2/2Unit3ReadingandThinking名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容Discussclimatechange主題語(yǔ)境：人與自然主題群：環(huán)境保護(hù)子主題：人與環(huán)境語(yǔ)篇類型：說明文文本分析：[What]本語(yǔ)篇主要內(nèi)容為氣候變化需要世界關(guān)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(duì)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(duì)這個(gè)問題采取措施。[Why]通過該語(yǔ)篇的學(xué)習(xí)可以提高學(xué)生保護(hù)環(huán)境的意識(shí)以及解讀說明文結(jié)構(gòu)的能力。[How]本文為說明文，共五個(gè)段落：第一段通過簡(jiǎn)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(gè)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(shí)目標(biāo)1.能夠獲取該文本的主要寫作結(jié)構(gòu)，掌握重點(diǎn)詞匯及句型。2.能夠結(jié)合本校和自身實(shí)際情況，提出自己減少溫室效應(yīng)的具體措施。3.能夠通過文章的學(xué)習(xí)，反思人類活動(dòng)對(duì)地球環(huán)境變化的影響。重點(diǎn)難點(diǎn)重點(diǎn)：運(yùn)用文中重要詞匯發(fā)表自己對(duì)于環(huán)境保護(hù)的理解。難點(diǎn)：清晰梳理全文的結(jié)構(gòu)，掌握說明文的寫作特點(diǎn)。教學(xué)準(zhǔn)備教師準(zhǔn)備：1.教學(xué)錄音。2.挪威的斯瓦爾巴群島和溫室效應(yīng)的背景信息。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課詞匯。2.自己對(duì)環(huán)境保護(hù)的了解。教學(xué)過程StepI學(xué)習(xí)理解活動(dòng)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(shè)計(jì)意圖】通過圖片更直觀形象地導(dǎo)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(dǎo)學(xué)生暢談“全球變暖”的話題，激活學(xué)生已有的關(guān)于溫度變化的背景知識(shí)并發(fā)展學(xué)生的發(fā)散性思維。活動(dòng)二：獲取與梳理1.Prediction.(1)Havestudentslookatthegraphandthepictureagain.(2)Inspirethemtopredictthemainideaofthetextwiththehelpofthegraph,pictureandthetitleofthistext.【設(shè)計(jì)意圖】在閱讀文章前，通過圖表、北極熊圖片以及標(biāo)題來猜測(cè)文章大意，可以激發(fā)學(xué)生思考，提升預(yù)測(cè)文本的閱讀技能，形成閱讀期待，為提高閱讀效率奠定基礎(chǔ)。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(dòng)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(shè)計(jì)意圖】圖形是非常實(shí)用的工具，既可以用來頭腦風(fēng)暴想法﹑制定流程、展現(xiàn)因果關(guān)系﹑解釋新的想法或概念等，又能夠幫助學(xué)生建立信息間的關(guān)聯(lián)，形成新的認(rèn)知結(jié)構(gòu)，理解語(yǔ)言所表達(dá)的意義。StepⅡ應(yīng)用實(shí)踐活動(dòng)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(shè)計(jì)意圖】教師指導(dǎo)學(xué)生圍繞主題和所形成的新的知識(shí)結(jié)構(gòu)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(yīng)該為溫度變化負(fù)責(zé)。發(fā)展學(xué)生的創(chuàng)新思維，促進(jìn)語(yǔ)言運(yùn)用的自動(dòng)化，助力學(xué)生將知識(shí)轉(zhuǎn)化為能力，從而深化對(duì)主題語(yǔ)境的理解。StepIII遷移創(chuàng)新活動(dòng)五：批判與評(píng)價(jià)Askstudentstoworkingroupstoappreciatethewritingfeaturesofthetext.Suggestedanswers:1.賞析語(yǔ)篇結(jié)構(gòu)。(1)該語(yǔ)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(dá)方式，用簡(jiǎn)潔明了的語(yǔ)言來解釋說明事物、闡明事理，從而給讀者提供知識(shí)的一種文體。它要求語(yǔ)言簡(jiǎn)明扼要、通俗易懂,說明過程時(shí)層次分析、條理分明。這種文體通常用第三人稱，時(shí)態(tài)以現(xiàn)在時(shí)態(tài)和將來時(shí)態(tài)為主。文本通過時(shí)態(tài)的恰當(dāng)運(yùn)用，引起讀者對(duì)氣候變暖的關(guān)注，從而認(rèn)同作者的觀點(diǎn)并采取行動(dòng)。2.賞析連詞、指代和句首狀語(yǔ)﹐探討其與主題意義的關(guān)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