2/2Unit3ReadingandThinking名師教學設計課時內容Discussclimatechange主題語境：人與自然主題群：環(huán)境保護子主題：人與環(huán)境語篇類型：說明文文本分析：[What]本語篇主要內容為氣候變化需要世界關注。文章首先引出話題，之后以一張挪威北極熊尸體的照片為例說明溫度的上升對環(huán)境的影響。接下來自然引出全球地表平均溫度上升的原因和給地球帶來的影響，最后呼吁人類面對這個問題采取措施。[Why]通過該語篇的學習可以提高學生保護環(huán)境的意識以及解讀說明文結構的能力。[How]本文為說明文，共五個段落：第一段通過簡潔的文字和圖表直觀地引出話題，第二段通過北極熊的例子及一張令人震驚的北極熊尸體照片印證影響，第三段分析全球地表平均溫度上升的原因，第四段陳述溫度上升帶來的后果，最后一段提出建議。整個文章的寫作思路清晰，按照“話題——例子——原因——后果——建議”的邏輯順序展開。課時目標1.能夠獲取該文本的主要寫作結構，掌握重點詞匯及句型。2.能夠結合本校和自身實際情況，提出自己減少溫室效應的具體措施。3.能夠通過文章的學習，反思人類活動對地球環(huán)境變化的影響。重點難點重點：運用文中重要詞匯發(fā)表自己對于環(huán)境保護的理解。難點：清晰梳理全文的結構，掌握說明文的寫作特點。教學準備教師準備：1.教學錄音。2.挪威的斯瓦爾巴群島和溫室效應的背景信息。學生準備：1.預習本課詞匯。2.自己對環(huán)境保護的了解。教學過程StepI學習理解活動一：感知與注意1.Showsomepicturesaboutclimatechangeandleadinthetopicbyaquestion:?Whatmaycausetheconsequences?2.AskstudentstolookatthegraphandthepictureinthetextonPage26anddiscussthequestionsingroups.?Whatisthegraphabout?Whatinformationcanyougetfromit??Haveyoueverseenthephotobefore?Whatmightbethestorybehindit?Suggestedanswers:?ThegraphshowsthechangeintheGlobalSurfaceTemperaturebetween1920and2016.Itshowsthetemperatureanomaly,whichshowshowmuchthetemperaturehasrisenabovewhatitwouldusuallybeatabaselevel.?Yes,Ihave.Thestoryisthatthepolarbearstarvedtodeathbecauseitcouldnotfindenoughtoeat.No,Ihaven’t.Thestorymaybethatthepolarbeardiedfromsomereasons.【設計意圖】通過圖片更直觀形象地導入溫度變化的話題,再通過文中的圖表和北極熊的照片，更加具體地展示溫度變化帶來的影響，引導學生暢談“全球變暖”的話題，激活學生已有的關于溫度變化的背景知識并發(fā)展學生的發(fā)散性思維。活動二：獲取與梳理1.Prediction.(1)Havestudentslookatthegraphandthepictureagain.(2)Inspirethemtopredictthemainideaofthetextwiththehelpofthegraph,pictureandthetitleofthistext.【設計意圖】在閱讀文章前，通過圖表、北極熊圖片以及標題來猜測文章大意，可以激發(fā)學生思考，提升預測文本的閱讀技能，形成閱讀期待，為提高閱讀效率奠定基礎。2.Readandcheck.Askstudentstoskimthetexttochecktheirprediction.3.Readandanswer.Askstudentstoreadthetextagainandanswerthefollowingquestions.?Whathappenedtothepolarbearinthephoto?Whydidthewriterwriteaboutit??Whyisthe“natural”greenhouseeffectimportantandnecessary??Whataretheconsequencesofhighgreenhousegasemissions??Whydidtheauthormentiontheclimatescientists’warning??Whatistheauthor’spurposeofwritingthistext?Suggestedanswers:?Thepolarbearinthephotodiedofstarvation.Thewriterwroteaboutitbecauseitshowedoneoftheeffectsofrisingtemperaturesduetoclimatechange.?The“natural”greenhouseeffectisimportantbecauseitwarmsEarth’ssurfaceandkeepsithabitable.?Highgreenhousegasemissionsleadtomoreheatenergybeingtrappedintheatmosphereandrisingtemperatures.?Theauthormentionedtheclimatescientists’warningbecauseitisessentialthatwetakeactionandsoitneedstobebroughttoeveryone’sattention.?Theauthor’spurposeistoinformthereaderandinspirethemtodowhatevertheycantodealwiththisproblem.活動三：概括與整合Createadiagram.