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

该高中英语教学设计聚焦气候变化的成因（人类活动为主）、影响及解决方案，通过展示冰川与融化、森林与野火、北极熊困境的对比视频导入，激活学生已知，搭建学习支架，自然引出主题。 特色在于融合语言能力（核心词汇与文本结构分析）、思维品质（因果关系与批判性思考），通过读中T-chart梳理成因、列表归纳影响，读后小组设计环保行动海报，落实学科素养。助力学生提升阅读策略与环保责任感，为教师提供结构化流程与实践活动设计。

Unit 3 Environmental Protection - Reading and Thinking: Climate Change Requires the World’s Attention教学设计 一、文本分析 (Text Analysis) 本文是一篇关于全球气候变化的论述文，选自教材的“Reading and Thinking”部分。文本结构清晰，遵循“提出问题（现象）— 分析原因 — 阐述影响 — 提出解决方案”的经典论述逻辑。 体裁与内容：文章属于科普类议论文。首先通过具体数据（如CO2浓度）和北极熊的意象引出气候变化这一严峻问题；接着科学地分析其两大主因（自然因素和人类活动），并重点强调人类活动是主导因素；然后详细列举了气候变化对全球（海平面上升、极端天气等）的具体影响；最后呼吁全球合作，提出应对策略（适应与减排），并赋予读者（学生）以希望和责任。 语言特点：文章包含一定量的学科核心词汇（如`carbon dioxide`, `greenhouse effect`, `fuel`, `global warming`等），但大部分词汇在上下文中可以得到理解。长难句较多，如包含定语从句、状语从句的复合句，需要引导学生进行句子结构分析。同时，文章使用了列数据、举例子、作比较等说明方法，增强了说服力。 情感态度：文章基调严肃而恳切，既揭示了问题的严重性和紧迫性，又在结尾处传递出积极的、行动导向的希望，旨在激发学生的环保意识和责任感。 二、Teaching Objectives Upon completion of this lesson, students will be able to: 1. Language Ability: ①Identify and understand key vocabulary related to climate change (e.g., atmosphere, carbon dioxide, greenhouse effect, crisis, fuel, global warming, take action). ②Extract specific information and data about the causes and effects of climate change through skimming and scanning. ③Understand the structure of the text and summarize the main idea of each part. 2. Learning Strategy: ①Improve reading skills for expository texts, particularly skimming for the gist and scanning for details. ②Learn to use context clues to infer the meaning of new words. 3. Cultural Awareness & Thinking Quality: ①Recognize the severity of climate change as a global issue that requires international cooperation. ②Develop critical thinking by analyzing the cause-and-effect relationship presented in the text. ③Reflect on their daily habits and discuss practical solutions at an individual level. 4. Emotional Attitude: ①Foster a sense of responsibility towards environmental protection. ②Feel empowered that individual actions, when combined, can make a difference. 三、Key Points and Difficult Points Key Points: ①Grasping the main causes (especially human activities) and serious effects of climate change. ②Understanding the structure of the text and the author's argumentative flow. ③Mastering the core vocabulary on environmental protection. Difficult Points: ①Comprehending complex sentences explaining scientific concepts (e.g., the greenhouse effect process). ②Moving from textual understanding to personal reflection and generating feasible solutions. ③Expressing their ideas and suggestions about environmental protection in English. 四、Teaching Procedures Step 1: Lead-in (5 mins) Activity: Show a short, compelling video (about 1-2 minutes) showing contrasting images: beautiful glaciers vs. melting ice, healthy forests vs. wildfires, a polar bear on solid ice vs. one struggling on a small iceberg. Questions for discussion: T: “What differences can you see in these pictures?” T: “What is the biggest problem they are facing?” (Elicit “climate change” or “global warming”) T: “Why should we pay attention to it?” Purpose: To activate students' prior knowledge, arouse their interest, and introduce the topic emotionally. Step 2: Pre-reading (5 mins) Activity: Predict from the title and pictures. Ask students to look at the title “Climate Change Requires the World’s Attention” and the pictures in the textbook. Pair-work: “With your partner, predict what aspects the article might talk about.” (e.g., What is it? What causes it? What are the results? What can we do?) Purpose: To set a purpose for reading and help students anticipate the content. Step 3: While-reading (20 mins) Task 1: Skimming for the Main Structure (5 mins) Ss read the text quickly to match the paragraphs with the main ideas. (Provide a jumbled list of main ideas on the PPT/sheet). Check answers and clarify the overall structure: Introduction (Para 1) -> Causes (Para 2-3) -> Effects (Para 4) -> Solutions (Para 5-6). Task 2: Scanning for Detailed Information (10 mins) Causes: Ss read Para 2-3 and complete a T-chart or table: Natural Causes vs. Human Activities. Focus on what human activities are mentioned (burning fossil fuels, deforestation). Effects: Ss read Para 4 and make a list of the effects (e.g., sea level rise, extreme weather, spread of diseases, damage to agriculture). Solutions: Ss read Para 5-6 and find what solutions are suggested (global cooperation, two-way approach: adapt + reduce greenhouse gases, individual action). Task 3: Language & Deeper Understanding (5 mins) Teacher explains 1-2 key sentences or phrases that are structurally complex (e.g., “While it is true that... human activity is the main culprit.”). Quick check: Ask “What does ‘culprit’ mean here?” Guide Ss to guess from context (main cause, villain). Step 4: Post-reading (10 mins) Activity: “What Can We Do?” Poster Design Group work (4 students per group): "As members of the school's 'Green Club', design a small poster to inform our classmates about the actions we can take in our daily lives to combat climate change." Give instructions: The poster must have a catchy title (e.g., “Save Energy, Save Our Future!”) and 4-5 practical tips in English (e.g., Turn off the lights when you leave a room. Take shorter showers. Use public transport. Use a reusable water bottle.). Groups briefly present their posters to the class. Purpose: To transform the acquired knowledge into a creative and output-based task, promoting cooperation and personal connection to the topic. Step 5: Summary and Homework (5 mins) Summary: Briefly recap the causes, effects, and solutions of climate change together with the students. Reinforce the message: “It's a global problem, but we can start with local actions.” Homework: 1. Must-do: Write 5 sentences about your own plan to be more environmentally friendly. (e.g., I plan to ride my bike to school twice a week instead of taking the car.) 2. Optional: Find a recent news headline (in Chinese or simple English) about an extreme weather event and think about its possible link to climate change. 学科网（北京）股份有限公司 $$