Unit 8 Green Living Lesson 1 Roots And Shoots Reading 教学设计 -2023-2024学年高中英语北师大版（2019）必修第三册

Unit 8 Green Living Lesson 1 Roots & Shoots 第八单元 绿色生活 第一课 根与芽 Ⅰ Teaching Aims Knowledge and Ability Aims 1. Students can conclude the main idea of each paragraph by key words or sentences. 2. Students can read for specific information and answer questions on details. 3. Students can identify the techniques used in the text and explore their purposes. Emotion Aims Students will learn about the environment institute Roots and Shoots and know the importance of protecting the environment, and every little action makes a difference. Ⅱ Teaching important and difficult points Teaching important points Analyse the structure and development of the text (Exposition). Teaching difficult points Identify the techniques used by the writer and their purposes. Ⅰ 教学目标 知识能力目标 1. 通过关键词、句，学生能够总结出每段的主旨大意； 2. 学生能够在文中找到具体的细节信息； 3. 学生能够识别文中所使用的说明方法或说明技巧，并判断作者的使用目的和意图。 情感目标 学生通过了解环保组织“根与芽”，能够意识到保护环境的重要性——保护环境，人人有责；保护环境，从我做起，从点滴做起。 Ⅱ 教学重难点 教学难点 分析说明文的结构 教学难点 识别本文中所使用的说明方法或说明技巧及其目的。 Ⅲ Teaching procedures （教学步骤） Step 1 Lead in (导入 4 min) Teacher presents a flash mob (快闪) to arouse students’ reflection and lead in the topic. Q: Facing so much pollution around us, what should we do? Everyone’s small action can make a difference. If we act together, what will happen? Step 2 Skim for general information (泛读 6 min ) Task 1 (Individual work 个人活动) 1. What ’s the text type of this passage? （体裁？） A. An argumentation (议论文) B. A narrative （记叙文） C. A news article （新闻） D. An exposition (说明文) 2. Find the key words or sentences in each paragraph and try to conclude the main ideas. （段落大意） Key words or sentences:...... Main idea: Para 1 What is just-me-ism Para 2 Basic information of Roots and Shoots Para 3 The meaning of it Para 4 A call to action Step 3 Scan for specific information （精读） Task 2 (Pair work 同桌活动 ) Read Para 1 and discuss in pairs, finish task 2. (阅读第一段，回答问题 6 min ) Task 3 (Individual work 个人活动) Read the rest of the text and complete task 3 (阅读剩余课文，完成表格 6 min ) Step 4 Techniques used and their purposes (技巧及其目的 10 min ) Task 4 (Group work 小组合作) What techniques(技巧) did the writer use? Find at least one example for each technique. Then discuss the purposes in groups. Techniques （技巧） Example（例句） Example (举例子) Quotation (引用) Rhetorical question(设问) Repetition / parallel structure (重复/排比) Why did the writer use these techniques? （目的） The writer used them to create a strong effect on readers so that they could understand the writer’s opinion better and think carefully about their own behavior deeply as well. Step 5 Summary (总结 7 min ) Following the clues, analyze the text again on the whole. Ⅳ Homework (课后作业 1 min ) Refer to the Mind Map, complete the following reading comprehension. 2022年新高考英语二卷C篇 Over the last seven years, most states have banned texting by drivers, and public service campaigns have tried a wide range of methods to persuade people to put down their phones when they are behind the wheel. Yet the problem, by just about any measure, appears to be getting worse. Americans are still texting while driving, as well as using social networks and taking photos. Road accidents, which had fallen for years, are now rising sharply. That is partly because people are driving more, but Mark Rosekind, the chief of the National Highway Traffic Safety Administration, said distracted（分心）driving was "only increasing, unfortunately." "Big change requires big ideas." he said in a speech last month, referring broadly to the need to improve road safety. So to try to change a distinctly modern behavior, lawmakers and public health experts are reaching back to an old approach: They want to treat distracted driving like drunk driving. An idea from lawmakers in New York is to give police officers a new device called the Textalyzer. It would work like this: An officer arriving at the scene of a crash could ask for the phones of the drivers and use the Textalyzer to check in the operating system for recent activity. The technology could determine whether a driver had just texted, emailed or done anything else that is not allowed under New York's hands-free driving laws. "We need something on the books that can change people's behavior,” said Félix W. Ortiz, who pushed for the state's 2001 ban on hand-held devices by drivers. If the Textalyzer bill becomes law, he said, "people are going to be more afraid to put their hands on the cell phone." 1. Which of the following best describes the ban on drivers' texting in the US? A. Ineffective. B. Unnecessary. C. Inconsistent. D. Unfair. 2. What can the Textalyzer help a police officer find out? A. Where a driver came from. B. Whether a driver used their phone. C. How fast a driver was going. D. When a driver arrived at the scene. 3. What does the underlined word "something" in the last paragraph refer to? A. Advice. B. Data. C. Tests. D. Laws. 4. What is a suitable title for the text? A. To Drive or Not to Drive? Think Before You Start B. Texting and Driving? Watch Out for the Textalyzer C. New York Banning Hand-Held Devices by Drivers. D. The Next Generation Cell Phone: The Textalyzer- 5. Conclude main idea 主旨大意 ____________________________________________________________________________ 6. （1）说明对象 ____________________________________________________________ （2）语篇结构____________________________________________________________ （3）说明顺序___________________________________________________________ （4）说明方法____________________________________________________________ 7. 探讨解题技巧 主旨大意题__________________________________________________________________ 推理判断题__________________________________________________________________ 细节理解题__________________________________________________________________ 目的意图题__________________________________________________________________ 词义猜测题__________________________________________________________________ 学科网（北京）股份有限公司 $$