(1)Instructstudentstoreadthelearningstrategy“Drawadiagram”below.DrawadiagramDiagramsareveryusefultoolsthatcanbeusedtobrainstormideas,mapoutprocesses,showcauseandeffectrelationships,explainanewideaorconcept,andsoon.Whenyoureadanessayaboutscientificissues,youcantrydrawingadiagram,whichwillnotonlyallowyoutovisualisetheproblemsmoreclearlybutalsocanhelpdemonstrateyourcreativethinkingandproblem-solving.(2)Askstudentstoreadthetextagainandcreatediagramsdescribinghowthegreenhouseeffectworks.(3)Askstudentstosharetheirdiagramswiththeirdeskmatesandpresentsomeonthescreen.Suggestedanswer:【設計意圖】圖形是非常實用的工具，既可以用來頭腦風暴想法﹑制定流程、展現(xiàn)因果關系﹑解釋新的想法或概念等，又能夠幫助學生建立信息間的關聯(lián)，形成新的認知結構，理解語言所表達的意義。StepⅡ應用實踐活動四：描述與闡釋Askstudentstoworkingroups,scanthetextandexplorethequestionsbelow.Callongroupstosharetheiranswerswiththeclass.?Whatexamplesofextremeweatheranddisastersdoyouknow?Canyoumakealist??Doyouthinkclimatechangeistheresultofhumanactivity?Giveyourreasons.?Whodoyouthinkshouldtakeresponsibilityfordealingwithclimatechange?Whatcanwedo?Suggestedanswers:?TherearesadlymanyexamplesofextremeweatheranddisastersIknowof,suchastheextremerainfallinFranceandthedroughtinEastAfricain2014.Therewerealsoheatwavesonnearlyeverycontinentduetoclimatechange.?Idothinkthatclimatechangeistheresultofhumanactivitiesbecausethemajorityofscientistsalsothinkso,andalsobecauseglobaltemperatureshavefollowedtheriseinglobalemissionsandpopulation.?Ithinkweallneedtotakeresponsibilityfordealingwithit.Individualscanchangetheirbehaviourandtrytoreducetheircarbonfootprint,whilecompaniesandgovernmentscandothesameonthelargerscale.【設計意圖】教師指導學生圍繞主題和所形成的新的知識結構聯(lián)系生活，思考溫度變化是否是人類的行為造成的以及人類是否應該為溫度變化負責。發(fā)展學生的創(chuàng)新思維，促進語言運用的自動化，助力學生將知識轉化為能力，從而深化對主題語境的理解。StepIII遷移創(chuàng)新活動五：批判與評價Askstudentstoworkingroupstoappreciatethewritingfeaturesofthetext.Suggestedanswers:1.賞析語篇結構。(1)該語篇為一篇說明文，按照“話題例子——原因——后果——建議”的邏輯順序展開，環(huán)環(huán)相扣。(2)特征：說明文是以說明為主要表達方式，用簡潔明了的語言來解釋說明事物、闡明事理，從而給讀者提供知識的一種文體。它要求語言簡明扼要、通俗易懂,說明過程時層次分析、條理分明。這種文體通常用第三人稱，時態(tài)以現(xiàn)在時態(tài)和將來時態(tài)為主。文本通過時態(tài)的恰當運用，引起讀者對氣候變暖的關注，從而認同作者的觀點并采取行動。2.賞析連詞、指代和句首狀語﹐探討其與主題意義的關聯(lián)。(1)連詞...soithadtotravelgreaterdistancesinordertofindfood.Thereisstrongandcomprehensiveevidencethattheriseintemperaturehasledtoanincreaseinextremeweatherandnaturaldisastersworldwide,notonlycausingseriousdamage,butalsocostinghumanlivesandtherewillbeahigherpricetopay.(2)指代Withoutthisprocess,Earthcouldnotsustainlife.“Withoutthisprocess”指代上面的過程“heatfromthesunenterstheatmosphereandwarmsEarth’ssurfaceasshort-waveradiation.Theheatisreleasedbackintospaceatlongerwavelengths.Greenhousegasesintheatmosphere,suchasmethaneandcarbondioxide,trapsomeoftheheat,keepingEarth’sclimatewarm