Ask students to work in groups, scan the text and explore the questions below. Call on groups to share their answers with the class. ·What examples of extreme weather and disasters do you know? Can you make a list? ·Do you think climate change is the result of human activity? Give your reasons. ·Who do you think should take responsibility for dealing with climate change? What can we do? Suggested answers: ·There are sadly many examples ofextreme weather and disasters I know of,such as the extreme rainfall in France and the drought in East Africa in 2014.There were also heatwaves on nearly every continent due to climate change. ·I do think that climate change is the result of human activities because the majority of scientists also think so, and also because global temperatures have followed the rise in global emissions and population. ·I think we all need to take responsibility for dealing with it. Individuals can change their behaviour and try to reduce their "carbon footprint”, while companies and governments can do the same on the larger scale. 【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，思考气候变化是不是人类的行为造成的以及人类是否应该为气候变化负责，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。 2. Ask students to read Paragraph 5 and discuss how individuals can reduce “carbon footprint”. Suggested answer: Avoid driving cars, use public transportation, reduce waste, recycle,... 【设计意图】引导学生从个人角度出发，探讨在日常生活中如何减少碳足迹来应对全球变暖，培养学生保护环境的意识，使学生能够运用所学知识提出解决方案，增强解决实际问题的意识和能力。 活动六：分析与判断 Ask students to read the quote from Gandhi on the Opening Page. Have them think about and discuss the following questions. ·What is the difference between “needs”and“greed”? How should we balance our needs and sustainable nature? Suggested answers: ·“Needs” are the basic necessities required for human well-being,while “greed”represents an excessive and selfish desire for more than what is necessary. ·For example, we should reduce waste and promote the efficient use of resources by adopting circular economy principles, encourage sustainable production, and phase out environmentally harmful ones. 【设计意图】回归到单元引言，引导学生深度思考并讨论人类行为对环境的影响。让学生识到因为贪婪，人类过度开采自然资源，造成环境破坏、生态失衡、资源枯竭，最终受害的还是人类自己。人类只有坚持可持续发展观，适度利用自然资源，才能改善生存环境。此环节旨在培养学生的批判性思维。 Step III 迁移创新 活动七：想象与创造 1. Ask students to work in groups. Have them make a poster with previously-acquired information to bring our cute polar bears back and give a presentation. Tell them that the presentation should include the present situation, the causes and consequences, and the measures to be taken. After the presentation, let them assess the posters in terms of design, contents, language,and fluency. 【设计意图】此环节基于文本又超越文本，学生合作完成一幅让北极熊重返家园的海报并进行演讲，提升学生的合作学习能力、沟通表达能力、创造性思维能力。要求学生灵活并且有选择性地组织和使用所学内容来完成任务，旨在帮助学生将所学到的知识运用并迁移到真实情境中，学以致用。同时要求学生对海报的呈现做出相应的评价，实现“教一学一评”一体化。 2.Homework. (1)Ask students to polish up their poster and presentation and apply those green lifestyles in their daily life. (2)Ask students to collect the latest policiesof different governments on environmental protection and organise them into news bulletins.(Optional) 【设计意图】第一个作业依托文本研读和课堂活动的基础，完善海报及演说，并在日常生活中践行绿色的生活方式，是对本课学习的巩固与延伸。第二个作业为选做，通过搜集不同国家的政府关于环境保护的最新政策，整理成新闻筒报，旨在拓宽学生的视野，积累和巩固所学语言，有效更新学生对主题的认知，保持他们与时俱进的学习态度。 学科网（北京）股份有限公司 $$